A suavav OF THE SPEECH BACKGROUND Dime PRESHMEN CLASS ENROLLED m m‘cmcw 31'sz COLLEGE, 1945 Thai: for thoquneof IL A. MICHIGAN STAT'E' COLLEGE. james Harvey I945 This is to certify that the thesis entitled A Survey of the Speech Background of the Freshman Class Enrolled in Michigan State College, 1945 presented by James Harvey has been accepted towards fulfilment of the requirements for Major professor Date Segtember l, 19.45. . . . ‘ I A l I , 4 . x . . t a - . ' t .’ u! x '5 . r ., r ..J . , \ . , ‘ ‘ A — f“ . o ‘ r .._ ’ o ' n. ' ‘ ¥ ‘ ‘ 1 I I v 'l'. ." . a “ ' | 1 ‘ , " "- 'V V . ’ I " ‘ l - * t I , ‘. ' ‘. '. l r ’ . I _ 1 r'~-’f ‘ . '5 n l . . - '. I - . I ‘ I — . . ‘ Y a .r ‘ I ' \ .. ‘ , . ‘ . , ,_ . . l - 'i a: .‘ o ‘ I J V . I t ‘ ‘ h' _ - I ’ . . - __ .t - * , t r N :0: ‘ r - I ~ ‘ . " ’ .ql ‘ ‘ \1 . _¢."( ", I , I 1 .‘ll ‘ ' h I . . r I r ‘, o‘ ' ‘ ' .' ’ y. ' . ‘ . ". ' ' “ “ " r' '3 )5 "l, ~L-l -l'." 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I A SURVEY CF THE SPEECH BACKGROUND or THE FRESHHEN CLASS ENROLLED IN MICHIGAN STATE COLLEGE, 1945 by JAMES HARVEY A THESIS Submitted to the Graduate School of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of MASTER OF ARTS Department of Speech and Dramatics 1945 Labia \‘1 flur— TABLE OF CONTENTS Acknowledgements ----------------------------- ii List of Charts ------------------------------ iii List of Graphs ------------------------------ 111 List of Tables ------------------------------- iv Chapter I ----------------- . -------------------- 1 Introduction Method of Procedure Chapter II ----------------------------------- 13 What is Being Taught in Speech in the High Schools of Michigan. Chapter III ---------------------------------- 39 Speech Background of the Freshmen Class. Chapter IV ----------------------------------- 51 Conclusions and Recommendations Appendix A ------------------------------------ I List of the high schools represented by the student returns. Appendix B ---------------------------------- XIII List of the high schools represented in the superintendent returns. Appendix C---a ----------------------------- XXI A representative list of plays produced by the high schools of Michigan. ' Appendix D -------------------------------- XXVI List of the member schools of the Michigan High School Forensic Association, 1943-1944. Appendix E ------------------------------- XXXIV List of the Speech Correction Centers of Michigan. AA *2 01 F; .J ‘2 ”a 11’ ACI‘ETOE‘ILEDG EIEl-ITS The writer wishes to express his gratitude to Lucia Korgan Nesom, Head of Speech Correction, at Michigan State_College, for her suggestions in the writing of this thesis; to Paul D. Bagwell, Head of the Written and Spoken English Department, at Michigan State College, for his valuable assistance in editing the finished study. The writer also wishes to express his appreciation to John S. Haietema, Chief of the Division of Special Education, for the State of Michigan and Donald E. Hargis, Manager of the Michigan High School Forensic Association, for their aid in gathering statistical data to complete the study; and to the many superintendents and students who were so prompt in returning their replies to letters and questionnaires. Without their assistance the study would have been impossible. II III IV VI iii IIST OF CHARTS Comparative study of Three questionnaires from 14 different high schools. The composition of the speech classes represented in the survey. The number of schools that offer a class in one or more of the following, Dramatics, Debate, Radio, Oratory and Declamation, as checked by students. The number of schools that offer a class in one or more of the following, Dramatics, Debate, Radio, Oratory and Declamation, as checked by superintendents. The number of schools that offer either Dramatics, Debate, Radio, Oratory or Declamation as an extra-curricular activity as checked by students. The number of schools that offer either Dramatics, Debate, Radio, Oratory or Declamation as an extra-curricular activity as checked by superintendents. LIST OF GRAPHS A composite picture of the number of schools including either Acting, Pantomime, Group iv Discussion, Debate, Orations, Declamations, Conversational Speaking, Parlimentary Precedure, Oral Reading or Radio as a unit of study in their speech class. II An overall picture of the number of schools offering Dramatics, Debate, Radio, Oratory, Declamation first, as a class, second, as an extra-curricular .activity, third, both as a class and as an extra-curricular activity, and fourth, the number of schools that do not offer the activities either as a class or extra-curricular activity. III The number of students who had one year: of experience in the following speech activities Debate, Declamation, Oration, Dramatics, Radio, Speech Club, Assembly Programs, Extemporaneous Speaking and Discussion Groups. IV The number of students who had two years of experience in the following Speech activities Debate, Declamation, Oration, Dramatics, Radio, Speech Club, Assembly Programs, ExtemporaneOus Speaking, and Discussion Groups. V The number of students who had three years of experience in the following speech activities Debate, Declamation, Oration, Dramatics, Radio, Speech Club, Assembly Programs, Extemporaneous Speaking and Discussion Groups. VI VII II III IV v The number of students who had four_years of experience in the following speech activities Debate, Declamation, Oration, Dramatics, Radio, Speech Club, Assembly Programs, Extemporaneous Speaking and Discussion Groups. A composite picture of the number of students having had one, two, three, and four years of experience in the various speech activities. LIST OF TABLES Number and percentage of schools offering the speech activities as a class and as an extra-curricular activity. Number and percentage of schools offering the speech activities as both class and extra- curricular activity and neither as a class nor extra-curricular activity. Content of the general speech class. The combination of units of study that go to make up the general speech course. The number and percentage of the 461 students that participated one, two, three and four years in extra-curricular speech activities. CHAPTER 1 INTRODUCTION The purpose of this thesis is to make a survey of the Speech program offered in the high schools of Michigan. The need for such a survey became evident when several colleges and universities established communication courses, courses which combined the teaching of writing, reading, speaking and listening. The trend toward this type of a course and away from the traditional English "theme writing course" was brought about mainly because of the experience of English and Speech Departments in teaching a combined writing and speaking course for the benefit of army and navy trainees. In view of the emphasis being put on effective communication and the interest in it as displayed in The Basic College at Michigan State College, and at other institutions in America, the subject of adequate speech training in the high schools is a very pertinent one. The University of Iowa, Stevens College, Hood College, Allegheny College, Cornell University and Michigan State College are known to have instituted courses of study that combine the teaching of writing, reading, speaking and listening into a Communication Skills course. At Michigan State College this current trend is evident in the courses offered by the Department of Written and Spoken English in The Basic College. In view of the fact that speaking is an integral part of the basic course required of all freshmen and that little is known relative to the speech background of entering freshmen the purpose of this study was to collect, evaluate, and present data relative to this problem. Consequently the survey of the speech background of the first freshman class to enroll in communication course offered in the Department of Written and Spoken English at Michigan State College was undertaken in an effort to find out how much speech training is offered in the high schools of Michigan, the nature of such training, and to determine whether or not the speech offered in the high schools is adequate for the needs of the graduating high school senior. The results of this study should indicate whether or not there is a need for a uniform, statewide course of study in speech, and whether or not there is a need for further investigation of the problem. Since individual contact with each student and school represented in this study was impossible, the information was compiled from the returns of two questionnaires. The first, addressed to the student, was devised to gain information concerning the courses and extra-curricular activities in speech that were offered in the high school he attended and how much speech training he received. 'This questionnaire was distributed to the students enrolled in the 1945, Winter quarter of written and Spoken English Classes of The Basic College, {ichigan State College. Approximately 900 questionnaires were distributed; 461 were returned, which represented 51% of the total number distributed. These 461 questionnaires included 193 different Michigan high schools.' From the questionnaires returned data has been compiled which presents a picture of the speech background of the freshmen class of 1945. A cOpy of the student questionnaire follows. See Appendix A for a list of the high schools represented in the returns of the student questionnaire. SPEECH SURVEY The following questionnaire will be used in gathering information for a survey of the Speech backgroung of the Freshman Class in connection with the speech curriculum offered in the high schools. This survey will be submitted as a thesis for the Masters Degree by James Harvey, Graduate Assistant, Department of Speech. It is important that every question be given careful thought and consideration. 'Your cooperation will be appreciated. NAME LANSING ADDRESS AGE SEX PHONE HOMETOWN STATE HIGH SCHOOL In what year did you graduate? ******************************¥I*£Ii*is************** l. Was a class in general speech offered in your high school? Yes No (Please draw a circle around the correct answers.) 2. Did you take the general speech class? Yes No If you did will you check the items in the following lists that were a part of that Speech class. 1. Acting 1. 2. Pantomime 2. 3. Discussion Group 5. 4. Debate 4. 5. Orations 5. 6. Declamations 6. 7. Conversational Speaking 7. 8. Parliamentary Procedure 8. 9. Oral Reading 9. 10. Radio . 10. 11. (other not listed) 11. 5. Will you please check the following speech activities offered in your high school, outside the general speech class. If the activity was offered as a class check the first column. If it was offered as extra-curricular activity check the second column. ACTIVITY CLASS EXTRA-CURRICUIAR l. Dramatics ‘ l. l. 2. Debate 2. 2. 5. Radio 3. 5. 4-“. Oratory 4:. 4o 5. Declamation 5. 5. 4. In the middle column of the following list will you check the high school speech activities in which you participated. In the last column circle the number of years you participated in that activity. SPEECH ACTIVITY CHECK HERE NUEBER YEARS Debate 1 2 5 4 Declamations 1 2 3'4? Orations 1 2 3 4 Dramatics 1 2”3*4 Radio II’2 3 4 Speech"C1ub' I 2 3 4 Assembly Programs 1 2'3 4 Extemporaneous speaking I 2 5 4 Discussion Groups 1‘2’5 4 Others 'I 2 3 4 5. Did your high school have a public address system? Yes No Please explain to what extent it was used by the students. 6. To what extent did the students of your high school take part in the assemply programs? 7. Will you please describe any radio work that was done in your high school. 8. Did your high school belong to the State Forensic 6. Debate League? Yes No Did your high school debate in competition with schools outside the league? Yes No 9. was speech training given in any of your high school classes other than speech classes? Yes No Please indicate which ones. 1. English 2. Literature 3 0 History’ 4. Journalism 5. (Classes not listed) Explain the extent of the speech training in these classes. 10. Will you please list the titles of some of the major ll. 12. 1. plays produced in.your high school in the last feW'years. 2." 3. 4. 5. Did your speech teacher or dramatics coach teach subjects other than speech? Yes No What other Subjects? 1. 2. Did your high school have a speech correctionist? ( A D0 Do If Person who corrects defects in Speech such as stuttering, lisping, etc.) Yes No you feel that more speech training in high schools would have helped you in your work at Iichigan State College? Yes No you feel the speech training you are receiving in Written and Spoken English is valuable? Yes No some phase of speech training offered in your high school has been omitted in this questionnaire, will you please indicate and explain. A second questionnaire addressed to selected school superintendents was devised to secure information concerning the speech program offered in their high schools. The purpose of the second questionnaire was to test the realiability of the information given on the student questionnaire, as well as provide information on Speech programs offered in schools not represented in the first returns. The total number of questionnaires distributed to superintendents was 150; of that number, 121 or 80% were returned. A copy of this questionnaire follows. See Appendix B for a list of the schools represented in the returns of the questionnaires sent to the superintendents. SPEECH CURRICULUM SURVEY High SchooI_ Class__ City ‘_Total Enrollment 1. Is a class in general speech offered in.your high school. Yes No 2. Will you please check the items in the following list that are a part of that class. l..icting 2. Pantomime 5. Discussion Group 4. Debate Orations Declamations Parlimentary Proceedure Oral Reading 10. Radio 11. Extemporaneous Speaking 5. 6. 7. Conversational Speaking 8. 9. _* 5. Will you please check the following speech activities offered in your high school, outside the general speech class. If the activity was offered as a class check the first column. If it was offered as extra-curricular activity check the second column. Activity 1. Dramatics 2. Debate 3. Radio 4. Oratory 5. Declamation 2. 3. 4. 5. Class Extra-curricular l. 4. Does your High School have a Public Address System? Please explain to what extent it is used by the students. 5. To what extent do the students of your High School take part in the assembly program? 6. Will you please describe any radio work carried on in your high school. 7. Does your High School belong to the State Forensic Debate League? Yes No 8. Does your Speech teacher or dramatic coach teach classes other than Speech? Yes No 9. Do you have a speech correctionist working full or part time in the high school? Yes No .Please explain any work done in correction 10. If some phase of speech training offered in your ‘ high school has been omitted in this questionnaire, will you please indicate and explain. 10 Chapter II of the thesis presents an overall picture of the speech programs offered in the high schools of Michigan as shown by the returns representing 259 different high schools. The questionnaires from the students and from the superintendents were alphabetized according to the name of the high school, If a school was represented by more than one questionnaire, the one containing the most information was chosen. Accordingly, the second chapter is based upon statistics compiled from student and superintendent questionnaires representing -259 high schools or 58% of all the high schools in the State of Michigan. Chapter III presents statistics compiled from the 461 questionnaires returned by the students. Chapter IV summarizes the conclusions in Chapters II and IIIand sets forth recommendations for the extension and intensification of existing speech programs in Michigan. ll ESTABLISHING THE RELIABILITY OF THE QUESTIONNAIRE In order to establish the reliability of the questionnaire, and to check the information given by the students it was necessary to compare the answers of the superintendents with those of the students. In some cases where the superintendents' questionnaires were not available it was necessary to compare the information given by three students from one high school as independently reported on the questionnaires. Fourteen high schools, represented by three or more questionnaires were picked at random for this purpose. Items l,2,5,6,7,ll on both questionnaires were chosen as the ones to be compared. These particular items were chosen because first, the itemS‘are similiar on both questionnaires, second, they were considered the most important items in the questionnaire and third, they included all the phases of speech. 12 Chart I The purpose of the following chart is to Show the degree of correlation between the answers given by different students and the superintendent relatige to the Speech program offered in their school. The first column indicates the item to be compared, the second column indicates the answer given by student "A", the third column by student "B", the fourth column by student "C", or by the superintendent. 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The student questionnaires were combined with the superintendent questionnaires, thus bringing the total number of questionnaires in the complete study to 525. From this total of 525, one questionnaire, either student or superintendent, was chosen to represent Bach high school mentioned in the study. In cases where there was more than one questionnaire for a specific high school, the one offering the most information was chosen. Accordingly, this chapter is based on statistics compiled from 259 questionnaires either student or superintendent, each representing a different high school in the state of Michigan. The 259 schools represent 38% of the 6741 high schools in Michigan. 1 "97th Annual Report of the superintendent of Public Instruction, 1944" Accredited 12 Grade Public Secondary Schools 517 Non-Accredited 12 Grade Public Secondary Schools 39 Accredited 12 Grade Private Secdondary Schools 118 Tota1--674 an 14 ITEMS COVERED BY THE QUESTIONNAIRES The items covered by this study are presented in the order that they appear on the questionnaire. The number of the items appearing in this chapter corresponds with the number of that same item as it appears on the questionnaire. The following items have been selected for discussion in this chapter: was a class in general speech offered in your high school? (Please draw a circle around the correct answer.) Did you take the general Speech class? No Yes No If you did will you check the items in the follOwing that were a part of that speech class. lists 9. 10. 11. Acting Pantomime Discussion Group Debate Orations Declamations Parliamentary Proceedure Conversational Speaking Oral Reading Radio (other not listed) Will you please check the following speech activities offered in your high school, outside the general speech class. the first column. activity check the second column. If the activity was offered as a class check If it was offered as extra-curricular Activity Class Extra-Curricular l. Dramatics l. 1. 2. Debate 2. 2. 3. Radio 3. 3. 4. Oratory 4. 4. 5 5. Declamation 5. 15 Did your high school have a public address system? Yes No Please explain to what extent it was used by the students. To what extent did the students of your high school take part in the assembly programs? Will you please describe any radio work that was done in your high school. Did your high school belong to the State Forensic Debate League? Yes No Did your Speech teacher or dramatics coach teach subjects other than Speech? Yes No What other subjects? 1. 2. Did your high school have a speech correctionist? (A person who corrects defects in speech such as stuttering, lisping, etc.) Yes No Any deviation on the two questionnaires, either in numbering or in the statement of the question, will be noted in the discussion of the returns. The superintendent questionnaire presented the question as stated above. In the student questionnaire there was a slight deviation. In order to secure information concerning the speech background of the individual student the question, on the student questionnaire, was stated as follows. 16 Did you take the general speech class? If you did will you check the items in the following lists that were a part of that speech class. 1. Acting l. 2. Pantomime 2. 3.Discussion Group - 3. 4. Debate 4. 5. Orations 5. 6. Declamations 6. 7. Conversational Speaking 7. 8. Parliamentary Procedure 8. 9. Oral Reading 9. 10. Radio 10. 11. (other not listed) 11. The returns on this question are based on the , 162 schools that answered the first question in the affirmative. These 162 schools represent 62% of the 259 schools in this phase of the study. For the convenience of the reader the results are summarized in tabular form and grouped according to the number of items that are checked as a part of the Speech class of the various high schools. The tabular form was designed to give the reader a composite view of the most frequent phases of speech taught, as well as to show specific comparative relationships. The following chart and graph have been designed in order to portray data given by students and superintendents relative to the content of the speech classes in the 162 high schools. Graph I presents the composite data .taken from all the returns. For example, the first bar in the graph shows that 60 schools or 37% of the 162 schools offering a course in general speech include a unit in Acting in their speech course, the second bar shows that 56 of the schools or 34% offer a unit of 17 Pantomime as part of the speech class, the third bar shows that 66 or 40% of the schools offer Discussion work as a part of the speech class, the fourth bar shows that 58 or 35% of the schools offer a unit on Debate in the Speech class, the fifth bar Shows that 47 or 29% of the schools offer a unit on Orations as a part of their Speech class, the sixth bar shows that a unit on Declamations was offered in 50 or 30% of the schools, the seventh bar shows that 57 or 35% of the schools offer a unit in Conversational Speaking, the eighth bar shows that a unit in Parlimentary Procedure was offered in 54 or 33% of the schools, the ninth bar Shows that 76 or 46% of the schools offer a unit in Oral Reading, the tenth bar shows that 39 or 24% of the schools offer a unit in Radio as a part of their Speech class. GRAPH I A composite picture of the number of schools including either Acting, Pantomime, Group Discussion, Debate, Orations, Declamations, Conversational Speaking, Parlimentary Prodedure, Oral Reading or Radio as a unit of study in their Speech class. 18 GRAPH Showmgthc number of schools that Checked the (albums I as ham 6 par}. 65 {hair speech class. ‘ 25' 50 75 I00 I25 [5'0 ---9le ACTING DISCUSSION .- W .- DEBATES PANTOMI NE IO RATIONS DECLANATION (OWE-IMHO»)! -- SPEAKING W... .- PROCEDURE .- IORAI READING RADIO . . "is VI‘.’ 19 Since Graph I does not show the combinations of items that go to make up the individual Speech courses nor the number of items that various schools include as units of work in the individual speech courses, _ Chart II was designed to graphically present this data. For example, 6 or .O4¢ of the 162 schools checked only two items as constituting their course of study in Speech. In all six instances no two combinations were the same. 10 or .O6% of the schools checked three items. In all ten instances there were no two combinations the same, although several of the ten schools agreed on one or more of the ten items as a necessary-unit of study. The number of schools checking four items amounted to 12 or .07% of the 162 schools. Two different combinations were checked twice each in this group. The first combination checked by two different schools was Discussion Groups, Debate, Orations and Declamations. Another combination checked by two schools was Discussion Group, Conversational Speaking, Parlimentary Procedure and Oral Reading. - 19 or.ll% of the schools checked five items as units of study in their general Speech course. The combinations of units in Acting, Discussion Groups, Conversational Speaking, Parliamentary Procedure and Oral Reading constituted the speech class of three 20 different high schools in this group. Oral Reading was checked by all but 2 of the 19 schools. Schools checking six items numbered 20 or .12% of the 162 schools. Two combinations were repeated in this group; the first, Acting, Pantomime, Debate, Conversational Speaking, Parliamentary Procedure and Oral Reading, was checked by two schools; the second Acting, Group Discussion, Debate, Orations, Conversational Speaking and Oral Reading. 18 or .11% of the 162 schools checked seven of the ten Speech activities listed as units of study in their Speech class. 3 of the 18 schools checked the following combination, Pantomime, Discussion Groups, Debate, Orations, Declamations, Conversational Speaking and Oral Reading. Another 3 of the 18 schools substituted Parliamentary Procedure for Declamations in the combination above. Schools that included eight of the ten Speech activities in their class amounted to 9 or .04% 5 or .O3¢ of the schools checked 9 of the speech actigities. Two of these five schools omitted Pantomime while the other three omitted Radio. 9 schools or .04% of the 162 schools checked all ten of the items listed as being a part of the speech class offered in their high school. CHART II A tabular presentation of the number and combination of items checked as units of study in speech courses in 162 high schools reporting a course in general speech. CHART II . Show'm the com osition oftI'Ie speech classes Of the ghigh schooI’; represercted. In the sum-vet) SCHOOLS CHECKING ITEMS ‘2' 5 z E 3.5“” *3? '5 E 8o: m 06' d STE“. °‘ ° 325 a < L@ 3 0 Lo Iné Egg: E I \/ ' \/ 2, \/ \4 3 \/ \/ 4 \/ \/ 5 \/ V ___. (a V ‘7' SCHOOLS CHECKING THREE ITEMS I V V V ' Z V V 4/ I 3 L/ V V 4- V V l/ 5 ./ V a/ 6;. V / l/ 7 l/ l/ 1/ K V V V. 9 V V V (0 V V SCHOOLS CHECKING FOUR ITEMS I l/ I K .2 K 4/ V l/ 3 J_/ V V V 4 V ./ V V x/ 5 V V V t/ 6 I V V 1/ V 7 V V V V e Z V V ‘/ .té q V V V IO V g I/ see V V V VV VVV Shae VVVVV VVVVVVVVVV VV VV VVVV fimms V V VV VV V VV wfififi. V V VVVV VV V VVV VVV emxsssV VV V V V VV V V V VVV V V V VV V VVVV VV VVVV VV VVVVVVV VV VV V VVVVV VVV VVVVV VV VV VVVVV VV VVVV VV I234567 qmume/VM continued. ITEMS ITEMS 292% V mEthE daom 20303099 m2:20._.z200 @Z. ¥zou 20:. .4 $2,500 202.120 I/l/I/I/VV VI/t/a/VV l/l/I/I/I/ 1/ Ekm ma enema 203385 l/l/l/t/I/VV l/ “2.292% Vl/ 02:04 /l/l/l/[/ /VV l/l/l//I/l/l/ V V VV V V l/l/l/l/I/l/l/I/ l/ Tun 3 i SCHOOLS CHECKING q ITEMS NINE IIJI/VVVVVVVV l/l/l// V/VV VVV-VV/VV Z ‘/ a 3:5 TEN ITEMS 4/ V V V VV I/z/V V SCHOOLS CHECKING Vz/VVz/I/ VVVVl/VVl/l/ V V V V V VV V VV V VVV VV VVV V 4/ l/ V l/ l/ l/ 1/ /.V 1/ / l/l/ V // /V/1/ l/l/l/V Z 3 4— V V V V /VV VV V 5V1/l/A/l/t/l/l/l/l/ G 8’ Ci 22 Will you please check the following speech activities offered in your high school, outside the general Speech class. If the activity was offered as a class check the first column. If it was offered as extra-curricular activity check the second column. Activity Class Extra-Curricular 1. Dramatics l. l. 2. Debate 20 20 3. Radio 3. 3. 4. Oratory 4. 4. 5. Declamation 5. 5. Relative to the above question the investigator was interested in finding out how many of the 259 high schools, forming the basis of this study offered dramatics, debate, radio, oratory and declamation first as a class; second as an extra-curricular activity; third, as both a class and an extra-curricular actigity; fourth, as neigher a class nor an extra-curricular~ activity. 'Tables I and II which follow were designed to Show how each of the 259 schools were placed relative to the four catagories above. Table I showS' the number and percentage of schools offering the five Speech activities as a class and the number of schools offering them as an extra-curricular activity. Table II shows the number and percentage of schools that firSt, Offer the Speech activity both as a class and as an extra-curricular activity; second, the number and percentage of schools that offer the Speech activities neither as a class nor an extra-curricular activity. . "UNIDI 5.? LI. Table I number and percentage of schools offering the speech activities as a class and as an extra-curricular activity. Class Extra-Curricular Dramatics 51 or 19% 177 or 68% Debate 35 or 13% 96 or 37% Radio 14 or 05% 31 or 11% Oratory 21 or 08% 97 or 37% Declamation 22 or 08% 99 or 38% Table II Number and percentage of schools offering the Speech activities as both class and extra-curricular activity and neither as a class nor extra-curricular activity. Both Class and Neither class nor as Extra-Curricular Extra-Curricular Activity Activity Dramatics 31 or 12% 52 or 20% Debate 7 or .02% 121 or 46% Radio 4 or .01% 217 or 84% Oratory 8 or .03% 131 or 51% Declamation 7 or .02% 133 or 51% In order to present a composite picture of the statistics in Tables I and II, Graph II gives the reader at a glance an overall picture of the number of the 259 schools that offer the following speech activities: Dramatics, Debate, Radio, Oratory and Declamation. First, the schools that offer a class 24 in the Speech activities are indicated thus .- . The number of schools offering the Speech activities as extra-curricular activities are represented on the graph withm . Third, the schools offering the activities both as a class and as an extra- curricular activity are indicated thus m . Fourth,.EEEEEEEEES indicates the number of schools that do not offer the activities either as a class or as an extra-curricular activity. 25 GRAPH II Presents an overall picture of the number of schools c>ffering Dramatics, Debate, Radio, Oratory, Declamation iiirst, as a class, second as an extra-curricular activity, third, both as a class and as an extra- curricular activity, and fourth, the number of schools that do not offer the activities either as class or Extra-curricular activity. .. .. Lo: .. 101302 g 13.51.50.3ny Kw $03 (too a "9537* we #2331130 6.33 ea 33.2.50 «.00me 65.50110 $30 I flooxum *0 1:553: .30... m sofiofiguso r1330 Econ 3360 8332a TI». 43., 26 Since neither Tables I and II nor Graph II Show the number and combination of speech activities checked by the individual schools, Charts III, IV. V, and VI were designed to present this data in a more detailed form. Charts III and IV deal with the activities checked as a class. Chart III presents the data on 62 schools as checked by students. Chart IV presents the data on 27 schools as reported by superintendents. Thus charts III and IV present the information relative to the activities checked as a class in 89 different schools as reported by students and superintendents. Charts V and VI deal with the speech activities checked as an extra-curricular activity. Chart V presents the data on 146 schools as checked by students. Chart VI presents the data on 54 schools as checked by superintendents. Thus Charts V and VI present the information relative to the activities offered as extra-curricular activities in 200 different schools as reported by students and superintendents. Chart III Chart III presents the data on 62 schools that offer a class in one or more of the following speech activities: Dramatics, Debate, Radio, Oratory, and Declamation as checked by students. The schools are grouped according to the number of speech activities they checked. Each number represents an individual school. 27 CH ART III Showing schools offertnsihe following speech activities as a class. SCHOOLS CHECKING ONE ITEM NATICS DEBATE RADIO ORATORY ECLAMAT I 1/ (Au .0. LNN \\ l/ l/ l/ L/ V ‘/ l/ t/ l/ l/ l/ l/ l/ L/ CHART I[[ SCHOOLS (HEUQNG Two ITEMS DRAMATICS DEBATE RADIO ORATO RY ‘/ V/ I/ I0 1/ 1/ l2 1/ ’5 I4 1/ I5 / I6 I7 '5 I/ ' / SCHOOLS CHECKING THREE ITEMS I 1/ 2 ,/ l/ ‘/ 4/ ‘/ l/ 1/ ‘/ CHART ]I[ iSCHOOLS CHECKING FOUR ITEMS DRAMATICS DEBATE RADIO ORATORY DEMAND-j ant-bums" \\\\\\ \\\ \\ \ mm \\\'\\\ Chart IV Chart IV presents the data on 27 schools that offer a class in one or more of the following speech activities: Dramatics, Debate, Radio, Oratory and Declamation, as checked by superintendents. The schools are grouped according to the number of speech activities checked. 28 .455 mi ,| _. HART N Showing 5610015 (flaring the following speech activities as a class . LS CHECKI N6 ONE ITEM DRAMA DEBATE RADIO ORATORY / ‘/ HOOLS HECKIN E ' ITEMS ‘/ -... nus CHART N SCHOOLS CHECKING FOUR ITEMS _T__: ; DRAMA DEBATE RADIO ORATORY DECLAMATION I 4/ 1/' 1/ i / ZSCIJOOLS (QECKING flVE ITEMS \ ’II t/ I/ 11/ I V’ Chart V Chart V presents the data on 146 schools that offer either Dramatics, Debate, Radio, Oratory, or Declamation as an extra-curricular activity as checked by students. The schools are grouped according to the number of speech activities checked. 29 F v"?! “ CHART 12 Schools Offering 'IIle {dissing as extra-curricular activities. SCHOOLS C HECKI N6 ONE ITE H5 DRAMATICS DEBATE RADIO ORATORY DECLAMAT I 2 3 5 \M \\R\\ 1/ L/ 1/ l/ l/ l/ l/ / ,/ l/ l/ l/ l/ l/ l/ 1/ l/ V/ V l/ 45 .5 CHART Y SCHOOLS CHECKING ONE ITEM cont. DRAMATICS DEBATE - RADIO ORATORY L/ l/ L/ l/ l/ V/ l// l/ L/ l/ / ,/ l/ SCHOOLS CHECKING IIEMS \\\\\\T\\\ ' CHART SI SCHOOLS CHECKING ITEMS cont. DRAMATICS DEBATE RADIO ORATO RY DECLAMATI / l/ \\\\W\\\\\\ K \\ \\ l/ V / l/ l/ 1/ l/ V’ V V l/ l/ l/ l/ CHART Y SCHOOLS CHECKING THREE ITEMS DRAMATICS DE BATE RADIO ORATORY loeuAM ATIOII I l/ 1/ L/ 2 l/ 4/ p/ _55 1/ K t/ 4 l/ l/ l/ 5 1/ ‘ t/ 1/ 6 l/ 4/ l/ 7 l/ l/ l/ 3 l/ 1/ L/ 1 l/ 1/ l/ ' I0 1/ 1/ L/ ‘ I} t/ V t/ j IZ l/ 4/ l/ l ’3 l/ l/ l/ sermons CHECKING FOUR ITEMS I I/ l/ / a/ 2. n/ 1/ l/ / 3 z/ . z/ 1/ ,/ L l/ 1/ // ../ 5 l/ L/ l/ 1/ 6 z/ 1/ 1/ 4/ 7 4/ l/ 1/ l/ 5 l/ 1/ / 1/ q z/ 1/ ./ ./ 4 IO 1/ a/ 1/ £4 , II V / ./ ./ I2 V 1/ 1/ 1/ I3 / 1/ ,/ 1/ 4 1/ :/ z/ / n ’5 I/ l/ t/ 1/ ’6 / / 1/ / l7 1/ / 1/ 4/ [5 L/ V l/ / qu L/ l/ I i 7 ,n 4/--- Lniii‘ CHARTS? SCHOOLS CHECKING FOUR ITEMS cont. DRAMATICS DEBATE RADIO ORATO RY IDICIAIIAIION 20 I/ V 1/ / 3.! V V V I/ 22 V V V V 23 V V V V 24 V V V V Z5 V V V 26 V V l/ l/ 27 V I/ V 1/ 26 V V V V 24 l/ l/ / fig 30 V V V L/ 5! V V V V 32 V V V V 53 V V V V SCHOOLS CHECKING FIVE ITEI"I'5 I V l/ V / t/ 5 K I/ 4/ 1/ 11/’ 4 l/ 4/ 4/ l/ 4/ 5 l/ 1/ 1/ / L/ 6 V V / l/ / Chart VI Chart VI presents the data on 54 schools that offer either Dramatics, Debate, Radio, Oratory or Declamation as an extra-curricular activity as checked by superintendents. The schools are grouped according to the number of speech activities checked. 30 CHART SH . . . LSchools offeringihe following as extra - curriculor achvlttcs. SCHOOLS CHECKIN6 ONE ITEM DRAMA DEBATE RADIO ORATORY DECLAMATION I V ‘ ""2 V 3 l/ 4 V 5 V 6 V 7 1/+ ‘5 V ‘7 l/ IO V II V [2 1/ /3 V I4 V I5 V M: V I 7 1/ I 8 V 14 V 20 V 2/ ,/ 22 1/ 23 V 24 V 25 V 26 V 27 l/ , 28 V I 77 V 50 V 3! V 52 V CHART Ill SCHOOLS CHECKING Two ITEMS DRAMA DEBATE RADIO ORATORY DECLAMAWON I V l/ ‘ Z l/ V 5 #l/ 4/ 4- V V 5 I/ l/ 6 V V A SCHOOLS CHECKI N6 THREE ITEMS I l/ V/ V Z l/ V j/ .73 l/ V V 4- V V V 5 1/ V V 6 4/ l/ V J l/ I/ :V/ . SCflOOLS CHECKI N6 FOUR "ITEMS I l/ 4/ l/ 4/ Z V V V V 5 V V V V 4— V V V V 5' l/ V V V G V l/ 1/ V SCHOOLS CHECKING FIV ITEMS / l/ V V V V -—2 4/ V / l/ 4/ i 1/ V V V V 31 Did your high school have a public address system? Yes No Please explain to what extent it was used by the students. A combination of 152 students and superintendents answered this item. Of the 152 returns, 88 or 74% of the schools have a Public Address System. The explanatory comments given on the use of the Public Address System by the students were too varied to classify. A sampling of comments is included to aid in the interpretation of the data given. Comments: Student announcements, frequent programs. Used for assembly programs. Used by advanced dramatic classes. Weekly assembly programs. Used in speech class only. Very little. Only occasionally. Used only at school dances. Not used extensively. Speech classes and assembly programs. School dances. Not used by students. Special programs and units of class work. Not used to any great extent. Used for all assemblies, which are sponsored and conducted by pupils. Our speech classes put on a series of short programs 32 over P.A. system, outletting into session rooms. Only by the Radio Club. When speeches were given in English Class. Student newscasters gave broadcasts each morning. Used for basketball games. Students made Speeches on the P.A. Not much, used only by students to advertise plays, dances etc. Current EVent reports in history. Individual practice for students. The system was used every morning by students for news. The students had access to it at all times. Any student who had an announcement was allowed to Speak over the address system. Used in assemblies and in speech class for radio plays. Used in speech class. To my knowledge it was never used while I was in high school. It was used very little by the students. Used in Radio skits. The news bulletins were read each morning. It was rarely used by the students. Weekly newscasts by students. We used it in connection with speech class. Every day in chapel. 33 It was used only once during the semester. Hardley at all by students. We had one but it was broken all four years I. was there. At dances and atheletic events. The P.A. system was used by only a select five who helped with assemblies. Not used by students. To what extent did the students of your high school take part in the assembly program? The returns of this question were in expository form and any classification or percentages abstracted will be colored by the author's interpretation of the comments. Nine of the 259 schools did not check this item. Of the 250 that checked the item, the following statistics were arrived at: 59 or 15% of the schools stated that students participated in approximately 25% of the high_ school assembly programs. 154 or 54% of the schbols stated that students participated in approximately 50% of the high school assembly programs. 74 or 29% of the schools stated that students participated in approximately 75% of the high school assembly programs. 34 The following are some sample comments given by students and superintendents in answer to the question asking for the extent of participation in assembly programs. Comments: Major part. About one half. Wholly by students. vgry little. Each home room reSponsible for one program. None. The President of Student Council is always in charge. Student assembly has complete charge of all assemblies. Usually arrange and conduct it. Take a very active part. They are in charge and take active part. Each class put on an assembly program each year. In some plays. The assemblies were put on by the students. Assembly programs seldom featured the students. Certain ones were chosen to give speeches for this occasion. Student activity was very limited. The students had Just about complete control of all assemblies. 35 They were supervised by teachers. About half of the assemblies are put on by the students. Each one had equal chance. About every two weeks the students planned and presented a program. Students introduced Speakers. A certain group of students were quite active, the majority had nothing to do with it. Only a few students took active part. Each class had charge of one assembly per year. We had student assembly programs during the lunch hour. Due to the war we were unable to get outside programs so the students did them all. Average one per week. The senior class spoke before the assembly in groups of four. Chapel once a week, student council assembly once a month. Each teacher had charge of an assembly program a year. Speech class members conducted assembly programs weekly. Will you please describe any radio work carried on in your high school? From the 259 schools represented in the 36 returns 28 failed to answer the above question. Forty-four of the schools listed radio work in connection with other classes such as Speech, English, history, and civics. Of the 259 schools represented in the study, 21 have a class in radio. The students from these 21 schools broadcast over recognized stations at least once a semester. Three schools offer a course in Radio Mechanics. Did your high school belong to the State Forensic Debate League? Yes No Did your high school debate in competition with other schools outside the league? Yes No The returns on this question were inadequate to arrive at any definite conclusions concerning the percentage of schools carrying on debate activities. The small percentage of students answering the above invalidated the data for statistical purposes. However, data secured directly from the Michigan High School Forensic Association, was used to determine the number of schools participating in organized debate activities. During the year 1944-45 the membership or number of high schools enrolled in the lichigan High School Forensic Association was 1861 or 28% of all the high schools in Michigan. See Appendix D for a list of the 186 schools that are members of the Michigan.High School Forensic 1 Michigan.High School Forensic Association, 1944-45, Vol. 46, No. 1. Association. Does your speech teacher or dramatic coach teach classes other than speech? Yes No 210 ' 42 The statement of the above question invalidates any conclustion that might be drawn because of the double subject in the question which was not caught until the questionnaires were returned. However the statistics indicate that 86% of the speech teachers or dramatic coaches are teaching classes in English as well as the classes in speech. {any schools that have n0‘ speech classes still offer a senior play each year and the responsibility for directing this play is usually delegated to the English instructor. Other subjects taught by speech teachers or dramatic coaches were Latin, French, history, chemistry, music and home economics. Do you have a speech correctionist working full or part time in your high school? yes No The returns on the above item were inadequate for the purpose of making any valid conclusion. The Department of Public Instruction was contacted and the following information was secured. During 1944-45 there were 40 Speech Correction Centers in the state. These Centers are staffed by 72 Speech correctionists. The Speech Correction program in Michigan is expanding rapidly. In the school year 1941-1942 the program reached 12,593 students; in 1942-1943 the program reached 12,795 students; in 1943-1944 the program reached 14,231 students. See Appendix E for a list of the 40 Speech Correction Centers in Michigan. 38 39 CHAPTER III SPEECH BACKGROUND OF THE FRESHMEN CLASS The profile of the speech background of the freshmen class, Michigan State College, 1945, is based on statistics compiled from 461 questionnaires returned by students. The questionnaires were distributed to the students enrolled in the Written and Spoken English Department of The Basic College during the winter term of 1945. Approximately 900 questionnaires were distributed, of that number 461 or 51% of the questionnaires representing 38% of the 1160 students, enrolled in the freshmen class, were returned. See Chapter I for a cOpy of the questionnaire. The following items, from the questionnaire, were selected for use in determining the Speech background of the freshmen class: Did you take the general Speech class? Yes No In the middle column of the following list will you check the high school speech activities in which you participated. In the last column circle the number of years you participated in in that activity. 4O SPEECH ACTIVITY CHECK HERE EUMBE. YEARS Debate 1 2 3 4 'DecIamatIons 1 2“3 4 'UratIOns TI 2 3 4 Dramatics 1‘2 3 4 Radio 1‘2 3 4 Speech Club 12 3 4 Assembl *Programs 1 2 3 4 Eitemporaneous Speaking 31*2 3 4 Ifiscussion in Groups 1 2 3 4 Others ‘1 2 3 4 Was speech training given in any of your high school classes other than Speech classes? Yes No Please indicate which ones. 1. English 2. Literature 3. History 4. Journalism 5. (Classes not listed) 6. EXplain the extent of the speech training in these classes. Will you please list the titles of some of the major plays produced in your high school in the last few years. 1. 2. 3. 4. 5. Do you feel that more speech training in high schools would have helped you in your work at Michigan State College? Yes No Do you feel the speech training you are receiving in written and Spoken English is valuable? Yes No The returns from the items listed are presented in the order in which they appear above. Conclusions and 41 recommendations as abstracted from the returns are made in Chapter IV. Did you take the general speech class? ~Yes ----- 149 No ------ 312 The statistics show that 32% of the 461 students represented in the returns have taken a course in general speech; thus, 68% of the 461 students represented have not had a class in speech. These statistics do not include the percentage of students that have had speech training in classes other than Speech. Information on this item appears as an additional unit in this chapter. ’In the middle column of the following list will you check the high school Speech activities in which you participated. In the last column circle the number of years you participated in that activity. SPEECH ACTIVITY CHECK HERE NUEBER YEARS Debate 1 2 3 4 Elanatfons 1 a 3 4 ‘OratIOns '1 2C3 4 :Eamatics 1 2 3 4 Radio III 2 3 4 Speech Club 1 2'3_4 Assembl Programs 1 2’3 4 Eitemporaneous Speaking 1 2 3 4 'DIScussion Groups 1 2 3 4 Others I1 2 3 4 Relative to the above item the author was interested in finding out first, the number of students who did not participate in any extra-curricular speech activity; second, the number of students who had participated in 42 extra-curricular Speech activities and had taken a general course in speech; third, the number of students who had taken no general course in speech but did participate in extra-curricular activities; fourth, the number of students who had not taken a general course in speech and had not participated in Speech; fifth, the number of students who had participated in each activity and the number of years that they participated in that activity. The statistical returns on the first four items above were as follows: Number of students who had not participated in any of the speech activities. 134 or 29% Number of the 327 students who had participated in the speech activities and who had also taken a general course in speech. 151 or 46% Number of the 312 students who had not taken a general course in speech but had participated in a Speech activities program. 213 or 65% Number of the 312 students who had not taken a general course in Speech and had not participated in the speech activities program. 109 or 35% The statistics relative to the fifth question, the number of students who had participated in each activity and the number of years that they had participated in that activity, are presented in graph form. Graph III. presents the data relative to the number of students with one year experience in the various speech activities. Graph IV presents the data relative to the number of students with two years experience in the various speech activities. Graph V presents the data relative to the number of students with three years experience in the various speech activities. Graph VI presents the data relative to the number of students with four years experience in the various speech activities. In order to present an overall picture of the participation by the freshman class in their high school Speech activities, Graph VII was designed. Graph VII combinds the information presented on Graphs III, IV, V, and VI. The Graphs follow: 44 GRAPH III This graph is designed to show the number of students who had one year of experience in the following Speech activities Debate, Declamation, Oration, Dramatics, Radio, Speech Club, Assembly Programs, Extemporaneous Speaking and Discussion Groups. \ ‘owplllllul 5 LflINIWNLhLSTWI$lHIIFL muses 22333 eEYZmam mnemz$os 53mm 3.? 5 Spats?» 2.133 $5 $563“ t taps: is. $5326 M ME 17735 GRJ’XPH V Graph V shows the number of students who listed three years of experience in the various activities. 46 .I!|l|?l‘ M W393 22332 @ z .15: m. maomzéomzflxm r2535 hmzmmfi £30 I gum—mm O _ 91¢ m o .P424mo mZO Eqmo m 20....4 £4.qu 5.4me \atnlnllllo a \R R .3 . HLoNhfli km E .3 3 .3 2 $23358 «mmzaz £th mumfizfim £33m 3? e5 dofiufonx‘u 33> 3.2.? #59 macaw—5m uh LufiEwE .35. @532? . , . NM 35216 GRAPH VI Graph VI shows the number of students who listed ifour years of experience in the speech activities. 47 . {8% zoaama ‘ m2 2 (mum * m30M2 c) .xvvwx :uvvwm' V‘— v .w — I'Ibvum wwm. aw; .-.-up-y ma. —- on“... 3 Q 0.- Te '9’.“ Pt”. .14 .. v‘-,.-‘ Convict; 't‘“ I.-. .. \. ...._. ---.~' . - .e... -. ,.a .. " .‘ ~<-~m':vw~y. v:Wu--.-‘- . I .. V \ .‘ ’.u ‘0 .. w; '7 ‘6 iv -u 4 .t' ‘I -O .,_ 3.. 1' : ..?{ ,. .- 3 . Nun».. m... . ~4 M."‘.“ 3 ;. .l I} 1‘. It ’7! O ‘.. c...:r‘ rf I a?! x a o ( a ' ’n qr” J. K ‘ ' 3. _- ’ ¢ 1. t! \" 4. .':v v-\‘ . 'ro— . "a? ‘ . ’. 1', 0‘ :_ a? " ‘4 p "l I hf - 1 4' “t w b': d ‘- I. ‘ .Nl , é.. ’. .4- o a, ‘1‘; ’; ‘0 Q , I. N x4 . fsy‘ i I, 5‘“ '\ In $1.. .‘1.’ Arr-T: . , , . us ‘ ‘ '1, . . . .I -‘ ":‘.'o - "o '19 l :I ‘4 ','.§_ 4_hr-’.l,§op 4‘14", {41 . .1.“ ~_\‘ .A MICHIG AN STATE U 3 1293 0 IVERSITY LIBRARIES l1" II ll 1 3014 9167 1"” ii “iii uni- a v“ _" " M“ _*x-“ ‘-