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THE EXTENT OF PARTICIPATION
IN VOLUNTARY GROUP ACTIVITIES IN LANSING
CENTRAL HIGH SCHOOL

By

NELLIE MILDRED HOLMES
A Thesis Submitted to the Graduate Faculty in
Partial Fulfillment for the Degree
of

MASTER OF ARTS

Department of Sociology

 

 

Dean of Graduate SchooI—

Michigan State College
1955

”mags

 

 

ACKNOWLEDGEMENT

The writer wishes to express appreciation
for the assistance of Miss Beatrice Gibbs,
Counselor of Students at Lansing Central High
School, in securing the records concerning extra-
curricular activities in the school, as well as
for the information given by the advisors of the
societies and clubs studied.

The writer is also deeply grateful to
Dr. Eben Mumford, Dr. C. R. Hoffer, and Dr.

J. F. Thaden for their helpful suggestions and

criticisms.

11,331.”?133

THE EXTENT OF PARTICIPATION IN VOLUNTARY

GROUP ACTIVITIES IN LANSING CENTRAL
HIGH SCHOOL

Chapter

I. INTRODUCTION

II. THE DEVELOPMENT OF SOCIETIES AND CLUBS
IN THE HIGH SCHOOLS OF THE UNITED STATES

III. THE ORIGIN AND GROWTH OF THE ACTIVITIES
PROGRAM IN LANSING CENTRAL HIGH SCHOOL

IV. SOCIETIES AND CLUBS IN LANSING CENTRAL
HIGH SCHOOL, 1931-1932

V. THE EXTENT OF PARTICIPATION IN
ACTIVITIES AND ITS RELATION TO
SCHOLARSHIP

VI. CONCLUSION

11

19

60
86

CHAPTER I
INTRODUCTION

The unit of study in Sociology is the group of interacting
organisms. The forms that groups take are varied, and,since
they are interrelated and influence one another, the form of
one group will have a tendency to affect the form of other
groups within the same culture. Thus, in a constantly changing
order in which the trend is toward more democratic control, the
movement in all group life is in some measure away from auto-
cratic rule. This is to be seen in government, in the famdly,
in industry, in the school, and, probably least of allygin re-
ligion. The criteria which Dewey applies to a mode of social
life, both pointing to democracy, are these: How numerous
and varied are the interests of the group which are commonly
shared by its members? How full and free is the interplay of
the group with other forms of association?(l)

From the standpoint of the sociolOgist, all groups are
interesting: gangs, church groups, family groups, political
parties, trade unions, farmers' organizations, business cor-
porations, recreational groups, and the numberless others.

But the voluntary groups present in the secondary schools are

of particular interest because of the fact that they are made

up of young people who are in the process of development and

who are supposedly learning to become responsible, participating
members of a democratic community and a democratic nation.

They are also important because they appear to serve as a

 

(1) John Dewey, Democracy and Education, p. 96.

tool whereby education is attempting to adjust itself to
changing conditions.

There has been a noticeable tendency in recent years in
the public high schools of the United States, small ones, as
well as large, to indulge in what seems to the onlooker to be a
race to see which school can establish the largest and most im-
préssive extra-curricular(2)program. This willingness on the
part of the school to break with tradition and to fall so
readily in line with a new movement is in some measure laudable,
for it indicates that the school as an institution is willing
to attempt to adjust itself to changing conditions and to the
resulting changes in our philosophy of life. But all educators
are not sociologists and, as a result, the real purpose of
extra-curricular activities is often overlooked. Then arises
the danger of repeating the mistakes of the classroom in the
voluntary groups. fWhen the activities of voluntary groups de-
generate into an extremely formal and rigid program, in Which
the pupils merely follow the suggestions of the teacher or,
which is even.worse, spend the activities period merely listen-
ing, the clubs are no longer preparing for initiative and par-
ticipation in a democracy, but are rather reverting to the

older methods of teaching.

 

(2) The term "extra-curricular" is used interchangeably with
"extra-class" in this paper although the advisability of its use
is being questioned by educators. The term is employed here be-
cause it is the term used in the high school studied and because
it is the term that at the present is most widely used and
understood.

But, even though we may ignore the criticism so justly made
that the extra-curricular program should be built up gradually
to meet the needs of a particular locality and should be tested
for the values attributed to it before being adopted in a whole-
sale manner, and even though we do not question the values
ascribed to such activities by educators and sociologists, there
still remains the question of whether these activities are so
organized in our high schools as to be most effective in per-
forming those functions which it is their purpose to perform.

It is obvious that if extra-curricular activities produce better
citizens, which is one of the chief arguments presented in their
behalf, they are of value to all students, not merely to a few
of the more aggressive ones. The school undoubtedly wants to
make good citizens of those who are not such good "mixer!" as
well as of those who fit easily into the various groups. In-
deed, it is the problem of the school to provide groups into
which "misfits" may fit, and to help all students to become
acquainted with the voluntary groups in the school so that
through these groups they may pursue their particular interests
while, at the same time, they are learning to work and play
with others.

Purpose
The purpose of this study is to attempt an analysis of

voluntary group activities in Lansing Central High School with
four objects in view: first, determination of the range and

variety of voluntary activities in which the student may take

part, with special emphasis on literary societies and clubs;
second, the extent of membership in such organizations; third,
the nature of clubs and societies, particularly the amount of
pupil participation involved in club activities; and, finally,
the influence of participation in voluntary activities on
scholarship in curricular subjects.

The object of securing data on the points enumerated
above is to determine in some measure the effectiveness of the
voluntary groups in the fulfilling of their purpose. This pur-
pose may, in general, be said to be the providing of primary
contacts in a world in which important factors, centering large-
;ly around improvements in communication, are making for an
increase in secondary contacts and an accompanying decrease
in primary contacts. ‘

Another purpose of extra—curricular activities, closely
connected with the first, is the need for providing groups in
which children may exercise some initiative, participate ac-
tively, and learn to do by doing. If our society is going to
educate for social efficiency in a democratic order, the school
must find some place in its program for active participation
for all students. And, although emphasis on this type of
school work has been on the increase in the last few years,
the old teaching methods are still so commonly employed that
it is necessary to go outside the classroom to teach the actual

process of working with the group.

Method and Scope

The nature of the purpose of this study makes it especially
adapted to the case method. On the whome, therefore, this meth-
od is employed in gathering the data used in this study. The
historical method is also used to a limited extent.

The historical material pertaining to the development of
the activities program was obtained largely from the school
annual, the Oracle, which has been published each year since
1892. The description of the individual organizations and
their activities is a result of observation of the meetings of
the various groups, interviews with the advisers of the clubs
and societies, and reference to the Zodiac, the school weekly,
and to the Oracle. The personal activities records of the
pupils, kept on file in the school office, were the chief
source of information for both the data on participation and
those on the influence of participation in activities on
scholarship. The latter, however, was supplemented by the honor
roll published in the Zodiac at the end of each marking period.

The number of students includéd in the study of the first
semester of the school year of 1931-1932 was 1123. They were
classified as follows: 288 Sophomore B's, 148 Sophomore A's,
272 Junior B's, 91 Junior A's, 226 Senior B's, 98 Senior A's.
For the second semester there were 1141 studied: 120 Sophomore
B's, 284 Sophomore A's, 148 Junior B's, 272 Junior A's, 91

Senior B's, 226 Senior A's. The inequality apparent between

the various classes may be accounted for in two ways; first,
the classes graduating in January are always smaller than those
graduating in June, and second, there are always some children
who enter high school but drOp out before graduation.

In the portion of this study devoted to the relationship
between participation in activities and scholarship, only those
who were Juniors and Seniors were studied. The Sophomores were
omitted from this part of the study, for She writer felt that
the relationship would not be significant in this case because
of the fact that the regulations of the school limited so rigid-
ly the participation of the Sophomore B students.

There were 31 clubs and societies considered in this in-
vestigation. Athletic teams and student government groups
are not analyzed in detail but enter in only as the students
receive points for participation in these activities. It is
necessary, however, to consider them in this connection for
several reasons. First, they come under the classification
of voluntary group activities and so have a place here although
the emphasis rests upon societies and clubs. Second, the ac-
tivities records are kept in such a way that it is an almost
impossible task to separate points earned in athletics and
student government from points earned in other activities.
Third, membership and activity in clubs and societies alone
is not sufficient indication of the extent of interest and par—
ticipation in what we may call the voluntary group activities
of the school.

Other Studies of Participation_in Extra1Qg
in Secondary_Schoql§

cul,r Activities

4....‘ ‘-
v ‘—

Although the amount of literature produced in the field of
extra—curricular activities has increased rapidly in the last
few years, there still seems to be a dearth of studies which
analyze actual situations as they exist in the high schools of
the United States. There are, however, a few studies made of
high school and college students which treat of some phase of
the subject. Those which seem to bear most directly on this
study are enumerated below.

F. Stuart Chapin, Professor of Sociology at the University
of Minnesota, in 1924 began a study of extra-curricular ac-
tivities at the University of Minnesota with the purpose of
determining the educational and social value of student extra-
curricular activities at the university. He found, however,
that before such a study could be made effectively, there must
be a background for it, a comprehensive survey of student ac-
tivities. Consequently, his study as published in 1929,(5)
was a survey of the activities present on the campus, student
participation in activities, leadership among the students,
the relationship between student activity and academic achieve-
ment, and a record of the time spent on activities. This is,
of course, an analysis of a university situation and is in many
ways more extensive than the present study, but otherwise it

bears a closer resemblance than any of the others that have

 

(a) F. Stuart Chapin, Extra Curricular Activities at the Uni—
versity q§_Minnesota.

been published, though the methods of collecting data differ
greatly. A

A short survey was also made in 1926 of the situation in
the hLincoln High School in Lincoln, Nebraska, by a committee
of teachers appointed by the Principal, J. W. French, and was
reported in The School Review_for December, 1926, by Gertrude
Jones, a teacher in the Lincoln High School. 4 This study
had a practical purpose, to indicate the need of frequent in-
ventoriew of extra-curricular activities in every high school,
but showed some rather significant results in relation to par-
ticipation in extra-curricular activities. In addition to a
general study of the clubs and their members, a special study
was made of the extra-curricular activities of the members of
the senior class. Of particular importance in relation to this
study are the conclusions concerning the extent of participa-
tion of the members of the senior class in voluntary activities
in the schooll

A study of a different nature but having a slight bearing
upon the present one is that reported by M. Barbara Dee of
the Jamaica Plain High School, Bogton, Massachusetts, in The

School Review for January, 1928. This is a study made from

 

(4) Gertrude Jones, "Survey of Extra-Curricular Activities in
the High School," School Review, XXXIV (December, 1926)
pp. 754-744

(5) M. Barbara Dee, "Extra-Curriculum Activities in Massachusetts
High Schools," The §9h0q1_Review, XXXVI (January, 1928)
pp. 45-51 '

biennial reports submitted in 1927 by the high schools in
Massachusetts to the state department of education. It indicates
the range of activities represented in these schools, the fre-
quency of meetings, the average membership, teacher supervision,
and whether or not credit is given. The point of importance in
this study from our point of view is the conclusion that many
high school pupils are untouched by any form of extra-curricular
activities, even in schools which maintain several types of
activities.

The other studies having any bearing on the problem of this
thesis are several devoted entirely to a consideration of the
effect of participation in activities upon scholarship. Two
unpublished Masters' theses, one a study of the relationship
between participation in activities and scholarship in the
senior high school of Kenosha, Wisconsin, the other a study of
the same nature based on data secured from three Illinois
schools, approach the subject from this point of view.(6) The
results were similar, the main conclusion in both being that
participation in extra-curricular activities does not affect
adversely the scholastic standing of pupils.

F. Stuart Chapin, in The Schqgl;Review for February 13,
1926, reports a study of 260 young women of the senior class at

Smith College. In this case it was found that those who en-

(6) Walter S. Monroe, "The Effect of PParticipation in Extra-
Curriculum Activities on Scholarship in the High School," The
School Review, XXXVII (December, 1929) pp. 747-752 "“'

(7) F. Stuart Chapin, "Extra-Curricular Activities of College
Students: A Study in College Leadership," School agd Society,
XXIII (February,13, 1926) pp. 212-216

-10-

gaged in activities received higher grades than those who did
not. Furthermore, the greater the amount of participation, the
higher the scholarship.
On the other hand, a study made at the University of
Colorado by James E. Knox and Robert A. Davis of the College
of Education at that university indicates that participation in
more than two activities has a tendency to lower scholarship.(8)
The nature and results of the studies mentioned above will

be given in greater detail in a later chapter, where they will

be compared with the results secured in the present study.

 

(8) James E. Knox and Robert A. Davis, "The Scholarship of Unie
versity Students Participating in Extra-Curricular Activities "
Educational Administration and Supervision, XV (October, 1929
pp. 481-495.

-11-

CHAPTER II

THE DEVELOPMENT OF SOCIETIES AND CLUBS IN THE HIGH
SCHOOLS OF THE UNITED STATES

From the point of view of Sociology, the evolution of
voluntary group activities in secondary schools has been very
interesting, for it reveals to some extent the increase in the
popularity of the conception of education as a social function.
However, a growth as gradual and as unsung as has been the de-
velopment of school societies and clubs previous to the last
two decades is extremely difficult to trace in a manner which
seems to give the movement any continuity. Because the early
clubs and societies were usually regarded by school officials
and by the general public as evils which were tolerated but
not encouraged, these organizations were given little or no
publicity, and records concerning their origins and nature are
rare. It is, therefore, necessary to supplement the few facts
available concerning the appearance and growth of clubs and
societies in the high schools of the United States by a con-
sideration of the nature of the school and the common attitude
toward it in the various periods of its development, and to
draw such conclusions as are possible concerning the changing
relationship existing between the curricular and the extra-

curricular in the high school program.

Early History of Literary Sgcieties in Secondary Schools

There are, however, a few rather significant dates that

 

may be mentioned to indicate how long clubs and societies are

known to have been in existence in the high schools of the United
States. The movement in the high schools was preceded by a
similar movement in the colleges, as there is a noticeable ten-
dency for the high school to follow the patterns set by the
college.

Literary societies, which are still found occasionally
but which are rapidly dying out or assuming the nature of clubs
as this form of organization increases in popularity, are much
older in their origins than are the clubs. The first organiza-
tion known to have existed in an American secondary school was
the Rhetorical Society, established at Exeter in 1812. In 1841
the Phillips Debating Club was founded, also at Exeter. Secret
societies were frequently found among the early literary so-
cieties, and the two forms of organization were very similar.<9)

In the early high schools, too, the literary society,
with its emphasis on debating and public speaking, which were
held in high esteem in that period, was the first of the extra-
curricular activities to appear. The Eucleia Debating Club was
organized at Worcester High School about 1857; the Sigma Phi
Society, a dramatic organization, was found at the Hartford
Public High School as early as 1859; and at an early date the
Central High School at Philadelphia had established a Literary
Congress composed of dele ates from each of the literary so—

(10
eieties in the school.

 

(9) Paul W. Terry, Supervising Extra-Curricular Activities,
pp. 7-8

 

(10) Ibid., p. a

-13-

The Development_of Wigegpread Interest_1p:§tudent ActiyiLLes

But, in spite of these scattered efforts on the part of
the students themselves to establish organizations in which
they could find some relief from the restrictions imposed by
an iron-clad curriculum, some group of kindred spirits in
which they could give free expression to their ideas and find
out what their contemporaries were really thinking about, the
school administrators held aloof from these groups. They gave
them no recognition and tolerated them only so long as they
did not interfere with the curricular program. Craft clubs
were, of course, unthought of, for the high school of that day
was not for the masses, but for the professional classes,
particularly preachers and teachers, who were in school for
the purpose of absorbing learning or "culture", embodied in the
minds of themschoolmasters of early times and known as a
classical education.

But with our rapidly changing social conditions, there
has also been a gradual change in educational subject matter
and methods. These have lagged, however, behind the develop-
ments in industry, which in our country has been the predominant
institution, setting a swift pace for the other institutions, -
the home, the school, the church, recreation, and government -
which are always attempting to keep up with the economic in-
stitutions but always seem to remain several steps behind.

Ogburn has coined the term "cultural lag" to describe this situa-

-14-

tion. He states that culture may be divided for the purpose

of analysis into two parts, material culture and adaptive cul-
ture. The second class includes that portion of the non-material
culture which is adjusted or adapted to material conditions. An
intermediate position is occupied by what he calls partially
adaptive culture, that which makes some adjustments to fit
changed material conditions while some functions remain constant.
Changes in adaptive culture do not synchronize exactly with
changes in material culture, and the result is the lag.(11)
Nevertheless, this century has seen rapid strides made in educa-
tion with the purpose in view of making our educational system
socially efficient and adapting it to the changes occurring

in our other institutions. This movement has had the effect

of broadening and enriching the curriculum to meet the needs

of the ever increasing number attending high school and of the
variety of classes and occupations represented in our high
school enrollment, attempting to individualize instruction and
to make it less formal and more vital to the pupil, providing

a program of activities that teaches the child not only factual
material but also the more important phase of education which
enables him to live and work with his fellows and to adapt
himself to the society into which he was born. In short, there
has been a constant striving toward the goal to produce, not a

student of second-handed or outworn ideas, but a socialized

 

(11) William Fielding Ogburn, Social Change, pp. 202-203

-15...

human being who is capable of living successfully with other
people and making some contribution to the groups of which he
is a member or with which he comes in contact. People are
gradually adapting Dewey's conception of education as a social
function and attempting to adapt our educational system to the
realization of that aim.

It has been under the influence of this movement that the
recently developed interest in extra-curricular or extra—class
activities has appeared. The schools are now attempting to
capitalize on the information that psychologists and sociologists
are giving them concerning the nature of the adolescent. Since
adolescents, or even younger children, will form gangs, the
school is beginning to realize that it may strengthen its own
position as an influence over the child as well as to raise
the standards of the groups to which the child belongs by offer-
ing him voluntary activities of sufficient variety to satisfy
his many interests, and by so supervising these activities as
to make them a positive influence in the development of the
child, instilling ideals of conduct that may be strong enough
to counteract the unwholesome influences with which he may come
in contact.

These activities are designed to answer needs in our pres—
ent social order that were either not present or not recognized
in the past. The values generally ascribed to extra-curricular

activities, according to Koos, of the University of Minnesota,

-l6-

who bases his conclusions on the values mentioned three or

more times in forty writings on extra-curricular activities
are: training in some civic-social-moral relationship, sociali—
zation, training for social cooperation, actual experience in
group life, training for ethical living, training for citizen-
ship in a democracy, trained for leadership, worth while friend—
ships, training for worthy home membership, training in par-
liamentary usage, improved discipline and school spirit, train-
ing for recreational and esthetic appreciation, health,
vocational training, training in business methods, intellectual
development, retention in school, recognition of interests

and ambitions, exploration, improved scholarship, constructive
influence on instruction, training in fundamental processes,
relation of school and community, and the discharge of super-
abundant energies.(la) While some of the values here ascribed
to extra-curricular activities may be open to question, both

in relation to their desirability and also in relation to the
power of extra-curricular activities to promote them, there

are a few which are very widely recognized as desirable and
which seem to be closely connected in their realization with
effective club organization in the high school. These are the

ones mentioned most frequently in the analysis made by Mr. Koos,

 

(12) Leonard V. Koos, "Analysis of the General Literature on
Extra—Curricular Activities," Twenty-Fifth Yearppgk_pf the
National Society for the Study of Educatipp, Part II, pp. 9-12.

-17-

namely, training in civic—social-moral relationships, recog-
nition of adolescent nature, "socialization," training for
leadership, training for social cooperation, actual experience
in group life, training for citizenship in a democracy, and
training for recreational and esthetic participation. Neither
educators nor sociologists would question the desirability of

a group which would perform these valuable functions for educa-
tion and so for the society for whose service the educational
system is designed.

And so, with changes in the social order and consequent
changes in our conception of the aims and methods of education,
has come a new emphasis on clubs and other extra—curricular
activities representing the democratization of the educational
system. It has been since the World War that this interest has
become pronounced and that there has been recognition of these
activities in the literature of education and in college and
university courses in education. The first text book devoted
exclusively to student activities was published in 1925,(1U)
and since that time there has appeared a great variety of books
on the subject. The best of these represent a wide experience
and a broad knowledge of the social sciences on the part of
the writers. They manifest a real effort to see the matter
impartially and in its broadest aspects. Whenever possible

opinions are supplemented with data gathered in a scientific

 

vr

(15) Paul W. Terry, Superv1singExtra—Curricular Activities
in the American Secondary School, p. 18.

-18-

manner. The worst represent either blind traditionalism and
prejudice against what seems to be an innovation necessitating
a readjustment of ideas and school schedules which the writers
are too indolent to make, or the fanaticism of those who are
swept off their feet by every new idea that presents itself
and so indiscriminately attribute to student activities an
imposing array of values which have not yet been proven to have
any connection with them.

It will be seen from this brief survey that the development
of extra-curricular activities in the United States has been
so recent that it has been difficult to trace it impartially
without displaying too much or too little enthusiasm. Perhaps
their development in Lansing Central High School may, with the

aid of the Oracle, be shown with greater accuracy of detail.

-19..

CHAPTER III

THE ORIGIN AND GROWTH OF THE ACTIVITIES PROGRAM IN
LANSING CENTRAL HIGH SCHOOL

In Lansing Central High School, much as in other high
schools of the United States, there was a gradual development
of activities, beginning with a society of a religious nature
and finally arriving at the present stage in which the pre-
dominant type of activity is the club. In its activities
it is evident that the school reflects the times and tends to
reproduce the larger society in miniature. Not only does the
school reflect the times, but it is also greatly influenced by
the nature of the area in which it arises. Since this is true,
we may better understand conditions existing in Lansing Central

Eigh School if we first briefly describe Lansing and its schools.

Lansing, Michigan

Lansing was settled in 1857 on the Grand River. In 1847
it was chosen by the legislature as the future site for the
state capitol, which was then located at Detroit. In 1859
Lansing was incorporated, and in 1860 there was a population
of 5,074 recorded. Between 1900 and 1910 the population nearly
doubled, and by 1950 the United States Census recorded a popu-
lation of 78,597, or two and one-half times as many people as
were recorded as living in Lansing in 1910. Of this number,
1,409 were Negroes and 6,650 were foreign-born whites, while

70,509, or almost 90% of the population, were native white.

Industry in Lansing centers largely around the manufacture
of automobiles and parts for automobiles. The 1950 census
records about 180 manufacturing concerns, employing about 16,000
men and women at the time, with a maximum capacity of 20,000.
Lansing is also the trading center for the rural area of sur-

rounding counties.

Lansing Public School Syptem

In June, 1952, at the close of the school year represented
in the present study, the school population of the Lansing pub-
lic schools was 15,060. At the time the system included two
senior high schools, three junior high schools, 24 grade
schools, and three special schools (the School for,6rippled
Children, the Washtenaw Open Air School, and the school con-
nected with the Ingham County Sanatorium). In addition to
these three special schools, there are two special rooms for
the mentally deficient in West Junior High Schools; in these
two rooms there were 45 pupils enrolled in June, 1952. Table
I indicates the number of pupils in each school.

This study is, of course, primarily concerned with the
two high schools. Central High Schools, which is considered
in this study, is the older of the two high schools and until
about four years ago was the only one in Lansing. Before the
establishment of Eastern High School about four years ago,
however, the congestion at Central High School had been some-

what relieved by the building of the junior high schools,

-21..

TABLE I. NUMBER OF PUPILS ENROLLED IN LANSING PUBLIC
SCHOOLS IN JUNE, 1952

 

 

 

School 114 g __ :Eurgl1ment
High Schools :
Central : 1286
Eastern : 1415
Junior High Schools :
Walter French : 855
Pattengill : 1149
West : 1559
Grade Schools :
Allen : 699
Barnes : 455
Bingham : 510
Cedar : 427
Cherry 2 157
Christiancy : 597
Foster : 645
Genesee : 554
Grand River : 508
High Street : 445
Holmes : 499
Kalamazoo ; 570
Larch 2 224
Logan (discontinued in 1953) : 155
Main : 278
Maplewood : 405
Michigan Avenue _ 554
Moores Park ' 262
Oak Park : 428
Thomas 2 284
Verlinden : 278
Walnut . 589
Willow : 457
Walter French Elementary 199
Special Schools
School for Crippled Children 1 61
Washtenaw Open Air School ~ 47
Ingham County Sanitorium : l5

 

Total : 15060

-22-

first West Junior High School, then Pattengill Junior High
School, and later Walter French Junior High School. Since
these junior high schools included grades seven, eight, and
nine, this left the high schools also with only three grades.

The enrollment of Central High School in June, 1952, was
1286, that of Eastern High School 1415. The area served by
each of these schools is indicated in the map on the following
page. The population of the area served by Central High School
is far from homogeneous. The area includes: the greater part
of the business district; some factories, around which are
found in some cases settlements of Negroes and foreign-born;
most of the better homes of the city; and a large middle-class
group. In contrast to this situation, Eastern High School has
a group of students which is much more nearly homogeneous
and which perhaps, for this reason; would have a less serious
problem in relation to voluntary activities in the school.
Central High School, however, because it is so much older than
Eastern High School, presents a picture of growth which could
not be traced in a newer school.
Development of Voluntary Gropp Activities in Lansing Central
High Schog1

In the first Oracle, published in 1892, there are recorded
two activities outside the curriculum, the Students' Christian
Association and the Senior Literary Society. The Students'
Christian Association had been organized in the fall of 1886

through the influence of the superintendent and principal.

 

 

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524-

This organization held a half—hour service at the close of the
school session each Wednesday afternoon and, in addition, held

a reception for all students of the high school sometime during
the first few weeks of the fall term. Attendance and membership
were entirely voluhtary. This organization is last recorded in
the Oracle of 1899.

In the fall of 1890, it was suggested by the superintendent
and principal that the junior and senior classes form a joint
literary society which in time might take the place of assembly
rhetoricals, which were then in vogue. This project was aban-
doned, but soon afterward the seniors organized themselves into
the Literary Society of '91, the first organization of its kind
in the high school. This organization met every two weeks in
the evening, at the homes of the members.

At the time that the first Oracle was published there was
no gymnasium in the school, but the editors expressed the hope
that an athletic society might be formed in Lansing High School
in the future. This wish was fulfilled in the following year,
when a baseball team was organized. This year also saw the
inception of the Lansing Science Club, an organization whose
purpose it was to promote original study and research in science.
Although this club was open to all young men in the city, it
was largely dominated by the high school and found a place in
the high school yearbook.

From 1895 to 1897 there was little change in the activities.

In 1897 the Students' Christian Association was temporarily
given up because the sessions were changed to evenings and the
attendance became very small. In this year also the Sigma Kappa
society was organized by a teacher in the school for the purpose
of studying the work of Shakespeare in which the characters

were connected with history. This society seems to have been

a rather specialized form of the literary society, but it lasted
only one year, whereas the Senior Literary Society, organized

in 1892, was recorded as late as 1901.

The year 1898 marked several significant contributions to
the activities program of the high school. It was in this year
that Greek-letter fraternities and sororities began in the high
school and that the girls formed their first basketball team
and had extended to them the privilege of paying dues to and
attending meetings of the Athletic Association. There was
also recorded in the Annual for the first time an Alumni As-
sociation and a school paper, the High School Observer, pub-
lished monthly by the junior class.

Fraternities and sororities continued very popular until
as late as 1911, when there were still five of them in the
high school. But in the meantime the literary societies began
to make their appearance and there were introduced a few clubs,
somewhat similar to those found in the high school today but
usually less specialized in function. The Science Club,

which was organized very early (1895), seems to have been an

-25-

exception, however, for its purpose resembled closely the pur-
pose of the present Science Club.

The first recreational or leisure time club was the Jolly
Owls, which the Oracle described as a semi-organization and which
was not strictly a high school group. In 1900, while Admiral
Dewey was in the public eye as a result of the part he played
in the Spanish-American War, the Kadui Club for a short time
served the purpose of amusement and diversion. These clubs
were of a transitory nature, probably in some measure because
of the indefiniteness of their purpose, in marked contrast to
the Science Club, which has continued in the high school from
1895 to the present.

It is interesting to observe that in 1900 there appeared
in the Oracle, as an introduction to the section of the Annual
devoted to organizations, the first formal defense of school
organizations that is found in that publication. In 1906 an
article signed by the principal of Detroit Central High School
defends the Greek-letter fraternities. The wording of the
article indicates that at this early date there was already a
beginning of the protest against them that was to grow louder
and louder until, in 1925, they were prohibited by a state law.

In 1906, the Zodiac, the present school paper, came into
existence, and in 1907 several literary societies and clubs
were added to the activities program, the Frasoris and Euphronian

Literary Societies, the House of Representatives, and the German

-27..

Club. Of these all remain today excepting the German Club, which
had no reason for continuance when German was taken from the
curriculum as a result of the animosity aroused against every-
thing German by the World War.

In 1911 a Latin Club was formed and called The Roman State.
This club was recorded only two years. In 1912 the first de-
bating team appeared, and in 1915 another literary society,
the Adelphie, was organized, followed in 1914 by the Cliosophic.
The music department also received recognition in 1914 through
a Chorus, a Girls Glee Club, a Boys Glee Club, a Band, and an
Orchestra.

It was not until 1919 that a new organization was recorded.
This was another literary society, the Euripidean, which was
established because there was not sufficient room in the other
societies for all who wished to belong. In this year there
also appeared a defense of literary societies, the main argument
being that they taught students to organize and to cooperate.

In 1921, the Industrial Department introduced the Knights
of Industry, to which all students in the Industrial Course
belonged. In 1922 the Commerce Club, a Spanish Club, called
La Sociedad de Espanol, and a French Club were recorded For the
firit time, and in 1925 the Hi-Y and Girl Reserves were or-
ganized in the high school. In 1925 the services of the
Senior Hi-Y were supplemented by the Intermediate Hi-Y, and a

new Latin Club, the Hodierni Romani, was organized.

-28~

In 1926 the office of Advisor of Students was created, and
Miss Ella Gibbs was appointed to fill it. Since that time the
number and variety of clubs has increased incredibly and the
literary societies have tended to assume the nature of clubs,
although these organizations are more permanent than are the
clubs, which are newly organized each semester to meet the

changing needs and wishes of the students.

The Present Activities Program at Lansing_Centrg1;High School
Since the creation of the office of Advisor of Students,
the activities program in the high school has developed steadily
in extent and in complexity. Although the activities mentioned
here cannot be called strictly voluntary, a brief description
of the general organization of what may be called the extra-
class activities will perhaps aid in understanding the place of
voluntary group activities in the high school. The foundation
of all activities is the system of student government, described

briefly below.

Student Government

The home room is the unit of organization for participation
in extra-class activities. Each student belongs to a home room
in which he spends the third period (9:55 arm. to 10:58 a.m.)
every day excepting those on which he must attend other group
meetings. The third period is the activities period, and the
schedule of activities flbr the school year of 1951-1952, which

is somewhat representative of the programs for each semester,
was as follows:
Monday
Home Room Programs

Class Meetings and Interclass Contests

Tuesday
Thrift Banking
Organization Ticket Collection
Wednesday
General Assemblies
Thursday
Student Council
Interclass Contests
Girls League Unit Meetings
Industrial Assemblies
Friday
Literary Societies and Clubs ( alternating)

The outline of student governmental activities found on
file in the office of the Adviser of Students describes the
nature and extent of student participation in the organization

of the school.

-39-

I. The Home Room as the unit of organization
A. Purpose

1. To give each pupil opportunity to practice
school citizenship in a small group and so
develop for leadership in the larger school
group and in later life

2. To foster and develop right ideals of school
spirit and ethical conduct

5. To give proper attention to routine matters
with economy of time and effort

B. Plan for organization

1. Each unit, or home room, shall be in charge
of a teacher who shall be the supervisor
of the organization and adviser in all
lines of student participation

2. The officers shall be president, vice-president,
secretary, treasurer, and representative
to Student Council
a. Term — 1 semester ,
b. Officers (except Student Council repre—
sentatives) not eligible for re-election
to same office two consecutive semesters

5. Election of officers

a. Nominating committee of five members
chosen from floor by acclamation on
Tuesday of second week of school

b. Nominating committee nominates no more
than two candidates for each office

0. Home Room teacher ex-officio member of
nominating committee, and present at
every meeting of the committee

d. Elections: Tuesday of third week of school

4. Duties of officers

a. President - preside at all general meet-
ings (Tuesdays). Appoint all commit-
tees, with assistance of vice-president
and approval of home room teacher

b. Vice-President - duties of president
in absence; Zodiac representative in the
room

-31-

0. Secretary - all records of meetings and
report room news to proper authorities

d. Treasurer - collect all funds authorized
by home room. Membership dues shall
not be levied. Charge of all ticket
sales

e. Representative to Student Council - attend
meetings and report to home room the
following Tuesday. Ascertain sentiments
and wishes of the room and present to
Student Council

5. Committees

a. Thrift

b. Welfare - promote friendliness, visit sick,
etc.

0. Scholarship - devise ways and means of
raising standards of scholarship

d. Good Housekeeping ~ improve appearance
of room

e. Attendance and Punctuality

f. Manners and Conduct

g. Special committees may be appointed when
necessary

II. Student Council
A. Purpose
1. To unite home rooms

2. To formulate and regulate activities which
pertain to the school unit as a whole

B. Plan for organization

1. Membership
a. One representative from each home room
b. Junior and Senior classes have members at
large
(1) Junior classes combined - at least
two more members than Sophomore
classes combined
(2) Senior classes combined - at least
four more members than Sophomore
classes combined
(5) Preference given to A classes if
odd number selected

III. Banking Council
A. Purpose
1. To promote thrift
2. To attain high per cent in banking in school
B. Plan for organization

1. Membership - Manager, head building cashier,
and head cashiers from each home room

2. Members of Board of Directors, which consists
of ten students, shall be members of Banking
Council
The Girls' League
The Girls' League was organized in l927"for the purpose of
furthering the spirit of democracy, unity, and responsibility
among the girls and also for the purpose of making and keeping
high social and ethical standards. Every girl in the school
automatically becomes a member of this organization and one of
its four units: Vocational and Scholarship Unit, Health Unit,
Recreation Unit, and Social Service and Social Usage Unit.
Girls automatically pass from one of these units to another."(l4)
Federation of Literary Societies and Clupg
This organization, composed of the principal, counselor,
advisers, presidents and secretaries of the literary societies
and clubs, has as its purpose the forming of only worthy.organi-

zations and the realization of the ideal of an organization

meeting the needs of every shdent. It must approve any proposed

 

(14) Hand Book of Central High School, 1929-1950, pp. 12-15

society or club before such organizations can hold meetings,
and it settles any other questions arising concerning the or-
ganizations.

The Federation of Literary Societies and Clubs has no

regular time of meeting, but meetings are called when necessary.

Clubs and Literary Societies

The development of literary societies and clubs was trafled
in a previous section of this chapter and each of the organi-
zations present in the year 1951-1952 will be treated separate-
ly in the following chapter, so it will be sufficient here to
note that the literary societies are more or less permanent
organizations, as are also some of the older clubs, whereas
most of the clubs that represent a high degree of specializa-
tion change more readily from semester to semester as the
demand for them varies. In the year considered in this study
there were in operation about thirty such organizations, five

of which were the older literary societies.

Summar

The activities program of Lansing Central High School has
increased steadily since the first organization recorded,
which was established in the fall of 1887 and which held its
meetings in the evening, to the present time, when there is a
fairly well-integrated activities program under an Advisor

of Students, with time allotted for meeting during the school

day. This is, of course, a sign of the times, as were also
the steps in the development of the activities program which
were marked by the presence of Greek letter societies and, in
their turn, literary societies and clubs.

At the present time there remain literary societies and
clubs, but in a period when oratory and pompous speech are not
greatly sought after or admired, and when it is said that the
art of conversation is disappearing in favor of greater activi-
ty, the literary societies are replacing strictly literary
pursuits by such activities as dramatic presentations.

To convey a better understanding of the nature of the ac-
tivities program and the variety of needs it serves, each or-

ganization will be considered briefly in the following chapter.

-55-

CHAPTER IV

SOCIETIES AND CLUBS IN LANSING CENTRAL HIGH SCHOOL,
l951-l952

The order of development of the various types of voluntary
group activities in Lansing Central High School is somewhat
indicative of the changes taking place in the more general so-
cial situation. Since the pupils in the school are also mem-
bers of other groups outside the school, partiflularly those
associated with the family, the church, and play and recreation,
the voluntary groups formed in the school tend to reflect the
life outside. Another important factor in this connection is
that the institutions of the community are so closely interre—'
lated that school administrators are forced by public opinion,
if not by their own feelings in the matter, to frown on those
types of organization in the school that are not yet commonly
accepted. Therefore it is to be expected that the voluntary
groups that originate in the high school will reflect by their
nature the approximate date of their origin. Of course, no
one form of organization immediately and completely wipes out
all preceding forms, and, therefore, there are remnants of the
old interspersed among the new. This is true of literary so-
cieties. In the second semester of the school year of 1951-
1952 there were still in operation in the high school five
literary societies in addition to twenty-five clubs. As was
suggested in the third chapter, the distinction between societies

and clubs has come to rest largely in the name given the or—

~56-

ganization, for the literary societies have become much like
the clubs in purpose and program. From the brief description
of each literary society it will be seen that several still
retain the general purpose characteristic of such organizations
at their inception, which was, briefly, to promote culture,
while others have specialized in certain definite fields, such
as dramatics, Club and society meetings are bi-weekly, so

each student has an opportunity to belong to more than one
organization at this type at one time. For this reason, the
total number belonging to such organizations cannot be inter-
preted to mean that that number of students in the high school
is participating in these activities. The custom is in most
societies to levy a small sum each semester as dues, but usually
the amount is not so great as to bar many students from member-
ship in an organization. In general, the dues vary from ten

to twenty-five cents a semester, but in some groups, such as
the Art Club, in which necessary expenditures for materials
with which to work are greater, the dues are higher.

The following brief description of each of the societies
and clubs as well as Table II on the succeeding page will serve
to show the variety of needs set by these organizations. The
groups have been arranged in chronological order to show the
rate of increase in club interest as well as the social empha-
sis of the period in which they were organized. It is to be
observed that most of the literary societies had their origin

-57..

TABLE II. CLUBS AND SOCIETIES IN LANSING CENTRAL HIGH

SCHOOL, 1931—1932

 

:Date of:Member-:
:Organi-:ship
:zation :1951-52:

Name Purpose

Euphronian Society
Frasoris Society

House of Representatives

Adelphin Society

Cliosophic Society

Euripidean Society
Camp Fire

Girl Reserves

French Club

Commerce Club
Science Club

Hi-Y
Latin Club

Athletic Booster Club
History and Travel Club

Radio Club
Boxing Club

Art Club

(Continued on next page)

1906
1906
1906

1915
1915

1918
1920
1920

1921

1922
1922
1924
1924

1925
1925

1925
1926

1927

15
2O
55

50

64
26
100
55

28

'2
U

12
41

To encourage the study
of literature

To gain proficiency in
dramatic art

To stimulate debate and
to make members familiar
with parliamentary
procedure

To gain proficiency in
dramatic art

To provide entertainment
based on dramatic and
social projects

To develop dramatic
ability of members

To develop the best type
of womanhood

To help the girls to de-
velop physically, men-
tally, and spiritually,
and also to create a
friendly spirit

To increase the members
ability in comprehension
and use of French

To acquaint members with
the commercial world

To study scientific
subjects

Character training

To develop a greater ap-
preciation of Latin
studies .

To promote school spirit

To increase interest in
social sciences, travel,
and to prepare for
travel

To learn radio operating

To furnish healthful
recreation and provide
for physical development

To develop skill in
handicraft

Clogging Club
Poetry Club

Home Economics Elub

Oratorical Society

Parrott Club

Taxidermy Club
Varsity Club

Journalism Club

Motor Club

Writers Club
Debating Club
Music Club

1928
1928
1929

1929

1929

1929
1929
1950

1950

TABLE II (continued)

10
10
11

To produce skill in
dancing

To develop interest in
writing original poetry

To solve home problems
and to better home and
community life

To encourage and develop
ability in public
speaking

To develop and promote
dramatic talent in its
members

To study taxidermy and
conservation

To promote good sports-
manahip

To study newspapers and
their organization and
to assist Zodiac staff

To study internal com-
bustion engines, to pro-
mote public speaking,
and to give practice in
parliamentary law

To encourage creative
writing

To promote formal and
informal debating

To study solo music

 

-58-

before the World War. There occurred a lull in voluntary ac-
tivities in the war period, and following the War, clubs sprang

up like mushrooms.

Euphronian Literary Society

The Euphronian Society, established in 1906, limits its
membership to thirty girls. The purpose of this society re-
sembles more closely the general character of the older liter-
ary societies, "to encourage the study of literature."(15)
This society builds its programs largely around various types

of literature, such as novels, drama, biography, and poetry.

Occasionally there are outside speakers to add to the program.

Frasoris Literary Society

The Frasoris Society, too, desires that its members shall
"gain proficiency in dramatic art."(l6) This society, founded
in 1906, limits its membership to thirty, which number is di-
vided equally between boys and girls from each class. This is
the oldest society in Lansing Central High School, and there
are always more students applying for membership than the socie-
ty is able to accommodate.

The programs consist largely of one-act plays put on by

groups of members and criticized by the others. In the year

1951-1952 the members of this organization entered the one-act

 

(15) The Oracle of 1952, Lansing Central High School Yearbook,
p. 101.

(16) Ibid., p. 105.

_59-

play contest in which various groups in the city participated.
The students took charge of their own rehearsals without the
aid of the adviser excepting in case of special problems. The
Frasoris society puts on a Christmas program each year for the
high school assembly. In 1951 they presented the play, Why the
Chimes Rang, and for this play they prepared all the properties
themselves.

The programs also include outside speakers occasionally.
The students themselves plah the programs and the adviser mere-
ly checks on them. Each year this organization gives a banquet
for its senior members, and here, too, the students themselves
do he planning for the decorations, speaker, and other necessary

preparations.

House of Reppesentatives

This organization came into being in 1906 to stimulate and
aid debate and to make its members familiar with parliamentary
procedure. The membership is limited to thirty and usually
approaches that number closely. The programs are extemporaneous
and consist largely in the passage of various bills with due pomp
and ceremony, though these bills may not be of the most serious
character. The boys are largely responsible for their own pro-
grams, and during the year they secured one outside speaker, a

state legislator from Detroit, to supplement their own efforts.

Adelphia Literary Society

According to the Oracle of 1952, the purpose of the

-4Q-

Adelphic Literary Society, founded in 1915, is "to gain pro-
ficiency in dramatic art."(17) The membership is limited to

thirty girls and this number is divided as equally as possible
among the classes, so that Sophomores, Juniors, and Seniors

may all be represented. Any member who is absent for two con-
secutive meetings without an excuse from the faculty advisor

is automatically dropped. The program emphasis is made sufificient-

1y plain in the statement of purpose and needs no further expla-

nation.

Q11psgphic Literary Sogiety

The Cliosophic Society gives as its purpose "to provide
entertainment based on dramatic and social projects."(18) This
society, also established in 1915, is likewise limited to thirty
members, but its membership includes boys as well as girls.
Like the Adelphic Society, its programs take the form of plays
presented by the members. The constitution of the organization
states that "each member must take part in at least one program
each semester. Continued refusal of members to participate in
programs shall be considered cause for dropping the member."
This insistence by an organization upon participation by all
members seems to be a definite step in the direction of making

such groups beneficial to the students belonging to them.

 

(17) Ibid., p. 99.
(18) Ibid., p. 190.

-41-

Euripidean Literary Sggiety

This society, established in 1918, is another society
whose purpose is to "deve10p dramatic ability of members to
the highest degree possible."(19) The membership is limited
to girls. There were thirteen members in the year under con—
sideration, and these girls were placed in small groups, each
of which is responsible for one program during the semester.

These programs consist of plays, which the girls themselves

are taught to direct.

Camp Fire Girls

This organization, established at Lansing Central High
School in 1920, was composed last year of twenty girl: whose
purpose was "to develop the best type of womanhood."(~0) The
program emphasis for the year was first aid, but the programs

of the previous year were largely dominated by speakers,

principally teachers in the high school.

Girl Reseryeg
This society, established in Lansing Central High School
in 1920, is affiliated with the National Girl Reserves and
works in conjunction with the Young Woman's Christian Association.

The national organization is so well-known that it is not ne-

 

(19) Ibid., p. 102.
(20) Ibid., p. 115.

cessary to dwell at any length upon the aims, purposes, and

programs of this organization, for there is nothing in particu-
lar to distinguish it from other organizations of its type. The
purpose of this group, like that of the Camp Fire, is character

training.

French Club

The French Club, whose official name is Le Cercle Francais,
was established in 1921, and by 1951-52 it had thirty-five
members, of whom thirty were active members. The purpose of
this club is "to increase the members' ability in the compre-
hension and use of French,"<21) and incidentally they not only
learn more concerning the language itself than they are able

to learn in the regular classes, but they also become better

acquainted with the French people and their country.

Commerce Club

The Commerce Club, established in 192 , requires as a
prerequisite for membership at least two credits in commercial
subjects. The membership in 1951-1952 Was about sixty-four
including both boys and girls.

The primary purpose of this club is to acquaint its members
with the commercial world, a purpose which is realized largely
by the inclusion in their program of talks by leading business

men. The club has also performed such services for its mem-

bers as advertising in the papers in an effort to secure jobs

 

v—v

(21) Ibid., p. 108.

_45-

for graduating students and has accepted the responsibility for
engraving names on the Rec Cup, the purpose of which is to
record honors achieved by commercial students in typewriting.
Like most of the other societies and clubs, the Commerce Club
also meets a recreational need among its members by social meet-

ings and diversional programs.

Science Clpp

The Science Club, established in 1922, has as its purpose

“DO
(19

"to study scientific subjects." The sources of information
drawn upon particularly in the programs are motion pictures

and discussions led by speakers.

Hid;

This organization, established in Lansing Central High
School in 195 -2 had a membership of over one hundred. It is
affiliated with the Young Men's Christian Association, but the
advisor stated that the connection was more apparent than real
and that on the whole the boys got little satisfaction from
the Association.

The purpose of the Ei-Y is character training, but no
definite provision is made for the methods whereby this purpose
may be satisfactorily accomplished. This fact, combined with
the presence of an unwieldy number of members, produced an

undesirable situation from the standpoint of interest and par-

(22) Ibid., p. 115.

-44..

ticipation in the organization by the members. Committees
are appointed, but there is not enough interest present to
make them function. Likewise, officers are elected and,
without performing much actual work to earn recognition, they
are accorded the prestige which officers in the high school
groups enjoy. There is practically no participation on the
part of the students in planning and executing the programs,
so the programs become largely a listening process involving
less actual participation than is required in a regular class.
Among the speakers addressing the group in the year 1931—32
were three ministers, the prihcipal of the high school, the
assistant principal of the high school, and a chemistry pro-
fessor from Michigan State College.

The advisor of this group, who is also advisor of the
Taxidermy Club, which seems to be functioning successfully,
recognizes the weaknesses of the organization and very frankly
analyzes and admits them. This is, of course, a more or less
subjective evaluation, but even a brief glance at the program
composed entirely of speakers and the further information
that these speakers were secured by the advisor rather than
by the members themselves reveals a fundamental weakness which
can be viewed objectively if we recognize the value of partici-
pation in the work and ideals of the group. If all advisors
could see their organizations impartially and could face their

weaknesses without emotion, it would be possible to get a much

-45...

more unprejudiced view of the whole situation. Under present

conditions this is impossible.

Latin Club

The Latin Club, called Hodierni Romani, was established
in 1924. The membership at the time of the study was thirty-
three, which the adviser felt was too many to make possible as
much participation as is desirable. The adviser felt, however,
that the club members did better work in their Latin classes
because of the fact that they were members of the club and were
encouraged to go on with their Latin into the study of Vergil
because of the interest aroused through hearing the older
club members speak of the things they learned in Vergil class
and seeing the enthusiasm which it aroused in them.

The programs are composed of such interesting things as
Latin games, songs, and plays. For example, members write and
present dramatizations from Vergil. Each semester they are
entertained by the Latin Club at Eastern High School and they
also play host to this organization in the course of each
semester. In the second semester of the year here considered
they were also entertained by the Vergil class of the St. Mary's
High School.

Each year the LLatin Club gives medals at graduation to
those who have a B average in Latin and have completed LLatin 8,

which includes Vergil and Ovid.

—46-

Athletic Booster Elup_

The Athletic Booster Club, established in 1925 for the pur-
pose of promoting school spirit, had a membership of twenty-eight
in the year studied. The programs consist largely of outside
speakers secured to talk on subjects related to athletics. The
club also performs such functions as selling athletic badges
for the games and printing and distributing yell sheets at the
games. In the school year 1931-1952 their special project was
the sale of tire covers advertising Central's basketball

schedule.

History and Travgl Club

The purpose of this club, organized in 1925, is "to increase
interest in the social sciences; to illustrate the value of
travel; and to prepare for travel."(gé) The programs center
largely around plays, book reviews, and outside speakers. The

general subject for the first semester of 1951-1932 was inter—

national peace and international welfare agencies.

 

Radio Club
The purpose of the twelve members of the Radio C1u?, which
24
was established in 1925, is "to learn radio operating." The

club is limited to twelve boys and is the only club in the

high school which gives credit to its successful members. Pre-

 

(23) Ibid., p. 110.
(24) Ibid., p. 119.

-47-

ference for membership is given to tenth grade pupils as they
have more opportunity to become proficient than those in.higher
grades. The purpose of the organization is realized largely
through the operation of the amateur radio station of Lansing
High School. Pupils who are not licensed radio operators are

in the process of training so that they may get a license. The
regular club meetings are devoted for the most part to the study

of the equipment used in radio transmission and reception.

Art Club

The Art Club was organized in 1927 to develop skill in
handicraft. In the year studied there were twenty members in
the club. Each semester this club undertakes a special project,
one of which was a sun dial presented to the school as a memorial.
In December, 1951, the club conducted a handicraft bazaar in
which they sold articles produced by the club members during
the semester. They also had on exhibit at the bazaar a screen

made by them for the school for crippled children.

Cloggigg_Club

This is an organization in which all of the members of
necessity partifiipate, though some enter in more fully than
others insofar as two of the girls in the club were taught by
the adviser to teach the dances to the club. The adviser hoped
to have a different girl teach each dance the next year,
which would be even better for the members from the standpoint

of participation.

-48-

There were thirty-one members in this club in 1951—1932.
The purpose of the club, which was established in 1927, is to
produce skill in dancing and to teach the members dances to
give when called upon to entertain. This year the girls gave
exhibitions before the Girls' League of the high school, the
Art Club, the Rec Show, for Playday at Eastern High School,
and for the Women's Athletic Association of Michigan State

College.

Poetry Club

The Poetry Club came into being in 1928 for the purpose
of developing interest in writing original poetry. The require—
ment for membership is that the student write an original poem.

The programs consist largely of the reading of original poems.

Home Economics Club

The Home Economics Club, established in 1929, states as
its purpose "to solve home problems, to better home and communi-
ty life."(25) In 1951-1932 there were twenty-seven members in
this organization. The programs consist mainly of talks or
demonstrations given by outside speakers on subjects in which
the home economics students are particularly interested. For
example, one speaker told of the vocational possibilities in

the home economics course. Another program had as its purpose

the demonstration of correct formal introductions.

(25) Ibid., p. 111.

-49-

Oratorical Society_

The Oratorical Society was founded in 1929 "to encourage
and develop ability in public speaking."(26) In 1951-1952
there were only four members in this group, so unless interest
is quickmy revived it threatens to be short-lived.

The first semester of the year each member selects a
declamation and gives it; the second semester each writes and
gives an oration. The club also prepares a drama to give before

an English class. There are also social meetings, and the group

entertains another society in the school each semester.

Parrott Club

This club was admitted to the Federation of Clubs of
Lansing Central High School in 1929 and in the year under cone
sideration had 25 members. The purpose of this organization \
is "to develop and promote dramatic talent in its members."(27)
Besides its activities in producing plays to present before

its members, it also prepared to enter the Little Theater

Tournament.

Taxidermy Club

The constitution is one of the interesting features of
this group. It is not the formal, pompous, and meaningless
document so characteristic of high school organizations in

which procedure too often has precedence over content in the

 

(26) Ibid;, p. 126.
(27) Ibid., p. 117.

-50..

activitien of the group. On the contrary, the constitution

has been built up over a period of years since the establishment
of the club in 1928, in order that it may be a vital part of .
the organization rather than an imposing array of impressive
words and phrases. The best way to describe the organization

is to refer the reader to the constitution itself:

The Constitution of the ROger J. Stiefel
Taxidermy Club

ARTICLE ONE NAME

The name of this club shall be the Roger J. Stiefel Taxi-
dermy Club of Lansing Central High School.

ARTICLE TWO OBJECT

The object of this club shall be to help boys to grow into
real men by cooperating with each other, living the clean life
ax Rgger did, helping themselves by learning taxidermy, helping
the school by promoting a museum of natural history, and helping
the state by cooperating in the problems of conservation.

ARTICLE THREE MEMBERSHIP

Section One.
Membership shall be limited to fifteen boys of Central High
School.

Section Two.

. In case a member shall become delinquent, he shall have
thirty days in which to meet requirements and at the end of that
time he shall either become a regular member again or his name
shall be placed on the list of retired members.

Section Three.
As vacancies occur new members shall be selected in order
from the waiting list.

Section Four.

During the last part of each semester there shall be a
meeting at which all active and retired members shall be invited,
but retired members are not to attend any other meetings of the
club or enjoy any of its privileges unless they are retired by
graduation from the high school.

-51-

Section Five.

Members who have been retired may not become active members
again.

Section Six.

Any boy who asks for admittance into thin club shall agree
to keep the following list of regulations. Such agreement to
be made at a regular meeting of the club.

Secure a copy of the laws of Michigan relative to the con-
servation of natural resources and personally keep within them
as well as insist that others obey them.

Respect the rights of others while in the open by helping
to prevent fires and other damage to property while enjoying
the beauty of the wild places in Michigan.

Remembering that a clean mind and body is necessary in
order to become the man that his parents and friends have a
right to expect him to be, and in order to help his weaker pals,
never indulge in acts or stories that he is not willing to have
his Mother witness.

Make a careful study of guns and cutting tools as well as
the poisons which are necessary to the art of taxidermy and be
ready at any time to show others how to prevent accidents and
be helpful in case of accidents.

While an active member of this club accept only such com-
mercial taxidermy work as has been approved by the advisor and
allow him to set all prices on such commercial work.

After accepting the training received in this club if a
member shall ever do any professional taxidermy work he shall
keep it up to a high standard and shall never out prices and
in that way bring disrespect to a dignified art. But he shall
do all that he can to make the taxidermist one of the most re—
spected of all artists, and make this profession one to be
enVied o

A list of points shall be attached to this constitution
and each member shall place enough work in the museum each month
to give him one point of credit. Enough work may be done at
any time to total enough for one semester but points shall not
carry over from one semester to another.

ARTICLE FOUR OFFICERS

The officers of this club shall be president, vice-president,
secretary, and treasurer.

Offices shall be secured in the following manner: At the
last meeting of each semester, points earned that semester shall
be counted and the person with the most points shall be declared
president, and in descending order of points other boys shall
become vice-president, secretary, and treasurer.

The duties of the officers are as follows:

President. Take charge of all meetings and see that all
other officers and members do their duties.

Vice president. With the help of the advisor, plan all
meetings, both regular and special.

Secretay. Keep records of all regular and special meetings
and supply all data that is needed by the school.

Treasurer. Collect and spend all money, and keep an ac-
curate record of the financial transactions of the club. Before
paying out any money he shall have an order signed by the presi-
dent and advisor of the club.

Article Three, Section Two shall apply in the case of
officers' duties as well as the regular duties that a member
shall perform.

ARTICLE FIVE MEETINGS

The club shall meet regularly on the Fridays provided for
club meetings, during the periods set by the school authorities
and shall have a social meeting the second Tuesday evening of
every month. Special meetings may be called by the advisor
or president.

ARTICLE SIX AMENDMENTS
Thie constitution may be amended by affirmative vote of

two-thirds of the members of the club by securing such vote
at two regular meetings, and approval by the school.

-53..

ARTICLE SEVEN POINTS

The advisor shall pass on and keep a record of all points
earned.

The points earned shall be doubled if the member secured
the specimen himself and puts it in the museum.

All specimens put in the museum shall become the property
of the board of education.

At the end of the constitution there appears a list of
specimens and the number of points for each. In the year studied
the Taxidermy Club sponsored a contest for the best specimen
made during the year, giving as first, second, and third prizes

instruments which might be used in taxidermy.

Varsity Club

The Varsity Club perhaps has little place in a discussion
of this kind insofar as it is closely connected with athletics,
a phase of voluntary activities that has received so much at-
tention in recent years that it does not seem necessary to dis-
cuss it in a paper of this kind.

In its present form, this club came into being in 1929, but
in reality its influence reaches back beyond that time through
its predecessor, the "L" Club, which served a similar purpose
before the opening of Eastern High School. The club is open to
boys having a major award in football, basketball, swimming,

or track, or two major awards in cross country, golf, or tennis.

-54-

The purpose of the club is "to promote gOOd sportsmanship and
sports,"(28)which is realized largely through the code to which
the organization requires its members to prescribe, conttraining
them, among other things, to abide by all training rules and

to play for the school and not for the newspapers.

Journalism Club

The Journalism Club was established in 1950 "to study
newspapers and their organization, to study high school papers,
and to assist the Zodiac staff."(29) The membership in the
year 1951-1932 was twelve students, both boys and girls, the
requirement for membership being that the applicant write a
news article. In the second semester of the school year, the
club decided to include in its program the presentation of a
prize each semester for excellence in journalism. The contest

for this prize is not open to members of the club alone, for any

student in Central High School is eligible for the honor.

Motor Club

This club is a comparatively new one in the school, having
been established in the fall of 1950. The membership, which
numbered thirty in 1931-1952, consists entirely of boys in the
industrial course, but the club is open to any boy in the high
school. This club does not confine itself entirely to activi—

ties within the high school itself in the effort to realize its

 

(29) Ibid., p. 105.

-55.-

purpose "to study internal combustion engines; to(pr§mote public
50

speaking; to give practice in parliamentary law," but it

also attempts to broaden the interest and knowledge of its mem~

bers through inspection trips through local factories.

Writers' Clgb

This glub was established in 1930 "to encourage creative
writing."(bl) The program emphasis is on mutual criticism of the
literary efforts of the members, which are read during the club ’
meetings. At times, as would be expected in a club of this
nature, the program just seems to build itself up, while some
of the programs are definitely planned as to the subject that
all members shall employ in their writings. The club as a whole
also subscribes to the Scholasfiic magazine, which contains
literary contributions of high school students from all parts
of the United States.

The Writers' Club sometimes combines with the Poetry Club,
especially in securing outside speakers. This club also com—
bines with others for social gatherings, as when the Poetry,
Writers', and Story-Telling clubs had a banquet together.
Another interesting thing this club did was to keep the minutes

in verse for one year.

 

(50) Ibid., p. 118.
(51) Ibid., p. 107.

-56-

Debating_Club

The Debating Club was established in 1932 "to promote”O
formal and informal debating among high school students."(u~)
The membership is small and no dues are levied. his club is
interesting in that it seems to have originated out of turn.
It is recorded as having its beginning in 1952, when debating
was not particularly popular, either in school or out. Such
an organization seems to belong, rather, in the period of
literary societies. There is a possibility, however, that
since the school is not supporting debating to the extent
that it once did, the small group that is interested in this
activity finds it necessary to organize voluntarily with no

more support from the student body than is accorded the other

clubs.

Music Club

 

The Music Chub, a very recently organized one, was es—“
tablished for the purpose of studying solo music, and the pro-
gram emphasis rested on criticism of solo work. In 1951—1952

there were eleven members and no dues were levied.

Summary
In 1951—1952 there were thirty clubs and literary socie-

ties to serve about 1200 pupils in Lansing Central High School.

If each pupil were to belong to one club or society, there would

(32) Ibid., p. 126.

-57-

have been an average of forty members in each organization.
Most of the groups in the school recognize the limitation that
large numbers exercise on the effectiveness of the group, and so
seven societies and clubs limit their membership to thirty,
while three limit their size to fifteen pupils or less. There
were only six organizations studied which had more than thirty
members, as indicated in Table , and in at least two of these
the advisors were considering the possibility of splitting the
groups, which they found unwieldy. Twelve groups state ex—
plicitly in the student handbook that they have no limit on
membership.<oo> However, in view of the fact that some pupils
were barred from membership because they had not yet taken
enough work in the high school or because they could not meet
the scholarship requirement, the number of clubs was fairly
adequate to meet the needs of the school in the year studied.
It is also important to consider, in this connection, that all
pupils need not be active in club activities every semester,
since other activities such as athletic teams, school publica-
tions, student government, musical activities, school dramatics,
or class committees would; of necessity, occupy the time of
some students during some semesters and so make participation
in club work impossible.

The clubs and societies also represent a fairly wide range

of activities and interests. This is necessary if the school

 

(55) Handbook of the Central High School, 1929-50, pp. 12—27.

~58-

is going to provide primary contacts andopportunities for ac-
tive participation for all pupils in the school. Dramatic ac-
tivities seem to be the most popular in this school, for there
were five dramatic organizations, with a total membership of
128 pupils. There were three clubs which were related to ath-
letics, besides a dancing club which might be considered as
athletic but verges on the aesthetic, an art club, a music
club, three organizations whose purpose is character training,
a commercial club, three groups devoted to debating, three
distinctly literary clubs (poetry, journalism, and writing),
two language clubs (French and Latin), a history and travel
club, a commercial club, and three clubs wnich cater to those
whose interests are practical rather than literary or aesthetic -
a science club, a radio club, and a taxidermy club. Another
feature of the activities organization which tended to make
for sufficient variety in voluntary groups was the arrangement
that a small number of students might petition for a new club
if none of those in operation met their particular needs.

As for the amount of pupil participation possible for
members, the groups vary greatly in this respect. This varia—
tion appears to be largely dependent on three factors: the
nature of the activity involved, the interest of the members,
and the personality of the advisor. In some cases observed,
the club was just another class, but on the whole there were

present evidences of socialization and pupil responsibility

not ordinarily found in the classroom.

Although the number and variety of extra-class organizations
were sufficient to meet the needs of those who were eligible to
participate in them during the school year studied, the pro-
portion of the student body earning activities points was much
too small for an educational system which has as its purpose
education for democracy. The next point to consider, therefore,
is the extent of pupil participation in voluntary group activi—

ties in the high school.

-60-

CHAPTER V

EXTENT OF PARTICIPATION IN ACTIVITIES AND ITS RELATION
TO SCHOLARSHIP

The degree of participation in voluntary group activities
is not determined by the school situation alone. It depends as
well upon the non-school situation, particularly the influence
of the family, which in its attitudes and habits of living also
reflects the church and the occupational group. It is difficult
to separate the effects of the school situation from those of
the non-school situation, for the personality of the child is
formed by all of his associations, and he carries into the
schoolroom the habits and attitudes which he has acquired at
home or on the playground. For example, an Italian is a "Wop"
or "Dago" to a child who has been taught at home or in the play
group that this is so, and it is difficult for him to forget
this fact and to associate freely and on equal terms with Italian
children in school. It has been mentioned earlier that the popu—
lation of the area served by Central High School is an extremely
heterogeneous one, and one wonders if the children of foreign
parents or of parents from low economic levels may participate
in voluntary groups in the school without discrimination. Other
factors that may be graced back to the home are financial diffi-
culties, parental disapproval of extra-class activities as
non-essential or even detrimental to what they believe to be edu-
cation, or membership in strong institutional groups outside of

the school which tend to draw interest away from school organi—

-61—

zations. The latter point is probably of importance in very
few cases insofar as most of the activities are carried on
during school hours.

It is evident, however, that, due to the fault of the
school itself, many students do not participate in voluntary
group activities. Sophomore B's, those spending their first
semester in senior high school, are admitted to practically
no organizations. Furthermore, a pupil who has failed a
course is no longer eligible for membership in many of the
societies and clubs, while those who have an average of "C"
or below in academic subjects are permitted to earn an extreme-
ly limited number of points. Participation in extra-class
activities is dependent upon grades received in regular class
work.

In order to better understand the scholarship limitations
imposed upon participation in voluntary group activities by the
school administrators, the point system will be discussed
briefly and a study made of the extent of participation in these
activities in the Central high School, as indicated by the

number of activities points earned by the pupils.

The Point System

In Lansing Central High School there is now in use a
point system by means of which the extra—curricular activities
of the students may be recorded and limited. This point system

has been so designed that over-activity of individual students

may be curbed and that a monopoly of desirable positions and
offices by one or two of the more active or more gifted pupils
may be avoided to the advantage of the student body in general.
The student handbook of the Lansing Central High School issued
for the school year of 1929-1930 states that the point system
has'been established for "distributing opportunities for par-
ticipation in extra-curricular activities and for the purpose
of developing and maintaining higher standards of attainment
in these activities."(U4)

The number of points assigned to each activity represents,
as far as possible, the amount of time and responsibility which
that activity requires in relation to the maximum number of
points that each student may carry. In this way the maximum
amount of activity outside of the classroom is as definitely
limited as is that within the classroom. -

The points given for each activity are as follows:(05)

Student Council

President 15
Vice President 5
Secretary 10
Council Members 5

Chief Student Duty Officer 10

Banking Council

Manager 10
Assistant Manager 5
Secretary 5
Director 5
Building Cashiers 5

 

(54) Handbook of the Central High School, 1929-1930, p. 51
(55) Ibid., pages 52—54

Zodiac
Editor in Chief
Asst. Editor in Chief
Business Manager
Asst. Business Manager
Advertising Manager
Asst. Advertising Manager
News Editor
Literary Editor
Sport Editor

Oracle
Editor in Chief
Asst. Editor in Chief
Business Manager
Asst. Business Manager
Advertising Manager
Asst. Advertising Manager
Art Editor
Associate Editors

Girls' League
President
Vice President
Secretary
Chairman of Units
Secretaries of Units

Senior Class
President
Vice President
Secretary
Treasurer
Committee Chairman (Major)

Junior Class
President
Vice President
Secretary
Treasurer
Committee Chairmen (Major)

Sophomore Class
President
Vice President
Secretary
Treasurer

15
10
10

15
10

+4 +4
ammmmmmm

CfiCflCfiU‘CD (fiCDGJODO

(000

.. 64..

Home Rooms
President
Vice President
Secretary
Banking Head Cashier
Assistant Cashiers

HMHHM

Clubs and Societies
President
Vice President
Secretary
Members
Treasurer

WMr¥>+F>Lfl

Athletics
Captain of Football Team 10
Captain of Basketball Team 10
Captain of Track Team 10
Members of Football Team 8
Members of Track Team 5
Members of Basketball Team 8
Captain of Swimming Team 8
Members of Swimming Team 5
Cheer Leader 5
Asst. Cheer Leader 2

Athletic Board of Control
Secretary
Member

l—‘CQ

Dramatic and Oratorical Activities - Senior Class Play
Major Part 5
Minor Part 5
In accordance with this schedule, the activities of the
pupils are limited by fixing the maximum number of points which

each may carry in this way:

Pupils with less than C average 10
Pupils with C average 15
Pupils with B average 20
Pupils with A average 25

This means that the higher the scholastic grades earned

during the period spent in high school, the greater the activi-

-55-

ties load the student is allowed to carry. This limitation is
placed on participation in extra—class activities by the adminis-
trators of the school, not by the pupils themselves, so it is
undoubtedly true that there are many pupils who would take a
greater part in activities if they were permitted to do so. The
attitudes behind rules whth make opportunity to participate in
extra-class activities dependent upon school marks hark back to
the time when extra-curricular activities were considered evils
which interfered with the legitimate pursuits of the school.
The activities record of each student for each year he
attends the high school is kept on file in the office on cards
which are designed to give at a glance all the extra~curricular
activities carried through high school and the number of points
earned each semester. These records are not as clear as they
might be because of the rather careless manner in which they
are kept. A number of teachers help to fill in the information
requested on the records, and as a result there is a lack of
uniformity. For example, on some records the names of the
clubs in which the pupils earned points are given, in others
they are omitted. Then, too, some teachers give grades for
club work, while others merely indicate the number of points
earned. Some indicate offices held, but in most cases this
information is not included. The records do, however, indicate
to some extent the degree of participation in such activities.
In a few cases the number of points carried exceeds the maximum

of twenty—five, but such cases are rare and are the result of

~66-

special concessions made by the principal in unusual cases.
Because of the nature of the point system the activities
records indicate not only the extensiveness of participation
in voluntary activities but also the intensiveness of participa—
tion. In fact, the method of assigning points to activities is
such that a large number of points carried in a semester may
indicate either intensiveneSs of participation in one or two
activities, membership in a large number of organizations, or a
certain degree of both intensiveness and extensiveness of par-
ticipation. For example, if a student with a scholastic average
of "A" and therefore privileged to carry twenty—five points is
president of the Student Council (15 points) and also Assistant
Advertising Manager of the school paper (10 points, he cannot
carry any other activities. On the other hand, another student,
also with an average of "B" and therefore also allowed to carry
twenty—five points, may be an Assistant Cheer Leader, a member
of the Athletic Board of Control, take a minor part in dramatics,
be president of his home room, an Associate Editor of the Oracle,
8 member of the Student Council, secretary of the Banking Coun-
cil, a member of both a literary society and a club. Of course,
this would be an exceptional case, but, needless to say, a stud-
ent with even a smaller number of activities than those metnioned
in the second example would not be able to participate inten-
sively in all of them. However, because the records have not

been completely filled in, it is impossible to determine inten-

-67..

siveness and extensiveness separately. Both phases of partici-
pation must be considered together as indicated by the number of

activities points carried each semester.

Extens of Non-Participatign

Many students take no part at all in voluntary group activi-
ties. As suggested above, the reasons for non-participation may
lie in the school situation or in the situation outside of the
school, but in either case the responsibility for the failure
of many to participate cannot be attributed to the pupils them—
selves. It is rather the result of the whole complex of atti-
tudes that have been built up, both in school and out, around
extra-curricular activities.

The number and per cent of pupils in each class who earned
points and the number and per cent who earned no points in the
first semester, 1951-1952, is shown in Table III. This informa—
tion is also given for the school as a whole.

i Of the 1125 pupils studied in the first semester, 41 per
cent participated in no voluntary group activities in the school,
almost 4 per cent earned only one point, and 25 per cent earned
two.<<Two points can be gained by membership and attendance in

a society or club. One point, as stated in the description of
the point system which occurs earlier in the chapter, is earned
by the pérformance of the most trivial services and gives very
little training in participation in group activities and prac-

tically no opportunity for exercising initiative."Therefore,

~68-

TABLE III. NUMBhR AND PER CLhT 0F PUPILS BY CLASSIS IN
RELATION TO ACTIVITIES POINTS SABNED,
FIRST SEMESTER, 1951—1952

No. of: Sophomore : Junior : Senior
Points: 1 B : 1 A : 2 B : 2 A : 5 B : 5 A .
Earned:No..Pct.:No.:Pct.:yo.:Pct.:Vo.:Pct.:No.:Pct.:No.:Pct.;¢

0 141 49.0 85 57.4 98 56.0 51 54.0 57 25.2 49 50.0
1 28 9.7 4 2.7 8 2.9 5 1.5
2 62 21.5 51 20.9 75 27.6 29 51.8 47 20.8 17 17.5
5 16 5.6 2 1.4 17 6.5 2 2.2 9 4.0 2 2.0
4 7 2.4 8 5.4 25 8.5 8 8.8 19 8.4 5 5.1
5 1‘ 4.2 1 .7 10 5.7 5 5.5 14 6.5 2 2.0
6 5 1.0 5 2.0 7 2.6 4 4.4 9 4.0 1 1.0
7 8 2.8 5 2.0 5 1.8 2 2.2 17 7.5 2 2.0
8 4 1.4 5 5.4 9 5.5 4 4.4 5 2.5 2 2.0
9 5 1.0 2 .7 6 2.8 2 2.0
10 5 1.0 2 1.4 4 1.5 1 1.1 4 1.9 2 2.0
11 5 2.0 7 5.1 1 1.0
12 ' 5 1.1 2 2.2 6 2.7
15 1 5 5 1.1 2 .9
14 4 1.8 2 2.0
15 2 .7 1 .4 2 2.0
16 1 .7 1 .4 1 1.1 5 2.5 1 1.0
17 1 1.1 1 1.0
18 1 .4 2 .9 1 1.0
19 2 2.2 5 1.5 1 1.0
20 1 .4 1 1.1 2 .9 2 2.0
21 1 .4 1 .4 1 1.0
22 1 .4 1 1.0
25 1 .4
24
25 1 .4
26
27 1 .4
28
29 '
50 1 .4
51 '
52 1 1.0

 

Total 288 100.0 148 100.0 100.0 100.0 100.0 98
272 91 226 100.0

-59-

in effect, this means that 68 per cent of the student body in
.the first semester did not share in the advantages which accrue
from direct participation in extra—curricular activities.1

Of the 288 Sophomore B's, almost 49 per cent, very nearly
half of the class, arned no points; of the 148 Sophomore A's,
over 57 per cent earned none; of the 272 Junior B's, over 6
per cent; of the 91 Junior A's, over 54 per cent; of the 226
Senior B's, over 25 per cent; of the 95 Senior A's, over 51
per cent. The lowest percentage of non-participation was found
in the Senior B class, followed closely by the Junior A and
Junior B classe . It is also significant that the maximum
number of points carried in the Junior B class was 50, and in
the Senior B class was 27, whereas the maximum in both Junior A
classsand Senior A class was 20, in the Sophomore A class 16,
and in the Sophomore B class 15. The low number of points
carried by Sophomores is due to the policy of the school to
encourage the SOphomores to become accustomed to life in the
high school before engaging to any great extent in extra-
class activities.

Table IV indicates that a similar situation was present
in the second semester. In this semester 65 per cent of the
Sophomore B's earned no points, 42 per cent of the Sophomore
A's, 47 per cent of the Junior 8'3, 55 per cent of the Junior
A's, 51 per cent of the Senior B's, and 28 per cent of the
Senior A's, while the extent of non-participation in the school

as a whole remained abor the same as in the first semester.

-70-

TABLE IV. NUMBER AND 2L8 CENT 05 PUPILS BY CLASSES IN
RELATION TO ACTIVITIES POILTS EARNED,
SECOND SEMLSTHR, 1951—1952

_.._.'

No. of: Sophomore Junior : Senior :
Points: lB :‘lAilx 2B : 2A : SB : 5A
Farned:N0.:Pct.:ho,:§gt.:No.:Pct.:No.:Pct.:No.5Pct.;§o.:Pct.:o

.0 O.

 

0 78 65.0 119 41.9 70 47.5 89 52.7 28 50.8 65 27.9
1 7 5.8 21 7.4 4 2.7 9 5.6 1 1.1
2 19 15.8 78 27.5 55 22.5 80 29.4 25 25.5 49 21.7
5 5 2.5 16 5.6 5 2.0 12 4.4 2 2.2 10 4.4
4 6 5.0 18 6.5 14 9.4 2 8.1 4 4.4 50 15.5
5 6 5.0 5 1.8 5 5.4 15 5.5 6 6.6 7 5.1
6 6 2.1 4 2.7 8 2.9 5 5.5 10 4.4
7 4 1.4 5 2.0 6 2.2 4 4.4 12 5.5
8 7 2.5 4 2.7 9 5.5 5 5.5 5 2.5
9 5 1.0 5 1.8 2 2.2 5 2.5
10 5 1.0 1 .7 7 2.6 2 2.2 7 5.1
11 5 1.0 5 5.4 1 ”.4 1 1.1 9 4.0
12 2 1.4 1 .4 4 1.8
15 1 8 2 .7 2 2.2 1 .4
14 2 .7 2 2.2 2 .9
15 1 .4 1 .4 1 .4
16 5 1.5
17 5 5.5 1 .4
18 1.4 .4 1 1.1
19 2 2.2 1 .4
20 1 1.1 5 1.5
2 1 1.1 2 9
24 1 .4
25
26
27
28
29 1 .4
50 1 .4
51
52
Total 120”“‘ 284 148 272 91 226 ‘“5

100.0 100.0 100.0 100.0 100.0 100.0

It is also of interest to note that, Omitting those who
have engaged in no activities, the modal number of points earned
is two in every class as well as for the school as a whole.

The fact that approximately two—thirds of these high school
students took no active part in extra-curricular activities was
not because the activities program itself was inadequate, for,
as was mentioned earlier, the schaol as a counselor of students
who spends her entire time in planning and administrating
student activities. Furthermore, the teaching staff is suf—
ficiently large and varied to provide advisors for a program
eharacterized by both extensiveness and diversity; The failure
of the voluntary groups to reach Cut to all students must be
ascribed to causes which are perhaps less readily excused than
would be the inability of the school to provide for the ad-
ministration of such a program, for this limitation might
reasonably be present in a school of small teaching staff or
rigidly limited budget.

The most general and unfortunate reason is that educators
too often fail to see education as a social function. They are
perhaps so close to educational institutions that, quite natur-
ally, their view becomes distorted. And so, in their intense
desire to have the school machinery in perfect working order,
they sometimes forget that they are educating children in order
to pass on.the accumulated culture of the ages so that the

Children may be able to fit into the established life in which

 

-72-

they find themselves. Added to this unfortunate attitude of
school administrators is a closely related factor. Educational
methods are rapidly changing in order to adapt the school to
changes in other institutions, and yet attitudes are changing
much less rapidly than the form is being modified. Therefore,
although the fad for extra—curricular activities has for sever—
al years been sweeping over the United States, it appears
Chat too often schools adopt impressive programs merely to com-
pete with their neighbors, without fully realizing the signifi-
cance and possibilities of such a movement.

The result is a general tendency to make the opportunity
to participate in voluntary activities incident to the maintenance
of an acceptable scholarship in adademic subjects. From the
standpoint of Sociology, the fallacy of such a procedure is
obvious. Eubank says: "Assimilation of an individual by a group
is in direct proportion to his degree of sympathetic participa-
tion in its life and thought."(36) If this is true, the influence
of the school on the individual will be much greater in the
situations in which he is permitted to participate directly
than in those in which he merely plays the role of listener.
However, it is evident that in Lansing Central High School
something of the old stigma is attached to extra-class activi-
ties. They are still considered non-essential, a reward for

completing classwork satisfactorily. They are a luxury to be

 

(56) Earle E. Eubank, Concepts in sociology, p. 168

 

-75..

indulged in by those who are intelligent and industrious enough
to pass in Latin, History, Algebra, and all the other tra-
ditional subjects. This is manifested by the fact that those
who fail in a subject of this kind are barred from practically
all voluntary groups. It is also evidenced by the apportion-
ment of the number of points a student may earn according to
his scholastic average. This eliminates a considerable number
from participation and limits many others. For example, in

the first semester, 1931-1932, of 687 Juniors and Seniors, 548
or 79.9 per cent did not appear on the honor roll at all during
the term, 8.6 per cent appeared only once, and 5.4 per cent
appeared twice out of a possible three times. To have a place
on the honor roll,a student must have no grade lower than "B"
for the marking period. Since a pupil with a "C" average is
permitted to earn only fifteen points a semester, it is safe

to say that at least 80 per cent and probably more may not

earn more than fifteen points.

Of the 254 pupils in the Junior and Senior classes who
earned no points during the first semester, 214 or 91.5 per cent
were never on the honor roll, 9 or 3.9 per cent were on the
honor roll once, 4 or 1.7 per cent were included twice, and 3
per cent three times. Thus, only 8.6 per cent of the pupils
in these two classes who earned no points had all "B's" in any
one or more marking periods.

Another reason for the high degree of non-participation

-74-

is the fact that Sophomore B's are barred from membership in
many of the societies and clubs. The result of this ruling
will be shown in the following discussion, in which the extent
of participation in the various grades in the high school will

be noted.

Participatipn_by Clauses

 

Table V shows the percentage of pupils in each class earn-
ing a stated number of points. In each case the information
is given for both first and second semesters. The data from
which this table is derived are given in detail in Table III
and Table IV found on pages 68 and 70.

This table indicates a tendency for the percentage of a
class participating in voluntary group activities to increase
steadily from the Sophomores to the Seniors, although there may
be a slight slump in the Senior A class. There is also a cor-
responding tendency for the percentage of the class to increase
in the categories into which those earning points are placed.

The data are grouped in five intervals because each suc-
ceeding one indicates a significant increase in participation.
Participation in the first interval is either absent entirely
or negligible, since practically no real initiative and partici-
pation is necessary to earn one point. The second interval,
including those pupils who earned from two to five points, rep-
resents a low degree of participation; the third, those earning

from six to ten points, represents a fair amount; the fourth,

-75-

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-75-

those earning from 11 to 20 points, a high degree of participa-
tion; and 21-32 points a very extensive participation.

There were no Sophomores in either semester, no Junior
A's in the first semester, and no Junior 8's in the second se-
mester, who earned over twenty points, and the percentage of
Sophomores earning over 10 points was very small. The failure
of the Sophomores to participate to any great extent may be
explained in several ways. Sophomore B's are barred from ac-
tivity in clubs and societies in most cases. However, even
if they were admitted to membership, they would not have become
sufficiently well acquainted with the extra-curricular program
in the first semester to encourage any great degree of par-
ticipation. Then too, there is a greater percentage of Juniors
and Seniors found in the last two intervals because the number
of points given officers in the Senior class is larger than
the number of points given the persons holding the corresponding
offices in the Junior class, while the points given Sophomore
class officers are negligible. Another element producing this
condition is that the offices which carry with them a large
umber of points, such as student council president, active
members of the publications staff, and captains of athletic
teams, are, as a matter of custom if not of the publicity given
prominent students, reserged for members of Junior and
Senior classes.

There are some interruptions in the trend. For instance,

-77...

in the first semester the SOphomore A's had a greater percen—
tage of non-participation than did the Sophomore B's, and

in the second semester the Junior B's had a greater percentage
of non-participation than did the Sophomore A's. The difference
is slight, however. As one might expect, since the extent of
non—participation was greater in these cases and the percentage
in the three highest intervals showed a greater percentage in
the two more advanced classes, there was in both cases a

smaller percentage of the two advanced classes in each semester
than in the two lower classes. This indicates that those in

the higher class who did have an interest in activities partici—
pated more extensively than did those in the lower classes.

A comparison of the extent of participation within the same
group of students for the two semester, however, is in some
respects more significant than is the foregoing comparison of
the various classes in the same semester. A study of a group
in two different semesters indicates change. For example,
contrary to one's expectations, the SOphomore 8's in the first
semester had a smaller percentage of non-participants than did
the Sophomore A(s in the same semester. The Sophomore A's in
the second semester (who were SOphomore B's in the first) also
had a lower percentage of non-participation than did the
Junior A's (who had in the previous semester been Sophomore A's).
The rather obvious remaiks in parentheses are included to draw

attention to the fact that in both semesters the percentage of

~78-

the class of 148 Sophomore A-Junior B's who participated in
no activities wan greater than the percentage of the class of
288 Sophomore B-Sophomore A's who took no part in activities.
This would seem to indicate that there is some difference in
the composition of the classes which causes this situation.

On the whole, however, there is exhibited a tendency for
the degree of participation of a group to increase as the group
passes from one grade to another. It will be noted in Table
V that this is not entirely true with respect to those who
were Senior B's in the first semester and Senior A's in the
second. Tye extent of non-participation increased very slightly,
but that is not so significant as is the correSponding fact
that there was a decrease in the percentage of the class repre-
sented in the three highest categories. The reason for the
failure of Senior A's to participate as extensively in extra—
class activities as they did when they were Senior B's is
undoubtedly due in some measure to the fact that the numerous
special activities of seniors make demands upon their time and
hold their interest. In view of the fact that there is a falling
off of those earning a large number of points, it is interesting
that there is a three per cent increase in the number earning
two to five points. This would seem to indicate that, although
there is a general decrease in the activity of Seniors between
the first and second semester, many who have taken an outstand-
ing part in activities in earlier semesters may still retain
membership in a few organizations with which they have become

closely associated.

-79-

Participation in Extra-CurriCU1ar Activities by_the Class of
1952, By Semesters

The preceding section gives a picture of the participation
of the students of Lansing Central High School, by classes, in
voluntary group activities in the first and second semesters of
the school year of 1952-1952. One may get a more significant
measure of the variation in extent of participation from year
to year by taking a senior graduating class and tracing their
activities records through their three hears in senior high
school. For this purpose, the records of 226 members in the
class which graduated in June, 1952, as given in Table VI will
be examined.

TABLE VI. POINTS EARNED By 226 PUPILS GHADUATING
IN JUNE, 1’52

 

:Students :No. of :Average ho. of
:With No :StudentszPoints for Those
:Points :Earning :Earning One

Year ___ :No. :Pct.:Points :or More

156 :60.1: 90 : 5.16

108 :47.7: 118 : 5.96

Sophomore B
Sophomore A

Junior B 79 :54.9: 147 : 5.51
Senior A 99 :45.8: 127 : 5.47
Senior B : 56 :24.5: 170 : 6.65
Senior A : 62 :27.4: 164 : 6.12

 

All of the pupils studied in this class completed the
three years of high school and graduated in June, 1952. Of the
226 pupils considered, 51 or 15.7 per cent earned no activities
points throughout their entire senior high school course. As

indicated in Table VI, in their Sophomore B semester, there

l
L13
0

l

were 156 of the 226, or 60.1 per cent, who earned no activities
points ane therefore participated in no activities. Ninety of
the 2‘6 in this semester earned a total of 824 activities points,
an average of 5.16 points per person participating.

In the Sophomore A year, there were 108 or 47.7 per cent of
those studied who earned no activities points. One hundred
and eighteen of the 226 earned a total of 467 points, an aberage
of 5.96 each for those earning points. The remainder of Table
VI, interpreted in the same manner, indicates in some degree
the extent of participation of these studénts in voluntary group
activities throughout high school. Some allowance must made
for the possibility of error in keeping the records and in the
compilation of the data. It must be understood also that all
of the 226 students considered completed their high school
course, and therefore are not an entirely representative group.
Possibly the proportion in this group who participated each
semester may be greater than was the proportion of those who
failed to complete their high school course for those who drop
out before graduation are perhaps more likely to have few strong
contacts within the school.

The general tendency in this class was toward an inteease
in the number of students earning points, the total points
earned, and the average number of points per person, as the
length of the period that the class had spent in high school

increased. As indicated in Table VI this does not hold true

 

-81-

1 every case. This tendency may indicate, however, that as
the members of the cl ss become better acquainted, and as the
students become more familiar with the various organizations
in the school, and as they come to realize more fully their
own interests and abilities, many join the organizations
which best satisfy their needs and interests or those in
which their friends are taking part.

As for extensivenss of participation, according to the
Oracle, there were 65, or about 28.2 per cent of the class, who
took part in at least four differalt activities during the three
years in high school. This does not include committee member—
ship or athletics.

It is interesting in this connection to compare the results
derived from the study of this class with the results of the
study made in thejLincoln High School, Lincoln Nebraska, which

(37

was mentioned earlier. In this case, in the senior class

of 347 pupils, 58, or 16.7 per cent, had not taken part in any
activity whatsoever, as coupared with the 15.7 per cent graduat-
ing from Lansing Central High School in June, 1932, who had
earned no points. In the Lincoln study, 27.4 per cent had never
joined a high school club, 22.2 per cent had belonged to one
club, 17 per cent to two, 14.1 per cent to three, 8.1 per cent
to four, 5.8 per cent to five, 2.9 per cent to six, 1 per cent

to seven, 1.2 per cent to eight, and.5 per cent to nine.d/,x‘

 

w

(37) Gertrude Jones, "Survey of Extra-Curricular Activities in
the High School," School Review, XXXIV (Dec. 1926) p. 754—744

The Relation of ParticipatiOpfiin Activities to g9

.‘

holarship

The situation in Lansing Central High School does not
permit a sound study of the relationship of participation in
activities to scholarship. The fact that some students, as was
mentioned earlier, are not allowed to engage in extra-class
activities in the high school, leaves a group who do not par-
ticipate because they cannot do so. It is impossible to deter-
mine definitely how many of this category would join voluntary
groups if they were permitted to do so. There is also the limi-
tation that the number of points those who have a scholastic
average before "B" may earn is more rigidly limited than is
the number that may be earned by those having a "B" average
or above.

In the present study the relationship existing between
participation in extra—class activities and scholarship in
academic subjects is not especially pertinent. The purpose
here is rather to stress the fact that participation in groups
in which the pupil may exercise some initiative and may learn
how to do things by actually doing them is as important for
those whose school grades are low as it is for those whose
grades are high.

however, sin:e some reader may be interested in this phase
of the subject, and since it is impossible to determine in
this case the effect of participation in activities upon scholar-
ship, it may be of some interest to note the results obtained

by others who have Jade studies of this nature.

-85-

Studies of the Relation offActivities to Scholarship

f h study of the eleventh and twelve grades of the Kenosha,

38

Wisconsin, high School during the school year, 1927-1928,
was the basis for the conclusion that those who participate
in major extra-curricular activities were superior in general
intelligence to those who did not. The difference in the case
of the girls was especially significant. This study also indi-

cated that participating girls did not raise their school

marks during non-participating semesters. The general conclusion

drawn as a result of this study was that extra—curricular ac-
tivities in Kenosha Senior high School do not affect adversely

the scholastic standing of pupils. Another study, considering

)

the 1929 class of Bridgeport Townsh p High School, the 192:

\)~

and

929 classes of Robinson Topnship High School, and the 1928 class
of Canton High School, all in the state of Ohio, arrived at

O U Kaggj

essentially the same concluSlons. 4

h At the University of Minnesota, F. Stuart Chapin found that
the group most active in campus activities showed a higher aca-

(40)

demic achievement than non-participating students. X

A different result was obtained by James E. Knox and

Robert A. Davis at the University of Colorado, however. They

 

58) halter S. Monroe, op. cit., pp. 747-749
59) Ibid., pp. 749-752

(40) F. Stuart Chapin, Extra-Curricular Activities at the Uni—
versity of Minnesota, pp. 116-117

 

1_ . .., -....» _.._..__._4-...-.n- “M’W "‘>" two
I . . ~ ~ u

found that participation in more than two activities has the
tendency to lover the scholarship of the men students, although
the number of activities women engage in has little bearing on
scholarship. These writers believe it very possible that promi—
nence in activities makes teachers more lenient in grading,
which would make it difficult to compare the duality of work
done by those in activities with that done by those no partici-
(41)
pating.

In a study of 250 young women of the senior class at Smith
College it was found that th se who engaged in activities re—
ceived higher grades than those who did not, and also that the ‘

42)
greater the amount of participation, the higher the scholarship.( I
with only one exception, these studies associate higher
scholarship with participation in activities. In only one
case, however, has it been shown that the scholarship of pupils
was higher during semesters in which they were participating
than in those in which they dere not. For this reason it is
still difficult to determine definitely whether participation
in activities is conducive to academic achievement or detri-

mental to it.

Summary
In both semesters of the year studied, about 40 per cent
of the student body participated in no voluntary group activi-

ties in the school. The range in the number of points earned

 

(41) James E. Knox and Robert A. Davis, op. cit., pp. 481-495

(42) F. Stuart Chapin, op. cit., p. 214

-85—

varied in the first semester from one to thirty-two and in

the second semester from one to thirty. There was a tendency
toward a decrease in the percentage of non-participation to oc—
cur as the length of time the class had spent in school increased.
Of the 226 pupils gnaduating in June, 1952, 51 or 18.7 per cent
earned no activities points while attending Lansing Central
high School. At the opposite extreme there were 65, or about
28.8 per cent of this class, who took part in at least four
different activities, not including committee memberships or
athletics, during the three years in high school. There was a
tendency for the number of students earning points, the total
number of points earned by the class, and the average number

of points per person to increase as the class progressed from

the Sophomore class to the Junior and Senior classes.

1""- .T-v'“—”T‘TT.“-75T ‘

. (5.7?!

-86..

The activities program of Lansing Central High School began
forty-five years ago. The first Oracle, in 1892, recorded the
beginning of a voluntary student group in 1887. As time went on,
the extra-class program, if‘a movement so lacking in organization
as this was can be called a program, was augmented from time to

time by new organizations, and, of course, the old groups dis-

(D

appeared. rhis proc ss continued until 1914, when it was
temporarily interrupted by a new interest, the World bar. Follow-
ing the Jar extra-curricular activities were very much in vogue
in the high schools of the United States, and as a result the
‘number of societies and clubs in Lansing Central High School
'bepen to increase very rapidly. In 1926 an Advisor of Students
was appointed, and since that time there has been an organized
activities program.

In the school year of 1931-1932, there were 30 clubs and
literary societies in this Senior high school in addition to the

other extra-class activities usually found in such schools.

H3

here were 1286 pupils in the High School, over 400 of them
Sophomores. Since SOphomore B's, as well as pupils failing to
maintain an acceptable scholarship record, were barred from
membership in many organisations, this number of clubs seems
adequate to meet the needs of the school under present conditions.
The range and variety of interests represented by the clubs
and societies is sufficiently‘large to provide a place for most

of the pupils in the school. There is present also the advantage

-87-

that a new club may be organized.at the request of eight pupils. r

But, although the number of organizations is adequate and f
the nature of the clubs is varied, there were 461 pupils, or 41
per cent of those studied, who earned no activities points in the
first semester, and 447 pupils, or 39 per cent of the 1141 pupils
studied the second semester, who had no points. Of the 254
Juniors and Seniors who earned no points during this semester 214
or 91.5 per cent were not on the honor roll at all, 9 or 3.9 i
per cent w re on the honor roll twice, and 7 or 3 per cent
appeared there every time (three times). Of the 226 pupils
graduating in June, 1932, 31 or 13.7 per cent earned no activities
points while in high school. Sixty-five, or about 28.8 per cent
of the class, belonged to at least four different voluntary
groups, not including committees nor athletic teams, while they
were in high school. The amount of non-participation in this
study shows a tendency to decrease as the length of time the class
has spent in the school increases.

The extent of pupil participation vithin the clubs and
societies varies from group to group. Some by their nature make
participation necessary. The Clogging and Boxing Clubs are in
this group. Others, such as several dramatic clubs, artifically
stimulate participation by the requirement that each pupil take
part in at least one plav a semester. Others, like the Taxidermy
Club, set standard.which any one interested can reach, and thus
eliminate those not sufficiently concerned to participate actively.
Unfortunately, a few of the clubs are simply classes, and all that
the members have to do is to come to the meetings and sit and

listen. This type of organization seems to be in the minority in

~88-

Lansing Central High School, however, One advantage, from the
standpoint of participation, is the fact that only six of the
30 clubs had more than 30 members.

In spite of the improvements in the administration of t
_voluntary group activities, however, the realization that they
do not reach all students is inescapable. It is also a serious
mistake to overlook the fact that in some cases voluntary groups
take over such evils, as autocratic control and absence of pupil
initiative, which still survive in the regular classwork of the
school. One surmises after studying in some detail the extra-
class program of a school, that it is perhaps a transitional step
in educational methods whereby the school may pass from purely
adult control to a greater measure of pupil participation. This
is more than the mere dream of a visionary for already there
are indications of a general tendency in the direction of in-
corporation of voluntary activities into the curriculum,as
evidenced by the controversy over tie term "extra-curricular".
It is contended that the activities so designated should not be
separated in-name from other school activities since the purpose
of all is the same. Another evidence of this tendency is the
fact that more and more schools are giving credit toward graduation
for membership in clubs and societies. The question remaining
is whether this tendency will socialize instruction in regular
subjects or whether it will level the clubs and societies to

mere classes.

ya-byur - . ~

.--

' ‘4 '2-

firl" ‘

 

The bibliography here presented is by no means complete.
Only those references which seem particularly pertinent have been
selected, and doubtless several references as good as these here

included have been omitted.
Books

Blackburn, Lura (and members of the English Five class).

Our High School Clubs, a Study of Extra-curricular Activities

 

in the Oak Park and River Forest Township High School, Oak Park,

 

Illinois. Jew York: The Macmillan Company, 1928.

 

Chapin, F. Stuart. Extra-Curricular Activities at the

 

University of Hinnesota. Hinneapolis: University of Kinnesota

 

Press, 1929.

Dewey, John. Democracy and Education, an Introduction to

 

the Philosophy of Education. New York: The Macmillan Company, 1916.

 

Dewey, John. Schools of Tomorrow. New York: E. P. Button

 

and Company, 1915.

Dewey, John. The School and Society. Chicago: The

 

University of Chicago Press, 1900.

Eubank, Earle Edward. The Concepts of Sociolog , a Treatise

Presenting a Suggested Organization.of SociOIOgical Theory_in

Terms of Its Major Concepts, pp. 116-168. Boston: D. 0. Heath

 

and Company, 1932.

Foster, Charles R. Extra-Curricular Activities in the High

 

Sdhool. Richmond, Virginia: Johnson Publishing Company. 1925.

Fretwell, Elbert K. Extra-Curricular Activities in Secondary

Schools. Boston: Houghton Mifflin Company, 1951.

Hart, Joseph Kinmont. A Social Interpretation of Education.

New York: Henry Holt and Company, 1929.

McKown, Harry G. School Clubs. New York: The Macmillan

Company, 1927.

Ogburn, William Fielding. Social Change with Respect to
Culture and Original Nature. New York: B. T. Huebsch,

Incorporated, 1922.

Snedden, David. Sociology_for Teachers. New York: The

Century Company, 1924.

Terry, Paul W. Supervising Extra-Curricular Activities.

New York: HoGraw-Hill Book Company, Incorporated, 1930.
Terry, Paul W. Extra-Curricular Activities in the Junior
High School. Baltimore: Warwick and York, Incorporated, 1926.
Periodicals

Chapin, F. Stuart. "Extra-Curricular Activities of College

Students: A Study in College Leadership", School and Society,

 

XXIII (February 13, 1926), pp. 212-216.

"Counselor of Students", The Lansing Educational News,
II (October, 1926) p. 8.
"Counselor of Students", The Lansing Educational NewsJ II

(November, 1926), p. 5.

 

Dee, H. Barbara. "Extra-Curricular Activities in Massachusetts
High Schools", School Review, XXXVI (January, 1928), pp. 43 - 51.
Dodson, Nora E. "What.are the Vocational Possibilities in

Extra-Curriculum Activities?" School Review, XXXVII (December,

 

1929), pp. 767-770.

"Evolution of the Lansing High School", The Lansing Educational

 

News, I (February, 1926), pp. 1-2.

"The Extra-Curricular Activities of the Senior High School",

The Lansing Educational News, I (February, 1926), p. 4.

Handbook of the Central High School. Lansing, Hichigan:

Senior High School Industrial Department, 1929-1930.

Houston, David G. "EXtra-Curriculum Activities in Their

True Light", Education, 1 (January, 1930), pp. 282-292.

Jones, Gertrude. "Survey of Extra-Curriculum Activities in

the High School", School Heview,r XXXIV (December, 1926), pp.
754-744.

"'1

F ox, James E. and Davis, Robert A. "The Scholarship of
University Students Participating in Extra-Curricular Activities",

Educational Administration XV (October, 1929), pp. 481-493.

Monroe, Halter S. "The Effect of Participation in Extra-
Curriculum Activities on Scholarship in the High School",

School Review XXVII (December, 1929), pp. 747-752.

The Oracle, Lansing Central High School Yearbook, all
issues, 1892 to 1932.

The Zodiac, Lansing Central High School Paper, all issues for
the year 1931-1932.

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