Sabo 1933 VOL. Il, NO. 1 OCTOBER, 1922 BULLETIN OF THE Department of Elementary School Principals The Work Outlined—McClure The Second Yearbook—Bracken Minutes of Boston Meeting Course of Study—Group Work Combining Achievement Tests and Projects—Power..... Re cocaaa ee Improvement and_ Preparation of Teachers—Fink...... Bee Intelligence Tests in Our Schools— Engleman.... ae Principles Cadettying Sane Supervi- sion—K ilpatrick _.. Salary Tables for Prlestiante Notes and Announcements... Membership ......... PUBLISHED BY THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE National Education Association of the United States 1201 SIXTEENTH STREET NORTHWEST WASHINGTON, D. C. Application pending for entry as second-cls ass matter at the post office at Washington, D. BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published quarterly in October, January, April, and July by the Department of Elementary School Principals of the National Education Association of the United States. —— > = - _ The payment of $2.00 active membership dues entitles a member to attend all meetings of the Department, to hold office, and to receive the Bulletin quarterly. One dollar of each membership fee is for a year’s subscription to the Bulletin. Subscription to non-members is $2.00 per year; single copies, excepting Yearbook, 50 cents. Members are requested to report at once any change of address, giving old as well as new address. Application pending for entry as second-class matter at the postoffice at Washington, D. C. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Wash- ington, D. C. OFFICERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION 1922-1923 President, WortH McCiure Gatewood School, Seattle, Washington First Vice-President, ANNA LAURA Force Lincoln School, Denver, Colorado Second Vice-President, THomas AGNEW Horace Mann School, Bayonne, New Jersey Third Vice-President, Ex1zABETH ARLETT Alexander Hamilton Junior High School,Oakland, Califorpia Secretary, W. T. LonGsuore, Greenwood School, Kansas City, Missouri Recording Secretary, Jessie M. Fink Palmer School, Grand Rapids, Michigan. _ Treasurer, Courttann V. Davis ___ J. E. B. Stuart School, Norfolk, Virginia. Executive Committee Otive M. Jones P. S. 120, New York, New York—term expires in 1923 J. W. AntHony Pittsburgh, Pennsylvania—term expires in 1924 Mary McSkimmon Pierce School, Brookline, Massachusetts—term expires in 1925 Lronarp Power Franklin School, Port Arthur, Texas—term expires in 1926 [2] THE WORK OUTLINED To the Members of the Department of Elementary School Principals: HE PRINCIPALSHIP is the most potential station in the school system. We realize this more and more as we unfold the possi- bilities of our work. It follows therefore that our young Department is one of great promise and that this promise will be realized only insofar as we are able to further and to hasten the unfolding. That we have done this with some measure of success since our inception two years ago is evidenced by the rapid increase in our mem- bership. During that time we have gained over 1100 members whose professional spirit has secured for us a reputation that is at once a triumph and a challenge. We have made a brilliant beginning, but the challenge will remain for us until the time comes when the principal- ship shall have reached its fullest capacity for service and the office of the principal has attained a dignity commensurate with its responsi- bilities. So much for generalities. . We are planning a definite program for this year. At the Boston meeting of the National Education Association our Department received an appropriation of $2500 for the furtherance of our research work. This amount is additional to our own membership dues. It will be seen that the possibilities of our service to the principals of the country will thus be greatly 1 increased by the confidence which the National Associa- tion has in us, as evidenced by this appropriation. We shall issue our Second Year Book in time for the summer meeting next July, and the professional program at that time will be based upon the contents of the book. Principal John L. Bracken, U. S. Grant School, Duluth, Minnesota, who has been secretary of the Department for the past two years, has accepted the editorship. Mr. Bracken’s statement appears elsewhere in this Bulletin. I need not enlarge upon it except to say that Mr. Bracken’s energy and capacity will be a sufficient guarantee of the excellence of our publication. We are planning to spare no effort or reasonable expense to make this book comprehensive and practical. We are inaugurating this year also an activity of the Department which has been provided for in the constitution but which our financial resources did not allow us to develop heretofore. The Committee on Educational Progress will be headed by Ide G. Sargeant, of Paterson, New Jersey, and will prepare a report for the mid-year meeting of the Department. ‘The function of this committee will be to act as a clearing- house of information relative to advances that have been made in the principalship throughout the country and will deal with such problems as principals’ salaries, amount of clerical help furnished principals, and the like. All will agree that we are fortunate in securing Mr. Sargeant to head this important committee. Secretary Longshore will issue three bulletins during the year, this being the first number. His statement relative to the contents of the Bulletin throughout the year is worthy of serious consideration. [3] 4 NATIONAL EDUCATION ASSOCIATION Thus far, we have spoken about the responsibility of the Department only. There rests upon each of us as members an equal individual responsibility. It is unnecessary to argue with principals about the value of teamwork. One of the inspiring things about the work of this Department has been the ready and enthusiastic coédperation of all who have been called upon. It is this that has gained for us our reputa- tion for accomplishment. Plans are now going forward for a series of stimulating programs during our mid-year session with the Department of Superintendence at Cleve- land. This is the big meeting of the year for school executives. It is held during the time when those who attend may have the privilege of seeing the progressive Cleveland system and those of other representa- tive cities in operation. Make your arrangements to come and take part in the discussions of the principalship. You will always be glad of having made this pilgrimage. Each membeg can help in two ways. First, by inducing the live principals in his system to join forces with us. We are going to give you within the near future a statement of those cities whose principals have one hundred percent membership in the Department. You will be pleased to see how many of the leading cities are on this list. If your city is not one, get your friends to help you make it so. Remember the Department is not asking for donations. We have something practical to offer every principal who becomes a member and we can offer him also the oppotunity to be of service to the profession throughout the country. Second, let your Department officers and the chairmen of com- mittees know the work that you are doing. One of the reasons that we have not been recognized sooner is that we have been too modest about our own work. We have thereby deprived each other of the stimulating effect that comes from a cordial exchange of ideas and con- structive criticisms. If there is something that you have worked out well, do not fail to get in touch with the secretary, the editor of the Yearbook, the chairman of the Committee on Educational Progress, or the president of the Department, so that all the principals may have the benefit of your ideas. And finally, our slogan is Codperative Service. By codperation we shall truly make the principalship, to use the words of a leading super- intendent at Boston last July, “the keystone of the educational arch.” WortH McC ure, President. reece a ~~ - Fra be cc ar ac an co it al 1e iS ill a- rt 1p Hs f THE SECOND YEARBOOK Joun L. Bracken, Editor Principal, U. S. Grant School, Duluth, Minnesota fibers THOUSAND COPIES of our first departmental Yearbook were printed in May. At this time—November first—the edition is practically exhausted. The Second Yearbook is expected to reach an even larger circle of readers. ‘The high standard of the first volume has attracted a great amount of attention to the publications of the department and a con- siderable demand for the second volume is already evident. These conditions make it necessary that the Second Yearbook shall represent the elementary school people of the entire country in an outstanding series of highly informative and practical articles. The Second Yearbook is to deal with the elementary school curricu- lum, giving considerable space to the adaptations which have occurred as a result of testing programs. The material of the volume will be directed especially toward the erection of courses of study in reading and language, although material along other lines will be included. This Yearbook will bear a title similar to the following: The Elementary School Curriculum; Its Development in the Light of the Testing Move- ment. A tentative outline of the contents of the proposed book is presented herewith. It will be noted that it is intended to include material which will acquaint the reader with the salient points of intelligence and achievement testing as well as with the curricular developments which have ensued. Members of the department and others interested are invited to scan this working outline closely. This outline is presented here for three reasons: 1. Criticisms and suggestions leading to the improvement of the book are desired; 2. Con- tributions are invited; 3. Information is sought concerning people who may be able to report work that has been done along these lines. If you find that it is possible for you to contribute to this volume will you not get in touch with the editor as soon as possible? He will greatly appreciate your preparing a statement of the work about which you wish to write and it will be very helpful if you will indicate the treatment which you feel that the material could be given. If the work which you have done does not happen to be along the line which the Yearbook is taking, the editor will appreciate your helping him to get in touch with other people who may be in a position to make a valuable contribution. Letters criticising or extending the following preliminary outline will be gladly received and carefully considered. It is the desire of those concerned with the making of this book to make it as representative and as helpful as possible. Your criticisms and suggestions can be acted upon much more easily while the book is in its preparatory stages and the value which the Second Yearbook will eventually possess will come almost entirely from your codperation in its preparation. [5] NATIONAL EDUCATION ASSOCIATION Preliminary Working Outline of the Second Yearbook Section 1. A comprehensive statement of the relation of the ele- mentary school curriculum to the testing movement. An historical statement and also a statement of present trends. One article. Section 2. Intelligence testing in the elementary school. An evalua- tion and recommendation of the group and individual tests of intelligence which have proved in actual school work to be the most useful. One article. The difficulties incident to a testing program and the general principles which govern. One or two articles. Section 3. Achievement testing in the elementary school. Same presentation as in Section 2. Section 4. Reclassification and the formation of mentally homo- geneous groups. ‘The administrative side of the problem. Two articles. Section 5. Presentation of typical after-testing and other variations in the elementary school curriculum. The core of the book. Curricu- lum development in reading and language will be emphasized, although material along other lines may be used. Transcripts of tests, standards and course of study material to be included. Ten or twelve articles. Section 6. Curriculum adaptations for individual remedial work. This section to emphasize reading and language. Two articles. Section 7. A selected bibliography of after-testing work. Not a bibliography of making and administering tests. A statement of the published material which deals most informatively with the work which begins after the tests have been scored. Section 8. The implications of the testing movement and the result- ing adaptations in the elementary school curriculum. A statement of the importance of this work in relation to the entire field of education. Appendix. Statements of membership and a brief account of the departmental activities during the year. It is expected that articles will run from ten to fifteen pages in length and that the Second Yearbook will contain perhaps 300 pages. The department is receiving the liberal support of the National Education Association both in money and assistance and it is felt that a book of this length will be possible without sacrificing in any way its quality or appearance. Several articles are now being written. The Yearbook is a going concern. We hope to hear from you in regard to the composition of the book or in regard to a contribution from your pen or from that of another. DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION Dae of annual business meeting, held at Boston, Mass., July 7, In the absence of the president, the meeting was called to order at 2.15 p. M., in the Assembly room of the Girls’ Latin High School, by Miss Katherine Blake, of New York, vice-president. In the absence of the secretary, Miss Sara L. Rhodes, of New York, was appointed secretary protem. rep vo 1 oR TE IEE TFS ELEMENTARY SCHOOL PRINCIPALS 7 The chairman asked for a list of the States present. They were comprised of Alabama, California, Louisiana, Massachusetts, Michigan, Minnesota, Missouri, New York, Pennsylvania, Rhode Island, Wash- ington, Vermont. The subject of a program for the succeeding year was introduced. Miss Olive Jones, of New York, referred to letters received by the president, Mr. Power, which indicated several lines of interest. Mr. Longshore, of Kansas City, moved that the classification of studies in schools be a subject of study, suggesting that consideration be given to the relation, simplification, and correlation of subjects. Motion seconded and carried. Mrs. Peixotto, of New York, stated that the Boy Scouts are seeking to secure coOperation with the schools, and that the Department of Elementary School Principals would be the appropriate channel through which the matter could be handled. Mr. Severson, of Minneapolis, suggested that the subject of visual education be taken, with the study of scientific data, to determine its value and application. Miss Jones added that Dr. Seerley, in investi- gating, had discovered that no less than three affiliated associations had the matter in hand, and suggested that a committee be appointed to bring together these three groups and all other interested groups. Such an effort would be certain to be approved by the Executive Committee. The treasurer, Mr. Courtland Davis, presented a brief report, not complete because not all outstanding bills had been met. The report of the treasurer was accepted unanimously. The report of the nominating committee was the next business called for. A discussion ensued regarding the present constitutional provision that the committee present two names for each office. In the absence of the chairman and two other members of the nominat- ing committee, the following report was presented by Mr. Kottinger, of Oakland, Calif. For President........... Mr. Leonard Power, Port Arthur, Texas. Mr. Worth McClure, Seattle, Wash. Ist vice-president... Miss Katherine Blake, New York, N. Y. Mr. Thomas Agnew, Bayonne, N. J. 2d vice-president....Mr. W. T. Longshore, Kansas City, Mo. Miss Mary Morris, Denver, Col. 3d vice-president... .Mrs. Jessie M. Fink, Grand Rapids, Mich. Mr. S. O. Severson, Minneapolis, Minn. Rec. secretary...... Miss Mary V. Reisse, Phila., Penn. Mr. A. B. Collins, Boston, Mass. Cor. secretary...... Mr. Julius Dorsey, Dallas, Texas. Miss Florence Holbrook, Chicago, III. Treasurer........... Mr. Courtland V. Davis, Norfolk, Va. Director............Mr. John W. Anthony, Pittsburgh, Penn. The following action was taken by the meeting regarding the above report of the nominating committee: 8 NATIONAL EDUCATION ASSOCIATION It was moved, seconded, and unanimously carried that the report presented by Mr. Kottinger for the rest of the committee be accepted and filed, and that, in the absence of several members of the committee, the vacancies be filled by the appointment of three other members, and that the committee retire, and after consideration, report one name of a candidate for each office to be acted upon as the committee report for the election. The three members added to the committee were Miss Grace C. Swan, Mr. Worth McClure, and Miss Abby Porter Leland. The committee then reported the following list of candidates, who were unanimously elected as the officers for the ensuing year. For President......... ..Mr. Worth McClure, Seattle, Wash. Ist vice-president....Miss Anna Force, Denver, Colo. 2d vice-president....Mr. Thomas Agnew, Bayonne, N. J. 3d vice-president... .Miss Elizabeth Arlett, Oakland, Calif. Rec. secretary...... Mrs. Jessie M. Fink, Grand Rapids, Mich. Cor. secretaiy...... Mr. W. T. Longshore, Kansas City, Mo. Treasurer........... Mr. Courtland V. Davis, Norfolk, Va. Directors........ ...Mr. John W. Anthony, Pittsburgh, Pa. (term unexpired). Mr. Leonard Power, Port Arthur, Texas. Miss Mary McSkimmon, Boston, Mass. It was moved, seconded, and unanimously carried that a committee be appointed by the president to take up immediately the matter of revision of the constitution for report at the next regular meeting. A COURSE OF STUDY’ Eighth Grade Arithmetic Developed About a Major Project, “The Family Budget.” A. Aims. In presenting this project-unit we have in mind the following processes: I. To provide a problem of real life value. II. To provide a problem the worth-whileness of which may be recognized by the pupil as satisfying a present felt need. III. To provide a problem that will bring to him the desired atti- tudes, habits, skills, and knowledge through his participation in situations approximating the actual activities of every day life as nearly as school conditions will permit. 1 This is an attempt to make a course of study by a group. It is the work of the group © and not of one or two members of the group. This work was done as part of the class work in a course for elementary school principals and supervisors—Professors F. M. McMurry and B. M. Hillegas, Teachers College, summer of 1922. The group consisted of: Mr. George W. Diemer, Kansas City, Mo.; Miss Louise Dietz, Honolulu, Hawaii; Mr. Prentice H. Deffendall, Saint Louis, Mo.; Miss Mary L. Alexander, Detroit, Mich.; Mr. L. H. Strunk, Clayton. Mo.; Mr. Paul Walmsley, Buffalo, New York.; Miss Maritta Palmer, New York City; Miss Minna Patterson, Detroit, Mich.; Miss Florence A. Goodwin, Portland, Me.; Miss Myletta M. Morris, Santa Barbara, Calif; © Mr. Ray L. Carter, Genoa, Ohio.; Mr. Wm. T. Longshore, Kansas City, Mo. t Ene rt ed e, he n, ho ee yup ass tZ, ler, [iss if.; ELEMENTARY SCHOOL PRINCIPALS 9 IV. To aim at 100% efficiency in those mathematical processes which will be most useful to him. V. To develop in the child: a. Ability to recognize the occasion for applying his knowl- edge. b. A disposition to apply his knowledge. c. An ability to apply his knowledge. Since most of his problems will arise in computing the values and meas- urements of food, shelter, and clothing or in connection with means of recreation, transportation, and savings, we believe budget-making to be a worth-while project. B. Outcomes. By means of this project we aim to develop the following: I. Habits and skills. a. Accuracy in making estimates. b. A critical attitude toward hasty conclusions. c. Logical thinking such as will function in business, science ; and industry. d. Correct methods of study through experiment and dis- covery, the use of text-books and reference material. {I. Information and Knowledge. a. Fundamental, or primary. 1. Arithmetical processes. b. Related knowledge. 1. Process of budget making and of keeping records. 2. Value, choice, and preservation of foods. 3. Land values. 4. Cost of furnishings. 5. Methods of buying—cash, charge, installment, co- operative, etc. 6. Methods of saving and investing. 7. Value and cost of various forms of recreation. 8. Health standards. 9. Dress standards, a. Care of clothing, b. Textile values from the standpoint of durability, cost, etc. III. Attitudes and Ideals. a. Thrift—the wise use of money. b. Sympathy for fellow workersand for workersin other fields. c. Right attitudes toward charity and benevolence. d. Appreciation of the value of codperation as shown in group activity. An appreciation of the use and necessity for taxation, insurance, savings, and investments. Civic-pride. g. Self-reliance. i ea) 10 NATIONAL EDUCATION ASSOCIATION C. Unit: The Family Budget. (Why should we keep a family budget? What should be included in the family budget? How should we keep a family budget?) I. Personal Accounts. Since many children of this grade receive more or less spending money, personal account keeping affords a problem of immediate interest to the pupils which, fortunately, is well adapted to introduce the larger prob- lem, that of keeping a family budget. Suggested Development’ 1. What advantages may be derived from the habit of keeping personal accounts? 2. What must we know in order to keep personal accounts? (a) What is the average weekly allowance of members of the class? (b) What is the average amount earned weekly by members of the class? (c) What is the average total income of members of the class? (d) For what do we spend our income? (e) Under what heads might we classify our personal expenditures? (f) How may we use these headings in keeping personal accounts? (g) Make up and submit samples of account forms. (h) Estimate the amounts you may spend for each item. (This apportionment constitutes a budget.) (i) Keep your personal accounts for a week. For the entire school term. References: U. S. Treasury Department Bulletins. Household Arithmetic, Ball & West. Students’ Accounts, Edith C. Fleming. II. The Family Budget. 1. Suggested Introductory Development. (a) What is the average income of a family in our community? (b) What is done with this money? (c) Under what headings may we group family ex- penditures? (d) Can most of the family heads in our community tell us the amounts spent for each division we have named? Investigate. (e) Should they be able todo so? Why? (f) Under what headings may we find any items for which money is spent needlessly and harmfully? (g) Make a list of these items. OO a a IT ry ve or ELEMENTARY SCHOOL PRINCIPALS 11 (h) Try to arrange a budget for a family of five in this community. References: U. S. Treasury Thrift Leaflets. Sample Account Forms in this outline. Suggestion: To insure neat, careful work, all written work in this course may profitably be kept in a notebook provided for this pur- pose. 2. Food. (a) What is the best way to select and purchase food? Quality, quantity, cash, charge accounts, danger in buying hastily. (b) What kinds of food are needed? Proteins, miner- als, starch, sugar, fats. (c) What are the best ways to preserve foods? Arithmetical applications. Cash discount, bills, weights and measures. References: Bulletins U. S. Department of the Interior “Food and Diet.” Food Value, Irving & Fisher. A Possible Development of the Food Problem (The lessons which follow are merely suggestive of a possible develop- ment of the study of foods.) (On the board, a picture of a poorly nourished child, also one of a well nourished child and this statement: Children ranging from 4-12 years of age require from 1200-1600 calories per day. If children were of normal weight 500-534 calories would be sufficient. Children become interested in the question of food. Do not talk about the above work unless pupils mention it.) This lesson is supposed to follow a lesson dealing with the duties of the various members of the family in the home. Hence at the end of that lesson the teacher may say “‘What did we consider was one of mother’s most important duties?” ‘Planning and preparing meals.” “Then what do you think should be our next problem for discussion?” Food.” “What do we want to discuss?” (1) “Kinds of food we should eat; (2) how we should buy foods; (3) how meals should be planned.” ‘In dealing with the arithmetical problems that will arise, what will we need to have?” “A price list.” ‘Who will volunteer to get this?’ NEXT MORNING: Post the price lists with the above mentioned materials. “What is our problem today?” “What points were we to discuss?” “Kinds of foods.” List on board, proteins, minerals, starch, sugar, fats. Call attention to the fact that these are studied in the domestic science class. Let girls explain the importance of each briefly; value of each in relation to meals. ‘How many have noticed pictures and charts on board (simple chart estimating number of calories of different foods as hamburg steak, 745 C., graham bread 1700 C., etc.)?” ‘Have these any connection with meals?” “Why? How shall we plan meals?” 12 NATIONAL EDUCATION ASSOCIATION “Have you evidence that people do consider calories today?” (charts in restaurants, reports, magazines). ‘Could you plan a day’s meals for a family of five as your problem for tomorrow?” ‘When that is finished, could you go a step further and make it more valuable?” “ Yes, we could estimate cost of meals.” “State your first problem for tomorrow.” “There is another question that should be brought in here.” “How are most food supplies bought and sold today?” ‘By the pound.” “How did we formerly buy?” “Peck or quart.” ‘“‘Do you know whether it is better to buy by the pound or otherwise?” “Can you prove it tous?” “Yes, we have measures in school and someone will bring a scale. We also need something to measure. We will bring some potatoes.” SECOND DAY: Call for menus—see that meals are planned scien- tifically, have some put on board, discuss number of calories—see if they measure up to the standard required. Discuss costs; weight and measure, and estimate costs. Make conclusions. THIRD DAY: “Suppose your mother has charged her groceries, what will she receive the first of the month?” “A statement.” ‘What will she immediately do?” “Check up with family budget to see whether she has kept within the food allowance.” “‘ What if she hasn’t?” “The money will have to come from the emergency or savings funds or she will have to lessen some other fund.” “AS YOUR PROBLEM FOR TOMORROW bring in a bill made out by a neighboring grocer estimating the cost of groceries for a week for your family.” Thus one problem will suggest another. As a conclusion to this lesson call atten- tion to some bills you have had on bulletin board. . FOURTH DAY: “What does this mean—10% discount if paid before August 15?” From that, call for volunteer to look for bills bear- ing discount notices. Let that be the problem for next day. Bills hav- ing discounts. From that develop time discount, cash discount, trade.discount. At end of that lesson take time to look up the problem of making bills. 3. Clothing. (a) What must be considered in buying clothing? Protection, durability, beauty, price, self-respect, textiles. (b) What kinds of clothing are needed? Outerclothing, underclothing, accessories, care and find- ings. Arithmetical applications: Cash and time discount, percent- age. Reference: Thrift Leaflets 3, U. S. Treasury Department. Clothing,—Choice, Care, Cost,—Mary Schenck Woolman. Shelter and Clothing, Kinney & Cooley. 4. Household Expenses. eat ee ee Se ELD TE aaa s ill Cs. d- E i : a 3 4 lian a) alll i ds ELEMENTARY SCHOOL PRINCIPALS 13 Light (a) How practice thrift in lighting? Kinds of light: Daylight, artificial, kerosene, candles, gas, acetylene, elec- tricity. (b) Why pay light bills before the tenth of the month? (c) How read an electric meter? Arithmetical applications: Discounts and bills. References: U. S. Treasury Thrift Leaflet. Fuel (d) What is the best type of heating apparatus? Coal, gas, kerosene, electricity, distillate. (e) How economize in fuel? Managing the fire, building the fire, banking fires, saving fuel in cooking. (f) How read a gas meter? Arithmetical applications: Weights and measures. (Water, telephone, personal tax, income tax, etc.) References: Household Arithmetic, Ball & West. Family Expense Account, Beekman. Household Accounts, Edith C. Fleming. State University Publications. U. S. Treasury Thrift Leaflets, Nos. 11 and 12. 5. Development. Health (a) What is the money cost of a month of illness? Time lost, doctor bills, inefficiency in industry. Arithmetical applications: Estimates and costs. Education (b) Finding the money value of a high school education. Lifetime income on a basis of earning capacity of graduates and non-graduates. (c) Finding the cost of attending a high school for one year. Individual estimates. Arithmetical applications: Estimates, comparative costs, etc. References: National Child Welfare Bulletins. Money Value of an Education, No. 22. 1917, U. S. Department of Interior. Recreations (d) Finding the cost of a two day hike for a party of five boy ‘ scouts or girl scouts and their leader. (e) Finding the cost of attending a good show for the same party. 14 NATIONAL EDUCATION ASSOCIATION (f) What values were received for the money spent in each case? Arithmetical applications: Estimates, food costs. (g) Why subscribe for magazines? (h) What kinds of magazines should each home receive? Arithmetical applications: Money orders, domestic ex- change. References: New Agencies. Detroit Recreation Survey. Education Through Recreation. Johnson Cleveland Foundation. 6. Savings and Protection. (a) In what ways is money spent needlessly and harmfully? Comparisons of the amounts spent in U. S. for candy, gum, cigarettes, soft-drinks, etc., with the amounts spent for school books, food, and other necessities. Arithmetical applications: Percentage, Fundamentals. References: U. S. Treasury reports. Get Your Money’s Worth, Dept. of Weights and Measures, New Jersey. (b) What is the best way to invest savings? Savings banks, stocks, bonds, U. S. securities. Arithmetical applications: Interest, compounded interest. References: Local banking institutions. The local postmaster U. S. Treasury Department. Thrift Bulletins. Tables of Interest, O. M. Beach. (c) How open a bank account? Arithmetical applications: Bank forms, interest, bank dis- counts, exchange, borrowing money. ‘ References: local bank. (d) Why should a checking account be used in paying bills? (e) What type of life insurance should a young person buy? (1) straight life; (2) twenty payment life; (3) endowment policy; (4) sick and accident policies. (f) Why is it better to invest in insurance than to put all savings in the bank? Arithmetical applications: Life insurance. References: Local insurance agencies, any good recent arithmetic text. 7. Shelter. (a) How should we choose a house or flat? Considerations: Environment, sanitation, etc. 22 SE PST URE © Gog Tt alia apa me ol ELEMENTARY SCHOOL PRINCIPALS 15 (b) Is it cheaper to own or to rent a home? Arithmetical applications: Interest on investments, interest on mortgages, repair bills, lumber measure, papering, painting, depreciation, property tax. References: Arithmetic text. U. S. Treasury reports. The Cost of Shelter, Ellen H. Richards. Shelter and Clothing, Kinney and Cooley. FORM FOR A FAMILY BUDGET Estimates for month a Sal ag Shelter Date Descrip- —_ Expen- | Invest- —_ Insur- Rent or Insur- | Taxes, tion ncome | diture | ment ines ance ine ance etc. HOUSEHOLD EXPENSES Food | Clothing | Light | Fuel | Water bec oe | re DEVELOPMENT Educa- Recrea- : ° Margin Church | Lodges - Health ms Charity | Savings} for un- | Total —_ ns foreseen FORM FOR A PERSONAL BUDGET (Allowance) on Recreation and Church and amusement Sunday school Savings Gifts The following is inserted to show how a weekly salary may be dis- tributed. 16 NATIONAL EDUCATION ASSOCIATION INDIVIDUAL BUDGET! $13 a week salary (To Family) Church Investment —— Housing Dressing | Recreations public and Dentist) d food service margin for 7 cceeseail ane 10 gifts unforeseen apply to vacation Weekly: 5 Carfare 1 3.25 1 50 1.50 75 Monthly: $26.00 $14.08 $4.35 $2.16 $6.50 $3.25 Yearly 312.00 169.00 52.00 26.00 78 .00 39.00 1 Furnished by Key Cammack, Assistant Secretary The New York Trust Company. COMBINING ACHIEVEMENT TESTS AND PROJECTS LEONARD PowER Principal of the Franklin School, Port Arthur, Texas VENTUALLY our schools will, in certain respects, resemble great manufacturing plants. The achievement tests will become accurate gauges of the educational (manufacturing) processes. In each subject the children will pass through a given number of steps in as definite and sequential an order as the steps in a manufacturing process. The standard tests will measure the accomplishments as the machine prod- ucts are gauged. Each process within each subject will be mastered before an advance is made. Each process will be taught by an expert, automatic devices and machines being used where possible. The achievement tests compel the child to aim each educational effort at one object where we are now aiming at a flock. For a certain definite and limited time, each child will attack his own specific difh- culty after the application of the test has shown him what that difficulty is. The children will be grouped in such a manner that all who are overcoming a specific obstacle concentrate their efforts upon it at the same time. How will the use of measurements affect the larger units of subject- matter known variously as projects, project-problems, and type studies? These larger units will be attacked in a more informal socialized manner. The results of individual research will be largely merged in the report of a group. The projects (informational studies) will cover a range of problems as wide as human interests. The formal tests will shape the tools with which the children attack the projects. Each project will call for the use of many tools. We are now too much concerned with the tools (and we are trying to give each child too large a tool kit) and too little concerned with their use. A very carefully developed factory method will make as many tools as we need and will keep them sharp ‘ TER Pe ee J a Cre 4 Ff. os al in ie ‘Y re 1€ 5? rt 1€ ill \d ‘P ELEMENTARY SCHOOL PRINCIPALS 17 in athird of the time now used. ‘This will leave two-thirds or more of the time for their application. By combining the tests as measures of mechanical accomplishments with projects, the children work with a purpose every minute. While they are learning to read, write and cipher, much pleasure results from the progress each child realizes at each learning period. While all are working upon a project, each child will be pleased with his contribution to his own knowledge; to the knowledge of his group; to the knowledge of his class and to the knowledge of his teacher. Let us apply this combination to a departmentalized school in which arithmetic receives an hour of each child’s time daily. During fifteen or twenty minutes of this time the children concentrate their efforts upon drill exercises, the results of which can be quite accurately measured and recorded at the close of the period. Then the groups go to work upon their projects. Each child will use many works of reference and will organize facts. Out-of-school study will send the children to inter- view individuals, to read periodicals, and to study books. As the projects are completed, the time of the entire class will be taken for hearing interesting reports or for observing interesting experiments. Thus, it seems to me, we may profit the most by applying both of these comparatively recent educational developments. IMPROVEMENT AND PREPARATION OF TEACHERS Jessie M. Fink Palmer School, Grand Rapids, Michigan T THE MEETING of the National Education Association in Boston, “Improvement and Preparation of Teachers in Service” was the subject of a paper by Peter A. Mortensen, superintendent of schools, Chicago, Illinois. In his discussion Mr. Mortensen emphasized the fact that the American public of today demands that all teachers— that the entire educational force, from kindergarten on, including super- intendents and assistant superintendents—should devote time, money, and energy to keeping keenly alive to constructive educational move- ments. There is no class segregation here. An inadequately prepared administrative officer, as well as a teacher in the ranks, can be efficient only by such procedure. It is only fair to the public to offer them the best obtainable preparation and a spirit of progressiveness that grasps all possible advantages for increased efficiency in our work. By so doing we raise the standard of our profession and establish ourselves upon a high ethical plane. Everyone in the profession agrees to this. It would be an interesting bit of educational information to know how many cities in the United States appreciate people in the elementary department of education who already have academic degrees or who are working toward such degrees at one of the recognized institutions of learning in America. By appreciation, I mean the expression of such, by an increase in salary for every course taken. Chicago does this. 18 NATIONAL EDUCATION ASSOCIATION By so doing she places not only her official approval upon the course but offers an incentive to many a hopeless teacher. She is a shining example of what other cities ought to do. The doctor, the lawyer, the nurse, or any other professional man receives his economic reward in adequate fees and enlarged clientele. A business man in an investment expects not only interest on his prin- cipal but its eventual return. Is it too much for the teacher to expect a substantial return for money, time, energy, invested in additional outlay for increased efficiency? How many boards of education, or their representative, the superintendent, take the stand of paying for this extra preparation while urging to the “nth power” their teachers to follow such courses? Chicago does. If one insists upon much outside preparation for the teacher, one should use great care lest it tax beyond the limit the stream of energy. There is a limited amount of activity possible to a human being and if after six hours of continuous teaching, another six hours of preparation for daily tasks is added, no time is allowed for “‘re-creation” nor those thousand and one incidentals that creep into our existence unexpectedly and undesired. (While the stream of energy is drained dry.) Strug- gling along with super-human strength and almost divine patience is the only way the goal can be reached, and after the sacrifice—what? Pro- motions, increased salary, more leisure? Not often. When the observing teacher is convinced that no appreciation is shown for such sacrifices made; when one sees about them associates placed through nepotism or favoritism in the advantageous places of a system; what incentive is there for the amount of sacrifice entailed in the enormous work of attainment suggested? For instance, one person invests his savings in education, in travel, in all forms of progressive movements. Side by side is another person who invests his savings in bank stock, in good securities, who never attends summer courses, who never travels, who saves and hoards and thrives, and is promoted when such is in order. Surely if there is no merit in advanced study why so much fuss about it? If there is merit why not recognize it? INTELLIGENCE TESTS IN OUR SCHOOLS! Rose L. ENGLEMAN Principal of Sanford B. Ladd School, Kansas City, Missouri HE PURPOSE of this subject, as I have conceived it, is to con- sider the use and value of intelligence tests in supervisory work. In this effort I have quoted freely from Terman and Godard, and from articles by Haggerty, Thurston, Henmon, and others as those of you familiar with their writings will recognize. There is nothing original in my paper except the method used in attempting to organize and relate what I have found that may be of service at this time. 1 Address delivered before the Elementary School Principals Association, Kansas City, Missouri, February, 1922. PAO Ny Hy —_—a_ ees ee ELEMENTARY SCHOOL PRINCIPALS 19 Mr. Prosser in his splendid lecture last month reminded us of the fact that we receive at the door of the schoolroom, children of varied biologi- cal heritage. It is our opportunity for service to make the most of these—to help them in making the proper social adjustments. My thought may be stated briefly thus—it is the inalienable right of every child in the public schools to develop at a rate normal to his capacity. It is our duty as teachers to secure for him this opportunity. This rate of progress is determined largely by the mental capacity of the child. Intelligence tests are the best means of ascertaining that capacity. We have always recognized the fact that individuals differ greatly in their efficiency both in school and out. Much of the educational literature of today is concerned with making provisions for meeting large individual differences in interests and abilities. While we recog- nize this great variance in native endowment, we take little account of it in our practice as shown by the two following facts. First, the curric- ulum is the same for all. We may make adjustments and use various methods in the “‘how”of teaching, but the ‘“‘what” we are to teach in the elementary schools is quite a definite uniform matter. Second, it is commonly supposed that all or nearly all children in Kansas City will complete the work in a satisfactory manner in seven years after leaving the kindergarten. The parents expect this, for aren’t their children normal or superior? School administrators expect it, for the matter of retardation is checked up to faulty school management. Some of the remedies proposed have been better attendance laws and more effective means of enforcing them, greater attention to medical inspection, and better adjustments of the course of study. With reference to our local problem, while attending summer school in Michigan some ten years ago, I accidentally picked up a book in which I found that Kansas City’s record for repeaters was not gratifying. Recent reports show that we have made some improvement in that respect. Perhaps we can do better yet. But despite our efforts and im- provements the problem of repeaters throughout the country still lacks solution. Are we not forced to conclude that the chief difficulty lies in the fact that the children with whom we are working are far from equal in incli- nation and ability to master the school work required? Would it not seem a step in the right direction properly to sort and classify these pupils according to their normal rate of progress and then to adjust the curriculum in the interests and needs of the various groups? If yes, how is this to be effected? Most, if not all, of our psychologists agree that the normal rate of progress through the school is determined more largely by the mental ability of the student than by any other one factor. This will be more especially true in the elementary school than in the high school and university, where social economic and emotional factors have a greater influence. Then if the child’s intellectual capacity can be ascertained, the initial step will have been taken in determining the proper educational procedure for him. 20 NATIONAL EDUCATION ASSOCIATION But are our schools not well graded and are we not as teachers able to distinguish between the dull children and the very bright ones? Yes, we make the distinction in fact, but what we do not appreciate is the extent or significance of variance. However, there is no field in which both teacher and layman profess more exact knowledge than that of discerning mental capacity. The teacher has the advantage of the parent in that she has better opportunities for comparison but they both lack a standard. The teacher judges with reference to the average in her class, but her group is comparatively small and the norm for her class may be far from that of children in general. Economic conditions in themselves effect a grading. Terman says that children of superior intelligence are five times as common among families of superior social status as among those less favored, the pro- portion being twenty-four per cent of all among the former and five per cent of all among the latter. The extent of the school’s failure to grade children according to ability is shown by the overlapping of mental ages. I suppose no school here has had a sufficient number of pupils tested individually to illustrate this to any extent. This fall the group National Intelligence Tests were given to our third, fourth, fifth, and sixth grades. One 2A class was also included. This permitted a small group of seven-year-old children to get the test. In all six hundred children were tested. I shall try to give an idea of the variations in scores for a given chronological age and the overlapping of scores for adjacent and further removed ages. The National Tests are arranged as a point scale ranging from 0 to 195. The lowest score made was ten points and the highest 165. The scores for the ten-year-old children ranged from 30 to 140 points. The median for twenty-two seven-year-old children was 66, while for one hundred twenty-one eight-year-olds, it was 53. Only bright seven- year-old children had reached a point in their school careers where they had an opportunity to take the test, while the larger group of one hundred twenty-one eight-year-olds included many slower children. Again, six seven-year-old children equalled or exceeded the following groups: one hundred fourteen eight-year-olds, eighty-one nine-year-olds, thirty-six ten-year-olds, ten eleven-year-olds, and four twelve-year-olds. Of twenty-four children who made a score of eighty-five, one was twelve years old, five were eleven, seven were ten, eight were nine, one was eight, and two were seven. Of course there is some overlapping of chronological ages for the grades, but it is small in extent compared with that in respect to mental ages, and of less importance. However, for social and moral reasons, we feel that children having great disparity in chronological ages should not be classified together. After our shifting at the end of the year, generally speaking, the lowest twenty-five per cent belong mentally in a lower grade. The highest twenty-five per cent belong mentally in a higher grade. The middle half are classified approximately where they should be according to Terman. Usually more than fifteen per cent are at least two grades removed from where they should be. The teacher usually overestimates BS x © 5 § & Py 5 TE TSN HET are OT ee eee eee SESE = > mn VS Cd SP tY Calc ELEMENTARY SCHOOL PRINCIPALS 21 the intelligence of retarded children because she fails to take account of age differences and estimates intelligence on the basis of the child’s school performance in the grade where he happens to be located. She is simply considering the child’s mental level and disregarding his chronological age. This was well illustrated with us this fall. A large girl entered by transfer as 1A. She was given a mental test during the month and the report showed that while her chronological age was ten years and three months, she had a mental age of six years and eight months, and an Intelligence Quotient of 66. Our teacher had not, she said, con- sidered her so poor and was surprised that the department suggested an opportunity school. The cumulative card had E as a scholarship grade in 1B from one school and G in scholarship in 1A from another school. In the same class at the other extreme was a boy with a chrono- logical age of six years ten months, a mental age of eight years eight months, and an Intelligence Quotient of 126. Terman makes the point that our problem of retardation is just the reverse of what we usually consider it to be. While the dull child is usually retarded yet he is placed beyond his mental age and often work is required of him that is hopelessly beyond his ability. If a child has lost a class one year, we feel that he must not repeat the experience the following year. The bright people are accelerated but often not to the extent that they should be, and hence miss the stimulating influence of work suitable to their ability. If the results obtain through our trial and error method are so un- satisfactory, is there any help for it? Is there a scientific method that can be employed in the beginning to evaluate our material and help to determine a child’s normal rate of progress through the school? The value of intelligence tests in grading and the constancy of the intelli- gence quotient—Psychologists feel that within recent years they have been able to apply their work in a practical way and that its importance when applied to school work and to industry cannot be overestimated. “The Stanford revision of the Binet Scale if properly administered is supposed to give two very important facts concerning the intelligence of children. One is the mental age, the other the intelligence quotient. The mental age is the measure of intelligence attained at a given time. This fact is essential in the accurate grading of children but considered apart from the chronological age does not tell whether the child is bright, dull, or normal. The intelligence quotient is an index of relative brightness and is a basis for prediction both in school and to some extent in the vocational world.” As the previous statement indicates, the Intelligence Quotient is fairly constant at least for the ages between three and four or fourteeen and fifteen. Fluctuations due to the faulty nature of scale used, to tem- porary conditions such as fatigue, nervousness, and attitude towards test have occurred and will occur. But retests of the same children from two to five years apart support the fact that the intelligence quo- tient is fairly constant. Fa a RS PR AER sn 22 NATIONAL EDUCATION ASSOCIATION No condition is more fully appreciated by teachers than the fact that dull children do not become bright; nor is the reverse true, barring accidents due to nervous derangements. If we recall our experience at the end of the year, we know this must be true. After considering the situation from every angle we know that some of the children are not able to do the work required in the succeeding grade. Some one or ones must fail and repeat the work. If the grade is above the third, several are sent to summer school and with Macawber-like philosophy we condition others. In a large group of unselected children there will be a group of superior and very superior children corresponding in num- bers approximately to the failures and conditioned pupils. From the former group the summer-school pupils will ever be mobilized. The following year the teachers who receive these pupils have similar experiences. The groups have not exchanged places. Summer- school and conditioned pupils are drawn from the same group that they were the previous year. ‘This does not signify that summer school did not accomplish its purpose. It is effective in helping to prevent the demoralizing influence educationally of the long summer vacation, but it cannot accomplish the impossible. Apropos of summer-school work and failures, we had an experience last week. A mother came to school distressed over her son’s report card. The boy was also troubled, feeling that he had failed to pass. When I explained that an F in one subject did not constitute complete failure and that the boy would be permitted to continue they were both relieved. The mother responded, saying, “If he only has a trial in the A class then we can send him to summer school as we have in the past. In that way he can get ready for the next grade.” Isn’t that pathetic, looking forward to failure, expecting summer school to bridge the boy over. This boy is very slow and his mother realizes it, but something should be done to make it possible for him to have his measure of suc- cess and of joy in his work. But to return to the intelligence quotient, Terman says that there is nothing in oné’s equipment, with the exception of character, which rivals the intelligence quotient in importance. But he insists that men- tal tests must be supplemented by ratings on character traits and by educational tests. Speaking of two brothers, one with an intelligence quotient of 77 and the other with 78, he says, “What shall we say of cases like these that test at high-grade moronity or at border line, but are well enough endowed in moral and personal traits to pass as normal in an uncomplicated social environment. And yet, as far as intelligence is concerned, the tests have told the truth. These boys are uneducable beyond the merest rudiments of learning.” Correlation of teachers’ ratings with test scores—Last week, in re- organizing, we tried to use the results of the tests in making adjust- ments of individuals. In the majority of cases the correlations between the teachers’ rating and the results of the tests were sufficiently high for our purposes. However, in a few instances there was a decided conflict and these conflicts were of two types. ELEMENTARY SCHOOL PRINCIPALS 23 In cases of the first type the teacher’s ratings of achievements were decidedly higher than the scores made in the group tests would seem to warrant. All of the cases of this type happened to be girls. The instances of the second type—and the boys were in the preponderance here—reversed the conditions. The achievement results were decidedly lower than one should have expected in the light of scores made in the intelligence tests. Material for illustrating the two types is not lacking. Any one of us can call to mind individuals who fall readily into each. Ambition, persistence, neatness—in a word the factor of application or industry must be reckoned with, also the lack of these factors. Other factors to be considered in connection with the mental age in clas- sifying—If mental age be the most important factor for determining fitness for any grade, it is not the sole factor. In a magazine article I saw a quotation from the London Times to this effect. ‘Intelligence is not the true test. If you take ten boys of the same age and apply your test and find, say, that two are of superior intellectual ability, that three are of average ability, and five are dull, nothing can be forecast. It may be in the long run that one of the backward children may be ruling the country, another may be a great financier, one of the average children a rich merchant, one genius a professor of Chinese, and the others what you will.” No authority that I have read advocates the fact that intelligence is a measure of success in life, nor that it is final, complete, or the most significant factor in human achievement. Terman puts it thus— “Ability to compete with one’s fellows in the social and industrial world does not depend upon intelligence alone.” And again, “There are many domains of mind and character for which tests have not been devised.” Thorndike speaks of providing means of testing mechanical and social intelligence as well as abstract or general intelligence. He speaks of the scales now in use as measuring abstract intelligence, or ability to deal with words, signs, and symbols. Mechanical ability he interprets as the ability to manipulate things. I read something in an article by Stenquist, I believe, of such a scale being in use. By social intelligence, Thorndike suggests the ability to manage men, leadership, and adapta- bility in social relations. No such scales have as yet been devised. Surely the results of intelligence tests must be considered in conjunction with achievement tests and teachers’ ratings. A consideration of group tests and individual tests—The time required for the individual test limits its sphere of usefulness in the schools. It would be a difficult task to test each child every two or three years in this way. More training and experience also are necessary on the part of the examiner in giving the individual tests. Opinions vary as to the neces- sity of a trained psychologist for securing reliable scores. Those who have made a study of the problem, say that teachers, because of their intimate knowledge of children and resulting tact in handling them, Se SS DRL Oe enptetite A CR a ala a ONES OOS. 24 NATIONAL EDUCATION ASSOCIATION offer the best material and that they can be taught in a summer course of six weeks to use the test with a degree of accuracy necessary for all practical purposes. Terman makes the following suggestions—“In no case would it be justifiable to base important action or scientific conclusions upon the results of the inexpert examiner. Finally, whatever the previous train- ing or experience of the examiner may have been, his ability to adjust to the child’s personality and his willingness to follow conscientiously the directions for giving the tests are important factors in his equipment.’ These handicaps with reference to time and training are overcome by using the group tests. With the coming of the war, the best psychologists were assembled and the group tests were devised. The tests do not do away with the necessity for the individual tests. They only make more apparent the need of them. Those testing extremely high or very low in a group test should be given an individual test. With very young children, where a test is most needed, group tests cannot be given. The group tests are now being used either systematically or experimentally in colleges and univerities for purposes of admission, classification, guidance, in selecting courses and vocations, and for eliminating failures. High schools and elementary schools are manifesting like interest in their use. Not in the schools alone, but in industry where large numbers of men and women are employed and classified for various tasks the group tests are being increasingly used. A prominent industrial engineer recently said, ““No employer who has ever used scientific tests in the selection of men will ever go back to the old method of interviews again.” A third evidence of the fact that intelligence tests have ‘‘arrived”’ is that twenty or more varieties of group tests are on the market and book companies are vying with each other in their production. Terman says—‘“The empirical justification for mental tests is that they work.” This has been demonstrated by their use in the army, in the schools, and in the industrial world. As life becomes more complex and competition keener this intellectual factor will become increasingly significant. How will our practice be modified as a result of these tests? What will be the consequence to the children?—Granting that the results of these tests are reliable, what is the next step and who istotake it? The next step plainly is ours, the school people’s and the teachers’. Our psy- chologists can tell us where a child belongs according to his mental age and they can forecast or predict his rate of progress according to his intelligence quotient. After that, the task belongs to those who work with the children daily. The psychologist does not even complete the classification; he furnishes the factor of capacity to which we must add that of application before we can measure achievements. Is the following prediction too optimistic? More homogeneous groups based upon the factors of mental capacity and achievement will be secured. Those of superior mental ability will be permitted to work through subject matter as rapidly as possible or have a greatly enriched PRP PORTE LOFT NERA ET AEE = Ste) Ae i / | ee, — lr .UCU Tar we re Ge oS SR Miaka aa a ae ey Peer ELEMENTARY SCHOOL PRINCIPALS 25 curriculum. Not far from fifty per cent will be left in the normal group. For those who move more slowly, the curriculum must be changed and the standards of achievement so modified as to stimulate and call forth their best efforts. There should be no lack of material to enlist the interests of the slower group. Their time—and this is true for all groups—should be em- ployed more in learning than in being taught. But this slower group should have the opportunity to “tinker”, not without the best possible guidance, however. In all these groups the function of the teacher as a guide and director will be magnified. She will guide her pupils to the work suited to them. In the words of Browning: The common problem, yours, mine, everyone’s Is—not to fancy what were fair in life Provided it could be,—but, finding first What may be, then find how to make it fair Up to our means: A very different thing! To summarize briefly, I have tried to make the following points: First—In our school practice in the past, we have failed to take into account individual differences in native endowment. The rate of development for each child should be that normal to his capacity. Second—The child’s rate of progress is more definitely determined by his mental capacity than by any other one factor. Third—Intelligence tests, due to the fact that they have been standardized by testing large numbers of children, are the best means of ascertaining that capacity. Fourth—Given the child’s intelligence quotient and the factor of application we are able to evaluate and classify our material. Fifth—Our practice for the average or normal child is not so bad, but it needs to be modified for both the superior and the dull or slow children. Sixth—In the words of Payson Smith, commissioner of Education of Massachusetts, speaking before the teachers of Southern California recently, “The object of education is not to free people from work but to help them find their work, and to teach the principle of entering into coéperative relationship with others.” The task is stupendous and it is ours. Are we equal to it? I trust we can modestly say, ‘“‘We are.” VERY TEACHER in America ought to be proud to be a member of the State Association and the N.E.A. It is an opportunity, a privilege, a duty.—President William Bishop Owen in Journal of Education, November 2, 1922, page 435. NATIONAL EDUCATION ASSOCIATION PRINCIPLES UNDERLYING SANE SUPERVISION IN THREE TRILOGIES OF THESES Witiiam H. Kivparrick Professor of Education, Teachers’ College, Columbia University, New York Growing is the great end, the growing of all together 1. Growing is the essence of the good life. To grow is to live, the only way to live well. 2. The teacher’s business is to help the children thus to grow, grow in such fashion that others whom they influence shall in turn so grow. 3. The supervisor’s business is with the teachers, to help them to grow, to grow as per- sons in themselves, to grow specifically in such fashion that they will best help their children to grow. Professional study is necessary 1. A proper study of available sources will throw significant light on the purpose and bearing of education, on the nature and process of learning, on the nature and function of subject-matter, and on the nature and function of method. 2. If teachers will progressively avail themselves of the foregoing, they will themselves the more likely grow—and be the happier therefor—and their pupils will in turn the more likely grow—and be the happier. 3. It is the supervisor’s duty to be able and disposed to lead the teaching body in and to the progressive appropriation and application of the professional material suggested above. In this it is highly advantageous that all concerned feel themselves as pioneers working together in a joint social venture. Democratic supervision demands respect for personality 1. Democracy demands that each respect the other’s personality, as it now is and with reference to what it may become. 2. The right of self-direction follows from the respect due to personality, a right to be accorded in the degree that others are equally considered. 3. The good teacher will grant the greatest feasible self-direction to the pupils; it means growing in them and respect for their personalities. In like manner the supervisor will ever seek to extend the self-direction of the teachers; it brings growth to them, it respects their personalities. Democracy is thus served. + 8 gerne of all forms of government, is most in need of education. Its leaders must be discovered in the mass. They are not born to greatness and greatness is not thrust upon them; they must achieve distinction and hold the support of willing followers. Herein lies the problem peculiar to democracy. In other forms of government leaders are set apart by birth or divine right for the part they are to play, but true democracy recognizes no privilege of class or sect or place. The new democratic ideal of education is to lift the whole mass, to make them fit to rule and to be ruled by leaders of their own choosing. The safety of a democratic state therefore rests in its final analysis upon an enlightened body of citizens.— James E. Russell in Journal of Education, November 2, 1922, page 432. e . USERS : UPTON RREST ENE ees ST ERENT HRPREY Pe wrt o eaten Sys yp Salaries of Principals of Elementary Schools 1920-21 [Reprinted from Salary Schedules 1920-21; cities of the United States of 100,000 population or over. 32p.] Minimum, Annual Increase, and Maximum Salaries Cities listed in order of size Bulletin number 19 of the National Education Association. January, 1922. Increments City Minimum Maximum Amount | Number 1 2 3 4 5 errr $3750 $250 4 $4750 Chicago, IIl.: Ns ni n.g's 4 bien enRanweer 2500 200 + 3300 OS EPO EE TET ae 200 4 4250 (eo So rr FA Ws innc saves adeneees 3700 Detroit, Mich.: SN ener eee Ear Fete rar 2400 ME NE a 5 in ga ac actas wide Os Pllc kckwe PRAMS Pal esha A A 2800 Oe TTA nny Ione renee APeMnrcr ee, 3200 I MIN a. 5 ave si'aid- dv ralaloceP ia ara R’arled asad arasareonceniark cal koe 3600 ner nn Manne nye Aen “nie ncn A. 4000 Cleveland, Ohio: 9 or fewer teachers.................. $200 above teachers’ schedule. Es ee 2400 120 4 12880 DO 00: ZF CORCIOIB o.oo c ccc ccc ccccascws 2535 135 4 13075 pt Ek, re 2670 135 4 13210 ae, 2820 150 4 13420 50 or more teachers................. 2970 150 4 13570 St. Louis, Mo.: en re rer er 1700 100 4 2100 NI 55d ia gases ac cgicnm a naiear ma mee 1900 100 4 2300 a ee ee eer 2400 100 4 2800 DES EF DOOD ssi ccdis aso vesaa seine 2800 150 4 3400 ne Se ee ee re 3200 200 4 4000 EEE reer Terre: 3564 120 4 4044 UN TI 4:56 asides 6 0: sive bie-é.oierdiaia RO - Wika ccwtact val inhawarvea 3200 iss ncarndeeennenwe 1880 a eee ee 3000 Buffalo, N. Y.: MEE Gongs Sic eben cw ahd eee eERG 2500 100 8 3300 as oth S aitrakca tis danioe eecagen 2800 100 8 3600 eer rere. 3000 100 8 3800 Milwaukee, Wis.: Less than 8 roonfB................... 2600 100 3 2900 re 3100 100 3 3400 MeO EE WORMS ioccss ccciienanicwnaea 3600 100 3 3900 OSE OED Se 4100 100 3 4400 Wasuincrton, D. C.:? Eee Pr 1200 40 10 1600 PIII. 6. oo cccecccsscewssacce Newart, N. J.? Less than 15 classes................. More than 14 classes............... ss nice Concaws ea New Orleans, La.:4 Less than 100 pupils............... ES SOR e rrr Serre, | ne 2000 2100 2250 2400 $30 per year per ‘ per “session room” class of at least 25 pupils. Present extremes of session room allowance are $30 and $1050. ee ey 1 Education beyond standard makes possible receipt of $480, $540 or $600 above usual maximum. 1 Bone % prenbes| py oe ber, 1921 ule pro or September, 1921. * Degree of A. B. entitles to $150 additional. [27] Salaries of Principals of Elementary Schools 1920-21—Continued Increments City Minimum : Amount | Number Maximum 1 2 3 4 5 Minneapolis, Minn.: Less than 12 rooms.................. $1800 £100 7 $2500 BO MOOI, oo ccccccccecccceeseve 2000 100 8 2800 ID Sc idcecdcctcccwsnwudtd 2200 100 9 3100 24 to 30 POOMS.... 2... ccc wees ce eee 2400 100 9 3300 More than 30...................000- 2600 100 9 3500 Kansas City, Mo.: Average attendance of 300 pupils. .... 2350 100 + 2750 Average attendance of 480 pupils..... 2650 100 4 3050 Average attendance of 640 pupils. .... 3050 100 + 3450 Seattle, Wash.: 280 or fewer pupils.................. A eee. haere 2580 280 to 465 pupils.................... i Se eee 2940 MD OO GOW PUNE... oc ccc nccecocse AO EE, RO ire 3300 650 or more pupils.................. a SSE Eee 3660 Indianapolis, Ind.’.............ccceee: ee eee! Sees 3000 Jersey City, N ONS ee err ee 2300 100 8 3100 NG Ra cas 5.4 bewhen ckwn eee 2800 200 Sa ree ee ee Lares Seay 100 1 4100 Rochester, N. Y.: Less than 12 teachers................ 2200 100 7 2900 Res) OR ne Hee Moree were 3200 I ee TTS rte Men 3600 EEE ee eR Se eee 3900 ER ee SNe eres eRe Eec Saran? 4200 tS See: NE (per ye 4400 Denver, Colo.: SE ee eee $200 more than salary as teacher. 11 to 20 rooms, with A. B............ 2500 150 eee, ree Pep ier 100 1 3500 With A.M. or Ph.D.................. 2500 150 8 3700 21 or more rooms with A.B........... 2700 150 SR Peet! Tek Denes 100 1 3700 With A.M. or Ph. D................. 2700 150 s 3900 CS DP ces nccsodcccnasenes 2100 100 3 2400 2400 100 3 2700 3100 100 » § 3400 3200 100 3 3500 SS CEA HEP oie anaes enerr 3800 nes eed beiwacdcewelle St See: pererecers 2200 RE. occcccnenaeaseneces LS: Cee? Hoare ert eres 2850 Oakland, Calif.: Less than 10 rooms.................-. 4 SN Sparen 2490 Ns cites cet uebenb OR RE Se: Eee ee 2940 ELT EEN VN Sra 3240 ie cs a gnat awh dbs 2) SSR Saw 2800 Omaha, Nebr.: A EG Se Rees Hp Sean 1920 ER eS! eee: See See 2700 Worcester, Mass.: eo iia ala wack oddac and 1700 EE, SR See 2475 SR rerrrre 2100 a ae 3500 Birmingham, Ala?.................... 1200 100 8 2000 1600 150 8 2800 1800 150 » 3000 2000 150 & 3200 } y end per room, above 7 rooms, up to 16 rooms. to size of building. [28] Se EEO Oe AIT ir aa Salaries of Principals of Elementary Schools 1920-21—Continued Increments City Minimum Maximum Amount | Number 1 2 3 4 5 Syracuse, N. Y.: SEF, LM OMEN Leh oe en $2150 ER: CRE BOM Lie! H 2800 Sry Me: GR. OR 3050 I TD ines cneenecoeesceen sua at SS Seenkerre: 2530 NN 5.6.5 sa a iesenw adie echind datas ‘ae Sree Sree acy 3000 DRO 655.5. o4:sd 4a co-de erava'd aiwork 1900 $100 8 2700 Scranton, Pa.: Less than 4 teachers................. 1000 100 8 1800 SU. eee a: 100 7 1900 8 to 11 teachers.....................| 1500 100 7 2200 ee ee i eee ee 1600 100 7 2300 ey 1700 100 7 2400 20 or more teachers................. 1800 100 7 2500 Paterson, N. J | ETRE ee a | i epee Sees. 3000 REE ee EL conte | a ee Ce 3700 Youngstown, Ohio!................... 1900 100 S- | cssassee ieadedouie wake 50 4 2500 Eee UMMC ESTA Te 3000 New Bedford, Mass.: NT eter ggg 3 8 Sng ca eae Be ec ee i eae 2850 RR cng vec aksriscebesniosel (ame 125 4 2850 SS Pree erer lors Spee Teekiiede: ele!’ 3350 Norfolk, Va.: PS... kaa acdecceedcus 1800 150 5 2500 SE PMI sinc onc co p'enc'ee ants 1800 150 8 3000 Albany, N. Y.: | NEG ereeeees Serer ere 1900 150 4 2500 EES Pee ean of) 2650 150 4 3200 Lowell, Mass.: EES eee ee ee 1250 ee eee 1750 REISE te 1920 2 Beer 3100 SS een ea le FR Pee ete AE 2550 PP I, GRUINDs owns cvcccocosescus 2350 _ a Sees 3450 1 $10 additional for each teacher supervised. A Comparison of Minimum Salaries ; Mini- . Mini- City Rank prone City Rank onde 1 2 3 1 2 3 Milwaukee, Wis............ SPs 3 eee ae 18 or more rooms.........|...... $4100 18 OF MOE TOOTRE......62600)0cbess $3200 FAS 3600 PENT MD goa s 55d diene cele a one 2800 | SEER: Keen 3100 ih ee Speer. 2400 Fewerthan8rooms.......|...... 2600 PR a 1900 New York, N. Y............ 2 3750 SS eer rer See 1700 Boston, Mass.............. 3 3564 || Providence, R.I............ F Iswnes _ ) PSSRReSaae DD are According to size of build- Upper group.............|...... 3500 OS ACRE BAe! EE 3200 RR eg oe oe eg 2500 According to size of build- Seattle, Wash.............. S: Rete ESR error: Ener 3100 650 or more pupils........|...... 3480 According to size of build- 465-650 pupils...........|...... 3120 Oe Ce rarer 2800 280-465 pupils...........|...... 2760 According to size of build- 280 or fewer pupils.......|...... 2400 TOC ee! are 2400 Pe ee Salaries of Principals of Elementary Schools 1920-21—Continued A Comparison of Minimum Salaries—Continued , Mini- . Mini- City Rank oa City Rank a 1 2 3 1 2 3 Providence, R. I.—Con. New Orleans—Con. According to size of build- 100-299 pupils...........)...... $2100 EER See $2100 Fewer than 100 pupils....|...... 2000 Kansas City, Mo........... See Perea peepee Hira 1800 Average attendance 640 Kansas City, Kans.......... 20 | 2350 PIER bee 3050 || Akron, Ohio.............. 21 | 2300 Average attendance 480- New Bedford, Mass......... BE Nvawies ERE | SE” 2650 TT PTE 2250 Average attendance 300- ESSE PE 2250 cds vtenneieeesngen 2350 || Rochester, N. Y............ DP Biacss i > tivon Fewer than 12 teachers...|...... 2200 ER ee See: 3000 || Philadelphia, Pa............ 24 | 2100 A Ae: 2800 || Indianapolis, Ind........... 24 | 2100 i waiiunkee can ebucmee 500 || Worcester, Mass............| 26 |..... RG Un Doecccccesccesel BD hesnas 10 or more rooms.........|...... 100 0 er are 3000 a, cnr 700 se Spey 2400 || Cincinnati, Ohio............ 27 | 2000 Cleveland, Ohio............ i Birmingham, Ala........... a ee 50 or more teachers.......]...... 2970 According to size of build- 40-49 teachers...........|...... 2820 a a ass tienes wwe Oe 2000 90-39 ceachers..........0).000 2670 According to size of build- 20-29 teachers...........).....- 2535 ETA PORE See 1800 IID, 6 onc cocccche cages 2400 According to size of build- Newark, N. J.............. > i. Ae AES SNE Ree 1600 15 or more classes........]...... 2900 According to size of build- Fewer than 15 classes.....|...... 2500 SEES Tee 1200 Jersey City, N. J........... a Ree i ae & mh hed Ee Aaeaen- 2800 TERETE RES 1920 ES A 2300 (Ee Sees 1250 Denver, Colo............... a eee Richmond, Va.............. 30 | 1910 With A.M. or Ph.D.......|...... 2700 || Houston, Tex.............. 31 | 1900 21 or more rooms with A.B.|...... 2700 || Youngstown, Ohio.......... 31 1900 Without A.M. or Ph.D....|...... 2500 || Los Angeles, Calif.......... 33 1880 11-20 rooms with A.B.....|...... 2500 || Scranton, Pa............... | as ee Oakland, Calif.............. tisaw 20 or more teachers.......|...... 1800 « 15 or more rooms.........|...... 2940 16-19 teachers...........)...... 1700 10-14 rooms.............|....-- 2640 12-15 teachers...........}...... 1600 Fewer than 10 rooms.....|...... 2100 S11 teachers............]...... 1500 Albany, N. Y.............. B Scces 4-7 teachers.............)....-. 1200 | Sree Arent 2650 Fewer than 4 teachers....|...... 1000 | Ee Serr 1900 || Norfolk, Va................ 35 | 1800 Minneapolis, Minn......... FF Boece Spokane, Wash............. 35 | 1800 More than 30 rooms......}...... 2600 24-30 rooms.............|...2-. 2400 || Wasuincton, D.C......... i) oer ECC TEE CTE Tee 2200 ee, Ree 1800 12-16 rooms.............).....- 2000 I 5 ical a we wad he eta at 1680 Fewer than 12 rooms.....|...... 1800 Serre Seamer 1560 Dallas, Tex................ 18 | 2500 SS rere mere 1440 New Orleans, La............ a ae St. Paul, Minn............. 38 | 1725 500 or more pupils........|...... 2400 || Louisville, Ky.............. 39 | 1650 300-499 pupils...........]...... 2250 || Baltimore, Md............. 40 | 1500 Summa Washington pays less than 33 cities of the 40 in this list and more than 6, if the eight- room-building principal’s salary is considered. Washington pays less than 36 cities and more than 3 if the twenty-room-building principal’s salary is considered. [30] OE SS Re eee PANE — Salaries of Principals of Elementary Schools 1920-21 A Comparison of Maximum Salaries City Rank Maxi- mum City Rank 1 1 New York, N. Y See 15 or more classes Fewer than 15 classes Rochester, N. Y 46 or more teachers 31-45 teachers 24-30 teachers 18~23 teachers 12-17 teachers Fewer than 12 teachers... Milwaukee, Wis 18 or more rooms 14-17 rooms 8-13 rooms Fewer than 8 rooms Chicago, III Upper group............. Lower group A) SS re Boston, Mass Detroit, Mich 28-50 rooms 22-27 rooms 18-21 rooms 14-17 rooms 13 or fewer rooms St. Louis, Mo 18 or more rooms 14-17 rooms 10-13 rooms Biever, Colo.. With A.M. or Ph.D.. With A.M. or Ph.D. or 21. rooms with A.B......... 11-20 rooms with A.B.. Providence, R. I.. According to size » of build-— According to size of build- ing - eieeeomesn Philadelphia, Pa............ Paterson, N. J Grammar Seattle, Wash 650 or more pupils 465-650 pupils 280-465 pupils 280 or fewer pupils Cleveland, Ohio 50 or more teachers 40-49 teachers 30-39 teachers 20-29 teachers 10-19 teachers Worcester, Mass............ 10 or more rooms Minneapolis, Minn More than 30 rooms 24-30 rooms 17-23 rooms 12-16 rooms Fewer than 12 rooms Cincinnati, Ohio Kansas City, Mo Average attendance 640 Average attendance 80 pupils Average attendance 300 pupils Kansas City, Kans New Bedford, Mass Grammar A Primary and Grammar. . Oakland, Calif. More than 15 rooms 10-15 rooms............. Birmingham, Ala According to size of build- According to size of build- According to size of build- According to size of build- Baltimore, Md Albany, N. Y Grammar Primary Lowell, Mass Syracuse, N. Y Senior, men Senior, women Junior, women Los Angeles, Calif........... Indianapolis, Ind Dallas, [31] sieletetkx ites Ee aes OS ET SE Salaries of Principals of Elementary Schools 1920-21—Continued A Comparison of Maximum Salaries—Continued Washington is last in this list of 43 cities. [32] City Rank | Maxi- City Rank |Maxi- mum , mum 1 2 3 1 2 3 Youngstown, Ohio.......... 32 $3000 || Spokane, Wash.............| 39 ($2550 Pend 2500 || Richmond, Va..............| 40 | 2530 ae i i Sennen Scranton, Pa............... GE bicows Over 700 pupils..........|...... 3000 20 or more teachers.......|...... 2500 Under 700 pupils.........)...... 2500 16-19 teachers...........]...... 2400 St. Paul, Minn............. 34 | 2850 12-15 teachers...........)...... 2300 Akron, Ohio............... 35 | 2800 ES FRE 2200 Houston, Tex.............. 36 | 2700 4-7 teachers.............}...... 1900 Omaha, Nebr...............| 37 |..... Louisville, Ky.............. 42 | 2200 20 or more rooms.........|...... 2700 7 or fewer rooms.........|...... 1920 || Wasuincton, D.C......... i eer New Orleans, La............ a See a Ses vu gall bie od 2200 500 or more pupils........|...... 2650 BO POE ia is cc ccc cccsesfacs sere 2080 300-499 pupils...........)...... 2500 ING 5c bia x ais Sars 0.3 gees eas een 1960 100-299 pupils...........|...... 2350 0 ee re erie 1840 Fewer than 100 pupils... .|...... 2250 Summary SSEete sary “LPR EERE TE. esr ere PETTY 2” 4 r. : ELEMENTARY SCHOOL PRINCIPALS 33 NOTES AND ANNOUNCEMENTS W. T. LoncsHore Principal, Greenwood School, Kansas City, Missouri, Secretary of the Depariment of Elementary School Principals The Boston Meeting The summer meeting of the Department at Boston in connection with the National Education Association was a most inspiring, helpful, and practical meeting. Each of the sessions was largely attended and interest at all times ran high. The fellow feeling among all the principals was most remarkable and enjoyable. The appearance of our First Yearbook was greeted with much interest and as we looked into it we were convinced that it marked an epoch in the work and standing of the elementary school principal. We were feeling justly proud of it. Then when we heard the favorable comment on it from superintendents and professors of education from many leading institutions, we were certain that our Department was arriving. The officers of the National Education Association recognized our Department as one of the leading departments of that great organiza- tion and boldly told us that there were some great problems in education awaiting solution and if they were to be solved in the immediate future that they must be solved by the elementary school principal and further said, “‘we are looking to you to do it.” The Executive Committee of the National Education Association further expressed their confidence in our Department by making us a handsome appropriation of twenty- five hundred dollars for the expenses of the Department for the current year, and this is in addition to what we collect for memberships to our department. The challenge is squarely put up to us. Are we willing to accept it and shoulder the responsibility and go forward and show that we are worthy to occupy the important and responsible positions of elementary school principalships? Those of us that were there, and the number was legion, and all we have heard from, have said that we will; that we propose at all times to keep our faces to the East, holding on to that which is good in the past, always willing to take that which is good in the new and put it into practice, also willing to do our full part in experimenting and testing out that which seems to have a sound basis in psychology or sociology or in both. he program, based on the Yearbook, was carried out in a most interesting and profitable way. In the absence of our worthy president, Mr. Leonard Power, the program was in the hands of the chairman of the Yearbook, Mr. Worth McClure. The meetings were admirably conducted and were largely attended. The interest in the meetings was sustained throughout the week. The feeling was general that, “I am glad that I am an elementary school principal and that I can have a part in such a great work.” The meetings were held in the Assembly Hall, Girls’ Latin High School. The business meeting on Friday at 2:00 p.m. was well and ably conducted by Vice-President Miss Katherine D. Blake, of New York 34 NATIONAL EDUCATION ASSOCIATION City. The officers elected are given in another place, as are also the official minutes of said meeting. The most common comment was the expression of pleasure at the great success of the Department at the end of its first year and that we must make the Department more of a success the second year and each succeeding year. Boston Convention Notes Treasurer Courtland V. Davis was the original busy man at Boston. His membership booth on the floor of Mechanics Hall proved such a success that Mr. Davis had to defend himself against charges of blocking trafic. One lady principal remarked, “I have been looking for a place to join this Department ever since [ arrived. Treasurer Davis is con- vinced that New England principals know a good thing when they see it. As elementary principals we were exceedingly proud of our representa- tives upon the general programs of the National Education Association, Olive M. Jones and Katherine D. Blake. Their powerful addresses were the source of much favorable comment. The sessions of the Department scarcely seemed complete without the presence of Leonard Power, who as president, had attended every previous session from the inception of the Department.. Mr. Power was prevented from coming by his duties as a member of the summer faculty of the University of Texas. His work as leader for 1921-22 was truly remarkable, and due to his efforts we are safely launched on our way. He has promised to be with us at Cleveland. Oakland, California, had a fine representation of elementary school principals at Bostoa. Among them was President E. W. Kottinger, of the Oakland Principals’ Club. The Oakland teachers and principals are entitled to the credit of having financed their own delegates. Principal Ide G. Sargeant, of Paterson, New Jersey, has consented to inaugurate the work of the Committee on Educational Progress. He is planning to have a report ready for the Cleveland meeting. This is the work for which Mr. Sargeant is eminently fitted. Secretary Longshore was elected president of the Elementary School Principals’ Club of Columbia University during the summer session. Mr. Longshore is one of the members of our profession who is always working for the professional advancement of our group. He is in charge of the program of Elementary School Principals for the annual meeting of the Missouri State Teachers Association. Principal Thomas Agnew, of Bayonne, New Jersey, was kept very busy at Boston by his duties as State director for New Jersey, and was unable to be present at all of the sessions of the Department. Mr. Agnew conducted a successful membership campaign in his State last year. He has the distinction of having arranged for the first formal program ever conducted by the Department, and also was in charge of the mid-year program at Chicago last year. Mr. Ambrose Cort, principal of School No. 73, Brooklyn, N. Y., wore his usual genial smile at Boston and told us all about “those boys” of his, receiving our congratulations upon them. FAAP yo rRIRERY, EE Te — 4 aiid ee ee ee eet eee F & t a F SS es ee. ee ops =° tA &®m> 0 Ad on rsrr fs ss =” Wh) er. F th or 3 3 ELEMENTARY SCHOOL PRINCIPALS 35 Everyone who knows Miss Olive M. Jones, principal of School No. 120, New York City, will congratulate the Board of Education if it is wise enough to secure her services as an assistant superintendent of schools. Miss Jones’ experience in special types of schools is needed. Any Board of Education could use her tact and good judgment to advan- tage, as well as her democratic attitude toward all teachers. Miss Sara L. Rhodes, principal of the New York Principals’ Associa- tion, accompanied Miss Jessie M. Fink on a motoring trip around Cape Cod, at the conclusion of the Boston meeting. The Principals’ Exchange Club of Grand Rapids, Mich., is arranging a banquet for all the Elementary School Principals of western Michigan at the meeting of the State Association in Grand Rapids, October 26, 27, 28. Miss Jessie M. Fink, recording secretary of the Elementary School Principals’ Department of the National Education Association is president of the Principals’ Exchange Club of Grand Rapids, Mich. The Club is in a flourishing condition, sustaining one hundred per cent membership in the National Education Association and in the Ele- mentary School Principals’ Department. W. T. Longshore, Principal of Greenwood School, Kansas City, Mo., was present at every meeting of the Department at Boston. He is what we would term an early comer and late goer. Mr. Longshore was the unanimous choice of the delegates for corresponding secretary of the Department of Elementary School Principals. The excellent Yearbook placed Worth McClure at the head of the Department of Elementary School Principals for the ensuing year. Under his direction this compilation is second to none of the contribu- tions of 1922. Mr. McClure, as leader of the Department of Elementary Principals, is certainly an inspiration and we shall move forward to even greater work in 1923. The Cleveland Meeting The next meeting of the Department of Superintendence of the National Education Association is to be held in Cleveland, Ohio, February 25th to March Ist, 1923. President Worth McClure assures us that we will have a program that is worth while and will be of interest and an inspiration to every one in attendance. Save this date and plan to be there and attend every meeting. Many of us remember the Chicago meeting last year. Let us make the Cleveland meeting bigger and better. 36 NATIONAL EDUCATION ASSOCIATION MEMBERSHIP HE CONDITION of membership in the Department of Elementary School Principals is, first, that you are a member of the National Education Association with current dues paid ($2.00) and that you are a member of the Department of Elementary School Principals (dues $2.00). You get with your membership in the National Education Association the Journal of the National Education Association, which in | itself is worth many times the fee paid. It gives you a broad view of [| | what your National Education Association is actually doing and some [| | of the things it hopes to do. : The National Association is most helpful and most loyal to our Depart- ment which it recognizes as one of its leading departments and gives us ; every encouragement. At the Boston meeting it made us an appro- — priation of twenty-five hundred dollars to carry forward the work | : during the current year. We have in addition all the money we collect | 4 iS a SS ee ak *