A. Supervised Correspondence Instruction as an Integral Part of the High School Program

Abstract

ASSUME now—on the basis of the evidence only partially presented in Chapter I—that we can safely assign a pupil to supervised correspondence study for certain purposes: that he will be well taught.

What, then, are the administrative uses to which this good, new tool may be put? You have seen a few of them listed al ready, but in this chapter let's take a more detailed look at the possibilities that have revealed themselves.