erica 





Democracy tn Education, Education for Democracy. 








Vou. II No. 3 NEW YORK, MARCH, 1913 50 Cents A YEAR 











LEST WE FORGET 


Plato, in his famous figure of the cave, 
pictures to us earthly man so engrossed with the 
shadow of things, that the realities of life and its 
eternal verities escape him altogether. 

In like manner, the exacting duties of teaching 
have a tendency so to blind those engaged with its 
arduous labors, that many of us at times seem 
totally oblivious of the basic truths and fundamental 
principles that underlie our profession. 

In our mad pedagogical whirl, in our wild 
chase after results, should we not now and then 
stop and ask ourselves Whither, and Why, and 
How ? 























AN EXPERIMENT IN DEMOCR 


Henry R. LINVILLE 


ONE OF THE small high schools in New 
York City has undertaken recently a 
study of the supervision of the work of 
teachers. It has long been known that 
the results of supervision have not been 
satisfactory either to the supervising of- 
ficers or to the teachers. But never be- 
fore has a principal acted upon the idea 
that the experience and the point of view 
of the teachers might be of service as af- 
fording a basis for a scientific inquiry 
into the problem of supervision. 

On the invitation of the principal of 
the school, the faculty elected its own 
committee to carry out such inquiry as 
seemed feasible. After some prelimin- 
ary analysis of the general problem, the 
committee formulated a set of questions 
which it submitted to all the teachers. 
The questions were very generally an- 
swered. The committee then began its 
study of the material. The findings of 
the committee are presented here. It is 
to be hoped that they will prove sugges- 
tive to all who are interested in super- 
vision, and encouraging to all who are 
interested in the development of initia- 
tive among the teachers of the nation. 


Question 1. What features in the pres- 
ent system of supervision seem to 
you to be lacking in fairness? 

Number of answers, 27. 


System considered unsatisfactory by 
21; considered satisfactory by 6. 


Points of View Taken in Answers 


. Number of visits too few and 
visits too short 

. Judgments made on insufficient 
data 

. The stress of criticism laid on 
matters of secondary impor- 
tance 

. Lack of systematic plan for 
knowing what the teachers are 
doing 

5. Failure to inform teachers of the 
nature of unfavorable criticism 

. Lack of consideration of un- 
favorable conditions .......... 


7. No fault to find 

Comments Covering the Points of V 
1. “Stress is placed upon matters d 
secondary importance, so that the 
teacher’s time and strength are taken 
from the main object, that of teaching. 
A teacher doing heavy work, with 
large classes and a full program, is 
rated on the same basis as a teacher 
with smaller classes and a lighter pro- 
gram.” 
2. “Lack of systematic plan for know- 
ing what the teachers are actually do- 
ing. Lack of effort to find out from 
the teacher what she is trying to do. 
Apparent indifference to the right of 
the teacher to know the judgment of 
the principal. Snapshot judgments 
made on brief or infrequent visits.” 
3. “I do not recall any incident of un- 
fairness in my experience of fifteen 
years.” 
4. “The fact that the supervising of- 
ficer cannot possibly be acquainted 
with the teacher’s work in the very few 
minutes spent in the class room. Rat- 
ings are often made upon the basis of 
two visits per term. 


Question 2. Under what conditions of 
time— 
a. length of visit 
b. number of visits 
c. time of day and week 
Do you think it would be possible 
for the principal to obtain an ac- 
curate idea of your work? 
Number of answers, 30. 
2a. Summary of Answers. The length 
of time varies from 3 min. to a full 
period. Before an adverse report 
is made, the principal should spend 
a full period in the class. 


Comments. 
1. “Length of visits might vary in ac- 
cordance with the interest of the 
principal, and in accordance with the 
receptiveness of the class and the 
teacher for his visit. But at some 
time he should stay an entire period. 





THE AMERICAN TEACHER 


After that length of time, the pres- 
ence of the principal might become a 
bore.” 
2. “An accurate idea can be obtained 
by a short visit as well as by a long 
one. A long visit is a great strain both 
on teacher and on pupil.” 
3. “A sensitive principal may get a 
correct impression of the school at- 
mosphere in some classes at once.” 
2b. Summary of Answers. There 
should be more than one visit in the 
term, especially before an adverse 
report is made. The visits should 
not be made to the same class. 


Comments. 


1. “Several visits should be made, es- 
pecially before an unfavorable report.” 
2. “Preferably twice a term per 
course.” 

3. “At least twice a term to each grade 
of work. Some grades and some 
classes are much harder to teach than 
others.” 


2c. Summary of Answers. The gen- 


eral impression is that the time of 
day and week for visits should vary. 


It is thot that Monday morning and 
Friday afternoon are unfavorable 
times for giving the best impression 
of the teachers’ work. 


Comments. 


1. “Monday morning early and Friday 
afternoon late should be ruled out as 
visiting times.” 

2. “The time of day and week would 
make no difference if visits were made 
frequently.” 

3. “One visit at least should be made 
under favorable conditions of time, 
i.e., before pupils or teacher have 
spent their best efforts.” 

4. “If the visit is made the last period 
of the day, the principal should take 
into consideration the fact that teacher 
and pupil are not at their best at that 
time.” 


Question 3. 
stances— 
a. quality of class 
b. physical conditions in and near 
the room 
c. other considerations 


Under what  circum- 


35 


Do you think it would be possible for 
the principal to obtain an accurate 
idea of your work? 

Number of answers, 33. 


3a. Summary of Answers. It would 
be fairest to visit the average class 
under favorable circumstances. 

3b. Summary of Answers. The prin- 
cipal should take into consideration 
distracting physical conditions in 
and near the room, such as music 
and gymnastics. Other disadvan- 
tages are: over-crowded rooms, lack 
of blackboards, reciting in a labor- 
atory with high stools, poor ventila- 
tion, lack of apparatus. 

3c. Summary of Answers. The prin- 
cipal should be in a pleasant frame 
of mind, and not distract the atten- 
tion of the pupils. The physical 
condition of the teacher should be 
considered. 


Question 4. To what extent should the 


2 


3 
4 


7 


principal’s rating of a teacher be 
modified by the judgment of a head 
of department ? 

Number of answers, 32. 


Points of View Taken in Answers 
. Judgment should be modified by 
head to a very limited extent.. 
. Judgment should be modified by 
head to a considerable extent. . 
. Judgment should be modified by 
head almost entirely 
. Weight should be with head of 
department 
. There should be agreement...... 
. It depends upon the head 
Head 6% 3 1 
. In the proportion of-— —- — — 4 
Prin. 34% 2 1 


Comments. 


1. “Where there is a variance of opin- 
ion, I think much weight should be at- 
tached to the judgment of the head of 
department. He has more time to ob- 
serve, usually understands the subject- 
matter better than the principal, and is 
therefore cognizant of the difficulties 
with which the teacher is confronted, 
and is likely to be more sympathetic, 
altho at the same time just.” 

2. “The head of the department is in 





36 


every case a specialist in his subject, 
whereas the principal is a specialist in 
only one of the subjects in the school. 
The head of department thinking usu- 
ally in terms of his subject can “size 
up” the work of a recitation and un- 
derstand how it fits into the work of 
the term, whereas the principal, with 
his mind filled with details of school 
administration, cannot be expected to 
do this. The head of department can 
visit each member of his small group 
of teachers much more frequently than 
the principal can visit each member of 
the faculty.” 

Question 5. How do you feel on the 
question of being informed of the 
nature of unfavorable criticism as 
soon as the visit is made? 

Number of answers, 33. 

Points of View Taken in Answers 

. Want the criticism immediately, 
when visit is made, or as soon 
as possible 

. Want criticism soon, within a 
reasonable time, before the 
memory of lesson is lost 

. Want it within a day 

. Want it within a week 

. Want it at the principal’s con- 
DE cavtchcomacessamese & 

Comments. 
1. “Criticism should not be made im- 
mediately lest it partake of the nature 
of snap-judgment.” 
2. “If the criticism is about method or 
about the violation of instructions, 
criticism should be given at once. If 
it is about temperamental faults or 
lack of experience, then later or not 
at all.” 

3. “The criticism if just and sustained, 

will mean more to the teacher and can 

be acted upon to better advantage by 
him, if given while the matter is fresh 
in mind.” 

Question 6. What is your attitude on 
the proposition that the principal be 
required to state definitely the rea- 
son why a teacher is given a mark 
below “B”? 

Number of answers, 35. 

Number believing the principal should 
give the reasons, 31. Two doubtful. 


THE AMERICAN TEACHER 


(By-law found to require it any- 
way.) 

Question 4%. Do there seem to you to 
be elements of injustice in rating 
teachers on the per cent. of pupils 
who pass, and on the per cent. who 
sustain themselves? If so, what? 

Number of Answers, 33. 

There is injustice, 26. 

There is no injustice, 5. 
Non-committal, 2. 

Points of View Taken in Answers 

. Percentage basis of judgment 
unfair because it leaves out of 
account the quality and prepa- 
ration of pupils, and the condi- 
tions in the class-room 

. Unfair to charge to a teacher the 
failures of pupils who are ab- 
sent frequently, and do not do 
the work 

. There would be a better chance 
of justice being done if percen- 
tages were computed in eacli 
subject without reference to 
other subjects 

. The character of “Regents” ex- 
aminations is beyond our 
control; therefore unfair to 
charge failures on that ac- 
count 

5. Faulty basis because of its me- 
chanical nature 

. The percentage standard tends 
to compel teachers to pass pu- 
pils in self-defense 

. An inefficient teacher following 
an efficient teacher may dis- 
credit the efficient teacher..... 

. No injustice in the percentage 
basis 

Some teachers mention more than one 
of the above points. 


Comments. 
1. “Yes, because (1) classes vary in 
quality from year to year, so that equal 
teaching ability does not always pro- 
duce the same per cent. of passed and 
sustained; also (2) because different 
subjects are different in their inher- 
ent difficulty, and equal teaching abil- 
ities in two might not produce equal 
per cent. of passed or sustained. The 





THE AMERICAN TEACHER 37 


only fair way is to compare the per 
cent. passed or sustained with that 
of other teachers in the same subject 
thruout the City, and considered thru 
several terms or years.” 

2. “There certainly does, unless some 
one can show how it may be a real 
help to an earnest teacher working 
under an efficient, helpful principal. 
The only advantage it has is that it is 
an easily operated, mechanical method. 
It would be all right and fair in fac- 
tory work to be guided by such tabu- 
lations. In educational work, the child 
is the unit, each unit unlike any other. 
In our work it is absurd to rely on ar- 
bitrary, mechanical standards.” 

3. “No, we ought to be able to deliver 
results.” 

4. “There do; it is often impracticable 
to have all the teachers in a depart- 
ment assigned to work of even diffi- 
culty. A teacher with a preponder- 
ance of first-year classes cannot be ex- 
pected to show so high a percentage of 
promotions as one whose classes are 
of greater age and experience. 


Question 8. What position do you take 
on the question of whether a teach- 
er’s skillfulness and accuracy in 
keeping records and making reports 
shoud be considered in term-end 
ratings ? 

Number of answers, 33. 

Points of View Taken in Answers 

1. The work is of value to the 

school, and perfectly justifi- 

able as a regular assignment. 

It should be taken into account. 

2. Clerical accuracy in teachers is 

commendable, but is not a mat- 

ter of prime _ importance. 

Teachers are trained to be 

teachers, not clerks 


Comments. 


1. “I think such skill and accuracy 
should be considered in so far as they 
contribute to general efficiency in the 
mechanism of the school as a whole.” 
2. “It is a desirable quality of a 
teacher to be able to keep her books 
accurately, but it is not at all neces- 
sary to good teaching.” 


3. Ability in each kind of 
should be regarded by itself.. 5 
Comments. 

1. “Proper ability in each kind of 
work should be regarded by itself. I 
should hardly like to add apples and 
handkerchiefs and divide by two.” 


3. “I think that clerical accuracy, 
while very commendable, is not a mat- 
ter of prime importance with a 
teacher. Teachers are trained and 
employed to be teachers, not clerks. 
Hence, while a little extra credit may 
be given to some teachers for excep- 
tional ability and effort along that line 
to compensate for mediocrity in teach- 
ing, very little or no credit should be 
deducted because a teacher of good 
teaching ability does not happen to be 
an accurate clerk.” 

4. “I do not believe that more than 
ordinary skill and accuracy in the 
keeping of records should be consid- 
ered in term-end ratings. If a teacher 
is unable to do this work, let him do 
something else. It is not fair to count 
against him that for which he was not 
trained. The doctrine of formal dis- 
cipline teaches us that skill gained in 
one subject may be used in any other 
in so far as there are identical ele- 
ments. A teacher trained in language 
work is not trained as a bookkeeper, 
and therefore cannot be expected to do 
record work with the accuracy of a 
trained clerk.” 


QvuEsTION 9 In the case of a teacher 


who is not accurate or skillful in 
keeping records, what degree of 
ability in other lines might be re- 
garded as offsetting that deficiency? 
Number of answers, 31. 
Non-committal, 7. 
Points of View Taken in the Answers 


1. The ability to teach and inspire 


is more important than ability 
in a clerical capacity 18 


2. If inaccuracy is due to indiffer- 


ence or carelessness, nothing 
should offset it. If due to ig- 
norance, the teacher should be 
instructed, and held account- 


work 











38 





2. “First class ability as a teacher 
should practically cancel any ordinary 
deficiency as a clerk. The Board of 
Education employs clerks as clerks and 
teachers primarily as teachers.” 

3. “Does not the inability to follow 
instructions imply a fatal defect which 
nothing can offset? I am inclined to 
think so. 


Question 10. What are the special fea- 
tures of your work which you think 
are likely to be disregarded or over- 
looked by the principal ? 

Number of answers, 21. 

Among the items mentioned are: The 
limitations of the pupils, and irregular- 
ity in attendance. In the work of the 
teacher, mention is made of certain mat- 
ters which the principal is thot to over- 
look. Among them are effort, zeal, 
punctuality, self-control, care in prepara- 
tion of lesson, work before and after 
school, personal influence on the chil- 
dren. The answers to this question seem 
somewhat doubtful in value, because 
they do not touch the points sought for 
when the question was framed. 


Question 11. Do you think a teacher’s 
social conduct or characteristics in 
relation to other teachers and to pu- 
pils should be a matter for review 
or consideration by the principal? 

Number of answers, 34. 
Affirmative, 32. 
Negative, I. 
Non-committal, 1. 


Comments. 

1. “Yes, there is no divine right of 
teachers by which they cease to be re- 
sponsible to the social code set up by 
civilized humanity.” 

2. “No, it leads to petty tale-bearing 
on the part of teachers and students. 
A principal would not know of a 
teacher’s relations except in a general 
way, unless he stooped to gossip.” 


Question 12. Do you think it would be 
fair (if so, on what grounds) that 
the principal should note in term- 
end ratings, the case of any teacher 

who shows a notable deficiency in 

personal habits, or in temperament 


THE AMERICAN TEACHER 








and disposition, including lack of 
readiness to co-operate with the 
principal and with other teachers in 
the work of the school? 
Number of answers, 30. 
Points of View Taken in Answers 
1. Considering such qualities helps 
to make the school run more 


eer 10 
2. The superior qualities that would 

be implied by noting personal 

deficiencies are essential in 

GUEY TEE on ccccsvcsscases 4 


. When the qualities mentioned in 
the question can be shown to 
impair his instruction in his ap- 
pointed subject, or the disci- 
pline in his subject classes.... I 
4. The fact that boys and girls are 
naturally imitative is sufficient 


w 


ground for considering the 
habits and temperament of 
DE sntvcedeneansetdesies 6 


Question 13. To what extent do you 
think the principal should recognize 
your efforts in developing in the pu- 
pils habits of honor, self-reliance, 
courtesy, orderliness and good phys- 
ical posture? 

Number of answers, 32. 
Points of View Taken in the Answers 

1. Efforts immeasurable; it is the 
duty of the teacher to foster 
these qualities to the fullest ex- 
DEG. 0000s cenescckeesennesees 9 

2. Efforts should be recognized in 
words of encouragement from 


SR UEEE s.wcesescdaeeeoes 3 
3. These qualities count greatly in 
life’s success ...... 4 


. Success in developing these qual- 
ities should be considered no 
less important than teaching 
PY asvccdssosess nos 8 

5. First of all duties, more impor- 

tant than formal information.. 5 


+ 


Comments. 
1. “The city has schools to make good, 
efficient citizens; without these qual- 
ities, pupils do not become good citi- 
zens.” 
2. “To inculcate these good habits is 
one of the chief ends of education.” 








THE AMERICAN TEACHER 39 


3. “A good teacher is a trainer and 
former of character; ability in these 
lines should be recognized.” 
Question 14. How much consideration 
should be given a teacher for his ef- 
forts in bringing backward pupils up 
to grade? 
Number of answers, 33. 
Definite answers, 19. 
Indefinite or non-committal answers, 
14. 
Points of View Taken in Answers 
1. Teacher’s duty, but bright pupils 


should not be neglected...... 3 
2. Should be considered.......... 19 
3. Backward pupils should be taught 
correct habits of thinking. 
Bright pupils do not need so 
CED CEREEEED o cs cccccevcsse 3 


4. Minor matter; would value more 
highly the teacher who keeps 
most of his pupils up to grade 
Se GD Gans accccccsccceces 2 


Comments. 

1. “All that is possible, but I should 
value more highly the teacher who can 
keep most of his pupils up to grade 
without these extra-curricula efforts. 
Do not let the pupils get the idea that 
the regular class work can be neglec- 
ted, and all be made right in the after 
school class.”’ 

2. “The skill of bringing backward pu- 
pils up to grade seems to me to be one 
of the essentials of a successful 
teacher, and deserves quite a good deal 
of consideration. We all agree, I sup- 
pose, that the bright pupil does not 
need so much teaching. With them 
our power of exposition is not called 
upon to the same degree as it is when 
instructing backward pupils. In the 
latter we have first to develop correct 
habits of thinking. Their success is 
to the earnest teacher the realization 
of her efforts of energy, patience and 
perseverance.” 

3. “A certain amount of effort in bring- 
ing backward pupils up to grade is ne- 
cessary, but if a teacher gives too 
much time to this work, the normal 
and the bright child suffer. I believe 
we have been neglecting the bright 


child in our efforts to aid the backward 
one. Therefore I do not think an ex- 
cess of effort for the backward child 
justifies extra consideration on the 
part of the principal. A teacher can- 
not develop that which is not inherent, 
and it is the bright child who will be 
the future leader.” 


Question 15. To what extent, if any, 
should the principal consider in 
term-end ratings social service 
rendered to the school outside the 
class-room work? 

Number of answers, 33. 


Points of View Taken in the Answers 


1. Should be considered so far as 
it affects the welfare of the 


RD scactinsscesnesscnces OS 
2. Marked ability should be recog- 

SE ecscasskuceusanounsuass 3 
3. It may be considered to offset de- 

ficiencies in other lines........ 3 


4. It should be considered in addi- 
tion to, but not instead of teach- 
Me GEE osccccccccescss 2 
5. Constant refusal to have anything 
to do with social work should 


count against a teacher...... 2 
6. Should not count much........ 4 
7. Should count none............ 2 


QuEsTION 16. What characteristics of a 
good and efficient teacher seem to 
you to be absolutely essential? 

Number of answers, 33. 

The answers include mention of a 
wide range of qualities, which are 
grouped here for convenience under 
three heads, Intellectual, Pedagogical, 
and Temperamental and Social. The 
numerals indicate the number of times 
the several qualities were mentioned as 
essential. 


Intellectual 
Knowledge of subject.......... 19 
Ability to relate subject-matter 
STEED os vented ccctesevesseuc 5 
Pedagogical 
i er 16 
Ability to see child’s point of view 4 
Power to interest pupils........ 10 
Power to develop ethical ideals.. 8 


Power to develop ability to think 6 











40 THE AMERICAN TEACHER 


Alive to changing ideais in teach- 


i, Kcstceeseneseesenesdsoss 2 
Skill in questioning ............ 
SE CD cect csecesesees 12 

Temperamental and Social 
DD vtcucievsseseisvaoce © 
DT ccveceescvecnvcecees 12 
DEE Sccacteedtenassiveese 12 
Willingness to co-operate....... 10 
DEE «cdeseeseueiuntveceee 9 
Promptness and regularity...... 6 
DE ves deouiivetsevecasedoass 10 
DL cinchsteatmescerens II 
Faithfulness to best ideals of life 5 
Patience m—éinisiene a 
DN sersshentescstsrecene 5 
GE NED occcwcecccccese 2 
DEE ccnccdnd oconnesteceees I 
BEER sccncccceccorsceseseses 4 
OED <asdensscescsave 2 
PE cc dcgsennseuseses 4 


Question 1%. What characteristics and 
abilities in those who supervise 
your work would you consider of 
most importance? 

Number of answers, 26. 


Intellectual 
Beoad echolarship ........cces: 12 
Good judgment and sense of 
SEED pondiccsesnnesess © 


Pedagogical 
Teaching experience ........... 3 
Kindliness in criticism.......... 4 
Desire to be helpful to teachers... 6 


Temperamental and Social 


DEE 6 ebch vecersceeesessses 3 
NEY co ccccescosecscceces 5 
PEE cWetedes cesrconevedece 13 
Power to command respect of 
CI on ccesessvcesscess 2 
MND vttcdnrocaseaassces 2 
Willingness to discuss a difference 
—e eerrrrrerer Tere 3 
SED dp beccsweneecsdcses 7 


Frequent mention was made of the 
following requisite “abilities” : Executive 
ability, ability to show appreciation of 
work done, ability to judge human na- 
ture, ability to give criticism without of- 
fense, ability to appreciate problems of 
work, ability to avoid undue friction, 
ability to give constructive criticism. 


Comments. 


1. “Calmness, appreciation of prob- 
lems, fairness, open-mindedness, per- 
sonal experience in class-room work 
of long extent and of not too remote 
date. It is my firm belief that these 
qualities, the last as much as any 
other, should be demanded of all the 
administrative force of the Board of 
Education, above the rank of clerk.” 


2. “Poise, good judgment, fairness, 
ability to administer without undue 
friction, helpfulness to teacher and to 
pupil; standing in the community, and 
ability to command respect in public; 
general scholarship; integrity of char- 
acter.” 


3. “A sense of proportion that will en- 
able a superior officer to know the 
relative importance of the various 
phases of a teacher’s work, and to 
judge them accordingly.” 


4. “One who supervises should first be 
a scholar in one or more sub- 
jects, so that he may understand 
the scholar’s point of view. He 
should have an open mind, and 
should never assume that those who 
differ from him are necessarily wrong. 
He should convince those whose work 
he examines of his absolute fairness. 
He should have a mind that waits upon 
the exposition of a proposition given 
by someone else beside himself. He 
should have an equable temper, in or- 
der that he may give assurance of 
courtesy to those he may have to 
judge.” 


ANNOUNCEMENT 


SINCE THE PUBLICATION of Prof. Ed- 
ward C. Elliott’s report to the School In- 
quiry Committee of the Board of Esti- 
mate of New York City, there has been 
much speculation among teachers on the 
matter of how a supervisory council, 
such as Prof. Elliott has recommended, 
might be put into effective operation.— 
THE AMERICAN TEACHER will publish in 
the April number an article by Prof. El- 
liott, on “The Supervisory Council.” 





< 





_. ohe 
American Ceacher 


Democracy in Education; Education for Democracy 


Published monthly, except July and August, by 
THE AMERICAN TEACHER 
225 Fifth Ave., New York. 
GABRIEL R. MASON,- - - - 
MarRK HOFFMAN, - - - 
J. E. MAYMAN, - . 








P» esident, 
Treasurer. 
Business Manager. 








HENRY R. LINVILLE, - + Editor-in-Chief. 
BENJAMIN C. GRUENBERG, - Managing Editor. 














Address all manuscripts and other communica- 
tions to THE AMERICAN TEACHER, 
225 Fifth Avenue, New York. 





Subscription price, 50 cents for the year. 





Copyright, 1913, by THE AMERICAN TEACHER. 


a ane 


eo 














Entered at the Post Office of New York 
as second-class matter. 








Vou. II. MARCH, 1913. No. 3 








This paper seeks to advance the status 
of the teacher to the dignity and the in- 
fluence of a profession, by advocating 
high standards of admission to the call- 
ing; by urging an extension of the op- 
portunities for the participation of teach- 
ers in the direction of educational affairs ; 
and by supporting the organization of 
teachers for all legitimate professional 
purposes. 


TRAINING TEACHERS FOR 
SELF-GOVERNMENT 


At THE Normal College of New York 
City the students have been organized 
into a self-governing system that gives 
the young ladies practise in conducting 
themselves with proper decorum when 
not under the surveillance of teachers 
and policemen. The proctor system, as 
it is called, is not only meeting with im- 
mediate success, but it is training the 
prospective teachers in the arts of self- 
government, arts that the workers in this 
field have sadly neglected for a long time. 
There is hope. 


41 


POLITICS, POLITICS, POLITICS! 


Ir 1s yusT a year since the School 
Committee of Boston adopted resolutions 
prohibiting all kinds of “political” action 
on the part of the public school teachers. 
The conditions that lead up to these 
resolutions were deplorable enough, and 
were described in THE AMERICAN 
TEACHER in March, 1912. We pointed 
out at the time, and since, that the rem- 
edy for “political” action on the part of 
teachers is to be found not in the pro- 
hibition of such action, but in an organ- 
ization of the school business that will 
make it possible for teachers to secure 
their rights and advance their legitimate 
interests without resorting to politicians. 

The Boston prohibition has apparently 
been in force for a year. A few weeks 
ago the new School Committee received 
a letter from the Boston Teachers’ Club 
requesting permission to send represen- 
tatives to the state legislature to give tes- 
timony in regard to two measures pend- 
ing before the body—one of the bills 
has to do with tenure of office and the 
cther relates to retirement allowances. 
The chairman of the School Committee 
seems to have seen visions of hordes of 
teachers overwhelming the poor legisla- 
tors. Another member of the Commit- 
tee could not see how a dozen might be 
permitted and the rest constrained, if 
they wished to go. A third suggested 
that permission might be given to a few 
but not to a “large number.” A fourth 
thot that the Committee could not give 
the teachers any permission at all. “They 
have a perfect right to go there,” he is 
reported to have said! (He must have 
been one of the very new members of 
the Committee.) Superintendent Dyer 
thot that the teachers could be trusted to 
do nothing inadvisable, and then the mat- 
ter was referred to the chairman and the 
secretary to decide later. 

At a public hearing before the School 
Committee, held on the following Mon- 
day (Feb. 10) vigorous protests against 
the so-called “gag-rule” were voiced by 
public-spirited citizens, politicians and— 
teachers. Besides the president of the 
State Federation of Teachers, Mr. 
Ernest Makechnie, and the president of 











42 THE AMERICAN TEACHER 


a Parents’ Association, Miss Mary Locke 
of the Washington School, Miss Cora E. 
Bigelow, Kindergartner in the Plummer 
School, Miss Catherine McGinley of the 
Dorchester High School and Principal 
George C. Mann of the West Roxbury 
High School also spoke. It is well for 
teachers to know that those who took the 
trouble to appear at this hearing were 
not merely persons who could be sus- 
pected of being “interested” in a sinister 
sense. Voters’ Associations, physicians, 
the Central Labor Union and parents 
were represented—in addition to repre- 
sentatives and legislators. 


In another large city a teacher had 
served a probationary term in one of the 
schools without, apparently, giving satis- 
factory service. The superintendent de- 
cided that his services were no longer de- 
sirable. The principal thot that the 
teacher was at least tolerable and made a 
personal plea for a reconsideration of 
the case. The superintendent has his 
standards and these the teacher had not 
met; the case was not re-opened. The 
teacher took the matter into his own 
hands, and appeared at the office of the 
superintendent with a card from a pro- 
fessional politician. The case was re- 
opened, and within a week the teacher 
was back at his desk. 


We can easily picture to ourselves the 
chagrin of any right-minded educator 
compelled by external, irrelevant circum- 
stances to stultify himself in this fashion. 
A man of high ideals, as this superin- 
tendent undoubtedly is, must truckle to 
an unprincipled exploiter of political ex- 
igencies, while a presumably incompe- 
tent teacher laughs in his sleeve! 


How can a superintendent with high 
ideals and with high standards maintain 
the efficiency of his system and his own 
self-respect? Certainly not by receiv- 
ing favors from politicians and putting 
himself under obligation to them. Cer- 
tainly not by conducting the schools des- 
potically and depriving himself of the 
support of the teachers. Favoritism, 
tho closely allied to good-will, and au- 
tocracy, tho often benevolent, can not 
take the place of justice and co-opera- 


tion. Favoritism and autocracy breed 
politics and intrigue, they stifle initiative 
and destroy responsibility, they discour- 
age devotion and kill true loyalty. In 
the interests of the supervisory officers, 
no less than in the interests of the teach- 
ers, school administration must be com- 
pletely separated from politics, all ap- 
pointments and promotions must be 
based on determined qualifications, that 
those engaged in carrying on the pub- 
lic’s most important service may be un- 
der obligation only to the public and loyal 
to their highest ideals. 


FOR OPTIMISTS 


UPON THE APPEARANCE of the first 
sections of the report of the Hanus Com- 
mittee, the New York City Superinten- 
dent of Schools issued a circular to the 
principals, calling upon them to meet and 
elect from among their numbers sixty 
representatives, from among whom the 
Superintendent would later appoint a 
committee of twenty to confer upon the 
findings and recommendations in the re- 
ports, with a view to utilizing for the 
school system such ideas and suggestions 
as would be found feasible. This is a 
great step forward and should be met by 
the teachers as evidence of the sincere 
desire on the part of the Superintendent 
to utilize whatever intelligence and ca- 
pacity for constructive criticism may lie 
latent in the layers of the service below 
the superintendents. The method pur- 
sued is not altogether a democratic one, 
but it is a real concession to a principle 
for which THe AMERICAN TEACHER has 
always stood; and as such we wel- 
come it. 


HAVE YOU SENT IN 
YOUR SUBSCRIPTION? 





THE AMERICAN TEACHER 43 


CORPORAL PUNISHMENT 


INTEREST IN THE age-long question of 
| corporal punishment is once more being 
manifested in educational circles and in 
public discussion in New York City. 
THe AMERICAN TEACHER recently sent 
to a limited number of principals in the 
City an inquiry that was calculated to 
' direct their attention to some important 
phases of the problem, for the purpose 
of obtaining from them a definite ex- 
pression of their judgments. We pub- 
i lish in this number the answers that have 
been received in the brief time given for 
returning replies. Later replies will be 
published in the April number.* 


The Questions. 


(1) Do the teachers feel the need for 
more drastic disciplinary measures 
equally in all grades? 

If so, is it because there is a certain 
proportion of children who are not 
amenable to the ordinary methods 
used by teachers? 

And are these particular pupils likely 
to be permanently improved in char- 
acter bv the application of corporal 
punishment during the early stages 
of their careers? 

Or will they need continual application 
for the purpose of keeping them in 
check, that the school work may be 
carried on in spite of their pres- 
ence? 

(2) If these insubordinate and defiant 
pupils appear in larger proportions in 
the later grades, is it because they have 
been demoralized by the weak disci- 
pline in the lower grades, or because 
the instincts their conduct expresses 
develop only at a later stage? 

In either case, is corporal punishment 
desirable for the younger pupils be- 
fore these instincts appear? 

Or can any form of discipline antici- 
pate the disagreeable manifestations 
of these instincts? 

(3) Would the permission to apply cor- 
poral punishment be considered by 





* All our readers who feel inspired to take 
up this discussion in our columns are invited 
to contribute letters of about 200 words. 


teachers as a permanent solution of 

the problem of discipline? 

Or would it be considered by them as 
a temporary measure of relief un- 
til a new generation of children can 
be adjusted to their social relations 
without the use of physical force? 

(4) What alternative methods for meet- 
ing the situation suggest themselves to 
you? 

* * * 


The following is from Dr. James Sul- 
livan, Principal of Boys’ High School. 
Brooklyn: 

Replying to your inquiry on corporal 
punishment, I would say that we do 
not feel that we need such a power in 
the high school. Undoubtedly, we, 
from time to time, receive boys into 
the school whose characters would 
have been much improved had _ they 
been subjected to corporal punishment 
in their earlier years. The time for ap- 
plication of corporal punishment is at 
that stage of a child’s life where it is 
impossible to make moral suasion ef- 
fective. There are instances literally 
by the thousands which we can retail 
to show that corporal punishment has 
deterred children from doing things 
that they have been permitted thru 
sheer animal instincts to do. The 
number of children who need a con- 
stant application of corporal punish- 
ment is very small. All are in need of 
it at certain times in their lives. 

I feel that the presence of insubor- 
dinate and defiant pupils in the later 
grades is because they have been de- 
moralized by the weak discipline in the 
lower grades and that discipline is 
weak because of the fact that the 
teacher lacks the power to administer 
corporal punishment. There are, of 
course, exceptional individuals who 
will remain insubordinate thruout 
their school careers. Such people, 
however, border on the criminal ele- 
ment. I do not feel that there is any 
form of discipline which is so effica- 
cious as corporal punishment for the 
naughty little tricks which children do 
as a very part of their being. I believe 
that even with corporal punishment, 











44 THE AMERICAN TEACHER 


there would be always present certain 

problems of discipline, but that the 

ability of a teacher to apply such cor- 

poral punishment would diminish to a 

very large extent, the numerous cases 

which now come up before her. Per- 
sonally, I am one of those who believe 
that small children pass thru certain 
stages where only the infliction of 
physical pain serves to cure and cure 
immediately their little faults. 

* & & 

Miss Alida S. Williams, Principal of 
F. S. 33, Manhattan, writes to say that 
there is need of more drastic disciplin- 
ary measures in all grades of boys’ 
classes. A certain proportion of children 
are not amenable to the ordinary meth- 
ods used by teachers. 

Refractory pupils are likely to be per- 
manently improved in conduct by cor- 
poral punishment. Whether they can be 
improved in character, who can tell? 

One application of corporal punish- 
ment will be enough in most cases to con- 
vince defiant pupils of their folly. In- 
subordinate and defiant pupils appear in 
larger proportions in the later grades, be- 
cause they have been demoralized by the 
weak discipline in the lower grades. 

It is not necessarily evil instincts that 
causes pupils to be defiant, but merely 
a very human desire to have their own 
way. In the case of younger pupils the 
punishment naturally should not be too 
severe. In any case, the traditional and 
proven rod is the only solution. 

There has been no change in children 
since Solomon wrote his opinion of the 
consequences of sparing the rod. 


*% * *& 


The Principal of a well-known elemen- 
tary school in the Boro of Manhattan 
has granted to the Editor the opportun- 
ity of examining documents that contain 
abundant evidence of the existence in 
the schools not only of defiant pupils, 
but even of clearly criminal pupils. The 
presence of these socially depraved pu- 
pils in a school only subjects innocent 
pupils to evil influences. 

It is apparent that corporal punishment: 
can be of little use in dealing with the 


criminal group, since the notoriety con- 
nected with severe punishment is scarce- 
ly less agreeable than the pleasure of de- 
fying school and social regulations. 

The consistent policy of the Principal 
has been to co-operate with the owners 
of property damaged or stolen by his 
criminal pupils, as well as with the offi- 
cers of the Children’s Court. In that 
way depraved boys are quickly removed 
from association with those boys who are 
still amenable to some kind of school 
discipline. Reformatory institutions may 
then take up their problem of doing the 
best they can with the cases that cannot 
be handled in our schools. 

One solution of the bad boy problem 
is the establishment of parental schools, 
located according to the needs of the 
school population. Pupils who appear 
to be temporarily incorrigible could be 
sent to these schools and kept under de- 
finite control from 8 A.M. to 6 P.M. 
The exceptional pupils designated to at- 
tend these schools should be compelled 
to attend longer hours, and would do 
motor rather than bookish work. They 
should be made to feel that as soon as 
their conduct: for an entire term war- 
ranted the change, they would be entitled 
to return to the ordinary school. It is 
obvious that in such an institution cor- 
poral punishment, or any other coercive 
measures that may be necessary, should 
be employed. 

The final suggestion of the Principal 
is that the elimination of the exceptional 
child from the average school, together 
with the proper classification of the re- 
maining pupils, would leave a type of 
child who under the supervision of effi- 
cient teachers would be amenable to the 
ordinary methods of discipline, and 
would be interested in instruction. 


A child may seem lawless, opposed to the 
very idea of government, when in reality he 
is only objecting to a particular ruler and the 
kind of rule which he is carrying out— 
Sutty, Studies in Childhood. 


Sometimes it’s the same way with an 
adult. 




















THE BOARD AND THE 
TEACHER 


WE DESIRE TO advance day by day the 
condition of the social fabric around us. 
We know that education is not a mat- 
ter of machinery, but primarily of spirit. 
We believe that from this board of edu- 
cation, this highest body in our school 
world, this cupola of the educational 
structure, a spirit can come which will 
unify the whole organization. No army 
is worthy of the name unless its spirit 
is high. No work depends so much on 
spirit as that which teachers do. 

We should make a fatal error if we 
fail to recognize that the teacher is the 
essential factor of the work we are or- 
ganized to do. There was education be- 
fore there were commissioners or super- 
intendents, but there was never a school 
or schooling without a teacher. 

No problem of this board is more de- 
finite than that of putting and keeping a 
teacher in the best condition to give the 
best service. It is suicidal to the system 
to harass and irritate her with rules and 
requirements, to bind her with red tape. 
The teacher’s knowledge of the school 
situation is first hand. In a school re- 
duced to its simplest terms a teacher 
makes all the plans, adjusts all the dif- 
ficulties. In a completely organized sys- 
tem she makes no plans, adjusts noth- 
ing. Thereby the system deprives itself 
of the most valuable knowledge and ad- 
vice. 

There is no more necessary single ad- 
vantage needed by this board than the 
usage of teacher co-operation by which 
information and suggestions bearing on 
the needs of the school can be obtained. 

The era of criticism thru which we 
have passed has brought forth concrete 
recommendations that must be pondered. 
This era of criticism should be succeeded 
by an era of construction. The trend of 
public opinion and professional opinion 
is in one direction and irresistible. Who- 
soever is hostile to these new ideas will 
find objection futile. All that opposing 
forces can accomplish with benefit is to 
contribute the element of national con- 
servatism to the inevitable result—From 
Inaugural Address of Tomas W. 


THE AMERICAN TEACHER 45 


CHURCHILL, as President Board of Edu- 
cation, New York City. 


PROF. MCMURRY’S REPORT 


Dr. Frank McMurry in his report on 
“The Quality of Classroom Instruction” 
(in the City of New York) concludes 
that the attitude of the rank and file of 
class-room teachers is not satisfactory. 
His investigations show that the teach- 
ers, as a rule, are conscientious and ener- 
getic; but in respect to their profession, 
they are static and depressed. Their 
complaints, in accounting for this state 
of affairs are as follows: 

(1) They are hampered by lack of 
authority either to punish unusually 
troublesome children adequately, or to 
have them punished. The result in 
many a room is a constant struggle to 
“get on some way or other,” leading 
to limitless waste of time and energy, 
and not seldom to loss of health by 
the teacher. 

(2) They do not feel free. They 
are given no authoritative voice in 
helping to select the curriculum that 
they must present, or in dividing the 
time among the several studies, or in 
choosing the text-books that they use, 
or often, even, in determining the 
methods that they follow. On every 
hand they are directed what to do, 
and how to do it. 

Under these conditions, they can- 
not be expected to develop the initia- 
tive and individuality of their pupils; 
they are not allowed initiative or self- 
expression themselves; obedience is 
their leading merit; there is little pro- 
vision, in the entire system, for their 
own individuality. More than that, 
any independent efforts that they 
might make in the direction of organ- 
izing subject matter in a new way, or 
of stressing relative value to an un- 
usual degree, or of providing for mo- 
tive in an original manner would run 
the risk of disapproval by their su- 
periors. 

(3) There is a lamentable lack of 
inspiring leadership by those persons 
in authority over them, i. ¢., the prin- 
cipals, special supervisors, and super- 








46 THE AMERICAN TEACHER 


intendents. The main relation of su- 
perintendents to them is that of in- 
spectors merely, or judges, not of help- 
ers; and the principals are too busy 
with other matters, or unable, for 
other reasons to come to their aid in a 
vigorous, constructive manner. In 
consequence no one in the system is 
discussing aims and principles with 
them and showing how these should 
affect their teaching. 

New York is sure to profit from a 
careful consideration of this report, but 
the benefits must be made to reach every 
town and city in the land. 


TEACHERS’ WELFARE 


Tue New York State Teachers’ Asso- 
ciation has created a new committee, 
called the Board of Teachers’ Welfare, 
which is intended to secure for the teach- 
ers of the State the following advan- 
tages: 


1. A minimum salary of $50 a month. 
(This minimum has been established 
by legislation in Indiana and Penn- 
sylvania. ) 

2. Protected tenure of office. Perma- 
nent tenure after a probationary 
period. 

3. Extension of the pension system to in- 
clude district superintendents. 


4. Better school-room accommodations, 
better physical conditions, such as 
ventilation, sanitation, etc. 

5. A maximum limit to the number of 
pupils placed in a room. (Thruout 
the state the number in a room va- 
ries from 20 to 120.) 

6. A “sabbatical” leave after from three 
to five years of service, either for 
rest or for study, with part payment. 


This is a good program, for a begin- 
ning, and should develop the solidarity of 
the country school teachers, as well as 
arouse their enthusiasm. After a while 
we shall learn that high standards pay, 
not only for the employing public, but for 
the empoyed workers, in the teaching 
business as everywhere else. 





THE TAXPAYER frequently complains 
that the troublesome youth whom 
the teacher cannot manage puts upon 
the community the additonal burden 
of supplying him _ with parental 
schools, with truant officers, or even 
with complete maintenance. And fre- 
quently the teacher who has been 
plagued by such troublesome pupils 
joins the taxpayer in denouncing con- 
ditions that give the “good” pupil a 
minimum of the public expenditure, 
the good-for-nothing a maximum. The 
trouble with these complaints is not as 
to the facts: it is a matter of outlook. 
If: we look upon the free text-books 
and free stationery and play-grounds 
and concerts as forms of charity 
administered by the public agencies, 
we should demand that the most 
“worthy” be given the largest shart of 
the goods things. If, however, we look 
upon the public expenditures as posi- 
tive means for advancing the common 
welfare, or if we consider them even 
as forms of insurance, we must demand 
that every dollar be spent where it will 
do the most good—not to the person 
who gets the dollar for the book cr the 
svup, but to the community as a whole. 
It is cheaper to give the good-for-noth- 
ing this expensive special attention 
and neglect the boys and girls who are 
“naturally good” than to reverse the 
process. 


HAPPILY, we have moved a long 
way from the days of ancient Greece 
and Rome, where teachers frequently 
were slaves and held in low esteem. 
As society becomes more and more 
conscious of its own imperative need 
of him, and above all, as he proves him- 
self, so will the teacher come into his 
own—Arthur C. Perry, in 
“Outlines of School Administration.” 





EE 




















TEACHERS WHO DON’T KNOW 
THE MEANING OF OUR FLAG 


WE oF THE United States seem to 
have turned the Bible out of the pub- 
lic schools and put in the flag, and 
since religion is needed in education 
the disposition is now to have a flag 
religion with an appropriate ritual. 


Better than none, no doubt. Its de- 
fects, at least, are like the defects of 
other religions. It is adopted and 
straightway inconsiderate people want 
to enforce it by compulsion. As if 
that had not been sufficiently tried out 
in the last thousand years. If it were 
ordered that public-school children 
should read the Bible and some of 
them wouldn’t, to compel them would 
be recognized as religious persecution. 
But when it is ordered that they shall 
salute the flag and a few take a notion 
not to, the compulsory measures that 
sometimes follow are not recognized as 
of the family of our old friend who 
kindled fires at Smithfield and was so 
av with the thumb-screw and the 
rack, 


Two little school-girls in Salt Lake 
City got the idea that they were So- 
cialists (the paper says) and wouldn't 
salute the flag. Whereupon the Utah 
State Teachers’ Association, finding a 
lack of temporal authority to regulate 
these young politicians, passed a re- 
commendation for an amendment to 
the State constitution making the 
teaching of patriotism compulsory in 
the public schools. 


Who will teach these teachers, first 
that the State constitution is not a fit 
place to record rules about schools, 
and, second, that compulsory patriot- 
ism, like compulsory religion, is ‘not 
worth anything when taught? Don’t 
the teachers know that our flag stands 
for freedom and that freedom is a 
condition from which all unnecessary 
compulsions have been eliminated ?— 
Harpers Weekly, Jan 11, 1913. 

No, Colonel, they don’t, generally. 
That’s one of the things we have been 
trying to teach them. 


THE AMERICAN TEACHER 








DISCONTENT 


I am Discontent. 

I am the Foe of Things as They are. 

The Fighter for Things as They Ought 
to Be. 

It was my unrest with Chaos that 
brought about the ordered Universe. 

And my presence in the brain of the 
Anthropoid Ape was the beginning of 
Human Progress. 

Thru the ages I have burned in the 
hearts of men, driving them ever for- 
ward to better things. 

I have been the Inspiration of poets, 
the Urge of warriors, the Impulse of 
statesmen and the Ardor of martyrs. 

Greed and Tyranny and Sloth and 
Privilege have ever reviled me, for they 
held me in fear, knowing me for their 
inevitable doom. 

Kingdoms and Empires have risen and 
fallen because of me, deserts have blos- 
somed for me. Creeds and religions 
have come and gone for my sake. 

I am the spirit of Invention, of 
Achievement, of Reform. 

I am the lover of True Order, but the 
hater of Established Evil and Vested In- 
justice. 

I am the flame in which the Dross of 
things is consumed that the Pure Metal 
may remain. 

I make the Thinkers think and the 
Dreamer dream. 

I am Doubt, I am Change, I am Pro- 
gress. 

I am Discontent.—Berton Braley, in 
the Industrial Worker. 


We place side by side an extract from 
the “revolutionary” Industrial Worker 
and one from the “respectable” Har- 
per’'s Weekly. Both deserve the thotful 
consideration of teachers. Altho the 
writer of one of these may not endorse 
the words of the other, they have much 
in common; and there is sound sense be- 
hind both utterings. 








THE AMERICAN TEACHER 
TO THE PRESS 


THE NEWSPAPERS of this country are 
generally in close sympathy with the pur- 
poses and ideals of the public schools. 
At any rate, those that are not sincere 
manage to conceal their hypocrisy be- 
hind columns of good words. 

The schools in your town are wonder- 
fully inadequate in some one particular. 
For example, you may have insufficient 
school accommodation, or the classes are 


too large, or the teachers are of a low 
standard, or there is lack of suitable 
supervision. It may be that not every 
defect is remediable; but nearly every 
defect can be remedied with hard cash. 
Now what has this or that newspaper 
done to fix public attention upon some 


particular defect, and to keep the atten- 
tion there until the defect is remedied? 

We should like to see some of these 
guardians of the public welfare manifest 
their concern in some such way as this: 
Offer a prize for the best statement, by a 
teacher in your public schools, of the rea- 
sons why (e. g.) the size of classes 
should be reduced to forty or thirty, or 
any other number. Offer a whole string 
of prizes, and get all the teachers inter- 
ested. Keep the hammering up long 
enough to get a “reaction” from the pub- 
lic on the one hand, and from the re- 
sponsible authorities on the other. 

Then you will have accomplished a 
real service for the “public.” Incidental- 
ly, you may also discover the extent of 
your “influence.” 





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