VOL. Ill, No. 4 JULY, 1924 BULLETIN OF THE Department of Elementary School Principals THE THIRD YEARBOOK The Status and Professional Activities of the Elementary School Principal Edited by ARTHUR 8S: GIST 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 post-office 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. BULLETIN of the DEPARTMENT 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. WiLLiaMs Woodlawn School, Birmingham, Alabama Second Vice-President, ELIZABETH BATES Sixty-Sixth Street School, Los Angeles, California Third Vice-President, Georce 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 McSkKIMMoN Pierce School, Brookline, Massachusetts—term expires in 1925 ANNA LAUuRA FOorRCE Lincoln School, Denver, Colorado—term expires in 1926 Luisz H. Krauss Grattan School, San Francisco, California—term expires in 1927 PREFACE The Yearbooks of the Department of Elementary School Principals of the National Education Association indicate quite clearly the vision and professional activities of its members. This is in line with the professional alertness of all educators at the present time and shows an intelligent and determined effort to set up high standards of efficiency from within. The topic of the first Yearbook was The Technique of Super- vision and that of the second Yearbook, The Problem of the Elementary School Principal in the Light of the Testing Move- ment. In the third Yearbook an attempt is made to cover in a limited manner some of the more important professional activ- ities of the elementary school principal’s work and to do it in as practical, suggestive, and helpful way as possible. With this in mind, principals actually in the werk have contributed the articles, and they have shown quite definitely how many of their functions as professional leaders are being performed. The members of this Department are indebted to university professors of education, to city superintendents, and to elemen- tary school principals for assistance given the editor in putting him in touch with contributors, and in definitely indicating their interests and research problems. The Research Division at the National Education Association Headquarters gave valuable and timely assistance in certain lines of research and investigation, and we are grateful to them. We are also indebted to the Division of Publications for handling the printing of the Yearbook. It is hoped that this volume will be of real service to elemen- tary school principals, to educators in general, and to students of elementary education; that it will take its place with the two previous Yearbooks in pointing the way to greater efficiency as professional leaders. ARTHUR §S. GIST, Editor of the Third Yearbook, B. F. Day School, Seattle, Washington. [ 195 ] THE CHALLENGE It is with pride that we present this the Third Yearbook of the Department of Elementary School Principals. Three years ago we were unorganized, hence not recognized, and without a literature directly bearing on the work of the Elementary School Principal. We are now an organized and recognized group of enthusiastic, hard-working, forward-looking, progressive, capable, and necessary co-workers. No other group has made such great progress in proving its usefulness and efficiency. We have received recognition locally and nationally that is very gratifying and almost staggering in the responsibility that it is placing upon us as an organization and as individual principals. For in the last analysis it is what we are able to do in the way of leading our teachers, our pupils, our communities, that is the real test of our capability, effective- ness, and efficiency. This is the real measure of our worth. A great organization, having a large membership, holding successful meetings with excellent programs and discussions, producing Yearbooks that are of far-reaching influence, is en- tirely worth while. But the elementary school principal must also function as an individual principal in one school and reach the teacher that needs assistance and encouragement and the individual pupil that needs help and encouragement, if he does the work of a real live principal. The recognition of the elementary school principal is now just starting, and it is our duty and privilege to see that we are ready to lead in each advancing step that is to be made in elementary education. We are making commendable progress in developing a pro- fessional literature on the work of the elementary school prin- cipal. Our three Yearbooks are outstanding productions and are epoch-making. The Department Bulletins are valuable and much appreciated; principals are contributing more and more to other professional publications, making investigations and writing books. Because of this professional growth there has arisen such a de- mand for literature on this subject that doctors of education are writing books and making investigations on subjects that have to do with the elementary school principal. Courses are now being given in teachers’ colleges all over the country for the [ 197 ] elementary school principal, and no other literature is so much sought by professors of education giving these courses as is the literature that is being put out by the Department of Elementary School Principals. We think the encouragement that is being given, the literature that is being developed, the magnitude of the work that is to be done is sufficient to hearten and at the same time challenge each one of us first to do his own work in an efficient manner, and second to be active in our National organization, so as to be helpful and get help. “No one liveth to himself.” We are the largest group of professionally-minded people engaged in the school business. There are between fifty and sixty thousand elementary school principals in the United States. Are you contributing your part? The Department of Elementary School Principals was born of a necessity. It met a real need, and that accounts for its imme- diate and continued success. It will continue to grow so long as it progressively meets that felt need. Its organizers had a great ideal in mind, and we are keeping that ideal constantly before us. That ideal is the betterment of elementary school education. A service to all the boys and all the girls of our great country! W. T. LONGSHORE, President. CONTENTS PAGE SL: inbidis'd bia didn auieiedeaonnnnanadeedieds soles dian ke tae 195 I i 6 ine nena nae oucleiaieeedndkwiwubed bbs kedaednebemeceaneeee 197 W. T. Longshore, Principal of Greenwood School, Kansas City, Missouri SECTION I CHAPTER I. Tue Evo.tution oF THE PRINCIPALSHIP.........ccccceccccccccccccce 205 Arthur 8. Gist, Principal, B. F. Day School, Seattle, Washington SECTION II.—THE PROFESSIONAL ASPECT PART I—THE PRINCIPAL HIMSELF II. THe Principat AND His PROFESSIONAL GROWTH........ccecccccccees 219 E. W. Cober, Principal Holmes School, Pittsburgh, Pennsylvania ITI. Prrncrpats’ PRoFessioNaL STuDY CLUBS........ccceccccccccsccvcess 230 Jessie M. Lockwood, Principal, John Muir School, Seattle, Wash- ington IV. Tum: Semoct, PUMCIwWAL AB A CHOTBBM .osicccvccisdvvcvesecdcccccence 232 Ide G. Sargeant, Principal, School No. 10, Paterson, New Jersey PART II.—_THE PRINCIPAL AND THE TEACHER V. Tue Srupy Hasrrs or Pupits (a) The Improvement of Instruction Through Supervised Study. 245 W. Q. Brown, Principal, Kennedy School, Cincinnati, Ohio CP Te OE BE aiden cincsavccdscccuctcnacseiaesebensasens 254 Arthur 8. Gist, Principal, B. F. Day School, Seattle, Washington VI. Supervision or Drizt Work IN ARITHMETIC (a) Edward Wildeman, Principal, James Shields School, Chicago, Eee mere EPR a TF rey ee ee) te wea, 2 ye 265 (b) William §S. Maxson, Elementary School Principal, White I: SRO MOIR ow 5: dcxk dN ae owen cade Pande piadhas 285 VII. Draenostic AND RemepiAL Measures IN ARITHMETIC (a) A Necessary Step in the Diagnosis of Pupil Difficulties in FL PCL MEE ETS Tee CPP EN ere rae 290 L. J. Brueckner, Director, Tests and Measurements, Min- neapolis Public Schools, Minneapolis, Minnesota (b) Following up a Survey of Instruction.................e008- 300 Ella M. Probst, Principal, Calhoun School, Minneapolis, Minnesota VIII. Orat READING IN THE ELEMENTARY SCHOOL AND Its SUPERVISION C. R. Stone, Formerly Principal, Gardenville School, St. Louis, Missouri Ba. A A FR I a. olin cca sn diialessiasindiasatyatuusaweresn 322 George Millard Davison, Principal, Public School 109, Brooklyn, New York { 199 ] PART II.—Continvep CHAPTER PAGE X. Improvinac Some FuNDAMENTAL Reapinae Hasits IN GRADES Oe he et Pe rere eet err er 326 William A. King, Principal, Concord and South Park Schools, Seattle, Washington XI. Denver’s TENTATIVE PLAN FoR TEACHER RATING.................06. 338 Eugene C. Stevens, Principal, Stevens School, Denver, Colorado XII. Tue Principat as SuPeRvIsOR OF INSTRUCTION.............00000000% 347 Mary E. Morris, Principal, Columbian School, Denver, Colorado. XIII. THe PrincipaL AND THE ProressIONAL GrowTH oF His Corps... .. 357 Frances Potts, Principal, Avenue B School, Council Bluffs, Iowa \ XIV. THe Principar’s BuILDING MEETINGS............-0 cece ceeeeeees 366 t Charles F. McKeehan, Principal, Seward School, Seattle, Washington XV. Tue Principa AND A Democratic RiéicIMe ~ Si re = is Mrs. Mary M. Fitz-Gerald, Principal, John Swett School, San Francisco, California ' (a) Sara L. Rhodes, Principal, Public School No. 28, Brooklyn, i Ne WE ac eed se kee SENT outs Chalets Kea vinceiwns 371 | (b) M. J. Gilliam, Principal, Waring School, St. Louis, Missouri. 379 PART ITI—THE PRINCIPAL AND THE PUPIL I XVI. THe Principat’s Part 1x CHARACTER EDUCATION................-+: 387 f Rose A. Carrigan, Principal, Shurtleff School, Boston, ; Massachusetts XVII. THe Principat AND THE ScieNnTIFIC CLASSIFICATION oF His PupiLs } (a) Two Types of Experimental Programs in the Education of Gifted Children and Their Ultimate Effects............... 395 : George C. Kyte, Associate Professor of Education, Wash- i ington University, St. Louis, Missouri ; (b) What is the Intermediate Problem and How Should It be } SEE . dininceciacnahit ete meetds cack Tedad Kv pee o00s x 430 C. H. Porter, Principal, Washington School, Cincinnati, ; Ohio ) (c) The Principal and the Gifted Child—From the Standpoint | of Scientific Measurements ....... Ets ME errr 450 H. D. Vincent, Principal, School No. 3, Troy, New York SV ee ET TOTES GU DI BR a ic in ide ce cciadetawrnenccdcccccedecccces 459 E Alma L. Chapin, Principal, Gough School for the Deaf, | San Francisco, California XIX. Tue Principat AND THE PHysicat WELFARE oF His Pupits { Rae OU, IE iia ena occa a a paca was nic cco a's Ses eeeesa-se 463 } (b) The Principal and His Relation to the Physical Welfare of Se NIN 0k cei ea ed eee ae wie acho hci we eae ene 471 E. H. Dutcher, Principal, Eastern and Stockton Schools, ‘ East Orange, New Jersey (ce) Safety Hemsention Mi CHGGGO. «<< oc ccicicedcccscicsccecscccs 477 George B. Masslich, Superintendent, Chicago and Cook County School for Boys, Riverside, Illinois { 200 ] PART IV—THE PRINCIPAL AND EDUCATIONAL ACCESSORIES PAGE CHAPTER XX. THe MakInG or THE Courses or Stupy (a) Curriculum Making in Los Angeles..............seeeeeees 483 Mary L. Floyd, Principal, Selma Avenue School, Los Angeles, California (b) The Principal and the Building of the Courses of Study.... 489 Courtland V. Davis, Principal, J. E. B. Stuart School, Norfolk, Virginia RA. Te Eemeeany BCHOC: LAWRART aoc sccccsccccccssssvecesscciaes 493 A. J. Hamilton, Principal, University Elementary School, Berkeley, California AXE. Term Ponetc Limam 20 THE BORO. oo oiesiic ce iecccecccccdcdcssesses 517 Clara Mayer, Principal, Milford School, Cleveland, Ohio PART V.—MISCELLANEOUS XXIII. THe Principat aNp His EpucaTIONAL PROGRAM..........eeseeeeees 525 Eva T. Mason, Principal, Eastern Departmental School, Louisville, Kentucky XXIV. Tue Priatoon ScHoou ha} PassGet TOG OF TORO £oissivieiesdceddendntecnisdere caus 532 Rose Phillips, Director, Platoon Schools, Detroit, Michi- gan (b) Objections to the Platoon School Answered..............+- 541 M. J. Patterson, Principal, Irving School, Kansas City, Missouri (c) Platoon and Duplicate Schools in Philadelphia............. 557 Edwin Y. Montanye, Principal, Joseph C. Ferguson School, Philadelphia, Pennsylvania (d) The Platoon School in Akron, Ohio.............ccccccceees 571 O. C. Hatton, Principal, Teachers College Observation School, Akron, Ohio (e) The Platoon Schools in Pittsburgh ....................... 592 Adda May Mann, Principal, Greenfield School, Pitts- burgh, Pennsylvania (f) Platoon Schools in Birmiingham. ...........cccccccccscsccs 595 H. B. Norton, Principal, Robinson School, Birmingham, Alabama SECTION I THE EVOLUTION OF THE PRINCIPALSHIP CHAPTER I THE EVOLUTION OF THE PRINCIPALSHIP ARTHUR §S. GIST Principal, B. F. Day School, Seattle, Washington STUDY OF THE ORIGIN of our public schools shows that at one time little attention was paid to efficient teaching and to expert supervision as contrasted with our present stand- ards. The teaching was largely religious in character and in the hands of the ministry. The supervision consisted mainly of lay inspection and was naturally cursory in character. Possibly the first official recognition of supervision was in Massachusetts in 1789, when a law was passed to employ a committee to look after the schools. It was evidently the purpose to do more than merely employ and examine teachers. In 1826 this practice was made obligatory. The principalship, as we now think of the office, was appar- ently not included in the original plans. As the enrolment of the school increased to the extent that two or more teachers were required, one was often designated as head teacher, whose duties seemed to have been disciplinary. As the schools increased in size, and reports mainly of a statistical nature were required, this head teacher was asked to do much of this clerical work. Later, as the size of the schools increased still more in the congested districts, the head teacher was often designated as a chief teacher or the principal. This office then took on the managerial functions, and the person in charge was frequently relieved a part of the time for administrative duties. Within the last few years, the principals of the larger schools have been relieved of all responsibility of teaching any particular room. With this responsibility lessened, and the demand for greater efficiency in teaching, the principal has been required to assume an increasing amount of the responsibility for a high type of instruction in his school. We therefore now have a new duty for this position, that of the supervision and improvement of instruction. PRESENT TENDENCIES Duties as seen by educational experts—Dr. Briggs! outlines the major duties of the high-school principal as follows: (1) 1 Briggs, Thomas H. The Professionally Trained Principal, School Re- view, 30: 653-662, November, 1922. [ 205 J] 206 ELEMENTARY SCHOOL PRINCIPALS Administrative; (2) direction of the social life of the school; (3) improvement of instruction. F. W. Johnson, ! in enumerat- ing the duties of the principals, states that the improvement of instruction is the most important duty. Dr. Cubberley 2 outlines the duties as follows: (1) Organization duties; (2) administra- tive duties; (3) supervisory duties, and (4) social duties. Quot- ing further, he states, “The supervision of instruction, that the education of children may proceed under better conditions and may be more effective in results, is the prime purpose of freeing the principal from teaching, it is the end and goal toward which the organization and administration of the school should tend. All other work is in a sense preliminary to this larger function. The broader professional knowledge and insight of the principal must find expression in the daily work of the teachers and pupils if his largest usefulness as a principal is to be rendered.” The Philadelphia Survey * outlines the duties of the principal as follows: (1) Business administration; (2) educational ad- ministration; (3) active supervision. W. C. Reavis‘ indicates the duties as follows: (1) Managerial duties; (2) professional duties, and (3) social duties. Dr. Nutt* states that in super- vision the goal is the improvement of teachers in service and the securing of efficient teaching results. Mr. McClure® in a recent study found the following results: TABLE 1—RELATIVE IMPORTANCE OF CERTAIN FUNCTIONS UPON THE BASIS OF THE PER CENT OF TIME WHICH SUPERINTENDENTS EXPECT THE PRINCIPAL TO DEVOTE TO EACH Rank of Function Median Importance Percentage Range 1 Supervision 60 40-80 2 Administration 20 5-60 3 Clerical work 10 0-25 ! Johnson, F. W. The Supervision of Instruction, School Review, 30: 742-755, December, 1922. 2Cubberley, E. P. The Principal and His School, Houghton-Mifflin Co., 1923. 3 Report of the Survey of the Public Schools of Philadelphia, Book 2, p. 80. 4 Reavis, W. C. The Duties of the Supervising Principal, Elementary School Journal, 19: 279-284, December, 1918. 5 Nutt, H. W. The Supervision of Instruction, p. 29, Houghton-Mifflin Co., 1920. 6 McClure, Worth. The Functions of the Elementary School Principa! The Elementary School Journal, 21: 500-514, March, 1921. THE THIRD YEARBOOK 207 TABLE 2—RELATIVE IMPORTANCE OF THE FUNCTIONS IN PRACTICE UPON THE BASIS OF TIME EMPHASIS BY FORTY-THREE SEATTLE ELEMENTARY SCHOOL PRINCIPALS Rank of Median Number Importance Function minutes per week Range 1 Administration 882.5 300-2 ,000 2 Supervision of teaching 650 120-1 ,610 3 Clerical work 510 150-980 TABLE 3—RELATIVE IMPORTANCE OF THE FUNCTIONS IN ACTUAL PRACTICE, As OBSERVED BY THIRTEEN UNIVERSITY PROFESSORS Rank of Median Total Importance Function Weighting | Weighting Administration 452 Clerical work 375 Supervision of teaching 217 Community leadership 126 Professional study and growth 88 SELECTION AND TRAINING OF THE PRINCIPAL With this added responsibility of duties of a wholly different character comes new demands in the selection, training, and efficiency of the principal. Success in classroom instruction was at one time taken as the sole basis for selection to this posi- tion, but now training and ability of a different type are re- quired. TABLE 4—NUMBER OF COURSES ON THE ELEMENTARY SCHOOL PRINCIPAL- SHIP OFFERED IN FIVE INSTITUTIONS FOR THE PAST TEN YEARS Number of administration courses on the | Number of courses on supervision or principalship improvement of instruction on the principalship Univ. Col.! | Iowa? ‘ iv. | Univ. . Iowa? of Univ. | State iv. of iv. | State if. |Chicago Teach. if. |Chicago Teach. 3 3 3 1913-1914 1914-1915 1915-1916 1916-1917 1917-1918 1918-1919 1919-1920 1920-1921 1921-1922 1922-1923 1923-1924 CNNNNNNNNNND Nrenwn 1 Professor M. B. Hillegas, replying to the questionnaire for Dean Rus- sell, writes: “For the entire period beginning 1913-1914, Columbia Univer- sity has had a course in administration that has considered matters relating to the principal’s work. Attendance in this course has not been limited to principals, however. Superintendents and supervisors have also been 208 ELEMENTARY SCHOOL PRINCIPALS admitted. In a measure, the same is true in reference to courses in super- vision, so I have not stated it on the blank because I believe what you want is courses specifically for the principal. . . . “One feature here may be of interest to you, that is the earlier absence of those who were interested in such courses. It required courage on our part to make the announcement of a summer-school course for principals in 1921-22. In fact, we did not at that time have confidence that principals alone would fill such a course, so we included ‘supervisors’ in the title of the course, though it was designed specifically for principals. Last summer that course numbered some eighty-five persons, and it has come to be a fixture in our summer-school offerings. . . “This present year there are enrolled in the field of elementary education some two hundred people. In this field we have the persons who are pre- paring for principalships. There are ten such students, but of this ten only two, as far as I am able to determine, have had experience as prin- cipals and are here for advanced training. The other eight are looking forward to the principalship. As nearly as I can determine, conditions are such that school principals cannot easily obtain leave of absence, and they are therefore obtaining their training in summer-school work. Those who are preparing to become principals, however, are endeavoring to secure very definite training.” 2 These are number of times subjects have been given during the year, not the number of sections of classes. 3 Does not include high school principal, on which another course is offered. A recent investigation of the courses for the principal was made for this Yearbook. This shows rather conclusively the recognition of this new demand by the training institutions. Further evidence of this new demand is the recent enactment of a law in California which requires a school executive to hold a special administrator’s certificate, for which training courses are to be provided in the institutions of that State. QUALIFICATIONS FOR THE PRINCIPALSHIP Following is the result of a special inquiry sent to city super- intendents and professors of education, to ascertain their con- ception of the necessary qualifications for the principalship. The most important items to be considered in the selection of elementary school principals as indicated by fifteen superin- tendents: ! Number of times Scholarship and Training: mentioned i, SR. . o6cces bs tenedestebcenesrisecoeeves 5 General scholarship Broad professional training and special study in preparation for the work of a principal of an elementary school Recent professional preparation Scientific professional insight and training 1 Because of the great divergence of opinions expressed, no attempt was made to rank them as to first, second, and third choice. THE THIRD YEARBOOK Experience: Experience in work Successful experience as a teacher or as an assistant principal.. Experience in managing a school and as a teacher Personality and Personal Characteristics: Personality Leadership Administrative ability and aptitude, including ability to super- vise and inspire teachers and pupils Professional attitude and outlook or merit as a constructive, contributing member of the system Evidence of continuous professional growth or ability to make pupils, teachers, and self grow Ethical standards or ideals of professional service Character and moral courage Sympathy and fairmindedness Professional ability Thoroughness Ability to get along with teachers and patrons Power to organize and plan to save time and work effectively. . Character qualities, social attitudes, evincing human interests in children and the community Judgment Vision Sense of humor PY SE ikcdecis pebaceddcdnnewernreeeuenn ankitrans ree THE Most IMPORTANT ITEMS EIGHT COLLEGE PROFESSORS CONSIDER NECESSARY IN THE SELECTION OF E;LEMENTARY SCHOOL PRINCIPALS Number of times mentioned Scholarship and breadth of education 6 PONE CERO onc da ceNas edie dasannseeeeinsehouaeeed 5 Supervisory ability, thorough training in improving instruction through supervision, 7. e., building and classroom management.. 3 Ability to organize and inspire teachers or ability to manage others and infuse professional spirit Genuine professional interest Administrative ability or ability to codperate in developing the general school program Personal character, personality, and manner Personal leadership in and out of school Amount and kind of experience Sympathy with pupils Good common sense Well-balanced, kindly temperament The responsibility now being placed upon the principal for securing a high type of instruction is further evidenced by an examination of the rating sheets used in progressive school 1QOne writer urges that “professional training” should include a proper study of the subject matter of the curriculum. 2 210 ELEMENTARY SCHOOL PRINCIPALS systems, to rate the efficiency of the principals. These show conclusively that the supervisory function is of primary impor- tance. One city—Minneapolis—rates the principals on the basis of 450 points, considering supervision of most importance—150 points. In another city—Seattle—the superintendent’s staff is asked nine questions regarding the principals, among which are these questions, “Is he improving himself professionally?” “Does he keep his corps professionally alert?” “Do teachers improve under his leadership?” There seems to be some difference of opinion as to the wisdom of showing a principal his rating. Some cities, however, feel that these rating sheets, if properly made out, showing a composite rating of the superintendent and the assist- ant superintendents, will aid the principal in his professional plans and development. ORGANIZATIONS OF PRINCIPALS’ ASSOCIATIONS As the principalship is developing into a highly professional and technical position, organizations to further the professional growth of the principals are being very generally organized. In practically all of the progressive cities organizations now exist, and the following shows which State educational associations have elementary school principals’ sections: INVESTIGATION OF ELEMENTARY SCHOOL PRINCIPALS’ SECTIONS IN STATE EDUCATION ASSOCIATIONS Answers from 38 secretaries—1. Does your State Education Association have an Elementary School Principals’ Section? Summary of Answers: Date of organization 1923 California (Northern Section of State Teachers’ Associa, tion 1923 Kansas (has an Elementary School Principals’ Round Table as part of each annual session of the State Teach- At least 10 ers’ Association) years ago. Michigan Number of years. Missouri 1921 Minnesota Ten years ago. Mississippi 1922 New Jersey ..........-.05- ips wake ake sotheheeneee Years ago. Oklahoma Pennsylvania (has only a Department of Supervising Principals) 1918 Texas 1921 or 1922. Virginia Washington THE THIRD YEARBOOK NoTEe.—These States include: Arizona Iowa Missouri South Dakota Arkansas Kentucky Nebraska Tennessee Colorado Louisiana New Mexico Vermont Connecticut Maine North Carolina West Virginia Delaware Maryland Ohio Wyoming Florida Massachusetts Rhode Island Illinois Montana South Carolina An examination of the programs of the local and State organi- zations shows rather clearly that these organizations have pro- fessional study as a basis for their existence. STABILIZING THE PRINCIPALSHIP Because of the large number of efficient school principals who are constantly leaving their positions because of promotions, many educators feel that this high type of ability should be kept in elementary school work because of the opportunity for real service in this field. Inquiry with this in mind was directed to certain city superintendents and University professors of educa- tion. The tabulated returns of this inquiry follow: STABILITY OF THE ELEMENTARY PRINCIPALSHIP Answers from 15 city school superintendents 1—I. Method of holding principals whose ability and success is meritorious. (Please answer “yes” or “no” to each question and then discuss your answer.) 1. In your judgment, will an adequate salary schedule tend to hold them? Summary of answers: No, not of itself but it is a factor Note.—Among the qualifying statements were the following: “Yes, with the emphasis on ‘tend.’ I do not-believe an adequate salary alone will hold principals of ability, but certainly an adequate salary is an important factor.” a. What should be the maximum salary? Summary of answers: $4000 to $5000 NoTe.—One superintendent qualified his answer as follows: “Depends upon enrolment of school; large school perhaps $4000.” $3750 to $4750 NoTEeE.—The above was given as the actual salary paid elementary wheal principals in New York City in elementary schools having 25 to 48 classes. 1J. H. Beveridge, Omaha, Neb.; Nicholas Bauer, New Orleans, La.; Jeremiah E. Burke, Boston, Mass.; R. J. Condon, Cincinnati, Ohio; Susan M. Dorsey, Los Angeles, Calif.; J. M. Gwinn, San Francisco, Calif.; F. M. Hunter, Oakland, Calif.; P. A. Mortenson, Chicago, IIl.; Jesse H. Newlon, Denver, Colo.; Eugene A. Nifencker (answering for William L. Ettinger), New York City; O. C. Pratt, Spokane, Wash.; J. W. Studebaker, Des Moines, Iowa; W. F. Webster, Minneapolis, Minn.; H. B. Wilson, Berkeley, Calif. ELEMENTARY SCHOOL PRINCIPALS ee $3000 to $4500, depending on qualifications, efficiency, years in the SE EE cccabadkbasdbeesbeediesesnevenec 1 $3000 and up, depending on size of school, cost of living in city ED TONED THI Bis oon ctenscccndnndcccdsencoccscsscece 1 DM thtthhreesdhesseds ehedeedenasess wabeh 04 60006600000044690.0 1 “Higher than the public is prepared to pay at this time. All admin- ey OP i a. . ccdncansesbdddbcensegecereseens 1 ee Ss sens ck eed eed eee We saben senescence 2 NoTe.—One superintendent added: “The higher the better.” “Depends upon many factors, especially cost of living.”.............. 1 2. In your judgment, will an occasional promotion tend to act as a suffi- cient incentive? Summary of Superintendents’ answers: PE chp hbinndsda64abeheeds hehieedsbdddh bias adeseees caeveeeseceee 6 i ns 55 6 4Ks HAASE OLERE MADER TET RASS OSS OSE SHE C SEK OCCOS 2 “All is relative; for some, Yes; for the best, No”...............-2000- 2 “Promotion should carry with it increased salary and if so will act as SP cnc gh ge wage Nce ARS AMAA eR OOE ECE ReMRES oe 86 2 ET a cb 4ak Gnlnadi gare bin 6O Wea Sled waa eGR CARO Sees ene