Bulletin of information for senior high schools: A handbook on regulations, services, and course descriptions of the senior high schools of the Montebello Unified School

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BULLETIN OF INFORMATION FDR SENIOR HIGH SCHOOLS A HANDBOOK ON REGULATIONS, SERVICES, AND COURSE DESCRIPTIONS OF THE SENIOR HIGH SCHOOLS OF THE MONTEBELLO UNIFIED SCHOOL

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Robert S. Heaman July 1950

UMI Number: EP56738

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T h is p r o je c t r e p o r t , w r it t e n u n d e r the d ir e c t io n o f the ca n d id a te ’s a d v is e r a n d a p p r o v e d by h i m , has been prese n te d to a n d acce p te d by the F a c u lt y o f the S c h o o l o f E d u c a t io n in p a r t i a l f u l f i l l m e n t o f the r e q u ire m e n ts f o r th e degree

o f M a s te r of

Science in E d u c a t io n .

Date

Q±Jf. 1953

Leonard L. Snyder

June

30, 1951

.................

Statement of Philosophy of the Board of Education The Montebello Unified School District believes that the chief obligations of education lie in the fields of selfrealization, human relationships, economic efficiency and civic responsibility. We believe that: 1. Education should improve Human Relationships by: a. Developing an appreciation of the ethical values which are basic to all life in a demo­ cratic society. b. Developing respect for other persons and groups of persons and the ability to live and . work cooperatively with others.. c . Providing an understanding of personal rela­ tions within the family, of the conditions which make for successful family life, and of the importance of the family in society.

19 2. Education should further Self-Realization by: a. Developing and maintaining good health and physical fitness. b . Providing a competent command of the tools of learning. c. Providing as extensive an understanding of organized knowledge as is consistent with the needs and abilities of the individual. d. Helping the individual to grow in appreciation and enjoyment of beauty in language, literature, art, music, and nature and preparing him for wise use of leisure. e. Stimulating intellectual curiosity, engendering satisfaction in intellectual achievement, and cultivating the ability to think clearly and logically. f . Working with and through the individual's natural fields of interest, constantly de­ veloping new and worthy interests in keeping with his own goals in life. g. Helping the individual to develop conscious goals and present objectives in keeping with his abilities and to move steadily towards those goals.

Education should develop Economic Efficiency by: a. Helping the individual to develop salable skills and those understandings and attitudes which will make him an intelligent and pro­ ductive participant in economic life. b. Promoting growth in the ability to purchase and use goods and services intelligently, with accurate knowledge of values received. c. Providing knowledge of the operation of the economic systems and understanding of the human relations and problems in economic activities. Education should promote Civic Responsibility by: a. Helping the individual to grow in knowledge of his community, nation, and the world of nations; in understanding of the rights and duties of citizens of the American democracy; and in diligent and competent performance of his obligation as a member of the community and citizen of the state and nation. b. Postering loyalty to the principles and ideals t

of American democracy. c. Cultivating as full an understanding and appreciation of our culture and racial heritages

21 as the maturity and capacity of the learner will permit. d. Providing a wealth of experiences in democratic living, involving both leadership and follower­ ship opportunities.

22 CENTRAL ADMINISTRATION 123 South Montebello Boulevard Union I-5IOI John C. Whinnery

Superintendent of Schools

Theron Freese

Assistant Superintendent in charge of Instruction

George M. Schurr

Business Manager

Norman 0. Taliman

Assistant Superintendent in charge of Research and Special Services

Trent H. Steele

Coordinator of Attendance

Administration of Montebello Senior High School 2100 Cleveland Avenue Union 1-1175 Kenneth L. Peters

Principal

Robert S . Heaman

Boys' Vice-Principal

Vivian Lemon

Girls' Vice-Principal

Ruth Magaw

Director of Testing, Class Counselor

Lucille Treff

Vocational Advisor, Class Counselor

Martha Getter

Student Body Finance and Activity Advisor

Administration of Bell Gardens Senior High School 6119 Agra Street, Bell Gardens Logan 55209 Parke C. Oliver

Principal

23 Hettie Me Caul Evers

Girls’ Vice-Principal

James W. Prince

Boys' Vice-Principal

PART II STATE AND LOCAL POLICIES

25 STATE AND LOCAL POLICIES Suspension and expulsion.

"Boards of School Trustees

and city hoards of education shall have the power and it shall be their duty to suspend or expel pupils for miscon­ duct when other means of correction have failed to bring about proper conduct."

(California Education Code, Section

16071.) Smoking. profanity. and vulgarity.

"Continued will­

ful disobedience, open and persistent defiance of authority of the teacher, habitual profanity or vulgarity, or smoking cigarettes or having cigarettes upon school premises, con­ stitute good cause for suspension or expulsion from school." (California Education Code, Section 16073.) Treatment of school property.

"Any pupil who wilfully

cuts, defaces or otherwise injures in any way property, real or personal, belonging to a school district is liable to suspension or expulsion; and the parent or guardian shall be liable for all damages so caused by such pupil."

(Cali­

fornia Education Code, Section 16074.) Loitering.

Every person annoying or molesting any

school child or who loiters about any school or public place at or near which school children attend is a vagrant and is

26 punishable by a fine of not exceeding $1500.0 0 , or by both fine and imprisonment." Hazing.

(Penal Code, Section 647~A.)

According to Section 16126 of the California

Education Code, any pupil engaging in any form of hazing is liable to fine or imprisonment, or both. Ditch days.

Ditch days are specifically prohibited

in the Montebello Unified School District by a ruling of the Board of Education. Policy regarding married pupils.

Pupils who marry

may continue in school but must meet with a faculty committee for interview.

It will be expected that such people respond

to all school regulations in a like manner as other students. These students will be subject to the same penalties and awards as other students. School bounds.

Pupils may not leave the school

grounds during the school day without permission of the attendance office and the approval of the vice-principal. Automobiles.

It is expected that automobiles, motor

scooters, motorcycles, etc., will be used only for trans­ portation to the school in the morning and home from school in the afternoon.

The use of such vehicles at noon without

27 the approval of the vice-principal will he just cause for suspension and cancellation of privilege to use this type of transportation in or around the school. Absence excuses. absence is used:

The following system of excuse of

Following an absence from school of one or

more days the student must present a bonafide written excuse from a parent or guardian at the attendance office ten min­ utes prior to the first passing bell.

At the attendance of­

fice a readmission card is given stating the reason for absence and the date of absence.

This card should be pre­

sented to each teacher for signature, as a readmit to class. If a student has been absent one or more class periods but less than a full day he should also report to the atten­ dance office before going to calss to obtainaa blue readmis­ sion slip.

Teachers are instructed not to readmit a student

unless the latter presents this form released by the atten­ dance office. Attendance.

Punctuality and regularity in school

attendance will make a student more successful in his school work and life job. The State law requires that every boy and girl attend school full-time until sixteen years of age, or until the completion of high school. Boys and girls sixteen and seventeen years of age,

28 who have not graduated from high school and are not employed, are required to attend full-time school or continuation school three hours daily.

When employed, they must attend

school Saturday mornings from 8:00 A.M. until 12:00 noon. Students who wish a full-time work permit should apply to the Placement Bureau and have an interview with the Director of Adult Education, whose office is located at 1600 Whittier Boulevard. All absence for which the pupil presents an excuse from home are marked as excused, but they fall into classes: excused necessarily or excused unnecessarily.

The school

regulations define vety strictly what excuses may be termed as necessary.

The unnecessary absence detracts from the

grade in the subject missed.

"Out of town," "needed at

home," "staying out to work," are ordinarily classed as u n ­ satisfactory excuses.

Except in rare cases, sickness or

accidents are the only reasons for absence which is classed necessary. A student may be excluded from school until the parent or guardian brings the student back to school if a home in­ vestigation has been made with no response.

Under existing

regulations a contact of verification of absence will be made for every absence. Change of address.

It is very important that a stu-

29 dent notify the attendance office immediately of any change of address.

It is the responsibility of the student to

secure a form from the attendance office for this purpose. Students giving a false address lose their privilege of attending this school and will be transferred immediately. Permission to leave school.

Permission to leave

school before the close of the d a y ’s program, may be obtained only from the attendance office upon presentation of a written excuse from home or written notice of a professional appointment (i.e. dentist, doctor, etc).

In cases of emer­

gency where the pupil has no written request from home, he will report to the attendance office or to the school nurse. Under no condition should a-.'person who is ill go home without clearing with the school nurse. Any deviation from the daily program the pupil has filed in the office will be considered as cutting class which will detract from the students grade in the class missed and in his citizenship standing, necessitating the hours cut to be made up outside of class hours. Permits for out of district pupils.

Any pupil whose

parents or guardian lives outside of the Montebello Unified School District, or whose family moves outside of the dis­ trict during the school year, must obtain a permit from the Board of Education of the school district in which he

30 resides in order to complete the year here.

This is required

by school law. Tardiness.

The habit of being punctual should be

acquired by all students.

Every effort will bei.-made to

assist in the development and maintenance of punctuality. Pupils tardy to school or to class' should report directly to their class presenting an excuse for tardiness to the teacher in charge. If it is necessary for a teacher to detain a pupil a note from the teacher concerned should be presented by the pupil to the next period teacher. Three unexcused tardinesses will mean one hour of detention.

Six unexcused tardinesses may mean a full point

grade drop. Transfers and withdrawals.

A pupil desiring to check

out of school must present a written request from his parent or guardian.

This request should state the new address and

the date the family is moving.

This is important as it in­

sures that school records can be forwarded promptly.

Pupils

checking out should present this request to the attendance office where a clearance card will be issued.

The clearance

card is to be properly signed by all his teachers and the librarian.

Any assessed fines are also to be cleared to in­

sure release of transcript records and letters of recommenda­ tion .

PART III GRADES AND REPORTS

GRADES AND REPORTS Report.cards are issued at the close of each school quarter--at approximately ten week intervals. be retained by parents for future reference.

Cards are to Parents dis­

satisfied with their child's progress should contact the vice-principal at once and arrange for a school conference.. In this manner a better understanding between the home and the school will develop and thereby help to eliminate pupil difficulties. At five week intervals mid-quarter reports of unsatis­ factory or failing work are mailed to parents.

As in the

case of quarterly reports, a conference between the home and the school is recommended. Grades used are defined as follows: A - Excellent B - Better than average C - Average D - Passing P - Failure Inc. - Incomplete A and B are college recommending grades.

Teachers are

instructed to utilize these grades In the academic areas only when they feel sure the pupil is evidencing ability to do college level work.

Incompletes may be replaced by grades

A to P when work has been completed.

Two weeks is usually

allotted to establish a grade from an incomplete. Parents and students must realize that attendance is

33 a primary factor in grading.

Absence and tardiness, regard­

less of cause, is necessarily reflected in the quarterly grade. Another important factor included in the single sub­ ject grade is that of citizenship.

Citizenship is not a

separate grade, but is a very important part of the subject grade in any senior high school course.

PART IV GRADUATION REQUIREMENTS

GRADUATION REQUIREMENTS A diploma of graduation from senior high school shall be granted to a pupil who meets the following requirements: 1. Three years of attendance in grades 10,, 11, and 12. 2. Completion of not less than 150 semester periods of classroom instruction', or supervised activities with pass­ ing grades, effective for the 10th grade class beginning September, 19^5. 3. Completion of the following subject matter require­ ments : a. Tenth grade current Problems - 5 semester hours (includes Driver Education) b. American History - 10 semester hours c. Civics,- 5 semester hours d. Senior Problems - 5 semester hours e. Physical Education - 30 semester hours f. English - 20 semester hours g. Tenth grade Life Science - 5 semester hours h. Upper division Laboratory Science - 10 semester hours (technical physics, shop physics, chemis­ try, physical science, advanced biology, photo­ graphy, homemaking II) i. Home Economics - 10 semester hours for girls (unless 10 semester hours of 9th grade work in

36 this field were completed as an elective in junior high school) 4. Transfer students in grades 10, 11, and 12 who have been satisfactorily completing the subject matter requirements in the school attended will be assumed to have completed our subject matter requirements to the date of admission. 5. Completion of all 9th grade requirements of the Montebello Unified School District.

Students trans­

ferring from other school districts in grades 10, 11, and 12 will be assumed to have completed 9th grade requirements.

Students officially acceler­

ated because of age to the senior high school from a junior high school of the Montebello Unified School District without a diploma will be assumed to have completed 9th grade requirements. 6. Satisfactory citizenship and attendance record. 7. Pupils may be placed on the work program the last four semesters of the senior high school course, provided they meet the requirements as established on page 23.

PART V REGISTRATION PROCEDURE

38 REGISTRATION PROCEDURE Students Currently enrolled in Montebello or Bell Gardens Senior High Schools♦

Registration for a new school

year of attendance takes place in early spring of the pre­ ceding year.

Counselors will talk to class groups to com­

mence program counseling. will be distributed.

Course booklets and offerings

Following the group meetings, vice-

principals will talk individually with each student covering every phase of programming with the student— his future plans, courses completed toward graduation, courses needed to com­ plete graduation requirements, his status as far as college or junior college is concerned, etc.

With this information

the vice-principal and student cooperatively work out a pro­ gram for the ensuing year.

A copy of this program is given

to the student to be carried home for parental consideration and signature.

Should the parents feel the program is not

satisfactory or if they desire additional information, the program slip should not be signed and the parent should call the vice-principal for a conference to consider the matter further. All corrections and adjustments in programs are made in the summer prior to August 15th. should be necessary after that date.

No program changes This enables the school

to develop a master schedule of classes and to make teacher

assignments with the highest degree of efficiency in line with student and parent program requests.

It also insures

that the opening day of school will be orderly, with all students reporting to their regular classes for work.

A

change of program request originating after school opens cannot be processed, if approved, for 2 or 3 weeks, thereby causing needless loss of class time for the student making the change. Incoming 10th Grade students from Montebello Unified School District Junior High Schools.

In early spring of

each year the senior high vice-principals visit the junior high schools in the district to plan programs with the 9th grade graduating class.

Group and individual conferences

lead to a tentative program of courses for next year.

The

student carries home his program for parental approval and signature.

Vice-principals are available at the junior high

schools from 3:00 to 3:30 on programming days for parent conferences.

Parents are urged to visit the junior high

school during this period to meet the senior high vice-prin­ cipals and to discuss the future school plans of their son or daughter. 15th.

Program changes must be made prior to August

PART VI PLANNING A HIGH SCHOOL COURSE

4l PLANNING A HIGH SCHOOL COURSE It is always desirable to plot the course of a high school student for the full four years.

By projecting

through grade 12, parent, counselor and student are able to insure that all subjects needed will be taken and that the logical sequence of subjects will be observed.

What students

take in high school depends upon several factors: ation requirements,

(l) gradu­

(2 ) the student's aptitudes and interests,

(3) the immediate use to be made of the subjects,

(4) the

occupation or career a student desires to follow,

(5) the

entrance requirements of a particular college or university. A normal school program on a six period day is, three prepared subjects, two non-prepared subjects, art, industrial arts) and physical education.

(i.e. music, A grade

average of "B,r is recommended before more than three pre­ pared subjects are scheduled. Success in high school work will depend upon: good study habits,

(l)

(2) satisfactory personal application,

(3 ) a careful and wise selection of subjects in line with ability and interests, (4) character,

The home should pro­

vide a quiet, adequately equipped, orderly study place for the high school student.

One and a half hours of homework

should be done each evening or afternoon from Monday to Thursday.

Review and utilization of good literary materials

should be followed when specific assignments are lacking.

PART VII COLLEGE AND UNIVERSITY ADMISSION REQUIREMENTS

43 COLLEGE AND UNIVERSITY ADMISSION REQUIREMENTS At the present time Montebello Unified School District graduates are attending the University of California at Los Angeles, The University of Southern California, the Univer­ sity of California at Berkelye, Redlands, Occidental, Whittier, Pepperdine, Loyola, California Polytechnic, and Cal-Tech to name a few schools in the immediate area.

Some graduates are

listed on the rolls of outstanding colleges and universities outside of the state of California.

Many of these students

are on full scholarships for scholastic accomplishment in their senior high school.

Inasmuch as admission require­

ments to these schools vary considerably, we recommend that students carefully study catalogues of the college or uni­ versity they plan to attend.

Such catalogues may be found

in the Vice-Principal's Office or in the school library. However, we advise that each student send to the college of his choice for a catalogue to take home for consideration with his parents.

Students and parents should consult with

the vice-principals whenever questions concerning college arise. It is our recommendation that all college preparatory students plan to meet the requirements of the University of California.

In only a few instances would these requirements

fail to admit a high school graduate to any university or

44 college in the United States.

In addition to having gradu­

ated from an accredited high school, certain subject and scholarship requirements as listed below are required by the State University.

¥

UNIVERSITY OP CALIFORNIA - Entrance Requirements Subject: 1. U. S. History and Civics

10 credits

2. English I, II, and III

30 credits

3. Algebra and Plane Geometry

20 credits

4. Advanced Laboratory Science (Chemistry, Technical Physics, Advanced Biology, Botany)

10 credits

5 . Two years of some foreign language

20 credits

6 . An advanced Mathematics, or an Advanced Science other than (4) or a third year of the same language taken under (5) requirement, or two years of a second foreign language.

10 credits

Scholarship: 1. A "B" average in 10th to 12th grade courses listed in requirements above. 2. ‘'D1' is not acceptable.

Repeating a subject may raise

a "D" to a !,C" and meet a subject requirement, but no repeated subject may rate an "A11 or "Bn for college recommendation. 3. Every "CM in the group of required subjects must be offset by an r,A" in another subject of this group.

PART VIII TYPICAL COLLEGE PREPARATORY COURSES

TYPICAL COLLEGE PREPARATORY PROGRAMS GIRL A

GIRL B

9th

9th

1. 2. 3. 4. 5.

6 ...

English I Social.Studies General Science P.E. Algebra Orchestra

1. 2. 3. 4. 5. 6.

English I Social Studies General Science P.E. Algebra Open

10th

10th

1. 2. 3. 4. 5. 6.

1. English II 2. Life Science/ Current Problems 3. P.E. 4. Spanish I 5. Plane Geometry 6. (Home Econ. Req't.)

English II Biology World History P.E. Plane Geometry Open

11th

11th

1. 2. 3. 4. 5. 6.

1. 2. 3. 4. 5. 6.

English III U. S. History Chemistry Latin I P.E. Open

English III U. S. History Chemistry P.E. Spanish II Open

12th

12th

1. 2. 3. 4. 5. 6.

1. 2. 34. 5. 6.

English IV Civics/Sr. Problems Latin II P.E. Home Econ. R e q ’t. Advanced Algebra

English IV Civics/Sr. Problems P..E. Spanish III Typing I Open

47 Science or Engineering Major BOY A

BOY B

9th 1. English I 2. Social Studies 3. General Science 4. P.E. 5. Algebra 6. Mech. Draw. I

9th 1. English I 2. Social Studies 3. General Science 4. P.E. 5 . Algebra 6. Open

10th 1. English II 2. World History 3. Biology 4. Plane Geometry 5. Latin I 6. P.E.

10th 1. English II 2. Life Science/ Current Problems 3. P.E. 4. French I 5 . Plane Geometry 6. Typing I

11th 1. English III 2. U. S. History 3. Tech. Chemistry 4. A d v . Algebra 5. Latin II 6. P.E.

11th 1. English III 2. U. S. History 3. Chemistry 4. P.E. 5 . French II 6. Open

12th 1. English IV 2. Civics/Sr. Problems 3. P.E. 4. Tech. Physics 5. Trig./Solid Geometry 6. Open

12 th 1. English IV 2. Civics/Sr. Problems 3. Adv. Biology 4. Adv. Algebra 5 . P.E. 6. Open

Note: 1. It is recommended that all College Preparatory students project their programs through the full three years of Senior High School in order to insure that all courses they desire to take can be arranged in the best possible sequence. 2. Where elective (open) choices appear make every oppor­ tunity to enroll In Music, Art, Industrial Arts, Home Economics rather than aligning yourself with a strictly academic program.

PART IX THE JUNIOR COLLEGE PROGRAM

4g

THE JUNIOR COLLEGE PROGRAM Admission.

Any graduate of a high school will ordi­

narily be admitted to a junior college.

However, there are

two types of curricula in most junior colleges and their requirements vary widely. 1. If working toward credit for later admission to a four-year college or university and a student does not have the required subjects and/or scholarship listed on page 44 under University of California Entrance Requirements, he must plan his program in junior college to eliminate these deficiencies.

This

ordinarily is done by taking courses acceptable for removing subject shortages with C grades and by pre­ senting either: a. 60 units with at least a grade C in college trans­ fer courses, or b. a minimum of 15 units of college transfer with a grade point average of C+. The extent and nature of deficiencies are such that all junior colleges consider each case a special one. We recommend that each applicant secure advice from the college counselor.

By checking this requirement

the student and parent can easily see that the junior college or university is just as stringent in most cases as would be the program in the college or

50 university concerned.

Poor grades in high school

or poor choice of subjects must be remedied in junior college before a college curriculum can be pursued. High school deficiencies must be removed first. 2. Terminal courses are those designed to prepare’stu­ dents for jobs in business, trades and industry immediately upon completion of the fifteenth year. Scholastic requirements are not as stringent as for the pre-professional program previously discussed. As there are some sixty or more courses possible to pursue in this area, the student should check the school catalogue carefully for possible fields of study.

Any graduates from our high schools may

enroll in this terminal program. Junior college residence. ject to change any school year.

The requirements are sub­ However, the following

schools are among those currently accepting students resid­ ing in the Montebello Unified School District:

East Los

Angeles, Compton, Pasadena, Fullerton, John Muir, and Mount San Antonio.

Counselors for these colleges visit the senior

high schools each spring to discuss their particular schools with interested seniors.

PART X THE NON-COLLEGE CURRICULUM

TYPICAL NON-COLLEGE CURRICULA COMMERCIAL

INDUSTRIAL ARTS

10th

10th

1. English II 2. P.E. 3. Life Science/ Current Problems 4. Basic Business 5 . Typing 1 6 . Open

1. English II 2. P.E. 3. Life Science/ Current Problems 4. Exploratory Shop 5. Basic Math. 6 . Open

11th

11th

1. 2. 3. 4. 5. 6.

1. 2. 3. 4. 5. 6.

English III U. S. History P.E. Laboratory Science Shorthand 1 Open (Typing 11)

English III U. S. History P.E. Shop Physics Mechanical Drawing Shop

12th

12th

1. P.E. 2. Civicx/Sr. Problems 3. .Business Techniques 4. Shorthand 11 5. Secretarial Practice 6 . Open

1. 2. 3. 4. 5. 6.

P.E. Civics/Sr. Problems Shop Shop Mechanical Drawing 11 Open

53 HOME ECONOMICS

GENERAL

10th

10th

1. 2. 3. 4. 5. 6.

1. 2. 3. 4. 5. 6.

English II P.E. Life Science/ Cur. Probs Homeraaking I Homeraaking I Open

English II P.E. World History Biology Open Open

11th

11th

1. 2. 3. 4. 5. 6.

1. 2. 3. 4. 5. 6.

English III U. S. History P.E. Homemaking II Foods II or Clothing II Open

English III P.E. U. S. History Physical Science Open Open

12th

12th

1. P.E. 2. Civics/Sr. Problems 3. Foods II, Clothing II or Tailoring 4. Basic Math. 5. Art, Music 6 . Open

1. P.E. 2. Civics/Sr. Problems 3. Basic Math, 4. Open 5. Open 6 .Open

No t e : Under the General Curricula, a student should endeavor to secure as wide an experience as possible in the elective areas: Music, Art, Crafts, Journalism, Dramatics, are examples of contributing subjects.

PART XI THE GUIDANCE DEPARTMENT

55 THE GUIDANCE DEPARTMENT Although guidance functions are assigned to particu­ lar staff members, it is accepted in the Montebello Unified School District that the principals, vice-principals, administrative assistants, and teachers all willingly welcome opportunities to counsel and advise our students. Every possible source of data is used to better understand each child and to develop a program that is best suited to the individual in his preparation for life needs.

A com­

plete group testing program covering achievement, aptitude and ability continues through grades 10, 11, and 12.

Indi­

vidual testing in special fields combined with ease studies and psychological analysis are frequently utilized.

Occu­

pational interest testing, units of study in vocational opportunities, a "Career Day Program," and the services of a vocational advisor are offered students. The vice-principals and class counselors meet with each student for a conference at least once a year to dis­ cuss progress, aims, future planning, and to offer sugges­ tions for improvements.

Classroom teachers hold individual

conferences with students before each grading period. Representatives of the several college and junior colleges most frequently attended by our graduates, meet with interested seniors on our campus each spring.

Publicity

56 is given to university visitation days and qualified stu­ dents are urged to visit campuses on these occasions. Parents are particularly invited to make use of the guidance opportunities offered andto visit the school and confer with counselors to develop a closer understanding between the home and school.

57

PART XII COURSE DESCRIPTIONS

58 COURSE DESCRIPTIONS All courses listed are not necessarily taught in the senior high schools each year. They are, rather, courses offered each year and if pupil enrollment justifies, classes will be set up. These courses marked with an asterisk (♦) are not being offered the school year 1950-51 at the Bell Gardens High School. Art Courses; ART III Art III is planned to help students who have had no art courses past grade 8 . It should help to develop appreci­ ation of art through the use of many ways of working. Basic training in fundamentals and development of imagination are stressed. This course includes skill in the use of drawing tools, basic figure drawing, perspective, and still life. ART IV Art IV. Having completed Art III, the student applies all the various art media to drawing and painting techniques pointing toward specific art fields. ♦COSTUME DESIGN Costume design,requires some special work on the drawing and painting of signs. The student is helped to improve her own appearance and personality through the a p ­ plication of design and color. Includes figure drawing, hand study, and layout in techniques of clothing design. Text;

Long, Style Your Personality.

♦COMMERCIAL ART Commercial Art. This is the study of specific fields of commercial art. Includes magazine illustration,

59 advertising, and commercial cartooning. This class is restricted to advanced students. *OIL PAINTING Fundamentals of oil, including still life, landscape and painting. Art III is required. ARTCRAFT I A general artcraft course with introduction to artcraft tools and techniques used in making artcraft projects. There will be exploratory work in all of the various crafts. •LEATHERCRAFT I General techniques of tooling and carving leather. Some expense is involved in the purchase of materials, in as much as students retain completed projects. ■•METAL-AND PLASTICS I An introduction into the use of plastics and metal to produce craft projects. There is no pre-requisite; how­ ever, some expense is involved in purchasing materials for projects. •CERAMICS AND SCULPTURE I Artcraft I is required before enrolling in this course. This includes basic techniques in the use of clay to con­ struct craft projects. STAGECRAFT I A limited group of students charged with the general craft operations relating to the auditorium stage. Only students interested in radio, electricity, carpentry, crafts or art and painting should register in this class.

6o Among their duties will be to prepare stage for plays, assemblies and general meetings. Students registering in stagecraft must agree to spend considerable extra time fol­ lowing the school day, and on several evenings each year, making the stage ready or operating the stage during per­ formances . Business Education: BOOKKEEPING I Bookkeeping teaches systematic financial record keeping, fundamental business procedures, interpretation of financial reports, and the use of various business forms and papers. Students who do poor or careless work, or who are absent a great deal, should not enroll. They soon drop out, thereby causing waste of expensive materials purchased for a whole year's course. It is advisable for juniors to enroll, due to the opportunity of top students to enroll in a second year course. This course is required of all bookkeeping commercial majors. Text: Garlson and others, 20th Century Bookkeeping and Accounting, (with workbook). SHORTHAND I Designed for the A or B student. This course gives a thorough understanding of the principles of Gregg Short­ hand, or Thomas Shorthand, and develops a fair rate of speed in its use. Only pupils who plan to take two years of short­ hand should begin this course. Text: * Gregg, et al, Gregg Shorthand Manual Simplified, Leslie and Zoubeck, Gregg Dictation Simplified. Thomas, Thomas Natural Shorthand, 2nd edition. SHORTHAND II The student who has successfully concluded Shorthand I may develop further speed and skill by taking this demanding course. He is encouraged to increase speed to the limit of his capacity and the time he can give to the course. The transcript of his notes must be taken at the same time. It

61 Is the aim of the course to fit the student for a position immediately upon graduation. Text:

Gregg, et a l ., Gregg Shorthand Manual Simplified. Leslie and Zoubeck,■Gregg Dictation Simplified. Thomas, Thomas Natural Shorthand. 2nd edition. SECRETARIAL PRACTICE

All students who take Shorthand II must take this course, which gives practice in secretarial projects, as well as instruction and practice in duplicating machines and in studying the basic principles of general filing methods. The students also take care of part of the typing and duplicating needs of the school faculty* A large part of the course consists of transcribing notes taken during Shorthand II period. This course is required of all secretarial commercial majors. Text:

Stickey, Office and Secretual Training. Reigner, Office Practice for Typists. Kilk, Office Machine Practice. TYPING I

Typing I establishes mastery of the typewriter key­ board with emphasis upon accuracy and neatness of work done. Personal and business letters, simple tabulations, and some manuscript writing are introduced during the second semester. Certificates are issued at various levels of the student’s ability. Both students who plan to do commercial work and those who wish to do typing for personal use only, should plan to take this course. Text:

Lessenberry, 20th Century Typewriting. &th edition. TYPING II

Only those who plan to earn their living by work in­ volving the constant use of the typewriter should take this course. The student should be able to meet the following

62 requirements upon entering the course: Grade of A or B in Typing I; type for ten minutes at the minimum speed of thirty words per minute; should he well acquainted with all forms and styles of business letters and simple tabulations. The students receive practice in all forms of commercial typing. Text:

Lessenberry, 20th Century Typewriting. 4th edition. ♦BASIC BUSINESS

This class replaces Business Principles. It is pri­ marily designed for 10th grade students who are Business Education majors. This course includes a general explora­ tion into the business field with a consideration of business terras, economic principles, elementary business arithmetic, and business correspondence. ♦BUSINESS TECHNIQUES A course designed primarily for seniors majoring in the Business Education field. It includes business ethics and office decorum, salesmanship, legal aspects relating to the business world, and advertising. This is a polishing course that Is highly recommended. BUSINESS ARITHMETIC Business Arithmetic for Personal Use and Business Arithmetic for Business Use are the two sections into which this course is divided. Business Arithmetic for Personal Use includes a study of transactions with a bank, the arithmetic of buying, per­ sonal finance, travel and transportation, public utilities, and taxes. The latter section deals with the functions of the primary departments of industry, problems in business owner­ ship, problems of financial institutions and agriculture, and a study of weights and measures.

63 Text:

Curry and Rice, Applied Business Arithmetic, Complete 4th edition. BUSINESS MACHINES

For those students showing ability to do better than average work in Typing II there is an opportunity to learn the basic skills of operation on several varieties of cal­ culation and adding machines both of the listing and the non-listing varieties. Due to the limited number of equip­ ment units available enrollment is necessarily limited. Senior students showing promise for the clerical business field will be given preference. Machine appliance units include rotation practice and instruction on the Comptometer, Marchant electric, Monroe electric and crank-driven calculators,, the Sunstrand ten-key electric, and the Burroughs full-keyboard electric and crank models. Limited instruction is also available on duplicating machine work. The aim of the course is to offer general basic In­ struction on certain business machines. This course should give definite information to the clerical student as to what phase of business machine instruction in which he may desire to later specialize for an advanced position in an office. Text:

Agnew, Office Machines Course, Kirk and others, Clerical Practice. Reigner, Office Practice for Typists. OFFICE PRACTICE

Students enrolled in Secretarial Practice are given preference in Office Practice. However, this is not a' rigid requirement. This training may be taken one year during a student's course in the general office, the at­ tendance office, the nurse's office, or the physical edu­ cation offices. To be selected for this training it is necessary to apply with the Girls' Vice-Principal or the Boys' Vice-Principal.

64 Home Economics: CLOTHING I Clothing I is a basic course in the study of textiles and clothing construction planned for the* girl who has not taken Clothing in the ninth grade. This course also pro­ vides experiences that contribute toward the personal de­ velopment of the girl and help her to become a better member of her family and the community. Grooming, color and design, textiles, buying problems, and care and repair of clothing are studied in relation to a girl's clothing problems. The desire for creative expression finds an outlet in the planning and construction of many articles of clothing— slips, petticoats, pajamas, nightgowns, blouses, skirts, playclothes, dresses, formals, suits, and coats. Text:

Baxter and Latzke, Modern Clothing. CLOTHING II

This course is designed to develop increased skill in construction, and improved sewing techniques. It stresses the importance of color harmony and personality in dress, and the need for efficiency and economy in buying and planning clothing. Judgment of quality and durability of fabrics ac­ cording to use is emphasized. Pattern adjustment for the In­ dividual, and fundamental pattern drafting are studied. A dressy blouse, suit, or skirt and lined jacket, afternoon or date, remake, renovation, garment for another person, an evening dress or sheer garment and garments of your own choice, if time permits, are made. One year previous clothing study in the ninth, ttenth, or eleventh grade is required. It is desirable to have earned at least a "C” grade or better. ♦TAILORING Tailoring is offered to girls who have completed Clothing I and II. It is important that sewing techniques and basic construction processes have been mastered before entering this course.

65 Projects include tailored skirts, slacks, dresses, suits, and coats. The number and kind of garments made will depend upon the speed and ability of each student. Text:

Potter, Fiber to Fabric. ♦BOYS' FOODS'

Senior boys are eligible to take boys' foods. Two days each week are spent doing laboratory work or demon­ stration. The food preparation centers around the planning of family meals as well as more formal meals which are served in class. Correct serving, table setting and table manners are stressed. We study the composition of food and its use by the body, food purchasing, and kitchen planning. Text:

Burnham and others, The Boy and His Daily Living. FOODS II

Foods II stresses the importance of food for good health and efficiency and the knowledge of what constitutes a proper and well balanced diet. Methods of cooking to pre­ serve the maximum food value, appearance, and flavor are practiced in the laboratory. Food selection and the food budget ane also studied. The lessons center around the piahning of meals. Food served for breakfast and luncheon are studied and prepared the first semester. At the close of each unit complete meals for four persons are served at the tables in the unit kitchens. During the second semester dinner foods are studied and meals prepared in much the same manner as the breakfasts and luncheons of the first semester. Next is given a unit, on food for the sick, for infants, and for children. The year is concluded by a study of food preservation in which canning and freezing are done in the laboratory. HOMEMAKING I Homemaking I is a double period class for sophomore and junior girls. One semester is devoted to food and many problems related to food. Two days each week are spent

doing food preparation. Breakfasts, luncheons, and dinners are prepared and served. Table service, health, hygiene, family income, and furnishing and care of a girl's room are included in the study. The second semester is devoted to clothing and other problems related to the home. Family relations, use of leisure time, home nursing, fabrics, and selecting, care and making of suitable and becoming clothing are studied. Three days each week are usually spent in sewing. Text:

Laitem and Miller, Experiences in Homemaking. HOMEMAKING II

This course is for junior and senior girls who have taken Homemaking I. It meets the science requirement for high school graduation. One semester of study is devoted to home planning and furnishing, the selection, care and repair of equip­ ment . The other semester takes up the study of child care from infancy to pre-school age, health, home nursing and first aid. Text: Children.

Goodspeed and Johnson, Care and Guidance of

HOME ARTS This course is open to girls in grades 10, 11 and 12. Included in the course will be instruction in crocheting, knitting, rug making, weaving, decoration of textiles, and ceramics. The primary objective will be to develop basic skills and understanding in some of the related Home Arts. In signing for this course you should be prepared to make necessary purchases of materials, as all completed articles are for your use. Capacity limited, please show an alter­ nate subject.

Industrial Arts Courses: EXPLORATORY SHOP Exploratory S h o p •is necessary to those boys.selecting the vocational program. It consists of ten week courses in wood, machine, radio, electric and one other shop. Special aptitude tests will be given each student in order to find out his capacity for learning in the different shops. This information will be used in counselling the student to se­ lect the shop which will better prepare him for vocational opportunities. Also, a general project will be selected to be completed in three of the four shops. MACHINE SHOP I To give the student an opportunity to do exploratory and creative work in the Machine Shop. To learn care and operation of machines commonly found in a Machine Shop. To develop an appreciation for a fine piece of equipment or a machine. To teach cooperation with fellow workers and develop a positive attitude toward safety, cleanliness, and punctu­ ality . Text:

Wagener and Arthur, Machine Shop Theory and Practice. MACHINE SHOP II

This is a two-year course designed for advanced students who have satisfactorily completed Machine Shop I. In the second year, student’s proficiency and manipulative skills on the machine shop equipment should be developed to a point where he can make an effective entry into a machinist's apprentice shop. Text:

Wagener and Arthur, Machine Shop Theory and Practice. MECHANICAL DRAWING I

A course open to boys and girls to convey knowledge of elementary drafting and blueprint reading used in in­ dustry. Included in this course are lectures and discussions,

use and care of drawing instruments,-geometric construction, orthographic projection, isometric, section, auxiliary, and revolution drawing. Much stress will be placed upon the correct usage of the alphabet of lines and good lettering. Text:

French and Svenson, Mechanical Drawing. 4th edition. MECHANICAL DRAWING II

Mechanical Drawing II follows course I presenting more complex and individual problems. Detail working drawings and assembly drawings make up most of the course. Included are isometric, oblique, development, and inter­ sectional drawings. Some tracing practice and blueprinting will be included. Also special problems in industrial de­ sign will be accomplished according ito the student's aptitude. Text:

French and Svenson, Mechanical Drawing, 4th edition. MECHANICAL DRAWING III

Mechanical Drawing III gives the student the oppor­ tunity of selecting a specific field of drafting, either aircraft, architectural, or machine drafting, with much emphasis on industrial design. Models are constructed of all problems accomplished. This class is open only to students completing Mechanical Drawing I and II or equi­ valent . Text:

French and Svenson, Mechanical Drawing, 4th edition. ♦PRINT SH0P1I

Printing is a shop course where the student "learns by doing." The Print Shop student learns to print; i.e., to set type, place it on the press, cut his stacks of paper and put the sheets through the press. Print Shop Is a combination of several kinds of work. It is mechanical' as far as the presses and their operation are concerned. It is manipulative and trains the student to work with his hands more easily. It is artistic since

he has opportunity to work with designs and colors. It is an English course since he works with words which must be spelled correctly, and with sentences which must be punctu­ ated. *PRINT SHOP II Students who satisfactorily complete their work in Print Shop I may continue in this field In their Junior and Senior year on advanced work in Printing II or III. RADIO I Radio I (first semester) is used for a thorough study of radio reception principles. The construction work begins with a simple regenerative set and concludes with the building of a modern five-tube superheterodyne. The use of modern test Instruments during this time is stressed. The student is given ample time to secure a reception and transmission speed of five words per minute in International Morse Code. This semester lays the ground work for the advanced radio work in Radio II. The second semester is divided Into three parts. The first part deals with the power supply problems of radio. The second part deals with the problems of public ' address work. At this time the subject of microphones and recording is dealt with. The third division is fundamentally concerned with the transmission of radio signals. Text:

Marcus and Marcus, Elements of Radio. Welch and Eby, Understanding Radio. RADIO II

Using Radio I as a basis for further expansion, Radio II deals with frequency modulation, television, and new techniques and advancements found in the latest re­ ceivers for the reception of amplitude modulated signals. The shop work which closely parallels and illustrates the above mentioned topics consists of the following: Con­ struction of a fourteen tube superheterodyne for the re­ ception of amplitude modulated signals; the construction of a six tube frequency modulation receiver; and trouble shooting, aligning and practice installation jobs done on

70 television receivers available for that purpose. Sufficient test equipment is on hand to assure ample familiarization with satisfactory commercial methods of trouble shooting and operation. Text:

Same as Radio I. ELECTRICITY

The student begins the study of electricity by con­ necting bell and light circuits, splicing and soldering wires, cutting, bending, reaming, and installing conduit. As he gains experience he progresses to the more difficult work of house wiring, armature winding, battery repair, and the electric apparatus design, construction, and repair. WOODSHOP I The woodshop course consists of cabinet making and lathe work. A project is required involving processes of difficulty based on the pupil’s past experience. The student must develop a manipulative skill of all hand tools, power tools, and finishes. The projects must be student financed and selected within his ability. WOODSHOP II A review of fundamental skills followed by more advanced projects. Woodshop I a prerequisite. CARPENTRY A two hour course designed to teach the elementary phases of house and building construction. Model garages and houses are constructed. Some foundation, brick work, plastering, roofing, etc., will be included. One year of high school woodshop required. AUTO SHOP The student in this course may obtain a good working knowledge of the upkeep, repair and construction of modern

automobiles. He will have the opportunity to study and analyze several main units of a car and will make adjust­ ments and repairs on engines and on lubricating* fuel* and electric systems. Trouble shooting and shop management are a part of this course. Language Courses: ENGLISH II The fundamentals of English, including spelling* punctuation* and grammar* are reviewed in the English II classes. In oral and written composition pupils are given practice in making simple speeches and writing paragraphs* letters* and compositions. In this field of literature the work is varied. Some units that may be covered a r e : The short story* familiar classics, one or more of Shakespeare's plays* and book reviews of both the modern and 19th century writers. Text:

Carlin and Crist* English on the Job. Cook* Hidden Treasures in Literature. Book II, Tressler* English in Action. Book II. ENGLISH III

To aid the student to express himself effectively is one of the basic aims of English III. For one semester special emphasis is placed on the fundamentals: Spelling* punctuation, grammar, sentence and paragraph structure* as well as vocabulary* diction* and composition. Another semester is devoted to acquainting the students with the literature of America* from the colonial period to the present day. Special attention is given to developing an understanding of our literature as the best interpretation of the American way of life. From four to six weeks are spent in guiding the student in his choice ofja future vo­ cation and helping him plan for the necessary preparation or required training. A standard examination is given the first week in March to determine whether another semester of English is needed in grade twelve. Text:

Miles and Pooky, Literature and Life in America. Perschbacker and Wilde, American Speaking, Tressler, English in Action. Book III.

72 BUSINESS ENGLISH As its name implies, Business English is intended for students who hope to make business their career. If you want to work in an office as a file clerk, typist, stenographer, secretary, or manager, you will want to take this course. First you are given a thorough review of fundamentals: Grammar, punctuation, spelling, vocabulary, etc. Then you are taught how to apply these fundamentals in the writing of business letters. In addition you are shown how to dress suitably for business, make an interview that will help you get a job, practice correct office etiquette, and understand the code of business ethics. ENGLISH IV Anyone who hopes to go to college should take English IV. This is a course Intended to help you, (l) pass the English examination required by most colleges, (2) succeed in all advanced courses which demand extensive reading of difficult material, note taking of lectures and library materials, writing of reports in which correct spelling, punctuation, grammar, and organization of ideas are factors in determining success. In some respects, English IV Is a review of the work in reading writing, and speaking that you were given in your previous eleven years of schooling, but there is new material as well. In English IV you will also learn about some of the famous authors, such as Dickens, Scott, Tennyson, Byron, etc., that you are expected to know in college. Text:

Cross and Darenger, Heritage of British Literature. Jones, Practice Handbook in English. JOURNALISM I

This course will cover the fundamentals needed in writing for a school newspaper. There will be special emphasis on news and feature writing. This course should be of special interest to those who wish to write for the school newspaper the following year. Open primarily to

sophomores and juniors. students.

Class is limited to twenty-eight

JOURNALISM II Only those who have a year of journalism are ordinarily admitted. They will be in charge of the actual production of the newspaper. Some attention will be given to the possibili­ ties, amount of training, and experience needed for newswriting as a career. Class will also handle news releases for local papers. There will be several tours of metropolitan newspapers. Class is limited to twenty-eight students. Text:

Reddick, Journalism and the School Paper. DRAMA I

This course is the beginning course in dramatic training. It includes a study of the voice organism, enunciation, pronunciation, vocabulary drill, posture, poise, and bodily freedom. The principles of good inter­ pretation which includes correct phrasing, emphasis, infletion, pitch, rate, pause, force, melody, range, rhythm, and color, are studied. Exercise and selections for prac­ tice are taken from the best literature (poetry, prose, and drama), both classic and modern, of our American and English authors. (Second Semester— Acting, Play Production) The technique of acting is stressed through practice. It is the objective of the course to develop an appreciation of acting as an art and to develop skill in technique. A study of the history of the drama, types of drama, drama appreciation, acting, costuming, make-up, lighting, and stage design are highlights of the course. Special emphasis is placed on the study of scenes from the better plays and playwrights, and the presentation of scenes as class pro­ jects. Term projects may include scrap books, play reviews, term papers, original play-writing, or the direction of a one-act play. Text:

Ommaney, The Stage and The School.

7* ♦DRAMA II This is an advanced course reserved primarily for students who have completed Drama I, or who, in the opinion of the Dramatics Instructor, are capable of performing with a group of this caliber. The national Thespian group is commonly alighed with dramatics II. PUBLIC SPEAKING I The purpose of this course is to give the beginning student an opportunity t6 express himself before a group with confidence and poise. The course includes: Speech orientation, voice technics, language building, conversa­ tion, story telling, speach preparation, presiding and performing, and microphone technique. Some special emphasis will be plaeed on American Literature, Ideals, and authors in the development of various units. ♦PUBLIC SPEAKING II An advanced Public Speaking course including units on: Radio speaking, debate, forums, choral reading, drama, and salesmanship. Opportunities to perform will be offered this group. LIBRARY PRACTICE Students in Library Practice should be able to type. They must be good English students. (This seems to be a necessary requirement, for experience has shown that the weak English student rarely is capable of grasping the fundamentals of the library work to a degree that he can assume the responsibility expected of him in the library.)They must be accurate, neat In personal appearance, as well as in the work they do5 they must be alert to the possible needs of library users. The work consists of training In library procedures, such as desk work, mending books, reinforcing magazines, doing reference work, making lists, typing notices, etc. Actual practice will be supplemented if time allows with definite lessons, assignments, and exercises, which will

be prepared— in part at least— outside of class time. The aim is to have students trained so that they can take charfe of much of the routine and release the librarian for more special work. Classes in Library Practice will be scheduled for every period and after school. Students working voluntarily before and after school, and not receiving credit, may count their time toward points for membership in a service organi­ zation. ♦CREATIVE WRITING The Creative Writing course is designed to encourage the student to express himself not only clearly but also artistically. The theory and practice of writing articles, short-stories, essays, and poetry are included in the course, together with a study of current magazines, markets, and the mechanics of manuscript preparation. Text:

Flesch and Lass, The Way to Write. ♦ENGLISH COMPOSITION REVIEW

English Composition Review is a refresher course for seniors who wish to improve their oral and written use of language. Special attention is given to improvement in reading, writing, and speaking. Drills in pronunciation, usage, spelling, handwriting, and grammar are interspesed with lessons in use of the library and oral and written reports. In brief, the course is what its name signifies— English Composition Review. Text:' Leonard and Salisbury, Considering the Meaning. Foreign Language: FRENCH I First year French is designed to develop skill in reading and conversation and includes a basic vocabulary including idioms and rules of grammar essential to an understanding of written and spoken French. Short dicta­ tions are given to test comprehension. A study is also made of French influences in our own culture; place names, styles, ideas, and customs originally adopted from the

French. This is done especially in beginning French by a comparison of the French language and culture with that of the English. Texts

Smith and Roberts, French Book: X* FRENCH II

Second year French emphasizes increased understanding and skill in conversation and reading and, for college stu­ dents, a stress upon a sound knowledge of grammar. Verbs should be mastered in all tenses. Frequent dictation and free compositions are given to increase the student's ability in his own actual use of the language. Included are the reading of French stories, magazines, and news­ papers, and a study of famous French scientists, authors, artists and statesmen familiar to the entire world. Text:

Smith and Roberts, French Book I I . LATIN I

During the first week of Latin I the student reviews his English grammar and the parts of speech. As he learns the basic vocabulary and grammar of the first year, he is shown how Latin may be of use to him in other courses. There is emphasis on derivatives. Since it is a college preparatory subject, high standards of achievement are held throughout the course. Text:

Ullman and Henry, Latin for Americans. Book I. LATIN II

Students registering in Latin II should be those with a "B" average or better in Latin I. Special exceptions may be made upon consultation with the teacher. In second year of Latin the study of grammar, vocabulary, and wordbuilding is continued. The year's work in translation is devoted to various Latin writers and especially stories with a background of Roman history and customs. Text:

Ullman and Henry, Latin for Americans, Book II.

SPANISH I Spanish I introduces the student to the language and ways of his Latin-American neighbors. Special emphasis is placed upon conversational Spanish. In the first year a basic vocabulary of 600 or more words is learned, along with the rudiments of grammar. Spanish speaking pupils are welcome and they are helped in their English as well as in the appreciation of their own language. Text;

Jarrett and McManus, El Camino Real. Book I. SPANISH II

There Is continued emphasis on conversation in Spanish in Spanish II, and several hundred words are added to the basic vocabulary. Spanish grammar receives more emphasis than in Spanish I, and the students read in Spanish of the people and customs of Spain and Spanish America. Easy Spanish magazines are read. You learn to play Spanish games and sing Spanish songs. Prom this class students are elected to the very active Spanish Club. Text:

Jarrett and McManus, El Camino R e a l . Book II. SPANISH III

Students registering in Spanish III should have an average grade in other Spanish courses of "B." Composition and the reading of the works of well known.Spanish and Spanish-American authors take up about two-thirds of the time in the third year, while the remaining time is de­ voted to a careful review of Spanish grammar. Use is made of current magazines from Spanish speaking countries. "La Bachillera" is written for the enjoyment of Spanish I and II students and Is a class project of Spanish III. Spanish may open the road for you to an excellent diplo­ matic or executive career or a foreign service officer. Text:

Alarcon, El Pinal De Norma. King, Asi se Dice. Walsh: Cuentos Criollos. Hess: Spanish Review Grammar.

CONVERSATIONAL SPANISH A course designed primarily for the first year non­ college student who is not planning on a college career, and consequently would rather take a practical conversational type Spanish rather than a more formal college preparatory Spanish I course. Communication will he stressed along with a general understanding of Spanish people and customs. Par­ ticipation in Spanish games, songs and poems will be part of the regular Conversational Spanish program. Mathematics Courses t ALGEBRA I Algebra is the language and the tool of mathematics. One of its main uses is the rules called formulas. In each one the letters represent numbers. You will learn about formulas when studying algebra,* you will use them when you study certain sciences. Any one who wishes to become a teacher, a high grade mechanic, engineer, accountant, or chemist will find it necessary to know algebra. Those who do not go to college will find algebra increases their skill in arithmetic and will give them information and training which will enable them ;to think and read more intelligently. Algebra is fun and is not hard if you get your lessons daily. Text:

Mallory, A First Course in Algebra. Wells, Hart, Progressive First Algebra. ALGEBRA II

The purpose of this course is to review skills of first year algebra and prepare the student to use his mathematics as a handy tool for solving his problems in science. We endeavor to develop the ability to build formulas or equations from a set of data and acquire the technique of solving these equations. We try to associate this work with his study of science. The student must learn the necessary fundamental operations upon which higher mathe matics are based. Our problems are related to other studies as physics and chemistry and make both subjects easier to mastdr. This course is the forerunner for trigonometry and solid geometry. Text:

Wells, Hart, Modern Higher Algebra.

79 PLANE GEOMETRY What value will demonstrative geometry have for you? •For most students"Its chief value is in the training and practice that it gives in logical thinking. The reasoning of demonstrative geometry deals with lines, angles, and various figures such as polygons and circles. An under­ standing of the principles of geometry is essential to navigators, pilots, astronomers, engineers, architects, scientists and designers. For those who plan to go on to higher math, a knowledge of geometry is indispensible. This is a college preparatory course. Text:

Stone and Mallory, New Plane Geometry. Clark, et a l ., Modern School Geometry. SOLID GEOMETRY (One Semester)

The study of Solid Geometry acquaints us with some of the Important geometric properties of the three dimen­ sional world in which we live. It also lays, the foundation for one of the most Important and practical branches of mathematics, namely, spherical trigonometry. An effort is made to encourage the student to form a habit of generalization. This subject becomes extremely Interesting to the serious student of mathematics and science. It is preferable to have had advanced algebra and trigonometry before this course. Text:

Seymour and Smith, Solid Geometry. BASIC MATHEMATICS

This course is designed for the. student who does not intend to go to college but who wants a basic knowledge of mathematics that will enable him to understand the mathe­ matics of the world about him. This will Include training In intuitive geometry, elementary algebra, scale drawings, shop mathematics, percentage, home and job arithmetic and use of formulas. No one should take this course if he has already taken algebra^or geometry and received a passing grade. It is recommended that girls as well as boys utilize this course as a refresher in mathematics if they are not

enrolling in Algebra or Geometry. Text:

Johnson, Applied Mathematics. TRIGONOMETRY (One Semester)

Trigonometry, the study of the right and scalene triangles, lays the foundation for surveyors, builders, navigators, both aerial and sea, and industrial engineers. It is a great help in the study of physics. It is in this course that the student finds uses for all the mathematics he has previously learned. It Is a satisfying and interesting subject. It is advisable to take advanced algebra before studying trigonometry. Text:

Seymour and Smith, Plane and Spherical Trigonometry.

Music Courses: BAND Band includes all players of the brass, woodwind, and most of the percussion Instruments. All students who play instruments which fall into one of the above classifi­ cations we urge to play in the band, especially during the Pall semester. It is during this semester that the band is the most active playing for football games, and the numerous school assemblies. In the second semester more time is spent on concert type music. Performances for the senior and the junior high schools and the public are given. Brass Choir cornets and trumpets mellophone alto horn French horn baritone tuba sousaphone

Woodwind Choir clarinets saxophones bassoon oboe flute piccolo

Percussion drums (all types) bells cymbals

ORCHESTRA Orchestra is open to players of all stringed instru­ ments, a few selected brass, woodwind, and percussion in­ struments. All kinds of music are played; from the heaviest of classical to the lighter popular music of today. The course consists of instruction for concert performances for the public. String Choir

Brass Choir

violin viola cello string bass

3 cornets or trumpets 2 trombones 1 brass horn 3 French horn flutes

Woodwind Choir clarinets bassoon baritone sax oboe

Percussion drums tympani piano

INSTRUMENTS I A course for those who have the desire to learn an instrument with the idea that after a years1 study they will play their instrument in one of the school musical organizations, (band and orchestra) This course is best suited for sophomores with the above plan in mind. Several instruments are owned by the school. ♦INSTRUMENTAL ENSEMBLE The ensemble will be composed of a select group are interested in playing a more serious type of music as chamber music. Instrumentation will include piano, types of strings, and various woodwinds. Performances be given during the entire year.

who known all will

COMMERCIAL ORCHESTRA Commercial Orchestra is designed to develop a sense of rhythm different from that found in the other musical organizations. It also teaches you a way of interpreting music in a different manner and style. The music Is In the lighter vein and consists primarily of the modern and popular music of today. Plan to confer with the teacher about this course.

Strings 3 violins 1 string bass 1 piano

Brass 3 trumpets 3 trombones

Woodwinds 2 alto saxes 2 tenor saxes 1 baritone sax

Percussion drums (trap set)

CHOIR The A Cappela Choir is designed to produce sacred and secular music without the aid of an accompaniment. Anyone who has the desire to participate in this group may do so, but preferably those with a prerequisite of the mixed chorus or glee club. MIXED CHORUS This group is composed of sopranos, altos, tenors, and basses. The music studied and produced Is much the same as choir except with an occasional accompaniment. Then too, the secular type of song might have preference over the sacred. No prerequisite is necessary to join this group. GIRLS* GLEE CLUB This is a club delegated to meet the needs of three part women’s voices. Its purpose is to coordinate the voices into harmonious ensemble singing. Muxic of the lighter vein is used together with light opera, secular, and popular music. MUSIC APPRECIATION The desire to learn, listen, and enjoy good music is the prerequisite to this course. Music from early history modern times will be discussed. MUSIC THEORY The fundamentals or rudiments of music are the main ideas portrayed in this course. Harmony, history, rhythm, and some appreciation will be included as classroom study. All of the above music courses will have the op­ portunity of selecting their own officers of the class.

Committees such as planning, room organization, and social will he a part of each class. Also a student teacher will be selected by the class. BOYS' GLEE Prerequisites: Experience in grammar school singing or equivalent. The fundamentals of voiee development and song interpretation will be stressed with the singing of all types of music suitable for boys' voices. Physical Education: The California State Law requires every student to take an active part in physical education. The student who is physically unable to participate in regular physical education programs may be assigned to special physical edu­ cation classes upon presentation of a doctor's excuse. A new excuse must be filed each September. Temporary excuses may be secured from the school nurse for one day to two weeks duration. In cases of injury, no matter how trivial, it is the student's responsibility to report the injury to the instruc tor who will fill out the "Pupil Injury" report form and Im­ mediately send the student.to the school nurse for first aid GIRLS' PHYSICAL EDUCATION The program of girls' physical education varies slightly between the two high schools, but in the main, these units are considered: 1. Group activities; Basketball, Volleyball, Soft­ ball, Speedball, Hockey. 2. Individual activities: Tennis, Badminton, Shuffleboard, Table tennis, Tumbling, Archery, Paddle tennis. 3. Rhythms: Polk and Square Dances, Modern Dance, Elementary Rhythms and Social Dance. Skill Tests: Actual physical ability is tested on each entering high school student. (a) Basket­ ball, (b)- Fifty yard dash, (c) Standard Broadjump,

(d) Baseball throw,

(e) Agility.

5 . Examinations: Practical and written examinations are given in each activity. 6 . The school nurse presents a unit in reproduction and glandular development in cooperation with the • Life Science and P.E. departments. Students evidencing the need either through a doctor's request, or upon recommendation of the school nurse, may be assigned to Body Mechanics, Rest, Coeducational Modified or the General Modified or Restricted program. G.A.A. is open to all girls in the Senior High School. Awards are made on a participation basis. Regulation uniforms must be worn and all garments carefully marked. BOYS' PHYSICAL EDUCATION Physical fitness is the key word of the b o y s 1 physical education classes. By state law all boys are required to take physical education. Gray gym suits and regulation tennis shoes are required. 1. Excuses: Boys physically unable to participate in gym are required to file in the office an -excuse from the doctor. This is good only for the current year and must be secured in September. Temporary excuses from gym may be secured from the school nurse. 2. Injuries and*physical examinations: In case of injury, no matter how trivial, it is the student's responsibility to report the injury to his in­ structor who will fill out the Pupil Injury" form and send the student immediately to the school nurse for treatment. Students going out for com­ petitive athletics are given a complete physical examination by the school physician. 3. Physical education classes: During the school year instruction is given in football, basket­ ball, track, tumbling, and tennis. Other activi­ ties will be included in the program as ficilities

permit. Decathlon tests of efficiency are given in each class. Awards are made the boys in each class, The events are; Broad Jump Pushups Pullups Baseball Throw Free Throws

100-Yard Dash 50-Yard Dash High Jump Leg Lifts

California interscholastic federation regulations. a. No student is eligible for competition who is nineteen years of age prior to September 1 of this school year. b. No student who has entered his ninth semester may participate. c. Students who participate in practice games are governed by the same regulations as in league games. d. A student to be eligible for competition must have passed in four subjects the semester previous. A school regulation requires that a student be passing in four subjects and physical education at the time of competition, plus having a good citizenship record in each class. e. The entire team is liable to suspension if an ineligible man is played. f . A player may not be a member of any secret club or fraternity while participating on a school team. g. The C.I.F. classifies boys into three groups, based on age, weight and height. Every boy is weighed in by an official of the league during the first two weeks of school. C.I.F. insurance information. The California Inte^rscholastic Federation Pro­ tection Fund has ar. ten years' experience in car­ ing for injuries to member athletes in California

86 schools. Membership is open to girls' athletic teams as well as b o y s '. Since girls do not play football, they pay the coverage set up for sports other than football. a. Purpose of the fund. The purpose of the Athletic Protection Fund is to assist parents of students in meeting doctor, dental, and hospital bills incurred because of accidents in intramural, inter­ scholastic games of regular practice sessions in sports approved by the California Inter­ scholastic Federation. b. School participation in the fund. Any public high school in California that is a member of the C.I.F. and any public junior college that is a member of the California Junior College Association may participate in the Fund by paying school dues (not less than 15.00). (1) For the first 1000 of A.D.A. or portion thereof, 4 cents per A.D.A. (2) For the second 1000 A.D.A. or portion thereof, 3 cents per A D . A .

(3 ) For each A.D.A. in excess of 2000, 2 cents per A.D.A. Dues are computed upon the Principal's annual report to the State Department of Education for the previous year. c. For student membership fees. (1) All sports (during season) except (d) and (e) b e l o w .............................. $7.00 (2) American football, touch football, soccer speedball and rugby (during season) . .$5.00 (3) Any or all other approved sports except as in (b), (d), and ( e ) ............... $3*00

(4) Spring football practice . .

$3*50

(5) Sking

$5*00

. . . ■...............

d. Special provisions. Benefits will be paid according to schedule, with maximum of. $150.00 for medical services, $150.00 for hospitalization, and $60.00 for dental services. It is expected that the doctor first chosen will complete the treat­ ment, and that hospital services will be in the w a r d . e. Medical regulations. (1) The amount actually allowed will not exceed the itemized statement, based on the fee schedule, filed by the physician on Form No. 4. (2) Ambulance service, drug store bills, crutch rental and appliances are not furnished by the C.I.F.P.F. Hernia is not covered. (3) Benefits will be paid only for those in­ juries after which the student remains out of athletic activity. HEALTH SERVICE The health of high school students is protected by the services of two part-time physicians and a full-time nurse. Students who become ill during school hours are cared for in the restroom or are taken home. Absences. Students absent from school for a period of three days or more due to illness must report to the school nurse for readmission slip before entering class. Students absent for less than three days will, if necessary, be referred to see the nurse. Reporting injuries. It is the student»s responsibility when injured on the school grounds, no matter how trivial the Injury, to report it to the teacher Immediately, and t h e • teacher is responsible for filing out the Pupil Injury Report.

First aid treatment will be given to injuries occurring at school and those needing care of a physician will be re­ ferred for treatment. All sores or open wounds must be covered while student 'is in school'and should be covered before the student.comes to school. Physical examinations. Physical examinations will be given to all students participating in competitive athletics and to as many other students as our school physicians will be able to examine during the time sched­ uled for the senior high school. If parents wish an examination for a student, they should see the school nurse. A student needing medical care is referred to his private physician. First aid treatment. Payment for first aid treat­ ment cannot be made either by the Board of Education or by the Associated Students of the Senior High Schools. It is the policy of the school to contact parents in case a stu­ dent becomes very ill at school, or if an injury occurs needing a physician's care. Parents are then asked to take the student to their own physician; but if the school is unable to contact either parent* the student will be taken to the family physician indicated on his registration slip. It should be understood that the parent must assume full responsibility for paying for first aid treatment for an injury occurring at school if the injury needs the care of a physician. Science Courses: LIFE SCIENCE (l semester) This is a required tenth year science course. Students enrolling in Biology are not to register for Life Science. The purpose of this course will be to re­ late health understanding to the everyday interests and experiences of the student. It will provide information on structure and functions of cells, tissues, organs and systems of the body. It provides also causes, prevention and cure of major diseases and emphasizes mental and emotional health, accident prevention, first aid and safety instruction.

BIOLOGY I This course deals with the basic principles of life together with the structure and functions of the human body and lays the foundation for hygienic living. It is a well rounded course In Life Science and is required of all sophomore students. Text:

Curtis, e_tad., Everyday Biology. Vance and Miller, Biology for You. BIOLOGY II

This course stresses the physiological phase of science and the student is given a better understanding of the structures and functions of the human body. Emphasis is laid on the hygienic principles involved in performing all body functions. The last few weeks are given over to the experimentation with bacteria and methods of comating disease. This Is a laboratory science and fulfills the requirements of graduation. It leads to courses in nursing, dentistry, and medicine. Text:

Wheat and Fitzpatrick, Advanced Biology. GENERAL CHEMISTRY

This is the regular chemistry course in which the properties and reactions of the various substances found In nature are studied. It differs from technical chemistry in the omission of gas laws, molecular weight determinations, and calculations relative to solution concentrations. Stu­ dents who do not expect to take chemistry in college may take general chemistry in high school. Text:

Brownlee, et al., Elements of Chemistry. TECHNICAL CHEMISTRY

Any student who intends to follow on the following careers should enroll in this course: Medicine, dentistry, engineering, physics, electricity, chemistry, biology, etc. All of these professions require knowledge of chemistry which will have to be taken in college. This course will

lay an excellent foundation for continued work in college chemistry. Technical chemistry should be taken in the junior year by students who may wish to take physics in their senior year. Text:

Brownlee, et al., Elements of Chemistry. TECHNICAL PHYSICS

Juniors as a rule do not take physics except in some cases where the student has better than average mathematical ability. The topics of mechanics, heat, light, electricity, and sound are covered in this course. This course meets college requirements. Boys with mathematical ability are encouraged to take physics rather than shop science. This is a college preparatory course. Text:

Dull, Modern Physics. SHOP PHYSICS

This course satisfies the requirement for laboratory science for graduation. It is required of all students en­ rolled in machine shop and is useful to students in any other shop. A knowledge of simple arithmetic is required. The following topics are studied in this course: Tools, measuring methods, hydraulic and pneumatic devices, energy and motion, simple machines, steam engines, internal com­ bustion engines, fuels, and elementary electricity. NonCollege students frequently find this course their most practical laboratory science. Text:

Beauchamp and Mayfield, Basic Electricity, Wallendorf, Machines. PHOTOGRAPHY I

Photography is offered as a laboratory science in the eleventh and twelfth grades. Students will learn to develop films, make prints and enlargements, and to handle professional type cameras. The theory of photography will be stressed in class and classwork will be on the same level as physics or chemistry. Some mathematics is required. Text:

Miller and Brummitt, This is Photography.

*PHOTOGRAPHY II Offered as a laboratory science in the twelfth grade for those students who have credit In Photography I. More extensive laboratory work on topics introduced In Photo­ graphy I, such as fine grain development, flash, filters, intensification, reduction, color. Students will be assigned to take annual, news and other photos as required by the school. Text:

Boucher, Fundamentals of Photography. HORTICULTURE

To be given only to upper classmen who have done out­ standing work in Agriculture I, or to others whose grades in General Biology are above average. Agriculture II will carry credit as a laboratory science. The course will con­ sist of Floraculture (growing and florist technique, hot­ house culture, lath-house culture, home planting and home beautification, fertilizers and the various commercial aspects of agriculture.) Each student will be required to have a definite project which must be completed during 1he course. ♦PHYSICAL SCIENCE Physical Science is a laboratory science designed primarily for boys and girls not planning on going to college. It will cover principles in the fields of chemistry, physics, astronomy, geology, land geography, minerology and meteorology. Experiments will be principally of the demonstration type. Some field trips are planned. Because of the broad survey of the subject, mathematical application to principles is not stressed. Social Studies: CURRENT PROBLEMS (l semester) This is the required tenth year social studies course. It will consider current jworld problems and some develop­ ments in Modern World History. Six weeks of the scheduled twenty weeks will be devoted to Driver Education. Students enrolling in World History should not sign up for Current Problems.

WORLD HISTORY This is a year course required.of all tenth grade students. It attempts to focus upon today's problems the experience of mankind, so that we may meet the present and anticipate the future with greater intelligence and under­ standing. The course is concerned with the cultures and contributions of the past only in relation to their effect upon life today. World History attempts to improve human relationships by providing an understanding of hbw people live and work together. The year's work, in addition to World History, in­ cludes a six-week period devoted to Driver Education. By this means it is hoped an improvement may be brought about in the type of driving common to most teen-agers, and also to reduce appreciably the future accident rate. Text:

Rogers, et. al.., Story of Nations, Meyer, et. al., The Old World and Its Gifts. A.A A., Sportsmanlike Driving. UNITED STATES HISTORY

The course in United States History is a requirement for all students who graduate from California high schools and must be taken In the eleventh grade. The purpose is two-fold. To familiarize the students with the events that show how we have come to be what we are today in terms of: Territorial growth, political development, economic develop­ ment, industrial growth and expansion, social progress, and cultural development. One of the outcomes expected from this method is the development of an appreciation of the responsibility for the heritage of every citizen which, in time, should result in a fine patriotism and deeper respect for the fundamental ideals that must constantly function if America shall continue to be the leading democratic nation of the world today. Teachers give special attention to the study of maps in connection with the current history and foreign relations study that is presented as a part of the course. An attempt is made to familiarize each student with every portion of the globe where the United States is making history, and which is likely to concern our future foreign and domestic policies for some time to come.

Text:

Muzzey, A History of Our Country, Gavian and Hamm, The American Story. AMERICAN GOVERNMENT

Our civics course reviews the information gained by the students in their United States History course on the making of the Constitution and the addition of the amend­ ments, the development of our foreign relations, and the growth of such important procedures as Civil Service, Women's Suffrage, regulation of big business, conservation of national resources, and labor and banking'legislation. It then studies the structure of the national govern­ ment in its three divisions, with special emphasis on the processes of congressional law-making. A comparative study is then made of the government of the State of California and some time is spent on the local governmental procedures. The opportunities which the individual citizen has to par­ ticipate in government are explained and his obligation to use them conscientiously stressed. Considerable emphasis is placed on vocabulary with the student expected to under­ stand and easily use such words as veto, impeach, recall, suffrage, Initiative, referendum, ballot, judicial, extra­ dition, filibuster, etc. A portion of each week, approxi­ mately one period is devoted to current news with stress on political and governmental activities. This course is taken the first semester of the twelfth year. Text:

Magruder, American Government. SENIOR PROBLEMS

Our, course in senior problems is divided into ten units as follows: Getting Along With Others, Choosing a Vocation, Wise Use of Leisure, Managing Your Income, Planning for a Successful Marriage, the Place of Religion In a Young Person's Life, the Battle Against Prejudice, Problems of Capital, Labor and the Machine Age, How the Young Citizen Can Make Himself Felt in His Community, and the Nation. Two textbooks are used but much of the work is done by class discussion, special reading and reports, and individual projects, All students who wish recommended grades are expected to take up at least one special project each quarter in addition to the brief daily assignments. This course combines with American Government in the twelfth

94

grade as a required subject. Text:

Bogardos and Lewis, Social Life and Personality. Klein and Colvin, Economic Problems of Today. Zutavern, The Consumer Investigates. *INTERNATIONAL RELATIONS

The course in International Relations is an elective open to seniors and selected juniors. The course is offered to enable pupils to study current affairs having international significance. Particular emphasis will be placed upon the United Nations Organization and the multitude of problems conditioning peace in the future. An attempt will be made to take into consideration the special interests of the students who enroll in the class and the trend of world events. Every effort will be made to aid the student in learning how to analyze news re-' ports so that he may be better fitted to take his or her place as a properly informed citizen on national and inter­ national affairs. Text:

Magruder, National Governments and Inter­ national Relations.

Work program. School credit equivalent to one sub­ ject is awarded the working student provided he works four hours each week day, provided his work is satisfactory to his employer, and provided his school record is satisfactory. The credit is based on a report from his foreman, and the working student is given a grade in "Work Program" as a school subject. The school shall solely determine whether the job meets the requirements of the 4/4 program. The student’s academic and citizenship record are used to de­ termine eligibility for application for 4/4. A 4/4 student will be in school four hours: 8:00 a.m. to 12:20 p.m. He may then work four4 hours. . This will give him a total of eight hours, the maximum allowed by California law for anyone under eighteen years of age. All other stu­ dents will be in school from 8:00 a.m. to 3:00 p.m., a total of six hours. If they are fourteen years of age or older, they may work two hours after school. Remember that work permits cannot be issued if the school plus the work day

amounts to more than eight hours. The school assumes no responsibility for any acci­ dent or occupational illness occurring to a part-time stu­ dent who contracts such disability out of school hours.

CHAPTER III SUMMARY AND CONCLUSIONS For many years it has been felt that any sudden change in a child's environment was definitely a hindrance to proper adjustment in the new situation unless proper orientation was used.

The student hand book now in use in

both Montebello and Bell Gardens High Schools has done a great deal to do away with this feeling of "not belonging" and confusion the child has on entering the senior high school level from the junior high school.

However, one

of the great problems of proper adjustment for the child is proper adjustment of the parent as well.

This field

to date in our district has hardly been touched.

There­

fore it is felt that a Bulletin of Information for all entering high school students, parents, and teachers would go a long way toward proper correlation in the entire dis­ trict.

The incoming student must develop immediately a

healthy attitude towards his new environment; to know what is expected of him; to be helped in developing good habits of study; to develop behavior habits that are acceptable. This Bulletin of Information then is designed first, to present facts about the two high schools now in existence to both parent and child in order that they both might

97better adjust to a new situation. Secondly, this bulletin can be of great aid to the eleventh and twelfth grade student in matters regarding curriculum, courses of study, college entrance require­ ments, and general district facts and policy.

Thirdly,

the Bulletin of Information will be of great value to the teachers at the senior high school level as well as for those of the junior high school.

Information gleaned

from this bulletin will produce better counseling and guidance as far as the faculties in both areas are con­ cerned . The child and parent with those purposes in mind may familiarize themselves with the administrative ideals, purposes, and personel of the district and the high schools. It Is possible for them to explore the curriculum of the high school and by working together better adjust to a new and difficult situation. The material was arranged in as simple a form as possible in order that all may understand.

The sequence

of material was placed in order of interest and value. The most pertinent and most often asked questions dealt with in the bulletin study of district facts and figures bring to light many interesting points that could be in­ cluded in future booklets if space were available.

It was

kept in mind at all times that a bulletin of this type should be as concise and all-inclusive as possible without having too much material to digest. Facts brought out by this study show that we are weak in many areas as far as our ability to adjust and orient the new parent and student to a new situation. Desires of the incoming student as far as curriculum is concerned after both the parent and child decided on course offerings have caused many changes in the present curriculum.

Positive worth while suggestions for better­

ing the method of programing the junior high school student have come from the teachers of the junior high schools as well as the parents and will be incorporated in the present plan of operation.

The facts brought out by this study

can be used by other districts.

Undoubtedly similar bul­

letins for use in an entire district of a size comparable to Montebello or larger would be of a great benefit.

B I B L I O G R A P H Y

BIBLIOGRAPHY A.

BOOKS

Bell, Howard, Youth Tell Their Story. Council on Education, 1938.

Washington:

American

A survey of the wants and desires in education from students picked at random from sbhools in all parts of the United States. Brubacher, J.S., ed., The Public Schools and Spiritual Values. New York: Harpe and Brothers, 194A. A consideration of the place of the American school in producing spiritual values in the youth of today. Caswell, H.L., e_t al., The American High School. Harper and Brothers, 1946.

New York:

A text that gives full coverage to the problems and methods of operating a good high school. Chisholm, Leslie L., Guiding Youth in the Secondary School. New York: The American Book Company, 1945* Edmonson, J.B., Joseph Roemer, Francis L. Bacon, The Administration of the Modern Secondary School. Third edition; New York: The Macmillan Company, 1948. Fretwell, E.K., Extra-Curricular Activities in Secondary Schools. Boston: Houghton Mifflin Company, 1931A dated text. Contains several good basic points however on the underlying principles of an ade­ quate extra-curricular program in the school. Justmen, Joseph, Theories of Secondary Education in the United States. New York: Bureau of Publications, Teachers College, Columbia University, 1942. Discusses the various theories of conducting secondary schools in the United States. An excellent comparison of types and their strong points and weaknesses.

Loomis, A.K., Edwin S. Lide, and Lamar,,B..- Johnson, The Program of Studies. National survey of secondary education, monograph No. 19, United States Office" of education, Bulletin No. 17, 1932. A good reference showing a cross section sampling of the types of land book samplings used in a particular area. Meek, Louis H., et a l ., Personal - Social Development of Boys and Girls. New 'York: D. Appleton-Century Company, Inc., 1940. A good basic test on how boys and girls develop socially and the effect this has on proper persoanlity development. Reeder, Ward G., The Fundamentals of Public School Administration. New York: The Macmillan Company, 1941. Covers very well the good practices in public school administration stressing the place of school publications in the over all program of the school. Smith, Eugene R., Ralph Tyler, et al., Appraising and Recording Student Progress. New York: Harper and Brothers, 1942. Techniques used and findings of great value to the administrator and counselor.

B.

PERIODICAL ARTICLES

Curtis, Francis, "A Study of High School Handbooks," School Review, 51:614-18, December, 1943. Dewey, John, "A Challenge to Liberal Thought," Fortune, 30:155-157, 180-190, August, 1944. Folkerds, H.J., "Pupils' Handbook," Nations Schools. 41: 20, January, 1943-

3101 Harris, Raymond, "High School Pupil Adjustment," The Journal of Education, 128:198-9, September, 1945. McCleery, W.E., "Welcome to High School," School Executive, 61:30-1, January, 1942. McKown, Harry C., "The High School Handbook," School Review, 3 2 :667-669, November, 1924. Mooney, Ross, "Surveying High-School Student's Problems by Means of a Checklist," Educational Research Bulletin. 21:57-69, March 18, 1942. Olsen, Edward G., "How to Develop a Community School Pro­ gram," Progressive Education. 22:12-15, February, 1945. "Promising Practices in Secondary Education," Bulletin of the National Association of Secondary Principals. 24: October, 1940. Symonds, Percival M., and G.E. Jackson, "An Adjustment Survey," Journal of Educational Research. 21:331-330, May, 1930.

University of Southern California Library