In making selection, the Committee decided to include both private and public schools, large and small schools, and schools representing different sections of the United States. But the chief concern of the Committee was to choose competent schools which were dissatisfied with the work they were doing and eager to inaugurate exploratory studies and changes which could not be undertaken without the fraction granted by the colleges. The schools⁵ finally chosen to cooperate in the Study are:

Altoona Senior High School Altoona, Pennsylvania Baldwin School Bryn Mawr, Pennsylvania Beaver Country Day School Chestnut Hill, Massachusetts Bronxville High School Bronxville, New York Cheltenham Township High School Elkins Park, Pennsylvania Dalton Schools New York, New York Denver Senior and Junior High Schools Denver, Colorado Horace Mann School New York, New York John Burroughs School Clayton, Missouri Lincoln School of Teachers College New York, New York Milton Academy Milton, Massachusetts New Trier -Township High School Winnetka, Illinois North Shore Country Day School Winnetka, Illinois Radnor 11i0i School Wayne, Pennsylvania Shaker High School Shaker Heights, Ohio

Des Moines Senior and Junior High Schools Des Moines, Iowa Eagle Rock nigh School Los Angeles, California Fieldston School New York, New York Francis 117. Parker School Chicago, Illinois Friends' Central School Overbrook, Pennsylvania George School George School, Pennsylvania Germantown Friends School Germantown, Pennsylvania Tower Hill School Wilmington, Delaware Tulsa Senior and Junior High Schools Tulsa, Oklahoma University of Chicago High School Chicago, Illinois University High School Oakland, California University School of Ohio State University Columbus, Ohio Winsor School Boston, Massachusetts Wisconsin High School Madison, Wisconsin

The schools began their new work in the fall of 1933. Each developed its own plans and decided for itself what changes should be made in curriculum, organization, and procedure. The Directing Committee had decided that the independence and autonomy of each school must be carefully guarded. It thought that significant developments could come only out of each school's sincere attempt to serve better the boys and girls in its own community. The Directing Committee attempted through its membership, through sub-committees, and through specialists in the fields of evaluation, records and reports, and curriculum to render every possible assistance sought by the schools, but to avoid any tendency to dictate thought or action. That policy gave to the schools the freedom and responsibility which belong to them. Without preventing essential unity of purpose, this thoroughly democratic procedure has led to desirable variety in organization and procedure.

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