I II III I II III -_I\]_.I 1030 || gush A COMPARATIVE STUDY OI" THE TEACHERS OF MODERN FOREIGN LANGUAGES II\‘ THE NORTH CENTRAL AND NON-NORTH CENTRAL PUBLIC HIGH SCHOOLS OF MECHIGAN Thesis for ihe Degree of M A. MICHIGAN STATE COLLEGE Wanda Chrobak I938 § . u 3-93! ’25 A continuum STUD! 01' m M‘ cur 11mm: FOREIM W IN m NCBTH cm All) DICE-Hm emu PUBLIC HIGH 30110013 0? HIGH” mm 1 Thou: Submitted in Partial 1111:1113” of tho Requirmnta for thp Dacron of motor of Art: - at Michigan State 0011030 last hum, Elohim 1938 {fl-{Ems PIN! .(IK \ mm The author or this thesis wishes to acknowledge her appreciation of the helpful suggestions and con- structive criticisms~ given throughout this study by Dr. Everett Levis Austin, Head of the Department of Education, Michigan State College. For penission to use the official records needed in this study, the writer is indebted to the State Department or Public Instruction and the I Director or the Bureau of Cooperation with Educational Institutions in Michigan, Ann Arbor, Michigan 1183§3 Chapter I. II. III . IV. mar CONTENTS LIST or TABLES Immmw O O 0 O O O O O O O O O O O O O O A. PurposeoftheStudy .. .. . . . . . B. Data Considered in This Study . . . . . c. Procedure............... D. 81ml” Studio, 0 O O 0 O O O O O 0 O O I. DOfinitlon of T011118 e s s e e e s e s s WISON OF THE NUMBER OF MODERN FCREIQW LANGUA. OFFERED IN THE NORTH cm AND NON-NORTH CENTRAL ASSOGIATION PUBLIC 1mm SCHOOLS OF MICHICHXN AND THE PUPIL MOWT . A. Enrollment and the Number of LanguagesOfrered........... SUBJECT COMBINATIONS GP TEACHERS OF 1mm MIG! ummm IN THE KORE om $30018 AND NON-NCR‘IH CEREAL PUBLIC HIGH SCHOOLS 0F mmm C C O C C C O O O O O C O O O O I C A. Number of Teachers Teaching Only Modern Foreign Languages . . . . . . . B. Subjects Taught by Modern Foreign LanguegeTeachers........... CMARISOIOFTEETRAINDBINWERN MICE! LANCER- OF THE TEACHERS 0F MODERN mama! IANGIIAGE 01' 'HIE NCR‘HI CENTRAL All) Elm-NM cmmxc HIGH 3330018 WHICHIGAN . . . A. The Semester Hours of Training of Teachers in Both Groups of Schools . . B. Colleges [here Training Was Obtained . OGNNHP 1.8 14 Chapter V. mmmcn OFMMN FCREIGN MEWS (FTEENCRTHCEN‘HIALAN) man-mam CENTRAL PUBLIC HIGH 8033013 01' MICHIGAN1937-l938.............. A. B. G. D. I. 1'. Training and Experience of All lbdern Foreign Language Teachers . . . . The Training and Experience of Teachersofhtin........... The Training and Experience of TeachersofFrench .......... The Training and Enerience of TOQChOrSOfGOm eeeseesees The Training and Experience of TeachersofSpenish .......... The Number and Percent age of Teachers in the Non-North Central and North Central Schools Teaching Modern Foreign W3“............... VI. THETRAININGMDSWGFTEEWOI IDDERN HEW IMAGES IN m NORM CENTRAL AND NON-Hm CENTRAL PUBLIC HIGH SCIDOLS . '. . A. B. Training andSalaries . . . . . .. . . Experience and Salaries . . . . . . . . VIIOWIOIB000000090000000000 A. P1013101” formmrsmdye s e e e e e “110 mu 0 O O O O O O O O O O O O O O O I O O O n. www.000000000000000 Page 31 32 3'7 39 48 ‘7 Table I. II. III. V. VII. VIII. LISTOPTABIE mmorumummmm OFPUPIISENROILEDIN'HENCR‘IHGENTRALANDNM- NORTH CENTRAL ASSOCIATION PUBLIC HIGH SCHOOLS (IF MICHICANJvQS".J-93800eees0000000000. TENDEROFTEACEESINTENORTHW ASSOCIATION PUBLIC HIGH SCHOOLS OF MICHIGAN TEACHING ONLY mom FmEICEI IANGUAGES AS OMAREDIITHTEENUMBIER OFTEACHFRSIN'EI NON-NGZTHCMRALSGHOOIS esseeeeeeess. mmwmcmmmmsmm women's!) NW-NCRTH cm MICHIGAN HIGH SCHCDISIN1932-1933 see .o.......... SUBJECT GWBINATIONS TAUGE!‘ BY means 01' ms NORTH CENTRAL SCHOOIS AS GCMPARED WITH m1: SUBJECTS TAUGEP BY MODERN FGZEIGN IANGUAGE TEACHERS OF THE NW-NCRTH CENTRAL ASSUJIA‘I‘ION SCHOOLS IN 1937-1938 . THE TRAINING IN MODERN FOREIGN IANGUX- w TEACHERS OF HQERN REIGN IANGUAGES IN '18! 15mm CENTRAL AND NIH-ROBE CENTRAL ASSOCIATION PUBLIC HIGH 8030013 0! HICHIGhN M 1937-1938 . . . OW Am BY TEACHERS OF THE HOME CENTRAL SCHOOLS AS OW WITH NON-NM WSCHOOIS .................. TRAINING AND MRIENCI OI TEACHERS 01' moms MON IANGUW OF 'HIE NORTH CENTRAL 30W AS CW WITH THE TRAINING AND EXPERIHVCE OF TEACHERS OF HIGHER FOREIGN LANGUAGES (F m NON-NORTHMAL SCHOOLS 1937-1938 . . . . . . . . mm; m summon OF moms or mm or m: mun CENTRAL serious COMPARED um TH! TRAINING AND men or TEACHERS or THE NON- NQI‘EHCMRALSGHOOISOFMCHIGAN ......... MINI!” AND EXPERIENCE OF TEAGIES OF IRENCH (I? m: NORM CENTRAL SCHOOLS CQEPARED term TEA- ammunon—nmmcmmnscnoors.. .. . Page 12 14 16 31 32 Table I. III. IIII . WGANDEXPERENCEOFWGFW OF THE NORTH CENTRAL $HOOLS C(IIPARED 'ITH m Rm.mmcmsmmoosessseeosseo WWMMOFTEACHBSOFSENISH INTIE HOME CENTRAL SCHmIS CCMPARED WITH TEACHERSOFSPANISHIN'HENQI-NQITHCMRAL SCHCDLS esesseeseeseeeOOOeeso. AWOFTIENUMBEROFTEACHERSTEACHING MCH,LATIN,G'ERM\N,LNDSPANISHINTHB . NCRTHOENTHALANDNON-NCRTHGEN'IRALSOHOGLS ..... MWWSAIARIESOF'EACIERSOF WERNFOREICHIILANGUACESINTHENCR'IHCEN‘IRALAND NON'NOEPHWSCHWLS eeeeeseesseees WWWOF‘EACHERSOFW FOREIGN IANGUA. OF ‘HIE NORTH CENTRAL SCHOOLS CMAREDWITH‘IHEEHERIENCEAND SALARIESOF TEACHERS OFTHENCN-NOR'IHCEMRALGHOUP.. .... ...... 37 39 42 A OGIPARLTIVE S'IUDY 01' THE TEACHERS or woman may W I! in mm CENTRAL AND raw-1mm CENTRAL PUBLIC HIGH SCHOOLS OI IICHIGLI II 1937-1938 m I MOTIG The purpoee ofvthis treatise is to analyze the status or nodern foreign language teachers , in both the North Central and Non-lorth Central Association groups, or lichigan public high schools as a basis for teacher training inpc'ovenent in this fielde In order to do this an effort has been undo to survey training, experience, salaries, md subject cubinations as they actually exist. A treatise or this nature relating to teachers' qualifica- tions and experiences has especial ilportance because of the teacher's vital position in relation to those when she influences. For this reason it is desirable to secure as much information as possible regarding the present status of teachers in llichigan public high schools. norence a. Young, of Georgia State Teachers column“) highly recousnds the necessity for annual state surveys which furnish intonation concerning teachers, their training, and any other intonation that would make possible proper teacher placslnente (1) Young, normce Ne, "he Read for State Surveys of Teaching Reitionsf lducation, LII (Septuber, 1931), p. 1e Dr. Mgene B. Elliott, (2) Superintendent of Public Instruction for lichigan, states that 'a continuous survey relating to teachers is essential in intelligent planning together with the related problems“. mess two citations are indicative of the importance of studies of this type. this study includes data showing the status of 816 nodern foreign language teachers employed during the year 1937-1938 in 850 Non-lorth Caltml Association public high schools. of Michigan, accredited by the University of Michigan, as compared with 363 modern foreign language teachers mployed during the year 1937-1938 in 195 North Central Association public high schools of lichigan. All the available state records were used. be last complete llorth Central Association records were suhuitted in 1934. Desired infomation no obtained from the last complete report and changes were nude as indicated in the reports subitted up to 1937-1938. All teachers who taught any foreign language in those schools were included as modern foreign language ' teachers. the data considered herein are: (l) The educational training of modern foreign language teachers. (2) The number of aodern foreign language teachers and the subject canbinaticns. (3) The number of years of teaching experience of modern foreign language teachers. .L (z) Illiott, Eugene B., The Supply of and Demand for Teachers in Michigan , Iichigen Education Association Bulletin, No. 36. (1933). p. 176. (4) The amount of salary received by teachers of union foreign languages in the schools which are members of the North Central and Ion-north Central schools of Michigan. the standards of the University of Michigan and the require- ments of the llorth Central Association for accrediting schools“. were followed as legal standards for training of teachers. The University of lichigan requires ten semester hours of training in modern foreign languages. (1) the North Central Association requires fifteen sunester hours of training in on. £1.14 of foreign languages. For certifica- tion purposes the North Central Association allows, "Deductions in the fields of foreign languages of two semester hours for each unit earned in high school not to exceed a total deduction of 6 smester mfg). Data for this study were obtained from reports”) sulnitted by the high schools to the Bureau of Cooperation with Educational Institutions at the University of Michigan. Reportson all schools were not available. In ease cases information was omitted and when it was inpossible to obtain it fro- previous years' reports, the particular its-s were not considered. Sinilar studies dealing with this subject are few. (1) Annual Remrt of the Bureau of Manon with Ethicational InstitutionsI 1937. University of Michigan Official Publication, Vol. 39, No. 38 (1937) p. 26. (2) North Central Association of Colleges and Secondary Schools, 1937. Policies, Regulations and Standards for the Accrediting of Secondary Schools, April 10, 1937, p. 8. (3) Appendix. Accrediting report fora. page 51. A survey of the status of Latin teachers in accredited lon- llorth Central schools in Hichigan during 1932-1933 eho-edxm (1) 'Latin was offered in 98 per cent of the schools; in about three-fourths of all schools it is the only language offered. (8) Latin was taught in four times as many schools as Trench, its nearest foreign language competitor. (3) Ninety-three per cent of these teachers teach two or more subjects; 43 per cent teach three (2) or more and 8 per cent teach four or more. (4) lnglish, social science, and nathssatics are, in the order naned, lost often combined with Latin in teaching program.‘ The study made by 0. ll. Purina) of the training of teachers of modern foreign languages in 1923 based on 70 per cent of the public secondary schools of the United States showed that: "Since in many schools teachers are required to teach nore than one subject, candidates should be advised to prepare to teach in at least two subjects. Replies to the question as to the mbjects best suited for teaching purposes to accompany a major in a sedan foreign lan- guage indicated a preference for hglish followed by history, Latin (1) Taylor, Edwin L. _A___ Survey of the Status of Latin Teachers in Accredited Non-North Central Association ghools in Michigan During 1932-1933. Unpublished Master's Thesis, University at 11161118811, 1933e Do 370 " Ibid., p. 37. Purin, C. 11., The Tra of Teachers of the Modern Pore W. (New York: The lhcnillan Canpany, 1929) p. 3'1 and 93. and a second modern language. Scattering votes were cast for eight other subjects, art receiving one vote" Both studies show similarities with the present condition of mdern foreign language teachers as shown in this study. Similar and related studies in this field arezu) 1. 2. 3. 6. Stuart, man. no Training of Modern roreign Language Teachers for the Secondary Schools in the United States. Contribution to Education, No. 856, Teachers College, Columbia University, 1987. Appleun, E. C. Training, Experience, Mar and Con- bination of Subjects Taught, and Salaries of lbthslsatics Teachers in the Non-North Central High Schools of Michigan. Master's Thesis, University of Michigan, 1930. Sharpe, Mary Ellen. A Study of 74 hon-north Central Association Schools of Michigan for the year 1930-31; “Being an Analysis of the Extent Which Social Science and Inglish Subjects Are Being Offered m These Schools and the Subject Combination of Their Social Science and English Teachers. Master's Thesis, University of Michigan, 1932. Ball, Dorothy T. A Cmparative Study of file Training in Social Sciences and the Teaching Combinations of the Teachers of Social Sciences In The North Central and Non- North Central Association High Schools of Michigan. lhster's Thesis, Michigan State College, 1936. Taylor, ldwin L. A Survey of The Status of Latin Teachers in Accredited lion-North Central Association Schools in (1) Brief slmaries in Appendix, p. 48. 1. 2e 3. 4. 5. 6e 7. 8. 9. Michigan During 1932-1933. Unpublished Master's Thesis, University of Michigan, 1933. DEFINITION OF TIME REFERRED TO IN THIS STUDY glorious - The total number of years taught. lbdern foreie 1w teacher - Any teacher teaching one or more classes in French, Spanish, German, or Latin in the upper four years of high school. Non-North Central Association M Schools - Those schools accredited by the University of Michigan but not accredited by the North Central. Association of‘ Colleges and Secondary Schools. North Central Association of Colleges and Secondary Schools - A mutual association of certain institutions of higher learning and of certain. preparatory schools distributed over twenty of the North Central States.(1) North Central Association High Schools - Schools which meet the stan- dards of the North Central Association in respect to organization, policies and outcomes and are thereby admitted to membership within the group.“?') Public schools - The schools which are under the direct control of the state and are supported by public taxation. Subject - A subdivision of any main field of stuw, taught usually for a period of one semester or one year in the high school. Teaching combinations - The various groupings of subjects in the schedule. . Training.- The number of semester hours of preparation in various modern foreign languages. (1) Davis, Calvin 0., "Pertinent Facts Concerning The Association", North Central Association Quarterly, Vol. I (1936) p. 404. (a) Ride 1!. 404. emu OGIPARISON OF THE NWBER 01' moms FOREICW IANGUAGE m IN ‘5!!! NORTH CENTRAL AND NON-HOME CENTRAL ASSOCIATION PUBLIC HIGH $030015 02? Imam»: AND THE PUPII. MOHMENT Table I, page 8, indicates the comparison between the variety of languages offered and the amber of pupils enrolled in the North Central and Non-North Central public schools of lichigan. The table shows that four foreign languages are offered. Trench, Spanish, Gem, and Latin are tamht in the North Central schools. trench, Spanish, Latin are offered in the Non-North Central schools. Of the Non-North Central schools with an enroll- ment of fewer than 100, 26 or 11.3 per cent of the schools do not offer any foreign language. All of the North Central schools considered offer a foreign language. The table also indicates that: (1) Of the schools in the North Central group that have an enrollment of fewer than 300 pupils, 37 or 20 per cent offer only one foreign language. (2) Of the schools in the North Central group that have an enrollment of 300-500 pupils, 11 or 6 per cent offer only one foreign language. ‘ (3) Of the schools in the North Central group that have an, enrollment of 300-1000 pupils, 6 or 3.2 per cent offer only one foreign language. In the Non-North Central Association schools the table indicates the following: V .333 3.5 a.“ c3323 maoonoa soaoeaooand Housman 5.32052 no song 3. .35: a3» 5 causes“ aaoomee nouoauoonad H9356 mono: no gong 3; .5355." see coyote accuse 5.3 one an egg honey no can no «sea-Hones no news eaoenoe one no aseo use on no an "35 «is». ms» seen. no 33 08730 no can no So." no ones we we no «one no uses no ones 087.80 800.3» no can consume he one... as once mega Am A: mantanaH SHE; ho gems mon 0% 3055083 gnu Sign a: Egafigggaflgaggogghogg Hg (1) Of the schools with an enrollment of 300 or fewer, 178 or 77.4 per cent offer only one foreign language. (2) Of the schools with an enrollment of 301-500, 3 or 1.3 per cent offer only one foreign language. (3) .Of the schools with an enrollment of 501-1000, 2 or .9 per cent offer only one foreign language. In the North Central Association group, the table indicates the following: (1) Of the schools with an enrollment of fewer than 300, 37 or 20 per cent offer two languages. (2) Of the schools with an enrollment of 301-500, 40 or 21.5 per cent offer two languages. (3) Of the schools with an enrollment of 501-1000, 22 or 11.8 per cent offer two languages. Compared with the Non-North Central schools offering two languages, the table indicates the following: ‘ (1) Of the schools with an enrollment of 300 or fewer, 15 or 6.5 per cent offer two languages. (2) Of the schools with an enrollment of 301-500, 5 or 2.2 per cent offer two languages. The table indicates that three languages are offered by one or .5 per cent of schools in the North Central Association with an enrollment of fewer than 300 pupils; 3 sehools or 1.6 per cent with 301-500 pupils; 7 or 3.7 per cent of the schools with an enrollment of 501-1000 offer three languages, and 8 or 4.3 per cent of the schools with an enrollment of 1000 or over offer three languages. 10 Cupared with the Non-North Central Association group, 1 or .4 per cent of the schools with an enrollment of 300 or fewer offers three languages. mly 7 or 3.7 per cent of schools of the North Central Asso- ciation with an enrollment of 1000 or over offer four languages as capared with none of the Non—North Central schools. ‘In sunary, Table I shows that 54 or 29.2 per cent of the schools in the North Central group have in their curricula: one language; 102 or 57 per cent of the schools give the student a choice of two languages; 19 or 10.1 per cent of the schools are teaching three languages, and 7 or 3.7 per cent offer four languages. Compared with the Non-North Cmitral schools, 183 or 79.6 per cent offer one language; so or 8.7 per cent offer two languages, and only one or .4 per cent has three languages in its curriculum. A greater variety of languages is offered in schools of the- North Central group than in the Non-North Central Association schools. no difference is due to larger enrollments in the individual schools enabling such schools to offer more electives. The only Non-North Central school offering three languages is a school with :00 or fewer enrollment. No school in the Non-North Central group~ offers four languages and only one offers three languages. Almost as many North Central schools offer three languages as Non-North Central schools offer two languages. no table also shows that over three times as many Non-North Central schools offer one language only as compared with the North Central schools. Every school over 1000 pupils offers more than one We cm III SUBJECT C(MBINATIONS 0F TEACHERS 0F MODERN MEIGN LANGUAGES INTER NORECEN'RALSCHOOIBANDNm-NCBTH CENTRAL PUBLIC HICEI SCHOOLS OF MICHIGAN Table II, page 12, shows that 56 or 15.4 per cent of the teachers of the North Central Association schools taught only Latin as compared with 6 or 2.8 per cent of the teachers of the Non-North Central Schools. , Trench was taught by 33 or 9.1 per cent of the language teachers in the North Central group and only one teacher in the Non- North Central coup taught French with no other subject canbination. Conan and Spanish were taught singly by 8 or 2.2 per cent of the teachers in the North Central schools while no German us taught in Non-North Central schools. Latin and French was a combination of languages which 32 or 8.8 percent ,of teachers of the North Central coup taught while only 6 or 2.8 per cent of the Non-North Central teachers had a similar cabination. ‘ Latin-Gm, Latin-Spanish, Imtin-rrench-Cermen; Trench-Latin- Spanish, French-Spanish, bench-German, and Trench-Spanish-German were the language combinations taught by the. remaining language teachers in the North Central Association. None of the above mentioned subject cashinations existed in the programs of the Non-North Central schools. A emery of Table II, page 12, showe that there is more opportunity for teachers in the North Central schools to teach a 12 TABIJII 'NUIIBER Gl' TEACHERS IN THE 1mm CENTRAL ASS$IATION PUBLIC RICE $3013 OF MICHIGAN TEACHING ONLY IDDERN FCREIGN LANGUAGE” COMPARED WI'HI ‘IHE NW (1" mosses INTER non-mum 6mm SQOOLS _ - ..__. ;-_-_1_ ___--_- .q,_. _'_____,-_.-_.r_ v-- b—.—' .1- -_.. Emu ‘ 1mm ' - acts 1 see SCHOGLS 3) 216 mm ‘ - ber Per Cent Number Per Cent , Latin only 56" 15 4 ( 6 $8 _ " Trench only 33 9.1 ( l .4 ‘ com col 8 z z I o c U ‘ men only 8 2 ( O O ‘Lat in-rrench 32 e e g e 2.3 4 Latin-German 5 3 I O O ' ‘ l ,Imti sh 1 e ; o o graham-h e 1.1 9 o o _ i 1 Trench-German 2 5 ? O O I 4 Frenchmish-Cerman l .3 . O O t i o ‘ French-g inflgLish l 3 { 0 J Trench-Latin-Gcrman 1 .3 5 O 0 M81 152 41 8 ‘ 13 6.0 'Road the table thus: Of the 363 teachers of the North Central Association 56 or 15.4 per cent taught Latin only; of the 216 teachers in the Non-North Cmtral Group, 6 or 2.8 per cent taught Latin only. (1) Nmber of North Central Association Schools considered in this study. (2) Number of Non-North Central Association Schools considered in this study. 13 foreign language without any other combination than there is for teachers of the Non-North Central schools. Of 363 language teachers included in this study fran the North Central schools, 152 or 41.82 per cent taught only modern foreign languages whereas only 13 or 6.0 per cent of the language teachers of the 216 in the Non-North Control group taught only modern foreign language-- In the North Central schools there were 12 cashinations of foreign languages while there were three in the Non-North Central schools. Latin taught singly, as well as canbined with French, was the most frequently‘taught language in both groups. The college‘Latin student has little chance of’teaching that subject in the smaller Iuehigan.high schools without at least one other subject combination. The results of this study are very similar to those found by Taylor as indicated in Table III, page 14. Table III, page 14, shows the variety of’languages offered in the 408 schools. This table indicates that six foreign languages in all are offered, of which.Latin ranked first and French second. This is similar to the conditions existing at the time the present studwaas.made. One significant difference between these two studies is that in 1932-1933 all of the 408 Non-North Central schools offered at least one foreign language, while of the 216 Non-North Central schools included in the present study 26 failed to offer'any foreign languages due to various factors in mall enrollment schools. 14 TABLE III NUMBER or LANGUAGE OFFERINGS IN 408.ACCREDITED N’ NORTH omen. moment: HIGH 50110015 IN 1932-193 1 w Offered Public Schools Private Schools Total Latin 314 ‘ 56 398 3111011 _ 45 51 96 Conan 7 7 14 log-h o ' . s ' s Mich 2 2 4 _(_}_rreek 0 2 2 __T:e:tal Non-153m 54 67 121 Radian Number of Mes 1:14 1.78 1.27 SUBJECT CCMBINATIOIE TAUGIH‘ BY MOM FOREIGN W W Since Table II, page 12, reveals the facts regarding the number of languages offered in both coupe of schools and the number of modern foreign language teachers who teach modern language only, this leads to the inquiry of the subject combinations of the rmaainder of the teachers who are teaching one or more languages with subjects in other fields. For the purposes of this study science includes physics, chemistry, biology, general science, botany, zoology, and physical geocaphy. English includes public speaking, literature, rhetoric, (1) Taylor, Edwin. Op. cit., p. 8. l5 and cal-er. Social science includes history, vocations, government, econmics, sociology, high school geography, and religion. Comer- eial work includes stenography, bookkeeping, and typing. Table IV, pages 16 and 17, indicates that 44 or 20.7 per cent of the teachers of French in the North Central schools had English as the second subject while this was true of only 12 or 5.9 per cent of the language teachers in the Non-North Central schools. Latin and English was a combination which existed in 68 or 32.0 per cent of the North Central schools while 98 or 48 per cent of the teachers in the Non-North Central schools taught that canbination of subjects. This nmnber includes almost half of the teachers considered in this group. Table 17 indicates that English, social science, methanatics, and calercial were the subjects most frequently found in canbination with french, Spanish, Latin, and German. In schools of the North Central Association where modern foreign language teachers taught two subjects with mdern foreign languages, English and social science were most frequently cmnbined with Trench; science and mathenatics with German; English and social science with Latin. In the Non-North Central schools English and mathmntics were cabined with French; English and social science with Latin. There was much similarity in both groups in regard to the two subject combinations. Some of the findings indicated in 16 TABLEIV SUBJECT mllBMTICNS TAUM‘ BY mums OF m NOR'E CENTRAL SCEOIS CWIITH B SJBJEC'I'S IAUCHTBYWM FCREICN MEWS OF THE NCN-NQR'H-I cm MIMION SCH)” 1937-1938 ‘ ’ SUBJECT COMBINATIOIB ASSOCIATION ASSOCIATION """' No. 9‘ N9; 3' French and English 44* 2).? 12 5.9 Social Science 12 5.6 2 1.0 Nhthematics 5 2.4 1 .5 ‘English-Social Science 5 2.4 2 1.0 English-lbthematics l .5 3 1.5 Social Science-Commercial 3 1.4 1 .5 Home Economics-Art 1 .5 0 Home Economics-Science l .5 0 English-Commercial O 4 2.0 J'unior Risiness lhthematics- Cannercial O 1 .5 Home Economics-Social ,‘ Science-Mathematics O l .5 English-Health O 1 .5 German and English 4 1.9 2 1.0 Social Science 1 .5 0 Nathematics l ' .5 0 Science 1 .5 0 Social Science-lathematics 1 .5 O Nathemtics-Physical Education 0 l .5 Nhthematics-Science 0 1 .5 Social Science «Science Agriculture 0 l .5 Latin and English 68 32.0 98 48.0 Social Science 22 10.5 12 6.0 Connercial 2 1.0 1 .5 Mathematics 4 1.9 5 2.4 Science 1 .5 0 ‘English-Social Science 3 1.4 17 8.3 English-Physical Education. 1 .5 O English-Nome Economics 1 .5 l .5 English-msic 1 .5 2 1.0 English-Commercial 1 .5 2 1.0 (Continued to Page 17) to. 17 TABLE IV (Continued) SUBJECT COMBINATIOI‘B Noam (ENTRAL NON-NORTH CENTRAL SUBJECT COIIIINAT IONS ASSOCIATION ASSOCIATION NO. 1 N0. Social Science-Cannercial 1 7.5 2 1.0 Social Science-luthematics 1 .5 l .5 Music 0 2 1.0 Social Scimcc-Art O 1 .5 lhthmmtics-mrgiene O 1 .5 hglish-lhthemtics 0 6 2.9 Social Science-Science- ' ~ ' llathematics O 1 .5 Social Science-luthcmatics- ‘msic 0 1 d .5 . Junior Business lhthematics- Camercial O 1 .5 Nathematics-Science 0 2 1.0 lathemati cs-English- Social Science 0 2 1.0 Chemi stry-Crops 0 i l .5 Mich-Health 0 l .5 Science-Social Science-Art 0 l .5 Spanish and English 1 .5 1 .5 Social Science 1 .5 0 French and General Languages - Social Science- Nathematics 1 .5 0 German and French-English l .5 0 Latin and French-Infill Ch 19 9.0 3 1.5 Social Science 1 .5 1 .5 English-Mic 0 1 .5 English-lbthematics O 1 .5 Latin-Spanish-English 1 .5 0 Canaan-Latin-English O 1 .5 Latin-bench sh- ish 0 1 .5 g Total 211 00.0 203 100.0 ’Nead Table thus: 44 or 20.7 per cent of the teachers in the North Central Schools taught French and English; 12 or 5.9 per cent of teachers in the Non-North Central Schools taught French and English. 18 Table IV show a similarity to those of Sharpen)“ a study of 74 Ron-north Central schools in Hichigan in the year 1930-1931. In this study the same subjects were most often canned in both two- and three-subject combinations and a foreign language. In the three- subject combination, there were no teachers in the North Central group who taught three subject fields, while in the Non-North Central Association schools there was one teacher who taught German combined with science, social science, and agriculture; one with Latin, hone economics, social science and mathematics. Teachers of Latin had the greatest variety of three- subject combin- ations which were: science, social science, nathematics; social science, mathasatics and music; science, social science and art. Science and social science were most frequently combined with another subject field and a foreigi language. Table 1" also indicates that there are 55 possible subject combinations taught by teachers of modern foreign languages. or these canbinations thirty-two exist in the North Central schools and forty-three in the Non-North Central schools. 0f the teachers in the North Central Association schools who taught bench cmbined with other subject fields exclusive of a foreign language, 28.? per cent taught in one field other than bench; 5.3 per cent had two- subject field combinations. Cuparing (l) Sharpe, Mary Ellen. A Stug of 74 Non-North Central Association Schools of Michigan for the Year 1930-1931; Beinng Analysis of the htent to lhich Social Science and English Subjects Are Being Offered by These Schools and the Subjgct Combination of Their Social Science and Mich Teachers. Unpublished Master's Thesis, University of Iichigan, 1952. p. 24-26. 19 the foregoing statements with teachers of the Non-North Central group, '74. per cent taught one subject other than French; 6.5 per cent were found to have two- subject field combinations not including French. 01' the eight teachers of German in the North Central schools, 3.4 per cent taught one other subject not in the modern foreign language field, and 15 per cent had a two- subject field combination. In the Non-North Central schools, 1.0 per cent had one subject field combination and 1.5 per cent two subject field combinations. or the teachers of Latin in the North Central schools, 45.7 per cent had one subject field combination in addition to Latin; 4.4 per cent were found to have two- subject field combinations. Com- paring the two groups of schools, the Non-North Central schools had 51.9 per cent in the one additional subject combination; 19.7 per cent in two- subject fields, and 2.5 per cent in the three- subject fields. 0f the two teachers of Spanish in the North Central schools, one taught English in addition to Spanish; the other social science; the same subject combination was found in the Non-North Central schools. bench and general language in the North Central schools were found combined with social science and mathematics; German and Ironch with English; Latin and Spanish with English. These caabin- ations did not exist in the Non-North centre]. schools. Instead, there were present other combinations not found in the North Central schools. These were: Genean and Latin combined with English Latin; French and Spanish combined with English. In each case of both groups, there was so only one teacher who taught the subject combination mentioned in the foregoing statement. Table IV, pages 16 and 17, su-narized shows that a teacher of modern foreign languages should be prepared to teach in one or two fields other than the modern foreign language. A greater number of teachers of the Non-North Central schools than in the North Central schools were found to be teaching in two and three subject fields. It is indicative of the fact that modern foreign language teachers will teach more subjects than teachers of social science or mathesmtics, which fields comprise a greater number of courses. 'It seems that it is impossible to standardize the teaching combinations in the high school to any great extent. This is especially true in the small high school in which the number of classes in a particular subject is so limited that a teacher must teach more than one subject. If two years of French are offered this teacher my teach these classes, but she must teach one more subject at least in order to have a full schedule. Thus she is cmpelled to teach three subjects by the very mturc of the institution she is serving."u) (1) Ioody, Clifford "Number of Subjects Taught by Graduates of the University of Michigan Nho Began Teaching in the 1922-23 School Year and the Amount of Academic Preparation in the Subject Taught“, Educational Administration and Supervision, Vol. 1, (1924) p. 383. OWN CGMEARISON OF THE TRAINING INIMDDERN’FOREIGN'LANCUAEES GF‘THE TEACHERS OFIMODERN’FOREIGN’DANGUAGES IN THE NORTH CENTRAL.AND NONHNURTH.GENTRAL PUBLIC HIEflI SCHOOLS OFIHICEIGAN Table V, page 22, shows the training in modern foreign languages of teachers of modern foreign languages in the North Central and Non-North Central Association public high schools according to the standards set by the University of Michigan and the North Central Association for the modern foreign language field“). 0f the 363 teachers of the North Central Association included in this study, 20 or 5.5 per cent had less than the required number of semester hours of training in the subject taught, as compared with 11 or 5.1 per cent of the 216 teachers of the Non- North Central schools included who had less than ten semester hours of training in the language taught. Table V also indicates that 8 or 2.2 per cent of the teachers of modern foreign languages in the North Cmtral schools had earned only 15 semester hours of credit in the modern foreign language taught, the minimum acceptable standard for North Central high schools.‘ In caparison, 18 or 3.7 per cent of the teachers of modern foreign languages had earned the required number of suester hours as stipulated for teachers of the Non-North Central high schools. (1) Davis, Calvin 0., 'Pertinent Facts Concerning the Association”, North Central Association Quarterly, Vol. I (1936), p. 404. TABLEV THE WINWIQEIGNIANGUAGES WW (IF HIDDEN FOREIGN LANGUAGES IN THE NORTH CENTRAL AND saw-11mm CENTRAL ASSQ'JIATION PUBLIC MGR SCHOOLS OF MICHIGAN M 1937-1938 NON-1m GENERAL ‘ -- . College Number Per Cent Credit Teaching Teaching I P None 0 0 Under rifteen 20* 535 Under Efren 11 5.1 rifteen 8 2.2 Ten 18 337 P 1 Over Fifteen 247 68,0 Over Ten 188 87.0 Unrecorded 88 24,; Unrecorded 9 4.2 Total Number Total Number of Teachers 363 100.0 of Teachers 216 100.0 *Read table thujg: 20 or 5.5 per cent of the teachers in the North Central schools had less than fifteen semester hours of training in modern foreign languages while 11 or 5.1 per cent of the teachers in Non-North Central schools had less than ten semester hours of training. In the North Central schools 2A7 or 68 per cent of the teachers earned more than 15 semester hours credit while 188 or 87 per cent of teachers of the Non-North Central schools earned more than the ten snester hours of credit in the modern foreign language taught. In salary, Table v a... that of the 563 teachers included 1. this study in the North Central schools, 255 or 70.2 per cent fulfilled the college training requirement for North Central schools. By way of comparison, 206 or 90.7 per cent of the teachers in the Non-North Central schools met or exceeded the required ten semester ”9 hours of college training in modern foreign languages. A greater percentage of the teachers of the North Central group did not meet the requirement for teaching modern foreign languages than teachers of the Non-North Central group. Due to incomplete records, it was impossible to secure data for a few teachers. It may be assumed that the teachers have had the required number of hours of training since two years of a language are required in most teacher training institutions. Some of these teachers have been in service for many years and the officer in filling out the blanks did not indicate the amount of training. In casparison with a study made by Ballu’ cf the teachers of social science, the teachers of modern foreign languages have had more training in the subject they are teaching than is the case for social science teachers. 'Of teachers of social science in the North Central schools, 101 or 10.6 per cent have had no training in the subject they taught, while 30 or 5.2 per cent of Non-North Central schools had teachers with no training“. Table V, on page 22, indicates that teachers of modern foreign languages are better prepared to teach their subject than teachers of social science of Michigan. More teachers in th3”'North Central Association than in the Non-North Central Association met the minimum requirements for that group. (1) Ball, Dorothy. Maren" Studyrof the Training in Social Sciences and the Tam%0mbimtiom of the Teachers of Sgcial Sciences in the North Central Schools and Non-North Central High Schools of Michigan. Unpublished Nastcr's Thesis, Michigan State College, 1936. p. 11. C 23 TRAINING INSTITUTICIB ATTENDED BY TEACHERS 01" mm WIGN IANGUAGIS In addition to finding the amount of training the teachers of modern foreign languages had, consideration was also given in this study to the various colleges they attended. When two or more colleges had been designated, the college last attended was listed. Table VI, page 24, shows the schools in which the teachers received their training. The University of Michigan at Ann Arbor ranked first in the training of teachers. 01' the total number of modern foreign language teachers in the North Central Association schools, 138 or 38.2 per cent were trained in their subjecttmatter at the University of Michigan. Michigan State Norml College at Ypsilanti ranked second, training 42 or 11.6 per cent of the teachers included in this study. Nestern State Teachers College at Kalamazoo ranked third with 34 or 9.4 per cent of the modern foreign language teachers being trained there. The remaining 40.8 per cent of the teachers were trained in 32 colleges in Michigan and out of the state. In comparison with the North Central schools, 34 or 16 per cent of the Non-North Central teachers were trained at the University of Michigan which ranked first. Western State Teachers College ranked second training 32 or 15 per cent of the modern foreign language teachers in the Non-North Central schools. Michigan State Normal College ranking third trained 30 or 14 per cent of the modern foreign language teachers of the Non-North Central schools, while it ranked second with the North Central Association group and my: mmmmcmcrmmcmm scmmsnscmumm—mnmmscnoats sum or m mans w IBTITUTICIS Am B! rm , NORTH CEITRAL NM MAL } Number Per Cent Number Cent 1““ 0011.30 3. .8 3 3e? 241bion College 14 4.2 - 6 2.7 3.A1Ia College 7 2.0 6 2.7 4.Augustana College 0_ 1 .4 5.Bates College 0 1 .4 6.Battle Creek College 0 1 .4 7.Boston College 1 .3 0 8.But1er University 1 .3 0 9.Calvin 0 2 1.0 10.Colmbia University 4 1.1: 0 11.Corne11 University 2 .6 0 12.Ccntra1 State Teachers 8 2.2 27 13.0 13.Ennuel Missionary 0 -- 1 .4 ‘ 14.Grine11 College 2 .6 0 16.Eillsdale 8 2.2 12 5.5 16.30pe College 11 3.0 7 3.2 l7.Iowa State 2 .6 0 lSJhnchest or College 0 1 .4 19.&r1etta College 0 2 1.0 20.1hrygrove 0 4 1.8 flmtte l .3 1 .4 22.Michigan State College 14 3.8 12 5.5 23.Michigan State Norml 42 11.6 30 14.0 24.New Jersey College 0 1 .4 25.Northern State Teachers 13 3.5 3 1.4 26.Ncrtlnrestern University 3 .8 1 .4 27.0berlin 3 .8 0 a. mo “It. 1 .3 I 0 29.011vet College 5 1.3 5 2.3 30.Rockfcrd College 2 .6 0 51.Southwestern State Teachers College 0 1 .4 32.8nith College 1 .3 0 33.8t .Teresa College 0 2 1.0 34.Taylcr University 1: .3 2 1.0 35.University of California 6 1.7 0 36.University of Chicago 7 2.0 l .4 37.University of Colorado 2 .6 O 38.University of Detroit 2 .6 , O I l I continued to 1'“ new VI(Ccntinued) canons ATTINIID W sum or moms mm or norms-me F"" ' ATTEND B! TEAMS NORTH W Nm-NOIEH CENTRAL Number Per Cent Nmber [Per Cent ' 39.University of Illinois 4 1.1 1 .4 40.University of Indiana 5 1.3 1 .4 41.University of Iowa 5 1.3 0 42.Uainrsity of Michigan 138 38.2 34 16.0 43.University of Milwaukee 1 .3 0 44.University of Minnesota 1 .3 1 .4 45.University of Nebraska 0 1 .4 46.University of Ottawa 0 1 .4 } 47.University of lisccnsin 6 1.7 3 1.4 ~ 48.Iayne University 0 3 1.4 49.Nocster 0hie 0 1 .4 50.lestern State Teachers ‘ Collegg 34 32 P Total 361 ‘Read the table thus: Central Association were trained in Adrian College, while 8 or 3.7 of Non-North Central teachers were trained in Adrian. 3 teachers or .8 per cent of North Central State Teachers College ranked fourth, training 27 or 13 per cent of the teachers of the Non-North Central schools. In su-ry the table shows that the University of Michigan trains a large number of teachers for both groups of schools. Michigan State Normal is second; Nestern State Teachers College ranks third and Albion ranks fourth in the training of teachers in the North Central Schools. In the training of teachers of the Non-North Central groups, University of Michigan ranks first, Nestcrn State Teachers College second; Michigan State Usual College third; and Central State Teachers College fourth. WV RAINING AND m0! (1' MW mm LANGUAGE W arm mmcmmnm-xmm CENTRAL. PUBLIC 1mm WIS 01' MICHIGAN 1937-1938 Table VII, page 27, indicates the relationship between er- perience and training of teachers of modern foreign language in the North Central and Non-North Central public schools of Michigan. Column 2 shows that 41 or 11.3 per cent of the language teachers of the North Central schools met the required number of semester hours of fonnl college training in mdern languages and have had no previous experience in teaching. In contrast, 26 or 12 per cent of the teachers of the Non-North Central schools have mt the required semester hours of training in modern foreign languages and have had no experience in teaching. Column 2 also indicates that one teacher in the Nat-North Central Association has not met the required ten suester hours and has had no experience in teaching. 01’ the 363 teachers of the North Central schools included in this study, column 3 shows that 4 or 1.1 per cent of the teachers had less than 15 hours of training and one to five years of experience; 99 or 27.3 per cent net the required 15 senester hours of training and had one to five years of experience. Ihereas, 4 or 1.85 per cent of the 216 teachers of the Non-North Central schools had one to. five years of eaperience and earned less than 10 semester hours of training; 94 or 43.5 per cent with the required semester hours of training had one to five years of training. 0f the teachers in the North Central schools who had from six to .eeeownemke we munch on.” gun can one woman: amazon anemone a.“ wounds...» no mason nonsense ma non» need can once use H...” No 330.3034 3980 5.32 5 oneness». e «use» caps» on». as. Algal] I! ll 0.“. n.” «.9 .3” mom a." .13 on same 8.... r33” em Haven. n. H o o n.» 0 «EH n o degassed—u 06 n." «2v m H.» a." as no n5. 3 com." on .35 no 9...st neaaoaem on n. H a. m n. H ad m m..." e me A 3” .325 o o o o o o 28x m [and an m .flzn m 62 m .mm a .muzl mason .3835 995 a: an» .8 undo.” 8:3 one.» and” ranch 0.7m. one.» 0....” one: «.398 eeneanenkn eeooaucaun eeneuneaun sequence." sausages sausages ewcdnou muoomom zogfioomma Age 502.52 I or: we .3. «M 22 om 9.3 2. nflmm ed and d. 189 5.5 mm m4 a #6 m «6 B a; 3 o ueeuceenap o.m am new 3 a.» on 0.9.." on 9.3 an 9.: dv no.0 .8 carom noose-3m n." n. H u. m m. n n. H 1H .3 o 3 ocean o o o o o o 262 M .cz .02 g “I. .oz R i! .02 I .02 carom mausoleum .85 8.9”» cancer calm." and.» can: made» 3.6 one.» 0.4 eacz p.395 oooeanc sausages courageous 3quch announced conning , emednoo E .3 E 3 3 new hr @3890. 203430344 go mama: Quad-33." “samba go Efllgz E ho g8; fiHEEgaggfloEggaggguaagm gag—make Egagggaaghoéggg Hug 28 ten years of emerience, l or .3 per cent had less than 15 master hours of training; 50 or 13.8 per cent either not or exceeded the requirauent of 15 semester hours. 2 or .9 per cent of the teachers in the Non-North Central schools had less than 10 semester hours of training and 43 or 19.9 per cent reached or exceeded ten hours. In the 11-15 years of experience group, column 5 shows that 3 or .8 per cent of the North Central teachers had less than 15 semester hours of training while 25 or 6.9 per cent reached or ex- ceeded the 15 suester hours. In contrast, 1 or .5 per cent of teachers in the Non-North Central group did not meet the requirement and 11 or 5.1 per cent fulfilled the requirement. In column 6, of the 363 teachers in the North Central schools, 2 or .5 per cent of the teachers had less than 15 suester hours of training and sixteen to twenty years of experience and 17 or 4.7 per cent fulfilled the requirement. By way of contrast, 2 teachers or .9 per cent of the Non-North Central group did not fulfill the requirement and had from sixteen to twenty years of experience; 9 or 4.2 per cent net the requirqnent and had from sixteen to twenty years of ex- perience. The last colun indicates that l or .3 per cent of the teachers in the North Central schools had less than 15 semester hours of training in the subject taught and inaddition had more than 21 years of experience. Whereas, l or .5 per cent of the teachers in the Non-North Central schools with less than 10 suester hours of training had 21 years of experience; 13 or 6.0 per cent with more than ten semester hours of training had 21 years of experience. 29 A sol-cry of the table shows that schools are conforming to the standards set by the accrediting agencies because teachers with no experience show more, training than is required by the North Central Association and the University of Michigan. The .all percentage of teachers who have not met the require- ment are those who have been in service for many years and lack ally a few hours of fulfilling the requirements. In both groups the greatest number of teachers have from one to five years of experience. The next greatest number in both groups were teachers who had from six to ten years of experience. The turnover of the number ofnew teachers is greater in the Non-North Central schools than in the North central Association schools. The North Central schools had a greater number of teachers in the over 20 years of experience tenure group than the Non-North Central group. It was necessary to tabulate the unrecorded information because a part of it was significant in this study. This probably did not indicate lack of training, but oversight on part of the officer in charge of filling out the blanks. The facts presented for the entire group of modern foreig language teachers lead to; a comparison of each language as to the experience and training of teachers in each coup. MINING AND MINCE 0! MODERN names ‘LANCUAGE‘TEACHBRS Table VIII, page 31, gives a comparison of college training and experience of teachers of Latin of the North Central groups. Each language offered will be considered separately. If a teacher taught.aore than one language it seemed advisable to take the count twice. or the 11 teachers who did not fulfill the requirements of the North Central Association all were teaching Latin. This same situation existed in the Non-Nerth Central group of schools. or the number of teachers in the north Central schools teaching Latin, 4 or 1.3 per cent did not meet the required suester hours of training and had one to five years of experience; one teacher had frm six to ten years of experience; 3 or .9 per cent had from eleven to fifteen years of experience; and two or .6 per cent had fro-L sixteen to twenty years of experience. One teacher had over twenty one years. The table indicates that there are 166 or 54 per cent of the 309 teachers of ficreign.1anguages in the North Centralqusociation who teach Latin. In the Non-North Central poop there are 173 or 77.4 per cent of the 220 teachers who teach Latin. Table 1!; page 32, indicates that teachers of Trench.consti- tated the next largest group. In the North.Central division, there were 119 or 38.1 per cent who taught French, while 40 or 18.5 per cent of the Nonélorth Central teachers taught Trench. ‘As to train- ing, 19 or 6.1 per cent of the 111 teachers had over 15 semester .rL 31 .eoqeauenue no nude» and can «nee non n.H no e nuance.» HH on» no .meaeaee» Ho mason noauoaen ma deep need wen eaoonee Heuaeoo name: age nu Queen no unonoeoa an» «o pace non o.» no Ha «cane cane» one venue eneeoeea wdaeauna no madawdha «0 onmdn>nmd 246Hm5H: no unfiombm Admazuu mauazlzpz was no mmnmudfla ho HquHmHmufi nz<_u2H2Hdfla any NEH- aflmsaiuo maoomom AdMquU Mamba HEB ho zHB¢H ho maumucflfi ha nuzuHmumHH nzd‘OZHszma HHH> Haida 38 333935 on on: once «on n. no H .3 on». «o 6553» no mg enamele- nd :23 one." van 5330er 7330 Ago: 23 3 noeouh no nuance: one no «nee non can he 0 «use» 0.33 on». edema 9.83.5“. no gang no owed-4.90." Sag ho aomom ago 52.483 E RH MOE ho g El 350 agggafighogaaggg “a .eonennenue once» and we: “nee non nan no .v .eoeennenue on can 33 non an. no a tn.” one no .9553». no 932. neaeeale ma nebo can eacceee Hanan—co Annex 05 5 Scenes no anenoeo». e5 no uneo non a.» no .2" «one» egg one ceeae wenendnn. no wading." gagggmggaflafigagag gsogggofiafigahoggggg Hg .eonennenue on on: £80 non 0.." no a .Na 23 no 65:33. no undo: nounau ma nobo can pace non a.» no «a .3033 Henunoo Anna: on» an gunman no enenceon on». no ”25» 0.33 one uncut wnoHIpnnd gang .3 gonna g Ermine: HE. 2H magnum ho mag NEH- ggggzafigaghoggofig “a DO 35 hours of training with no experience. Six teachers, or 1.9 per cent of the north Central Association do not have the required umber of suester hours of training in French. This situation does not exist in the Non-North Central group. 01‘ the 40 or 18.5 per cent of teachers of French in the Non-North Central Association group, all have over 10 semester hours of training. The one to five years of emerience group makes up the largest number with 23 or 10.5 per cent of the teachers. The remaining 17 teachers are distributed on the table with experience ranging from 6 to 80 years. Seven have not had any experience. Six teachers of the North central division have less than 15 sweeter hours of training and their experience rangee from 0 to 15 years. 9 Table 1, page 33, shown that of the 11 teachers of Carma or 3.5 per cent who have meet the North Central Association requirement, five have had over tnnty years of experience; one no experimce, 4 with one to five years; one from eleven to fifteen years. This group constituted only 3.5 per cent of the total number of modern forein language teachers included. As compared with the Hon-North Central group, there were only five teachers of Gem, composing 2.3 per cent of the total group. or the five teachers, one did not meet the requirements with no previous. experience in teaching. There were four or 8 per cent of the teachers who had from one to five years of emerience with proper training fulfillment. Table 11, page 34, shows that of the twelve teachers of Spanish or 3.9 per cent in the North Central group, all have over 15 s-ester hours of training and their experience ranges from O to NV- 36 over 21 years. There were only 2 or 1 per cent of teachers of Spanish in the Non-North Central group with from 1 to 5 years of experience. A culinary of Tables VIII, IX, X, and II, shows that there is a greater percentage of teachers of Latin in the Non-North Central group than in the North Central group who have not fulfilled the required amount of training as set by accrediting agencies. Iith increased training there is an increase in the amber of years of experience. This may be due partly to the raising of teaching standards. All teachers of French in the Non-North Central Association had over ten semester hours of training and canplied with the standards set for that group to a greater extent than teachers of the North Central Association. Schools in both groups show a preference for Latin, French ranking second, German third, and Spanish fourth. Cemen and Spanish are offered by 7.5 per cent of the North Central Association schools and by 3 per cent of the Non-North Central Association schools. The reason for such a mall percentage of schools offering Spanish and Geman may be explained by the uncertain econc-ic condition as well as the needs and duands of the various cosmnities. su-ary Table III, page 37, shows that Latin is taught by 54.0 per cent of the North Central Association schools and by 77.4 per cent of the Non-North Central schools, which nukes it ran]: first 37 among the languages offered. The second language is French, which is taught by 38.1 per cent of the North Central schools and by 18.5 per cent of the Non-North Central schools. Spanish and German rank third in the North Central schools and the Non-North Central schools. mm A sum or ms NUMBER or TEACHERS TEACHING much, um, cm, AND SPANISH IN was NORTH mm AND NON-NORTH CENTRAL SCHOOLS NUMBER or rem l W DIVISIw TEACHERS PER CENT Latin North Central Association 166‘ 54.0 Non-North Central Assoc- iation 173 77.4 | French ’ North Central Association 119 38.1 Non-North Central Assoc~ iation 40 18.5 cm North Central Association 11 ' 3.3 Non-North Central Assoc- iation 5 2.3 Spanish North Central Association 18 3.9 Non-North Central Assoc- f "Read the table thus: Of the number of modern foreign language teachers in the North Central Association 166 or 54.0 per cent taught Latin; 173 or 77.4 per cent of the modern foreign language teachers in the Non-North Central Association schools taught Latin. CHAPMVI MTRAININGANDSAIARIEBOFTHETEACHERSOFTHENCB'E CENTRAL AND NON-NORTH GENERAL ASSOCIATION PUBLIC RICE SCHOOLS OF MICHIGAN 1937-1938 The salary factor is one which concerns teachers a great deal. Relationship between salaries, training, and experience will be shown. If complete information was unavailable, the item was tabulated as unrecorded. Table 1111, page 39, indicates that of 363 modern foreign lanmage teachers included in the North Central group two teachers or .6 per cent with less than 15 sunester hours of training received salaries of 01000 a year; 7 or 2 per cent received salaries from $1001 to 81500. By contrast, the Non-North Central schools had 4 or 1.8 per cent teachers with less than 10 semester hours of training receiving a salary of less than $1000; six or 3.8 per cent received salaries of $1001 to $1500 a year; one or .5 per cent received from .1501 to $3000 salary a year. Of. the group with required training 49 or 13.4 per cent of the North Central group received a salary of less than $1000; 165 or 45.5 per cent received 31001-31500; 42 or 11.6 per cent received 5150142000 salary and six or 1.7 per cent received over 82000. In contrast with the Non-North Central group 28 or 13.0 per cent fulfilled requirements and received a salary of less than $1000; 156 or 78.2 per cent received 31001-51500; 10 or 4.6 per cent received 31501-32000 a year and z or .9 per cent received over $8000. 39 mun mmmmmsmmsamcmsormromw LANGUA. O! m mars cum All) Haw-mus GENERAL SCEDIB Credit Senester Total 35 16.2 168 77.8 11 5.1 .9 'nsad the table thus: 2 teachers or .6 per cent of the North Central Association had under 15 semester hours of training and received a salary of less than $000 a year. 40 In sun-cry, Table XIII shows that teachers in both groups, who did.not meet standards for accrediting, received.salaries of less than $1000 to $1500 with the exception of one teacher in the NonnNOrth Central group who received over #1500. In the North Central.group, 165 teachers or 45.5 per cent who met the formal training requiranents constituted the greatest group receiving 21001-31500. In contrast the same situation existed in Non-North Central schools with 156 or 72.2 per cent receiving 21001-81500. The next largest group in the North Central schools were the ones whose salary was less than $1000; 49 or 13.4 per cent composed this division. In contrast with the NeheNOrth Central schools the same situation existed with 28 or 13.0 per cent of the teachers receiving a salary of less than 81000. The third largest division in both groups were teachers receiving $1501 to $2000 and the smallest group in.both types of schools considered was the group receiving 82001 a year or more. TubleixIII shows that teachers who received salaries of $1001-t1500 oolpoeed the largest unit in both groups of schools and had the largest number of adequately prepared teachers. In the North Central group teachers receiving 31501-320002mede up the next largest group while in the NonpNorth Central schools teachers receiving a salary of less than $1000 constituted next to the largest group. Teachers of the NonANorth Central schools areupaid equally as ‘well as those of the North Central schools. This may be an indication of the Non-North Central schools wishing to meet the regulations and standards as set forth for the North Central group. 41 The second division of this chapter includes the relationship of salary and experience cosmared with teachers of the North Central group and Non-North Central group. I Table m, page 42, indicates that 58 or 16 per cent of the teachers of North Central schools received less than $1000 salary a year. Of this number 17 or 4.7 per cent had no experience; 28 or 8 per cent had one to five years of experience; 9 or 2.4 per cent had six to ten years; 3 or .8 per cent had from eleven to fifteen years of experience; and l or .3 per cent had over fifteen years of experience. In contrast with the Nona-North Central group, of the .33 teachers or 15.3 per cent of the total receiving a salary of less than $1000, 11 or 5.1 per cent did not have any experience; 16 or 7.4 per cent had one to five years; 3 or 1.4 per cent six to ten years; 10 or 4.6 per cent eleven to fifteen years; 2 or .9 per cent had sixteen to twenty years; and one with more than twenty years of experience. In the $1001 to $1500 group, 207 teachers of the North Central Association, or 57 per cent received that salary. Of that total, 23 or 6.3 per cent had no experience; 82 or 22.5 per cent had one to five years; 48 or 13.2 per cent had six to ten years of experience; 25 or 6.9 per cent had eleven to fifteen years of experience; 11 or 3 per cent Md sixteen to twenty years; 10 or 2.3 per cent had twenty- one to twenty-five years; 10 or 2.8 per cent had twenty-six years of experience or over. in contrast with the Non-North Central group, 167 or 77.32 per cent of the teachers received 81001-21500 salary. Of that number 17 or 7.9 per cent had no experience, 80 or 37 per cent .eodennenne on can «use non H.m no AH .99 on» no “neon e coca» on no hneHsn s oosnooon one non no . .ooaonnonue on one once non a.w no 5H .mn on» no “coca“ o» no nonneaem commended awnonon no non no b #0 mbbmc Admazuu NHEOZTZOZ ”ma ha mMHmOdflh ho mHHm4H¢m nza.nc2HHmumNH umfl MHHI.nngmfioo maoomum HdMHZHu Namoz an ha mflddpozdfl ZUHHMDH zmaegz.no mmnfiudna mu MHHmdqdm nz¢.nbanMHmNH bHN Handy 43 had one to five years; 41 or 19 per cent had six to ten years of ex- perience; 2 or .9 per cent had eleven to fifteen yearsof experience; 9 or 4.2 per cent had sixteen to twenty years of experience; 4 or 1.8 per cent had twanty-one to twenty-five years of experience; and 6 teachers or 2.8 per cent had over twenty-five years of experience. Of the teachers receiving 81501-32000 in the NOrth Central Association group, there were 83 or 23 per cent. Of the 83, 10 or 3 per cent had from one to five years of experience; 13 or 3.6 per cent had six to ten years; 21 or 5.8 per cent had eleven to fifteen years; 10 or 2.8 per cent had sixteen to twenty years; 13 or 3.5 per cent had twenty—one to twenty-five years. of experience;and 16 or 4.4 per cent had over twenty-six years of experience. In contrast with the Non-North Central group, 15 or 6.9 per cent received salaries of 31501-42000; of this number 3 or 1.4 per cent had one to five years of experience; 5 or 2.3 per cent had six to ten years; 1 or .5 per cent had sixteen to twenty years of experience; 2 or .9 per cent had twenty-one to twenty-five years; and 2 or .9 per cent had over twenty-five years. Of the $2001 salary group, 13 or 4 per cent of the modern foreign language teachers received this amount in the North Central group. 9 or 2.5 per cent had over twenty-five years of experience and the remaining 4 had experience ranging from one .to twenty years. In contrast, there was only one teacher of the Non-North Central group who received over #2000 a year and had over twenty-six years of experience. In sumary, Table XIV, page 42, shows that the group of teachers 44 of modern foreign.1angueges who received from.$1001 to $1500 con- stituted the largest number of teachers of the Nerth Central group. or the group receiving that salary 82 or 22.5 per cent had from.one to five years of experience. In the Non-North Central Association group, teachers receiving $1001 to $1500 salary canprised the largest group. These teachers had from one to five years of experience. In both groups of schools salaries of $1001 to 51500 ranked first. In the North Central group of schools salaries of $1501 to $2000 ranked second, while they ranked third in the Non-North Central group; salaries up to 81000 ranked third in the Nbrth.Central group, while they ranked second in the NonéNorth Central group. iMbre teachers in the Nerth Central.group receive a salary of over 82000 - than teachers of the Non-North Central group. . There does not appear to be any significant relationship between salaries received and the amount of experience. More teachers in the Nonénerth Centraltdssociation have had no previous experience in teaching than teachers of the Nerth Central Association group. .A greater number of teachers of the NonPNbrth Central group have had from.one to five years of experience and six to ten years than teachers of the North Central group. In the Nerth Central.Association schools a greater percentage of teachers are in the sixteen to twenty-six years tenure group than in the Non-North Central schools. CHAPTER VII CONCLUSIONS The following conclusions are submitted as a result of this study: 1. One foreign language was offered in 79.6 per cent of the schools of the Non-North Central Association while 29.2 per cent of the schools of the North Central group had one foreign language in their program of studies. However, two languages were offered in 57 per cent of the North Central schools and in 8.7 per cent of the Non- North Central schools. 2. In the North Central Association group 41.8 per cent of the teachers taught only modern foreign'languages with no other subject field combination, while only 6 per cent of the teachers in the Non- North Central Association taught modern foreign languages with no other subject field combination. 3. The number of schools offering Latin exceeded the number of schools offering the other foreign languages. French ranked second in point of offering. 1 4. English and social science were most often combined with a modern foreign language in both groups of schools. In the North. Central schools, English and social science were most frequently combined with French as well as Latin, while English was combined with German. In the Non-North Central schools, English, social science, and lnglish-mathematics were canbined with French; Inglish, social science, mathematics, and English-social science were most frequently combined with Latin. 46 5. There are 55 possible subject combinations taught by teachers of modern foreign languages. Of these, thirtybtwo exist in the NOrth Central scho01s and fortyethree in the anéNorth Central schools. 6. Teachers of Latin were found to teach the greatest variety of subjects in addition to Latin in both the North.central and Neu- Nbrth Central groups of schools. 7. A.greater percentage of teachers of modern.foreign languages in the Nerth Central.Association schools than in the Nonprrth.Central schools failed to fulfill the standard requirements in semester hours of college training in.modern foreign languages as set by the North Central.Association for teachers of that group. 8. .A.higher percentage of teachers in the an-North Central schools than in the North Central group have earned.more than the required amount of formal college training according to the standards set for that group. - 9. The University of Michigan trained the greatest number of teachers in each group. 10. In the North Central Association schools the group of teachers with one to five years of experience and fewer than fifteen semester hours of preparation showed the greatest inadequacy of training. This situation was identical with the group of teachers in the NOn-NOrth Central schools who had the same number of years of experience and fewer thaniten semester hours of training. 11. Nbre teachers in both.groups teach Latin than any other foreign language. In both the North Central and NOneNOrth Central schools Latin ranked first and French second. 47 12.. The greatest number of foreign language teachers fell in the ”001-31500 salary group regardless of training. This was true of both the North Central and Non-North Central schools. is. In the North central Association schools teachers who had frm one to five years of experience, which constituted the largest percentage of all the tenure groups, received a salary of 31001-31500 a year. ' This situation as identical with the Non-North Central group of schools. 14. A greater percentage of teachers in the Non-North Central group received a salary of $1001 . .1500 than in the North Central schools. A larger percentage of teachers in the North Central group received a salary of $501-$sz than in the Non-North Central group. This study shows inconsistencies in at least two utters: 1. Technical requirements are different for North Central and Non-North Central schools, being fifteen suester hours for the former and ten semster hours for the latter. 2. Criteria other than training and experience seem to be necessary in order to secure efficient teaching in modern foreign languages. These inconsistencies indicate a need for further study. APPENDIX REVIEW OF SIMILAR STUDIES In Ohio in 1923-24”) out of a total of 3,377 new subject- teachers, 1,597 taught one subject, 90'? taught two subjects, 506 taught three subjects and 367 taught four or more subjects. With respect to combinations, teachers of French were most frequently called upon to give instruction in English. and Latin. According to figures collected by Professor Woody regarding the combinations taught in 1923-1325(2) by 146 graduates of the University of Michigan in their first year of service, 34 taught one subject, 61 two subjects, 31 three subjects. History is the subject most frequently found in combination with a foreign lan- guage according to that inquiry. (l) flickingham, “Supply and Demand in Teacher Training', Ohio State University, 1926, p. 85 and 100. (2) Ioody, Clifford, "lumber of Subjects Taught by Graduates of the University of Michigan Who Began Teaching in the 1922-23 School Year, and The Amount of Academic Preparation in the Subjects Taught“, Educational Administration and Supervision, Vol. I 49 A study made by Dorothy Ballu) showed that some of the teachers. of social science in the North Central schools taught in as many as four subject fields, whereas some of the teachers in the Non-North Central schools taught in as many as five subject fields in a teaching program. The subject combinations in both groups of schools were numm-ous and varied. Apparently they were determined only by the local conditions. Sale slightly positive relationship between salary and years of teaching experience and between salary and years of tenure was ‘2) This study also shown in a study made by E. C. Appleman. indicated that the median number of years in the present positions of all teachers was two and a half years, almost identical for private and public school groups. (1) Ball, Dorothy T., A Cmarative Study of the Training in Social Sciences and the Teaching Combinations of the Teachers of Social §£iences in the North Central and Non-North Central Association High Schools of Michigan. Unpublished mater's Thesis, Michigan State College, 1936. p. 36. (2) Applemn, 3.0.. Training, Eerience. Number and Combination of Subjects Taght, and Salaries of Mathematics Teachers in the Non-North Central High Schools of Michigan. hater‘s Thesis, University of Michigan, 1930. p. 41. 50 Hugh Stuart”) of Columbia University showed in a study made of the training of modern foreign language teachers in the United States that ”although there is an intimation that more work is I required of teaching candidates, there is no apparent effort to offer a different kind of work". (1) Stuart, high. "The Training of Modern Foreign Language Teachers for the Secondary Schools in the United States". New York: Teachers Co1lege, Columbia University. 1927. p. 78. 51 Llama return this blank by November 1, 19.......... to Ilypewrite report if convenient. BUREAU OF COOPERATION WITH EDUCATIONAL INSTITUTIONS OF THE UNIVERSITY OF MICHIGAN ANNUAL REPORT FOR ACCREDITING l [Submitted by the , High School (Give omcisl name by which your high school should be listed in published reports.) County City Street Address I Administrator in direct Superintendent or Principal (Cross out one) I GENERAL INFORMATION .VUTE: (a) Questions designed by the asterisk (') may be omitted by public high schools in cities of more than 10,000 population. (b) Non-public schools may omit questions echssspply only topub highschools. iDate of submitting this report 19 ....... charge of high school .............................................. l. Secretaryo ’ Board off Education from all other sources . 5 f . : _ . . .4; 2. Checktypeofregularschoolorganizationnowused 62-4, 6-3-3, 8 total income lastyear . . . . . . $ ; Assessed valuation of school district (Any other) last year . . . . . S ‘Gradee dedinthisreport thisyear...........$ 3. Date of opening of school year ’ 19 ________ Tax rate per $1,000 for school purposes last year. . . . . $ tllateofclosingofschoolyear ,19 ..... .. thisyearW$ fs. Specific dates on which school will be closed for on vacations or special Kagoxrll purposes 5 i . . . . . . . . . Y lbw”: thisyear...........$ . Remarks: {‘6. Total school census l' ‘7. Approximate enrollment in non-public schools in the school district I "8. Income last year from tuition . $ from Thatcher-Saar Law . $ from Primary Fund . . . $ from local taxation . $ l= _— STANDARD 1 STANDARD 2 1 If the present high-school administrator is new to the position this year 1. Average number 0f pupils m 53'8" school per full-time teacher ------------------ l include with this report a complete omcisl transcript of his conegé (Be sure that your teaching staff and pupil enrollments are com- record. puted for the same grades.) 2. . z. Enrollments 1 Does every high school teacher hold a valid teaching certifimte honed g Boys Girls Total in Michigan ‘Total below 7th grade 3- Name each high school teacher who has not had at least one college 7th I! , courseintheparticu' larsub'ectheistesching. """ l J 8th grade _ , 9th grade l- Aretha teachersofnon-academicsubjectslcgallyqualifiedtoteachthese 10th We 3 ”mm? 11th grade Are personal data for the respective high school teachers on file, showing 1 special accomplishments, qualifications, experiences, and the like, in 12th grade both the curricular and extracurricular fields, for guidance in teacher Post-graduates _ Wu? Tate] _ _______________ __ *1 *2. 3. 4. STANDARD 3 How many teachers do not have at least one free period a day for pupil consultations? How many teachers teach six periods a day? How many teachers teach more than six periods a day? ............................ How many classes are held in rooms where other pupils are present? STANDARD 4 . Are there at least four teachers or the equivalent in the upper four grades of the high school? Is there on file in the high school a transcript of the college record of each teacher who is this year teaching academic subjects in grades 9-12 for the first time? STANDARD 5 What are the net number of minutes of class-room work per period, exclusive of all time used for passing between classes? . ................... .. How many weeks of actual school work did the high school pupils re- ceive during the last school year? How many weeks of actual school work are planned for the current school year ? STANDARD 6 List the specific activities promoted by the administrator to assist teach- ers in doing better work How much clerical work is provided? What organized professional study is carried on by the (acuity? List the professional education magazines which are paid for by the board of education and placed in the library for use of teachers. ‘1. I"2. *4. *5. STANDARD 7 How many teachers are employed in the grade rooms in the building housing the high school? What provisions are made for the supervision of health in the elemen- tary grades? . Has the board of education a written statement of policies? .......--........- Does the board of education employ only teachers recommended by the superintendent? Does the board oi education purchase only such supplies and equipment as have been recommended by the superintendent? STANDARD 8 What provision is made for establishing eficient study habits? For educational guidance? For adjustment to individual needs? What plan is followed for reporting especially mtisiactory or unsatis- factory work to parents? How many pupils in the high school are carrying five subjects or more? Under what conditions may pupils carry five subjects? ............................ - Is a permanent, cumulative record card kept for each pupil? Check the items recorded on such a card: school marks ............ ; intelli- gence test scores ............ ; standardized test results ..... ....... ; character, personality and other ratings ........ 1...; post-school record ............ ; other: .o— .o d N .9 .m. .v .m 7&3: .N .3383 .— 93: a8 3 «8.. an if .3. is m.“ ”mm mm a: a. 223 53 5 52. 5.88 .oz 3 u. mp p 83:3: ha... .3 32.5 £33 .86. i: llllll n mwm ”Man 823.. Ian 13::- 88. 58 53! 5 “Kw—:1 ennui” 3’8 3 H .53 =- 25: 2 .86. a»: s 252 > n r 8359... .33 33 I! 8838 MW mum? Wham 85E] ‘ . u .‘ o m . v a ‘ ‘ lighting ........... ; water supply .. .......... ;, drinking fountains ............ ; toilets .. ....... t. What improvements to the plant were made last year? STANDARD 12 Check inadequate laboratory equipment: demonstration desks ............ ; individual laboratory tables ............ ; cases {or apparatus ...........; running water ............; gas ............ ; electricity ............ Is apparatus adequate for general science ............ ; biology ............ ; physics ........... ; chemistry ........... ' .; agriculture ............ How much was spent for apparatus the past year? How much has been appropriated for this year? STANDARD 13 Is the library immediately accessible'to the study hall? .............................. 2. Is there a local public library available to pupils? List available encyclopedias with copyright dates: (Name) (Date) (Annual Supplement) (Name) (Date) (Annual Supplement) (Name) (Date) (Annual Supplement) List available dictionaries with copyright dates: (Name) (Date) (Name) (Date) By what system is the library catalogued? 5. Are books kept in good repair? 6. How much money was expended on the high school library last year? In what fields (English, history, and the like) were purchases made? What appropriation was made for the current year? 7. Is the high school supplied with adequate sets of World and American history maps? When were the World maps copyrighted? ; American history maps? *8. How are basic readers in elementary grades supplemented? .................. .. STANDARD 14 1. Is Standard 14 followed in accepting credits from other schools? If not, indicate way in which special cases are handled. ........................ ..... STANDARD 15 1. Will this report be completed and mailed prior to November 1? ................ 2. Have you included a transcl-ipt‘of college credits for each new teacher of academic subjects? . - E 11‘ 11. l. Check forms used for records. regktration card ............ , program card Units :3” Units 1:138 Ancient History .. .................... Aviation .................................. ........... ° ............' tten d ............; idance _ ’ health m’d ’ a dam "a" 8“ Mod. Eur. Hist. .................. .. Farm Mechanics .................... W l ' t .................. s ................................... ! record ... ........ ; activities record ........... ; others ............ 0”,! H's ory Others American History .................... .. .. .. ... .................... E lish Histo .. .................... Number of graduates last year (midyear and spring): Boys ................ ng , ry Household Art: Economics .................... Girls Tam Sociology ............................... Freshman Year .. .................... Advanced Civics .................... Sophomore Year .................... Am ' P b . .................... ' ........ .................... L Number of last year’s graduates now attendln' g college -- encan ro 5 Junior Year [ Psychology .............................. Semor Year ............................ . . 0th ...................................... a Number of former graduates attending college for the first time this ers Agriculture year Science Freshman Year .. .................... Sophomore Year .................... STANDARD 9 General Science .. .................... Junior Year ........................... ‘ Will a copy of this report be presented to the board of education? PhySica] 6308- ------------------------ Senior Year -------------------- I Biology .................................... M . Botany .................................... um . Zoology .................................... Chorus ...................................... L Are the duplicate reports from your school end the 05.031 letters from Physics ___________________________________ Glee Club ................................ the University or. Department of Public IDSUUCUOD relating ‘0 Chemistry _______________________________ Band ................... .................... former “Sits 0m me? Physiology .............................. Orchestra .. ............................. . STANDARD 10 Others ...................................... Instrumental ll. Indica' te the number of units or fractional units of work included in ----------------- (Individual) """"""""""" , Others .......................... your program of studies, and enrollments in grades 9-12. ....--............ Commerczal (Indicate units in second semester subjects and subjects which are Typ . tin """"""""""""""""""""""""""" alternated, but onut' enrollments in these subjects. Five and six-year ewrl . 8 """""""""""" Art l high schools should give data for upper four years only.) 3001*“me ----- -------- - Stenography .................... Freshman Year ...... lath '3‘: . M‘ . Enroll ....... .. .............. ’ um“ m“ UM" meats Com. Arithmetic .................... Sophomore Year .................... General Math. ........................ Greek ........................................ Com. Geography .................... Junior Year ........................... First Yr. Algebra .................... an Commercial Law .................... Senior Year .. ......................... Adv. Algebra ...... .................... Business English ____________________ . _ Plane Geometry .................... First Year .. .................... Salesmanship ...... .................... ”3de Education Solid Geometry .. .................... Second Year - -------------------------- J r. Bus. Training .................... Freshman Year .. .................... Trigonometry -------------------------- Third Year ------ - -------------------- Business Admin. .................... Sophomore Year .................... Aria). (Academic) .................... Fourth Year -------------------- Others ,,,,,,,,,,,,,,,,,,,, Junior Year ............................ Others ...................................... German .. .............................................. Senior Year ............................ r ......M... .... .. .. .- First Year ["4th Arts Religious Subjects trglirh "' '''' Second Year. -------------------- Wood Work ,,,,,,,,,,,,,,,,,,,, Ethics ,,,,,,,,,,,,,,,,,,,, Freshman Year .. ........... Third Y9” ....... ---------------- - Mech. Drawing .. .................... Others ...................................... Sophomore Yer ................... Fourth Year .................. Printing .. ______________________________ . Junior Year ............. ... 3mm Auto Mechanics -. .................... 0“" Mm” Senior You - -------------------- Forge &Met.Wk. .......: .................................... Journalism ............................. Fir“ YW - ------------------- Radio ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Public Speaking .................... Second Year . .................... Debating ..... .. .. ., Third Year .. .......................... Dramatics ................................ Fourth Year -------------------- Others STANDARD 11 ""' “ """" "" Other Language: ........................... ........ """""" " 1. In what respects is the high school building overcrowded? ........................ Foreign Lounges .................................. m - Social Studies Fm Year '°"”"" """" Occupations ............................ , , . Second Year .....-..—.--- __ ”"Coni’ty Civics .. .. --. .. .-- 2. Check—the semce systems thatareumtcsfactory: heating ............ ; ven- Cicero -....- ........................... r . .................... Virgil. ’ H. 8. Geo: ---------------------------- tilatlng ............ ; fire protection ............ , cleaning ............ ; artificial ................ 335% .838 cocoon—Econ... Eon. ....2...... mug—outed we ES 38>; .n Lw "Smog—E ill EC. .— mrudflfiuuw no 3538363 gas:— aofl Eon—Quay. .u anon: .o sag—sarcasm A :31» .258 ea. .3 5 3a 3 on. 3 EEK .m on 88% N on 52m .o 0“ 82% .m ou 58m .v Ow 80.5 .m on 82m .N cu 52m .— mQOHmmm zoos... snoop. Said. .3089 ennui“. Baa-on. .85qu as 33.... "as. as is as .283 .8? i... 3.3.2 2 _o .35.... as 5.: pas an m _ S 03833 308090 ooh v n N 3.. n6 asses . no «.38 s: .33 2.3a. wflwg ho MADQNmUm “cog—9.5% #83 a meow—om 35.5 .835 n n o n a u N _ ”ocean—Em .3 sojo- uoag .550 £32 sauce as. 3.3% 2. E. 3.3. 5.5. Boas: Jeans! 3 53 a} 3. E 52 LIST 0? REFERENCES Books Cole, Robert D. Modern Foreign Languages and Their Teaching. New York: D. Appleton and Company, 1931. p. 520 Douglass, Earl R. Organization and Administration of Secondary Schools. Boston: Gina and Company, 1932 Bandschin, Charles H. Methods of Teaching Modern Languages. New York: Iorld Book Company, 1923. p. 355-379 Stuart, Hugh. The Training of Modern roreign Language Teachers For The Secondary Schools In The Uhited States. New York: I. 1’. Little and Ives Company, 1927 Bulletins Elliott, Eugene B. The Supply of and Demand for Teachers in Michigan. Michigan Education Association, Book II, Bulletin N00 26. Michigan, 1933. Do 175 Magazine Articles Davis, Calvin 0., “Pertinent Facts Concerning the Association“, North Central Association Quarterly, Vol. I (1936), p. 404 Beigea, .T. S. , “Ev lhny and What Subjects Should a High School Teacher in Pennsylvania Be Prepared to Teach”, School Review, Vol. mun (April 1930), p. 286-299 Kirby, Thomas .T. “Subject Combinations in High School Teachers' Program", School Bevin, Vol. m (September 1936), p. 494—503 Mead, A. R., "How hny Subjects Should a High School Teacher .Be Prepared to Teach?“ Peabody Journal of Education, Vol. 11! (January 1937), p. 197 53 Norton, John L, ‘Tsachers' Salaries, A Constructive Pragramfi, National Education Association Journal, Vol. XVII Woody, Clifford "Number of Subjects Taught by Graduates of the University of Michigan Iho Began Teaching in the 1922-23 School Year and the Amount of Academic Preparation in the Subjects Taught“, Educational Administration and Supervision, Vol. I, (1924) p. 383 Young, Florence lb, "The Need for State Surveys of Teaching Positions“, Education, Vol. LII (September 1931) p. 193 lbnuals Buckingham, ‘Supply and Demand in Teacher Training", Ohio State University, 192.6. p. 85 and 100 Good, Iarren R., 'E' to Prepare a Ten Report", Ann Arbor: The Alumni Press, 1931 Publications Carrothers, George B. , “Annual Report of the Bureau of Cooperation With Educational Institutions“. University of Michigan Official Publication, Vol. am, No. 38, January 22, 1938. Ann Arbor: University of Michigan, 1938. p. 31-45 Theses- Appleman, C. 3. Training, Experience, Number and Combinations of Subjects Taught, and Salaries of Mathematics Teachers in the Non-North Central High Schools of Michigan. Unpublished Master's Thesis, university of Michigan, 1930. p. 41 Ball, Dorothy. A Comparative Study of the Training in Social Sciences and the Teaching Combinations of the Teachers of Social Sciences in the North Central and Non-North Central High Schools of Michigan. Unpublished Master's Thesis, Michigan State College of Applied Arts and Sciences, 1936. p.11 Sharpe, lhry Ellen. A Study of '74 Non-North Central Association Schools of Michigan for the Year 1930-1931; Being An Analysis of the Extent to Ihich Social Science and English Subjects are Being Offered By These Schools and the Subject Combination of Their Social Science and English Teachers. Unpublished Master's Thesis, University of Michigan, 1932. p. 24-26 Taylor, Edwin L. A Survey of the Status of Latin Teachers in Accredited Non-North Central Association Schools in Michigan During 1932-1933. Unpublished Master's Thesis, University of Michigan, 1933. p. 37 “1939 Nov P'39 M 29% . May ’31 a; w 8 '51' mm as Junll‘sc Law—..I—n ‘.—— - u. “\fldiflllfllflifllflllllm Hum U“o Ellll T||I|3 11% IN“)!