The place of the assembly in the large high school

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TEE PLACE OF THE ASSEMBLY IN THE LARGE HIGH SCHOOL

A P ro je c t P re se n te d to th e F a c u lty o f th e S chool o f E d u c a tio n U n iv e r s ity o f S o u th e rn C a li f o r n ia

In P a r t ia l F u lfillm e n t o f t h e R e q u ire m e n ts f o r t h e D egree M a ste r o f S c ie n c e i n E d u c a tio n

by E u n ie e H e p le r W ilso n A u g u s t 1950

UMI Number: EP46654

Al! 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.

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p i

'S '/

u r n ' l l Pr*$

This p r o j e c t r e p o r t, w ri tt en under the direction of the candidate’s ad vi ser a n d a p p r o v e d by him, has been pr e s e n te d to and a c c e p te d by the F a cu lt y of the S c h o o l o f E d u c a ti o n in p a r ti a l fu lfi llm en t of the requirements f o r the de g re e of M a s t e r of Science in Education.

(J

Adviser

Dean

TABLE OP CONTENTS CHAPTER I.

PAGE

THE PROBLEM AND PROCEDURE

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

1

.

1

.

1

T he p r o b l e m S ta te m e n t q f t h e p ro b lem

. . . . . . . .

I m p o r t a n c e Oo f t h e s t u d y

. . . . . . . .

D e f i n i t i o n o f t h e t e r m s U 3ed

4

A ssem b ly

4

P la ce L arge

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

5

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

H ig h S c h o o l

Scope o f th e s tu d y

5

. • • • • . . . . • •

W eaknesses o f th e stu d y S ta te m e n t o f p ro c e d u re

•

5 6

. . . . . . . . . .

7

S ources o f in fo rm a tio n .

7

M e th o d o f P r o c e d u r e

7

. . . . . . . . . . .

O rg a n iz a tio n o f th e stu d y REVIEW OP THE LITERATURE

.

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

8

1 ..............................

10

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

10

H i s t o r y o f th e a sse m b ly R e la te d s t u d i e s and r e s e a r c h . III.

5 5

L im ita tio n s o f th e stu d y

II.

1

. . . • • • •

ORGANIZING AND PLANNING THE ASSEMBLY

. . . .

12 15

O b je c tiv e s to b e a c h ie v e d b y t h e a sse m b ly program . . . . . . . . ..................................... .

15

O r g a n iz in g t h e a sse m b ly

17

. . . . . . . . . .

iii

CHAPTER

PAGE C h o ic e o f d a y . . . . . . . . . . . . . .

17

T im e a n d l e n g t h ..............................

18

S e a tin g p la n f o r th e a sse m b ly S u p e r v is io n o f t h e a sse m b ly

. . . . . . .

P l a n n i n g t h e a s s e m b l y .....................

. . . . . .

21 22 22

An a c t u a l e x a m p le o f t h e s t u d e n t - f a c u l t y a s s e m b ly c o m m itte e

24

D u tie s o f th e

25

c o m m i t t e e .......................................... . * • • . . • • •

27

C h e ck in g t h e m e c h a n ic s o f t h e p ro g ra m • •

30

PROCEDURE FOR SCHEDULING A S S E M B L IE S ......................

31

F a c to r s in v o lv e d in p la n n in g a c a le n d a r • .

31

V a c a t i o n s a n d ‘‘c l o s e d 11 w e e k s

. . . . . .

31

S p e c ia l e v e n ts

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

32

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

32

. . . • • • •

L im ite d sp a c e on s t a g e .

• • .

C o n flic tin g re h e a rs a ls

33

V a r ie ty in ty p e s o f p r o g r a ms . . . . . . .

34

The b u d g e t

34

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

L e a v i n g o p e n d a t e s ............................................. V.

20

The c o m m itte e a s a m eans o f p l a n n i n g a sse m b lie s ...................................................

T ra in in g th e p e rfo rm ers

IV .

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

A SAMPLE CALENDAR............................................. F irst

s e m e s te r

. . • • • • . • • • . . • •

S e c o n d s e m e s t e r ...............................

. . . . . . .

35 36 36 38

iv CHAPTER V I.

PAGE

SAMPLE ASSEMBLY PROGRAMS .......................... T h a n k s g iv in g S e r v ic e

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

41

. . . . . . .

42

M e m o r ia l D ay A s s e m b l y ...................................

44

U pper D i v i s i o n T a l e n t A sse m b ly . . . . . . .

46

A t y p i c a l R a l l y A s s e m b l y ....................................

49

S q u a r e D a n ce A s s e m b l y V II .

. . . . .

• •

. . . . . .

SUMMARY AND C O N C L U S IO N S ..............................

50 52

Summary o f f i n d i n g s ........................................

52

C o n c lu sio n s

55

BIBLIOGRAPHY

.

•

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

55

CHAPTER

I

THE PROBLEM AND PROCEDURE The s u b j e c t o f t h i s

p ro je c t i s ,

A ssem b ly i n t h e L a rg e H ig h S c h o o l8 , a d e fin ite fa c t.

T h a t t h e a sse m b ly h a s

p la c e i n th e h ig h sc h o o ls o f to d a y i s

J u s t how i m p o r t a n t t h a t p l a c e i s

s c h o o ls depends l a r g e ly upon th e istra tio n ,

“The P l a c e o f t h e

th e f a c u lty ,

an a c c e p te d

in th e in d iv id u a l

s t a n d a r d s h e l d b y t h e ad m in ­

and th e s t u d e n t s ,

“By t h e i r a s s e m ­

b l i e s y e s h a l l know t h e m 8 , m ay w e l l b e s a i d o f t o d a y * s h i g h sc h o o ls, I.

THE PROBLEM

S ta te m e n t o f th e p ro b lem .

The p u r p o s e o f t h i s

stu d y

w a s ( 1 ) t o a n a l y z e t h e m o s t common t y p e s o f a s s e m b l y o r g a n i ­ z a tio n ,

( 2 ) t o d ra w a c o n c l u s i o n a s t o t h e m o s t e f f e c t i v e

and d e m o c r a tic ty p e o f a sse m b ly p la n n in g ,

(3 ) t o p r e p a r e a

sa m p le c a l e n d a r f o r a s s e m b l i e s o v e r a p e r i o d o f o n e y e a r (4 ) t o p r e p a r e and i n c l u d e i n t h e o f th e

s t u d y s a m p l e p r o g r a m s f o r some

sc h ed u le d a s s e m b lie s . I t w as h o p e d t h a t t h e r e s u l t s a n d r e c o m m e n d a t i o n s o f

th is

s t u d y m ay p r o v e h e l p f u l t o a d m i n i s t r a t o r s a n d s p o n s o r s

who a r e f a c e d w i t h t h e s e a n d s i m i l a r p r o b l e m s . Im p o rta n c e o f th e

stu d y .

A d m in is tra to rs o f la rg e

h i g h s c h o o l s a r e b e c o m in g i n c r e a s i n g l y

co n cern ed o v e r th e

n e e d f o r m o re u n i t y o f f e e l i n g

and o f e x p e r i e n c e , w h ic h i n

tu r n le a d to b e t t e r sc h o o l s p i r i t b o d y a s a w h o le * d istric ts , fin d

and m o r a le f o r t h e s t u d e n t -

Many h i g h s c h o o l s ,

in h e a v ily p o p u late d

h a v e g ro w n w i t h s u c h r a p i d i t y t h a t a d m i n i s t r a t o r s

t h e m s e l v e s f a c i n g m any c o m p le x p r o b l e m s t h a t a r e a

d i r e c t r e s u l t o f th e v e r y num ber o f s t u d e n t s t o be h a n d le d i n one sc h o o l*

Of t h e s e p ro b le m s a f e e l i n g

o f d i s u n i t y and

“n o t b e lo n g in g * * o n t h e p a r t o f t h e i n d i v i d u a l s t u d e n t i s o n e o f t h e m ost d i f f i c u l t w ith w h ic h t o s iz e o f th e stu d e n tb o d y , c e n ta g e o f h i s iz in g th is ,

cope.

B ecause o f th e

e a c h s t u d e n t knows a v e r y s m a ll p e r ­

sc h o o lm a te s,

and a l s o o f t h e f a c u l t y .

in te llig e n t a d m in istra to rs are s tr iv in g

f u l l a d v a n ta g e o f th o s e s i t u a t i o n s w h e re in l i e

R e a l­ to ta k e

o p p o rtu n itie s

f o r a common s h a r i n g a n d e n j o y i n g o f some s c h o o l e x p e r i e n c e . In th is

c o n n e c tio n ,

it

is

c le a r th a t:

The a s s e m b l y o r a u d i t o r i u m e x e r c i s e s c a n b e m ade o f a lm o s t i n f i n i t e v a l u e , s im p ly b e c a u s e t h e y a r e so e a s i l y m a n i p u l a t e d , p e r m i t o f s u c h f r e q u e n t em p lo y ­ m en t, and le n d th e m s e lv e s t o su c h v a r i e d fo rm s o f a p p e a l. I t i s p r o b a b l y t r u e t h a t m o re s i g n i f i c a n t l i f e d e c i s i o n s h a v e b e e n e f f e c t e d b y m eans o f t h e c h a p e l o r a sse m b ly e x e r c i s e s th a n by a l l o f t h e c l a s s ­ ro o m r e c i t a t i o n m e e t i n g s c o m b i n e d . T he h i g h s c h o o l t h a t d o e s n o t , t h e r e f o r e , m ake l a r g e u s e o f t h i s p o w e rfu l c h a ra c te r-m a k in g in s tru m e n t I s m is s in g g o ld e n o p p o r t u n i t i e s t o h e l p t r a i n t h e o n c o m in g g e n e r a t i o n f o r th e re sp o n sib le d u tie s o f c itiz e n s h ip .1 F o rtu n a te ly ,

r e c e n t d e v e lo p m e n ts i n e d u c a ti o n a l th e o r y

1 C .O . D a v i s , " C i t i z e n s h i p i n t h e H i g h S e h o o l , " E d u c a t i o n a l R e v ie w , 6 1 :2 1 8 - 2 0 , A p r i l , 1 9 2 1 .

h av e in c lu d e d t h e a sse m b ly a s a n i n t e g r a l p a r t o f t h e e d u c a ­ t io n a l o f f e r in g o f th e sc h o o l.

It

is

im p o rta n t.

It

sh o u ld

e x te n d and i n t e n s i f y t h e w h o le p ro g ra m o f t h e s c h o o l . becom es t h e s p i r i t u a l c e n t e r o f t h e s c h o o l, to

th e

in stitu tio n .

A bov e a l l i t

It

and g iv e s to n e

d e v e lo p s m o ra le .

2

A c a r e f u l l y p la n n e d and p r e s e n t e d p ro g ram g iv e n by stu d e n ts ,

fo r stu d e n ts,

i s an e d u c a tio n a l e x p e rie n c e f o r

b o th th e ones p re s e n tin g i t

and t h o s e w a tc h in g i t .

It

can

b e a m eans o f p r e s e n t i n g i d e a s o r i n f o r m a t i o n i n s u c h a way th a t le a rn in g is

e n jo y a b le and p a i n l e s s I

I t is n o t,

a sim p le m a t t e r t o p ro d u ce su ch an a s s e m b ly . th o u g h t,

tra in in g ,

p re p a ra tio n ,

It

how ever,

ta k e s tim e ,

and t r a i n e d g u id a n c e .

W i l l i a m G. M yer p u t t h i s f a c t v e r y c l e a r l y b e f o r e h i s r e a d e r s i n a r e c e n t i s s u e o f T he C l e a r i n g H o u s e , a n e d u c a t i o n a l m a g a ­ z i n e , w h e n h e m ade t h e f o l l o w i n g s t a t e m e n t s W h il e som e I n s t i t u t i o n s i n s p i r e t h e i r s t u d e n t s w ith e x c e l l e n t a sse m b ly p ro g ra m s, o t h e r s c h o o ls b l i n d l y s i n a g a in s t t h e i r young c h a rg e s by su b m it­ t i n g th e m t o w e e k l y m a s s m e e t i n g s t h a t i n s u l t t h e I n t e l l i g e n c e and e m o tio n s o f e v e n t h e y o u n g e s t le a rn e r. Many a s s e m b l i e s i n A m e r i c a n h i g h s c h o o l s a r e g l o r i f i e d c o n c e n t r a t i o n cam ps, w i t h u n t h i n k i n g t e a c h e r s a s ” S . S . “g u a r d s t o p o u n c e u p o n “m i s b e ­ h a v i n g ” s t u d e n t s who p r o t e s t a g a i n s t b o r e d o m a n d s t u p i d i t y i n h ig h p la c e s by sq u irm in g , w h is p e rin g , or s le e p in g .3

2 H .G . M i l l e r , T he A u d i t o r i u m S o c i a l A r t s D. C . H e a t h a n d Com pany, 1 9 3 2 ) , p . 66.

(New Y o r k :

3 W i l l i a m G. M e y e r , “A s s e m b l i e s o r C o n c e n t r a t i o n C am p s?” , T h e C l e a r i n g H o u s e , 2 4 : 4 3 - 4 4 , 1 9 4 9 .

As t h e r e i s

little

ta n c e o f th e a sse m b ly , B e tte r o rg a n iz a tio n , is

d isa g re e m e n t c o n c e rn in g th e

im p o r­

th e im p o rta n c e o f t h i s p ro b lem i s

c o n te n t,

c e r ta in ly to be d e s ire d ,

c le a r.

and p r e p a r a t i o n o f a s s e m b lie s

and th e p u rp o se o f t h i s

stu d y

w as t o f u r t h e r t h e s e e n d s . II. F o r th e

DEFINITION OF TERMS

sake o f c l a r i t y

c e r t a i n te rm s u sed in th e

s tu d y sh o u ld be d e f in e d . A sse m b ly . A u t h o r i t i e s a g re e g e n e r a l l y a s t o t h e d e f i ­ n itio n *

W. W. C h a r t e r s d e f i n e s t h e a s s e m b l y I n t h e s e w o r d s :

T he a s s e m b l y i s a n e x t r a - c u r r i c u l a r a c t i v i t y c o n d u c te d b y p u p i l s and t e a c h e r s and r e c o g n iz e d b y t h e s c h o o l a s a m eans o f t r a i n i n g i n t h a t p h a s e o f c o n s t r u c t iv e d e m o c ra tic c i t i z e n s h i p w h ic h h a s t o do w i t h m a s s i n s t r u c t i o n t h r o u g h p u b l i c m e e t i n g s . T h is r a t h e r g lo w in g d e f i n i t i o n

I s g i v e n b y H .C .

McKown: T he a s s e m b l y i s a common m e e t i n g g r o u n d , a p l a c e w here a l l c o o p e r a te f o r t h e p l e a s u r e and w e l l b e i n g o f t h e w h o le ; w h ere a l l b r i n g t h e i r b e s t and c h o i c e s t e x p e r i e n c e s i n t h e m o st a tt r a c t iv e fo rm . G e n e ra lly sp e a k in g ,

it

i s a m e e tin g o f t h e s t u d e n t -

4 W. W. C h a r t e r s , T h e T e a c h i n g o f I d e a l s The M a c M i l l a n Com pany, 19&7) • p p . 1*77-76

(B o sto n :

5 H . C. McKown, A s s e m b l y a n d A u d i t o r i u m A c t i v i t i e s (New Y o r k : The M a c M i ll a n C om pany, 1 9 3 1 ) . p . '2.

body,

e i t h e r a s a w h o le , o r d i v id e d a s m ig h t b e n e c e s s a r y ,

i n a common a u d i t o r i u m , f o r a g i v e n p u r p o s e , a t a g i v e n t i m e . T he p r o g r a m p r e s e n t e d a t t h a t t i m e w o u ld d e p e n d u p o n t h e p u rp o se o f th e a sse m b ly i t s e l f . P la c e , By t h i s

W hat I s m e a n t b y " t h e p l a c e o f t h e a s s e m b l y ” ?

te rm , th e w r i t e r in te n d s to

im p o rta n c e o r u se o f s a id a sse m b ly ,

convey th e id e a o f th e i n th e o v e r - a l l p rogram

o f th e la rg e h ig h s c h o o l. L arg e, h ig h sc h o o l"? c o n sid e re d

W hat i s m e a n t b y t h e p h r a s e " i n t h e l a r g e F o r o u r p u r p o s e , a n y s c h o o l o v e r 1 5 0 0 may b e

" la rg e " .

H ig h S c h o o l ,

S e c o n d a ry o r H ig h S c h o o l i s

c o n sid e re d

t o m ean a n y s c h o o l i n c l u d i n g e i t h e r g r a d e s t e n t o t w e l v e , o r n in e th ro u g h tw e lv e , III. Scope o f th e

LIMITATIONS OF THE STUDY

stu d y .

th e la r g e h ig h s c h o o ls ,

T h is s tu d y h a s b e en l i m i t e d to

w ith p a r t i c u l a r em p h a sis on th o s e i n

t h e S a n G a b r i e l V a l l e y ; A l h a m b r a H i g h S c h o o l , M ark K e p p e l H ig h S c h o o l ,

S o u t h P a s a d e n a - S a n M a r in o H i g h S c h o o l , R o se m ea d

H ig h S c h o o l ,

E l M o n te H ig h S c h o o l , a n d M o n r o v i a - A r c a d i a -

D u a r te U n io n H ig h S e h o o l .

T hese a r e

s c h o o l s w here t h e

w r i t e r h a s b e e n a b le t o o b s e rv e a sse m b ly p r a c t i c e s and i n t e r ­ v iew t h o s e i n

c h a rg e o f t h e s c h o o l and a s s e m b ly .

T he s t u d y

grew o u t o f a s p e c i a l a s s ig n m e n t g i v e n t h e w r i t e r i n a d d i ­ t i o n to h e r r e g u l a r a s s ig n m e n t a s a t e a c h e r o f S p eech and D ram a i n t h e A l h a m b r a H i g h S c h o o l . ta k e

T he a s s i g n m e n t w a s t o

charge o f a l l o f th e a sse m b lie s f o r th e y e a r, to

in te r­

v ie w a l l t h o s e p e o p l e who came t o t h e s c h o o l w i t h p r o g r a m s to

s e ll,

and to ta k e

ch arge o f a l l

sc h e d u lin g o f a c t i v i t i e s

w h i c h w o u ld n e e d t o u s e a u d i t o r i u m f a c i l i t i e s .

T he s c h o o l

h a s an e n r o llm e n t o f a ro u n d 2 2 0 0 , and t h e a u d ito r iu m h a s a c a p a c i ty o f 1500 s e a t s .

As a r e s u l t i t

tw o c o n s e c u t i v e a s s e m b l i e s . th e P r in c ip a l,

P re v io u s to t h i s a ssig n m e n t,

V ic e -p rin c ip a l,

had t u r n s p la n n in g th e program , b u rd en to

th e p r in c ip a l.

i s n e c e s s a r y to h o ld

and v a r io u s o t h e r t e a c h e r s a n d i t h a d b e co m e q u i t e a

T h i s s t u d y t h e n , 1 w as a r e s u l t o f

t h e e x p e r i e n c e g a in e d i n t h e p a s t y e a r a t A lh a m b ra , p l u s a n e e d f o r m o re a n d b e t t e r m e t h o d s t o b e u s e d d u r i n g t h e n e x t y e a r w h i l e u n d e r t a k i n g t h e sam e a s s i g n m e n t . W eaknesses o f th e s tu d y . o f a s s e m b ly c o m m itte e p l a n n i n g ,

In e v a lu a tin g v a rio u s ty p e s i t w as n e c e s s a r y t o a c c e p t

th e o p in io n s o f th o s e a n sw e rin g q u e s t io n s c o n c e rn in g t h e i r own s y s t e m , a n d t h e s e m ay w e l l b e ' p r e j u d i c e d o r c o l o r e d b y th e s p e c i f i c e x p e rie n c e s o f th e i n d i v i d u a l u s in g th e sy s te m . I n t h i s w a y , o n e p e r s o n may p r a i s e

t h e j p l a n o f co m p lete

f a c u l t y p la n n in g o f a s s e m b lie s , and a n o th e r be j u s t a s v eh e­ m ent i n h i s d e n u n c i a t i o n o f t h i s p r o c e d u r e . p itfa ll,

it

w as n e c e s s a r y t o t a k e i n t o

To a v o i d t h i s

c o n s id e r a tio n n o t o n ly

th e o p in io n s o f t h o s e a c t u a l l y u s i n g th e sy ste m , h u t o f - u n ­ b ia s e d e x p e r ts o b s e rv in g and e v a lu a tin g th e sy s te m s . The sa m p le c a l e n d a r , w o rk in g tim e c h a r t , and s a m p le program s in c lu d e d i n t h i s a c tu a l use to

p r o je c t w i l l p ro b a b ly n o t be o f

some who r e a d

i t due to th e d if f e r e n c e in th e

s e t - u p o f a sse m b ly p r a c t i c e s i n t h e h ig h s c h o o l c o n c e rn e d , and t h o s e o f t h e s c h o o l i n w h ic h t h e r e a d e r i s e m p lo y e d . At b e s t,

it

o rg a n iz in g ,

w i l l be u s e f u l a s a g u id e t o p o s s i b l e m eth o d s o f p la n n in g ,

sc h e d u lin g ,

a n d p r e s e n t i n g t h e i r own

pro g ram s. IV .

STATEMENT OP PROCEDURE

S ou rces o f in fo rm a tio n . fo r th is

p ro je c t

a d e ta ile d je c t,

The i n f o r m a t i o n an d m a t e r i a l

came f r o m tw o s o u r c e s .

T he f i r s t

s o u r c e w as

s tu d y o f l i b r a r y m a t e r i a l p u b lis h e d on th e su b ­

w ith s p e c i a l em p h a sis on r e c e n t s t u d i e s and p e r i o d i ­

c a ls . The s e c o n d s o u r c e , was p e r s o n a l e x p e r i e n c e , w ith fe llo w te a c h e rs , tra to rs

d isc u ssio n

and p e r s o n a l in te r v ie w s w ith a d m in is ­

and a s s e m b ly d i r e c t o r s i n n e ig h b o r in g l a r g e h i g h

sc h o o ls•

M e th o d o f p r o c e d u r e . m eth o d s o f p l a n n i n g a s s e m b l i e s and r e a d i n g w hat a u t h o r i t i e s

A f t e r m ak in g a c o m p a r is o n o f in a c tu a l school s itu a tio n s , i n th e f i e l d had to

say

r e g a r d i n g t h e s e m e t h o d s , a r e c o m m e n d a t i o n w a s m ade f o r o n e p a rtic u la r p la n .

T h e c a l e n d a r w as p a t t e r n e d f r o m a c a l e n d a r

u s e d a t A lh am b ra H ig h S c h o o l, l i s t i n g r e q u i r e d a s s e m b l i e s su c h a s T h a n k s g iv in g , C h ris tm a s , W a sh in g to n ’ s B irth d a y e t c e te ra .

T he a s s e m b l y d a t e s a n d t h e c o n t e n t o f a s s e m b l i e s

f o r t h e y e a r w ere p la n n e d b y t h e w r i t e r w i t h t h e a i d o f t h e a s s e m b l y c o m m i t t e e o f w h i c h s h e w as c h a i r m a n .

T he p r o c e ­

d u r e f o r s c h e d u l i n g a s s e m b l i e s w as w orked o u t b y u s i n g e x p e r ­ i e n c e and r e a s o n a s a g u i d e .

T h e s a m p le p r o g r a m s o r i g i n a t e d

w ith th e w r i t e r i n m ost c a s e s . V.

ORGANIZATION OP THB STUDY

To e f f e c t a c l e a r a n a l y s i s o f t h e p r o b l e m s I n v o l v e d In th is

stu d y ,

th e p r o je c t has b een o rg a n iz e d as fo llo w s ;

C h a p t e r I p r e s e n t s t h e p r o b l e m a n d sh o w s I t s

im p o r­

ta n c e in th e la rg e h ig h sch o o l o f to d a y . C h a p te r I I re v ie w s th e fie ld ,

lite ra tu re

a v a ila b le

in th e

and g iv e s a b r i e f h i s t o r y o f t h e a s s e m b ly . The p ro b le m s o f o r g a n i z i n g and p l a n n i n g t h e a s s e m b ly

a r e d is c u s s e d i n C h a p te r I I I w ith s p e c i a l e m p h a sis on th e o b j e c t i v e s t o b e a c h ie v e d and t h e m e c h a n ic s o f a d m i n i s t r a ­ tio n .

S t u d e n t - f a c u l t y a s s e m b ly p la n n in g c o m m itte e s a r e d i s ­

cussed a t

le n g th ,

a n d re c o m m e n d e d a s t h e m o s t e f f e c t i v e

ty p e o f a sse m b ly p l a n n i n g . C h a p te r I? c o n ta in s a d e t a i l e d a n a l y s i s o f th e p ro -

eed u res used in sc h e d u lin g a s s e m b lie s . are

c ite d ,

and s o l u t i o n s

S p e c i f i c p ro b lem s

su g g e ste d .

C h a p te r V i s d e v o te d t o t h e p r e s e n t a t i o n o f a sa m p le c a le n d a r o f a s s e m b lie s to be p r e s e n te d o v e r a p e r io d o f one y ear. C h a p t e r VI i n c l u d e s s e v e r a l s a m p l e s o f a s s e m b l y p r o ­ g ram s w h ic h h a v e b e e n p r e s e n t e d h ig h s c h o o l.

s u c c e s s f u lly in a la rg e

T hese a re m e re ly s u g g e s tio n s f o r v a r io u s ty p e s

o f p r o g r a m s w h i c h m i g h t b e p r e s e n t e d , w i t h som e m o d i f i c a t i o n s , i n a lm o st an y l a r g e h ig h s c h o o l. The f i n a l c h a p t e r o f t h e p r o j e c t ,

C h a p te r V II,

Is a

sum m ary o f t h e f i n d i n g s o f t h e s t u d y , w i t h c e r t a i n re c o m m e n d ­ a tio n s. An a n n o t a t e d b i b l i o g r a p h y o f b o o k s , m a g a z i n e a r t i c l e s , and u n p u b lis h e d m a t e r i a l s ,

u s e fu l in

im m e d ia te ly f o llo w s C h a p te r V I I .

c a rry in g on t h i s

stu d y ,

CHAPTER I I REVIEW OP THE LITERATURE L i t e r a t u r e d e a l in g e x c l u s i v e l y w ith t h e a sse m b ly a s such, i s y ears,

c o n fin e d c h ie f ly to p e r io d i c a l s o f th e l a s t f i v e

and t o t h e g r a d u a te

s t u d i e s d e a l i n g w i t h som e p h a s e s

o f th e a sse m b ly o r a u d ito r iu m a r t s .

Many b o o k s a n d a r t i c l e s

h a v e b e e n p u b l i s h e d on t h e g e n e r a l s u b j e c t o f e x t r a - c u r r i c u ­ la r a c tiv itie s ,

and m ost o f th e s e d e d ic a te a c h a p te r to th e

a sse m b ly i n i t s

r o le as an e x t r a - c u r r i c u l a r a c t i v i t y .

A f t e r r e a d i n g a g r e a t m any o f t h e s e b o o k s a n d c h a p t e r s ,

th e

w r i t e r d e c id e d t h a t a b r i e f re v ie w o f t h e d e v elo p m e n t o r h i s t o r y o f t h e a sse m b ly s h o u ld b e In c lu d e d a t t h i s p o i n t in o rd e r to

s t r e s s th e change i n t h e p la c e o f th e a sse m b ly i n

t h e o v e r - a l l p i c t u r e o f m odern e d u c a t i o n . H is to r y o f th e a sse m b ly .

The s e c o n d a r y s c h o o l a sse m ­

b l y o r i g i n a t e d fro m th e o p e n in g e x e r c i s e s o r th e c h a p e l se rv ic e s o f th e e a rly c o lle g e s .

T hese c h a p e l s e r v i c e s / o f

th e e a r l y c o l l e g e s w ere c a r r i e d on i n a v e r y f o r m a l and d i g ­ n i f i e d m an n er, w ith v e ry l i t t l e th e pro g ram s p r e s e n t e d . th e se ch ap el s e rv ic e s ,

v a r i a t i o n fro m day to day i n

B ecause o f th e d r y p ro c e d u re i n i t w as no w onder t h a t - a t t e n d a n c e b y

b o t h f a c u l t y a n d s t u d e n t s w as c o m p u l s o r y . and l a t e r t h e s e c o n d a ry s c h o o l s , f e a tu r e s o f th e se e a rly t h e y m ade l i t t l e

c o lle g e

The a c a d e m ie s ,

t o o k o v e r m an y o f t h e chapel se rv ic e s.

change o r a d a p t a t i o n .

A c tu a lly ,

In t h i s f i r s t p e rio d

11 I n t h e d e v elo p m e n t o f t h e a s s e m b ly p ro g ram s f o r t h e s e c o n ­ d a ry sc h o o ls,

p ro g ra m s w e re u s u a l l y o f t h e serm o n t y p e w h ic h

te n d e d t o b e v e r y s te r e o t y p e d and m o n o to n o u s . co m p u lso ry , and th e d i s c i p l i n e v e ry s e v e r e .

A t t e n d a n c e w as No a t t e m p t w as

m ade t o g i v e s t u d e n t s a n y p a r t i n t h e p l a n n i n g a n d e x e c u t i o n o f th e s e pro g ram s. The s e c o n d p e r i o d i n t h e d e v e lo p m e n t o f t h e a s s e m b ly in th e seco n d ary se h o o l, i s

th a t o f stu d e n t p a r t ic ip a ti o n

i n t h e o r g a n i z a t i o n and c o n t r o l o f t h e a s s e m b ly . o f th e

seco n d ary sc h o o ls a re in t h i s

tim e .

A c c o rd in g t o t h i s p la n ,

in ia tia tin g ,

p la n n in g ,

o f th e program , i s su p e rv isio n . a n n o u n c e m e n ts, " * .

sta g e a t th e p re s e n t

th e p r in c ip a l p a rt o f th e

e x e c u tin g ,

and so m e tim e s t h e e v a l u a t i n g

c a r r i e d on b y th e s tu d e n ts u n d e r f a c u l t y

T o d a y , r a t h e r t h a n b e i n g m e r e l y a p l a c e t o m ake t h e a im o f a d m i n i s t r a t o r s i s

. sh o u ld u n if y th e s c h o o l;

i n t e g r a t i n g k n o w le d g e s,

Id e a ls,

p le m e n t c la s s ro o m w ork;

.

Thus i t

A m a jo rity

is

.

t h a t th e a sse m b ly

e d u c a te th e a ttitu d e s;

school in

common

m o tiv a te and sup­

." ^

c l e a r t h a t t h e p la c e o f th e a sse m b ly i n

th e p ro g re s s iv e se co n d a ry sc h o o ls o f to d a y has p ro g re sse d fro m th e

" e x tra " to th e

“ e s s e n t i a l 11 a n d c o r r e s p o n d i n g l y t h e

p la c e o f t h e s tu d e n t i n th e a sse m b ly p ro g ram h a s p r o g r e s s e d

1 H. C . McKnown, " S e t t i n g u p S t a n d a r d s f o r H ig h S c h o o l A s s e m b l i e s " , J u n i o r - S e n i o r H ig h S c h o o l C l e a r i n g H ouse, 4 ;2 7 4 -2 7 8 , J a n u a r y , 1930. '* ----------

12 fro m t h a t o f s p e c t a t o r , t o t h a t o f p a r t i c i p a n t * R e la te d s t u d i e s and r e s e a r c h * w i d e l y know n f o r h i s w o r k i n

H a r r y C . Mckown i s

c o n n e c tio n w ith e x t r a - c u r r i c u l a r

a c tiv itie s

in g e n e ra l, as s e t f o r t h in h is hook E x tra 2 C u r r i c u l a r A c t i v i t i e s , and a ls o f o r h i s e x h a u s tiv e p r e s e n ta ­ t i o n o f a sse m b ly a c t i v i t i e s

i n t h e b o o k , A ssem b ly and A u d i-

3 t o r i u m A c t i v i t i e s * Among t h o s e b o o k s d e a l i n g p r i m a r i l y w i t h e x t r a - c u r r i c u l a r a c t i v i t i e s a s a w h o le, b u t d e v o tin g s p e c i a l 4 5 a t t e n t i o n t o a s s e m b ly p r a c t i c e s a r e t h o s e b y M eyer, Sheehan, T e r r y , ® F r e t w e l l , 7 R o e m e r,® a n d F o s t e r * 9

2 H , C . McKown, E x t r a - C u r r i c u l a r A c t i v i t i e s , M a c m i l l a n Com pany, 1 9 2 7 6 0 7 p p ,

(T h e

3 H . C . McKown, A s s e m b l y a n d A u d i t o r i u m A c t i v i t i e s , (Hew Y o r k : T h e M a c m i l l a n Com pany, 19131) * 4 6 2 p p . 4 H a r o l d D. M e y e r , A H a n d b o o k o f E x t r a - C u r r l c u l a r A c t i v i t i e s i n t h e H i g h S c h o o I T (Hew Y o r k s A. S . B a rn e s a n d Com pany, 1 9 2 7 ) . 5 M. S* S h e e h a n , E x t r a - C u r r i c u l a r A c t i v i t i e s i n t h e J u n i o r H ig h S c h o o l * ( B o s t o n : B a d g e r C om pany,' 122*/)* tie s ,

6 P a u l W. T e r r y , S u p e r v i s i n g E x t r a - C u r r i c u l a r A c t i v i ­ (New Y o r k : M c G r a w - H i l l B ook Com pany, I n c * , 1 9 3 0 ) •

7 E l b e r t K. F r e t w e l l , E x t r a - C u r r i c u l a r A c t i v i t i e s I n th e S e c o n d ary S c h o o ls . (B o sto n ! i h e M a c m i l l a n Com pany, 1 9 l 3 l ) • 8 J o s e p h R o e m e r, a n d C h a r l e s F* A l l e n , R e a d i n g s I n E x t r a - C u r r l c u l a r A c t i v i t i e s . (New Y o r k : J o h n s o n P u b l i s h i n g Com pany, 1 9 2 9 ) . 9 C h a rle s R . F o s te r , E x tr a - C u r r ic u la r A c t i v i t i e s in t h e H ig h S c h o o l * ( R ic h m o n d , V i r g i n i a : Johnson P u b lis h in g Com pany, 1 9 2 5 ) .

I n 1940 a t t h e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , a M a s te r 's T h e s is e n t i t l e d

in

“A s s e m b l y A c t i v i t i e s i n t h e mvjL

S e n i o r H ig h S c h o o ls o f C a l i f o r n i a , -

I

B e l l a F . H e l d m ad e a

v e r y t h o r o u g h s t u d y o f 185 h i g h s c h o o l s i n a n e f f o r t t o an sw er v a r i o u s im p o r ta n t q u e s t io n s c o n c e rn in g a sse m b ly p r a c ­ tic e s ,

T h i s s t u d y was v e r y h e l p f u l i n t h a t m ain p r i n c i p l e s

w ere d i s c u s s e d ,

and t r e n d s show n.

T he c h i e f d r a w b a c k i n t h i s ,

a s i n s o m any s t u d i e s , w as t h a t i t w a s n o t u p t o d a t e i n t h e f i g u r e s and p e rc e n ta g e s g iv e n ,

as i t

was d one t e n y e a r s a g o .

I n c o m p a rin g t h e g e n e r a l o b j e c t i v e s o f t h e a s s e m b ly ,

o p in io n s

o f a u t h o r i t i e s , and p r a c t i c e s i n a sse m b ly p la n n in g , w ith t h o s e g i v e n i n m o re r e c e n t s t u d i e s ,

i t w as i n t e r e s t i n g and

s ig n if ic a n t to n o te th a t th e r e has been l i t t l e in th e p a s t te n y e a rs .

o r no ch an g e

T h i s w o u ld s e e m t o i n d i c a t e t h a t t h e

c o n c l u s i o n s d raw n i n M iss R e i d ' s T h e s i s w ere v i n d i c a t e d b y t im e , One o f t h e m o s t i n t e r e s t i n g a n d t i m e l y p i e c e s o f re s e a rc h in th e f i e l d

o f a s s e m b ly p r a c t i c e s w h ich t h e w r i t e r

f o u n d , w as t h e i s s u e o f t h e

“ B u l l e t i n o f th e R a ti o n a l A sso­

c i a t i o n o f S e c o n d a r y S c h o o l P r i n c i p a l s . “ w h ic h was p u b l i s h e d i n N ovem ber o f 1 9 4 6 . b ly ,

I t w as c o m p l e t e l y d e v o te d t o t h e - a s s e m ­

an d w as t h e r e s u l t o f a q u e s t i o n n a i r e

se le c te d

s e n t o u t t o 450

se c o n d a ry sc h o o ls i n th e U n ite d S t a te s a t l a r g e ,

1 1 B e l l a F . R e i d , “A s s e m b l y A c t i v i t i e s i n t h e S e n i o r ? H ig h S c h o o ls o f C a l i f o r n i a , “ (U n p u b lis h e d M a s t e r 's T h e s i s , U n iv e rs ity o f S o u th e rn C a li f o r n ia , 1 9 4 0 ),

r

14 In c lu d e d in th e pose,

q u e s t io n n a ir e w ere su ch t o p i c s as t h e p u r ­

v a lu e , p la n n in g ,

istra tio n ,

d isc ip lin e ,

tim e , day,

le n g th ,

re h e a rsa l,

and c o n te n t o f p ro g ra m s .

L o re n Jerom e B e a u f a i t ,

fin a n c in g ,

ad m in ­

a t th e U n iv e rs ity o f S o u th e rn

C a l i f o r n i a i n 19S5, w ro te a th o u g h t p ro v o k in g t h e s i s

e n title d ,

"T h e U se o f t h e S c h o o l A s s e m b l y a s a D e v i c e f o r C h a r a c t e r T r a i n i n g a n d S u b j e c t I n t e g r a t i o n 11•

12

He s e t u p a v e r y

i n v o l v e d m e th o d o f e v a l u a t i n g t h e p ro g ra m s p r e s e n t e d f o r a c o n tin u a tio n h ig h s c h o o l. In 1935, a t th e U n iv e r s ity o f S o u th e rn C a li f o r n ia , M i s s R u t h M. M a t h i s w r o t e h e r t h e s i s o n t h e t o p i c ,

"V ita l­

i z i n g t h e A sse m b ly i n t h e S e c o n d a r y S c h o o l " i 3 The f o u r t h c h a p te r,

"How t o Make t h e A s s e m b l y t h e W ork o f t h e E n t i r e

S c h o o l " , w as e s p e c i a l l y g o o d .

12 L o r e n J e r o m e B e a u f a i t , "T h e U se o f t h e A s s e m b l y a s a D e v ic e f o r C h a r a c t e r T r a i n i n g and S u b j e c t I n t e g r a t i o n " . ( U n i v e r s it y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , C a l i f o r n i a 1 9 3 5 ). 13 R u t h M. M a t h i s , " V i t a l i z i n g t h e A s s e m b l y i n t h e S econdary S c h o o l" . (U n p u b lish e d M a s te r’ s T h e s is , U n i v e r s i ty o f S o u th e rn C a li f o r n ia , 1 9 3 8 )•

CHAPTER I I I ORGANZING AND PLANNING THE ASSEMBLY B e f o r e d i s c u s s i n g t h e ^how t o * p h a s e o f t h i s i t w o u ld se e m l o g i c a l t o a s k t h e q u e s t i o n , b lie s? * .

W hat h a v e a u t h o r i t i e s

stu d y ,

“Why h a v e a s s e m ­

in th e f i e l d

had to say

c o n c e rn in g th e o b j e c t i v e s t o b e a c h ie v e d b y th e a sse m b ly p rogram ? I .

OBJECTIVES TO BE ACHIEVED BY THE ASSEMBLY PROGRAM. F re tw e ll l i s t s

b l y can a c h ie v e .

f o r t y p o s s i b l e a im s t h a t t h e a sse m ­

O f t h e s e , R o em er h a s s e l e c t e d t e n w h i c h

he c o n s i d e r s t h e m ost v a l u a b l e ,

and l i s t s

th em a s f o l l o w s :

(1)

A id in g i n fo rm in g i n t e l l i g e n t p u b l ic o p i n io n ,

(2)

I n t e g r a t i n g , u n i f y i n g , e m o tio n a lly and i n t e l l e c t ­ u a l l y , t h e w o rk and w h o le l i f e o f th e sc h o o l.

(3)

A i d i n g i n c r e a t i n g new i n t e r e s t s , and d e e p e n in g e x i s t i n g i n t e r e s t s *

and w id e n in g

(4)

C e l e b r a t i n g a n n i v e r s a r i e s so a s t o p ro m o te h a p p i ­ n e s s and i n t e l l i g e n t u n d e r s t a n d i n g .

(5)

P r o v i d i n g w h o le s o m e e n t e r t a i n m e n t a n d s e t t i n g s t a n d a r d s o f t a s t e i n e n t e r t a i n m e n t an d hum o u r.

(6)

P ro v id in g o p p o rtu n ity f o r th e s tu d e n t to e x p re ss h i m s e l f a s an i n d i v i d u a l , and f o r th e sch o o l as a w h o le t o e x p r e s s i t s e l f ,

(7)

A id in g i n p ro m o tin g f a i r p l a y and good s p o rts m a n ­ sh ip .

(8)

S e r v in g a s a m eans f o r d i s c u s s i n g in g th e r e a l l i f e o f th e s c h o o l.

q u e stio n s a f f e c t ­

16 (9) (10)

S e r v i n g a s a m eans o f p r e s e r v i n g and f u r t h e r p r o ­ m o tin g w o rth y s c h o o l t r a d i t i o n s , P ro m o tin g a f e e l i n g o f b e lo n g i n g , o f s u c c e s s , p rid e in th e s c h o o l.1

E u g e n i a W a l k e r a n d E i l e e n H. G a l v i n l i s t o b j e c ti v e s and a c t i v i t i e s

of

tw e n ty -fiv e

p o s s ib le th ro u g h th e p ro p e r o rg an ­

i z a t i o n and a d m i n i s t r a t i o n o f a sse m b ly p ro g ra m s . i n c l u d e m o s t o f t h e sam e o b j e c t i v e s

ju st, l i s t e d ,

n e c e s s a r y t o m e n tio n t h o s e w h ic h d i f f e r *

S in c e th e y it

i s o n ly

The m o s t i n t e r e s t ­

in g a d d itio n s a r e : (1 )

S tre n g th e n th e a t t i t u d e o f lo y a lty to th e s c h o o l,

(2 )

D e v elo p r e s p o n s i b i l i t y t h r o u g h p a r t i c i p a t i o n .

(3)

S tim u la te e x p r e s s io n and d e v e lo p p o i s e ,

(4 )

B u ild up i n t h e a u d ie n c e p r o p e r h a b i t s and a t t i t u d e s of p a rtic ip a tio n . 2 U n ify th e sc h o o l by i n t e g r a t i n g a l l f a c t o r s .

(5)

T hese l i s t s

a re f a i r l y re p re s e n ta tiv e o f o th e r l i t e r a ­

tu re in th e f i e l d .

I n an a c t u a l s u rv e y o f 336 s e c o n d a ry

sc h o o ls d i s t r i b u t e d

o v e r th e U n ite d S t a t e s ,

p u r p o s e s o r o b j e c t i v e s w ere s e l e c t e d

th e s e seven

a s b e in g g e n e r a lly

1 E lb e rt K. F r e tw e ll, E x tr a - C u r r ic u la r A c t i v i t i e s in t h e S e c o n d a ry S c h o o ls . (B o sto n s Tlae M a c m i l l a n Com pany, H F 3 1 ) , pp. 2 d 3 - 2 1 'd , c i t e d b y J o s e p h R o e m e r, C h a r l e s F . A l l e n , a n d D o ro th y A . Y a r n e l l , I n B a s ic S tu d e n t A c t i v i t i e s . (C h ica g o ? S i l v e r , B u r d e t t a n d C om pany, 1 9 3 5 ) , p j u 3 1 1 -3 1 2 , 2 E i l e e n H . G a l v i n , a n d M. E u g e n i a W a l k e r , A s s e m b l i e s f o r J u n i o r and S e n i o r H ig h S c h o o l s , ( P r o f e s s i o n a l and T e c h n ic a l P re s s , 1 929), pp . 6-V .

17

r e p r e s e n t a t i v e o f th e o p in io n o f a u t h o r i t i e s on t h e s u b j e c t . They in c lu d e d (1 ) (2 ) (3) (4 ) (5) (6) (7 )

in th e o rd e r o f th e i r

a sse m b ly , iz a tio n

im p o rta n c e : 314 312 267 265 . 194 .1 8 2 . 164

D e v elo p s c h o o l s p i r i t and u n i t y E d u c a tio n a l-c u ltu ra l P ro v id e g u id a n c e ( O r ie n ta tio n ) R e c re a tio n a l D e m o n s t r a t e c l a s s w o rk S u p p le m e n t c l a s s w ork M o tiv a te w ork o f c l a s s e s

H a v in g e s t a b l i s h e d

93# 92# 79# 78# 57# 54# 48#

th e p u rp o ses o r o b je c tiv e s o f th e

th e n ex t s te p i s

and p r e s e n t a t i o n ,

s

t o a n a ly z e th e p ro b le m s o f o rg a n ­ a n d d r a w som e c o n c l u s i o n s a s t o a

re c o m m e n d e d c o u r s e o f a c t i o n . I I . ORGANIZING THE ASSEMBLY Tiie p r o b l e m o f a s s e m b l y o r g a n i z a t i o n i n t h e s c h o o l , w as fo u n d t o b e a c o m p lex o n e .

The f i r s t

la rg e h ig h s te p in

s e t t i n g u p a n a s s e m b ly s c h e d u le w as t o d e te r m i n e t h e m ost d e sira b le

d ay f o r th e a sse m b ly .

C h o ice o f d a y .

I n th e p r e v i o u s ly m e n tio n e d s u rv e y o f

336 s e c o n d a ry s c h o o ls in t h e U n ite d S t a t e s ,

4

it

w as c o n c l u d e d

t h a t W ednesday and F r i d a y w e re t h e m o st p o p u l a r d a y s fo fr h o ld in g a s s e m b lie s .

M onday w a s t h e d a y l e a s t d e s i r e d b y t h e

m a jo rity o f th e sc h o o ls.

One o f t h e l a r g e h i g h s c h o o l s i n

® B u lle tin o f th e N a tio n a l A s s o c ia tio n o f S econ dary School P r in c ip a ls . ^ 5 0 :1 5 - 1 7 N ovem ber, 1 9 4 6 ) . 4 Ib id .

, pp.

19 -2 6 .

18

th e

San G a b r ie l V a lle y ,

a s s e m b l i e s on M onday.

A lh a m b r a H i g h S c h o o l ,

trie d

h a v in g

T h e c h i e f a d v a n t a g e w a s t h a t Monday

w as c o n s i d e r e d t o b e o n e o f t h e p o o r e s t t e a c h i n g d a y s , a s it

ta k e s th e s tu d e n ts a day to

s e ttle

down a f t e r t h e w e e k ­

e n d , a n d t h e a s s e m b l y w a s c o n s i d e r e d t o b e so m e w h a t u n s e t ­ t l i n g , i n s p i t e o f i t s m any b e n e f i c i a l q u a l i t i e s .

Thus

*

d e v elo p e d th e th e o r y t h a t i t

w as b e t t e r t o h a v e i t

t h a t w a s a l r e a d y so m e w h a t u p s e t .

The c h i e f d i s a d v a n t a g e i n

h a v i n g t h e a s s e m b l y o n M onday, f r o m t h e t a t i o n , w as t h a t

on a d a y

sta n d p o in t o f p re se n ­

i t was d i f f i c u l t t o g e t r e a d y a f t e r a

w e e k e n d , a n d m ade a l o n g g a p b e t w e e n f i n a l r e h e a r s a l a n d p erfo rm an ce.

Of c o u r s e ,

in th e

case o f o u ts id e e n te r ta in e r s ,

Monday w a s a n e x c e l l e n t d a y t o o b t a i n t h e i r s e r v i c e s a s i t was n o t i n g r e a t d em an d . T im e a n d l e n g t h o f t h e a s s e m b l y .

W h ile a u t h o r i t i e s

v a r y so m e w h at i n t h e i r e s t i m a t e o f t h e m o s t d e s i r a b l e p e rio d o f th e day f o r h o ld in g a sse m b lie s , g e n e ra lly fav o red o ver th e a fte rn o o n .

t h e m o r n i n g w as

H . C . McKown i s o n e

o f t h e f o r e m o s t p r o p o n e n t s o f t h e m o rn in g s c h e d u l e . ^

The

s u rv e y c o n d u cted b y t h e N a tio n a l A s s o c ia tio n o f S e c o n d ary 6 School P rin c ip a ls , r e v e a l e d t h a t t h e l a r g e s t num ber o f

5 H . C . McKown, A s s e m b l y a n d A u d i t o r i u m A c t i v i t i e s {New Y o r k : T he M a c m i l l a n C om pany, 1 9 3 0 } ,’ p . 2f5. 6 B u l l e t in o f th e N a tio n a l A s s o c ia tio n o f S econdary School P r in c ip a ls . (3 0 s 6 -& , N ovem ber, 1 ^ 4 6 ) .

19

sc h o o ls p r e f e r r e d th e f i r s t la r g e s t p r e f e r r e d th e p e rio d th e t h ir d

p e rio d o f th e day;

th e second

j u s t b e f o r e th e noon h o u r; and

l a r g e s t g ro u p p r e f e r r e d th e p e r io d im m e d ia te ly

fo llo w in g th e noon h o u r.

T he c h i e f c r i t i c i s m

a g a i n s t t h e m o r n i n g a s s e m b l y w as t h a t i t

d id n o t a llo w

s u f f i c i e n t tim e f o r s e t t i n g up th e s t a g e , i n th e a sse m b ly t o p r e p a r e f o r I t .

o ffered

and f o r th e

R e g a rd le s s o f th e d ay , o r h o u r o f th e a sse m b ly , th e

stu d e n ts

rt

i t w as

co n sen su s o f o p in io n t h a t th e sc h e d u le sh o u ld b e ad h ered

to u n le ss i t

w as a b s o l u t e l y i m p r a c t i c a l .

t h e p ro b lem o f t h e l e n g t h o f th e a s s e m b ly . m ade o n t h i s

T h is b ro u g h t up The s t u d i e s

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

p r a c t i c e w as o n e a s s e m b l y p e r i o d , le n g th , p e r w eek.

8

of re g u la r r e c ita tio n

The s p a n o f a t t e n t i o n f o r t h e a v e r a g e

h i g h s c h o o l s t u d e n t w as s e t a t b e t w e e n t h i r t y - f i v e f o r t y - f i v e m in u te s. a sse m b ly to f i t

Some s c h o o l s v a r i e d t h e , l e n g t h of, t h e

th e p ro g ram .

w arned a g a i n s t b e c a u s e i t isfie d

and

and f r u s t r a t e d .

Too s h o r t a p r o g r a m w as.

l e f t th e

stu d e n t f e e lin g d i s s a t ­

I n t h e l a r g e h i g h s c h o o l i t w as

e s p e c i a l l y i m p o r t a n t t h a t t h e p e r i o d b e g i n p r o m p tly and c lo s e p ro m p tly w ith in th e a l l o t t e d te re d in to

tim e .

th e sc h e d u le o f th e la r g e

Many f a c t o r s e n ­

s c h o o l , w h i c h m ade i t

7 R u t h M. M a t h i s , V i t a l i z i n g t h e A s s e m b l y i n t h e S e c o n d a r y S c h o o l . tt (An u n p u b l i s h e d M a s t e r ’ s T h e s i s , U n i v e r ­ s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , C a l i f o r n i a , 1 9 3 8 ). 8 R o e m e r, o p . c l t . .

p . 316

20

d i f f i c u l t to r e a r r a n g e th e program f o r c l a s s e s ,

c a fe te ria s

e t c e t e r a on th e

s p u r o f t h e m om ent*

th a t i t fin is h e d

o n t i m e w a s m e n t i o n e d i n m any b o o k s a s o n e

o f th e

T im in g t h e a s s e m b ly so

c h i e f p ro b le m s o f t h e d i r e c t o r o f t h e a s s e m b ly program * S e a ti n g p la n f o r t h e a sse m b ly *

l i s t e d h i g h on th e l i s t b ly *

o f p ro b le m s i n o r g a n iz in g t h e assem ­

In m ost la r g e h ig h s c h o o ls ,

g ro w n t h e s e a t i n g

T h is p ro b le m was

th e stu d e n tb o d y h as f a r o u t­

c a p a c ity o f th e a u d ito riu m *

As a r e s u l t ,

h o l d i n g tw o a s s e m b l i e s w as f o u n d t o b e a u s u a l p r o c e d u r e . A tte n d a n c e w as fo u n d t o b e c o m p u ls o ry , u n l e s s t h e s t u d e n t w a s e x c u s e d f o r some l e g i t i m a t e r e a s o n * / I n 2 0 4 o f t h e s c h o o ls i n th e su rv e y p r e v io u s ly m e n tio n e d ,

336

s tu d e n ts have

a s s i g n e d s e a t s a n d 7 9 p e r c e n t o f t h e 3 3 6 r e q u i r e home ro o m s o r c la s s e s to

s i t in se c tio n s.

At t h e S o u th P a sa d e n a -S a n

M a rin o H ig h S c h o o l, a l l s t u d e n t s a r e s e a t e d a c c o r d i n g t o t h e i r c l a s s i f i c a t i o n a s a F resh m an ,

S o p h o m o re e t

h a s t h e a d v a n ta g e o f p ro m o tin g c l a s s o b served,

s p irit,

c e t e r a . T h is

but th e w rite r

w h ile v i s i t i n g a n aw ard a s s e m b ly , t h a t i t

se e m t o f u r t h e r a c h o o l s p i r i t

a s a w h o le .

d id n o t

When a F r e s h m a n

r e c e i v e d a n a w a r d , o n l y t h e F r e s h m e n a p p l a u d e d , a n d t h e sam e w as t r u e o f e a c h o f t h e o t h e r c l a s s e s * w h e th e r t h i s

I t m ig h t b e a s k e d

sy s te m d id n o t d e f e a t one o f t h e

c h ie f o b je c tiv e s

o f t h e a sse m b ly s in c e s c h o o l u n i t y I s one o f th e fits

to be d e riv e d from th e a sse m b ly .

c h i e f 1b e n e ­

A lh am b ra H ig h S c h o o l

21

has a ssig n e d

s e a ts a c c o rd in g to t h ir d p e rio d

c la ss e s.

T h is

re s u lts

i n a m ix tu re o f c la s s e s ,

a n d se em s t o w o r k s u c c e s s ­

fu lly .

M ark K e p p e l H i g h S c h o o l h a s n o a s s i g n e d s e a t s d u e t o

t h e f a c t t h a t e v e n w i t h tw o a s s e m b l i e s t h e r e a r e n o t e n o u g h s e a ts f o r th e e n t i r e e v e ry a sse m b ly .

stu d e n t body,

a n d some m u s t s t a n d a t

By n o t a s s i g n i n g s e a t s ,

n o t have to s ta n d a t e v e ry a sse m b ly . draw backs in t h a t i t se a te d ,

T h is sy s te m h as i t s

ta k e s lo n g e r f o r th e

and t h a t t h e r e

t h e sam e s t u d e n t s do

stu d e n ts to be

i s m o re c o n f u s i o n t h a n i s f o u n d w hen

s t u d e n t s know i n w h i c h s e a t t h e y a r e t o s i t . S u p e r v i s i o n i n t h e a sse m b ly # h ig h s c h o o ls in th e U n ite d S t a t e s ,

In th e m a jo rity o f th e te a c h e rs a re re q u ire d to