—————_—= 


VOL. Ill, NO. I OCTOBER, 1923 


BULLETIN 


OF THE S 


Department of Elementary 
School Principals 








Possibilities of the Elementary School Principalship from the 
University Point of View 


The Principal in Action 

Principals of the Present 

The School Assembly as a Socializing Influence 

The Elementary School Principal 

The Principal Factors Which Determine the Efficiency of an 
Elementary School 

The Principal’s Contribution to the Teacher 

Report of Committee on Educational Progress 

Recent Books 

A Review of the Second Yearbook 

The Third Yearbook 

Looking Ahead 


Secretary’s Minutes 








PUBLISHED QUARTERLY BY THE 
‘DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
of the National Education Association of the United States 
1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 
Entered as second-class matter November 20, 1922, at the postoffice at Wash- 
ington, D. C., under act of August 24, 1912. Acceptance for mailing at special 


rate of postage provided for in Section 1103, Act of October 3, 1917, authorized 
December 18, 1922. 











CONWERSIFD 








| co ian pe 
4 \949 BULLETIN 
© 
ee of the 
ynWUPEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


Published quarterly in October, January, April, and July by the Depart- 
ment of Elementary School Principals of the National Education Asso- 
ciation of the United States. Jessie M. Fink, Editor. 

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, 50 cents; 
Yearbook, $1.50. ; 

Members are requested to report at once any change of address, giving 
old as well as new address. 





Entered as second-class matter November 20, 1922, at the postoffice 
at Washington, D. C., under act of August 24, 1912. Acceptance for 
mailing at special rate of postage provided for in Section 1103, Act of 
October 3, 1917, authorized December 18, 1922. 





Executive and Editorial Offices, 1201 Sixteenth Street Northwest, 
Washington, D. C. 





OFFICERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION 
1923-24 


President, W. T. LoNGSHORE 

Greenwood School, Kansas City, Missouri 

First Vice-President, J. D. W1LLIAMS 
Woodlawn School, Birmingham, Alabama 
Second Vice-President, ELIZABETH BATES 
Sixty-Sixth Street School, Los Angeles, California 
Third Vice-President, Grorce A. BEERS 
Clark School, 3925 West Van Buren Street, Chicago, Illinois 

Secretary, JEssiE M. FINK 

Palmer School, Grand Rapids, Michigan 


Treasurer, COURTLAND V. Davis 
J. E. B. Stuart School, Norfolk, Virginia 


Executive Committee 
J. W. ANTHONY 
225 Hampton Street, Pittsburgh, Pennsylvania—term expires in 1924 
Mary McSkImMon 
Pierce School, Brookline, Massachusetts—term expires in 1925 
ANNA LAurRA Force 
Lincoln School, Denver, Colorado—term expires in 1926 
Luise H. Krauss 
Grattan School, San Francisco, California—term expires in 1927 








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POSSIBILITIES OF THE ELEMENTARY 
SCHOOL PRINCIPALSHIP FROM THE 
UNIVERSITY POINT OF VIEW 


WILLIAM S. Gray 5 & 


Dean of the School of Education, University of Chicago, Chicago, Illinois 


Current problems of elementary education form a storm-center of vigorous 
thought and discussion. Such matters as the size of the elementary school 
unit, its codrdination with other units, improved methods of classifying 
pupils, the selection of new materials of instruction, and better methods of 
teaching are receiving deliberate and thorough consideration. There is every 
indication that the next decade will witness radical changes in the character 
of elementary education and that there will be unparalleled opportunities 
for constructive leadership on the part of elementary-school principals. 
These opportunities will extend from the improvement of the routine phases 
of administration and supervision to fundamental changes in the organization 
and content of elementary education. Without deprecating the value of 
routine responsibilities, it is the purpose of this discussion to emphasize the 
opportunities of principals in promoting fundamental educational reforms. 

The need of important reforms can be briefly explained. During the last 
seventy-five years social forces have brought about radical changes in the 
purpose and scope of elementary education. In 1850 only a small part of 
one’s education was secured from books and teachers; today society demands 
that schools provide extensive training for efficient citizenship. Formerly 
schools were responsible for little or no training outside the three R’s; during 
recent years the range of subjects has greatly increased. Scarcely a year 
passes without vigorous demands for new and desirable types of training.. 

Elementary schools responded to the demands of the past primarily 
through expansion. ‘The length of the school year was increased, the ma- 
terials of instruction were expanded, new subjects were introduced, larger 
and better buildings were constructed, more books and better equipment 
were provided, and a wider variety of teaching devices were introduced. 
In fact expansion continued until there is now little or no opportunity of 
meeting new obligations through additions. The time has come when the 
whole program of elementary education must be canvassed thoroughly, if 
elementary schools are to become highly efficient in providing modern educa- 
tional opportunities. 

Needed reforms can be accomplished and future progress assured only 
through the systematic and vigorous codperation of all agencies interested in 
elementary education. Society must make its needs known through various 
agencies. Research foundations must supply funds for the comprehensive 
study of fundamental problems. Students of education must make detailed 
investigations of problems relating to school organization, materials of in- 
struction, and methods of teaching. The unique opportunity of the principal 
lies in the fact that he supervises and directs the institution in which changes 
should be made. 


[3] 


41999 












NATIONAL EpuCATION ASSOCIATION 





—. 


In the past the forces urging changes were largely external to the school. 
What is needed in an era of rapid social change and of noteworthy progress 
in educational science are forces within the school which are alert and 
responsive to society’s needs and to fundamental changes suggested by 
scientific investigations. Because of his intimate and vital relation to the 
school, the elementary school principal is in an admirable position to wield 
a strong influence in promoting fundamental reforms. His possibilities jn 
this connection can be described most clearly by discussing examples of sig- 
nificant changes which are needed in school organization, the content of 
elementary education, and methods of teaching. 

Detailed investigations are being made by several agencies of appropriate 
administrative units in public education. The purpose of these investigations 
is to define the various units and to secure codrdination between them. This 
is a problem which cannot be solved without the full codperation of prin- 
cipals. Proposed changes in the organization of elementary schools must be 
tried out in order to determine their advantages and limitations. The 
problem must be studied in various communities, for it is not unlikely that 
the size of administrative units should differ in regions of sparse and dense 
populations. Of even greater importance is the need of investigations to 
determine how an eight-year school can be reorganized most advantageously 
into a six-year unit. Energetic principals in various parts of the country 
who are demonstrating in concrete terms new and efficient forms of school 
organization are making very significant contributions to the scientific solu- 
tion of this important issue. 

A second problem relates to the functional codrdination of administrative 
units. In the past, each unit has usually set up objectives of its own without 
careful consideration of the work which precedes or follows. For example, 
many kindergartens have given little attention to instruction which prepares 
definitely for specific problems or subjects in the first grade. Recent studies 
made in Seattle, Washington, and in other cities, show clearly that several 
prerequisites for reading can be emphasized to advantage in the kindergarten, 
such as wide experience, facility in the use of ideas, fluent command of simple 
English sentences, a relatively wide speaking vocabulary, and a genuine 
desire to read. Principals who define in specific terms the relationship be- 
tween the elementary-school grades and the units above and below them 
secure greater economy in their own schools and contribute directly to the 
rapid solution of similar problems in other schools. 

There are problems relating to the internal organization of elementary 
schools that are demanding careful consideration. The most urgent of these 
is doubtless the need of improved methods of classifying pupils. With the 
introduction of intelligence tests, pupils have frequently been grouped on the 
basis of their mental age. Evidence is at hand to indicate that other factors 
must also be considered. These will be determined and improved methods 
of classification derived through deliberate studies of the problem made bj 
principals in the practical administration of groups of children. 

Three opportunities to contribute to fundamental reforms in school ad- 
ministration have been mentioned. ‘They include the reorganization ot 





ELEMENTARY SCHOOL PRINCIPALS 





administrative units, establishing effective codrdination between them, and 
deriving improved methods of classifying pupils. These problems, and 
many others, are challenging the interest and serious consideration of pro- 
gressive principals in all parts of the country. The coédperation of principals 
is of the greatest significance, because they control the practical situations in 
which proposed changes must be tried out, improved, and refined. Attention 
will be directed next to equally important opportunities in improving the 
content of elementary education. 

The recent report of the committee appointed by the National Council of 
Education emphasized the need of fundamental changes in the course of 
study. In the first place there must be exact determinations of the pupil 
experiences which should form the core of the elementary school curriculum. 
Research agencies must of necessity assume responsibility for comprehensive 
studies on a Nation-wide basis. Much of the information which is needed 
must be secured from deliberate studies of the habits and needs of children 
as they are revealed in the classroom. Furthermore, new materials of instruc- 
tion can be adapted to the needs of children only through their experimental 
use in the classroom. ‘The hundred or more principals who are making use 
of and criticizing proposed materials of instruction in the social sciences are 
taking advantage of a significant opportunity. Without their codperation 
progress in the organization of that material would be much slower and far 
less certain. 

A second problem in curriculum making grows out of a demand for fewer 
units of instruction each day in contrast to numerous recitations in different 
subjects. ‘The proposed plan emphasizes the value of productive correlations ; 
the traditional plan insures progressive sequence and constant growth in 
dealing with problems in a particular field. There is need of detailed analyses 
of the relationships existing between bodies of subject-matter, and carefully 
directed experiments to determine the growth of pupils in knowledge, intel- 
lectual power, and skill, when different principles are employed in organizing 
and presenting units of subject-matter. 

These problems cannot be solved in a few experimental schools. ‘The 
cooperation of principals and teachers in numerous types of schools is abso- 
lutely essential to any adequate solution of curriculum problems. ‘The 
best examples available today of productive subject-matter units have been 
prepared by elementary school teachers working under the direction and 
constructive criticism of progressive principals. 

A third and very urgent problem at this time is the construction of suitable 
courses to meet the needs of different ability groups. Research agencies 
may be able to provide suggestive courses and standards of accomplishment. 
The work of the committee of the National Society for the Study of Educa- 
tion on the education of gifted children is very promising in this connection. 
The recommendations of such committees become productive only when they 
are appropriated by principals, modified to meet conditions in particular 
classrooms, and refined as a result of accumulated experience. 





NATIONAL EpuUCATION ASSOCIATION 





Three examples have been given of valuable opportunities to contribute to 
needed changes in the content of elementary education. Inasmuch as 
principals are in administrative control of the institutions where changes 
should be made they virtually hold the key which may open or close the 
door to needed reforms. They have the opportunity of developing new 
units of instruction, of making experimental use of proposed courses of study, 
of adapting materials of instruction to the needs of individual schools and 
different ability groups, and of modifying continually the programs of their 
schools to meet the demands of a changed social order. 

The final example which will be presented emphasizes opportunities to 
promote fundamental reforms in methods of teaching. Although the example 
is taken from the field of reading, the opportunities which are discussed 
have wide application. The discussion is limited to the field of reading 
because the history of recent changes in that subject illustrates admirably 
significant opportunities open to principals, and emphasizes the fact that 
reform in any subject depends largely on the contributions which principals 
and teachers make toward the solution of the problems involved. 

Modern reforms in the teaching of reading began with a clear-cut distinc- 
tion between oral reading and silent reading. By means of time measure- 
ments it was found that fluent readers read more rapidly silently than they 
read aloud. It was shown later by more detailed laboratory studies why this 
was true. At the time these investigations began, instruction in reading was 
limited almost exclusively to oral exercises. In the course of time, evidence 
in regard to the distinction between oral and silent reading became so im- 
pressive that it could not be ignored. Principals who had followed the 
progress of scientific studies urged the adoption of silent reading instruction 
in their schools and made administrative provision for it. ‘Teachers studied 
the differences between oral and silent reading which were evident in the 
classroom, and they planned specific exercises to secure progress in each type 
of reading. As classroom experimentation continued a demand arose for 
new types of reading materials. ‘The response to this demand has been a 
veritable flood of supplementary reading books and so-called silent readers. 

The lesson which this incident in the history of, reading teaches is that 
the research man and the principal have significant opportunities and obliga- 
tions in securing educational progress. The scientist must be diligent in his 
search for fundamental principles of procedure and for important differences 
in the mental processes of children. The duty of the principal is to keep 
thoroughly posted concerning such investigations, to organize, with the help 
of his teachers, methods of instructions based on significant distinctions, and 
to make administrative provisions for them. As constructive work goes 
forward in the classroom, distinctions will be discovered which were not 
noted in the laboratory. Classroom studies as well as laboratory studies are 
therefore essential to a thorough investigation of problems of teaching. 
Reform in any field of instruction goes forward most rapidly when research 
men and principals codperate in discovering significant differences and in 
reorganizing instruction when changes are needed. 





ELEMENTARY SCHOOL PRINCIPALS 





With the introduction of silent reading instruction a new demand arose. 
Principal and teachers soon discovered that clearer definition was necessary 
of the fundamental habits in oral and silent reading, and the most important 
periods for emphasizing each. The demand became so insistent that funds 
were provided by the Commonwealth Foundation for a detailed study uf 
reading habits. ‘The specific purpose of Dr. Buswell’s investigation was to 
determine the stages of growth for three important elements of reading. 
The results of his studies supplied teachers with a body of illuminating facts 
concerning important reading habits. They showed clearly when these 
habits normally approach maturity in their development. ‘They suggested 
vital questions concerning current methods of reading instruction and pointed 
out desirable changes in the teaching of reading. 

This step in the reorganization of reading instruction emphasizes the 
importance of the discovery of problems in the classroom. ‘The principal 
can promote progress in a given subject by actively seeking for problems which 
need additional study. These can be discovered through testing, personal ob- 
servations, and by discussing with teachers the difficulties which they en- 
counter. In many cases these problems can be solved through careful studies 
carried on in the classrooms in which they originate. In other cases, it will 
be necessary to refer them to laboratories where more elaborate methods of 
investigations can be employed. 

Time will permit the discussion of only one additional step in the reor- 
ganization of reading instruction. When teachers began to emphasize 
silent reading the fact was soon recognized that this type of reading occurs 
in a variety of forms some of which are relatively simple and other extremely 
complex. Detailed laboratory studies were therefore made of the adjust- 
ments of the reader to different kinds of passages and when reading for 
different purposes. A study was also made of the mental processes which 
may be aroused during analytical study as distinguished from reading. The 
result showed that there are important distinctions between types of silent 
reading. The next step in the improvement of teaching is to organize meth- 
ods of teaching silent reading which take into consideration significant 
differences in the mental processes involved in reading for different purposes. 

During the next five years, principals will have abundant opportunity to 
bring about radical changes in the character of the instruction in reading in 
the schools under their supervision. “Teachers must be informed concerning 
important distinctions between different types of reading and their signifi- 
cance. Applications must be made of general suggestions concerning appro- 
priate methods in order that they may be modified and refined. Records 
must be made of specific difficulties which are encountered in order that they 
may be studied more thoroughly in laboratories. The kinds of selections 
which interest and hold the attention of pupils must be studied in the class- 
rooms of all types of schools in order that textbook makers may proceed 
intelligently in supplying appropriate silent reading materials. In fact, 
progress in the improvement of instruction in all subjects depends more 
largely than is usually recognized on the results of detailed studies made by 
classroom teachers. Principals have unusual opportunities at this time in 





NATIONAL EpuCATION ASSOCIATION 





stimulating interest in improved methods of teaching, in instructing teachers 
concerning important distinctions, and in aiding them in the refinement of 
the technique of teaching. 

This discussion has emphasized the opportunities of principals in securing 
fundamental educational reforms. In an age of rapid social change and 
significant progress in the science of education, the importance of their 
contributions cannot be over-emphasized. Reforms can be accomplished only 
as problems are thoroughly studied both in the classroom and in the labor- 
atory. Constructive suggestions have value only as they are tried out in con- 
crete situations, modified to meet existing conditions, and refined as a result 
of accumulated experience. In their administrative and supervisory capaci- 
ties, elementary-school principals hold commanding positions. They have the 
unique opportunity of opening the doors of elementary schools to needed 
reforms and of contributing directly to a reorganization of elementary 
education on a practical and scientific basis. 





THE PRINCIPAL IN ACTION 


A. E. WIinsHIp 
Editor, The Journal of Education, Boston, Massachusetts 


The unit of the American Republic is the neighborhood. ‘The only 
universal functioning of a neighborhood is the elementary school, whether 
of one teacher or of a hundred teachers. In the final analysis, the princi- 
pal is the functioning factor in the elementary school which is the func- 
tioning unit of the neighborhood from which the American Republic is 
built. 

A private school may be invaluable to individual students, may make a 
bigger man or woman of a given boy or girl, but no private school can 
function as a neighborhood. A church school can be more religious than a 
public school can be but it can never be a neighborhood. 

Important as is the classroom teacher, she can never function as a neigh- 
borhood. factor except as she functions through the elementary school, the 
controlling factor of which is the elementary principal who has come to 
be a vital American institution. The new opportunities of the elementary 
principal brings increased responsibility. He is now, first of all, a neigh- 
borhood leader through the children. The classroom is his responsibility 
only when the classroom teacher fails to function adequately, the neighbor- 
hood is his responsibility at all times. When a teacher’s friction makes a 
large draft on the principal’s time and energy she is robbing the neighbor- 
hood of its just deserts. 

Projects, pageants, clubs of various kinds afford limitless opportunities 
for a principal to reach and unify the neighborhood in city or country. No 
principal is functioning adequately unless he devotes much time and thought 
to neighborhood leadership. It is no longer his special duty to look after 
the way the children learn the detail of school subjects. 

The neighborhood is an important unit in the greatest and oldest repub- 
lic in the world, and the preservation of the republic is the preservation of 
neighborhoods, and the preservation of the neighborhood for tomorrow is 
chiefly dependent upon the way the principal has the school function in 
the community. 





PRINCIPALS OF THE PRESENT 


James E. RusseEty 
Dean of Teachers College, Columbia University, New York City 


I have a great deal of sympathy for the principal of any kind of school. 
This afternoon, after listening to the advice given by Dean Gray, I experi- 
enced a particular feeling of sympathy for the principal of the elementary 
school. Again, when viewed from another standpoint by Dr. Winship, 
whom I have learned to love and respect, the principalship appears ap- 
palling in its scope and possibilities. 

The principal of a school, like the head of any organization who is 
obliged to work through others, must take into account certain human 
factors. I am not as certain as Dr. Winship is that the head of any great 
industrial concern is wholly ignorant of what his employees and associates 
are doing. On the other hand, I am quite positive that the detail outlined 
by Dean Gray is impossible for any principal of a school to accomplish. 

The work of a principal of schools is to get things done through other 
people. He must know, in a general way at least, what is to be accom- 
plished, and through his organization he must, to a certain extent, know the 
capacity, abilities, and the undertakings of those who work under him. It 
is true that the successful principal of a school must have a high ideal as to 
what his pupils are going to do and what they are going to be when they 
leave school. The work, then, of getting things done through others in- 
volves not only a certain amount of general information, together with 
special knowledge and a certain understanding of the technique to be em- 
ployed, but it also means that the principal must be a master in dealing 
with human beings. The getting of things done through other people is a 
different problem from doing these same things ourselves. It is one thing to 
do a piece of work, and another to get it done successfully. In all adminis- 
tration there are human factors to be considered. 

What are the human factors involved in the work of principalship of the 
public elementary school? With whom do you have to deal? In other 
words, who are the persons through whom you must work in order to 
get things done that are worth doing? ‘These persons are your teachers or 
members of the staff and these persons differ among themselves more than 
the famous provinces of Gaul. If you have twenty teachers, you have 
twenty different personalities to deal with. ‘There are no two alike, yet 
in my experience I have come to feel that there are at least two general 
types of teachers. 

The first type is the teacher who loves the subject he teaches. Out- 
standing in our personal experiences there may be two or three such teachers. 
They are the ones who had so great a love for the subject that they were led 
to study it; they are the ones who brought the subject to us in such a way 
that we in turn came to respect it, if not to love it. 

In my own personal experience I have had one teacher in a public school 
who loved his subject. That subject was arithmetic, and that teacher 


[10] 





ELEMENTARY SCHOOL PRINCIPALS 11 





reveled in the study of arithmetic. I unexpectedly found another teacher 
of this kind in my college course. In looking for a snap course I took 
English literature with the intention of using the time for getting up on 
some other subject, but no sane person could listen to Professor Corson read 
Shakespeare, Tennyson, and Browning—about all he did was to read and 
throw in a few words of explanation as he went along—without some- 
how having the love for the subject that was in him carry over. The result 
is that I owe to him the greater part of the interest I have in good reading 
of English literature of any kind. The teachers who love their subjects and 
who have the ability to carry over to the study something of that same love 
cannot help feeling that the well-being of the student depends upon getting 
that subject, getting just as much as possible, and getting it just as 
thoroughly and systematically as possible. Consequently, in order to mag- 
nify his subject and make it of greatest service to the student, he develops 
his courses and expands his offering into a department of instruction. 

But there is another type of teacher, the one who is vocationally minded. 
Instead of asking what the subject will do for the student as the academi- 
cally minded teacher does, this teacher is constantly asking what the student 
can do with the subject. These are the teachers who think constantly in 
terms of the needs of the students. They have before them the fact that 
boys and girls leave school forced to earn a living. If the school fails to give 
them some preparation for the duties that await them, there is no other help 
available. The earning of a decent living is prerequisite to well-being in 
any position in life. Therefore, in the formation of the curriculum, in the 
materials of instruction, and in the methods of teaching, due consideration 
should be given to the practical applications of what is learned to the 
demands of the vocation in which our pupils are to be engaged. 

These two types of mind are found among teachers of all grades, from 
kindergarten to university. "The academically minded teacher properly 
finds his greatest opportunity in the high school and college ; the vocationally 
minded teacher reaches his zenith in the trade school and the professional 
school. But every principal has both to deal with, because I verily believe 
the Lord made us all to learn in one direction or the other, and no amount 
of training or persuasion can ever bring us to see eye to eye. 

Most of the administrative problems which confront a school principal 
are rooted in these fundamental differences. Every discussion concerning 
what should be taught and how it should be taught aligns one group against 
the other, and, generally speaking, the best that can be hoped for is a com- 
promise. ‘The worst that can happen is the recrimination that too often is 
engendered by honest differences in opinion. Haven’t you heard it said that 
we who are vocationally minded have no respect for scholarship, no love 
for learning, no interest in character-building? And on the other hand, 
isn’t the academically minded teacher sometimes characterized as a “ moss- 
back,” a theorist, a person who perfers to teach a subject rather than to 
teach children? 

The plain fact is that both types are needed, and needed in most schools. 
The earning of a living is conditioned by making life worth living. Some- 








12 NATIONAL EpuUCATION ASSOCIATION 





how, therefore, the principal must learn how to get on with both kinds of 
teachers, and to get from each that which each is best qualified to give. 
Moreover, he must bring the two groups into friendly relations with each 
other. If they can’t agree, they must still respect each other’s opinions. Let 
them understand that there is a higher end than the realization of the per- 
sonal desires of any one person, or any group of persons; that the well-being 
of the institution and of its students is preeminent. Once this standard is 
set, you will not find it difficult to secure that harmony which merges per- 
sonal preferences into the general good of all. 


THE SCHOOL ASSEMBLY AS A SOCIALIZING 
INFLUENCE 


Etta M. Propsst 
Principal of Longfellow School, Minneapolis, Minnesota 


The school assembly as a regular activity of the elementary school is a 
comparatively recent development. One has only to consult the architec- 
tural plans of the average elementary school of a few years ago, to discover 
that no thought whatever was given to an assembly room. High schools 
and universities were usually equipped with auditoriums, but evidently 
school assemblies were not considered a necessary part of elementary edu- 
cation, for no provision was made for a room big enough to hold a general 


assembly. 

I had my first teaching experience in a school of this old type. At that 
period of educational history each classroom was a distinct unit. There was 
little coérdination of effort, no common building projects, and consequently 
little unity of purpose. This lack of school spirit made building discipline 
something of a problem, and many extra responsibilities were placed upon 
the teachers because of the necessary hall duty, and the supervision of the 
playground and basement 

The children seldom met in a large group and therefore had little train- 
ing in assembly etiquette ; so when an occasion arose, when it was necessary 
for the entire school to assemble, the result was rather disheartening. I 
remember with painful distinctness the occasions when we gathered in the 
hall to celebrate the Christmas season and to observe Memorial Day. A 
community Christmas tree made the first necessary, and a speech by an 
old soldier was the occasion for the second. 

The children were marshalled into the hall under the watchful eye of 
the teacher who spent an uneasy hour with attention divided between the 
program and the behavior of her class, while the children, feeling no par- 
ticular responsibility for behavior, made the most of their opportunity. 
Discipline in those days, was spelled with a capital “ D,” but because it was 
teacher-directed, almost anything could happen when the children were 
placed in a strange situation with the usual controls removed. Self-control 
and self-direction were preached, but we knew them only in theory, not 





ELEMENTARY SCHOOL PRINCIPALS 13 





in practice. Invariably the children reacted normally from the repression 
of the schoolroom; the lid was off and the kettle boiled over. It was no 
wonder that we dreaded these occasions, and saw little good in a school 
assembly. 

Today, however, as social values in education are being stressed in our 
curricula and methods, and the possibilities of the elementary school assembly 
as a means of furthering education for social efficiency are becoming more 
and more apparent, we find that school equipment is conforming to the 
demands of the new education. Most of the modern well-equipped ele- 
mentary schools are supplied with auditoriums. Where there is no regular 
auditorium, we usually find a gymnasium of sufficient size to permit an 
assembly of the entire school. 

I recently visited an elementary school in one of our large cities, where 
no expense had been spared in the matter of equipment. The auditorium 
was a revelation to me. In capacity and equipment it eclipsed many of 
our opera houses, and almost rivalled some of our moving picture palaces. 
But when I tried to learn what use was made of this wonderful equipment, 
I was greatly disappointed. The auditorium was used mainly for school 
entertainments, and occasionally for community singing. ‘The assembly 
was not an integral part of the school. 

This is apparently not an unusual situation, for since then I have talked 
with school people from various parts of the country, where elementary 
schools are equipped with assembly rooms, and I find that the problem fre- 
quently is ‘‘ What shall we do with our auditorium period?” 

There is little literature available on the subject of the elementary school 
assembly. The most helpful statement that I have found is one that was 
published last year by the Lincoln School of Teachers College, Columbia 
University. This pamphlet is entitled, ‘“‘ Some Uses of School Assemblies.” 
It describes various types of assemblies and is rich in suggestion. The 
ideal, as set forth in the foreword, is “‘ one of vital school meetings where 
pupils learn to share their interesting experiences, to express themselves 
intelligently, easily, and naturally; where they grow toward higher stan- 
dards of comradeship, citizenship, and scholarship through codperative 
efforts in school affairs.” 

Those who are finding it difficult to use the assembly period with profit 
are among those who limit the use of the assembly to the purpose named in 
the first part of the Lincoln School statement—that is, the presentation of 
programs of various kinds. However, in my judgment, the great value of 
the assembly is suggested by the second part of the statement—the oppor- 
tunity it affords for growth “toward higher standards of comradeship, 
citizenship and scholarship through codperative efforts in school affairs.” 

In the Longfellow School, of Minneapolis, the assembly is a clearing- 
house for school information, policies, purposes, and laws. "The whole 
school family considers together matters which concern the entire group. 
A “large group” consciousness is thus developed, and the goals which 
are set before the children become less difficult of attainment, because all 








14 NATIONAL EpUCATION ASSOCIATION 





are thinking together. The direct contact also does away with any possi- 
bility of misunderstanding or confusion of ideas. 

When I was assigned to this district five years ago, the school was housed 
in an old three-story building that was built in the days when the stairs 
were steep and the halls dark and narrow. ‘There was no gymnasium. 
There was so much congestion in the halls and stairways, that hall duty 
had been necessary ; at least the first thing I saw, was a schedule posted in 
the hall assigning teachers to various posts for hall and basement duty 
before school and at recess. It was not accustomed to this procedure, as | 
had always believed that building machinery could be managed better by the 
children themselves, and at less cost. But before I could bring about this 
change in management it was necessary for the children to think about the 
matter as I did. ‘The teachers said it couldn’t be done. 

The old building was dingy and discolored, and naturally it was difficult 
to arouse pride in its care. Moreover, the new Longfellow School, a beau- 
tiful bungalow building with gleaming white enamel and expensive fumed 
oak finish, was almost completed and ready for use. I trembled to think 
what might happen when we entered its lovely halls. Clearly something 
had to be done, and that right away. The new building was spread all 
over a big city block; it had seven entrances and many long winding hall- 
ways. It was manifestly impossible to have teacher-control with any success 
under these conditions. ‘The only solution was self-direction and seli- 
control. 

So I called our first assemblies, and we met in the dim narrow halls in 
three groups, one on each floor. We talked things over, always with the 
new building in mind. Eventually it was decided to organize in each 
classroom a civic league which should serve as the codperating unit in 
getting our house in order. 

Each chapter elected its president, secretary and line captains. We have 
found that this responsibility not only gives children experience in recogniz- 
ing and selecting leaders, but that they are more likely to be obedient to 
leaders of their own choosing. The president appointed minor executives, 
sentinels for hall duty, and housekeepers for care of the rooms. ‘The room 
organizations understood they were responsible for the building machinery. 

This was a new game and the children entered into it with enthusiasm. 
It was not all smooth sailing, however. Some of the executives were 
incompetent, others were tyrannical and I had many tangles to straighten 
out those first few weeks. We kept our hands off, however, and let the 
children solve their problem, except when there was discord or mutiny, and 
then we took the reins of authority into our own hands. It has been our 
experience that while children can be trusted with executive responsibilities, 
they lack the wisdom and experience to deal efficiently with those of their 
number who are in need of discipline. When children sit in judgment on 
their fellows, the usual result is a weakening of respect for authority, and it 
is my opinion that this is the rock on which so many systems of student- 
government have come to grief. 














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Air's 
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uty 


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15 





ELEMENTARY SCHOOL PRINCIPALS 





—_ 


As the children became accustomed to their new responsibilities, the order 
about the halls and playground steadily improved. Of course, there were 
distressing lapses, but when things did not go well we talked matters over 
in assembly and kept the goal constantly before us. 

Finally, the day arrived when the new school was completed and ready 
for occupancy. The line captains had previously visited the building to 
locate their new rooms, and were now ready to guide their squads to their 
new quarters. 

Moving day was a good test of the morale that had been developed 
through assembly. All of the classes followed the regular daily program in 
the old building until morning recess at 10: 30. During the recess period 
the classes under the leadership of their line captains marched five blocks 
to the new building, walked into their rooms, hung up their wraps and went 
to work. ‘Twenty minutes after the children had left the old building they 
had switched on to their program in the new building and not a lesson was 
missed. 

On the afternoon of that first day, we had our first assembly in the 
beautiful gymnasium of the new school. It was a joyous occasion. Every- 
body made speeches and children from the kindergarten to the eighth grade 
told what they could do to show their appreciation of their wonderful new 
school. ‘There were chairs for the teachers but none for the children, so 
they sat comfortably and happily on the clean hardwood floor of the gym- 
nasium, 

The civic leagues which were organized at that time, are still operating 
and form the link between the general assembly and the classrooms. 
Without these codperating units the assembly could not function as effec- 
tively as it does. 

No attempt is made to have the meetings of the various civic leagues 
uniform in character. The time of meeting, length of session, and nature 
of the program is determined by each group, according to its special need 
and the purpose which the individual organization serves. 

A record is kept of the business meetings and the minutes are read at each 
session. A glimpse into the secretary’s book reveals many interesting things. 
One notes that most of the motions have to do with the codperation of the 
children in some building enterprise or room project. School business which 
is mentioned in general assembly usually finds an echo in this childish record. 
In all of the minutes one reads the whole-hearted endeavor of the children to 
raise not only the standard of scholarship but the standard of behavior as 
well. 

All of the chapters have certain specified responsibilities in the matter of 
building management. Each executive has a definite program. The 
sentinels are responsible for order in the halls, for seeing that shoes are 
properly scraped in muddy weather, for keeping outside doors closed during 
cold weather and all the many other details that are connected with passing 
in and out of the building. 

The room organization is responsible for classroom management in the 
absence of the teacher. When a teacher is absent: and the substitute is 


- 











16 NATIONAL EpucATION ASSOCIATION 





late in arriving, I make a point of not visiting the room in this interval. 
The children always recognize this situation as an opportunity to test 
their powers of self-direction and initiative, so the president takes charge 
and the program proceeds along the usual lines until the substitute arrives. 

While the civic leagues are the working units, the weekly assembly is the 
dynamo which supplies the energy to keep the building machinery operating 
effectively. It is of twenty minutes duration and is held every Tuesday 
at 2:55. Promptly at the ringing of the assembly gong, the three doors 
of the gymnasium swing open, and each squad, with the captain at its 
head takes its appointed place. The teachers do not accompany the children. 
They are relieved of all responsibility for assembly etiquette and are seated 
together in another part of the gymnasium. ‘The children appreciate 
their responsibility for good order and can be depended upon to behave 
sensibly and give respectful attention to the program. 

The announcements come first, and most of these are made by the chil- 
dren. The president of the Four Square Club usually has an announcement 
to make with reference to a hike or some other proposed club activity; the 
thrift secretary gives a report on the amount of savings deposited the 
previous banking day and a pennant is awarded to the room having the 
highest per cent of depositors. When an issue of the school magazine, 
“ Longfellow Life,” is due the circulation manager solicits subscriptions 
to the paper, while at other times the managing editor solicits contributions 
to its pages. When a schedule game is to be played by any of the athletic 
teams, the team captain usually conducts a “pep fest.” The team is 
cheered and the childish voices of the kindergarten children unite with 
those of the Rooter Club in giving “ fifteen big ones ” to the heroes of the 
hour. Sandwich sales, and paper sales are advertised by those interested, 
and the children have grown so accustomed to addressing the entire school, 
that they are as free from embarrassment and self-consciousness on the 
stage as they are in their own classrooms. 

After the announcements are made, I am given my opportunity to talk 
with the children about any matter that needs to be considered. Some- 
times it is my privilege to commend some praiseworthy effort; and again, 
some family trouble may need to be cleared up. . It is a building practice 
to note any evidence of carelessness or mischief and to mention the matter 
in assembly. The children who are responsible are expected to report on 
themselves immediately after assembly, and they seldom disappoint us. 

Not long ago a resident reported that several boys had been seen catching 
on freight cars in the railroad yards. The boys were not recognized, but 
it was thought that they attended our school. The matter was mentioned 
in assembly and the danger of playing in the railroad yards was pointed out. 
All of the boys concerned promptly reported on themselves, and their 
statements checked so accurately with the report I had received, that | 
knew they were telling the truth. They agreed to keep out of the rail- 
road yards in the future and, as far as I know, they have kept their promise. 
A short time before this, several boys were suspected of smoking. ‘The 
subject was brought up in assembly, and the boys were instructed to report 





ELEMENTARY SCHOOL’ PRINCIPALS 17 





on themselves if guilty. Within forty-eight hours every one that was even 
remotely suspected reported on himself together with several others to whom 
no suspicion had been attached. Each boy was directed to make a statement 
telling when and where he smoked, and where he obtained his cigarettes. 
This statement was dictated privately to the school stenographer, read by 
the boy and signed. This same procedure had been followed the year before 
and it was interesting to note that of all the boys who had erred the year 
before, there were only three upper-grade boys who had lapsed. ‘Two of 
these were persistent offenders so the matter was taken up with their 
parents. The third boy did not come to the office but I found this letter 
on my desk the next morning: 

Miss PRosstT: 

I have broken my promise to you since last year about smoking. I don’t like 
the habit of smoking, but I forget when boys give cigaretts to me. I have smoked 
about six sigarettes since you spoke to me last year. Often, at times when I start 
smoking, I think about what I promised you and throw the cigarette away. I am 


sorry I broke my promise. Youd wale 
ou uly, 


R. E. 


In talking the matter over with Robert, I learned that he had been work- 
ing in a shoe shining shop during summer vacation, and that his companions 
were grown young men who smoked habitually. It was easy to under- 
stand his difficulty in keeping his promise. So considering the fact that 
the only evidence which I had was that which he furnished against himself, 
the nature of the temptation, and the fact that he had not touched a 
cigarette since the beginning of school, his offense was pardoned. 

Most of the offenders were little boys in the fourth and fifth grades who 
were just beginning the habit. In the case of these boys it was considered 
that the confession together with the signed statement in the office files, 
would be a sufficiently powerful deterrent to prevent a recurrence, so the 
whole proceeding was kept confidential. ‘This is our procedure for con- 
trolling the trespassing of children on other people’s property, the use of 
bad language, roughness on the playground, dishonesty, or any other acts 
that are incompatible with good citizenship. 

Some teachers might criticize the public mention of a misdemeanor as 
bad psychology, but it has been our experience that if a fault of which the 
children are aware is glossed over or ignored, it is very likely to be repeated. 
The children have made great gains in the matter of frankness in admitting 
a fault, so that it is seldom necessary to hold an inquiry in order to clear up 
a situation. 

The most enjoyable part of our assembly is the impromptu program 
given after school affairs have been taken care of. No committees or groups 
of teachers are held responsible for the program. ‘That plan was tried 
but it proved to be an added burden on the teachers. Our present plan 
is simple and quite satisfactory. On the day of the assembly the teachers 
send to me in writing any number that the children are prepared to give 
which might be of interest to the school. No one feels obliged to get any- 
thing ready but we usually have more offered than we can use and there 





18 NATIONAL EpuCATION ASSOCIATION 





is generally a pleasing variety. The contributions are always taken from 
the regular work of the school, so the program reflects the trend of thought 
and interest in the daily work. 

A public hearing for the finest and best in the school serves many pur- 
poses. It furnishes an incentive for the best work, it gives inspiration to 
the entire group, and it affords the pupils who participate excellent train- 
ing in public speaking. Dramatizations and plays are given, stereopticon 
talks are made, original poems and compositions are read, and class exer- 
cises of various kinds are given; in fact any number which affords pleasure 
or profit is welcome lacking on this impromptu program. Occasionally 
artists from outside are invited to give a musical program, and speakers to 
address the assembly on various citizenship subjects. ‘The school orchestra 
and the boys’ and girls’ glee clubs play an important part on the assembly 
program, and they are always enthusiastically received. 

Special assemblies are held on all patriotic occasions and much is made of 
the birthdays of our great men. The exercises held on Roosevelt Day will 
serve as an illustration of this type of program. 

One pupil from the English department told the story of Roosevelt’s 
boyhood ; another, his career as a soldier; a third, his contributions to the 
world’s literature; and still others spoke of Roosevelt the statesman, the 
patriot, and the great American. ‘The entire school recited ‘“ The Ameri- 
can’s Creed ” and quotations from Roosevelt were given in concert by each 
class. Patriotic songs were interspersed throughout the exercises, and the 
program closed with the flag salute ana the singing of “ America.” 

In addition to the patriotic observance on special days, every weekly 
assembly closes with a flag salute and the singing of a patriotic song. 

The assemblies which are most stimulating and inspirational are those 
which express the spontaneous enthusiasm of the children, for a worthwhile 
project. Such an assembly was held on thrift day. Without planning, 
organizing or rehearsing, thrift speeches ranging from childish sentences 
by the kindergarten children to earnest appeals by the eighth graders were 
given from the stage in the gymnasium. Our bank deposits had shown a 
tendency to sag, but the influence of this thrift drive is still felt on banking 
day as the record of the weekly deposits show. . 

The Thanksgiving assembly was another of these heart-warming oc- 
casions. This was a program of deeds, not words. At the ringing of the 
assembly gong all of the children passed in a long file through the gym- 
nasium bringing with them their offerings for the needy. As the line passed 
along, three huge piles grew up on the gymnasium floor. The first was 
clothing which was clean, mended and ready to wear ; the second, perishable 
foods; and the third, staple groceries, canned fruits, and vegetables. At the 
close of the assembly twenty one children’s carts carried the perishable 
food to needy families in the district, and the clothing and staples were 

*sent to a central welfare committee, that supervised their distribution. 

The Red Letter Day of all our assemblies this year was the Junior Red 
Cross Rally. Previous to this assembly, talks had been given by the chil- 
dren in all of the rooms on the Junior Red Cross, its history, purpose, and 


e 





ELEMENTARY SCHOOL PRINCIPALS 19 





contribution. The best speakers in each room were elected by a vote of the 
children to represent them in the assembly. The most popular speeches 
proved to be those having to do with the experiences of the children in 
earning or saving their Red Cross money. So much enthusiasm was aroused 
that the next day, in the Red Cross march, pennies, nickels, and dimes to 
the amount of $47 were placed on a Red Cross emblem, held by four little 
girls. 

The controlling aim of the whole assembly project is to develop in the 
children the essential qualities of American citizenship. We have tried. to 
make our school a real democracy where the children live together in fellow- 
ship, and where they participate in a whole-hearted endeavor to raise the 
standards of scholarship and behavior. We have made only a small begin- 
ning but our efforts have been richly rewarded. 

These are a few outstanding evidences of growth in morale which are 
attributed to the influence of the assembly: 

1. The building has. been in use nearly five years but it shows virtually 
no signs of wear. The white enamel which covers all of the woodwork in 
the lavatories is as immaculate as it was the day the building was first 
entered. Not a finger print, scratch or pencil mark mars its perfeet surface. 
Any accidental ink spots on the floor or desks are immediately removed. 

2. A part of the school ground has been terraced and seeded and the 
pupils understand that this must be protected. So careful have the children 
been that a child’s foot print is rarely seen in this section. More than that, 
the children’s appreciation of the principle has made them careful of their 
own and other people’s lawns so that one seldom hears complaints about 
trespassing. 

3. Owing to the absence of hall duty, police duty on the grounds or 
responsibility for building machinery, the teachers are free to do better work 
in their teaching. Room discipline has become negligible because of the atti- 
tude of the pupils and the children are quiet, orderly and business-like in 
the halls and about the building. , 

4. Because of the interest of the children in the success of their under- 
taking, the disorderly, disobedient child is a misfit and the social judg- 
ments acting upon him, generally bring him into harmony with the group 
ideals. 

5. Discipline as a moral issue, has been reduced to a minimum. When 
there are irregularities, the pupils are given an opportunity to report on 
themselves, and great gains have been made in establishing habits of truth- 
fulness and honesty. 

6. Because of the honor system in the classroom, it is possible to call the 
teachers together during school hours if it seems necessary, and to have the 
comforting assurance that the classroom organizations are carrying on the 
work without interruption or waste of time. 

7. There are no strata of society, no color lines. Colored children in the 
school are frequently elected to positions of honor and responsibility by their 
classmates. 





20 NATIONAL EpUCATION ASSOCIATION 





Although conditions are far from what we hope to make them, we cite 
these evidences as milestones on our way to the attainment of a real democ- 
racy which we believe is possible in every public school. The hope of 
democracy rests in the public school, and in these troubled times, when 
greed and strife among the peoples of the world seem to make a travesty of 
the brotherhood of man and when international trust and confidence seem 
unattainable ideals, great indeed is the responsibility of the public school. 
By virtue of its position and its contact with all classes, the elementary 
public school possesses a peculiar advantage as a constructive force. Given 
the right vision, faith in its power and an atmosphere of freedom that will 
encourage active participation by all the children, the public school, through 
its assembly, can become a well organized, self-controled democracy where 
children attain, through daily living, the knowledge, habits, and attitudes 
that will make them fit citizens of this great Republic. 

Edgar A. Guest tells the story simply and eloquently in the following 
lines which are taken from his poem, “ What We Need.” 


We were settin’ there an’ smokin’ of our pipes, discussin’ things, 
Like licker, votes for wimmin, an’ the totterin’ thrones o’ kings, 
When he ups an’ strokes his whiskers with his hand an’ says t’ me: 
“ Changin’ laws an’ legislatures ain’t, as fur as I can see, 

Goin’ to make this world much better, unless somehow we can 
Find a way to make a better an’ a finer sort o’ man. 


“The trouble ain’t with statutes or with systems—not at all; 
It’s with humans jest like we air an’ their petty ways an’ small. 
We could stop our writin’ law-books an’ our regulatin’ rules 
If a better sort o’ manhood was the product of our schools. 

For the things that we air needin’ ain’t writin’ from a pen 

Or bigger guns to shoot with, but a bigger type of men. 


“Tf we ever start in teachin’ to our children year by year, 

How to live with one another, there’ll be less o’ trouble here. 

If we’d teach ’em how to neighbor an’ to walk in honor’s ways, 
We could settle every problem which the mind o’ man can raise. 
What we're needin’ isn’t systems or some regulatin’ plan, 

But a bigger an’ a finer an’ a truer type o’ man.” 





THE ELEMENTARY SCHOOL PRINCIPAL 


BELLE M. RyAn 
Assistant Superintendent of Schools, Omaha, Nebraska 


When the topic “ The Elementary School Principal ” was suggested, we 
decided to ask successful principals to give standards on which principals’ 
services should be evaluated. A request made of twenty efficient elementary 
principals to give seven or eight of the most important requirements of a 
successful elementary school principal, afforded the following: 

1. Adequate educational background—lIt seemed to be the consensus of 
opinion that with the opportunities afforded at the present day, it is reason- 
able to expect a principal to be doing some systematic professional work 
under the guidance of an authority in his field. The older principal on the 
corps who has secured a high grade of educational background through 
years of study, travel, and observation should be given due credit for this 
background, but in no case should a principal be rated high who is not 
well informed and who does not have culture. 

2. Professional interest—In no field of modern-day science is there more 
progress and change taking place than in the field of education. —Those who 
have made a continuous study of this problem realize that the methods of 
today are such an improvement over the methods of yesterday that the teacher 
who has not kept abreast of the times professionally does not belong in the 
classroom. With the great minds devoting their time to the improvement of 
education, it is reasonable to expect that the methods in education will 
continue to improve as rapidly in the years to come as they have in the years 
past. No school system, for this reason, can afford to have as one of its 
leaders in the elementary department a teacher or a principal who is not 
willing to give his time, money, and strength to keeping abreast of things 
educationally. 

3. Willingness to do hard work—While it may seem trite and not neces- 
sary to mention, those of us who have had work in the administrative side 
of the school system realize that the question of ability to do hard work is 
most essential in any one who is assigned to help carry the educational load. 
An ordinary day’s work of so many hours cannot be accepted as the work 
of a progressive principal. He must be willing many times to forget him- 
self and to do a work for which he may expect no remuneration except the 
satisfaction of doing the thing as well as he knows how. There is a distinct 
difference between the teacher who does what he calls a day’s work and the 
teacher who whole-heartedly gives himself to the accomplishment of the task 
at hand. 

4. Ability to organize and carry through—lIt has been our unfortunate 
experience to have seen in some principalships men and women who theoreti- 
cally ought to make most successful principals. On paper or in conversation 
their plans of organizations and the results obtainable would have to be 


[21] 





22 NATIONAL EpUCATION ASSOCIATION 





accepted by the most meticulous, but unfortunately the organizing ability 
and the ability to get results do not always go hand in hand so that when one 
speaks of a good organizer, he must at the same time include the ability 
which gets good results. The good organizer who does not have the abilit; 
or who does not follow through his plans to their finish may make a much 
more chaotic condition in his school than the one who simply lets his school 
drift without the introduction of any new schemes or devices. 

5. Ability to create a harmonious working atmosphere—The principal 
of a large elementary school must have the tact to codrdinate the dispositions 
of the teachers under his supervision in order to get a harmonious working 
whole. Particularly is this true in the systems where the work is closely 
interlocked. Departmental programs cannot be worked out satisfactorily 
unless teachers are led to give and take and to realize that they are teaching 
children first through subject matter. It is detrimental to teachers and 
pupils if the atmosphere in a school building is of such a nature that there 
is conflict or unpleasant relations among members of the corps. The princi- 
pal of a school must make it his business to lead his teachers to see that in 
his building there is the spirit which is most conducive to the best in the 
teachers, which will ultimately bring out the best in the pupils. 

6. Principal the leader—No matter how democratically a school may be 
organized ; no matter how willing the principal is to turn over to the judg- 
ment of his teachers the plans, the schemes, the devices, and the policies of 
his school ; there must be a leader. If all teachers were placed on the same 
basis today, tomorrow there would be someone dominating the situation. 
The principal must make himself the one who is the leading factor in his 
building. This does not necessarily have to be done in an autocratic dicta- 
torial manner. It may be that the wise principal makes the best leader by 
being a follower in many plans, but the principal is the one who is ultimately 
to be checked for the progress of his school and he must study himself 
to see that he is the one who is outlining the constructive policy for the 
building. 

7. Interest in extra-curricular activities—It has been stated very wisel; 
that whatever a nation wishes in its citizens of tomorrow must be instilled 
in the lives of the boys and girls of today. Many habits for good or evil are 
cultivated or inhibited in the boy or girl while he is in school. The best 
manner in which to train our boys and girls that they have responsibilities 
as well as liberties in connection with the management of their city, State, 
and Nation is to begin this training early. Let them know that they are a 
part of the community. The most successful working unit in America today 
is the elementary school district. Through this, as we learned in war times, 
we are able to put into action almost immediately any plan of procedure. 
In order that the community may know its school better, appreciate it, and 
be willing to support it; in order that the school and teachers may know the 
community, its wishes, its conditions, and its desires, it is necessary that 
some cooperative scheme be devised whereby the school itself will take part 
in extra-curricular activities and whereby the people of the district will join 
in the school activities. 





ELEMENTARY SCHOOL PRINCIPALS 23 





It is not possible for any student of education today to pass by lightly the 
education of its pupils for leisure time. The leisure time problem produced 
the great social problem in America. By participation in extra-curricular 
activities of a community, the boys and girls are trained in healthful, whole- 
some, beneficial use of their leisure time. This is fundamentally one of the 
most important beginnings toward the solution of the troublesome social 
problems which demand the time, effort, and money of welfare organiza- 
tions, corrective and penal institutions in Jater years. The principal who is 
not able to organize so that he can manage his extra-curricular activities is 
lacking in one of the abilities which must be considered quite seriously in 
an elementary school principal. 

8. Possessor of desirable social qualities—No teacher should aspire and 
no superintendent should select for a principal of an elementary school a 
non-social being. This non-social man or woman may be able to work with 
things in laboratories, away from every-day life, but he cannot be the success 
which the community is entitled to if he is not naturally a man who likes to 
mix with his fellows, who has been among them enough to know human 
nature and who is philosophically agreeable about taking people where he 
finds them and leading them from there forward. He must be an optimist. 

9. Personality—Perhaps the summation of all the above characteristics 
would make the ninth, which is personality, but it has come to our observa- 
tion as it has to others that often a person who may be valuable to the com- ° 
munity as a scientist or an electrician or expert in the educational field may 
not be valuable as a teacher. This has been proven to us in considering 
someone who possesses rare knowledge of a subject and unusual qualities 
according to his college professors but does not have the personality which 
fits him for a principal. Unless he has acceptable personal characteristics, 
he should not be placed in a position of leadership. 

These nine requirements are the criteria on which these principals think 
their services should be evaluated. What are the criteria on which the 
superintendent's office bases its selection for a principal? To state specifically 
the various questions which occur to the administrative office in this selection 
the following would perhaps be the outstanding ones: 

1. Is he making good in his present work? Is he outstanding among his 
fellows as one who is doing the present work satisfactorily? It may be 
possible that the person in a teaching position is not placed where he would’ 
render the best service. As a principal his work might be more satisfactory 
but the superintendent who takes such a chance in the selection of his prin- 
cipals cannot hope for very successful leadership. ‘There may be some few 
of this type but there are very few, and there are so many who are able 
to be chosen from those who are doing the work satisfactorily that it seems 
injudicious for those held responsible for the successful management of the 
school system to run any such unnecessary risk. 

2. Has he a professional spirit? ‘This requirement is covered by the 
criteria already given. 

3. Has he discriminating judgment? ‘The superintendent of a school 
system may have his work entangled and greatly increased by the narrow 





24 NATIONAL EpUCATION ASSOCIATION 





judgments of his principals. A really successful elementary principal should 
be able to see a case not alone from the viewpoint of his own school but from 
the larger viewpoint of the system or the city. He should be judicial-minded 
so that his decisions do not make things more complicated for the adminis- 
trative staff. 

4. Is he exact and tactful in conversation? In order that the administra- 
tive office be relieved of as much work as possible which is not necessary, it 
is essential for the co-workers with the superintendent to learn to state a 
case succinctly and exactly. The art of giving information fully in the 
fewest words is an art which principals should cultivate. Much of the 
administrative officer’s time is taken by the principal who proceeds to a case 
through tiresome, useless circumlocution. The necessary facts should be 
stated. All other facts unless they have a direct bearing on the casé should 
be eliminated. If the superintendent finds that these are necessary for his 
handling of the case, he will call for them. What he needs is the general 
statement of the case. It is not necessary for him to be burdened nor for his 
time to be wasted by long, drawn-out detailed interviews. The principal of 
an elementary school must measure up to the thread-bare adjective “ tactful.” 
Something may be true. There may be no particular reason, if it is analyzed, 
why a layman would see that it should not be told, but the tactful person 
knows the efficacy, the uselessness, and the trouble caused by remarks which 
in themselves may have no weight but in the course of their travels from 
person to person with the accumulated spiciness may ultimately make a 
serious administrative problem. 

5. Is he recommended by his official superiors? A superintendent may 
have very great confidence in his own judgment. He should have if that 
judgment is a trained and experienced one, but if he is trained and experi- 
enced he will not depend on his own judgment alone. The opinion of 
principals and supervisors is likely to be a very fair one. If the superintendent 
wishes to test his own judgment in the matters and to feel that his judgment 
is worth while, it would be very gratifying to fortify himself by the opinion 
of his co-workers. 

6. Does the teacher under consideration for a promotion take suggestions 
kindly and profit thereby? The “ profit thereby ” is a very important part 
of this statement. Our experience has taught us that very often a teacher 
fails because he neglects this. Many teachers will listen most attentively 
and intelligently to suggestions but they do not profit thereby. They are 
either unable to put these suggestions into action or they are not able to 
check themselves as to whether or not they are following out the suggestions 
offered. 

7. Is this teacher the sort of person who will help cheerfully to carry 
the education load? The superintendent of schools must have the codpera- 
tion of his teaching corps in order to put into practice whatever good ideas 
he may have. His training may be all that could be expected and his ideas 
most valuable to a community, but unless he is able to select co-workers 
who will be willing to coéperate with him to see that these ideas function, 
the results will not be what they should be. 





ELEMENTARY SCHOOL PRINCIPALS 25 





8. The principals themselves feel that personality should be a big item in 
evaluating their services. The administrative office is influenced and should 
be influenced by the personality of the teacher under consideration. Per- 
sonality may be a sum total of all characteristics listed above. Experience 
has taught us that teachers who are very well prepared for certain subjects, 
who are on paper most desirable candidates, do not make a success of their 
work on account of a serious lack of the social qualities which are necessary 
to be successful in the field of teaching. 

Place of elementary principal in the community—It was learned by those 
who handled much war work that the most satisfactory unit through which 
tu work was the elementary school district. ‘The elementary school principal 
is acquainted with practically every family in the district. It is through him 
that any problems—local, city, or National—may be most satisfactorily 
promulgated. The principal of the elementary school must be able to secure 
the codperation of his district to the extent that they are willing to join 
enthusiastically in the various civic activities, which are initiated through the 
school. 

Many educational movements do not receive the support they should 
because the community itself is not educated to their value. The principal 
of the building must make an effort to educate not only the pupils in his 
school but the families of the pupils as well, to the value of the many new 
ideas which have been tested and proved worth while in the educational 
field. It has been called to our attention at different times that the police 
department of a city is able to know what sort of principal is in the elemen- 
tary school by the respect for law and order in that district. While this has 
not, to our knowledge, been scientifically tested, it has seemed to us that 
various branches of the law enforcing department are called upon much less 
frequently in those districts in which we have a capable principal who has 
served in the district for a number of years. 

The principal’s duties we divide into three groups—(1) clerical, (2) 
managerical, and (3) supervisory. It should not be required that the prin- 
cipal of any building devote any time to clerical work. He should be 
allowed a clerk. As little of every one’s time as possible should be devoted 
to the mechanics of a school building. A school should be so systematized 
that very little system is apparent to the casual visitor. The principal who 
is able to make his school most like the daily life outside of school is the 
one in our judgment who is going to establish in the minds of the young 
people attending that school their responsibilities as individual citizens of 
the community, as citizens each one of whom must carry his load and not 
sit back and do nothing but blame others when things do not go right. The 
major time of the principal should be devoted to improving methods of 
instruction. This is the place the greatest benefit reaches the child, but the 
other functions of the principal must be done in an efficient way or the 
capstone of his working skill in leading others to do good teaching cannot be 
accomplished with the least possible interference. 

The superintendent who is anxious to build the most efficient school 
system will lean heavily on his elementary school principals, will see that 





26 NATIONAL EpucCATION ASSOCIATION 





these members of his staff are selected not on account of their influence, 
personal friendship, or popularity but on the cold-blooded basis that they are 
the ones who are most efficient to render that city good service through its 
schools. The entire school system is made up of these elementary district 
units. In no place in a school system should more care be exercised than in 
the selection of elementary school principals. 


THE PRINCIPAL FACTORS WHICH 
DETERMINE THE EFFICIENCY OF AN 
ELEMENTARY SCHOOL 


Leo B. BAIsDEN 
Principal of High School, Everett, Washington 


The principal factors which determine the efficiency of an entire school 
system have been quite definitely established by the various survey commis- 
sions. If each of you were asked independently to survey a school system, 
your procedure, and the items included in your surveys would be quite 
uniform. If, on the other hand, you were asked to report on the relative 
efficiency of 100 elementary schools in a given system, the difference in 
standards and the relative importance assigned to various factors would 
be almost chaotic, because the major factors which determine the efficiency 
of an elementary school have not been clearly defined and your reports 
would be largely a matter of personal opinion. It is relatively easy to rate | 
the efficiency of a number of shops or factories by simply measuring the 
output in terms of money, labor hours, etc. But with a school, the activities 
are so complex and manifold, and some of the results are so subtle and 
intangible, it is difficult to arrive at the means of evaluation. 

One correspondent in reply to a questionnaire says: “In my opinion it 
is quite impossible to measure the efficiency of a school by any system of 
rating.” In opposition to this I would only remark that every elementary 
school in the country is constantly being rated by superintendents and others 
on some sort of basis, and it is, therefore, important to arrive, so far as 
possible, at some understanding as to what the factors are that should be 
considered and relatively how important these factors are. 

The study of the factors which determine elementary school efficiency 
upon which I have been engaged for some time, embraces four phases: A 
survey of current educational periodicals; a survey of books on school 
administration and management; a study of school survey literature; a 
questionnaire to practical school men—principals and superintendents. The 
study has been supplemented by visiting personally elementary schools in 
many of the principal cities of the United States. 

As you know, there is very little literature dealing with the subject speci- 
fically. This absence of definite literature dealing with the subject lends 
special significance to the information secured from questionnaires which 
were sent to the superintendent and to ten principals in each of ten repre- 





ELEMENTARY SCHOOL PRINCIPALS 27 





sentative cities of the United States. The instructions to principals were as 
follows: 

A. “There are many factors which affect in some degree the work. of 
your school. The list of factors given below is the result of a survey of the 
opinions of forty representative principals. Add to the list any others that 
you think should be included. Place a cross before each of them that you 
would regard important if you were judging the schools of your city.” This 
was followed by a list of ten suggested factors. 

B. “ In the blank space below rearrange in the order of their importance 
the factors you have checked in the list above. Opposite each item indicate 
what weight you would give on the basis of 100 per cent.” 

In connection with the value assigned to each factor, it is evident that the 
values are only relative, and approximate. Their significance in my judgment 
lies not in the absolute value assigned any factor, but in the relative value in 


TABLE I 
Frequency Total units Median Range in 
Factor of mention of value value per cent 
Teaching corps 14.66 20 2-100 
Teaching efficiency 619 10 3-30 
Extra-curricular service 849 12 2-40 
Handling own problems 389 2-20 
Attendance ratio 445 2-30 
Promotion rate 353 1-20 
High school work 345 2-20 
Holding power in high school 320 I-13 
Cost 207 I-12 
Morale 131 I-12 
Character and citizenship 259 15 10-40 
Community coéperation 260 20 10-30 
Adaptability of organization IOI 5 3-15 
Intelligence of pupils 202 15 5-28 
Miscellaneous ‘ 446 20 10-30 


comparison with other factors. Table I represents the opinions of sixty- 
five principals in the following cities: Boston, Chicago, Cincinnati, Cleve- 
land, Denver, Detroit, Duluth, Los Angeles, New York, Oakland, Phila- 
delphia, Port Arthur, and Seattle. 

In the first column is shown the number of principals mentioning the 
factor. The second column shows the total units of value assigned the factor ; 
that is, the sum of the values assigned by all principals. The third column 
shows the median value on a percentage basis assigned by the principals 
mentioning the factor. The fourth column shows the range of values 
assigned. It seems to me that the importance of a given factor may well be 
judged, first, by the frequency with which it is mentioned, and, second, by the 
value assigned it. You will note that there were only ten items which 
received prominent mention. 

In addition to the items shown in Table I there were 21 miscellaneous 
factors suggested, such as, “ Results of classroom visitation,” “ Extent to 
which pupils are permanently stimulated,” “ Social education,” etc. None 





/ 


28 NATIONAL EpuUCATION ASSOCIATION 





of these, however, was mentioned more than once, and the total value of such 
miscellaneous points was only 446 out of 6500. 

It is interesting to note that practically the same results were obtained in 
a similar questionnaire sent to the principals of Seattle, a report of which 
appeared in the Elementary Principal’s Bulletin for January, 1923. 

The importance given the factor of the teaching corps, which should also 
include morale, indicates that in the judgment of the principals, as in the 
judgment of the various survey commissions, one of the best ways to judge 
a school is on a basis of what it is potentially. It is right here that the 
superintendent should recognize his obligation to see that the various schools 
in his system are properly manned. Definite provision should be made for 
instance to prevent some schools from getting all of the old teachers and 
others all of the new teachers. The inefficiency of a school as judged by 
teaching performance ought sometimes to be charged to administrative 
inefficiency in the superintendent’s office in placing teachers. 

The factor of teaching efficiency needs no comment. 

The factor of extra-curricular activity doubtless takes its high rank from 
the fact, which we all recognize, that no school can be efficient with a corps 
which is mentally deceased. 

The principals have shown by their replies that in their judgment the 
school which is able to handle most of its own problems is of a higher type 
than one which must frequently resort to the superintendent’s office, the 
school board, and other departments. The quality of high-school work done 
by graduates of an elementary school is important as showing the habits of 
study. Pupils who enter high school with excellent habits and a strong 
grasp of elementary subjects would seem more likely to make good in high 
school than if the reverse were true. The rate of promotion is significant, 
as pointed out by some of the survey commissions, because it may be an index 
of the extent to which the course of study is being made to function in terms 
of.the pupils. A heavy per cent of failure is evidence that there is a failure 
to adjust the course of study to the needs and abilities of the children 
concerned. 

The factor which I have termed “adaptability of organization”’ is 
important as an index to the degree in which the school is capable of adjust- 
ing the course of study to the needs of the children. This would be shown 
in scientific classification, classes for deviate and gifted children, etc. The 
other factors need no comment. 

It is evident that some of the factors mentioned are tangible and can be 
definitely measured and evaluated; such factors, for example, as “ quality 
of high-school work” and “ rate of promotion.” On the other hand some 
of the factors such as “community codperation”’ are intangible and are 
incapable of definite measurement. It is significant, however, that the factors 
which are given the highest value by the principals are of the type that can 
be measured, and I am inclined to believe that the intangible factors are 
rooted definitely in the factors that can be measured. For example, it is very 
unlikely that a corps of teachers with excellent professional training and 
experience would be notable for low morale. It is equally unlikely that a 





ELEMENTARY SCHOOL PRINCIPALS 29 





school in which the subject matter is being taught with unusual excellence 
and where superior habits of work are required would fail to command the 
coéperation of the community which it serves. 

It would be a wholesome thing for every city system if each year the 
superintendent and the principals of the various schools could look the facts 
intelligently in the face and say, “ Here is a school that year after year has 
stood among the lowest quartile in the tests that have been given”; and to 
ask the question, “ Why?” Or, “ Here is a school that year after year has 
been in the lowest quartile so far as the quality of teachers supplied is con- 
cerned. How can the defect be remedied? ” 

If a workable plan can be devised, its value will lie first, in the fact that 
it will tend to establish standards of elementary school efficiency over the 
country at large. It will focus the attention of superintendents and princi- 
pals on the big factors of school efficiency in che light of their relative impor- 
tance. It will help to locate weak spots so that the superintendent and prin- 
cipal can work intelligently towards their elimination. It will aid in the 
hiring and placing of new teachers to the best educational advantage. Finally, 
it will give superintendents a reliable basis for judging the effectiveness of 
the various schools in a system instead of depending upon such vague and 
unreliable data as reports of supervisors—which usually have in view only 
special phases of school work—complaints of patrons and personal impres- 
sions founded on fleeting glimpses. 


THE PRINCIPAL’S CONTRIBUTION TO 
THE TEACHER 


Tuomas R. CoLe 
Superintendent of Schools, Seattle, Washington 


One of the pronounced advances in public-school leadership during the 
past decade has been made by the elementary school principals. A visit to 
any of the leading cities educationally throughout the country will convince 
one of that fact. Organized, constructive, professional work by the Seattle 
principals was practically unknown ten years ago—today those same prin- 
cipals, through their committees and general meetings are a leading factor 
in our school progress. Leadership has come to this group largely through 
one avenue—and that one avenue has been service. The relation of the 
principals to the teachers has a new meaning, and with it comes a spirit of 
fellowship that is most commendable. 

In this address I wish to speak briefly concerning an investigation that was 
made by the principals to learn, ‘‘ How the principal can help the teacher.” 
This topic was assigned to two principals, who prepared and sent question- 
naires to all the teachers in the city. The questions asked were along three 
lines: (1) What can the principal do to help the teacher in a professional 
way? (2) What can the principal do to help the teacher in an administra- 
tive way? (3) What can the principal do in making his personal relationship 
to the teacher more effective ? 





30 NATIONAL EpUCATION ASSOCIATION 





Replies were received from about 50 per cent of the teachers and were 
classified as follows: 

I. In a professional way. 

1. Assistance with the exceptional child, 37 per cent. 
2. Interpretation of the course of study, 29 per cent. 
3. As a professional leader,. 20 per cent. 
a. The recommendation of good professional literature, 18 per 
cent. 
b. Sound advice, 11 per cent. 
c. Assistance by teaching, 6 per cent. 
In an administrative way. 
1. Furnishing supplies and equipment, 50 per cent. 
2. Definite directions, 28 per cent. 
3. Distribution of building load, 13 per cent. 
4. Régime so planned that interruption of classroom instruction is 
minimized, 9 per cent. 
5. Management of halls, basements, and play grounds, and of difficult 
disciplinary cases, 12 per cent. 
6. Teachers’ meetings, 5 per cent. 
In personal relationships. 
1. The higher human qualities, 60 per cent. 
2. Constructive criticism, 16 per cent. 
3. Poise, 7 per cent. 
4. Helping teachers in self- analysis and mannerisms, I per cent. 

I. How the principal can help the teacher in a professional way. 

a. Assistance with the exceptional child—In these replies it will be noted 
that 37 per cent of the teachers advocated assistance with the exceptional 
child. This gives further emphasis to the need of greater attention being 
given to the classification of pupils in the public schools. The use of tests 
and measurements has demonstrated the wide range of abilities that exists 
among pupils of the same grade. The teacher with from thirty-five to forty- 
five pupils must handle the work of her room more or less as a unit, which 
plan often fails to reach the retarded or the accelerated pupil. Too often 
the teacher, through her efforts to give extra assistance needed by the back- 
ward pupils, gives them a disproportionate amount of time. The entire class 
suffers from such a procedure. It is unfair to the 90 per cent of pupils of 
average ability to have one fourth of the teacher’ s time given to the other 
10 per cent of the pupils in the room. 

How to care for the special pupil is a difficult problem. No plan thus far 
advanced seems to meet it entirely. The ungraded room with an auxiliary 
teacher has proved to be fairly satisfactory in schools sufficiently large to 
justify such an arrangement. The principal in the smaller school as well 
as in the larger must give greater attention to the use of intelligence tests 
as an aid in classifying the pupils so that they can be better graded according 
to their ability. No teacher should be required to keep a pupil in her room 
indefinitely who is not mentally able to do the work of the grade or who is 
a constant disturber. The “ninety and nine” who “can do” are more 














31 


ELEMENTARY SCHOOL PRINCIPALS 


















important to save than the one lost sheep who may never be able “ to do” 
if saved. 

b. Interpretation of the course of study—Twenty-nine per cent of the 
teachers called attention to the need of greater assistance in interpreting the 
course of study. It is not surprising to get this expression from the teachers, 
as they are sometimes given a new course of study at the opening of a sem- 
ester with little or no explanation of the plan back of it or how it is to be 
administered. I question if any course of study entirely new in content 
should be put into operation until the teachers have had at least a semester’s 
time to study it thoroughly and get explanations from those who have been 
instrumental in working it out. 

A good illustration of the difficulty in getting satisfgctory results from 
plans new to the teachers has been demonstrated by some of the results 
obtained with the problem and project methods. It is very easy for a super- 
visor to pick out some good problems and illustrate them before the teachers 
and thus leave the impression that all topics can be handled in a similar 
manner. ‘The teacher goes back to her classroom and attempts to follow the 
directions given. Some of the teachers have gone so far as to attempt to 
make every lesson in geography or history a problem lesson regardless of the 
nature of the topics to be covered or the reference material and textbook 
assistance that are available. The results from such a procedure are certain 
to lead to a poorly connected, piecemeal knowledge of the subject by the 
pupil. A semester of practical study of the problem method for any given 
subject before introducing it would give the teachers, and I dare say the 
supervisors, a better knowledge of what can reasonably be expected to be 
accomplished. It is this failure to be able to reach that visionary goal that 
discourages teachers and causes them to lose confidence in many methods that 
are excellent in themselves, if they are used with moderation and sense. 

After a course of study has been in operation for a few months it is well 
to ask some of the teachers who have been the most successful in getting 
satisfactory results to explain what they have accomplished, and how they 
have done it. Small groups can then discuss such a report with much profit 
to all. I have never experienced any difficulty in getting large attendance 
at a teachers’ meeting when the program provided concrete help for the 
group in the work they were doing. ‘This is indeed a rich field for the 
principal to cultivate. 

c. As a professional leader—The desire for professional leadership is 
coupled with the need of interpretation of the course of study. There prob- 
ably is no more damaging contribution to the teaching profession than the 
presence now and then of school executives who give but little, if any, of 
their time to the professional inspiration of the teacher. The teachers in 
a building with such a principal in charge soon lose their spirit of wanting 
to serve and become a part of a routine business organization. The lack of 
holding power of such a school is soon apparent. 

Some principals and department heads feel that they make a sufficient 
contribution professionally when they say to a new teacher, “I am glad you 
are to be with us. If you have any trouble, come and see me,” This is one 








32 NATIONAL EpUCATION ASSOCIATION 





of the best invitations one could possibly give to get a teacher to remain 
away. The best evidence that a principal can show that he wishes to help 
the teacher is really to help her, and best of all, to find means of helping her 
without being asked. 

Not long ago a teacher who wished a transfer came to see me. He said, 
“IT have been in this building for five years, during which time I cannot 
recall having received any professional suggestion from the head of the 
department. He sees that I have ample supplies and textbooks, but that is 
merely routine work. What I need is to be encouraged and shown how I 
can grow.” I wonder how many teachers have had similar experiences. 

Two years ago I visited an algebra teacher who happened to be assigned 
to a portable building. He had five classes daily in the same subject. | 
had known this teacher for a number of years and had regarded him as an 
average instructor. On this visit I said, “ You are out here by yourself and 
I would like to see what kind of record your pupils can make at the end of 
the year in the competitive tests which will be given to the algebra pupils 
in all the city high schools.” His face brightened and he said, “ All right, I 
welcome the opportunity.” Six months later the test was given and his 
five classes of pupils made more A and B grades than all the algebra pupils 
combined in any other one building of the city. Today, this teacher is one 
of our best instructors in mathematics, and he recently prepared suggestions 
as to the teaching of mathematics by the supervised study method which 
have proved to be of great assistance to the other teachers. He simply caught 
the spirit ; his pupils also caught it, and the results were assured. It did not 
require professional suggestion to arouse this teacher. What he needed was 
the recognition that would permit him to demonstrate what he could do. 

II. In an administrative way. 

a. Furnishing supplies and equipment—One half of the teachers appar- 
ently have suffered from the delay that so often occurs when school material 
is not ready when it is needed. In the large majority of cases, however, 
there is no excuse for the delay other than “ Order too late,” “ Board held 
up requisitions for investigation,” “Copy of outlines not ready to be 
printed,” etc. , 

No efficient business establishment would make a practice of permitting 
highly paid help to remain idle a part of the time waiting for necessary 
material. The loss is much greater in schools than in business because it 
affects the work of the pupils, who form bad habits early in the semester 
which are hard to correct later on. 

Some principals make a practice of keeping their stock rooms in perfect 
order. Pupils often assist in this work. This makes it possible to keep a 
close check on where material can be found and how soon the supply will be 
exhausted. Such a spirit of order is contagious and teachers and pupils are 
unconsciously encouraged to give greater attention to the proper use of school 
material. Thousands of dollars are saved annually in some school systems 
having free textbooks and supplies by the careful checking and transferring 
of the supplies. 














ELEMENTARY SCHOOL PRINCIPALS 33 








b. Definite directions—The lack of a well-defined plan of administration 
is called to the attention of the principal by one third of the teaching force. 
It is astonishing to note how little some of us practice what we preach to 
the pupils and the teachers about the need of being punctual and definite 
in the work to be done. 

Not long ago, a questionnaire was sent to the teachers of the high schools 
asking for suggestions for the handling of school activities. One of the 
outstanding replies was “ make a definite schedule for activity needs and 
assemblies.” One teacher stated it as follows: “I will plan my work with 
the classes for tomorrow with the expectation of having a full period for its 
recitation and development. On the following day, without a moment’s 
notice, the bell is likely to ring for an assembly which will mean a shortening 
of all the forenoon periods about one half. My plan of work for the day 
is practically ruined and the worth of the period to the class is lost.”” While 
it is not always possible to foretell the time of an assembly or teachers’ meet- 
ing, it is generally known by the principal a day or more in advance. Knowl- 
edge of the schedule of such meetings by the teachers a month in advance 
would often save much confusion and embarrassment. Rules covering tardi- 
ness, issuing of report cards, school discipline and general building routine 
should be definitely understood by all. Much of the friction between 
teachers often arises from the lack of well-understood building policy. 

III. In personal relationships. 

a. The higher human qualities—The human element is one of the greatest 
prerequisites to successful leadership. Time and again I have heard teachers 
say, “I do not want to ask Mr. May I take the matter up with 
Mr. , for he is much more approachable?” The irate parent is usually 
quickly calmed when he is met with a feeling of friendly welcome that puts 
him at ease. It is hard for the majority of people to tell their troubles to 
any one, much more so to tell them to a superior in authority who has an 
outward coat of formality that is difficult to penetrate. 

Too much of the principal’s time is often given to looking for the diffi- 
culties that may or may not arise in the administration of his school. This 
naturally gives the teacher the impression that such a principal is always 
looking for trouble, and he is not, as a rule, a welcome visitor. The prin- 
cipal should endeavor to find something the teacher is doing that is worth 
while and then give it the proper recognition. Such a procedure makes con- 
structive suggestions welcome, and the teachers will be eager to receive them. 

The kind word or a pleasant ‘‘ good morning”’ sincerely spoken by the 
teacher has always meant much to me. Why should not a similar expression 
on the part of the principal be equally refreshing to her? 

In closing, I wish to call the attention of the teachers to their own respon- 
sibility as co-workers in helping to make “ the principal’s contribution to 
the teacher ” effective. Permit me to quote a portion of a letter sent by a 
superintendent of one of our largest cities, to the principals, regarding the 
grading of teachers: 

“Every school room in a building is the beneficiary of the building atmos- 
phere and spirit created by principal and teachers working unitedly, sympa- 















34 NATIONAL EpUCATION ASSOCIATION 





thetically and generously toward the achievement of results in character 
and intelligence for the children of the building. Every teacher is helped by 
the smoothness and buoyancy with which the building load moves, and it is 
fair neither to the school interests nor to nine contributing teachers, if the 
tenth teacher limits her thought and endeavor to the demands of her own 
room, when all the while the work of her room is benefited by the influence 
created by the thought and care of the nine. Close examination of the work 
and influence of this tenth teacher will usually reveal that it has some serious 
flaws under an apparently meritorious technique. On the other hand, the 
teacher whose technique may be only mediocre, but who is always ready with 
help and cheer, whose presence in a corps is a benefaction, whose work 
abounds in happy effects and reveals unmistakable fruition in the character 
of her pupils, belongs above Class B. It must be kept steadily in view that 
character is the best fruit of all teaching, and we must not be blinded by 
intellectual feats. No teacher who is much blamed by pupils and parents 
after they have had a chance to know her, no teacher who is sarcastic, no 
teacher who is a scold, no teacher whose joy in service has waned, no teacher 
whose methods are flavored with dishonesty of any sort, no matter what 
her skill in teaching subject matter may be, is entitled to a place among the 
meritorious.” 





THE TECHNIQUE OF SUPERVISION 


A REMARKABLE PUBLICATION 


HUS rather unfamiliarly are the methods and principles of 

the head teacher’s work described in “ The First Yearbook of 
the Department of Elementary School Principals,” a branch of the 
National Education Association of the United States. Capable and 
enterprising as the National Association of Head Teachers in this 
country has shown itself to be, it has so far produced nothing so 
valuable and so arresting as this businesslike treatise. It is doubtful 
if ever the peculiar problems of the primary school head have been 
approached before in such a definite, scientific way. One could 
quote sufficient to fill many pages of The Teachers World without 
exhausting the interest and usefulness of the pamphlet.—From The 
Teachers World, London, England, November 29, 1922. 











oss 61TO 


» 2a oe 2 Go a 





REPORT OF THE COMMITTEE ON EDUCA- 
TIONAL PROGRESS; SALARIES, CLERICAL, 
AND SUPERVISORY ASSISTANCE 


IpE G. SARGEANT 
Principal, Public School No. 10, Paterson, New Jersey 


Foreword—The present report was prepared in answer to calls from 
groups of principals in various parts of the country for definite information 
about the percentage relationships of salaries, supervisory and clerical assis- 
tance. Your chairman in conference with Mr. John K. Norton, director of 
research, and Mr. S. D. Shankland, executive secretary, prepared an inquiry 
which was sent to over four hundred and fifty superintendents—all those in 
cities of ten thousand or above in population. Due to the efficient work in 
tabulating returns at the headquarters of the National Education Association, 
we are able to give conclusions drawn from replies from over fifty per cent 
of the inquiries sent out. 

The organization of the National Department of Elementary School 
Principals has given a decided impetus to the organization of local and State 
associations of principals. It is felt that at the earliest moment possible a 
directory of all local and State associations, with the names and addresses of 
the president and secretary should be published. Such a directory is now being 
compiled. It will do much to bring about an exchange of ideas and codpera- 
tive action. 

A retrospect—The position of superintendent of schools was formerly 
largely of a political nature with no particular requirements in the way of 
scholarship or training as standards of entrance. If the candidate had the 
requisite number of votes he secured the position regardless of qualifications 
and no one remonstrated to any great degree. But the tremendous growth 
of our industrial centers compelled school boards to call to their assistance 
trained executives to administer the complicated school systems. Gradually 
the scope, importance, and responsibilities of the position are being definitely 
outlined in the public consciousness. However, this concept is not yet 
entirely clear, for if it were, it so vitally affects the welfare of all our people, 
that to be the chief professional executive officer of a great school system 
would rank second only to the presidency of the United States in the public 
imagination and be rewarded accordingly. 

But the position has evolved far enough to make plain the fact that its 
duties are almost innumerable and that it is becoming less and less possible 
for the superintendent to do any effective, constructive, personal supervision 
of teachers and pupils. No matter how much he may wish it otherwise, the 
facts compel the conclusion that he can be little more than chief of staff of 
a corps of principals who will be able to give personal supervision to a 
single school. 

[35] 





36 NATIONAL EpUCATION ASSOCIATION 





Like the superintendency, the principalship has been a matter of evolution. 
It is now seen that not only must the principal be capable of giving profes- 
sional supervision to teachers and children but he must also be a community 
leader of a high order if there is to be that intelligent support of public 
education which is so much needed. 

If the policies of the Board of Education and the superintendent are to 
receive a strong popular support, it will be largely through the work of the 
principals in making this policy clear to the leaders of their districts. This 
in turn means that the principal must be accorded independence within his 
own school; given requisite supervisory and clerical assistance and paid a 
salary which will command the respect of his constituents. 

School clerks—The replies to the inquiry sent to all cities over ten 
thousand in population show that the majority of the largest systems furnish 
their principals with school clerks. A considerable percentage of those in the 
smaller systems are also given some clerical assistance. Of the 2171 elemen- 
tary principals listed in the reply, a report was given for 1557 as to clerical 
assistance furnished. No report was given for 614. The results are sum- 
marized below: 

CLERICAL ASSISTANCE TO PRINCIPALS * Number of 

principals 
With 3 full-time clerks 
With 2 full-time clerks 


With 1 full-time clerk 
With a part-time clerk 


Total number reporting clerical assistance 
Total number reporting no clerical assistance 
Number of principals not reporting 


Total number of principals concerned 


It is only a question of time wheh all schools with fifteen or more teachers 
will have a clerk. Routine clerical work must be done. The principal must 
become more and more a helper and trainer of teachers. The logical result 
of these two necessities is the clerk. 

Of fifty-nine cities reporting, thirty-one express a preference for com- 
mercially trained clerks. This is on the ground that to be really effective 
the clerk should be able to do most of the routine clerical work without 
reference to the principal. This requires permanency in the position. The 
teacher-clerk means constant shifting and hence lowered efficiency as a clerk. 


2See Table A in appendix for the detailed facts relative to clerical assistance furnished 
principals. 





ELEMENTARY SCHOOL PRINCIPALS 





TYPE OF SCHOOL CLERK PREFERRED Number of 
cities 
Preferring commercially trained clerks 


Preferring teacher-clerks 
Preferring unassigned teachers 


Total reporting 


Of fifty-eight cities reporting, thirty-four are now employing commercially 
trained clerks. 
TYpe oF CLERK Now EMPLOYED Number of 
cities 
Commercially trained clerks 
Teacher-clerks 


Both 
Unassigned teachers 


Total reporting 


The clerks in the majority of cities, thirty-one out of fifty-six reporting, 
are protected in their term of service by rules of the Board of Education or 


otherwise. 
Some systems are paying salaries sufficient to obtain competent clerks. 


The medians show that in the majority of cities, however, the salary of the 
school clerk is inadequate. 


MINIMUM, MAXIMUM, AND AVERAGE SALARIES OF SCHOOL CLERKS 





Number cities Number cities Number cities 
Salary groups with minimum with maximum with average 
salary indicated | salary indicated salary indicated 





Onn: 


— 
| it eae ee ie See ee 


lweenws 


Under 500 


> ° 
Siluwcntawuwan: 


> 

“I 

w 
~ 


Number cities reporting. 


| 
° 
a =4 
N 


Median salaries all cities 




















38 NATIONAL EpuCATION ASSOCIATION 











@ 
MEDIAN SALARIES OF SCHOOL CLERKS 

Cities over | Cities100,000 | Cities 25,000 | Cities under | All 

500,000 in | to 500,000 in | to 100,000 in 25,000 in | : oa 

population population population population | cities 
Median minimum ... 800 650 883 775 | 825 
Median maximum ... 1100 res 1200 ip ase 
Median average .... goo 950 1075 925 992 














The reports on this question, often incomplete, show that the school clerk’s 
salary is as yet little standardized. 

The reports as to the equipment of the principal’s office were also incom- 
plete. Of 2171 principals, 897 had typewriters in the offices, forty-five did 
not. No report was given for the remainder. Similar information relative 
to other items of office equipment are given below: 


OFFICE EQUIPMENT OF PRINCIPALS Number of 

principals 
OR 6 a, Saracen tibenebeneddd eanwecedeens esis 897 
os ok te wakens eee aehEsees eetacinedcucenss 45 
nas oc bS chs enahh con sbeadenavseveds 1113 
Without duplicating machines .................. 0c eee eeeee 39 
With filing cabinets ........... SAG WEAK aed Gans sedew ena. d 1569 
ET CE cinta dend de ees arenes edonss canew oases 16 
With other necessary equipment...............0.0 cece cece eeee 872 
Without other necessary equipment...........-...-..220e0000 3 


The median value of the office equipment for the 107 cities reporting was 
$333. (See Table B in the Appendix.) 


VALUE OF EQUIPMENT OF PRINCIPAL’S OFFICE Niasher of 
Average cities 

value ‘ reporting 
DORE GEE OVER. occ cccdivecntncveoneess awrite sine + seneeees 3 
BOOO—EIQQ onc ccccccccccwcscseccessecsessccveescseseneseces 5 
DIOR oso eas nceanins ect ca vsepssesivedeaieses teen eee eee es 2 
Perr rrr rT er reer et Terry ret tree ee. Te Tee eee 4 
REE EE TCC Le eee eee eee eee ee 5 
ETE Ce Ce ee Poe TC eee eee et Peer II 
BOO“GIQ occ rcccccccccccsccsccscesecceccecccesessssseccuces 8 
RA Perey er eee ee ee ee or eee ee eee 23 
Ree ere nner ee eae ene foe eae ey ree 19 
oe ene oer ce tt re eee 18 
SE GUD conn cud ideanSesteebece cnt y eth deurdsescepbeanecee 9 
TE GTI bia Sinks one pian h de eKeedisecpan sens cee 107 


The average value of the equipment of the principal’s office reported by 
the various sized cities is given below: 








1- 











ELEMENTARY SCHOOL PRINCIPALS 





MEDIAN AVERAGE VALUE OF OFFICE EQUIPMENT 


3 cities over 500,000 in population..................2 eee eeeee $525 
10 Cities 100,060 to 500,000 in population...................0008 400 
40 Cities 25,000 to 100,000 in population..............2..00ee00s 322 
54 cities less than 5000 in population...................2e00+ 310 
I aiiatekeWeveh-d a ddualicnst ss 6 2hl acco naka eeakiue tae 333 


Teachers—How much work remains to be done in the interest of the 
children is shown by the fact that our study reveals three cities having a 
class average of over fifty pupils per teacher in the elementary schools and 
one city with a class average of over fifty pupils per teacher in the high school. 

The median of thirty-seven pupils per teacher in the elementary schools 
and twenty-seven pupils per teacher in the high schools for the country as a 
whole is an improvement although the average per teacher is still ten too 
high for elementary schools. 


SIZE OF ELEMENTARY AND HIGH-SCHOOL CLASSES 





High-school 


Elementary teachers rh pc 





| 
Average number 


ot pupils Number of 


Number of cities 


taught cities | 
COGS Se acivceecas 3 I 
MN Se di cinits caw 7 I 
PN io esca cigs biere arose 31 2 
a eer 60 4 
er eee 40 32 
eens | 6 57 
See Eee I 34 
WRG FO os scicceas I 6 
i eee 37 27 


Salaries paid elementary and high-school teachers—Of the one hundred 
and fifty-five cities reporting minimum salaries for elementary teachers, three 
reported minimums of between $1500 and $1599, four cities reported mini- 
mums of between $1400 and $1499, etc. The median minimum for the one 
hundred and fifty-five cities is $1057. Similarly read the distributions of 
maximum salaries paid elementary teachers reported by one hundred and 
fifty-six cities and the average salaries paid elementary teachers reported by 
one hundred and thirty-eight cities. For the 147 cities reporting on the 
minimum salary for high-school teachers, two report a minimum of between 
$2100 and $2199, one a minimum of between $2000 and $2099, etc. The 
median minimum for high-school teachers for the 147 cities reporting is 
$1382. Similarly read the distributions of maximum salaries reported paid 
by 170 cities and average salaries reported paid by 131 cities to high-school 
teachers. 








NATIONAL EpUCATION ASSOCIATION 








SALARIES OF ELEMENTARY AND HIGH-SCHOOL TEACHERS 





Elementary teachers High-school teachers 








| 
Salary groups Number of cities paying | Salary Number of cities paying 
groups whi 
| 
| 
| 








Mini- 
mum 


Mini- | Maxi- 
mum 


Maxi- 


Average Average 


mum 


| 
Bi nein 
| 


mum 


} 
ss 
| 
| 
| 





= 
~ | 
6 ast 





| 
Over 3000 
2900 
2800 
2700 
2600 
2500 
2400 
2300 
2200 
2100 
2000 
1900 
1800 
1700 
1600 8 
1500 | 23 
1400 | 21 
1300 | 25 
1200 36 
Below 1200 17 








155 | 156 140 147 170 131 

















$1057 | $1577 | $1352 $1382 | $2243 | $1809 





MEDIAN SALARIES PAID ELEMENTARY TEACHERS 


| 

Cities over Cities100,000 | Cities 25,000 | Cities aie | All 
500,000 in | to 500,000 in | to 100,000 in 25,000 in * 
population population population population 





cities 





5 6 





Median minimum. $1040 
Median maximum. 1485 
Median average.. 1295 














ELEMENTARY SCHOOL PRINCIPALS 





MEDIAN SALARIES Pain HiGH-SCHOOL TEACHERS 


Cities over | Cities100,000 | Cities 25,000 | Cities under All 
500,000 in | to 500,000 in | to 100,000 in 25,000 in 
population population population population 





cities 








| 


Median minimum. $1490 $1405 $1309 =| Ss $1382 


Median average.. 2275 1883 








| 
Median maximum. 2650 2163 | 2057 | 2179 
| 1705 | 1823 





Assistant principals—Of eighty-three cities that reported as to assistance 
given the elementary principal in the way of a head of department in addition 
to the clerical assistance, forty-seven cities reported that some help was given 
in addition to clerical assistance, thirty-six cities reported no help was given 
in addition to clerical assistance. For the 2171 principals there were reported 
859 assistant principals. Some cities did not report, however. Of the 859 
assistant principals, 826 are women and 33 men. (See Table C in Appendix. ) 


TITLE OF PRINCIPAL’s ASSISTANT 


, 


Number of cities reporting “ head teacher’ 
Number of cities reporting “ vice principal ” 
Number of cities reporting “ assistant principal ” 
Number of cities giving other titles 


Of 32 cities reporting, five said the duties of the principal’s assistant had 
been standardized, twenty-seven said it had not been standardized. ‘Twelve 
cities reported that the duties of the principal’s assistant were left for the 
principal to assign. 

Division of the time of the elementary principal’s assistant—Of the fifteen 
cities that reported that the assistant principal gave some time to supervision, 
five reported that 100 per cent of the time was given to supervision, one 
reported that between 75 and 99 per cent of the time was given to supervision 





Number of cities reporting per cent given to 





Per cent of time | adie De ‘ 
| Administra- | Classroom Special 
tion teaching wor 


| 


Supervision 


Under 25 





Total number of cities reply- 
ing 











42 NATIONAL EpUCATION ASSOCIATION 





and one reported that between 50 and 74 per cent of the time was given 
to this. 

Of the eleven cities that reported some time given by the head of depart- 
ment to administrative duties, one city reported that between 50 and 74 
per cent of the time was given to this, etc. Similarly read the table for class- 
room teaching and special work. Also see Table D in Appendix. 

Distribution of salaries paid assistants of elementary and high-school 
principals—Of the 43 cities reporting minimum salaries for assistants of 
elementary principals, one reported a minimum of between $2400 and $2599, 
three cities reported a minimum of between $2200 and $2399, etc. The 
median minimum for the 43 cities is $1437. Similarly read the distributions 
of maximum salaries paid assistants of elementary principals reported by 47 
cities and the average salaries paid assistants of elementary principals re- 
ported by 44 cities. 

For the 48 cities reporting on the minimum salary of assistants of high- 
school principals, one reported a minimum of between $3600 and $3799, 
one a minimum of between $3400 and $3599, etc. The median minimum 
paid assistants of high-school principals for the 48 cities reporting is $2267. 


SALARIES OF ASSISTANT ELEMENTARY AND HIGH-SCHOOL PRINCIPALS 





Assistant elementary principals Assistant high-school principals 





Salary Number of cities paying Number of cities paying 
groups 


| 


Minimum | Maximum | Average Minimum | Maximum Average 





3 4 5 | 6 


$4000 and over 





ena a COWRA kK Uw 


-NOON HEROD: 


= . 
wn CONF NW em: 
_ 


> | PPwOENYKHWYEHYHO DEH: 


> 
i~) 


Median salary. 
































ELEMENTARY SCHOOL PRINCIPALS 






















ve 
. MEDIAN SALARIES OF ELEMENTARY PRINCIPAL’S ASSISTANTS 
| | 
irt- Cities over | Cities 100,000 | Cities 25,000 | Cities under All 
74 | 500,000, in | to 500,000 in| to 100,000 in 25,000 in cities 
| population | population | population population 


















I 2 3 4 5 6 
01 ————— a = eae ea econ 
of Median minimum. $2000 | $2450 $1250 $1350 $1433 
9, Median maximum. 2550 | 2200 | ices She are 
he Median average.. 2550 | 1975 1800 1500 1693 


| 


































7 

e- SALARIES OF HIGH-SCHOOL PRINCIPAL’s ASSISTANTS 

\- Cities over | Cities 100,000 | Cities 25,000 | Cities under All 
500,000 in | to 500,000 in| to 100,000 in 25,000 in cites 

), population population population population 




























Median minimum. $2300 | $2600 $2400 $1500 $2325 
Median maximum. wbie | pee ealde 1888 ae 
Median average.. 2750 | 3225 2750 1950 2767 











Principals—The replies to the questionnaires sent out brought together 
information affecting elementary principals in 33 States, 169 cities. A total 
of 2171 elementary supervising principals are represented. A number of 
questionnaires were not used since they were too incomplete or else concerned 
teaching principals, not supervising principals. In the tabulations affecting 
high-school principals 33 States, 169 cities, and 290 principals are represented. 

Eight cities reported that their elementary principals supervised over forty 
teachers, five cities reported that they supervised between 35 and 39 teachers, 
etc. The median number of teachers supervised by the elementary principals 
is 18. 

The tabulation for the high-school principals shows that of the 152 cities 
reporting, 12 cities reported that their high-school principals supervised over 
80 teachers, five cities reported that they supervised 75 to 79 teachers, etc. . 
The median number of teachers supervised by high-school principals is 37. 

Of the 156 cities reporting, one stated its elementary principals were 
supervising an average of over 2400 pupils, two reported their principals 
supervising from 1800 to 1899 pupils, etc., the median number of pupils 
supervised by the elementary principals being 592. Of the 153 cities report- 
ing for high-school principals, one city reported its principals supervising 
2800 to 2999 pupils, one supervising from 2600 to 2799 pupils, etc., the 
median number of pupils being supervised by the high-school principals 
being 900. 























NATIONAL EpucCATION ASSOCIATION 





AVERAGE NUMBER OF TEACHERS SUPERVISED BY PRINCIPALS 





Average number 
of teachers 

supervised by 
elementary 
principals 


Number of 
cities 


Average number 
of teachers 
supervised by 
high school 
principals 











Number of 
cities 


6 
21 
II 
18 
13 
21 
19 


152 





Median number of teachers 


supervised 








Median number of teachers 


supervised 





AVERAGE NUMBER OF PUPILS SUPERVISED BY PRINCIPALS 





Average number 
of pupils 
supervised by 
elementary 
principals 


Average number 
of pupils 
supervised by 
high-school 
principals 


Number of 
cities 





2800 and over. 





Under 200.... 








=H ANU DN Ae 


NNN 
PPA HO 











45 


ELEMENTARY SCHOOL PRINCIPALS 













Distributions of salaries paid elementary and high-school principals—Of 
the 142 cities reporting minimum salaries for elementary principals, one 
reports a minimum of between $3200 and $3399, five cities report minimums 
of between $3000 and $3100, etc. The median minimum for the 142 cities 
is $1884. Similarly read the distributions of maximum salaries paid elemen- 
tary principals reported by 144 cities and the average paid elementary princi- 
pals reported by 148 cities. 









SALARIES OF ELEMENTARY AND HIGH-SCHOOL PRINCIPALS 


Elementary principals High-school principals 


















Salary Number of cities paying Number of cities paying 
groups 













Minimum | Maximum Average Minimum | Maximum Average 



















4 5 









Over 5000.... 
4800... 















































2 
I 
5 
2 
4 
en 9 
- I 5 
3000. . 5 17 
2800. . 2 | 9 10 2 4 5 
2600. . 3 14 II 7 5 5 
2400. . 13 20 21 15 8 7 
2200. . 7 II 17 “a I 5 
2000.... | 22 19 18 3 re 
1800.... | 31 II 31. I 
£600... 29 9 II 2 rie 
1400.... 15 4 8 2 I 
1200.... 12 I 2 I 
1000.... 2 I I 
eebea 142 144 148 go 124 116 
Median salary. | $1884 $2570 $2247 $3110 $3666 $3300 
































For the 90 cities reporting on the minimum salary for high-school princi- 
pals two reported minimums of over $5000, four minimums of $4400 to 
$4599, etc. The median minimum for high-school principals for the 90 cities 
reporting is $3110. Similarly read the distributions of maximum salaries 
reported paid by 124 cities and average salaries reported paid by 116 cities 
to high-school principals. 








NATIONAL EpuCATION ASSOCIATION 





MEDIAN SALARIES PAID ELEMENTARY PRINCIPALS 





Cities over 
500,000 in 
population 


Cities100,000 | Cities 25,000 | Cities under 
to 500,000 in 


population 


25,000 in 


to 100,000 in jf 
population 


population 





Median minimum. | 
Median maximum. | 
Median average.. | 


$2800 
4000 
3000 





$2150 
3067 
2600 


$1764 
2230 


1925 


$1850 
2762 
2434 | 








MEDIAN SALARIES PAiD HIGH-SCHOOL PRINCIPALS 





Cities over 
500,000 in 
population 


Cities100,000 
to 500,000 in 
population 


Cities 25,000 | Cities under 
to 100,000 in 25,000 in 
population population | 


All 


cities 





Median minimum. 
Median maximum. 
Median average.. 


$3950 
5650 
4350 


$3300 
4517 
3950 


$3075 $2792 $3059 


3834 a pia 
3775 3207 3393 











The percentage relationships between various salaries is given below. 
For example, the median minimum salary of elementary school principals is 
60.41 per cent of the median minimum of high-school principals ; the median 
maximum, 79.48; the median average, 66.13; etc. 


PERCENTAGE RELATIONSHIP OF SALARIES 





Average 
per cent 


Maximum 
per cent 


Minimum 


Salari 
salaries compared per cent 





Elementary principals and high-school prin- 
cipals 

Elementary teachers and elementary prin- 
cipals 

High-school teachers and high-school prin- 
cipals 

Elementary teachers and high-school teachers 


79-48 


61.64 


59-37 
"72.14 

















HE winter meeting of the Department of Superintendence of 

the National Education Association is to be held in Chicago, 

February 23-28, 1924. Headquarters for the Department of Ele- 

mentary School Principals will be at Hotel LaSalle. Meetings will 

be scheduled for the afternoons of Monday, Tuesday, and Wednes- 

day, and for Wednesday morning. ‘The annual banquet is Tues- 
day evening. 














ELEMENTARY SCHOOL PRINCIPALS 





APPENDIX 


TABLE A. CLERICAL ASSISTANCE FURNISHED PRINCIPALS 


"Number of principals Number of cities where 
furnished clerks are selected by _ 


d | 
t 


Board of educa- 
an 


Population of cities 


full-time 


tion and super- | 


plying 
clerks 
clerk 
_intendent_ 
Principal 
superintenden 


tants 
| Board of educa- | 


Two full-time 

| Part-time clerk 
No clerical assis- 
Superintendent 


| Principal 


| Three full-time 


| Number of cities re- 


| One 





h 


w 
nN 
N 
~ 
~ 
os 
bo 





Less than 25,000....... : Fis, ee 23 | 171 
25,000 to 100,000....... 49 | 307 
100,000 to 500,000...... 51 | 314 
500,000 and over....... 5 | .- | 191 


123 | 083 











TasLe A. CLERICAL ASSISTANCE FURNISHED PRINCIPALS—Continued 
| Number of cities | Training of clerks now 
| preferring employed 





1 
| 


| 


signed teachers | 


-| Is tenure of 
clerks 
protected 
by special 
rules 


Population of cities 


cially trained 


teachers 


clerks 
| Number unas- 


| Number teacher 


Unassigned 
Number commer- 











a 


v 


‘ 


| os | Teacher clerks 


Less Din: 25,000 .... 
25,000 to 100,000 . .. .| 
100,000 to 500, 000. . .| 
500,000 and over. “| 

cal 


| 
| 
—— 
| 





3x |~| 8 


Total. . 








Read Table A as follows: 23 principals in cities of less than 25,000 in population were 
reported as having 1 full-time clerk, 23 a part-time clerk, etc. The number of cities reporting 
on each question varied. A total of 133 cities replied on some phase of this question. (See 


column 2.) 





NATIONAL EpuUCATION ASSOCIATION 





TaBLe B. AVERAGE VALUE OF EQUIPMENT IN PRINCIPAL’S OFFICE 





| 
i. 
| 
| 


Cities 
less than 
25,000 


Cities 
25,000 to 
100,000 


Cities 
100,000 to 
500,000 


Cities 
500,000 
and over 


All 
Cities 








Median salary... 





New ON UNS 


iv e 
> — = Wm: 


tf 

w 
— 
° 





HN HM DO HW DE 


$322 





$525 








TABLE C. SUPERVISORY HELP GIVEN PRINCIPALS 





Are duties of 
principal’s 
assistants 


| standardized? 
Population of cities | 


ities 
reporting 


Yes No 


Cities 
reportin 
work o 
principal’s 
assistant 
assigned by 


S assis- 


assigned by 


|Number of cities 


Number 
of principal’s | 
assistants 


number 
of principa 


reporting bz 
| for determining 


AS1S 


l’s 


assistants to be 





Sub- 


Grades jects 


Cities reporting work 
of principal 
principal 


tant 


classes 


Men |Women|! 








Legs than 25,000. . 

25,000 to 100,000... 
100,000 to 500,000. . 
500,000 an 





over ..| 


i 


6 





I 
6 
I 


| 


7 8 


| 
oa 
3 7 
10 150 
17 | 222 
3 | 376 








12 20 8 














33 | 826 





Read Table C as follows: The duties of the principal’s assistants in 1 city of less than 
25,000 in population were reported standardized, their i 


standardized, etc. 


Number 


schools 


uties in g cities were reported as not 





ELEMENTARY SCHOOL PRINCIPALS 





TABLE D. DiIvIsION OF TIME OF PRINCIPAL’S ASSISTANTS 





| 


Percentage of Assistant’s Time Given to 


Adminis-|Classroom Special | Total 
vision tration | teaching wor | 


Size of city Per cent 


Under 25 
25 
50 tO 74 
75 to 99 
100 


ne 





25,000 to 100,000 Under 25 
25 
50 
75 





100,000 to 500,000...... 





500,000 and over....... 








| 
Votal all cities .........0..06 eee 15 | II 24 9 59 





As a result of the inquiry of the 1923 Salary Committee of the National 
Education Association, certain facts are available that are of value in con- 
nection with this study. Some of these facts have been summarized in the 
following tables which were prepared from the tabulations found in Teach- 
ers’ Salaries and Salary Trends in 1923—The report of the Salary Com- 
mittee of the National Education Association. 





R. DON C. ROGERS, formerly connected with the Exten- 

sion Division of the University of Iowa, was recently ap- 
pointed Special Secretary of the Chicago Principals Club. Mr. 
Rogers will devote his time to the investigation of problems in the 
field of education of special interest to the members of this organiza- 
tion. These investigations will be the basis of much of the con- 
structive work which the Principals Club is promoting in the 
Chicago school system. This appointment is indicative of the 
growing desire on the part of school people to lend substantial aid 
to the improvement of the public schools. 














50 NATIONAL EpuUCATION ASSOCIATION 





TaBLe E. MEDIAN SALARIES Paw City TEACHERS AND PRINCIPALS IN 1922-23 





Cities Cities Cities Cities | Cities 
Teachers over 30,000 to | 10,000 to! 5,000 to 2,500 to All 
_ or 100,000 100,000 | 70,000 in| 10,000 in| 5,000 in rhe 
Principals in vopu-| in popu- | popula- | popula- | popula- cities 
lation lation tion tion tion 








Teachers 
Kindergarten $1264 
Elementary 1200 | 
Junior high-school | 1370 | 
Senior high-school | 1567 
Special class | 1463 


School nurses 1425 


| 
Principals | 
Elementary non-supervis- | 
ing | 2160 | 1867 1590 | 1342 1678 
2344 2008 | 1850 2819 
| 3041 2317 | 1594 2740 
| 3808 3057 | 2062 3073 


Elementary supervising. | 3126 
Junior high-school 
Senior high-school 











For the detailed distributions of salaries es on which the medians in this table are based 
see Tables 5 to 13, Teachers’ Salaries and Salary Trends in 1923, National Education Associa- 
tion, Washington, D. C 





E ARE not likely to overestimate the importance of the office of school 

principal. As the superintendent of schools gives tone and character to 
the whole school system, so the school principal gives tone and character 
to the school under his control. In the administration of a school system 
the superintendent should tend to magnify the office of school principal. 
Whatever can be done to add strength and dignity and responsibility to the 
office should be done, with a view to making each principal feel that his work 
is large and important, and that he must keep growing constantly if he 
is to continue to measure up to the demands of the position. Everything 
pertaining to his school should pass through his hands, and the position 
should be made one of definite and fixed responsibility. 

The knowledge, insight, tact, skill, and qualities of helpful professional 
leadership of the principal of the school practically determine the ideals 
and standards of achievement of both teachers and pupils within the school. 
The best supervisory organization cannot make strong schools where prin- 
cipals are weak and inefficient, while a strong and capable principal can 
develop a strong school even in cities where the general supervisory organiza- 
tion is weak and the professional interest of teachers is low. The mere fact 
that helpful supervision is so predominantly personal in its nature and 
methods gives to the office of school principal large potential importance. 
Ellwood P. Cubberley, The Principal and his School, p. 27. 





ELEMENTARY SCHOOL PRINCIPALS 





TasLe F. MEDIAN MINIMA OF SALARY SCHEDULES OF CITIES IN 1922-23 





| 

Teachers Cities Cities Cities Cities Cities 
ee over | 30,000 to | 10,000 to | 5,000 to | 2,500 to 

principals 100,000 in| 100,000 in| 30,000 in 10,000 in | 5,000 in 
population aii, population | population | population 





5 








Kindergarten teachers ... | $1094 | $1065 | $1118 $1055 
Elementary teachers | 1070 1032 | 1063 1013 
Junior high teachers 1215 1119 1204 1134 
Senior high teachers 1429 1288 1384 1341 
Special class teachers 1250 | 1200 1225 1200 
School nurses | 1282 | 1280 1285 1300 
Non-supervising elemen- | 

tary principals | 1634 | 1411 1310 1255 
Supervising elementary | | | 

principals | 1830 1650 | 1775 1650 
Junior high-school princi- | | 

pals | | agas 1850 | 1584 1550 
Senior high-school princi- 
| 3036 | = 25r5 2134 2016 











For detailed distribution of minimum salaries in effect in city school systems on which these 
medians are based see Tables 26 to 30 in Teachers’ Salaries and Salary Trends in 1923, National 
Education Association, 1201 Sixteenth Street N. W., Washington, D 


Tasie G. MEDIAN MAXIMA OF SALARY SCHEDULES OF CITIES IN 1922-23 





Cities Cities Cities 

an over 30,000 to" 10,000 to | 

vie 100,000 in| 100,000 in| 30,000 in 

Principals population | population | population 
| 


Cities Cities 
5,000 to 2,500 to 
10,000 in 5,000 in 
population | population 














Kindergarten teachers....| $1850 $1750 $1495 $1471 
Elementary teachers 1877. | 1745 | 1440 1465 
Junior high teachers 2400 | 1900 | 1585 1562 
Senior high teachers | 2483 | 2136 2040 1877 
Special class teachers 2072 1841 1640 1500 
School nurses - 1633 | 1592 1528 1567 
Non-supervising elemen- 

tary principals 2250 | 2050 1731 1629 
Supervising elementary 

principals 3333 2575 2090 2100 
Junior high-school princi- 

pals 4025 3090 2225 1850 1684 
Senior high-school princi- 


4536 4043 3078 2581 2286 




















For detailed distribution of maximum salarics in effect in city school systems on which these 
medians are based see Tables 32 to 36 in Teachers’ Salaries and Salary Trends in 1923, National 
Education Association,- 1201 Sixteenth W Seca ala B.C. 


eee tc 


i 
yl 34 19 





NATIONAL EpUCATION ASSOCIATION 





TABLE H. SALARIES OF SUPERINTENDENTS OF SCHOOLS 1923 





Salaries 
paid 


Number 
cities of 
100,000 and 
over in 
population 
paying salary 


Number 
cities of 
30,000 to 
100,000 in 
population 
paying salary 


Number 
cities of 
10,000 to 
30,000 in 
population 
paying salary 





Number 
cities of 
5,000 to 
10,000 in 
population 


Number 
cities of 
2,500 to 
5,000 in 
population 


paying salary | paying salary 





Median 








$1r0000 and over.. 
9500-9999 
9000-9499 








58 





rs) w 
eS OO AW SS HS Mm 


em He PN AH PS 


99 








211 








254 


308 





The above table was 


Trends in 1923, Nationa 


pyc from Tables 67 to 71 given in Teachers’ Salaries and Salar} 
Education Association. 





RECENT BOOKS AND ARTICLES OF ESPECIAL INTEREST 
TO THE ELEMENTARY SCHOOL PRINCIPAL 


CuBBERLEY, ELtwoop P. The principal and his school, Houghton Mifflin Company. 

This book is one of the Riverside Series and deals with the organization, admin- 
istration, and supervision of instruction in an elementary school. An attempt is 
made in this volume to do what in the industrial world is commonly spoken of as 
job analysis. The job analyzed is that of the elementary school principal. 


Price LAURA SPECHT, National League of Teachers’ Associations Yearbook, 1923- 
1924; page 46, The functions of the elementary school principal. 
This article attempts to show to what extent the elementary school principalship is 
professionalized. It analyzes what the principal is doing and what he should do 
from five different viewpoints. 


Fitters, H. D. The School Review, January, 1923; page 48, The managerial duties 
of the principal. ye 
This article analyzes the managerial duties of the principal in a series of charts 
and tables which are accompanied by appropriate comment and discussion. 


Teachers’ salaries and salary trends in 1923—report of the Salary Commission of 
the National Education Association. 

This report is the result of a comprehensive salary inquiry. Detailed tables give 
salary information for rooo cities, for rural communities in all States,-and for 
405,060 teachers, principals, supervisors, and school executives; also discusses prin- 
ciples and standards involved in the making and administration of teacher salary 
schedules. 


The second yearbook of the Department of Elementary School Principals—The 
problem of the elementary school principal in the light of the testing movement. 
John L. Bracken, Editor. National Education Association, 1201 16th Street 
Northwest, Washington, D.C. 336 pages. Price, $1.50. 

A study of actual practice in the use of tests and measurements in a considerable 
number of typical elementary schools, The contributors include seventeen elementary 
school principals and twelve specialists in the fields of educational research and 
school administration. A practical treatment of a very live problem. 


MouHLMAN, Dora Keen, The elementary school principalship. University of Illinois 
Bulletin, May 7, 1923, Urbana, III. 
A brief discussion of the elementary school principalship accompanied by an ex- 
cellent annotated list of recent articles and books on this subject. 





A REVIEW OF THE SECOND YEARBOOK 
Jessie M. FInk 


The First Yearbook gave to the principal of the elementary school a 
digest in technique of supervision. It enabled every principal to know first 
hand just what standards of technique are demanded for the successful 
administration of an elementary school. For this, our group is indebted to 
Worth McClure. The edition will go down in the history of this organiza- 
tion as a masterly piece of work. 

Our Second Yearbook is a compilation of scientific articles such as never 
before has been presented to our department or group by any authority. 
With the testing movement in use upon all sides, with its incorporation 
into every system of note, with its advocates and opponents frequently 
obscuring its real effectiveness by numerous pros and cons, the least favored 
of principals may emerge from the waves of confusion to obtain a decidedly 
clear idea of the situation through perusal of the pages of this scholarly pre- 
sentation of ‘‘ The Problem of the Elementary School Principal in the Light 
of the Testing Movement.” Here is a series of discussions not only clarifying 
conditions, but presenting workable methods of procedure. Moreover, each 
presentation is from the pen of an elementary school principal who has been 
living daily in the light of the testing movement. 

S. A. Courtis, National authority upon this subject, submits an article 
on “ The Contributions of Measurement to Teaching” which is worthy 
careful study by the most sophisticated. His treatment is satisfactory in its ' 
practicability. For instance, he calls attention to the fact that sectioning on 
the basis of intelligence scores is an expedient, a temporary one, and not to 
be misapplied as final. This statement is a revelation in itself to those not 
quite clear as to the exact utility of the test. Again he gives the factors (as 
presented by Baldwin) which need to be considered in planning for individual 
work as (1) Physical, (2) Mental, (3) Emotional, (4) Social, (5) Edu- 
cational. What a wealth of material is here for the use of principals, 
especially those who are denied, by geographical reasons, the opportunity of 
first-hand experiment in the great psychological and pedagogical laboratories 
of our universities and cities! 

Aymer J. Hamilton contributes on “ Achievement Testing in the Ele- 
mentary School.” He gives specific criteria by which one may know the best 
tools for securing the best results. Thus the worth of any test may be deter- 
mined by applying the following principles to it: (1) Is it valid? (2) Is it 
reliable? (3) Is it objective? (4) Is it properly scaled? (5) Has it 
unimpeachable standards? He then mentions the names of several successful 
tests and outlines their uses for classification. 

Following these dissertations upon measurement come nine splendid 
articles upon classification and reorganizations involving test results by 
W. M. Greenwell, Oakland, California; Mary C. Flynn, Los Angeles, 
California; Helen Davis, Jackson, Michigan; F. T. Hardwick, Everett, 


[54] 





ELEMENTARY SCHOOL PRINCIPALS 55 





Washington ; Vera G. Sheldon, Rockford, Illinois; Warren K. Clayton, 
Detroit, Michigan. 

The next division takes up “ The Effects of Classification Involving Test 
Results.” Leonard Power, principal of the Franklin School, Port Arthur, 
Texas, sets forth in his direct style a plan used by him in testing his school 
and in using the results as a basis for reclassification and reorganization. 
It is a helpful illustration and fills a need much felt by the profession. 
Lawrence S. Chase, of Montclair, New Jersey, and A. M.: Santee, of 
Duluth, Minnesota, also contribute valuable articles. 

“The Teaching of Reading ” includes studies by Ernest Horn, of the State 
University of Iowa; M. Ethel Brown, of Springfield, Illinois; Charles 
Potter, of Seattle, Washington; Marion Carswell, and Willard W. Beatty, 
of Winnetka, Illinois. Each of these articles is authoritative and permeated 
with suggestions and experiments of the most recent developments in educa- 
tion. “ Remedial Work in Reading” includes accomplishments along this 
particular phase of work by Helen Bass Keller and Grace M. Fernald, of the 
University of California, Southern Branch, Los Angeles. Also that of 
Flda L. Merton, of Waukesha, Wisconsin. 

“The Teaching of Language” is set forth by Margaret H. Smith, Los 
Angeles, California; G. M. Wilson, Boston, Massachusetts; Clyde A. 
Brown, Chicago, Illinois; and Clifford Woody, of the University of 
Michigan. 

“ Remedial Work in Arithmetic ” comes in for a full and complete treat- 
ment by Leo J. Brueckner, and Amy Souba, of Minneapolis; Elda L. 
Merton and G. O. Banting of Waukesha, Wisconsin. 

“ An Evaluation of After-Testing Work with Bibliography,” constitutes 
Chapter 9, while Chapter 10 deals with the “ Platoon School ” as advocated 
by Arthur S. Gist, of Seattle, Washington. “ Auditorium Studies,” by 
R. D. Chadwick, Duluth, Minnesota, presents a definite course to pursue 
whereby incomparable results may be. attained by the proper use of the 
auditorium. 

Perhaps no article has attracted more attention than the last one in the 
volume. Dr. Burris, founder and sponsor of this department, presents a 
scale for rating school principals and assistant principals. Here we have an 
instrument by which we may check up on ourselves. The only thing left 
unmentioned in the scale is a recommendation to have it objectively applied 
by an unbiased friend, or preferably (if one wants the truth) by an enemy. 
This is the last word in measurement. Evidently Dr. Burris concludes from 
his long’and varied experience with the “ genus” principal, that no desir- 
able characteristics may be omitted from the personality of him who aspires 
to the exalted and munificently rewarded position of principal of an elemen- 
tary school. With all seriousness, it is a scientific scale and worthy of careful 
study. 

A directory of local principals’ organizations and a directory of the 
Department of Elementary School Principals concludes the book. 

Editor J. D. Bracken has rendered this department and the cause of 
elementary education a service that will place his name on its honor roll 




















































56 





NATIONAL EpuCATION ASSOCIATION 





———s 


to remain so long as the department shall endure. There is at present no 
means of knowing what the direct outcome of this contribution to education 
may mean, but it is perfectly evident that it contains material of inspirational 
, and practical value sufficient to completely revolutionize and reorganize the 
procedure of the elementary school principals of this Nation. 

A limited number of copies of the Second Yearbook remain in stock, 
which may be purchased for $1.50 each. Make checks payable to Courtland 
V. Davis, Treasurer, and address to 1201 Sixteenth Street, Northwest, 
Washington, D. C. 


& 


THE THIRD YEARBOOK 


ARTHUR §S. GIsT 


Editor of the 1924 Yearbook and Principal, B. F. Day School 
Seattle, Washington 





The Executive Committee of our department has chosen the topic, The 
Status of the Principal, for the Third Yearbook. It is the purpose to have 
the topics treated in such a way that they will show the daily activities of 
the principal in a manner revealing the development of the principalship to 
that high type of professionalism which we are beginning to experience. 
There is one type of Yearbook which has for its purpose the treatment of 
but one topic from several different angles by different contributors. There 
is another type which treats a greater number of topics all classified under 
a larger topic. It is the latter plan which we hope to follow. Since we plan 
to have these treated from the standpoint of a scientific study of actual 
working conditions, only elementary school principals will be asked to con- 
tribute articles. We are becoming better acquainted with the capable and 
interested principals, so that we feel that from now on we are in a better 
position to standardize our own ideals and practices. 

As editor of this Yearbook, I wish to make an urgent plea at this time for 
suggestions as to our plan, our outline of topics for the Yearbook, the manner 
of treating the topics and the names and addresses of principals upon whom 

; we may call for assistance in preparing our Yearbook, together with the 

topics in which they might be especially interested. Let me urge you not 
to hesitate in writing me concerning any phase of this work upon which 
you have a suggestion to offer. 

Following is a tentative outline: 


THE STATUS OF THE PRINCIPAL 


I. The evolution of the principalship. 
II. The professional aspect. 
A. The principal himself. 
1. The principal and his scholastic training. 
The principal and his personal qualifications. 
The principal and his own professional growth. 
The principal as a citizen. 





fy 


IL) 





ELEMENTARY SCHOOL PRINCIPALS 





B. The principal and the teacher. 
1. The principal and the improvement of instruction. 
2. The principal and the professional growth of his corps. 
3. The principal and the specialized subjects. 
4. The principal and a democratic régime. 
C. The principal and the pupil. 
1. The principal and the character education of his pupils. 
2. The principal and the scientific classification of his pupils. 
3. The principal and the physical welfare of his pupils. 
4. The principal and educational and vocational guidance. 
D. The principal and educational accessories. 
1. The principal and the courses of study. 
2. The principal and the textbooks. 
3. The principal and the use of supplementary aids (reference 
books, the public library, visual aids, etc.). 
E. Miscellany. 
1. The principal and his educational program. 
2. The principal and the platoon school. 
III. The administrative aspect (for a subsequent Yearbook if later officials 
so desire). 
The principal and his community. 
The principal and the administrative office. 
The principal and the selection, transfer, and dismissal of teachers. 
The principal and the janitorial service. 
The principal and his remuneration. 
The principal and extra-curricular activities. 
The principal and his office assistance. 
The principal and a business management of his school. 
The principal and his physical plant. 


I. 
2. 
3. 
4. 
5. 
6. 
‘P 
8. 
9. 





T THE Cleveland meeting, measures were taken to procure 
for publication a list of voluntary organizations of elementary 
school principals, including the names of officers. Members of the 
Department are invited to codperate in making this list as complete 
as possible. Mail information about such clubs or organizations 
to Mr. W. L. Longshore, President, Greenwood School, Kansas 
City, Missouri. 


























LOOKING AHEAD 


A MESSAGE FROM PRESIDENT LONGSHORE 


To the Members of the Department of Elementary School Principals: 
The Department of Elementary School Principals of the National Education 
Association has had a marvelous growth, professionally and numerically in 
the little more than two years of its activity. The temporary organization 
was effected at Atlantic City meeting, February, 1921. Mr. Leonard Power, 
principal of the Franklin School, Port Arthur, Texas, was chosen temporary 
president along with the usual list of officers. The permanent organization 
was completed at Des Moines, Iowa, July, 1921. The temporary officers 
were made the officers of the permanent organization for the first year, 
Upon application the organization was admitted as a Department of Na- 
tional Education Association during the Des Moines meeting. 

President Power prepared a splendid program for the meeting in Chicago, 
February, 1922, which was well ‘given and enthusiastically received. Early 
in his term of office, Mr. Power appointed Worth McClure, Gatewood 
School, Seattle, Washington, as editor of the First Yearbook. This Yearbook 
was the basis of the program given at the Boston meeting, July, 1922. It 
immediately attracted National attention, and the edition of two thousand 
copies was soon exhausted. 

Mr. Worth McClure was chosen the second president at Boston. He 


prepared an excellent program for the Cleveland meeting. Re-read the | 


April Bulletin, 1923, and addresses from the Cleveland program in this 
Bulletin as proof. 

President McClure appointed John L. Bracken, of the U. S. Grant 
School, of Duluth, Minnesota, as editor of the Second Yearbook. This 
Yearbook of three hundred forty pages was the basis of the program given 
in Oakland, California, July, 1923. 

The first year closed with a membership of eleven hundred and the 
second year with a membership of three thousand. 

I have recited this bit of history “ Lest we forget,” and also to point the 
way to the great work that has been done and the responsibility that rests 
on the shoulders of each one that has to do with the work for the current 
year ; and that includes every wide awake, professionally minded, hard work- 
ing, progressive, up-to-date elementary school principal in the United States. 

The position of the elementary school principal is recognized as the most 
vital, influential, and strategic position in any school system. The elemen- 
tary school principals of this country are the largest body of professionally 
minded school people connected with any school system, and if they do not 
make their influence felt for the good of their pupils, the good of their com- 
munities, and the good of their teachers it is their own fault. Organization, 
codperation, unity of action, professional spirit, and study will give them 
a chance to render real service. ‘ The fault, dear Brutus, is not in our stars 


[58] 


but i 
highe 
sclou 
ton, | 
is the 
by e 
habit 
that 
for | 

Sc 
in ar 
agen 
dent 


Bouse 


are | 


said 
the 

only 
dist 
of | 
ben 
inv 
can 


tior 
der 
sch 
ing 
me 
Zal 
tal 
wi 


ele 
th 





ELEMENTARY SCHOOL PRINCIPALS 59 





but in our selves that we are underlings.” Group consciousness is much 
higher in the scale of civilization and education than is the individual con- 
siousness. Mr. Arthur S. Gist, of the B. F. Day School, Seattle, Washing- 
ton, has been appointed editor of the Third Yearbook, the subject of which 
is the Status of the Elementary School Principal. Mr. Gist is well qualified 
by education and professional study, by experience, by research work, by 
habits of thought, by enthusiasm, and by industry to produce a Yearbook 
that will be epoch-making. See his prospectus in this Bulletin. We bespeak 
for him your hearty coéperation. 

So far in our young department we have bent our studies and our energies 
in arriving at an understanding of our relations with the different educational 
agencies, such as boards of education, superintendents, assistant superinten- 
dents, supervisors, special supervisors. We have directed our attention to the 
use of tests and measurements, but I believe there are some questions that 
are larger and more vital than even these. 

1. There has been much talk, many committees have made reports, and 
said reports have been printed ; but very little has been actually done to save 
the time of elementary school children. If we can do this, and we are the 
only people who are in the strategic position to do it, we will render a 
distinct service to oncoming generations. If we can increase the efficiency 
of the schools, save time, and decrease the cost we will be hailed as real 
benefactors. The shorter time used in preparing pupils for high schools is 
in use in enough places in the United States so that its efficiency or inefficiency 
can be measured and established, and this should be done. 

2. The schools of a country must necessarily reflect the state of civiliza- 
tion that has been attained, and as civilization develops there are more and 
more demands on the schools, and we must meet them. It seems that these 
demands have overwhelmed the traditional organization of our elementary 
schools, as they are, and they are breaking down under the load. It is becom- 
ing next to impossible to find time to do the work or find teachers who can 
meet the demands under the traditional organization. Hence I would like 
to see a thorough study of and a fair trial given to the newer forms of organi- 
zation so as to test their merits. 

3. Then there is the question of the curriculum and the part the elemen- 
tary school principal and teachers should have in making it. 

Have we in these vital questions sufficient challenge to hearten us for our 
work? If the prospect was an easy one, any one could do it. I can hear the 
elementary school principals from the North to the South, from the East to 
the West saying we are ready for the great adventure. 

| W. T. Loncsuore, President 
Greenwood School, Kansas City, Missouri. 





SECRETARY’S MINUTES 
OAKLAND MEETING 


The business meeting of the Department of Elementary School Principals was 
held Thursday afternoon, July 5. It was called to order by President Worth 
McClure, who asked the secretary to read the following proposed amendments to 
the Constitution of the Department: Article III, Section A—‘ The officers of the 
Department shall be the President, three Vice-Presidents, the Secretary, the Trea- 
surer, and the Executive Committee.” Article IV, Section C—Strike out the word 
“majority” making the section read: “Two thirds of the members present in a 
regular session will be necessary to make the proposed amendment a part of the 
constitution.” Article V, Section D—A nominating committee of five members shal] 
be appointed by the president at the first session of the July meeting. This com- 
mittee shall nominate one candidate for each office to be filled. Nominations from 
the floor shall be permitted. Moved by Miss Katherine D. Blake that the amend- 
ments to the Constitution of the Department be adopted as read. Carried. 

The treasurer’s report, showing a balance on hand of $2003.04, was read by the 
president in the absence of the treasurer. A motion was made by Miss Blake that 
report of the treasurer be adopted. Motion carried. 

Mr. Anthony, chairman of the Nominating Committee, presented the following 
report and moved its adoption :—President, W. T. Longshore, Kansas City, Missouri; 
First Vice-President, Ide G. Sargeant, Paterson, New Jersey; Second Vice-President, 
Elizabeth Bates, Los Angeles, California; Third Vice-President, George A. Beers, 
Chicago, Illinois; Secretary, Mrs. Jessie M. Fink, Grand Rapids, Michigan; Trea- 
surer, Courtland V. Davis, Norfolk, Virginia; Executive Committee—1927, Luise 
Krauss, San Francisco, California; Executive Committee—1926, Anna Laura Force, 
Denver, Colorado. 

Mr. Pullman, of Birmingham, Alabama, moved to substitute the name of J. D. ' 
Williams, of Birmingham, Alabama, for that of Ide G. Sargeant, as first vice- 
president. Miss Blake nominated Mrs. Piexoto, of New York, for member of the 
executive committee, term expiring in 1926. Motion was made by Mr. Marsh, of 
California, that the secretary cast the ballot for the nominees for all offices as 
read excepting those for which nominations had been made from the floor. Carried. 
Balloting now took place, and J. D. Williams was elected first vice-president, and 
Anna Laura Force, member of the executive committee. 

The officers for 1923-24 are as follows: President, W. 'T. Longshore, Kansas City, 
Missouri; First Vice-President, J. D. Williams, Birmingham, Alabama; Second 
Vice-President, Elizabeth Bates, Los Angeles, California; Third Vice-President, 
George A. Beers, Chicago, Illinois; Secretary, Mrs. Jessie M. Fink, Grand Rapids, 
Michigan; Treasurer, Courtland V. Davis, Norfolk, Virginia; Executive Com- 
mittee—1927, Luise Krauss, San Francisco, California; Executive Committee—1026, 
Anna Laura Force, Denver, Colorado. 

Miss Blake, of New York, moved to appoint a committee for the revision of the 
constitution of the department. Carried. Moved that the constitution as it now 
stands be printed in the first edition of the Bulletin. Carried. 

A motion was made that a vote of thanks be given our retiring president for his 
able and efficient service. Carried. A similar motion was made thanking Mr. 
Bracken, editor of the Yearbook, for his great services to the cause. Carried. Mr. 
Anthony, of Pittsburgh, moved that Leonard Power, Worth McClure, and John L. 
Bracken, who are entering other lines of school work, be made honorary members 
of this department. Carried. Retiring President McClure thanked the officers and 
the editor of the Yearbook for their inspiring codperation. He called attention to 
the fact that the department was devoted primarily to the problems peculiar to the 


[60] 





ELEMENTARY SCHOOL PRINCIPALS 61 





elementary school principal and prophesied a continuance of its rapid growth so 
long as it remained true to this ideal. The newly elected President Longshore was 
then called to the chair and spoke of his sense of responsibility and devotion to the 
department. He bespoke the active help of every principal in increasing the mem- 
bership rolls and in coédperative professional service. 
Meeting adjourned. 
JessizE M. FINK, 
Secretary 


THE OAKLAND MEETING 


The Oakland meeting will remain long in the memory of the delegates 
and visitors who were fortunate enough to attend this delightful assembly. 
Interest was keyed to the highest pitch from the fact that not only our own 
department and the National Education Association were presenting hitherto 
unapproached programs, but an educational association of the world was in 
the process of making.on the very spot. Many of our department were 
actively engaged in this specific work of helping plan and devise methods of 
procedure which when completed would be an instrument through which 
the educational organizations of the world might function. Unflagging zeal 
and enthusiasm abounded. 

The Department of Elementary School Principals presented three splendid 
programs one of which was a joint program with the Department of Elemen- 
tary Education. ‘These were based upon the articles appearing in the Second 
Yearbook. Discussions followed each address. A more scholarly presentation 


would be difficult to imagine. Each member has reason to feel that our pro- 
fession is coming into its own. President Worth McClure spared no pains 
to make this meeting a record affair. 

The Oakland dinner—The environment at Oakland was inspirational. 
In that land where the profusion of flowers and sunshine is proverbial, a 
feast of rare delight and beauty was accorded us. The table abounded in 
delicacies indigenous to the locality as well as with importations from “ just 


” 


over the Pacific,” until the heart of the- most satiated epicure or the most 
exacting connoisseur must have leaped with anticipation. The satisfaction 
to the eye and palate were exceeded only by the spirit of kindliness which 
greeted us upon all sides. Miss Elizabeth Arlett and her assistants have 
made us their debtors for this charming social function. Seated at the 
speakers’ table were: President Worth McClure, Secretary W. T. Long- 
shore, Secretary Jessie M. Fink, J. W. Anthony, Mary McSkimmon, Anna 
Laura Force, Olive M. Jones, Fred M. Hunter, Payson Smith, Effie 
McGregor, J. D. Bracken, Dr. W. B. Owen, and A. E. Winship. Speeches 
were made by Superintendent Hunter, Dr. Payson Smith, Dr. Winship, and 
Dr. W. B. Owen. President McClure presided. 

The officers’ breakfast—The officers of the department met at a breakfast 
July 3, at Hotel Oakland for the purpose of discussing matters of importance 
to the department. Three of our founders were leaving us, Mr. Leonard 
Power, of Port Arthur, Texas; Mr. Worth McClure, our President from 
Seattle; Mr. J. D. Bracken, editor of the present Yearbook. The ability 





62 NATIONAL EpuUCATION ASSOCIATION 





of our leaders had gone abroad and more lucrative fields of endeavor were 
opened to them. Mr. Power is to become a college president; Mr. McClure 
enters the superintendency work; Mr. Bracken does likewise in St. Louis, 
Missouri. That recognition and professional advancement are due these 
young men, that education is being recruited from the best by gaining them, 
is all too evident to us, and we are proud of their success. Nevertheless we 
are the poorer for their loss to our department, and this meeting was called to 
decide upon questions of procedure caused by these vacancies. 

Mr. Arthur S. Gist, of Seattle, Washington, accepted the editorship of 
the Yearbook for 1924, thus filling the place left vacant by Mr. Power. 
Mr. Bracken’s work in editing the present Yearbook is such as to attract 
National commendation. How many hours of indefatigable labor Mr. 
Bracken must have spent upon it is evident. Certainly no such contribution 
to the work of the elementary school principal has ever appeared before, 
and every officer of the department took pleasure in acknowledging a per- 
sonal satisfaction in the presentation of the principals’ problems as set forth 
in this edition. We were all agreed that it stands as a monument to the 
ability of our group and that no way of adequately measuring its real con- 
tribution to elementary education is as yet available. The officers present 
at this breakfast were: President Worth McClure, W. T. Longshore, 
Jessie M. Fink, John W. Anthony, Olive M. Jones, Mary McSkimmon, 
Anna Laura Force, J. D. Bracken, and S. D. Shankland. 

Fields of education from college presidencies to superintendencies; from 
chairmen of world committees to the president of our great National organi- 
zation have this year drawn leaders from our particular group. We should 
be less than human if we did not rejoice in these opportunities for our mem- | 
bers; we should be less than human if each heart did not beat a bit higher 
at the evidence of our contribution. We should be unworthy of our group if 
we were not stimulated to greater service by the consciousness of service 
rewarded. 

We are proud of our Olive M. Jones, president of the National Educa- 
tion Association ; we are proud of Katherine Blake, one of our great leaders 
in education; we are proud of Mary McSkimmon, whose graciousness is 
unsurpassed and whose leadership is an inspiration. The ethical delicacy 
which pervaded this group at Oakland during‘the “ friendly campaign” 
constitutes a star in the ethical firmament of the educational world. Our 
department has a mission in producing leaders. On with the work; recruits 
are numerous. 


PERSONALS 


Anna Laura Force, of the Lincoln School, Denver, Colorado, is chairman of our 
membership committee and reports a large increase in membership. 

Ambrose Cort, principal of Public School No. 73, Brooklyn, New York, also State 
Director of Education of the State of New York, was always on hand to assist 
in any necessary work to be done at the Oakland meeting. 

S. D. Shankland, our executive secretary at Washington, was in evidence at this 
meeting and by his timely advice greatly expedited matters of interest to the 
department. 





ELEMENTARY SCHOOL PRINCIPALS 63 





Mrs. Fred M. Hunter, of Oakland, California, made a host of friends among our 
group by her charm and affability. 

Our newly-elected president, W. T. Longshore, has the support of the entire 
membership back of him. He was the unanimous choice of the delegates and has 
richly deserved the honor conferred upon him. At the same time the department 
feels it is to be congratulated upon securing so competent and understanding a 


leader. 
Mary Flynn, principal of Micheltorena School, Los Angeles, California, also 


president of the Los Angeles Elementary Principals’ Club, entertained Mrs. Jessie M. 
Fink, at her home in Los Angeles. 

Superintendent Fred M. Hunter is an outstanding friend to this department. At 
the Hotel Oakland banquet he gave a most interesting and resounding speech. 

Margaret Strahan, of Grand Rapids, Michigan, president of the Grand Rapids 
Principals’ Exchange Club, visited Yosemite National Park and spent the entire 
summer in places of interest in California. 

Olive M. Jones, President of the National Education Association, and Mrs. Jessie 
M. Fink, secretary of the Department of Elementary School Principals, were guests 
of Mr. and Mrs. F. O. Heydenfeldt, of San Francisco, on a motoring trip through 
Yosemite National Park and Lake Tahoe. 

Mary McSkimmon, of Brookline, Massachusetts, spent some days in visiting places 
in California, among them Yosemite and Lake Tahoe. 


APPLICATION FOR MEMBERSHIP 


Mr. CourtTLanp V. Davis, Treasurer 
1201 Sixteenth Street Northwest 
Washington, D. C. 


My dear Mr. Davis: 

I am a member of the National Education Association. I inclose my fee 
of $2.00 for membership in the Department of Elementary School Principals 
during the year 1923-24. One dollar of this fee is for a year’s subscription 
to the Department Bulletin. 

Kindly send all publications, including the Third Yearbook to be issued 
in June, 1924, to me at the address given below. 


(Typewrite or print) 


Mailing address 


(School or street) . 


My present position is .