An administrative guide for teachers at Columbia School, El Monte, California.

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AN ADMINISTRATIVE] GUIDE FOR ■ TEACHERS AT COLUMBIA SCHOOL, EL MONTE, CALIFORNIA

A P ro ject P resen ted to th e F a c u lty of th e School of E ducation The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

In P a r t i a l F u lfillm e n t o f t h e R e q u i r e m e n t s f o r t h e D eg ree M aster of S cience in E ducation

by O r v i l l e C. H o l l i n g e r August

1950

UMI Number: EP46362

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

UMI Dissertation Publishing

UMI EP46362 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

uest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

This p r o je c t report, writ ten under the direction of the candidate’s advise r a n d a p p r o v e d by him, has been p r es e n te d to and a c ce p te d by the F a cu lt y of the S c h o o l of E du c at io n in p ar ti al f u lf ill m e n t of the requirements f o r the degree of M a s t e r of Science in Ed ucation.

Adviser

Dean

TABLE OF CONTENTS CHAPTER I.

PAGE

THE NATURE OF THE PR O B LE M .......................................... In tro d u ctio n .

1

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

D escription o f th e s itu a tio n

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

1

S t a t e m e n t o f t h e p ro b le m ...........................................

2

Review o f t h e l i t e r a t u r e ..................................... The s c o p e and d e l i m i t a t i o n o f t h e

3

p r o b le m .

The i m p o r t a n c e o f t h e p r o b l e m ....................... O rganization o f c h a p te rs . . . . II.

1

9

..............................10

PROCEDURES USED IN THE SOLUTION OF THE PROBLEM . S p e c ific qu estio n s to solve

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

The d e v e lo p m e n t o f b i b l i o g r a p h y

9

12

.

12

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

13

Procedure f o r an sw erin g q u e s tio n s t h a t e v o l v e d ............................ III.

14

STUDENT GOVERNMENT................................................................ 16 T ra n sitio n paragraph . . .

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

16

S t u d e n t c o u n c i l ................................................................

17

H i s t o r y o f t h e s t u d e n t g o v e r n m e n t ................. 19 P hilosophy o f t h e s t u d e n t government . . . .

20

R u l e s and r e g u l a t i o n s o f t h e s c h o o l

21

. . . .

S t u d e n t p a t r o l ...................................................................

24

R e q u i r e m e n t s f o r p r e s i d e n t ......................................

2$

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

31

Lost p r i v i l e g e . . . . .

M e r i t s y s t e m — g a i n s and l o s s ............................... 33

iii CHAPTER

IV .

PAGE S u m m a r y ........................................................................... .

40

YARD DUTY IN COLUMBIA SCHOOL......................................

42

G eneral r u l e s

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

43

P l a y g r o u n d d u t y and r u l e s — u p p e r d i v i s i o n ....................................................................... Playground—prim ary

46

Bus d u t y — u p p e r d i v i s i o n ......................................

46

Bus d u t y — p r i m a r y ....................................................

47

L i b r a r y d u t y ...................................................................

49

C a f e t e r i a d u t y ..............................................................

50

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

Lost p r iv ile g e V.

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

44

A STUDY OF ACCIDENTS IN SIXTH, SEVENTH, EIGHTH GRADES

50

AND

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

D e s c r i p t i o n o f s t u d y .......................

52 52

A c c i d e n t s from

g i r l s 1 b a s k e t b a l l ................

54

A c c i d e n t s from

g i r l s 1 s o c c e r .........................

54

A c c i d e n t s from

g irls*

so ftb all

53

A c c i d e n t s from

girls*

te th erb all

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

55

A c c i d e n t s from

g irls*

v o lley b all

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

55

. . . . . .

A c c i d e n t s from r e g u l a r c l a s s rooms o f s c h o o l — g i r l s .........................................................

55

A c c i d e n t s from d o m e s t i c a r t s .............................

56

A ccidents--m iscellaneous sources. . . . .

56

A c c i d e n t s from b o y s ’ t o u c h f o o t b a l l . . .

56

iv CHAPTER

PAGE A c c i d e n t s from boys* s o f t b a l l

. . . . . . .

A c c i d e n t s from b o y s Tb a s k e t b a l l

56

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

57

A c c i d e n t s from b o y s T t e t h e r b a l l

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

57

A c c i d e n t s from boys* v o l l e y b a l l

. . . . . .

.

57

A c c i d e n t s from r e g u l a r c l a s s room s— bo y s • .

57

A c c i d e n t s from i n d u s t r i a l a r t s

. . . . . . .

57

A c c i d e n t s from m i s c e l l a n e o u s s o u r c e s . . . .

5$

Summary

.

..................................................................................5$

VI.

CONCLUSIONS........................................................................................62

VII.

R E C O M M E N D A T I O N S .................................... 65

BIBLIOGRAPHY

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

APPENDIX............................................................................................

67 73

LIST OF TABLES TABLE I.

PAGE Numbers and P e r c e n t a g e s o f A c c i d e n t s O c c u r r i n g d uring D if f e r e n t A c t i v i t i e s

II.

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

59

Numbers an d P e r c e n t a g e s o f Each Type o f A ccident

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

60

LIST OF FIGURES FIGURE

PAGE

1.

A p p l i c a t i o n f o r S t u d e n t P a t r o l . ••

.............................25

2#

Recommendation f o r S t u d e n t P a t r o l • • • • • . .

3.

M e r i t C o m p l a i n t ............................................................................ 27

4.

A u t h o r i z e d Group P a s s ...........................

5.

N o m in a tio n P e t i t i o n

6.

L o s t P r i v i l e g e C a r d ..............................................

7.

M e r i t Card R e c o r d .................................................................

&.

C e r tif ic a te of S ervice— P a t r o l m a n

9*

C e r t i f i c a t e o f Award— C o u n c i l m a n .......................................37

26

29

.............................................................. 30 • . .

32

34 •

36

10.

C e r t i f i c a t e o f S e r v i c e — C o u r t M e m b e r ......................

3&

11.

M e r i t C e r t i f i c a t e ....................................................................... 39

CHAPTER

I

THE NATURE OF THE PROBLEM In tro d u ctio n .

The i m p o r t a n c e o f i n t r o d u c i n g and i n ­

d u c t i n g new t e a c h e r s i n s e r v i c e r e p r e s e n t s an i m p o r t a n t d e v e lo p m e n t i n t h e f i e l d o f e d u c a t i o n .

Our r a p i d l y i n c r e a s ­

in g p o p u la tio n o f c h i l d r e n o f sc h o o l a g e , our a c u te s h o rta g e o f a d e q u a t e l y t r a i n e d a n d c e r t i f i c a t e d t e a c h e r s , l e n d s added s i g n i f i c a n c e t o t h i s movement. A d m i n i s t r a t o r s m ig h t w i s e l y t a k e c o g n i z a n c e o f what e m p lo y e r s i n i n d u s t r y h ave done i n r e c o g n i z i n g t h e human elem ent in p e r s o n n e l.

For many y e a r s i n d u s t r y h a s r e c o g ­

n i z e d t h a t p r o p e r o r i e n t a t i o n a n d c o n s i d e r a t i o n may h av e a g r e a t d e a l t o do w i t h m o r a l e a n d e n t h u s i a s m w h ic h c a r r i e s an i n d i v i d u a l t o a s u c c e s s f u l c a r e e r .

The p r i n c i p a l h a s

a d e f i n i t e d u t y t o i n s t r u c t t h e new t e a c h e r , and t e a c h e r s new t o h i s s y s t e m , i n t h e p r o c e d u r e s o f h i s s c h o o l and t h e school d i s t r i c t . To a s c e r t a i n and c o m p ile a g u i d e to a i d t h e t e a c h e r i n t h e e x e c u tio n o f h i s non-academ ic d u t i e s c o n s t i t u t e s a b asis fo r th is stu d y . D escription of th e si t u a t i o n .

For t h e p a s t s e v e r a l

y e a r s t h e r e p l a c e m e n t o f t e a c h e r s i n Columbia S chool h a s b een a n a c u t e p r o b le m .

Many have been w o r k i n g on emergency

c r e d e n t i a l s w i t h two o r t h r e e y e a r s o f c o l l e g e t r a i n i n g .

2 The o u t l o o k t h i s y e a r , 1 9 5 0 - 1 9 5 1 , i s somewhat b r i g h t e r b u t t h e r e w i l l s t i l l b e s e v e n t e e n new t e a c h e r s .

Because o f the

u n u s u a l s i z e o f Columbia s c h o o l ; 2000 s t u d e n t s and 70 t e a c h e r s ; a c o n s i d e r a b l e amount o f a d m i n i s t r a t i v e d e t a i l i s e n c o u n t e r e d by t e a c h e r s , e s p e c i a l l y t h o s e new t o t h e s c h o o l . I t i s i m p o s s i b l e t o do t h i n g s by tTw o r d - o f - m o u t h tT o r t o p e r ­ s o n a l l y m eet i n d i v i d u a l l y w i t h a l l t h e t e a c h e r s .

A l l adm in­

i s t r a t i v e d e t a i l and r e q u i s i t i o n s m u st be f i l e d t h r o u g h t h e p r i n c i p a l ’s o f f i c e a n d from t h e r e t h e y a r e d i s p a t c h e d t o t h e i r proper d e s tin a tio n .

I t i s th e r e s p o n s i b i l i t y o f the

p r i n c i p a l t o a c q u a i n t t e a c h e r s w i t h a l l n e c e s s a r y d e t a i l and t o i n s t r u c t them i n e s t a b l i s h e d p r a c t i c e s .

The p r i n c i p a l

must a c q u a i n t and f a m i l i a r i z e t e a c h e r s w i t h t h e s t u d e n t g o v e rn m e n t o r g a n i z a t i o n and t h e y a r d d u t y s c h e d u l e s and d u ties. Statem ent of t h e problem .

I t was t h e p u r p o s e o f

t h i s s t u d y t o c o n s t r u c t an a d m i n i s t r a t i v e g u i d e t o n o n ac a d e m ic d u t i e s f o r t e a c h e r s i n Columbia S c h o o l , E l Monte School D i s t r i c t . I s t h e a d m i n i s t r a t i v e g u i d e an e f f e c t i v e means o f in s tr u c tin g teachers? 1.

What p r o b le m s s h o u l d be d i s c u s s e d i n a g u i d e t o e x p l a i n s t u d e n t g o v ern m e n t o p e r a t i o n ?

2.

What a r e t h e d u t i e s and r u l e s t o be f o l l o w e d on

3 yard duty? 3.

Where do a c c i d e n t s o c c u r ?

A f t e r s a m p l i n g t h e l i t e r a t u r e we f o u n d t h a t a l l t h e a u t h o r i t i e s we sa m p led w ere unanim ous i n t h e i r b e l i e f s , t h a t i t was one o f t h e i m p o r t a n t d u t i e s o f t h e p r i n c i p a l t o a i d t e a c h e r s i n p erform ing t h e i r non-academic d u t i e s . o r i e n t a t i o n and u n d e r s t a n d i n g o f

Proper

t h e i r d u t i e s was l i s t e d i n

s e v e r a l s t u d i e s a s an a c u t e p r o b le m o f t e a c h e r s . The f o l l o w i n g e x c e r p t s o f t h e l i t e r a t u r e sa m p led w i l l g i v e an i n s i g h t i n t o t h e t h i n k i n g o f o t h e r s who &ave explored th e f i e l d of s u p e rv is io n . Spears s t a t e s : The p r i n c i p a l h a s t h e a d m i n i s t r a t i v e r e s p o n s i b i l i t y f o r a happy s c h o o l e n v i r o n m e n t w here t e a c h e r s w i l l f i n d i t p o s s i b l e to work e f f e c t i v e l y w i t h c h i l d r e n . T his in v o lv e s m a n ip u la tio n o f s c h e d u le , b u i l d i n g s , arran g em en ts, adequate s u p p l i e s ; a s s i s t a n c e in p la n ­ n i n g f o r e x c u r s i o n s ; an d p r o v i d i n g f l e x i b i l i t y t h r o u g h ­ o u t t o m eet e m e r g e n c i e s o f any n e e d . l Kyte s a y s , B e f o r e t h e o p e n i n g o f s c h o o l many p r i n c i p a l s p r e p a r e , r e v i s e , o r e d i t handbooks o f d i r e c t i o n s f o r t e a c h e r s . I n some s c h o o l s t h e c o n t e n t s o f t h e g u i d e s a r e p r e p a r e d by c o m m i t t e e s o f t e a c h e r s w o r k i n g w i t h t h e p r i n c i p a l . The m o st s a t i s f a c t o r y and i n e x p e n s i v e t y p e o f handbook i s a l o o s e - l e a f one c o n s i s t i n g o f punched s h e e t s o f mim eographed i n s t r u c t i o n s . The p a g e s a r e f a s t e n e d i n t o

^ H a r o ld S p e a r s , " L e a d e r s h i p a t W ork." F i f t e e n t h Yearbook o f t h e D e p a r tm e n t o f S u p e r v i s o r s and D i r e c t o r s o f I n s t r u c t i on o f t he N a t i o n a l "~Educ a t i on As s oc 1 a t i o n . (Wash­ i n g t o n , D. C . , I9^3~ p . ‘ 29.

4 a c a r d b o a r d c o v e r o r l o o s e - l e a f b i n d e r so t h a t t h e y may be k e p t i n good c o n d i t i o n f o r r e f e r e n c e . The l o o s e l e a f a r r a n g e m e n t makes p o s s i b l e t h e s u b s t i t u t i o n o f i m p o r t a n t m o d i f i c a t i o n s f o u n d n e c e s s a r y from t i m e to t i m e . 2 Reeder s t a t e s : The s c h o o l em p lo y ee s f r e q u e n t l y c o m p la i n a b o u t t h e many r e c o r d s t h a t t h e y m ust keep and t h e l a r g e number o f r e p o r t s t h e y must make t o t h e i r a d m i n i s t r a t i v e s u p e r i o r s and o t h e r o f f i c i a l s ; t h e y c o m p la i n p a r t i c u l a r l y a b o u t making r e p o r t s w hich t h e y s e e no e v i d e n c e o f e v e r b e i n g u s e d o r o f h a v i n g b e e n ex a m in e d . S c h o o l em p lo y ee s f r e ­ q u e n tly c a l l such a d m i n i s t r a t i v e p ro ced u res "red t a p e . " S ch o o l o f f i c i a l s s h o u l d a t t e m p t to make r e c o r d k e e p i n g and t h e r e p o r t i n g o f s t a t i s t i c s a s p l e a s a n t and a s e a s y a t a s k a s p o s s i b l e f o r a l l e m p lo y e e s . The k e e p i n g o f r e c o r d s and t h e making o f r e p o r t s s h o u l d n o t be r e g a r d ­ ed a s o n l y a n o t h e r c h o r e t o be s u f f e r e d , b u t s h o u l d be l o o k e d upon a s a n e c e s s a r y f u n c t i o n . In c o lle c tin g s t a t i s t i c s from s c h o o l a n d i n d e c i d i n g on t h o s e s t a t i s ­ t i c s which t h e em ployees s h a l l r e c o r d , s c h o o l o f f i c i a l s s h o u l d k e e p i n mind t h e f o l l o w i n g m a t t e r s : 1 . I m p r e s s upon a l l p e r s o n s from whom r e p o r t s a r e r e q u i r e d t h e n e c e s s i t y f o r the in f o rm a tio n r e q u e s t e d . I m p r e s s them a l s o o f t h e n e e d f o r a c c u r a c y i n a l l i n ­ f o r m a t i o n . Do n o t a s k f o r i n f o r m a t i o n w h i c h d o e s n o t s e r v e e i t h e r a c u r r e n t o r an a r c h i e v a l p u r p o s e . 2 . A s s u r e p e r s o n s who make t h e r e p o r t t h a t u s e w i l l be made o f t h e r e p o r t s and t h a t t h e y w i l l a l w a y s be ex­ a m in e d . The m a j o r i t y o f t h e s t a t i s t i c s r e p o r t e d s h o u l d be summ arized and a copy o f t h e summary be made a v a i l ­ a b l e t o ea ch employee who h a s c o o p e r a t e d i n f u r n i s h i n g data. 3. The r e p o r t b l a n k s s h o u l d be made c l e a r c o n c e r n i n g w hat i s w a n t e d . An am biguous b l a n k i s a n i g h t m a r e t o p e r s o n s who must f i l l i t o u t , and i t h u r t s t h e r e p u t a t i o n o f p e r s o n s who make i t . 4* C o n s i s t e n t w i t h c o m p l e t e n e s s , a l l r e p o r t b l a n k s s h o u l d be d e s i g n e d i n s u c h a manner t h a t t h e y c a n be

^G. C. K y te , The P r i n c i p a l a t Work, (New York: and Company, 1 9 4 1 ) , p» 106".

Ginn

5 f i l l e d o u t w i t h a s l i t t l e t i m e and e n e r g y a s p o s s i b l e . Whenever p o s s i b l e , a l l p u r e l y c l e r i c a l work s h o u l d b e d eleg ated to a c le r k . 5. S t e p s s h o u l d be t a k e n t o g e t t h e r e p o r t s i n n o t l a t e r than th e d e a d lin e announced.3 Weber a l s o e m p h a s iz e s t h e i m p o r t a n c e o f a knowledge of th e ro u tin e d u tie s. The i m p o r t a n c e o f t h e new t e a c h e r fs becoming a c q u a i n t e d w ith r o u t i n e d u t i e s b e f o r e th e opening of school cannot be o v e r e m p h a s iz e d . A p r e l i m i n a r y c o n f e r e n c e w i t h t h e p r i n c i p a l s e v e r a l d ays b e f o r e i s i n d i s p e n s a b l e . The p r i n c i p a l a s t h e l o g i c a l a d m i n i s t r a t o r o f t h e s c h o o l ’s a c t i v i t i e s w i l l g l a d l y s u p p l y him w i t h a n o u t l i n e o f t h e work f o r t h e t e r m , a d a i l y p r o g ra m , and t h e p l a n o f s u p e r v i s i o n to be f o llo w e d .^ Edmonson s t a t e s t h a t , D e t a i l e d i n s t r u c t i o n s s h o u l d be g i v e n r e g a r d i n g r o u t i n e r e c o r d s and r e p o r t s and a t t e n d a n c e o f s t u d e n t s , h a n d l i n g o f t e x t book and r e f e r e n c e b o o k s , t e m p e r a t u r e and v e n t i l a t i o n , s c h o l a r s h i p , and a l l m a t t e r s p e r t a i n i n g t o t h e s c h o o l . The p r i n c i p a l s h o u l d s t a t e t h e g e n e r a l p o l i c i e s of the s c h o o l.5 A su rv ey o f t h e te a c h e r s o f t h e N eedles School D i s t r i c t r e v e a l e d some i n t e r e s t i n g f a c t s a b o u t t h e v a l u e o f t h e h a n d ­ book.

S eventy-seven te a c h e r s or £6.2 per cent ranked th e

handbook a s t h e se c o n d most i m p o r t a n t s u p e r v i s o r y f u n c t i o n . A l l t e a c h e r s i n t h e s y s t e m r e p o r t e d t h e y had r e c e i v e d some

G. R e e d e r , The F u n d a m e n ta l s o f P u b l i c S c h o o l A dm inis­ t r a t i o n , (New York: The M a c m illa n Co. , " T 9 4 7 ) , ppT 702^3• ^S. F. Weber, C o o p e r a t i v e A d m i n i s t r a t i o n and Sup e r ­ v i s i on o f t h e T e a c h i n g P e r s o n n e l (New York: Thomas N e l s o n and S o n s , 1 9 3 7 ) , p p . 2lST 5 j . B. Edmonson, Roemer, J . , Bacon, F. L . , The A d m i n i s t r a t i o n o f t h e Modern S e c o n d a r y S c h o o l (New York: M a cm illan C o . 7 T?48")~," pp. 1 2 3 •

The

6 v a l u e from i t .

z

C h a r l e s E. P r a l l s t a t e s i n h i s book T e a c h e r E d u c a t i o n in S erv ice, When a new t e a c h e r comes i n t o ou r s c h o o l , t h e r e a r e a t l e a s t t h r e e ways i n w h i c h sh e may a d v e r s e l y e f f e c t t h e s c h o o l b e f o r e s h e h a s made t h e p r o p e r a d j u s t m e n t s . T h ese a r e c o n c e r n e d w i t h (1) an open minded u n d e r s t a n d i n g o f t h e s c h o o l ’ s e d u c a t i o n a l program : (2) t h e s c h o o l ’ s e d u c a t i o n a l p ro g ra m ; (2) t h e s c h o o l ’ s r o u t i n e ; and (3) t h e s o c i a l c o n t a c t s w i t h h e r f e l l o w t e a c h e r s . . . . New t e a c h e r s o f t e n c a u s e u p s e t s i n t h e m a t t e r o f s c h o o l ro u tin e. They do n o t u n d e r s t a n d o ur p l a y g r o u n d r u l e s , r u l e s o f good c o n d u c t , and c a f e t e r i a d u t y . Some t i m e s t h e y do n o t 3 ee t h e n e c e s s i t y o f e n f o r c i n g t h e r u l e s even when t h e y know th e m . The newer t e a c h e r s i n ou r b u i l d i n g c o n s i d e r h a l l d u t y t h e i r ” f r e e w e e k . ” When t h e m a j o r i t y o f t e a c h e r s i n t h e b u i l d i n g had t a u g h t h e r e c o n t i n u o u s l y t h e h a l l s were q u i e t ; i t was p o s s i b l e f o r a t e a c h e r t o work i n p e a c e i n h e r room a t n o o n . T h i s i s no l o n g e r p o s s i b l e . Some new t e a c h e r s r e s e n t o t h e r t e a c h e r s r e m i n d i n g them a b o u t t h e r u l e s . 7 One f i n d s i n e v e r y book o r a r t i c l e on S u p e r v i s i o n and A d m i n i s t r a t i o n , a c h a p t e r o r p a r a g r a p h e m p h a s i z i n g t h e im­ p o r ta n c e o f an u n d e rs ta n d in g o f t h e r o u t i n e , r u l e s , or nona c a d e m ic d u t i e s o f t h e t e a c h e r .

The p r i n c i p a l o r s u p e r v i s o r

i s ch a rg e d w ith t h i s r e s p o n s i b i l i t y . T h irty s t a t e departm ents of ed u catio n responded to t h e q u e s t i o n , ’’What do you c o n s i d e r t o be t h e m a jo r f u n c t i o n z

°Neva C a r o l i n e Hageman, ” A C r i t i c a l S tu d y o f t h e S u p e r ­ v i s o r y A c t i v i t i e s t h a t F a c i l i t a t e t h e A d j u s t m e n t o f New T eachers in N eedles School D i s t r i c t ” , (u n p u b lis h e d M a s te r ’s T h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , O c t o b e r , 1943* 7 c . E. P r a l l , and L.A. Cushman, T e a c h e r E d u c a t i o n i n S e r v i c e ( W a s h in g to n , D#c . : American C o u n c i l on E d u c a t i o n , I9 W T , pp. 2 9 3 -9 9 .

7 o f s u p e r v i s o r s employed i n y o u r d e p a r t m e n t ? ”

T heir s t a t e ­

m ents f a l l i n t o t h e f o l l o w i n g c a t e g o r i e s : 1 . To a s s i s t l o c a l l e a d e r s and t e a c h e r s t o im prov e the q u a lity of in s t r u c tio n . 2. To p r o v i d e p r o f e s s i o n a l l e a d e r s h i p t h r o u g h con­ f e r e n c e and g r o u p a c t i v i t y . 3. To v i s i t s c h o o l s an d che ck on t e a c h i n g a i d s , m ethods a n d t e c h n i q u e s . 4 . To i n t e r p r e t and a d m i n i s t e r t h e la w s g o v e r n i n g t h e p r o g ra m . 5. To b r i n g t o s u p e r i n t e n d e n t s , s u p e r v i s o r s , and te a c h e r s t e s t e d e d u c a tio n a l p r i n c i p l e s and t e c h n i q u e s . 6.

To h e l p e v a l u a t e l o c a l p r a c t i c e s .

7* To a s s i s t g o v e r n i n g b o a r d s o f s c h o o l d i s t r i c t s t o f o r m u l a t e i n t e l l i g e n t p o l i c i e s and r u l e s . 3.

To p r e p a r e c u r r i c u l u m m a t e r i a l s .

9. To g u i d e and s t i m u l a t e t e a c h e r s t o w a r d t i o n a l growth. 10 .

educa­

To d e v e l o p t h e i n d i v i d u a l t o l i v e i n a d e m o c r a c y .

W r i t i n g i n t h e t w e n t y - e i g h t h y e a r b o o k Ward S a t t e r l e e , P r o f e s s o r o f E d u c a t i o n and Chairman o f t h e D e p a r tm e n t o f E d u c a t i o n , Potsdam S t a t e T e a c h e r ’ s C o l l e g e , s a y s : I t w i l l be w e l l , t h e n , t o c o n s i d e r some o f t h e p r o ­ c e d u r e s , o r r o u t i n e s , o f t h e s c h o o l w h ic h e f f e c t good p u b l i c r e l a t i o n s by t h e way t h e y a r e i n i t i a t e d , o r by t h e sm oothness o f t h e i r o p e r a t i o n . School r e g u l a t i o n s

L. A. T a g g e r t , " A n a l y z i n g Our P r o b l e m s , ” N i n e t e e n F o r t y S i x Yearbook A s s o c i a t i o n f o r S u p e r v i s i o n and C u r r i c u l u m D evelopm ent o f t h e N a t i o n a l E d u c a t i o n A s s o c i a t i o n , (Washing­ t o n , D. C . l , p p . 4 9 .

h a v e a d i r e c t e f f e c t upon t h e o p e r a t i o n o f t h e s c h o o l , upon home l i f e o f t h e c h i l d r e n , an d t o a l e s s e r e x t e n t , upon t h e commmuty i n g e n e r a l ,9 One c o u l d d e v o t e a g r e a t amount o f s p a c e t o g i v i n g q u o t e s o r f i n d i n g s w h ic h s u b s t a n t i a t e t h e i m p o r t a n c e o f r u l e s , r e g u l a t i o n s an d t h e i r u n d e r s t a n d i n g and e x e c u t i o n . Much h a s b e e n w r i t t e n an d many s t u d i e s have b e e n made. I t i s n o t t h e main p u r p o s e o f t h i s s t u d y t o g i v e a l l the reasons fo r a d m in is tra tiv e g u id es.

The f i e l d h a s b e e n

p i o n e e r e d by many a d m i n i s t r a t o r s and much h a s b ee n w r i t t e n . The p u r p o s e o f t h i s s t u d y i s t o c o n s t r u c t a g u i d e f o r t h e t e a c h e r s i n Columbia s c h o o l c o n c e r n i n g t h r e e i m p o r t a n t f u n c t i o n s , nam ely: dents,

S t u d e n t G overn m ent, Yard Duty and A c c i ­

I n c l u d e d i n t h e a p p e n d i x w i l l b e o t h e r r u l e s and

r e g u l a t i o n s , and p o l i c i e s o f t h e s c h o o l w hich a r e n o t d i r e c t ly r e l a t e d to t h e s e problem s. The work o f t h e e l e m e n t a r y s c h o o l t e a c h e r i s l a r g e l y i n s t r u c t i v e by n a t u r e .

She o f t e n t i m e m i n i m i z e s t h e i m p o r t ­

a n c e o f f o r m s , r u l e s an d r e g u l a t i o n s i n h e r e n t h u s i a s m f o r t h e c h i l d r e n and t h e i r g r o w t h .

I t i s t h e duty o f th e p r i n c i

p a l t o p r e s e n t a know ledge a n d u n d e r s t a n d i n g o f t h e n o n acade m ic p r o c e d u r e s i n t h e m ost c o n c i s e manner p o s s i b l e .

9o. W. S a t t e r l e e , " A d m i n i s t r a t i v e P r o c e d u r e , I t Paves t h e Way," Twenty E i g h t h Year B ook, D e p a rtm e n t o f E l e m e n t a r y S c h o o l P r i n c i p a l s , ( W a s h in g to n , D , C , , 1 9 4 9 ) , l93> PP*

9 The s c o p e and d e l i m i t a t i o n o f t h e p r o b l e m .

I t is

e v i d e n t t h a t t h e r e a r e many a d v a n t a g e s t o be d e r i v e d from an a d m in istra tiv e guide.

However e v e r y s c h o o l h a s i t s own

p r o b le m s and r o u t i n e s , an d no two g u i d e s would h o l d t h e same context.

The s c o p e o f t h i s s t u d y w i l l s p e c i f i c a l l y c o v e r

t h r e e i m p o r t a n t p h a s e s o f n o n - a c a d e m i c a d m i n i s t r a t i o n nam ely: S t u d e n t Governm ent, Yard D u ty , a n d A c c i d e n t s . The o r i g i n a l p l a n was t o i n c l u d e a s t u d y o f s c h o o l forms and t h e i r u s e .

The i n v e s t i g a t o r had i n t e n d e d t o d e ­

t e r m i n e and l i s t a l l t h e p o l i c i e s o f t h e d i s t r i c t a n d t h e reason fo r t h e i r e x iste n c e . A f t e r an e x t e n s i v e r e v i e w o f t h e l i t e r a t u r e , and k e e p ­ i n g i n mind t h e u p p e r m ost n e e d s o f t h e t e a c h e r s i n t h e s c h o o l , i t was d e c i d e d t o l i m i t t h e s t u d y t o t h e ab o v e s t a t e d t h r e e phases.

A l l o f t h e r u l e s and p o l i c i e s o f t h e d i s t r i c t and

sc h o o l n o t d i r e c t l y r e l a t e d t o t h i s s tu d y w i l l be c o l l e c t e d and p l a c e d i n t h e a p p e n d i x where t h e y w i l l be a v a i l a b l e . The i m p o r t a n c e o f t h e p r o b l e m .

The p r i n c i p a l s h o u l d ,

t o t h e b e s t o f h i s a b i l i t y , a d m i n i s t e r t h e program o f h i s s c h o o l so t h e c h i l d r e n w i l l h a v e t h e b e s t c o n d i t i o n s f o r maximum g r o w t h .

T h i s means h e s h o u l d s i m p l i f y and e x p l a i n

a l l n o n - a c a d e m i c d u t i e s t o t h e e x t e n t t h e t e a c h e r h a s a max­ imum amount o f t i m e t o d e v o t e t o t h e c h i l d r e n .

T h is problem

g a i n s a d d e d s i g n i f i c a n c e i n view o f t h e i n c r e a s i n g number o f

10 c h i l d r e n and t h e s c a r c i t y o f a d e q u a t e l y t r a i n e d t e a c h e r s i n th e elem entary f i e l d .

The p r e - i n d u c t i o n and i n - s e r v i c e

t r a i n i n g o f t e a c h e r s w i l l be s u c c e s s f u l i n t h e d e g r e e t o w hich p r i n c i p a l s and s u p e r v i s o r s r e c o g n i z e , a r e c h a l l e n g e d , and s e t up a d e q u a t e m e a s u r e s t o meet t h e p r o b l e m . The n eed f o r s o l v i n g t h i s p r o b le m was r e p e a t e d l y b r o u g h t t o a t t e n t i o n d u r i n g t h e p a s t y e a r when t e a c h e r s , o l d and new, would a s k t h e f o l l o w i n g q u e s t i o n s : "What am I e x p e c t e d on c o r r i d o r d u t y ?

What do

t o do on bus d u t y ?

What

do I do

I do on c a f e t e r i a d u t y ? What do

we do a b o u t t h e s e h i g h s c h o o l s t u d e n t s r o a m in g i n t h e h a l l s and c o r r i d o r s ?

Why d o n ’t you p u b l i s h a m anual on y a r d

d u ties?

How d i d Johnny g a i n so many m e r i t s l a s t m a r k in g

period?

How do you f i g u r e t h e m e r i t s ? A fte r r e p e a te d q u e s tio n s o f t h i s n a tu re an i n v e s t i g a ­

t i o n r e v e a l e d t h a t t h e l a s t s e t o f r u l e s and r e g u l a t i o n s had b e e n p u b l i s h e d i n 1940, t h a t many o f t h e t e a c h e r s d i d n o t have o n e .

The a d m i n i s t r a t i v e g u i d e g i v e n each y e a r from t h e

S u p e r i n t e n d e n t ’ s o f f i c e o n l y c o n t a i n e d some g e n e r a l p o l i c i e s o f t h e b o a r d , s a l a r y s c h e d u l e s and a few p e r t i n e n t g e n e r a l in stru ctio n s. A f t e r s a m p l i n g some seemed

of th e l i t e r a t u r e in thef i e l d i t

w i s e t o make t h i s a s t u d y f o r th e summer m o n t h s . O rganization o f c h a p te r s .

The f o l l o w i n g c h a p t e r s o f

11 th e stu d y o f f e r a s y n t h e s i s o f in fo rm a tio n p e r t i n e n t to the e x e c u t i o n o f t h e a d m i n i s t r a t i o n o f Columbia S c h o o l , El Monte School D i s t r i c t ,

T h i s i n f o r m a t i o n i s b a s e d on q u e s t i o n s

a s k e d by t e a c h e r s .

C hapter I I in c lu d e s t h e p ro c e d u re s used

i n s o l u t i o n o f t h e p r o b le m .

C h a p t e r I I I i n c l u d e s an e x p l a n ­

a t i o n o f s t u d e n t g o v e rn m e n t t o g e t h e r w i t h i n s t r u c t i o n s f o r its

execution.

C h a p t e r IV i n c l u d e s an e x p l a n a t i o n o f y a r d

d u t i e s w i t h n e c e s s a r y i n f o r m a t i o n i n r e g a r d t o what i s ex­ p e c t e d o f t e a c h e r s on t h e v a r i o u s d u t i e s . a f r e q u e n c y s u r v e y on a c c i d e n t s .

Chapter V in c lu d e s

The l a s t two c h a p t e r s a r e

on c o n c l u s i o n s and r e c o m m e n d a t i o n s .

CHAPTER

II

PROCEDURES USED IN THE SOLUTION OF THE PROBLEM I n t h e f i r s t c h a p t e r t h e c i r c u m s t a n c e s and s e t t i n g w hich l e a d t o t h e s t u d y o f t h i s p ro b le m were o u t l i n e d . review o f

A

th e l i t e r a t u r e i n th e f i e l d o f elem entary school

a d m i n i s t r a t i o n an d s u p e r v i s i o n was made.

This in c lu d e d

b o o k s , p e r i o d i c a l s , j o u r n a l s , y e a r b o o k s , and u n p u b l i s h e d m aterials.

Only a u t h o r s who h av e b e e n r e c o g n i z e d a s a u t h o r i ­

t i e s i n t h e f i e l d o f e d u c a t i o n w e r e s e l e c t e d from b o o ks and p erio d ic als.

U n p u b l i s h e d m a t e r i a l s o f r e s e a r c h n a t u r e were

c h o s e n when t h e i r d a t a a p p e a r e d v a l i d .

A ll m a te r ia ls i n ­

v e s tig a te d s u b s ta n tia te d th e use of guides as v a lid t r a i n ­ ing a id s except th r e e .

They d i d n o t d i s a g r e e b u t d i d n o t

t o u c h on t h e s u b j e c t . S p e c ific q u estio n s to s o l v e .

A fte r s e v e ra l m eetings

w i t h t h e t e a c h e r s , a t w h ich t i m e t h e y were a s k e d t o s u b m i t t h e i r m ost f r e q u e n t n e e d s , a s e r i e s o f q u e s t i o n s w e r e r e ­ corded.

These w ere s t u d i e d a n d i t was fou n d t h a t t h e y f e l l

m ost f r e q u e n t l y i n t o t h r e e c a t e g o r i e s c o n c e r n i n g t h e o r i g i n a l g e n e r a l p r o b le m ;

i s t h e a d m i n i s t r a t i v e g u i d e an e f f e c t i v e

means o f i n s t r u c t i n g a n d o r i e n t i n g t e a c h e r s ? From t h e s e m e e t i n g s , u s i n g a n d g r o u p i n g t h e d a t a g a t h e r e d , and from r e v i e w i n g t h e l i t e r a t u r e i n t h e f i e l d ,

13 th r e e s p e c if ic q u e s tio n s evolved. 1.

What p r o b le m s s h o u l d be d i s c u s s e d i n a g u i d e t o

e x p l a i n s t u d e n t g o v ern m e n t t o t e a c h e r s ? 2.

What a r e t h e d u t i e s and r u l e s t o be f o l l o w e d

on y a r d d u t y ? 3#

Where do a c c i d e n t s o c c u r ?

T h ese t h r e e q u e s t i o n s , t h e n , f o r m u l a t e t h e m s e l v e s to c o n s t i t u t e t h e b a s i s o f t h i s p r o j e c t , n am e ly :

An A dminis­

t r a t i v e G uide f o r T e a c h e r s a t Columbia S c h o o l , El Monte, C alifo rn ia. The d e v e lo p m e n t o f b i b l i o g r a p h y .

Having f a i t h i n t h e

p u b l i c a t i o n ”WhoTs Who,” t h e i n v e s t i g a t o r s e l e c t e d t h i r t y s i x names o f men r e c o g n i z e d i n t h e f i e l d o f e d u c a t i o n .

He

t h e n went t o t h e c a r d i n d e x e s o f s e v e r a l l i b r a r i e s and found b o o k s w r i t t e n an d a v a i l a b l e f o r t w e n t y - f i v e o f t h e s e authors.

T h e se b o o k s w ere l i s t e d on c a r d s a l p h a b e t i c a l l y ,

and e v e r y s e c o n d one s e l e c t e d f o r s a m p l i n g .

The w r i t e r

f o u n d t r e a t m e n t o f t h e problem i n n i n e o u t o f t w e l v e o f t h e authors

selected .

A l l were i n agreem ent t h a t non-academic

d u t i e s w ere i m p o r t a n t , t h a t i t was t h e d u t y o f t h e p r i n c i p a l o r s u p e r v i s o r t o a s s i s t i n p ro p e r o r i e n t a t i o n and i n d u c t i o n of teachers.

Two more a u t h o r s w ere a d d e d t o t h e l i s t b e ­

c a u s e t h e i r p u b l i c a t i o n s w e r e r e c e n t a n d t h e men a r e r e c o g ­ nized in th e f i e l d .

The u n p u b l i s h e d m a t e r i a l s o f t h e s e s

14 were s e l e c t e d b e c a u s e t h e y c o n t a i n e d r e s e a r c h p e r t i n e n t t o th e problem . The i n v e s t i g a t o r f o u n d t h a t t h e t w e n t y - f i v e books a v a i l a b l e t o him were c o n s t a n t , w h e t h e r s e l e c t i n g e v e r y s e c o n d one a l p h a b e t i c a l l y , o r s e l e c t i n g e v e r y t h i r d one a t random.

One method showed n i n e o u t o f e l e v e n w h i l e t h e o t h e r

proved t e n out o f tw e lv e .

I t appeared ev id en t t h a t a d d itio n ­

a l s a m p l i n g would p r o v e c o n s t a n t and t h a t t h e same d e g r e e o f r e l i a b i l i t y w ould r e s u l t .

Books l i s t e d i n Who1s Who can b e

s a i d t o h a v e a h i g h d e g r e e o f v a l i d i t y , i n a s much a s t h i s p u b l i c a t i o n o n l y c o n t a i n s men i n t h e v a r i o u s f i e l d s who h a v e made r e c o g n i z e d c o n t r i b u t i o n t o t h e i r f i e l d s . The o t h e r s o u r c e s o f i n f o r m a t i o n u s e d i n t h e s o l u t i o n o f t h e s p e c i f i c p r o b le m s s h o u l d p r o v e b o t h v a l i d and r e ­ lia b le .

V a l i d i t y an d r e l i a b i l i t y w ere g a i n e d i n t h e c h a p t e r

on y a r d d u t y by g e t t i n g o p i n i o n s from a l l t h e e x p e r i e n c e d t e a c h e r s and b y t h e f r e q u e n c y o f t h e i r c h o i c e o f l i s t i n g s . P rocedure f o r answ ering q u e s tio n s t h a t e v o lv e d .

In

C h a p t e r I I I t h e p r o b le m s t h a t seemed t o be m ost p e r t i n e n t c o n c e r n i n g t h e o p e r a t i o n o f s t u d e n t g o v ern m e n t were a n s w e r e d . D u rin g t h e p a s t y e a r t h e p r i n c i p a l ’s s e c r e t a r y was a s k e d t o j o t down a l l q u e s t i o n s c o n c e r n i n g s t u d e n t g o v e r n m e n t . list,

T h is

to g e th e r w ith q u estio n s subm itted to th e i n v e s t i g a t o r ,

w ere u s e d a s a b a s i s f o r t r e a t m e n t .

The a n s w e r s w ere f o u n d

15 by m e e t i n g s w i t h t h e a d m i n i s t r a t i v e c o u n c i l ,

consistin g of

f i f t e e n a d m i n i s t r a t o r s an d s u p e r v i s o r s , a n d by f o l l o w - u p s t u d y g r o u p s composed o f t h e s e v e n p r i n c i p a l s .

The gro u p

was i n common a g r e e m e n t on t h e a n s w e r s t o s t u d e n t g o v e r n ­ ment • I n C h a p t e r IV t h e r u l e s an d r e g u l a t i o n s p e r t a i n i n g t o y a r d d u t i e s w ere e s t a b l i s h e d by a f r e q u e n c y o f l i s t i n g . Each o f t h e f o r t y - n i n e e x p e r i e n c e d t e a c h e r s w e r e a s k e d t o w r i t e down t h e r u l e s and r e g u l a t i o n s t h e y t h o u g h t n e c e s s a r y to ad e q u ate ly f u l f i l th e requirem ents f o r th e v ario u s a s s ig n ­ m ents.

The r e s p o n s e was one h u n d r e d p e r c e n t .

These l i s t ­

i n g s were c o l l e c t e d , t a l l i e d and d i s c u s s e d i n a m e e t i n g o f a l l t h e t e a c h e r s w h ere t h e y w ere u n a n i m o u s l y a p p r o v e d . Chapter V c o n ta in s a survey o f a c c id e n ts f o r th e y e a r 1949-50.

A l l o f t h e p r i n t e d a c c i d e n t r e p o r t s w hich had

b e e n f i l e d f o r t h e y e a r were c o u n t e d a n d t a b u l a t e d .

They

w ere s e p a r a t e d a c c o r d i n g t o bo y s an d g i r l s an d c l a s s i f i e d under th e v a rio u s a c t i v i t i e s .

The n a t u r e o f and f r e q u e n c y

o f t h e a c c i d e n t was t a b u l a t e d u n d e r e a c h a c t i v i t y a n d t h e f i n d i n g s were l i s t e d .

CHAPTER

III

STUDENT GOVERNMENT I n t h e l a s t c h a p t e r a s t a t e m e n t was made on e v o l u t i o n o f t h e problem*

The i n v e s t i g a t o r t h e n d e s c r i b e d t h e p r o c e ­

d u res used i n t h e s o l u t i o n o f t h e problem .

T his c h a p te r con­

c e r n s i t s e l f w i t h t h e p r o b le m s o f s t u d e n t g o v e rn m e n t an d th e ir so lu tio n . D u rin g t h e p a s t y e a r t h e p r i n c i p a l ’ s s e c r e t a r y was a s k e d t o j o t down a l l q u e s t i o n s a s k e d by t e a c h e r s p e r t a i n i n g to s tu d e n t governm ent.

The p r i n c i p a l k e p t a memorandum o f

a l l q u e s t i o n s w h ic h w e r e p u t t o him d u r i n g t h e y e a r c o n c e r n ­ i n g t h e same t o p i c . The q u e s t i o n s m ost f r e q u e n t l y a s k e d w e r e a s f o l l o w s : Q uestion

F re q u e n c y

1.

How d i d you e v e r g e t s u c h a good c o n s t i t u t i o n ?

7

2.

How l o n g h a s t h e s t u d e n t governm e nt b e e n i n o p e r a t i on?

a

3.

Why c a n ’t we w r i t e m e r i t s l i p s f o r t a l k i n g or o th e r d is c ip lin a r y causes?

24

4.

How can I t a k e Johnny o f f S t u d e n t P a t r o l ?

2

5.

How d o e s a s t u d e n t g e t t o b e a p a t r o l m a n ?

31

6.

What a r e t h e r e q u i r e m e n t s f o r a s t u d e n t t o be p r e s i d e n t ?

5

7.

What do you do when a s t u d e n t l o s e s a l l h i s m erits?

2a

S.

How do s t u d e n t s g a i n m e r i t s ?

36

17 9.

How many m e r i t s can a s t u d e n t l o s e and s t i l l earn a m e rit c e r t i f i c a t e ?

16

T h is c h a p t e r c o n c e r n s i t s e l f w i t h s o l v i n g t h e s e p ro b le m s • The f i r s t q u e s t i o n i s a n s w e r e d by r e f e r e n c e t o what a u t h o r i t i e s h a v e l e a r n e d c o n c e r n i n g t h e c o u n c i l form o f g o v e rn m e n t. A l t h o u g h , t h e r e a r e many t y p e s o f o r g a n i z a t i o n s , v a r y i n g i n c o m p l e x i t y from m in o r c l u b o r g a n i z a t i o n s t o t h e tfs c h o o l c i t y , " t h e s t u d e n t c o u n c i l p l a n w hich i s b a s e d on l i m i t e d p a r t i c i p a t i o n i s t h e m ost common-----I t must b e u n d e r s t o o d t h a t t h e s e c o u n c i l s a r e i d e n t i f i e d by a s c o r e o f d i f f e r e n t names and t h e o f f i c e r s a r e g i v e n a v a r i e t y o f t i t l e s , b u t t h e S tu d e n t C ouncil p lan i s f u n d a m e n t a l i n a l m o s t a l l s c h o o l s em ploying c o o p e r a t i v e c o n t r o l ,1 The Twenty Second Yearbook o f t h e N a t i o n a l P r i n c i p a l s A s s o c i a t i o n , ^ d e v o t e s i t Ts e n t i r e i s s u e t o s t u d e n t g o v e rn m e n t plans

and t h e i r u n i q u e c o n t r i b u t i o n t o m o r a l e , s c h o o l s p i r i t ,

and t r a i n i n g i n d e m o c r a c y .

Some f o u r t e e n p l a n s a r e d e s c r i b e d ,

ea ch by a d i f f e r e n t a u t h o r and a l l u n i f i e d on t h e c o u n c i l plan.

The book e m p h a s iz e s t h e i m p o r t a n c e o f t h e s t u d e n t

c o u n c i l i n p l a n n i n g r u l e s an d r e g u l a t i o n s c o n c e r n i n g t h e s t u ­ dents .

l j . B. Edmonson, J o s e p h Roener and F r a n c i s Bacon, The A d m i n i s t r a t i o n o f t h e Modern S e c o n d a r y S c h o o l (New York: The M a c m illa n "Co.-,” T§l+&) , 214 pp. ^ J o s e p h i n e N. H o w d e r s h e l t , T,C i t i z e n s h i p T r a i n i n g t h r u S t u d e n t O r g a n i z a t i o n s , ” The N a t i o n a l E l e m e n t a r y P r i n c i p a l , 22; J u l y , 1943.

id

As f a r b a c k a s 1923 E llw ood C u b b e rly ^ was a d v o c a t i n g t h e s t u d e n t c o u n c i l form o f s t u d e n t g o v e rn m e n t a s a method o f b u ild in g school s p i r i t .

He t h o u g h t c o u n c i l s h o u l d meet once

a week t o d e t e r m i n e s t u d e n t p o l i c i e s , r u l e s an d r e g u l a t i o n s . P u r s e l l ^ s t a t e s t h a t s t u d e n t p a r t i c i p a t i o n i s b a s e d on t h e th e o r y t h a t c i t i z e n s h i p in a s m a lle r or l a r g e r group o f s o c i e t y , n e c e s s i t a t e s i d e a l s and know ledge combined i n a c t i o n .

The

s t r o n g e s t argument f o r s t u d e n t p a r t i c i p a t i o n i s t h a t i t p r o ­ d u c e s a h i g h e r t y p e o f c i t i z e n s h i p by p r o v i d i n g t h e s t u d e n t s w ith an o p p o rtu n ity to fo llo w th e dem ocratic p r i n c i p l e s l a i d down by t h e s c h o o l .

They became i m p r e s s e d by t h e s i m i l a r i t y

o f s c h o o l e x p e r i e n c e and l i f e

experience.

S i n c e a l l o f t h e a u t h o r s c o n s u l t e d a r e u n i t e d on t h e s t u d e n t c o u n c i l p l a n o f g o v e r n m e n t, Columbia s c h o o l c a n b e s a i d t o have c o n c e i v e d a good c o n s t i t u t i o n by making p r o ­ visio n in i t s

c o n s titu tio n fo r th e student co u n c il.

The c o n s t i t u t i o n was w r i t t e n i n t h e f o l l o w i n g m a n n e r. The p r i n c i p a l a s k e d s t u d e n t s t o e l e c t two r e p r e s e n t a ­ t i v e s from e a c h room i n t h e u p p e r g r a d e s t o form a c o n s t i t u ­ t i o n c o m m i t t e e - - t h e p u r p o s e t o be t o w r i t e a c o n s t i t u t i o n , f o r Columbia s c h o o l .

A cting as a d v is o r fo r t h i s group, th e

3Elwood P. C u b b e r l y , The P r i n c i p a l and H is S c h o o l (New York: Houghton M i f f l i n C o . , 1 9 2 3 ) , 313 p p. ^•Arthur L. P u r s e l l , TTA R e a l i s t i c Approach t o S t u d e n t G o v ern m en t, Tt The N a t i o n a l E l e m e n t a r y P r i n c i p a l t 2 9 : 1 9 5 , S e p t . , 1949*

19 t h e p r i n c i p a l s u g g e s t e d i t m ig h t b e p a t t e r n e d a s n e a r l y a s p o s s i b l e a f t e r o u r F e d e r a l C o n s t i t u t i o n , s i n c e t h a t document had s e r v e d t h i s c o u n t r y w e l l , f o r one h u n d r e d and f i f t y years. T h i s c o n s t i t u t i o n a l c o m m itt e e w r o t e t h e c o n s t i t u t i o n f o r Columbia S c h o o l w h ich was r a t i f i e d by t h e s t u d e n t s on November 1 6 , 1 9 3 6 . ^

The c o n s t i t u t i o n h a s b e e n amended e i g h t

t i m e s , b u t o n l y f o r m in o r c h a n g e s c o n c e r n i n g e l e c t i o n d a t e s and t e r m i n o l o g i e s , d u e t o t h e s c h o o l Ts p o l i c y o f e l i m i n a t i n g m id-sem ester c l a s s e s .

T h i s p a s t y e a r t h e c o n s t i t u t i o n was

r e w r i t t e n t o i n c l u d e t h e amendments a s a p a r t o f t h e c o n s t i ­ tu tio n .

T h i s c o n s t i t u t i o n , p a t t e r n e d a f t e r o u r F e d e r a l Con­

s t i t u t i o n , has se rv e d th e sc h o o l w e ll f o r f o u r te e n y e a r s . T h is a n s w e r s t h e s e c o n d q u e s t i o n . The i n v e s t i g a t o r knows o f t w e l v e o t h e r s c h o o l d i s ­ t r i c t s w hich h a v e p a t t e r n e d s t u d e n t g o v e r n m e n t s a f t e r t h e one i n o p e r a t i o n i n Columbia S c h o o l . To a n s w e r t h e t h i r d q u e s t i o n , one must u n d e r s t a n d t h e p h i l o s o p h y an d p o l i c y o f t h e d i s t r i c t a s i t c o n c e r n s s t u d e n t governm ent. The i n t e n t and o p e r a t i o n o f t h i s p l a n h a s b e e n t o place th e r e s p o n s i b ili t y of stu d e n t c o n tro l e n tir e ly in t h e hands o f t h n s t u d e n t s t h e m s e l v e s . The g e n e r a l

^A d m i n i s t r a t i v e G u i d e , El Monte S c h o o l D i s t r i c t , Septem ber, 1940.

20 p o lic y o f r e f e r r i n g o n ly such m a tte rs as p e r t a i n to t h e s t u d e n t s , a l o n e , t o t h e s t u d e n t governm e nt i s v e r y r i g i d l y a d h e r e d to * P roblem s w hich i n v o l v e r e l a t i o n ­ s h i p b e t w e e n f a c u l t y members an d s t u d e n t s a r e n o t t o be h a n d l e d i n s t u d e n t g o v e r n m e n t . S t u d e n t g o v e r n m e n t c o v e r s t h o s e i t e m s o v e r w h ic h t h e p u p i l h a s e n t i r e c o n t r o l , and t h e m a t t e r o f d i s c r e t i o n a r y a c t i o n b e tw e e n s t u d e n t and t e a c h e r i s n o t t o b e c o n s i d e r e d a p a r t o f t h e s t u d e n t govern m en t p r o g r a m . ° A co p y o f t h e s c h o o l c o n s t i t u t i o n i s fou n d i n t h e A p p e n d ix .

This c o n s t i t u t i o n i s s t r i c t l y adhered t o .

i n t e r v e n t i o n i s n o t p e r m i t t e d in any form .

F aculty

T h is means t h a t

no s t u d e n t may b e removed from o f f i c e e x c e p t a s p r o v i d e d i n the c o n s titu tio n .

T h i s answers q u e s t i o n number f o u r .

The s e t o f r u l e s and r e g u l a t i o n s

(see n e x t page) i s

a copy o f t h e s c h o o l r u l e s a s r e v i s e d by t h e S t u d e n t C o u n c i l i n S e p t e m b e r , 1949*

The s t u d e n t c o u n c i l w h ich i s t h e la w

m aking g r o u p may a d d t o o , d e l e t e , o r a l t e r t h e s e a t an y t i m e . The p r e s i d e n t o f t h e s c h o o l p r e s i d e s i n c o u n c i l an d may make r e c o m m e n d a tio n s f o r c o n s i d e r a t i o n by t h e c o u n c i l o f an y s t u ­ d en t problem s. A s t u d y o f t h e c o n s t i t u t i o n w i l l show t h e d u t i e s o f t h e s t u d e n t c o u n c i l ; one o f w h ic h , i s t o e l e c t a p a t r o l com­ m ittee.

T h i s c o m m itt e e m i g h t b e l i k e n e d t o t h e c h i e f s o f

po lice.

I t i s t h e i r d u t y t o s e l e c t , o r g a n i z e and s u p e r v i s e

^ F . M. W r i g h t , R u l e s a n d R e g u l a t i o n s , E l Monte S c h o o l D i s t r i c t , (an u n p u b l i s h e d handbook o f R u l e s and R e g u l a t i o n s g i v e n to e a c h t e a c h e r i n s y s t e m , 1 9 4 0 ) , 36 p p .

21 RULES AND REGULATIONS ADOPTED BY COLUMBIA SCHOOL COUNCIL REVISED SEPT. , 1949 -

1-

P u p i l s s h a l l n o t l e a v e t h e s c h o o l g r o u n d s a t any t i m e w i t h o u t p r o p e r p e r m i s s i o n from t h e o f f i c e . T h is a p p l i e s b e f o r e s c h o o l, noon, or a f t e r sch o o l w h ile w a it in g f o r t h e bus. -

2-

P upils s h a l l not r i d e b ic y c le s or r o l l e r sk ates in t h e h a l l s o r i n any p o r t i o n o f t h e b u i l d i n g o r g r o u n d s . B i c y c l e r i d i n g i s a l s o p r o h i b i t e d on t h e s i d e w a l k s a b o u t th e s c h o o l or i n th e sc h o o l bus drivew ay. -

3-

P u p i l s s h a l l n o t r u n i n t h e h a l l s , on t h e r a m p s , o r i n an y b u i l d i n g , o r h u r r y i n s u c h a way a s t o e n d a n g e r o t h e r p upils. Jumping o v e r ramp w a l k , s l i d i n g down r a i l i n g s and ramps o r c l i m b i n g on t h e f i r e e s c a p e s i s a l s o p r o h i b i t e d . P u s h i n g , c r o w d i n g , o r any u n n e c e s s a r y r o u g h n e s s i s p r o ­ h ib ited . S w in g in g l o c k e r k e y s i s a l s o p r o h i b i t e d . -4P u p i l s s h a l l n o t t h r o w c h a l k , b o o k s , p a p e r w ads, h a t s , e r a s u r e s o r any a r t i c l e o f any k i n d i n t h e ro o m s, c a f e t e r i a , c o u r t s , h a l l s , o r any p a r t s o f t h e b u i l d i n g . -5D e s t r u c t i o n o r w aste o f sc h o o l p r o p e r t y such as s c r a t c h i n g on d e s k s , w r i t i n g on w a l k s , t e a r i n g o f b o o k s , e tc ., is p ro h ib ited . -

6-

A l l p a p e r and t r a s h m ust b e p l a c e d i n t h e p r o p e r w a s t e b a s k e t s i n t h e c a f e t e r i a and s h a l l n o t b e l e f t on t h e t a b l e s o r f l o o r o r p l a c e d i n t h e d i r t y d i s h window.

22 D i s h e s m ust b e l e f t a t t h e p r o p e r p l a c e when l e a v i n g t h e cafeteria. Throwing p a p e r o r t r a s h o f an y k i n d on t h e s c h o o l g r o u n d s o r i n t h e b u i l d i n g s a t any t i m e i s p r o h i b i t e d . -7A ll p u p ils s h a l l e a t t h e i r lunches in th e c a f e t e r i a . They s h a l l r e m a i n a t t h e t a b l e s u n t i l t h e y f i n i s h e a t i n g a r t i c l e s o f f o o d b o u g h t i n t h e c a f e t e r i a o r b r o u g h t from home. Buying fo o d f o r o t h e r p e r s o n s i n p r o h i b i t e d . -g-

P u p ils s h a l l n o t be in p a r t s o f t h e b u i l d i n g o r grounds w here t h e y do n o t b e l o n g w i t h o u t p e r m i s s i o n from some t e a c h e r . P e r m i s s i o n must b e i n t h e form o f a w r i t t e n n o t e o r h a l l pass. -9P ro f a n ity or use of v i l e language or sig n s i s pro­ h ib ited . -

10 -

B o o in g , h i s s i n g and s t a m p i n g o f f e e t i s p r o h i b i t e d i n t h e a u d i t o r i u m , c a f e t e r i a , o r any o r g a n i z e d c l a s s * -

11 -

P u p i l s s h a l l r e p o r t when g i v e n n o t i c e t o s t u d e n t c o u r t an d l o s t p r i v i l e g e g r o u p . -

12-

S t u d e n t s m u st u s e t h e t u n n e l s o r c r o s s i n g l a n e s when c r o s s i n g s t r e e t s im m ediately j o in in g t h e s c h o o l ground. -13P u p i l s s h a l l n o t b r i n g guns t o s c h o o l , s u c h a s s q u i r t g u n s , pop g u n s , o r cap p i s t o l s . N eith er s h a l l they b rin g m a tc h e s o r t o p s t o s c h o o l . S p i t t i n g and s q u i r t i n g w a t e r on o t h e r s i s p r o h i b i t e d . Do n o t b r i n g a n i m a l s t o s c h o o l . -14P u p ils s h a l l n o t d i s t u r b t h e p ea ce , such a s knocking

23 on d o o r s , u n n e c e s s a r y n o i s e i n t h e h a l l s o r i n t h e c a f e ­ t e r i a , o r l o o k i n g i n windows when c l a s s e s a r e i n s e s s i o n o r slamming d o o r s and windows s h u t . A ls o p u p i l s s h a l l n o t d i s t r u b t h e window b l i n d s o r r o p e s a t t a c h e d t o th e m . I t i s a l s o a g a i n s t t h e r u l e s t o t u r n g a s f i r e s on an d o f f . -15P u p i l s s h a l l n o t open o t h e r s t u d e n t s f l o c k e r s o r bother o th e r s t u d e n t s ’ p ro p e rty . -16A stu d e n t s h a l l n o t save places in l i n e in th e c a fe ­ t e r i a , d r i n k i n g f o u n t a i n s , bus s t o p s , t i c k e t l i n e s a t any tim e. -17A s t u d e n t s h a l l n o t poke o r j o b a n o t h e r s t u d e n t a pen o r s h a r p o b j e c t , a t any t i m e , e i t h e r on t h e b u s , t h e g r o u n d s , o r i n t h e room . N e i t h e r s h a l l he p l a c e a o b j e c t on a n o t h e r p e r s o n ’ s s e a t . F lipping o f p u p ils i s h ib ited . -

w ith on sharp pro­

18-

Chewing gum i n any o r g a n i z e d c l a s s i s p r o h i b i t e d . -19S n a p p in g p e o p l e o r s h o o t i n g a r t i c l e s w i t h r u b b e r bands i s p r o h i b i t e d . -

20-

P u p i l s s h a l l form b u s l i n e s on se c o n d c u r b o r even w i t h end o f ramp and p a r a l l e l t o c u r b . They s h a l l r e m a in i n t h i s l i n e u n t i l b u s h a s s t o p p e d and d o o r i s o p e n .

24 a p a t r o l system t o e n f o r c e t h e r u l e s o f t h e s t u d e n t s . B e f o r e a s t u d e n t may become a p a t r o l m a n he must make a p p l i c a t i o n and b e recommended by a t e a c h e r o r s t u d e n t . See F i g u r e s .1 a n d 2 .

He i s t h e n b r o u g h t b e f o r e t h e p a t r o l

c o m m itte e and a p p r o v e d o r r e j e c t e d .

He i s t o l d who h i s

s u p e r i o r w i l l b e ; s i n c e e a c h MB l u e - C a p , M (w hich i s t h e name g i v e n to t h e p a t r o l c o m m itte e members b e c a u s e t h e y w e a r a b l u e c a p ) , i s a s s i g n e d t o a d e f i n i t e a r e a and t i m e o f t h e school plant*

The B lu e Cap w i l l s u p e r v i s e a l l p a t r o l m e n

i n h i s a r e a and r e p o r t b ac k t o B lu e-C ap m e e t i n g on t h e i r operation.

I n c a s e a p a t r o l m a n h a s n e g l e c t e d t o b e on d u t y ,

o r t o u s e good j u d g e m e n t , h e m i g h t b e b r o u g h t b e f o r e t h e B lu e - C a p Committee and w a r n e d o r removed from h i s j o b . ^ Next t o t h e p r e s i d e n t and v i c e - p r e s i d e n t , t h e B lu e Caps a r e h e l d i n h i g h e s t r e s p e c t and e s t e e m . The f o u r o r f i v e h u n d r e d p a t r o l m a n s e l e c t e d t o s e r v e , a r e e a c h g i v e n and m u st w ear t h e i r arm b a d g e , w h ic h s t a t e s Columbia S t u d e n t P a t r o l .

T hey, t o o , a r e r e s p e c t e d and

envied.

They a r e g i v e n a n a u t h o r i z e d g r o u p p a s s w h ic h s t a t e s t i m e t o r e p o r t and l e a v e d u t y . $ See F i g u r e The B lu e Cap m e e t i n g m e e t s once a week w i t h t h e

^ I n t e r v i e w from a d v i s o r t o s t u d e n t p a t r o l m e e t i n g w i t h P r i n c i p a l s G roup, E l M onte, May 4 , 1950. ^Ib id .

25 APPLICATION

FOR

STUDENT

PATROL

Name ______________________________________________ S e c t i o n __ D ate _____________________________ How l o n g h a v e you b een e n r o l l e d a t Columbia?__________ Have you s e r v e d a s a P a t r o l m a n b e f o r e ? _________________ When?_____________ __________________________________________ G-ive t h e name o f a d e p a r t m e n t a l t e a c h e r a s r e f e r e n c e :

What t i m e o f day would you p r e f e r t o work? Before School Noon A f t e r School I s t h e r e someone you would l i k e f o r y o u r p a r t n e r ? ____________ What d u t y d o e s he o r s h e h av e ?___________________________________ Do n o t w r i t e below t h i s l i n e _____________________________________ (To be f i l l e d o u t by P a t r o l Committee) M e rit Record: C i t i z e n s h i p G-rades: S u b je c t G rades: P re v io u s P a t r o l Record: Interview ed: A pproved: P le a s e R eturn Comments: S. I . Sturap FIGURE 1 FORM USED BY A STUDENT WHO WISHES TO BECOME A PATROLMAN

26

___________________________________ h a s a p p l i e d f o r a p o s i t i o n a s a S t u d e n t P a t r o l m a n , and h a s g i v e n y o u r name a s a r e f e r e n c e . W i l l you p l e a s e ch e ck t h e f o l l o w i n g c h a r a c t e r i s t i c s : SUPERIOR

GOOD

PAIR

POOR

LEADERSHIP

___________________________________

DEPENDABLENESS

___________________________________

TACT IN EXERTING- AUTHORITY COURTESY_________________________ ___________________________________ Would you recommend t h i s p e r s o n f o r a p o s i t i o n on t h e S t u d e n t P atro l? P l e a s e R e t u r n t o M. I r w i n e

FIGURE 2 FORM USED FOR REC0LL1SNDATI0N FOR STUDENT PATROL

T h i s i s t h e form s e n t t o t h e p e r s o n whose name i s l i s t e d by t h e p a t r o l m a n when he a p p l i e s f o r s t u d e n t p atro l. T h i s form i s examined by t h e p a t r o l com­ m i t t e e p r i o r to th e a p p l i c a n t s appearance b e fo re th e c o m m i t t e e . T h ere may be s e v e r a l o f t h e s e f o r m s , i n t h e e v e n t t h e p a t r o l m a n h a s g i v e n s e v e r a l names f o r reference.

27

Authorized Group Pass Name_________________________ _ Time_____________________________________ Authorized Group_________________________ Group Advisor Date Issued____________

FIGURE 3 AUTHORIZED GROUP PASS

T his p ass i s giv en to th e p atro lm an, member, o r c o u r t member.

council

I t i s h i s i d e n t i f i c a t i o n t o l e a v e c l a s s a few m i n u t e s e a r l y o r r e t u r n l a t e - d e p e n d i n g on h i s duty or s e r v ic e .

2$

v ic e -p re s id e n t o f the school p re s id in g .

The m e e t i n g o f a l l Q

p a t r o l m e n i s h e l d once a month o r o f t e n e r i f n e c e s s a r y . 7 The p a t r o l m a n and t e a c h e r s w r i t e o u t m e r i t c o m p l a i n t s when r u l e s a r e v i o l a t e d .

See F i g u r e 4*

T hese c o m p l a i n t s

a r e s e n t t o t h e v i c e p r i n c i p a l who c h e c k s them t o n o t e i f t h e y a r e f i l l e d o u t p r o p e r l y and n o t i n f r i n g i n g on t e a c h e r control.The

s t u b i s t h e n c o m p l e t e d and t h e s t u d e n t g i v e n

n o tic e to appear in s tu d e n t c o u r t. The f i f t h q u e s t i o n c o n c e r n i n g s t u d e n t p a t r o l was answered i n t h e l a s t p a ra g ra p h .

The q u e s t i o n on r e q u i r e m e n t s

f o r P r e s i d e n t and L o s t P r i v i l e g e w i l l n e x t b e h a n d l e d . I f a s t u d e n t m e e ts a l l t h e q u a l i f i c a t i o n s s e t f o r t h i n t h e c o n s t i t u t i o n and w i s h e s t o r u n f o r p r e s i d e n t o r v i c e p r e s i d e n t , he s e c u r e s a n o m i n a t i o n p e t i t i o n and g e t s h i m s e l f a manager t o c i r c u l a t e i t f o r h im .

See F i g u r e 5*

When he

h a s f i l e d t h i s w i t h t h e s t u d e n t c o u n c i l , and h i s e l i g i b i l i t y h a s b e e n c h e c k e d , he h a s t h e n b ee n n o m in a te d f o r o f f i c e . B e f o r e an a s s e m b l y o f t h e u p p e r g r a d e s t u d e n t s , he and h i s m anager a p p e a r s .

His m anager makes a cam paign s p e e c h f o r

him u r g i n g t h e s t u d e n t s t o v o t e f o r him .

He t h e n s t a t e s h i s

p l a t f o r m a n d w hat he w i l l do f o r t h e s t u d e n t s .

This i s f o l ­

lowed by t h e p r i m a r y e l e c t i o n w h ic h i s c o n d u c te d b y t h e 9I b i d . 10I b i d .

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f Exec u t i v e s : 1# The e x e c u t i v e power s h a l l be g i v e n to the P resident and V ic e P r e s i d e n t o f t h e Columbia S chool# They s h a l l h o l d t h e i r o f f i c e d u r i n g t h e te rm o f o n e - h a l f t h e s c h o o l y e a r and s h a l l be e l e c t e d a s f o l l o w s : 2. A C a n d i d a t e f o r P r e s i d e n t o r V ice p r e s i d e n t must b e n o m in a te d by p e t i t i o n . A p e t i t i o n must c a r r y t w e n t y f i v e s i g n a t u r e s and m ust b e f i l e d w i t h t h e C o u n c i l by t h e t h i r d T uesday b e f o r e t h e c l o s e o f t h e s e m e s t e r . A s t u d e n t may s i g n o n l y one p e t i t i o n . 3# T here s h a l l be a p r i m a r y e l e c t i o n h e l d on t h e f o l l o w i n g T u e s d a y . I f more t h a n t h r e e c a n d i d a t e s a r e r u n n i n g f o r e l e c t i o n on t h e p r i m a r y b a l l o t , t h e t h r e e r e c e i v i n g t h e h i g h e s t number o f v o t e s s h a l l be n o m in a te d fo r f in a l vote. I f o n l y t h r e e c a n d i d a t e s a r e r u n n i n g on t h e p r i m a r y b a l l o t , t h e two h i g h e s t s h a l l b e n o m i n a t e d fo r a f i n a l v ote. I f any c a n d i d a t e r e c e i v e s a m a j o r i t y o f a l l t h e v o t e s c a s t i n t h e p r i m a r y e l e c t i o n he ( o r s h e ) s h a l l be d e c l a r e d e l e c t e d . 4. The f i n a l e l e c t i o n s h a l l be h e l d on T h u rs d a y and t h e P r e s i d e n t and V ic e p r e s i d e n t s h a l l t a k e t h e o a t h o f o f f i c e d u rin g the next r e g u la r assem bly. 5* A l l v o t i n g s h a l l be by b a l l o t , and s h a l l b e co n ­ d u c t e d i n ea ch home room by members o f t h e C o u n c i l . Only u p p e r d i v i s i o n s t u d e n t s s h a l l be e l i g i b l e to v o te . 6. The q u a l i f i c a t i o n s f o r P r e s i d e n t an d V ic e p r e s i d e n t s h a l l b e t h e same a s t h o s e f o r R e p r e s e n t a t i v e s t o t h e C o u n c i l , e x c e p t t h a t , i n a d d i t i o n (1) a l l c a n d i d a t e s f o r p r e s i d e n t and v i c e p r e s i d e n t m u st be c o m p l e t i n g t h e i r l a s t y e a r o f grammar s c h o o l w o rk , an d (2) t h e y m u st h a v e b e e n i n a t t e n d a n c e i n t h e u p p e r d i v i s i o n o f Columbia S c h o o l t h e m ajor p o r t i o n o f th e l a s t p r e v io u s y e a r . 7* The P r e s i d e n t and V ic e p r e s i d e n t may be removed

78

from o f f i c e i n t h e same manner and f o r t h e same c a u s e s a s a rep resen tativ e. B e f o r e t h e P r e s i d e n t and V ic e p r e s i d e n t s h a l l e n te r i n to th e d u tie s o f t h e i r o f f i c e , they s h a ll take th e f o l l o w i n g o a t h , ”1 do s o l e m n l y sw ear ( o r a f f i r m ) t h a t I w i l l f a i t h f u l l y execute th e o f f i c e o f P re s id e n t (or v ic e p r e s i d e n t ) o f Columbia S c h o o l and w i l l t o t h e b e s t o f my a b i l i t y , p r e s e r v e , p r o t e c t , an d d e f e n d t h e C o n s t i t u t i o n o f Columbia S c h o o l . ” 9. The o a t h s h a l l be a d m i n i s t e r e d by t h e r e t i r i n g P r e s i d e n t o r V ic e p r e s i d e n t o r i n c a s e n e i t h e r i s i n school the P r in c ip a l s h a l l d e s ig n a te th e person to ad­ m i n i s t e r th e o a t h , i n th e p re se n c e o f an assem bly o f students. S e c t i o n I I - D u t i e s a nd P o w e r s : 1 . The p r e s i d e n t o f t h e s c h o o l s h a l l a c t a s t h e p re sid e n t of th e c o u n c il. 2. In th e absence of th e P re sid e n t th e v ic e p r e s id e n t s h a ll a c t as p re s id e n t of th e c o u n c il. The v i c e p r e s i d e n t s h a l l a c t a s c h a i r m a n o f t h e p a t r o l com m ittee. 4# I f t h e o f f i c e o f P r e s i d e n t s h a l l be v a c a t e d f o r any r e a s o n , t h e v i c e p r e s i d e n t s h a l l assum e t h e d u t i e s , and t h e C o u n c i l s h a l l e l e c t a new v i c e p r e s i d e n t . T h is s u c c e s s i o n and p r o c e d u r e s h a l l f o l l o w any o t h e r r e c u r r e n c e s of v acan cies. 5« The P r e s i d e n t , may from t i m e t o t i m e , g i v e t o t h e C o u n c i l i n f o r m a t i o n a b o u t t h e s c h o o l , and recommend t o i t s c o n s i d e r a t i o n s u c h m e a s u r e s a s he s h a l l j u d g e n e c e s s a r y . 6 . The P r e s i d e n t s h a l l have t h e power t o c a l l a s p e c i a l s e s s io n o f t h e C ouncil in c a se o f im p o rta n t b u sin ess. 7 . The V ic e p r e s i d e n t may s i t i n C o u n c i l and s h a l l have a v o t e e x c e p t when he may b e a c t i n g a s P r e s i d e n t , a t w hich t i m e he s h a l l v o t e o n l y i n c a s e o f t i e .

79

ARTICLE I I I - JUDICIAL DEPARTMENT Clause 1 The j u d i c i a l power o f Columbia S c h o o l s h a l l be i v e n t o a s t u d e n t c o u r t c o n s i s t i n g o f one r e p r e s e n t a t i v e rom ea ch u p p e r d i v i s i o n home room and a t l e a s t one r e p r e s e n t a t i v e from t h e f a c u l t y * O t h e r c o u r t s may b e o r ­ g a n i z e d when deemed a d v i s a b l e by t h e s t u d e n t c o u n c i l .

f

Clause 2.

E l e c t i on and Q u a l i f i c a t i o n s

1 . The r e p r e s e n t a t i v e o f t h e c o u r t s h a l l be e l e c t e d f o r one h a l f o f t h e s c h o o l y e a r by t h e s t u d e n t s o f t h e home r o o m s . 2 . T h e r e s h a l l be a t l e a s t one f a c u l t y r e p r e s e n t a t i v e on e a c h c o u r t who s h a l l b e a p p o i n t e d by t h e P rin c ip a l o f th e school. 3 . The e l e c t i o n f o r r e p r e s e n t a t i v e s t o t h e c o u r t f o r t h e e n s u i n g terra s h a l l b e by b a l l o t and s h a l l be h e l d t h e se c o n d week b e f o r e t h e c l o s e o f t h e p r e s e n t term . 4 . The q u a l i f i c a t i o n s f o r o f f i c e i n t h e S t u d e n t C o u r t s h a l l be t h e same a s t h o s e f o r t h e C o u n c i l . 3 . A r e p r e s e n t a t i v e t o C o u r t may be removed i n t h e same manner and f o r t h e same r e a s o n s a s a r e p r e s e n t a t i v e to th e C ouncil. 6 . A r e p r e s e n t a t i v e t o t h e C o u r t , b e f o r e he e n t e r s in to the d u tie s of h is o f f i c e , s h a l l tak e th e follow ing oath : ”1 do s o l e m n l y sw ear ( o r a f f i r m ) t h a t I w i l l f a i t h f u l l y p e r f o r m t o t h e b e s t o f my a b i l i t y th e d u t i e s o f a R e p r e s e n t a tiv e to Court and w i l l f a i t h f u l l y p r e s e r v e , p r o t e c t , and d e f e n d t h e C o n s t i t u t i o n o f t h e Colum bia S c h o o l . ” 7 . The o a t h s h a l l be a d m i n i s t e r e d by t h e V ice p r e s i d e n t o f t h e s c h o o l i n an a s s e m b l y o f t h e C ouncil. C l a u s e 3*

D u ti e s and P o w e r s :

1* The s t u d e n t c o u r t s h a l l t r y a l l s t u d e n t s w i t h m e r i t c o m p l a i n t s f o r v i o l a t i o n o f t h e la w s p a s s e d

so

by t h e S t u d e n t C o u n c il* 2 . The C o u r t s h a l l h a v e t h e power t o a s s e s s d e m e r i t s o r any o t h e r p u n i s h m e n t deemed a d v i s a b l e . The C o u r t s h a l l n o t a s s e s s l e s s t h a n f i v e n o r more t h a n t w e n t y f i v e d e m e r i t s f o r any one v i o l a t i o n * 3« The C o u r t s h a l l m eet r e g u l a r l y a t su c h t i m e s deemed a d v i s a b l e and may meet i n s p e c i a l s e s s i o n when n e c e s s a r y . 4* The C o u r t s h a l l h a v e t h e power t o make s u c h r u l e s and r e g u l a t i o n s g o v e r n i n g t h e c o u r t p r o c e d u r e s , a s i t may deem n e c e s s a r y , p r o v i d e d su c h r u l e s and r e g u l a t i o n s a r e n o t i n c o n s i s t e n t w i t h t h e la w s e n a c t e d by t h e c o u n c i l * ARTICLE IV - AMENDMENTS S e c t i o n 1* The c o u n c i l , w h e n e v e r t w o - t h i r d s o f i t s body s h a l l deem i t n e c e s s a r y , s h a l l p r o p o s e amendments t o t h e C on stitu tio n . S e c t i o n 2* A p r o p o s a l f o r an amendment may be s u b m i t t e d by t h e s t u d e n t body i n t h e f o l l o w i n g m anner: 1 . A p ro p o sa l must be su b m itte d to t h e C ouncil i n w r i t i n g , w ith th e s ig n a tu r e s o f n o t l e s s th a n t w e n t y f i v e members o f t h e S t u d e n t Body. 2* T h i s p r o p o s a l m u st t h e n r e c e i v e a p p r o v a l o f tw o t h i r d s o f th e C ouncil. 3* Any p r o p o s a l , a f t e r b e i n g a p p r o v e d by t h e C o u n c i l , s h a l l be s u b m i t t e d t o t h e S t u d e n t Body f o r a p p r o v a l . V o t i n g s h a l l be by b a l l o t w i t h i n one week a f t e r r e c e i v i n g p r o p o s a l , and t o become e f f e c t i v e i t s h a l l r e c e i v e a two t h i r d s m a j o r i t y .

31

ARTICLE ¥ - RATIFICATION S ection 1. 1 . The a p p r o v a l by b a l l o t o f two t h i r d s o f t h e s t u d e n t s s h a l l be s u f f i c i e n t f o r t h e e s t a b l i s h m e n t o f t h i s C o n stitu tio n . a ) R a t i f i e d - November 1 6 , 1936 by S t u d e n t s Columbia S c h o o l , E l M onte, C a l i f o r n i a . b) E i g h t a m e n d e n ts w r i t t e n i n t o C o n s t i t u t i o n and r a t i f i e d J u n e 1950 by S t u d e n t s Colum bia S c h o o l , E l M onte, C a l i f o r n i a .

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