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A comparative study of methods and types of reports to pupils and parents now being used in the Long Beach public schools

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A comparative study of methods and types of reports to pupils and parents now being used in the Long Beach public schools

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Content A COMPARATIVE STUDY OP METHODS AND TYPES OP REPORTS TO PUPILS AND PARENTS NOW BEING USED IN THE LONG BEACH PUBLIC SCHOOLS A Project Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Margaret Elizabeth Parsons August 1956 UBiversity of southern UMI Number: EP48893 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. UMI Dissartalion PublisNng UMI EP48893 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 ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 J ' 51 This project report, written 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 partial fulfillment of the requirements for the degree of M aster of Science in Education. Date. A dviser Dean TABLE OF CONTENTS CHAPTER PAOE I. INTRODUCTION .................................... 1 Statement of the problem..................... 3 Purpose of the study................... . . 3 Analysis of the st u d y..................... 3 Limitations of the study................... 4 Organization of succeeding chapters ........ 5 II. HISTORY, TRENDS, AND PHILOSOPHICAL BACKGROUNDS . 7 History of the report card in the United States ...... ......................... 7 Earliest records ........................... 7 Registers .................................. 8 National attention given to school records . 9 Parents’ signatures ....................... 10 Reports to parents in general u s e ........ 10 Promotion c a r d s ....................... 11 Types of pupil reports..................... 11 Additions of new items..................... 12 Limitations of professional literature . . . 13 Experimental studies ......................... 13 New ideas in reporting..................... 13 Investigation and studies................. l i j . Informal reporting ......................... l6 Guidance.................................... 17 iv CHAPTER PAGE Incentives.................................. 17 Educational objectives ..................... 18 Influences on American school methods .... 20 School and society......................... 20 John Dewey’s educational philosophy .... 21 Influences of other leaders on the American school methods ........................... 21 Educational psychology ..................... 22 A new vocabulary............................ 23 Scientific research, or the application of research findings....................... 2i^ Effects of philosophical and psychological studies on report cards ................... 2^ Improved reporting methods for pupils and parents.................................. 2^ Group planning.............................. 27 Specific changes in school progress reports of today.................................... 29 Summary...................................... 30 III. PRINCIPLES UNDERLYING PROGRESS REPORTS TO PUPILS AND PARENTS............................ 34 New aims in education....................... 35 Social-economic goals ..................... 35 Defining the objectives of education .... 36 V CHAPTER PAGE Individual need, social demands........ .. Teachers’ responsibilities • 37 New guiding principles for reports........ 37 All phases of the child’s development . . . 38 Flexibility of the report................. 39 Specific d a t a ........................... . . 39 New meanings of m a r k s ..................... Pupil opinion.............................. 1 ^ 0 Individual differences..................... I 4 .I Analyzing the "whole child"............... Marking and reporting practices........... l \ 2 . Evaluation ....................... 43 Cooperative process of evaluation ........ 45 Joint responsibilities in reporting ..... 48 Pupils...................................... 48 Parents.................................... 48 Principles of reporting ................... 4? Basic concepts in "reporting"............. 48 Summary......................... 49 IV. CRITERIA FOR WRITTEN REPORTS TO PARENTS .... 52 Multiple marking system ..................... 53 Flexibility................................ 54 Parent’s opinions and desires ............. 55 Test scores, helpful guides............... 58 CHAPTER Conferences .............................. Criteria .................................... Summary .................................... V. REPORTING TO PARENTS, LONG BEACH UNIFIED SCHOOL DISTRICT .................................... Reports to parents ......................... Many reporting methods ................... Values in personal contact ............... Objectives met .............................. In accord with present trends ........... Differences in cards of each segment Uniform practices ................. Secondary school’s reporting practices Written communications ............. Senior High School practices ........ First communications ............... Written notices to the home .... Report cards ....................... Influences ......................... End semester cards ................. Conferences as reports-to-parents . . Scheduled ......................... Inability of high schools to schedule conferences ..................... Vi PAGE 57 58 59 6l 61 6l 66 67 67 68 69 70 70 72 72 72 73 74 75 78 78 80 vil CHAPTER PAGE Differences in elementary and secondary school needs .............................. 80 Comparable to trends ......................... 82 Follows criteria ............................ 82 Individual differences ................... 83 Accuracy.................................... 83 Constructive suggestions ..... 84 The positive.......... 84 Summary....................... . 85 VI. GROUPS STUDIED.................................. 8? Limitations of the study . 88 Parent’s responding ....................... 88 Teacher limitations ....................... 89 Pupil limitations......................... 89 Questionnaire results.......... 90 Parents.................................... 90 Pupils...................................... 93 Teachers ................................ 93 Teacher’s comments ......................... 94 Comparisons of responses ..................... 96 Summary...................................... 100 VII. SUMMARY AND CONCLUSIONS....................... 102 Summary......................... 103 viii CHAPTER PAGE Review of literature on pupil progress reports............ 103 Principles governing pupil progress reports 10^ Criteria for reporting practices ........... 105 Long Beach School reporting practices . . . 106 Results of questionnaire ................... 107 Conclusions . ....................... .. . . 108 Recommendations.......................... 110 BIBLIOGRAPHY....................................... Il6 APPENDIX A Progress Reports ....................... 132 B Questionnaires and Total Responses . . • lipL C Samples of Student Handbooks....... 156 LIST OF TABLES TABLE PAGE I. Comparison of Choice of Cards and Methods of Reporting.................................. 97 II. Opinions on Marks as Comparative Evaluation and as Incentives................................ 98 III. Opinions of Supplementary Reporting Practices and Intervals for Reporting ..................... 99 CHAPTER I INTRODUCTION The most common means of communication between the school and the home, the oldest and most widely used, is the report card. Practically all schools have used some form of written report to the home. This card is intended to show pupil progress of lack of progress in specific study and/or growth areas. Just as many changes have come in the design and architectural planning of the modern school buildings, in class room equipment and furnishings, and in curriculum offerings, so too have changes in the report to parents assumed a new and modern communicative purpose. Reports have become different in design and planning. Reports have developed a "new look," a new meaning for teachers, parents, and pupils. No longer do reports or grade markings deal princi pally with achievement and comparative ratings among pupils in a given group. Effort, individual differences, and specific pupil needs for improvement in skills and attitudes have become paramount factors considered by teachers in reporting to parents. The traditional report card has failed to meet the requirements of a good or complete report of pupil progress. 2 Studies in the fields of psychology and mental hygiene have shown the need for scientific or more objective tests and measures, and for better evaluations of pupil progress. One needs to turn to the classic series of experi ments cited by Starch covering examinations in English, History and Mathematics, to realize that marks on a per centage basis or teacher ratings of A, B, G, e _ f c cetera, were an unreliable index of pupil achievement. Other studies of Dr. Starch with Dr. Elliott between 19 12-1 9 1 4* and of Kelly, Johnson, Meyer, Gray, Cooper and Trabue, as well as more recent findings of Asbraugh, Ruch, Odell, and Good have pointed the way to new approaches to the marks given students. These studies and many recent ones of school administrative groups have lead to teachers making new efforts to re-evaluate the marking systems and their methods of reporting pupil progress. The Long Beach Unified School District, as have other progressive school groups, has experimented, revised, and continued studying the best ways to interpret the basic philosophy of educational practices for pupils and parents through this medium. It is safe to assume that the final answer in this school district, as in others, has not been found. Coiumunlcation between the school and the home which affects so strongly the pupil, the parents, and the teachers is a 3 problem that will continue to be studied. It will continue to be revised to meet the needs of this rapidly growing community. As broader objectives of education and greater knowledge of sociological, ethical, psychological as well as intellectual factors concerning group and individual behavior become known, this medium of communication will again be revised. I. STATEMENT OP THE PROBLEM Purpose of this study. The purpose of this study was two-fold. First, an attempt was made to compare the reports to parents now being used in the elementary, junior, and senior high schools of the Long Beach Unified School District, to determine: (a) Were these reports in accord with present trends in this phase of public educational work? (b) Were these reports fulfilling the desired objectives of the Long Beach Schools? Secondly, the purpose was to determine by a sampling of parent opinion, pupil opinion, and teacher opinion if the reports were satisfactory to these three groups of people so vitally concerned with pupil progress. Analysis of the study. The history of reports to parents as found in professional literature was studied to determine: (a) the background or history of the report as a medium of pupil progress accounting; (b) the changes in k types of report cards; (c) the studies that have been made recommending revision of reports to pupils and parents. As a basis of comparison the three report cards now in use in the elementary, junior, and senior high schools were analyzed to show contrasts and likenesses. The principles underlying the reports to parents in the Long Beach Unified School District as shown in the two Manuals of Instructions given to elementary and secondary teachers were compared. This comparison also attempted to determine: are the report cards accomplishing the desired goals of this school district? Other considerations of this study which were attempted include the effort to determine: (a) Were the pupils satisfied with report cards now in use? (b) Were the parents pleased with the present report cards? (c) Did teachers feel that the present card was adequate? Limitations of the study. Pupils who are interested and enthusiastic about their school tend to praise all phases of the school work and be perfectly satisfied with their own reports regardless of the form of the report. Their maturity and judgment is not a sufficient basis for objective study. This same comment holds true for many parents who prefer to leave all school matters entirely to school personnel and accept on blind faith the reports as a final judgment of a group superior to them. Other parents 5 find it difficult to be objective and be satisfied or dissatisfied so long as their own child received what they considered a "good" report card# The small sampling of opinion formed another limita tion to this study. II. ORGANIZATION OF SUCCEEDING CHAPTERS The professional literature was reviewed in Chapter II. History of the development of the report card in this nation was studied. Research studies which are continually taking place at our universities and great centers of learning shed much light on the contrast of early reports to parents and communicative systems being developed today. These studies and current professional reports of experi mentation in other public schools that have sought better ways of handling report card problems, help one decide whether or not this school district’s reports are succeeding in fulfilling their purpose. Chapter III reviewed the principles underlying the report to parents and the basic philosophies upon which the present day marking system is built. The criteria for effective reports to parents was discussed in Chapter IV. In Chapter V an attempt was made to analyze the report cards in use in three segments of the Long Beach 6 Unified School District. These cards were analyzed in the light of guiding principles established in this study and in the light of acceptable criteria explained in Chapter IV. The multiple-reporting systems of this school district were discussed* Chapter VI reviews a sampling of opinions concerning the reports used in the Long Beach Schools. These opinions were taken in the form of questionnaires submitted to parents, to pupils, and to teachers. In any system of communication which proves satisfactory, those directly concerned must be in accord or must have reached a compro mise which has been clearly understood. They must know the reasons and the objectives as well as the language or sematics of one another. An attempt was made to find out by this limited sampling and by reviewing comments recorded during the school year of 1955-56, what the reaction to the progress report used in these three school segments has been. The final chapter presents a summary of the study with conclusions and recommendations. A selected Bibliography of professional literature in the field of marking and progress reports concludes the study. CHAPTER II HISTORY, TRENDS, AND PHILOSOPHICAL BACKGROUNDS I. HISTORY OP THE REPORT CARD IN THE UNITED STATES Earliest records. The exact time at which report cards were first issued to parents is difficult to deter mine • The colonial schools were more interested in religious instruction, and other lessons seem to have been incidental. If parents wished to emphasize reading, writing, spelling and arithmetic, they seemed to be the ones who taught these subjects or employed a private teacher to live in the home and assist with instruction, as well as other home details. Randall (132) told of the earliest form of any report of progress to parents. This was dated 1826, and it was a long letter listing the accomplishments of the student• In June, 1826, the schools of Boston were required to maintain records which were to be the property of the school. The regulation stated; They shall record the names, ages, places of residence, absences, tardinesses of their pupils, and such other particulars of their conduct, application, improvement, promotion and general character as shall enable the committees at their visitation to form an adequate idea of the state of the schools ; and it shall be the duty of the instructors frequently to remind their pupils of the consequences, which may result to 8 them individually from these perpetual records. (132:22) This record did note the pupil’s application, improve ment, promotion, and general character. The purpose seemed to have been to push the pupil along the path of academic learning. The child had to adapt himself to the program of subject-matter mastery. According to the findings of Heck (79) in. 1837 and 1838, Ohio, and Connecticut, respectively, passed state legislation which required teachers to keep a record of daily attendance. A survey was taken after this record had been in use a year, and it was found of considerable benefit not only for attendance but for a permanent record of the child’s "conduct and proficiency." Registers. As Secretary of the Massachusetts Board of Education, Horace Mann pointed out the value of keeping accurate records and succeeded in getting legislation passed in that state which included sending a temporary register to each school every year for a period of five years. Teachers were asked to submit suggestions for improvement. By I836 suggestions caused revision in the register or "Record Book" and all schools of the state were to use it. (79:29) This "Record Book" provided for a record of all tardies and absences by each pupil’s name and left a space where the teacher could keep a daily account of the mental 9 progress and moral deportment of the pupils* Parents were allowed to examine this book, but it was the property of the school• Those teachers who favored this register claimed that it improved attendance, lessened tardiness, improved scholarship and conduct. National attention given to school records * At meetings held in Philadelphia in 18^9* over which Horace Mann presided, school records were given a great deal of attention, Mr, Mann demanded that school people set up certain criteria to which states could agree, "particularly to the method of rating children and obtaining some degree of uniformity." (79^31) In the Tenth Year Book of the Department of Elementary School Principals, Holland told in his article, "Creating Effective Pupil Reports," that Mr, Sill suggested devising : . . . some just and uniform plan for keeping a count of scholarship and deportment of all pupils in the schools. Also, some system of frequent reports to parents of pupils’ standings in junior and senior grades in high school should be created. (8 3:3 6 2) Evidently this suggestion was not acted upon, for the principals of the high schools complained in I889 that : The work of monthly reports to parents would be enormous and unnocosaary, for more important work woni d be sacrified by teachers for this drudgery. Parents may assume fair work if no notice to the contrary is received. (83:363) 10 By this time, however, custom had developed the use of a peimianent record. This record was still referred to as a "register" of school attendance and marks. Parents were allowed to examine the register, if thqywished, but it belonged to the school and remained there. The spread of democratic ideas in education brought the home and school into closer relationship and by the middle nineties, the deportment card had come into general use evidently, and had much the same form and content as the conservative types in use today. (8 3:3 6 3) Parents’ signatures. In I889 a report given to the Education Committee of the National Council in Kansas by Superintendent Greenwood, includes the following: Whenever a child enters school, he should be provided with a blank book in which should be recorded all items in regard to his parentage, birth, nativity of parents, occupation, church affiliations, where educated, etc. date of admission to school, the number of days he attended each year, his scholarship, deport ment, and progress ; his standing in each branch, pro motions, etc. This book should be signed by both teacher and parent each term. It is the record of the pupil’8 own progress, and it is for him and his parents. The annual register kept by the principal should contain the same items, and such additional ones as would bring out all the facts in connection with the pupil’s work and habits. When he enters the high school, he should start in another book which should be kept with the same scrupulous care. Such a retro spective view would be invaluable to parent, teacher, and child. . . . At present there is no method devised for obtaining even an approximate result of character building, which is two-thirds of school work. Improve ments in this direction are more important than per centages and averages figured out by addition, division and silence. (83:365) Reports to parents in general use. Thus we see that progress was being made, if not widely practiced, by the 11 late 1 9th century. Leaders were advocating a record of a pupil’s individual progress for him and for his parents to keep. Also, the very mention of character building brings a new focus of attention on the responsibility of the school toward the pupil and his parents. By 1895 the deportment card had come into general use and had much the same form and content as the conserva tive types of reports used today, where in some schools the emphasis remains entirely on subject matter* Promotion cards. Another step forward was made in 1910 in Boston when the Boston Schools adopted an Admis sion, Discharge, and Promotion Card recommended by Charles M. Lamprey, who seemed to be one of the first to emphasize the use of individual records in the place of "log books" for class groups. (8 3:3 6 3) Types of pupil reports. Chapman and Ashbaugh (37) made a study in I925 which included report cards from every state in the Union and from cities above ten thousand in population. In this survey they found that the system of marking most commonly used was the percentage system which involved grading on a scale of one hundred points. They also found that subject matter occupied the important place in marking, and that attendance and deportment occupied second and third place. 12 In 1935 Hill wrote an article titled "Report Card in Present Practice," ( 8I) and indicated that the trend was away from the percentage basis, and that a method of grading by scale was most frequently used in reporting pupil achieve ment . Additions of new items. William L. Wrinkle (I7 8) analyzed the changes from early reporting practices to 1 9 3 7» He stated that the greatest change in marking practice since I9OO has been the departure from marking on the basis of per cent grades to the use of multiple letter grades. Two changes were made following examinations of men during the first World War. Many men were found to be in poor physical condition, and many studies which followed showed that when children were "physically unfit" their school work suffered. Other studies showed the need for proper rest and sleep if pupils were to profit by what the school had to offer. Prom this time on the report card added an accounting of the pupil’s health habits. The second change came as a result of the intelli gence tests administered during the war. The tests had shown that people differ from one another in native endow ment. The school interpreted this fact to mean that children should not be judged by a single standard but in terms of their own ability to do the work. As a result, many reports were modified to include explanations along 13 with the mark. Limitations of professional literature. Before 19^5 professional literature made little mention of reporting to parents* Markings, their reliability and the manner in which they were recorded seemed to be of concern, but the above mentioned study of Chapman and Ashbaugh seems to have opened the subject of reporting pupil progress to parents to national discussion. II. EXPERIMENTAL STUDIES New ideas in reporting. An experiment to develop a "working plan" for report forms in the University of Wyoming Training School was described by Dawson. il^Q) The form consisted of a list of items in skills and attitudes to be checked by the teacher on a three-point basis of: (a) need for improvement, (b) is improving, and (c) excellent. In an unpublished Master’s thesis by Artaban Von Ogle, University of Southern California, Los Angeles, in 1 9 3 5f he concluded that: (1) Marks in the past have only been vaguely understood by parents. (2) Grades intended solely to measure the pupil’s command of the subject matter are not adequate if social problems are to be considered. (3) If marks are used, they should be as fair as possible, and it is even suggested that pupils should participate in the rating of their own report. (125:92) l i l - Cooper (45) reports of an experiment on the complete elimination of written reports of the Walnut Street School, in Darby, Pennsylvania, in 1935-36* In this experiment each teacher was required to visit the home of each pupil in her class at least once a year. Advantages given for this type of procedure included knowledge gained of the financial status, living conditions, marital relations, cultural and general home environment. Such information was considered helpful to the teacher in better understanding the pupil. At the end of the year form letters were sent to parents of pupils who were promoted, and personal letters were sent to the parents of those who were being retained in the grade. Beatty (15) suggested in an article, "Objectifying School Marks," in 1933, that a card be constructed which indicated desired skills to be attained in each two-year period of the elementary level. Attainment of this skill was to be indicated by a date on the card. Objective of standardized tests were suggested as the basis of the mark. This showed a desire of the schools in the *30’s to over come the variability in teachers* marks. Investigation and studies. In 1931 a study in report card making for kindergarten and elementary grades was made by Rowena Hansen (?4) through the Office of Educa tion, Washington, D. C. The purpose of the study was to 15 secure facts which might be serviceable to schools con structing new report cards. Six hundred twenty-eight report cards in use in five hundred and fifteen city school systems were collected. The cards were studied for the achievements and behaviors rated, methods of rating, nomenclature used, intervals between issue, and suggestions for cooperation between school and home. This study revealed an increasing interest attached to behavior and attitudes. Emphasis upon character educa tion indicated more progressive tendencies in the lower grades than in the upper grades. It was not determined whether this was a fact of practice or of reporting. The question arose as to the psychological effect on the child of the long list of behaviors on the card, whether checked or not, but the questions remained unanswered. Hansen concluded that: (a) six times a year repre sented the most common practice in sending reports to the home; (b) that the five-point rating system predominated and showed no significant relationship between the symbols used and the school program; (c) that the ratio was four to one in favor of the traditional type card. In summary, Hansen suggested that the report card should offer constructive and suggestive help to the parent, child, and teacher. It should rate all phases of social, physical, emotional, and intellectual growth and 16 development. The card should be devised to build in the child a sense of security through proper recognition of his accomplishments. The card should offer a practical method of administration. (74:39) Informal reporting. Ladd in 1923 had recommended, as a result of a survey of schools in the United States, less frequent reports, and informal note as the most comprehensive form, recognition of all educational objectives, and measurement of progress by a three-point scale. ( 9 9: 9 2) Another, "investigation into the Standardization of Mathematics Marks in the Junior High School," made by Felton in 1934 (66:126), draws several conclusions. The one most pertinent to this study is that the possibility of attaining fairness in the giving of marks seems so improbable that the abolition of marks may be the only solution. Barbour made a study in 1935 to determine pupil, parent and teacher attitudes toward the substitution of letters and conferences for the traditional report card. His conslusions were: (1) Pupil progress in academic work evinces no marked difference between the control semester (traditional method) and the experimental semester in which letters and conferences were used; (2) Other factors such as home conditions enter into any such investigation; (3) Slight if any improvement was made in citizenship during the 17 experimental semester; and ( i j . ) Attitudes of parents and teachers showed some improvement. (12:94) Guidance. Graham made an analysis of the grading system of Roosevelt High School in Los Angeles in I9 2 9. (72) He reached the conclusion that administration and supervi sion may be made more effective in modifying a grading system to serve its purpose of guiding students in the direction of their own ability, and preventing those incapable of academic success from securing university recommendation. (7 1î89 ) He also expressed the opinion that the five-point scale is the most desirable method known for accomplishing this purpose. This grading system may become more effective in its purpose of guiding students in the direction of their ability. Any grading system should be used to guide a student into channels of endeavor where he is most likely to succeed and at the same time should point out weaknesses which he may be able to overcome in developing his abilities to their highest capacity. Incentives. In questionnaires sent to seven hundred school superintendents in 1935 by Jones (93 )> five hundred sixty-one replies showed that administrators believed that reports were a necessary incentive to individual pupils 18 while one hundred twenty-one felt they were not. Opinion was widely divided on many questions. The questionnaires revealed a deep-seated dissatisfaction with the present method of reporting and indicated a demand for a more scientific report card. The traditional card was considered outmoded and contradictory to the modern philosophy of education. It was recommended that committees be set up in each state to study the developments in report card making. Procedure and guiding principles conforming to the newer aims of education, and a more scientific method of reporting pupil progress, were suggested. ( 9 3:2 9 3) Educational ob.1 ectives. Also in 1935 Pugsley con ducted a study to determine the extent to which the elementary schools in New York state reported pupil progress in terms of the cardinal objectives of education. Sixty- three cards were analyzed with the assumption that they represented about one thousand schools. The study dis closed that only six, or nine and one half per cent of these cards made any attempt to state in definite terms the aims and purposes of education. Of these, only four pre sented any connection between the stated aims and those items on which the school was marking. "Not more than seven cards clearly recognized these objectives except in the command of common knowledge and skills." (131:18) 19 The study Indicated that the child*s individual aptitudes and ability to think were almost wholly disre garded. This study also revealed that 4^ per cent of the cards made no report upon character traits specifically. Pugsley concluded that the new educational movement had only vaguely touched the problem of educational marks and reports. He recommended several revisions: 1. That the school clearly state its philosophy and work out its implications in the report to parents. 2. That studies be made to determine what is significant in child growth and how to report these items. 3. That character growth be reported specifically. ( 131:20) In articles published in 1931 and 1935 by Fowlkes (68), Cole ( 4 1)f and Brooks (28) respectively, agreement was made by each author that the comparative marking system was educationally and psychologically unsound. External incentives, bribes, or marks constitute an artificial in centive for learning. They also stated that teachers should make their work so interesting and vital that penalties and rewards would be unnecessary. The marking system often leads to dishonesty and discouragement and develops habits and personality traits contrary to the intent of education. (28:105) 20 III. INFLUENCES ON AMERICAN SCHOOL METHODS School and society. The studies cited, which began in 1 9 2 5, by Chapman and Ashbaugh and continued through the 1 9 3 0’s, concerning the changes in school methods, pro cedures, and evaluations of progress, were very likely prompted by two forces. One of these forces could be the influence of the educational psychologists of the early twentieth century. The other could be the educational philosophies developing on this side of the Atlantic Ocean at the same time. Elsbree stated in The American Teacher; The modifications in teaching practice in America during the past quarter century are due in no small measure to the work of Edward L. Thorndike and the behaviorists and to the philosophical concepts of John Dewey and his enthusiastic interpreters. Thorndike was one of the earliest leaders in child- study movement and his "Notes on Child Study," published in 1 9 0 1, were decidedly in advance of the work of G. Stanley Hall, who preceded him in exploring this field. He has continually emphasized the existence and importance of individual differences and has been one of the leading spirits in breaking down lock-step methods of teaching. Beyond dispute, Thorndike has been the leader of the educational-tes ting movement in America. He and his students (influenced by Galt on and Bine t ) have developed numerous intelligence and achievement tests. These placed in the hands of the teacher are instruments of measurement by which individual differences could be detected and suitable adaptations in method and content provided. (bO:i|l4) 21 Methods and school procedures began their many changes (though slowly at first) after the publication in 1899^ of School and Society by John Dewey* John Dewey* s educational philosophy. Combining two Froebelian principles of method, self-activity and social participation were accepted by Dewey as sound pedagogical doctrines. To quote Elsbree again; The school’s responsibility was to provide oppor tunity for real living. This involved making the environment of the school as comparable to life outside the classroom as was humanly possible. Learning to live with others cooperatively, to adapt oneself to new and changing situations, and to solve problems were the central purposes of Dewey’s school. . . . It was important that the child should see and feel the rela tionship between the learning of facts or skills and the purpose which this knowledge had for the welfare of the individual child. (6 0: ï j . l 8 ) Influences of other leaders on the American School methods. It was approximately the turn of the century when William James and George Trumball Ladd, a professor of mental and moral philosophy at Bowdoin College, brought studies in psychology to the American public. William James is credited by most people as the man who brought experimentalism to America. He was the pioneer of the psychological laboratory. Edmund James, the MeMurray brothers. Dr. William T. Harris, Colonel Francis Parker, G. Stanley Hall, as well as Thorndike and Dewey, had tremendous influence on changes 22 which have come about in our schools. Educational psychology. Thorndike’s three volumes on Educational Psychology. first published in 1914^ con stituted the Psychological Bible for educators for more than twenty years. Public school teachers have probably been influenced more in their practices by Thorndike’s statement of the laws of learning than by any other single phase of his investigations. In 1908 the first two books actually called Social Psychology appeared. One, written by Edward A. Ross, clarified the terms "suggestion" and "imitation" and showed how they brought about contemporary social, political, and economic events. The other, by William McDpugall, inter preted social behavior on the basis of instincts. Others began to realize that experiment was possible even in the complex field of social behavior. Following World War I a wave of experimentation resulted in many significant studies. Walther Moede, Lee E. Travis, Georgina S. Gates, John F. Lashiell, Floyd H. Allport, Julius B. Mailer, Henry T. Moore, Warner Brown, Paul R. Farnsworth, Gardner Murphy, Lois Murphy, Theodore Newcomb, Kurt Lewin, Lewis Terman, Louis L. Thurstone. Manly H. Harper, Daniel Katz. Goodwin Watson, Percival M. Symonds, Donald Young, Tredwell Smith were all responsible for experimentation in fields of 23 psychology which have affected the schools of today. These experimentalists and the work of many others are discussed briefly by S. Stansfeld Sargent in his book The Basic Teachings of the Great Psychologists. (lifl) Sargent states in his concluding paragraph: Through the study of psychology we discover the nature of intelligence, motivation, emotions, learning, thinking, and personality as a whole. We learn how individuals differ in all these respects. We find out how heredity and environment work together to produce human traits and behavior, getting a glimpse of the many influences which enter into the formation of personality. Only through such basic understandings of human nature can come the ability to predict, direct, and improve human behavior in directions which all of us desire. (ll|.l:312) A new vocabulary. From the many leaders in experi mental psychology and those who stressed social and educa tional philosophy, a new vocabulary developed in educational groups. b| 2ch words as motivation, purposeful-activities, project-teaching, project-methods, units-of-work, child- centered activities, experience or background for learning, reading-readiness, activity-school, guidance, evaluations, standardized-tests, diagnostic tests, diagnostic methods, and last but not least, progressive education, entered professional written work and teacher’s vocabularies. These words are in common use today by all teachers, by most school children, and by many, many parents. 2 k Scientific Research, or the application of research findings. The "new vocabulary" cited above, and the leaders in the field of educational philosophy and psychology have changed the "little red school-house" considerably. Not only, as mentioned in Chapter I, has the design and architectural planning of the school become more "home like," (particularly for the young pupil) and "the environ ment as comparable to life outside the classroom as humanly possible," (6 0 : [ | . l 8 ) but specific teaching methods have changed. Fundamental subjects have been based more and more upon the results of scientific research. Teachers now have at their disposal an accumulation of objective evidence in regard to difficulties in reading, spelling, arithmetic and writing. Suggested procedures have been made based on scientifically controlled studies. A sufficient amount of research has been scientifically accomplished to help guide us in teaching all subjects. We not only have better methods of motivation in the place of strict external dis cipline; but we teach pupils "to think" rather than memorize large numbers of unrelated facts. We have moved from the Colonial Period of educational history, when only a few were educated or went beyond the fourth or fifth grade in reading and numbers, into a period of mass education, and on to an education concerned with individual difference of this great mass. 25 A transition as great as the one involved in a shift from faculty to behaviorists to Gestalt psychology, is of such magnitude as to require years for its complete realization. (60:426) IV. EFFECTS OF PHILOSOPHICAL AND PSYCHOLOGICAL STUDIES ON REPORT CARDS Improved reporting methods for pupils and parents. The magnitude of the many changes brought by philosophical and psychological educational practices of the past thirty years will "require years for its complete realization." We in the public schools (teachers and pupils) cannot stand still. All changes have not taken place. Other methods will be tried and found scientifically successful. As in science, as in invention, as in medical research, educa tional research will continue. Much that we practice today may be discarded or revised. More recent studies concerning marking and the report to parents give evidence of the improved methods now in use. Ethel Elizabeth Chase, in her unpublished Master’s thesis for the University of Southern California, June, 1 9 3 6, draws from an analysis made of eighty-one reports to parents : 1. That no one uniform program of evaluation could be used in all schools. In so far as the purposes of individual schools differ, the plan of evaluation will differ. Some schools will want instruments practicable 26 for them to use which picture the reaction of pupils in social situations which indicate how the pupils have developed toward social responsibilities. Other schools will want instruments practicable for them to use for obtaining evidence to show to what degree their objectives were realized along other lines. 2. Each school must set up its own objectives in clear and understandable fashion and then find evidence to show to what degree their objectives were being realized. 3* That there were some fields where no practical method of evaluation could be foijnd which could be used in school. Then the school should wait for objective evidence and until they could express achievements in those fields. (38:97) In 1938 L. Arthur King summarized his findings in a survey of "Trends in Evaluating and Reporting Progress," by stating that the variety of forms, sizes, and marking systems used, indicated the existing uncertainty as to what the practice and procedure should be. The tendency was toward a more flexible system that would more clearly account for individual differences. Characteristics of the pupil’s work, rather than the amount or standard of achieve ment, was being reported on many of the newer cards. Attention was called to special interests and abilities on some cards and only 25 per cent indicated some form of social maturity policy. Check-systerns were used for rating character traits in the elementary schools; little was done in this regard in secondary schools. Health ratings were Improved, and a marked increase in detailing subject matter goals was noted. ( 9 6: 9 9) 27 Linna P. Campbell collected report cards from many progressive elementary school districts in 1947-48• She concluded in her study that: 1. There was little uniformity in the different districts• 2. Most schools report to parents four times a year. 3. There was a tendency to use separate forms for reports in primary and intermediate grades. 4» Ability of the child was being used in determin ing marks• 5« A three or four point system was more widely used. 6. There was a marked trend to provide space for the teacher’s comment. 7* Most cards printed a message addressed to the parents. There was little uniformity in these messages. Nearly all messages contained an invitation to the parents to visit the school. 8. Nearly all schools supplemented the printed report forms with the use of telephone conversations, informal notes, informal conferences and home visits, as the need arose. (3 2:7 7) Group planning. In studies made in the schools of Austin, Texas (l46), and in San Diego County, California (53) methods of securing parent groups as well as teacher study groups to plan in advance for the type of report card to best meet the needs of those respective school districts was accomplished. It was interesting to note that San Diego County used a dual system; one card for the student and home with no 28 comparative markings (E-S-U) and one card with comparative markings (A-B-C-D-F) for the office record. In a "study of Pupil, Parent, and Teacher Opinion Concerning Pupil Reports," an unpublished Master’s thesis. University of Southern California, Sidney Irving Root made a survey of opinion in the Bakersfield City School System, results of which are given as: 1. The five point scale plus a note of explanation when necessary was approved by the greatest number in each group as being the most desirable type of pupil report. 2. A majority of the pupils said that individual effort should be the sole criterion by which evaluation should be made. 3. A majority of the teachers and over half of the parents indicated a belief that both class averages and individual effort should be considered for the purpose of evaluation. 4* Twice a semester was considered the best time interval for a pupil report by the majority of teachers. However, a large number indicated that three times a semester was the most desirable. 5* A majority of the parents and the greatest number of pupils also held that three times a semester was the most desirable frequency for a report from school to home. 6. A large majority of the pupils, parents and teachers were of the opinion that marks constitute a desirable stimulus. (136:95) Of the ten recommendations made concerning the reports to parents of the Bakersfield City Schools given by Mr. Root, five are included here: 1. Provision for written comment by the teacher 29 should be used to its fullest advantage. Such comments may be more diagnostic in nature and more friendly in tone than the simple use of the five-point scale. 2. The necessity for a clear understanding, on the part of the pupils, parents, and teachers, concerning the basis upon which grades are given is apparent. 3. Although the chief purpose of pupil reports is to stress the growth of the individual, it seems probable that class standard should not be entirely ignored. Such a standard is necessary for pupil guid ance. 4* In order to present a complete picture of pupil progress, a pupil report should include information regarding objectives in the pupil’s education, other than subject matter development. 5* No set form for a pupil report can be recommended. The type of report which best meets the needs of the community it is designed to serve, is the most adequate report for that situation. (136:102) V. SPECIFIC CHANGES IN SCHOOL PROGRESS REPORTS OF TODAY Specific changes as evidenced by the brief history of progress reports and the influences of educational psychology and philosophy include: 1. Content or ratings shown on the reports are quite different in recent years. 2. Class standards have given way to individual standards, and to standards set by the group themselves. 3* Five-point or three-point evaluations are in general use. 4. Ratings are supplemented or interpreted on the 30 card or by accompanying letters, bulletins, or by confer ences • 5. Letter reports are the only method used in some elementary schools. 6. Conferences, either parent-teacher or parent- teacher-pupil, have been the only method used in a few school districts. 7* A combination of one or more of these methods has come into practice in most schools. 8. There are advantages and disadvantages in each and every method of reporting. No one way is infallible. 9* Research and critical investigation have shown that marks and ratings are unreliable. 10. The most objective ratings are found in specific comments made by teachers. 11. Education has become a social institution and all concerned should participate in planning the report, in understanding the report and the basic philosophies it inter prets, in understanding the objectives of the school and the class group. VI. SUMMARY In the last fifty years, as evidenced by the brief history of reporting practices given in this chapter many changes have taken place. Prom colonial days until the 31 beginning of the twentieth century few reports to parents were made by schools or teachers. After the studies in biological sciences and medical sciences made great progress, social philosophies changed and psychological studies developed. Mental hygiene for individuals and groups came into being. Transportation and industry underwent tremendous changes in the nineteenth century. Economic, social, cultural and educational changes came in the twentieth century. The private schools for the few, and small community "one-room" school-house gave way to the large over crowded public school of 1956. Communities have changed; urban ization has increased; the home has changed (many of its nineteenth century functions have been lost). "Work today requires less physical strength, more nervous energy, and greater emotional endurance. . . . twentieth century problems require more social and political intelligence." The home, the church, and industry have not been able to meet all responsibilities they formerly met. They do not have the skill, the knowledge, and the facilities needed in dealing with problems made more complex by rapidly changed conditions. if the training of youth is to be preparation for a complete life--and living successfully now--some agency or agencies must assume these responsibilities, not 32 apart from, but in cooperation with the home, the church, and industry. (l66:9) The great increased school enrollment; the changed state and community school regulations; influences and demands of industry and labor; mass education with its great diversity among pupils requires of the schools today a balance between the socialization of the individual and a fulfillment of individual needs. New psychological, sociological, and philosophical' studies paved the way for many revisions that have taken place within the schools. Revised curriculums, improved methods of instruction based on laboratory findings, the changed or improved, "Cardinal Principles of Secondary Schools," which today includes individual and group guid ance, have all contributed to a new focus on records and reporting practices. These practices in pupil accounting have been greatly revised. They will continue to be revised in many school districts. From the old "register" of attendance, the personnel or guidance cumulative folders have developed. From the first report to the home by a letter stating scholastic accomplishments of one pupil and the few early attendance cards issued, many changes have come. Eleven of these major changes may be referred to on page 29. Possibly one of the greatest changes that might be re-iterated is the changed conception of report-making from the teacher-judge 33 of a pupil’s achievement as compared to others in the same class, to that of teacher-pupil-parent making the report together with assistance from cumulative records of health and attendance. Other changes include the use of objective and standardized test scores, aptitude tests and all available sources of information such as school and home history, that is available. Mental hygiene, group dynamics, cooperative planning and evaluating, may have been "new" words in vocabularies of the people of the "twenties" and "thirties"; today in the "fifties" they are words with real meaning and quite understandable to many, many schools and teachers. The "whole-child" is being evaluated when today’s progress reports are made. Work habits, cooperation, adjustments to group conditions, health, potentualities in skills and scholastic achievement, individual reactions in many situations, are studied before reports to parents are made . CHAPTER III PRINCIPLES UNDERLYING PROGRESS REPORTS TO PUPILS AND PARENTS Most people can readily recall the days when the percentage system of marking progress of school pupils was still used in awarding achievement. Happy was the child who brought home a report card with 100 per cent in spelling, arithmetic, or other subjects. Later these same people will recall the change to the letter plan (A, B, C, D and P). Not until the 1930’s were either of these methods seriously challenged. Results of studies, experiments, and questions of new philosophies in education challenged the reliability of marks and the psychological effects of such reporting practices. E, excellent, S, satisfactory, and U, unsatis factory marks came into acceptable usage. These changes in reporting pupil progress and the many others mentioned in Chapter II, csune about by the changes in the knowledge gleaned in the late nineteenth century and early twentieth century in the studies of how people learned; how people’s behavior as individuals and as members of a social group developed; and how important * became the influence of environment, motivation factors, purposeful activities, and how adjustment of the individual 35 to new situations developed in accordance with his own abilities, interests, and personal experiences* The principles underlying report cards could no longer be a mere rating of achievement, a mark to show success or failure of a subject* New principles of grading or marking had to develop in keeping with these new educa tional aims, methods, and philosophies. Reinhardt stated that. Circumstances combine to retain many children in school who in an earlier period would have dropped out before reaching the secondary level . • . the secondary school tends more and more to give every boy and girl an equal chance. (133:279) I. NEW AIMS IN EDUCATION Umstattd stated in Secondary School Teaching in 1937 that, "The purposes of education are two-fold; personal and social, or to aid the individual in developing his abilities and to preserve and improve society." (l62:29) Social-economic goals. The ten most desired social- economic goals of our nation were presented in 1934 by a committee of the National Education Association. They were stated in terms of the things we desire most for the greatest number of people. The ten goals are: heredity, strength, physical security, parti cipation in an evolving culture, an active flexible personality, suitable occupa tions, economic security, mental security, equality of 36 opportunity, freedom, and fair play. (122:8) Defining the objectives of education. Education might be said to have such aims as expressed by Frank D. Ashburn in a Primer for Parents. I. A. To give a boy or girl the technical aptitude to use the necessary mental tools of ordinary life, especially reading, writing, and arithmetic. B. To have the student, when secondary education is over, either trained to do some particular Job or trained to do more advanced intellectual work. G. To have trained the student to handle ordinary relationships with other human beings honestly, gener ously, and high-mindedly. II. A. To give the student an understanding of himself as a member of society as well as an individual. B. To fit him to take responsibilities, duties and privileges of the home and of the community. C. To fit him to take part in the life of the time in his own community and in the world. III. A. To teach him standards of behavior and tastes by which he can distinguish goodness from bad ness, quality from cheapness. B. To acquaint him with the great spirits and great events with values that have proved good and enduring in the experience of the human race. C. To arouse in him a capacity for intellectual and spiritual enjoyment of life. (9:168) Individual need, social demands. As stated in Warters* book. High School Personnel Work Today, most statements of aims in education have been based upon individual needs and social demands. Usually these 37 statements have been largely a reiteration of the declara tion made during the last century by Herbert Spencer who maintained. That education should be preparation for complete living; that to be this, it must be based upon five "leading kinds of activity": (1) maintaining health, (2) earning a living, (3) bringing up a family, (4) maintaining social and political relations, and (5) using leisure time. (170:137) Dr. Warters stated that, "Requirements of adult society and the common concerns of youth are basic in determining educational aims." (166:136) Dr. Robert Hutchins in The Democratic Dilemma said. Society is to be improved, not by forcing a program of social reform down its throat through the schools or otherwise, but by the improvement of the individuals who compose it. . . • The individual is the heart of society. ( 9 0:2 4) From many educational writers one realizes the personal and social objectives of the newer aims in educa tion. Training to give unders tanding and judgment, habits that are worth while, the ultimate aim ". . . to fit young people to do better the things that they would do anyway." (139:15) II. TEACHERS» RESPONSIBILITIES New guiding principles, for reports. In the compre hensive study of trends in report card making by the National Education Association, Educational Research 38 Service, Washington, D. C. (122) guiding principles were presented in developing reports to parents. The report card "should express the spirit of the school and be consistent with the educational philosophy back of the school program." (122:8) The report on the child’s school work should tell the parents and pupil something that will help the pupil to grow. It should be the aim of the report to inform the parents on the school life of the child, to help the pupil appraise himself, and encourage the teacher to study the child. The report should also enable the home to cooperate in helping to develop an interest in education. (122:8-10) All phases of the child’s development. All phases of the child’s development such as intellectual, physical, and social should be reported to the parents. Certain elements should be recognized and kept distinct if possible; i.e., the native ability of the pupil, his present achieve ment, and his growth in rate of achievement. The basis of the teacher’s judgment in arriving at these ratings should be definitely stated. The parents’ attention should be called to the child’s special abilities and interests. The report should be in language easily understood by both pupil and parent. In addition to scheduled reports, special reports should be sent home whenever conditions arise which make it desirable, such as commendable work accomplished or unsatisfactory work done. 39 Flexibility of the report. Professor Hill of Morningside College, Sioux City, Iowa, in analyzing 443 report forms in 1 9 3 5> presented a number of reporting principles* Briefly stated. Hill felt that the report card should show the carefully analyzed purposes, functions and educational objectives of the school. The accounting should be flexible and broad enough to cover all the important out comes of the school. It should give the factors which account for the different degrees of achievement and reflect a complete and sympathetic understanding of the child and his individual abilities. The report should be written in understandable language and result in a mutual cooperation between the home and school. (8l) Specific data. Upjohn (163) stated that the purpose of the report card should be: To reveal to the parent the exact strength and weaknesses of the pupil’s work. To interpret adequately to the home the type of experience which the school is furnishing to the pupil should be explained. To result in the improvement of the quality and quantity of the pupil’s growth. To enable the school and home to work effectively together for the growth of the child. Work and study habits as well as attitudes should be emphasized instead of skills and drills. ( 1 0 3:1 4 3) ko Cole expressed the belief that, "the school program cannot be adequately expressed to the parents unless specific statements of achievement and growth are included in the report." (l|l:ij.l) While Wrinkle took the view that. The writing of adequate detailed statements regarding each student for report purposes is beyond the time ability of teachers with a normal load of students enrolled in classes. (1 7 7:9 4) Regardless of the method of reporting used, authors on this subject agree that basic aims of the particular school and particular community should be expressed in reporting practices. The school belongs to the public. The public; and particularly parents, teachers, and students, should understand the aims and objectives of "their" school. New meanings of marks. In the old interpretations of marks scholastic achievement was being measured. All children were treated identically. The mark or grade judged the child rather than serving as a guide to the child. The new purpose recognizes the individual * s ability to achieve. Marks are used to inform the pupil concerning the amount and quality of work done. Pupil opinion. When the class has set up goals and standards for a given subject; when the pupil understands the objectives and has helped to prepare the ultimate goals to be reached; the pupil can judge almost as well as the teacher who is guiding the proposed steps toward 41 accomplishing these goals, how near he has reached these goals; how hard he has tried; how much he has mastered. ^ The pupil in many classes can estimate or "judge" his own rating. Many teachers have consulted pupils in class groups or in individual conferences and have allowed pupils to average their own scores on tests or daily grades. The grade or mark a pupil assigns himself has sometimes been lower than the teacher*s estimate. Pupils should be kept informed of their progress regularly, then they too could make a report. Certainly they can work with the teacher to check or evaluate their own progress. Individual differences. All children cannot attain the same standards in physical growth, social attitudes, and academic learning in the same intervals. Wide differences in abilities, interests, and understandings are inevitable. Young people realize and understand these differences today as do the teachers. Young people observe special talents in each other. They quickly understand that all of their classmates have different talents and gain success more quickly and easily in different activities. Just as in adult life neighbors know that "Mrs. Jones is the best cook in the neighborhood," "Mrs. Smith has the best garden," "Mr. Clay is a better electrician, or handy man and does help others with home chores"; in the life of young people such differences in "natural bents" are easily 42 recognized. Analyzing the "whole child." The wise teacher uses the picture of the "whole child" in her marks. Objective tests or standardized test scores, individual accomplish ments in a wide variety of activities within that subject field, interests, effort, consistant work habits, reports from the health records, and other special services of today's schools are all a part of the teacher's "judgment" in assigning a mark. Not just the achieving of high scores on question and answer tests; not just teacher approval or judgment of success; but a wide source of information, and an honest attempt to understand the individual pupil, form the basis for teacher appraisals in today's class room. Marking and reporting practices. Wrinkles developed some of the best obtainable generalizations in commenting on marking and reporting practices. 1. The traditional marking system cannot provide an intelligent solution to the administrative problems of student guidance, placement, promotion, motivation and graduation. 2. The elimination of the competitive marking system would compel teachers to demand more on intrinsic motivation, worthwhile materials, and sound methods of instruction, by depriving poor teachers of the whip by which the child is forced to engage in meaningless activities through procedures which are unlikely to be conducive to continued activity. 3* No single symbol can be an intelligible index of student achievement unless achievement evaluated 43 represents a single outcome or unless the achievement of several outcomes may be assumed to be identical. 1 | _ . Any adequate plan for the evaluation of student experiences will necessarily require as many separate evaluations as there are separate things evaluated. 5* Evaluations should be made in relation to the purpose of the experiences promoted by the abilities and needs of the pupils as individuals. 6. Students vary in their ability to achieve the objectives of the educational program. 7. Harm rather than good is likely to result from the periodic receipt of reports showing inferior achievement of the student has done his best, or from reports showing superior achievement of the student has not done his best. 8. It is not the purpose of general public education to discourage students from continuing in school. 9. An individually appropriate and worth while curriculum needs no extrinsic devices to ensure applica tion on the part of the student. 10. Good teaching does not demand coercise devises to ensure individually appropriate learning by students. 11. The form of the report is not of fundamental significance. A blank sheet of paper in the hands of an intelligent teacher is perhaps the best form of reporting. It should be recognized however, that this type of reporting is susceptible to degeneration into stereotyped reports of little meaning or value. (178:61^-6$) Evaluation. In paragraphs three, four, and five above. Wrinkle uses the term "evaluation" rather than "measuring" or "marking." Ross and Stanley in their book. Measurement in Today's Schools, defined this word as: Used in education, evaluation is a far more inclusive concept than measurement. Two aspects of evaluation 44 may be distinguished: (1) data relating to some important aspect of the school, such as its organiza tion, program, or results ; and (2) a set of values or standards against which these data are interpreted and appraised. Furthermore, the evaluator's educational philosophy and sense of values will determine what objectives of the school program he considers to be important, as well as what data he will look for, or regard as relevant in the situation. . • . Measurement implies the use of some tool or instrument, such as a test or scale, and provides a quantitative description of observed phenomena. This is always desirable but it should never exclude relevant data of a subjective and qualitative character, or the consideration of outcomes not immediately observable^ (137:373) The Eight Year Study of the Progressive Education Association and the Three Year Study of the Commission on Teacher Education on the college level are illustrations of an enlarged conception of evaluation. The committee sought to devise suitable instruments of measuring outcomes--such as interests, attitudes, creativeness, and various aspects of thinking— less tangible than those measured by ordinary tests and examination. It also used other types of data, such as anecdotal records, family histories, records of pupil activities, and the like. Warters states: This desired and difficult type of evaluation is appraisal in terms of student adjustment--in-school, out-of-school, and post-high-school adjustment. . . . In all education the ultimate outcomes and the highest values cannot be reduced to quantitative expressions and are, therefore, perhaps forever beyond exact measurement. (156:203) Ross and Stanley in the excellent chapter on "Evalua tion of Schools" concluded with this statement: 45 Evaluation is by no means a new idea in education, although the concept has been greatly enlarged in recent years. . . • Much remains, however, to be done# In the meantime, educators should acquaint themselves with the use and limitations of the techniques which have been developed. There is no escaping the fact that evalua tion is one of the most difficult, as well as one of the most important, problems in the modern school. The best existing evidence that a school is good is the fact that it is continually studying to find ways to improve Itself. (137:334) Cooperative procèss of evaluation. This statement quoted referring to the school, also applies to the class room and the teacher. Methods of appraisal and methods of evaluation must continue to be studied in order to reach classroom goals. As stated by Wriston "Self-criticism and self-appraisal (now a 'self-survey* or an 'evaluation') are as old as education." (179:303) Pupils, teachers, and parents (the classroom and the home), must continue in meeting this challenge of better methods of marking, of placing a final appraisal or evalua tion on specific accomplishments as well as upon general accomplishments. They must avail themselves (particularly the teacher making a progress report) of all available information concerning the individual child: heredity, home environment, standardized test scores, health records, other teacher's opinions and ratings, all group activities (in school and out of school), interests, special talents, and previous accomplishments in skills, work habits, citizenship at home and at school. These sources of 46 information plus the parents' opinions and ambitions for the child; plus the child's opinions or evaluations of his own progress, and his ambitions; lead to better judgment and better evaluations, as well as better teaching to accomplish individual remedial needs of the child. (Who are we to pass judgment and give comparative markings? Many students will surpass us in accomplishment or achievement of individual and social goals.) Teachers need all the help and resources available in assigning "ratings" or marks. "The pupil has the right to have his personality respected and his self-esteem protected." (166:46) III. JOINT RESPONSIBILITIES IN REPORTING Pupils. Dr. Ruth Strang points out that, "Since the pupil has more intimate knowledge about his progress than anyone else, he should have a large share in writing the report." (153:84) Once pupils have set up standards for evaluation of their progress it is natural that they try to determine how successful they have been in reaching these standards. Parents. Dr. Strang also points out, as other writers have, that the parents know more about their own child than anyone else. It is difficult for many parents to be objective, and many have a tendency to shield their 47 own child by presenting no weaknesses or faults. Yet today the modern parent, if interested in the school (as most elementary school parents are, and some parents of secondary school pupils are) will seek advice, and assistance of the school in helping their own child to make good adjustments. Other parents can be approached by the school and with proper and tactful methods the teacher or counselor or deans or principal, can win this cooperation* Strang (153)f Root (I3 6), Evans ( 6 3), Reinhardt (133), Outright (47)5 De Pencier (52), and others agree that the true value of a report card in a given situation can be determined only by its ability to meet the needs of the people concerned in that specific situation. The people most concerned are obviously the pupils, parents, and teachers• Principles of reporting. Evans summarizes the following principles which seem to be the most acceptable to the majority of writers on this subject* 1* School reports should accurately and completely report the pupil's progress* 2* School reports should help to interpret to the parents the broad purposes of education and the school activities provided to achieve these purposes* 3" School reports should promote understanding, appreciation, and cooperation between the home and the school. 4» School reports should be stated in understandable language. 48 5» School reports should impart a sense of the relative values in education* 6* School reports should prevent emotional distur bances and disintegration. 7* School reports should improve parent-child- teacher relationships* 8. School reports should improve instructional services* (6 3:75) In a report given in the School Review describing an experiment in evaluation of marks in the Washington Junior High School of Rochester, New York, a survey of scholarship involving a comparison between the final ratings of pupils in courses, and the ratings given the same pupils on final examinations, showed large discrepancies* The four phases of measurement to raise the standard of scholarship in that school included: 1* Defining the ratings (A, B, C, D and E) in terms of types of pupils* 2. Formulating a standard of desirable study habits 3* Studying and listing the common skills developed in the various subjects of the curriculum, or of the class in question* 4* Suggesting measures for remedial activity and prevention of failure* (18:23) Basic concepts in "reporting." These four means of measurement could and should be used by any teacher of any grade level or subject* This concept views education as growth through reconstruction and enrichment of experience* Such a concept is basic to the belief that each individual 49 Is unique, and attempts should be made to assist each individual within the respective group to prevent his own failure * This concept sets up means of evaluation or "marking" that are more individualized, more descriptive, less quantitative and more qualitative than comparative marking* These basic concepts should assist the teacher in becoming a better teacher as well as making a better progress report to parents* 1. Define the A, B, C, D, P or the E, S, N or any symbol used* 2* Ezxplain desirable study habits, desirable citizenship or conduct* 3* List or explain the common skills used and developed in each grade or subject* 4" Suggest "methods" or ways of improving for this individual whose work "you" are judging* IV. SUMMARY Mass education or education for all American youth presents many problems to teachers, school administrators, taxpayers, to the local, state, and the national community* The social-economic goals of education, and the realization that the "individual is Lhe hearL of society," places a dual and complex responsibility upon the schools* The 50 school is one of the major social institutions in the community that is charged with the responsibility of trans mitting the culture of society. It is charged with develop ing each individual to his highest level of achievement in the fundamental tools of knowledge and in physical, emo tional, and social development, commensurate with his abilities. As stated by Bush: The purpose of the school is to transmit the culture to young persons of the oncoming generation in such a manner that they will become sufficiently independent as adults to realize their own creative potentialities, to make their own way in the community, and at the same time be motivated and skilled enough to co-operate with their fellow men for promoting the general welfare, that is, improving the culture. • • • The central relationship is that between the teacher and the pupil. (30:6-7) Measurements to determine how well the school, or the teacher, or the pupil, reaches these goals of education are probably the most difficult to construct or to determine of all measurements. In any class definite and specific short-range goals or objectives should be understood by teacher, pupil, and parent. Definitions or symbols to be used should be clearly understood. Group and individual planning for short and long-range objectives must be clearly established before evaluation of progress can be started. The evaluations or appraisals of pupil progress should be made in the light of all available information that can be obtained concerning the individual pupil. 51 Reports touch upon many different aspects of educa tion. They involve and should reflect the school's philos ophy of education, methods of child study, curriculum, guidance program, policies of promotion, marking, and dis cipline. R^orts should contribute to the student's self- understanding, the parent's understanding of all aspects of ; his school life, and to the teacher's understanding of each individual within her group. CHAPTER IV CRITERIA FOR WRITTEN REPORTS TO PARENTS School marks and report cards are means of evaluating pupil progress. To quote from Adventure In American Educa tion, Volume III, A school program of evaluation can achieve its maximum usefulness only when it is an integral part of the major tasks of the school. Deriving its direction from the major objectives into clearly apprehended goals and purposes which are more effective guides to teaching and counseling. Exploring each major objective to identify types of behavior manifestations which will serve to reveal the progress of students toward this objective helps to focus attention upon the learner and the meaning of the educative process to him. Studying the results of evaluation serves to identify strengths and weaknesses in teaching and inadequacies in the school program. Effective participation in these several phases of evaluation serves as a stimulating experience for teachers in their own continuing educa tion. ( 1 4 3:4 5 9) Dr. Strang in the booklet, "How to Report Pupil Progress," discusses at some length the complexities of the problem of marks and making report cards. She points out the effects report card time has on many different pupils. Whether or not the marks are high A's, Very Satisfactory, or Excellent or whether the marks are low, some pupils are stimulated to do better, some are discouraged, and effort and interest is decreased. While a third group of pupils seem to be little affected and their work habits, attitudes, or achievement is neither stimulated nor discouraged.(1 5 3:8) 53 Anyone who has taught classes of junior or senior high school students would agree with Dr. Strang's viewpoint. Approximately one third and in some groups one half of the class will be definitely affected emotionally and some will produce better results afterwards, while some "slip" lower and have a feeling of futility about reaching for even a satisfactory rating. These pupils of the second group mentioned frequently become the "drop-outs" from high school, or the discipline problems who spend much of their time in the office, or in "cutting" classes. I. MULTIPLE MARKING SYSTEM The ideal marking and reporting system has not been found. Most studies in this field recommend a combination of methods of reporting. Most authorities have been in favor of a multiple system plus a report which is concerned with the individual, not a group comparative mark or the probable curve of high and low marks. Any grading or marking should be consistent with the general scheme for reporting to parents both on the written report and on the pupil's daily work. Just as on the written report, evaluation of the pupil's daily work should contain information as to whether a pupil is progressing at the raUe which is consistent with what the school (or the teacher) knows about him. The majority of recent studies 54 emphasize the injustices of comparative grades (most of the studies concern the elementary school marks and reports) yet in the available information concerning parents' opinion, parents wanted to know class standings. ( 11 4. 6: 4 9^ 5 1:3; 1 3 6:8 3; 8 6:3 0 4) Until such time as agreement can be reached by all groups concerned, a multiple marking system would seem to be the only answer. As stated before, the report should have as its aim to inform the parents on the school life of the child, help the pupil appraise himself, and encourage the teacher to study the child. All phases of the child's development such as intellectual, physical, and social, should be reported to the parents. Flexibility. To be flexible as we established in Chapter III that the report should be, it should provide satisfactory help to students at both poles of achievement. It should give encouragement and praise, as well as suggest specific ways to improve. Commenda.tion should be honestly awarded for good work in terms of the pupil's ability and inferior work from a superior pupil should not be accepted or reported to parents as satisfactory even though it is on the grade level in which the pupil is working. As no two pupils are exactly alike, no two members of a family are exactly alike, and no two reports should be 55 exactly alike. Case histories, individual progress, and human qualities differ in so many ways that the flexibility of marking and reporting is essential. Parent's opinions and desires♦ Parents of pupils in a large school district show reactions to report cards that are similar to reactions of students. Several articles have reported that parent's comments concerning reports are based upon the parent's own philos ophy. Some believe strongly in a highly competitive system of reporting while others share with many teachers the desire to discover and develop each pupil's potentialities, and share the desire to encourage growth of the individual as a cooperative social-being. As pupils and as teachers react differently, parents likewise fall into no set pattern. Katherine D'Evelyn found from studies that had been made concerning parent's opinions on what they wanted in a report, that: The majority of parents want several things from a report. They want to know: 1. Is ray child learning? 2. Is my child popular? Does he have friends and does he know how to get along with others in work and play? 3. Is ray child working to capacity? 4" How does my child stand in comparison to the rest of his group in the various subjects? ( 5l:3) 56 These questions come from studies concerning the elementary school^ yet they are applicable to junior and senior high school parent groups also. Question four certainly raises the problem of competition. D'Evelyn's report and Strang's booklet gave excellent suggestions to answer this question. In cards where letter marks are not used, the answer to the child's standing in relation to the group can best be done in a conference. If parents persist in having a definite statement of a compara tive nature, the answer could be, "John is in the upper 4th of his class," or, "John is average in this group with some ahead of him and some below him." Such statements in a conference may prove helpful and satisfying to the parent. It is seldom wise to give a parent an exact score of scholastic aptitude or subject matter achievement. Certainly the good teacher realizes that one test score is not an exact measure and cannot be stated as a final word as height and weight measures can be. Test scores, helpful guides. Just as weight changes, so do achievement test scores and sometimes sdaolastic aptitude test scores. Many contributing factors bring these changes. It will suffice here to simply remind our selves of this proven fact; and warn against using such scores in conversations where more harm than good will come from such use. Such tests are excellent guides but it 57 takes many group tests and sometimes several scholastic aptitude or I. Q. tests for one to feel an accurate estimate of ability has been obtained. Helpful as these tests have been to the wise teacher, the information can be damaging to a parent or a pupil. Diagnostic tests, like one or more composition papers, or results of pupils' answers on a teacher-made written test, may be shown to the parent with such state ments as, "On this standardized test in reading, John did well on the vocabulary section but on reading comprehension he could have done much better. Possibly your help outside of class will assist him. Reading fifteen or twenty minutes each evening, and discussing with you the details of what he has read, will give him practice and he most likely will improve on our next test." As interests (proper motivation for this individual pupil), as health, as drive or ambition grows (which occasionally never does in any kind of school activity) so do the scores of teacher-made tests and standardize test scores improve. Marks are "guide-posts" of where the pupil is today. Report cards are, and should be, guideposts of accomplishments and adjustments to date. Conferences. Suggestions for teacher conferences, and even exact types of items to discuss with teacher may be found in much of our current educational literature. (8; 58 l6; 2 6; 4 3) These suggestions are helpful. Each situation, each individual case calls for a different approach and a different evaluation, in this oral communication between teacher and parent. In the written communication a different evaluation is essential also. For each child's growth pattern and accomplishment (as has been discussed previously) is quite different. II. CRITERIA In developing Criteria for Effective Reports to Parents, the Long Beach Elementary School's Committee, headed by Dr. Virginia Bailard, Supervisor of Counseling and Psychological Services, and composed of teachers, principals, one member of the Board of Education, one member of the Curriculum Department, two Deputy Superinten dents of Schools, and two lay members, approved and adopted criteria based on Dr. Ruth Strang's suggestions. These include eight major questions that the teacher might ask herself: 1. Does my report show the trend of this pupil's development? 2. Is it diagnostic? Does it show specifically where progress has been made and where further progress can be made? 3. Does it show progress in the kinds of behavior that are most important for persons in a free society? 59 [ j . . Does it recognize individual differences? 5* Is it accurate? Can it be substantiated by facts? 6. Is it constructive in suggesting how progress can be made? 7- Does it "Accentuate the positive"? 8. Could certain parts of this report be better handled in a conference? ( 1 0 3: 5 ) As stated previously, each school community, each school should set up its own Guiding Principles and Criteria for the report to parents that is being used or is being planned for use, by its own staff of teachers and parents. Other suggested bases for Guiding Principles and Criteria may be found in the Manual used in the Los Angeles City Schools, San Diego County Schools, Austin, Texas Schools, or current professional literature. III. SUMMARY Since the eight questions above represent group opinion and administrative approval as Criteria for report card evaluation in the Long Beach Schools, they will be the guide used in analyzing the four report cards now in use in this school system. Evaluation of progress or lack of progress does concern most pupils and parents, as it does teachers. All three groups should participate in making the report by: 1. All knowing the objectives of the grade or class 6o subj ect. 2# Understanding the requirements necessary for meeting these objectives. 3* Evaluating progress on the basis of individual growth and adjustment. It is the teacher's responsibility, but it is pos sible for her to share this responsibility with parents and pupils through individual and group conferences. The way can be paved early in the semester. A report need never be a shock or emotional upset to a child or a parent. It can be a written account to date. Older students could make their own "account records" if properly guided in the objectives and standards required. Flexibility in account ing methods and in evaluations of pupils seems a require ment. Parent's opinions should be considered and their questions answered. There are many methods of obtaining information about each pupil before "report card time," and the wise teacher avails herself of all these resources. CHAPTER V REPORTING TO PARENTS, LONG BEACH UNIFIED SCHOOL DISTRICT I. REPORTS TO PARENTS The report cards used In the Long Beach Unified School District at this time are shown in Appendix A* In this school district reporting to parents has changed over the period of years since the 1920's. Each decade has brought to the attention of educators (superin tendents, supervisors and teachers of this community), new approaches, new needs, new criteria, and improved procedures based on the findings of studies and laboratory research in this phase of the educational field. To state that the teacher made report card issued four times a year, or a conference formally and adminis tratively planned, or a conference of an informal, unplanned nature, or even a telephone conversation, are the methods of reporting to parents would be wrong. These are some of the combinations of methods used in this school system of reporting to parents. Supplementary methods are used also. Many reporting methods. To list a few of the other ■ ■ - I !!■ iiMi.i. ! ■ II — 'nn. I - , iim I m m methods of reporting to parents one would have to state some methods that are common to all three segments, and 62 some methods that pertain to each segment* In elementary schools, in addition to four report cards a year and confer ences, we should add: 1. Principal's bulletins to all parents. 2. School newspapers frequently issued by six grade classes, or as a [j.th, 5th, 6th grade project. 3. Grade room teas sponsored by the class or by the P.T.A. room-mother8. 4* P.T.A. meetings, P.T.A. bulletins, special programs and special committees--particularly those com mittees concerned with School Problems, Character Education, Child Welfare, or Juvenile Delinquency. 5* Programs given in the school auditorium or in churches, or in the municipal auditorium. 6. Programs given before service clubs or other civic groups. 7* Public School's Week programs, and Open House Affairs. 8. Newspaper accounts of "human interest" value concerning individual pupils and accounts in editorials or feature articles of school activities, P.T.A. activities, the activities of teachers, of administrators, and of the work of the Board of Education and Superintendent. 9. Year books or classroom "log" of activities for the year. 63 10. Pupil's personal accounts to parents of, "What I learned at school today." Or, pupil's complaints, criticisms of teachers, or other pupils; and/or pupil's enthusiastic interest in school work as shown in conversa tions, or in pictures made, daily lesson papers brought home, or weekly or monthly test papers brought home (either because the pupil wishes to or because the teacher requests a parent's signature and the return of the paper.) 11. Regular school exhibits in the building and in other public windows or public libraries, not only exhibits given during Public School's Week. These same eleven methods listed as applying to elementary schools, can and ^ apply to secondary schools. A stronger emphasis could be placed in the secondary schools on the values of reporting to parents concerning individual accomplishments which regularly appear in the high school: 1. Newspapers. 2. Annuals. 3. Literary magazine publications. If. High School Manuals of Subject Offerings. 5* High School hand-books for students. These regular and widely used methods of showing group and individual accomplis lime 11 La of high school pupil's activities to parents and the community at large have great 64 value. This small list has additions which apply to both elementary and secondary schools. Certainly those added here which pertain to teachers, apply to all teachers, from Kindergarten through Junior College, or even a four year College. 1. Programs and panel discussion or debates of school groups offered: a. Before service clubs. b. Before youth church groups. c. Over radio (commercial or school owned broadcasting station). d. Over television. 2. Personal newspaper accounts of local, state, and national awards or scholarships for advanced or more specialized training; and awards in local, state and nationally sponsored school contests. 3. Interest stimulated in local high school athletic events. (These events bring many parents to the high school campus who would not come for other events. This contact, though indirect as far as "reporting to parents," sometimes creates that "first needed stimulus" and interest in the school. It also makes other direct contacts more easily handled, and creates a friendly background of a "common" school interest." if. The senior play, the all school festivals. 65 (Create similar contacts and purposes as does No. 8.) 5* The membership of principals and teachers in service clubs, social clubs, and many mixed groups of other professional people, lay groups, labor organizations, and other specialized organizations. 6. High School "Career Day." (Leaders in business and industry visit the school and explain their occupations to senior class groups.) 7. Business-Education Day. (When teachers are guests of business firms in the community and visit places of other's occupations for a first-hand view and better understanding of community vocational opportunities eventually available to the future citizens of the com munity. ) 8. The awareness of every teacher that he or she represents the educational philosophy of not only his own personal opinions but of the group. (The school district with which he works must be respected when teachers present objectives of the school, procedures of the school, and school policies whether he is in a small neighborhood group, at a bridge party, a golf or recreation club, or in larger fraternal and professional or civic gatherings.) One teacher, one publication, one bulletin, one radio, or television program, one student panel discussion, may set the stage for excellent community and group 66 relationships or excellent parent-teacher relationships, or set a wrong stage for cooperative planning and reporting. "The right of his personality and self-esteem to be protected," may be destroyed in anyone of a number of situations, yet in the same situation this right may be permanently protected and cooperative understanding gained under tactful statements of the wise teacher. Values in personal contact. These three lists include "methods" of reporting to parents and members of the school community. In accordance with views of many leading educators, any good personal contact is the most desirable means of bringing understanding and cooperation. Lack of knowledge, lack of direct contact can breed contempt, suspicion, distrust, and criticism. To become acquainted, to share a common interest or common concern, to work together toward common goals brings respect for each other*s opinions, agreement or compromise in the methods and pro cedures used in schools, and brings greater understanding of the problems as each side observes them. As Dr. Strang states this: "The effectiveness of any method of reporting depends on the understanding of everyone involved." (1^3:10) Public relations approaches, personal contacts, group agreements, and public approval become necessary in all phases of mass educational policies if the public schools satisfactorily accomplish their 67 purpose in this decade. II. OBJECTIVES MET Do the three report cards used in these three segments of the Long Beach Unified Schools accomplish the desired objectives of this school district? Do they stand the test of the best possible written communication between the school and the home today, in view of current trends and practices? Are the parents with children in each of these three segments of our public schools satisfied with this written and/or oral communication? Are the pupils and teachers satisfied? Current literature, historical development of the report card, research studies and experimental data, nor trends and practices of the day will give the answers. The answers lay with the three groups who are most vitally con cerned, the pupil, the parent, and the teacher. In accord with present trends. In determining an answer to the first question as listed in Chapter I under the first paragraph of "Statement of the problem," and reiterated above, it has been found that: 1. These reports used in our Long Beach Schools are in accord with present trends in report card practices. An examination of each of the three cards give evidence to substantiate this statement in the light of the trends and 68 practices discussed in Chapter II. 2. These reports, as well stated in print on the Elementary School "Progress Report," recognized "two basic principles of child growth"; a. That no two children are exactly alike, and b. That the capabilities of a child should be considered in any evaluation of pupil progress. 3. These elementary cards also stated the basic public school philosophy, i.e.. In America we believe that responsibility for education rests primarily upon the school and the home. Because of this, you and the school have a mutual interest. We invite and urge you, therefore, to visit the school to discuss questions you may have concerning the general welfare and educational progress of your child. Public schools are your schools. They were created for the purpose of helping you in training your child to become an effective citizen of good character. To accomplish this purpose we invite your full cooperation. Differences in cards of each segment. A question might arise as to why there is such a difference in the cards of the three segments of this school district? To answer that question fully one would have to explain the origin, history, organization and underlying philosophies today of the junior and of the senior high schools. Refer ences could be cited for such a study. There is a wealth or material in professional books and periodicals. However, in this study the "communications with the home" of each of 69 these segments In the Long Beach Unified School District was under consideration. Since each segment exists for differ ent educational purposes and age groups, it seems logical that to fulfill these purposes reporting procedures must be different. The change from one teacher of all subjects in the sixth grade to five or six teachers in the seventh grade (junior high school segment) creates problems of reporting- to-parents requiring a different procedure. The adminis trative tasks of scheduling conferences, or of having one teacher compile all records and a report for parents when this same teacher would have I70 to I90 pupil contacts, presents quite a different problem from elementary school class groups. In multiple report practices of all three segments there are common methods used, but the written progress reports are different. (See Appendix A.) Uniform practices. As has been stated, multiple methods of communication are used,--the three most uniform practices are: 1. Report cards four times yearly at set intervals. 2. Conferences when needed. a. By telephone. b. By teacher request to come to the building. c. By teacher made home visits. 70 d* By teacher-principal planning within an entire school, or class group; or teacher-counselor-parent. 3- By the many other means of "public relations," and educational bulletins, school publications, community publications, radio, ejfc cetera, mentioned in paragraphs above• III. SECONDARY SCHOOL’S REPORTING- PRACTICES Written communications. Direct written communica tions from the secondary schools begin in the sixth grade. After a junior high school counselor visits the elementary schools in April or May of the semester preceding their enrollment in a junior high school, a bulletin explaining plans for seventh grade classes, choices of electives and a statement of the over-all adjustments that will necessarily be made by the pupils, is sent home with the sixth grade pupil. Registration cards are made, and signed by the parents giving approval or disapproval to the program in seventh grade. The second written communication comes during the first week of school by other registration and program cards which are sent home to be signed. Another written communication is the junior high school student’s handbook. This handbook is used as a basis for a two or three weeks orientation study unit in the 7th 71 Grade and students are urged to read it to parents, to explain to parents all of the rules and regulations and activities described therein that are also being studied in their social studies classroom* This handbook states the basic philosophy of the school as well as serving as a guide to the school requirements and special activities (clubs, et cetera) that are offered. The pupil and the home keep this handbook as a three year reference guide. The third written communication may be the report card shown in Appendix A. It may be a personal note of praise, or a note requesting a conference, or an unsatis factory notice or personal comment sent to the parent on one of her child’s English papers, arithmetic papers or spelling papers, ejb cetera. The third written note could be, as fifty per cent are, the mid-semester report card. The majority of the teachers in this school system do write comments on this first report card and all mid-semester cards. The final semester cards in February and June do not always have written comments. Many secondary school teachers do not make comments because with one hundred and eighty or one hundred ninety cards to make at each of these four yearly periods, they feel that the time element, plus the fact that the end of the semester is "no time for diagnostic or suggested remedial measures," make comments valueless. 72 Approximately 10 to 20 per cent of the junior high school teachers do write comments on the end semester cards. Of this number, written at end-semester time, teachers have stated: "Yes, I write comments (a) for at least half of my class," (b) ". . . for at least twelve or fifteen pupils out of each thirty-five or thirty-eight in each of my classes," (c) ". . . for those who need additional help, or summer school for strengthening," or ". . . when I think the parent may question the mark." IV. SENIOR HIGH SCHOOL PRACTICES First communications. Before the pupils leave ninth grade, the senior high school counselors visit the junior high schools. An orientation talk by the high school counselor, an assembly program to explain student activities given by high school students, and a distribution to ninth graders of student manuals and program offerings, from the first direct contacts of the individual with the high schools. A "play day" or afternoon program of ninth grade visitation to the high schools is another direct contact for pupils. Formal remarks are given in a group assembly, then a tour of the building followed by games and sports Gvcnts takes place each May. Written notices to the home. As was mentioned 73 between sixth grades and junior high schools, similar written bulletins. Student Handbooks and Curriculum Manuals, are the first written high school contacts for incoming tenth grade students and their parents. Then tenth grade programs are signed by the parents. Pupil and parent have the opportunity of preliminary registration and personal conference with counselors of the high schools in the early days of September when all new students are urged via news paper and radio to report. Many questions may be answered at this pre-registra tion time and parents as well as pupils are urged to take advantage of this "contact period" and get acquainted with the new school. The philosophy and basic educational objectives are explained in the printed handbooks. These handbooks are also used as a basis for an orientation unit in social studies during the first three weeks of the semester. Report cards. Written reports from subject teachers are given at the regular four intervals throughout the year. The mid-semester card is different from the end- semester card (see Appendix A). The mid-semester card has a place for teacher com ments and in one high school 90 per cent of the cards have a comment. This comment is intended to assist the pupil in improving in work habits, citizenship or achievement and 7k supplementing or explaining the A’s, B’s, C’s, D’s, or P’s marked by the subject teacher, as well as to more completely inform parents of success, failure, and/or suggest remedial practices. In a high school of over 3,000 students and a teach ing staff of 154- teachers’ opinions on the marking system and variations of its use, will be as different as the opinions and interpretations of equally as many parents. The interpretation of the marks is however, printed on the card with further explanations on the back. These marks on the five-point scale in the two secondary school segments or six point scale if using Inc. (incomplete achievement) which allows a student to complete unfinished tasks within six weeks of the date of the card, has proved the most satisfactory marking system in this secondary school district. The decision to use this marking system in secondary schools was made, after many committee meetings including lay members as well as representative groups of teachers, counselors, supervisors, principals and heads of departments of the central office staff. Influences. Secondary schools are necessarily influenced by college requirements, vocational training schools, apprenticeship programs, and the desires of busi ness and industry, as well as parental groups. 75 Teachers are constantly made alert through counseling services, supervisory, and administrative services in this school district, of studying the "whole-child•" Secondary school marks are based on information concerning the scho lastic aptitude and standardized achievement tests, health records, attendance records, available data and comments in the cumulative folders started in kindergarten, as well as upon performance in class in skills, understandings and interpretations, and application of the subject being studied. Teachers are encouraged to use as many written communications as possible. Notes written on the pupil’s class paper, notes of commendation, notes of suggested remedial measures or specific suggestions to assist the individual student are frequently sent home. Telephone calls are frequently made by a specific-subject teacher or by a counselor. Parents are kept informed and urged to visit school classes or meet teachers for individual confer ences . End semester cards. In Appendix A a sample card used in two high schools of this district (and soon to be used in all five high schools) is shown. On first glance one might object to the card for one or more of the following reasons: 1. It cannot help the individual student, it is a terminal report. 76 2. No comments of the teacher can be Included. 3. It is a "cold," machine-made record which is too much like one’s electric bill or telephone bill. 4.. It cannot possibly assist the parent or student in analyzing individual needs or suggest remedial measures for improvement. Many other criticisms might be made. However, when one stops to analyze the card, and takes time to consider the advantages, a change of opinion might take place. In the first place one should realize that since industry and government have found machine records and accounting an advantage, the schools should also try this experiment and take time to evaluate the advantages and disadvantages. In the extremely large high schools of metropolitan areas, machine records will probably be used more widely each year. Prom information obtained at this time a limited number of schools of the nation use this method. Included among the advantages one is able to list: 1. Time-saving qualities. (Clerks and machines accomplish the time-consuming copying of final marks.) Teacher time can be used for duties more imperative and pertinent to class or individual instructional needs. 2. Small space is needed to report many items, and inform parents concerning : a. Previous semester units. 77 b. Previous subjects taken. c. Previous grade points accumulated. d. An explanation of marks. e. Subjects taken for this reporting semester. f. Teacher, room, and teacher’s names. (Should conferences be wanted or questions need answering.) g. Attendance. h. Semester units. i. Grade in each subject on the above mentioned five or six point scale. j. Grade points earned in each subject. k. Total semester units to this date. 1. Total grade points to this date. m. An explanation of units needed for graduation. n. The number of subjects listed that are required for graduation and total units in these subject fields required. o. The explanation of "l" (incomplete). p. The explanation of subjects preceded by "3." (Indicates the course does not meet college requirements.) Such a small card, which is a composite accounting of the pupil to date could not possibly be hand written by one teacher for over one-hundred and seventy students in her classes, or handled by office clerks typing over three thousand records. The machine is a help when dealing with 78 such large numbers of studentsi Thus we see, the high schools in this district use two types of report cards: one, for mid-semester, and another for end-semester marks. Supplementary written and printed, as well as oral communications are used equally as often as they are used in the elementary segment* (As explained earlier in this chapter.) V. CONFERENCES AS REPORTS-TO-PARENTS Scheduled. One explanation of elementary pupil- parent conferences should be added to these methods of "reporting to parents." Some elementary schools handle these conferences as need arises, or on an informal, "catch as catch can" basis just as do the junior and senior high schools. Other elementary schools decide in faculty meet ings to schedule these conferences in October or November, and detailed administrative procedures are developed. In one elementary school all teachers participated, and a 94- per cent response of parents was obtained. A master schedule of conferences was set up in the principal’s office. Parents who had three children in the school (grade 1, 4-> ^.nd 6) were asked to come one afternoon only to confer with each of the three teachers concerned. A minimum school day was held during this conference week. Each conference was expected to take twenty-five to thirty 79 minutes. Some teachers worked until six o’clock these days; some returned several evenings of this week for late confer ences • The progress report card was completed by the teacher before the parent or parents arrived for the conference. No comments were on the card, but other evaluation had been made. These evaluations, and the card itself served as a guide in the two-way conversations. Plenty of time was allowed for questions by the parent, as well as time for parental suggestions. In place of a written comment on the card, the teacher wrote: "Conference, November 15> 1955," and gave the parent the card to take home and show other members of the family, or the parent signed the card and left it with the teacher. Many professional people as well as lay people may be surprised at the enthusiasm that permeated this plan, before and after its completion. Teachers of this school and parents were in accord as to it’s value. All schools could not gain as great a response, or as great enthusiasm for such reporting procedures. The principal, P.T.A. Board, the teachers and the particular school community make such a project possible. Many of the elementary schools are adopting this plan and expect to have yearly administratively scheduled conferences. In some elementary school districts a lower percentage of parental 80 participation may be anticipated than obtained in the one school referred to above. When both parents work, and con flicting duties interfere with possible school scheduling hours, reports-by-personal interview will be impossible. Inability of high schools to schedule conferences. High schools could not adopt such a "reporting plan." Five or six high school teachers of a given pupil could not possibly have the over-all administrative techniques needed for such "person-to-person” reporting. Nor would many such conferences of so many (six teachers and one parent or two) prove to be a satisfactory and balanced group. The great number of students, and over-powering sizes of classes, as well as the more specialized needs of the students in more specialized subjects, make such practices out-of-line with possibilities as well as the objectives of our present-day secondary schools. Differences in elementary and secondary school needs. It seems almost too obvious to mention, that the approach and same method of reporting cannot meet the needs of the elementary and the secondary schools. Some of the reasons could be listed as: 1. Major differences apparent in pupils: a. Age. b. Interests. 81 c. Needs. (1) Psychological. (2) Physical. (3) Emotional. 2. Early dependence or "clinging" to the home of the elementary school child; independence, seeking of "self- determination" of the high school child. (The high school pupils usually wish to settle their own problems and object to many parent conferences or contacts.) 3* Elementary pupils still seek approval through the home. High school pupils seek approval of their peers. 4_. The elementary level provides the first steps away from the home. The junior high schools forms the first transition to changes in more than one instructor, and a wider curriculum to discover talents and individual inter ests. The senior high schools develop these interests, talents, and individual goals. They also help to bridge the gap between the protection of home and of school t j o an adult life. A life of individual progress and accomplish ments and satisfactions based on the individual’s ability to adjust to adult methods and standards. The individual with the high school diploma should be able, and in many cases must be able "to walk alone." He must make his own decisions, his own work plans, and take his part satisfac torily in this social order of our democracy, and of the 82 world. Marks, report cards, types of contacts with the home are different in each of these school segments. Yet in each segment basic educational philosophies and objectives are given pupils in printed and oral forms. In each segment multiple reporting is accomplished. VI. COMPARABLE TO TRENDS The types of report cards used are comparable to those being used in other cities and are in line with the trends of this date. The approval of parents was gained before these cards were placed in use. This meets a criteria set by leading educators who have made studies in this field. Follows criteria. In Chapter IV criteria was estab lished which the present day report cards follow. To the question, does the report card show the trend of this pupil’s development, this investigator feels that it does. To the question, is it diagnostic? One would easily see that the elementary school card is more diagnostic than the junior or senior high school cards. However, with the supplementary written or oral means of communicating with the home, it is felt that the secondary schools do not overlook this criteria. 83 Question 3, asks if the card shows progress in the kinds of behavior desired for persons in a free nation. Again, the answer would be that the elementary card is more specific for it lists sub-topics under Relationships, Work and Study Habits and Physical Education. However, the subject cards in the junior high schools, and mid-semester cards of senior high schools show these answers on the five- point scale under Work Habits and Citizenship. These points can also be stressed by the teacher’s comments. Individual differences. Using the one card in the elementary school by the one teacher, fails in some ways to recognize individual differences as well as does the six subject cards of the junior and senior high schools. In each segment much depends upon the teacher doing the mark ing. Some teachers are more objective than others; some use all available resources of information better than others do; and with younger children comparative ratings are more easily eliminated. The higher grades, where exactness or more specialized accounting is demanded (as in the social world about us) comparative ratings are more apt to enter the marks. Accuracy. All teachers make a great effort to be accurate in their ratings. Possibly the written or oral statement giving specific instances of behavior or of 6k accomplishment in one area, are the most accurate means of reporting, as stated by our best authorities. However, pupil’s papers, and completed projects are accurate as to exactly what he has done. Teacher’s record books, counselor’s records, and cumulative folders are also ac curate . No teachers today "guess" where a pupil stands. There is sufficient data available to prevent much of the subjective scoring of yesteryear. Constructive suggestions. Whether suggestions for improvement and methods for greater progress are written on the report cards or not; ways do exist for making construc tive suggestions. In today’s schools of this district, via telephone, or personal interview this done. Parents obtain suggestions from the teachers, the counselors or school nurses or principal in proportion to apparent need or request. The positive. In concerted efforts to work well with parent and lay groups, as well as to be aware of Dale Carnegie "psychology," most teachers "accentuate the posi tive." Principal’s bulletins to teachers; administrative guides; counselors and supervisors continually bring before teachers the importance of finding "something" good to tell parents about "their" child. This practice has definitely become a part of the teacher’s reporting procedure in this 85 district. The multiple reporting system has many advantages. Some things can best be said in a conference rather than in writing. Opportunity is given for many ways of "reporting to parents." The report card is one method. The report cards of this school district meet the needs and the goals of these three segments of the Long Beach Unified Schools. VII. SUMMARY As expressed by Frank P. Whitney in The Changing School; Our American education can never become formal, regimented, static, as long as we hold fast to our democratic herit^e. It is constrained to be as dynamic, as flexible, and as free as the society from which it springs, as varied and as multiform as the raw material with which it deals. . . . That there never will be in America one education for all in the sense that all follow the same courses and share the same experi ences. . . . What is called "The common life" in this America of our is, itself full of infinite diversity. The goal of public education has been set as an ever- richer and more-varied life for all the children of all the people. To attain such a goal education demands an ever-changing school in which the experiences that alone can educate are presented in patterns as diverse as the potentialities waiting to be set free in youth. (171:168) The measurements of these goals, the reporting of these goals as they are reached, or partially reached, is as ever-changing as those young people before the teacher in a classroom. New experiences, new potentialities are 86 constantly brought before a teacher In any California school. The three report cards and the multiple reporting plans presented here may change completely within the next decade. At this present writing, these reporting methods are satis factory in this rapidly growing community. The report-to-parents and pupils of the three segments of the Long Beach Unified Schools are in line with present trends, present objectives, and underlying prin ciples as well as meeting the established criteria. CHAPTER VI GROUPS STUDIED In obtaining opinions concerning the reports to parents of schools in the Long Beach Unified School District, a technique similar to that developed by the Gallup Poll was employed. A sampling of a fairly repre sentative cross section was taken believing that the same percentages of responses as those which would be obtained from a more complete survey would be obtained. The questionnaire for pupils was presented to a group of high school students only. This was done at a large club gathering which this teacher sponsors. All students present were members of the Wilson High School Student Body. The group consisted of tenth, eleventh, and twelfth grade students. In order to obtain the most adequate response it seemed advisable to re-word the questionnaire for each group. This variation was to state the questions in a manner that seemed most intelligible for each group, and to ask questions of each group that con cerned them specifically. Also professional terms used by teachers might not be familiar to some parents or students. In this survey the questionnaire for teachers was submitted Lo those teachers who have been using the help of the Remington Rand machine for the final semester report cards. 88 and a teacher marked card for mid-semester which was space for teacher comments, as well as some elementary school teachers who have used the conference plan of reporting. Parents who were asked to complete the questionnaire were parents who have had pupils in all three school segments and have therefore used each of the report card forms shown in the preceding chapter. The three forms of the questionnaire are shown in Appendix B with tabulations of answers given on each questionnaire. I. LIMITATIONS OF THE STUDY Parent’s responding. The small sampling limited this study. Also the answers from the parents were from parents that might be considered a select group. As stated pre viously these parents who responded to the questionnaire were parents who have lived in this community for many years and have had children attending all three segments of the Long Beach Schools. They were not "newcomers" to this district though there have been many transient pupils in these schools, and many new families added to the community in the last decade. The parents were all of the Caucasian Race. They were all parents who have attended P.T.A. meetings and shown above average interests in activities of the schools. Another limitation was the inability to 89 obtain paternal responses to the questionnaire. Teacher limitations * Only ten elementary school teachers responded to the questionnaire although fifty were sent questionnaires. The fifty elementary teachers con tacted were teachers who have used the conference plan of reporting as well as the present written Progress Report shown in Appendix A. Only twenty-three secondary teachers responded. Pupil limitations. The mixed group of high school students who cooperated in this study might be considered a selected group for the following reasons: 1. They were all members of a social club which admits members by invitation. 2. They were all high school students who had also attended a Long Beach Junior High School, instead of being transferred here from another school district. 3* The majority of the group interrogated were pupils who were above average in school activities (athletics, student government groups, class councils, et cetera). 4.. The majority of these pupils were also above average of the city in scholastic attainment, and in home background. 5- Most of these pupils have plans to attend at 90 least two years of college. II. QUESTIONNAIRE RESULTS This section will be divided into four parts, analyzing the responses of each of the three groups studied and a section devoted to comparisons of these responses. Parents. On the first question which asked which type of reporting plan was favored, ten chose the elementary school conference plan plus the written report. Five parents marked the junior high school plan while thirty- five or 67 per cent of the group chose the senior high school two-card system. The responses showed a greater number who still pre ferred the definite grading scale but wanted to include an informal note. Thirty per cent (I6 parents) chose the conference as the best reporting practice. Questions II and IV and VII pertained to information desired on the written card. The majority of the parents preferred a definite grading scale (A, B, G, D and P) plus an informal note, a mark which showed only subject achieve ment and an additional mark for citizenship traits. They considered all of the first nine items under school functions important. However several wrote comments such as : 91 1. All school activities, including office-clerk helpers, library work-helpers, and special school activities should be shown and a total of "honor points" should be on the card. 2. All subjects taken, and school activities in which my son participates such as basketball and swimming team, ejt cetera. Also teachers should show by A, B, C, D and P his citizenship record, not by a different symbol, E, S, U. 3. Subjects will normally be marked with a grade, why not include a report on the special-interest club program since you offer such a program? Also, my daughter tells me you give "Personality Tests." Please let us know the results of these tests. i j . . I like the number of statements and subdivisions on the elementary school card but I would rather the elementary teachers would use A, B, G, D, P, instead of E, S, and N. My youngest child would like to see the same marks his older brother received in junior high and high school. $. I like the new end-semester card used in high school because it has all the grades on one piece of paper, as in elementary school, instead of five or six different cards• 6. The schools are doing a fine job of keeping us 92 informed about our child*s progress. The methods in each segment seem good to me. Each segment is different, so the cards should be different. 7. Please send deficiency notices earlier. If my child is failing, I would like to know soon enough to help him. 8. What is a "Commendable Achievement Card?" I’ve never seen one. 9. Please ask all teachers to write comments with the grades. Some teachers do, and their comments are help ful. On question three the majority of parents (65 per cent) felt that both individual and group standards should be considered in teacher’s rating or marking pupils. Sixty-one per cent felt that marks were a desirable incentive. Ninety-two per cent felt that supplementary reports helped pupils and expressed a desire for deficiency notices immediately after teachers gave important tests or a special assignment on which their child fell below his standard of achievement. They also stated that if teachers did not have time to write notes to them, for teachers to please telephone and keep them informed of irregularities in progress. Thirty-four per cent expressed a desire for a written 93 report every six weeks, while 57 per cent were satisfied with report cards twice a semester as has been done* Pupils. Of the sixty-five pupils who answered the questionnaire, their choices showed a preference for few or no comments on the report card and a rating scale of A, B, C, D, P, which they considered a more definite accounting* The majority wanted a card only twice a semester; wanted marks in subject matter only; desired special notices of commendable or deficient work; stated that they worked harder for marks than when no marks were given; and felt that teachers should consider class and individual standards in the recorded mark. Many high school students have complained of the required physical education in eleventh and twelfth grades and many "P’s" have been earned in this subject field. That was the reason for asking question VI on the Pupil’s Ques tionnaire. The responses showed only 12 per cent of this group who objected to this requirement. Teachers. The teachers showed similar responses as those given by parents in most answers. They preferred a five point scale marking with comments and explanations of the mark. They also agreed that the supplementary reporting methods used were very helpful to them. Teachers were divided in their opinions concerning 9k comparative marking, but like parents and pupils the largest percentage considered both group and individual standards as the choice in making out grades or marks. Teachers’ opinions were divided on whether or not marks formed a desirable incentive. Sixty-nine per cent decided they were desirable incentives. Teachers were unanimous in choosing the two-semester interval of reporting to the home on written reports. Teacher’s comments. On question VIII of the teacherfe questionnaire, twenty high school teachers approved the Remington-Rand machine made card for high school end-semes- ter reporting. Reasons given included: 1. It seems better to me to have all subject marks shown on one card. 2. Machine made cards are better because the previous semester office records show total grade markings in a more composite form which can be used more quickly by teachers and counselors. 3* Machine copying makes less mistakes than human (teacher or clerk) copying of marks. if. On this small card, much more information can be given. The older style cards ignored total units earned, and total grade point averages. Parents never received this information. 5* Teachers formally had difficulty knowing grade 95 point averages, or total units acquired. Now teachers may see this easily by using the Record Clerk’s file or Counselor’s file of the same card and be of more help to students when they are choosing subjects for the next semester. 6. Cards with "comments" require too much teacher time for the little help such comments give students or parents• 7* Parents of high school students aren’t interested in "comments." They seldom answer the ones I write. 8. How many high school students take their cards home for a signature? Could you make a study of this question? 9« Parents can’t or don’t come for conferences even though teachers ask them to come. They are too busy with other things and most of them are working. Let’s make the easiest report card possible! All parents want is a high school diploma for their child. They’re not inter ested in grade standards or grades on any card. "Passed" or "failed" would dol 10. Some parents are so cooperative, just as their children are. Other parents are so indifferent, why bother to send a card home? Let these who don’t care, come and see the office records. 11. If we want all cards to reach home, let’s mail 96 them. Some students always sign their own card with a forged parent signature. When the office knows this, no cards should be given again to that particular student. One of the ten elementary school teachers marked her paper with this statement after Number VIII: As a parent of a high school student as well as an elementary school teacher, may I say that I like the new machine made report card for my daughter because: 1. It gives me more information about Mary's record than I have had before. (Total units, grade point averages, et cetera.) 2. It is easier for me to see the total picture of Mary's high school record than when I check through six cards. 3. I expect the high schools to use A, B, C, D, P and maintain a class average or a comparative rating so that Mary will be better prepared for college ratings. Yet I do not believe this comparative rating should be used in the elementary school where I teach. III. COMPARISONS OP RESPONSES The tables shown on the following three pages give a comparison of opinions expressed by each of the three groups studied. These showed that more parents, pupils and teachers preferred a definite marking scale using the I—I I <tî E - i C O ' 1 —I n J -P o NÛ o u CO O O 1 — f r o o _ y - ■ L A E-i 1 —1 1 — 1 1 —1 ra -P + + + + O o o CA o (±3 (D © © fO xO CO CO CO h Ph Ü M Ü E ~ i e r f 1 —1 K C D e r f CO o CO o CO O CO O E-i p> rH o u CO rH H H CO O Eh C x . -P + + + + o 0 5 P h d r — C M CO - p - - P rH © © ou 0 - 1 —1 HD 1 —1 03 •H P-t O Q O rH 51 P h e r f CO l A C M C M H ■LA En -P I— t H 3 rH - p - 1 —1 O § Eh Q -P + + + -f + <ij 0] P h g CO c r- c ^ o l A c o CA -p © © (H HD CO T-A C O Ph O P ) © K 1 — ! <£j e r f e r f O 'L T X ■Lf\ O vO CO CO ■LA C M O Pm +3 rH CO l A rH C M ■LA O k F I o M © o P M O O -P q C O w P h • > o O 1 —1 m A o r f m CO © G 1 —1 p H o P h P h e r f o P O -P P C O Trf C H O . 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P •H -P s » p H p © p p 1 © I— \ p| A P CO W I —I © p o EH P P © © © © © 1 P P P © P P © P © © © 4 1 A * r 4 P © O • S © P © P © p © © O P G © P © p © P P p o r o © P ü O > 1 — ! p O n p • © P © p © © © p p P © P A © o © P P P O p o © © P P Tî 4 1 P O © ü P P A P P O T M O O © © OP P p P P > 4 1 © p P P P © © O b O© O P © © 4l P • r H © p EH P P P î > A 99 P + + -E + + P P C M A - CO 'vO Ph © © CA r— I —1 Ph o 1 — 1 © O MA MA p p CA P HO vO MA 1 —1 O E H P + + + + P P CM A- A- ph MA © © C A MA CA A O P © © CO _p- CM P p CO CA P MA CA O P O E H Pr I —I S \ p M CM b[ P nb • r - l © P P Tl P © P © © O P © 4 1 © A © P © P © © © © P G © P © G © P © © X O © •H i A © © © © © p P ü © P © © • H o © 4l > P > P P P o p q O © P P M I — 1 CM CA - z î - MA CM MA © P O &H 100 five-point divisions and including teachers' comments or explanations of marks recorded. These tables also showed that: (1) More parents, pupils, and teachers desired the combination of comparative marks and student's individual ability considered when recording marks. Pupils overwhelmingly showed their belief that marks are a desirable incentive while teachers and parents were divided in their opinions. However the larger percentage in each of these groups considered marks as incentives. Parents and teachers showed their approval of supplementary reporting methods in use. Students were somewhat divided in their opinions. They definitely dislike deficiency notices and therefore seemed to let that one notice influence their answers when considering supple mentary reporting methods. The major number of questionnaires of all three groups studied, preferred a report twice a semester. Other items brought forth a combination of responses that may be observed on the answers to questionnaires shown in Appendix B. IV. SUMMARY Absolute agreement between human beings concerned with the same problem and under the same working conditions 101 are not a possibility. No single set of reports to parents have come into use throughout one entire school district, or throughout one segment of schools within the state or the nation. Nor is such a uniform report likely to develop. The "greatest good for the greatest number" specifi cally concerned seems the best possible solution to report ing practices. Each school district, and each individual school should ascertain the needs of the three groups (parents, pupils, and teachers) concerned in their particular school. This group of questionnaires distributed to teachers, pupils and parents, who are always concerned with report card practices, methods, and individual pupil accounting, seemed a helpful indication of viewpoints in this school district. Comments encouraged and expressed regarding the whole problem of pupil evaluations were accounted for in this chapter. Tabulations of specific answers were made. The tables, as well as total answers given on each ques tionnaire, have evidenced points of agreement and disagree ment by these three groups studied. CHAPTER VII SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This project was an attempt to find what parents, pupils and teachers desire in reports-to-parents in the three segments of the Long Beach Unified School District. Stated more specifically, the purpose was to answer the following questions: (1) What type of pupil report is most desirable? (2) What method should be used as a basis to evaluate pupil's work? (3) Are marks a desirable incentive? (if) Are teacher's comments of value to parents and pupils? (5) How often should reports to parents be made? (6) Are personal contacts and conferences of great help to parents and to teachers? (7) What reactions will teachers, pupils, and parents eimpress in regard to the present reporting systems used in these school segments? (8) Are these reporting practices in accord with present trends through out schools of this nation? (9) Are these reporting methods meeting the desired objectives of this school system? This chapter will summarize briefly the important findings as discussed in previous chapters. Conclusions and recommendations will be based on this summary. 103 I. SUMmRY Review of literature on pupil progress reports. Prom a review of literature concerning the history of report cards used in this country, it was found that general practices of reporting to parents came into use after 1890- Pew attempts were made to change reporting practices until after 19^5- Prom the twenties until now, many studies have been made to improve reporting systems as well as to improve marking systems. The efforts made toward these improvements were brought about by the new educational philosophies developing in this century, and the many studies in psy chological laboratories aimed toward improved methods of procedure for learning situations. These studies and a more scientific approach to understanding group and individual behavior have caused great changes in all phases of school life. Reporting practices have been evaluated by many professional leaders and groups. Their studies have lead them to recommend, (1) re-evaluations by all school districts; (2) constant group consultation or conferences in order to develop better methods of reporting that will be more satisfactory for the group concerned. Report cards have followed definite lines in changing. 1. Personal contacts and direct communications have been fostered by leaders in these studies. l o l ) . 2. Friendly, diagnostic letters from teachers to parents, from parents to teachers have been recommended. 3. Visits to the home by teachers, visits to the school by parents have been encouraged. If. A modified marking scale, or no marking scale has been considered by many well known educational leaders. 5. specific and individual records of accomplish ments of pupils have been encouraged as a basis for verbal or written communications with the home. 6. A study of the "whole-child" has been widely fostered by professional leaders. Citizenship, work habits or effort, personality development, background or environ ment and experience, group and individual adjustments to situations within the class or school, have been recommended as a basis for evaluations. Opinion in the field of marking and reporting is still so varied that blanket conclusions are difficult to draw. The trend away from comparative marking scales and percentage ratings as well as away from formal reporting practices exists. Multiple marking and reporting methods have been recommended. Principles governing pupil progress reports. Guiding principles in reporting practices were studied. The combinations expressed by several authorities and chosen by the Long Beach Unified School District were set up as 105 guides for evaluations in this investigation. These were the following eight considerations: 1. School reports should accurately and completely report the pupil's progress. 2. School reports should help to interpret to the parents the broad purposes of education and the school activities provided to achieve these purposes. 3- School reports should promote understanding, appreciation, and cooperation between the home and the school. if. School reports should be stated in understand able 1anguag e• 5# School reports should impart a sense of the relative values in education. 6. School reports should prevent emotional dis turbances and disintegration. 7- School reports should improve parent-child- teacher relationships. 8. School reports should improve instructional services. Criteria for reporting practices. In Chapter IV, criteria for reporting practices were established. These were also listed in eight divisions which asked teachers questions concerning their reports-to-parents. io6 1. Does my report show the trend of this pupil's development? 2. Is it diagnostic? Does it show specifically where progress has been made and where further progress can be made? 3. Does it show progress in the kinds of behavior that are most important for persons in a free society? if. Does it recognize individual differences? 5. Is it accurate? Can it be substantiated by facts? 6. Is it constructive in suggesting how progress can be made? 7. Does it "accentuate the positive"? 8. Could certain parts of this report be better handled in a conference? Long Beach school reporting practices. In Chapter V, the report cards and reporting methods used by the Long Beach Unified School District in the elementary, junior high school and senior high schools were analyzed in the light of desirable underlying principles and criteria. The original data of this project was reviewed in Chapter VI. This included the results and comparisons of three questionnaires sent to the three interested groups regarding reporting practices of this school community. The 107 three groups studied were limited in many ways as explained in Chapter VI. Results of questionnaire. The results of these questionnaires brought the following majority choices: 1. A five-point rating scale with teacher comments on supplementary notices or on the report card itself. / 2. A combination of individual achievement marking system which would also include group standards, or compara tive evaluations. 3. Valuable assistance seemed obtained by parents and pupils through supplementary reporting practices when distributed by check lists, written notes, or telephone contacts at the time of need, or at the time of incident of progress or lack of progress. Jf. Marks were still considered an incentive for better work by all three groups. Comments listed on the answered questionnaires and in Chapter VI, as well as the tables included in Chapter VI, showed differences of opinions with the three respective groups. These differences will probably always exist and compromises will probably always be made when trying to gain a common method of reporting practices or common understandings of symbols used on report cards. 108 II. CONCLUSIONS The studies of reports to parents as found in pro fessional literature points to the fact that the best pupil report has not been finally attained by any school system. Also these studies and the remarks of leading educators seem to agree that the report which best serves the need of one community may not serve the need of another school district. Needs, purposes, and objectives of each school should be determined by that particular school. This can be done through ( 1 ) discussions with groups concerned within the school, ( 2 ) through questionnaires, or ( 3 ) through committee meetings. Knowledge of the individual school's objectives, educational philosophy, curriculum, and over-all needs, must be understood by teachers, pupils and parents. Report cards must be designed to meet these underlying needs within a specific school. Reporting pupil progress today is not a reporting of academic achievement only. The schools provide a wider usefulness to the community. The broad social-economic- individual accounting of pupils should be carried out through reporting practices. The importance of character traits, personality development, health, and emotional growth and development, are emphasized as major functions of today's schools and should therefore be included in reporting 109 practices• Studies have shown that undesirable comparisons have been eliminated to a considerable degree in pupil reports, particularly in the elementary schools. Secondary schools seem to be making efforts to overcome such comparisons yet they seem to be more bound by tradition, subject-matter minded teaching staffs, parental influences, and college- preparatory standards. The type of report card approved by the greatest number of local persons questioned in this study was the five-point scale plus a note of explanation, or plus supplementary reports which more completely show individual needs. These supplementary reporting practices may be accomplished in many ways. The choice in this study was of a direct personal conference or telephone conversation. The majority of pupils, teachers and parents ques tioned prefer to have a report twice a semester as has been done in this school district. This time interval plus the supplementary reporting methods as need arises seems ade quate to those most directly concerned. Pupils and parents questioned hold to the feeling that marks are an incentive for improvement, and that a combination of class and individual comparisons should be used in report card marks. 110 The questions asked of the teachers brought signifi cant comments as to the methods they use to advantage in learning more about each pupil and leads to the conclusion that the teachers of this district are mindful of the pupil as an individual, and an earnest desire on the teacher's part to study the "whole-child." Also teachers made excellent suggestions for improving the present card, although there was not complete agreement as to must what should be added. The majority expressed a desire to include: effort, interest and cooperation. These traits are found on the elementary school cards; grouped under Work Habits and Citizenship on the junior high school card; and included indirectly under Conduct on the senior high school end-semester report. Continued study of reporting practices and procedures to meet the needs of the ever changing school population seems to be desirable. Each school and each school district should develop their own report cards seemed to be recom mended by leading educators as well as determined through this study of differences in opinions expressed on the questionnaires answered. III. RECOMMENDATIONS The results of this study indicated approval of the reports-to-parent8 used in the Long Beach Unified School Ill District in general and approval of the time intervals for reporting. The results also showed that the basic underly ing principles of reporting were being followed- These recommendations are therefore concerned with the more ade quate use by all schools and teachers of the cards and reporting methods. Additional suggestions are made which seem to this investigator desirable and in line with studies concerning the basic goals of our public schools today. The recommendations are: 1. Teachers should use Commendation Report slips more often. 2. Deficiency notices should be used after confer ences with pupils and at least a telephone conversation with parents. 3* Mimeographed bulletins, pupil’s or teacher’s written notices, or teacher’s group or individual confer ences with parents, should be used to clearly explain at an early date in the semester, the objectives of the particular class or subject being taught, and the required standards to be met. If. The pupil report in the elementary school should stress individual progress, while, the secondary school’s report should contain individual progress and class stand ards. Comparative ratings seem desired by the majority of parents, pupils, and teachers in secondary schools as well 112 as by Industry, universities, and specialized training schools• 5. Any new reporting practices should be made clear to all interested groups before being used. Pupils, parents, and teachers should work together with administrators in understanding why changes in reporting practices occur and agree to new procedures which are attempted. 6. Need seems to exist for more adequate reporting in secondary schools of attitudes, effort, personality development, and group adjustments. Secondary teachers should make an effort to improve this phase of the reports now in use. 7* Consideration should also be given for Including school-sponsored club activities, special teams, special classes, special "honor awards" and possibly, evaluations of pupil employment outside of school, in order to obtain a more complete picture of the individual’s total progress record. While additional certificates and seals on the high school diplomas now give this recognition, written report cards at the end of each school year could include a statement to account for these honors and accomplishments. The over-all picture of the student’s school life could thus be accounted for better in regular reporting to parents. This would also show in official transcripts when students transfer before completing their senior year. 113 Some teachers and counselors are aware of outside employ ment of many students. A method of accounting for "job" accomplishments should be included in the cumulative school record and on pupil-parent report cards if the complete picture of the high school pupil is to be maintained. These two additions would make the present reports and records more closely accomplish the desired social-economic- individual goals of the present day schools. 8. Smaller classes should be maintained in required subjects as is done in electives and more specialized subjects. It is in the required classes that the greatest burden of teacher-counselor activities occur. These teach ers of the required subjects should be thus assisted in developing helpful teacher-pupil relationships, better knowledge of the home and better teacher-parent relation ships, if the guidance duties are going to benefit the individual pupils. 9. The large metropolitan high schools should develop a plan for mailing reports to the homes as is done on the college level. Students could be asked to leave with teachers, or record clerks, stamped self-addressed envelopes. This would assure that written communications reach all homes. Doubt exists concerning the fact that every high school student delivers all written reports at present. 10. Department leaders should devise check lists of: 111). a. specific subject-matter skills required; b. specific group adjustments desirable; and c. evaluations or applications of progress anticipated in their subject fields. Such lists mailed or given to pupils and parents early in the semester would make known class objectives early and encourage shared responsibility in evaluating individual progress• 1 1. Each report from the three school segments should offer the maximum of encouragement and commendation that is possible in the individual case being reported. 1 2. Since the informal relationships of the individ uals within any school or any class group are equally as important as the formal relationships, reporting practices should be developed to better account for the growth and development being made through these informal educational situations. Teachers, administrators, supervisors and all interested persons should work with the advice and aid from research leaders in the field of human relations. Social and emotional growth and development needs improved evalua tions. Recording and accounting for these aspects of progress is inadequately done as compared to the evaluations of the formal school activities. Particularly do the reporting practices of most secondary schools need further study and improved methods of evaluation in these two 115 important aspects of* our educational goals. Social-economic- individual goals should include better aids for the pupil in understanding himself and his problems in order that he may deal successfully with his problems and make satisfactory adjustments now and later. Improved and more comprehensive reporting methods would be one of the school functions which should aid in accomplishing this task. BIBLIOGRAPHY BIBLIOGRAPHY 1. Akridge, Garth H. Pupil Progress Policies and Practices. Teachers' (College, Columbia, Contri butions to Education, No. 6Ç1. New York: Bureau of Publication, Columbia Teachers' College, 1937* 2. Allen, W. C. Cumulative Pupil Records. Association for Childhood EducatIon--Records and Reports, 19^ 1 - 2. 3. Alltucker. "Keeping Parents Informed," Journal of the National Education Association, li|.:67, February, 192^7 1 ^ . . American School Board Journal. "Milwaukee Adopts a New Pupil Report, American School Board Journal, 129:58» October, 195^* 5. Anderson, V. 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New York; McGraw-Hill, Î9Ï9. l4« Beach, P. P. "Toward Comparable Educational Informa tion Throughout the Nation," School Life, 35:62- 6 3» January, 1953* 1 5' Beatty, W. W. "Objectifying School Marks," American Sc ho ol B oard Journal, 87:27-28, July, 1933# 1 6. Beggs, V. L. "Reporting Pupil Progress Without Report Cards," Elementary School Journal, XXVII (October, 1 9 3 6), 107-114* 1 7# Bixler. "Evaluating and Reporting Pupil Progress," Chicago Schools Journal, 19:13-17, September, 1 9 3 7. 1 8. Bolmeier, E. C. "Principles Pertaining to Marking and Reporting Pupil Progress," School Review, 5 9 2 1 5-2 4, January, 1951# 1 9. Bortner, Doyle M. "Pupil Motivation and Its Rela tionship to the Activity and Social Drives," Progressive Education, III, No. 1 (October, 1953), ^Tii: 20. Bowman, Lillie L. "Self-Evalnation at Tenth Grade Level," California Journal of Educatlonal Research, Vol. I, No. I T , [january, 195o), 15-19* 21. Boyer, R. G. "Report Cards, Improvement Needed," Minnesota Journal of Education, 33:27, October, 1 9 5 2: 22. Bradford, Leland P. and others. "Am I a Good Group Participant?" National Education AssoclatIon Journal, Vol. 45, No. 3 (March, 1945)• 2 3. Brlmm, R. P. "Successful Parent Conferences In High Schools," School Review, 64:166-7 (April, 1958). 2 4. . "Weather Is B Minus: Is an Average Mark Enough?" Clearing House, 28:534“5, May, 1954* 2 5* Brlnlc, William G. and others. "Adopting tho Secondary Program to the Needs of Youth," 52nd Yearbook of the National Association for the Study of Educa tion, Chicago: University of Chicago Press, 193^3 # 119 26* Bristow, Norma S. "Variety in Reporting to Parents," School Executive, LXII (June, 1943), 28-30. 2 7. Bristow, W. H. "Reporting Pupil Progress," Nation's Schools, XVII 'June, 1936), 23-26. 2 8. Brooks, H. B. "What Can Be Done about Comparative Marks and Formal Report Cards?" 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Miener. Democracy In School Administration. New York: b. Appleton-Century Company, 1943• 99# Ladd, Eva H. "Recent Changes In Pupil Report Cards in Elementary and Secondary Schools." Unpublished Master's thesis, the University of Southern California, Los Angeles, 1923# 100. Lichty, R. R. "Time Saving Report Cards," California Journal of Secondary Education, 2 9:23-8, January, 1934: 101. Long, E. "Parent Speaks," Education Digest, 19:32-3, October, 1953# 102. Long Beach Public Schools, Handbook for Parent-Teacher Conferences, Long Beach Public Schools Division of Instruction, 1955# 125 103* • Manual of Instructions for the Long Beach Elementary Schools ; "Reporting Pupil Progress," Long Beach Public Schools, February, 1951• 10l|« . 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(editorial), J ournal of the N ati onal Education Assoclatlon, 23:6-12, January, 19343 169» "What’s All the Puss about Report Cards?" Changing Times (editorial), November, 1955. pp. 39-42. 1 7 0. White, M. J. "New Procedures In Marking and Report ing," High S chool J ournal, 36:202-07. April, 1953 * 1 7 1. Whitney, Prank P. The Changing High School. New York: Exposition Press, 1955• 1 7 2. Wlgley, E. J. "As a Result of Dissatisfaction," Childhood Educatlon, 24:274"*76, February, 1948* 1 7 3* Wiles, Kimball. Teaching for Better Schools. New York: Prentice-Hall, Inc., 1952. 174" Wiley, George M. The Redirection of Secondary Educa tion. New York : The Macmillan Company, 194^ * 1 7 5* Willis, 0. J. "New Reports for Old," Educational Leadership, 4:435-38, April, 1947 * 1 7 6. Wrlghstone, J. W. "Evaluating Achievement," Child hood Education, 24:253-59. February, 1948 * 1 7 7* Wrinkle, William L. Improving Marking and Reporting Practices In Elementary and Secondary Schools. New York: Rinehart and Company, 1947• 131 1 7 8 * ________. "The Story of a Secondary School Experiment in Marking and Reporting," Educational Administra tion and Supervis ion, 23 :48l-500, October, 1937 * 179" Wriston, Henry M* "A Critical Appraisal of Experiments in General Education," Thirty-Eighth Year Book of the National Society for the Study of Education, 1939# 180. Yauch, Wilbur A. How Good Is Your School? New York: Harper and Brothers, 195Î'. 181. _______ - Improving Human Relations In School Adminis tration. New York: Harpers and Brothers, 1949. APPEimiX A PROGRESS REPORTS Elementary, Junior High, and Senior High School, Long Beach Unified School District Long Beach, Oallfomla TE A C H E R 'S C O M M E N T S — Second Report his report has been th o u g h tfu lly pre pared by the teacher to in fo rm you of the progress of your child in school. I t recognizes two basic principles of child g row th; (1) that no two children are exactly alike, and (2) that the capabili ties of a child should be considered in any evaluation of p u p il progress. n A m erica we believe that the respon sib ility for education rests p rim a rily upon the school and the home. Because of this, you and the school have a m utual interest. W e invite and urge you, there fore, to visit the school to discuss questions you may have concerning the general welfare and educational progress of your child. ublic schools are your schools. They were created for the purpose of helping you in training your child to become an effective citizen of good character. T o accomplish this purpose we invite your fu ll cooperation. Date Teacher's Signature PARENT'S C O M M E N T S — Second Report Date Parent's Signature TEA C H ER 'S C O M M E N T S — Third Report ro a re s s ê B e u c Â 9 ^ u S / i c S f c Â o o / à L o n g B e a c h , C a l i f o r n i o eport o - a s - o 3: Date Teacher's Signature Pupil's Nam e Grade TE A C H E R 'S C O M M E N T S — First Report E — Excellent progress S — Satisfactory progress N — Needs to improve R E A D IN G Understanding of what he reads Speed of reading Interest in reading W R IT IN G Legibility of writing SPELLING M astery of words on basic lists C orrect spelling of words in written work L A N G U A G E Expression of ideas orally Expression of ideas in writing Use of English A R IT H M E T IC G rades I and 2 only Beginning arithm etic G rades 3 to 6 only Knowledge of fundam ental processes (A ddition, subtraction, m ultiplication, division) Solution of problems involving reasoning S O C IA L STUDIES (Geography, HIsrory, Science, Civics) Knowledge of subject m atter Reaching conclusions based on facts and experiences Developm ent of interest in and understanding of the world about him Expression of ideas creatively P H Y S IC A L E D U C A T IO N Sense of fa ir play Developm ent in individual skills R E L A TIO N S H IP S W ork and play with others Respect for others' rights and opinions Contribution to group activities Assuming of responsibility A cceptance of constructive suggestions W O R K A N D STUDY HABITS Planning work Following of plans and directions Proper use of materials Concentration on work Com pletion o f work HEALTH A N D SAFETY HABITS Practice of health rules Practice of safety rules Days covered by: 1st report 2nd report 3rd report Present Present Present Date Teacher's Signature PARENT'S C O M M E N T S — First Report A T T E N D A N C E Absent Absent Absent Ta rdy Ta rdy Ta rdy P LA C EM ENT FOR SEPTEMBER, 19 G rade Room N um ber G row th in knowledge and appreciation of music Teacher's Signature Date Parent's Signature 133 ELEMENTARY SCHOOL PROGRESS REPORT 1 3 l i . JDSIOR HIGH SCHOOL REPORT CARD Last First In itia l S ubject P eriod LO N G B EACH PU BLIC SCHOOLS Long B each, C a liio m ia G rade Hom e Room PROGRESS REPORT for the Semester ending. EXPLA N A TIO N A S uperior B B etter th an A verag e C A verag e D B arely Passing F F a ilu re In c Incom plete . M id Semester Semester A C H IEV E M E N T 1. D evelops skills 2. A cquires kn ow ledge 3. Com m unicates id eas W O R K H A B ITS 1. C om plétés w o rk cm tim e 2. W orks e ffic ie n tly 3. C ooperates in group ac tivities C ITIZE N S H IP 1. Is courteous an d dependable 2. Accepts resp o n sib ility 3. Respects personal an d p ro p erty rights -19- Teacher, M id-Sem ester Teach er, Sem ester CO M M EN TS O N BACK O F CARD Front Teacher's Comment-—Mid-Semester Parent's Comment Parent's Signature. Teacher's Comment— Semester If you w ould like m ore inform ât'.on. either th e tea ch e r or the counselor w ill be p le a se d to provide it. Back 135 MID-SEiœSTER REPORT, SENIOR HIGH SCHOOL Last First In itia l Subject W O O D R O W W ILSO N H IG H SCHOOL L O N G B E A C H PU BLIC S C H O O LS Long B each, C alifo rn ia Period PROGRESS REPORT for th e S em ester e n d in g . M id - Semester Semester SUBIECT G rade CONDUCT M ark M id Semester Semester Total Times ABSENT Times TARDY c o M M E N T ' S -19. Teacher, M id-Sem ester P arent Teacher, Semester Front TO THE PARENTS The p u rp o se of this rep o rt is to h e lp you u n d e rs ta n d the p ro g ress y our son or d a u g h te r is m ak in g in class. If you w ould like m ore inform ation, eith er th e co u n selo r or th e te a c h e r w ill b e g la d to d iscu ss th e m atter w ith you. SUBJECT GRADES A Superior B A bove A v erag e C A v e ra g e S S atisfacto ry CO NDUCT MARKS TIMES ABSENT D B arely P a ssin g F F ailu re Inc Incom plete U U n satisfacto ry The fig u res in d ic a te th e n u m b e r of tim es th e stu d e n t w a s a b s e n t from class. A b sen ces for a p p ro v e d school activities, th o u g h ex cu sed , a re in clu d ed so th a t this figure re p re se n ts th e total n u m b e r of a b s e n c e s from class. Back 136 END SEMESTER, SENIOR HIGH SCHOOL xO SGZ.Z9-OUF a: o 11J o < a: 3 - U F 3 Aia 3Vd DNI S > t M -I I o o z ^ 1 / 1 u j 5 z 0 1 5 O K Z - O W u m Z Si II 6 > I Z _ l U J O I Ü ^ k - ii = 5 m H O < K o ^ !5m ht dOd SS3NISna 3MOOW a3i.N3J.Va SUPPLEMENTARY REPORT, JUNIOR HIGH SCHOOL 137 O CO « CO O M ^ K M Q fa I I l l ■4 -P •H P i - i 1 H Q I S c 2 g : .a . S ' Ü x : I « 1 o C 3 O *H Ü I • e CD I. rH CO P P. p C a P G o CD P, CD •H T) CD " D P *n CD P a G Ü > e P o 0) CD CD •H .s A G p Td a t •H 03 C 'O' 'P P g .5 *e • S C D O A -4 p C •x i C) G o C f - J CD p O - G P P o r — ) p P p o c d o < D O o p G C G to -G -bd C Ü C O C O p U A CD C D•H O o c d o O CÛ o O. 1 I PU I I s \& -p Ü 0 ) • r - 3 I CO •H < D 0 1 8 ir\ oo 3. J, J- CD C O § o o & p o ( D s < D C O ( D Ü c : S C D 0 1 . O » C 3 rH p < D M ^ 9 # - ë % " o c d I I E I’ ’ - C O C D u C Ü p u 138 8UPPLB:iVlENTARY REPORT, JUNIOR AND SENIOR HIGH SCHOOL o o- E h c: h ~ i £ h B 3 ( ! > : L, O a «0 o J h ■C i - ! I J O •v ■ - * i ~ , Z) -P 4 - > < 1 r; C L > t) • 1 “ ^ W , b < ' *H O V Û - 4 - > o a > f - 4 c ‘ 7 ~ 4 : : f . i t E J C C 4 - > Ü 0 / 'r ? P CO ■o o «.H ? s ( D ; l r - 4 * O J I M lr> \0 C > - 139 SUPPLEÎÆENTARY REPORTS, SENIOR HIOH SCHOOL CERTIFICATE OF COMMENDATION WOODROW WILSON HIGH SCHOOL Long Beach, California Date- ------------------------------------------------------------------------------— ____________ is hereby Sincerely Commended for Exceptional Progress or Outstanding Achievement in -------------Group Leadership - — Oral Reports ------------ Class Discussions ------------- Written W ork ------- Examinations------------------------------------- Home Work Other: Remarks: Subject Teacher SCHOLARSHIP REPORT Student- Last Name First Name Initial _Boy_ -Girl. Semester Ending. .OR Dates Covered. _to_ Subject Achievement W ork Habits Citizenship (P. E. teachers to initial here w h en this m ark includes com pletion o f First A id Requirem ents-------------------------- ) Guidance (Social Studies) Teacher____ Subject -Teacher. llrol SUPPLEMENTARY REPORTS, SENIOR HIGH SCHOOL W OODROW WILSON HIGH SCHOOL SCHOLARSHIP DEFICIENCY NOTICE Student's Name. -Grade- -Data is receiving Inc. in- Subject Period- REASON FOR DEFICIENCY Remarks Attendance an d /o r Tardinesses Lack of Study an d /o r W ork Habits Conduct Failure to Make up W ork PAREhfTS: Please sign and return as soon as possible. I shall be glad to discuss this w ith you during my conference period at__________ o'clock in room__________ , or 3:10 P.M. in room____________ Teacher's Signature Date Parent's Signature Pupil's Signature APPENDIX B QUESTIONNAIRES AND TOTAL RESPONSES l l ) . 2 PARENT'S QUESTIONNAIRE Dear Parent: Will you please help me In a study I am making of report card practices? Answer the questions below and help me find out: What You Want to Know about your child and his or her work at school? Your cooperation in completing this form will be greatly appreciated* It is an individual study, not a school or administrative study. You do not have to sign this, your name will not be used. I. Which marking or reporting system have you liked best as your child went through the three segments of the Long Beach schools? 1. The elementary form which uses E, S and N marks and includes more fields of evaluation such as Rela tionships with five subdivisions. Work Habits with five subdivisions, and a note from the teachers? (0) or the elementary school conference plan, plus the report? _____ (10) 2. The junior high school card which uses: A,B,C,D,P, and Inc., for Subject Achievement, Work Habits, and Citizenship?________________________________ (5) 3* The two-card system of the senior high school with the mid-semester card very much like the junior iW high school card (with teacher comments) and the final semester card of machine -make with A,B,C,D,P, Inc., on subject marks and E,S, and U for citizen ship marks? _____ (35) II. Do you gain more information about your child through: 1. A conference?________________________________ (16) 2. An informal letter?_________________________ (3) 3. A definite grading scale? (i.e. A,B,C,D, and P)_______________________ (5) 4. A definite grading scale plus an informal note? _____ (28) 5. Grades of S (for satisfactory), U (for unsatisfactory)? _____ (0) III. 1. Should the evaluation of your child * s progress be in relation to the achievement of the group or class? _____ (5) 2. Should the evaluation of your child be based in terms of his or her ability? _____ (13) 3. Should both 1 and 2 be considered? ______ (34) (Please check only one of the three spaces above and use this space below for any additional comment.) l u IV. Do you feel your child benefits by the incentive of marks, or that it is not a desirable incentive? 1, Marks are a desirable incentive. _____ (32) 2. Marks are not a desirable incentive. ______ (20) V. If only one mark is given for each subject should this mark include : (Answer yes or no) 1. Attitudes in class__________________________ (2 i | .) 2. Citizenship_________________________________ ( 2l| ) 3* Cooperation (2 1 ]. ) I f . Effort (2lf) 5* Only subject matter achievement (28) (Write below any comments.) The 28 who marked, "only subject matter achievement,____ stated that a separate mark should be given for the other items. VI. Do the supplementary reports, such as the Commendable Achievement Card and Deficiency Notices serve to help or hinder your child*s efforts and progress? 1. Help _____ (48) 2. Hinder _____(4) VII. Please indicate those functions which you consider are most important in school by checking three of the items listed below and write in any specific information that should be included on a report card. 145 1. Attitudes and citizenship (43) 2. Reading and language skills________________ (4^ ) 3. Mathematics and Sciences (4^) 4" Music, Art, Foreign Languages______________ (40) 5. Home Economics and Industrial Arts _____ (40) 6. Health and Physical Education (31) 7. Group adjustments___________________________ ( 40 ) 8. Personality development_______________ _____ (8) 9- Social Studies; History and Geography _____ _ ( 4^ ) 10. Club activities (10) 11. Student Government ______ (if wrote if active in student government) 12. Others (Special teams or Letterman or Honor points for special school activities and Gold W*s etc.) "l only hear about these through the school news paper. ” VIII. Other comments which you feel would be helpful in keeping marking records and reporting to you. "Piease ask teachers to telephone me about failures on tests. I have difficulty reaching teachers by telephone and I cannot leave the two younger children to come to 8chool." Additional comments made included: ii|6 if. other (3) The three answers to part four showed the desire to be informed of any change in the student *s work habits, immediately and for teachers to contact them by telephone or note as soon as the student dropped in his work achievements. The majority of answers showed a satisfaction with the time of reporting as practiced now. 1 4 7 PUPIL'S QUESTIONNAIRE Please answer to the best of your ability and without discussing the questions with others, these items concerning your report cards used this past year. Your answers will help the teacher understand just what you want the report cards to tell about your school mark. I. Which report card, the mid-semester or end-semester (Remington-Rand) do you believe is best? 1. Mid-semester with teacher comments? _____ (l8) 2. End-semes ter with no teacher comments?_____ ( IfT ) II. Which of the report methods listed below do you feel is of the greatest value in helping you improve your work? 1. A personal letter from the teacher to your parents telling your strong points and needs for improve ment, without grade marks? _____ (none) 2. The letter with grade marks? _____ (12 ) 3. A report with only A,B,C,D,P? _____ (if2 ) if. Grades of E (excellent), S (satis factory), N (Needs improvement), U (unsatisfactory)______________________ _____ (11) or S (satisfactory, U (unsatisfactory) (none) III. How often do you think a report card should be sent home? 148 Two people stated: I like the number of statements and subdivisions on the elementary school card but I would rather the elementary teachers would use A,B,C,D,F, instead of E,S, and N. My youngest child would like to see the same marks his older brother received in junior high and high school. Four people wrote: I like the new end semester card used in high school because it has all the grades on one piece of paper, as in elementary school instead of five or six different cards. Twenty people wrote: The schools are doing a fine job of keeping us informed about our child's progress. The methods in each segment seem good to me. Each segment is different, so the cards should be different. Twelve parents stated: Please send deficiency notices earlier. If my child is failing, I would like to know soon enough to help him. Ten of these people also said: Vlfhat is a "Commendable Achievement Card"? I've never seen one. Eight people stated: Please ask all teachers to write comments with the grades. Some teachers do, and their comments are helpful. Four parents made no comment and simply omitted Ques tion VIII. IX. How often should report cards be sent home? 1. Twice a semester______________________ _____ (31) 2. Once a semester (none) 3. Every six weeks ___ (18) 149 1. Once a semester _____ (11) 2. Twice a semester (5l) 3. Three times a semester _____ (3) IV. Do you work harder to get good marks than you would without receiving any marks? Yes _____ (65) No marks necessary _____ (none) V. Do you believe your mark should indicate improvement in your own work or should compare your work with the rest of the class? Please check one: 1. It should show improvement in my work. _______ (8) 2. It should compare my work to others in the group. (1?) 3# It should consider both. _____ (40) VI. Do you feel that requiring all students to complete three high school years of physical education and health training is wise? Girls Boys Yea 55 31 (57) No 6 2 _____ (8) VII. Do you feel that teachers should include in their reports and marks : 1. Your attitudes, citizenship and cooperation in class? (2) 150 2. Only subject accomplishment and test scores? (6 3) VIII. Do the Commendable Achievement Notices, and the Deficiency Notices help you and your parents evaluate your progress? Yes _____ (3 0) No _____(5) (twenty students did not mark this question) IX. The space below is to be used for any other suggestions about your report cards that you wish to make. Please use it. Twenty-two students made comments under this question. Ten students stated: Please no deficiency notice, telephone instead or just tell me. Eight students stated: Why haven't I ever received a Commendable Notice? Four boys stated: My report card should show my grade in football. I give so much time to that other grades suffer. 151 TEACHER'S QUESTIONNAIRE Dear Teacher: In an effort to gain opinions of those people most directly concerned with pupils marks and report cards: namely, pupils, parents and teachers, your cooperation in completing this questionnaire is sought* Your help will be greatly appreciated. I. Please check below that which in your judgment repre sents the most desirable "report to parents." ^ - , n Total responses 1. Informal letters ----- ^----- 2. Five point grading scale _____ (13) 3. Three point grading scale _____ If. Combination of: a. Five point scale with: (1) Check list _____ (If) (2) Informal note ___ (6) b. Three point scale with: (1) Check list _____ (8) (2) Informal note______ (2) II. A. Are conferences with parents helpful to you? 1. Yes _____ (31) 2. No _____ 3. Sometimes _____ (2) 152 Total responses B. Do you prefer for the counselors to hold the confer ence and relay the Information to you? 1. Yes _____ (2) 2. No _____ (25) 3* Sometimes _____ (6) G. What methods (check only three) do you find best in learning more about each individual student? 1. Personal conference with the student* ____ (12) 2. Personal conference with a parent. ___ (23) 3* Information in cumulative folder. (33) If. Conversations with other teachers. ___ (9) 5* Telephone conversations with the home. (2) 6. Overheard pupil discussions. (6) 7. Observations. (21) 8. Class work. (19) 9 * Extra-school activities. (9) 10. Interest inventories and personal data sheets. (5) 11. Sociograms. (If) 12. Others. III. Is is desirable that the student be evaluated accord ing to the class standard (i.e. on the curve) or by individual progress? Please check one: 153 H.S. Elem. Total 1. Class average 9 0 9 2. Individual effort 2 6 8 3. Consider both 12 23 4 10 l6 33 IV. Do you feel that marks are a desirable incentive toward greater student effort? Please check one: 1* Marks are a desirable incentive. ____ (10) 2. Marks are not a desirable incentive ____(23) V. Does the mark you record in your grade book, and on the report card to the home include more than subject achievement? (i.e. effort, cooperation, personality, group behavior, etc.) H.S. Elem. Total 1. Yes 18 2 20 2. No 2 8 13 23 10 33 VI. How often do you use supplementary reporting methods? Often Occasionally Seldom 1. Deficiency notices (l6)___(9)_____ __(8) 2. Commendable achievement notice__(lif) __(11) (8) 3- Informal notes (15)___(10) (8) if. Telephone conversations (19)___(lif) __(0) VII. Under the following headings please check or write in any of the things you feel a report card should include. 154 H.S. Elem. 1. Specific comments of accomplishments in subject fields.________________________________ (13) (10) 2. Standardized test scores.__________ (6) (0) 3. Standing in class group.__________ (12) (If) if. Individual improvement in: a. Group adjustment. (21) (10) b. Personality development. (8) (6) c • Effort and interest. (23) (10) d. Cooperation. (23) (10) e. Emotional stability. (8) (6) f. Courtesy and thoughtfulness of others. (21) (10) g' Dependability. (21) (9) Others. (3 H.S. teachers and if elementary school teachers wrote here, that all under No. if should be considered by the teacher in grading citizenship or conduct and should not be stated separately. High School Teachers: VIII. Do you feel that the present end-semester card (Remington-Rand) serves adequately when we include our present system of supplementary report measures? Yes _____ (20) No _____ (3) (Please state two or three reasons for your affirmative or 155 negative answer*) 1. "Teachers should make comments at the end of the semester as well as at mid-semester. Sometimes a student should go to summer school to strengthen a D mark. Parents should be told this in writing at this time." 2. "Grades have to be turned in too soon." 3* "One teacher stated that the Remington Rand machine made some errors in the grades shown on the final card and therefore caused more confusion than a teacher's written copy." APPErmix c SAMPLES OF STUDENT HANDBOOKS for Junior and Senior High Schools, Long Beach Unified Scnool District, Long Beacn, California Benj ami n ^nanf i l i n ^unm 0 i ^ ! i Sdeel HANDBOOK Benj am i n ' ^ n a n mi n ^unieK 0ii}!i ô c m i LONG BEACH, C ALIFO RNIA Third Edition STUDENT HANDBOOK 1953 W R ITTE N A N D EDITED BY 8-1 SOCIAL LIV IN G CLASS 1951-1952 Name o f Student This handbook was w ritten by Franklin pupils especially fo r you. — Keep this handbook in a safe place — — Refer to it often — A WORD FROM OUR PRINCIPAL Hello, newcomer. W elcpm e to our school! Franklin has much to o ffe r you. W e w ant you to become one of us and catch the sp irit and enthusiasm of our school. This handbook was w ritte n by Franklin pupils especially fo r th a t purpose. Inside its pages you w ill fin d the answers to m any o f your questions. Read its pages carefully and keep it in a safe place. Refer to it frequently during the next three years fo r inform a tion and advice. It is both fun and rewarding to act in the Franklin spirit. You w ill want to cooperate w ith our rules and uphold our high standards. T ry to take an active part in our many school activities and organizations. Take advantage of the many opportunities fo r learning.w hich we o ffe r you. W e all wish fo r you an enjoyable and profitable three years at Benjamin Franklin crowned w ith success. HAROLD B. BROOKS - 2 - TABLE OF CONTENTS Page introducing Franklin Franklin M em ories....................................................5 M ap o f the Campus.................................................6 Floor Plan o f the M ain B uilding..........................7 Franklin Pledge.........................................................8 Franklin Song..............................................................8 II. Meeting Our School Staff Our Principal..............................................................9 O ur V ice Principal..............................................—.9 Our Dean o f G irls...................... 9 O ur Counselor.........................................................10 O ur School Nurse....................................................10 Our Teachers............................................................10 III. Our School Day Flag Ceremony......................................................... 11 Bell Schedules......................................................... 11 IV . In The Home Room Home Room Teacher...............................................12 Home Room Honors...............................................12 Non-Privileged Home Room............................... 12 Home Room Period................................................. 13 V . Attendance Procedures A fte r Being Absent...............................................13 Tardiness....................................................................14 Leaving School Early..............................................14 Lunch Permits.................................................... 14 Change o f Address or Telephone N um ber.... 14 Transferring to A nother School .......... 14 TABLE OF CONTENTS— Continued Page V I. Safety and Transportation Procedures Fire D rills................................................................... 15 A ir Raid D rills........................................................15 Bicycles ..................................................... -...............16 Bus Tickets.............................................................. 16 V II. Use of School Facilities Cafeteria ....................................................................17 Library ................................. 18 Lost and Found Departm ent............................... 18 Student Stores......................................................... 19 Lockers ...................................................................... 19 Telephone ................................................................. 19 V III. How To Be a Franklin Booster In the Halls..............................................................20 In the Assembly...................................................... 21 Using School Property......................................... 21 On the Grounds...................................................... 21 IX . Program of Studies....................................................... 22 X . Student Organizations and Special Awards Musical Organizations......... ...................... ........ 23 A th le tic Organizations and Awards........ ........23 Social Organizations..................................... ........26 Service Organizations.................................. ____26 Honorary Organizations..................................... 28 Special Awards............................................... 29 X I. Junior Civic League Constitution................... 30 X II. Franklin Traditions.......................................... 38 X III. Acknowledgments ............ ....... ..................... ........ 40 FRANKLIN MEMORIES Franklin was started in 1922, It was b u ilt fo r students just like you. In 1933 Franklin crumbled to the ground, ’Twas an earthquake that shook all around. Every roof and every building crum bled to the floor. And alas and alack Franklin was no more. The pupils and teachers wondered then. If they would ever have school again. But someone came forth w ith a b rillia n t thought. W h y not draw school rooms on the ground w ith chalk. The idea was passed by the Board o f Education, And each teacher and pupil turned to his or her station. Franklin was rebuilt in 1936, W ith an approxim ate enrollm ent o f 1,206. So the history o f Franklin has been told in these few lines. To keep the memory of Franklin alive w ith in our minds. So as the bell tolls 8:30 and the doors open wide. W e invite you one and all to step inside^ - 5 - I l :U' lis 117 US IIS 109 107 IQS 1 0 : A Fio. 1 KEY A PRINCIPAL B SECRETARY ATTENDANCE VICE-principal COUNSELORS RECORDS COUNSELOR H DEAN OF QlRLS I NURSE J CUSTODIAN K TEACHERS-MEN L TEACHERS-WOMEN M SUPPLY ROOM N AUDIO-VISUAL 0 w o r k r o o m P LIBRARY ANNEX w4 2ZI • 222 216 22 0 QiRts'Lw .217 |l ZIf 216 213 214 21% 210 209 200 207 206 20? |J 203 Bo/il-u y LIBRARY Fift.Z F iq .i - G round fLOORptAH OPtANN*î)oiLtiNR P it .z - S econd Floor T lan of M km 'BuiLM NQ - 7 - FRANKLIN PLEDGE I w ill be loyal to Franklin Junior High School and to the ideals for which it stands: Courtesy Good Scholarship Fair Play Loyalty and Liberty under Law HALLS OF FRANKLIN Oh, we love the halls o f Franklin That surround us here today; And we w ill not forget Though we be far, far away. To the hollowed halls o f Franklin Every voice w ill bid farewell. And shimmer o ff in tw ilig h t Like the old vesper bell. Chorus One day a hush w ill fall The footsteps o f us all W ill echo down the hall and disappear. But as we sadly start Our journeys fa r apart, A part of every heart w ill linger here. In the sacred halls of Franklin W here w e’ve lived and learned to know That through the years we’ ll See you in the sweet after glow. — 8— MEETING OUR SCHOOL STAFF If we have a problem about which we fret, There are several persons whose advice w e can get. Our “ School S taff” w ill assist us whatever our needs. Programming, guidance, and praise fo r our deeds. Our Principal. (fill in name) is the adm inistrative head o f our school. He supervises instruction, plans the school program, helps raise the student body budget, helps w ith student activities, and assists the P.T.A. Our Vice Principal. (fill in name) is in charge o f boys’ discipline. He is also supervisor of the grounds and buildings and assistant supervisor of instruction. He develops the master program. Our Dean of Girls. (fill in name) is in charge o f all student activities and the guidance of girls. This includes th e ir general welfare and th e ir per sonal problems. -9— Our Counselor. (fill in name) is in charge o f outlining a program fo r each student, registering students entering Franklin, and handling the transfers o f those leaving. She also counsels pupils con cerning individual problems and handles all school and survey tests. Our School Nurse. (fill in name) is in charge o f m aintaining a cum ulative health record o f each student w hich includes such data as height, weight, vision, and dental condition. She is also in charge of checking the health o f pupils w ho have been absent due to illness and adm inistering aid to pupils w ho become ill during school hours. Our Teachers. The teachers are here to serve as our friends and counselors, help us learn good citizenship habits, and guide us in our studies. M y teachers are: Per. 1--------------------------------------- Per. 2-------------------------------------- Per. 3-------------------------------------- Per. 4 or 5------------------------------- Per. 6--------------------------------------- Per. 7-------------------------------------- H. R. Teacher------------------ - 1 0 - OUR SCHOOL DAY Flag Ceremony. One o f the special traditions at Ben jam in Franklin is the flag ceremony. Each m orning at 8:2 0 the Color Guard plays a patriotic song as the flag o f our country is raised. During this ceremony we have the privilege of showing our love and respect fo r our country and flag by assuming a patriotic, attentive a tti tude. The flag is lowered at 4 :0 0 P.M. each afternoon. BELL SCHEDULES Regular Schedule Entering bell ...................................................... 8:25 Home Room ...................................................... 8 :3 0 - 8:45 Period 1 ........................................................... 8 :5 0 - 9 :4 0 Period 2 .............................................................. 9 :4 5 -1 0 :3 5 Period 3 .............................................................. 1 0 :40 -1 1 :30 Period 4 ................................... 11 :35 -1 2 :30 (Lunch) 11 :35 -1 2 :20 Period 5 .............................................................. 12:25- 1:20 (Lunch) 12:35- 1:20 Period 6 1:25- 2 :1 5 Period 7 ............................. 2 :2 0 - 3 :1 0 Assembly-Home Room Schedule Entering bell ..................................................... 8:25 Home Room ............................... 8 :3 0 - 8:40 Period 1 ............................................................. 8 :4 5 - 9:2 5 H. R.-Assembly I .......................................... 9 :3 0 -1 0 :1 5 H. R.-Assembly II ..........................................10 :20 -1 1 :00 Period 2 or 3 ....................................................1 1 :05-11:45 Period 4 .............................................. (Lunch) 11 :50 -1 2 :42 Period 5 .............................................. (Lunch) 12:47- 1:39 Period 6 ............................................................. 1:4 4 - 2 :2 4 Period 7 2 :2 9 - 3 :1 0 — 11- IN THE HOME ROOM Toward your home room you should feel very dear, W ith the right attitude it can bring lots of cheer. Your home room sp irit is the thing that counts. Back to your home room your bad acts w ill bounce. For every detention that you m ight receive. W ill surely make your home room teacher grieve. Home Room Teacher. During your three years at Ben jam in Franklin you w ill have the same home room teach er. Always remember th a t your home room teacher is both your friend and counselor. He or she is ready to help you w ith any educational or personal problems. Home Room Honors. Citations are awarded to home rooms fo r outstanding participation in various school ac tivities. The top home rooms are honored by a citation party each semester. Keep posted on your home room’s standing by watching the C itation C hart in the lobby o f the main building. Some of the ways your home room may earn citations are: 1. Perfect citizenship fo r a period of two weeks. 2. Five days perfect attendance. 3. 8 5 % return o f P.T.A. Newsette receipts. 4. 15% attendance at P.T.A. meetings. 5. Outstanding participation in a. C om m unity Chest Drive b. Red Cross A ctivities c., March of Dimes d. P.T.A. M embership Drive e. Talent Show T icket Sale f. Almanac Sale g. Post Subscription Drive ’ h. Tag Day Non-Privileged Home Room. Pupils w ith unsatisfactory citizenship records may lose normal home room privileges by being transferred to a special non-privileged home room. As Ben Franklin once said, “ A word to the wise is enough.” - 1 2 - Home Room Period. The home room period lasts from 8 :3 0 to 8:45 A .M . daily except on assembly days when a special assembly-home room period, approxim ately 45 m inutes in length, is held. Each home room plans its own agenda fo r these longer home room periods. Some o f the topics w hich are discussed are: 1. Qualities o f a good school citizen 2. Personality problems 3. Educational problems ATTENDANCE PROCEDURES - I'M NEVER ABSENT: I M ALWAYS A6SEMT A fter Being Absent. There is a d efinite procedure to follow after being absent from school. 1. Bring a note stating date and reason fo r absence to attendance office before 8:1 5 A .M . Pupils reentering school w ith o u t a note w ill be considered truant. Truancy may be cleared by bringing a note from home not later than the follow ing day. Acceptable excuses fo r absence are: personal illness, illness or a fflictio n in fam ily, danger to health from serious exposure, or other urgent necessity. 2. Fill out readmittance card and form J-31 at a t tendance office. 3. Have clerk check card. 4. Have each teacher sign card and leave card w ith last period teacher. 5. If absence was due to personal illness, also do the follow ing: a. Fill out w hite slip in addition to readm ittance card. b. See the nurse fo r a check-up. • 1 3 - Tardiness. Being prom pt can save you many embar rassing moments. A cquiring the habit now can be a big advantage to you later in life. In order to help you develop good habits, our school enforces the follow ing procedures regarding tardiness. 1. You are considered tardy if you are not in your proper seat when the bell rings. 2. If you are tardy to home room or directly after lunch, report to the attendance office fo r a tardy slip. 3. If you are tardy to any other period, your teacher w ill issue the tardy slip. Leaving School Early. If you fin d it necessary to leave school early on a special day, bring a note signed by your parent or guardian before school to the attendance office. The note should state the reason and tim e you wish to be excused. You w ill be given a home perm it. Present this perm it at the beginning o f the period to the teacher o f the class from w hich you are to be excused. Lunch Permits. In order to obtain a lunch perm it you must bring a note from your parent or guardian to the attendance office before or a fter school or during your lunch period. The note should state w hether the perm it is to be used fo r one day or throughout the school year. If the perm it is approved, the attendance clerk w ill give you the type o f perm it requested in the note. Change of Address or Telephone Number. It is very im portant th a t you n o tify the attendance o ffice im m ediately o f any change of address or telephone number. Bring a note from your parent or guardian explaining the change to the attendance office and fill out a special form . Transferring to Another School. Bring a note signed by your parent or guardian to the attendance office if you wish to transfer to another school. F ill out a transfer form and have your teachers sign it. Be sure to check in all school supplies before leaving. -M— SAFETY A N D TRANSPORTATION PROCEDURES VALK A l w a y s l o c k v o u r b ic y c l e . Fire Drills. The fire d rill is one o f the most im portant exercises in our school routine. Fire d rills are held fo r our protection and should always be taken seriously. Here are some things we should remember: 1. The signal fo r a fire d rill is several short bells. 2. W hen you hear the signal, pass out o f the room in double file behind your teacher, w ith nothing in your hands. 3. Stay w ith your class, be calm, w alk briskly, and m aintain absolute silence. 4. Go back to your class when there is a long bell which means “ all clear.” A ir Raid Drills. There are tw o types o f air raid drills: the alerted warning d rill and the flash d rill. A lerted W arning D rill: 1. The signal fo r the alerted w arning d rill is a series o f alternate short and long bells. 2. A fte r hearing the signal, you should fo llo w your teacher im m ediately to the areas provided. Stand at ease and allow enough space to im m ediately respond to a “ flash” or “ drop” signal w ith o u t confusion or hazard. 3. The “ all clear” signal is tw o short bells. Flash D rill: 1. There is no advance warning fo r this d rill. 2. Everyone should im m ediately go through this d rill at the sight o f a b rillia n t flash. — 1 3. Upon hearing the “ drop” signal from the teacher, all püpils should im m ediately drOp to the flo o r as directed in practices. Bury your face in your arms and cover exposed areas of the neck, arms, and legs. Bicycles^ For the safety o f yourself and others, these rules should be observed: 1. Alw ays keep a lock and an up-to-date license on your bicycle. A ny bicycle found w ithout a lock or license , w ill be locked up u n til the lock or license is obtained. .2. Bicycles should not be ridden on school grounds. 3. Bicycles should be placed in the racks during school hours. 4. Enter and leave the grounds w ith your bicycle through the entrance near the bicycle racks. Bus Tickets. A t the beginning o f the school year, the bulletin w ill tell you where and when you may purchase bus tickets. You may purchase a book o f fo rty tickets fo r $2.00. This is half o f the regular price. These tickets may be used between the hours o f 7 :0 0 A .M . and 4 :3 0 P.M. on regular school days. :1 6 - USE OF SCHOOL FACILITIES KEEP your js^BeUoN GlNfrS JiN YOUR— L O C K E R S m m r i ^ i i l l / i f i fro Lost ^AND FOUND Cafeteria. The cafeteria is fo r the convenience of those who prefer to eat at school. Pupils who bring lunches from home are also welcome to eat in the cafe teria. O ur cafeteria serves wholesome, nutritious foods at low prices such as hot dishes, hot dogs, salads, soups, sandwiches, m ilk, and desserts. Special tickets are used, instead o f money, to purchase food. Tickets may be purchased daily in the cafeteria line or on Mondays before school from the cafeteria ladies. Anyone wishing to serve as a host or hostess in the cafeteria should see the teacher in charge. Pupils who serve in the cafeteria may earn as many as tw o points toward the Achievem ent Society. W e have always been proud o f our cafeteria, and we w ant to keep it th a t way. In order to do so, we must abide by these rules: 1. W a it your turn in the lunch line. 2. Cooperate w ith teachers and m onitors on duty. 3. Sit only at tables when eating and keep lunch trays on the table. 4. W hen finished eating, place tray and food leftovers on the special table provided fo r the purpose. 5. Leave the cafeteria fifteen m inutes before the end o f the period. 6. Speak quietly. A quiet voice shows self-control and consideration o f others. ’ 7. Push in your chair before leaving. -17- Library. Our library is located at the south end of the second flo o r of the main building. It is open from 8:2 5 A .M . to 4 :0 0 P.M. Magazines, newspapers, pamph lets, picture collections, and a large assortment o f books are available fo r use by pupils. Everyone is encouraged to use the library fo r both reference w ork and recreational reading. Our librarian is always glad to help pupils w ith questions about the library. Lists o f books on teen-age problems, sports, animals, and many other subjects are available to help pupils choose what they w ant to read. Library Passes: 1. A n y pupil coming to the library during school hours m ust bring a pass signed by a teacher. 2. Pupils leaving the library before the end o f a period should have th e ir passes signed by the librarian or student m onitor. 3. Pupils may use the library w ith o u t a pass before and a fter school. Borrowing Books: 1. Pupils may borrow one new book and any reason able number o f seven day books and overnight books. 2. O vernight books should be checked out from 3 :0 0 P.M. to 3 :4 5 P.M. and must be returned by 9 :0 0 A .M . the follow ing day. 3. Fines on overdue books are: a. T w o cents a day fo r seven day books. b. T w o cents a period fo r overnight books. (The m aximum fin e is ten cents.) c. Payment must be made fo r lost and damaged books and magazines. Library Standards: 1. The library is a reading and reference room. T e x t book w ork is prohibited. 2. W hen leaving the library, please remember to; a. Push your chair in quietly. b. Return books and magazines to the proper racks. c. Show your books to the librarian or m onitor at the door. Lost and Found Department. The Lost and Found Departm ent is located beneath the stairw ay in the lobby o f the main building. It is open every school day from — 1 8 — 3 :1 5 P.M. to 3 :2 5 P.M. A ll lost articles, except valu ables, w ill be returned to you there when properly identi fied. Lost books must be identified by number. Lost valuables, such as money, watches, and rings, should be claimed in the main office. W hen articles are found, they should be given to the attendance clerk. Student Stores. T w o student stores are available fo r your convenience. Student Store: lobby o f main building. 1. Open from 8:1 5 A .M . to 8:3 0 A .M . and from 3 :1 0 P.M. to 3 :2 5 P.M. 2. Notebooks, paper, and pencils are on sale there. Candy is sold only from 3 :1 0 to 3:2 5 P.M. 3. The sales ladies are usually ninth grade girls. Student Store: W est of girls’ physical education build ing. 1. Open both lunch periods. 2. Ice cream and candy are w aiting fo r you there. 3. Selected pupils who donate th e ir lunch period work there. Lockers. Each pupil is provided w ith tw o lockers. One locker is located in the main building and is used fo r books, lunches, and personal articles. Some lockers require combinations and others require keys. Anyone losing a locker key must purchase another one from the home room teacher fo r fifte e n cents. The other locker is located in the physical education building and is used fo r keeping gym clothes. The gym lockers require com binations, w hich may be bought from the student store through the physical education teacher or brought from home. Telephone. The only telephone that pupils may use is located in the main office. Always remember to: 1. Use only in case o f emergency. 2. L im it call to one m inute. 3. Sign the telephone book. - 1 9 - H O W TO BE A FRANKLIN BOOSTER c o u r t e s y c o - o p e r a t i o n c o n s i d e r a t i o n Are you a Franklin Booster? Do you want Franklin to succeed? If you do, here are some rules T hat you should surely heed! In The Halls 1. You m ight take a fall if you run in the hall. 2. O ther ears w ill surely ring If you shout, scream, or sing. 3. Someone else w ill slip and fa ll If you drop scraps in the hall. 4. Keep our walls and floors clean, Help us now, fo r this we mean. 5. If you bang your locker door. You should not do it anymore. 6. Obey hall officers, don’t delay. You may be one too some day. 7. In the halls or on the stairs. Keep to your right, don’t take dares. 8. If a stair you try to skip. Someone else you may trip . 9. If you w a lk too near a door. You may get pushed upon the floor. 10. The d rinking fountains are fo r you. Let’s keep them clean and looking new. — 2 0 — In The Assembly 1. Be quiet in procession, O ther classes are in session. 2. Sit w ith your group and your teacher. A nd listen politely to every speaker, 3. Someone w ill step on your feet. If you leave a vacant seat. 4. A seat in back if you are late. And then to be dismissed, please w ait. 5. No more assemblies w ill be allowed If you push or if you crowd. Using School Property 1. W e won’t have very neat looking halls If you put finger marks on the walls. 2. Take care o f your desks and your books. But use them w ell, they’re not fo r looks. 3. Keep your lipstick in its place. In the tube or on your face. On The Grounds 1. Pick them up, get on the ball. If on the ground, scraps should fall. 2. You’ ll fin d you w ill be penalized If found o ff grounds unauthorized. 3. By each back entrance there is a line. Do not pass u n til class time. So keep these rules all the tim e. A nd let your Franklin sp irit shine! ‘A word to the wise is enough.” — Benjamin Franklin. — 21 — si mill a . ( / ) LJJ LU LU U J w ill . c u = = c O + : U E I ^ P I I ( A as -22- STUDENT ORGANIZATIONS A N D SPECIAL AW ARDS M USICAL ORGANIZATIONS Girls’ Junior Glee. Eighth or ninth grade girls may apply fo r Junior Glee. Applicants m ust be accepted by the Glee Director. Girls’ Senior Glee. This is a more advanced organiza tion and members must make satisfactory progress in Junior Glee or have exceptional talent before they are accepted in Senior Glee. Robes are provided fo r the girls. Boys’ Glee. Boys from any grade may enter this group if they have suitable voices and satisfactory citizenship. Anyone interested in joining should see the Glee Director. Band. The Band is open to students from any grade who have had previous experience on an instrum ent and who are able to play well enough to pass an audition given by the Director. A ll members must have satis factory citizenship records. Junior Orchestra. The Junior Orchestra is fo r students from any grade who have not had previous experience in playing an instrum ent. Students who are interested must pass a rhythm test given by the Director. Senior Orchestra. The Senior Orchestra is open to students from any grade who can pass the same require ments as those fo r Band. The String Ensemble is com posed o f a small group from the Senior Orchestra. ATHLETIC ORGANIZATIONS A N D AW ARDS Girls’ Athletic Association. The purpose o f the G irls’ A th le tic Association, popularly known as the G .A.A., is to encourage athletics, wholesome friendships, and good sportsmanship. F ifty points are required fo r membership. Points may be earned in various ways. H ow To Earn Points; On Playground Each afternoon’s participation in after school playground .................................................................1 point Home room championship te a m ..........................15 points Home room team captain ................................. 1 point (for each game participation by team) — 23— O fficials ...........................................................................1 point (for each game in which service is given) In Class Color captains ) Squad leaders ) ....10-25 points per semester M onitors ) Grade o f “ A ” in physical education 10 points per semester Orthopedic Positive weight im p ro ve m en t............................... 15 points Correction of m arkedly poor p o stu re 10-15 points Swimming Tests A.R.C. Beginner ) A.R.C. Interm ediate ) A.R.C. Swimm er )............ 5 points per test A.R.C. Advanced Swimmer ) J.A.R.C. L ife Swimmer ) Summer Playground ' (500 point certificate).................... 50 points per summer Clubs Each afternoon’s attendance and participation in the activities o f a regularly organized school sponsored athletic c lu b 1 point How to earn G irls’ A th le tic Awards: 1. A Franklin emblem is awarded for 200 points. 2. A chevron is added to the emblem fo r each addi tional 100 points. 3. A five inch fe lt “ F” is given fo r 500 points. 4. A star is added to the “ F” fo r each additional 100 points. Boys’ Athletic Awards. M any boys receive athletic awards each year. These awards may be earned in a variety o f ways. Requirements fo r Awards: 1. To earn the four inch shaded school letter a boy m ust earn 300 points as follows: a. A t least 100 points in participation. b. A t least 100 points in service. c. 100 additional points in participation, service, or leadership. 2. A star is awarded fo r each 200 points beyond the required am ount fo r the letter award. These points should be earned as follow s: — 24— a. A t least 75 points in participation. b. A t least 75 points in service. c. 50 additional points in the field of participation, service, or leadership. 3. The five inch shaded school letter is awarded to boys having a total o f 900 points. How To Earn Points: Participation Competing in one complete intram ural season ...................................................................50 points (7 5 % attendance) W inning team of individual in intram ural season ....50 points 2nd p la c e ....................................................................40 points 3rd place 30 points 4 th place 20 points Competing in an a ll-city event.................................15 points 1st place in an a ll-city event 50 points 2nd place in an all-city event................................40 points 3rd place in an all-city event. 30 points 4th place in an all-city event............................... 20 points Each afternoon’s participation in a fter school playground .................................................................1 point Service O fficials ........................................................................ 5 points (for each game in w hich service is given) Tim ekeeper ................................................................ 2 points (for each game in w hich service is given) Scorekeeper ................................................................ 2 points (for each game in w hich service is given) Grounds manager in after school playground ..............................100 points per semester Supply m onitor in after school playground ..............................100 points per semester Leadership Intram ural team captain 10 points A th le tic commissioner .......................................150 points Assistant sports manager 60 points Recorder o f points 75 points A ll-c ity team captain 25 points Class Leadership Class commander 50 points Assistant class commander ........ ..40 points Squad leader ...........................................................30 points Grounds manager ...................................................40 points Equipment m o n ito r................................................4 0 ' points Points may be transferred from one school to another and from one semester to the next. SOCIAL ORGANIZATIONS Friday Nighters. The members o f the Friday Nighters meet tw ice a month in the gym to dance and have fun. O nly eighth and ninth graders are eligible fo r member ship. A pplication blanks should be obtained from the faculty sponsor early in the school year since the mem bership is lim ited. Y-Teens. The Y-Teens, sponsored by a Y .W .C .A . representative, aim to promote wholesome friendships and social activities among girls. The meetings are held after school once a week. Dances, parties, and welfare programs are planned by the Y-Teens each year. Junior Optimists. The aim o f the Junior O ptim ists is to provide boys w ith opportunities fo r companionship w ith Senior Optim ists and other boys th e ir own age. The members continually work to improve themselves physical ly, m entally, and m orally. Meetings are held one eve ning a week at the Y .M .C .A . New members m ust be eighth or ninth graders and must be elected by other members o f the group. A Junior O ptim ist must have a grade average o f at least B in citizenship and not less than C in school subjects. SERVICE ORGANIZATIONS Junior Civic League. The Student Government class, popularly known as the J.C.L., is the student body gov ernm ent o f our school. It is composed o f the student body officers and the home room presidents. The mem bers meet every day during firs t period to discuss ways o f im proving our school. As leaders o f our school, the members aim to encourage high standards o f citizenship, scholarship, and school spirit. Big Sisters. The main purpose o f the Big Sisters is to help new girls make friends and get acquainted w ith the many opportunities offered by our school. Only eighth and ninth graders are eligible fo r membership. Candidates are selected on the basis o f scholarship, c itj- — 2 6 — zenship, and previous service to the school. Regular meetings are held once a month after school. Franklin Knights. This is a group of boys who render service to our school in various ways. New members must be elected by the group and have high records in citizenship and scholarship. Hall Officers. The main job o f the hall officers is to direct tra ffic in the halls between classes and to en courage high standards of hall conduct. Hall officers also help w ith fire drills. Applications fo r service should be obtained from the faculty sponsor. A ll hall officers must m aintain high standards o f citizenship and scholar ship. Post and Almanac Staff. The Post, the school paper, and the Almanac, the school annual, are w ritten and edited by the members o f the ninth grade journalism class. Satisfactory marks in English are required fo r membership on either of the staffs. Before enrolling in the class an applicant must be sponsored by a member of the previous class or be approved by the sponsor teacher. Junior Red Cross Council. The Junior Red Cross Council is composed o f a representative and alternate from each home room. The Council meets whenever necessary to carry out the annual enrollm ent drive and the projects planned in cooperation w ith the secretary o f the Long Beach Junior Red Cross Chapter. Junior Red Cross Representatives are expected to report the news of all meetings to th e ir respective home rooms and to per form all duties assigned on Red Cross projects. Cafeteria Hosts and Hostesses. The purpose o f this group is to keep the cafeteria neat and attractive and to enforce cafeteria rules and regulations. Students in terested in cafeteria service should contact the faculty sponsor. Library Assistants. The duties o f the library assistants are varied: shelving books, filin g cards, arranging shelves, processing new books, cleaning and mending books, and w ritin g and delivering overdue notices. Library helpers m ust be neat, courteous, and pleasant. Volunteers who wish to help in the library before and after school should see the librarian. Student Clerks. Pupils in this group are given ex perience in general office work. — 27—" HONORARY ORGANIZATIONS Scholarship Society. The Scholarship Society was or ganized to encourage high scholarship standards in our school. Members are privileged to attend the regular m onthly meetings. Ten points in a single semester are required fo r membership. H ow To Earn Points; 1. In the follow ing subjects an A counts 3 points and a B counts 1 point: English, Science, Journalism, Junior Business Training, M athematics, Social Studies, Spanish, Algebra, and Speech. 2. In the follow ing subjects an A counts 114 points and a B counts 14 point: A griculture, A rt, Home Arts, Industrial Arts, Library Practice, Music, Physical Educa tion, and Typing. 3. If you receive a C in any academic subject, it is necessary to receive an A in all others in order to be eligible. 4. A ll members are required to have satisfactory records in citizenship. Special Scholarship Honors: 1. Membership fo r fo u r semesters, at least one in the ninth grade, or membership fo r three semesters, w ith two in the ninth grade, entitles one to purchase the scholarship pin. 2. A gold F, to be attached to the scholarship pin, is awarded by the Scholarship Society to all members fo r five semesters. 3. Membership fo r fo u r or more semesters entitles one to a Scholarship Seal on the certificate o f prom otion and a recommendation fo r associate membership in the high school scholarship society. Achievement Society. Pupils w ho render outstanding service to the school are honored by membership in the Achievem ent Society. Five points during a single school year and satisfactory citizenship are required fo r mem bership. H ow Points A re Counted: 1. One point is given fo r commendable service in a school activity. 2. T w o points are given fo r superior service in a school activity. W ays To Earn Points: 1. P.T.A. activities: talent show performer, outstand» ing ticke t salesmanship fo r Football Carnival or Talent Show, solicitor o f fo u r or more memberships fo r the P.T.A. 2. Service group positions and activities: assembly performer, audio-visual operator. Big Sister, cafeteria host or hostess, flag ceremony performer, finance officer, Knight, member of Friday N ighters’ comm ittee, grounds officer, hall officer, library helper, member o f Senior Girls’ Glee, member of Senior Orchestra, stage crew member, student clerk, or usher. 3. Junior C ivic League activities: student body o ffi cer, commissioner, assistant commissioner, home room president, or Post or Almanac staff officer. 4. Special achievement in classes: art, athletics, or other activities of comparable quality. Junto Club. A ll pupils selected by th e ir home rooms to participate in the annual Franklin Quiz Assembly are honored by membership in the Junto Club. The life and times o f Benjamin Franklin are discussed during the regular m onthly meetings. SPECIAL AW ARDS Lions Club Award and D.A.R. Award. These are the tw o highest awards fo r which a ninth grader may qualify. Each year a faculty com m ittee chooses, the two members o f the ninth grade class, a boy and a girl, who have m aintained the most superior record during th e ir three years at Franklin. The presentation of these high awards is usually made during an assembly. Benjamin Franklin Award. This award has been es tablished to honor those pupils making superior records which are quite comparable to those made by the Lions Club and D.A.R. award winners. O nly those pupils w ith the highest records in the Scholarship Society and in the Achievem ent Society are considered fo r this award. Pupils o f the seventh, eighth, or ninth grades are eligible. Big Sister Trophy Award. Each year the seventh grade girl having the most outstanding record in scholarship, citizenship, and school service is honored by having her name engraved on the Big Sister Trophy Award. Each girls’ home room is allowed to subm it one candidate fo r the award. The final selection is made by a committee of Big Sisters under the direction of the sponsor teacher. The honored seventh grader is given a small replica of the trophy as a souvenir o f her achievement. — 29— JUNIOR C IV IC LEAGUE CO NSTITUTIO N PREAMBLE W e, the students o f Benjamin Franklin Junior High School, in order to establish democratic principles, pro mote closer cooperation between students and faculty, raise the standards of scholarship, increase the sp irit of loyalty to our school and its ideals, and give opportunity fo r greater participation in school activities, do hereby ordain and establish this constitution. ARTICLE I. NAMES A N D COLORS. Section 1. The name of the student body shall be the Franklin Junior Civic League. Section 2. The colors of this student body shall be purple and gold. ARTICLE II. MEMBERSHIP. Each student in good standing at Franklin Junior High School shall be a member of the Junior Civic League and membership shall include the faculty. ARTICLE III. OFFICERS. Section 1. The Cabinet shall consist of the Student Council. a. The elected Junior C ivic League officers shall be 'President, Vice-President, and Secretary. The remaining members shall be the Home Room Presidents. Officers elected by the Student Council from among its members shall be Commissioner of Boys’ A ffairs, Commissioner of G irls’ A ffairs, Commissioner of A rt, Commissioner of As semblies, Commissioner o f Boys’ Athletics, Commissioner o f G irls’ A thletics, Commissioner of Publications, Com missioner of Records, Commissioner of Safety, Commis sioner of Advisory Board, Commissioner of Cafeteria, and President o f the Franklin Junior Red Cross Council. The Student Council may elect other commissioners as need ed. b. Assistants in the Student Council may be elected in the same manner. c. A dm inistrative officers of the school and sponsor teachers can be considered active members o f the Student Council. Section 2. A ll officers shall hold office fo r one semester, or u n til th e ir successors are elected, unless re moved fo r conduct unw orthy o f an officer, or fo r some other urgent cause. — 30— ARTICLE IV . MEETINGS. The Student Council shall m ee^ daily as a regular class and at least tw ice each school month in special session or at the call of the President, on a day and at an hour agreed upon by the President, the Principal or Vice-Principal, and the sponsor teacher. ARTICLE V . AM ENDM ENTS. Section 1. Am endments to this constitution may be proposed at any meeting of the Student Council, but may not be voted upon before the week follow ing the meet ing at w hich such amendment was proposed. Section 2. If a proposed amendment shall receive a tw o-thirds vote o f members present at a meeting o f the Student Council, such amendment shall be subm itted to the Principal fo r approval. Copies shall then be sent to each home room. Section 3. W ith in five school days o f the posting of such notice each home room shall vote upon the pro posed amendment. A tw o-thirds m ajority vote o f those balloting shall make such amendment a regular part of the constitution. ARTICLE V I. POWER OF STUDENT COUNCIL. The Principal must approve any act o f the Student Council on any part or office r thereof before it shall become fin a l and effective. JUNIOR C IV IC LEAGUE BY-LAWS ARTICLE I. GENERAL DUTIES OF STUDENT COUNCIL OFFICERS. Section 1. Conduct themselves at all tim es and in all places in accordance w ith the follow ing oath o f office, w hich must be taken by officers of the Student Council before they assume the duties of th e ir respective offices: “ I promise on my word o f honor th a t I w ill fa ith fu lly perform the duties o f my o ffice ; that I w ill uphold the highest ideals o f citizenship at all tim es and in all places; and th a t I w ill, by my own example, uphold the ideals o f the Franklin Pledge: courtesy, good scholarship, fa ir play, loyalty, and liberty under law .” Section 2. Propose and promote ideas fo r school bet term ent. Section 3. Arrange w ith the home room teachers fo r the necessary regular and special conferences. — 31 — Section 4. Make such oral and w ritten reports as may be necessary fo r the proper performance of their duties as officers arid members of the Student Council. ARTICLE II. SPECIAL DUTIES OF STUDENT COUNCIL OFFICERS. Section 1. Student Body President. a. Supervise all general student body activities. b. Call meetings o f the Student Council and Repre sentatives when necessary. c. Plan the programs and see that all necessary ar rangements are made fo r Student Council meetings. d. Preside at legislative meetings of the Student Coun cil and see that the business is conducted in accordance w ith parliam entary law, and supervise them. e. A ppoint committees and supervise them in the dis charge of th e ir duties. f. W elcom e new students and assist in making them happy at Franklin Junior High School. Section 2. Vice-President’ . a. Preside over all legislative meetings in the absence of the President. b. Be present at all Advisory Board meetings. c. Be in charge of the election and campaign as sembly o f student body officers. d. T ally the ballots fo r student body officers and an nounce the results. Section 3. Secretary. a. Keep a careful and authentic record of all the pro ceedings o f the Student Council. b. Carry on all officia l correspondence of the Student Council. c. Keep all officia l papers and copies of all letters. d. Read all papers concerning the Student Council and pass them on to the Commissioner o f Records. e. Call meetings to order in the absence of presiding officers. Section 4. Commissioners and th e ir assistants w ill help in the follow ing duties. Section 5. Commissioners of Boys’ Affairs and Girls’ Affairs. a. Take charge o f the affairs of Franklin boys and girls. — 32— b. Help new students become acquainted and promote a frien d ly sp irit among the students. c. Acquaint students w ith the activities o f the school. d. Be responsible fo r all assemblies pertaining to their office. e. Assist the Commissioner o f Assemblies in arranging fo r all public gatherings. f. Assist Counselors whenever necessary. Section 6. Commissioner of Art. a. Be responsible fo r w ork on posters fo r various school projects. b. Be in charge of a special art comm ittee to help carry out the general duties o f this office. c. Help in preparing the assembly hall fo r special activities. d. A id in any art project or activity needed in the school. Section 7. Commissioner of Assemblies. a. Preside over all assemblies when so instructed. b. N o tify the Color Guards, stage crew, door-keepers, and ushers as soon as possible before each assembly. c. N o tify the sponsor teachers o f these groups and the head custodian. d. Arrange fo r leaders fo r the salute to the Am erican flag and Franklin flag fo r each assembly. e. Before each assembly check Franklin Hall to see th a t all is ready— chairs and tables arranged, curtains properly drawn, w indow ledges clear; check the stage to see that necessary equipm ent is in place; check w ith the program sponsor to see that the program is ready, in cluding the Color Guard, equipm ent fo r music if needed, stage crew members, ushers, programs, and reserved sec tions, as necessary. f. See the chairman o f the faculty assembly comm ittee as often as required. g. Keep an accurate account of all assemblies. File one copy w ith the Principal, one w ith the chairman of the faculty assembly comm ittee, and one w ith the faculty sponsor. Section 8. Commissioner of Boys’ Athletics. a. Organize and promote all intram ural athletics. b. Assist in the preparation of all intram ural schedules and secure necessary officials. — 33— c. A ppoint all managers and supervise and direct their work. d. Keep all intram ural records and prepare necessary w ritten reports fo r school papers, school history, and as otherwise required. Section 9. Commissioner of Girls’ Athletics. a. Assist the sponsor teacher o f the Girls’ A th le tic Association a fter school. b. M ake home room league charts. c. Encourage girls to participate in the a fter school sports. d. O fficiate in a fter school sports when so required. e. Help keep records on the scores o f home room games. f. Inform the home rooms o f athletic activities through the Student Council. Section 10. Commissioner of Publications. a. M ust be a member o f the Student Council and Journalism class. b. Keep active in Almanac and Post activities. c. Keep Student Council inform ed o f all pertinent matters regarding school publications. d. Plan the distribution of publications when request ed. e. A ttend Advisory Board meetings when requested. Section 11. Commissioner of Records. a. Keep a complete record o f im portant Franklin events during the term of office fo r which elected. This record may include newspaper clippings and other w ritten ac counts so arranged that historical events o f interest may be easily found at any tim e. The commissioner’s name and the date shall be recorded in the record book at the beginning and end o f the semester. b. Keep an assembly record book. c. Explain to the incom ing Commissioner o f Records the w ork o f the past commissioners. d. Keep the record books in the cabinet provided and see that the cabinet key is kept in a safe place. e. See that interesting Franklin news items are pre pared and subm itted to the Principal fo r publication in the c ity newspapers. Section 12. Commissioner of Safety. a. Hold a safety meeting once a week. — 34— b. Assign officers to posts in the halls. c. Assign checkers to th e ir duties on both floors. d. Supervise all safety officers and checkers. e. Assign officers fo r meetings and gatherings when necessary. f. Investigate all matters regarding the safety of the student body. g. Strive to m aintain good citizenship of officers at all times. h. Practice safety in school at all times. i. W ith the approval o f the sponsor, appoint and super vise a Fire Chief in the discharge o f the follow ing duties: (1) Assist the Commissioner of Safety in the perform ance of his duties. (2) Assist the Vice-Principal w ith fire drills w hich are held once a month. (3) Promote safe, speedy fire drills. (4) See that all rest rooms are searched during a fire d rill to make sure that all students are out of the build ing. (5) M ake a record o f all fire drills in the record book. (6) See that no matches are in evidence on school premises. (7) Promote safety in the halls, on the playground, in the cafeteria, and in rooms. (8) Practice safety at all times as an example to other students. Section 13. Advisory Board. a. The Advisory Board is a group o f eight students from the Student Council. Pupils who have received misbehavior slips num bering more than three from the hall officers are called before this board to explain their misbehavior. If a student is called before this board tw ice, he may be recommended fo r assignment to the non-privileged home room. b. The Advisory Board consists o f three members: Commissioner o f the Advisory Board, Assistant Commis sioner, and Secretary. Section 14. Commissioner of Cafeteria. a. Assign and supervise cafeteria hosts and hostesses. b. W o rk w ith the home room presidents in prom oting good conduct in the cafeteria. — 35 — Section 15. President of the Franklin Junior Red Cross Council. a. Represent the school at meetings o f the Long Beach Coordinating Council of the Junior Red Cross and report on these meetings to the Franklin Junior Red Cross Council. b. Represent Franklin at Junior Red Cross conventions and conferences. c. Call, plan, and preside at meetings of the Franklin Junior Red Cross Council. d. Supervise officers and all activities of the Franklin Junior Red Cross Council. e. Serve as ex-officio member o f committees. ARTICLE III. DUTIES OF REPRESENTATIVES. Section 1. A ttend punctually all meetings of the Stu dent Council. Section 2. C arefully prepare a report of each m eeting of the Student Council and give such report to the home room. Section 3. Check all regular and special bulletins fo r duties and responsibilities assigned to representatives. Section 4. Perform all duties assigned to representa tives by bulletins, the Student Council, the home room teacher, or the members o f the home room. ARTICLE IV. ELECTION OF STUDENT COUNCIL OF FICERS. Section 1. The nomination o f candidates fo r Home Room Presidents may be made by spônsor teachers or students. The nom ination m ust be approved by the spon sor teacher, the classroom teachers o f the candidates, and the Principal or Vice-Principal. Section 2. The Home Room Presidents shall be elect ed by th e ir respective home rooms. Section 3. The election officials shall be appointed by the President to take charge o f the election, under the supervision o f the Commissioners o f A ffa irs and th e ir sponsors. Section 4. A fte r the firs t ballot all but the two candidates receiving the highest num ber of votes shall be elim inated, and a second ballot shall be taken. The — 36— candidate receiving the highest num ber o f votes shall be the representative, and the other candidate shall be the alternate. ARTICLE V. ELECTION OF HOME ROOM OFFICERS. Section 1. The home room officers shall be elected by their respective home rooms. Section 2. Each home room shall have a nom inating comm ittee name at least two candidates fo r each office. Such candidates must be approved by the sponsor teacher and the Principal or Vice-Principal before the election. ARTICLE V I. VACANCIES. Section 1. If a vacancy shall occur in any Student Council office, the sponsor shall nominate a successor to fill such vacancy, and if approved by a tw o-thirds vote of the Student Council, such nominee shall be declared elected. Section 2. If a vacancy shall occur in the office of Home Room President, the Vice-President shall fill the vacancy or see that such vacancy is fille d by an election in the home room affected. ARTICLE V II. AMENDMENTS. Section 1. These by-laws may be amended in the same manner as prescribed in A rticle V of the Consti tution. "■"-37 FRANKLIN TRADITIO NS A Big Sisters Assembly is given at the beginning o f each year to acquaint seventh graders w ith student lead ers and school activities. The Post, our school newspaper, is distributed four tim es a year through the home rooms. It contains all the latest news about our school. Be sure to obtain a subscription early in the year. O ur school yearbook, the Almanac, is distributed through the home rooms at the end o f the year. It is fu ll o f interesting pictures and news o f school activities and organizations. Each student’s picture appears in the book. Remember to support the Alm anac! A n A ll-C ity Orchestra is organized at the beginning of each school year. It is made up o f the most outstanding student musicians o f the jun io r high schools in Long Beach. Franklin has always had excellent representation in this group. A Senior Orchestra and Band Festival is given each year at the W ilson High School A uditorium in the latter part of May. A ll ju n io r high school Senior Orchestras and Bands are judged and compared by a w ell-know n music authority. Our school is usually rated very highly in these festivals. A Glee Festival is given each year in the latter part of May. On alternate years it is given in the M unicipal A uditorium and one o f our Glee Organizations is selected to represent our school. On the other year it is con sidered a Spring Sing and all our Glees participât#, Frank lin has always been outstanding in music, — 38- Back to School N ig h t is observed in our school during Public Schools W eek in the spring o f each year. Our parents and the public are especially invited to visit the school on that night to see the student demonstrations and samples o f class w ork on display in each room and to chat w ith the teachers regarding the school program. A special tradition o f our school is the Franklin Quiz Assembly which is held each year on January 17, Ben jam in Franklin’s birthday. One student is chosen from each home room to participate in the quiz contest. The student w inner receives a prize. One o f the most im portant programs o f the year is the Christmas Program which is held just before C hrist mas vacation. Fine plays and musical selections have been presented in the past. Toward the end o f each year a special Honor Program is held in the evening fo r all members o f the Scholarship Society and the Achievem ent Society and th e ir parents. It is a great honor to be invited to this event. N in th graders eagerly look forw ard to the annual roller skating party held in th e ir honor in late spring. The annual Talent Show in the spring is one of the special events o f the year. M oney is raised fo r student activities. Students w ith talent are urged to try out for this event. Am ong the exciting high-lights o f our school year are the sports events between the faculty and the students. These contests have included such sports as football, volleyball, basketball, and softball. Be sure to attend these events and root fo r your favorite team. — 39— ACKNOWLEDGM ENTS Appreciation is expressed to the follow ing pupils who participated in the w ritin g and editing of this handbook. Sharon Bellows Constance Bowers Janie Bridgman Jacqueline Chambers M ary Chapman Carol Cheatley Patsy Clark Joan Cole Janice Dempster A licia Diemer Bonnie Florine Shirley Gurzi Joe Harbison Jo Ann Higgins Catherine H ill A lice Holmes Nancy Howard Elvera Jenkins M arjorie Jennings Judy Johnson Richard Lees Janet Lewis Sandra Lewis Judy M cCarty Patricia M erickel Nancy M ikesell Jackie M izar Donna Nelson Alan Policy M ichele Price Barbara Puckett Judy Stinson Carolyn Suggs James Sutherland Leona Van Ness Howard W illiam s — 4 0 - Uloodrolu Wilson High School Student Handbook 1954-55 A Guide for Students* Parents and Teachers S T T D E N T H A N D B O O K N A M E O F S T U D E N T A D D R E S S W O O D R O W W IL S O N H IG H S C H O O L L o n g Beach, C a lifo rn ia 1954 F O R E W O R D T h ro u g h the courtesy o f th e B o a rd o f E d u c a tio n you are presented th is handbook. Y o u w ill fin d it a m in e o f valuable in fo rm a tio n . I t w ill te ll you the rules and re g u la tio n s set up by y o u r S tu d e n t B o d y and fa c u lty to govern co nduct here. Read it c a re fu lly in o rd e r th a t you w ill u nd ersta n d th e o rg a n iz a tio n and the p la n o f o p e ra tio n o f the school. W ils o n H ig h School can o n ly be as good a school as a ll o f us to g e th e r m ake it. As an in te llig e n t, lo y a l m em ber o f y o u r S tu d e n t B ody, you can help m ake it a school o f w h ic h we w ill a ll be proud. T h is book is y o u r p ro p e rty. I t w ill be re fe rre d to m an y tim es. T he re fore , c a rry it w ith you and read i t c a re fu lly . WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK TABLE OF CONTENTS Bell Schedule School Calendar Administration and Faculty History of the School W here to G o ................. . . . . If a p h o n e nee ds r in g in g . . . . If s o m e th in g nee ds fin d in g . . . . If a g a m e nee ds a tte n d in g . . . . If a g rip e n e e d s v o ic in g . . . . If a p ro g ra m nee ds c h a n g in g . . . . If s u p p lie s n e e d b u y in g o r h u n g e r nee ds s a tis fy in g Rules and Regulations A tte n d a n c e R ules E lig ib ility C a rd s E le c tio n P ro ce d u re F ire D rills L ib ra ry L o cke rs Lost a n d F o u n d P e rm its S c h e d u lin g E ve nts S ta g e a n d A u d ito riu m T e le p h o n e s T e xtb o o ks Publications E ligibility Requirements S ch o o l O ffice s A th le tic s C a lifo rn ia In te rs c h o la s tic F e d e ra tio n Student Government S tu d e n t G o v e rn m e n t C la ss B o a rd of G o ve rn o rs L e g is la tu re C o m m issio n e rs Constitution Cluba In te r-C lu b C o u n c il C h a rte re d C lu b s Gold " V f " Point System S tu d e n t C o u rt S u pre m e C o u rt C la ss C o u n c il C irls ' L e a g u e Athletics B o ys' G irls ' Team R ecords Awards and Honors Sportsmanship and a Guide to Better Athletic Relations Songs and Yells Scholarships WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK A PHILOSOPHY OF EDUCATION Woodrow Wilson High School Function of the Secon^ry School “ T o p repare y o u n g people to respond in te llig e n tly to th e ir duties as citizens in o u r d e m o cra tic fo rm o f g o ve rn m e nt." — D r. Zook, D ire c to r o f A m e ric a n C ouncil o f E d u ca tio n . I n p la n n in g o u r p ro g ra m and a d m in is tra tiv e o rg a n iza tio n , w e have, ta k e n in to co n sid e ra tio n th e fa c t th a t social o rd e r is u n d e rg o in g c o n sta n t change, p la c in g new em phasis on education and new o b lig a tio n s on the h ig h school g ra d u a te o f today. T h is has caused us to adopt a p h ilo so p hy o f education based on the fo llo w in g assum ptions: I. T h a t em phasis should be placed on th e techniques o f le a rn in g , in order th a t le a rn in g m a y con tin ue th ro u g h o u t a d u lt life . I I . T h a t o u r students have a w id e range o f a b ilitie s w h ic h necessitates a fle x ib le typ e o f p ro g ra m , w h ic h w ill a llo w th e stu d e n t to a d ju s t h is tim e to h is needs, a c co rd in g to his a b ility and n a tu ra l aptitudes. I I I . T h a t th e developm ent o f in itia tiv e is encouraged th ro u g h freedom o f a ctio n . T h e school should create s itu a tio n s w h ic h encourage the s tu d e n t to . m ake choices and assume re sp o n sib ilitie s. TV. T h a t students should be encouraged to ta ke p a rt in social and o th e r w o rth w h ile a c tiv itie s upon th e cam pus. V . T h a t th e re w a rd fo r good w o rk and good c itiz e n ship should be m ore independence and freedom . V I. T h a t social a p p ro va l ra th e r th a n fe a r o f p u n is h m e n t should be th e in c e n tiv e fo r good citize n sh ip . WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK V II. T h a t adequate p ro v is io n should be m ade fo r e ffe c tiv e in d iv id u a l and g roup guidance. V I I I . T h a t added em phasis be g ive n those subjects w h ic h w ill tr a in th e students to m eet the special dem ands o f business and in d u s try . IX . T h a t body b u ild in g and p h ysica l fitn e ss are m a jo r objectives in tim e o f peace as w e ll as in tim e o f w a r. X . A n d fin a lly , w e believe th a t the h ig h school is n o t a place fo r teachers to cram fa cts in to m in ds o f in d iffe re n t ch ild ren , b u t th a t i t is a place o f op p o rtu n ity fo r those students w ho are w illin g to p a y th e p ric e o f in te re st, cooperation, and con scientious w o rk . BELL. SCHEDULE 1. Monday - Wednesday - Friday Schedule ; Period Time I 8:30- 9:15 Ila ......... ’................................... 9:20-10:10 Ilb* .............................................10:15-11:00 i n ,..................................................11:05-11:50 IV ................................................ 11:55-12:40 V ........ 12:45- 1:30 VI .......... 1:35- 2:20 VII ............................................ 2:25- 3:10 • A c tiv ity P e rio d : M o n d a y — C lu b s a n d o rg a n iz a tio n s . W e d n e s d a y — G o v e rn m e n t G ro u p s , S c h o la rs h ip So c ie ty a n d S u p e rv is e d S tu d y . F rid a y — A sse m b lie s (one h a lf of s tu d e n t b o d y th is p e rio d , th e o th e r h a lf p e rio d I la ) . 8 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 2. Tuesday - T h u rs d a y Schedule ; Period Time I ................................................... 8:30- 9:22 I I ........ 9:27-10:27 In te rm is s io n .................................10:27 -10:40 I I I .................- ................................ 10:40-11:30 I V ......................................................11:35-12:25 V ........................................................12:30- 1:20 V I ....................................................... 1:2 5- 2:15 V I I ..................................................... 2:2 0- 3:10 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK SCHOOL CALENDAR— 1954-55 September 13— M onday— School Opens 17— Sophom ore A ssem bly 27— Sophom ore C andidates A ssem bly October 1— P .T.A . F o o tb a ll C a rn iv a l 8— F o o tb a ll— J o rd a n a t W ils o n 11— P .T.A . H a rv e s t D in n e r 15— F o o tb a ll— D ow ney a t W ils o n 18— D e fic ie n c y N otice s November F o o tb a ll— E x c e ls io r a t W ils o n 11— A rm is tic e D a y 12— E n d o f F irs t Q u a rte r 19— H o m eco m in g D a y F o o tb a ll—W ils o n a t P o ly 25-26— T h a n k s g iv in g Recess December 16—C h ris tm a s C oncert— E ve n in g P e rfo rm a n ce 17— C h ristm a s C o n ce rt A ssem bly 20— 31— C h ristm a s Recess J a n u a r y 4— D e fic ie n c y N otices 25— S tu d e n t B o d y E le c tio n February 4— F irs t Sem ester E nds 7— Second Sem ester B egins 22— W a s h in g to n ’s B irth d a y March 14— D e fic ie n c y N otices 18— A ll School P la y 28— G irls ’ League T a g D a y 10 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK S C H O O L C A LE N D A R r-1954-55 April 4-8—Spring Vacation 29—Senior Talent Show May 16—Deficiency Notices 19-20-21—Operetta • 25—Senior Ditch Day 30—Memorial Day 31—Student Body Election June 15—Campaniles Issued 16—Commencement 17—Second Semester Ends ADMINISTRATION OFFICERS Board of Education Walter H. Boyd, M.D. L. H. Brewer M. A. Duncan Mrs. Elizabeth Hudson Dwight C. Sigworth, M.D. Executive Officers Douglas A, Newcomb, Superintendent of Schools Gladys L. Potter, Deputy Superintendent of Schools Harry J. Moore, Assistant Superintendent—High Schools Theron Freese, Assistant Superintendent—Instruction A. A. Knoll, Business Manager (Offices at Board of Education Building, 7th & Locust) ' WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 11 THE ADMINISTRATIVE AND CLERICAL PERSONNEL M r. E a to n O. B em is—P rin c ip a l M iss M a rg a re t M e ik le —V ic e -P rin c ip a l M r. Leon G. G a tlin —A s s is ta n t P rin c ip a l (D ire c to r o f A c tiv itie s ) D r. F . M ilto n Sager— A s s is ta n t P rin c ip a l (B oys’ D is c ip lin e ) M r. B e n C. H u m p h re y — H ead C ounselor M iss A lic e G reen— C ounselor M r. F . A . Johnson— C ounselor M r. H a r ry L e w is — Counselor M iss M a ry M c C le lla n —C ounselor M rs. Iv a W h itta k e r—N u rse In s p e c to r M rs. M y ra P in c k a rd — S e cre tary to P rin c ip a l M rs . Jennie S u lliv a n — C le rk, P rin c ip a l’s O ffic e M rs. G race H odge— S e cre tary to V ic e -P rin c ip a l and A ss is ta n t P rin c ip a l (B oys’ D is c ip lin e ) M rs. Janice H o u g h te n — C le rk to A s s is ta n t P rin c ip a l (A c tiv itie s ) M rs. M a rth a S picer— CJlerk, A tte n d a nce O ffic e (G irls ) M rs. H elen C. D e ck— C le rk, A tte n d a nce O ffic e (B oys) M r. D a v id W ade—A tte n d a nce In v e s tig a to r M rs. H elen B u rk h a rd — T e xtb o o k C le rk M iss S um iye Y o s h ih a ra — S ecretary, R e g is tra tio n O ffic e M rs. R achel N oble—C le rk , C ounselors’ O ffic e M rs. E ls ie K ro h n — L ib ra ry C le rk M rs. M ab e l M id d le to n — A ccom panist, G irls ’ P h ysica l E d u c a tio n D ept. M iss K a th le e n S te w a rt—A ccom panist, Glee Clubs M r. G eorge M eye r— C ustodian C le rk, B oys’ P h ysica l E d u c a tio n D ept. M rs. S arah E. V a n W o rm e r— G ym na siu m A tte n d a n t— G irls ’ P h ysica l E d u c a tio n D ept. M rs. E tta Johnson—Telephone O p e ra to r M rs. V irg in ia H ughes— S tu d e n t B o d y B a n k e r M rs. M a rg a re t R obinson— S tu d e n t B o d y Store S upervisor 1 2 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK TEACHING STAFF TEACHER-COUNSELORS M iss G y re n e B la c k m a n M rs. Inez L e h m a n M rs. Irm e l P a d g h a m ART M iss R u th B u rd ic k M rs. E v e ly n L u b e rg M iss F rances M c A u liffe BUSINESS EDUCATION M r. D w ig h t W e n tz e l, H E A D M iss G y re n e B la ckm a n M r. Jack B osna M r. Jam es E. G a rn e r M r. L o yce G ly d e G ossage M r. E d w a rd H a iih M r. D e lb e rt H ennes M rs. M y rtle Jackson M r. A rn o ld R e in e rtso n M iss M a x in e T re ve th e n ENGLISH M rs. A n n a T o w n se n d , H E A D M rs. D o ris A lg u ire M iss E sth e r B enson M r. M e lv in G y tro n M iss M a rjo rie D a v id s o n Mr.. E d w a rd E v e la n d M r, Jam es H d d d y M n R ic h a rd H e id e lb e rg M r. Jack M cB a d e M rs. H e le n M in a m i M rs. Irm e l P a d g h a m M r. R ic h a rd W in g FOREIGN LANGUAGES M r. F ra n k O ch o a , H E A D M rs. A n n -M a ria B u rc h a rd M iss D u c e lia G o b b M iss M a rjo rie D o u g h e rty M r, M a y e r F ra n k lin M r. John G lo v e r M iss A lic e Johnson M iss R u th W e sto n M r. R ay S im p son M rs. N a n c y S N am e HOMEMAKING M rs. M a id a O lm ste d , H E A D M rs. V irg in ia G u tte r M iss V e ro n a D ru m m o n d M rs. E liz a b e th S m ith M rs. P h y llis W ie la n d INDUSTRIAL ARTS M r. R o lla n d T ho m as, H E A D M r. G o rd o n D u rd a y M r. W ilb u r F a rr M r. R o b e rt F e rris M r. W illia m G re e n M r. R ic h a rd M o rris o n M r. K e n n e th M u e lle r M r. F ra n k S te w a rt M r. A rth u r W o m a c k LIBRARY M iss H e le n Ire d e ll, H E A D M iss G e c ilia B u rch M iss B e v e rle y W ils o n MATHEMATICS M r. H o w a rd A .B a k k e n , H E A D M r. L a M a r C a s e M iss A n g e la G o ffe y M r. W illia m G am zo n M r. Jack H u flm a n M rs. B ird e n a M cB u rn ie M r. D e lb e rt P e n h a ll M r. Jam es P eters MUSIC M iss A lb e rta . G a rls o n M r. P h ilip E llith o rp e , M r. N ic o la s F u rja n ic k PHYSICAL EDUCATION—BOYS M r. R o la n d D a v is , H E A D M r. A lv a M . A rc h e r M r. T ho m as K in k a d e M r. C liffo rd M e y e r M r. W illia m P a tte rso n M r. V in c e n t R eel M r. R o b e rt R o b b in s M r. G ene R o w la n d PHYSICAL EDUCATION— GIRLS M iss M a rg a re tta R e a g a n , H E A D M iss D o ro th y D e a th e ra g e M iss D o ro th y G o va s WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 13 TEACHING STAFF—(Continued) M rs. M a rth a G u n n in g M rs. D o ro th y S ch em a n M rs. M a ry S m a rt M iss B e tty L o u T ho m as M iss L o is Z e lsd o rf SCIENCE M r. B o y e r V o is a rd , H E A D M r. E ld e n B u rk e tt M iss M a y C h e w M r.. V a u g h a n E d m o n d s M r. R o b e rt F e rris M rs. M a rth a F ox M r. K e n n e th Johns M r. M a rv in L a n g lo is M rs. G la d y s M a rc h M r. K e n n e th P ike M r. Jam es K. S h a lle n b e rg e r M r. John W a lk e r M r. W illia m W a rd le SOCIAL LIV IN G M r. P a u l T eschke, Jr. M r. A lb e rt A le x a n d e r M r. D o n a ld B ush M rs. L u tie F e e n e y M iss M a ry H a nsen H E A D M r. W illia m H o ld e r M r. W illia m H u tto n M r. O liv e r Johnson D r. G e rh a rd K o h n M rs. Inez L e h m a n M r. R o b e rt P h ip p s M iss V iv ia n R illie t M iss B e rn ice W ilc o x M r. Joseph Y o se lo ff SOCIAL STUDIES M r. W e llin g to n G . P ie rce , H E A D M iss E th e l B a b co ck M r. O tto A . B ro e sa m le M iss D a lla s C o n k lin M r. D o u g la s E ve re d D r. A u b re y H a rte r M r. R a ym o n d K o o i M r. M e rrill M p re m e n M iss M a rg a re t P arsons M r. W illia m B, R a ney M r. John A . T u rn b u ll M r. R ile y D . W o o d w a rd DRIVER TRAINING M r. D o n a ld B ily e u M r. L e o n a rd S te w a rt (T-fO 14 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK HISTORY OF WOODROW WILSON HIGH SCHOOL T he h is to ry o f W o o d ro w W ils o n H ig h School dates back to the e a rly p a rt o f 1925 w hen fa r-s ig h te d citizens o f L o n g Beach voted fu n ds th a t m ade possible th is in s titu tio n , one o f th e fin e s t o f its k in d in th e W est. W o rk s ta rte d im m e d ia te ly, and the b u ild in g s w ere ready fo r occupancy th e fir s t o f th e 1926-27 school year. In S eptem ber 1926 a p p ro x im a te ly 900 students m oved in to the new b u ild in g . S tre e t p a v in g had n o t been ex tended e a stw ard to W ilso n , and th e re was no re g u la r bus service w ith in blocks. T he b u ild in g was dedicated ■on J a n u a ry 28, 1927. O ffic e rs o f the N a tiv e Sons o f the G olden W e st o ffic ia te d a t the fo rm a l d e d ica tion a t the e n trance to th e A d m in is tra tio n b u ild in g . F o llo w in g a b e a u tifu l ritu a l, a bronze ta b le t, th e g ift o f th e o rg a n iza tio n , w as embedded in the flo o r o f th e entrance. T h a t fir s t ye a r m a rk e d th e b ir th o f m an y tra d itio n s w h ic h even to d ay are a rea l p a rt o f o u r H ig h School life . O n M a rc h 10, 1933, th e g re a t e a rth q u a ke so com pleter ly w re cked the b u ild in g s th a t it became necessary to hold classes o u t o f doors. G ra d u a tio n th a t ye a r was held in u nique su rro u n d in g s in R e crea tio n P a rk . T he school ye a r o f 1933-34 w ill go dow n in h is to ry as th e y e a r o f the T e n t C ity School. M ore th a n 1800 s tu dents w e n t to class in te n ts and an im p ro vise d cafeteria. D espite p h ysica l lim ita tio n s , a com plete a c tiv ity p ro g ra m was conducted w ith th e usual n u m b e r o f honors being aw arded. In 1938 W ils o n ’s road to recovery was m a rke d by the re c o n s tru c tio n o f the a u d ito riu m , and w ith th e open in g o f th e 1939-40 school year, e n ro llm e n t to ta ls neared th e 1900 m a rk ; 523 new com ers com prised th e la rg e st sophom ore class in th e h is to ry o f th e school a t th a t tim e. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 15 T he ye a r 1941 has gone dow n in h is to ry as th e beg in n in g o f W o rld W a r I I . W ils o n students p ro m p tly showed th e ir p a trio tis m by le a v in g school to jo in the arm ed forces o r w o rk in w a r in d u s trie s . A n a ll-o u t w a r e ffo rt w as p u t fo rth in 1942 and ’43 w ith th e o rg a n iz a tio n o f a special service show th a t p e rfo rm e d a t n e a r-b y cam ps and hospitals. T he e n ro llm e n t th a t ye a r w as about 300 less th a n the previous sem ester due to boys bein g in d u cte d in to the services. W ils o n p a rtc i- pated in one o f th e greatest bond drives in th e c o u n try w ith the stu d e n t body ra is in g enough m oney to b u ild a m uch-needed F ly in g F o rtre ss fo r th e A ir F orce. I n a bond s e llin g contest w ith A lh a m b ra H ig h , W ils o n s tu dents sold m ore th a n $20,000 w o rth o f w a r bonds. T he a d o ptio n o f a new school c o n s titu tio n was the o u ts ta n d in g event o f th e 1947-48 year. M r. A . H . M a rtin replaced M r. H a rry J. M oore as P rin c ip a l w ith the la tte r bein g elevated to th é p o sitio n o f D ire c to r o f H ig h Schoois fo r L o n g Beach. T he d e d ica tio n and use o f the p e rm a n e n t bleachers on Stephens F ie ld in 1948 was celebrated w ith a s tu n n in g 20-13 v ic to ry over o u r frie n d ly riv a ls . P o ly. H o m e co m ing D a y was dedicated to fo rm e r W ils o n ite Bob Lem on, 20-game w in n in g p itc h e r w ith th e W o rld C ham p io n C leveland In d ia n s. T he ye a r o f 1949-50 b ro u g h t in to use th e lo n g -a w a ite d g ym n a siu m a nd s w im m in g pool, b o th bein g com pleted d u rin g th e sum m er m onths. A ra d io w o rksh o p w as set up in connection w ith the c ity schools’ new s ta tio n K L O N . S triv in g fo r g re a te r u n ity a stu d e n t c o o rd in a t in g counsel was organized composed o f representatives o f va rio u s branches o f th e governm ent. ■ T he ye a r 1951-52 g o t o ff to a ro a rin g s ta rt as a fire e xte nsively dam aged the shop b u ild in g s. $25,000 w o rth o f m a te ria ls and fa c ilitie s w ere lo s t in the blaze w h ic h saw th e p rin t shop p u t o u t o f com m ission. A tte n d a nce m a rk s reached 2200. A w h ite s h irt section w as s ta rte d 16 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK d u rin g fo o tb a ll season, and th e g rid d e rs responded w ith a h a rd -fo u g h t 7-0 v ic to ry ove r P oly. P rin c ip a l A . H . M a rtin re tire d a fte r 39 years o f te a c h in g and a d m in is tra tio n . A n e n ro llm e n t o f 2500 greeted th e 1952-53 year. W o rk w as begun on th e re c o n s tru c tio n o f th e 200 b u ild in g , fo r even th e rem odeled 400 b u ild in g could n o t relieve th e tig h t classroom s itu a tio n . A new, m ore de m o cra tic v o tin g system w as in itia te d and w as greeted w ith g re a t success b y th e stu d e n t body. B u d g e t tro u b le plagued th e o ffic e rs o f th a t year, b u t by the F a ll o f 1953 a p ro fit o f $4000 was recorded. T he “ b a ttle o f the bu lg e " contin ue d in 1953-54 as 2950 students crow ded th e ir w a y in to th e h a lls and p a tio . T h e re co n stru cte d 200 b u ild in g w as opened in O ctober and p ro vid e d some o f th e fin e s t com m e rcia l fa c ilitie s in th is area. A renew ed s p ir it and in te re s t in S tu d e n t G ove rn m e nt w ere c h a ra c te ris tic o f th a t year. E a ch ye a r th ro u g h its o u ts ta n d in g w o rk W o o d ro w W ils o n H ig h School proves to be one o f the high e st ra n k in g schools in th e co u n try. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 17 WHERE TO GO . . . . .,. If a phone needs ringing. T h e re is a p h o n e in th e b o o th a d ja c e n t to the P rin c ip a l's o ffic e a t th e e n d of th e lo n g b e n c h in th e m a in o ffic e . In o rd e r to use th e p h o n e ; firs t, g o to th e o p e ra to r's o u ts id e w in d o w (s itu a te d o n th e fro n t p o rc h of th e s c h o o l) a n d re q u e s t the o u ts id e p h o n e . T he n g o b a c k to th e p h o n e , g iv e th e o p e ra to r th e n u m b e r, a n d m a k e y o u r c a ll. . . If something needs finding. T he Lost a n d F o u n d D e p t., lo c a te d in th e b o o k room , is o p e n a ll d a y fo r those of y o u w h o a re s lig h tly fo rg e tfu l. . I f a game needs attending. T icke ts fo r a ll W ils o n e ve n ts a re h a n d le d b y th e S tu d e n t B o d y B a n k. It is lo c a te d on th e n o rth sid e o f th e a u d ito riu m a t th e e n d o f th e 100 b u ild in g . . I f a gripe needs voicing. A p o rtio n of th e B ru in b i-w e e k ly n e w s p a p e r, th e L o u d s p e a k e r, is e n title d "L e tte rs to th e E d ito r" a n d is fo r the p u rp o s e of le ttin g th e stu d e n ts v o ic e th e ir lik e s a n d d is lik e s . If y o u s h o u ld w r ite su ch a le tte r, ju s t d ro p it o ff a t Room 419. If a program needs changing. C o u n s e lo rs a re a v a ila b le a t a ll tim e s d u rin g th e d a y to a id y o u in m a k in g a p ro g ra m c h a n g e o r se e in g a b o u t a s c h o la rs h ip . The C o u n s e lo rs ' O ffice s a re lo c a te d to th e w e s t of th e m a in e n tra n c e , b e h in d th e steps le a d in g u p s ta irs . H in t: see a b o u t p ro g ra m s a n d s c h o la rs h ip s e a rly ! . . If supplies need buying or hunger needs satisfying. The S tu d e n t B o d y S tore is lo c a te d in th e p a tio a n d is o p e n fro m 8:15 - 8:30 in th e m o rn in g , A c tiv ity P e rio d , a n d b o th lu n c h p e rio d s . Y o u ca n b u y y o u r n e e d e d sch o o l s u p p lie s , sch o o l s ticke rs a n d b o o k co ve rs, eats, e ct., th e re : 18 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK ATTENDANCE AND PERMITS Required School Attendance T he state la w req u ire s th a t every boy and g ir l a tte n d school fu ll-tim e u n til 16 years o f age. E x c e p tio n is m ade in case o f m in o rs 15 years o f age whose wages are needed because o f grave fin a n c ia l stress in th e home. W h e n such p e rm ission is given by th e p ro p e r a u th o r ities, th e m in o r is re q u ire d to a tte n d p a rt-tim e school fo u r h o u rs a w eek. Boys and g irls 16 and 17 years o f age m u s t a tte nd school a t least fo u r hours a w eek betw een the h ours o f 8 a.m. and 5 p.m . E xce p tio n is m ade in case o f m in o rs w ho are h ig h school graduates. . N o m in o r u n d e r 18 years o f age m a y s u b s titu te n ig h t school fo r th e req u ire d fo u r h ours a w eek o f schooling. R e g u la r attendance is essential to successful school w o rk . E xcessive absence u su a lly resu lts in fa ilu re , and m a y delay g ra d u a tio n . Teachers are n o t expected to give e x tra tim e to p u p ils to m ake up w o rk m issed unless absence w as due to sickness or o th e r e q u ally serious cause. E v e ry case o f absence reduces the average d a ily attendance o f th e school and th e re b y e n ta ils a loss o f school m oney to th e d is tric t. . ATTENDANCE RULES A n excuse w ritte n b y the p a re n t o r g u a rd ia n m u st be presented th e day th e stu d e n t re tu rn s fo llo w in g an absence. T h is excuse m u st be dated and state th e days and periods th e stu d e n t was absent and cause o f absence. T he o n ly absences w h ic h the school accepts as le g iti m ate are those w h ic h occur w ith the p rio r know ledge and a p p ro va l o f th e p a re n t, and fo r reasons w h ic h are acceptable to th e school. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 19 E X C U S E D A B S E N C E S m ay be accepted fo r sickness o f th e p u p il, severe illness o r bereavem ent in th e im m ediate fa m ily , attendance a t special re lig io u s observ ances, and a n sw e rin g c o u rt sum m ons i f w a rra n t is served. A n y absences w h ic h occur w ith the p rio r know ledge and a p p ro va l o f p a rents b u t fo r reasons n o t acceptable to th e school are classed as unexcused absences. U N E X C U S E D A B S E N C E S include absences due to ta k in g d riv e r's exam, g o in g to co u n ty fa ir, to answ er tr a ffic cita tio n s, and w hen p u p ils are on trip s w ith parents. A n y w illfu l o r p re m e d ita te d v io la tio n o f the law s or reg u la tio n s g o ve rn in g school attendance on the p a rt o f the p u p il a n d /o r his p a re n t is regarded as tru a n c y . T R U A N C IE S w ill be recorded w hen a p u p il has been absent fo r w o rk in g , v is itin g frien d s, on shopping trip s , outings, le a v in g school before end o f day w ith o u t p e r m ission, s ta y in g o u t o f class w ith o u t perm ission, and d ro p p in g a class before change o f p ro g ra m is fu lly approved. P u p ils m ay, in th e ju d g m e n t o f th e V ic e -P rin c ip a l o r the A s s is ta n t P rin c ip a l, be re fe rre d to th e Juve n ile C o u rt fo r excessive tru a n cy. P E R M IT S T H E A D M IT T A N C E S L IP (ye llo w slip ) is g iven to th e stu d e n t in exchange fo r a w ritte n note fro m home. T h is m u s t be signed by each teacher whose class is m issed. T H E W H IT E A B S E N C E P E R M IT is fo r illness o r o th e r le g itim a te reasons to leave school. T he school nurse issues the p e rm it fo r illness. F o r reasons o th e r th a n illness, a w ritte n note fro m th e p a re n t o r g u a rd ia n is presented to the A tte n d a nce C le rk before school. 20 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK U pon re tu rn to school th e w h ite absence p e rm it m ust be exchanged fo r a y e llo w a d m itta n c e slip. T H E P IN K A B S E N C E P E R M IT is issued to s tu dents excused fo r school business, i.e., b a ll games, de bates, stage crew , fie ld trip s , glee club recita ls, service club ta lk s , o r o th e r school a c tiv itie s . Teachers m u st secure th e P rin c ip a l’s w ritte n a p p ro va l before th e y take a n y g roup o f students o ff th e school grounds. These p e rm its are secured fro m th e o ffic e o f th e V ic e -P rin cip a l o r A s s is ta n t P rin c ip a l. S tudents m u s t secure the teachers’ sig n a tu re o f th e classes to be m issed before th e absence occurs. T h is p in k slip is used to re -e n te r classes th e n e x t day. S tudents w ill n o t be counted absent fro m these classes. Conference P e rm its S tudents w is h in g to use th e ir stu d y h a ll p e riod in conference o b ta in a conference p e rm it fro m th e teacher w ith w hom the p e riod is to be spent. These conference p e rm its m u s t be presented to the stu d y h a ll teacher a t the b e g in n in g o f th e period. L ib ra r y P e rm its S tudents co m ing to the lib r a ry fro m th e stu d y h a ll are issued lib r a ry p e rm its by the lib ra ria n . These p e r m its are w ith d ra w n fo r m isuse o f tim e. L u n c h P e rm its S tudents are req u ire d to re m a in on the school grounds d u rin g school hours, in c lu d in g lu n c h periods, unless à w ritte n request is file d in the attendance o ffic e by the p a rents req u e stin g th e stu d en t to come home. T he lu n ch p e rm it does n o t p e rm it th e stu d e n t to re m a in hom e a t a n y tim e . A n y a fte rn o o n absence w ill be counted as unexcused unless th e o ffic e is n o tifie d by telephone. L u n c h p e rm its m u st be signed by b o th the stu d en t and p a rents in o rd e r to be va lid . L u n c h p e rm its m ust be renew ed a t m id -ye a r. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 21 Out of Bounds O u r cam pus is b u ilt a ro u n d a p a tio w h ic h was de signed to be used fo r stu d e n t a c tiv ity . T he b u ild in g s, a th le tic fie ld s and p a tio are the o n ly areas w h ic h m ay be used by students fro m 8:30 a.m. to 3:10 p.m . The a th le tic fie ld s are reserved fo r the use o f P h ysica l E d u c a tio n classes and team s w hen accom panied by teachers and coaches. The h a lls in the b u ild in g s are n o t to be used d u rin g lu n c h periods. R oom s are used by students o n ly w hen u n d e r teacher supervision. S tudents w ho are re p o rte d on th e stre e t side o f A N Y o f o u r b u ild in g s w ill be considered o u t-o f-bo u n d s and p ro p e r d is c ip lin a ry a c tio n w ill be ta ke n. T here are tw o exceptions to th is ru le : (1) T he w a lk im m e d ia te ly in fr o n t o f the a u d ito riu m dow n to th e boys’ g ym m ay be used in passing to and fro m classes. (T h is does n o t p e rm it use o f th e sid e w a lk n e xt to th e cu rb ). (2) D u rin g lu n ch p e riod students w ith approved lu n ch p e rm its, on th e ir person, are p e rm itte d to go home, eat, and re tu rn to school grounds by the m ost d ire c t route. T h is does n o t a llo w lo ite rin g in cars, in th e p a rk in g lo t o r on th e s tree t side o f a n y b u ild in g . Work Permits B oys and g irls u n d e r 18 years o f age, w ho are em ployed, m u s t secure w o rk p e rm its. These p e rm its m ay be obtained in th e C ounselors’ o ffice . Transfer and Withdrawals A w ritte n request fro m th e p a re n t o r g u a rd ia n m ust be presented to th e C ounselor th e day before the stu d e n t w ishes to leave school. The Library 1. T he lib ra ry is a place fo r q u ie t re a d in g and con c e n tra tio n . S tudents w ho are inconsiderate o f others w ill be sent to the stu d y h a ll. 22 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 2. S tudents m u s t be in th e lib r a ry w hen the la s t bell rin g s and m u s t re m a in the e n tire period. P e rm its w ill be d is trib u te d by th e lib ra ria n and sent to stu d y h a ll th e fir s t o f each period. 3. A ll lib ra ry m a te ria l should be p ro p e rly checked o u t b y students a t th e c h a rg in g desk. 4. P ines charged on overdue books — tw o cents a p e rio d fo r o v e r-n ig h t and p e rio d books; tw o cents a day fo r w eek books. S tudents m u s t p a y fo r books lost o r dam aged. 5. I t is the desire o f everyone to keep the lib ra ry lo o k in g as neat as possible. F o r th a t reason no in k b o ttles m ay be used in th e lib r a ry and th e tables and flo o rs m u s t be k e p t clean. 6. S tudents are urged to use the catalogue in lo o k in g fo r books. I f th e book ca n n ot be found, ask the lib ra ria n . 7. In fo rm a tio n cards, in d ic a tin g n u m b e r and lo ca tio n o f th e va rio u s classes o f books, are a va ila b le a t th e lib ra ry desk. S T A G E A N D A U D IT O R IU M R E G U L A T IO N S 1. Stage R e se rva tio n —R eservations fo r th e use o f the a u d ito riu m are m ade in th e o ffice o f A s s t.-P rin c ip a l. C ards fo r a ll reserva tio n s m u st be fille d o u t and file d in th is o ffic e before any p e rfo rm a n ce is perm issible. 2. A fte r School Use—A n y request fo r a fte r-sch o o l use o f th e a u d ito riu m o r stage m u s t fir s t have th e a p p ro va l o f th e A s s t.-P rin c ip a l. 3. B o rro w in g o f fu rn itu r e o r o th e r e q u ip m e n t fo r use on stage, o r fro m stage to be used elsew here in the school is done by pe rm issio n o f th e p rin c ip a l, and is to be m oved o n ly b y th e ca re ta ke r. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 23 N o te : I t is a g a in st th e p o licy o f th e school to lend any eq u ip m e n t fro m th e stage o r costum e d e p a rtm e n t fo r outside use. 4. P re s e n ta tio n over the fo o tlig h ts o f flo w e rs to p e r fo rm e rs is s tr ic tly a g a in st the p o licy o f th e school. T h is is in lin e w ith the established p o lic y o f th e B o a rd o f E d u ca tio n . 5. Stage C rew a nd Stage Costum e C rew o r students w h o w o rk on p ro d u c tio n m ay e arn p o in ts to w a rd a G old “ W ” o r a le tte r a w a rd on recom m endation fro m th e stage and costum e advisers. See p a ra g ra ph s on a w ards u n d er Stage C rew . 6. Stage C re w and Stage Costum e C rew are expected to k n o w and abide b y a ll reg u la tio n s and assist in th e ir enforcem ent. L o cke rs F o r th e convenience o f students, locke rs are p rovided fo r books and o th e r m a te ria l used a t school. A lth o u g h the school assumes no re s p o n s ib ility fo r goods le ft in lockers, we w ill do a ll th a t can be done to p ro te c t y o u r p ro p e rty . S tudents are cautioned n o t to give th e ir lo c k e r com b in a tio n s to frie n d s o r to share locke rs u n til th e y have been a u tho rize d by the o ffice to do so. Y ou have th e same lo c k e r fo r thre e years in W ils o n H ig h School and m u s t n o t change lo c k e r w ith o u t perm issio n fro m th e o ffice . T extbooks T extbooks are issued to students a fte r re g is tra tio n is com pleted. 1. M e th o d o f Issue— T extbooks are issued by th e te a ch ers in th e classes in w h ic h th e y are to be used. E ach stu d e n t is req u ire d to sign a re ce ip t on w h ic h is g iven the name, copy num b e r and c o n d itio n o f the book g ive n h im . S tudents e n te rin g la te w ill secure books fro m th e te x tb o o k room by p re se n tin g orders fro m th e ir teachers. 24 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 2. C are a n d Use— T extbooks are issued subje ct to the fo llo w in g c o n d itio n s: a. T h e y are to be used by the stu d e n t to w h o m they a re issued and are n o t to be tra n s fe rre d to a n o th e r stu d en t. E a ch stu d e n t is requested to w rite his nam e IN I N K on th e fir s t b la n k lin e o f the label in th e fro n t o f th e book. N o o th e r w ritin g is p e rm itte d . E ra s in g any nam e is forb id d e n . b. I f a book is dam aged in excess o f necessary w ear, o r i f i t is lost, th e stu d en t m u st pay a fin e s u ffi c ie n t to cover dam age o r loss. T he c o n d itio n o f th e book w hen issued is stam ped on the label in side th e cover. S tudents are requested to re p o rt a t , once i f th e y th in k the c o n d itio n has n o t been cor- re tc ly indica te d. c. In case o f fa ilu re to com p ly w ith th e above re g u la tio n s fu ll clearance w ill be refused u n til loss or dam age is s a tis fa c to rily adjusted. 3. R e tu rn o f B ooks—W h e n a class is th ro u g h w ith a set o f books, each stu d e n t re tu rn s his copy to the teacher, a t th e same^ tim e s ig n in g th e re tu rn record sheet. T h e set o f books and th e re tu rn reco rd sheet are th e n re tu rn e d to the te x tb o o k room . B ooks n o t re tu rn e d in th is m a n n e r m u s t be re tu rn e d d ire c tly to th e te xtb o o k room w here the re ce ip t w h ic h the stu d e n t signed w hen th e book was issued is re tu rn e d to h im . T extbooks are to be k e p t by th e stu d e n t o n ly as lo n g as needed in th e classes fo r w h ic h th e y a re issued and m u s t be re tu rn e d n o t la te r th a n the close o f th e school year, o r a t th e tim e o f w ith d ra w a l i f th e stu d e n t leaves before the close o f th e year. B u lle tin B oards A ll notices, posters and o th e r in fo rm a tio n to be posted on th e b u lle tin boards m u st have the a p p ro va l o f the V ic e -P rin c ip a l o r A s s is ta n t P rin c ip a l. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 25 Fire Drills F ire d rills are held eve ry m on th . A fire d r ill is a n nounced by series o f th re e bells. A t th e sig n a l th e class should leave th e roo m q u ie tly and q u ic k ly . D o n o t n fn . F ire o ffic e rs m u s t re p o rt to th e ir posts a t once. Leave th e h a ll b y th e n e arest door a nd go f if t y fe e t fro m th e b u ild in g . R e m ain q u ie t u n til th e sig n a l to re tu rn is given. These d rills are req u ire d b y c ity ordinance. L o s t a n d F o u n d D e p a rtm e n t T h e L o s t and F o u n d D e p a rtm e n t is located in the b ookroom in care o f th e bookroom cle rk. A rtic le s fo u nd on th e school g rounds should be ta k e n th e re im m ediately. P .T .A . S tu d e n t W e lfa re T he P a re n t-T e a ch e r A sso cia tio n o f W ils o n m eets em ergencies in w e lfa re and m edical aid. B e n e fits and drives are g iven to raise m oney fo r stu d e n t a id purposes. S cheduling E ve n ts A ll school events m u s t be scheduled as fa r in advance as possible on th e m a ste r calendar in th e o ffic e o f th e A s s is ta n t P rin c ip a l, D ire c to r o f A c tiv itie s . Use o f Telephones S tudents are allow ed to use th e telephone in th e a d m in is tra tiv e suite, o n ly w ith th e consent o f some a d m in is tra tiv e o ffic ia l. T h is p e rm ission is g ra n te d o n ly in case o f em ergency and d u rin g a c tiv ity o r lu n c h pe riods o n ly. S tudents m u s t n o t ask teachers to be ex cused fo r th is purpose d u rin g class o r s tu d y h a ll tim e . T H E C O U N S E L IN G S E R V IC E T he counseling p ro g ra m a t W ils o n is planned so th a t every s tu d e n t m a y have a t least one conference w ith a counselor o r one o f the advisors each sem ester. 26 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK S tudents are u rg e d to ta k e advantage o f th e counsel in g service. T h e counselors a re able to be o f assistance to students needing to m ake decisions re g a rd in g : a. R e q u ire m e n ts fo r g ra d u a tio n b. E n tra n c e req u ire m e n ts fo r college c. E d u c a tio n a l p la n n in g d. V o c a tio n a l a nd jo b p la n n in g e. S cholarships to u n iv e rs itie s f. H e lp on personal problem s BLANK FORMS AVAILABLE T he fo llo w in g fo rm s are a va ila b le in th e office s in d ic a te d : Vice-Principal’s and Assistant Principal’s Office Absence p e rm its (p in k ) R equest fo r stage s e ttin g Class e n ro llm e n t re p o rts R e p o rt cards C onference slips S eating c h a rts D e te n tio n excuses Squad cards E lig ib ility cards S tu d e n t o rg a n iz a tio n cards Pass to L ib ra r y S tu d e n t p ro g ra m cards P e rm it to leave school (y e llo w and green) g rounds T e m p o ra ry class ro ll U n s a tis fa c to ry co nduct sheets re p o rt W a iv e r fo rm s Attendance Office Absence rep o rts A dm issio n slips Absence p e rm its (w h ite ) Counselors’ Offices D e fic ie n c y notices A ll te s tin g m a te ria l S chola rsh ip re p o rt slips (blue) S cholarship re p o rt s lip envelopes P re lim in a ry p ro g ra m cards WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 27 L ib ra ry O ffic e A ll lib ra ry fo rm s except Pass to L ib ra ry T e xtb o o k R oom A ll te xtb o o k fo rm s E L IG IB IL IT Y C A R D S S tudents p a rtic ip a tin g in team sports, h o ld in g an o ffic e in a n y school o rg a n iza tio n , o r m em berc o f va riou s stu d e n t body o r class a c tiv itie s , such as fla g g irls, m ajore tte s, song leaders, cheer leaders, etc., are re q u ire d to s u b m it e lig ib ility cards a t the end o f each fiv e w eek p e riod o r sem ester w h ile engaged in such a c tiv ity . In the case o f team sports, the cards m u st bear the su b je ct achievem ent m a rk and te a che r’s s ig n a tu re fo r each su b je ct c a rrie d ; in a ll o th e r a c tiv itie s th e card m u s t also bear th e citize n sh ip m a rk fo r each subject. The card Used fo r a ll groups is th e one designed to m eet th e re q u ire m e n ts o f the C a lifo rn ia In te rs c h o la s tic F e d e ra tion . E lig ib ility C ards are to be issued by teacher sponsors to a ll m em bers o f th e ir groups a t th e designated tim es. S tudents are to co n tact each o f th e ir teachers and o b ta in IN IN K th e gra d e (s) and sig n a ture s fo r the sub je c ts ca rrie d . In a ll a c tiv itie s except team sports the teacher s h a ll cross o u t th e w o rd “ R e m a rk s ” and w rite in “ C itize n sh ip ” (unless a lre a d y done so by a n o th e r) and reco rd the citize n sh ip m a rk in th a t colum n. In case o f e rro r th e m a rk m ay N O T be changed on th a t card. T he card m u s t be m a rk e d “ V O ID ” and a new ca rd m u s t be issued and aga in be c a rrie d a ro u n d by th e s tu d e n t and the necessary records obtained. The com pleted E lig ib ility C ard sh a ll be file d by the stu d e n t w ith th e fa c u lty sponsor, and fro m these cards th e lis ts o f e lig ib le persons w ill be made. 28 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK NO MARK may be changed by the teacher after the report has been turned in without approval of such change by the Principal. N o sponsor m ay suggest n o r a u tho rize any stu d e n t to seek changes o f m a rk s fro m any teacher. PUBLICATIONS LOUDSPEAKER: T he W ils o n L oudspeaker is the o ffic ia l b i-w e e k ly new spaper p u t o u t by th e J o u rn a lis m students. T he Lo u dspeaker is a m em ber o f th e N a tio n a l S cholastic Press A sso cia tio n and is ra te d am ong th e b e tte r h ig h school new spapers in the U n ite d States. CAMPANILE: W ils o n ’s Y e a r B ook, th e C am panile, is edited and published by th e students. T he s ta ff is selected by the C am panile fa c u lty a d viso r and composes a special jo u rn a lis m class. T he a n n u a l is d is trib u te d d u rin g the la s t w eek o f school. LA FUENTE: The L a F ue n te is W ils o n ’s all-school, a ll-A m e ric a n lite ra ry m agazine. I t is published b y th e S c rip te rs ’ C lub and s ta ffe d by the m em bers o f th e crea tive w r itin g class. I t is published once a y e a r in th e e a rly sp ring . The m agazine co ntains fic tio n stories, a rticle s, poems, crossw ord puzzles, c ritiq u e s, p hoto stories, terse verse, and e d ito ria ls a ll penned by W ils o n students. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 29 ELIGIBILITY REQUIREMENTS FOR STUDENT BODY OFFICES S tu d e n t B o d y O ffic e rs L e g is la tu re Suprem e C o u rt S tu d e n t C o u rt C om m issioners Pep G roups ( E lig ib ility Scholarship C o r A bove N o D or F C o r Above N o F B A verage N o D o r F C o r A bove N o D o r F C A verage N o F C o r Above C itize n sh ip B A verage N o D o r F B A verage N o D o r F B A verage N o D o f F B A verage N o D o r F C A verage N o D o r F C o r A bove fo r pep groups determ in e d a t th ird q u a rte r) E lig ib ility C ards fo r th e above-m entioned o ffice s m u s t be c irc u la te d a t th e end o f each 5-week period. ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN SCHOOL ACTIVITIES In o rd e r to be e lig ib le fo r p a rtic ip a tio n in stu d en t body o r class a c tiv itie s , such as class o r stu d e n t body offices, class plays, operas, o r a n y o th e r a c tiv itie s re q u irin g e x tra e ffo rt, a p u p il m u st m eet the req u ire m e n ts lis te d below. Teachers in charge of student activities are expected to see that every pupU taking part files an eligibility card showing that he meets these requirements. A ll class and stu d e n t g o ve rn m e nt o ffic ia ls h old o ffic e fo r one sem ester only. 1. T he stu d e n t m u s t have m ade a passing grade in fo u r subjects th e la s t sem ester in school and have a 30 WOODROW WILSON .HIGH SCHOOL— STUDENT HANDBOOK passing grade in fo u r subjects fo r th e present sem ester to date. S tu d e n t B o d y O ffic e rs m u s t have had a schola rsh ip average o f a t least “ C” w ith no “ D ” o r “ F ” fo r the p revious sem ester and a c itize n sh ip average o f a t least “ B ” w ith no “ D ” o r “ F ” fo r th e p revious sem ester. Class O ffic e rs sh a ll have the same grade req u ire m e n ts as those o f th e S tu d e n t B o d y O ffice rs. 2. T h e stu d e n t m u s t file an e lig ib ility card show ing th a t he was e lig ib le in th re e subjects fro m the b e g in n in g o f th e sem ester to th e end o f th e fiv e weeks im m e d ia te ly preceding. Such cards m u s t be file d a t the b e g in n in g o f every s e m i-q u a rte rly p e rio d in w h ic h he w ishes to p a rtic ip a te in an a c tiv ity . 3. P u p ils m u s t co m p ly w ith th e rules o f m o ra l con d u ct o f the S tate B o a rd o f E d u c a tio n in re g a rd to the use o f tobacco, n a rco tics or p ro fa n ity . S tudents fa ilin g to m eet these req u ire m e n ts sh a ll n o t be allow ed to p a rtic ip a te in any stu d e n t a c tiv ity . 4. E lig ib ility to o ffice , to p a rtic ip a te in a th le tic s o r to receive p o in ts req u ire s th a t a stu d e n t h o ld a stu d en t body tic k e t. Finances A ll stu d e n t expenditures m u s t be sanctioned by the B o a rd o f G overnors, the stu d e n t g o v e rn in g body o f the school. A n y club o r g roup d e s irin g to use c e rta in sums o f m oney fo r stu d e n t a c tiv itie s m u st receive a p p ro va l o f th e B o a rd o f G overnors. How to Draw Money From the Student Body Fund N o one is p e rm itte d to purchase m erchandise or ru n up b ills o f any k in d to be p a id fo r by the S tu d e n t B ody F un d s unless he has fir s t obtained a w ritte n purchase o rd e r signed by the p ro p e r a u th o rity . A n y person w ho purchases m erchandise w ith o u t a p re v io u s ly obtained P urchase O rde r sh a ll be p e rso n a lly lia b le fo r the p a y m e n t o f th e sarne. I t is ille g a l fo r the school to pay fo r a n y th in g unless i t has on file a P urchase O rde r issued p rio r to th e tim e o f purchase. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 31 T H E S T U D E N T G O V E R N M E N T C LA S S T he S tu d e n t G ove rn m e nt C lass is organized to b e tte r u n ite those groups and offices w h ic h are essential to a successful stu d e n t governm ent. Those groups a re : P resident, V ice -P re sid e n t, S e cre tary o f th e S tu d e n t B o d y T h e F iv e M em bers o f the B o a rd o f G overnors T he T h re e Class P residents C h ie f Justices o f th e S tu d e n t and Suprem e C ou rts E d ito r o f th e Loudspeaker P re sid e n ts o f G irls ’ League G irls ’ A th le tic A ssociation In te r-C lu b C ouncil S cholarship S ociety J u n io r S tatesm en L e tte rm a n ’s C lub A C am panile R epresentative (s p rin g sem ester o n ly) A R epre se n ta tive o f th e Pep G roups (fa ll sem ester o n ly ) D ire c to r o f P u b lic ity C o rre sp o n d ing S e cre tary T he G ove rn m e nt class m eets as a re g u la r class every day d u rin g f ir s t period. T he P re sid e n t o f th e S tu d e n t B o d y presides a t every m eeting. C om m ittees are ap p o in ted to solve the problem s o f th e S tu d e n t B o d y and to pro m o te m an y a c tiv itie s th ro u g h o u t the year. T he class is n o w a fir m ly established in s titu tio n o f the srhool. 32 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBUUK DUTIES OF THE SCHOOL OFFICERS REPRESENTED IN THE STUDENT GOVERNMENT CLASS P R E S ID E N T : 1. D ire c ts policies and a c tiv itie s o f th e S tu d e n t Body. 2. R epresents the S tu d e n t B o d y a t outside functions. 3. M akes a ll necessary a p p o intm e n ts w ith th e ap p ro v a l o f th e B o a rd o f G overnors. 4. Presides over a ll m eetings o f th e B o a rd o f G ov ernors and S tu d e n t B o d y assemblies. V IC E P R E S ID E N T : 1. Presides over a ll S tu d e n t B o d y a ffa irs in th e ab sence o f th e P re sid e n t. 2. Serves as P re sid e n t o f th e L e g isla tu re . 3. Is in charge o f a ll elections. S E C R E T A R Y : 1. C onducts a ll o ffic ia l correspondence. 2. P reserves a ll records and com m unications. 3. R ecords proceedings o f a ll S tu d e n t B o d y m eetings. 4. Serves as c le rk and re c o rd in g se cre ta ry o f L e g isla tu re . 5. Serves as S e cre tary o f S tu d e n t G ove rn m e nt Class. BOARD OF GOVERNORS A T H L E T IC S : 1. A ssists th e a th le tic coaches in a n y w a y re late d to th e S tu d e n t B ody. 2. A rra n g e s fo r th e A th le tic A w a rd s B anquet. ' 3. Sees to the p re se n ta tio n o f a ll a th le tic le tte rs and honors. E N T E R T A IN M E N T : 1. Is in charge o f a ll social a c tiv itie s : dances, pep rallie s, and assemblies. 2. P rom otes a c tiv itie s and p ro g ra m s fo r the S tu d e n t B ody. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 33 F IN A N C E : 1. W o rk s closely w ith th e S tu d e n t B o d y B a n k e r in h a n d lin g S tu d e n t B o d y fin a n c ia l records. 2. Keeps th e S tu d e n t B o d y fin a n c ia l records. S A F E T Y : 1. Supervises com m issioners. 2. Heads S tu d e n t D e te n tion . 3. Is responsible fo r a ir ra id and fire d rills . W E L F A R E : 1. A tte m p ts to assist w ith and co o rdinate th e a c tiv itie s o f G irls League, G irls ' A th le tic A ssociation, and th e D ra m a tic , Speech and M u sic D e p a rtm e n ts. 2. Is responsible fo r keeping th e school a c tiv itie s calendar, CLASS PRESIDENTS S E N IO R : 1. A p p o in ts a class council. 2. Presides over S enior Class C o u n cil m eetings. 3. Is in charge o f a ll class a c tiv itie s : a. C o lle ctio n o f m oney and selection o f a S enior Class G ift. b. P la n n in g a ll G ra d u a tio n A c tiv itie s . J U N IO R : 1. A p p o in ts a class council. 2. P re sid e n t ove r a ll co u n cil m eetings. 3. Is in charge o f a ll class a c tiv itie s : a. C o lle ctio n o f class dues to w a rd th e eventual class g ift. b. P la n n in g and o rg a n iz in g th e J u n io r-S e n io r P rom . S O P H O M O R E : 1. A p p o in ts a class cpuncil. 2. Presides over a ll C o u n cil m eetings. 3. Is in charge o f a ll class a c tiv itie s : a. C o lle ctio n o f class dues. b. P la n n in g th e Sophom ore T ra d itio n . 34 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK L E A D E R S O F O T H E R G R O U PS S U P R E M E C O U R T J U S T IC E : 1. H elps to co o rd in a te th e a c tiv itie s o f a ll S tu d e n t G o ve rn m e nt groups. 2. Is responsible fo r in te rp re tin g the C o n s titu tio n . C H IE F J U S T IC E O F S T U D E N T C O U R T : 1. Presides over a ll tria ls and sessions o f S tu d e n t C ourt. 2. Sees th a t defendants are supoenaed to and given fa ir tr ia l before th e S tu d e n t C ourt. P R E S ID E N T O F G IR L S ' L E A G U E : 1. Presides a t a ll G irls ’ League A d v is o ry B o a rd and C ouncil m eetings. 2. A cts as c h ie f C o o rd in a to r o f a ll G irls ' League com m ittees. P R E S ID E N T O F T H E G IR L S ' A T H L E T IC A S S O C IA T IO N : 1. A cts as C h a irm a n o f G .A.A. E x e c u tiv e B o a rd and S ports C ouncil. 2. Presides over a ll C ou n cil m eetings. 3. Is in charge o f th e o rg a n iz a tio n o f a ll S ports a c tiv itie s fo r g irls . P R E S ID E N T O F L E T T E R M A N 'S C L U B : 1. Is in charge o f a ll L e tte rm a n ’s C lub a c tiv itie s : a. P rovides fo r p ictu re s o f a th le tic events. b. Sponsors sports n ig h t on Tuesday. 2. Is responsible fo r th e p la n n in g and o rg a n iz in g o f th e a n n u a l L e tte rm a n 's Show and S tu d e n t-F a c u lty B a s k e tb a ll Game. P R E S ID E N T O F IN T E R -C L U B C O U N C IL : 1. Is responsible fo r a c q u a in tin g a ll club presidents w ith c u rre n t stu d e n t body a c tiv itie s . , 2. Presides a t a ll In te r-C lu b C o u n cil m eetings. 3. H elps a ll clubs to co o rdinate th e ir a c tiv itie s . WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 35 P R E S ID E N T O F J U N IO R S T A T E S M E N ; 1. Presides a t a ll m eetings o f J u n io r Statesm en. 2. Is responsible fo r a ll a c tiv itie s o f the o rg a n iz a tio n : a. C onventions and excursions. b. P ro je c ts to “ help dem ocracy w o rk .” 3. A ssists the S tu d e n t B o d y V ice P re sid e n t w ith the o rg a n iz a tio n o f elections. P R E S ID E N T O F S C H O L A R S H IP S O C IE T Y : 1. P resides over a ll m eetings o f th e S cholarship Society. 2. Is responsible fo r a ll a c tiv itie s o f the o rg a n iz a tio n : a. C onventions and excursions. E D IT O R O F T H E L O U D S P E A K E R : 1. Is responsible fo r seeing th a t a ll W ils o n a c tiv itie s are covered b y th e school newspaper. 2. Is also in charge o f school p u b lic ity in lo ca l new s papers. C O R R E S P O N D IN G S E C R E T A R Y : 1. A ssists th e G ove rn o r o f W e lfa re in ke e p in g the a c tiv itie s calendar up to date. 2. Is responsible fo r co n d u ctin g a ll o ffic ia l school correspondence. D IR E C T O R O F P U B L IC IT Y : 1. C onducts a ll a d v e rtis in g and p u b lic ity cam paigns; i.e., Cam pus Clean Up, Red C i’oss, E le ctio n s, etc. 2. Is responsible fo r a ll displays : trophies, a rt w o rk , shop w o rk , cra fts, etc. P E P S T E R S R E P R E S E N T A T IV E (1st Sem ester) : 1. A cts as a liason betw een pepsters and th e S tu d e n t G ove rn m e nt group. 2. H elps to coordinate the a c tiv itie s o f th e P epsters w ith those o f the S tu d e n t B ody. C A M P A N IL E R E P R E S E N T A T IV E (2nd S em ester): 1. Is responsible fo r ke e p in g the C am panile s ta ff in to u ch w ith th e a c tiv itie s of th e S tu d e n t B ody. 36 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK O R G A N IZ A T IO N O F T H E B O A R D O F G O V E R N O R S T h e B o a rd o f G overnors is th e executive b ra n ch o f th e S tu d e n t G overnm ent. T he G overnors m eet once a w eek o r a t a n y tim e th a t a m e e tin g is called b y the P resid e n t. T he B o a rd takes in to co n sid e ra tio n a ll recom m endations fro m the S tu d e n t G o ve rn m e nt Class, passes ju d g m e n t on a ll fin a n c ia l m atte rs, approves dates and co n d itio ns co n ce rn in g events on th e school calendar, and in general, prom otes th e best in te re sts o f th e S tu d e n t B ody. L E G IS L A T U R E T he L e g is la tu re • is th e la w -m a k in g b ra n ch o f th e S tu d e n t G overnm ent, and is composed o f students elected fro m each S ocial S tudies class. I t is th e respon s ib ility o f each le g is la to r to m ake a detailed re p o rt to his class o f a ll business discussed in L e g isla tu re . T he S tu d e n t B o d y V ice P re sid e n t presides a t a ll m eetings. L e g is la tu re is vested w ith th e pow er to : pass law s, approve a ll p re s id e n tia l app ointm e n ts, re g u la te a ll S tu d e n t B o d y elections, and tr y a ll im peachm ents. C O M M IS S IO N E R S T he C om m issioners are the la w -e n fo rc e m e n t body o f o u r school g o vernm ent. I t is th e ir d u ty to keep the h a lls quiet, to p re v e n t unnecessary disturbances, and to see th a t th e cam pus is k e p t clean. T h e y give c ita tio n s to persons fo u n d v io la tin g a n y p a rt o f th e M isdem eanor Code. A ll v io la to rs a re sum m oned to appear before th e S tu d e n t C o u rt, and th e re th e y are sentenced to s tu d e n t d e te n tio n o r some o th e r fo rm o f pu n ish m e n t. M em b e rsh ip in C om m issioners is m ade by a p p lic a tio n su b je ct to th e a p p ro va l o f th e G ove rn o r o f S a fe ty and the L e g isla tu re . R eq u ire m e n ts fo r m em bership in clu d e : a C scholastic average and B citize n sh ip average, a good attendance record, and no m ore th a n tw o blue slips. A p p ro x im a te ly 75 to 100 C om m issioners are accepted. R e -a p p lic a tio n m a y be m ade each semester. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 37 S T U D E N T C O U R T T he S tu d e n t C o u rt is composed o f a C h ie f Justice and eleven A ssociate Judges. F ro m a p p lica tio n s fo r m em bership on th e co u rt, judges a re appointed b y the P resident, su b je ct to th e a p p ro va l o f the L e g isla tu re . T he judges (ju n io rs and seniors) are a ppointed fo r a y e a rly te rm , b u t m u s t be replaced i f elected to a n o th e r S tu d e n t B o d y o ffic e . A c le rk and b a iliff (sophom ores) are also a ppointed by th e P resid e n t. O ffic ia l c o u rt ses sions are held each W ednesday d u rin g A c tiv ity P e rio d a t w h ic h tim e c ita tio n s fro m th e previous w eek are b ro u g h t before the co u rt. S tudents re c e iv in g c ita tio n s fo r v io la tin g th e M isdem eanor Code are subpoenaed to th e S tu d e n t C o u rt fo r counseling. I f fo u nd g u ilty , th e y a re im m e d ia te ly sentenced to several a c tiv ity periods to be spent in stu d e n t detention. S hould the d efendant plead n o t g u ilty , he is given a p re lim in a ry h e a rin g and a date fo r his tr ia l is set. T hus th e S tu d e n t C o u rt has th e po w e r to c o n tro l and reg u la te a p o rtio n o f stu d en t d is c ip lin a ry a c tio n ; a d d itio n a l a ctio n is u n d e r the ju r is d ic tio n o f th e a d m in is tra tio n . S U P R E M E C O U R T The Suprem e C o u rt consists o f the P rin c ip a l, the fa c u lty S tu d e n t C o u rt advisor, th e fa c u lty Suprem e C o u rt advisor, and th re e students a ppointed by th e S tu d e n t B o d y P re sid e n t su b je ct to the a p p ro va l o f the L e g is la tu re . One m em ber o f the c o u rt m u s t be a m em b e r o f the S tu d e n t G o vernm ent Class and acts as the C h ie f Justice. T he m a in fu n c tio n o f th e Suprem e C o u rt is to a c t as a c o o rd in a tin g group betw een L e g isla ture , C om m issioners, and S tu d e n t C ourt. E ach c o u rt m em b e r is an e x -o ffic io m em ber o f one o f th e above-m en tio n e d g o ve rn m e n ta l groups and m u st a tte n d a ll m eet ings o f th a t group. T he Suprem e C o u rt also serves as an a p pellate c o u rt fo r cases appealed fro m the lo w e r co u rt. A know ledge o f and an in te re s t in le g a l te rm in o lo g y and procedure is v e ry desirable fo r a ll judges. 38 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK C LA S S C O U N C IL T he Sophom ore, J u n io r, and S enior class councils are separate o rg a n iza tio n s designed to p la n and c a rry o u t the va riou s a c tiv itie s o f each class. M em bership in each co u n cil is lim ite d . S tudents d e s irin g to serve on th e ir class councils sh a ll m ake ap p lic a tio n a t the b e g in n in g o f each sem ester. These a p p lica tio n s m a y be obtained on th e desk in th e m a in o ffice . C o u n cil rep resentatives fo r the Sophom ore class co u n cil are chosen fro m Sophom ore S ocial S tudies classes, th e J u n io r class co u n cil m em bers fro m U.S. & G. classes, and th e senior class co u n cil representa tive s fro m a ll S enior P roblem s classes. C ouncil m em bers are chosen by th e class p re sid e n t fro m the a p p li cations he receives. T he grades and a c tiv ity record o f each a p p lic a n t are c a re fu lly considered and are in flu en cin g fa c to rs in the fin a l decision. R em em ber, Y O U R class co u n cil determ ines the ac tiv itie s in w h ic h Y O U w ill p a rtic ip a te . D o you w a n t to help p la n these a c tiv itie s ? ? G IR L S ' L E A G U E P urp o se: T he purpose o f th is o rg a n iza tio n sh a ll be th re e -fo ld : 1. T o fu rth e r happiness, frie n d lin e ss, and dem ocracy am ong g irls . 2. T o develop lo y a lty to th e school and to p rom ote an a ctiv e in te re s t and s p irit in a ll school a c tiv itie s . 3. To promote h ig h ideals o f wom anhood. M e m b e rsh ip : M em b e rsh ip in G irls ' League is open to a ll g irls and w om en fa c u lty m em bers o f W o o d ro w W ils o n H ig h School. G o ve rn in g B o d y o f G irls ’ League: E X E C U T IV E B O A R D : T h e E xe cu tive B o a rd is com posed o f th e fiv e elective o ffic e rs : P resid e n t, V ic e -P re s i dent, C orre sp o n d ing and R e c o rd in g S ecretaries, and th e WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 39 T re a su re r. T he B oard, w ith the a p p ro va l o f the fa c u lty advisors, a p p oints a ll co m m itte e chairm en. A D V IS O R Y B O A R D : T he A d v is o ry B oard, composed o f the E xe c u tiv e B o a rd and th e co m m itte e chairm en, acts as a u n it in p la n n in g and p ro m o tin g a ll p ro je cts o f th e G irls ’ League. O ffic e r R equ ire m e n ts - and E le c tio n P rocedure : T he m ethod o f n o m in a tio n and election o f G irls ’ League o f fic e rs p a ra lle ls th a t o f the S tu d e n t B o d y O ffice rs. A g ir l w is h in g to ru n fo r a G irls ’ League o ffic e m u st have a scholarship average o f C o r above and a B average w ith no D o r F in citize n sh ip . She m u st file a p e titio n c o n ta in in g the signatures o f a t least tw e n ty - fiv e g irls . A candidate fo r P re sid e n t m u s t have p re v io u s ly served on th e A d v is o ry B o a rd a t le a st one sem ester. C andidates fo r a ll o th e r o ffic e rs m u s t have p re v io u s ly served on a G irls ’ League co m m itte e o r the G irls ’ League C ouncil fo r a t least one semester. E le c tio n s are held in c o n ju n c tio n w ith th e stu d e n t body election. C o u n c il: T h e C o u n cil is m ade up o f one g ir l elected fro m each fir s t p e riod class. I t is h e r d u ty to a tte n d a ll c o u n c il m eetings and m ake a f u ll re p o rt to h e r respective class co n ce rn in g the a c tiv itie s o f G irls ’ League. C o m m itte e C h a irm e n : A p p lic a tio n s fo r com m ittee ch a irm e n are a va ila b le in th e m a in o ffic e d u rin g th e fir s t fe w weeks o f each sem ester a t w h ic h tim e a ll g irls are e lig ib le to apply. C h a irm e n are chosen fro m the a p p lica n ts by th e E xe cu tive B oard. A n y g ir l m ay sign up to be a m em ber o f a G irls ’ League C om m ittee. C onun itte e s: A t present th e re are n ine G irls ’ League C om m ittees, and others m a y be organized a t the d is c re tio n o f th e A d v is o ry B oard. A r t and D e c o ra tio n : M akes in v ita tio n s , place cards, favors, program s, decorations and a ll o th e r a rt w o rk fo r G irls ’ League. 40 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK B ig S iste rs: A g ro u p o f ju n io rs and seniors w ho spon sor in c o m in g sophom ores in Septem ber, h e lp in g th e m to g e t acq u ainte d and o riented. C ourtesy C o m m itte e : W r ite notes o f sym p a th y to g irls w ho are ill; notes o f c o n g ra tu la tio n fo r w o rth y achieve m ents in a ll school a c tiv itie s fo r g irls ; send flo w e rs in case o f death o r illn e ss; send b irth d a y gre e tin g s to teachers. , F lo w e r C o m m itte e : S upplies flo w e rs fo r the o ffice, G irls ’ League assemblies, conferences and social events. I t w o rk s w ith A r t and D e co ra tio n C om m ittees. F rie n d s h ip C o m m itte e : C reates a s p ir it o f frie n d lin e ss a m ong a ll g irls , takes care o f new g irls , g iv in g in fo rm a tio n , h e lp in g th e m to g e t acquainted. H ostess C o m m itte e : A rece p tio n co m m itte e fo r v is ito rs to th e school, hostesses a t teas and o th e r social events. E a ch m em ber spends one p e rio d d a ily a t the hostess ta b le in th e m a in office . M odes a n d M a n n e rs C om m ittee : P rom otes th e p ro p e r fe e lin g am ong g irls ab o ut dress fo r school. I t sh a ll be in charge o f fa sh io n shows and assem blies sho w in g g irls th e r ig h t th in g s to w e a r to school. P u b lic ity C o m m itte e : G ives p u b lic ity to a ll events in th e Loudspeaker, over b ro a d ca stin g system , on b la c k boards, and fu rn ish e s m a te ria l to loca l paper re p o rte rs ; keeps a scrapbook o f G irls ’ League events; sh a ll be in charge o f posters a d v e rtis in g G irls ’ League events. R e fre sh m e n t C o m m itte e : P lans and prepares re fre sh - m tn ts fo r pa rtie s, teas, banquets and conferences. Special A c tiv itie s : B ig Sisters L u ggage D ays P a rtie s H o n o rin g Sophom ore G irls G irls ’ League F ash io n Show F a c u lty C h ris tm a s T ea A n n u a l B a c k w a rd Dance A ll-G ir l B a n q u e t WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 41 C O N S T IT U T IO N O F T H E W O O D R O W W IL S O N S E N IO R H IG H S C H O O L S T U D E N T B O D Y W e , th e stu d e n ts o f W o o d ro w W ils o n S e n io r H ig h S ch o o l in o rd e r to e s ta b lis h a n d p ro m o te d e m o c ra tic id e a ls , clo s e r co o p e ra tio n a m o n g th e s tu d e n ts a n d fa c u lty , a n d b e tte r s tu d e n t g o v e rn m e n t, do o rd a in a n d e s ta b lis h th is C o n s titu tio n o f the W o o d ro w W ils o n S e n io r H ig h S ch o o l S tu d e n t B o dy. ARTICLE I—NAME AND COLORS S e ctio n 1. 1. The na m e o f th is o rg a n iz a tio n s h a ll b e th e W o o d ro w W ils o n S e n io r H ig h S ch ool S tu d e n t B o dy. 2. The c o lo rs of th is S tu d e n t B o d y s h a ll b e re d a n d g o ld . ARTICLE II—MEMBERSHIP AND D IV IS IO N S e ctio n 1. A ll stu d e n ts of th e s ch o o l a re s u b je c t to th e g o v e rn m e n t of th is C o n s titu tio n . ARTICLE III—LEGISLATIVE BRANCH S e ctio n 1. 1. A ll le g is la tiv e p o w e rs h e re in g ra n te d s h a ll b e ve s te d in a le g is la tu re o f th e W o o d ro w W ils o n H ig h S ch o o l S tu d e n t B o dy. 2. The le g is la tu re s h a ll b e co m p o se d of one m e m b e r fro m ea ch s o c ia l stu d ie s cla ss. The le g is la to rs s h a ll b e "e le c te d in th e ir re s p e c tiv e classes d u rin g th e firs t w e e k of e a ch n e w sem ester a n d s h a ll h o ld th e ir p o s itio n fo r th e e n tire sem ester. 3. N o s tu d e n t s h a ll b e a m e m b e r o f th e L e g is la tu re u n le ss h e is a re g u la r m e m b e r o f th e S tu d e n t B o d y a n d a re g u la r m e m b e r of th e s o c ia l stu d ie s cla ss fro m w h ic h he is e le cte d . H e m ust m eet th e g ra d e re q u ire m e n ts fo r th e le g is la to rs . > 4. W h e n v a c a n c ie s o c c u r th e y s h a ll b e fille d b y th e s o c ia l s tu d ie s cla ss fro m w h ic h th e y o ccu rre d . 5. The V ic e -P re s id e n t of th e S tu d e n t B o d y s h a ll b e th e p re s id e n t of th e L e g is la tu re , b u t s h a ll h a v e n o v o te u n le ss th e L e g is la tu re s h a ll b e e q u a lly d iv id e d . 6. The L e g is la tu re s h a ll fu n c tio n a c c o rd in g to R o b e rt's R u les of O rd e r, R e vised. 7. The L e g is la tu re s h a ll choose w h a te v e r o ffic e rs it deem s nece s s a ry. S e ctio n 2. 1. The tim e , th e p la ce s, a n d th e m a n n e r of h o ld in g e le c tio n s fo r L e g is la to rs s h a ll b e d e te rm in e d b y th e s o c ia l s tu d ie s class fro m .w h ic h th e y a re e le cte d . 42 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 2. The L e g is la tu re s h a ll m eet q t le a s t once a q u a rte r a n d a t su ch o th e r tim e as th e sp o n so r a n d th e v ic e -p re s id e n t o f the S tu d e n t B o d y c o n s id e r a m e e tin g ne ce ssa ry. S e ction 3. 1. The L e g is la tu re s h a ll b e th e ju d g e of th e e le c tio n s , re tu rn s , a n d th e q u a lific a tio n s of its o w n m em b ers. 2. The m a jo rity s h a ll c o n s titu te a q u o ru m to d o b u sin e ss; b u t a s m a lle r n u m b e r m a y con ve n e fro m w e e k to .w e e k a n d m a y b e a u th o riz e d to c o m p e l th e a tte n d a n c e of a b s e n t m e m b e rs, a n d u n d e r su ch p e n a ltie s as th e L e g is la tu re m a y p ro v id e . 3. The L e g is la tu re m a y d e te rm in e th e ru le s of its p ro c e e d in g s , p u n is h its m e m b e rs fo r d is o rd e rly b e h a v io r, a n d w ith the co n se n t o f th re e -fo u rth s , e x p e l a m e m b e r. 4. The S e c re ta ry s h a ll k e e p a jo u rn a l of its p ro c e e d in g s w h ic h s h a ll be o p e n to th e p u b lic . S e ctio n 4. N o re g u la r m e m b e r o f th e L e g is la tu re m a y h o ld a n y S tu d e n t B o d y o ffic e , a n d no le g is la to r m a y re p re s e n t m o re th a n one s o c ia l s tu d ie s class a n d n o le g is la to r m a y b e in cla ss c o u n c il. S e ctio n 5. The L e g is la tu re s h a ll h a v e th e p o w e r: (a ) To p ro v id e fo r th e com m on w e lfa re o f th e S tu d e n t B o dy. (b ) To tr y a ll im p e a ch m e n ts. (c) To re g u la te th e e le c tio n of th e S tu d e n t B o d y o ffice rs. (d ) To a p p ro v e a p p o in tm e n ts m a d e b y th e P re sid e n t. (e ) To p a ss la w s w h ic h p e rta in to cla ss g o v e rn m e n t w h e n la c k o f su ch la w s is in d ire c t c o n flic t w ith th e p rin c ip le s o f S tu d e n t B o d y g o v e rn m e n t; th e p rin c ip e s to b e in te r p re te d b y th e W o o d ro w W ils o n S u pre m e C o u rt. S uch la w s w ill su p e rce d e those of cla ss g o v e rn m e n t. (f) To m a k e a ll la w s n e ce ssa ry fo r th e c a rry in g in to e x e c u tio n th e fo re g o in g p o w e rs , a n d a ll th e o th e r p o w e rs v e s te d b y th is C o n s titu tio n ’ in th e g o v e rn m e n t of th e S tu d e n t B o d y, o r in a n y d e p a rtm e n t o r o ffic e th e re o f. ARTICLE IV —EXECUTIVE BRANCH S e ctio n 1. 1. The e x e c u tiv e p o w e r s h a ll b e v e s te d in a P re s id e n t of th e W o o d ro w W ils o n S e n io r H ig h S ch o o l S tu d e n t B o d y. H e s h a ll h o ld h is o ffic e to g e th e r w ith th e V ic e -P re s id e n t, S e c re ta ry , G o v e rn o r of F in a n c e , G o v e rn o r o f E n te rta in m e n t, G o v e rn o r o f A th le tic s , G o v e rn o r of S a fe ty a n d G o v e rn o r o f W e lfa re , fo r one sem ester. 2. T h e y s h a ll b e -e le c te d o n the T u e s d a y o f th e th ird w e e k b e fo re th e e n d of th e sem ester as fo llo w s ; b y a m a jo r ity v o te c a st b y th e m e m b e rs of th e S tu d e n t B o d y. In th e e v e n t of n o c a n d id a te h a v in g a m a jo rity o n th e firs t b a llo t, th e re s h a ll b e a ru n o ff b e tw e e n the tw o to p c a n d id a te s . 3. These o ffic e rs s h a ll ta k e o ffic e o n th e la s t T u e s d a y of the sc h o o l te rm in w h ic h th e y w e re e le cte d . WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 43 4. N o p e rso n e xce p t a S tu d y B o d y m e m b e r s h a ll b e e lig ib le fo r a n y offce . N e ith e r w ill he be e lig ib le u n le ss he has a tte n d e d W o o d ro w W ils o n H ig h S ch o o l fo r one f u ll q u a rte r p re v io u s to th e one in w h ic h he serves h is te rm of o ffice . H e m u st a lso co n fo rm w ith th e e lig ib ilit y re q u ire m e n ts fo r th e o ffic e . 5. A n y s tu d e n t h a v in g a su sp e n sio n d u rin g th e p re v io u s sem ester o r d u rin g h is te rm s h a ll be in e lig ib le fo r th e B o a rd of G o ve rn o rs , S tu d e n t B o d y o ffice s. L e g is la tu re , S tu d e n t C o u rt, S u pre m e C o u rt, o r a n y o ffic e p e rta in in g to G ir ls ' L e a g u e . 6. If a p e rso n h a s a su sp e n sio n d u rin g h is te rm in a n y of the a b o v e m e n tio n e d o ffice s, h e s h a ll b e im m e d ia te ly d ro p p e d a n d re p la c e d b y a p e rso n a p p o in te d b y th e P re s id e n t of th e S tu d e n t B o d y w ith th e conse nt of th e L e g is la tu re . 7. In case of th e re m o v a l of th e P re s id e n t fro m o ffic e , o r of h is re s ig n a tio n , o r in a b ility to d is c h a rg e th e p o w e rs a n d d u tie s of h is o ffic e , th e sam e s h a ll d e v o lv e on th e V ice -P re s id e n t, a n d th e L e g is la tu re m a y b y la w p ro v id e fo r th e case of re m o v a l, re s ig n a tio n , o r in a b ility , b o th of the P re sid e n t a n d V ic e -P re s id e n t, d e c la rin g w h a t o ffic e r s h a ll a ct as P re sid e n t, a n d su ch o ffic e r s h a ll a c t a c c o rd in g ly , u n til th e d is a b ility be re m o v e d o r a P re sid e n t e le c te d in a re g u la r e le c tio n . 8. In case of a v a c a n c y in th e o ffic e of V ic e -P re s id e n t, S e cre ta ry , o r a n y o f th e G o ve rn o rs , th e P re sid e n t s h a ll f ill the v a c a n c y b y a p p o in tm e n t, s u b je c t to th e a p p ro v a l of the L e g is la tu re , fo r th e re m a in d e r of th e term . 9. b e fo re th e P re sid e n t s h a ll e n te r on th e e x e c u tio n o f h is o ffic e he s h a ll ta k e th is o a th o r a ffirm a tio n ; " I d o s o le m n ly s w e a r (o r a ffirm ) th a t. 1 w ill e x e cu te the d u tie s of th e o ffic e of P re s id e n t of th e W o o d ro w W ils o n S e n io r H ig h S ch ool S tu d e n t B o d y, a n d w ill to th e b e st of m y a b ility , p re s e rv e , p ro te c t, a n d d e fe n d th e C o n s titu tio n o f th e W o o d ro w W ils o n S e n io r H ig h S ch ool S tu d e n t B o d y ." 10. The V ic e -P re s id e n t, S e c re ta ry , a n d G o v e rn o rs s h a ll ta k e the fo llo w in g o a th o r a ffirm a tio n . " I do h e re b y s o le m n ly s w e a r (o r a ffirm ) th a t I w ill fa ith - fu lly e x e c u te th e d u tie s o f th e o ffic e to w h ic h I h a v e b ee n e le cte d , a n d w ill to th e b e st of m y a b ility , p re s e rv e , p ro te c t, a n d d e fe n d th e C o n s titu tio n of th e W o o d ro w W ils o n S e n io r H ig h S ch ool S tu d e n t B o d y ." 11. N o p e rso n m a y h o ld m o re th a n one o ffic e (e le c te d S tu d e n t B o d y ) a t once , n o r m a y he se rve m ore th a n tw o co n se cu tiv e te rm s in th e sam e e le c te d S tu d e n t B o d y o ffic e . S e ction 2. 1. The P re s id e n t s h a ll b e th e h e a d o f th e S tu d e n t B o d y, B o a rd o f G o ve rn o rs, a n d the S tu d e n t G o v e rn m e n t C lass. H e s h a ll be a n e x -o ffic io m e m b e r of a ll co m m itte e s a n d s h a ll p re s id e a t a ll S tu d e n t B o d y m e e tin g s. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 2. H e s h a ll d ire c t th e p o lic ie s a n d o p e ra tio n s of th e S tu d e n t B o d y a n d its o ffice rs. 3. H e s h a ll w ith th e a p p ro v a l of th e L e g is la tu re , a p p o in t S tu d e n t C o u rt ju s tic e s . S u pre m e C o u rt Justices, a n d a ll o th e r o ffice s d e e m e d ne ce ssa ry. 4. H e s h a ll fro m tim e to tim e , g iv e to th e L e g is la tu re , in fo rm a tio n as to th e s ta te of th e S tu d e n t B o d y, a n d re co m m e n d fo r th e ir c o n s id e ra tio n su ch m e a su re s as he s h a ll ju d g e nece s s a ry a n d e x p e d ie n t, a n d he m a y on e x tra o rd in a ry o ccasions c a ll a n e x tra session o f th e L e g is la tu re ; he s h a ll re ce ive o ffic e rs a n d v is ito rs fro m o th e r schoo ls a n d o rg a n iz a tio n s , a n d s h a ll a tte m p t to p ro m o te g o o d w ill b e tw e e n th e S tu d e n t B o d y a n d o th e r schools. 5. H e s h a ll ta k e c a re th a t a ll th e la w s be fa ith fu lly e xe cu te d . 6. H e s h a ll h a v e th e p o w e r to v e to a n y le g is la tiv e b ills . A tw o - th ird s v o te of th e L e g is la tu re s h a ll be n e ce ssa ry to o v e rrid e th is ve to . A ll le g is la tiv e b ills m u st b e s ig n e d b y th e P re s i d e n t of th e S tu d e n t B o d y b e fo re th e y beco m e e ffe c tiv e . 7. H e s h a ll b e c o m p e lle d to s ig n a n y b ill th a t h e h a s p re v io u s ly v e to e d , if th e L e g is la tu re o v e rrid e s h is ve to . S e ctio n 3. 1. The V ic e -P re s id e n t s h a ll be P re s id e n t of the L e g is la tu re , a n d s h a ll p re s id e o v e r a ll S tu d e n t B o d y m e e tin g s in th e a bse nce of th e P re sid e n t. 2. The S e c re ta ry s h a ll c o n d u c t a ll o ffic ia l co rre sp o n d e n ce , p re se rve a ll re co rd s a n d c o m m u n ic a tio n s , re c o rd th e p ro c e e d in g s of th e S tu d e n t B o d y m e e tin g s , a n d w ill b e th e c le rk a n d re c o rd in g s e c re ta ry o f th e L e g is la tu re , a n d th e S tu d e n t G o v e rn m e n t C la ss. 3. The G o v e rn o r of E n te rta in m e n t s h a ll b e re s p o n s ib le fo r a ll S tu d e n t B o d y sp o n so re d s o c ia l a c tiv itie s a n d s h a ll p ro m o te a c tiv itie s a n d p ro g ra m s fo r th e S tu d e n t B o d y m em b ers. 4. The G o v e rn o r of F in a n c e s h a ll b e th e a g e n t of th e S tu d e n t B o d y in k e e p in g th e S tu d e n t B o d y fin a n c ia l re co rd s. He s h a ll m a k e r e g u la r re p o rts to th e B o a rd of G o v e rn o rs as to th e s ta n d in g o f these re co rd s. 5. The G o v e rn o r of A th le tic s (a b o y ) s h a ll assist th e a th le tic coach es in a n y w a y re la te d to th e S tu d e n t B o d y a n d s h a ll b rin g to th e a tte n tio n of th e L e g is la tu re a n y le g is la tio n o r a p p ro p ria tio n s n e e d e d fo r a th le tic s . 6. The G o v e rn o r of S a fe ty s h a ll s u p e rv is e a n d b e re s p o n s ib le fo r th e s a fe ty a n d r e g u la tio n of th e S tu d e n t B o d y co n c e rn in g fire d r ills , e a rth q u a k e d rills , etc. H e s h a ll b e in c h a rg e o f th e C o m m issio n e rs. 7. The G o v e rn o r of W e lfa re (a g irl) s h a ll a ssist th e a d v is o rs o f th e G ir ls ' L e a g u e a n d G ir ls ' A th le tic s in a n y a c tiv ity re la te d to th e S tu d e n t B o d y. She s h a ll k e e p a s c ra p b o o k of sch o o l a c tiv itie s . She s h a ll a ls o b e re s p o n s ib le fo r m a k in g WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 45 p u b lic a c o p y of th e m a s te r c a le n d a r in c lu d in g th e k e e p in g o f th e b u lle tin b o a rd in th e fo y e r of th e m a in b u ild in g . ARTICLE V — JUDICIAL BRANCH S e ctio n 1. The J u d ic ia l p o w e r of th e W o o d ro w W ils o n S e n io r H ig h S chool S tu d e n t B o d y s h a ll b e ve ste d in a S u pre m e C o u rt a n d a S tu d e n t C o u rt. S e ctio n 2. 1. The S u p re m e C o u rt s h a ll co n sist of the P rin c ip a l of W o o d ro w W ils o n S e n io r H ig h S ch ool, th e fa c u lty S tu d e n t C o u rt a d v is o r, fa c u lty S u pre m e C o u rt A d v is o r a n d th re e stu d e n ts a p p o in te d b y th e P re s id e n t, w ith th e conse nt of th e L e g is la tu re . 2. The S u pre m e C o u rt a n d S tu d e n t C o u rt Justices m u st be S tu d e n t B o d y m e m b e rs a n d m u st a t a ll tim e s ^ ' ■ .vith the g ra d e a v e ra g e s e s ta b lis h e d b y th e L e g is la tu i. 3. T h e y s h a ll h a v e th e ir o ffice s as lo n g as th e y m . ■ . a in - ta in th e re q u ire m e n ts of th e o ffice . 4. The S u pre m e C o u rt s h a ll h a v e th e p o w e r to: (a ) d e te rm in e th e c o n s titu tio n a lity of a ll le g is la tiv e acts. (b ) in te rp re t th e m e a n in g of th e C o n s titu tio n . (c) try a ll cases a p p e a le d fro m th e S tu d e n t C o u rt. (d ) d e te rm in e th e v a lid ity of a ll p e titio n s fo r im p e a ch m e n t, in itia tiv e , re fe re n d u m . (e) re n d e r fin a l a p p ro v a l of a ll c a n d id a te p e titio n s . 5. A ll d e c is io n s m a d e b y th e S u pre m e C o u rt s h a ll b e u p o n the b a s is of a m a jo rity v o te b y the c o u rt m e m b e rs s u b je c t to A rtic le X II. "S o u rc e of P o w e r." 6. (a ) The S u pre m e C o u rt s h a ll c o o rd in a te th e a c tiv itie s o f a n d a c t in a n a d v is o ry c a p a c ity to L e g is la tu re , S tu d e n t C o u rt, a n d C o m m issio n e rs. (b ) E a ch m e m b e r of th e S u pre m e C o u rt s h a ll b e a n e x -o ffic io m e m b e r of one of th e a fo re m e n tio n e d g o v e rn m e n ta l g ro u p s . 7. The S u pre m e C o u rt s h a ll serve as a n a p p e lla te c o u rt. It s h a ll s it in ju d g m e n t u p o n a ll cases a p p e a le d to it fro m th e S tu d e n t C o u rt. S e ctio n 3. 1. The S tu d e n t C o u rt s h a ll consist of a C h ie f Justice a n d e le ve n A sso cia te Judges a p p o in te d b y th e P re sid e n t, w ith th e co n sent of th e L e g is la tu re . 2. A n y o th e r p o s itio n s in th e S tu d e n t C o u rt s h a ll b e fille d b y a p p o in tm e n t b y th e C h ie f Justice w ith th e conse nt o f the L e g is la tu re . 3. The m e m b e rs o f th e S tu d e n t C o u rt m u st b e S tu d e n t B o d y m em b ers a n d m u st c o m p ly w ith the g ra d e a v e ra g e s e s ta b lis h e d b y th e L e g is la tu re . 4. T h e y s h a ll h o ld th e ir o ffice s as lo n g as th e y m eet the re q u ire m e n ts . 46 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 5. T his c o u rt s h a ll h a v e o r ig in a l ju ris d ic tio n in a ll cases of v io la tio n s of th e M is d e m e a n o r C o d e , a n d a ll cases n o t h e re in re se rv e d to th e S u p re m e C o u rt. 6. The L e g is la tu re s h a ll h a v e th e p o w e r to re g u la te the p ro c e d u re of th e S tu d e n t C o u rt a n d w h e n su ch p ro c e d u re is n o t e n a cte d , th e S tu d e n t C o u rt s h a ll h a v e th e p o w e r to e s ta b lis h its o w n p ro c e d u re . 7. The C h ie f Justice o f the S tu d e n t C o u rt s h a ll b e a n e x -o ffic io m e m b e r of the B o a rd of G o v e rn o rs , b u t w ill h a v e n o v o tin g p o w e r. S e ctio n 4. 1. The S tu d e n t C o u rt Judges a n d th e S u p re m e C o u rt Justices m a y b e te m p o ra rily re p la c e d if sh o w n to b e p re ju d ic e d in a n y case. 2. The P re sid e n t s h a ll a p p o in t a ju d g e a g re e a b le to th e c o u rt a n d th e a tto rn e y w h o o b je c te d to th e o r ig in a l ju d g e . This te m p o ra ry ju d g e n e e d n o t h a v e th e a p p ro v a l of th e L e g is la tu re . ARTICLE V I— COMMISSIONERS S e ctio n 1. 1. The C o m m issio n e rs s h a ll be th e la w e n fo rce m e n t b o d y o f the W o o d ro w W ils o n S e n io r H ig h S chool. 2. The C o m m issio n e rs m u st b e S tu d e n t B o d y m em b ers a n d m u st c o m p ly w ith th e g ra d e a v e ra g e s e s ta b lis h e d b y th e L e g is la tu re ; 3. T h e y s h a ll b e a p p o in te d b y th e G o v e rn o r o f S a fe ty w ith the conse nt of th e L e g is a tu re . 4. T h e y s h a ll e le ct th e ir o w n o ffic e rs , b u t w ill b e s u b je c t to the a u th o rity o f th e G o v e rn o r of S a fe ty. S e ctio n 2. 1. The C o m m issio n e rs s h a ll h a v e th e p o w e r to issu e c ita tio n s to s tu d e n ts fo r v io la tio n of th e M is d e m e a n o r C o de. 2. These c ita tio n s s h a ll b e cause fo r th e v io la to rs to a p p e a r in S tu d e n t C o u rt. S e ctio n 3. C o m m issio n e rs m a y b e re m o v e d fro m o ffic e w ith o u t th e conse nt o f the L e g is la tu re b y th e G o v e rn o r o f S a fe ty fo r a n y fa ilu re to d is c h a rg e th e d u tie s of th e o ffice . ARTICLE V II— IMPEACHMENT S e ctio n 1. 1. A ll e le c te d a n d a p p o in te d S tu d e n t B o d y o ffic e rs a n d ju d g e s m a y b e im p e a c h e d fo r b rib e ry , em bezzlem e nt, tre a so n , fa ilu re to d is c h a rg e th e d u tie s of th e ir o ffice s, o r o th e r h ig h crim es a n d m isd e m e a n o rs. 2. The m e th o d of im p e a c h m e n t s h a ll b e as fo llo w s : (a ) The ch a rg e s s h a ll b e d r a w n u p . a t the h e a d o f th e p e titio n a n d s ig n e d b y fiv e sponsors; (b ) The p e titio n s h a ll b e th e n s u b m itte d to th e S u pre m e WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 47 C o u rt, a n d th a t c o u rt s h a ll d e te rm in e w h e th e r the c h a rg e s, if tru e , w a rra n t im p e a ch m e n t; (c) If th e S u p re m e ■ C o u rt de cid e s th a t th e c h a rg e s, if tru e , w a rr a n t im p e a c h m e n t, the p e titio n s h a ll b e re tu rn e d to th e spon sors, so the sponsors m a y c irc u la te th e p e titio n a m o n g th e S tu d e n t B o dy m em b ers; (d ) W h e n s ig n e d b y tw e n ty p e rc e n t of th e S tu d e n t B o d y m em b ers it s h a ll beco m e v a lid ; ti s h a ll th e n b e s u b m itte d to th e L e g is la tu re , w h o m u st s u b m it it to the v o te rs w ith in th re e w e e ks of w h e n it w a s re c e iv e d ; (e) If a p p ro v e d b y tw o th ird s of th e v o te rs , th e L e g is la tu re s h a ll th e n d e te rm in e th e p ro c e d u re o f the tria l; (f) The L e g is a tu re s h a ll choose one o f its m e m b e rs as ju d g e a n d a n o th e r as p ro s e c u to r, a n d th e L e g is la tu re s h a ll th e n s it as ju ry ; (g ) If th re e -fo u rth s ju d g e the d e fe n d a n t g u ilty h e s h a ll be re m o v e d fro m o ffice . ARTICLE V III— IN ITIA TIVE AND REFERENDUM S e ctio n 1. 1. The s tu d e n ts re se rve to th e m se lve s th e p o w e r b y p e titio n to p ro p o se la w s , a n d d ire c tly to e n a ct o r re je c t su ch la w s a t th e p o lls . 2. T his p o w e r sh a ll, b e k n o w n as in itia tiv e . A n in itia tiv e p e titio n to b e v a lid , s h a ll be s ig n e d b y a t le a s t tw e n ty p e rc e n t o f the m em b ers of the S tu d e n t B o dy. 3. The q u e s tio n o f a d o p tin g a n y m e a su re th e re in set fo rth s h a ll be s u b m itte d b y th e L e g is la tu re to th e v o te rs w ith in fo u r w e e ks. A m e a su re s h a ll b e c o n s id e re d c a rrie d b y a tw o -th ird m a jo rity o f th e vo te rs. S e ctio n 2. 1. The s tu d e n ts a ls o re se rve th e rig h t to th e m se lve s th e p o w e r to re q u ire b y p e titio n th a t m e asures e n a c te d b y the L e g is la tu re b e s u b m itte d to the v o te rs fo r th e ir a p p ro v a l. 2. T h is re s e rv e d p o w e r s h a ll be k n o w n as th e re fe re n d u m . This p e titio n to b e v a lid m u st b e s ig n e d b y a t le a s t tw e n ty p e r ce n t of th e S tu d e n t B o d y m em bers. 3. T h is m e a su re s h a ll th e n b e s u b m itte d b y th e L e g is la tu re to th e v o te rs w ith in fo u r w e e ks fro m th e tim e th e p re s e n ta tio n is m a d e to th e L e .gislature. A m e a su re to b e c o n s id e re d c a rrie d b y a tw o -th ird s m a jo rity of th e vo te rs. S e ction 3. 1. Thé S u pre m e C o u rt s h a ll d e te rm in e th e v a lid ity o f a ll p e titio n s . ARTICLE IX —RELATIONS OF THE ADVISORIES AND THE CLASSES STUDENT RIGHTS S e ctio n 1. 1. The o ffic e rs a n d m em b ers of the v a rio u s classes a n d a d v is o rie s s h a ll o p e ra te in d e p e n d e n t of th e S tu d e n t B o d y C o n s ti- 100 BUILDING O ffic e s L ib r a r y E n g lis h S e n io r P ro b le m s H o m e m a k in g C a fe te ria 200 Building B usiness S peech P h o to g ra p h y 300 Building S cie n ce M e c h a n ic a l D ra w in g 30 100 mUSTRIAL ARTS AUDITORIUM 800 GIRLS SWIMMING BOYS GYMNASIUM POOL GYMNASIUM 1 700 600 BOYS LOCKERS 400 Building C ra fts R a dio - Speech L a n g u a g e M u s ic C h oral Room P r in t S hop E le c tro n ic s S hop 500 Building W o o d S hop M e ta l Shop M e c h a n ic a l D ra w in g 600 Building B o ys' P h y s ic a l , E d u c a tio n 700 Building G irls ' P h y s ic a l E d u c a tio n 800 BUILDING A u d ito riu m O rc h e s tra & B a n d Room S ta g e C r a ft XIMENO AVENUE 50 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK tu tio n a n d g o v e rn m e n t, p ro v id e d th a t th e y d o n o t c o n flic t w ith it. 2. A ll, rig h ts n o t g iv e n to th e S tu d e n t B o d y g o v e rn m e n t s h a ll b e re s e rv e d to th e classes a n d a d v is o rie s . S e ction 2. 1. The S tu d e n t B o d y s h a ll g u a ra n te e to a ll s tu d e n ts e q u a l rig h ts b e fo re th e la w , a n d it s h a ll n o t a b rid g e th e r ig h t of fre e spee ch a n d fre e press. 2. A ll S tu d e n t B o d y m e m b e rs s h a ll a ls o b e a c c o rd e d e q u a l p riv ile g e s . ARTICLE X— AMENDMENTS S e ctio n 1. I. T h is C o n s titu tio n m a y b e a m e n d e d as fo llo w s : (a ) The L e g is la tu re , w h e n e v e r tw o -th ird s o f th e m e m b e rs dee m it n e ce ssa ry, s h a ll p ro p o se a m e n d m e n ts to th is C o n s titu tio n . (b ) A p e titio n s ig n e d b y tw e n ty p e rc e n t of th e S tu d e n t B o d y m e m b e rs m a y a ls o p ro p o se a m e n d m e n ts to th is C o n s titu tio n . (c) In e ith e r case, th e L e g is la tu re m u s t p re s e n t th e a m e n d m ents to th e v o te rs w ith in th re e w e e ks of th e tim e th e p ro p o s a l w a s p a sse d in th e L e g is la tu re , o r ,-the p e titio n w a s re c e iv e d in th e L e g is la tu re . (d ) If th e a m e n d m e n t is pa sse d b y tw o -th ird s o f th e vo te rs it s h a ll b e co m e v a lid . ARTICLE X I— CONSTITUTIONAL SUPREMACY S e ction 1. 1. A ll d e b ts c o n tra c te d a n d e n g a g e m e n ts e n te re d in to , b e fo re the W o o d ro w W ils io n S e n io r H ig h S ch ool S tu d e n t B o d y C o n s titu tio n a re v a lid u n d e r th is as in p re v io u s d o cu m e n ts. S e ctio n 2. 1. A ll la w s p a sse d b y th e p re v io u s C o n s titu tio n 's S tu d e n t C o u n c il s h a ll b e v a lid p ro v id e d th e y d o n o t c o n flic t w ith th is C o n s titu tio n . S e ctio n 3. 1. The R e p re se n ta tive s b e fo re m e n tio n e d a n d the m e m b e rs of the s e v e ra l a d v is o rie s , a n d a ll e x e c u tiv e a n d ju d ic ia l, o ffice rs, b o th of th e S tu d e n t B o d y a n d th e s e v e ra l a d v is o rie s a n d classes, s h a ll b e b o u n d b y the o a th o r a ffirm a tio n to s u p p o rt th is C d n s titu tio n . 2. O ffic e rs of th e v a rio u s a d v is o rie s a n d classes s h a ll b e b o u n d b y th e sam e o a th as e le c te d S tu d e n t B o d y o ffice rs. (A rtic le IV , S e ctio n 1, p a ra g ra p h 8). ARTICLE X II—ENABLING CLAUSE S e ctio n 1. 1. T his C o n s titu tio n s h a ll b e e s ta b lis h e d u p o n ra tific a tio n b y a tw o -th ird s vo te of the m em b ers of th e W o o d ro w W ils o n WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 51 S e n io r H ig h S ch ool S tu d e n t B o dy. 2. It s h a ll b eco m e e ffe c tiv e o n the T u e s d a y fo llo w in g r a tific a tio n . 3. A t th is tim e a ll p re v io u s d o cu m e n ts s h a ll beco m e n u ll a n d v o id . ARTICLE X III—SOURCE OF POWER S ince th e P rin c ip a l is d ire c tly re s p o n s ib le to th e S u p e rin te n d e n t a n d th e B o a rd of E d u c a tio n fo r th e a d m in is tra tio n of th e schoo l, it is u rid e rs to o d th a t a ll a u th o rity ve ste d in th e s tu d e n t o rg a n iz a tio n a n d its o ffic e rs is d e le g a te d b y th e P rin c ip a l a n d m a y b e re v o k e d b y h im a t a n y tim e. 52 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK W O O D R O W W IL S O N H IG H S C H O O L S T U D E N T B O D Y B Y -L A W S ARTICLE I. T he G o v e rn m e n t cla ss s h a ll be a n a d v is o ry b o d y to th e B o a rd o f G o v e rn o rs a n d to th e L e g is la tu re . I t s h a ll h a v e n o p o w e r to m a ke la w s o th e r th a n those a ffe c tin g its o w n fu n c tio n in g . ARTICLE II. The B o a rd o f G o ve rn o rs s h a ll h a v e th e p o w e r to c o n tro l c u rre n t fin a n c ia l p o lic ie s , m a k e fin a l p a ssa g e s o n a ll b u d g e ts , p re p a re a ll b u d g e ts , a n d re g u la te sch o o l fu n c tio n s n o t ta k e n ca re o f b y a n y o th e r g ro u p . It s h a ll a ls o se rve as a n a d v is o ry b o d y a n d s h a ll re co m m e n d to th e L e g is la tu re a n y th in g w h ic h s h o u ld be d o n e fo r th e w e lfa re o f th e S tu d e n t B o d y. It s h a ll h a v e no p o w e r to m a ke la w s , o th e r th a n those a ffe c tin g its o w n fu n c tio n in g . ARTICLE III. T he e lig ib ilit y re q u ire m e n ts fo r th e fo llo w in g S tu d e n t B o d y p o s i tio n s s h a ll b e these: 1. Student Body Officers m u st h a v e h a d a s c h o la rs h ip a v e ra g e o f a t le a s t " C " w ith no " D " o r " F " fo r th e p re v io u s sern- e ste r a n d a c itiz e n s h ip a v e ra g e of a t le a s t " B " w ith n o " D " o r " F " fo r th e p re v io u s sem ester. 2. Class Officers s h a ll h a v e th e sam e g ra d e re q u ire m e n ts as th o se o f th e S tu d e n t B o d y O ffice rs. 3. Supreme Court Members m ust h a v e h a d a s c h o la rs h ip a n d c itiz e n s h ip a v e ra g e of a t le a s t " B " w ith no " D " o r " F " fo r the p re v io u s sem ester. 4. Student Court Members s h a ll h a v e th e sam e g ra d e re q u ire m ents as those of th e S tu d e n t B o d y O ffice rs. 5. Legislature Representatives m ust h a v e h a d a s c h o la rs h ip a v e ra g e of a t le a s t " C " w ith no " F " fo r th e p re v io u s sem e ste r a n d a c itiz e n s h ip a v e ra g e of a t le a s t " B " w ith no " D " o r " F " fo r th e p re v io u s sem ester. 6. Class Council Members s h a ll h a v e th e sam e g ra d e re q u ire m ents as those of th e L e g is la tu re R e p re se n ta tive s. 7. Commissioners m u st h a v e h a d a s c h o la rs h ip a v e ra g e of a t le a s t " C " w ith n o ” F " fo r th e p re v io u s sem ester a n d c itiz e n s h ip a v e ra g e of a t le a s t " C " w ith n o " D " o r " F " fo r th e p re v io u s sem ester. 8. Pepslers m u st h a v e h a d s c h o la rs h ip a n d c itiz e n s h ip g ra d e s of a t le a s t " C " fo r th e th ir d q u a rte r p re c e d in g th e ir e le c tio n . ARTICLE IV . C la ss g ro u p s fro m w h ic h le g is la to rs s h a ll b e e le c te d s h a ll be d e s ig n a te d b y the a d m in is tra tiv e o ffic e rs of th e School. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 53 ARTICLE V. A ll S u p re m e C o u rt Justices m u st h a v e b e e n m em b ers o f the S tu d e n t C o u rt fo r one sem ester p re v io u s to th e ir a p p o in tm e n ts . ARTICLE V I. T he re s h a ll b e a p o in t system to g iv e re c o g n itio n in th e fo rm of G o ld a n d J e w e lle d W 's to stu d e n ts w h o a re o u ts ta n d in g in v a rio u s a c tiv itie s . It s h a ll be th e d u ty of L e g is la tu re to d e te rm in e th e a m o u n t of c re d it fo r v a rio u s a c tiv itie s a n d it s h a ll b e th e d u ty o f th e P re sid e n t of th e S tu d e n t B o d y to see th a t these a w a rd s a re g iv e n . ARTICLE V II. The re s h a ll be a n in te r-C lu b C o u n c il com posed of one m e m b e r fro m e v e ry s ch o o l c lu b . A n y c lu b fa ilin g to b e re p re s e n te d s h a ll lose its c h a rte r a n d w ith it a ll a c c o m p a n y in g p riv ile g e s . 54 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK S T U D E N T G O V E R N M E N T E L E C T IO N P R O C E D U R E T he election schedule fo r the F e b ru a ry and June elections is as fo llo w s : F ifth W eek fro m end o f sem ester: M on d a y—P e titio n s and e lig ib ility slips go out. F o u rth W e e k fro m end o f sem ester: M on d a y— P e titio n s and e lig ib ility slips are due. — M e e tin g o f a ll candidates— 3:10 p.m. — S ta rt o f 10 day cam paign period. T uesday— Sophom ore C andidates A ssem bly. W ednesday— J u n io r C andidates A ssem bly. T h u rs d a y — S enior C andidates A ssem bly. F rid a y —S tu d e n t B o d y and G irls ’ League Assem bly. T h ird W e e k fro m end o f sem ester: T uesday—E le c tio n o f a ll o ffice rs. W ednesday—R esults, and ru n -o ffs as needed. T h u rs d a y — F in a l results. Second W eek fro m end o f sem ester: W ednesday— In s ta lla tio n Assem bly. A ll assem blies w ill be held d u rin g a c tiv ity period. T he general election system is based on th a t used in o u r n a tio n a l elections, and w ill be held as fo llo w s : T here w ill be 14 room p re cin cts d ivid e d in the fo llo w in g m a n n e r: 5 sophom ore precincts, 5 ju n io r precincts, 4 senior precincts. T h e polls w ill be open fro m 8:00-8:30, A c tiv ity P t- rio d, 4th and 5th periods lunch, and fro m 3:00-3:30 o r u n til everyone in lin e has voted. R e g is tra tio n lis ts w ill be m ade in social studies classes w hen students w rite th e ir nam es on lis ts to be issued. S tudents’ nam es w ill be checked o ff as th e y vote. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 55 I t w ill be necessary fo r a m em ber o f the fa c u lty to be present a t each p re c in c t d u rin g a ll v o tin g periods. J u n io r S tatesm en w ill be in charge o f th e v o tin g and c o u n tin g o f b allots. A ll students w ill be req u ire d to a tte n d tw o candidates’ assem blies: T h e ir in d iv id u a l class assem bly and the general S tu d e n t B o d y assem bly. IN T E R -C L U B C O U N C IL T he In te r-C lu b C o u n cil consists o f one m em ber fro m every school club and o rg a n iza tio n . Its purpose is to p ro vid e fo r a com m on m e e tin g place fo r representatives fro m a ll W ils o n clubs. A t these m eetings th e y discuss com m on problem s, p la n p ro je cts fo r the school, suggest and p u t in to e ffe c t w ays o f im p ro v in g o u r club system , and. exchange in fo rm a tio n and suggestions. S C H O L A R S H IP S O C IE T Y T h e S chola rsh ip S ociety o f W ils o n is organized under the rules o f th e C a lifo rn ia S cholarship F ede ra tion . M em bers o f th is club w ho have o u ts ta n d in g scholastic records are recognized in th e ir senior ye a r w hen th e Sealbearer’s L a m p is g ive n to every person w ho has been a m em ber fo r fo u r semesters, in c lu d in g one in the senior year. T h e S cholarship Seal is placed upon th e diplom a, and c u m u la tiv e record o f a ll m em bers w ho e a rn th is honor. M em bership is earned on th e basis o f the previous sem ester’s w o rk and an' a p p lic a tio n m ust be file d w ith th e sponsor a t th e b e g in n in g o f th e fo llo w in g semester. T en p o in ts a re re q u ire d fo r m em bership, a t le a st e ig h t o f w h ic h m u s t be earned in c u rric u lu m studies, The o th e r tw o m ay be earned in outside a c tiv itie s. F u ll req u ire m e n ts are as fo llo w s : C u rric u lu m studies— 1. A grade o f A counts 3 points. 2. A grade o f B counts 1 p o in t. 3. A passing grade below B does n o t count. 56 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 4. A grade o f F debars fro m m em bership. 5. A passing grade in p h ysica l education does n o t count, b u t a grade o f F in p h ysica l education debars. 6. S ubjects repeated fo r th e purpose o f ra is in g a grade do n o t count. O utside A c tiv itie s — 1. One p o in t is g ra n te d fo r fo u r gold “ W ” points, file d in one a c tiv ity . 2. T w o p o in ts are g ra n te d fo r e ig h t gold “ W ” poin ts file d , fo u r o f w h ic h m u s t be in one a c tiv ity . 3. C re d it fo r outside a c tiv itie s is g ra n te d fo r th e sem ester in w h ic h th e a c tiv ity is pe rfo rm e d . N o p o in ts w ill be aw arded u n til th e a c tiv ity is com pleted. 4. A c tiv itie s w h ic h receive class c re d it or fo r w h ic h pay is received are n o t classifie d as outside a c tiv itie s . C itize n sh ip R ecord— A stu d e n t m u s t have a s a tis fa c to ry citize n sh ip record a t the end o f th e sem ester in w h ic h m em b ership is earned. A tte n d a nce R e q u ire m e n t— A stu d e n t m u s t a tte n d 60 p e rce n t o f th e scheduled m eetings to m a in ta in m em bership in good standing. T ra n s fe r S tudents and Sophom ores— , 1. S tudents w ho tra n s fe r fro m o th e r schools are e lig ib le to become m em bers o f th e S cholarship S ociety and to receive S cholarship L a m p s p ro v id in g th e ir w o rk in th e school p re v io u s ly attended m eets th e req u ire m e n ts o f th e S cholarship Society. 2. Sophom ores are n o t e lig ib le fo r re g u la r m em ber ship u n til th e ir second sem ester o f h ig h school. T h e y can be associate m em bers th e f ir s t sem ester i f th e ir nam es a re su b m itte d b y th e ju n io r h ig h school. T h is gives th e m th e r ig h t to a tte n d m ee t WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 57 ings b u t n o t to vote. T h is m em bership does n o t c o u n t to w a rd a S ealbearer’s L am p. F ilin g o f A p p lic a tio n — E a ch stu d e n t is responsible fo r filin g his ow n ap p lic a tio n . T h e deadline fo r filin g a p p lica tio n s is th e second F rid a y o f th e new semester. W O O D R O W W IL S O N H IG H S C H O O L C A M P U S C LU B S A ll clubs and o rg a n iza tio n s are u n d e r the ju ris d ic tio n o f the A s s is ta n t P rin c ip a l, D ire c to r o f A c tiv itie s , and m u s t be a c tiv e ly sponsored b y a m em ber o f the fa c u lty . S tudents w is h in g to organize new clubs sh a ll consult w ith th e D ire c to r o f A c tiv itie s as to m ethods o f procedure. A s tro n o m y C lub T h e A s tro n o m y C lub is an o rg a n iz a tio n fo r th e ad vance m e n t o f celestial observation. M em bership is open to a ll w ho are in te re ste d in A stro n o m y. A fie ld trip , th e co n s tru c tio n o f telescopes, and o th e r re late d a c tiv itie s are some o f th e p ro je cts c a rrie d o u t by the m em bers. A th o s C lub The purpose o f A th o s C lub is to s tim u la te active in te re st, in itia tiv e and leadership in sports a t .W ilso n , to p ro vid e experience in liv in g and w o rk in g together, and to serve th e school and co m m u n ity. M em bership is by in v ita tio n and m em bers m u s t have a good scholastic reco rd and a keen in te re s t in sports. M eetings are every T uesday n ig h t. B o w lin g C lub T he B o w lin g C lub has a la rg e m em bership composed o f boys and g irls w ho w a n t to le a rn o r w ho are in te r ested in bo w lin g . T he club enters team s in tw o na tio n a l to u rn a m e n ts a n n u a lly. T he c lu b . m eets once a 58 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK w eek a t the M a jo r B o w lin g A lle y , and each m em ber is e n title d to reduced rate s th e ye a r round. Chess C lub T he Chess C lub is organized fo r th e sole purpose o f p la n n in g , p la y in g and e n jo y in g th e gam e o f Chess. I t is open to a n y stu d e n t w illin g to c o n trib u te to the purchase and upkeep o f Chess equipm ent. Dem os C lub T he Dem os Club, w ith a lim it o f 30 m em bers, carrie s o u t such p ro je cts as d e co ra tin g fo r gam es and m a k in g C h ristm a s baskets. P r im a rily a social o rg a n iza tio n . Dem os gives an a w a rd to the “ O u ts ta n d in g S e n io r” a t th e M a y A w a rd s Assem bly. N e w m em bers are voted in d u rin g th e fir s t m o n th o f school. F re n c h C lub T he purpose o f th e F re n c h C lub is to b rin g F re n c h stu d en ts to g e th e r and to fu rth e r th e ir know ledge o f th e F re n c h language, cu ltu re , and w a y o f life . M e m be rship is open to a ll F re n c h students, o r to anyone in te re ste d in F re n ch . A c tiv itie s include F re n c h songs, fo lk dances, and games. G uest speakers are o fte n heard. F u tu re B usiness Leaders o f A m e ric a T h is club is organized to a c q u a in t students w ho are in te re ste d in th e business fie ld o f th e g re a t m a n y op p o rtu n itie s i t o ffe rs. M a n y fie ld trip s are ta k e n each year. Speakers fro m business and in d u s try are in v ite d to m eetings to e x p la in th e ir fie ld s o f w o rk . T he o n ly m em bership req u ire m e n t is th a t you have ta k e n one sem ester o f a business education su b je ct and th a t you have a genuine in te re s t in th e business fie ld . F u tu re Teachers o f A m e ric a M em b e rsh ip is open to any stu d e n t in te re ste d in the te a ch in g profession. I t was organized to teach students about th e oppor tu n itie s in te a c h in g and to cu ltiv a te , study, and develop a b e tte r q u a lity o f stu d e n t leadership. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 59 G erm an E v e ry stu d e n t w ho is s tu d y in g o r has studied G er m an is e lig ib le fo r m em bership in the club. T h e club intro d u ce s pen-pals, send frie n d s h ip parcels to G er m an schools, arranges trip s to G erm an re s ta u ra n ts and m ovies, and sponsors a G erm an C h ris tm a s p a rty . T he purpose is to a cq u a in t students w ith th e b a ckg ro u n d o f everyday life in G erm any. J u n io r R ed Cross M em b e rsh ip is open to a ll. T hre e w o rds express th e purpose o f JR C ; Service, F rie n d sh ip , and H e a lth . The m em bers fo rm u la te plans so th a t th e e n tire school m ay p a rtic ip a te in a c tiv itie s w h ic h w ill b rin g happiness and cheer to others. J u n io r Speakers’ B u re a u T he B u re a u is n o t an o rg a n iz a tio n in th e usual sense w ith m em bership and m eetings. A s requests fo r ta lk s a re received fro m lo ca l service clubs and organiza tio n s, students s k ille d in p u b lic spea kin g are g ive n th e o p p or tu n ity to speak before these groups. S tudents w ho have p a rtic ip a te d in a n y o f these speech a c tiv itie s become m em bers o f th is o rg a n iz a tio n and m a y e arn G old “ W ” points. E n ro llm e n t in a speech class is n o t necessary. J u n io r S tatesm en o f A m e ric a T h is is an o rg a n iz a tio n w hose objectives are to m ake dem ocracy w o rk b y developing in te llig e n t citizens and m ake p o litic s a noble profession b y tra in in g fu tu re statesm en fo r A m e ric a th ro u g h study, discussion, de ve lo p m e n t o f projects, and se m i-a n n u a l le g is la tiv e ses sions. M em b e rsh ip is open to a n y stu d e n t w ho is s in ce re ly in te re ste d in problem s o f dem ocracy, m a in ta in s a “ C” average in scholarship, a “ B ” average in c itiz e n ship and w rite s an acceptable sta te m e n t o f one h u n dre d w ords on w h y he desires m em bership. K e lp K a ts T he K e lp K a ts is a s k in d iv in g club. T h e m em bers p ra c tic e th e c o m p a ra tiv e ly n e w s p o rt on e xpeditions to fcO WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK L aguna, and o th e r spear fis h in g areas. M o s t m em bers have th e ir ow n equipm ent, fin s, spears, and m asks, b u t th is is n o t necessary. M eetings d u rin g a c tiv ity period are designed fo r in s tru c tio n and the p la n n in g o f various expeditions. Key Club T he K e y C lub, sponsored by th e E a s t L o n g Beach K iw a n is C lub, is one o f th e o u ts ta n d in g service clubs a t W ils o n . T he m em bership is in v ita tio n a l and is lim ite d to tw e n ty -fiv e m em bers. M em b e rsh ip is based on p a rtic ip a tio n in school a c tiv itie s and leadership. Lambda Phi Welfare Club L a m b d a P h i w as organized fo r th e purpose o f p ro m o tin g school s p irit and d o n a tin g w e lfa re services to the school and co m m u n ity. T here is a lim ite d m em ber ship o f fo rty m em bers, and m em bership is obtained th ro u g h in v ita tio n fro m th e club. N e w m em bers are in v ite d to become m em bers a t th e fir s t o f every semes te r. As an active a ll- g irl o rg a n iza tio n , a n n u a l events are planned such as p a in tin g o f th e school tra s h cans, and th e Queen o f H e a rts B a ll, w h ic h is held in F e b ru a ry w ith a ll the proceeds g o in g to th e C ereb ra l P a lsy C h a rity . Latin Club T he L a tin Club, S.P.Q.R., seeks to fo s te r a school- w ide in te re s t in L a tin ; to give its m em bers an in creased know ledge o f th e h isto ry, custom s, and ideals o f th e a n cie n t Rom ans, o f classical m ytho lo g y, and the L a tin language its e lf; and to a ffo rd m em bers o p p o r tu n itie s fo r social e n jo ym e n t and m em bership. A n y stu d e n t w ho is now enrolled in L a tin o r w ho has had tw o o r m ore years o f L a tin is e lig ib le fo r m em bership. Lettermen’s Club T h e L e tte rm e n ’s Club, one o f th e la rg e s t clubs on th e cam pus, o ffe rs m em bership to any boy re c e iv in g an a th le tic le tte r. T he club has c o n trib u te d a g re a t deal to im p ro ve th e a th le tic p ic tu re by film in g several o f WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 61 th e fo o d b a ll games each ye a r and by e sta b lish in g a W o o d ro w W ils o n H a ll o f F am e fo r o u ts ta n d in g W ils o n A lu m n i. Some o f the clu b ’s a c tiv itie s are the L e tte r m en’s Show, th e sponsoring o f th e F a c u lty -S e n io r b a ske tb a ll game, and th e L e tte rm e n ’s Dance. Library Youth Council T he purpose o f the L ib ra ry Y o u th C ouncil is to give h ig h school students a chance to select books, records and film s and to p la n pro g ra m s fo r th e ir ow n age group. I t is also designed to encourage re a d in g and discussion o f c u rre n t events. M em bers m u s t be recom m ended by th e school o r p u b lic lib ra ria n and m u st possess a p u b lic lib r a ry card. Math and Science Club The M a th and Science C lub intro d u ce s the m em ber to advanced m ath , re c re a tio n a l problem s, and career m ath . R equirem ents fo r m em bership are to have had an advanced m a th and a science. Ming M in g C h a p ter o f A n ch o rs C lub is an h o n o ra ry leader ship club sponsored b y the L o n g B each C h a p ter o f P ilo ts In te rn a tio n a l. A w e lfa re club, M in g p a rtic ip a te s in all-sch oo l a c tiv itie s and sponsors an a n n ua l assem b ly. C andidates fo r m em bership m u s t f i l l o u t a p e titio n ; a B average and s a tis fa c to ry citize n sh ip are com pulsory. Newcomers’ Club T h is club is organized a t the b e g in n in g o f each ye a r fo r th e b e n e fit o f a ll students new to W ilso n . Social a c tiv itie s clim axed b y a dance are th e special fu n c tio n s o f th e club. Poetry Club T he P o e try C lub is an excellent o p p o rtu n ity fo r those w h o w o u ld lik e to appreciate p o e try o f a ll kin d s. M e m b e rship dues are 50c a semester. N o re q u ire m e n ts are m ade fo r m em bership except th a t one m u s t be able to a tte n d th re e -fo u rth s o f the evening m eetings. 62 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK Radio Amateur Club T he re is no previous ra d io o r e le ctro n ic experience needed fo r m em bership to th is club. I t o ffe rs e xp e rt tr a in in g w ith com petent and s k ille d in s tru c to rs , the best e q u ip m e n t and supplies fo r the be g in ne r or te ch n icia n , and a special room fo r th e le a rn in g o f code. M em bers also operate a ha m tra n s m itte r. M em bership is open to a ll students. ' Recreation Club T he club m eets a t fre e tim es d u rin g th e second semester. I t is composed o f students w ho have been in M iss H an se n ’s social liv in g classes and its purpose is to encourage p a rtic ip a tio n in re c re a tio n a l a c tiv itie s designed to develop g roup e n jo ym e n t and g ro w th . Riding Club A ll those w h o have an in te re s t in good horsem anship have an o p p o rtu n ity to jo in th e R id in g Club. W e e k ly rides and special events, such as a b re a k fa s t rid e and a rid e to K n o tt’s B e rry F a rm , p ro vid e chances fo r m em bers to fu rth e r th is in te re s t in rid in g . Rifle Club T he m em bers o f R ifle C lub receive in s tru c tio n s in th e m ainte n a n ce and care o f fire a rm s . T h e y le a rn the use o f fire a rm s , sportsm anship, and safety. P ra c tic a l d e m o n stratio n s and c h a rts enable th e m to ta k e a rifle ' a p a rt and reassem ble it. F ie ld trip s give th e m em bers th e o p p o rtu n ity to p ra ctice w h a t th e y have learned. Scripters’ Club T he S c rip te rs ’ C lub w as founded to fo s te r excellence in cre a tive w r itin g and in te re s t in lite ra ry a c tiv itie s . M em bership is secured by s u b m ittin g s a tis fa c to ry m a n u s c rip ts to th e advisor. T he m a n u scrip ts are th e n judged, and adm ission is based on the fin d in g s . M eetings are held once a m o n th a t a m em ber’s home. A n n u a l picnics are held a t the b e g in n in g and close o f each year. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 63 S k i C lub T he S k i C lub is organized p rim a r ily to give those w ho are s k i enthu sia sts a chance to fu rth e r a cq u a in t th e m selves w ith th is th r illin g m o u n ta in sport. W ils o n S k i C lub is a ffilia te d w ith th e F a r W e st S ki A sso cia tio n w h ic h o ffe rs special services to th e s k ie r and m em ber ship is open to a ll students. Besides th e num erous m o u n ta in trip s ta k e n b y the club, th e y also p la n and sponsor th e a n n u a l S k i Jum p Dance. S lide R u le C lub The Slide R u le C lub is organized each sem ester to give students n o t ta k in g a m a th o r science c u rric u lu m an o p p o rtu n ity to le a rn how to use a slide rule. T he class m eets once a w eek d u rin g th e a c tiv ity period. S tudents a re ta u g h t to m u ltip ly , divide, square and cube num bers, and to ta k e the square and cube roots o f num bers b y use o f th is in s tru m e n t. N o p a rtic u la r s k ill in m a th is necessary. E l R o jo ro o r S panish C lub Those e lig ib le fo r m em bership m u s t be s tu d y in g Spanish o r have studied it. T he p ro g ra m s a re varied, w ith com idas a t n a tive resta u ra nts, evening fie s ta and p in a ta , tra v e l pictu re s, and guest speakers. S tam p and C oin C lub E x c h a n g in g stam ps and coins to b u ild up th e ir col lection, and to le a rn m ore about th e ir o rig in s are the ch ie f objectives o f th e club. M em b e rsh ip is open to a ll in te re ste d W ils o n students. Thespians F o r those in te re ste d in d ra m a tic a rts, th e T hespian C lub o ffe rs a w id e v a rie ty o f o p p o rtu n itie s to p a rtic i pa te in d ra m a tic productions. M em bers o f th e troupe present plays d u rin g A c tiv ity P e rio d in th e Cam pus T he a tre. The club p a rtic ip a te s in T h e a tric a l C o n fe r ences and v is its lo ca l and su rro u n d in g playhouses. T he o rg a n iz a tio n is open to m em bership a fte r co m pletion 64 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK o f a specified m e e tin g a ttendance and an in d iv id u a l p re se n ta tio n o r try o u t. Ushers Club T he U shers Club, m em bers .of w h ic h usher a t a ll school assem blies and m a n y p ro g ra m s in th e M u n ic ip a l A u d ito riu m , m eets every tw o weeks. I t also sponsors a ta le n t show each ye a r to raise m oney fo r pins aw arded to o u ts ta n d in g m em bers. Water Polo and Swimming Club T h is club is open to a ll m em bers o f th e w a te r polo o r s w im m in g squads and m eets M onday, a c tiv ity period, d u rin g th e year. Spear fis h in g , beach excursions, life saving, and sum m e r beach g u a rd tr a in in g is o ffe re d to a ll m em bers. Wingfoot Club The W in g fo o t C lub prom otes in te re s t in tra c k and fie ld a th le tics. I t presents th e tro p h ie s to th e a n n ua l deca th lo n w in n e rs and has an a n n u a l Open H ouse in M arch . T he club, n u m b e rin g about f if t y m em bers, m eets o n ly d u rin g tra c k season. World Friendship Club The purpose o f th e club is to pro m o te frie n d s h ip and u n d e rs ta n d in g o f o th e r countries. A c tiv itie s consist o f guest speakers, w r itin g to pen-pals, sending packages abroad, m a k in g and sending scrapbooks abroad, and a tte n d in g club conventions. F o r m em bership, one m u s t a tte n d th re e m eetings %nd w rite a them e on a n y phase o f w o rld frie n d s h ip . Y-Teen d u b T h e purpose o f th is club is to b u ild frie n d s h ip am ong g irls . M em b e rsh ip is open to a n y g ir l a t W ils o n w ho w ishes to tr y to c a rry o u t the purpose and s p irit o f “ Y -T e e n ” and to share in th e clu b p ro g ra m . S ix h ours o f service, such as a tte n d in g m eetings and p a rtic ip a t ing, are req u ire d each m on th . Some o f the a c tiv itie s are dances, cake sales, bazaars, hayrides, and coed camps. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 65 GOLD “W” POINT SYSTEM T he G old and Jew eled “ W ’s” are a m eans o f g iv in g re c o g n itio n to in d iv id u a l students w ho have g ive n o u t s ta n d in g service in the fie ld s o f S tu d e n t G overnm ent, A th le tic s , M usic, and club a c tiv itie s . T h e m a x im u m n u m b e r o f p o in ts th a t m ay be earned in a ll a c tiv itie s are liste d in th e fo llo w in g p o in t system . The d e te rm in in g fa c to rs in the num b e r o f p o in ts to be earned by each in d iv id u a l stu d en t are: 1. A tte n d a nce a t m eetings. 2. A m o u n t o f tim e devoted to th e a c tiv ity . 3. A c tu a l w o rk and p a rtic ip a tio n . Point Sheet: A t th e end o f each sem ester a G old “ W ” P o in t Sheet m u s t be c irc u la te d b y students d e sirin g to e arn a G old o r Jew eled “ W ” . T he P o in t Sheet rriust be signed b y th e fa c u lty sponsor o f each a c tiv ity g roup v e rify in g the n u m b e r o f p o in ts received. A m a x im u m o f 30 p o in ts per sem ester m ay be earned d u rin g th e Soph and J u n io r years and 40 p o in ts in th e S enior year. Total Points Required: ,1 . G old “ W ” — 100 poin ts 2. Jew eled “W ” — 150 p o in ts S ta rre d O ffic e s : O ffice s are sta rre d a cco rd in g to th e ir im p o rta n ce and tim e involved. O ffice s to ta llin g F O U R sta rs is th e m a x i m um a n y stu d e n t m ay ho ld d u rin g th e sem ester. Group I. Student B o d y Government P o in ts 1. * * * * S tu d e n t B o d y P re s id e n t.................................... 0-20 2. * * * * V ice P re sid e n t ............................... 0-18 3 * * ** S e cre tary ................................................... '.............0-16 4. * * * * Gov. o f E n te rta in m e n t— 1st Sem ester........ .0-15 — 2nd Sem ester...........0-13 66 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 5 * * * * A ll o th e r G overnors......................................... ......0-13 6. Class: S enior A * * * * P re s id e n t .................................................................. 0-15 ** V ic e P re sid e n t ....................................................... 0-10 * S e cre tary ................................................................. 0-10 C o m m itte e C h a irm a n ......................................0-7 C o u n cil ......................................................................0-6 J u n io r A ** * P re sid e n t ................................. 0-12 * V ice P re sid e n t ....................................................... 0-9 * S e cre tary ............................ .....................................0-9 C o m m itte e C h a irm a n .........................................0-7 C o u n cil ..................... ................................................ 0-6 S enior B, J u n io r B, Sophom ore A & B * * P re s id e n t (S e n io r B P re sid e n t 3 S ta rs ***)..0 -1 0 * V ice P re sid e n t ....................................................... 0-9 * S e cre tary ..................................................................0-9 C o m m itte e C h a irm a n ............................... .......0-6 C o u n cil .................................... .................................0-5 7. ** Suprem e C o u r t............................................................0-12 8. S tu d e n t C o u rt: * * C h ie f Ju stice .........................................:............... 0-12 * A ssociate Judge ................................................... 0-10 * P ro s e c u tin g A tto rn e y .......................................0-9 9. * M em bers o f L e g is la tu re ............................................ 0-8 10. * C om m issioners ..............................................................0-8 * H ead C om m issioners ....................... .0-10 11. G irls ’ League: * * * * P re s id e n t ..............................................................0-12 ** O th e r O ffic e rs .;.... ..................... ...................... 0-10 * (Com m ittee M em bers ...... ..............................0-8 C o m m itte e M em bers ........................'.............. 0-5 12. G.A.A. * * * P re sid e n t .................................................................. 0-10 * O th e r O ffic e rs ....................................................... 0-8 C o m m itte e C h a irm a n .........................................0-5 C om m ittee M em bers ...........................................0-2 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 67 G roup n . B oys A th le tic s 1. V a rs ity , J.V., Bee, Cee a. Team P la ye rs ................ 0-10 b. F in a lis t (league) o r cham pions o f CTF ..... 0-5 (m a xim u m per season) c. M anagers ......................................................................0-9 d. T eam C aptains ........................... 0-12 e. In tra m u ra l : M em bers o f each sp o rt te a m ..................................0-3 F in a lis ts in each s p o rt..................... ...................... 0-5 G roup I I I . G irls ’ A c tiv itie s 1. B ru in e tte s * P re sid e n t (year) ..........................................................0-9 O th e r O ffice s ...............................................................0-6 M em bers .............................................. 0-7 2. O th e r A c tiv itie s * Song L e a de r (y e a r)..................................................... 0-10 * F la g G irls (y e a r)........................................................0-10 * D ru m M a jo re tte s (year).................... 0-10 * “ B ” Song Leaders (y e a r)............................................0-7 G A A . Season ....................................................................0-3 E a ch s ta r .......................................................................0-2 G roup IV . C lubs, A 1. S cholarships 5. In te r-C lu b C o u n c il 2. Thespians 6. J u n io r Red Cross 3. S crip te rs 7. K e y C lub 4. J u n io r S tatesm en 8. L e tte rm e n ’s C lu b (The A s s is ta n t P rin c ip a l in charge o f a c tiv itie s and the B o a rd o f G overnors sh a ll have th e pow er to establish th e n u m b e r o f p o in ts fo r a n y new g roup o r club.) * * P re sid e n t .............................................................................. 0-10 O th e r O ffice s .................................... . ' ..................0-5 S ecretary ....................................................... 0-7 C h a irm a n o f C om m ittees............................................... 0-4 C om m ittee M em bers ..................................................... 0-3 O th e r M e m b e rs ....................................................................02 68 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK G roup b. 1. A ll o th e r clubs except U shers * P re sid e n t ...................................... 0-6 O th e r O ffice s .............................. 0-5 C h a irm a n o f C om m ittees ............... 0-4 C om m ittee M em bers ...............................0-3 o th e r M em bers .........................................0-2 2. U shers * H ead U sher .................................... 0-7 U shers ............................................................0-6 G u ard o f H o n o r .........................................0-1 G R O U P V . G E N E R A L , A C T IV IT IE S 1. C am panile, L oudspeaker * * * * E d ito r ...... 0-15 ** A s s is ta n t E d ito r ...... 0-12 * Business M a n a g e r ............................................... 0-13 * Page, D e p a rtm e n t E d ito rs ...............................0-12 * * A d v e rtis in g M a n a g e r .....................................0-13 O th e r m em bers o f s t a f f ....................:............... 0-6 2. L a F u e n te ** * E d ito r ........................................................................ 0-12 A s s is ta n t E d ito r ................................................... 0-6 A r t E d ito r ................................................................0-6 A d v e rtis in g M a n a g e r ...................................0-6 B usiness M a n a g e r ............................................ ...0-6 O th e r m em bers o f s t a f f .....................................0-3 3. F in e A rts (D ra m a , B and, O rchestra, Glee, C h o ir;) M anagers o r O ffic e rs ....................................................0-12 L ib ra ria n s ...........................................................................0-11 O th e r m em bers ................................................................0-10 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 69 4. M a jo r School P ro d u ctio n s (O N L Y O peretta, C h ris tm a s P lay, A ll-S ch o o l P la y and W a te r Show.) ** M a jo r R oles ...... ,...................................................0-10 M em bers o f C ast ................................................. 0-5 S tu d e n t D ire c to r ................................................... 0-8 P ro m p te r ..................................................................0-6 Sales A d M an a g e r ..... ....................................... 0-4 Stage-C ostum e .....................................................0-10 M em ber o f O rch., B and, Glee, C hoir, D ance ....................................................... 0-5 5. P u b lis S peaking C o m m u n ity speaking (per each event) ........0-4 School Contests ..................................................... 0-6 6 * Y e ll Leaders (year) ............................................. 0-10 * “ B ” Y e ll Leaders (yea r) .......................’ .......... 0-7 7. P ro je c tio n C rew M e m b e rs ..................................... 0-5 8. * C h e m is try , P hysics Team ........................... 0-8 9 S tu d e n t S tore M a n a g e r ...............................................0-10 10. M o n ito r .........-.......:................. 0-3 11. M e rito rio u s Service to the School ............................0-8 (W IT H A D M IN IS T R A T IO N A P P R O V A L ) C 'f i ) 70 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK A T H L E T IC A W A R D S — C O AS T L E A G U E These reg u la tio n s serve as a m odel fo r schools o f the Coast League. E m p h a sis on R e co g n itio n n o t C om pensation—L e tte rs and o th e r a th le tic aw a rd s are g ive n in “ re c o g n itio n ” fo r o u ts ta n d in g a th le tic achievem ent and service to th e school, n o t as “ com pensation” fo r services rendered. V io la tio n s —V io la tio n s o f the rules re g u la rly adopted b y th e school should be penalized b y the fo rfe itu re o f th e le tte r and e lig ib ility fo r fu rth e r in te r-s c h o la s tic a th le tic co m p e titio n u n til re in sta te d by a com m ittee o r ganized w ith in th e school fo r th is purpose. C itize n sh ip O b lig a tio n s— One o f th e o b lig a tio n s th a t th e w e a re r o f an a th le tic le tte r should assume is to conduct h im s e lf a t a ll tim es in such a w a y as to b rin g c re d it to th e coach, th e team , and th e school. L e tte rs should be used to pro m o te good citize n sh ip . N o boy m ay be R a n te d a n y a w a rd w ho is n o t in good scholastic and citize n sh ip s ta n d in g a t th e tim e o f p re se n ta tio n o f th e aw ard. T he a w a rd subsequently m ay be m ade i f and w hen the above co n d itio ns are m et, p ro vid e d th a t th is be accom plished w ith in th e sem ester in w h ic h th e le tte r is earned. T h e p rin c ip a l is to be responsible fo r en fo rc in g th is reg u la tio n . N o le tte rs o r o th e r aw a rd s are to be g ra n te d except upon th e reco m m en d a tio n o f th e coach and a p p ro va l by th e B o a rd Of G overnors. T o be e lig ib le fo r a n y aw ard, students m u s t have com plied w ith a ll tra in in g re g u la tio n s established b y th e coach and approved b y the p rin c ip a l. O w ne rsh ip — A le tte r is considered th e p ro p e rty o f the school u n til th e stu d e n t w ith d ra w s o r graduates, a t w h ic h tim e i t becomes th e p ro p e rty o f th e in d iv id u a l to w h o m th e le tte r has been aw arded. R e la tiv e Im p o rta n c e o f D iffe re n t S ports—In te r-s c h o l- a stic a th le tic a c tiv itie s are a ll to be considered as o f th e same im p orta n ce . D iffe re n tia tio n in to m a jo r and WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 71 m in o r sports is discouraged, as is a n y d is c rim in a tio n a g a in st “ class” team s. L ife Passes—N o school sh a ll a w a rd life passes to its le tte rm e n . L e tte rs fro m O th e r Schools—N o s tu d e n t s h a ll be a l low ed to w e a r a le tte r n o t g iven b y th e school in w h ic h he is le g a lly enrolled. S pecial A w a rd s— G ra n tin g special a w ards to team s by a n y person o r g ro u p o th e r th a n th e a u tho rize d school o rg a n iz a tio n charged w ith th is fu n c tio n is p ro h ib ite d . A th le tic L e tte rs —P u ll b lo ck le tte rs should be reserved fo r in te r-s c h o o l a th le tic aw ards and should n o t exceed th e prescribed size o f th e le tte rs as lis te d below : Class A 8 inches o r 7" fo r double le tte rs. “ W ” , etc. Class B 6 inches Class C 5 inches C lass D 4 inches N o te : W h e re v e r p ip in g o r o th e r device is used, the over a ll dim ensions s h a ll n o t exceed th e prescribed size o f the le tte r. M anagers— 1. M anagers are n o t e lig ib le fo r a rm bands. 2. T h e le tte rs “ M g r.” are to be fix e d p e rm a n e n tly to th e le tte r. 3. T he le tte r w ill be o f th e f u ll b lo ck type. 4. M a n a g e r le tte rs can o n ly be g ra n te d upon recom m en d a tio n o f th e coach. Y e ll and Song Leaders— 1. A re e lig ib le fo r 8-inch b lo ck le tte rs w ith m ega phone as a b a ckg ro u n d o r superim posed across th e le tte r. 2. A re n o t e lig ib le fo r a rm bands. 3. M u s t have recom m endation o f sponsor o r stu d en t o rg a n iz a tio n charged w ith th a t resp o n sib ility. 72 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 4. Sweaters, le tte rs o r o th e r p a rts o f th e ir u n ifo rm s p ro vid e d by th e school .are th e p ro p e rty o f th e school. S tars— S tars sh a ll be used e xclu sive ly to in d ic a te the “ seasonal” team c a p ta in (o r cap tains) and are to be w o rn on th e le ft shoulder above th e a rm stripes. Id e n tify in g S ports E m b le m s— A p p ro p ria te em blem s in d ic a tin g th e s p o rt fo r w h ic h th e le tte r is g ra n te d are to be used to d is tin g u is h betw een sports. T ea m C la s s ific a tio n —N o le tte r o r o th e r m a rk is need ed to in d ic a te team c la ssifica tio n . T he size o f the le tte r its e lf in d ica te s th e class. Seniors—U pon th e recom m endation o f th e coach and a p p ro va l by th e B o a rd o f G overnors, a senior w ho has been o u t fo r the team fo r a t le a st th re e years m ay be g ra n te d a le tte r. U nnecessary D e co ra tio n s—A ll unnecessary le tte rs o r num bers should be e lim in a te d fro m le tte rs. Sleeve S tripes— 1. O n ly one s trip e can be earned each year. 2. A s trip e applies to th e le tte r bein g w o rn and m u s t correspond as to class and sport. 3. L e tte rm e n on “ class” team s are e lig ib le fo r a rm bands u n d er the con d itio ns m en tio n e d above. 4. S trip e s above elbow. 5. A d d itio n a l stripe s m ay be ordered on sw eater i f covered, u n til elig ib le to be w o rn. 6. A v a rs ity s trip e m ay n o t be su b stitu te d fo r a w e ig h t le tte r strip e . E xa m p le ; T w o years o f “ B ” c o m p e titio n and one ye a r o f v a rs ity co m p e titio n . T he “ B " le tte r m ay be w o rn w ith tw o stripes, o r th e v a rs ity le tte r m ay be w o rn w ith one stripe. Special C ham pionship A w a rd s— 1. W in n e rs o f League Class “ A ” cham pionships are e lig ib le fo r a p p ro p ria te gold a w a rd s: S ilv e r fo r WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 73 Class “ B ” and J u n io r V a rs ity , and gold-bronze fo r Class “ C” o r “ D ” . 2. T he g ra n tin g o f aw ards o f unusual in trin s ic value such as sw eaters is p ro h ib ite d . 3. N o aw ards are to be given fo r a n y lo ca l cham pionship, i.e., c ity , etc., except those w h ic h have been a p a rt o f a p o lic y in a c o m m u n ity fo r a long p eriod o f tim e. T h is w o u ld inclu d e such as local press aw ards, p ro vid e d th e y are o f a “ C E R T IF I C A T E ” type, n o t m edals o r trophies. R e q u ire m e n ts . fo r L e tte rs — P a rtic ip a tio n in a t least 50% o f th e contests scheduled fo r a given team sh a ll be th e general sta n d a rd fo r q u a lific a tio n . A ll recom m endations should o rig in a te w ith the in d i v id u a l coach and be approved b y th e d e p a rtm e n t head. T he stu d e n t g o v e rn in g board vested w ith such a u th o rity should approve a ll recom m endations s u b m itte d by the d e p a rtm e n t head. W h e n the above q u a lific a tio n s have been m e t the m a x im u m n u m b e r o f le tte rs w h ic h m ay be approved fo r any d ivisio n o f a n y team , in c lu d in g seniors w ho m ay have been recom m ended, sh a ll be as fo llo w s : F o o tb a ll 30 J u n io r V a rs ity F o o tb a ll 22 Cross C o u n try 12 B a s k e tb a ll 15 Class “ A ” T ra c k 24 Class “ B ” T ra c k 18 Class “ C” T ra c k 12 B aseball 15 J u n io r V a rs ity B aseball 15 T en n is (9-M an T eam ) 15 G o lf (6-M an T eam ) 10 Class “ A ” S w im m in g 18 Class “ B ” S w im m in g 16 Class “’C” S w im m in g 12 G ym nastics 20 W a te r P olo 15 74 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK W h e re no Class “ B ” , “ C” o r “ D ” co m p e titio n is held in a sport, aw ards m a y be m ade to th e J u n io r V a rs ity o r Sophom ore Team , p ro vid e d th e team has played th ro u g h an approved schedule o f a t least fiv e (5) games o r contests. L O C A L S C H O O L E L IG IB IL IT Y R U L IN G S 1. A fte r grades o r d e ficie n cy notices have been given, these sh a ll d e term in e th e e lig ib ility fo r th e n e x t q u a rte r. 2. T he date te rm in a tin g th e q u a rte r includes the F r i day and S a tu rd a y o f th a t fiv e -w e e k period. 3. A q u a lify in g le tte rm a n m u s t be e lig ib le a t th e tim e o f th e aw ard. 4. T he rules o f th e C a lifo rn ia In te rs c h o la s tic F ed e ra tio n sh a ll a p p ly to a ll team s co m p e tin g fo r th e W o o d ro w W ils o n H ig h School. 5. N o stu d e n t sh a ll be allow ed to com pete on a n y team unless he has c le a rly established his e lig ib ility by filin g th e p ro p e r cards fo r th a t purpose. I t is re q u ire d th a t a ll p a rtic ip a n ts in th e a th le tic p ro g ra m show e vi dence o f h a v in g personal a th le tic a ccident insurance, e ith e r o f th e C .I.F . A .P .F . fo rm , o r a s im ila r fo rm . 6. T he ■ W o o d ro w W ils o n H ig h School S tu d e n t B o d y is n o t le g a lly responsible fo r in ju rie s received b y s tu dents w h ile p a rtic ip a tin g in th e a th le tic p ro g ra m and b ills fo r m edical service w ill n o t be p a id unless the p ro p e r re q u is itio n has been m ade A N D A P P R O V E D b y th e B o a rd o f G overnors before th e service is rendered. E v e ry stu d e n t ta k in g p a rt in school a th le tic s m u st secure a signed sta te m e n t (blue ca rd ) fro m h is parents relea sin g th e S tu d e n t B o d y fro m a n y lia b ility fo r in ju rie s and assum ing fin a n c ia l re s p o n s ib ility fo r a th le tic eq u ip m e n t used. E v e ry stu d e n t ta k in g p a rt in school a th le tic s should ta k e o u t in su ra n ce in th e C a lifo rn ia In te rs c h o la s tic F e d e ra tio n P ro te c tio n F u n d o r be covered w ith an in surance com pany o r some o th e r c a rrie r. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 75 7. A ll a th le tic e q uipm ent issued fo r a n y s p o rt m u st be re tu rn e d w ith in tw o w eeks a fte r th e close o f th e season fo r th a t sport. F a ilu re to re tu rn the m a te ria l in th a t tim e w ill re s u lt in in e lig ib ility unless s a tis fa c to ry set tle m e n t is made. 8. A n y boy re c e iv in g in ju rie s th a t re q u ire m edical a tte n tio n sh a ll n o t be allow ed to p a rtic ip a te in a th le tic s u n til the a tte n d in g p h ysicia n o r fir s t aid d ire c to r has c e rtifie d to th e p h ysica l fitn e ss o f th e boy. 9. A n y boy q u a lifie d to w e a r a le tte r sw eater m u s t receive a p u rch a sin g o rd e r fro m th e P h ysica l E d u c a tio n D e p a rtm e n t before he m a y purchase same. 10. N u m b e r o f strip e s on sleeve m u s t co n fo rm to th e n u m b e r o f le tte rs aw arded in th e same d iv is io n o f the same sport. 11. A w a rd s sh a ll be m ade som etim e d u rin g th e la s t m o n th o f each sem ester. 12. T he “ e q u iva le n t o f a sem ester” m eans th e com ple tio n o f a t least fo u r u n its o f w o rk as de fin ed by, the rules o f th e S tate B o a rd o f E d u ca tio n . 13. T he m in im u m tim e o f attendance regquired in o rd e r to m ake a stu d e n t e lig ib le the fo llo w in g sem ester sh a ll n o t be less th a n 10 weeks. 14. N o stu d e n t m a y p la y on a n y team o th e r th a n his h ig h school team d u rin g the school season fo r th a t p a rtic u la r sport. A n y stu d e n t g u ilty o f an in fra c tio n o f th is ru le is d is q u a lifie d fro m a ll branches o f a th le tic s d u rin g th e c u rre n t season, and th e games in w h ic h such students p a rtic ip a te d d u rin g and a fte r th e in fra c tio n o f th e ru le sh a ll be fo rfe ite d . 15. D u rin g the school season o f a n y sport, no stu d en t m ay com pete in b o th a school te a m and a non-school team , in e ith e r th e same o r o th e r sports. 16. A n y boy w ho takes p a rt in an e x h ib itio n o f b o xin g or w re s tlin g n o t u n d e r th e d ire c t c o n tro l o f his school, sh a ll be d isb a rre d fro m fu rth e r h ig h school co m p e titio n 76 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK fo r the p e riod o f one ye a r fro m the date o f the la s t offense. 17. A ll C .I.F. E lig ib ility R ules a p p ly a t a ll games, in c lu d in g p ra ctice games. 18. T he b irth d a y g ive n by a boy on e n te rin g h ig h school sh a ll re m a in th e o ffic ia l date w h ile he is in h ig h school, and his age ca n n ot be reduced except by legal evidence in the fo rm o f a b ir th c e rtific a te o r a c e rtifie d copy o f said b ir th c e rtific a te . 19. In a c ity system h a v in g m ore th a n one h ig h school, i f a boy is tra n s fe rre d by th e B o a rd o f E d u c a tio n o r the S u p erintendent, fo r a d m in is tra tiv e purposes, fro m one school to another, he sh a ll be e lig ib le a t once to com pete even th o u g h his p a rents do n o t m ove in to the new d is tric t. 20. A stu d en t m u s t be in re g u la r attendance a t school on the day he takes p a rt in a n y in te r-sch o o l co m p e titio n . 21. A n a th le te m u s t select one s p o rt and co n tin ue th ro u g h o u t the e n tire season to be e lig ib le fo r a le tte r in th a t sport. 0 . I. F . E L I G m iL I T Y R U L E S 1. A p u p il w ho has reached his 19th b irth d a y p rio r to S eptem ber 1 o f th e school ye a r sh a ll n o t com pete in a n y gam e o r m eet w ith a n o th e r school. 2. T he A .A .U . d e fin itio n o f an a m a te u r sh a ll p re v a il in th e F e d e ra tio n and is as fo llo w s : A n a m a te u r s p o rts m a n is one w ho engages in s p o rt solely fo r the pleasure and physical, m e n ta l o r social b e n efits he derives th e re fro m , and to w h o m s p o rt is n o th in g m ore th a n an avocation. F u rth e rm o re , an a m a te u r is one w ho has never used and is n o t now u sin g his know ledge o f a th le tic s k ill fo r gain. H e s h a ll n o t have played on a n y team in w h ic h th e re w ere p aid players. A p aid p la ye r o r one w ho uses his a th le tic s k ill fo r g a in is in te rp re te d as one w ho re ceives m oney in excess o f the a m o u n t necessary to WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 77 cover a c tu a l h o tel b ills and a c tu a l fares fo r tra n s p o r ta tio n . 3. N o p u p il sh a ll com pete in a th le tic contests w ith a n o th e r school a fte r he has been in attendance e ig h t semesters. T en w eeks o r over sh a ll co u n t as a sem ester’s attendance. P a rtic ip a tio n in one o r m ore a th le tic con tests, in c lu d in g p ra c tic e games, betw een team s o f d if fe re n t schools o r o rg a n iza tio n s sh a ll cou n t as a semes te r’s attendance. ,4. A g ra d u a te fro m a n y h ig h school o r academ y sh a ll be in e lig ib le to compete. 5. N o p u p il sh a ll ta k e p a rt in a n y gam e o r contest un d e r th e auspices o f th is F e d e ra tio n w h o has n o t been a m em ber o f th a t h ig h school fo r a t le a st 10 weeks o f th a t sem ester im m e d ia te ly preceding. T h is ru le does n o t a p p ly to p u p ils e n te rin g fro m an e ig h th grade n o r to p u p ils passing th re e u n its o f n in th grade w o rk in a ju n io r h ig h school d u rin g th e p receding semester. 6. A p u p il w ho is com pelled to tra n s fe r fro m one h ig h school to a n o th e r m u s t have been e lig ib le - u n d e r th e rules o f th e . C .I.F. in th e school fro m w h ic h he tra n s fe rre d and m u s t b rin g evidence th a t he was com pelled to tra n s fe r on account o f a change- in residence o f his p a rents o r legal g u a rd ia n . 7. N o stu d e n t sh a ll com pete in any gam e w ith a n o th e r school w ho is n o t m a k in g a passing grade in fo u r re g u la r subjects o f n ew w o rk . (P h ysica l E d u c a tio n m ay be one o f th e fo u r.) B y new w o rk is m e a n t studies w h ic h students have n o t a lrea d y ta k e n o r w h ic h th e y have n o t p re vio u sly m ade a passing grade. A passing grade in new w o rk sh a ll be construed to m ean th a t th e p u p il m u s t'h a v e a passing grade in each o f th e subjects fo r a ll w o rk com pleted b y th e class d u r in g th e c u rre n t sem ester to date o f c e rtific a tio n . I f any in com plete o r c o n d itio n a l grade is given on the fin a l day o f th e «semester th a t school is in session, it m a y n o t be construed as one o f the fo u r u n its o f w o rk re q u ire d fo r e lig ib ility . 78 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK N o t m ore th a n tw o -th ird s o f the re q u ire d n u m b e r of u n its m ay be m ade in one su b je ct; as fo r exam ple, in a g ric u ltu re , p rin tin g , m an u a l tra in in g , m usic, etc. W o rk in p h ysica l tra in in g and m ilita ry d r ill sh a ll n o t be counted am ong re q u ire d u n its o f w o rk . 8. T he p rin c ip a l o f each school sh a ll be held respon sible fo r th e a m a te u r s ta n d in g and e lig ib ility o f his team s u n d e r these rules and sh a ll c e rtify to each m em b e r in th e lin e -u p to be exchanged w ith th e opposing team before th e contest, u sin g th e sta n da rd b la n k fo rm s to be supplied by the C .I.F . S o u th e rn Section. 9. In the event th a t a m em ber o f a team is show n to have been in e lig ib le fo r a contest in w h ic h he has p a rtic ip a te d , th e e n tire school becomes lia b le to suspen sion fro m in te r-sch o o l a th le tic s fo r th e re m a in d e r o f the school ye a r o r fo r th e succeeding sem ester i f th e v io la tio n occurs d u rin g the s p rin g sem ester. 10. A v is itin g team sh a ll n o t be recognized by the ca p ta in o f th e hom e team o r by th e p rin c ip a l o f the school unless accom panied by a fa c u lty re p re se n ta tive w ho sh a ll be responsible fo r th e co nduct and lin e -u p o f his team , and it sh a ll be the d u ty o f th e respective fa c u lty representatives in charge o f th e team s to ex change c e rtifie d lis ts o f th e co n te stin g players. The nam es o f a ll sub stitute s sh a ll be re p o rte d to the opposing team by an o ffic ia l a t th e tim e o f the s u b s titu tio n . 11. Schools u n d er th e ju ris d ic tio n o f the C .I.F . S o u th e rn S ection sh a ll n o t p la y in e lig ib le m en a t a n y tim e, even in p ra c tic e games w ith schools u n d e r the C .I.F. A n y school v io la tin g a n y o f th e above rules is lia b le to suspension fro m p a rtic ip a tio n in such sp o rt fo r the succeeding season. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 79 GIRLS’ ATHLETIC ASSOCIATION T he purpose o f th is o rg a n iz a tio n sh a ll be to create and to pro m o te a g re a te r enthusiasm a m ong h ig h school g irls fo r re c re a tio n a l a c tiv itie s as an essential p a rt o f a w e ll-ro u n d e d life ; to encourage and develop good sp o rts m anship, frie n d lin e ss, leadership, in te g rity , and lo y a lty to 'th e school and to th e G irls ’ A th le tic A ssociation. Membership: M em b e rsh ip is open to a ll g irls in W o o d ro w W ils o n H ig h School. U pon re c e iv in g c re d it in a n y G .A.A.- sponsored a c tiv ity a g ir l a u to m a tic a lly becomes a m em b er o f the G irls ’ A th le tic A ssociation. G irls tra n s fe rrin g to W ils o n fro m o th e r schools m u s t be a ctive fo r one season before th e ir p o in ts w ill be counted to w a rd e a rn in g a n y aw ard. Officers: T he g o v e rn in g body o f th e A sso cia tio n is th e E xe cu tiv e B o a rd and S ports C ouncil. T he E xe cu tive B o a rd consists o f; th e P resident, F irs t and Second V ice P re s i dents, C orre sp o n d ing and R e co rd in g Secretaries, H is to ria n , and tw o Sophom ore R epresentatives. T he y m eet each F rid a y a fte r school. I t is the d u ty o f th e B o a rd to p la n and organize a ll business and a c tiv itie s o f the A ssociation. T he S ports C o u n cil is composed o f the P re sid e n t o f “ W ” C lub, and th e P residents o r M anagers o f a ll G .A.A. sports clubs. T he C ouncil m eets w ith the E xe cu tive B o a rd tw ice a m o n th to help plan, organize and co o rd in a te G .A.A. a c tiv itie s . Elections : T he election o f o ffic e rs is held on the T uesday a fte r th e S tu d e n t B o d y E lectio n s. I t is ru n on a m a jo rity basis. Requirements for Officers: S a tis fa c to ry health. 80 • WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK A p p lic a n ts m u s t be a ctive in G A A . and re m a in a ctive th ro u g h o u t th e ir te rm o f o ffice . O ffic e rs o f th e E xe c u tiv e B o a rd m u s t have a B sch o la rsh ip average w ith no F 's and an S average in citize n sh ip . C andidates fo r P re sid e n t m u s t have served p re vio u sly on th e E xe cu tive B o a rd o r S ports C ouncil. M em bers o f th e S ports C ouncil m u s t have a C schol a stic average w ith no F ’s and an S average in citize n sh ip . Major Activities of GAA.: W elcom e R a lly fo r new g irls . H a llo w e e n P a rty . G irls ’ League and G .A.A. F ash io n Show. T ri-S c h o o l C o u n cil M ee tin g s w ith P o ly and Jordan. G .A.F. Leaders Conference. 9-A P layday. . In s ta lla tio n and A w a rd s T ea (M o th e r and D a u g h te r). F a ll Sem ester aw ards are presented and S p rin g S em ester o ffic e rs are in sta lle d . M o th e rs are in v ite d as honored guests. A w a rd s B a n q u e t T h is is the c u lm in a tio n o f th e y e a r’s a c tiv itie s fo r G .A.A. E m blem s, le tte rs, stars, o u ts ta n d in g p la ye r plaques, and o th e r special aw ards are presented a t th is tim e . O ffic e rs fo r the F a ll Sem ester are in sta lle d . Participation: P a rtic ip a tio n in sports a c tiv itie s is counted by “ sea sons” . A “ season” is com pleted w hen a g ir l attends th re e -fo u rth s o f a ll re q u ire d m eetings and practices. T hree G old “ W ” p o in ts can be earned fo r each season, a lth o u g h G .A.A. c re d it m a y be received in o n ly th re e seasons each sem ester. T h is does n o t in clu d e leader ship o r service p a rtic ip a tio n . WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 81 S portsdays: In te r-s c h o o l co m p e titio n in the fo rm o f sportsdays is a ffo rd e d p a rtic ip a n ts in a lm ost a ll sports a c tiv itie s . A ll Coast Leagrue schools are represented a t sportsdays w h ic h a re held once each q u a rte r a t d iffe re n t schools. S ports C lubs: The purpose o f the sports clubs is to develop sp o rts m anship, and an in te re st, know ledge, and s k ill in th e va rio u s fie ld s o f a th le tic a c tiv itie s . A n em blem is aw arded to each g ir l re c e iv in g c re d it in any club. In d iv id u a l S ports: B a d m in to n and P in g P ong—In s tru c tio n in th e fu n dam entals o f these tw o games is g ive n to a lim ite d n u m b e r o f g irls . T o u rn a m e n ts w ith o th e r schools are held each semester. B o w lin g — C oeducational. T he g irls receive fu ll G.A.A. cre d it. T he club m eets once a w eek a fte r-sch o o l a t a lo ca l b o w lin g a lle y fo r in s tru c tio n and ro u n d ro b in to u rn a m en ts. M em bers also p a rtic ip a te in m an y loca l and n a tio n a l to u rn a m en ts. C lub a c tiv itie s are fu rth e r described u n d er school clubs. Social and M od e rn D ance— C oeducational. G roups are fo rm e d a c co rd in g to in d iv id u a l a b ility . Special t r y outs are held fo r th e groups p a rtic ip a tin g in school productio n s. S ocial d a n cin g is held in the g irls ’ gym once a w eek d u rin g a c tiv ity periods and a fte r school. G o lf—T he G o lf C lub a tte m p ts to create an in te re s t in th e gam e o f g o lf by g iv in g g irls a basic k n o w l edge o f th e gam e in s tru c tio n in th e fu n d a m e n ta l strokes. F re e in s tru c tio n is g iven by M r. George L a k e a t th e R e crea tio n P a rk G o lf Course. R id in g — C oeducational. T h is club is composed o f be g in n in g and advanced rid ers. M eetings are held a t a lo ca l stable every F rid a y . In s tru c tio n is g iven to a ll m em bers and m an y lo n g rides are planned. 82 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK S tre a m lin e rs — S tre a m lin e rs is organized to help g irls overcom e th e ir posture d iffic u ltie s . I t also teaches m o d e lin g and h a ir s ty lin g . S tu n ts and T u m b lin g —In s tru c tio n is given in the fu n d a m e n ta ls o f tu m b lin g and th e g irls have an op p o rtu n ity to le a rn new a cro b a tic stunts. S w im m in g — S w im m in g C lub is composed o f the W a te r B a lle t and the A dvanced S w im m in g groups. The A dvanced sw im m e rs le a rn d iv in g , w a te r sa fe ty and J u n io r and S enior Red Cross L ife S aving. W a te r B a lle t consists o f g irls in te re ste d in p e rfe c tin g th e ir s w im m in g strokes, and le a rn in g the fu n d a m e n ta ls o f w a te r b a lle t and synchronized sw im m in g . T en n is—A basic know ledge o f th e gam e and in s tru c tio n in th e fu n d a m e n ta l stroke s is o ffe re d b y the b e g in n in g te n n is club. F o r g irls w ith m ore ad vanced a b ility , co m p e titio n is held fo r places on the V a rs ity and J u n io r V a rs ity te n nis team s. L a d d e r to u rn a m e n ts are conducted fo r bo th team s. T he top te n advanced players p a rtic ip a te in in te r-sch o o l to u rn a m e n ts and sportsdays. T eam S p o rts: V o lle y b a ll, b a sketball, speedball o r fie ld hockey, and s o ftb a ll are th e team sports o ffe re d d u rin g th e firs t, second, th ird and fo u rth q u a rte rs, respectively. E ach sp o rt m eets tw ic e a w eek d u rin g its p a rtic u la r q u a rte r. Team m em bers m ay p a rtic ip a te in one sportsday each season. G irls ’ A th le tic A w a rd s : G .A.A. P in —W h e n a g ir l has earned c re d it in tw o s p o rt seasons and o n e -h a lf leadership o r service p o in t, she is e n title d to w e a r th e G irls ’ A th le tic A sso cia tio n pin. S ports E m b le m s—A t the end o f each season an em blem rep re se n tin g each s p o rt in w h ic h c re d it is re ceived is aw arded to a ll p a rtic ip a n ts . WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 83 M in o r “ W ” —T he m in o r le tte r sh a ll be aw arded fo r c re d it earned in fiv e seasons d ivid e d as fo llo w s : 1 season o f leadership o r service (see below ). 4 seasons o f sports w ith a m in im u m o f 1 season in team sports and 1 season o f in d iv id u a l sports M a jo r “ W ” — T he m a jo r le tte r sh a ll be aw arded to a ll q u a lifie d G.A.A. m em bers w ho have earned as fo llo w s : M in o r “ W ” 1 season o f leadership o r service 4 seasons o f sports w ith a m in im u m o f 1 season in team sports and 1 season i f in d iv id u a l sports S a tis fa c to ry h e a lth (d o c to r’s e xa m in a tio n ) H a b itu a l B posture S a tis fa c to ry personal appearance, sportsm anship and a ttitu d e . S ta r—A s ta r sh a ll be aw arded fo r c re d it received in each tw o seasons beyond th e M a jo r “ W ” . L eadership and Service— P o in ts m ay be aw arded fo r th e fo llo w in g : G .A.A. O ffices O ffic ia tin g a t games Squad and team leaders T ow el, equipm ent, and o ffic e m o n ito rs T eam C a ptains P ool guards M iscellaneous service (see G .A.A. a d viso r). O u ts ta n d in g P la y e r P laques— E a ch season th e o u t s ta n d in g p la ye r in each s p o rt is selected, and her nam e is engraved on a special plaque. T he basis o f th e ir selection is: Season’s c re d it fo r a team sp o rt o r a y e a r’s c re d it fo r an in d iv id u a l sport. S k ill tests W ritte n tests 84 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK O u ts ta n d in g sportsm anship, leadership and p la y in g a b ility as recognized by h e r team m ates. “ W ” C lub— “ W ” C lub is an h o n o ra ry club fo r o u t s ta n d in g g irls in G.A.A. G irls m ay n o t a p p ly fo r m em bership. U pon fu lfillin g th e h ig h re q u ire m e n ts g irls m a y be considered fo r m em bership, b u t no kno w le d g e o f th is is kn o w n u n til th e new m em bers are “ ta p pe d ” a t the Tea in F e b ru a ry o r the B anquet in June. R equire m e n ts : M a jo r “ W ” ; a p p ro va l o f % P .E . fa c u lty and “ W ” C lub M em bers A c tiv e in G .A.A. previous sem ester P .E . grade o f B o r above S cholarship grade o f B o r above C itize n sh ip average o f B o r above; P osture te st grade B 8 G old “ W “ p o in ts earned outside G .A.A. p re vious sem ester O ffic e a p p ro va l on basis o f co n d uct rep o rts S a tis fa c to ry h a b itu a l p o sture ; H e a lth O .K. E lectae— T he G irls ' P h ysica l E d u c a tio n D e p a rtm e n t sponsors E L E C T A E , the h ig h e st a w a rd presented to a g ir l in W ilso n . T he g ir l w ho earns the h o n or o f E lectae is an a ll a round h ig h school g irl. She is presented w ith a gold key, and h e r nam e is en g raved on th e p e rm a n e n t E lectae plaque. T he o u t sta n d in g re q u ire m e n ts are: G old “ W " M a jo r “ W ” B S cholastic average B in P h ysica l E d u c a tio n each sem ester A c tiv e m em ber o f G.A.A. each sem ester H a b itu a l A P osture S a tis fa c to ry h e a lth record S enior S ta n d in g WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 85 D esirable and o u ts ta n d in g personal ch a ra c te ris tic s — appearance, cha ra cte r, p e rso n a lity, etc. R ecom m endation o f th e G irls ’ P h ysica l E d u c a tio n D e p a rtm e n t. ATHLETIC CHAMPIONSHIPS Football V a rs ity C oast League— 1953. Basketball C onsolation C ham pionship W e ste rn States B a ske tb a ll T o u rn a m e n t— 1952. V a rs ity C oast League C o-C ham pions— 1954. “ B ” C oast League— 1953-54. Baseball “ J V ” C oast League— 1952, 1954. Track “ B ” C oast League— 1952-53. “ C” Coast League— 1953. V a rs ity Coast League— 1954. Cross Country Swimming V a rs ity C oast League— 1952-53. “ B ” A ll C ity — 1952. “C” Coast League— 1953. V a rs ity S o uthern C a lifo rn ia and N a tio n a l F o u r A ll- A m e rica n . “ B ” C oast League— 1954. W a te r P olo A llrC ity V a rs ity , “ B ” , “ C” — 1952. “C ” Coast League— 1953. “ C” S o u th e rn C a lifo rn ia — 1953. “ B ” C oast League— 1954. “ B ” S o uthern C a lifo rn ia — 1954. Golf V a rs ity Coast League— 1952-53-54. V a rs ity S o u th e rn C a lifo rn ia — 1952-53. 86 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK A S S E M B L IE S A N D R A L L IE S A ll assem blies m u s t have p rio r clearance w ith the D ire c to r o f A c tiv itie s . P a y A ssem blies: A re sponsored by va rio u s school o rg a n iza tio n s a t m oney ra is in g events. R e q u ire d A ssem blies: A tte n d a nce b y a ll students is required. A ll classes are on special assem bly schedule w ith th e assem bly ta k in g place d u rin g p e riod 2a or 2b depending upon class assignm ent. R o ll is ta k e n in the assem bly by th e second period teacher. P ep R a llie s : A re th e re s p o n s ib ility o f th e G overnor o f E n te rta in m e n t^ and are held a t fre q u e n t in te rv a ls d u rin g th e year. S tudents are urged to le a rn school songs and ye lls so th e y can give o u r team s th e ir en th u s ia s tic support. P E P G R O U PS B ru in e tte s : T h e g irls ’ d r ill team th a t p e rfo rm s d u rin g h a lf-tim e a t a ll fo o tb a ll games is kn o w n as th e B ru in e tte s . A ll B ru in e tte s have th e same g ym class d u rin g the F a ll semester. I n th is class th e y le a rn and p ra c tic e th e ir ro u tin e s and m a rc h in g steps. M em bers a re chosen d u rin g a try -o u t p e rio d held each S pring. T he g irls m u s t have and m a in ta in a C scholastic average and a B average in citize n sh ip . F la g G irls, Song Leaders, and Y e ll L e aders: A ll g irls in te re ste d in becom ing F la g G irls, Song o r Y e ll Leaders m u s t tr y o u t before a g ro u p o f selected judges a t â special e lim in a tio n try -o u t m eeting. The fin a lis ts in th is T ry -O u t p e riod m u s t th e n p e rfo rm a t a re q u ire d S tu d e n t B o d y A ssem bly. ’The w in n e rs are elected b y a vote o f th e students. T h is g roup represents W ils o n a t a ll fo o tb a ll games, pep ra llie s, and exchange assemblies. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 87 W H IT E S H IR T S E C T IO N W ils o n is a school o f m an y tra d itio n s . O u r tra d itio n a lly s tro n g school s p irit fo r w h ic h we are noted is ex e m p lifie d by th e W h ite S h irt Section. T h is special ch e e rin g section w as organized in 1953. A n y W ils o n stu d e n t w e a rin g a w h ite s h irt o r coat to a n y o f the hom e fo o tb a ll games is e lig ib le to p a rtic ip a te in th e special ro o tin g a c tiv itie s . A set o f rules g o v e rn in g the W h ite S h irt Section, C heering, and B e tte r A th le tic R e la tio n s m u st be fo llo w e d a t a ll tim es. A m em ber o f th e W h ite S h irt S ection m u s t: 1. A rriv e 15 m in u te s before gam e*tim e. 2. W e a r th e re q u ire d w h ite s h ir t o r coat, 3. B rin g W ils o n beanies, pennants, and pom pom s. O th e r rules w ill be announced to a ll rooters. S P O R T S M A N S H IP A S tu d e n t B o d y shou ld : 1. D e m on stra te courte sy and h o s p ita lity to v is itin g team s and o ffic ia ls . 2. R em em ber th a t th e good nam e o f th e ir school comes f ir s t ra th e r th a n th e w in n in g o f a game u n fa irly . 3. F a m ilia riz e them selves w ith the rules o f th e gam e and th e C .I.F. E lig ib ility Rules. 4. N e v e r question the decisions o f th e gam e o ffic ia ls , w ho have been assigned because o f th e ir k n o w l edge o f th e rules o f th e gam e and expressed im p a rtia lity . 5. E xpress d isa p p ro va l o f poor sp o rtsm anship o r ro u g h p la y b y th e players on th e ir team . 6. A p p la u d fin e p la y on e ith e r team and good sp o rts m anship. 7. C onsider th e in ju re d on th e ir opponent’s team , 8. In s is t th a t th e m em bers o f th e ir c o m m u n ity u p h old th e ideals o f fa ir p la y and good sp o rts m anship. 88 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 9. P u b licize o n ly tru e , accurate accounts o f a th le tic contests. 10. Refuse to p u b lish in th e school new spaper o r a n n u a l a n y games as w on th a t had to be fo rfe ite d d u rin g th e season. 11. R equest fo o tb a ll, b a sketball, and baseball assem blies a t w h ic h plays and rules m a y be dem on s tra te d b y coaches and team s. 12. R espect and be considerate o f opponents as e ith e r guests o r hosts o f th e contest. 13. A lw a ys co nduct its e lf in a sp o rts m a n lik e m anner. SONGS WILSONIA B y G eorge C. M oore W h e re th e sun sets in th e W est, In fa ir C a lifo rn ia , T h e re ’s a school we a ll love best. In fa ir C a lifo rn ia . F o r the g lo ry o f th y nam e E v e ry e ffo rt w e’ll m a in ta in , W o o d ro w W ils o n w e accla im F ro m L o n g Beach, C a lifo rn ia . C H O R U S H a il to W ilso n , W o o d ro w W ilso n , W e have a ll pledged o u r h e a rts to thee; W ith r ig h t and w ith m ig h t W e w ill c a rry th e fig h t F o r h o n o r and v ic to ry , beloved W ilso n , W o o d ro w W ilso n , F a ire s t h ig h school in o u r la n d — As o u r p a tro n g u a rd ia n s p irit ta u g h t us M a y we fo r ju s tic e stand. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 89 V IC T O R Y SO NG B y N ico la s F u rja n ic k F ig h t on, W o o d ro w W ils o n W in th is Game. W e ’ll do o r die F o r o u r W o o d ro w W ils o n V -I-C -T -O -R -Y R a h ! R a h ! To o u r A lm a M a te r E v e r lo y a l w e w ill be So w e’ll fig h t w ith o u r m ig h t A n d w e’ll w in th e rig h t To V ic -to ry ! F IG H T SO NG B y N ico la s F u rja n ic k W e ’ll cheer fo r old W o o d ro w W ils o n A n d h e r colors red and gold. O n w a rd to v ic to ry A n d h e r nam e to Uphold. R ah, R ah, R a h ! ! F ig h t w ith the s p irit o f the B ru in s R aise h e r banners to th e sky. W e ’ll keep on fig h tin g . E v e r fig h tin g fo r W ils o n H ig h , (2nd tim e ) E v e r fig h tin g fo r W ils o n W -O -O -D -R -O -W W ils o n W IL S O N Y E L L S “ B R ” B r B r B ru i U i u i uins B ru i uins B ru i uins B ru in s B ru in s B R U IN S 90 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK GO GO GO Go Go Go F ig h t F ig h t F ig h t Go Go Go B ru in s F ig h t F ig h t F ig h t B ru in s Go B ru in s F ig h t B ru in s Go B ru in s F IG H T C A T T R A P W ith a revo W ith a riv o W ith a revo riv o ru m B oom g e t a r a t tra p b ig g e r th a n a c a t tra p B oom get a ra t tra p b ig g e r th a n a ca t tra p Z is B oom B a W ils o n R a W H IS P E R — T A L K — Y E L L W h is p e r W -W -W il (cla p) S-S-Son (clap) W il (cla p) Son (clap) W ils o n T a lk W -W -W il (cla p) S-S-Son (cla p) W il (cla p) Son (cla p) W ils o n Y e ll W -W rW il (cla p) S-S-Son (cla p) W il (cla p) Son (clap) W ils o n R O L L O N R o ll O n Y o u B ru in s .R o ll O n Y o u B ru in s R o ll O n Y o u B ru in s B —R — U — I —N — S— B R U IN S WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 91 L O C O M O T IV E W 1 L S O N W — I —L —S— O—N W -I-L -S -O -N W ils o n W ils o n W ils o n S C H O L A R S H IP S T h e re a re in n u m e ra b le scholarships a va ila b le to g ra d u a tin g seniors. E a ch ye a r m a n y o f these scholarships go unaw a rd e d m e re ly because students do n o t a p p ly fo r them . Several o f th e o u ts ta n d in g scholarships a re : Lockheed Leade rsh ip F u n d — fu ll tu itio n . Pep B oys E n g in e e rin g S cholarships— com plete expenses E lk s C lub— $100 E xchange C lu b ^ tw o $50 P a n h e lle n ic— $100 B oyd F o u n d a tio n — fiv e $25 D .A .R . C itize n sh ip A w a rd B a n k o f A m e ric a A w a rd s : Special c e rtific a te s a re g ive n fo r a chievem ent in eleven sp e cific fie ld s— M a th , La b . science, M usic, A rt, E n g lis h , S ocial Science, F o re ig n Language, Business, H om e E conom ics, A g ric u ltu re , and T rades and In d u s try . F o u r b e a u tifu l engraved cups a re presented in th e fo u r general fie ld s o f: Science and M a th , F in e A rts , L ib e ra l A rts , and V o c a tio n a l A rts . T he selection is m ade on th e basis o f: S cholastic achievem ent C itizenship, service, leadership, and plans fo r the fu tu re C h a ra cte r and p e rso n a lity. F o r fu rth e r in fo rm a tio n co n su lt y o u r counselor. 92 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK T R O P H IE S A N D CUPS L io n ’s C lu b C up; Presented a n n u a lly to the class h a v in g the best a th le tic record. E xchange C lub C up: E n g ra ve d w ith the nam e o f the class ra n k in g h ig h e st in scholarship. S.A.E. C up: A w a rd e d each ye a r to the m ost p o p ular a th le te w ith th e h ig h e st grades. H a r ry Le d de l C up: G iven to th e m ost valuable v a rs ity tra c k m an. V a rs ity L e tte rm a n ’s T ro p h y : P resented to the o u t s ta n d in g a th le te in each d ivisio n , Classes “ A ” , “ B ” , and “ C” . K iw a n is C up: G iven each ye a r to the class w in n in g th e in te rcla ss debates. M u sic C up: G iven by the W o m a n ’s C ity C lub and p re sented a n n u a lly to th é m ost valuable m em ber o f the band and orchestra. P O R T R A IT O F W O O D R O W W IL S O N A n o il p o rtra it o f th e la te W o o d ro w W ils o n was p re sented in 1928 w ith cerem onies b e fittin g the occasion. M rs. W . G. M cA doo, d a u gh te r o f th e la te W o o d ro w W ilso n , u n veiled th e p a in tin g . I t is a g if t o f th e U n ite d D a u g h te rs o f th e C onfederacy; i t cost $2500; the a rtis t, Seym our Thom as, o f the H u n tin g to n E states, refused s ix o ffe rs o f $5000 fo r it. H e also p a in te d th e W ils o n p o rtra its in th e W h ite House and in th e ca p ito l o f N e w Jersey. W h e n th e school had a cam panile (to w e r) i t was the custom fo r each gra d u a te to sign his nam e in a h a n d made gold book, k e p t in the to w e r. T he cam panile was rem oved in 1934 fo llo w in g th e earthquake, b u t th e book was preserved. I t is now k e p t in the lib r a ry and is signed each ye a r by every stu d e n t w ho graduates fro m th e school. WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 93 A A c tiv ity P e rio d ............................................. — 7 A d m in is tra tio n ........ 10-11 Assem blies and R a llie s ........................................................ 86 A th le tic s , Boys ........................................................................ 70-73 A th le tic s , G irls ................................................................. 79-85 A tte n d a nce .............................................................................. 18-21 A u d ito riu m , R e g u la tio ns ....................................... 22-23 A w a rd s and H o n o rs .............................................................. 70-74 B B e ll S c h e d u le ...............— - .............................................................. 7 B la n k F o rm s A v a ila b le .......... 26-27 B u ild in g P lo t ................. 48-49 B u lle tin B oards, Use o f .............................................................. 24 B y-L a w s, S tu d e n t B o d y ............................... 52-53 . C C am panile ....................................................................................... 28 C h a m p io n sh ip s. .............................................. 85 Class C o u n cil ................................................................ 38 C lubs ............................ -...................................... 57-64 C om m issioners ..................... :................. 36 C o n s titu tio n o f S tu d e n t B o d y .......................... ,. 41-47, 50-51 C ounseling Service ................ 25 C ourt, S tu d e n t .................-............ 37 C ourt, S uprem e ............................................................................ 37 D D ress (M odes and M an n e rs), G irls ..................................... 40 D u tie s o f School O ffic e rs ................................................... 32-35 94 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK E E lig ib ility , C .I.P . and R ules o f ....................... 76-78 E lig ib ility R u lin g s, L o c a l School 27-28, 74-76 E lig ib ility , School A c tiv itie s ....... ,....................... 29-30 E le c tio n P rocedure ..................-............................................ 54-55 F F a c u lty ......................................... 11-13 F ina n ce s ........................................................................................... 30 F ire D rills ................................................................................... 25 F o re w a rd ................................................................................ 4 F u n c tio n o f th e S econdary S c h o o l...................................... 6 G G irls ’ A th le tic A sso cia tio n ............................... 79-85 G irls ’ League, C om m ittees, C h a irm e n , D u tie s o f 38-40 G old " W " P o in ts .................................................................... 65-69 G overnors, B o a rd o f ................ 36 H H is to ry o f School ........................................................ 14-16 H o w to D ra w M on e y fro m S tu d e n t B o d y F u n d ............ 30 I In te r-C lu b C ouncil ...................................................................... 55 L L a F u e n te .................. 28 L e g is la tu re ........ 36 L ib ra ry ...................... - ............. _...,.................. 21-22 L o cke rs ............................................................................................ 23 L o s t and F ou n d D e p a rtm e n t .......................... 25 L o u dspeaker ................................................................. 28 WOODROW WILSON HIGH SCHOOL— STUDENT HANDBOOK 95 M M odes and M a n n e rs .......... 40 O O u t o f B ounds ..................................... 21 P Pep G roups ....... 86 P e rm its ....... — ........ 19-21 P h ilo so p h y o f E d u ca tio n , A ............................. 6 P o in t System -------- — ....................................... 65-69 P .-T.A . S tu d e n t W e lfa re ......... 25 P u b lic a tio n s ......................................... 28 S S cheduling E ve n ts ........................................................... 25 S cholarships .......................................................................... 91 S cholarship S o c ie ty ............... 55-57 School C alendar ........................................................................ 9-10 Songs ................................................................. 88-89 S portsm anship .............:............................................. ,........... 87-88 Stage R e g u la tio n s ............................................... 22-23 S tu d e n t B o d y B y -L a w s .................................................... 52-53 S tu d e n t B o d y C o n s titu tio n ............................... . 41-47, 50-51 S tu d e n t G o ve rn m e nt ................................... 31 T T e a ch in g S ta ff .............................. 12-13 Telephones, Use o f ............. 25 T extbooks ................. 23-24 T ra n s fe rs and W ith d ra w a ls ..................................................... 21 T ro p h ie s and Cups .................................................... : 92 W W h e re to Go ................... 17 W h ite S h irt S ection ............................................................ 87 W o o d ro w W ilso n , P o rtra it o f ................................................. 92 Y Y e lls ........... 89-91 i i l l » MIOl i HP S C H O O L M A I I I A L LONG BEACH PUBLIC SCHOOLS LONG BEACH . . . CALIFORNIA I i i # 0 i i i f 1 i r i i i I " ? " " ^ S E N I O R H I G H S C H O O L M iC ilL LONG BEACH PUBLIC SCHOOLS LONG BEACH, CALIFORNIA Revised January, 1955 FOREWORD This Senior High School M anual has been prepared p rim a rily fo r you, the student. Its p u r pose is to aid you in your selection of courses; to acquaint you w ith graduation and college entrance requirem ents; and to provide you w ith a statem ent of the basic philosophy of our schools. Even though our schools have g rad u ally be come larg er year by year, we are s till interested in the h u m an side of education. W e have great concern for each and every one of you. W e w an t to help you m ake in te llig e n t choices and de cisions— choices th a t w ill help you a tta in your m a xim u m p o te n tiality and become effective c iti zens of good character. You can help us to m ake our schools citadels of democracy— friendly, personal, and effective. This Senior High School M anual has been prepared w ith these goals in m ind. — Douglas A. Newcomb Superintendent of Schools It is the responsibility of each student to inform him self concerning the m aterials con tained in this m anual. The counseling services provide advice to a ll students of the Long Beach schools w ith re gard to th eir educational programs. However, the schools cannot assume the fu ll responsibility for acquainting each student personally w ith a ll the requirem ents and offerings as stated in the Senior High School M anual. TABLE OF CONTENTS Page Philosophy of the Long Beach Public Schools ------------- 5 Registration and Program Requirements--------------------------------------- 6 Scholarship Records and Standards----------------------------------------------- 8 Graduation Requirements ------------------------------------------------------------ 10 Education Beyond High School -------------------------- 14 Long Beach C ity College ------------------------------- 14 School for Adults------------------------------------------ 15 Four-Year Colleges and Universities------------------------------------ IS C hart of Courses O ffered ___________________________________ IB Courses O ffered ___ 20 A rt _______ ______ —___ 20 Business Education — ------ 25 English ------------------------------------------------------------------------- 28 Foreign Language ---------------------------------------------------- 32 Homemaking ------------------------------------------------------------------------------- 33 Industrial Arts ------------------------------------------- 36 Mathem atics ___________________________________________ 42 M ilitary Science ------------------------------------------------------------------------- 43 Music ----------------- 46 Physical Education, Boys --------------------------------------------------------- 49 Physical Education, Girls ---------------------------------------------------------- 53 Science -------------------------------------------------- 50 Service Classes --------------------------------------------------------------------------- 53 Social Living ------------------------------------------------------------------------- 54 Social Studies ---------------------------------------------- 54 C ooperative Training Program ------------------------------------------------ 55 Index --------------------------------------------------- 70 PHILOSOPHY OF THE LONG BEACH PUBLIC SCHOOLS * The Purposes of Education IN D IV ID U A L GROWTH T h e p u b lic sc h o o l s h o u ld p ro v id e e x p e rie n c e s th a t h e lp a n i n d iv id u a l to liv e a d e q u a te ly a n d r ic h ly in h is to ta l e n v iro n m e n t. I t s h o u ld in s u re h is m a x im u m g ro w th in th e r e a liz a tio n o f h is p o te n tia litie s . T h is process in c lu d e s (1) use o f th e fu n d a m e n ta l to o ls o f le a rn in g , su ch as s p e a k in g c le a rly , w r it in g e ffe c tiv e ly , re a d in g e ffic ie n tly , c o u n tin g a n d c a lc u la tin g ; (2) e x e rc is e o f s u c h p ra c tic e s as lis te n in g in t e llig e n tly , o b s e rv in g s k illf u lly , u s in g in it ia t iv e , a t ta c k in g c o u ra g e o u s ly p ro b le m s as th e y a ris e ; (3 ) th e p re s e rv a tio n o f h e a lth ; (4) th e d e s ira b le use o f le is u re ; (5 ) th e c u ltiv a tio n o f c re a tiv e e x p re s s io n a n d a p p re c ia tio n ; (6) th e u n d e rs ta n d in g a n d a p p lic a tio n o f e th ic a l p rin c ip le s ; a n d (7) th e a c q u is itio n o f a s o u n d p h ilo s o p h y o f life . HUMAN RELATIONSHIPS T h e p u b lic sch o o l s h o u ld u n d e rta k e to c u ltiv a te d e s ira b le h u m a n r e la tio n s h ip s in h o m e , f a m ily , a n d c o m m u n ity lif e b y s t im u la t in g in th e in d iv id u a l c o n s id e ra tio n fo r th e w e ll- b e in g o f o th e rs , re s p e c t fo r h u m a n ity , c o u rte s y , c o o p e ra tio n , a n d frie n d lin e s s . ECONOMIC EFFICIENCY T h e p u b lic sc h o o l s h o u ld p re p a re th e in d iv id u a l to b e co m e e c o n o m ic a lly e ffic ie n t b y p ro v id in g in fo r m a tio n a n d t r a in in g le a d in g to a v o c a tio n a l ch o ic e a n d b y p r o v id in g t r a in in g in th e w is e s e le c tio n a n d use o f g oods a n d se rvice s. T h is ch o ic e s h o u ld be m o d i fie d b y th e in d iv id u a l’s a p p re c ia tio n o f th e in te r- r e la tio n s h ip s a n d s o c ia l v a lu e s o f th e v a rio u s o c c u p a tio n a l areas. T h e k n o w le d g e a n d use o f a p p ro p ria te s ta n d a rd s o f se rv ic e s a n d c o m m o d itie s s h o u ld be p re s e n te d to a id h im in h is p u rc h a s e s . CIVIC RESPONSIBILITY T h e p u b lic sc h o o l s h o u ld s triv e to c re a te in th e in d iv id u a l a w illin g n e s s to d is c h a rg e h is c iv ic r e s p o n s ib ility w it h in te llig e n c e . I t s h o u ld h e lp h im to a c q u ire a c r itic a l ju d g m e n t, a s p ir it o f t o le r ance, a s in c e re in te re s t in p a r tic ip a tin g a c tiv e ly in th e processes o f g o v e rn m e n t, a n d a d e s ire to o b se rve th e la w s o f th e la n d a n d to co n se rve a n d w is e ly use its reso u rce s. I t s h o u ld e n lig h te n h im r e g a rd in g th e p rin c ip le s o f d e m o c ra tic g o v e rn m e n t a n d c u ltiv a te in h im a d e v o tio n to th e d e m o c ra tic w a y o f life . *F ro m Educational Philosophy of the Long Beach Public Schools. REGISTRATION AND PROGRAM REQUIREMENTS REGISTRATION The fo llo w in g cards m ust be filed before registration is complete: Registration Card— W hen this card is filed, a program card w ill be issued. Program Card— This card m ust be signed by teachers and p a r ents and file d before enrollm ent is complete. No school credit w ill be allow ed for w ork done in a subject unless th a t subject is listed on the student’s program card. The registration of students entering from other schools is not complete u n til transfers, prom otion cards, or other acceptable cre dentials have been received. Since some required subjects are not offered in the sum m er ses sion, candidates for sum m er school graduation should, as fa r as possible, complete a ll required w ork in the regular sessions, leaving o nly electives for the sum m er session. CLASS STANDING Classification of students is m ade on the basis of credits earned in senior high school. Class standing is computed as follows: lOA— 15 semester periods and 1 semester attendance I I B — 40 semester periods and 2 semesters attendance l l A — 65 semester periods and 3 semesters attendance 12B— 90 semester periods and 4 semesters attendance 12A— 120 semester periods and 5 semesters attendance If a student enters h ig h school on special prom otion w ith less th a n 40 semester periods from the n in th grade, the deficiency m ust be m ade up in senior h ig h school. Class standing w ill be determ ined a fte r incom ing deficiencies have been m ade up. PROGRAM REQUIREMENTS 1. A regu lar program consists of 30 semester periods. A m in i m u m program consists of 25 semester periods: five subjects and a REGISTRATION AND PROGRAM REQUIREMENTS 7 Study hall. In general, it is recommended th a t students carry 30 semester periods. Students carrying more th an the m in im u m load of 25 semester periods are urged to do so for the purpose of enriching th eir educa tion al opportunities, and not for the purpose of grad u ating earlier. A student m ay not take more th an four subjects of a preparation nature w ith o u t the permission of the counselor. 2. No student w ill be perm itted to register for less th an a m in i m u m program w ith o ut permission from the counselor's office. 3. A ll students are required to take physical education or m ili tary science each semester unless excused under provisions defined by law . For graduation, a passing grade in five semester periods of physical education or m ilita ry science is required for every semes ter the student is re g u larly enrolled in school. W hen m ilita ry science and physical education are taken at the same tim e, a passing grade m ust be earned in physical education to m eet this requirem ent. 4. Permission from a counselor is required to enroll in more th an tw o ind u strial arts courses or in m ore th an one period of the same ind u strial arts course. 5. No student who has fa ile d tw ice in a subject m ay register for th a t subject a th ird tim e w ith o ut perm ission from a counselor. 6. A t the beginning of the semester places in classes w ill not be held for an y student who is absent unless the office is o ffic ia lly notified by the parent or guardian of the probable date of return. CHANGE IN PROGRAM A t the tim e of pre-registration, students are provided counseling help in order to m ake decisions regarding the choice of elective sub jects. It is, therefore, expected th at th ey sh all continue w ith such choices through the semester, unless it can be shown th a t a real scholastic loss w ill result. Requests based on likes or dislikes of teachers or class members, or upon a desire for a change of lunch period are not acceptable. In those few cases w here a real hardship w ould result a change m ay be approved. I f it is approved, a Change of Program p erm it w ill be issued. Unless and u n til such a p erm it is issued, the origin al program m ust be follow ed. A ny absence oc curring w ith o u t a perm it w ill be considered a truancy and treated accordingly. SCHOLARSHIP RECORDS AND STANDARDS CREDIT BASIS Credit in an y course assumes th at the student has: S atisfactorily participated in the activities of the classroom Satisfactorily m astered the subject or acquired the sk ill S atisfactorily demonstrated educational growth HOME STUDY Satisfactory scholarship cannot be m ain tain ed w ith o u t s u ffi cient study. In preparation subjects, a t least one-third of the class period is devoted to supervised study. The am ount of studying to be done at home varies w ith the program load and the study tim e availab le at school. M EANING OF GRADE MARKS A, superior; B, above average; C, average; D, barely passing; F, failu re; Inc., incom plete. A n incom plete m a rk m ay be given only w ith office approval w hen fa ilu re to complete the w ork of a course is due to excused absence so late in the semester th at it has not been possible for w ork to be m ade up. Unless special permission is granted, an in complete m a rk m ust be removed by the end of the succeeding quarter, or it becomes a fa ilin g grade. M ake-u p w ork is not p er m itted if the absence has been classified as truancy. Grades given at m id-sem ester and at the end of a semester cover w ork done from the beginning of the semester to the date of the report. Subjects dropped after the end of the fourth w eek of a semester w ill be recorded as dropped w ith the grade earned to th a t tim e. SCHOLARSHIP RECORDS AND STANDARDS 9 STUDENT PROGRESS REPORTS Student progress reports are issued at the close of each quarter. Those issued at the first and th ird quarters are to be signed by parents and returned to teachers. Parents m ay have a report on a student’s progress to date at any tim e by sending a request to the counselor. Notices of unsatisfactory achievem ent are issued at intervals. They are to serve as a w arn in g to the student th a t extra effort is needed. ADVANCE EXAM INATIONS NOT PERMITTED W hen students leave school before the end of the semester, teachers are not perm itted to give advance exam inations or to give any assurance of credit. W hen the reports are file d at the close of the semester, if the teacher thinks th a t the student has done enough w ork to en title h im to credit for the semester, th a t fact w ill be indicated on the re port w ith a m ark for the semester. In no case, however, m ay such a report be given to the student at the tim e of leaving. This does not prevent a teacher from giving a m a rk to date of w ith d ra w a l if the student is transferring to another school, provided the tim e covered by the report is clearly indicated. GRADUATK>N REQUIREMENTS A ll students w ho graduate from the high schools of the Long Beach U n ified School D istrict m ust have completed the requirem ents listed below in grades ten, eleven, and tw elve. ATTENDANCE REQUIREMENT Six semesters in senior high school are required. In order to count as one of the six semesters, a program m ust consist of a m in i m u m of 20 semester periods. Two sum m er sessions of 10 semester periods each m ay be substituted for one of th e six semesters. In exceptional cases five semesters w ith a B average or above w ill be accepted to m eet this requirem ent. Special approval m ust be ob tained from the principal. CHARACTER REQUIREMENT This includes, am ong other qualifications, satisfactory evidence of good citizenship, w hich m ay be shewn by w illingness to cooperate and by conduct b efittin g the occasion in w hich the student is p a r ticipating. This complies w ith the regulations of the State Board of Education. CREDIT REQUIREMENT The com pletion of a m in im u m of 150 semester periods in senior high school is required. Students who enter senior high school by special prom otion w ith less th an 40 semester periods of n in th grade credit w ill be required to m ake up the deficiency in the senior high school. SPECIFIC SUBJECT REQUIREMENTS To be completed w ith credit in the senior high school: English 20 semester periods, inclu d in g the E nglish required in Tenth G rade Social L iv in g and E nglish 3b-3a. Home Management 5 serhester periods. Required for girls for graduation. GRADUATION REQUIREMENTS 11 Physical Education or M ilitary Science Not less th an 30 se mester periods. Required d a ily for every semester in atten d ance on a program of 15 semester periods or more, unless excused under provisions defined by law . Includes a u nit on First Aid as required by state law . Science 10 semester periods. Social Living, Tenth Grade 20 semester periods. (Integrated social studies and English activities). Includes a u n it on D river Education as required by state law . Social Studies 3b-3a (U nited States History and Governm ent) 10 semester periods. Social Studies 4b-4a (Social Problems and Economic Problems) 10 semester periods. MISCELLANEOUS GRADUATION INFORMATION A student is expected to spend a fu ll six semesters in senior high school in order to graduate. Students carry a sixth subject for the purpose of enrichm ent and not foT graduation in less th an the norm al three-year period. It is the policy of the Long Beach schools not to grant a diplom a to a new student entering a local high school so late in his senior year th a t he is prevented from earning fu ll 12A credit in this school. G rade points sh all be used in determ ining scholarship excel lence and ra n k in class. The points are earned as follows: A - 4 D - 1 B - 3 F - 0 C -2 Seniors transferring to Long Beach high schools w ill have th eir credits checked and th eir graduation applications review ed as soon as transcripts are availab le. HONORS DIPLOMA Those students w ho graduate w ith a grade point average of 3.00 or better (B or better) w ill receive an honors diplom a. 12 GRADUATION REQUIREMENTS MAJORS The com pletion in senior high school of 30 semester periods of w ork selected from one of the groups listed below. Art A ny com bination, 30 semester periods. Business Education 30 semester periods selected from one of the fo llo w in g groups: Bookkeeping Bookkeeping, 20 semester periods; additional courses to complete 30 semester periods selected from the fo llo w in g: Business A rithm etic, Business Law , O ffice A p pliances. Clerical T yp in g 2b-2a, 10 semester periods; and 20 semester periods selected from the follow ing: Typing Ib -la , Business English, Business A rithm etic, Bookkeeping, O ffice A p p li ances, C lerical Assistant, L ib ra ry Practice, Shorthand lb -la . Applied Salesmanship. Stenography Shorthand, 20 semester periods; Transcription, 10 semester periods. Salesmanship Salesmanship, 10 semester periods; Advertising A rt lb , 5 semester periods; and 15 semester periods selected from the follow ing: A dvertising A rt la . A pplied Salesm an ship, Business English, Business Law. English E nglish 2b-2a (Social L iving, Tenth G rad e); English 3b-3a; and 10 semester periods of English electives. Foreign Language French, Germ an, L atin, Spanish; 30 semester periods in not more th an two languages. Homemaking Foods, 5 semester periods; Clothing, 5 semester pe riods; Home M anagem ent, 5 semester periods; Home Nursing and C hild Care, 5 semester periods; and 10 semester periods ad d itio nal selected from the follow ing: Clothing Selection, Foods, Hom e Crafts, Personality Development. Industrial Arts 30 semester periods selected from the follow ing areas, w ith at least 10 semester units in one area: Auto Es sentials, Auto Mechanics, A rchitectural D raw ing, Ind u strial D raw ing, Electronics, G raphic Arts, G eneral M etalw o rkin g, M a chine M etalw o rkin g, W oodworking. Mathematics 30 semester periods selected from the follow ing: Algebra 1, P lane Geometry, A lgebra 2, Solid Geometry, Plane Trigonom etry. GRADUATION REQUIREMENTS 13 Music M usic Essentials, 10 semester periods, or Harm ony, 10 se mester periods; M usic Appreciation, 5 semester periods; music electives, 15 semester periods. Science 30 semester periods selected from the follow ing subjects, w ith at least 10 semester periods in one subject: A viatio n Science, Biology, Botany, Chem istry, Practical Science, Photog raphy, Physics, Physiology and Hygiene, Radio Science, Zoology. Social Studies The social studies requirem ent in Ten th Grade Social Living, 10 semester periods; Social Studies 3, 10 semester periods; Social Studies 4 ,1 0 semester periods. Students who enter after the tenth grade and choose th is m ajo r m ay substitute for Tenth Grade Social L iv in g 10 semester p eri ods from either Business L aw or L atin Am erican History. 14 EDUCATION BEYOND HIGH SCHOOL T he program of the Long Beach C ity College and School for A dults includes a ll education beyond h ig h school offered by the Long Beach Public Schools. Classes are offered from eight o'clock in the m orning to ten o’clock in the evening, M ondays through Fridays. Course credit is eq u ally availab le for day or evening classes. LONG BEACH CITY COLLEGE The C ity College contains tw o instructional divisions: the L ib eral Arts Division and the Business and Technology Division; and a service division know n as th e Student Personnel Services Division. Each division has its own faculty, adm inistration, and facilities. W ork completed in an y or a ll instructional divisions applies eq u ally tow ard graduation from the C ity College. The Liberal Arts Division offers day and evening classes on its Lakewood Campus in addition to evening classes on the various h ig h school campuses. The offerings of the division fa ll w ith in the area of general or preprofessional education and provide: (1) typical freshm an and sophomore courses for students who w ish to complete four years of college w ork, (2) courses w hich are more appropriate for those who w ish to term inate th eir college tra in in g w ith tw o years of study, and (3) an opportunity to remove h ig h school subject and scholarship deficiencies. Credit for w ork completed in this division is re ad ily transferable to standard universities and colleges th ro ug h out the country. Students m a y achieve fu ll ju n io r standing in any one of ap p roxim ately th irty fields of concentration or m a y complete one or two years of preprofessional tra in in g in: agriculture, business adm inistration, chiropody, dentistry, education, engineering, fo r estry, law , m edicine, nursing, optometry, osteopathy, pharm acy, veterin ary medicine, and the like. The Business and Technology Division offers on its m a in campus at 1305 E. Pacific Coast H ig h w ay day and evening classes relatin g d irectly to the atta in m e n t of vocational proficiency. W henever pos sible the student’s tra in in g program includes practical w ork e x perience and provides opportunity to earn an income. Long- and short-term business curriculum s exist in : accounting, advertising, apparel m erchandising, business adm inistration, calcu lato r operation, dental office assisting, insurance underw riting. EDUCATION BEYOND HIGH SCHOOL 15 interior decoration, m edical office assisting, real estate, retailin g , re tail m anagem ent, stenographic-secretarial, tra ffic and transporta tion, etc. Long- and short-term technical curriculum s are offered in: aeronautics, autom obile mechanics, auto body repair, chem ical laboratory testing, construction trades, design, d raftin g and techn i cal illu stratio n , Diesel engines, electricity, m achine shop, m aterials testing, m athem atics, petroleum technology, radio, refrigeration and a ir conditioning, sheet m etal, ship construction and repair» trade cooking and baking, w aitress train in g , w elding, etc. The Student Personnel Services Division furnishes counseling and guidance services on a ll of the princip al campuses w here the Long Beach C ity College operates during the day and evening. This division operates two guidance centers. One is located on the L a k e wood Campus, and the other one is located at 1305 E. Pacific Coast H ighw ay. Headquarters for the division are a t the la tte r address. Here are to be found an elaborate testing laboratory, placem ent services, veterans’ advisem ent center, and other guidance facilities. Info rm ation regarding the C ity College or its guidance services m ay be obtained from the school counselors or by ca llin g telephone num ber 7-6481. SCHOOL FOR ADULTS The School for Adults is concerned w ith the educational needs of those whose interests lie neither w ith the L ib eral Arts nor the Business and Technology Divisions; b ut w ho nevertheless are de sirous of continuing th eir educational experiences. Those who enroll in the School for A dults do so because of a desire to gain greater insight into the problem s of parenthood and home and fa m ily life ; to enrich th eir lives through participation in com m unity programs in music, dram a, forums, arts, and crafts; to im prove th e ir com petence as citizens; to develop wholesome leisure-tim e activities; or to complete requirem ents fo r deferred high school graduation. FOUR-YEAR COLLEGES AND UNIVERSITIES General Statement For admission to fo ur-year colleges or universities, the student m ust meet certain subject and grade requirem ents. A lthough a d mission requirem ents differ, in general the student w ho meets the requirem ents listed for the U niversity of C alifo rn ia w ill be eligib le 16 EDUCATION BEYOND HIGH SCHOOL for admission to most colleges and universities. Catalogs of in d i vid ual colleges should be consulted for inform ation concerning the am ount of credit accepted in differen t subjects and for details con cerning grade requirem ents. In general, 10 semester periods are equ ivalen t to one college entrance unit. The am ount of high school credit w hich m ay be earned in some subjects, however, is more th an m any colleges w ill accept tow ard th eir entrance requirem ents. Students who do not m eet the grade requirem ents have the privilege of ap p lyin g on the basis of entrance exam inations. The student m a y also q u a lify for admission to the university by tak in g courses at a ju n io r college (Long Beach C ity College, L ib eral Arts Division, in this area). Some colleges w ill ad m it on the basis of entrance exam inations and some on the basis of a com bination of entrance exam inations and recommended units. Students who de sire to m ake special preparations for exam inations should consult th eir counselor or the registrar for inform ation concerning the exam inations given by the college or university they w ish to enter. M a n y colleges ad m it students on basis of College Board Entrance Exam inations. Students who w ish to take these exam inations should consult th e ir counselors for specific dates and details. Entrance Requirements for the University of California 1. Subject Requirem ents (a ) History, 1 u n it— Social Studies 3 (U nited States History and G overnm ent). (b) English, 3 units— A ny six semesters selected from the fo l low ing: English Ib -la , 2b-2a, 3b-3a, 4b-4a, G ram m ar and Composition, or Creative W ritin g . (c) M athem atics, 2 units— These m ust consist of two semesters of E lem en tary or Advanced Algebra, and two semesters of Plane Geometry, or Solid G eom etry and Trigonom etry. (d) Science, 1 u nit— Chem istry, Physics, Biology, Zoology, Botany, or Physiology. The subject m ust be tau g h t as a th ird - or fo urth-year laboratory science. The requirem ent cannot be satisfied w ith o ne-half u nit of each of two sciences. (e) Foreign Language, 2 units— These m ust be in one language. EDUCATION BEYOND HIGH SCHOOL 17 (f) In addition to above requirem ents 1 or 2 units selected as follows; 1 u n it of advanced m athem atics not offered in satis faction of requirem ent (c) ; 1 u nit of physics or chem istry in addition to the science offered under (d) above; a th ird or fourth year of the language offered for (e), or two years of some other foreign language. 2. Scholarship Requirem ents In evalu ating grades attain ed by the student, semester rather th an year m arks w ill be counted. In evalu atin g m arks earned in ju n io r high school or the n in th grade of a four-year high school, any passing grade is acceptable for the w ork completed. In the senior high school, or in years ten, eleven, and tw elve of a four-year high school, the applicant m ust have attain ed an av er age of B or above in the group of courses offered to complete the subject requirem ents (a ) to (f) inclusive. A semester m a rk of A in any of the required courses m ay be used to offset a semester of C in the same or any other of the required courses. No subject in w hich the applicant has received a m a rk of D w ill be counted in com puting the ap p licant’s average m a rk for admission or in satisfaction of specific subject requirem ents. 3. A lternate Plan Students w ho fa il to m eet the admission requirem ents listed above are advised to consult the counselor for inform ation concern ing other possibilities for entrance. COURSES OFFERED L o n g B e n c h CHART OF Explanation The code number to the rig h t of the course title s is used fo r the purpose o f m eeting re g istra tio n and program m ing needs. Required courses ap pear in bold face type. A rt (2 2 -2 4 ) X X Y A d ve rtisin g A rt 1 b-a 22-1 Z A d ve rtisin g A rt 2b-a 22-2 y X A d v. A rt W orkshop* 22-3 X X D rawing & Painting Ib -a 22-4 Y D raw ing & Painting 2b-a 22-5 z D raw ing & Painting 3b-a 22-6 X Exploring A rt 22-7 X X C ra fts lb 23-1 X C ra fts la 23-2 Y X C ra fts 2b 23-3 X C ra fts 2a 23-:4 Y Hom e & Com . Planning 23-5 Y Stage Costum e Design 24-1 Z Y Stage C ra ft Ib -a 24-2 X Z Stage C ra ft 2 b -a * 24-3 X Stage C rew W orkshop 24-4 X Stage M ake-U p 24-5 X Y Business Education (2 5 -3 2 ) Z X Y Bookkeeping lb 25-1 X Y Bookkeeping la 25-2 X Y Bookkeeping 2b 25-3 X Y Bookkeeping 2a 25-4 X Y Business English 26-1 X X C le ric a l A ssista n t* 81-2 Y C le rica l Practice 27-1 X Business A rith m e tic 71-3 Y Business Law lb 28-1 Y Y Business Law la 28-2 X Y O ffic e A ppliances lb 29-1 Y Y O ffic e A ppliances la 29-2 Y X Sales A p p lie d * 81-4 X Salesmanship lb 30-1 X Salesmanship la 30-2 Y Shorthand Ib-a 31-1 X Y Shorthand 2b-a 31-2 X Y T ranscription 32-1 Y Typing lb Typing I a Typing. Interm ediate Typing 2b Typing 2a English (33 -3 6 ) English 2b (S LID ) English 2a (S L ID ) English 3b English 3a English 4b English 4a G ram m ar & C om position L ibrary P ractice- Speech Courses Dram atics I D ram atics 2 D ram atics 3 O ral Expression lb O ral Expression la Public Speaking 1 b Public Speaking I a Radio W orkshop- Speakers W orksh o p - W ritin g Courses C re a tive W ritln g - Journalism Ib -a - Journalism 2 b -a - School A nnual* Foreign Language (3 7 -4 0 ) French Ib-a French 2b-a French 3b*a 32-2 X Germ an Ib-a 38-1 32-3 X Germ an 2b-a 38-2 32-4 Y Germ an 3b-a 38-3 32-5 X Latin 1 b-a 39-1 32-6 X Latin 2b-a 39-2 Y Latin 3b-a 39-3 X Spanish ! b-a 40-1 X Spanish 2b-a 40-2 33-1 Y Spanish 3b-a 40-3 33-2 Y Spanish 4b-a 40-4 33-3 33-4 33-5 Homemaking (4 ) 4 3) 33-6 X C lo th in g lb 41-1 34-1 X C lo th in g la 41-2 Y C lothing 2b 41-3 Y C lo th in g 2a 41-4 X C lo th in g Selection 41-5 35-1 35-2 35-3 35-4 35-5 35-6 35-7 35-8 35-9 X Stage Costum e C onstruction 41-6 X Foods lb 4 2 -I X Foods la 42-2 Y Foods 2b 42-3 Y Foods 2a 42-4 X Hom e C ra fts 43-1 Y Home Management 1b 43-2 Y Hom e M anagem ent I a 43-3 X Hom e Nursing 43-4 X Personality D evelopm ent 43-5 36-1 36-2 Industrial Arts (44-5, 67-70) 36-3 X A u to Essentials 1 b 44-1 36-4 X A u to Essentials 1 a 44-2 Y A u to M echanics 44-3 Y A u to M echanics, V ocational 44-7 X A rc h ite c tu ra l D raw ing lb 45-1 37-1 X A rc h ite c tu ra l D raw ing la 45-2 37-2 Y A rc h ite c tu ra l D raw ing 2b-a 45-3 37-3 Z A rc h ite c tu ra l D raw ing 3b -a * 45-4 COURSES OFFERED 19 P u b li c S c h o o ls COURSES OFFERED Explanation X— Open to G rades 10-11-12 Y— Open to G rades 11-12 Z— Open to G rade 12 only * — Require special permission X Industrial D rawing Ib 45-5 M ilitary Science (731 X X Y X Industrial D rawing la Industrial D rawing 2b-a Industrial D rawing 3b -a* Electronics Ib 45-6 45-7 45-8 67-1 X Y Z M ilita ry Science 1 ■ - M ilita ry Science 2 - M ilita ry Science 3'' 73-1 73-2 73-3 X X Electronics la Electronics 2b 67-2 67-3 Music (74 -7 6 ) X Electronic 2a 67-4 X Exploring Music 74-1 X G raphie A rts Ib 68-1 X M usic A p p re cia tio n 74-2 X G raphie A rts la 68-2 Y Music Essentials 74-3 X G raphie A rts 2b-a 68-3 Y Harm ony 74-4 Y G raphie A rts 3b-a 68-4 X A C appella C h o ir' 75-1 X M étal, G eneral Ib 69-1 X Boys Glee 75-2 X M étal, General la 69-2 X G irls Jr. Glee 75-3 X M étal, G eneral 2b 69-3 X G irls Sr. Glee 75-4 X M étal, General 2a 69-4 X Voice 75-5 Y M étal, G eneral 3b-a ' 69-5 X Band 1 * 76-1 X M étal, M achine Ib 69-6 X Band 2* 76-2 X M étal, M achine la 69-7 X Ensemble 76-3 Y M étal, M achine 2b-a 69-8 X Instruments 76-4 Y M étal, M achine 3b-a ' 69-9 X O rchestra 1 ' 76-5 X W oodw orking Ib 70-1 X O rchestra 2 76-6 X W oodw orking la 70-2 X Piano 76-7 X W oodw orking 2b-a 70-3 Y W oodw orking 3b-a* 70-5 Phy Physical Education (771 [R equired each semester) sical Education 10 77-1 Mathematics (7 T -72) Phy Phy sical Education 1 1 sical Education 12 77-2 77-3 C hem istry Physics Physiology & H ygiene lb Physiology & H ygiene la Zoology A p p lie d Sciences A v ia tio n Science Photography lb Photography la Photography 2b -a * X Radio Science G eneral Sciences X Biology, Sophom ore* X P ractical Science lb X Practical Science la X Student Asst. ( Lab) * Service Classes (8 1 ) X A udio Visual* X C le rica l A ssistant* X L ibrary P ra ctice * X Sales A p p lie d * X Student Asst. (L a b )* Social Living & Social Studies (82*83) 78*4 78-5 78-6 78-7 78-8 79-3 79-5 79-6 79-7 79-8 80-1 80-2 80-3 81-5 X A rith m e tic Ib 71-1 O rthopedic PE 77-4 X Social Studies 2b (SL10) 82-1 X A rith m e tic la 71-2 M o d ifie d PE- 77-5 X Social Studies 2a (SL10) 82-2 X Business A rith m e tic 71-3 Elective PE 77-6 Y Social Studies 3b US&G 82-3 A lgebra Ib 72-1 A th le tic Team A c tiv itie s * 77-7 Y Social Studies 3a US&G 82-4 Z Soc. Studies 4b Soc. Prob. 82-5 X A lgebra la 72-2 Science (78-801 Z Soc. Studies 4a Econ. Prob. 82-6 Y A lgebra 2b 72-3 (O ne year required) Y Latin A m erican H isto ry 83-1 Y A lgebra 2a 72-4 C ollege P reparatory Sciences X Student G overnm ent 83-2 X Plane G eom etry 72,-5 Y Botany 78-1 Y Solid G eom etry 72-7 Y Biology Ib 78-2 Unclassified (8 4 ) Y Trigonom etry 72-8 Y Biology la 78-3 Z BTD C o o p e ra tive T rain in g * 84-1 20 COURSES OFFERED This m a n u al includes a ll reg u larly approved courses for senior high school; however, not every course listed is offered in every school. An elec tive course is offered only w hen a sufficient num ber of students is enrolled to ju s tify the course. Unless otherwise indicated, courses give five semester periods of credit for each fu ll semester’s w ork. This is based on the fo llo w in g factors: classroom experience and participation, m astery of subject m atter or attain m en t of skills, and educational growth. A semester period of credit is given for w ork taken one period per week throughout the semester. The num ber of semesters listed for any sub ject indicates the num ber of semesters a course m a y be taken during senior high school. S tu dents enrolling in subjects offered for two or more semesters are expected to continue w ith the second semester unless discontinuance is a p proved by the counselor. The m axim u m credit w hich m ay be earned in senior high school m ay be determ ined from the num ber of semesters o f fered in th a t subject and the credit per semester. Credit w ill be allow ed only once for a course taken in ninth, tenth, eleventh, or tw e lfth grades. A lthough credit for a single semester in any subject m a y be counted tow ard graduation, a fu ll year’s w ork is the m in im u m recognized in most courses as counting for college entrance. This applies p articu larly to academ ic subjects, such as English, foreign languages, algebra, geometry, social studies, and science. ART Students expecting to m ajo r in art at college or to attend a professional art school are advised to include college entrance requirem ents in th eir h ig h school curriculum . P artic u la rly for the COURSES OFFERED 21 modern designer and com m ercial artist it is recommended th a t geometry and m echanical d raw ing be included in the high school program . A practical knowledge of chem istry is also a d visable. The art m ajors who do not p lan to go to college should av a il themselves of a ll op portunities to acquire a broad academ ic back ground w h ile in high school. Advertising Art 1 to 4 semesters. Open only to juniors and seniors. Prerequisite: D raw in g and P ain tin g lb -la . lb - la The study and practice of letterin g and basic alphabets; word spacing and the fu nd am en tal elem ents of layout. Practical outlets for these skills are found in school advertising such as posters and cards for lab elin g exhibits. 2b-2a Continued practice in lettering techniques and layout. In d iv id u a l projects suggested by personal interests and the more advanced school advertising and com m unity needs give the student practical use of these skills. Advertising Art Workshop 1 or 2 semesters. Admission only upon recom m endation of teacher and approval of the counselor. P re vious w ork in art in ju n io r or senior high school is helpful. A class in w hich the student gains sk ill and speed in lettering w h ile advertising school events; an opportunity for those who w ish this practice but do not wish the prolonged experience of the Advertising A rt course. Drawing and Painting 1 to 6 semesters. Ib - la A foundation in draw ing, in color, and in the composi tion of a painting. The student experim ents w ith several m edia and explores the possibilities of paintin g as a means of express ing his own creative ideas. 2b 2a A fu rth er developm ent of the student’s in d ivid u al way of draw ing, coupled w ith a study of the masters, old and modern. The student is expected to assume more responsibility for choices of subject and ways of h an dling it w h ile becoming acquainted w ith more complex types of picture organization. 2 2 CO U RSES O FFE R E D 3b-3a L arg ely in d ivid u al projects rang ing from large m u ra l type paintings to book illustrations; continued acquaintance ship w ith the paintings of masters, experim entation w ith tech niques, study of pictorial design, and more advanced problems of draw ing. Exploring Art 1 semester. Planned especially for the college bound student and beginning art m ajor, but also suggested for the general student. A v a lu a b le course for those w ho p lan to become teachers, l i brarians, and leaders in com m unity affairs. A rt experiences of an exploratory nature are offered through using such m aterials as w ire, cardboard, plaster, paper, and p aint; through the v ie w in g of film s, slides, and related m aterials; and by visiting art galleries. This class is for the developm ent of appreciation and design awareness rather th an technical performance. Home and Community Planning lb la 1 or 2 semesters. Open only to juniors and seniors. The student w ill fin d it h elpfu l to take D raw in g and P ain tin g lb before enrolling or w h ile tak in g this course. Exploration of the role th at art plays in satisfactory home and com m unity p lan n in g and the effect of such p lann ing upon the lives of people. In d iv id u a l p lan n in g of a room and a home and group p lan n in g of a com m unity are expressed through the b u ild in g of models. F ield trips, slides, film s, and talks by pro fessionals add to the student’s experience. CRAFTS The craft classes offer the student an oppor tu n ity to create useful articles w hich are satis fyin g in th eir art qualities. The student uses one or several m aterials such as wood, clay, leather, m etal, or w eaving m aterials. He uses these m a terials in in d ivid u al w ays to learn th eir design possibilities and lim itatio n s. S kill w ith tools and techniques of construction are gained w h ile m akin g articles desired by the student. If one craft, such as clay or w eaving, has been studied during the entire first year, the stu dent is advised to become acquainted w ith a n other m a teria l during the second year. COURSES OFFERED 23 Crafts 1 to 4 semesters. l b - la F undam ental design elem ents basic to a ll good w ork w ith m aterials and sim ple construction problems in the chosen m aterials. 2b-2a In d ivid u al p lann ing and m akin g of objects for use and enjoym ent. M ore successful designing in term s of a p articu lar m a teria l and more sk ill in execution are expected. STAGE ARTS The stage arts offer m uch not only for those interested in the theater but in other art areas as w ell. These arts include design and construc tion of stage sets and costumes, stage lig h tin g, and stage m ake-up. Designing is the principal goal of the Stage C raft and Stage Costume D e sign classes. Construction is the purpose of the Stage Crew Workshop. Stage m ake-up, construc tion, and design are learned through experience w ith school stage production. A ll stage arts classes have th e ir activities centered in a practical situation in th a t the w ork is based upon needs of the school produc tions. Stage settings and costumes m ust be ready on tim e. Therefore, members of these classes have an obligation to the school and the com m unity w hich m ust be met. Each student registering for stage arts classes m ust sign, together w ith parent or g uard ian, a w ritten agreem ent as follows: “It is m andatory th a t a ll students who ex pect credit shall participate in extra rehearsals, public performances, and a ll school activities in w hich the organizations nam ed properly fu n c tion. F ailu re to com ply w ith this regulation m ay result in any of the fo llo w in g penalties unless excused in advance by the instructor: 1. Change of program . 2. Reduction in m ark. 3. Dropping of subject w ith no credit. 4. Loss of aw ards given by student body." 24 COURSES OFFERED Stage Costume Design lb -la 1 or 2 semesters. Open only to ju n iors and seniors. Prerequisite: Crafts lb - la or D raw in g and P ain tin g lb -la . The designing of costumes appropriate to stage use and the study of such design elem ents as color and texture as these are affected by stage lig h tin g. Students also learn to present cos tum e ideas on a sim ple costume figure and do research for his to rically authentic costumes. Class w ork is based on the needs of school productions. Stage Craft 1 to 4 semesters. Open only to juniors and seniors. Prerequisite: Crafts Ib - la or D raw in g and P ain tin g Ib -la . Ib - la B uilding a foundation of practical stage knowledge and skills through designing and constructing model stage sets, do ing research, and solving problems connected w ith the school stage. The lig h t theory of color and the essential elem ents of design are related to practical school stage projects. 2b-2a Open only to seniors. Recomm endation of teacher re quired. M ore advanced problems of stage craft. Designs for school productions are created by in d ivid u al students or groups of students for class evaluation and selection. Scripts are studied for mood and other contributing design factors. Leadership in stage production is expected in this class as w e ll as some p a in t ing and construction of scenery and setting of the stage. Stage Crew Workshop 1 to 4 semesters. Open to recommended sophomores, juniors, and seniors. M ax im u m credit, 20 semester periods except for stage m anager, assistant stage m anager, and chief electrician. M ax im u m credit for these students, 30 semes ter periods. T hey m ust have the recom m endation of the teacher and the approval of the counselor. Ib - la Interpretation of stage designs; the building, repairing, and h an d lin g of stage scenery. Students learn the w orking vocabulary of the stage and learn to assume backstage respon sibilities of storage and care of equipm ent. 2b-2a A d d itio nal experience in stage production w ith in creased responsibility at the tim e of public perform ance. S tu dents select the fields of special interests (scenery or lig h tin g ) and try out for positions of stage m anager, assistant stage m a n ager, and chief electrician. COURSES OFFERED 25 Stage Make-Up Ib -la 1 or 2 semesters. A n introduction to the design elem ents of line, d ark -lig h t, and color through m ake-up for stage effects. Scripts are read for idea, mood, and a ll necessary background for m ake-up. Practical experience is gained in the m ake-up crew for a ll school productions. BUSINESS EDUCATION Special business tra in in g opportunities are provided for q ualified seniors. For additional in form ation, see Cooperative T rain in g Program, page 65. Bookkeeping 1 to 4 semesters. It is to the advantage of the student entering Bookkeeping to have taken Business A rithm etic. It is fu rth er recommended th a t Bookkeeping be postponed u n til the ju n io r year. lb G eneral view of bookkeeping field. Practice is provided in recording business transactions in a va riety of sm all business organizations. Em phasis is placed on single proprietorship and business interpretation. la Practical application of fu nd am en tal bookkeeping and ac counting principles studied in the first semester. Practice is provided in the use of complete sets of books, including special journals (cash, purchases, and sales), ledgers, w ork sheets, and fin a n c ia l statem ents. Transactions using business papers com mon in everyday use in business offices are recorded in practice sets of books. 2b W orking out a business practice set for a partnership. Use of more im portant business papers such as notes, drafts, trade acceptances, etc. is stressed. The course covers control accounts and fin a n c ia l papers used in partnership, such as w ork sheets, balance sheets, p rofit and loss statem ents, etc. 2a Corporation accounting. The course includes a study of organization of a corporation; books of record; and accounts peculiar to a corporation, such as special m ulticolum n cash, purchases, sales, notes receivable and notes payable, and journals. In addition a short u n it on income ta x is offered. 26 COURSES OFFERED Business Arithm etic 1 semester. Prerequisite: evidence of pro ficiency in arithm etic. The application of the principles of elem entary arith m etic to as m an y business situations as possible, including practical m eas urem ents; payrolls; duties and taxes, including income taxes; income from investm ents in real estate, stocks, and bonds. Business English 1 semester. Open only to juniors and seniors. Recommended p rim a rily for students enrolled in one of the business majors. G ram m ar, punctuation, business correspondence, and vocabu la ry study. Business Law 1 or 2 semesters. Open only to juniors and seniors. lb A presentation of the ordinary d ay-to-day personal business activities. It includes: the m akin g of a contract; w ho can m ake a contract and remedies for breaches of contract; buying and selling; who can be a princip al and who can be an agent; the nature of b ailm en t; the responsibilities of carriers such as boats, planes, busses, etc. l a The study of: negotiable instrum ents or the kin ds of paper contracts th a t are a substitute for money; insurance in a ll phases; partnerships, corporations, and other form s of business organizations; the buying and selling of real estate and the relation of landlord and ten an t; courts of la w as they especially apply in C alifornia. Case methods are used as th ey show up in actual la w trials in civ il la w suits. Clerical Assistant See Service Classes. Clerical Practice 1 semester. Open only to juniors and senior B’s. Prerequisite: one year of typing. O ffice procedure and behavior, telephone technique, spelling, typing, filin g , and operating d up licating equipm ent. This course prepares a student to be a clerical assistant. Office Appliances Ib -la 1 or 2 semesters. Open only to juniors and seniors. Prerequisite: one year of typing. COURSES OFFERED 27 Practice in the use of calculator, comptometer, adding m achine, m im eograph, liq u id duplicator, voice recording m achine, m a chine bookkeeping, and other secretarial duties. Salesmanship 1 or 2 semesters. lb F undam entals of salesm anship, ta k in g in the three general fields of retail, specialty, and wholesale; sales demonstrations; re ta il store organization; demonstrations by business people. O pportunity for sales experience in city stores is provided. l a Selling methods, problem s of approach, kinds of learning, psychology as applied to selling, job analysis, sales talks and demonstrations, sales classification, sales appeals, sales d ram a tizations, salesm an’s handicaps and how to overcome them . This class is intended only for those ac tu a lly intent on selling. Salesmanship, Applied 1 to 4 semesters. E n ro llm ent in Applied Salesm anship 2b-2a subject to the approval of the fac u lty ad viser and counselor. Ib - la Practical experiences in student body store operation. O pportunities are provided for ta k in g inventory, selecting m e r chandise, buying, selling, and h an dling money. Principles of m erchandising are tau g h t in connection w ith practical selling methods. 2b-2a Assignments of added responsibility for second year stu dents. M anagers and assistant m anagers direct others in se ll ing, preparation of reports, and the d aily routine in the opera tion of the store. Rotation of responsibilities provides students w ith a general understanding of the problems of buying and selling. Shorthand 1 to 4 semesters. Open only to juniors and seniors. I b - la Theory, reading practice, b rief forms, shorthand, pen m anship drills, a tta in m e n t of skill, dictation practice. 2b-2a Prerequisite: one year of shorthand and one year of ty p ing. Students ta k in g this course m ust enroll also in Transcription. Clerical, stenographic, secretarial, civil service preparation; re view theory; dictation at rate of 60 to 120 words per m inute. 2 8 CO U RSES O FFE R E D Transcription l o r 2 semesters. Open only to juniors and seniors. Required of students ta k in g Shorthand 2b or 2a. Prerequisite: T yp in g Ib - la . T yping 2b-2a recommended. Transcribing and typ ing shorthand notes taken in Shorthand 2b-2a. This course provides practical tra in in g and experiences sim ilar to those found in business offices. Typing Ib -la 1 or 2 semesters. lb Learnin g parts of m achine and keyboard, drills for de veloping skill, personal typing. l a E veryday applications, letters, manuscripts, rough drafts, tab u la tin g ; business forms and papers; stencils, if tim e perm its. Typing, Interm ediate 1 semester. Prerequisite: tw o semesters of ty p ing and placem ent by teacher or counselor. A n extensive review of basic typ ew ritin g techniques. Special em phasis is placed on review of T yp in g lb and la . Typing 2b-2a 1 or 2 semesters. Prerequisite: students m ust have passed Interm ediate Typ in g or have taken tw o semesters of typing, have achieved a rate of 30 words per m inute, and have passed the Test of Typ in g Fundam entals. 2b L etter forms, business usage, tabulations, outlines, rough drafts. M in im u m rate, 40 words per m inute. 2a S ecretarial typing: specialized correspondence, business and leg al forms; intensive drills. M in im u m rate, 50 words per m inute. ENGLISH Senior English for College Entrance Since C alifo rn ia colleges and universities require en trants to take w ritten exam inations in English composition and gram m ar, it is strongly advised th a t those who expect to enter college should take E nglish 4 or G ram m ar and Composition d u r ing th eir senior year. COURSES OFFERED 29 Participation in Public Performances S tu dents from Dram atics, Speakers Workshop, Radio Workshop, and Public Speaking are in dem and for public appearances; and students entering these classes have a special opportunity and ob lig atio n to serve the school and com m unity. To this end the fo llo w in g rules and regulations m ust be observed by those w ho enroll: Each student registering for any of the above m entioned courses m ust sign, together w ith parent or guardian, a w ritten agreem ent as follows: “It is m andatory th a t a ll students who ex pect credit sh all participate in extra rehearsals, public performances, and a ll school activities in w hich the organizations nam ed properly fu n c tion. F ailu re to com ply w ith this regulation m ay result in an y of the fo llo w in g penalties unless excused in advance by the instructor: 1. Change of program . 2. Reduction in m ark. 3. Dropping of subject w ith no credit. 4. Loss of aw ards given by student body." Creative W riting 1 or 2 semesters. Open only to juniors and sen iors. A special recom m endation from the teacher of the preced ing semester of E nglish is required. Techniques for creative expression and actual w ritin g of m a n u scripts, including short stories, articles, poems, etc. Dramatics Ib -la 1 or 2 semesters. A course in fu nd am en tals of dram atics including posture, p an tom im e, voice and diction, basic acting techniques, sim ple act ing projects, and the production of one-act plays. Dramatics, Advanced 1 to 4 semesters. Prerequisite: Dram atics Ib - la or equivalent. More advanced problem s in voice and diction, characterization, and stage techniques w ith em phasis on the presentation of the m ajo r school plays. 30 COURSES OFFERED English 2 See Social Living, Tenth Grade. English 3 2 semesters required for graduation. Open only to ju n iors and seniors. 3b A survey of A m erican lite ra tu re w ith em phasis on short stories and poetry. This survey is correlated w ith punctuation, gram m ar, and composition. 3a Prerequisite: 3b. Continuation of survey of A m erican literatu re w ith em phasis on the novel, the essay, and dram a. This survey is correlated w ith punctuation, gram m ar, and composition. English 4 1 or 2 semesters. Recommended for a ll students who ex pect to enter college. Prerequisite: tw o years of senior high school E nglish and senior standing. A survey of E nglish lite ra tu re w ith em phasis on poetry, dram a, the essay, and the novel; applied gram m ar, punctuation, and composition, including letters, sum m aries, book reviews, essays, and critiques. Grammar and Composition 1 semester. Open only to seniors. Re commended for those who need ad d itio nal preparation for col lege entrance exam inations in g ram m ar and composition. Form al and applied gram m ar; letters, book reviews, radio and film critiques, essays, and research papers. Journalism 1 to 4 semesters. Open to recommended sophomores and to juniors and seniors. M a x im u m credit, 20 semester periods except for the editor and a lim ite d num ber of other staff m e m bers as recommended by the adviser. M a x im u m credit w ith such recom m endations and w ith the approval of the counselor, 30 semester periods. lb Introduction to journalism , including a study of modern newspapers, analysis of news, study of effects of propaganda, news story w ritin g . la News gathering, interview ing, newspaper organization. 2b-2a Newspaper production through publication of the school paper. The course offers instruction and practice in copy read ing; page m ake-up; ed itorial w ritin g ; hum an interest stories; C O U RSES O FFE R E D 31 critical reviews of plays, books, and m otion pictures; study of newspaper reader interest and reaction. A ctual experience in p rin t shop is provided for q ualified students. Library Practice See Service Classes. Oral Expression 1 or 2 semesters. Interp retative reading from the printed page; d rill in pronuncia tion and enunciation, voice train ing . Public Speaking 1 or 2 semesters. lb Understanding of the basic principles of effective speaking; atta in m e n t of poise, agreeable voice q uality, acceptable diction, and fa c ility of expression; developm ent of direct, unaffected, conversational q u a lity in speaking; a b ility to read in te llig e n tly and im ag in a tiv ely; acquiring of speech standards w hich w ill m ake each student an in te llig e n t self-critic. la Speeches for special occasions, class debates, group dis cussions. Radio Workshop 1 to 4 semesters. Open only to recommended students. W ritin g and producing radio program s fo r classroom and com m u n ity listening. School Annual 1 or 2 semesters. Open only to m em bers of the staff selected by the adviser. M a x im u m credit, 10 semester periods except for the editor and lim ite d num ber of other staff, m e m bers as recommended by the adviser. M a x im u m credit w ith such recom m endations and w ith the approval of the counselor, 20 semester periods. The preparation, publication, and distribution of the school annual. Speakers Workshop 1 to 4 semesters. Open only to recommended students. A workshop for leaders in the Speakers Bureau. M em bers w ill study and discuss current problems and prepare speeches to be given on school and com m unity programs. 32 COURSES OFFERED FOREIGN LANGUAGE French 1 to 6 semesters. Ib - la Easy reading, dictation, oral and w ritten composition, essentials of gram m ar, and collateral reading on French life and customs. 2b-2a Continuation of the w ork of the first year. French lite ra ture through easy classics is introduced; conversation is stressed. 3b-3a Open only to juniors and seniors. A grade of B or better in French 2b-2a recommended. Review of essentials of gram m ar, free composition, conversa tion, classics, and reports on collateral reading. German 1 to 6 semesters. Ib - la Easy reading, dictation, m em ory w ork, essentials of gram m ar, conversation, and collateral reading on G erm an life. 2b-2a Continuation of the w ork of the first year. Easy selec tions from G erm an lite ra tu re are introduced; oral d rill in use of G erm an is stressed. 3b-3a Open only to juniors and seniors. A grade of B or better in G erm an 2b-2a recommended. Review of essentials of gram m ar, free composition, conversation, classics, and reports on collateral reading. Latin 1 to 6 semesters. Ib - la Pronunciation; essentials of L a tin gram m ar; easy com position; vocabulary d rill w ith stress la id upon the derivation of E nglish words; translation of L a tin stories p ertain ing to classical m ythology, Roman life, and Roman history; direct a p plication of L a tin to E nglish vocabulary, spelling, and gram m ar. 2b-2a C ontinuation of the studies of the first year. The first semester includes L a tin stories about classical m ythology, Ro m an history, and Rom an life. The second semester includes selections from Caesar’s Gallic Wars. 3b-3ar Open only to juniors and seniors. A grade of B or better in L a tin 2b-2a recommended. COURSES OFFERED 33 T ranslation of Cicero’s orations and letters, selections from O vid’s poems and V irg il’s Aeneid; composition exercises; vo cabulary d rill; derivative w ork; survey of L atin literatu re; de velopm ent of w ritin g style in English. Spanish 1 to 8 semesters. Ib - la Easy reading, dictation, oral and w ritten composition, m in im u m essentials of gram m ar, vocabulary d rill, Spanish songs, and collateral reading in E nglish about Spanish-speak ing countries. 2b-2a Continuation of the w ork of the first year. Stress is placed on vo cabulary-building and conversation in Spanish. 3b-3a Open only to juniors and seniors. A grade of B or better in Spanish 2b-2a recommended. Review of essentials of gram m ar; translations and in te rp reta tion of literatu re of the language; oral and w ritten composition. A general survey of Spanish and L atin Am erican cultures through literatu re, art, and music is included. 4b-4a Open only to seniors. A dditional selections from Spanish readings; introduction to com m ercial Spanish; emphasis on oral expression; a concise review of gram m ar; advanced w ork w ith periodicals. HOMEMAKING Clothing 1 to 4 semesters. Students m ust furnish the m aterials for the clothing w hich they m ake. The choice of garm ents w ill be determ ined by the g irl’s desires, her a b ility to sew, and the am ount of m oney to be used. Em phasis is placed on careful p lann ing and buying as w ell as the q u a lity of w ork and the num ber of garm ents completed. The num ber w ill vary w ith the in d ivid u al; usu ally three or more can be finished each semester. lb Instruction suited to each g irl’s a b ility and experience in choosing m aterials and patterns, in using professional methods for m akin g clothing, and in using sewing machines and other equipm ent. 34 COURSES OFFERED la Prerequisite: lb . O pportunities to im prove skill, to use different patterns and fabrics w ith additional problems in m aking, fittin g , and fin ishing. Students study the su ita b ility of style and color to the ind ividu al, to the use or occasion, and to the choice of clothing accessories. 2b Open only to juniors and seniors. Prerequisite: l a or a p proval of teacher and counselor. Continued studies in the m akin g of clothing. Experiences m ay include: m akin g clothes for other members of the fa m ily as w ell as for self, rem odeling a garm ent, m akin g alterations in a ready-m ade, learn in g to m ake a clothing plan for self and fa m ily, learn in g to select and buy garm ents and textiles for various uses at different costs. 2a Open only to juniors and seniors. Prerequisite: 2b or ap proval of teacher and counselor. Advanced w ork in dressm aking and tailo rin g suited to student’s ab ility ; continued study of fabrics in relation to th eir uses for clothing and home furnishings; additional study of fashions and style and of the economic and social aspects of being w ell dressed. Clothing Selection 1 semester. No prerequisite. A study of: beauty and appropriateness in dress in relation to different types of complexion, build, posture, carriage, and other in d ivid u al characteristics; textiles as a guide to buying fabrics, clothing, and accessories; use and care of fabrics and clothing. This course does not include sewing. Foods 1 to 4 semesters. Open to boys as w ell as girls. Boys m ay be adm itted only w ith the approval of counselor. A file for recipes and a suitable apron or smock are required. The planning, cooking, and serving of foods for fa m ily m eals and for social occasions of interest to high school students. The courses also include the study of tab le service and etiquette, m enu planning, essentials of adequate nutrition, use and care of equipm ent and utensils, buying of food, care of food sup plies, kitchen p lan n in g for efficiency, and m anagem ent of tim e. COURSES OFFERED 35 lb A study of the place of food in the n utritio n and social ex periences of high school students. Laboratory w ork is used to develop s k ill in cookery, attractive food service, good habits of work, organization of supplies and equipm ent, plann ing and w orking w ith others. l a Prerequisite: lb . Continued tra in in g in: selecting, preparing, and serving foods suitable for fa m ily m eals; table service and etiquette; m enu p lann ing ; and en tertainin g in the home. 2b Open only to juniors and seniors. Prerequisite: la or a p proval of teacher and counselor. A d d itio nal study and laboratory practice in: planning, buying, and preparing food; table service for various occasions; use and care of special equipm ent; relation of n utritio n to health. 2a Open only to juniors and seniors. Prerequisite: 2b or a p proval of teacher and counselor. Opportunities to develop student's special interests in cookery; for exam ple, baking, food preservation, q u a n tity cookery, fo r eign dishes, and others. Students in the advanced class increase th eir skills by planning, preparing, and serving food for special occasions at school. Home Crafts 1 semester. Dem onstrations and laboratory practice in methods and routines of housekeeping th a t increase the comfort and satisfactions of the fa m ily and the efficiency of the student. A g irl also m ay learn a variety of handicraft skills to add to the attractiveness of her home. Home Management 1 semester. Open only to seniors. Required of a ll girls for graduation. Study and discussion of problems such as: achieving desirable home life ; m akin g adjustm ents in fa m ily relationships; a p preciating children as members of the home; planning, decorat ing, and furnishing a house; organizing the care and routine activities of the home; m anaging the income; buying in te lli gently; p lan n in g for the food of the fa m ily ; and en tertaining in the home. 36 COURSES OFFERED Home Nursing and Child Care 1 semester. Learnin g to recognize symptoms of illness; dem onstration and practice of nursing methods best suited to the home; prevention of home accidents; care of in fa n t and pre-school child; plann ing and serving m eals for the sick. Red Cross Home Nursing Cer tificates are aw arded to girls who q ualify. Personality Development 1 semester. A practical course in w hich students study th eir physical ap pearance and in d ivid u al characteristics, posture, m annerisms, grooming, clothing styles and colors. Students learn accepted rules of etiquette and good m anners for various occasions and develop and practice agreeable attitudes and relationships through class and group activities. Stage Costume Construction 1 or 2 semesters. Open to girls who can sew and are interested in m a kin g costumes for school pro ductions. Study of pattern d raftin g and use of m aterials; construction of stage costumes. INDUSTRIAL ARTS In d u strial arts, as a phase of general edu cation deals w ith the m aterials, processes, pro ducts, and occupations of industry and w ith the social-economic problems of an ind u strial democracy. The purpose of the ind u strial arts program is to provide experiences w hich w ill assist in preparing the in d ivid u al to become more e f fective and capable as a m em ber of his home and com m unity, more in te llig e n t as a consumer w ith reference to appreciation, care and use of the products of industry, and more valuable as a citizen. In d u strial arts experiences cover a w ide v a riety of ind u strial m aterials, processes, products and services, requiring tools and equipm ent common to industry. Through these experiences, students become better acquainted w ith the in- COURSES OFFERED 37 dustrial phase of Am erican life. Elective courses, most of w hich are offered five periods per week, are av ailab le in each of the follow ing areas; automotives, draw ing, graphic arts, m etalw o rk ing, electronics, and woodworking. Special vocational tra in in g opportunities are provided for q ualified seniors. For additional in form ation see Cooperative T rain in g Program, page 65. Permission from a counselor and the indus tria l arts teachers concerned is required to en roll in more th an two industrial arts courses or in more th an one period per day of the same in dustrial arts course during a semester. Auto Essentials 2 semesters. lb Em phasis on consumer values such as buying, caring for, and m akin g m inor adjustm ents and repairs on automobiles. This course includes a study of the various principles, designs, and construction of autom obile, boat, and truck engines as w ell as autom otive chassis and other related parts of the autom obile. l a The theory operation, m aintenance, adjustm ent, and repair of the electrical system of an autom obile. This includes a study of electrical fundam entals, and disassembly, repair, and test ing of autom otive electrical units, and electrical and motor tune-up. The operation of devices such as directional signals, convertible top lifters, and electrohydraulic windows is also studied. Auto Mechanics 2 semesters. M ax im u m of 20 semester periods credit. Prerequisite: Auto Essentials. Em phasis on the practical application of electrical, hydraulic, and m echanical autom otive principles as typical units are serv iced and overhauled. Live jobs are used increasingly in this program. Students become proficient in the use of appropriate autom otive tools and equipm ent, attain in g a level of sk ill of an advanced degree. Auto Mechanics, Vocational 1 to 4 semesters. Fifteen periods per week. A vailab le only at Polytechnic H igh School. Prerequisite: Auto Essentials. 38 COURSES OFFERED A thorough background and tra in in g in the w ork required of an auto mechanic. Students com pleting four semesters in this pro g ram w ith a B average receive a special trade certificate w hich signifies th eir readiness for advanced apprenticeship tra in in g and consideration for em ploym ent in this occupation. Drawing, Architectural 1 to 6 semesters. Prerequisite: two semes ters of ind u strial draw ing or eq u ivalent in ju n io r or senior high school. Students desiring to enroll in 3b-3a shall secure per mission of counselor and teacher. Ib - la Preparation of p relim in a ry architectural sketches; de velopm ent of basic architectural w orking drawings, including plans, elevations, details, and perspective views. A study of designs, symbols, dim ensioning, lettering, and specifications is included. 2b-2a M ore advanced phases of first year architectural d raw ing. Problems common to p lan n in g and b uildin g a home are studied in relation to such m atters as fa m ily interests, lig h tin g, heating, and ventilation. Presentation draw ings are developed and b uildin g models are made. 3b-3a The functional aspects of architectural d raw ing w ith current practice in the field of domestic architecture being ex em plified. D raftin g room procedure is followed w ith reference to handbooks, d raftin g room m anuals, tables, and other refer ence m aterials. A rchitectural problems are developed in detail from the p relim in a ry sketch to a complete set of w orking d raw ings. This level of w ork emphasizes independent study. Drawing, Industrial 1 to 6 semesters. Students desiring to enroll in 3b 3a shall secure permission of counselor and teacher. Ib - la Learning to d raw and interpret the types of draw ings in current use. Sketching; lettering; use and care of equipm ent; m easuring and m athem atics; graphs; interpreting draw ings; orthographic and w orking drawings, including a u x ilia ry views and sections; pictorial drawings, including oblique, cabinet, isometric, and perspective; problems dealing w ith development, layout, and the reproduction of draw ings are included. 2b-2a Advanced w ork in the areas studied in Ib -la . Students m ake functional w orking draw ings of advanced ind u strial arts projects, including pictorial sketches and prints; m ake pencil tracings for reproduction; design and m ake assembly draw ings COURSES OFFERED 39 of sm all machines, articles of fu rn itu re, and other products; learn to use ink as a draw ing m edium ; and acquire technical inform ation used in the trades. 3b 3a Advanced w ork and some specialization. D raw in g in ad ditio nal d raftin g areas such as structural steel, aviation, elec trical, m arine, and piping is offered. Problems are developed in complete d etail from in itia l sketches to finished d etail and as sem bly drawings. Vocational opportunities in the field of d ra ft ing are investigated. Electronics 1 to 4 semesters. I b - la (Basic Principles of Radio and E lectricity) Study of the operation of fu nd am en tal motor, generator, and radio circuits. Students acquire an a b ility to read schematic radio diagram s and to w ire sim ple circuits. They learn to use various electrical meters and test radio parts, tubes, and electrical circuits. An opportunity is given to learn to receive radio code. Students also develop the tool skills necessary in radio construction and appliance repair. In addition, they acquire an understanding of the train ing , educational requirem ents, duties, and oppor tunities in the various branches of the electrical industry. 2b-2a (Radio Electronics Circuits and Systems) F urther study of fu nd am en tal electrical theory inclu d in g the transm ission and reception of radio signals. Students have an opportunity to construct sim ple transm itters and more complex receivers. They also acquire an a b ility to diagram fu nd am en tal radio circuits and to use test equipm ent in checking various radio circuits. Students are guided toward such goals as am ateur radio opera tion, construction of audio am plifiers, and radio repair. An introduction is m ade to the area of television. Graphic Arts 1 to 6 semesters. Students desiring to enroll in 3b-3a shall secure permission of counselor and teacher. Ib - la This course is planned for sophomores and juniors; sen iors adm itted only w ith permission of counselor and teacher. Fundam entals of p rin tin g and related areas including the la y of the job case, the point system of m easurem ent, use of spac ing m aterials, sim ple type identification, type justification, proofreading, locking for the platen press, preparing press for printing, cutting linoleum blocks, cutting stencils, preparing a job for reproduction on the silk screen, sim ple book binding. A knowledge of paper m a kin g and the common papers used in the graphic arts is included. 40 COURSES OFFERED 2b-2a Proficient use of the basic tools and m achines in ac cordance w ith student readiness. Care and selection of tools and m aterials, understanding and appreciation of good design, set tin g and designing display type m atter, selecting and using colors, knowledge of p rintin g papers and th eir characteristics, experience in binding books and two-color block printing, and appreciation of the vocational and avocational possibilities in the graphic arts are emphasized. 3b-3a M a x im u m of 30 semester periods credit. Student responsibility for selection of type, paper, ink, and method of reproduction. Experiences w ith book and newspaper m ake-up are provided as students study methods and intricate setups. Vocational skills achieved using type-casting machines, sem i-autom atic and autom atic presses, and other graphic arts equipm ent in accordance w ith student readiness are stressed. Metalworking, General 1 to 6 semesters. Students desiring to en roll in 3b 3a shall secure permission of counselor and teacher. Ib - la A variety of basic hand and m achine tool processes w ith alu m inu m , brass, copper, steel, and various other m etals and alloys. This course includes art m etal, bench m etal, sheet m etal, forge and w elding, foundry, m achine m etalw orking, and m etal finishing. 2b-2a Advanced w ork in the areas listed for Ib -la . Students acquire m a n ip u lative skills, technical knowledge, and voca tion al inform ation. New tools and m achines are introduced. Attention is directed toward the source, characteristics, and w orking q ualities of m etals. Skills and activities for recreation and avocations are included. 3b-3a Em phasis on the necessity of a high degree of accuracy. Ind u strial production methods are studied and u tilized insofar as facilities w ill perm it. Students are perm itted to specialize in one or more areas in m etal w ork in w hich they have shown interest and ab ility. This level of w ork emphasizes independent study. Metalworking, Machine 1 to 6 semesters. Students desiring to en roll in 3b-3a shall secure permission of counselor and teacher. COURSES OFFERED 41 Ib - la Ferrous and nonferrous m etals and m achine m e talw o rk ing processes. The course includes plann ing a project, in te r preting sim ple blueprints, using fu nd am en tal hand tool proc esses, and accurate m easuring. Tool sharpening and elem en tary m achine operations on the d rillin g m achine, grinder, lathe, shaper, and power m etal-cu ttin g saws are stressed. 2b-2a Advanced m etalw orking processes, threading, etc., w ith emphasis on precision w ork and production methods. W ork on the m illin g m achine, advanced w ork on other m etalw orking machines, and special m achine setups for w ork using jigs and fixtures are given. Opportunities are provided for boys to plan, develop, and build sm all tools and machines. 3b-3a Em phasis on precision w ork and production methods. Close tolerances are required on a ll lathe, d rill press, shaper, and m illin g m achine operations. Special job setups and new processes are studied. Ind u strial production methods are utilized insofar as facilities w ill perm it. This level of w ork emphasizes independent study. Woodworking 1 to 6 semesters. Students desiring to enroll in 3b-3a shall secure permission of counselor and teacher. Ib - la Fun d am ental hand tool skills and processes. Students p lan and develop useful objects; learn to know common woods, th eir characteristics, and uses; do sim ple fin ish in g on wood projects; and learn to sharpen and care for tools. 2b-2a Accuracy in layou t and practice of skills previously ac quired. N ew skills and processes on woodworking machines, sim ple m achine setups, planning, good proportion and design, detailin g and lay in g out w ork, and fig u rin g costs are em ph a sized as fu rn itu re is made. A pplication of stain, fille r, shellac, oil, w ax, varnish, enam el, and p ain t is also included. 3b 3a H ig h degree of sk ill in the use of hand tools and wood w orking m achinery; fu rn itu re and cabinet m aking, carpentry, and pattern m aking. N ew methods of construction, new tools, woodcarving, in layin g , veneering, and modern finishes are in tro duced. Em phasis is placed on the use of jigs, fixtures, and other devices. 42 COURSES OFFERED MATHEMATICS The sequence of courses in m athem atics fo l lowed in Long Beach high schools is as follows: Algebra Ib - la Plane Geom etry Ib - la Algebra 2b and P lane Trigonom etry Solid Geom etry Solid G eom etry or Plane Trigonom etry A lgebra 2a Algebra 2a Algebra Ib -la 1 or 2 semesters. F un d am ental processes in arith m etic as w e ll as in algebra, w ith special emphasis on regu lar and decim al fractions, fo rm u las, solution of equations, quadratic equations, graphing, sim ple algebraic fractions, square root, and the m etric system. The algebra necessary to the solution of problems in science courses offered in high school is stressed. Algebra 2b Open only to juniors and seniors. Prerequisite: Algebra Ib - la and Plane Geometry. Review of fu nd am en tal processes, lin ea r equations, fractions, radicals and exponents, worded problems, graphs, and q uad ratic equations. Em phasis is placed on fu nctio n al relationships throughout the course. Applications are m ade to physics and chem istry. Algebra 2a Open only to seniors. Prerequisite: A lgebra 2b and Plane Trigonom etry. G eneral review of A lgebra 2b; theory of quadratic equations, sim ultaneous quadratic equations, H orner’s method, introduc tion to m athem atical analysis, b in o m ial theorem , progressions and series, determ inants, review of trigonom etry, and history of m athem atics. Introduction to calculus is offered if tim e perm its. Arithm etic Ib -la 1 or 2 semesters. Not open to students who have had algebra or geom etry or have competence in the fu n d a m ental processes of arithm etic, except by special permission of counselors. COURSES OFFERED 43 Designed to give the students a comprehensive review of general arithm etic w ith special emphasis on the fu nd am en tal processes and w ith applications to present needs. Business Arithmetic See Business Education. Plane Geometry Ib -la 1 or 2 semesters. Prerequisite: Algebra Ib -la . Study of lines, angles, triangles, polygons, ratio, proportion, and circles; construction em phasized; history of geometry. Solid Geometry 1 semester. Open only to juniors and seniors. P re requisite: A lgebra 2b. Em phasis on spatial relations. Lines, planes, polyhedrons, cylinders, cones and spheres, and the history of m athem atics are studied. Practical calculation of area and volum e is in cluded. Plane Trigonometry 1 semester. Open only to juniors and seniors. Prerequisite: Algebra 2b and Geometry. N um erical trigonom etry, identities and equations, angles of any m agnitude, radian measure, form ulas, m eaning and use of logarithm s, solution of triangles, history of trigonom etry. The correlation w ith physics is shown. MILITARY SCIENCE Required Activities Each student register ing m ust sign, together w ith parent or guardian, a w ritten agreem ent as follows: “It is m andatory th a t a ll students who e x pect credit shall participate in public p erform ances, and a ll school activities in w hich the corps of cadets properly function. F ailu re to com p ly w ith this regulation m a y result in an y of the fo llo w in g penalties unless excused in a d vance by the instructors: 1. Reduction in grade. 2. Dropping the subject w ith no credit. 3. Loss of aw ards given by student body.” 44 COURSES OFFERED Uniform and Equipment Uniforms, except shoes and socks, are furnished w ith o u t cost. A ll equipm ent for instruction is furnished by the governm ent; this includes textbooks. Lost items of clothing and equipm ent m ust be paid for at regular governm ent prices. Clothing m ust be kept cleaned and pressed and a t the end of the school year turned back to the school clean and pressed for safekeeping. Each student is re quired to provide him self w ith a p air of p lain brown shoes and brown or tan socks. M ilitary Science 1 to 6 semesters. General Statement The course in m ilita ry science is planned to assist in the developm ent of the student as a leader, to pre pare h im to discharge his duties as a citizen, and to aw aken in h im an appreciation of the obligations of citizenship. In this aim it works hand in hand w ith the other school departm ents. E n ro llm ent in this course creates no obligatory ties or responsi bilities to the Arm y. It is a regu lar high school subject, taken on the campus during regular school hours. The course in m ilita ry science stresses discipline, courtesy, neatness, promptness, bearing, self-confidence, in itia tiv e , and respect for properly constituted authority. Course of Instruction The complete course of instruction com prises three years; the scope is equ ivalen t to th a t of the first year of m ilita ry science in colleges. Colleges and universities offering a course in m ilita ry science w ill allo w one year of credit for satisfactory com pletion of the high school m ilita ry science course. This is a program of practical study, including such subjects as m ap reading, m ilita ry history, organization of the N atio n al M ilita ry Establishm ent, use of sm all arms, rifle and pistol m arksm anship, and m ilita ry d rill w ith its alternate physical developm ent and coordination through mass exercises and com petitions. The m a jo rity of scheduled tim e is spent in practical application of the subjects studied. Lectures and classroom w ork represent ap p roxim ately 20 per cent of the to tal tim e. The rem ainder is used to em phasize coordination, precision, and leadership through actual practice. COURSES OFFERED 45 The scope of the program has been determ ined by the D epart m ent of the A rm y in consultation w ith outstanding civilian educators throughout the country. Field Trips and Camps A num ber of w eek-end field trips to nearby m ilita ry installations are scheduled throughout the year. These trips, u sually of two days duration (S aturday and Sunday), provide the students an opportunity to observe the functioning of the various m ilita ry services and to study eq u ip m ent not availab le at the schools. For each year a field encam pm ent is planned. The scope of this camp is som ewhat dependent on the a v a ila b ility of eq u ip m ent. D uring this camp, subjects w hich cannot be adequately covered at the institution are stressed, demonstrations and f ir in g of various weapons are conducted, and sm all u nit m aneuvers are held. Transportation for these activities is provided. P articipation in the field trips and an n ual encam pm ent is vo lun tary on the p art of the student. Requirements for Enrollment A t each institution in w hich this course is offered, e lig ib ility for enrollm ent in m ilita ry science is lim ite d to m ale students who are citizens of the U nited States, of good m oral character, physically fit, and not less th an 14 years of age. A n y student who wishes to enroll and who meets the above re quirem ents m ay apply by consulting the school counselor or the head of the M ilita ry Science Departm ent. Upon authorization by the counselor and after interview and acceptance by the head of the M ilita ry Science Departm ent the applicant w ill be enrolled. Students having two years credit in m ilita ry science m ay sub stitute this credit for one semester's graduation requirem ent in science. Three years of m ilita ry science w ill be accepted in place of one year of required science. This shall not be in te r preted as granting more th an five semester hours of credit for an y one semester of m ilita ry science. W here program m ing w ill not otherwise perm it, students m ay enroll in m ilita ry science in place of physical education. 46 COURSES OFFERED MUSIC Performance of School Groups A ll perform ing groups sponsored by the school are in de m and for public appearances, and students en tering these classes have a special opportunity and obligation to serve the school and com m un ity. To this end the fo llo w in g rules and re g u la tions m ust be observed by those w ho enroll: Each student registering for courses w hich require public perform ance m ust sign, together w ith parent or guardian, a w ritten agreem ent as follows: “Each student who expects credit is required to p articipate in extra rehearsals, public per formances, and a ll school activities in w hich the organizations nam ed properly function: a cap p ella choirs, senior glee clubs, bands, and orchestra. F ailu re to com ply w ith this re g u la tion m ay result in one or more of the follow ing penalties, unless excused in advance by the in structor: 1. Change in program. 2. Reduction in grade. 3. Dropping of subject w ith no credit. 4. Loss of awards given by student body.” COURSES FOR LISTENING ENJOYMENT Exploring Music 1 or 2 semesters. A course for the nonperform er w hich is intended to increase the listener’s enjoym ent of music through a better understanding of it. Those w ho are interested in music as a hobby w ill find this nontechnical approach to music to th eir lik in g . Music Appreciation 1 or 2 semesters. Those Interested in a c u l tu ra l background, a greater knowledge of music, radio a n nouncing and program building, teaching, journalism , or the m in istry should take this course. COURSES OFFERED 47 Designed to increase the listen in g pleasure of the nonm usician as w e ll as the serious music student. F ilm music, current lig h t operas, and music of the modern composers form the starting point of this course. Students become fa m ilia r w ith a great deal of interesting music through listening to records, seeing film s, hearing piano selections, and occasionally surveying operatic and symphonic scores. MUSIC THEORY COURSES Two semesters of M usic Essentials or two semesters of H arm ony fu lfill the theory requ ire m ent for a music m ajor. Students who have no knowledge of the piano keyboard and do not p lay an instrum ent should take M usic Essentials before ta k in g Harm ony. Those who have some understanding of music are eligib le to take H a r mony. Instructors w ill advise students concern ing w hich course to take. Harmony 1 or 2 semesters. The practical application of chord study to w ritin g music in creative w ork and arranging for voices and instrum ents. Music Essentials 1 or 2 semesters. A basic course for the serious music student w ith em phasis on elem entary theory combined w ith ear tra in in g and sight sing ing. The opportunity is given to learn to read and hear a ll parts of the m usical score. VOCAL COURSES A Cappella Choir 1 to 6 semesters. Though open to a ll grades, sophomores w ill be adm itted only in exceptional cases. A d mission by personal tryou t only. W aiver Form and Student Agreem ent Form required. The singing of unaccom panied music of advanced technical d ifficu lty. P ublic perform ances by the choir are frequent and often held outside of school hours. A solo voice is not required, but pleasing tone q u ality, a b ility to read music, accuracy of pitch, and w illingness to w ork are expected. 48 COURSES OFFERED Boys Glee 1 to 6 semesters. Open to boys of a ll grades. P artic ip a tion in public perform ance required. Instructor’s approval re quired before enrollm ent. W aiver Form and Student Agreem ent Form required. Singing of standard glee repertory, including classical and m od ern. Independence in singing a harm ony p art and improved singing voice are n atu ral outcomes of glee club experience. Girls Junior Glee 1 to 6 semesters. Open to girls of a ll grades. No previous glee club experience is required, but girls en rolling for this class should be able to carry a tune and enjoy singing. Singing of standard glee repertory, including classical and m od ern. Some participation in public performances is required, but most of the singing is done during school tim e. Girls Senior Glee 1 to 6 semesters. Open to girls of a ll grades. Some previous experience in glee club or other choral groups is desirable but not required. Instructor’s approval required before enrollm ent. W aiver Form and Student Agreem ent Form re quired. Singing of advanced glee club repertory. Voice 1 to 4 semesters. Voice tra in in g w ith emphasis on voice placem ent, diction, and song interpretation. In d ivid u al attention is given as fa r as possible. Each student is given an opportunity to study and sing solos. COURSES IN PIANO Piano 1 to 6 sernesters. In d ivid u al and group instruction of beginning, interm ediate, and advanced piano students. Each m em ber is expected to demonstrate reasonable progress. Each student should have a piano av ailab le for practice. INSTRUMENTAL COURSES Band 1 to 6 semesters. Students m ust have had some previous in strum ental tra in in g to q u a lify for band. Several school-owned in strum ents are availab le for use by students. W aiver Form and Student Agreem ent Form required. See note concerning p a rtic i pation in public performance. COURSES OFFERED 49 An opportunity to study standard band compositions. The band plays for special school affairs, such as assemblies, athletic contests, and parades. Ensemble 1 to 6 semesters. Designed for students q ualified to study cham ber music. Instruments 1 to 4 semesters. A num ber of school instrum ents are av ailab le for student use. Students who have th eir own instru m ents m ay also take this course. O pportunity for students to study string, woodwind, brass, and percussion instruments. Orchestra 1 to 6 semesters. Students m ust have had some previous instru m en tal tra in in g for orchestra. Several school-owned in strum ents are availab le for use by students. W aiver Form and Student Agreem ent Form required. See note concerning p artici pation in public performance. An opportunity to study standard orchestral compositions. The orchestra plays for special school affairs, such as assemblies, school plays, operas, and concerts. BOYS PHYSICAL EDUCATION Approved Uniforms The student shall sup p ly him self w ith the regulation uniform consist ing of standard cadet blue boxer-style gym shorts, supporter, and suitable soft-soled gym shoes and socks. A w hite T -sh irt or a gray sweat shirt is optional. Each piece must be stenciled w ith the owner’s nam e or num ber. Suits must be washed regu larly and kept neat at a ll times. S w im m ing trunks w ill be supplied to students enrolled in sw im m ing classes. Locks Each student shall furnish his own com bination padlock, preferably the type sold in the student body store. The lock num ber and com bination must be listed w ith the locker room custodian or physical education teacher. 50 COURSES OFFERED SOPHOMORE REQUIRED COURSE General Physical Education 2 semesters. Required of a ll sopho mores unless assigned to Orthopedic, M odified, or A th letic Team classes by the ch airm an of the departm ent. A broad and exploratory eig h t-u n it course w hich includes in struction in personal hygiene and body mechanics. The course is designed to acquaint students w ith several areas of physical education in order th a t they m ay m ake more in te llig e n t choices w hen elective senior courses are selected. Each u n it includes a m in im u m of 20 one-hour lessons. In the fo llo w in g units definite instruction in the fundam entals of the activities and the rules and regulations governing each sport is given. Sportsmanship and practice methods are emphasized. Body mechanics and Track and field gym nastics Softball Touch football Recreational activities Basketball Sw im m ing In d iv id u a l sports JUNIOR REQUIRED COURSES General Physical Education 2 semesters. Required of a ll juniors unless assigned to Orthopedic, M odified, Sw im m ing I, or A th letic Team classes by the chairm an of the departm ent. Instruction in a broad, all-round ac tiv ity program rather th an a specialized activity. Students are grouped according to m a tu rity and ab ility. Content is progressive from the sophomore course. Seasonal team sports, sw im m ing, in d iv id u a l sports, recreational games, and gymnastics are included. A ctivities are selected, and instruction emphasizes the values of carry-over activities, the pleasure of p layin g w hen in good physical condi tion, and the ideals of fa ir p la y and good sportsmanship. T w enty hours of the class tim e are given to the standard Red Cross First A id Course. Swimming I 1 semester. Planned for those students who have not satisfactorily completed the requirem ent of the sophomore sw im m ing course. The class w ill m eet three days a w eek for a semester, and w ill be taken in place of the sw im m ing u n it of the G eneral Physical Education course. A ll juniors who have not m et the sophomore sw im m ing course requirem ent are strongly urged to take this course. COURSES OFFERED 51 SENIOR ELECTIVE COURSES Seniors are encouraged to select two of the semester courses listed below or they m ay select one of these courses for the fu ll year. The se lected course is offered a m axim u m of three days each week during the semester, and the rem ain ing days are used for other types of ac tivities including seasonal sports. A ll senior elec tive courses include ten hours of instruction in the H ealth U n it “Understanding Ourselves.” Coeducational Activities 1 or 2 semesters. An opportunity for controlled desirable experiences in those approved activities w hich are coeducational in nature, such as tennis, golf, volleyball, dance (m odern and fo lk ). General Physical Education 1 or 2 semesters. M ore advanced instruction to meet the needs of ind ividu als w ith greater experience and higher degrees of skills. The course includes most of the subject fields covered in the required course for juniors. Heavy em phasis is placed upon games w ith high carry-over values for richer ad u lt living. Golf 1 or 2 semesters. Instruction in the use of a ll standard clubs, and a lim ite d ex perience in p lay at one of the local golf courses. This course is av ailab le to those seniors who w ish to learn the fundam entals of this carry-over activity. Gymnastics 1 or 2 semesters. T um b lin g instruction; exercises on clim bing ropes, long horse, p a ra lle l bars, horizontal bars, and rings. The course includes other appropriate gym nastic activities, such as free exercise, hand apparatus, and pyram ids. The class offers opportunities for self-testing activities and squad leadership train ing . Recreational Games 1 or 2 semesters. Instruction and practice in social-recreational activities and group recreational games including paddle tennis, badm inton, vo lleyb all, horseshoes, and other appropriate games. The course is designed to teach students skills and etiquette in in d ivid u al carry-over games as w ell as in group relationships. 52 COURSES OFFERED Swimming II 1 or 2 semesters. Open only to seniors w ho have satisfactorily passed the required course in sw im m ing. Instruction in w ater polo, senior life-savin g train ing , and spe cialization in the different skills of advanced sw im m ing and diving. Tennis 1 or 2 semesters. Instruction in the fu ndam entals of tennis and the opportunity to develop an advanced degree of sk ill in singles and doubles play. Wrestling 1 or 2 semesters. Instruction and practice in the fundam entals of w restlin g in tended to equip boys w ith self-defense knowledge and skills. Classification tests are followed by a b ility grouping based upon m atu rity, strength, and skills. SPECIAL CLASSES Modified (Restricted) Activities Class Open to sophomores, juniors, and seniors if assigned by the chairm an of the departm ent upon recom m endation of the physical education teachers. Director of H ealth Service, school nurse, counselor, parents, or fa m ily physician. H ealth and safety education and physical education activities adapted to the needs of students who cannot take p art in a more vigorous program . A rest program is approved if p re scribed by the student’s fa m ily physician an d /o r the Director of H ealth Service. Orthopedic Class Open to sophomores, juniors, and seniors if as signed by the ch airm an of the departm ent upon recom m endation of the physical education teachers. Director of H e alth Service, school nurse, or fa m ily physician. H ealth and safety education and rem edial exercises, games, and other appropriate physical education activities aim in g to im prove body functions and mechanics. COURSES OFFERED 53 ATHLETICS Athletic Team Activities A boy m ay receive physical education credit as a m em ber of an interscholastic athletic squad during the tim e the class is assigned to seasonal sport participation. W hen the squad is not actively engaged in the seasonal sport, each student must m eet the regular physical education requirem ent. P art of the e lig ib ility for student participation in interschool athletics in cludes the approval of the Director of H ealth Service and a passing grade the previous semester in four subject fields, one of w hich m ay be physical education. GIRLS PHYSICAL EDUCATION Approved. Uniform The student shall supply herself w ith the regulation uniform consisting of shirt, knickers in the standard cadet blue s u it ing, w hite tennis shoes, w hite socks. Each article, except socks, must be m arked p la in ly w ith the owner’s nam e as follows: the nam e embroidered in w hite on the pocket of the shirt and on the belt of the knickers directly below the shirt pocket. Shoes should be m arked w ith either em broidery thread or indelible ink. A cold w eather uniform of faded blue denim peddle pushers and a yellow regulation sweat shirt worn over the blue blouse is recommended. I f the student is ta k in g sw im m ing, she sh all supply herself w ith a rubber bath in g cap. The Board of Education supplies sw im m ing suits. Locks Each student shall furnish her own serially num bered com bination padlock, p ref erably the type sold in the student body store. The lock num ber and com bination m ust be listed w ith the equipm ent office clerk. Organization of the Program (J)* The sophomore program is uniform for a ll girls. Jun iors and seniors m ay elect from a num ber of different courses. However, these elections should include at least one in d ivid u al sport and one dance course. *M ost statem ents in this section apply to Jordan, Polytechnic, and W ilson H ig h Schools. The in itials J, P, or W follow ing a statem ent show th at the statem ent applies only to the schools so indicated. 54 COURSES OFFERED Organization of Program (P) A lthough the course for sophomore B’s is uniform for a ll girls of th a t class, the program is so organized th a t sophomore A ’s, juniors, and seniors m ay elect from a num ber of different courses described here. E n ro llm ent in advanced classes is subject to approval of the instructor. Organization of Program (W ) G irls are re quired to register in physical education accord ing to th eir year in school. The program is o r ganized so th at a different group of activities is offered each semester and is not repeated in an y semester up to the senior year. Juniors and sen iors m ay elect from the courses described. D u r ing the three high school years the fo llo w in g should be completed; an in d ivid u al sport, a team sport, dance, and aquatics. E n ro llm ent in a d vanced classes is subject to approval of the instructor. After-School Program If the student intends to p articipate in advanced tennis, golf, aquatics, and team sports in the G irls A th letic Associa tion, she is privileged to take these activities as her physicial education class during the last period. Seniors who q u a lify are given p riority in these classes. REQUIRED COURSES In the fo llo w in g courses instruction and practice are given in basic skills, techniques, rules, and regulations of the games, posture train ing , and opportunity for creative w ork in rh ythm ic activities. H ealth and safety educa tion includes the follow ing units; Sophomores— Personal Hygiene and Body M echanics Juniors— First Aid, required for g rad u a tion (Standard Red Cross Course, four weeks) Seniors— Understanding Ourselves COURSES OFFERED 55 Physical Education, Sophomore B 1 semester. Required of a ll sophomore B’s unless assigned to m odified classes by the school physician. Exceptions are m ade for girls selected for en ro ll m ent in M arching D rills and Games (JP) or Aquettes (J) or G AA class (W ). Instruction in the fo llo w in g units tau g ht on a rotation basis: orientation to physical education w hich includes introduction to senior high school gym nasium ; posture inspection; motor quotient tests (J); aquatics; basketball (JP ); h ealth education (personal hygiene and body mechanics) ; speedball an d /o r hockey (W ) ; stunts and tu m b lin g ; vo lleyb all; beginning rhythm s (JW ). Physical Education, Sophomore A 1 semester (JW ). Instruction in the fo llo w in g units tau g ht on a rotation basis: aquatics; beginning rhythm s; softball (J) ; speedball or hockey; tennis (W ). ELECTIVE COURSES Sophomore A ’s (P ), juniors, and seniors m ay select courses from the electives described. The title of the elective course indicates th at m ajor emphasis is given in th at activity, although com binations of activities m ay be m ade according to the teaching facilities availab le. A ll courses in clude special exercises for correct posture, body mechanics, and education for health and safety as listed under Required Courses. Badminton and Recreational Games 1 semester. Instruction and practice in skills and techniques of badm inton, ping-pong, paddle tennis, croquet, deck tennis, horseshoes, shuffleboard, clock golf, and some tab le games. The course is planned to develop sk ill in activities th at contribute to social development. 56 COURSES OFFERED Body Mechanics 1 semester (P ). Elective or required if assigned by departm ent head upon recom m endations based on in d ivid u al needs of student. Developm ental and corrective exercises for im provem ent of posture and body functions, and use of body in physical a c tiv i ties in everyday living. Folk Dance, Advanced 1 semester. Open only to seniors (J). Instruction in fu nd am en tal dance steps and patterns used in fo lk and square dancing such as the w altz, polka, schottische, gavotte; form ations used in q uadrille and lin e and circle dance; and social etiquette. The course includes a study of the h is torical and cu ltural backgrounds of the dances taught. GAA Swimming 1 to 4 semesters. Open only to juniors and sen iors. Open to those students who have passed the required Red Cross sw im m ing tests. Instruction in perfecting basic strokes, advanced sw im m ing and d iving techniques, pattern sw im m ing to music. The course provides opportunity for creative activities, stunts, and stroke variations. Rehearsals outside of school hours m ay be required of students p articip ating in aquatic productions. GAA Team Sports, Advanced 1 to 4 semesters. Open to sophomore A ’s (P W ), sophomore B’s (W ), juniors, seniors. Instruction in vo lleyb all, basketball, speedball or field hockey, and softball. Each sport is tau g ht in its own season and in cludes developm ent of in d ivid u al skills and techniques, vocabu la ry of the sport, understanding and application of the rules, performance, and w ritten tests. Com petition in tournam ents and sportsdays and opportunities for leadership and social ac tivities are offered. General Physical Education, Junior B 1 semester (W ). Instruction in the follow ing units tau g ht on a rotation basis: aquatics to juniors w ho missed the sophomore unit; basketball; tennis (J). COURSES OFFERED 57 General Physical Education, Junior A 1 semester (W ). Instruction in the fo llo w in g units tau g ht on a rotation basis: aquatics for juniors who missed the sophomore an d /o r ju n io r B u nit; rh ythm ic activities and softball. General Physical Education, Senior B 1 semester (W ). Instruction in the follow ing units tau g h t on a rotation basis: vo lleyb all, and recreational games (badm inton, paddle tennis, tenikoit, table tennis, shuffleboard, golf, horseshoes, p arty games, etc.) and other activities according to facilities a v a il able. Golf 1 1 or 2 semesters. Open only to juniors and seniors. Instruction in rules, etiquette, basic skills, and techniques necessary in use of various golf clubs. The course includes practice on off-cam pus golf courses at stated intervals w ith oc casional m atch p la y and m edal p lay p u ttin g tournam ents. Golf 2 1 or 2 semesters. Open only to juniors and seniors (P ). Instruction and practice in golf techniques advancing to to u rn a m ent p la y on off-cam pus golf courses. Majorettes, Song, and Flag Girls 1 to 3 semesters. M ajorettes (P) are assigned to the band. Open to sophomores (P ), juniors, and seniors. E lig ib ility requirem ents include h ealth inspection, scholarship, citizenship, posture, rh ythm ic coordination, poise, ab ility. P re lim in ary tryouts are held in the spring; students selected enroll for fa ll semester. G irls furnish own costumes (JW ). Instruction as p art of the d rill team w hich provides en tertain m ent at h a lf tim e during football games. A fter football season the course includes instruction in rhythm s, recreational games, sports, health, and safety. Marching Drills and Games 1 to 3 semesters. O ffered first semester only. Boosterettes ( J ) ; Boosters (J ); Polyettes ( P ) ; Bruinettes (W ). M em bers m ust m a in tain a superior citizenship record; pass the e lig ib ility requirem ents; pass the m edical inspection by a school physician; and be recommended for cooperation. 58 COURSES OFFERED dependability, good posture, and a sense of rhythm . Attendance at a ll fo otball games and rehearsals is required. G irls furnish own costumes. A m arching u n it th a t works w ith the band in d rills between halves a t the football games. A fter fo otball season the course includes instruction in games, health, and safety. Modern Dance, Beginning 1 or 2 semesters. Open only to juniors and seniors. Instruction and participation in fu n d am en tal dance steps, tech niques and controls of the body in a fixed axis and m oving in space; im provisations; creative dance studies; accom panim ent w ith voice, hands, feet, and percussion instrum ents. Modern Dance, Advanced 1 or 2 semesters. Open only to juniors (P W ); seniors. A review and continuation of beginning techniques and dance skills w ith em phasis on advanced forms of composition. This class m a y p articipate in dem onstrations and dance symposiums both in and out of school hours, inclu d in g school productions such as operettas and special school programs. Rehearsals are frequ en tly required of the members of the class. Modified (Restricted) Activities Class Elective or required if as signed by the ch airm an of the departm ent upon recom m enda tion of the physical education teachers, school nurse, counselor, parents, or fa m ily physician, subject to approval by Director of H ealth Service. Physical education activities adapted to the needs of students w ho cannot tak e p art in a more vigorous program . The course includes h ealth and safety education prescribed for each grade. A rest program is approved if prescribed by the Director of H ealth Service. Orthopedic (Corrective) Class Elective or required if assigned by the chairm an of the departm ent upon recom m endation of the physical education teachers, Director of H e alth Service, school nurse, or fa m ily physician. COURSES OFFERED 59 Exercises, games, and other vigorous physical education a c tiv i ties aim in g to im prove posture, body function, and mechanics. The course includes h ealth and safety education units prescribed for each grade. Rhythms, Beginning (P) 1 or 2 semesters. Rhythm ic exercises, techniques, and dance studies to help the student gain body control and to express ideas and feeling through m ovement. In second semester advanced techniques for balance and coordination, some b allet techniques, dance studies, and opportunity for creative w ork are included. Rhythms, Advanced (P) 1 or 2 semesters. Instruction and practice in advanced techniques, dance exer cises, and composition w ith em phasis on creating dances for school programs and productions. Rehearsals outside of school tim e are frequ en tly required. Swimming 1 to 4 semesters. Instruction in basic strokes, diving and safety, comparable to Standard Red Cross Courses. Students are divided w ith in the class according to th eir ab ility. Tennis, Beginning 1 or 2 semesters. Open only to juniors and seniors. Instruction and practice in rules, fu nd am en tal strokes, and scor ing the game. Tennis, Advanced 1 or 2 semesters. Open only to juniors and seniors. Instruction and practice in advanced techniques, skills, court strategy, and tournam ent play. This class m ay participate in in v ita tio n a l tournam ents w ith other schools. W ater Safety and Life Saving 1 semester. Open only to juniors and seniors. The Standard Red Cross Courses in w ater safety and life saving. 60 COURSES OFFERED SCIENCE A ny science course m ay be counted toward the science graduation requirem ent, but only those designated as such carry credit for college entrance. Aviation Science 1 or 2 semesters. Open only to juniors and seniors. lb Designed for those who w an t to fly and those w ho w an t to be mechanics. The course stresses aircraft motors and structures, the science of aerodynam ics, and radio code. l a Designed for those who w an t to study the science of m eterology and navigation. The course includes civil a ir regu lations and airp lan e identification. Biology 1 or 2 semesters. Open only to juniors and seniors. C ar ries college entrance credit. A study of the princip al kinds of plants and an im als and th eir economic im portance to m an. L iv in g things are studied in re gard to their basic life processes, in relation to th e ir n atu ral environm ent, and in respect to the w elfare of m an. A n appre ciation of the rich and varied n atu ral life of .C alifornia is an aim of the course. Biology (Sophomore) 1 or 2 semesters. Open only to sophomores who have either had Practical Science in the n in th year or who have a d efinite recom m endation from the ju n io r hig h school. Students ta k in g this course m ay not receive credit fo r eleventh year Biology. A study of the n a tu ra l law s affecting the developm ent, d is tri bution, and survival of p la n t and a n im a l life. It is intended to broaden the scientific background for college preparatory stu dents not intending to specialize in the biological sciences. This course should develop an avocational appreciation of our n a t u ral environm ent. Botany 1 or 2 semesters. Open only to juniors and seniors. Carries college entrance credit. A study of the structure, function, and reproduction of plants; forestry; hybridization; landscape gardening and other eco nom ic uses of plants. This course develops an appreciation of the contributions of p la n t life to the w elfare of m an. COURSES OFFERED 61 Chemistry 1 or 2 semesters. Open only to juniors and seniors. Carries college entrance credit. Prerequisite: one year of algebra. A study of the composition of substances, th eir characteristics and activities, and the application of these in the field of chem istry. The course includes in d ivid u al laboratory experim enta tion and class dem onstration, illu stra tin g chem ical phenomena of everyday experiences of life. Photography 1 to 4 semesters. lb (E lem en tary) Use of the camera, exposure, development, printing, and enlarging. Theory as w ell as practical ap p lica tion is offered. M in im u m essential supplies furnished. la (Advanced) Prerequisite: Photography lb . L ig h tin g, portraiture, composition, tintin g, action, and tabletop photography. M in im u m essential supplies furnished; ad d itio nal m aterials furnished by the student. 2b (A pplied photography) Open to those who are approved by the instructor. They enter from either the lb or the la course as listed above. A pplication of the principles from the above course to the ta k ing of the different types of pictures, such as groups, candids, individuals, sports action, synchronized flash, and stage pho tography. 2a (Advanced application) A continuation of 2b. Supplies are furnished. Physics 1 or 2 semesters. Open only to juniors and seniors. C ar ries college entrance credit. Prerequisite: one year of algebra. Plane Geom etry recommended. A study of related phenom ena of m atter and energy. The course explains m any science phenom ena m et w ith in d aily life. It is required for entrance to most engineering schools. lb M achines, fluids, motion, heat. l a M agnetism , electricity, sound, lig h t, nuclear physics. Physiology and Hygiene 1 or 2 semesters. Open only to juniors and seniors. Carries college entrance credit. 62 COURSES OFFERED A study of the hum an body, its structure, function, and proper care under norm al conditions. Anatom y and functions of the body systems are included w ith a broad survey of the practical considerations of hygiene and personal and public health. Practical Science 1 or 2 semesters. A tenth year course, not open to juniors and seniors except by special approval of counselors. A nontechnical general course in science to m eet the high school graduation requirem ent. lb H e alth and physical fitness: a study of the functioning processes of the h ealth y hum an body, its structure, physiology, and hygiene. l a Physical science: our earth, its origin and developm ent; our n atu ral resources and ind u strial m aterials and products; and the developm ent and u tilizatio n of chem ical, therm al, and electrical energy. Radio Science 1 to 6 semesters. lb The teaching of fu nd am en tal radio theory and practice, in cluding radio code practice, construction of radio equipm ent, and construction of transistor circuits. The student is prepared to pass the Novice and General Radio A m ateu r License exam inations. la A continuation of radio theory and practice. Advance con struction projects are assigned. Students w ho hold licenses are perm itted to operate school radio transm itters. 2b-2a, 3b-3a Advance radio science. Students who are q ualified m ay take advanced radio and electronic w ork according to th eir special interests and capabilities. A fter consultation w ith the instructor, in d ivid u al assignments are m ade w hich include both theory and practical w ork in such fields as Radio O p erating, Radio M an u facturing, Radio Instrum ents, Tests and M easurem ents, Radio Demonstrations, and Preparation for Teaching. There is also some opportunity for Radio and Elec tronics Research including the developm ent of circuits using transistors. Student Assistant (Laboratory) See Service Classes. Zoology 1 or 2 semesters. Open only to juniors and seniors. Carries college entrance credit. COURSES OFFERED 63 A survey of the a n im a l kingdom from protozoa to the m am m als. Its aim is to acquaint the student w ith the variety of an im al life and w ith zoological problem s of im portance to hum an w elfare. Studies are m ade of specimens obtained from the beaches, m ud flats, m ountains, and deserts. SERVICE CLASSES Service classes are those in w hich students gain knowledge and skills in p articu lar fields w h ile serving in classrooms, offices, laboratories, and libraries. A student m ay not enroll in more th an one service class during a semester. A p proval by teacher and counselor is required. Audio-Visual 1 or 2 semesters. Designed to tra in students in the operation, care, and m a in te nance of m otion picture, slide, and film strip projectors. The course also includes experience w ith other equipm ent, such as radios, and transcription and recording machines. Students gain practical experience in showing classroom film s. Clerical Assistant 1 semester. A b ility to type and a course in O f fice Appliances or Clerical Practice are recommended. O ffice w ork in departm ent and ad m in istrative offices. Library Practice lb -la 1 or 2 semesters. An opportunity for students to increase th eir interest and th eir s k ill in the use of books and libraries. The course has special values since it widens the interests and offers vocational g u id ance for a ll students as w e ll as increases the independent use of lib ra ry skills for college bound students. lb The arrangem ent of libraries, the use of special indexes and reference books, and general lib ra ry routines. l a In d iv id u a l assignments, including the preparation of b ib liographies, use of ad d itio nal reference books, and specific re search problems from classwork. Student Assistant (Laboratory) 1 semester. Open to a lim ited num ber of q ualified students to w ork in laboratories. 64 COURSES OFFERED Practical laboratory experiences in the preparation and m a in tenance of laboratory m aterials. The student assists the in structor in setting up equipm ent for class laboratory work. SOCIAL LIVING Social Living, Tenth Grade 2 semesters. Includes English 2 and Social Studies 2. Ten periods per week. Classes m eet for two consecutive periods each day throughout the year. This course is required of a ll sophomores; two semesters credit required for graduation. English 2b-2a Functional study and appreciation of the fu n dam ental principles of w ritten and oral expression throughout the year; reading; literature. Special emphasis is placed upon student activity and expression through class organization, com m ittee reports, panel discussions, and in d ivid u al research. Social Studies 2b-2a O rientation to problems of high school students: local school environm ent, school study techniques, vocational outlook, personality development, driver education. The w ork on driver education stresses attitudes and habits w hich contribute to tra ffic and pedestrian safety, and meets the state requirem ent in driver education. The student gains an understanding of the contributions of nations of the past to our modern civilization; historic b ack ground and developm ent of present-day institutions; modern w orld problems from the point of view of a selected group of representative nations or cultures w ith emphasis on in te rre la tionships am ong nations of today. SOCIAL STUDIES Social Studies 2 See Social Living. Social Studies 3 (U nited States History and G overnm ent) 2 semes ters credit required for graduation. Open only to juniors and seniors. Recommended to be taken during the jun ior year. The political, social, and ind u strial history of the Am erican people, w ith special em phasis on current problems, together w ith a study of our governm ent in operation. 3b The people of the United States; developm ent of political democracy and n ationalism in the United States; economic de velopm ent of the United States. COURSES OFFERED 65 3a The United States a w orld power; social developm ent of the United States; governm ent services, including m unicipal, county, State, and federal government. Social Studies 4 2 semesters. Open only to seniors. Required for graduation. 4b (Social Problems) Designed to help the student understand and im prove his personality so th at he m ay be able to conduct him self properly and effectively in his d a ily relations w ith other hum an beings; to be able to contribute his p art to the m akin g of a happy and enduring fa m ily unit; to take his place effectively in com m unity life. 4a (Economic Problems) The study of in te llig e n t buying and use of goods and services w hich are provided in our m arkets today; local, state, and federal law s w hich provide inform ation and protection for the consumer; basic ab ilities w ith w hich to achieve success in vocational and professional life ; an u nder standing of some of the existing economic problems. Latin American History 1 semester. Open only to juniors and seniors. Introduction to the lands and peoples of L a tin Am erica. The history of L a tin A m erican countries is traced in an effort to discover how past experiences explain present problems. The student gains an understanding of the trade and cu ltu ral re lations w hich the L a tin Am erican countries have w ith each other, w ith the United States, and w ith the rest of the w orld. The student also gains an appreciation of the art, literature, music, and architecture of the L a tin Americans. Student Government 1 to 4 semesters. Open to officers of the stu dent body, to class presidents, and to presidents of specified school clubs. T rain in g and practical experience in organizing and ad m in is terin g those activities connected w ith student body functions. COOPERATIVE TRAINING PROGRAM The H ig h School-City College Cooperative T rain in g Program is a pre-vocational program open only to selected seniors w ith the approval of counselors. 66 COURSES OFFERED The objective of the program is to provide tra in in g to those interested in specific vocational areas. Q ualified seniors m ay participate in the program as a part of th eir regu lar senior high school curriculum . Students are selected on the basis of dem on strated interest, ab ility, and in itiative. They a t tend special vocational classes at the Business and Technology Division of the Long Beach City College from three to four hours daily. The re m ainder of the school day is spent at th eir re spective high schools to complete required subjects needed for graduation. Successful completion of a Cooperative T rain in g Program w ill enable the student to ac cept em ploym ent upon graduation or to continue w ith advance standing in the same areas of tra in in g at the Long Beach City College. Those interested in an y of the specific voca tion al areas should plan th eir programs care fu lly w ith th eir counselors because there are m any elective subjects w hich w ill m ake a direct contribution to the success of the student in his chosen field. Auto Body and Fender Repair 2 semesters. Instruction in a ll phases of auto body and fender reconstruction and restoration. The course develops the skills needed in the repair or replacem ent of collision dam aged body sections and trim and stresses safe w orking habits and the developm ent of attitudes acceptable to employers. Auto Mechanics 2 semesters. Instruction needed to understand the m echanical m ake-up and operation of the various component parts of the autom otive operational units. The course develops a b ility and sk ill in the use of hand tools and equipm ent needed to m ake m inor and m ajo r repairs. Aviation Mechanics 2 to 4 semesters. O nly tw o semesters m ay be taken during the senior year of C O U RSES O FFE R E D 6 7 high school. The additional semesters required to complete the course m ay be taken during the 13th or 14th year at the Busi ness and Technology Division of the Long Beach C ity College. Four semesters of this course are required to q u a lify for c e rtifi cates fo r both A irfram e Mechanics and Pow erplant Mechanics w hich are issued by the C ivil Aeronautics A uthority; however, it is possible to q u a lify for one of the certificates during the senior year plus one sum m er session. A study of the scientific principles connected w ith the various phases of aircraft m aintenance and repair. The course also develops the skills needed in the m aintenance and repair of airfram es and of the various component units and instrum ents w hich m ake up the aircraft powerplants. Carpentry 2 semesters. Instruction in the skills needed to use the m any machines and tools of the trade. The course develops the a b ility to read b lu e prints and w orking sketches and provides actual m a n ip u lative experiences leading to the establishm ent of desired skills and judgm ents th at are required of successful workers. Cooking 2 semesters. A ctual experience in th at phase of food preparation needed for short orders, cafeteria lines, restaurants, and hotels. The course develops an understanding of the sanitary measures required in food handling. Industrial Electricity 2 semesters. A study of the basic scientific and m echanical principles needed for an understanding of the various aspects of general ind u strial electricity and develops the degree of s k ill in installatio n , m a in tenance, and repair necessary for entry into the apprenticeship program. Em phasis is placed upon safe w orking habits and an appreciation of a sound code of ethics covering em ployee- em ployer and em ployee-customer relationships. Machine Shop 2 semesters. A study of the fu nd am entals of the physical and m athem atical principles upon w hich the m achinists’ trade is b uilt. The course develops the skills th a t are needed in the use and m a n ip u la- 68 COURSES OFFERED tion of the basic m achines and tools th a t are used in the trade and stresses acceptable attitudes and w ork habits for the industry. Materials Testing 2 semesters. A study of the scientific principles and the m athem atics under lyin g physical testing. Experience in the operation of a variety of testing m achines and instrum ents w hich are generally found in ind u strial laboratories is included. M ill and Cabinet 2 semesters. Instruction and tra in in g in the use of hand tools, power eq u ip m ent, and the m aterials used in the trade, together w ith the necessary related inform ation needed to become a skilled craftsm an. The course provides actual m a n ip u lative experience w hich leads to the establishm ent of the sk ill and judgm ent th a t are required of a successful journeym an. Radio Electronics and Radio Communications 2 semesters. Designed to m ake practical a knowledge of the basic scientific and electrom echanical principles th a t are needed for a sound understanding of radio electronics and radio comm unications. S kill in the construction, m aintenance, and repair of electronic circuits and systems is developed. Refrigeration and Air Conditioning 2 semesters. Designed to produce the skills required in the construction, m aintenance, and repair of refrigeration systems and compon ent parts, as w ell as to develop an understanding of re frig e ra tion principles and practices. Retail Grocery Merchandising 1 semester. A study of the principles of grocery m erchandising including display and sales promotion. The course develops speed and accuracy in the use of com puting scales, cash registers, m a rk ing machines, and other equipm ent common to modern food stores and develops judgm ent th a t w ill m in im ize m erchandise losses due to im proper handling. COURSES OFFERED 69 Retail Merchandising 2 semesters. Designed to provide a fu nd am en tal knowledge of re tail m er chandising procedures and to develop an appreciation of goods or m erchandise in relation to the needs of the customer. Sheet M etal 2 semesters. Instruction in the various phases of the sheet m etal trade. Through m a n ip u lative assignments, this course develops sk ill in the use of tools, machines, and m aterials related to the trade. Tool Design and Tool Development 2 to 4 semesters. O nly two semesters m ay be taken during the senior year of high school. The additional semesters needed to complete the course m a y be taken during the 13th or 14th year at the Busi ness and Technology Division of the Long Beach C ity College. Designed to assist students in gainin g an understanding of the various processes of m anu facturin g from the standpoint of tools or devices used in production. The course develops to a reason able degree the skills and ab ilities of m echanical draw ing needed in the field of tool design. Upholstery 2 semesters. Instruction in the various phases of upholstery including actual experience under shop conditions typ ical of the operations of a com m ercial upholstery shop and stressing judgm ent in the se lection of m aterials for th eir u tility and decorative qualities. Waitress and Hostess 2 semesters. Instruction in a ll significant phases of waitress and hostess activities. The course provides actual experience in table, coun ter, and cafeteria lin e service and develops an appreciation of the sanitary methods practiced in food handling. INDEX A Cappella Choir .................. 47 A dvertising A rt ......................... 21 A dvertising A rt W orkshop.. 21 After-School Program (G irls) ..................................... 54 Algebra ........................................ 42 Applied Salesm anship ............27 A rchitectural D raw in g .... 38 A r ith m e tic .................... 26, 42, 43 Art Courses ............................. 20-25 M a jo r ........................................ 12 A th letic Team A ctivities .. 53 Audio-V isual ............................. 63 Auto Essentials ...................... 37 Auto Mechanics ...................... 37 Auto Mechanics, Vocational ........................ 37-38 A viation Science .................... 60 Badm inton and Recreational Games (G irls) .................... 55 Band ............................................ 48 Body Mechanics ( G ir ls ) .... 56 Biology ....................................... 60 Biology (Sophomore) ........... 60 Bookkeeping ............................. 25 Botany .......................................... 60 BTD Cooperative T rain in g Program ............................. 65-69 Business A rith m etic .... 26, 43 Business Education Courses ............................. 25-28 M ajo r ........................................ 12 Business English .................... 26 Business L aw ........................... 26 Chart of Courses O ffered 18-19 Chem istry ................................... 61 Class Standing ........................ 6 Clerical Assistant 26, 63 Clerical Practice ...................... 26 Clothing ..................................... 33 Clothing Selection .................. 34 Coeducational Activities (Boys Physical Education) 51 College C alifornia, U niversity of Entrance Requirem ents 16 Four-Year Colleges and U n iv e rs itie s 15-16, 28 Long Beach C ity College 14-15 Cooperative T ra in in g Program Courses ............................. 65-69 Courses O ffered .................. 18-69 Courses O ffered C h a r t... 18-19 Crafts ............................................ 23 Creative W ritin g .................... 29 Credit Basis for ................................. 8 Class Standing .................... 6 Requirem ent for G raduation ...................... 10 SEE ALSO Semester Periods Dram atics ................................. 29 Dram atics, Advanced ........... 29 D raw in g and P a in t in g 21 D raw ing, A rchitectural .... 38 D raw ing, In d u strial ............. 38 D river Education 11, 64 Economic Problems .... 11, 65 Electronics ................................. 39 English Courses ............................. 28-31 M ajo r ....................................... 12 Requirem ent for G raduation ...................... 10 English 2 ............................ 30, 64 English 3 ................................... 30 English 4 ................................... 30 Ensem ble ................................... 49 Exam inations .......................... 9 E xploring A rt .......................... 22 E xploring M usic .......................46 First A i d ...........................11, 50, 54 Folk Dance, A d v a n c e d 56 Foods ............................................ 34 Foreign Language Courses ............................. 32-33 M ajo r ....................................... 12 French .......................................... 32 G AA S w im m ing ...................... 56 G AA Team Sports, Advanced 56 General Physical Education (Boys) 50, 51 G eneral Physical Education (G irls) ........................ 55, 56, 57 Geometry, Plane .................... 43 Geometry, Solid ...................... 43 G erm an ........................................ 32 Glee Clubs Boys Glee ............................... 48 G irls Junior Glee ............... 48 G irls Senior Glee ............... 48 G olf ....................................... 51, 57 Grades M ean in g of M a r k s 8 Points ..................................... 11 SEE ALSO Student Progress Reports Grad<uation Attendance Requirem ent 10 Character Requirem ent .. 10 Credit R e q u ire m e n t 10 Honors D iplom a .................. 11 M ajors ............................... 12-13 M iscellaneous Inform ation 11 Subject R equ irem en ts.. 10-11 G ram m ar and Composition. 30 G raphic Arts ............................. 39 Gym nastics ............................... 51 H arm ony ................................... 47 Home and C om m unity P lanning ................................. 22 Home Crafts ............................ 35 Hom em aking Courses ............................ 33-36 M a jo r ....................................... 12 Requirem ent for G raduation ...................... 10 Home M a n a g e m e n t............... 35 Home N ursing and Child Care ............................ 36 Home S t u d y ............................... 8 Honors D iplom a ...................... 11 In d u strial Arts Courses ............................ 36-41 M a jo r ..................................... 12 In d u strial D raw ing ............... 38 Instrum ents ............................... 49 Journalism ................................. 30 L atin ............................................ 32 L atin Am erican History .... 65 L ib ra ry Practice ............. 31, 63 Long Beach C ity College 14-15 M ajorettes, Song and F la g G ir ls ............................... 57 M ajors ................................... 12-13 M ak e-U p W ork SEE Grades M arch in g D rills and Games ............................... 57-58 M athem atics C o u rse s............................... 42-43 M a jo r ..................................... 12 M etalw o rkin g, General .... 40 M etalw o rkin g, M a c h in e .. 40-41 M ilita ry S c ie n c e 11, 43-45 M odern Dance, Advanced .. 58 M odern Dance, Beginning .. 58 M odified A ctivities (B o ys).. 52 M odified Activities (G ir ls ).. 58 M usic Courses ............................ 46-49 M a jo r ....................................... 13 M usic Appréciation ......... 46-47 M usic Essentials .................... 47 O ffice Appliances ............. 26-27 O ral Expression ...................... 31 Orchestra ................................... 49 Orthopedic Class (Boys) . . . 52 Orthopedic Class (G irls) 58-59 Personality Developm ent .. 36 Philosophy of Long Beach Public Schools .................... 5 Photography ............................ 61 Physical Education (bourses for B o y s ..............49-53 Courses for G irls ......... 53-59 Program Requirem ent . . . 7 Requirem ent for G raduation ...................... 11 Physics ....................................... 61 Physiology and Hygiene 61-62 Piano ............................................ 48 Practical Science .................... 62 Program Change ................................... 7 Requirem ents ...................... 6-7 SEE ALSO G raduation P ublic Speaking .................... 31 Purposes of E d u c a tio n 5 Radio Science .......................... 62 Radio Workshop ...................... 31 Recreational Games ............. 51 Registration ............................... 6 SEE ALSO Program Rhythms, Advanced ............. 59 Rhythm s, B e g in n in g ............. 59 Salesm anship .......................... 27 Salesmanship, Applied .... 27 Scholarship ...................... 8-9, 11 SEE ALSO Credit and Grades School A n n ual ........................ 31 School for Adults .................... 15 Science Courses ............................ 60-63 M a jo r ..................................... 13 Requirem ent for G raduation ...................... 11 Semester Periods .............. 6-7, 20 Senior Problems SEE Social Studies Service Classes ........................ 63 Shorthand ................................. 27 Social Living, Tenth Grade 64 Social Problems ................. 11, 65 Social Studies Courses ............................ 64-65 M a jo r ..................................... 13 Requirem ent for G raduation ...................... 11 Social Studies 2 ...................... 64 Social Studies 3 ................ 64-65 Social Studies 4 ...................... 65 Spanish ....................................... 33 Speakers W o rk s h o p ......... 31 Tennis, Beginning (G irls) .. 59 Stage Costume Construction 36 Tests Stage Costume Design .. 24 SEE E xam inations Stage C r a f t .......................... 24 Transcription ...................... .. 28 Stage Crew W orkshop . . . 24-25 Trigonom etry, Plane ......... .. 43 Stage M ake-U p ............... 25 T yping ................................... ..28 Student Assistant (Lab.) 62, 63 United States History and Student Governm ent .... 65 G o v e rn m e n t............. 11, 64-65 Student Progress Reports 9 Voice ....................................... .. 48 S w im m ing (Boys) ........... 50, 52 W ater Safety and Sw im m ing, G AA ............. 56 L ife Saving ...................... .. 59 Sw im m ing (G irls) ........... 59 W oodw orking ...................... .. 41 Tennis (Boys) .................... 52 W restling ............................... .. 52 Tennis, Advanced (G irls) 59 Zoology ................................. 62-63 U5lv@r3ltv of S o u th e rn Callforai»

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Asset Metadata

Creator Parsons, Margaret Elizabeth (author)

Core Title A comparative study of methods and types of reports to pupils and parents now being used in the Long Beach public schools

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1956-08

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

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Carnes, Earl F. (committee chair)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c37-278987

Unique identifier UC11634172

Identifier EP48893.pdf (filename),usctheses-c37-278987 (legacy record id)

Legacy Identifier EP48893.pdf

Dmrecord 278987

Document Type Thesis

Format application/pdf (imt)

Rights Parsons, Margaret Elizabeth

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