ENR 


VOL. IV, NO. 1 é OCTOBER, 1924 


BULLETIN 


OF THE 


Department of Elementary 
School Principals 54: 


The President’s Message—Fisk 

From the Superintendent’s Viewpoint—Newlon 
Shortening the Elementary School—Judd 

The Shorter Elementary Course—Ives 


The Principal and the Superintendent—Hunter 





Codperation Between the Principal and Supervisors—Mcllravy. 
Make the Principalship Respectable—Sargeant 

Remedial Work in Arithmetic—Ellert 

The Elementary School Assembly—Davis 

Secretary’s Minutes 


Editorial Comment 





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 octage provided for in Section 1103, Act of October 3, 1917, 


authorized December 18, 1922. 
Cox: UNIVEE . 
CU LIBRARY ~ 
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Og 





TF ow 


ry 














JUN 3 1926 






BULLETIN 
€ of the 
ENT OF ELEMENTARY SCHOOL PRINCIPALS 
| Pubtistiéd quarterly in October, January, April, and July by the Depart- I 
} ment of Elementary School Principals of the National Education Asso- 


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. 


| ciation of the United States. Ide G. Sargeant, Editor. ao 








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 
1924-25 


President, Jessie M. Fink 
Palmer School, Grand Rapids, Michigan 





First Vice-President, SARA L. RHODES 
Public School No. 28, 1001 Herkimer St., Brooklyn, New York 


e a 
ee 


Second Vice-President, JOHN MERRILL 
Lingemann School, Detroit, Michigan 


Third Vice-President, H. B. Norton 


7922 Underwood Avenue, Birmingham, Alabama pri 


Secretary and Editor, Department Bulletins, Ip— G. SARGEANT ass 
School No. 10, Paterson, New Jersey itt 
Treasurer, COURTLAND V. Davis | , 

J. E. B. Stuart School, Norfolk, Virginia 


unt 
Executive Committee ow 
Mary McSkimMon 





Pierce School, Brookline, Massachusetts ae 
ANNA Laura Force 

Lincoln School, Denver, Colorado Wi 
Luise H. Krauss tor. 

Grattan School, San Francisco, California add 
W. T. LoNcsHORE Ye: 

Greenwood School, Kansas City, Missouri te 
Editor, Fourth Yearbook, ArTHUR S. Gist VISI 
B. F. Day School, Seattle, Washington In: 
wh 


ee edit 











> ‘ 


THE PRESIDENT’S MESSAGE 


N THE FOURTH YEAR of its existence, the Department of Elemen- 
tary School Principals of the National Education Association finds itself 

a vital and growing department, proving of service to its members profes- 
sionally and inspirationally. It 
is cause for congratulation that 
membership has increased so rap- 
idly over this country. It justi- 
fies its reason for existence—that 
is, the response to a great need. 

Previous to the establishment 
of our department, the individ- 
ual elementary school principa! 
was an unrecognized factor in 
the educational scheme. He was 
one without a policy, without 
defined functions, with no con- 
tinuity of plan or matured 
scheme. During the last three 
years this situation has been 
thoroughly discussed and the dis- 
advantages somewhat amelio- 
rated, yet there is much to do. 

We come to this stage of our 
progress with a new sensé of the 
importance of a more satisfac- 
tory clearing up of irritations, a 

Jessie M. FINK ~ new realization of the urgent 

necessity of codperation of each 

principal, a new comprehension of the enormous responsibilities we have 

assumed, and a new determination to meet all the requirements of the 
situation. 

To those devoted men and women who launched this department on 
uncharted seas and piloted it through its first days with such success, we 
owe a debt which can never be discharged. They are entitled to the venera- 
tion and honor of a grateful constituency. 

It is seemly here to recall the first year’s work under Leonard Power. 
With vigorous programs he attracted the attention of all groups of educa- 
tors and especially the elementary school principals from far and near. In 
addition to this he secured the genius of Worth McClure to edit the First 
Yearbook of the Department. This book presented the subject of super- 
vision as a science and an art, and as peculiarly the function of the principal. 
In fact, it proved a mine of information on the technique of supervision, and 
when two thousand copies had been sold there was still demand for the 
edition. 





[3] 





~ 


NATIONAL EpUCATION ASSOCIATION 





Following the brilliant success of the first year, came President Worth 
McClure and Editor John L. Bracken, of the Second Yearbook. ‘This 
volume discussed “ The Work of the Elementary School Principal in the 
Light of the Testing Movement.” It electrified our profession in this coun- 
try and called forth praise from the London schoolmen. No such masterly 
presentation of this subject had ever before been evolved. 

Each step of our program had been a distinct achievement and our third 
President, Mr. W. T. Longshore, carried on with distinction the work so 
well established. He induced Mr. Arthur S. Gist to become editor of the 
Third Yearbook. 

This gifted young principal produced a volume of six hundred thirty-five 
pages of absorbingly interesting subject-matter. It stands unique in the num- 
ber of scientific discussions of our every-day problems of supervision as well 
as those of organization. 

So much material had Mr. Gist on hand after completing this edition, 
so much remained still to be said upon ‘“‘ The Status and Professional Activi- 
ties of the Elementary School Principal,” so’ familiar was he with the neces- 
sary procedure for obtaining further illuminations upon the subject, so fully 
equipped to carry on the necessary investigations begun by last year’s work, 
so able to round out and present an authoritative statement as to the Status 
of the Elementary School Principal, that your President persuaded him to 
accept the editorship of the Fourth Yearbook, which will be ready for dis- 
tribution in June, 1925. 

Since the Yearbook is the final summation of the department’s activities 
for the current year, it has been thought desirable to recall past achievements 
to clearly indicate “ whither we are tending.” With this in mind, we have 
a point of departure for a program for the coming year. 

In the first place, your president is calling upon every member to bring 
in at least one new member. There are between fifty and sixty thousand 
principals of elementary schools in this country. With this number at hand 
we ought to have a membership of ten thousand by next June. We are not 
like the good priest and zealous Levite, so absorbed in our interest close at 
home that we pass by the neighbor of another country. Let us go out into 
the highways and byways and bring them in from “ sea to shining sea.” 
Those neighbors in the rural districts who do not know that they are eligible 
to our ranks; those small town principals and superintendents struggling 
alone with their tremendous difficulties, all belong to us. Think what this 
Department can bring to them. 

When you recommend your department to your friends, tell them what 
we are able to offer. Tell them that through the help and generosity of the 
National Education Association we have the expert services of Joy Elmer 
Morgan, managing editor of The Journal, for all our editorial problems. 
We have the expert services of $. D. Shankland, executive secretary of the 
Department of Superintendence who acts as our executive secretary. This 
contribution enables us to give research and publication service that would 
otherwise be prohibitive. Tell them they will receive three Department 
Bulletins and the Yearbook, all for the sum of two dollars a year. 





I; LEMENTARY SCHOOL PRINCIPALS 





The Bulletins will be edited by Mr. Ide G. Sargeant, so well and favor- 
ably known to all. of us through his splendid work as chairman of the Com 
mittee on Educational Progress. 

The second part of this year’s program has to do with the strictly pro- 
fessional side of our work. Right here let me urge each of you to submit 
any contribution or suggestion of your own or of some friend’s, who may be 
too modest to do so. Help is constantly lost by the inability of individuals 
to appreciate that his successful solution of a difficulty may be of infinite 
assistance to some other struggling principal. Moreover, we are now an 
actively progressive and contributing group and upon each member devolves 
the responsibility for his share of codperation. 

We are at this time sufficiently agreed upon certain fundamental premises 
to warrant us in presenting them to those sources eager to obtain them. 
Schools of education are asking for suggestions as to courses of study in the 
preparation for the principalship of the elementary school. The public is 
ready to listen to our suggestions and beliefs as to the qualifications for the 
principalship of an elementary school. Professional publications are request- 
ing literature upon the subject. Our own constituency is eager to have us 
clarify, organize our beliefs, and present them in a platform to superin- 
tendents, schoel boards, and professors of education in every city and State 
of our land. 

When we are able to take a united stand upon the ability, the training, 


experience, and salary necessary for the adequate functioning of the elemen- 
tary school principalship in the light of the demands of today, we shall have 
made a distinct contribution to elementary education the world over. To 
contribute as much as possible to these ends is the definite program of your 
President for the year 1924-25. 


KACHING is a fine art, and ranks among the greatest of 

them all. ‘The man who can rightly assist in the growth of 
mind, who can lodge the right knowledge and foster the right im- 
pulses and create the right ideals in those entrusted to him, is a 
master among the artists. ‘There is that same elusive quality in 
teaching as in the other arts; one is always seeking for the right 
thing to say, for the right way to say it, for just the exact touch 
for that noble impulse, or the exact restraint for that impetuous 
energy. ‘The objects upon which he lavishes his skill vary from 
month to month, even from day to day; one never faces exactly the 
same class twice—FE. A. Harpy, in Talks on Education. 





FROM THE SUPERINTENDENT’S VIEWPOINT—THE 
PROFESSIONAL PREPARATION OF THE 
ELEMENTARY SCHOOL 
PRINCIPAL * 


JessE H. NEWLON 
Superintendent of Schools, Denver, Colorado 


HE TOPIC assigned me is a broad one. It is true that the superin- 

tendent of schools views the principal from a vantage point different 
from that occupied by anyone else. But he is interested in the principal in 
all of his relationships and in every phase of his work. I am faced, therefore, 
with the necessity of choosing between making in the brief time at my dis- 
posal a mere catalogue of some of the more important of these relationships 
or the selection of one phase for a more extended discussion. 

We are at a turning-point in the history of American education so far 
as professional preparation is concerned. Within the past thirty years a sure 
foundation has been laid, upon which we are now erecting a superstruc- 
ture—namely, a real science of education. In this significant period, the 
schools have made tremendous strides in enrolment, in the number of teach- 
ers employed, and in financial support. Recently there has been a decided 
improvement in respect of salaries paid teachers. All of this is tending to 
emphasize the professional character of our work. In the future, we may 
expect requirements of professional training for teachers much in excess of 
the requirements that have heretofore existed. 

The birth of this Department is an indication of an aroused professional 
conscience on the part of the elementary school principals of this country. 
There is no more encouraging sign on the professional horizon. ‘The organi- 
zation of this Department grew out of a realization on the part of leading 
principals that theirs was a professional job, and that the technique of their 
work can be mastered only by study and experience. It is my judgment that 
this Department can perform no more important service than that of at- 
tempting to formulate a program for the guidance of the heads of schools of 
education and school executives in the training, appointment, and promo- 
tion of principals. I have, therefore, elected this afternoon to discuss only 
one phase of the subject assigned me—the professional preparation of the 
principal. ‘ 

The principalship is always a key position. This is particularly true of 
the elementary school principal, because in the elementary school are laid 
foundations in habits and attitudes. Upon the work of the elementary school 
will depend in large part the ability of the child to profit to the utmost 
from the instruction which he receives in other schools. If the right habits 
and attitudes have been formed, the child is ready for the experiences of the 
schools that come after. If incorrect habits and attitudes have been formed, 
corrections must be made, if ever at all, at the expense of the individual. 


* Read before the Department of Elementary School Principals, National Educa- 
tion Association, Washington, D. C., July 1, 1924. 


[6] 





ELEMENTARY SCHOOL PRINCIPALS 





Furthermore, the elementary school is the only institution attended by the 
great majority of the boys and girls who enrol in our public schools. The 
elementary school is the great integrating factor in our public school system. 
To this institution come children from all conditions of life, of native and 
foreign-born stock, rich and poor, to be fused into a homogeneous people, 
spiritually and politically. ‘The work of no school can be more important. 
The ‘administration of this school, therefore, is a matter of the utmost con- 
cern to the people. 

Many of the problems which the principal meets in daily work are highly 
technical, Others require for their solution the power gained by experience 
in dealing with people and in administration. The work of administering an 
elementary school is as highly technical and professional in character as 
the work of the engineer or the physician. No one is prepared for the princi- 
palship who is not familiar with the great body of professional and technical 
knowledge that must be drawn on constantly by effective teachers and prin- 
cipals. On the executive and administrative sides, a type of leadership is 
called for that is specialized in character and that is acquired only by experi- 
ence and study. 

In discussing preparation for the elementary school principalship, then, 
I wish to group what I have to say under the two heads that have just been 
indicated—professional preparation on the one hand and personal equipment 
on the other. One has to do with formal education, with technical and pro- 
fessional preparation; the other with personal qualities and professional 
experience. 

We must look forward to the time when no one will be considered for an 
elementary school principalship who is not a college graduate. No one is 
more aware than I of the fact that the possession of a college degree is not a 
guarantee of a liberal education. At best it can be only a guarantee that the 
foundations of a liberal education have been laid and that interests and 
tastes have been aroused and fostered in the individual that will lead him 
in the course of years to become liberally educated. 

Many men and women bearing the label of college graduation are not 
educated and never will be. There are numerous individuals in our pro- 
fession who do not bear such a label, some of whom have never even trod 
college halls, but who are liberally educated. Some of these stand today in 
the forefront of constructive leadership, but these are the exceptions. It 
cannot be denied that one who has spent four years in a college or university 
maintaining high standards has gained by the experience and has laid tie 
best possible foundation for professional study. If we believe in schools, if 
we have faith in our daily work, we must believe that the college is invalu- 
able for preparing one for life’s duties and an essential foundation for one’s 
professional work. 

I would set the requirement of college graduation for admission to the 
principalship not because it is an absolute guarantee of the culture and 
refinement which an elementary school principal ought to have, but because 
it is one of the best ways that has yet been devised for eliminating the unfit 
and insuring an adequate foundation for professional study. 





~ 


NATIONAL EpuCATION ASSOCIATION 





The principal must see the problems of education in the large. He is in a 
peculiar sense a liaison officer between the schools and the public. He cannot 
perform his functions as they ought to be performed if he cannot meet the 
best minds in the community on their own level in discussing not only the 
technical problems of education but education in its relation to the social 
problems of the day. The principal should take his place among the intel- 
lectuals of the community. 

The task of the principal is peculiarly a social one. He deals with the 
individual in his social relationships. He interprets public education to the 
public. He must have constantly in mind the relationships which the child 
will have to society in the years to come. The principal, then, ought to be a 
student of social organization. The so-called social sciences—psychology, 
history, politics, and economics—should form a large part of the college 
courses pursued by him. 

I would also include the history of philosophy and intellectual develop- 
ment in this category. He should know what the master minds of the ages, 
the Platos, the Aristotles, the Bacons, the Kants, the Darwins, and the 
Deweys have thought about the riddle of human existence, of thought, of 
the conditions of human progress. And it goes without saying that a knowl- 
edge of the discoveries of modern science is indispensable. 

‘To my way of thinking, nothing short of a preparation such as this forms 
the foundation upon which a sound superstructure of professional training 
can be reared. I would stress the fact that the chief function of the college, 
so far as this training is concerned, is to arouse interests that will be life- 
long. The successful principal is not one who has closed on the day of 
graduation the books that deal with these great life problems, never to open 
them again. 

I hear some one saying that a program such as this would shut out from 
promotion many of the most worthy and successful teachers now engaged in 
our profession. Such is true, and for that reason this requirement is not 
advocated as one that should be put into complete operation at this time. 
But the time is rapidly approaching when such a requirement may be reason- 
ably set up. Certainly all teachers now coming into the profession should 
expect to meet these requirements in order to be promoted to the principal- 
ship. I see no reason why requirements for positions of great responsibility 
in our profession should be lower than those for engineering or medicine. 

With such a general training as I have outlined there must follow a 
thorough professional training. The principal must have those general foun- 
dational professional’ courses which are essential for all members of our 
profession. Under this head will be listed such studies as the history of 
education, educational psychology, educational sociology, the philosophy of 
education, method, the elements of educational statistical method, school 
hygiene. 

To this general professional training must be added a special preparation 
for the administration of the elementary school, which has a peculiar tech- 
nique. The courses in school administration, in supervision of instruction, 
in educational measurements, and the use of mental tests, in more advanced 





ELEMENTARY SCHOOL PRINCIPALS 
educational statistics, in the hygiene of the school and of the child—in a 
word, all of the knowledge that the profession has gained about the adminis- 
tration of elementary schools and has organized into any system must become 
the subject of study of one who aspires to this responsibility. 

No one is qualified for principalship who has not demonstrated his worth 
as a teacher. [ do not mean to say that a safe rule for the appointment of 
principals would be always to select the most brilliant teachers, many of 
whom have not the other qualities which fit them for executive responsibili- 
ties, but you will all agree that no one is fit for the principalship who has 
failed as a teacher, and, more than that, that no one is fit who has not 
demonstrated himself to be a superior teacher. Only a successful teacher is 
competent to form sound judgments on the qualities of classroom instruc- 
tion. Unless one is a teacher of superior merit, he has not been able to put 
into operation in the classroom those principles of teaching which, as a prin- 
cipal, it will be his duty to promote in the school under his direction. 

If a hundred superintendents were present and we could gain an expres- 
sion of opinion from them on this point, I am sure that we would have an 
almost universal verdict that one of the most difficult tasks which the super- 
intendent faces is that of finding those individuals who have real capacity for 
leadership. My final point, then, under the head of professional prepara- 
tion, has to do with the experiences of the teachers that have revealed in 
the principal capacities for administration and leadership. I have in mind 
such qualities as the ability to assume responsibility, to attend to matters of 
business and clerical routine promptly, effectively, and neatly, to delegate 
responsibilities, to work cheerfully and effectively with one’s associates. 
These qualities are essential. “Those who possess such qualities are not 
numerous. They form only a fraction of any profession. That is the reason 
that in the industrial and business world executive ability commands such 
high salaries. One of the chief duties and opportunities of the principal is to 
develop such abilities in any member of the faculty who possesses them. The 
discovery of the individual who possesses to a high degree these abilities is 
not an easy task, although it is one of the most important responsibilities 
which the superintendent of schools has to perform. 

A word now as to the personal equipment of the principal. First comes 
good health. Good health is essential to leadership. It is the rare individual 
who can maintain his poise, his enthusiasm, his vivacity, his interests, his 
sympathies, in the face of poor health. The tasks of the executive are strenu- 
ous. The principalship of a large elementary school, with its thousands of 
contacts with the community, with parents, with pupils, with teachers, and 
with the administration, puts a severe strain upon any individual. These 
contacts are social. They make a tremendous nervous drain. Many a prin- 
cipal goes home at the end of the day with that “ tired feeling ” of depression 
and fatigue which he ascribes to overwork, when in fact it is due to a defi- 
ciency in physical equipment for the task which he has undertaken. A good 
physical equipment, then, is necessary, and to keep this physical equipment 
in order recreation and play are also necessary. Our physical bodies can no 





SO RE et eg | Ty at 





10 NATIONAL EpuCATION ASSOCIATION 





more be kept in order without thought, attention, and care than can a com- 
plex mechanical contrivance. 

Next in importance is optimism, good cheer, the habit of looking on the 
bright side of things, the ability to do one’s work with a minimum amount 
of worrying. I do not mean that foolish cheerfulness and optimism which 
merely ignores problems and responsibilities, but that optimism which is 
based on an insight into life and a faith in humanity. Such optimism must 
be largely intellectual in character. It must come as the result of one’s obser- 
vation of life and study of the history and development of humanity. If 
such observation and study results in a faith in humanity, in a faith in one’s 
self, in intelligent will-power, and I think there is really no will that is not 
intelligent (there may be stubbornness without intelligence, but not will), 
then we have the sound optimism that is essential to all progress. One who 
possesses the optimism of which I speak is not necessarily bubbling over 
with a silly cheerfulness, but on the other hand is well-poised and has a grip 
on himself. 

The individual possessing such optimism has an interest in and a deep 
sympathy for people, and here is another requirement for the principalship. 
No one should be placed in a position of leadership in public schools who 
does not have a genuine and abiding sympathy for humanity, both individu- 
ally and collectively. Not that foolish sympathy that leads one to do foolish 
things for individuals and communities which in the long run are not favors 
at all, but a constructive and disciplined sympathy, one that is ever present. 
The individual who has this sympathy will be extremely human in his con- 
tacts with people. 

With all of this must go a belief in public education, and one cannot have 
an intelligent belief and faith in public education unless one knows some- 
thing of the history of education, including the history of thought that was 
indicated earlier in this paper, and particularly the history of the develop- 
ment of public schools in the United States. It must be able to appraise 
both the strengths and the defects of our schools as they stand today—to 
form sound judgments as to what the schools may attempt now and as to 
what they may attempt in the years to come. But there is no place in public 
school leadership for one who does not believe that the public schools are 
essential to the welfare of this Nation. 

Much can be said about the qualities of leadership. The leader possesses 
ability to organize, to delegate, to supervise, to stimulate, and to codperate. 
The successful principal will assert his leadership rather than his authority. 
He will work as an associate with teachers and not as their master. The 
day of the autocrat is past in American education—God be thanked! The 
day of the leader has come. One must demonstrate his leadership just as the 
athlete demonstrates his right to a place on the track team—by achievement. 

What is the function of this Association as regards the professional prepa- 
ration of the principal? One of the greatest opportunities and responsibili- 
ties which you have is, first, a formulation of a program of professional train- 
ing for the principal, and then a campaign of education in favor of the 
adoption of this program throughout the Nation. You ought to do for the 





ELEMENTARY SCHOOL PRINCIPALS 11 





principal, so far as professional preparation is concerned, what the American 
Medical Association has done for the practice of medicine by the elevation 
of requirements of professional preparation for entrance into the profession. 
Tremendous strides have been taken in the professionalization of your work. 
Much remains to be done. 


To Principals of Elementary, Junior, and Senior High Schools: 

Two of the most powerful professional organizations in this country 
are the Department of Elementary School Principals of the National 
Education Association and the National Association of Secondary Schoo! 
Principals. Every superintendent of schools who is at all cognizant of 
the problems of public education and of the principles of sound admini- 
stration knows that the principal occupies a most strategic position and 
that the success of any school program will depend in large measure upon 
the leadership of the principal. This condition applies equally to the 
success of professional teacher organizations. 

The principals of the public schools of this country will be one of the 
most important factors in determining how rapidly the National Education 
Association will be enabled to expand its service to the profession and the 
schools as a result of an increased membership. In thousands of schools 
the attitude of teachers will be affected either by the vigorous support or 
the indifference of principals towards the Association. 

The demands for service being made upon the National Education 
Association are so tremendous and the opportunities for service so great 
that it is imperative for every possible step to be taken to increase the 
membership. I am therefore addressing this appeal to the principals of 
the United States to take an active interest in the campaign to extend the 
membership of the National Education Association. 

Secretary Crabtree stands ready at all times to give you full informa- 
tion regarding the program and the service of the Association to the 
teachers of this country. Already many a battle has been turned. into 
victory for the forces of public education as a result of the service of 
the headquarters staff. 

Supplies have been sent to the superintendent’s office, but I am request- 
ing the Secretary to enclose additional blanks for your use. Have your 
teachers feel free to use the time bank check. I advise you to make the 
drive at once if you have not already done so. 

I make this appeal in all confidence, knowing that the principals of 
our schools never fail to answer a call to duty. This confidence is in part 
based on my own experience with splendid groups of principals in cities 
in which I have worked as superintendent of schools. 

Sincerely yours, 
Jesse H. New on, President. 

September 24, 1924. 


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SHORTENING THE ELEMENTARY SCHOOL’ 
CHARLES H. Jupp 
Director of the School of Education, University of Chicago, Chicago, Illinois 


HERE IS danger of a serious misinterpretation of the phrase when 

one speaks of economy in an educational program. ‘The same danger 
appears in exaggerated form when one speaks of shortening a school period. 
We should be very careful, therefore, in describing any experiment in school 
organization which involves in any wise the economy or the shortening of a 
course of study to describe clearly our motives in the reform which is being 
undertaken. 

An experiment, which has been under way for some years in the labora- 
tory schools of the University of Chicago, has resulted in the limitation ot 
the elementary school to a six-year period. In this sense of the word, there 
has been a marked shortening of the elementary curriculum and, we believe, 
a genuine economy in education. The methods by which this change in the 
program, which was in operation twelve years ago, was made will be de- 
scribed in some detail, but, before entering upon that description, I wish to 
return to the points made in the opening paragraph of this paper. 

We did, indeed, make an effort to shorten the period of elementary edu- 
cation, but our purpose was not at all a curtailment of the opportunities 
offered to the pupils. On the contrary, what we were trying to accomplish 
was an earlier introduction of the pupils to those broader and, we believe, 
in many respects more interesting lines of study which traditionally have 
been thought of as the exclusive property of the high school. We were not 
trying, therefore, to economize in the sense of reducing education in amount 
or in quality. We were trying rather to save pupils from the unnecessary 
repetition of rudimentary courses. 

The way in which the change was brought about can be described by 
saying, first, that up to the autumn of 1912 the laboratory schools of the 
University of Chicago conducted a regular eight-year elementary curriculum 
followed by a four-year high-school curriculum. It was believed that the 
conditions in these schools were especially favorable to an experimental re- 
construction of the work. All of the teachers of a given subject who were 
dealing with elementary and high-school courses were organized into a 
single department. Thus, the people who taught English in the elementary 
school and in the high school were brought together in a single departmental! 
organization. ‘They were asked to go over the work of the two schools in 
detail and to discover any needless repetitions which were to be found in 
the English courses in the two divisions of the school. ‘They were also asked 
to consider any devices which could be adopted in the lower school to pre- 
pare more effectively for the work of the high school. Conversely, they were 
to discover in the high-school curriculum, if possible, opportunities to review 


* Address given in Chicago before the Department of Elementary School Prin- 
cipals, February 26, 1924. 


[12] 








ELEMENTARY SCHOOL PRINCIPALS 


productively the work of the lower school. “The same type of departmental 
organization and discussion was arranged in all of the different lines of - 
instruction: mathematics, science, language, the practical arts, and history. 

The outcome of these departmental meetings was a clear conviction on 
the part of all concerned that the pupils could very readily be advanced 
more rapidly than had been possible under the old program and with less 
possibilities of friction and loss. Reconstruction of the courses was under- 
taken with these ends in view. When all of the reconstructions were worked 
out, it became apparent that there was no reason why the eighth grade in its 
original form should continue to be administered by the elementary school, 
and so, in the fall of 1912 the eighth grade was dropped. 

I may digress for a moment to say that, in adopting this method of pro- 
cedure, we lost some of the advantages that would have attached to the 
immediate adoption of the name and program of a junior high school. The 
junior high school was just beginning to appear at this period, and a great 
many people were trying to find models on which to reconstruct their 
elementary courses. Our failure to hold to the conventional 8-4 plan was 
interpreted by some as a type of experiment wholly different from that which 
was being undertaken by junior high schools. It is my own belief that the 
junior high school will accomplish its true purpose only when all elementary 
schools do exactly what was done in the laboratory schools in 1912—that is, 
eliminate the wasteful repetitions which are now characteristic of most 
school systems in the upper grades of the elementary school. 

No one can read the courses of study of the school systems of this country 
without finding abundant evidence that the courses laid out for the seventh 
and eighth grades include a large amount of needless repetition. The pupils 
in going over repeatedly the work in arithmetic and English lose their en- 
thusiasm for study and, instead of gaining by the drill, are frequently taught 
such bad habits of lack of concentration that they go into the high school 
ill-prepared because of this needless repetition. 

We had experienced in the laboratory schools what every school system 
that is critical of its products is sure to find if it studies carefully the matter 
of reviews. We had one especially striking illustration of the ill effects of 
repetitions. Nature-study had been one of the special studies emphasized 
in the elementary school of the University. To the astonishment of our 
teachers, it was found that the pupils who entered the high school from 
other schools where nature-study had not been stressed frequently did better 
work in the first year of high-school science than did our own pupils who 
had gone through an elaborate course. We discovered that the reason for 
the apparent inferiority of our own pupils was that they felt that the high- 
school course was so repetitious that they lost entirely their enthusiasm for 
the work and slighted it to an extent which was disastrous to efficiency. 

Unnecessary reviews, then, are harmful from an educational point of 
view, and any lack of codrdination between the elementary work and the 
high-school work is a source of waste. 

Our teachers succeeded by a careful study of the whole situation in get- 
ting rid entirely of one year in the total program of the two schools. That 





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the elimination of the eighth grade was in no sense a detriment to the pupils 


- was clearly demonstrated by a series of studies made in the years following 


1912. It was possible to make a comparison in the freshman class of our high 
school between the pupils who had had only a seven-year elementary course 
and those who came from other schools that had the conventional eight-year 
course. Our high-school classes have for many years included both of these 
types of pupils, and a careful record of the standings of the two groups 
showed year after year no lack of preparation for advanced work on the 
part of pupils who had had only seven years of elementary training. 

After a decade of careful readjustment of the program and testing of re- 
sults, it has been possible for the laboratory schools of the University to 
proceed with a further step—namely, transferring the seventh grade from 
the elementary school to the high school and treating it as a subfreshman 
high-school year. At the same time that this was done, the high school 
undertook through arrangements with the University to administer at the 
upper end of the high-school curriculum a number of courses corresponding 
in content and method of work to the courses administered in the University 
junior colleges. Thus, courses in mathematics that are usually given only 
to college students were provided for high-school juniors and seniors. The 
same was done in languages other than English, in English, and in history. 
Enough work is now offered in the University High School to make it possi- 
ble for a student to complete a full year of college work within the high 
school itself. 

By bringing the seventh grade over into the jurisdiction of the high school 
and by providing opportunities for advanced work as just indicated, it has 
been possible to carry a great many students through the combined elemen- 
tary- and high-school curriculums in ten years. The process of economizing 
a pupil’s time and energy sometimes requires the combination which is de- 
scribed in the foregoing paragraph of high-school and college work. Instead 
of completing the elementary and high-school curriculums in ten years, the 
student is carried through the elementary- and high-school curriculums and 
the first year of college in eleven years. Such a procedure amounts, of 
course, to the same net result as that described above, when it was stated 
that some pupils complete the high-school curriculum in ten years. 

In none of the cases under consideration is any effort made to bring the 
course of study of the student to an end at any point. The arrangement 
merely carries the student forward as rapidly as is consistent with his abilities 
into higher forms of work. Ample demonstration has been given in these 
experiments to the fact that a great many pupils are entirely competent to do 
mature intellectual work at a much earlier age than is assumed in the 
ordinary curriculum. 

We may pause at this point to consider a common fallacy which fre- 
quently determines the practices of schools, the fallacy that a high degree of 
perfection can be secured by sheer repetition even when this repetition does 
not arouse on the part of the student any enthusiasm for the work which he 
is doing. Consider, for example, the repetitions that are constantly required 
in elementary arithmetic. Everywhere teachers can readily show that pupils 





ELEMENTARY SCHOOL PRINCIPALS 15 


are not perfect in the fundamental operations; they show by the standard 
tests that it is possible to speed up the fundamental arithmetical operations 
by giving additional drill. ‘Teachers feel that such results demonstrate the 
desirability of an annual review of arithmetic. The fact is, however, that 
exactly the same demonstration could be made at any stage of adult life with 
regard to the fundamental operations in arithmetic. It would be possible to 
speed up and make more accurate arithmetical processes even with a group 
of trained teachers. There is no justification, however, for undertaking to 
speed up each year for the simple reason that as soon as the drill is over, 
there is a natural relapse on the part of everyone and a consequent loss of 
the special skill which has been gained through the drill. A more advan- 
tageous educational process consists in finding in higher subjects repeated 
opportunities for review of the fundamental arithmetical operations. There 
is no reason why algebra and geometry should not be utilized by a skillful 
teacher to accomplish all of the results that are now sought by useless drills 
and reviews of arithmetic in the upper grades. A similar argument can be 
put forth for much of the refinement of instruction which is attempted in 
English grammar, spelling, and other subjects. Even informational subjects 
are in some measure subject to the same rule. For example, the facts in 
geography can in many instances: be adequately reviewed through the study 
of history, and because of the vital interest which the pupils feel in the 
subject of history, the geography becomes a much more vital part of the 
pupil’s experience. 

The experiment which has thus been described in detail follows the lines 
of development which many other schools have been adopting in slightly 
different form in recent years. There has been such an expansion in the 
amount of schooling which is needed by the average pupil that some read- 
justment in the curriculum of the public school was inevitable. Two genera- 
tions ago a pupil could go into the activities of ordinary life with a little 
knowledge of the three R’s and could feel himself qualified by this small 
amount of school training for many of the activities of commerce and indus- 
try. At the present time the three R’s will not suffice, and so general has 
come to be the recognition of this fact that both the schools and the public 
at large are aiming to find an opportunity in the schools for broader forms 
of training. These broader forms of training have been provided in part 
by adding to the elementary curriculum such subjects as geography, history, 
nature-study, and the like. But the demand for expansion continues in spite 
of these additions, with the result that the question has arisen very pointedly 
whether the work traditionally carried on in the lower grades is organized 
as economically as possible. As soon as this question came up, teachers began 
to realize that there had been an artificial conservatism in the curriculum of 
the elementary school. Since this school did not ordinarily include algebra 
and geometry among its subjects of instruction, the effort was made to ex- 
pand arithmetic. The usual result was, as has been indicated, a great deal 
of needless reviewing which did not in reality enlarge the pupil’s arithmetical 
ability but merely served to destroy the interest of the pupils. Like waste 
appeared in other departments. 








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The junior high-school movement arose spontaneously in a great man\ 
different centers in the country, because it furnished a new kind of solution 
of the difficulties encountered in the elementary schools. The very name of 
this institution indicates that teachers realize the importance of importing 
into the elementary school some of the more advanced subjects. To be sure, 
these subjects must be reconstructed so that they will not be mere importa- 
tions of high-school work into the lower grades, but the content of most of 
the high-school subjects can, by a relatively slight rearrangement, be made 
available in part for children of the ages of twelve and thirteen. The junior 
high-school movement is a movement in the direction of genuine educational 
economy. This new institution is not intended to curtail in any wise a pupil’s 
opportunity for training. It is intended rather to make possible a new type 
of instruction and a new body of instructional material. 

It has sometimes been argued that the changes which are sought by the 
advocates of the junior high school can be introduced into the elementary 
school equally well by retaining the traditional form of public school organi- 
zation. It is said that departmentalized instruction will serve all of the pur- 
poses that are sought by the junior high school itself. The answer to this 
assertion is that any elementary school in fact can accomplish all of the pur- 
poses of the junior high school if it will reconstruct its curriculum radically 
enough to eliminate all unnecessary review and introduce vital and interesting 
discussions for the older pupils. But such a complete change as is contem- 
plated in this forr-ula usually does not come into the school until a new name 
is given to the upper grades and a new motive is given for the reorganization 
of the curriculum. 

It is also true that there must be many local variations of the experiment 
of modifying instruction so as to make it more economical. The methods 
that are suitable to urban schools may not be the best methods to be adopted 
in the one-room rural schools. Many observers who find that junior high 
schools are of many different types in various parts of the country are dis- 
turbed by this observation and feel that they must be critical of the move- 
ment because there is no standard institution to which they can point as 
realizing all of the motives which have led to the organization of junior 
high schools. : 

Uniformity is certainly not a characteristic to be desired at this stage of 
the process of reconstruction. The elementary school ought to be changed, 
especially in its upper grades, but the changes which are introduced should 
be made with full regard to the special needs of pupils and the special 
materials available in the locality in which the school is situated. 

The one purpose of all of the reorganizations advocated in this and in 
other papers which are being presented on the same program is that there 
shall be a genuine expansion of educational opportunities for the pupils in 
our public schools. Economy in the sense of an education better and more 
broadly administered does not mean the reduction of anyone’s opportunity. 
It means rather the very material expansion of the education which is 
offered through the changes advocated. 





THE SHORTER ELEMENTARY COURSE’ 
C. A. Ives 
Dean, Teachers College,'Louisiana State University, Baton Rouge, Louisiana 


AMERICA we have tried empirically varying lengths for the elemen- 
tary school, because in our country education began locally in a small 
way and without professional or scientific guidance. The practice of each 
locality or section was made to conform to local conceits without any well- 
defined program. In the successive changes, however, there grew up a gener- 
ally accepted length of eight years for the elementary school, the only 
exceptions now being a seven-year elementary school in seven Southern 
States—namely, Virginia, North Carolina, South Carolina, Georgia, Ala- 
bama, Louisiana, and Texas, and a few isolated centers in other States. 
The most notable example of the last is Kansas City, Missouri, where the 
7-4 system has been in use since 1867. 

One hundred years ago there were different groupings of grades as will 
appear from the following list: 


ORGANIZATION OF SCHOOLS, 1820-1850 


HARTFORD, CONN. Enter Elementary School at 6, High School at 1 

which indicates a six-year elementary school. 
ProvipeNce, R. I. Primary (24), Intermediate (23), Grammar School 

(4), High School years 
Osweco, N. Y. Primary 3, Junior 3, Senior 3, High 3 years 
RocHeEsTerR, N. Y. Primary 2, Intermediate 2, Grammar 3, High 4 years 
New York City. Primary (5), Grammar (6) years 
Syracuse, N. Y. Primary 3, Junior 3, Senior 3, High 3 years 
Troy, N. Y. Primary 3, Intermediate 3, Grammar 3, High 4 years 
HARRISBURG, PA. Primary 4, Secondary 4, High 4 years 
Newakk, N. J. Primary 3, Grammar 3, High 4 years 
ToLepo, On10. Primary 2, Secondary 2, Intermediate 2, Grammar 2, 

High 3 years 
Manpison, Wis. Primary 2, 

2, High 2 IO years 

Aside from private schools the old-field school and the old-type district 

school then formed the dependence for popular education. ‘These did not 
constitute a system of schools, but were more or less independent units, each 
following its own whims or notions. In the subjects of instruction they were 
primarily elementary schools, but included pupils of considerable maturity. 
The long elementary period in these schools was required to complete the 
fundamentals because of more or less irregular attendance, and particularly 
because the textbooks in arithmetic, geography, spelling, and grammar were 
all inclusive in subject-matter. There was a general absence of the high 
school as a distinctive feature. These schools, therefore, in personnel and 
subject-matter, were called upon to assume a function beyond the present 
elementary school. 


*Address given in Chicago, February 26, 1924, before the Department of 
Elementary School Principals. 


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18 NATIONAL EpuCATION ASSOCIATION 





Cubberley * says: ‘‘ Sometimes we found a three-year high school super- 
imposed on anywhere from a six- to a nine-year elementary course of study, 
and sometimes a four-year school superimposed on schools of varying length 
below. In time the nine-year elementary school became general in the New 
England States, the seven-year elementary school in the Southern States, and 
the eight-year elementary school elsewhere, with a three-year and later a 
four-year high school course superimposed on top of each.” 

These old-type district schools were supplemented by the American 
academy, which began in 1750 and reached its maximum in the middle of the 
nineteenth century. The academy arose because of the inadequacy or un- 
suitability of the Latin grammar schools which had been theretofore the 
only dependence for secondary education in America. The academy move- 
ment grew apace because this institution was more democratic, and more 
practical in program of studies. It was particularly attractive to the rising 
middle class in our country. These schools, also, were not a part of a system 
but independent units, so that their practices as to admission and graduation 
were governed largely by local judgments and needs. By the time academies 
became fairly numerous they did not confine themselves to secondary educa- 
tion, but appropriated the earlier grades and superimposed their secondary 
school studies upon the existing program of elementary education, also, 
which had the effect generally of standardizing the elementary school to 
eight grades. 

By the middle of the nineteenth century practically every State was com- 
mitted in its laws to a State system of public education, and since that time 
the public high school has supplanted the academy. In this process it was a 
natural thing for the high school to imitate the academy and base secondary 
school work on the existing elementary school. Since the American high 
school was democratic, was not confined to a class, it had little in common 
with the secondary school of Europe. It did not ape the Gymnasium of 
Germany, or the Lycee of France, institutions designed for the privileged 
classes of those countries. While one of its important services was to fit for 
college, its main function was to round out the education of the masses, 
received in the common elementary schools. 

Until in comparatively recent times, the evolutionary process of our 
educational development has not proceeded under the guidance of profes- 
sional advice or in accordance with a scientific spirit. Now and then we have 
had outstanding leaders, such as Horace Mann and Henry Barnard, and 
after them Francis W. Parker, W. T. Harris, Charles W. Eliot, John 
Dewey, and others. The first two of these preceded but, to some extent, 
made possible, the professional leadership of more recent years, while the 
others rather ushered in such a period. During the last thirty years we have 
moved forward rapidly in building schoolhouses, training teachers, lengthen- 
ing the school term, financing schools, and applying scientific thinking and 
planning to school organization and procedure. 


 Cubberley, E. P. Public education in the United States, p. 454. 








ELEMENTARY SCHOOL PRINCIPALS 19 





As soon as we arrived at this stage we began to have misgivings about 
the length of time we were taking to put our children in possession of the 
fundamental tool subjects. Agitation has been going on for thirty years and 
some changes have resulted, but custom and habit, as in all human concerns, 
have been powerful forces working for a continuance of the old-time situa- 
tion. The thing we appropriated or evolved has had us in its grip. School 
systems accepting the junior high school subscribe by that act to the shorter 
elementary program, but correspondingly increase the secondary school as 
if there were something sacred in having twelve years below college. 

As long ago as 1904, Dr. Seerley,’ addressing the National Education 
Association said: “The time is here when it is well to investigate the 
adaptability of the work that is being done and ascertain whether there may 
not be a better way to conduct our schools and thus get earlier results that 
are positively in touch with modern life. The so-called grammar grades are 
ready for a treatment that is the more heroic and permanent. The work 
that is commonly assigned them is unsuited in quality and quantity for the 
mind development and capability of the child, and, besides, it is out of touch 
with modern civilization, as shown in the business and practical affairs of 
the world. Experiments have proved that this is the very time to take advan- 
tage of the interest and the nature of the children and adapt a plan of work 
in the curriculum that seems radical and extreme to those alone who have 
not recognized that custom has given a false and fictitious value to the 
so-called common-school subjects. —The unprejudiced investigator will find 
that this condition of judgment and practice is due to the authority given 
the modern textbook, to the belief that thoroughness thus obtained in these 
elementary branches gives a remarkable power, and to the absolute faith that 
the American people have in their own free institutions, among which the 
public schools hold chief place.” 

Superintendent Van Sickle * in 1912 in addressing the National Education 
Association said: ‘‘ Time would be saved by classifying the grades above 
the sixth as secondary instead of elementary, which would facilitate differ- 
entiation of work in the upper grades and permit pupils to make more direct 
preparation for business, the industries, or professional life, as they choose.”’ 

It would seem that the time is appropriate to give earnest consideration 
to our school organization and bring that under the same scrutiny we are 
prepared to apply to the curriculum, methods of teaching, the content of 
school subjects, the results of instruction, and the mental abilities of children. 
We have built up a body of scientific material and procedure and are acquir- 
ing a scientific spirit and technique in the investigations and study of school 
problems, and this fact encourages the belief that school organization will 
receive the attention its importance justifies. 

The first notable expression of doubt as to the entire appropriateness of 
our program was uttered by President Charles W. Eliot, of Harvard, in 
1888 before the Department of Superintendence in a paper entitled, ‘‘ Can 


*Seerley, H. H. Educational Review, 27: 186-7. 
* Van Sickle, James H. Proceedings of the National Education Association, 1912, 


P- 509. 





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NATIONAL EDUCATION ASSOCIATION 








School Progress Be Shortened and Enriched?” and in 1892 before the 
National Education Association on “ Shortening and Enriching the Gram- 
mar-School Course.’’ The discussion has been on since that time. 

The first effect was the creation of the Committee of Ten on Secondary 
School Studies in 1891, the Committee of Fifteen on Elementary Education 
in 1893, and the Committee on College Entrance Requirements in 1895. 
Shortening and enriching the elementary course of study then became an 
important topic for discussion in the professional press and in the programs 
of State and National educational associations, until the Herbartian move- 
ment and the era of tests and measures arrived to divide attention. Along 
with the test and measurement movement we have another field of study 
and investigation—child study, with special emphasis upon the character- 
istics of adolescence. These movements have divided attention with the 
earlier one which dealt with the curriculum and the organization of the 
elementary and secondary school. For two decades these have been the major 
themes in the scientific study of education. 

It is fortunate that these movements have been concurrent for each has 
something to contribute to the other. Our thinking thus buttressed should 
lead to more valid conclusions. Tests and measures give us opportunities to 
secure data subject to a reasonable degree of exactness and available for 
investigations in fields hitherto comparatively untouched. ‘To appreciate 
this fact think, for instance, of what handicaps to the scientific study of 
education we should suffer if deprived of everything concerned with intelli- 
gence tests. “These have brought a tool of tremendous significance to prob- 
lems of organization and instruction. We have because of them more than 
surmises, or guesses, or hypotheses in appraising mental characteristics and 
attainments at the different levels of development. The light shed on mental 
traits will be of tremendous aid in reaching right conclusions as to school 
organization, curricular needs, and teaching processes. 

The eight- or nine-year elementary course was more defensible fifty or 
seventy-five years ago than today. The average amount of education in the 
Nation in 1850 was 450 days, or 22 months, 10 days. This today would 
bring a child through the first term of the third grade. In 1916 the average 
amount of education was 1192 days, or 59 months, r2 days, enough to com- 
plete the sixth grade and half of the seventh. 

The earlier low average schooling was largely due to short terms and 
irregular attendance, or to non-attendance. Today the multiplication of 
schools, compulsory attendance laws, and truant officers together with the 
popular interest in education cause the almost complete enrolment and a 
much more punctual attendance of children. This one condition ought 
without loss to make possible a shorter elementary program. But there are 
other conditions favoring the same result. 

The elementary textbooks of today are in content and organization better 
suited to the different levels of progress than they were then. Think of 
the old blue-back speller with its ten thousand words among which abounded 
long and unused words and words of peculiar spelling, such as incompre- 
hensibility, immateriality, valetudinarian, mnemonics, phthisic. The more 








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ELEMENTARY SCHOOL PRINCIPALS 21 





scientific construction of our present-day speller and the improved method of 
handling the spelling business mean nothing if they cannot produce better 
spellers in a shorter time than ever before. The investigation of Mr. J. M. 
Rice, editor of The Forum, disclosed the fact that in 1890 there was no 
essential connection between the achievements in spelling and the amount 
of time put on it. Cities with an average of ten minutes a day did as well 
as those using forty minutes. It would be important to know how much 
of this condition was due to faulty texts and faulty method. 

Probably no elementary-school subject has been modified in a more 
thoroughgoing manner than has arithmetic. From being a ponderous tome 
incorporating almost every use to which arithmetical computation is appli- 
cable it has been reduced and freshened and rationalized as to subject-matter 
and treatment. Those old arithmetics seemed designed to settle every possi- 
ble number trouble, probable or hypothetical. A rather exaggerated notion 
of the knowledge and mental power of student or teacher was maintained if 
he could work all the problems in the book. The pursuit turned into a game 
as an end in itself. 

Important as are the longer school session and the improved texts of today 
in making possible higher achievements in less time, there is yet another 
element of great significance, arguing to the same effect. I refer to the com- 
paratively large body of well-educated and professionally-trained teachers 
we have today. Teacher-training institutions are little more than seventy- 
five years old in America. They have grown in number and enrolment until 
they have become a force of great value in the educational work of the 
Nation. 

We should not overlook another important factor—the trained supervisor 
with his standard tests of intelligence and achievement. Not content with 
a longer school term, scientifically-constructed textbooks, and trained teach- 
ers, we almost everywhere are committed to professionally-trained leaders 
for superintendents, and to expert supervision. The intensive study and 
planning of the brightest people in the system is laid before the group, and 
she who might otherwise get the results of only a mediocre teacher is lifted 
to a higher level of performance. 

The facts recited argue that we have a right to expect a better performance 
in less time, but leave us in doubt as to whether we do or do not secure it. 

Assuming that we are able to do more in less time because of longer ses- 
sions, modern texts, trained teachers, supervisors and superintendents, and 
good buildings and equipment, the opinion may yet be held that the complex 
social and economic order of today calls for additional training in proportion 
to improved facilities—that conditions in the world all the while call for 
ever-increasing knowledge and skill for each successive period. That propo- 
sition will be admitted, but to us it does not validate the lengthened elemen- 
tary program. On the contrary it demands the richer content and the wider 
view of secondary education and that this type of education should be made 
available to larger numbers by being taken up at the age of 12 or 13. 

Numerous citations could be made in favor of the shorter elementary 
course, but we shall not make use of them. They would no doubt express 








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valuable opinion and advance sound theory. But in the language of Grad 
grind, “‘ Let us have facts,” and therefore we shall devote the remainder o! 
this paper to the presentation of some of the results of a study we made in 
the spring of 1923, involving the comparison of certain 7-4 schools and cer- 
tain 8-4 schools. Our plan was to assemble comparable data to show whether 
or not and in what particulars one type of organization is superior to the 
other. 

It is hardly tenable to say that the plans have equal merit. “The presump- 
tion is that the seven-year elementary school will cost one-eighth less and 
save a year’s time. If such is the case, however, are those results achieved 
at the sacrifice of education? We proposed to find answers to such questions 
as the following: 

1. How do the achievements in high school compare as between students from 
seven- and eight-year elementary schools? 

2. How do the achievements in college compare as between students from 7-4 
and 8-4 schools? 

3. How much time, if any, is saved by means of the 7-4 school? 

4. How does the cost compare? 

5. Which system has the greater holding power, and is therefore giving secon- 
dary education to the greatest number? 

For the purpose of our investigation we secured data from one schoo! 
system in Arkansas, two in Mississippi, and three in Louisiana. Arkansas 
and Mississippi have 8-4 schools and Louisiana 7-4 schools. There were, 
therefore, three 8-4 school systems and three 7-4 school systems in our study. 
Enrolment in the 8-4 systems was as follows: Elementary, 4136; high 
school, 957. Enrolment in the 7-4 systems was as follows: Elementary, 
2474; high school, 1014. 

The Arkansas and Mississippi school systems were selected upon the ad- 
vice of the school authorities of those States after the purpose and manner 
of the study were explained. So far as we know, all of these schools are 
typical of the schools of those sizes in the respective States. Other schools 
might have made higher or lower scores, but we are confident the selections 
were made with the full intent of presenting typical school systems in a 
sincere effort to make possible comparative data. We realize, however, that 
there are incidental features affecting results which are not identical in these 
systems and that a certain allowance should be made on that account. Some 
of these incidental features are the program of studies; the adequacy of 
buildings and equipment; the training, experience, and tenure of teachers; 
the nature of supervision; the general health of the community at the time 
of the tests; the pupil-teacher ratio, etc. 

To answer question one—namely, How do the achievements in high 
school compare in the two sets of systems?, we gave nationally-known stan- 
dard tests in reading, spelling, arithmetic, algebra, history (U. S.), Latin, 
and language and grammar. In order to have a common unit and thus com- 
bine the various scores, we reduced the median achievements to per cents of 
the standards. One hundred per cent represents the average achievement of 
many thousands of pupils throughout the country. Tables 1 to 7 give the 
results in the different subjects by grades in all the schools and tables 8 and 9 











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ELEMENTARY SCHOOL PRINCIPALS 23 





give the final average in all subjects for each school. An 8-4 school makes 
the highest score, while the three next highest scores are made by 7-4 schools. 
The average for the 7-4 schools is 8.1 per cent aboye that for the 8-4 schools. 
The three 8-4 schools are about 9 per cent and the three 7-4 schools are about 
I per cent under the national standard. 

In March, 1922,’ we had used these tests, except the history and arith- 
metic tests, in the Shreveport, Louisiana, high school where there were 1250 
high-school students. Shreveport has the 7-4 system. The average of the 
medians reduced to per cents of standard scores was 105.4 per cent. If this 
were averaged with the results in the other 7-4 schools, the combined result 
would be 100.6 per cent, or just about the recognized national standard. 

It is recognized that this study did not involve a very broad base, but it 
should be recalled that the standard medians established for these tests have 
resulted from the scores made by many thousands of pupils, the vast majority 
of whom were in systems having eight grades in the elementary school. When 
we use these tests and standards in Louisiana we are in a sense making com- 
parison between many 8-4 schools and our 7-4 schools. Two of the four 
Louisiana schools came slightly under 100 per cent and two went slightly 
over 100 per cent of the standard scores, the combined average for the four 
being 100.6 per cent. In view of these facts it is not unreasonable to say that 
results in the 7-4 schools are not inferior to those in 8-4 schools. 

Results in college—College deans’ reports made to the Commission on 
Secondary Schools of the Southern States* show the following data for the 
session 1921-1922: 3533 freshmen from 274 seven-four schools failed in 
12.8 per cent of their freshman subjects, and 1828 freshmen from 244 
eight-four schools failed in 12.2 per cent of their freshman subjects. A 
similar report for the fall term of 1922-1923 showed a margin of 3 per cent 
in favor of the 8-4 schools. The evidence is thus far inconclusive in claiming 
any particular advantage for the longer school course. We should have to 
secure data of this kind for a term of years before we could say with com- 
plete definiteness that there was any material difference. The evidence in 
hand does not indicate that marked differences will be found in the perform- 
ance of the two groups in college. 

A ge-grade distribution—Tables 10 to 14 present data on the relative 
number of pupils of different age levels in the four high-school grades. They 
indicate whether or not the pupils in the high-school departments of 7-4 
schools are or are not grade for grade younger than those in 8-4 systems. 
Table 10 presents the case for the first high school year. The median age 
in the 8-4 schools is 14 years, 8.8 months; in 7-4 schools it is 14 years. ‘The 
8-4 schools have in this grade only three 12-year olds, while the three 7-4 
schools have 20. There are also more 13- and 14-year olds in the 7-4 schools. 
For the ages above 14, the numbers in 8-4 schools are always larger. In the 


* Caddo (La.) Survey, 1922, State Department of Education, Baton Rouge, Louis- 
iana. 
* Proceedings of Association of Colleges and Secondary Schools of Southern States, 


1922, pp. 74-87. 





24 NATIONAL EpucATION ASSOCIATION 





8-4 schools there are respectively 46, 23, and 14 pupils that are 17, 18, and 
19 years old, while in the 7-4 schools the corresponding numbers are 19, 5, 
and 6. 

The same general characteristics obtain for the other high school grades. 
The evidence is therefore conclusive that pupils in the high school depart- 
ments of 7-4 systems are grade for grade younger than those in 8-4 systems, 
the amount varying from 7 months to 8.8 months. 

Proportion of total enrolment pursuing secondary school work—As shown 
in the previous section, pupils are younger in the high school departments 
of 7-4 systems than in the 8-4 systems. On account of this fact it is reason- 
able to expect that 7-4 schools would enrol a larger proportion of high- 
school students. If pupils after seven years of elementary school can become 
identified with the high-school organization, have the privilege of a choice 
of subjects, including foreign language, laboratory science, and practical arts, 
high schools will make a greater appeal to them than if these opportunities 
should be postponed for another year. 

Now an examination of the data shows that this is exactly what is taking 
place. Table 15 gives the enrolment in elementary and high-school grades 
and the per cent in high school for each school and for each group of schools 
that are made the basis of this study. In the 8.4 systems the high-school 
enrolment constituted respectively 19.9 per cent, 16.1 per cent, and 21.2 
per cent of the total enrolment. These are smaller per cents than are found 
in the three 7-4 systems, which are as follows: 29.3 per cent, 29.2 per cent, 
and 28.3 per cent. Combining the figures of the two groups of schools 
separately we have for the 8-4 schools a total enrolment of 5093, with 957 
in high school, or 18.8 per cent; for the 7-4 schools we have a total enrol- 
ment of 3488, with 1014 in high school, or 29.1 per cent. Out of 1000 
pupils in 7-4 schools there would be 291 in high school, while in the 8-4 
schools there would be 188. In these schools considered there were 54 per 
cent more high schools proportionately than in the 8-4 schools. This seems 
to us a significant finding and presents strong reasons for the earlier begin- 
ning of high-school studies and therefore a strong plea for the shorter elemen- 
tary program. 

Comparative costs of 7-4 and 8-4 schools—Very little need be said under 
this head, as there can be no question but that the seven-year elementary 
school will cost less in teachers’ salaries, buildings, furnishings, etc., than an 
eight-year elementary school. It must be admitted that if Louisiana and thé 
other States and cities now operating on a seven-year basis of elementary 
education should change to an eight-year program, it would involve for all 
purposes an outlay one-seventh greater for elementary education than is now 
the case. 

Taking the figures of the Research Division of the National Education 
Association for the total annual expenditures for public education in America, 
$1,045,000,000, there is spent annually $800,000,000 for elementary educa- 
tion. This sum is obtained by comparing the total cost of instruction (Bulle- 
tin No. 90, 1919, Bureau of Education, Washington, D. C.) in the cities of 
the United States with the total cost of elementary instruction in those cities. 





ELEMENTARY SCHOOL PRINCIPALS 25 





From this we determine that for the eighth grade of elementary education, 
the Nation is spending approximately $100,000,000. If the figures sub- 
mitted in this study are indicative of the comparative performance in high 
school or college of pupils from seven-year and eight-year elementary schools, 
there is an opportunity to effect a considerable saving in the cost of education 
without loss in the results. 

Conclusion—A careful examination of all the data secured in comparison 
of the three 8-4 school systems and the three 7-4 systems warrants the fol- 
lowing statements: 


t. Pupils in these 7-4 schools are not surpassed by pupils in these 8-4 schools 
in educational achievement in high school. 

2. Graduates of 7-4 school systems pass about the same proportion of their 
freshman subjects as do the graduates of 8-4 systems. 

3- High-school students in 7-4 schools are younger grade for grade than in 8-4 
systems, the difference being from 7 to 8-8 months. There is, therefore, the saving 
of approximately one year’s time. 

4. Seven-four schools have a greater holding power on students, the difference 
being very marked in the schools considered. 

5. Seven-four schools would cost the Nation approximately $100,000,000 less than 
the present 8-4 schools. 


The facts brought out in this study indicate the importance of securing 
similar data on a much larger scale. The writer is seeking to make possible 
such a study during the coming school session. 


RESULTS IN ACHIEVEMENT TESTS IN CERTAIN 7-4 AND 8-4 SCHOOL 
SYSTEMS IN ARKANSAS, LOUISIANA AND MISSISSIPPI, 19237 


TABLE 1.—Ayrrs SPELLING SCALE, BUCKINGHAM REVISION. TWENTY WorpDs FROM 
THE Y COLUMN 
(Per Cent of Standard Scores) 

8-4 Schools Ist yr. 2d yr. 3d yr. 4th yr. Average 
Ve |. errr 77.6 68.5 83.3 87.0 79.1 
Laurel, Miss. 94.8 89.0 83.3 81.5 87.2 
McComb, Miss. 86.2 82.2 71.4 76.1 79.0 

7-4 Schools 
PEM TSB. oid 6 054 6d dies 9% 86.2 82.2 89.3 92.4 87.5 
PEs esa kins dlacna Oa dnae aaa 94.8 82. 89.3 97.8 91.0 
Mansfield, La. 77.6 fi 67.9 92.4 74.9 


1 Bulletin of State Department of Education, Baton Rouge, Louisiana, 1923. 





NATIONAL EpUCATION ASSOCIATION 





TABLE 2.—HENMON Latin Test No. -1 
(Per Cent of Standard Scores) 


Second year Third year 
a A 





8-4 Schools Voce. Sen. Average Ve 
Van Buren, Ark. ........... . 72.5 73.6 72.2 32.0 eae 
Laurel, Miss. ; 122.5 115.6 No report 
McComb, Miss. ............ . 74.2 73-5 84.1 58.5 71.3 


SE eS ee = 
rc. Sen. Average 


7-4 Schools 
Alexandria, La. ............ m 83.3 89.4 98.2 59.0 
Homer, La. . 74.2 80.5 No report 
Mansfield, La. ............. , 111.7 104.8 102.8 97.5 


AVERAGE OF TWO GRADES FROM EACH SCHOOL (LATIN ) 


8-4 Schools 7-4 Schools 
Van Buren, Ark. .............. 62.8 Alexandria, La. 
RR ONO. ios s cciccs wed esos 115.6 Homer, La. 
McComb, Miss. ............... 72.4 Mansfield, La. 


TABLE 3.—Barr’s Diacnostic Test 1N AMERICAN HisToRY 
(Per Cent of Standard Scores) 
8-4 Schools 7-4 Schools 
Van Buren, Ark. ’ Alexandria, La. 


Laurel, Miss. " EEE ere 
McComb, Miss. ....... ’ Mansfield, La. 


TABLE 4.—BucKINGHAM’s SCALE FOR PROBLEMS IN ARITHMETIC, ‘THIRD DiVvIsION, 
ForM 1 


(Per Cent of Standard Scores) 


8-4 Schools 7-4 Schools 
Van Buren, Ark... iis ssccces y Alexandria, La. 
IL, 30:k.s sine vino cieampies 105.9 Homer, La. 
McComb, Miss. é Mansfield, La. ................ 


TABLE 5.—CuHarter’s DiAGNostic LANGUAGE AND GRAMMAR TEST, PRONOUNS, 
FoRM 1 


(Per Cent of Standard Scores) 
8-4 Schools Language Grammar Average 
RCE. ARES 5 a.0.caswanadhencesien cd nabsnaan Gets eh 107.7 97:3 


Laurel, Miss. . 177-7 141.1 
McComb, Miss. No report 


Alexandria, La. . 169.2 136.8 
Homer, La. ’ 179.2 144.9 
Mansfield, La. d 157.7 130.3 





ELEMENTARY SCHOOL PRINCIPALS 27 








TABLE 6.—Monroe’s STANDARDIZED SILENT READING, Test II, Form 1 
(Per Cent of Standard Scores) 


First year Second year 
id ae 





8-4 Schools Rate Com. Averane ‘Rate Com. a*¥ Average 
Van Buren, Ark. 92.8 95.7 94.2 90.6 110.2 100.4 
Laurel, Miss. 108.7 106.1 143.2 141.7 142.4 
McComb, Miss. 131.9 130.4 131.1 128.2 133.9 130.0 

7-4 Schools 
Alexandria, La. 2. 108.7 106.1 22.0 111.6 
Homer, ‘La. “4 12.7 126.5 a 90.0 
Mansfield, La. ; 100.0 101.8 6 93.9 

Third year Fourth year 

8-4 Schools SS eR r A aamiane 
Van Buren, Ark. , 95.6 90.6 84.4 93-3 88.8 
Laurel, Miss. , 102.9 99.2 89.6 113.3 100.4 
McComb, Miss. ; 106.6 114.4 114.6 76.7 95.6 





a4 Schools 
Alexandria, La. 8 117.6 112.7 89.6 113.3 101.4 
Homer, La. , 128.7 112.7 71.9 100.0 85.4 


Mansfield, La. : 102.9 105.3 113.5 113.3 113.4 


FINAL AVERAGE OF THE FOUR GRADES FROM EACH SCHOOL (READING) 
8-4 Schools 7-4 Schools 
We DONE, APR. oi keke awa , Alexandria, La. 
Laurel, Miss. S. Homer, La. 
McComb, Miss. ; Mansfield, La. 


TABLE 7.—Horz’s Firsr YEAR ALGEBRA SCALE, EQUATION AND FORMULA 
(Per Cent of Standard Scores) 
8-4 Schools 7-4 Schools 
WA DORON, TEE oc cass ansceaa 59.2 Alexandria, La. 


CN DURING, ceed xan see odane we aeaars 83.1 Homer, La. 
McComb, Miss. Mansfield, La. 


TABLE 8.—GENERAL SUMMARY AND AVERAGE OF THE SEVEN TESTS 
Spell- Read- : 
8-4 Schools ing ing Latin llist. Arith. Alg. Eng. 
Van Buren, Ark. .... 79.1 93.5 62.8 68.4 92.9 §9.2 97-3 
Laurel, Miss. $7.2 212.2 1125.6 89.1 105.9 83.1 141.1 
McComb, Miss. 79.0 118.0 72.4 110.7 98.1 53-5 
7-4 Schools 
Alexandria, La. .... 87.5 107.9 84.0 92.9 91.4 73.2 136.8 
Homer, La. 91.0 103.6 80.3 83.3 95.8 98.6 144.9 
Mansfield, La. 74.9 103.6 102.4 135.3 90.8 70.4 130.3 


TABLE 9.—FINAL AVERAGE FOR ALL SUBJECTS 
8-4 Schools 7-4 Schools 
Wie Mesa, TGR. 6 ick i cscs : Alexandria, La. 
AE IR a visnc 55522 5 wk ke Py . gg Seer ites mary mene ter 
NERCONND, MIIOB. ii ane rccn ed ; Sie BAG Seis 


Average for 8-4 Schools % Average for 7-4 Schools..... 





28 NATIONAL EpucATION ASSOCIATION 





TABLE 10.—AGE AND Grape oF HicH ScHooL STUDENTS, First HIGH SCHOOL YEAR 


8-4Schools Age 12 13 14 15 16 17 18 19 20 Total 
Van Buren, Ark. . .. 3 8 29 24 3 2 ae I 70 
Laurel, Miss. .... 3 «+13 34 32 35 32 13 me 182 
McComb, Miss. .. .. 23 35 42 20 II a ww 133 


39 «77: «103i 46 385 
Median Age: 14 years, 8.8 months. 


7-4 Schools 
Alexandria, La. .. 18 33 65 
Homer, La. ...... I 12 20 
Mansfield, La. ... 1 4 16 


49 + ‘I0o1 
Median Age: 14 years, o months. 


TABLE 11.—AcGe AND GrabE OF HiGH SCHOOL STUDENTS, SECOND HIGH SCHOOL 


8-4 Schools Age 12 13 14 15 16 17 18 20 
Van Buren, Ark. . .. y sa 7 23 16 
Laurel, Miss. .... .. 7 20 22 21 
McComb, Miss. .. .. ra 6 25 29 16 


13 52 74 53 
Median Age: 15 years, 9 months. 


7-4 Schools 
Alexandria, La. .. 
Homer, La. 
Mansfield, La. 


Median Age: 15 years, 1 month. 


TABLE 12.—AGE AND GrabE OF HicH ScHooL StuDENTs, THIRD HiGH SCHOOL 


8-4 Schools Age 12 13 14 15 16 17 18 20 
Van Buren, Ark. . .. i wi a 26 14 
Laurel, Miss. .... .. os ae 19 12 
McComb, Miss. .. .. ie 26 


- 
71 


Median Age: 16 years, 7 months. 


7-4 Schools 
Alexandria, La. .. 
Homer, La. ...... 
Mansfield, La. 


3 


Median Age: 16 years, o months. 





ELEMENTARY SCHOOL PRINCIPALS 29 


TABLE 13.—AGE AND Grape oF HIGH SCHOOL STUDENTS, FourTH HicH SCHOOL YEAR 


Van Buren, Ark. . .. i os ve sa 19 4 
Laurel, Miss. .... .. “itd ea 3 I 12 


McComb, Miss. .. .. A ‘*s 2 20 


8-4 Schools Age 12 13 14 4 16 17 i8 20 Tot 


Median Age: 17 years, 5 months. 
7-4 Schools 

Alexandria, La. 

Homer, La. 

Mansfield, La. 


N 3 
= 


N 
wi 


Total 


- 
w 


Median Age: 16 years, 10 months. 


TABLE 14.—Mepian AGE oF StupENTS IN Fach High Scnoo. YEAR BY GRrours— 
8-4 AND 7-4 SCHOOLS 
8-4 Schools 7-4 Schools. 
Yrs. Mos. Yrs. Mos. 
1st High School Year 14 8.8 14 o 
2d High School Year 15 9.0 15 I 
3d High School Year 16 7.0 16 o 
4th High School Year 17 5.0 16 10 


TABLE 15.—ELEMENTARY AND HiGH ScHooL ENROLMENT 


. c High Per cent in 
8-4 Schools Elementary school Total high school 
Van Buren, Ark. 1048 1308 19.9 
Laurel, Miss. 1739 2 072 16.1 
73 333 7 
McComb, Miss. 349 4 1717 21.2 


Total F 57 5093 18.8 
7-4 schools 
Alexandria, La. 2128 
Homer, La. 7 671 
Mansfield, La. 


Total 3488 


HE First Yearbook is out of print. “here remain in stock a 

few copies of the Second Yearbook, “ The Problem of the 
Elementary School Principal in the Light of the Testing Move- 
ment,” and of the Third Yearbook, “The Status of the Elementary 
School Principal.’’ The price is $1.50 each. Make check payable to 
Courtland V. Davis, Treasurer, and address envelope to 1201 Six- 
teenth Street N. W., Washington, D. C. 





THE PRINCIPAL AND THE SUPERINTENDENT ° 


FreD M. HUNTER 
Superintendent of Schools, Oakland, California 


HE MANAGEMENT of a modern school system is a grave responsi- 

bility. No school program is complete nor approximates completeness 
unless it provides for the education of all the children of the community 
through the period of youth, giving them approximately a high school edu- 
cation or the equivalent in citizenship training through the high school age. 
To do this requires a gigantic and complex piece of machinery. ‘That the 
management of this piece of machinery is a public function and must operate 
in a political setting adds to the weight of the responsibility of management 
very greatly. The central office of such a system must be able to carry on 
simultaneously and with expeditiousness and efficiency a large number of 
complex and highly developed operations and activities, each of which in 
itself constitutes a large problem. Some of the major operations which the 
central office of a school system must carry on are as follows: 

1. A plan and policy for financing an ever-increasing budget of current expenses. 

2. An organization which will carry out the mechanical functions of school opera- 
tion in an effective and economical manner. 

3. A system and policy of securing an able, experienced and well-trained body 
of professional workers. 

4. A scheme for developing a system of instruction, including curriculum devel- 
opment, supervision of methods, and proper classification of children according to 
abilities. 

5. An effective operating plan for the erection of new buildings necessitated by 
the rapidly widening scope of the educational field and the increased American 
interest in education. 

6. An effective publicity system. 

All of these are essential parts of an effective school system. Each one ot 
them is in itself a heavy managerial task. The superintendent’s office is 
responsible for the codrdination and successful operation of all of these 
subdivisions as a single system. Where a right kind of school organization 
exists, the board of education holds the superintendent responsible for all 
of these functions. The public looks to him for results and holds him 
accountable if they are not forthcoming. 

But the central offices are not the school system. All of the above impor- 
tant functions go on to make possible what the teacher actually does in 
school and classroom. As a whole, the most important executive officer of 
the system is the one who, actually in the forefront of the work of the school 
system, directs what goes on in the field and on the firing line. In school 
parlance he is called the principal. Budgets, administrative systems, plans 
for selecting teachers, building programs, publicity plans—all exist to make 
the work of the school possible and the work of the school is the work of its 
classrooms and its institutional educative contacts with the children. The 


* Address given in Chicago, February 27, 1924, before the Department of Ele- 
mentary School Principals. 


[30] 





ELEMENTARY SCHOOL PRINCIPALS 31 





school is accordingly the operating unit of the system and its head and chief 
is its principal. The purpose of this discussion is to present this institutional 
chief or leader in some of his major capacities. 

How should the principal regard himself? How responsible is he in the 
light of the great work of the school system as a whole? First of all, he 
should regard himself as a representative of the school system as a whole, 
as a shaper of policy, as an adviser of the central office and as its direct repre- 
sentative in the institution in which he is to carry on. A principal who has 
only a four-wall conception of his job, and whose chief claim to distinction 
is a feeling of ownership of the institution which he manages, never becomes 
a real administrator. The first asset of the large, commanding, growing 
principal is a conception of the school system as a whole. He will be able 
to define the place of his institution in it if he has a conception of the entire 
school program. He is responsible with his fellow principals and with his 
superintendent not only for the welfare of his school and for its success, but 
for the welfare of the public schools of the city and for their success. “The 
superintendent must rely upon him and make constant use of his firing-line 
advice. He must regard him as a member of his cabinet and advisory staff. 
If there is a relation of mutual confidence between principal and superin- 
tendent, this is inevitable. It is likewise imperative for the best interests of 
the school system. 

Superintendents who are wise establish as an administrative medium prin- 
cipals’ groups for this purpose. In a city school system with a considerable 
number of principals there should be two or three administrative group 
organizations of them. If there is more than one high school, there should be 
a high school principals’ conference with an assistant superintendent as an 
ex-officio member. This conference should meet regularly on school time 
say once or twice a month, should make its proceedings a matter of record 
and should report directly to the office of the superintendent. There should 
be such mutual confidence between the superintendent’s office and the princi- 
pals that this sort of group would not hesitate to advise the superintendent 
as to policy, and vice versa, the superintendent would not hesitate to refer 
all matters concerning the technical administration of high schools to this 
group. If a system of junior high schools is operated, there should be a 
similar conference of junior high school principals. There should also be a 
body of elementary school principals with this same administrative relation- 
ship. In addition, there should be an independent principals’ club, operating 
partially as a social body, but also as a professional organization, with its 
own officers and its own program. Upon these organizations the superin- 
tendent should constantly rely for advice and counsel. He should also make 
frequent administrative use of these organizations in carrying out the estab- 
lished policy of the school system. 

The most elemental role in which the principal should see himself is that 
of administrator-in-chief of his school. This does not mean that he is to be 
in his own opinion a sort of absolutory .czar with a‘ first mortgage on all 
authority, property rights, and professional inheritance of the school in which 
he works. But it does mean that he should regard himself as responsible for 





32 NATIONAL EpUCATION ASSOCIATION 





an operating program—a piece of machinery which will work; for an insti- 
tutional spirit; for a cohesive working program. A very necessary part of 
this institutional program is its economic aspect and the principal is the 
budget officer of the school system for his school. Locally the funds of the 
district are in his hands. If he is wise, he will be progressive without being 
extravagant. He will have a program that moves forward always, but that 
can be carried out with the money resources properly at his disposal. He will 
hold the administration of the physical plant well within his own hands, 
and without burdening himself with detail he will dominate and control it. 
He will have a plan for its operation and administration; also a plan for its 
future development and for the development and equipment of the play- 
ground space. As institutional head he will hold himself responsible for 
ALL instruction in his school and for all extra-curricular activities realizing 
their great educational value. He will assume responsibility for the tech- 
nique of instruction, for the application of the curriculum, for the develop- 
ment of methods and for final results. This does not mean that he will lord 
it over his teachers or that he will assume that no supervisor of special sub- 
jects can have anything to offer in his school. If he is wise and professional, 
he will know that he can learn much from both his teachers and supervisors, 
and will use both to full advantage. 

The real genius of being a principal, however, doesn’t manifest itself 
primarily in the management of the details of administration. It is in the 
role of a leader and developer of teachers that a principal really comes into 
his own. The true principal and organizer may have administrative and 
executive ability to create a smooth running piece of school machinery, but 
he can’t truly accomplish the ends of public education in this democracy 
unless he is a real leader of teachers. Too many principals worship at the 
shrine of the idol of detail and expect their robe of authority to do the rest. 
The true principal is never jealous of his prerogatives and never shows 
authority except in case of emergency and where great administrative stress 
is placed upon him, but establishes himself as the strong man of the group 
because of the confidence he begets in his fellow workers. He can neither 
bluff nor use the iron rod of authority if he wishes to be the real leader of 
teachers which every principal should become. He must first have a large 
human sympathy, be able to put himself in the teacher’s place, be as good a 
listener as he is a talker, accept the word of the other fellow as being as 
sincere and as good as his own, never be jealous of the credit that should go 
to others, and see to it many times that some one else gets credit that may 
be due him. He will always be just and fair and sincere without ostentation 
and with an emphasis upon the real values of character and life. He will 
have a professional growth program for himself and for his teachers, but 
he will never force a program upon them. He will have them all engaged 
in it because they will enthusiastically follow his lead. He will be con- 
tinually capitalizing the best that is in all teachers, and the especially good 
teachers will naturally spread their methods and originality throughout his 
corps. He will seek to capitalize the ability of teachers to contribute to the 
school and to the school system, remembering that participation and sc/f- 





ELEMENTARY SCHOOL PRINCIPALS 





realization are the mightiest forces in welding human beings together for 
coéperative action. He will assume responsibility for the development of 
the weaker members of his corps, knowing full well that more teacher 
training goes on in a live wire up-to-date group of teachers at work on the 
job than in any teacher-training institution in the country. Withal, he will 
be a teacher among teachers, but the biggest one of them all, not by virtue 
of the authority of the school system which resides in him, but because of 
his own habits and qualities of character and mind. 

The most difficult r6le which the principal is called upon to assume is that 
of manager of special supervisors working in his building. A school system 
organized upon right lines places the authority of the local school under a 
single headship—that of the principal. All supervisors and special officers 
of instruction should come to the local school as technical experts in their 
respective lines. ‘They are the functionaries of the superintendent’s office in 
highly specialized fields. However, unless clothed by special order from 
the superintendent’s office with executive and administrative authority, they 
have none in the local school. They are sent to become the supervisory 
experts under the direction of the principal while within his school. The 
principal is held finally responsible for the type of instruction in his school. 
He is expected to make full use of the technical experts provided by the 
school system in lines in which he is not so expert. It is the business of the 
supervisors upon going to his school to report, to his office, and it is his fault 
or the fault of the relationship between himself and the superintendent. if 
they do not. From that moment they are at his disposal to help in the de- 
velopment of curriculum methods and technique of instruction among his 
teachers and in the classrooms. At his suggestion they will make frequent 
use of demonstration lessons. Like the principal himself they will relieve 
themselves of the cloak of authority except in case of emergency. They will 
undertake the same role of natural leadership that the principal himself 
assumes. The principal should regard them as his best advisers along all 
technical lines represented by them. “The superintendent so regards them. 
A large part of the success of the school in its use of the very highly special- 
ized curriculum which modern education has developed will depend upon 
the way in which the principal thus manages his special supervisory force. 

In the same way in which the principal is a natural leader of his teachers 
and supervisors he should be the natural leader and exemplary idol of his 
student body. As he wishes them to be in character, manhood and citizen- 
ship, 80 he himself should shape his own life and habits of action. He must 
remember to keep his youth and youthful viewpoint, and he must so under- 
stand the social environment of his community and of his country that he 
will properly interpret life to his student body through the institutional 
activities of his school and through the curricular and classroom instruction. 
To do this he must have the proper avenue of approach to his student follow- 
ing. He must be interested and show an interest in the things in which they 
are interested to make them regard him as being upon their own plane of 
living. Without sacrificing the necessary authority of a principalship in re- 
quiring obedience and respect for the authority of the school, their personal 





34 NATIONAL EDUCATION ASSOCIATION 





approach to him should be of the most natural and friendly order. They 
should hold him as the prophet of their Bible of good citizenship; and, 
except in cases of incorrigibility and with the unusual type of pupil, his word 
should be law because of their confidence in him and not because of his 
authority as principal. 

In his réle as leader of the public, the principal will play one of his most 
important parts. He will have a plan for selling the school program and 
the activities of the school to his patrons and to the community. He will 
participate himself in the community activities, belonging to civic and 
luncheon clubs and other organizations which will give him direct contact 
with the life external to his school. He will have an active, vigorous, work- 
ing parent-teacher association, one not concerned primarily with the detail 
of the school, but one with a program and with a forward look as to the 
work of the school system and the work of his particular school. It is true 
that the idea of public education in general does not need to be sold to the 
American public, but it is also true that the conceptions of public education 
which have developed since many of the American public were youthful and 
since many of them came to America do have to be sold to them. American 
life changes with kaleidoscopic rapidity. The public’s conception of edu- 
cation, unless they are otherwise informed, is the conception of education 
they had when they were children; hence, the harking back to the good old 
times. There would be little, harking back to good old times if all the 
American public knew all the time what the schools are doing; if they were 
taken into the confidence of the principals, teachers, and school officers as 
to the school program. Hence, as a leader in the local community, the 
principal must keep his school and his public in constant contact. American 
Education Week should bring armies of the public to the school in an organ- 
ized invasion. I know of one principal who during the recent American 
Education Week had 450 adult representatives out of his approximately 
500 families visit the school, not attending entertainments and exhibits but 
visiting the regular classroom work. If principals and teachers would go 
to a bit of trouble to arrange classroom work so patrons can see it and use 
the proper expediencies to bring the parents to school, the parents would be 
even more interested in classroom work than in any entertainment provided. 
I have seen groups of middle-class parents sit with wide-eyed astonishment 
at the processes of an ordinary recitation carried on in their presence in a 
program arranged for this purpose. The principal will do well always to 
have in mind that the safety of the school program depends upon a know!l- 
edge on the part of the American public of what the schools are doing. 

I am not attempting to present all the réles in which the principal oper- 
ates as an administrator and as an officer of the public school system, but my 
list of some of the most important ones would be far from complete if I did 
not include the principal as a contributor to the curriculum and to the insti- 
tutional traditions of the school system. A principal who has a well-organ- 
ized codperative faculty hard at work on a program of public education 
because they are interested in it, will have much of new and original 
material to contribute to the general curriculum and general methods and 





ELEMENTARY SCHOOL PRINCIPALS 35 








practices of his school system. The principal will establish contacts, under- 
take experiments, make special studies; in fact he will have in operation 
constantly a group of activities which will be somewhat pioneer in char- 
acter—this, of course, with the full knowledge and consent of the central 
offices. Many of these undertakings and experiments will be made general 
use of and will become a part of the work of the system as a whole. The 
principal will have an opportunity in this capacity to realize in a permanent 
fashion one of the ideals which should lead him to become and to continue 
a principal. This will be an answer to his human instinct for self-realization 
and participation. If his superintendent is a sensible human being living 
within the shadow of the golden rule, credit will always be forthcoming to 
the real contributor and his work will be to the end that the children not 
only of his own school, but of the whole system may become more efficient 
and better trained citizens. 

In what I have just said I have tried to set up a desultory sketch of the 
principal as a man or woman above the station of machine detail officer 
working under the central control of the school system. I believe properly 
conceived, he is a forceful professional, contributing factor in the develop- 
ment of public education. I have not exaggerated in suggesting that he may 
be all of these things: adviser and cabinet officer of the superintendent, 
administrator-in-chief in the local school of which he is the head, a natural 
leader and developer of teachers, a manager of special supervisors, an exam- 
ple and idol of pupils, a creator of public opinion, and a permanent con- 
tributor to the materials of education. When our educational system will 
use its staff of principals in this fashion, and get men and women who are 
capable of carrying responsibility of this sort—and these only—then the 
public school program of America will be approximating the work ex- 
pected of it. 


HILE it is true that the educational budget has increased 

more rapidly than the population, it is not true that it has 
increased more rapidly than the wealth of the community. On the 
contrary, it may be affirmed, with little fear of contradiction, that 
from the economist’s point of view the growth of prosperity in the 
United States as a whole has been so enormous as to make the pro- 
portion of educational expenditures to the real wealth of the com- 
munity actually smaller than it was in past decades.—Epwin R. A. 
SELIGMAN, Columbia University, New York City. 





THE RIGHT RELATIONSHIP OF COOPERATION BETWEEN 
THE ELEMENTARY SCHOOL PRINCIPAL AND 
SUPERVISORS—A CASE STUDY '* 


FRANK D. McILRAvy 
Principal, Gatewood School, Seattle, Washington 


HE SEATTLE school system has taken every recognition of the rapid 

evolution of the elementary school principal to a position of real leader- 
ship, one whose functions include supervisory as well as administrative 
jurisdiction over his school. It also assumes that this recognition of the prin- 
cipal in no way detracts from the worth or the dignity of the position of 
special supervisor. 

Somewhat parallel to this we have the very noticeable and meritorious 
tendency on the part of the classroom teacher to continue her professional 
studies after entering the service. That she takes advantage of extension 
courses and normal school and college summer sessions to increase her 
powers in no way detracts from but rather enlarges the scope and adds to 
the worth and the dignity of both the principals’ and the supervisors’ posi- 
tions. It results, in part, in making the qualifications for each more exacting. 

If as Dr. Hosic maintains, “ The principal and supervisor are pivotal, 
the immediate future of teaching is largely in their hands,” the situation 
possibly calls for a new alignment. The two positions are too essential that 
either should feel handicapped through fear of trespassing. Jealousies and 
indifferences must not arise. Confusion must not exist. There possibly could 
be no greater handicap to real educational progress in any community than 
the failure of principals and supervisors to get together, working in generous 
sympathy, to solve the status of each on the question of seeming overlapping, 
supervisory functions. 

The classroom teacher demands a solution. She stands today an unselfish, 
unbiased, yet energetic factor in a great educational system. She yearns for 
assistance. She covets advice. She longs to be relieved from petty annoyances. 
She wants, above all, that the indefiniteness of authority be settled. Many of 
the larger centers are today desperately in earnest in their efforts to settle 
this question. 

The particular method of approach has possibly distinguished Seattle from 
other centers in this solution. What has brought about the splendid har- 
monious codperative spirit now existing there? What has caused the practical 
elimination of dissatisfaction among teachers over the question of juris- 
diction ? 

Our system concedes that the special supervisors owe their election to the 
fact that they are experts in their special department of school work. The 
questions of technique as applied to the special subject; the ferreting out of 


* Address given in Chicago, February 27, 1924, before the Department of Ele- 
mentary School Principals. 


[36] 





ELEMENTARY SCHOOL PRINCIPALS 37 





the best in use in their particular line as has been possible to successfully 
administer in other systems; bringing to the teacher inspiration and helpful 
suggestions as to best methods of presenting instruction; reviewing and care- 
fully selecting from among the many, the best of recent books or current 
educational articles as special aids for the teacher, are a few of the special 
functions recognized as falling within their scope. 

The principal, on the other hand, is credited with being an expert in the 
general management of a school. To guide and to advise in a supervisory 
capacity of a more general nature; to unify the work of his school, harmoniz- 
ing instruction throughout the grades; to insure the teachers the devotion of 
her time and interest to the unhindered business of instruction, in fact, to 
make good teaching possible. While it is not presumed that he be an expert 
along all or any of the special lines, he is credited with having the ability of 
being a judge of reactions. The supervisor has a right to expect this of him 
and to receive suggestions accordingly. 

In my fourteen years in Seattle as an elementary-school principal, I do 
not recall a single notice or bulletin having been issued which in any way 
related to the relative jurisdiction of these positions. Yet somehow it is 
understood. 

Two factors stand out prominently, among others, in bringing about with 
us what seems to approach the ideal in the relations which should exist be- 
tween the special supervisor and the principal—the regular bi-weekly prin- 
cipals’ meetings called by the superintendent, and the regular monthly pro- 
fessional meeting as maintained by the Seattle Principals’ Association. 

For many years the superintendent has found it beneficial to have present 
at his meeting, besides the principal, the various supervisors in the corps. 
These meetings not only present an opportunity to connect the affairs of the 
superintendent’s office and those of the Board of Education up with the 
various schools, but also have become a sort of clearing-house between the 
principals and supervisors. Advice of a general nature is sought by one group 
from the other. If discussion is aroused on a proposed change or installation, 
the best plan is adopted. It is here that each knows first-hand the problems 
of the other. It is a matter for note that each year finds a falling off of 
initiative measures that are not worth a permanent place in the program or 
curriculum. 

This illustration will show the desire on the part of one group to know 
the purposes of the other. The superintendent a few months ago called some 
special meetings, the attendance at these being optional. These meetings 
were scheduled as a result of replies received from a questionnaire sent to 
principals and teachers as to means of improving methods of instructions in 
the Seattle schools. , 

Each supervisor had a meeting of her own at which she was to sell the 
work she is supervising to the principals. Outlines and charts were presented. 
The talks were exceedingly interesting and enlightening. The supervisors 
claim their profit was as much as, if not in excess of, that gained by the prin- 
cipals. It resulted in their getting their work better organized and gaining 
confidence in themselves in being able to defend it. 





38 NATIONAL EpUCATION ASSOCIATION 





An outstanding feature of these meetings was the high percentage of 
attendance on the part of the principals. In many cases where a principal 
could not be present, he sent a building representative. 

It was but natural that when the Seattle Principals’ Association was re- 
organized some five years ago with the idea of putting it upon a real func- 
tioning basis professionally, the articles referring to membership were made 
to read: 

Section I. Principals and vice-principals shall become active members upon 

payment of dues. 

Section II. Superintendents, supervisors, and other members of adminis- 

trative staff shall be considered associate members. No dues. 

Section III. Honorary members may be elected by a majority vote of the 

association. 

We are proud of our organization. That it is functioning is evident by 
the one hundred per cent paid up membership and by the very large average 
attendance of our combined membership at our regular monthly professional 
meetings. ‘The researches, investigations, and reports are such that few feel 
they can stay away. Our superintendent recently stated that he would deem 
it a severe loss to him if he were deprived of the privilege to attend any one 
of these meetings. We note among others present at each meeting, one or 
more members of the Board. Three of the five members were present at our 
last meeting. Representatives of other school and civic organizations of our 
own and neighboring cities frequently ask the privilege of attending. 

At these meetings the supervisors meet us on common grounds. They are 
assigned places on programs. They as well as superintendents enter freely 
into all our discussions. ‘They gain a true perspective of school problems, 
local, State, and National. They can know just what place their special 
subject should occupy in the local school curriculum. How much time 
should be allotted each to insure a well-balanced program. 

The overzealous supervisor is here restrained. It is here that every 
principal knows personally as well as professionally every supervisor. He 
comes to realize more completely the problems of the supervisor, appreciating 
more fully the importance of the réles played by them. He loses the narrow- 
ness that is apt to be his if this opportunity of change of ideas is not provided. 
He is also more apt to give a supervisor a more respectable hearing on matters 
pertaining to his own building. It is this intimate acquaintance, this sym- 
pathetic and generous feeling toward each other that makes it possible to 
solve those overlapping functions in a manner quite generally satisfactory. 

Taking advantage of this codperative feeling, I recently addressed a request 
to our supervisors and principals that they have a part in this paper. The 
responses were most generous. In a large measure they reflect existing con- 
ditions. Space limits me to quote from them as extensively as I should like 
to do. Each commented freely upon the splendid spirit existing and seeming 
lack of any friction, due largely to methods already mentioned. ‘These state- 
ments came from the supervisors: 

“ The principal is the leader of his building. If a subject is down he must 
expect to stand the blame, so long as he has at his disposal supervisors so 


‘ 





ELEMENTARY SCHOOL PRINCIPALS 





willing to assist. Teachers need much help, but this should be given in such 
a way that pupils do not lose faith in their teacher’s ability.” 

“ This getting together has given us an insight into the problems of the 
principal and makes it possible to better place the physical education program 
in the school. The principals’ viewpoint, not only of our own special subject 
but on the curriculum as a whole, is our need if programs are to be carried 
on without friction. The program should be worked out carefully by super- 
visor and principal in conference. It is then the principal’s responsibility to 
see that this program is carried out in detail. We expect the principal to be 
able to direct the work of the supervisor toward bringing best results in his 
building. On the other hand the supervisor should tell the principal frankly 
before leaving, what his impressions of the work witnessed has been.” 

“We do not feel any lack of interest or codperation on the part. of the 
majority of our principals. Our most serious problem is the musically unfit 
teacher. All we lack is a plan for special music teachers in our buildings to 
make our work ideally satisfactory.” 

“The supervisor must be familiar with educational experiments in both 
private and public schools in this country and in Europe. They should give 
help in the diagnosis of the source of seeming failures of teachers in satisfying 
the ideals of the principals with whom they are working, to aid in any special 
study initiated by the principal, to freely advise principals of needs as observed 
in conferences or visitations with teachers.” 

“In regard to the relationship between principals and supervisors in our 


system I would say that it comes near being ideal. I have found principals 
always interested, sympathetic and helpful toward my department and my 
teachers. They certainly have made it possible for each of my teachers to 
feel herself a real member of the building corps, which means a great deal. 
In many cities the teachers of special subjects are not so considered.” 

“The supervisors’ chief worry is with the principal who is perfectly 
willing that the supervisor shoulders all the responsibility of the special 


subject.” 

“The relation between the principal and the supervisor should be one of 
mutual helpfulness. There are so many ways in which their spheres of influ- 
ence overlap that any attempt to draw a sharp line of demarcation between 
their respective responsibilities would result in the loss of much that would 
be helpful to the schools. I believe that the present spirit of codperation that 
prevails in the Seattle schools is the best answer to the question.” 

The following quotations are taken from replies made by the principals: 

“The principal’s scope should be such that he can carry to, if not explain 
to, the supervisor the teacher’s problems. As also to explain to the teacher 
something of the problem of the supervisor. This state would in time break 
down or prevent the antagonism which prevails to a minor or greater extent 
in any school system.” 

“Tf the principal is capable of being the real head of his school, as the times 
are demanding that he shall be, the supervisor should so recognize it and at 
no time embarrass the teacher by giving her directions or orders which may 
confuse her as to the proper one from whom to receive directions.” 





40 NATIONAL EpuUCATION ASSOCIATION 





“The job of supervising the special work of any teacher is a partnership 
affair. Each should try to endorse the work of the other and work together 
in their helpfulness to the teacher.” 

“In many cases the technique of the special subject is a matter for the 
supervisor's decision, but when it comes to the adaptation of the courses, 
to the needs in the individual schools, the principal is the one who should 
decide upon these adaptations.” 

“The supervisors should consult with the principal before giving direc- 
tions to avoid any which may conflict with the general program of the build- 
ing. The principal should have such an attitude toward the supervisor that 
will cause the teacher to welcome the visit of the supervisor and be eager 
for it.” 

“ The principal cannot function as an expert in the specific special subjects 
of his school. This is the function of the supervisor. ‘They must, however, 
work together in harmonious teamwork as architect and builder.” 

“Tf I thought any supervisor did not enjoy working in my building, I 
would consider myself to blame and would immediately examine myself upon 
wherein I failed.” 

Mr. W. H. Ellert, principal of the Webster School, Seattle, submits the 
following outline form as typical with his conference with supervisors: 


I. Before visit of supervisor to room. 

A. Talk over condition of rooms of new teachers as to 
1. Character of pupils. 
2. Preparation for work by their former teacher. 
3. The teacher’s personal problem. 
4. Ability to adjust herself to new situations. 
5. Her strong points—as her vantage ground. 

II. After supervisor’s visit to rooms. 

A. The new teacher’s ability to carry on work. 

B. What she has yet to accomplish. 

C. How may I assist her. 

D. Improvement of older teachers since last visit. 

FE. How does allotment of time suit different teachers. 
Is it sufficient or more than necessary to attain satisfactory 
results. 

F. Conditions of work in building as a whole. 

Seattle may not be the discoverer nor does it claim a copyright on the 
method under which it is working. It has all been but a gradual development 
under the guidance of far-seeing schoolmasters, and as progress demanded 
that the principalship should assume more and more supervisory function it 
was done without the loss of identity on the part of any other factor. 

Knowing the generous, codperative spirit now existing which must be 
evident to you by the quotations I have here given, we have no other method 
to advocate toward bringing about an ideal relationship between supervisors 
and principals than our own. 





MAKE THE PRINCIPALSHIP RESPECTABLE '* 


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


HE THINKERS in education have been aroused to a new valuation 

of the principalship largely through the fact that with all our boasted 
progress the world suddenly went on a debauch of war to be followed by a 
period of rudderless drifting in a slough of despond, doubt, selfishness, and 
crime that has endangered civilization. We see that to train the intellect 
alone without training the higher spiritual nature as a guiding, restraining 
force to control the intellect is worse than folly. It is destruction. On the 
premise that the old régime will continue, we hear talk of the “‘ next war ”’ 
which would mean the destruction of civilization itself. Our only hope lies in 
our ability to train the coming generation to view life from a different angle. 
There are no insolvable problems in education. The trouble has been and is, 
the puny intellects in charge of education. For nearly half a century the 
Union Pacific Railroad was a losing proposition, but the brain of Edward 
Harriman made it pay. France sunk millions at Panama without results, 
but Dr. Gorgas and General Goethals connected the oceans. The same 
situation confronts us in education—put into school positions men and 
women big enough to do the work and it will be done. 

Am I wrong in calling some of these principals puny? To my personal 
knowledge teachers who were desirous to come to this convention, paying 
their own expenses and losing their salary while here, were denied permis- 
sion to do so by their principal on the plea that he wanted them at school, 
when he could easily have obtained substitutes. In fact, if we were not 
puny, no summer schools would be in session during the week of this great 
National convention on education. Are principals puny? Look at our mem- 
bership lists—thousands too small in their professional thinking to pay their 
two-dollar fee for membership in this Department or to attend its meetings. 
How are we going to change these conditions? Simple enough. Pay the 
price that will buy foursquare men and women for school positions. College 
professors seem to think professional courses will remedy the difficulty. It 
won’t. All the training in the world won’t make a high-powered Cadillac 
out of a four-cylinder Ford, and all the professional courses which can be 
given will not make an educational leader out of a third-rate man. 

Recently a famous English writer, speaking of school officials, said: 
“A lot of them seem to be unconscious of the amount and range of their 
functions.” The truth of this criticism was driven home to me as I read the 
replies of fifteen city superintendents to Editor Gist’s questionnaire in the 
Principals’ Yearbook for 1924. In reply to his query as to the probable 
range of salaries for principals, their reply was from three thousand to five 
thousand a year instead of from five thousand to ten thousand as it should 


* This address was given at a dinner of the Department of Elementary School 
Principals at the Raleigh Hotel, Washington, D. C., July 2, 1924. 


[41] 





42 NATIONAL EpucaATION ASSOCIATION 





be for a large city school in the light of present conditions and the work 
to be done. Think of expecting to go out into the markets of men with the 
dream of inducing college-trained men and women of first-grade ability to 
become principals for such money! And only men and women of first-grade 
ability should be considered for principalships. These replies from some of 
our foremost superintendents show why we hear so many complaints about 
the inefficiency of the schools. Of course they are inefficient and they will 
always be inefficient so long as school boards and superintendents expect to 
hire those who manage the schools and train the teachers for the schools 
for three thousand to five thousand a year. It is this cheap notion of our 
value that has filled principalships with principals who in their leisure hours 
are boring their acquaintances with importunities to invest in fake stock pro- 
motions, peddling insurance of various kinds, or canvassing for books and 
magazines, instead of devoting their time to study, recreation, and travel. 

Recently the President of the United States, so we are told, found it im- 
possible to fill some of the Federal judgeships at ten thousand dollars a year 
with men of first-grade ability. As a reason for these not accepting a judge- 
ship, it was said, “A great rich country can’t expect brilliant men to 
undergo mean living to serve it.” An absolute truth! But if brilliant men 
won’t undergo mean living to serve as judges, brilliant men won’t undergo 
mean living to serve as principals. If we insist on low salaries for judges 
we shall have corrupt courts and defeat justice. If we insist on low salaries 
for principals, we shall have a continuance of the present instability, lack 
of respect and reverence for things holy, and the mad chase after every 
new ism. 

England’s sons who have given her a grip on India and other parts of 
the colonial world that nothing can loose were trained in the great public 
schools of Rugby and Harrow, the principals of which are paid salaries on 
par with those of her judges. 

Thomas Jefferson in urging courts of the highest order said: “ Render 
the judiciary respectable by every possible means—firm tenure in office and 
competent salaries.”” ‘That is what we ask: “‘ Render the principalship re- 
spectable by every possible means—firm tenure in office and competent 
salaries.” But three thousand to five thousand dollars are not competent 
salaries at this period in human history. 

Jefferson further informs us that “ Men of high learning and ability are 
few in every country; and by taking in those who are not so the able have 
their hands tied by the unable.” ‘Today the able in the schools have their 
hands tied by the unable. 

Another piece of bunk which stands in the way of progress in the schools 
is the caste system in promotion. If teachers or principals begin in an elemen- 
tary school they are ineligible to teach in the high school. Just as though 
there were some mystery, sanctity, or halo surrounding the tenth grade, not 
found in the eighth grade, and requiring a special novitiate. Educational 
qualifications being equal, the way should be open to both teacher and prin- 
cipal for promotion to the high school as freely as is now the case from the 
fifth grade to the seventh. 





ELEMENTARY SCHOOL PRINCIPALS 43 








v 


Lord Bryce once gave as the cause of the high efficiency of the English 
courts the fact that: “‘ For some centuries Englishmen have associated the 
ideas of power, dignity, and intellectual eminence with the judicial office.” 

This comprises our plea for the principalship. By firm tenure and com- 
petent salaries draw to the principalship the best ability of the Nation. Make 
it respectable by doing away with the necessity for mean living and associate 
with the position the ideas of power, dignity, and intellectual eminence. 
Do this and we will give this Nation a corps of teachers who will bring to 
us the better life of which men have dreamed through all the ages. 


SOME HELPFUL TYPES OF EXAMPLE FOR DIAGNOSIS 
AND REMEDIAL WORK IN ARITHMETIC 


W. H. ELvert 
Principal, Webster School, Seattle, Washington 


Bop OF THE chief problems of the elementary school teacher is to 
find arithmetic examples arranged according to difficulty. Many of 
the troubles which children experience in learning the arithmetic of any 
grade are due to the fact that the work is not often presented according to 
step of difficulty. Often a teacher will develop a lesson with an easy type 
of example, then follow the assignment with examples that are more diffi- 
cult and of a different type. This confuses the pupil and prevents him from 


seeing the examples through for himself. 

For instance, a teacher explains one type of long division example con- 
taining small numbers in the divisor and small numbers in the quotient. 
Her assignment may then be very likely about as follows: “ Take the first 
six examples on page so and so.” Unless she has studied them carefully, 
these examples may represent several different types of difficulty which she 
has not explained. Their solution may possibly involve zeros in the quotient, 
or there may be remainders with neither of which she has shown the children 
how to deal. The teacher is likely, under such conditions, to be very much 
discouraged because the class fails to come up to her expectations, and the 
children are likely to conclude that long division is a hopeless puzzle. This 
unhappy situation can be avoided by careful classification of demonstration 
and practice material. 

For diagnosis work also, material should be so arranged that it takes in 
all the different steps involved as well as the degrees of difficulty. The type 
of example that causes difficulty may then be located, and a series of exam- 
ples made and used for remedial work, both for the class or individual help. 
Mental solution of types of examples may be used as a sure test of compre- 
hension by the pupil. 

Material arranged in this way may be used likewise as a guide by the 
teacher in presenting her work to the class. It provides a method of presen- 
tation for her, fixes a standard for her to accomplish, and provides material 
fer individual improvement. 

Following is a list of material used in Grades III through Grave V, 
some of which may be very profitably used in other grades. This material 





44 NATIONAL EDUCATION ASSOCIATION 





may be placed on the board and used as review work. It may also be 
mimeographed and each pupil provided with a copy. For testing, each pupil 
is provided with a mimeographed copy, and time required for completing 
test is noted. 


TABLE 1.—MateriAL Usep 1N Grape III, WessTER SCHOOL, SEATTLE, 
NOVEMBER, 1923 
MISCELLANEOUS COMBINATIONS INVOLVING CARRYING AND NO CARRYING 
45 69 84 wm 38 75 52 94 67 
7 9 6 9 7 4 


63 92 
5 2 


63 


| = 
wow 


| w 
So N 


64 
7 


4 


ADDITION OF SINGLE COLUMNS FOR SPEED AND ACCURACY 


4 


las ues ww 
| mann cun 
lu wee awn 
lua wangua 
| mare ene 
low ei aus o 
l awa non n 
Jw cane 
| wm awuwe 

| we aun en 
|wrwreanoe 


leau ont rk a 
lrunewane 
lo one cw oo 
me NW QAO + N 
leans oun 
lo wm p ac w 
| we aw ow wo 
lauupHern 
lawcaunern 
| an ecpeon 
lone popne 


| cena uw 
luca 
larn 
l awa 
la» © 
loud 
| awn 
Jrowy 
| I ow 
lwatw 
luwe n 
| wun ow 
lacwn 


| not o 
| cou aur 
lw conn 
reer 
lace 
le awe 
pc. rm 
rd t 
| mu x c 
luuwva 
lar wn 
le wan 
| w ona 





KLEMENTARY SCHOOL PRINCIPALS 


TABLE 2.—REMEDIAL WorK IN AppiTion For Grapes III, 1V, AND V, OcToBER, 1923 


MORE DIFFICULT COMBINATIONS FROM ONE DECADE TO ANOTHER 
9 8 9 f $ 120 4 9 + | 6 136 2 
56 76 65 71 47 84 37 56. 36 «635 «49 


SINGLE COLUMNS BEGINNING WITH A DECADE AND GOING THROUGH ONE OR TWO DECADES 


nN 


“SI WwW oe 


8 


5 i | 


.) 


| 


NOW n ke WD 





NATIONAL EDUCATION ASSOCIATION 


-—_—-— — —_- —— — $$$ 


TABLE 3.—AppiTion oR SUBTRACTION IN GRADE III, NOVEMBER, 1923 


ARRANGED FOR ADDITION OR SUBTRACTION, INVOLVING CARRYING IN SEVERAL PLACES, ALSO 
SUBTRACTING OF NUMBERS INVOLVING ZEROS AND NUMBERS IN SUBTRAHEND 
LARGER THAN IN THE MINUEND 


7463 5280 6503 5216 7819 5678 6083 3476 
2518 3824 2791 4325 3564 1987-4295 1698 


1728 8194 8641 5261 
1296 2356 5207 1840 


8641 5261 6000 6040 
5207 1840 2565 


5280 6203 9876 
1765 2471 6789 


7500 $700 9300 
1638 1962 $296 


8005 5001 
6739 2334 


3806 2807 
2840 1957 1986 


ADDITION INVOLVING BROKEN COLUMNS 


922 368 37 862 19 684 
138 gt 269 129 864 721 
467 476 342 37 57. is«8 
83 87 183 640 261 48 
—_-_ 162 28 73 54 





ELEMENTARY SCHOOL PRINCIPALS 





TABLE 4.—Easy MULTIPLICATION TABLES 
5X7 5 X 10 


X 6 X 2 10 X 





NATIONAL EpucaATION ASSOCIATION 





TABLE 5.—More Dirricutt MuttipiicAtioN TABLES 


7X7 8X9 8 X 6 


6X8 


App! TIONAL DRILL IN SUBTRACTION AND ADDITION 
SIMPLE SUBTRACTION EXAMPLES 


1 2 35 
7 





ELEMENTARY SCHOOL PRINCIPALS 


SIMPLE MULTIPLICATION EXAMPLES TO TEST ALL THE TABLES 
50 41 80 6 71 30 
6 4 


80 
9 


TABLE 7.—Type ExamMPLes For SHORT Division WITH THE Divisor 3, NOVEMBER, 1923 


3/693 3/2016 3/1806 3/2722 


3/675 3/2319 3/1740 3/2411 


3/984 3/2943 321086 
3/456 3/468 200 3/819 


3/654 31795 3/2367 
31759 3/1004 3/811 
3/1056 3/1398 3/1146 
31986 3|1677 |r9r5 3/1614 
31629 3/1802 
3[2586 

3|2859 





NATIONAL EpucATION ASSOCIATION 





TABLE 8.—Typet ExAMPLEs FOR SHORT DIVISION WITH THE D1visor 7, 
NOVEMBER, 19237 


7/86r 
7/1638 


7\2464 


Ii! 


23/2553 


227 


3517945 


1005 
53|53265 


7/6853 
7/4503 


7\5619 


7|3052 
7/3948 
74711 


7|6329 
7|49038 


7/3504 


TABLE 9.—Lonc Division Tests 


III 
56|6216 


17 
57|969 


203 


37|7511 


TEST NO. 1 
II4 
23|2622 


25 
42/1050 


10008 


53|530424 


42/4284 


18 
35/630 


143 
23|3289 


102 104 


42/4368 


69 
98|6762 


465 
68|31620 


* 


TEST NO. 2° 


114 
32/3648 


214 
43/9202 


307 


23|7061 


143 


456435 


332 
65|21580 


1006 
59|59354 


54 
35/4590 


TEST NO. 3 * 
847—32/57 6075 


57|48311 49|297675 


527—40/63 
63|33250 








183—15/76 
76|13923 


5004—9/28 
28|140121 


590—19/38 
38|22439 





8.13 


35($284.55 


41 After the class has gone through tables 1-9 of short division, this test may be given to test 
comprehension and accuracy. The divisor 7 was chosen because it generally causes difficulty, 
and a review of tables of 7 may be necessary. 

? Given when the class has just covered all the types. The figures in the quotients are small 
numbers or zeros. 

$ Contains more difficult numbers in the divisor. The figures in the quotients are about the 
same as Test No. 1. 

Contains more difficult situations. All the tables are involved so that it will not be difficult 
to see where remedial work is necessary. 





ELEMENTARY SCHOOL PRINCIPALS 





TEST NO. 47 
608—7/14 
14/8519 


357 426—4/13 
12|4284 13/5542 


423—5/17 
17|7196 


$30—6/15 539 
15!12456 16/8624 
1007—8/19 3006 
19|19141 15|45090 


2030—3/18 
13|36543 


TABLE 10.—Lonc Diviston EXAMPLES INVOLVING ZEROS IN THE QUOTIENT, 
NOVEMBER, 1923” 


36/18288 


26|7540 


38|11590 


52|314704 


63| 50803 


69|62445 


79|63753 


93/47444 


34137224 


58|40744 


The following contains work in fractions that has proved to be very 


helpful. 
binations. 


1 Teachers often make a mistake when developing long division to use as divisors numbers 12 
to 19 inclusive. This makes it exceedingly difficult for the pupil. 
Finding the trial divisor is a most difficult and discouraging task. It should be 
the last type of long division taken wp, and much emphasis need not be placed upon it in the 


are not known. 


fourth grade. 


651247455 


84|49607 


78|187668 


29|29447 


89|62906 


87|85309 


35|26607 


53144557 


67|39573 


29|203725 


73|49676 


43|26187 


38|26900 


94|66552 


46| 34066 


58|348507 


58/174324 


65|260396 


48|144346 


49|24890 


?These examples are not arranged, acobrling to difficulty. 
enough examples of this type. in the Yextbooks; a 


27|5508 
45|26100 
46|186300 
37|29841 
49|24860 
24|124872 
49|98125 
57|51528 
36|110047 


28|84236 


The time element may be used when solving any of these com- 
? S a 


The tables of these numbers 


Teachers report there are not 
type of example needing much drill. 





NATIONAL EpucCATION ASSOCIATION 








A Goop Test oN TABLES, AS WELL AS ON FRACTIONS 
REDUCE TO LOWER TERMS. GIVE RESULTS MENTALLY 


2 2 4 4 3 3 2 


8 8 6 12 


18 


27 24 


REDUCE TO COMMON DENOMINATORS 





ELEMENTARY SCHOOL PRINCIPALS 


A Goop TEstT FoR COMPREHENSION 


FIND RESULTS MENTALLY 


3 I I 


ApbpIriION @F FRACTIONS 
IN WITH FRACTIONS TO REVIEW SOME OF THE MORE DIFFICULT 


NUMBERS PUT 
COMBINATIONS 


WHOLE 


233 323 


38} 293 


28: 
297% 


SUBTRACTION OF FRACTIONS, DECEMBER, 1923 


1 owl 
10g — 72 


o 


15% 


6 





NATIONAL EpuCATION ASSOCIATION 





A Goop TEst FoR SPEED AND TABLES 
WORK MENTALLY 


a xX9 1X 36 
1x 


1x 


MULTIPLICATION OF MIXED NUMBERS, NOVEMBER, 1923 


A TYPE OF EXAMPLE THAT MAY BE CANCELLED, BUT FINALLY REDUCED TO A MIXED NUMBER 
3 X 6 = 33 7X9 =3% ‘ = 54 

sxX4 =33 - 2X6 = 34 

3X7} 4 i X 545 = 45 


324 405 — 125 374 


46) 353 244 3 ; 3 673 584 





15066 14310 12513 84374 218164 


305 275 189 23 4 2563 3463 
384 293 643 2 20 19 





117934 $1814 122092 4 51334 65884 





ELEMENTARY SCHOOL PRINCIPALS 





Various Types OF DIVISION OF FRACTIONS 


36-4} = 81 


ONE EXAMPLE FOR EVERY TYPE OF FRACTION, NOVEMBER, 1923 
MAY BE USED FOR REFERENCE BY ALL TEACHERS ABOVE THE FIFTH GRADE 


2.4 & 4 34 & 4&4 


Reduce . 2 Reduce 


. 33 & 63 


. 18 + 24 32. +4 : 33. 8 to 12 Ratio 


. 10 to 6 Ratio . 24 to 5 Ratio . 54 to 8 Ratio 


. 24 to 32 Ratio . 54 to # Ratio .1+4 





THE ELEMENTARY SCHOOL ASSEMBLY 


CourTLAND V. Davis 
Principal, J. E. B. Stuart School, Norfolk, Virginia 


HE ASSEMBLY program of an elementary school is not an eas) 

matter to arrange, or so we have found it at Stuart. However, being 
favored with an auditorium we have kept up a running experiment by the 
simple method of trial and error with many kinds of programs. 

One thing that has been repeatedly impressed upon us is that once interest 
has been lost the best thing to do with six hundred wriggling youngsters is 
to dismiss them as quickly as possible. We have found many contributory 
causes of such lack of interest and have tried to eliminate or avoid them as 
they have made their character known. 

Long-winded announcements calculated to impress the minds of the pupils 
by manifold repetition we have found to be an important factor in demoral- 
izing an elementary school assembly. So clearly was this fact brought out 
that it has seemed wise to eliminate announcements at assembly time entirely. 
For these we have substituted classroom announcements made by the teacher 
and conveyed to her by the medium of the office bulletin board. It must be 
admitted that all of the teachers do not read the bulletins every day, but by a 
daily change of notices we have secured a high percentage of regular readers 
and our notices get over much more effectively than they did before. 

Assembly singing is a part of our regular program. For a while the music * 
teacher tried teaching new songs at the assembly hour, but soon found it an 
unsuccessful procedure. Now the new songs are announced on the bulletin 
board, taught at the music hour in the classrooms, and only the finished 
product brought to the assembly. Under these conditions singing has be- 
come one of the most profitable and enjoyable parts of the assembly period. 

We have found that our programs must be smoothly organized and care- 
fully timed. There must be no hitches. Children are less patient with stage 
waits and delays than are adults. Even-running, .carefully planned program 
schedules are essential. 

Very few adults have mastered the art of talking to children in large 
groups; outside of the profession almost none. We have struggled often and 
bravely with outside speakers of many types, most of whom have succeeded 
only in starting up the wriggling process that means the end of all good in 
assembly for that day. Occasionally we have had for our speaker that com- 
mon pest, the man who tries to be funny. He finds it a bit difficult to get 
the laughter started, but once that end is attained the road to demoralization 
is wide open and in most instances speedily traveled. 

Performances by individual pupils are often found to be as detrimental 
to assembly morale as the average adult speaker. Such things as piano 
“ pieces,” recitations, essays, and the like, have, in consequence, been largely 
banned. 

[56] 





ELEMENTARY SCHOOL PRINCIPALS 57 





What, then, can be done in an assembly program? What can be used that 
will be of value to the youngsters and at the same time keep them sufficiently 
interested to absorb it? Our problem is different from that of the platoon 
school where the group is more homogeneous in age, outlook, and stage of 
advancement, and where trained instructors devote all or a major portion 
of their time to it. Our work must be suited to a widely varied group, 
venerally running through about four grades. Our auditorium seats only 
about eight hundred and hence it is necessary to have two assembly sessions 
to accommodate all our classes. Although this cuts down the variation very 
much, the group is still sufficiently varied to make the problem difficult. 
Again, our programs must be of a type the preparation for which will not be 
too great a drain upon the time and energies of teachers whose primary 
duties lie in other fields. 

The morning’s program at Stuart is begun by the reading of a selection 
from the Bible followed by the Lord’s Prayer. The Bible reading is short 
and generally selected from the poetic sections of the Scriptures. The read- 
ing of the Lord’s Prayer is by the assembly in concert. Following these 
readings comes a period of assembly singing and then the program of the 
day. This program most frequently consists of the presentation of work 
actually being done in the classroom. Such things as the dramatization of 
reading materials immediately come to mind as lending themselves readily 
to such presentation, but one wonders what else in classroom work might be 
offered. We have found many phases of the work of the classes which may 
be easily adapted to stage presentation, the health games one class has played 
have interested other classes. Folk dances and athletic stunts from the 
physical education hour have been deservedly popular. Choruses from the 
music period have been well received. 

Even the drill subjects have their possibilities. Flash card and other forms 
of oral arithmetic drill are always of interest and most especially so when 
given by one of the younger classes. Spelling classes have recited upon the 
Stuart platform to the evident delight and to the seeming profit of every 
one concerned. 

Occasionally small playlets have been especially prepared for assembly. 
These are always of much interest to the audience and the training afforded 
by their presentation is valuable to those who participate. 

Unusual wofk done by any class is frequently placed on exhibition in the 
auditorium. An incentive to do more than the expected is thus provided, not 
only for those whose work is exhibited, but also for those who see the ex- 
hibits. These are never allowed to get old but are changed or removed 
each week. 

A class will occasionally take upon itself the responsibility for the decora- 
tion of the auditorium for assembly. These decorations are of necessity 
inexpensive but are frequently marvels of ingenuity. Here is an opportunity 
for the presentation and the working out of problems which arise in con- 
nection with decoration. Many of these are the problems of the art lessons in 
design and proportion. 





58 NATIONAL EpucaATION ASSOCIATION 





We have never allowed visitors to mingle with the pupils at assembly. 
Each class has its own allotted section of seats. A section is given to visitors 
and here all who are not a part of our regular organization are required to 
sit. This section is in the rear of the auditorium; first, because this is the 
pupils’ own assembly and the choice seats should be theirs; second, because 
the visitors are unacquainted with school rules, they are inclined to laugh 
at the wrong places, or whisper about the “ cunning” youngsters who are 
performing; and, third, because the aisles and exits must not be stopped by 
those unacquainted with the fire drill procedure. 

Taken altogether we have found the regular school assembly conducted 
by our own members and with programs furnished by our own efforts to be 
most stimulating, both in school work and school spirit. Every program 
presented along the lines here suggested has reacted favorably upon the 
entire school. Our assembly has become a part of us. We could not get 
along without it. 


NEW importance is attaching to the cause of education. A 
new realization of its urgent necessity is taking hold of the 
Nation. A new comprehension that the problem is only beginning to 
be solved is upon the people. A new determination to meet the re- 
quirements of the situation is everywhere apparent. The economic 
and moral waste of ignorance will little longer be tolerated. This 
awakening is one of the most significant developments of the times. 
It indicates that our National spirit is reasserting itself. It is a 
most reassuring evidence that the country is recovering from the 
natural exhaustion of the war, and that it is rising to a new life and 
starting on a new course. It is intent, as never before, upon listen- 
ing to the word of the teacher, whether it comes from the platform, 
the schoolhouse, or the pulpit. The power of evil is being broken. 
The power of the truth is reasserting itself —CaLvin Coo.incr, 
“ America’s Need for Education,” an address before the National 
Education Association, July 4, 1924. 








SECRETARY’S MINUTES 
WASHINGTON MEETING 


Thursday afternoon, July 3, the business meeting of the Department of Elementary 
School Principals was held. It was called to order by President W. T. Longshore, 
who with the consent of the members assembled, omitted the reading of the minutes 
of the last meeting, since they had been previously published in the October Bulletin 
of 1923. 

The report of the treasurer, Courtland V. Davis, showed a balance on hand of 
$907. A motion was made by Mr. Williams, of Birmingham, Alabama, that the 
report of the treasurer be adopted. Motion carried. 

Mr. Williams, chairman of the Resolutions Committee, presented a number of 
resolutions. Ide G. Sargeant moved the adoption of these resolutions. Carried. 

In the absence of Helen B. Shove, chairman of the Nominating Committee, 
Mrs. Marsh presented the report of this committee and moved its adoption: 
President, Jessie M. Fink, Grand Rapids, Mich.; Secretary, Ide G. Sargeant, Paterson, 
N. J.; Treasurer, Courtland V. Davis, Norfolk, Va.; First Vice-President, Sara L. 
Rhodes, New York City; Second Vice-President, John Merrill, Detroit, Mich.; 
Third Vice-President, H. B. Norton, Birmingham, Ala. Member of the Executive 
Committee, W. T. Longshore, Kansas City, Mo. 

Miss Ruth Pyrtle, of Nebraska, made a motion that the secretary cast the ballot 
for the nominees for all offices as read. Carried. 

The officers for 1924-25 are as follows: President, Jessie M. Fink (Mrs. C. E.), 
Grand Rapids, Mich.; First Vice-President, Sara L. Rhodes, New York City; Second 
Vice-President, John Merrill, Detroit, Mich.; Third Vice-President, H. B. Norton, 
Birmingham, Ala.; Secretary, Ide G. Sargeant, School No. 10, Paterson, N. J.; 
Treasurer, Courtland V. Davis, Prin. Stuart School, Norfolk, Va.; Executive 
Committee: 1925, Mary McSkimmon, Brookline, Mass.; 1926, Anna Laura Force, 
Denver, Colo.; 1927, Luise Krauss, San Francisco, Calif.; and 1928, W. T. Long- 
shore, Kansas City, Mo. 

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. Gist, 
editor of the Yearbook for his valuable contribution to our Department. Carried. 
Retiring President Longshore thanked the officers and editors of the Yearbook for 
their loyal and untiring codperation. ; 

The newly elected President, Mrs. Fink, was then called to the chair and spoke 
of her deep sense of responsibility as this year’s pilot of the Department. She 
bespoke the codperation of every individual member, realizing it would be required 
to carry them to successful issue the numerous activities devolving upon this 
Department for the coming year. 


HE FIFTY-FIFTH annual convention of the Department 

of Superintendence is to be held in Cincinnati, Ohio, Febru- 
ary 22-26, 1925. Mrs. Jessie M. Fink, president of the Department 
of. Elementary School Principals, has complet< irrangements to 
hold meetings on the afternoons of Monday, Tuesday, and Wednes- 
day. These sessions will be in the Cincinnati Music Hall, thus 
affording comfortable seats for all who attend. Program details 
and dinner announcements will appear in the December issue of this 
Bulletin and in the January issue of The Journal. 


[59] 





EDITORIAL COMMENT 


Washington Meeting—The name of no other city arouses in the American just 
the feelings stirred by the word “ Washington.” It makes no difference whether we 
are thinking of the great constructive genius who guided the Nation’s course during 
its infancy or of the triumphs and tragedies which have taken place in the Capita! 
City since his day. The name and the place has a magic all its own. 

President Jones gave us a great program. The weather and the meeting place 
were ideal. The attendance was large and every teacher present came away with 
new enthusiasm at the better organization and brighter outlook for educational forces. 

It means much for the increased prestige of education when the President of the 
United States is on our program and speaks as frankly and whole-heartedly in 
support of sound educational policies as did President Coolidge on the morning o! 
July 4th, to that great meeting in the stadium of the Central High School. There 
was no pussy-footing, squinting construction, or evasion in what the President 
had to say. 

The Association, and school workers everywhere, are to be congratulated on the 
choice of Jesse H. Newlon, of Denver, for president to succeed Miss Jones. Presi- 
dent Newlon, has courage, thinks for himself, and is a strong supporter of pro 
gressive ideals in American education. Success to his policy. 

Too much cannot be said in praise of the efficiency of the official force in charge 
of the home office of the National Education Association in Washington. The rank 
and file of our profession, who have not met them personally, cannot know how 
much better the outlook for the teacher is due to the untiring efforts, the alert and 
intelligent organizing ability of such men as J. W. Crabtree, Joy E. Morgan, 
S. D. Shankland, and John K. Norton, men who are everlastingly on the job. 

President W. T. Longshore, of our Department, conducted the meetings and 
met all visitors with his kindly humor, tact, and all-round efficiency. The work 
under his administration has been of a high order and it is fortunate for the 
Department that he is to continue as a member of the Executive Committee. Too 
frequently educational associations fail to capitalize the experience of able officials 
by continuing them in service. 

The right step was taken in promoting our genial and hard-working secretary 
for 1923-24, Mrs. Jessie M. Fink, to the presidency of the Department for 1924-25. 
We look to see the work greatly advance during her term. 

What is in a name? Certainly one of the most talked about men in Washington 
during the Convention was Editor Arthur S. Gist, of the Third Yearbook. By 
many this is pronounced the most practical and helpful professional publication of 
the year. Here again the gods smiled upon us when President Fink was able to 
induce Principal Gist to undertake the task of editing the Fourth Yearbook. In 
another place, Editor Gist has a word for us as to its scope. 

A brief review of the articles of the Third Yearbook; of the papers, addresses, 
and discussions at the various meetings of the Department, will be found in the 
January number of the Bulletin. 

We are planning to make the Cincinnati meeting the greatest in our history. 
Make your hotel reservations early and come prepared to make each meeting « 
success. 

This year should show a large increase in our membership. ‘The principals of 
the Nation need the help of the Department and the Department needs the support 
of the many not yet members of our organization. 

One great need in education is better organizing sense among school workers. 
Why should be have two organizations of principals? Elementary and Secondary ? 
Is there any more need for the division than there is for the Superintendents o! 
cities having 10,000 having a separate organization from superintendents of cities 
having 500,000? Our problems are much the same and in union there is strength. 
Let us get together. 

The Secretary will greatly appreciate it, if the principals’ clubs of the country 
will send their official title, list of officers, and any news which will be helpful. 


[60] 





just 
r we 
ring 
pital 


lace 
with 
rces, 
’ the 
y in 
g of 
here 
dent 


the 
resi- 
pro 


irge 
‘ank 
how 
and 
ran, 


and 
ork 

the 
Too 


ials 


ary 


"25. 


‘ton 
By 


of 


THE FOURTH YEARBOOK 


ARTHUR S. Gist, EbIToR 
B. F. Day School, Seattle, Washington 


T IS planned to have both the professional and administrative phases of 
the elementary-school principalship studied and reported upon for our 

Fourth Yearbook without duplicating any of the professional functions 
treated in our Third Yearbook. It is hoped that the tentative outline will 
be studied carefully and that suggestions may be freely made to the editor 
concerning the Yearbook or its title, ‘‘ Some Professional and Administra- 
tive Aspects of the Elementary-School Principalship.”’ 

Members are also urged to write to the editor concerning possible con- 
tributors who may be prevailed upon to assist us with the topics listed or 
kindred problems. The topics tentatively assigned should also receive atten- 
tion, as these contributors may wish some collaboration in their studies. 
Some clerical and research assistance can be supplied to those making ex- 
tended investigations. 

The editor is hopeful that the same spirit of helpfulness extended to him 
in preparing the Third Yearbook, will again be in evidence. 


TENTATIVE OUTLINE FOR PRINCIPALS’ FOURTH YEARBOOK? 
A. THE PROFESSIONAL SIDE 


I, *The Principal and his professional training—a study of desirable courses. 
II. *The rating of principals in service. 
III. The principal and the improvement of instruction. 
1. *Local geography. 
2. History. 
3. *Spelling. 
4. *Literature in the grades. 
5. *Outside reading of pupils—an experiment. 
6. Natural science in the elementary grades. 
a. A general outline covering a desirable and practical course. 
b. *The teaching of agriculture. 

The study of local birds. 

The study of local flora. 

The study of local animals. 

. *The school garden. 
(One topic to a contributor.) 
7. *The school assembly as an aid to the academic subjects. 
8. *The librarian in the elementary school. 
The principal and the pupil. 

1. *The principal and the delinquent boy. 
2. Work with the slow pupils. 
3. The bright pupil—an enriched course in place of special advancement. 
4. *The crippled child. 
5. Home study—an investigation of conditions. 
6. *The education of pupils with defective vision. 


1 Topics starred are tentatively assigned. 


[61] 





62 NATIONAL EpucCATION ASSOCIATION 


7-_ 





General. 
1. Visual education. 
Thrift education. 
. *The school and the public museum. 
The scientific selection of texts. 
The principal’s health. 


B. THE ADMINISTRATIVE SIDE 


The principal and his community. 

The principal and the administrative office. 

The principal and the selection, transfer, and dismissal of his teachers. 
The principal and the janitorial service. 

The principal and his remuneration—a study. 

The principal and extra-curricular activities. 

The principal and his office equipment and assistance. 

The principal and the business management of his school. 
*The principal and the use of educational experts. 

The principal and his physical plant. 


= 
PP PT SYS CPP 


REMITTANCE FOR MEMBERSHIP 


DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


Mr. CourtTianp 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 1924-25. One dollar of this fee is for a year’s subscription 
to the Department Bulletin. 

Kindly send all publications, including the Fourth Yearbook, to be issued 
in June, 1925, to me at the address given below. 


Name 


(Typewrite or print) 


Mailing address 


(School or street) 


(City and State) 
My present position is 





ELEMENTARY SCHOOL PRINCIPALS 





HE REAL business of every man and woman in the country 

is education. Everything else is a side line. One hundred 
years from now the most amazing thing in our present form of gov- 
ernment will be that we had a Secretary of War, a Secretary of 
the Navy, but no Secretary of Education. If there is any one thing 
in which Federal aid is justified, it is education —Frank Crane. 


HE GROWTH of the professional consciousness has been 
largely the result of the growth of the scientific spirit in edu- 
cation, together with the developrnent of local and National organi- 
zations, working, not for‘selfish, personal interests, but for the 
betterment of public education in the interests of the child. 
Progress in this direction since 1910 has been great, but the 
future holds forth even greater opportunity for the teaching pro- 
fession if its members will continue their group activities upon the 
same plane.—Frank Cody in The Detroit Educational Bulletin, 
September,°1923.