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Show Win go vers "ALL THE NEWS THAT'S FIT TO PRINT FROM THE DELTA AIRPORT" DICK MORRISON TRAGEDY AT GARRISON . . . Deepest sympathy is extended to the family and friends of La Mar and Don Peterson, who were killed instantly when their little plane spun out of a turn at 1000 fi. and crashed to earth at 7:10 p. m., Wednesday evening, Sept. 13, at Garrison No official report of the cause of the accident has yet been issued. is-sued. An investigation was made Thursday by Mr. Peyton, of the CAB, who flew to the scene from Santa Monica, E. J. Leimantine, .CAA official, of Salt Lake and Del Fuhriman, Utah Aeronautical director. direc-tor. VISITOR . . . Dr. Oakes, o'f Provo, set his.Er-coupe his.Er-coupe down here Sunday. The Doctor Doc-tor has found flying his own pla- ne a good way to get around, having hav-ing made stops at Delta, Cedar City, Malad, Idaho, and returned home to Provo in one day. SEEKS COMMERCIAL . . . Communicator Bob Nichols is taking advanced flying lessons, with a Commercial pilot license his objective. SCHOOL PROBLEM ... Summer has ended and a new school term has just begun. The hectic time of registration and the first confused days of class organization organ-ization have resolved into systematic system-atic routine. New teachers are getting get-ting acquainted with new students and old friendships are being reaffirmed. re-affirmed. For most students, high school days are days of work and fun, climaxed with the satisfaction of achievement, of goals attained. For most, but not for all. Some find their school days, days o'f' confusion con-fusion and futility. They sense that the goals some others reach are not 'for them. They find themselves them-selves unable to master some required re-quired subjects, and they feel like misfits 'in the social scheme. They are left out, lost. Many of them give up and quit. Whatever the future may hold for them, they'd rather face it directly than endure the discouragement they meet in school. Over the years nearly a third - - 31.7 - - of all DHS registrants have fallen by the way side. Through the many years of his experience as principal of the Delta Del-ta high school, Glen W. Seegmiller observed the students who quit school, and he decided to make a'n exhaustive study of their problems, to determine what could be done to help others like them continue their education. The result o'f his inquiry is a thesis written in partial par-tial fulfillment of the requirements for his degree as Master of Science in Education, done at the BYU in 1949. Mr. Secmillor estimates the work of preparing the thesis was equal to a year of college study. The book recording his findings comprises com-prises 108 pages. Six bound copies have been made. The cost of typing typ-ing alone was $300. The survey was well planned and executed and the thesis shows the result of extensive academic as well as field research. Mr. Seegmiller spent the whole six weeks of a summer vacation interviewing 232 of the 851 students stud-ents who quit school before graduating gradu-ating during the first 25 years of the DHS, from 1923 until 1948. He recorded their responses to a prepared pre-pared set o'f questions bearing on the problem. He then examined school records of these people for data on sex, age, school attendance, attend-ance, intelligence quotients, and other factos. The resulting information infor-mation provided the statistical bas is for the study. The facts disclosed disclos-ed and the conclusions drawn from them are supported by interesting graphs and charts. The work is a valuable contribution toward the solution of a problem which has long plagued both educators and students. What are the reasons students quit school, and what can be done to help them continue on to gradation? grad-ation? Some of the questions raised rais-ed by Mr. Seegmiller, and the answers, follow: Does the individual teacher play an important part in keeping students stu-dents in school? Yes. Students are inclined to quit school if they dislike dis-like their teachers. Understanding personality is one of the qualities most liked in a teacher, while unpleasant un-pleasant personality and poor teaching tea-ching are given as reasons for dislike. dis-like. Obviously, there is need for applied psychology and tact on the part of the teachers. Is distance travelled to school an important factor? No. The percentage per-centage of drop-outs 'from those liv ing near the school is nearly the same as for those living miles away. aw-ay. What is the significance of the student's IQ? This is of rather lim-. ited significance. About 50 of drop-outs are incapable of mastering master-ing some academic courses, while the other 50 are capable of doing so. What of the attitude of the parents, Surprisingly, the attitude of parents does not have too much influence. Apparently the student's adjustment to school environment is more important than parent's attitude. Of which sex are those who quit most numerous? They are about evenly divided. During which school grades do most students quit? The 10th and . 11th. What of attendance records? Drop-outs have poor attendance records. In this connection, the cause of poor attendance may be the underlying source of mal-ad-justment. Do required academic courses force students out of school? Yes. The more difficult academic courses cou-rses are the most disliked. Best lik ed are classes involving use of the hands. There is much difference of opinion between boys and girls regarding certain courses. Boys gen eralty like shop, mathematics, and agriculture. Their pet hate is English. Eng-lish. Girls like home economics, English, and phys. ed. but dislike mathematics. Is student participation in school sch-ool activities important? Yes. A majority of drop-outs do not participate par-ticipate in any extra-curricular act ivities at all. Of those who do, football and track are most popular pop-ular with the boys, while basketball basket-ball and chorus are popular with the girls. It should be remembered that the preferences indicated for studies stud-ies and activities are those of the students who quit school. Possibly preferences of graduates would show different results, if tabulated Do the attitude and suggestions of students who quit offer any significant solutions? Yes. Those interviewed preponderantly favor encouragement of mass participation participat-ion in activities, more scholastic encouragement by teachers, more vocational classes, and more flexible flex-ible requirements for graduation. Mr. Seegmiller's own suggestions for improving the sitation include in-service training for teachers, es-tablishement es-tablishement of a functional guidance guid-ance program, classes in family relationships, effort to make "dull" classes interesting, and, in accord with the first suggestion of the drop-outs, themselves, steps to induce in-duce all students to participate in activities. One of the most thought provoking provok-ing items in the survey is found in the attitude now taken toward the matter by those who quit school. sch-ool. All o'f the 232" people interviewed inter-viewed were asked what advice they would give present students confronted with the same problem. Should they make the effort to finish school? Since every one of these people quit before graduation, graduat-ion, the fact that 97.8 of them replied, "Yes, finish school," is of deep significance. Only 2.2 replied re-plied that it wouldn't matter much and not a single one answered with an unqualified no. |