lowing more, 37; No. of schools allowing less, 11; No. of schools making no great change, 24. C. Latitude in Pupil Electives: No. of schools allowing more, 38; No. of schools allowing less, 32. D. Credit for Out-of-School Work: No. of schools allowing, 43; No. of schools not allowing, 31; No. of schools giving general credit, 27; No. of schools giving special credit, 1. II. Pupil Elections. A. No. schools mentioning having decreases in German, 23; B. No. schools mentioning having increases in French, 15; III. New Organizations Perfected. A. No. schools mentioning Boys' Work'g Reserve, 58; Red Name Others: Victory Boys, Four-Minute Jr., Thrift IV. Teacher Conditions. No. of schools having No. of schools having difficulty to secure teachers in No. of schools employing teachers who offered services as V. Length of Term. A. No. of schools having school year decidedly longer, 8; yes, 11; no, 62. C. No. of schools planning school for Saturday this yes, 6; no, 61. year: D. No. of schools having summer sessions as war service: yes, 2; no, 69. E. No. of schools having summer sessions to shorten graduation time: yes, 8; no, 36. F. No. of schools having longer day, or recitation, so as to close earlier in spring: yes, 12; no, 61. VI. Buildings and Equipment. A. No. of schools prevented by war from erecting school buildings planned: yes, 22; no, 48. B. No. of schools prevented by war from adding to equipment: yes, 16; no, 56. Changes not notable or unnatural C. No. of schools prevented by war from expanding high school work: yes, 40; no, 27. CONCLUSIONS. During the Great War Iowa high schools adjusted themselves in a notable way to the unprecedented conditions which arose. The foregoing summary indicates certain specific adaptations with reference to curricula offerings, pupil elections, new organizations perfected, teacher conditions, length of term, and buildings and equipment. The summaries under each heading are worthy of careful consideration. Curricular Offerings. There was a marked increase in the offerings in agriculture, commercial subjects, household arts, military training, physical training, French, Spanish, natural science and social science. German was absolutely eliminated. Pupil Elections. In general the increases and decreases correspond to those just noted. New Organizations. The list under this heading is highly interesting and significant, as indicating the direct help of high schools in winning the war. Teacher Conditions. The summary shows fewer men teachers and a decided increase in the number of married women in school work. Many changes took place in the teaching force and the salaries of both men and women went up. There was especial difficulty in securing teachers of science and agriculture. It is noteworthy that only three of the seventy-five schools found it necessary to deviate from North Central Association standards. Length of Term. One interesting item is that of Saturday work. About 15 per cent held school on Saturday in 1917-18, while only 8 per cent did so in 1918-19. This plan has not met with general approval. Buildings and Equipment. Almost one-third of the schools were prevented from erecting school buildings already planned. These projects are now under way, as are also many other similar ones. The American High School justifies itself in the face of all demands. American Notes-Editorial The "atmosphere" of a school or a schoolroom is a large factor in the problem of the success or failure of the school. By atmosphere we mean the same thing that is commonly called "morale" in the navy or army. The dictionary defines it as "moral or mental condition" or "conduct, especially as affected by zeal, spirit, hope, confidence, etc." We sense its meaning and understand readily its value, in war. We often disregard it, or try to, in times of peace and in institutional life. Yet it is as important in building individual lives as in building or saving the life of a nation. No school or classroom can achieve a large success without attention to morale. Every individual student contributes to and is affected by it. Every master and teacher stands or falls according as the morale of the school is high or low. The barometer of morale forecasts for individual or institution fair weather or foul, sunshine or storm, achievement or failure, happiness or woe. What, then, will create a favorable atmosphere, a good morale, in a classroom or school? If there were any short, easy answer to this question it would not be raised at all. In fact, where the morale is highest and best very little is said or done about it, anyway. It is a subtle influence, very personal and spiritual in its nature. It emanates from some persons like heat from a warm body, or like light from the sun. We remember a concrete case of a high school where three successive principals had failed and been driven out by a spirit of hoodlumism among the boys. of the school. As a fourth attempt the committee tried a woman principal, a very plain, quiet, apparently unimpressive person. Many prophesies of failure were made by onlookers. It seemed unlikely that those "roughs" who had made life a burden to three men principals would respect and obey a plain little woman. But the unexpected happened. From the day and hour upon which she entered the schoolhouse the hoodlumism disappeared and quiet orderliness and respectful attention, diligence and studiousness took its place. People could not understand it. They asked the new principal what she had done to produce the change. She answered, "Nothing; I just expected them to be obedient and gentlemanly and they were.' This was a marked case of "morale" resulting from personality. In general, we believe that such personality can be cultivated. Its elements are found in such qualities of character as unselfishness, frankness, love of humanity as such, strict truthfulness of thought, word and deed, a kindly, sympathetic attitude toward others, and a confidence in them and their ultimate respect for truth and right. These qualities can be acquired by any one who will patiently try to cultivate them. It is a long, hard job for some. There will be lapses and seasons of discouragement; but the goal is worth while. Morale in the teacher's own life is the only sure road to morale in the school. A school with a good morale is a fitting place for good Americanism, or for good citizenship in any land under the sun. Without a good morale any institution, any land, any cause is doomed. An official statement of the National Education Association shows that "more than 100,000 teaching positions in the public schools of the United States are either vacant or filled by teachers below standard, and the attendance at normal schools and teacher-training schools has decreased by 20 per cent in the last three years. Letters were sent out by the Association in September to every county and district superintendent in the United States, asking for certain definite information. Signed statements were sent in by more than 1,700 superintendents from every state, representing 238,573 teaching positions. These report an actual shortage of 14,685 teachers, or slightly more than 6 per cent of the teaching positions represented, and 23,006, teachers below standard who have been accepted to fill vacancies, or slightly less than 10 per cent. It is estimated that there are 650,000 teaching positions in the public schools of the United States, and if these figures hold good for the entire country there are 39,000 vacancies and 65,000 teachers below standard. These same superintendents report that 52,798 teachers dropped out during the past year, a loss of over 22 per cent. On this basis the total number for the entire country would be 143,000. The reports show that the shortage of teachers and the number of teachers below standard are greatest in the rural districts, where salaries are lowest and teaching conditions least attractive. The states in which salaries and standards are highest have the most adequate supply of teachers. California shows a combined shortage and below standard of 3%1⁄2 per cent; Massachusetts shows 42 per cent, and Illinois 7 per cent. In at least six of the Southern states more than one-third of their schools are reported either without teachers or being taught by teachers below their standards. Nearly all of the superintendents declare that teachers' salaries have not increased in proportion to the increased cost of living, nor as salaries have in other vocations, and that teachers are continuing to leave the profession for other work. |