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VOL. IV, NO. 3 APRIL, 1925 


BULLETIN 


OF THE 


Department of Elementary 


School Principals/ DS 


The Changing Status of the Principal—Rabenort..,.\........ 13: 
The Relation of the Salary Schedule to the Educational Pro- ’ \ 
SONA 0 aici 25 Fe boas Ga Bind eid adsne eaeeeene seas 134 . 
The Single Salary Schedule—Butler..............eeeecees 140 * fi 
The Principal and the Special Supervisor—Ayer............ 143 | 
| Advertising Education in Grand Rapids, Michigan—Weather- 
ME ESE ess VRC ASe Wile ede a's eKt CR ER RRR eA WORE aaion Saga 155 
Specific Accomplishments of Principals Relieved from Cleri- 
CE Sa HOES ik bss bit oveesv wns Casckecaeeme mets wt, 158 
Justice in High Places—Perry...........cccceecccecccecs I. 160 
An Experimental Study of Children’s Reading—Rich...... " 161 
Supervisory Problems in Relation to Silent Reading—Stone. 170 
CaN GEOG bikes cawuta conse saan eeiiccnemenen “1 177 
ON TU SE IO oo hac dek tn SEES PERE R ae ed ecsuaen oo ft8x 
Ue SUNN DEOOEE ii 5. 5d Siac 80d ce ie eeda ey ineeeweees » 136 
eee Pee ere rer fe ree eee ere 186 
eS a” errr rrr err et errs 188 
POE PRUNE 6 oc ck dckanesesicicrsieesseneisasauws 189, 











PUBLISHED QUARTERLY BY THE 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
of the National Education Association of the United States 
1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 


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





SS 
ooo eEEeEeEeeaeaEaSaeeeeeeeaeSS——eeeemor 





BULLETIN 
of the 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 

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

The payment of $2.00 active membership dues entitles a member to 
attend all meetings of the Department, to hold office, and to receive the 
Bulletin quarterly. 

One dollar of each membership fee is for a year’s subscription to the 
Bulletin. 

Subscription to non-members is $2.00 per year; single copies, 50 cents; 
Yearbook, $1.50. ; 

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





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


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





OFFICERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION 
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 


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


Third Vice-President, H. B. Norton 
7922 Underwood Avenue, Birmingham, Alabama 


Secretary and Editor, Department Bulletins, Ipb—E G. SARGEANT 
School No. 10, Paterson, New Jersey 


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


Executive Committee 
Mary McSKImMoNn 
Pierce School, Brookline, Massachusetts 
ANNA LAurRA Force 
Lincoln School, Denver, Colorado 
Luise H. Krauss 
Grattan School, San Francisco, California 
W. T. LoncsHorE 
Greenwood School, Kansas City, Missouri 
Editor, Fourth Yearbook, ArtHuUR S. Gist 
B. F. Day School, Seattle, Washington 





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THE CHANGING STATUS OF THE PRINCIPAL 


WILLIAM RABENORT 
President, The Federation of Teachers’ Associations of the City of New York 


HE LAST twenty-five years have witnessed momentous changes in 

public education in the United States. No one has had more to do 
with engineering the response of the schools to the demands of the times 
than have the principals of public schools. Their service has reacted upon 
themselves with the result that their place as a body within the school sys- 
tem and their official standing in the community is very different from what 
it was when the twentieth century began. 

In 1900 the position of principal was thoroughly established and well 
recognized but it was by no means well defined. Many held the title of 
principal but there was little or no agreement as to their duties. Principals 
were teachers who had been relieved from the charge of a class in whole or 
in part in those schools that were large enough to make such an arrange- 
ment justifiable in the opinion of the school board if on no other ground 
than convenience in communication. Little by little, principals assumed 
or had given them a multiplicity of duties out of which they have fashioned 
posts of educational leadership the development of which is a distinctive 
feature in the history of education during the first quarter of the twentieth 
century. 

Twenty-five years ago more principals were men than women, because 
it was one of the first duties of a principal to conquer bad boys. The strong 
disciplinarian was conspicuously eligible for a principalship. Under present- 
day conditions the principal is no less responsible for the discipline of the 
school but even if he doesn’t go so far as to say that he isn’t paid enough 
to spank other people’s children, he is apt to regard discipline as the main- 
tenance of conditions conducive to the morale of teachers and children 
rather than the regulation of the behavior of individuals. In so far as there 
are infractions of school rules, a principal takes no credit, because many 
cases of bad behavior are brought before him, but rather rejoices if, through 
some sort of pupil self-government or other method of delegating the polic- 
ing of the school to a deputy. The school seems to run itself. It is as much 
as ever the business of the principal to see that teachers and children carry 
on their work without interruption, but nowadays in the school which 
reflects the attitude of the age toward delinquency the principal seldom has 
to attend to it himself because he has organized a way for others to deal 
rationally with this phase of education. 

In the earlier days some principals stationed themselves at the front door 
or at the foot of the stairs to review the school as it paraded at dismissal. 
The principal invariably conducted the morning exercises before the assem- 
bled classes; only to a clergyman would he on occasion yield the reading of 
the Bible—not without a qualm-that he was guilty of neglect of duty. He 
ruled the yard at recess; he scoured the streets before school to hurry lag- 
gards, arid the big bell was taboo to other hands than his. In those days 


[131] 





132 NATIONAL EpuUCATION ASSOCIATION 





the departmental system was coming into vogue and electric bells rang in 
the classrooms at the end of the period. The switchboard was in the prin- 
cipal’s office and as he pushed the button he proved to himself that he was 
in command of the school. Principals were on the look out lest some one 
infringe upon their authority and some were known to oppose the appoint- 
ment of a vice-principal as a reflection upon their competency. 

The principal of the last generation was a star teacher and shone in the 
classroom. He was usually an inspired and often an inspiring instructor of 
youth. When he came into the classroom, the teacher relinquished her place 
to him and the lessons the pupils learned from principals of the old school 
lasted for life. The reputation of the principal sometimes attracted pupils 
from other parts of the city and even from out of town. Of such men and 
women it began to be said, “ As is the principal, so is the school.”’ And no 
wonder ; they knew every child by name. As cities have increased in popu- 
lation and the big modern school building housing a thousand children or 
even four or five thousand has taken its place beside the apartment house, 
the department store and the mill, standards and methods of management 
and supervision which had been worked out in the old time school and which 
worked there have had to be changed. If the principal has lost the personal 
touch he has created an atmosphere: which is to say that he has found a 
different way to let his personality pervade the school. 

The specialization which at first gave the principal his place has over- 
taken him and taken from him most of the duties he so diligently gathered 
to himself. His clerical functions—the writing of payrolls and reports of 
attendance—have been taken over in the interest of speed and accuracy by 
clerks with typewriters, dictographs, multigraphs, and adding machines. 
Not long ago the supervision of instruction and the training of teachers in 
service commanded the chief concern of the principal. In large measure 
the technique of this sort of supervision has been thought out and deter- 
mined by the principals who first envisaged the problem; but this work is 
now being done to a great and increasing extent by vice-principals and 
special supervisors. The principal has gotten to a point in respect to this 
as well as most other school matters where he keeps in his own hands only 
the general direction of the supervision of instruction. 

A generation ago the principal codperated with the people of his com- 
munity, if at all, through his activities in church, lodge, building and loan 
association, and the like. In this day he is very likely to keep up his end in 
civic affairs in like manner, but he does much more. Principals have been 
foremost in the movement to organize citizens to back up the schools. All 
over the country, associations of teachers and parents are boosting educa- 
tion. As a rule, the influence of these organizations is beneficial in propor- 
tion to the extent to which they operate under the guidance of the principal. 
Better than any one else, he can direct their activities into valid channels 
and keep them from interfering with those things that ought to be left to 
the professional staff; and he, better than anyone else, knows the needs of 
the school as well as the capacity and the temper of school and municipal 
authorities. 





ELEMENTARY SCHOOL PRINCIPALS 133 





There are parents who pride themselves upon never having gone to school 
on account of their children. When they have been educated to visiting the 
school, some are prone to carry codperation to such an excess that they de- 
mand more of the principal’s time than he can well afford to give. So it 
behooves him to have some one else who is a good listener and has much 
tact to be a buffer between him and the visitor who comes prepared to spend 
the afternoon. Whether the principal thinks he can afford to let an official 
subordinate undertake such interviews for him depends a good deal upon 
the firmness with which he has established himself in the neighborhood by 
leading the patrons of the school to have confidence in the justice of his 
decisions and in the wisdom of his way of doing things. 

About twenty-five years ago in one of our big industrial cities, the prin- 
cipal of what was then deemed a large school (it had some twenty classes 
and seven or eight hundred pupils) went to a department store to beg a doll 
for a raffle at a bazaar for the benefit of the school piano fund. The owner 
of the store, a sort of merchant prince, donated the doll but expressed 
astonishment that the board of education did not furnish pianos. ‘‘ We pay 
taxes enough,” he grumbled. Doubtless pianos are standard equipment there 
now, but not everywhere, even yet. Motion picture machines and pictures 
for school decoration are safely across the border in many places; white 
rabbits and other pets for nature study and the animal center are probably 
everywhere still outside the pale. It is the principals who have put modern 
equipment into the public schools. They have seen the need and the oppor- 
tunity; by hook or by crook they have found a way to fill it; they have 
demonstrated the worth of a hundred innovations and shown them to be 
essential to modern education. 

As a rule, the American people intend to be liberal with their schools, 
and if they spend more money for candy than for education, that is not their 
fault. When those responsible for school finances convince the public that 
more money can be spent to advantage by the schools it is forthcoming. 
Nevertheless it must be borne in mind that school costs have gone up and 
that they loom large in every local budget. We school people are well aware 
of the influences that seek to control and curtail the cost of education. The 
debate over school finances is likely to become heated before a formula is 
agreed upon by which the opposing points of view shall be accommodated. 
When such a solution is finally formulated, it is highly probable that those 
directly responsible for spending the people’s money, as are the principals 
of schools, will be adjudged those best able to tell where, why, for what, and 
how much money is needed; how much can be saved and how much can 
be spent to a better purpose. No one ought to speak on these matters more 
authoritatively than the principal. It is true—but is it not anomalous ?— 
that principals, who are those best informed as to where school money goes 
because they are at the spigot of expenditures, have least to say about it and 
are seldom asked whether it is enough or too much. Budget makers have 
usually taken refuge in the policy: If they haven’t got it, they can’t spend 
it. That, however, is no encouragement to economy. A condition so un- 
businesslike cannot last forever. Its duration will depend, inter alia, upon 
how soon taxpayers realize that the administration of school finance has a 





134 NATIONAL EpUCATION ASSOCIATION 





definite bearing upon effective teaching. If this generation of principals 
does not furnish the concrete demonstration of that relation perhaps the 
next one will—or the next. At any rate, the question of school finances is 
not likely to be satisfactorily disposed of until the aid of the principals has 
been enlisted. 

As the principal has gradually freed himself from the details of teaching, 
discipline, supervision, and administration, he has found time for observa- 
tion and reflection. As soon as he is no longer bound to be at a certain place 
at a certain time, he can be anywhere at any time. With nothing in par- 
ticular to do, he can see everything that ought to be done. To plan the next 
step, to see that ground gained is being held, to forecast the problems of the 
coming year and to plan alternative procedure so that no emergency finds 
the school unprepared, are fruitful fields of administration into which re- 
lease from routine, enables the principal to go. 

The development of public education in the United States during the 
last twenty-five years is not to be ascribed to a single cause. Our ever- 
increasing urban population, an industrialism that has raced ahead of cul- 
ture, altered concepts of the obligations of man to man, as well as other 
social and economic forces more or less recondite have brought it about. 
Every branch of the professional staff of the schools has helped adapt edu- 
cation to the altered spirit of American civilization. By reason of primacy 
in the field and first-hand acquaintance with the problems that have arisen 
the principals of schools have had a great deal to do with this adjustment 
of the school to society. As a consequence, with the approach of the second 
quarter of the century, they seem to occupy, at least for the time being, the 
key position among public school executives in the United States. 


THE RELATION OF THE SALARY SCHEDULE TO THE 
EDUCATIONAL PROGRAM’ 


JessE H. NEWLON 
Superintendent of Schools, Denver, Colorado, and President, National 
Education Association 


NE OF THE OUTSTANDING movements in the last decade in 

American public schools has been the struggle for better salaries for 
teachers and better salary schedules. At times this struggle has been a heated 
and fierce one. It was to be expected that in a matter so vitally affecting 
the public and a group of public servants so much under-paid there would 
be many viewpoints and frequent clashes of opinion. ‘Today teachers are 
paid more nearly what their services are worth and the State is being 
highly repaid with better teachers. 

In accepting the invitation of your chairman to speak, I requested a 
change of the topic from that of the single salary schedule to the broader 
caption, “ The Relation of the Salary Schedule to the Educational Program.” 

I regard the introduction of the principle of the single salary schedule 
as a marked step forward, but not a complete solution in all respects of 


* Address given in Cincinnati, February 24, 1925, before the Department of 
Elementary Schoo! Principals. 





ELEMENTARY SCHOOL PRINCIPALS 135 








the salary problem., Nor do I regard this principle as the only important 
principle that must be embodied in a salary schedule. A salary schedule 
must be a comprehensive thing. The following are some of the objectives 
it ought to achieve: 

1. Secure the best available ability for all divisions of the school system. 

2. Insure that each teacher will come to the schools with the foundations 
of a good general education. 

3. Provide a reasonable minimum salary and increases leading, as teachers 
gain in experience and effectiveness, to maxima that will guarantee living, 
saving, and professional salaries for professional workers. 

4. Guarantee that every new teacher will come to the system with 
adequate professional training. 

5. Stimulate professional study and growth on the part of teachers now 
in the system whose preparation has been defective. 

The prime reason for the existence of a salary schedule is to secure com- 
petent teachers for children. It is vitally related to the educational program. 
It does not exist for the benefit of teachers, but for the benefit of the State. 
It is true that the two interests cannot be separated, but it is well to keep 
the fundamental principles in mind. 

The Denver salary schedule is very specific in respect to the professional 
training required for the various divisions of the school system. Roughly 
speaking, one year of the four years of study required for the A.B. degree 
must be devoted to courses in education. Teachers who do not meet this 
requirement may on occasion be employed, but salary increases are made 
dependent upon removal of this deficiency. The teacher acquiring a master’s 
degree recognizable for increases must conform to definite regulations 
regarding the type of professional study that may be pursued in obtaining 
this degree. The requirements for the elementary school, the junior high 
school, the senior high school, and for the different subjects and depart- 
ments, vary according to the specific’ technical and professional abilities 
demanded in the various divisions. 

A salary schedule ought to be based on the assumption that four years of 
general and professional study above the high school is necessary for 
preparation for teaching in any grade. This applies to the kindergarten 
as well as to the high school. The schedule should make provisions for 
adequate recognition of preparation beyond the A.B. degree. 

The statement has been made that the maximum preparation which a 
teacher ought to have cannot be gained in less than four years of study 
beyond the high school. The time has passed when adequate preparation can 
be made in a two years’ normal course. These two-year courses are 
usually divided about equally between the study of subject-matter to be 
taught and methods of teaching. Roughly, one year in such a course is 
given to subject-matter (frequently little more than a review), and one year 
to a study of professional subjects and to practice teaching. 

Let us consider the information, the culture, the interests which a teacher 
ought to bring to the kindergarten, the primary. grades, or to any other 
grade in the schools. Consider the fields of history, art, literature, sciences, 





136 NATIONAL EpUCATION ASSOCIATION 





philosophy, music, with which every teacher ought to be familiar. Remember 
that every teacher should be a student of human nature and of human 
society. Consider for a moment the knowledge which he ought to have of 
what has been learned by sociologists, psychologists, and other students of 
the social sciences. Every teacher should know something of the relation 
of the public school system to the State. In addition, the teacher of today 
must have a thorough grounding in strictly professional training. A mere 
catalog of subjects will give some idea of the vast field of professional 
knowledge which must be mastered. I merely mention such subjects as 
educational psychology, the principles of education, the history of education, 
the philosophy of education, methods, educational statistics, school and 
child hygiene. 

Have any of you ever attempted to construct a two-year curriculum in 
which adequate foundational training can be given a teacher? A mere 
catalog of the fields of knowledge with which he should at least come in 
contact will convince any one of the utter futility of such an undertaking. 
The teacher who undertakes the instruction of youth ought to bring to 
his work a rich culture and a splendid professional training. —The minimum 
time in which a basis for such culture and training can be laid, so far as 
formal education is concerned, is four years of training above the high school. 

This leads us to the principle of the single salary schedule. The single 
salary schedule provides that teachers of equal training and experience shall 
be paid on the same basis, regardless of the grades in which they teach. The 
single salary schedule recognizes the importance of teaching in the ele- 
mentary schools. It recognizes that four years is the minimum time in 
which adequate preparation can be made for teaching in these grades. In 
other words, it recognizes that the standards must be the same under 
present conditions as those which are maintained for high schools. It 
recognizes that the days are as long, that the work is as hard and as 
important, that the elementary school teacher is practicing a profession just 
as is the teacher in the high schools, and that therefore she ought to be paid 
a salary commensurate with the professional skill and preparation required, 
with the importance of her work and the arduousness of her labors—a 
salary that will enable her to live that life which will make her the best 
teacher of youth. 

The single salary schedule does not pay all teachers equally regardless of 
training and experience, but it does away with the invidious distinction 
between the high school and the elementary school in matters of salary. 
With all of this I am in hearty accord. The single salary schedule puts 
teachers in the elementary schools and in the high schools on the same 
‘basis so far as salaries are concerned, but it must not be supposed that it 
will in a day change conditions that have been brought about by more than 
a century of custom. Only in time will there come a complete recognition 
of the importance of elementary. school teaching, but the single salary 
schedule has been most effective, so far as we have been able to judge, in 
changing the attitude of teachers and the public on this important point. 





ELEMENTARY SCHOOL PRINCIPALS 137 








There are twice as many college graduates teaching in the elementary 
grades in Denver today as there were four years ago, and I anticipate that 
this number will rapidly increase. All of the younger teachers expect to 
complete their college courses. We have fewer brilliant elementary teachers 
striving to get into the high schools. Salary is no longer an inducement 
to lure them from the grades. 

One serious problem arises in connection with applicants for teaching 
positions. Our condition may be a local one, but we find it more difficult 
today to secure well-trained teachers for the elementary schools than for 
the junior and senior high schools. My observation has been that few 
departments of education in universities put any stress on the training of 
elementary school teachers, and now that the normal schools have become 
teachers’ colleges and are granting degrees there seems to be too much of 
a tendency in these institutions to stress the importance of high school work, 
with the result that altogether too many teachers taking their A.B. degrees 
in teachers’ colleges are looking forward to teaching in high schools. 
Teacher-training institutions will need to place relatively more emphasis 
in the next decade on the importance of elementary school teaching. 

There is also a need for the equalization of work. This problem may 
not seem entirely pertinent to a discussion of salary schedules, and yet 
there is a basic relation. As long as human nature is human, it will not 
be possible to make an exact division of work between the members of a 
faculty or between all the teachers of the school system. Because some have 
more ability than others, they will be compelled to carry heavier loads, but 
undoubtedly there is need in most school systems for evening up the amount 
of work done. Observation leads me to believe that the load is not always 
fairly adjusted as between teachers in the same school, or between types of 
schools. Attention needs to be given to this problem, for it has a direct 
bearing on the quality of teaching. 

Promotion in most salary schedules is. made dependent on preparation 
and successful experience in teaching. Almost without exception, the 
schedule requires that the teacher serve a probationary period before receiv- 
ing a regular or a permanent appointment. Where tenure laws obtain, the 
probationary period is usually fixed by law. In Denver, the probationary 
period: is three years. 

Principals have no greater responsibility than that of a proper administra- 
tion of the probationary period. The principals must assume the chief 
responsibility for the character of the teaching force 20 years hence. First, 
there must be a careful process of sifting applicants for probationary appoint- 
ments. Then the most rigid standards should be applied to the work of 
these teachers. It is comparatively easy to eliminate during this period 
those who demonstrate their unfitness from the standpoints of health, 
personality, character, aptitude for teaching, professional spirit, or prepa- 
ration. It is difficult to eliminate an incompetent teacher after 15 or 20 years 
of service. 

Under schedules providing probationary periods and salary increases on 
the basis of preparation and experience, merit is made the chief consideration 





138 NATIONAL EpuCATION ASSOCIATION 





for promotion and retention in the system. Undoubtedly preparation and 
experience are two of the chief factors that make for success. Preparation 
and experience alone will not guarantee success, but if a system maintains 
an efficient method of selecting teachers for probationary appointment and 
if the probationary period is efficiently administered, all those who are 
potentially unfit should be eliminated. 

It may be assumed that those who receive regular appointments under 
such a system have the qualities that make for successful teaching. It is 
then up to the administrative and supervisory staff of the school system 
to maintain the quality of work of these teachers. This opens up the whole 
question of supervision into which we cannot go at the present time. 

Some so-called ‘‘ merit systems ” go a step farther and make the ultimate 
salary to be attained by the teacher dependent in part on a third factor, that 
of the rating given by principals and supervisors. To my mind, there is 
a grave question as to whether we have developed the science of supervision 
and methods of measuring the quality of instruction to the point where we 
can, in confidence that we will be fair to teachers, make their salary 
dependent to any large extent on these ratings. ‘Theoretically, there is 
much to be said for such a program. Certainly some teachers are outstand- 
ing, and there ought to be a way to award substantially the outstanding 
teacher. It goes without saying that all teachers ought to be paid adequate 
salaries such as I have advocated earlier in this paper. Personally, I am in 
doubt as to whether we have reached the point where we can introduce 
this third factor, but I shall watch all experiments with interest. 

Let us revert now to the question of the single salary schedule. In 
Denver, the maximum attainable by teachers is $3080 for the classroom 
teacher. Let us picture two teachers: One who has no one dependent on 
her; as a matter of fact, she has some independent means. I do not regard 
three thousand dollars as excessive pay for the services of this teacher. 
She is a most excellent teacher, in every way worthy of the salary which is 
paid and more. Every year of her teaching life she will repay to the district 
in service to youth far more than the salary which she receives. This salary 
will enable her to live in comfort. ; 

The other teacher is a widow, a mother of four splendid children. 
The father died after an illness which exhausted the family resources, and 
the mother, left with four small children whom she was anxious to educate 
in conformity with the ideals of the family, was forced out of the home 
where she was needed and back into the profession of teaching. A salary of 
$3080 is not sufficient for the maintenance of this family according to any 
reasonable standards of living. It will not provide the clothes, the recreation, 
the music, the books, the medical attention—all that the children ought 
to have. It will not provide their education without a sacrifice which this 
mother ought not to be required to make—a sacrifice which she cannot 
make and bring to the children under her instruction the inspiration 
and stimulation which she ought to bring every day. And she is a brilliant 
teacher whom the schools cannot afford to lose. 





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ELEMENTARY SCHOOL PRINCIPALS 139 





I also have in mind the father of a family consisting of a mother and three 
children. The mother is needed in the home for the proper education of these 
children. A salary of three thousand will not provide adequately for this 
home and the education of the children. 

At this point I want to make certain observations about our profession 
in comparison with others: 

1. Teaching is a public service. Unlike medicine, law, engineering, and 
many other professions, there is a limit to what we may be paid. A doctor’s 
fees may total a hundred thousand dollars a year. A teacher may not be 
paid that much. Superintendents ought to be paid much better than they 
are today, but I would not recommend a salary of a hundred thousand 
dollars even for a superintendent of schools. There is a limit to what the 
public ought to pay. The public cannot pay what the service is worth. Such 
a condition limits the earnings of the members of our profession. 

2. These conditions result in many unavoidable inequalities, such as I 
have indicated above. A salary that is fair for the teacher without dependents 
is obviously unfair for the widow with four children to educate or the father 
with a wife and three children dependent upon his earnings. 

I believe that every one of you will recognize the reality of this problem, 
which I have tried to state. However much you may believe in the principle 
of equal pay for equal work, and the principle of the single salary schedule, 
you must recognize that these two principles put into operation will still 
leave injustices such as I have described. ‘That is the reason why there are 
so few men in the teaching profession today. Personally, I want women in 
the profession, but without in any way minimizing the importance of having 
women as teachers, I can advocate an increase in the number of men. 

There may be a practical solution for this problem. The solution lies, 
if at all, in recognizing the fact that the widow supporting children or the 
father with children to support and educate has a greater social responsibility 
than the teacher, man or woman, who has no dependents. This recognition 
would need to come in the form of an extra allowance for the teacher with 
dependent children during a part of the period of dependency. The amount 
of salary would be increased according to the number of dependents up to 
a certain point. This principle is written already. into the Federal income 
tax law. I understand that ‘in certain foreign countries the principle has 
already been written into salary schedules. Recently Miss Eleanor F. 
Rathbone, in a letter to the London Times Educational Supplement, 
advocated such a policy for British teachers. 

I am not prepared to advocate the introduction of such a plan at the 
present time. I shall content myself with calling attention to the injustice 
and suggesting a possible remedy. This is the type of problem that ought 
to have our attention long before the conditions become acute. 

In closing, I want to make a plea to the individual, whether this individual 
be superintendent, principal, or classroom teacher, for a broad-minded view 
of this whole salary question. Above all, we as teachers should remember 
that salary schedules exist for the purpose of obtaining well-trained teachers 





140 NATIONAL EpucaTION ASSOCIATION 





for the youth of America. That is the reason that salary schedules must 
insist on thorough general and professional training. We, as teachers, should 
never forget that when we advocate adequate salaries we must insist with 
equal vigor upon standards, ideals, and ethics. 


THE SINGLE SALARY SCHEDULE* 


Lesti—E A. BUTLER 
Superintendent of Schools, Grand Rapids, Michigan 


HE PROBLEM of retaining contented, well-prepared, and profes- 

sionally alert teachers in the elementary grades is an old one. Now 
and then there are other reasons why a teacher, who is rendering excellent 
service in the elementary school and who is willing to spend time and money 
for further training in order to obtain the transfer, desires to be “ pro- 
moted ” to high school but frequently it is only with the avowed purpose 
of receiving greater remuneration. 

In the city where the speaker had the opportunity to work for five years, 
there were teachers with academic credit ranging from a high school diploma 
to a considerable amount past the master’s degree. Especially in the grades 
was this variation very marked. A considerable number of teachers had 
little credit past their high school diplomas despite the fact that they had 
lived under the eaves of a great university and within eight miles of one of 
the country’s best normal schools for years. Many of these teachers, how- 
ever, were alert and able. ‘Some possessed superior ability. Salaries were 
low, living expenses very high, and there was no schedule to provide the 
stimulus for further definite academic and professional pursuits. “Those who 
received the larger remuneration did so mainly because of long years of 
service rather than because of investment of time and money in collegiate 
preparation. 

Obviously in preparing a schedule the pay-roll had to be ignored and a 
base used that would make it possible to adjust ourselves to the qualifications 
of the worthy and desirable teachers with the lowest definite preparation— 
namely, that represented by a high school diploma. 

Accordingly the high school diploma and one year of experience were 
evaluated at $1000 per year and each complete year of college or normal 
school work including the master’s degree at $100. An increment of $100 
was allowed for each year of teaching experience from the second to the 
seventh, both inclusive, with the provision that only four years of experience 
would be accredited from outside the system. When this was adopted a 
substantial increase for every teacher in the system resulted because salaries 
had been low and because the schedule was made fully operative. No teacher 
knew of the change until’she received a formal notice of her reappointment. 
The only objections came from comparisons, for in several instances teachers 


* Address given in Cincinnati, before the Department of Elementary School 
Principals, February 24, 1925. 





ELEMENTARY SCHOOL PRINCIPALS 141 





who had received more than others for some time now found themselves 
scheduled for less. 

The resulting queries led to full and frank explanation and discussion at 
teachers’ meetings of the new schedule and of the supplementary schedule 
which had been adopted by the board of education at the same time. In a 
sentence, the supplementary allowance was $100 a year for three years for 
regular work at one summer school or for one summer of European travel, 
which could be continued by qualifying similarly every triennial period. 

It soon became evident that thenceforth maximal salaries would not 
depend merely upon years of service, but that investment of time and money 
in further and continuous preparation was desired and that the city was 
willing to pay for it. Of course, principals and others doing additional and 
more specialized work were remunerated above schedule. The merit plan 
was approached by the adoption of the following: “ The board of education 
reserves the right through its deputized agents to re-evaluate from time to 
time all diplomas, certificates, degrees, and experience in terms of the 
quality of services rendered.” 

A year later the base was raised fifty dollars, which automatically raised 
the salary of every teacher in addition to the annual increment of increase, 
supplementary ward, increase for completing an additional year of college 
work, or award for especially meritorious work. The next year the schedule 
was augmented by allowing for four more years of experience, seventh to 
eleventh, at fifty dollars per year with the provision, however, that no one 
should receive more than fifty dollars per year additional salary by reason of 
the rule which means that it required three years from the time of its first 
application for it to become fully operative. 

The conclusions are as follows: 

(1) After six years there are no teachers in the school system with- 
out a life certificate or its equivalent. 

(2) By reason of the single schedule there is a large portion of 
grade teachers who hold degrees and who are paid as much as they 
would receive for high school work. 

(3) Only slightly more than one third of the public summer school 
corps are recruited from the corps of the regular year. The others 
find it more profitable to study or to travel than to teach in summer 
school. 

(4) It is needless to say that there has been a marked revival of 
professional spirit, other factors having contributed to this, however. 

(5) The teachers, board of education, and the community are 
definitely committed to the single schedule plan. 

(6) At the present time with the schedule fully operative the 
minimum salary for regular teaching is $1250, and the maximum 
$2450, which accounts for the presence in the grade corps of a much 
larger quota than formerly of buoyant, alert, and contented degree 
and near-degree teachers, some of whom are former county and State 
normal critics. 





142 NATIONAL EpUCATION ASSOCIATION 





But have not conclusions of a similar nature been obvious to all of us 
for years? If the educational chain is no stronger than its weakest link, and 
if the weakest link is the elementary school that link will never be 
strengthened until the taxpaying electorate offers sufficient financial induce- 
ment to keep superior teachers in the elementary school. 

Martin Luther said in an autocracy many years ago, “ The success of a 
country depends not upon the beauty of its public buildings nor upon the 
strength of its fortifications but upon its men (and women) of education, 
enlightment, and refinement: Here are to be found its true source, its chief 
strength, its real power.” In a somewhat analogous fashion we may say 
that in the domain of public education good buildings and modern equipment 
are important but they can never serve as a substitute for the adequately 
prepared elementary teacher, high school teacher, or college teacher, and 
the least of these is not the elementary teacher, for her activities are in a 


field unequalled in opportunity. 





THE FIFTH YEARBOOK 


OTHING has done more to command respect for our De- 
partment than the Yearbooks. Much thought has been given 


to their make-up both by the Executive Committee and the Editors. 
Necessarily they must be planned ahead. The Fourth Yearbook 
will be in the hands of our members soon. Plans for the Fifth 
Yearbook should be given immediate consideration. Much assis- 
tance can be rendered your official board if topics for treatment 
in the volume are suggested by the membership at large and for- 
warded to Editor Gist at once for tabulation prior to the Indian- 
apolis meeting. 
Among those already suggested are the following: 


. Public school publicity 

. The schooi printing press 

Play 

Fine arts 

. Industrial arts 

. Value of principals’ organizations—National, State, and local 
. Audience reading 

. Pupil participation 

. Contacts between local universities and the public schools 
. Dramatics 

. Religious instruction 

. Vacation schools 


. A health program 
. A constructive analysis of current practices in silent-reading instruc- 


CN AM WwW DN 


i | 
Pe NH OM’ 








tion 
. School decoration 


- 
wn 








THE PRINCIPAL AND THE SPECIAL SUPERVISOR * 


Frep C. AYER 
Professor of Education, University of Washington, Seattle, Washington 


T IS MY AIM to contrast the general characteristics of the services 
of the special supervisor and the elementary school principal and to 

propose a type of administrative organization which will best facilitate the 
coéperative activities which are in charge of these two school officials. 

The principal and the special supervisor have the fact in common that 
they are both products of the modern tendency in education to organize 
educational services which are beyond the réle ordinarily assumed by the 
teacher. It is only a few decades ago that practically all of the supervisory 
and general administrative work which related to elementary education was 
carried on by the superintendent of schools. There were many so-called 
elementary school principals on the pay-rolls, but their work was largely 
confined to teaching in the upper elementary grades with the addition of 
a certain amount of school discipline and clerical work. The movement 
which began shortly after the Civil War to enrich the elementary school 
curriculum and to expand the aims of elementary education to include 
objectives which went beyond a mere knowledge of the fundamental subjects, 
carried with it the eventual organization of a school program which de- 
manded a type of building leadership and curricular supervision which could 
not be provided by either teacher or superintendent. 

There have been three stages in the evolution of school supervision which 
bear upon the present topic. The first stage involves the rise of the so-called 
special subjects, such as music and drawing. Beginning about 1870 a number 
of new subjects, including music, drawing, manual training, and home 
economics, were forced into the public school curriculum by social pressure. 
As neither the superintendent nor the regular teachers were ordinarily 
prepared to administer instruction in these new subjects it was necessary to 
place them in the hands of specialists. “The new subjects became known as 
special subjects, and were either taught by special teachers or by regular 
teachers with the assistance and under the general supervision of an expert 
who soon came to be known as the special supervisor. In due course of time, 
particularly in the larger cities, the problems of methodology and subject- 
matter in connection with the special subjects became so important that 
special administrative departments were organized in charge of a head 
oficial known sometimes as supervisor and sometimes as director. A number 
of other subjects in addition to music and drawing have come to be known 
as special subjects. By 1908, according to President Jessup, who has given 
us the first systematic account’ of the rise of special supervision, the special 
subjects at that time were music, drawing, penmanship, manual training, 
sewing, cooking, and physical education. 


* Address given in Cincinnati, befofe the Department of Elementary School 
Principals, February 23, 1925. 

* Jessup, Walter A., The social factors affecting special supervision in the public 
schools of the United States. 


[143] 





144 NATIONAL EpuUCATION ASSOCIATION 





Meantime, and particularly since 1900, a second phase of the expansion 
of the scope of elementary education has been in progress. About this time 
the public conception of education reached the level where it was no longer 
considered democratic merely to offer elementary training to the 50 per cent 
of children who were bright enough or willing enough to master the some- 
what formal program then in existence. Instead, the belief spread that the 
true ideals of democracy demand that every child who can profit by ele- 
mentary training up to the age of 15 or 16 years should be given its 
advantages. This changed ideal resulted in the addition of large numbers 
of children who reached the upper grades in the elementary school, and 
eventually made it seem necessary to employ a principal in charge of the 
elementary school who could give his attention to the increasing problems 
of child accounting, school progress, and educational guidance. ‘The ele- 
mentary school, instead of being a hard and fast machine which merely 
required a little disciplinary administration on the part of a head teacher, 
gradually evolved into a flexible institution with a program of educational 
services in need of an expert to adapt them to the needs of individual 
children. In response to this need there has been a general tendency every- 
where to release elementary school principals from part or all of their 
teaching duties, and, in the larger schools, to supply them with assistants 
in connection with their clerical duties. 

Closely associated with these two phases in the evolution of the elementary 
school program has been a third. This phase includes the more recent advent 
into the program of a number of special educational services, such as health 
service, library service, measurement, special classes, etc. The nature of 
these services made them for the most part difficult to handle as special 
subjects, but they were like the special subjects in that they were beyond 
the executive abilities of the existing school officers and teachers, and there- 
fore necessitated the employment of specialists. As a natural sequence the 
special services of sufficient importance soon became departmentalized and 
were placed under the administrative control of supervisors or directors 
who were not ordinarily attached to single schools, but who served the 
entire system as a unit. How far-reaching these special services have become 
may be indicated by mentioning a few of the departmental titles which have 
recently come into existence: Supervisor of Lunch Rooms; Supervisor of 
Americanization; Director of Special Schools; Director of Visual Educa- 
tion; Supervisor of Kindergartens; Supervisor of Home Gardens; and 
Director of Attendance. 

Meantime with the advance of departmentalized teaching and the 
increase in scientific knowledge in connection with the so-called academic 
subjects, such as reading and arithmetic, there has been an increasing 
tendency to specialize in the older subjects. As a result of this it is almost 
safe to say that every subject has become a special subject. As a matter of 
fact, there are now in some of our largest city systems supervisors for 
practically every subject which appears in the elementary school curriculum. 

Without further discussion of the expansion of the elementary school 
program we may note that two types of school organization have grown 





ELEMENTARY SCHOOL PRINCIPALS 


out of the movement. ‘The first type may be called institutional organization. 
Under the institutional form of organization the educational services are 
conducted in a local building in administrative charge of a building principal. 
The second type may be called departmentalized organization. Under 
the departmentalized form of organization the educational services are 
organized under departments centrally located, in charge of an administra- 
tive director or supervisor. It is evident that both the services of the 
principal and those of the special supervisor have arisen from the special 
needs of an expanded school program, but that one has been organized 
and officered upon a local or single building basis, while the other has 
been organized and officered upon a general or systemic basis. As a result 
of all this the superintendent is confronted by the fact that he has two 
types of organization, the institutional and the departmental, working in 
intimate contact but without any natural alignment of authority and 
responsibility with regard to each other. The principal and the supervisor 
on the other hand, given large authority in connection with the activities 
which are specifically associated with their specialized duties, are frequently 
placed in embarrassing and sometimes antagonistic positions in connection 
with the educational activities which they carry on in a supposedly codpera- 
tive fashion. This is particularly true in connection with the supervisors 
of special subjects. For example, the question may be raised when the 
supervisor of music visits a local school building to supervise the instruction 
in music as to what disciplinary authority she has in a building officially 
in charge of the principal. Does the special supervisor, while in the school 
building, act in the capacity of an assistant superintendent, as an assistant 
principal, as one of the regular teachers? What is the special relationship 
which she bears to the school principal? Limiting the answer for this 
question to the supervisors of the better known subjects, and judging by 
the returns made to a questionnaire by 119 supervisors scattered among 
44 cities of over 100,000 population iri the United States, the supervisor 
in about four cases out of 10, acts in the position of an assistant superin- 
tendent. The returns to this questionnaire are shown in greater detail 
in Table 1. 


TABLE 1—ApMINISTRATIVE RELATION TO BUILDING PRINCIPAL 


Number of cases 


Home | Manual 


| Physical) : 
| train- Music Per 


Pen- |". 4 
manship = Total cent 


As assistant super- 
intendent 

As assistant prin- 
cipal 

As teacher 

Coéperative 

Independent 





146 NATIONAL EDUCATION ASSOCIATION 








Table 1 includes 20 supervisors or directors of art departments, 23 of 
home economics, 29 of manual training, 20 of music, 10 of penmanship, and 
15 of physical education. Out of a total of 119 supervisors {see next to 
the last column) 46, or 38.7 per cent, act in the capacity of an assistant 
superintendent while in the elementary school building. Nineteen super- 
visors, or 16.0 per cent, act in the capacity of assistant principal; 26, or 
21.8 per cent, act as teachers, while 22, or 18.5 per cent, report some sort 
of a coéperative understanding between themselves and the principal. Six 
supervisors report themselves to be entirely independent of the elementary 
school principal. Besides the relationships indicated in Table 1, there were 
many replies which indicate that the administrative relationship between 
the supervisor and the principal has never been officially established, but 
depends largely upon the particular principal or supervisor concerned. 

The distinctions indicated in Table I are not entirely clear-cut, because 
there is considerable variation from city to city in the manner in which the 
assistant superintendent himself assumes authority when he visits an ele- 
mentary building. There are on the whole, however, three significant facts 
which stand out in the various replies received from the supervisors, 
(1) that there is large variation in the type of relationship which exists 
between principal and supervisor from city to city, (2) that supervisors 
frequently assume the position of an authoritative administrator, and (3) 
that there are comparatively few cases in which definitely planned codpera- 
tive relationships have been set up. 

There are a number of principals who have come to believe that they 
should take entire charge of the supervision of instruction, and there are 
a number of supervisors who believe that this function should be placed 
entirely in their hands. Fortunately for the interests of supervision, neither 
of these proposals seems likely to become widespread in practice. On the 
contrary, there is every reason to believe that with a proper understanding 
of the needs and means of special supervision, principals and supervisors 
will be enabled to set up a codperative plan of supervision which will prove 
to be more effective than any measures which have yet been attempted. 

In order to interpret the proper allocation of administrative authority 
between supervisor and principal it will be well to spend a moment or 
two in brief analysis of their respective duties. If you will examine or will 
recall the study of the distribution of the elementary principal’s time made 
by Worth McClure and published in the Elementary School Journal for 
March, 1921, or the more recent one made by Guy Bates and published in 
the Journal of Educational Method for January, 1925, you will find that 
out of five types of service the elementary principal under favorable con- 
ditions gives the largest part of his time to administrative duties; the 
second largest part to supervisory duties; the third to clerical duties; the 
fourth to community leadership; and the fifth to professional study. 
Theoretically, supervision is considered more important than administration, 
but the facts are that administrative duties get the first call in the required 
duties of principals; certainly they do from the amount of time required. 





ELEMENTARY SCHOOL PRINCIPALS 147 








Community leadership and professional study usually are cared for in after- 
school hours. Judging from all the available evidence I should say that a 
principal who can arrange to give 50 per cent of his school time to adminis- 
tration, 35 per cent to supervision, and 15 per cent to clerical duties will 
make an effective distribution of his time from the point of view of the 
modern objectives of elementary education. Furthermore, there is a good 
deal of fanciful idealism about the supervisory duties of the principal being 
more important than the administrative. The principal would like to be an 
ideal supervisor; he would [ike to have time for ideal supervision; and we 
would like to have both of these conditions prevail. As a matter of fact, 
they can never prevail. There are few principals who can give really expert 
supervision in more than one or two subjects at best, and in the face of 
all of the reiterated statements to the contrary, I must say, as I have watched 
and studied the things which principals do to make the educational program 
more effective in their particular schools, that it has not been so much their 
skill in the supervision of instruction as it has been in administrative duties, 
such as guiding boys and girls, in adapting the school program to local 
conditions, codrdinating happily the efforts of janitors, teachers, supervisors, 
and specialists, and integrating the many regular and extra literary, social, 
health, and civic school activities into a unified educational outcome. 

One difficulty here has been in the loose use of the word supervision. 
In many studies, the term supervision has been used to cover everything 
that the principal does in connection with the improvement of instruction. 
From an etymological point of view this concept is incorrect in two ways. 
In the first place, supervision may be applied to other activities than 
instruction, such as janitorial work, and in the second place, a large number 
of the principal’s duties in connection with the improvement of instruction 
are administrative rather than supervisory. According to the dictionary 
the word supervision refers to duties which are attached to overseeing the 
carrying out of an activity, while the word administration implies the actual 
carrying out of an activity. Speaking generally you administer your own 
work; you supervise the work of others. In this sense, giving a test is an 
administrative and not a supervisory duty, as it has been frequently called. 

It. seems to me positively essential that a principal should devote a 
considerable part of his time to-the improvement of instruction within his 
building, but with the better trained teachers who are now being trained and 
elected, and with the services of special supervision that are now usually at 
the call of the principal, I am convinced that the future professional career 
of the elementary school principal lies more in scientific general management 
than it does in classroom supervision. But more of that later. 

In contrast to the principal, how does the special supervisor spend her 
time? Superintendent Cody in an article in the February, 1920, number 
of Educational Administration presented evidence that 60 per cent of the 
time of the supervisor is given to administrative duties, including necessary 
routine, such as travel, records, and clerical work on schedules, courses of 
study, inspection, and conferences. About 16 per cent of the supervisor’s 





148 NATIONAL EpucATION ASSOCIATION 





time is given to educative work, including supervision by visitation, demon- 
strations, meetings, and conferences. About 20 per cent is devoted to 
research and constructive work, such as adjusting courses and methods to 
changing needs, testing results, and carrying out experiments. Among other 
items he showed that from 15 to 20 per cent of the supervisor’s work was 
done after school hours and on Saturdays. 

An elaborate study of supervisory activities made by Professor A. S. Barr, 
of the University of Wisconsin, reports in conclusion, “ that supervisors 
spend 16 per cent of their time in conferences; 9.5 per cent in meetings; 
five per cent in committees; 15.3 per cent in the visitation of schools; 
7.5 per cent in correspondence and telephoning; 38.9 per cent in research; 
and 13.4 per cent in routine.” The striking thing about these figures and 
others that I have in mind is that supervisors spend only about 15 per cent 
of their time in actual classroom supervision. Table 2 exhibits a summary 
of 223 replies made by supervisors in the larger cities as to what was the 
greatest need for the improvement of special supervision, Twenty-nine per 
cent of the answers indicated the chief need to be more supervision, and 
21 per cent more said “ better teaching.” Moreover, the majority of the 
remaining replies imply the improvement of instruction. 


TABLE 2.—Mayjor NEEDS FOR THE IMPROVEMENT OF SPECIAL SUPERVISION 








| * 
Number of cases 


{ 


| 
| Home | Manual} _ |Physical 


train- | Total 
ing 


| eco- train. | Music 


( - 
| A : a i 
nomics ing | manship 


Supervisory assis- 
64 28.7 

Space and equip- 

ment 

Better teaching... 4 

Clearer objectives. 3 

Longer periods... I 

Miscellaneous ... | 10 


s-| %3 


5 36 16.1 
8 46 20.6 
I 19 8.5 
4 16 7.2 
5 42 18.9 
5 100.0 


From this it may be seen that the supervisors, like the principals, place 
the improvement of instruction as the most important aspect of their work, 
but, again like the principals, in actual practice they spend the greater 
part of their time at something besides classroom supervision. What has 
actually happened, however, is not that principals and supervisors are 
neglecting classroom supervision, but that the whole school program, includ- 
ing better scheduling, better classification, better courses of study, better 
handling of supplies, better discipline, better texts, better projects, and better 
devices—the whole program, to repeat, has become so highly articulated and 
so highly codperative that the daily administrative and routine services of 
principals and supervisors are in large part actual instruments in the 
improvement of instruction. 





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ELEMENTARY SCHOOL PRINCIPALS 149 





As a matter of fact, the separation of administrative, supervisory, and 
even clerical duties, is largely an artificial procedure. Given a good principal, 
a good supervisor, a good teacher, and a good clerk, the problem is not so 
much the distribution of types of service among them as it is to distribute 
their efforts in different types of service in such a manner that management. 
supervision, teaching, and clerical assignments will each be performed at a 
maximum level. A good clerk does not relieve a principal of clerical 
responsibilities. The clerk merely facilitates the principal’s discharge of this 
particular duty. Neither does a special or a general supervisor of instruction 
relieve the principal of his supervisory duties. They simply put him in a 
position to carry them out more rapidly and effectively. We now have 
come to the heart of the whole matter. 

The modern elementary school principal finds himself in control of an 
educational institution in which the range of educational problems calls 
for a display of administrative ability second to that of no other institution 
of equal size, be it high school, college, or university. The question no longer 
is whether or not the elementary school principal shall be given large 
managerial responsibility. The question now is, where to find or how to 
develop principals who can assume the high qualities of leadership which 
the position now offers. Every recent study of the duties which elementary 
principals have assumed in progressive cities gives evidence of expanding 
participation on their part im the larger educational problems attached to 
elementary education. Witness the numerous studies which have appeared 
in the Elementary Principals’ Yearbooks and elsewhere. For example, 
Worth McClure’s report* in the Department of Superintendence Second 
Yearbook with relation to the part played by the elementary school principal 
in connection with the curriculum. This report gives definite evidence of a 
large participation on the part of principals in the constructive work attached 
to curriculum building. In his conclusions Mr. McClure says, ‘‘ There 
appears to be a tendency to centralize responsibility for the entire curriculum 
within a single school upon the principal. If this tendency continues, the 
principal is confronted with the problem of learning how to codrdinate 
successfully the efforts of the central staff of supervisory and research 
experts in order to secure the best possible functioning of the curriculum 
within his school.” Mr. McClure is absolutely right. There is no question 
at all in my mind as to the insistent call for leadership now being sounded to 
elementary school principals. 

The chief reason that it is necessary for elementary school principals to 
participate in these constructive educational movements is because it is under 
their immediate management that all proposed plans must work out, and 
plans are never quite the same on paper as they are in the classroom and 
school building. In a word, the principal holds the key to the practical 
outcomes of expert service. 


*The principal and the machinery for devising, revising, and supervising the 
curriculum. Department of Superintendence Second Yearbook, pp. 50-60. 





150 NATIONAL EpucATION ASSOCIATION 





Meantime the special supervisor has been facing a growing responsibility 
for an improved organization of his special service, so that it may be 
delivered to local institutions in the best form for immediate and adequate 
utilization. Investigation shows that in 44 large cities of the United States, 
supervisors ordinarily have general control of the organization of the 
subject-matter and methods used by teachers related to their departments. 
(See Tables 3 and 4.) 


TABLE 3.—REspPONSIBILITY FOR CourRSE OF STUDY IN SPECIAL SUBJECTS 


Number of cases 





Responsibility | | 


Home | Manual |Physical) 


eco- train- | Music | Per 


Total bunt 


Pen 
| - | educa- 
: A anship| . 
nomics ing = P| tion 





Supervisor : @ | 14 81 55-9 
Supervisor and as- | | 
sistants oa eee isi I | 10.3 
Coéperative | | | 29.0 
Superintendent | 
council 





TABLE 4.—REspPoNSIBILITY FOR METHODS IN SPECIAL SUBJECTS 





Number of cases 





Responsibility | 


Home Manual | Pen- Physical a 


Art eco- train- | Music manship educa- | Total 


nomics ing | tion om 


Supervisor 21 
Supervisor and as- 
sistants 
Coéperative 
Superintendent 
principal 








Tables 3 and 4 indicate the sources of responsibility for the courses of 
study and the methods used in connection with the special subjects. Table 3 
shows that the supervisor is personally responsible for the course of study in 
over one half (55.9 per cent) of the cases, and including help from super- 
visory assistants, in 10 per cent more. In about three cases out of 10 
(29 per cent) the supervisor codperates with other administrative officers. 
Seven supervisors out of 145 report that the course of study is set up by the 
superintendent or a special council. The special supervisors exercise even 
more authority in determining the methods to be used. As may be seen from 
Table 4, the supervisor is personally responsible for the methods used in 


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ELEMENTARY SCHOOL PRINCIPALS 151 





67.4 per cent of all cases, and including assistants, for approximately 
75 per cent of all cases. In about one case out of four, the assistant superin- 
tendent, or some other official, shares in this responsibility. 

It is entirely proper for departmental supervisors thus to assume the 
responsibility for the expert organization of the specialized materials which 
are used in the studies or services with which they are directly associated. 
The problems which are now attached to the administrative organization 
of special subjects and services require a high degree of concentration and 
intensive study. For this very reason, however, it is essential for departmental 
supervisors to keep in close contact with institutional workers. They must 
see something in the educational program beyond their own departments. 

Sufficient has been said to indicate the paramount need in elementary 
education for an item which has been the prospective goal of this paper— 
namely, intensive codperation among the various officers of the school system, 
and particularly, codperation between the principal and the supervisor. Think 
for a moment of the leading administrative factors which concern the 
organization of the modern elementary school. There is first of all the 
problem of attendance. Then, there is the factor of school ‘progress with its 
numerous problems of promotion and failure. Third is the factor of pupil 
achievement, the measurement of which has added so greatly to the 
administrative duties of the principal. A fourth factor is the curriculum 
with its problems of adaptability, differentiation, and the necessity of pro- 
moting and integrating the preparatory, civic, health, cultural, vocational, 
home membership, and character aims of education. Then there is the 
important factor of instruction involving so many problems of teaching 
personnel and classroom management. A sixth factor relates to the peculiar 
supervisory duties of the principal as such, and a seventh to his peculiar 
administrative duties. ‘Then there is the factor of guidance, involving the 
problem of exploration to discover individual aptitudes, educational council, 
and special training. A ninth factor is the modern call for socialization 
involving participation in group activities, opportunities for codperative 
effort and training in leadership. Finally, there is the important factor of 
school costs. All these come entirely or in part under the leadership of 
the elementary school principal. Moreover, all of them are somewhere 
dependent upon the specialized services of departmental officers. Atten- 
dance officers, directors of research, curriculum specialists, supervisors of 
instruction, directors of physical education, administrative officers, voca- 
tional counselors, student advisers, financial experts; all these and others 
offer their services to the elementary school principal in charge of a local 
community institution. The measure of his success depends upon his ability 
to facilitate and codrdinate these special services. Moreover the measure 
of a supervisor’s success depends upon his ability to organize his service and 
deliver it for consumption. —The common success of both officers depends 
upon mutual understanding and a high level of codperative effort. 

As an illustration of such codperation I wish to call attention to the 
beginning preparation of a supervisory handbook in the Seattle schools in 





152 NATIONAL EpucaTION ASSOCIATION 





which the supervisors and directors of special departments indicate concrete 
ways in which a principal may facilitate the improvement of teaching 
through his own supervision of special subjects or by his personal administra- 
tion of special services. The supervisors are attempting to state clearly the 
special objectives of their subjects in each grade and to indicate standards 
by which the principal can readily ascertain with what success his teachers 
are accomplishing their work. The penmanship supervisor, for example, 
after stating the several objectives of legibility, position, movement, and 
speed, indicates a number of items which the principal may observe when 
visiting a writing lesson. The following six are illustrative: 

1. Studying copy—Does the teacher train her pupils to study their copy carefully 
before beginning to write? 

2. Teacher’s ability—Does the teacher herself recognize correct form, and is she 
able to compare incorrect form with correct form, and to give a definite criticism 
that will enable the child to see the faults in his own writing? 

3. Blackboard demonstration—Does the teacher demonstrate on the blackboard 
difficult letters and frequently compare with the correct form of these letters com- 
mon errors of the class? 

4. Value of check—Does the teacher check work that shows no effort and little 
resemblance to the copy? 

5- Working steadily—Does the teacher require pupils to work steadily until she 
comes to them? 

6. Uniformity—Is the teacher developing uniform size, slant, spacing, and 
margins? 

In this connection I should like to call favorable attention to the recent 
publication entitled “ Elementary School Standards for the Improvement 
of Teaching,” written by A. S. Barr in coéperation with’ a number of 
supervisors in the Detroit schools. One quotation from the excellent chapter 
on handwriting by Miss Lena Shaw may well be given here. It appears 
under the heading: 


Use Mape or Writinc ABILITY 


1. Coéperation with all the teachers in the building. 

a. Do the teachers in the building know how well pupils of the various grade 
levels ought to write? 

b. Do the teachers themselves write well? Quality 70 (Ayres scale) or 
better. 

2. Do pupils coéperate and write the quality level or better for their respective 
grades in all written work after they have accomplished that goal? 

3. Does the school make use of the good writers for reports, records, invitations, 
etc., involved in the school’s activities? 

As a counterpart of attempts by special supervisors to facilitate the 
supervisory efforts of the principal, it would be well for principals to 
organize improved methods for utilizing the supervisor’s time in connection 
with his building program. For example, the principal may prepare an 
outline which indicates more clearly than is customary with what teachers 
and in what respects the supervisor’s special services are needed in connection 
with classroom visitation. The element of time, next to skill, is the most 
important aspect of modern supervision. If principals and supervisors can 
save each other’s time by virtue of their special points of contact with the 
school program they will perform a notable service to modern education. 


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ELEMENTARY SCHOOL PRINCIPALS 153 





I conclude with a brief statement of a plan for the general control of 
departmentalized and institutionalized services. 

The general form of the administrative system which now appears to be 
of greatest advantage to the objectives of special supervision is exhibited in 
Fig. 1. Authority and responsibility are first of all centered in the superin- 





SUPERINTENDENT OF SCHOOLS 
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— Adminis Itrative Staff 
ASST. SUPT.«+ ASST. SUPT. ASST. SUPT. ASST. SUPT. ASST. SUPT 
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Fic, 1.—Administrative Organization for the Codrdination of Departmental and 
Institutional Services. . 


tendent of schools. His is the major work of integrating the activities of 
the entire school program without favor to territory, institution, or special 
function. 

There are five major phases of educational work which have now assumed 
the importance of major divisions of the school program (six if business 
management be included )—namely, (1) elementary education, (2) second- 
ary education, (3) extension, (4) special service, and (5) intermediate 
education. These major divisions demand codrdination and integration by 
the superintendent of schools. In smaller systems the superintendent must 
act as the integrating head of each of the five divisions. In the average city 
of 100,000 one assistant superintendent is needed to share this divisional 
responsibility with the superintendent. One new assistant superintendent 
should be added for each 100,000 increase in population up to a total of five, 





154 NATIONAL EpUCATION ASSOCIATION 





No city needs more than five assistant superintendents. Together with 
the superintendent they constitute the primary administrative staff whose 
special function it is to correlate and integrate the work of the entire school 
system. In carrying out this work of generally integration the administrative 
staff is confronted by two main forms of educational service; the one 
consisting of the numerous special services, which are usually organized 
as special departments; the other consisting of the institutional services which 
are organized as local or community schools. To bring these special services 
and special institutions into effective codperation, they must be made directly 
responsible to the primary administrative staff. 

The subjects and activities which have become sufficiently important to 
require special supervision should be departmentalized and, if the city is 
large enough, each placed under a full-time director. In smaller cities it 
is not possible to have a full-time director for every special service. In such 
cases the superintendent or assistant superintendent may serve as acting 
director, or one director may serve as head of a number of departments, 
or again as a last resort, a specially adapted principal or teacher may be 
called upon for part-time directorship. All departments should be directly 
responsible to a divisional head as shown in Fig. 1. Some departments fit 
naturally under certain divisions—for example, the kindergarten-primar) 
department under the division of elementary education. On the whole, 
however, special departments should be assigned to the divisional officers 
who can best adapt their services to the interests of the entire system. 
Directors of departments should be given much freedom in the planning and | 
execution of the work in their departments, but they should keep in close 
contact with the primary administrative staff. 

Distinct from the special services administratively are the institutional 
‘services. Principals of local schools or institutions should be coérdinate in 
authority and responsibility with directors of departments. Both are simi- 
larly responsible to divisional superintendents, but represent different lines 
of administrative service. A director or special supervisor should have no 
special authority in a building save-with the consent of the principal. It is 
the principal’s duty, however, to avail his school of such special services, 
and if he does not do so it is the special supervisor’s business to make this 
fact known to the superintendent or superintending group to whom both 
principal and supervisor are responsible for codperative action. Codéperation 
is the outstanding need of supervision. The location of authority and the 
fixing of responsibility are two of the leading characteristics of good 
supervisory organization, but authority and responsibility will not lead to 
effective supervision without unifying leadership above and the spirit of 
codperation among the departmental and institutional officers below. The 
ultimate aim of general supervisory organization is to facilitate this codpera- 


tive service. 





DEFINITE GAINS MADE BY THE PRINCIPALS OF GRAND 
RAPIDS AS A RESULT OF ADVERTISING THE 
WORTH OF EDUCATION * 


ANNA WEATHERWAX 
Principal, Plainfield School, Grand Rapids, Michigan 


DE G. SARGEANT, principal of School No. 10, Paterson, New Jersey, 

has stressed the need of broad activities as a citizen and the need of a 
tremendous change in the public attitude toward education—a tremendous 
growth in the public understanding of education. This year, at the sug- 
gestion of our leader, and your president, Mrs. Jessie M. Fink, we have 
made the selling of our modern school to the taxpayers of the community 
one of our main objectives. This we aim to do through our actual accom- 
plishments, barring anything which might flavor of propaganda, against 
which the public unconsciously fortifies itself. 

A special publicity committee has been appointed to work out a plan and 
program, and to put it into execution. The committee will hold several 
meetings to determine objectives and procedure. 

To state definitely the situation is to say, that as a club we have only 
gone so far as to state a policy which will be carried out as soon as possible. 
In the meantime each principal is making a definite experiment with the 
hope of contributing its results to the club as a whole. It is with some of 
these detailed activities and attendant results that this paper deals. 

Since your president is a member of our Principals’ Exchange Club we 
feel in close relation with the publicity problems of the day, because she 
brings to us not only the specific ideas of the publicist in the educational 
field but translates into action their proposals. To relate to you the success 
of these undertakings as carried out by her would be to acquaint you with 
facts that you already have knowledge of. Mixing with people and talking 
shop; showing the relation of the public’s interest and those of education; 
bringing into her school leaders of distinction has brought each in its turn 
the desired result. 

In this school of which I speak a little theater has been established and 
is conducted by the people of the community. A minstrel company has 
been organized. A third community activity is a better films movement 
where only educational films are shown. In this way the school supplies 
to the community, from the youngest child to the most mature adult, 
recreation of the right sort with its attendant publicity. 

The superintendent’s office renders service largely by acquainting the 
entire city or community with the controlling policies; aiming to give al! 
citizens the genuine interest and inspiration which can only come from 
first-hand knowledge and information. Reporters from all our papers also 
cover all board meetings. 

Our city’s educational leaders along all lines are constantly, by invitation, 
speaking at noonday luncheon clubs and innumerable gatherings. We realize 


* Address given in Cincinnati, before the Department of Elementary School 
Principals, February 23, 1925. 
[155] 





156 NATIONAL EpUCATION ASSOCIATION 





that wonderful results might be obtained through the codperation of local 
associations on numerous educational problems. 

The interest the Mary Free Bed Guild exhibited in the crippled children 
of our city resulted in the orthopedic school; the Fortnightly Club became 
interested in the undernourished children. This resulted in the Open Air 
Rooms and a school at the Preventorium. Handicraft is being taught at 
the anti-tuberculosis hospital. To all these things that have come to us 
through publicity we, in turn, have an obligation to keep the public informed 
of the work we are doing and of our success in meeting the demands. 

Through the Grand Rapids Teachers’ Club invitations are extended to 
leaders in education from all the great institutions to speak at our meetings. 
It is part of our plan to give to the public these outstanding educators. 
Each teacher is privileged to bring a guest. Occasionally we change our 
meeting place to a church. One such meeting was given over to the Secretary 
of the Chamber of Commerce, the Mayor of the city, and a prominent 
member of the Board of Education in an effort to awaken interest and 
arouse a sense of responsibility on the part of the community. 

One of our best avenues and far-reaching agencies for constructive contact 
is the “ Parent-Teacher Association,” which is a part of all our schools. 
This organization is not only eager to understand our methods but to learn 
how to supplement our work. The Parent-Teacher Association has been 
made the occasion for many community gatherings. For example, the 
receptions given to a new superintendent or teachers; the dedication of a 
new building; mother and daughter or father and son banquets, cantatas, 
minstrels, plays, and shows. At these gatherings it is arranged to have a 
discussion of modern educational activities by the superintendent, principal. 
or heads of departments. 

At afternoon meetings, a part of the time is given over to a demonstration 
of the teaching-learning process by the teacher and pupils. Such gatherings 
have led to a spirit of loyalty to the school, a pride in membership, and a 
more cordial fellowship in the community. These organizations in Grand 
Rapids are at all times solicitious of the welfare of our teachers. We have 
a feeling that the linking up of these organizations with our schools is of 
definite value. In the first place, their organization is complete and must 
either be accepted by us for purposes of desirable dissemination of out 
attitudes, performances, and attainments or alienated from us through a 
fear of intrusion upon our prerogative, or ignored from a lack of a realiza- 
tion of their specific values. 

In several of our local schools we have reached the patrons who are 
employed during the day and who have never been inside of a school since 
they themselves attended, by closing school one hour early in the afternoon 
and convening again in the evening. A most gratifying result of this sort 
of program is a 200 per cent attendance of children and parents. And 
through the skill of our teachers we are able to exhibit to them the richness 
of our curriculum and make it plain that we accomplished vastly more than 
was even attempted in the days of their childhood. Their coming made it 
seem more as if the school belonged to them and that our success depended 





ELEMENTARY SCHOOL PRINCIPALS 157 








upon their codperation. They felt they had been taken into our confidence 
and we had shown that the school is worthy of their support. 

Have you ever thought how small a proportion of a child’s life is spent 
under the control of the school? Is it not of utmost importance that all 
the forces which educate the child, throughout the entire 24 hours of the 
day, work in harmonious coéperation? 

Some school systems have attacked this problem by employing so-called 
visiting teachers. In Grand Rapids we feel that a greater value in bringing 
about this desired unity and coéperation between the home and school life 
of children, may be gained when done by the regular teacher and recommend 
that she be relieved a certain portion of each week for home visitation. 
One might elaborate at length upon the proved effectiveness in bringing 
about a closer connection between the group life of the school and that of 
the community, with its important bearing upon the problem of American- 
ization. It takes little imagination to realize how effective this service 
must be which daily establishes a sympathetic attitude between the educators 
and the “ educatees.” Parents seem universally ready, individually, to do 
everything possible for their children’s benefit. 

Mrs. A. H. Reeve, president of the National Parent-Teacher Association, 
in a recent issue of School Life says, ‘‘ Only by means of the close association 
and agreement of parents, teachers, and citizens can the ideal community 
be created.” 

We have a principal, interested in vocational education who came to 
our city before his school was even built. And, in order to gain the support 
of the public he mapped out for himself a definite line of procedure. With 
the aid of the board of education he first sold the idea to the manufacturers 
who employed skilled laborers, then in turn to the superintendents, foremen, 
and office managers. His foremanship classes were among his best publicity 
efforts. 

His slogan is: “ Be a Man Among Men,” thus meeting with all classes. 
That he lived up to this motto is made evident by the fact that he talked 
to ladies’ literary societies, dinner clubs, Rotary, Lions, Exchange, Triangle, 
Midday, Kiwanis, etc. In fact, he belongs to 28 different organizations and 
not only appears on programs, but is often given the chance to arrange them. 

Now that the school is operating successfully, he invites inspection of the 
school and its activities. ‘The board of education and various organizations 
are invited to hold their meetings there. Delicious luncheons are served at 
cost. Every opportunity is given that people may see for themselves what 
is being done and how well. 

This is what he says: Be a Booster: Expect to spend a certain part of 
your salary each year in studying your profession. Business men think 
nothing of spending $5000 to learn what other men in business are doing. 
It is as if we had invested so much capital. 

And moreover, to further his line, his school shares in the Industrial 
Exhibits and Complete Home Shows of our city. He talks with so much 
enthusiasm to pupils, teachers, and the community that every one believes. 
But perhaps no small part of his success is due to an effort to place respon- 





158 NATIONAL EpUCATION ASSOCIATION 





sibility. First, with the superintendent whose duty it is to hire efficient 
teachers, then, with the State and National officials who must contribute 
their fullest to the success of his institution. We in the elementary school 
share the responsibility for a good school with the superintendent and 
supervisors, who are eager to give their best. 

Another interesting feature in our public schools is that the parochial 
schools now freely avail themselves of our manual training privileges. An 
appropriation is made in the board of education budget each year to take 
care of this expense. Many of these classes are served during the regular 
session and others in what are called after-school classes. 

One of our large industries is equipping a broadcasting station and has 
asked the board of education to assign to someone in the school system the 
duty of preparing a series of short talks on matters connected with the 
school problems of the city. The principals of Grand Rapids expect to make 
use of this. A chairman and committee have already been appointed. 

From our city every summer go forth hundreds of teachers to great 
institutions of learning, there, coming under the influence and making 
contacts with brilliant minds from all sections of of America. They return 
to us with such a fund of inspiration and practical suggestions for future 
procedure as to make the system itself a living source of educational uplift. 
Their going is often due to the encouragement and example of the principals. 
One of our principals is to conduct a party this coming summer for Furopean 
travel and study. 

Dr. R. G. Reynolds in his monograph, Newspaper Publicity for the 
Public Schools, makes this statement, “ The public schools of America belong 
to the American people and are supported by them. Their interest and 
support will depend to a large extent upon the information which they 
possess as to the activities and needs of the public schools.” 


SOME SPECIFIC ACCOMPLISHMENTS OF PRINCIPALS 
RELIEVED FROM CLERICAL DETAIL’ 


E. RutH PyrTLe 
Principal, McKinley School, Lincoln, Nebraska 

SE of the principal’s time—Since the work of the principal is generally 

recognized as the pivotal point in the administration of a well-organized 
school, it follows that the principal should not use her time in clerical detail 
which could be done by a clerk. The service which a principal should render 
a school and a community should not be curtailed because her time is 
required in clerical detail that a clerk or helper could do as well. 

Type of persons chosen for principals—Men and women should be chosen 
for principals because of their broad vision of life’s values, their thorough 
preparation for leadership, not only leadership among teachers but in 
community life, their sympathy and tact, and in addition to these necessary 
general qualifications, a clear knowledge of the technique of instruction, 


Address given in Cincinnati, before the Department of Elementary School 
Principals, February 23, 1925. ; 





ELEMENTARY SCHOOL PRINCIPALS 159 





and the ability to give aid and direction to the individual teacher in her work. 
That she may have sufficient time and energy to do these duties well, she 
should not spend time on detail office work. 

Distribution of principal’s time—Much of a principal’s time is needed for 
conference with parents and patrons to aid them in a better understanding 
of the ideals and standards of the school, to insure sympathetic codperation 
in the joint job of school and home in training our children for efficient 
citizenship. The “ good old days” when the teacher visited each home or 
boarded a given amount of time in each home had its advantages as well 
as disadvantages. ‘This plan meant that at least the teacher was acquainted 
with each home environment. The general tendency today is to know far 
too little of the child’s real home environment. To help offset this preva- 
lent condition, I saw, last fall, every grade in a certain building have an 
afternoon meeting of parents. They visited the regular class work and had 
a social half hour with refreshments. The plan was successful in getting 
parents acquainted with each other as well as with the teacher and the school. 

The Parent-Teacher Association was apparently responsible for these 
numerous get-acquainted meetings, but we all know the principal is the real 
responsible person for the success of such a plan. ‘These meetings were in 
the fall months and gave opportunity to get understanding and sympathy 
with the general health program for the building. This included weighing 
and measuring of all children, special attention for underweight children in 
mid-morning milk lunches, and a nutrition clinic class for children more 
than 7 per cent underweight. After the mid-morning milk lunch the 
children of this nutrition class were given a quiet rest period of 20 minutes 
every morning when the children were expected to sleep. ‘The mothers came 
once a week for conference with special doctor and nurse when the health 
chart of each child was carefully gone over. This type of corrective health 
work could not have been carried on if the principal of the building was 
not leading in the work, because not only her interest in the work, but her 
time and energy were needed to direct it. 

In this same city the fine general regulation on ventilation, requiring all 
schoolroom windows to be open four inches, top and bottom, unless tempera- 
ture drops below 68 degrees, or the general requirement that teachers direct 
organized games for each grade in the 15 minutes outdoor morning recess, 
needs the supervision of the principal. Such important health regulations 
might be neglected, if constant help and supervision were not given by the 
principal. 

Economic waste—The individual child, the school, and the community 
get a bigger return for the investment of a principal’s salary when the 
principal spends his time or her time in follow-up work of the school 
psychologist, the school doctor, tests and measurements department, and 
the various supervisors, rather than in her office doing the work of an 
$80 clerk. 

Some of the most valuable work of a principal to the school and com- 
munity is the contribution in committee work helping to work out courses 
of study, helping with suggestions for new building plans, etc. A new type 





160 NATIONAL EpuCATION ASSOCIATION 





of clinic being conducted by one principal and teacher and the primary 
supervisor, assisted by the research department is a reading clinic. These 
people are attempting to diagnose reading disability and find remedies. 
One of the most important of all the obligations or duties of a principal 
is to furnish inspirational leadership for her teachers. To do this, she 
must have a comprehensive knowledge of the supervisory technique of 
the instructional work in her field, she must be well read, she must travel, 
she must attend educational and civic meetings, she must take her share 
in community leadership—all of which takes time and study. Hence, 
principals should have the time free from office clerical work to make 
particular preparation for educational and community leadership. 


JUSTICE IN HIGH PLACES’ 


ArTHUuR C. Perry, Jr. 
District Superintendent of Schools, New York City 


MERICA’S schools constitute her first line of defense. An enlightened 
citizenry is even more essential than armies and navies. The public 
schools are a National interest. Yet their administration is in the hands of 
State and local authorities. The result is a widely varying degree of success 
in handling school affairs in the different communities throughout the 
ee ° 
National defense in terms of education does not have to be written in 
uniformity of details. We do not need, we do not want, we could not 
tolerate, any Federal system of schools which, with bureaucratic deadliness, 
made every classroom in the United States look like every other classroom, 
every teacher. act like every other teacher, and every curriculum keep step 
with every other curriculum. Yet we cannot abandon the proposition that 
the National safety, the National interest, the National honor even, demand 
that certain accepted American ideals be exemplified in every public 


In the whole series of school relationships we may state the case thus: 
The pupils are entitled to proper teaching by the teachers; the teachers are 
entitled to proper supervision by the principal; the principals are entitled 
to proper leadership from the superintendent; the superintendent is entitled 
to proper codperation from the school board; and the school board is 
entitled to proper support from the community and the State. If we add 
that the State is entitled to the loyalty and fidelity of the pupils both in 
the present and in the future, we have completed the cycle and epitomized 
American educational theory and policy. 

The interest of the Nation and of the teaching profession is identical. 
Any attack on the Nation through its schools is an attack on the teaching 
profession ; even more, an attack on the profession is an attack on the Nation. 
Theoretically the Nation itself, through its governmental agencies, should 
repel the attack. But the Nation is more impersonal than the profession. 


* Abstract of address given before the Department of Superintendence—Group 
Meeting C, at Cincinnati, February 23, 1925. 





ELEMENTARY SCHOOL PRINCIPALS 161 





It is more unwieldy and less easy of mobilization. It needs the counsel and 
help of the personal profession. Specifically, then, how can the profession 
By throwing its full weight of influence 
against any community that neglects the National interest in respect to 
its schools. Let the organization say to the careless, the indifferent, the incom- 
petent community: ‘‘ You are not administering your schools in the interest 
of America; until you do, you forfeit the service and the support of our 
profession and, in consequence, the respect of the rest of the Nation.” ... . 
The organization should operate through a National professional union. 
Now that I have used this word union let me hasten to say that I do not 
mean a teachers’ union narrowly interested only in teacher welfare. I do 
not mean a teachers’ trade union. I do not mean a teachers’ union affiliated 
with organized labor, or with organized capital, or with organized anybody 
else. I do mean a teachers’ union free from all entangling alliances, operating 
with an eye single to the welfare of America and America’s children, and 
therefore necessarily, but only incidentally, interested in the personal welfare 
of the teacher... .. 

The union should stand ready to receive a formal and official complaint 
from the teachers, the principals, the superintendent, or the school board, 
of any administrative school unit, specifying neglect of duty on the part 
of any factor in the unit which results in failure to operate the schools of 
the unit in the interest of America. Upon receipt of this complaint, the 
union through appropriate agents should investigate it and report its 
findings, sustaining, modifying, or dismissing the complaint. If the com- 
plaint is sustained, the union should promulgate it in the form of a charge 
and present this charge to the offending party. Reform of conditions is 
to be effected chiefly by the use of publicity and the campaign of education. 
In flagrant and unyielding cases, the strike and the boycott might be invoked 
as sanctions—a boycott, not in restraint of trade, but in restraint of any 
community that is guilty of malpractice in respect to its schools. After a 
few years in operation, the patriotic motive, the impartial accuracy, and 
the unerring efficiency of the union should become so well recognized by 
the Nation as to make penalties against a community rarely necessary 

This is not a strike of teachers for personal gain, but a boycott of an 
American school administration, on behalf of, and in the name of, America. 


AN EXPERIMENTAL STUDY OF CHILDREN’S READING— 

PART TWO* 

Frank M. RicH 
Principal of School 2, Paterson, New Jersey 

N PART ONE of this article we have described in some detail a co- 
operative project or experiment undertaken by a number of Paterson 
principals and teachers for the purpose of discovering the ideal three-foot 
or four-foot shelf of library books for each of the elementary grades. The 


*Part One of this study by Principal Rich was published in the January, 1925, 
Bulletin of the Elementary School Principals, Vol. IV, No. 2. 





162 NATIONAL EpUCATION ASSOCIATION 





intention of the experiment was to collect the most promising fifteen hundred 
juvenile pyblications, as recommended by good critics, librarians, and other 
experts, and then, by extensive studies and measurements with actual 
children under average school conditions, test out the best 250 or 300 of these 
for schoolroom libraries. The aim was to make the classroom library the 
best possible introduction to the vast world of children’s literature, and 
thereby to bridge the gap between what they ought to read and what they 
can and will read if given the opportunity. 

A strong incentive to the research was furnished by the Paterson Board 
of Education, under a most inspiring and progressive ruling, which author- 
izes the superintendent and general supervisor to accept serious pieces of 
pioneer work, done by the teachers for the benefit of their own classes, as 
equivalent, for academic credit toward a professional certificate, to similar 
pieces of work done in college. 

The experiment, begun two years ago, is still in progress. About fifteen 
hundred volumes have been tried out with pupils in 12 different classes, 
and their relative popularity and merit coarsely scaled or Calculated. While 
supplementary tests and further refinements are needed, and will be made, 
to balance such factors as number of books by an author, number of books 
of a given subject, or in a given series, or other factors which might preju- 
dice readers for or against a volume regardless of its own real merit, it 
is expected that the lists in their present, tentative form will be interesting 
and useful as applying more pragmatic tests of grading and popularity than 
have been employed heretofore. 

Though rank in popularity has been a controlling requirement for the 
inclusion of every book on the list, there are a number of other restrictions 
that had to be applied to make the libraries for each grade as inspirational 
and useful as possible. Not more than one book by an author has been the 
rule, except in rare cases where the author writes for children of widely 
different ages. Likewise the number of books of any one type or subject 
have been limited. Basal readers and other textbooks, certain to be duplicated 
in many schools as a part of their other equipment, have been eliminated— 
with keen regret in the rare cases where textbook writers have succeeded in 
being entertaining and inspirational, as well as weighty and learned. 
Anthologies of poems and plays have been admitted, but otherwise, except 
in the lowest grades, the policy has been to include only books that are 
the works of the original authors. Books of history and travel, for the 
most part, correlate with the topics as arranged in the usual two-cycle course, 
now fairly uniform through the country in the courses of study and in the 
leading textbooks. 

The most difficult problem in making a collection of attractive books, 
well within the reading ability of the children, was met in the first grade, 
where little beginners have so few words at command, and yet appreciate 
variety, spice, and skill in literature as much as anybody. The two kinds 
of books that answer the purpose are the collections of cumulative and 
repetitive tales, like “ The Gingerbread Boy,” and “ The Little Red Hen,” 
where a very small vocabulary carries the story through many episodes, 





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giv 
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sin 
the 
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the 


ELEMENTARY SCHOOL PRINCIPALS 163 





and various editions of Mother Goose, whose rhymes the children know by 
heart, and delight to repeat in the new setting that each new illustrator 
gives. Many of these collections contain unfamiliar passages, beyond the 
reading ability of the borrowers, it is true, but this fact need cause no alarm, 
since there still remains a good balance of material that they can get for 
themselves without much assistance, and the hard parts they can omit, or 
share with someone a little farther along in attainment. 

A generous use of classroom libraries leads to a realization of one of 
the great objectives of school work—namely, the means and habits of self- 
help that will function independently of the teacher, outside the classroom in 
leisure hours, and when school days are over. This calls for more than a 
knowledge of a few books, however good, that can be exhausted in class; 
it calls for a speaking acquaintance with a large number of equally valuable 
works that young people can find, understand and enjoy in their own time 
and of their own accord. 

To attain this objective, to build up tastes and interests in literature that 
are self-acting and self-generative, the emotional conditions for good work 
in the initial stages, require even more careful consideration than the intellec- 
tual. To this end, our emphasis upon appeal, attractiveness, and popularity 
of books is, we believe, more than justified. When the introduction to books 
is uniformly happy and inspiring, pupils soon get the feeling that reading 
is one of the great pleasures of life. But distaste and aversion, more or less 
unconscious it may be, are also easy to acquire, and often very difficult to 
eradicate. Teachers need to be watchful therefore, in work with even the 
best of books, to see that no unfortunate associations—as failure, disparage- 
ment, tedium and the like—are allowed to create a feeling of antipathy 
for books, or for any particular kind of good book, for love of books is one 
of the most precious things in the teachers’ custody, the one guarantee of 
broad, effective future education, regardless of what the individual’s future 
schooling is likely to be. . 

In compiling a library, however, and in carrying on library work as a 
means of education, it is a serious mistake to assume that the goal of reading 
is to make a host of voracious readers, wrapped up in literature as a source 
of idle, selfish amusement. Reading is not an end in itself, but a means to 
an end. Many of the books standing high in popularity with the children 
using them were so rated, not simply because they were entertaining in 
themselves, but because they led to interesting things in other directions. 
Books were borrowed often because from the reports of other pupils they 
gave promise of furnishing diversion for members of the family or others in 
the reading circle, of suggesting games to play, pieces to speak, articles to 
make, plays to stage, and other interesting things to do. The book lists 
in every grade, therefore, reflect the wholesome, active interests of live boys 
and girls, who not only read extensively, but read to some purpose. It is 
hoped that if the study we have made contributes in any way to a more 
general adoption and use of classroom libraries as part of the regular equip- 
ment of elementary schools, it will also contribute to an increased apprecia- 
tion of pupils’ enterprise and virility of character, as well as their studious- 
ness and erudition. 





NATIONAL EpuCATION ASSOCIATION 





A LIST OF WINNING FIRST GRADE BOOKS 


ComPILED BY FRANK M. RICH, PRINCIPAL OF SCHOOL No. 2, ALicE G. CAMPBELL, 
Jennie H. Sayre, AND HELEN C. SAMPSON, TEACHERS IN SCHOOL 19, 
PaTEersON, NEw JERSEY 


(Publishers are New York firms unless otherwise noted) 


Adelborg’s Clean Peter and the children of Grubbylea—Jovial rhymes and pic- 
tures telling how an elf transformed an untidy town. Old, old lesson in charming 
form. 24 pp., color ill., $1.50, Longmans, Green. 

Allen’s' Mother Goose and her goslings—Attractive, inexpensive edition. Many 
rhymes not found elsewhere. Hosie’s Mother Goose is uniform and supplementary. 
Boards, 125 pp., ill., $.90, Stanton and V. V, Chicago. 

Anonymous—Mother Goose rhymes—Large, attractive, lively pictures. 260 pp., 
350 black and white and 30 col. ill., $2.50, Altemus, Philadelphia. 

Anonymous—Old, old tales retold—Eight best loved stories in superb setting. 
Magnificent colored plates. Last word in books for very beginners. 106 pp., $3.50, 
Volland, Chicago. 

Anonymous—Peter Rabbit story book—Real stories in beginners’ vocabulary. 
Action and plot. Other titles in “ Easy-to-Read” series all good. 94 pp., $.75, 
Winston, Philadelphia. 

Bailey’s for the children’s hour, Book 1—Adaptation of folk, fairy and cumula- 
tive tales in beginners’ vocabulary. Favorite writer for older grades also. 120 pp., ° 
line ill., $.60, Milton Bradley Co. 

Banta and Benson’s Brownie primer—One of a long series of brownie, fairy and 
other stories for youngest readers. 128 pp., $.60, Flanagan, Chicago. 

Blaisdell’s Mother Goose children—Home and farm life tales in Mother Goose 
vocabulary. Eight more in “Boy Blue” series for 2d grade. 111 pp., ill., $1.00, 
Little, Brown, Boston. 

Caldecott’s Hey Diddle Diddle picture book—Mother Goose rhymes with in- 
imitable drawings by one of the supreme artists of a hundred years ago. Three — 
other vols. 24 pp., $.60, Warne, New York. 

Chisholm’s Nursey rhymes and fables—Attractive Mother Goose with about 20 
favorite fables in simple language. Boards, 156 pp., ill., $1.25, Nelson, New York. 

Cory’s Mother Goose—One of the best of medium-priced collections; spirited, 
dainty pictures with welcome touch of humor everywhere. Boards, 100 pp., $1.50, 
Bobbs-Merrill, Indianapolis. 

Craik’s (Mrs. A. W. May’s) Bow-Wow and Mew-Mew—Rare little story by a 
famous novelist, yet within reading ability of good first-grader. 146 pp., few smal! 
ill., $.64, C. E. Merrill. Six other Merrill story books equally good. Hix’s Two 
little runaways, Longmans, is the same tale. Good edition by Whitman, Chicago. 

Davie’s Merry children’s book of play—Rare full page scenes and charming 
verses about things of deep import to the five-year-old. Ideal vocabulary. Other 
titles just as good. Boards, 26 pp., $1.25, Funk and Wagnalls, “Little freckled 
person,” Houghton Mifflin. 

Dietz’s Good times on the farm—Absorbing tales of farm life in easy words. 
Strong appeal to literal-minded children. 135 pp., scattered ill., $.48, Newson. 

Donahey’s Teenie Weenie man’s Mother Goose—Pictures full of rollicking humor. 
Exceptionally complete. One of popular Teenie series. 126 pp., $1.50, Reilly and 
Lee, Chicago. 

Dopp’s Bobby and Betty at home—Beginner’s primer featuring interesting ex- 
periences of the average home—housework, the baby, difficulties, etc. “ Bobby and 
Betty with the workers” and other older books. 128 pp., ill., $.75, Rand, McNally. 

Dunn, Baker and Thorndike’s Everyday classics primer—Six best loved stories 
and other material, carefully worded, in beautiful form. 108 pp., $.60, Macmillan. 

Firman and Maltby’s child’s primer—Old favorites told in the simplest way. 
Narrative throughout. Supplements companion primer having same word list. 108 
pp., 4-col. ill., $.56, Winston, Philadelphia. 





ELEMENTARY SCHOOL PRINCIPALS 165 





Falls’s Mother Goose—Gay, colorful new edition with over 300 rhymes. Matches 
his “ A B C Book.” $4.00, Doubleday, Page, Garden City, Long Island. 

Frees’s Animal Mother Goose—Interesting chiefly because of cleverly posed ani- 
mal characters, snapped pleasantly taking their parts. “Little Folks” is similar. 
168 pp., $2.00, Lothrop, L. and S., Boston. 

Gruelle’s Funny little book—A book that puts the average beginner into hys- 
terics. Other exceptionally popular titles for pupils a little older, both by Bobbs- 
Merrill, Indianapolis, and Volland, Chicago. Boards, 40 pp., unique col., ill., $.65, 
Volland, Chicago. 

Howard’s Banbury cross stories—Choice collection of old tales, every one a win- 
ner. 123 pp., scattered line ill., $.60, C. E. Merrill. 

Kleiser, Ettinger and Shimer’s story steps—Favorite supplementary primer; 
very éasy; narrative and full of action throughout. 96 pp., ill., $.68, Silver, Burdett. 

La Rue’s F-U-N book—Fifteen new tales in simplest words, full of the pro- 
gressive repetition beginners love. Unique and delightful series, 110 pp., ill.; $.68, 
Macmillan. 

Lee’s Mother Goose—Large multicolor pictures. Well made, satisfactory. 282 pp., 
$2.50, Donohue, Chicago. 

Le Fevre’s Cock, mouse and little red hen—Thrilling adventures of hen family 
and bold, bad foxes. Immense favorite of the small person. 103 pp., ill., $1.00, 
Jacobs, Philadelphia. Cheaper edition by Altemus, Philadelphia. 

Maltby’s My animal story book—Fifteen dramatic stories for beginners, “ Easy- 
to-read” story series. 93 pp., $.75, Winston, Philadelphia. 

Marshall’s Mother Goose nursery rhymes—One of the most amusing and com- 
plete. 256 pp., 300 ill., $1.25, Winston, Philadelphia. 

McMahon’s In and out, up and down book—Very unique pictures where words 
chase little creatures through windows, gates and holes in each page. Boards, 
64 pp., $1.25, John Martin’s, New York. 

Miriam’s Knowledge primer games—LEighty interesting riddles in primer vocabu- 
lary. Amusing and unique. 128 pp., ill., $.60, Whitman, Chicago. 

Opper’s Mother Goose—Famous cartoonist of Puck, Bill Nye, Mark Twain, etc., 
appeals to many who relish broad, grotesque humor. 320 pp., black and white ill., 
$1.50, Lippincott, Philadelphia. 

Pennell and Cusak’s Happy children reader, Book 1—Supplementary primer of 
the best. type as regards vocabulary, oo suspense, climax, etc. Everything fresh 
and new. 94 pp., ill., $.50, Ginn. 

Pratt-Chadwick’s Three little kittens—Two stories of the kind beginners love, 
in serial form. Small vocabulary. “ Action, imitation and fun” series. 72 pp., 
silhouette ill., $.60, Ed. Pub. Co., $.75, Cornhill Pub. Boston. 

Searson, Martin and Tintley’s Additional primer—Well-built primer with stories 
of highest possible standard for beginners. 138 pp., ill., $.60, Univ. Pub. Co. 

Smith’s Little Mother Goose—Brilliant picture book of graceful, tender beauty. 
176 pp., $1.50, Dodd, Mead. 

Van Sickle, Seegmiller and Jenkins’s Journeys in storyland—Happy, wholesome 
book of verses and stories that beginner folk enjoy. 126 pp., ill., $1.25, Houghton- 
Mifflin. 

Volland Mother Goose—A superb piece of bookmaking. 108 full pages, multicolor 
ill., by Richardson, $3.00. Popular edition, $1.35, Volland. . 

Walter’s Mother Goose Nursery rhymes—Complete and elaborate. Beautiful 
color work on practically every page. Boards, 159 pp., $3.50, Macmillian 

Warner’s Nonsense dialogs—Fanciful stories in dramatic form. Varied, simple, 
fine play spirit. 168 pp., scattered ill., $.80, Macmillan. 

Wright’s Real Mother Goose—Lovely, big, open-type book, with an eyeful of soft- 
colored, beautiful pictures on every page. 128 large pp., $2.00, Rand, McNally. 





NATIONAL EDUCATION ASSOCIATION 





A LIST OF WINNING SECOND-GRADE BOOKS 


ComMPILED BY FRANK M. RicH, PRINCIPAL OF SCHOOL 2, ELEANOR MoMBERT, PRINCIPAI 
OF SCHOOL 14, AND MarGareT J. O’ByrNeE, TEACHER OF SECOND GRADE, 
ScHOOL 14, PATERSON, NEW JERSEY 

a 


Adams’s Five little friends’ ‘ely good times of five wholesome and happy 
youngsters. 139 pp., ill., $.80, } .an, 

Aesop—Paulsen’s Aesop for cusudren—Well-graded vocabulary, superbly illus- 
trated. 112 large pp., $2.00, Rand, McNally. 

Almond’s When Peter Rabbit went to school—From another:Peter Rabbit series 
as interesting and somewhat easier than the original Potter series. 58 small pp., 
ill. in color, $.50, Altemus, Ph’ delphia. 

Anderson’s Patsy book—Doi. of Patsy, Patty and their irrepressible puppy, Pat. 
Uniform with “Brier rose,” etc.v%o large pp., ill. in delicate color, $1.50, Nelson. 

Anonymous—Golden blackbird story book—Notable reader with pointed well- 
told narratives. “Easy-to-read” series. 95 pp., ill., $.75, Winston, Philadelphia. 

Anonymous—Sam, the sportsman—One of a series of deliciously humorous pic- 
ture books in full color by Frank Adams. Old chap book verses. Boards, 24 large 
pp., $1.00, Dodge Pub. Co. 

Anonymous—The wee wee woman and the clever mouse—Just the kind of 
stories children like to read for themselves. Series. Boards, 32 pp., ill. in color, $.35, 
Winston, Philadelphia. 

Bannerman’s Story of little black quasha—Lively story by writer unmatched in 
ability to hold tense interest of little readers. Sambo, Bobtail, Mingo and Quibba 
are of same quality. Boards, 59 pp., ill., $.75, Stokes. 

Bridgman’s Guess—Riddles easy to read and understand. Pastime for the whole 
family. Series. Boards, 86 large pp., $1.50, Dodge Pub. Co. 

Broadhurst’s All through the day—Happy and amusing presentation of safety, 
cleanliness, diet, etc. 65 pp., quaintly ill., $.75, Lippincott, Philadelphia. 

Brooke’s The golden goose book—One of three exquisitely drawn picture books 
for little children. Four classic nursery narratives. 96 large pp., $3.00. Separate 
booklets, $.60. Warne. 

Bryce’s That’s why stories—Nature myths beautifully adapted to second-grade 
vocabulary. One of many by this distinguished writer and educator. 180 pp., ill., 
$.76, Newson. 

Burgess’s Goops, and how to be them—“ A manual of manners for potite infants.” 
Whole Goop series immensely clever, good-natured, popular. 88 large pp., ill., $2.00, 
Stokes. 

Carrick’s Picture tales from the Russian—Rare collection of unique stories, 
quaint, naive, pithy, simple. Three numbers in series, each a nugget for second 
grade. 119 pp., droll line pictures, $1.25, Stokes. 

Chance’s Little folks of many lands—True pictures of habits and customs of far- 
away cousins more absorbing than flights of fancy. Excellent vocabulary. 112 pp., 
ill., $.64, Ginn. 

Chisholm’s Stories for the seven-year-old—Well-chosen collection in a series by 
editor of children’s books published by Nelson, Putnam, Dutton, etc. 143 pp., ill., 
$1.00, Stokes. 

Coe’s First book of stories for the story teller—First volume of a very compre- 
hensive and well told collection. 200 pp., ill., $2.00, Houghton Mifflin. 

Duffield’s Three bears—A “ best seller” among books for little folks. Attractive 
pictures every few lines. Old classic nursery stories. Series. 50 pp., ill. in color, 
$.50, Altemus, Philadelphia. 

Grover’s Folk lore reader, Book 1—Favorite folk tales and nursery rhymes edited 
by the author of “ Sunbonnet babies” and “ Overall boys.” 112 pp., ill., $.68, Atkin- 
son, Mentzer and Co. 

Heward’s Ameliar Anne and the green umbrella—Amusing full page color pic- 
ture with each short paragraph of delicious story. Two other titles. 121 pp., $1.50, 
Jacobs, Philadelphia. 





ELEMENTARY SCHOOL PRINCIPALS 167 





Hill and Maxwell’s Charlie and his kitten Topsy—A pleasing book of fanciful 

adventures, ideal for seven years to read to four years. “ Puppy Bingo” similar. 
. 90 pp., ill., $1.00, Macmillan. 

Hoffman’s Slovenly Peter (Struwwelpeter)—Old-fashioned book of quaint verse, 
as irresistible to the present-day youngster as to preceding generations. 88 large 
pp., ill., $1.50, Winston, Philadelphia. Other editi as by Warne, Dutton, ete. 

Kauffman’s Jack the giant killer—A ballad ary, ggement of the old story in sim- 
ple words. Whole “ Wee book” series very popular in this grade. Boards, 62 small 
pp., ill., $.50, Altemus, Philadelphia. 

Klingensmith’s Fireside stories—Good collection of readings with emphasis on 
the inherent interest of the story. Other collectic © by same editor. 128 pp., ill., 
$.60, Flanagan, Chicago. 

Knipe’s Remember rhymes—Through the cl s day with pleasant verses re- 
minding him of little benefits and courtesies. . iarge pp., beautifully ill., $2.00, 
Penn Pub. Co., Philadelphia. 

Lang’s Nursery rhyme book—Exceptional collection of ancient jingles compiled 
by distinguished editor of the various “Fairy books” (Longmans). 288 pp., ill. 
$2.50, Warne. 

Lear’s Nonsense books—Very complete collection of the original pictures and 
writings of one of the great humorists of childhood. 394 pp., quick pen sketches by 
the author, $2.00, Little-Brown, Boston. Other editions by Duffield, Warne, Dut- 
ton, ete. 

Moore’s Pennies and plans—Simple realistic stories of thrift and service. Very 
popular. 124 pp., ill., $.68, Macmillan. 

Nida’s Ab, the cave man—Very simple and fascinating adaptation of Stanley 
Waterloo’s story of the beauty and triumphs of man’s early days. 160 pp., ill., $.60, 
Chicago. 

Potter’s Tale of tom kitten—One of the famous Peter Rabbit series. Sprightly 
animal heroes in playful, fast-moving tale. Dainty make up. “ After Peter,” “ Ben- 
jamin,” “ Jemima,” “ Nutkin” and “Timmy” are the favorites of the series. 72 
small pp., ill. in coler, $.75, Warne. Peter has many publishers. 

Pyle’s Lazy Matilda—Highly entertaining rhymes of the breath-taking adventures 
of a lazy girl, truant boys and other miscreants. Master writer and illustrator. 
“Careless Jane” is just as good. 173 pp., $1.25, Dutton. 

Rice’s Lost monkey—Realistic story of four children and a runaway monkey. 
Simple, direct, delightful. 144 pp., ill., $.48, Newson. 

Ross’s Reading to find out—The 43 games described in simplest words motivate 
the reading. Strong appeal to the practical six-year-old. 90 pp., ill., $.60, Macmillan. 

Schaffner’s Sam, or Our cat-tales—True story of well-cared-for pet. Successful 
presentation of care and appreciation due friendly little inmate of many homes. 
127 pp., ill., $.60, Atkinson, Mentzer and Co. 

Serl’s Work-a-day doings on the farm—A jolly story of Bear Ben and Bear Dan, 
and their busy life running a farm. Sample of a well-written series for lower 
primary reading. 128 pp., ill., $.68, Silver, Burdett. 

Shinn’s Easy drawing primer—Samples and simple directions for drawing fasci- 
nating pictures. Series. 126 pp., $.60, Whitman, Chicago. 

Smith’s Arabella and Araminta stories—A spicy account of games and adven- 
tures of little girl twins. Repetition that little readers love. 103 pp., Laidlaw Bros., 
$.72. 

Smith’s Little bear—Airy tales in easy words. Long series that delight this grade. 
128 pp., ill., $.60, Flanagan, Chicago, also others by Whitman, Chicago, and Stanton 
and Van Vliet, Chicago. 

Stevenson’s Children’s classics in dramatic form, Book 1—Excellent stock of little 
stories to act. IIl., $.68, Houghton Miffiin. 

Wheeler’s Dotty dolly’s tea party—The rollicking jinks some dolls had when 
folks were asleep. “ War of the wooden soldiers” equally thrilling. 62 small pp., 
liberally ill. in color, $.35, Rand, McNally. 





NATIONAL EpuCATION ASSOCIATION 





A LIST OF WINNING THIRD-GRADE BOOKS 


CoMPILeD BY FRANK M. Ricu, PrinciPAL SCHOOL 2, FRANCES J. CLAXTON AND 
Marcaret M. Fitzpatrick, TEACHERS OF THIRD GRADE, SCHOOL 19 
PATERSON, NEw JERSEY 


Aldin’s Rough and tumble—Mischievous frolics of two half-grown puppies. 
Droll and delightful comedy every dog lover will enjoy. Series. Boards, 80 pp., 
distinctively ill., $1.00, Doubleday, Page. 

Anonymous—Around the fire stories—Miscellaneous pictures, stories, poems with 
big print, especially attractive to eight-year-olds. Six other titles. Boards, 156 pp., 
colored ill., $1.25, Nelson. 

Anonymous—Susanna’s auction—Stubborn little Susanna is taken at her word 
and her treasures auctioned off. Tegrible ordeal with amusing surprise. “ Little 
library.” 73 pp., ill., $1.00, Macmillan. 

Baker’s The dog, the brownie and the bramble patch—Absorbing, well-knit tale, 
as good as its companion, “ The black cat.” 125 pp., ill., $2.00, Duffield. 

Baum’s Jack pumpkinhead—Diverting adventures of a boy and his pumpkin- 
head man which the witch’s powder brings to life. Famous “ Oz books” and “ Oz- 
man Tales.” 62 pp., ill., $.60, Reilly and Lee, Chicago. 

Beard’s Little folks’ handy book—Ingenious and practical suggestions for self- 
entertainment and manual diversions. Graded series carry girls through elementary 
school years. 144 pp., ill., $1.22, Scribners. 

Bigham’s Mother Goose village—Blithesome stories of Mother Goose characters 
in succession of lively episodes. Also “ More M. G. V. stories” (R. Mc. N.) and 
three titles by Little, Brown. 196 pp., ill., $.75, Rand, McNally. 

Burnett’s The cozy lion—Brisk story of a lion that was reformed and taught to 
behave. “ Queen silver bell,” “ Racketty-Packetty,” and “ Spring cleaning” equally 
entertaining. 105 pp., ill., $1.00, Century. 

Cowles’s Stories to tell—Good stories for a child to use to entertain others. 
128 pp., $.60, Flanagan, Chicago. , 

Davidson’s Nibbles poppelty-poppett—Whimsical lively little animal story. 
Series. Boards, 65 pp., ill., $1.00, Little, Brown, Boston. 

Dodge’s New baby world—Like the first “baby days,” a generous collection of 
the best things from St. Nicholas for very youngest readers. 200 large pp., ill., $2.00, 
Century. 

Dixon’s Injun babies—Amusing escapades and wonder stories of little Indian 
adventurers. Direct, gripping, delicious. 73 pp., ill., $1.75, Putnams. 

Fox’s Little bear stories—Typical of a long series of attractive bear stories. 
178 pp., ill., $.90, Rand, McNally. ; 

Gale’s How the animals came to the circus—Spirited stories of former life of 
circus animals. Series. 112 pp., ill., $.80, Rand, McNally. 

Greenaway’s Under the window—A famous picture book by an illustrator of 
long ago. “Marigold garden” has same quaint, charm, simplicity, and delicate 
humor. 56 large pp., exquisitely ill., $2.50, Warne. 

Hopkins’s The sandman: His farm stories—Real, true stories, full of detail. 
Numerous “Sandman” series, also Houghton Mifflin’s “The doers” and “ Indian 
book.” 217 pp., ill., $1.75, Page Co., Boston. 

Hyde’s Little brothers to the scouts—Cheery, winsome account of an adventure 
in kindness and service by boys too young to joint a regular troop. “ Little sisters” 
good. 72 pp., ill. in col., $.75, Rand, McNally. 

Jackson’s Letters from a cat—Simple and delightful story by a great poet and 
novelist. Series. 89 pp., ill., $1.25, Little, Brown, Boston. 

Jackson’s Peter patter book—Magnificent, bright book of captivating rhymes: 
modern and witty. 100 large pp., elaborately ill., $2.00, Rand, McNally. 

Kilbourne’s Baby polar bear and the walrus—Imaginative, frolicsome number 
of “ Baby animal” series. Boards, 82 pp., color, $.75, Penn Pub. Co., Philadelphia. 





ELEMENTARY SCHOOL PRINCIPALS 169 





Lansing’s Fairy tales, Vol. 1—Ideal presentation of old stories of giants, fairies, 
dwarfs and speaking animals, with most careful editing, for young readers. Fine 
series. 180 pp., ill., $.64, Ginn. 

Large’s Visit to the farm—Good picture of farm life and animals. Same charm- 
ing, vivid style in “Old stories” (Macmillan), “ Little stories,” “Little people,” 
“Everyday wonders,” by Wilde, Boston. 130 pp., $.80, Macmillan. 

Lewis’s All time tales—Old favorites of fairy, legend, and folk lore effectively 
retold. 120 pp., ill., $.75, Lippincott, Philadelphia. 

Lindsay’s Story teller—Superior collection by one of the best of story tellers for 
little folks. Other notable collections by same publishers and by Milton Bradley. 
117 pp., ill., $1.25, Lothrop, Lee and Shepard, Boston. 

Marshall’s Favorite fairy tales—Favorite over many other collections because of 
simple words, big print, numerous pictures, choice selections. 246 pp., 150 ill., $1.25, 
Winston, Philadelphia. 

John Martin’s book, the child’s magazine—About the easiest of children’s maga- 
zines to read. Remarkably well made and carefully edited monthly. Contents re- 
printed in book form under many titles (Dodd, Mead). Printed on tough paper, 
80 pp., elaborately ill., even the advertising entirely unique and amusing, $4.00 a 
year, John Martin’s Book House, New York. 

Meyer’s Orchard and meadow—A hundred wonders of field and stream for fresh, 
young minds. Fine series. 143 pp., ill., $1.00, Little, Brown, Boston. 

Noyes and Ray’s Little plays for little people—Good variety of lively, practical 
plays for simple or elaborate presentation in school or elsewhere. 122 pp., ill., 
$.60, Ginn. 

Orton’s Bobby of Cloverfield farm—Bobby’s wonderful summer, kite-making, hen- 
setting, sheep-shearing, nutting, haying, driving. Delightful true-to-life series. 
122 pp., ill., $1.00, Stokes. 

Perkins’s Japanese twins—Good introduction to a long series that have interested 
a million American boys and girls in their brothers and sisters in foreign lands. 

Phillips’s Wee Ann—A dainty, winsome story for little girls. “ Black-Eyed 
Susan,” “Little friend Lydia,” “ Nancy Hanks” are all good. 134 pp., a few ill., 
$1.50, Houghton, Mifflin. 

Potter’s Pinafore pocket story book—Fresh, amusing, colorful, short stories and 
rhymes. 360 pp., ill., $2.00, Dutton. 

Poulsson’s Runaway donkey—True stories of household pets by one of the most 
talented writers of verse for children. Companion volume: “Through the farm- 
yard gate.” 81 pp., ill., $1.50, Lothrop, Lee, Boston. 

Richards’s Golden windows—Beautiful, original fables, every one a gem. Other 
titles by same publisher and by Page, Boston. 123 pp., $1.65, Little, Brown, Boston. 

Sandburg’s Rootabaga stories—A joyous, unique kind of nonsense in free, poeti- 
cal, delicious vein. Eight-year-olds rock with mirth. Series. 230 pp., ill., $2.00, 
Harcourt Brace. 

Smith’s Eskimo stories—New world of queer customs and strange experiences 
in popular well-graded book. “Holland stories” uniform. 189 pp., ill., $.75, 
Rand, McNally. 

Stevenson’s Child’s garden of verses—Most remarkably genuine and sympathetic 
interpretation of the child mind and heart in all literature. 191 pp., ill., $.75, 
Lippincott, Philadelphia. Other editions by Rand, McNally, Altemus, Harper, 
Whitman, Scribner, etc. 

Tappan’s Golden goose—Six fairy stories from the Scandanavian, retold by popu- 
lar author of a long list of history stories and stories from old ballads. 240 pp., ill., 
$1.50, Houghton, Mifflin. 

Thorne-Thomsen’s East o’ the sun and west 0’ the moon—Norwegian folk lore, 
brimful of action and intrigue. “ Birch and Star,” a companion volume. 218 pp., ill., 
$.60, Row, Peterson. 

Wilson’s Myths of the red children—Simple, imaginative tales of warrior and 
animal people; lodge-fire wonder-lore of American Indians. Typical of vast amount 
of Indian folk stories by many publishers. 155 pp., ill., $.76, Ginn. 





SUPERVISORY PROBLEMS IN RELATION TO 
SILENT READING’ 


CLARENCE R. STONE 
San Diego, California 
ie THE COURSE of my supervisory duties one day I visited the room 
of a new teacher. I noticed that one of the classes was studying a selec- 
tion from a reader and that the other class was studying a selection from 
another reader. The teacher was doing some work at her desk. I sat down 
and waited a few minutes and then quietly asked the teacher which class 
was supposed to be reciting. She replied, ‘“ Why, we are having silent 
reading.” It was evident to me that one of my main supervisory problems 
with this teacher was that of gradually developing in her mind an adequate 
conception of the meaning and significance of a modern program of silent 
reading. 

There are five main general objectives that all supervisors and teachers 
need to keep in mind in planning for a modern program of reading. These 
five objectives are: 

1. To establish permanent reading interests. 

2. To provide an extensive vicarious reading experience. 

3- To modify the pupil’s behavior through the development of fundamental atti- 
tudes and ideals in both intensive and extensive reading. 


4. To develop the ability to do skillful silent reading. 
5- To develop the ability to do skillful audience reading. 


It is evident that the stereotyped oral-reading method of the past with its 
highly analytical procedure that results in the main emphasis being centered 
upon the pronunciation and meanings of words and upon isolated details 
rather than upon the main content and experiential values has failed with 
reference to the first three objectives and has not even made an attempt 
with reference to the last two. 

To accomplish the first four objectives, it is necessary that strong motives 
for reading be provided and that the pupils do a great deal of reading of a 
variety of types of material. Likewise there must be a variety of types of 
method in handling the reading activities. The traditional reading lessons 
have been dominated by narrow objectives and a dead uniformity of method. 

In realizing the first three of the objectives, the teacher must center upon 
the content and experiential values of the reading material. An important 
supervisory ptoblem in this relation is that of helping the teacher to develop 
an ability to determine the main content values of a particular unit of reading 
matter and to use a method that will effectively get over to the pupils these 
values in a real experiential way. 

Once I observed a sixth grade teacher teach Warner’s “ A Fight with a 
Trout.” She said to the pupils, “ Here is an interesting story. Read it 
through just for the joy of reading it and then decide whether you think 
it is a true story or not. If you think it is true, write frue on a slip of 
paper and if you think it is not true write not true.” About half of the 


*Address given in Cincinnati, before the Department of Elementary Schoo! 
Principals, February 25, 1925. 
[170] 





a ae ee) 


—-~_ oe ce ee hk | [UO 


ELEMENTARY SCHOOL PRINCIPALS 171 





class wrote true and about half wrote not true. ‘The story is a humorous 
one and tells of many ridiculous things that happen to the fishermen in 
the boat as they try to land the trout. When they finally land the ‘trout 
at the end of the story, it proves to be seven inches long. After this point 
and several others were pointed out by those who contended the story was 
not true, they had the laugh on the ones who said it was true. The ones 
who had missed the humor of the story now began to enjoy it and par- 
ticipated in further search for expressions of ridiculous and impossible 
happenings. 

The teacher had made a careful study of the nature and main content 
value of the unit and had planned a method that would effectively bring 
about an understanding and appreciation of this value in the mind of the 
pupils. —The more real the reading is to the pupil the greater the value in 
establishing permanent reading interest, in extending his experience, and in 
modifying behavior. The supervising principal has a large responsibility 
in training teachers in the ability to recognize the specific value of a unit of 
literature and devise the most effective method of getting the pupils to realize 
that value in an experiential way. The problem used in the lesson just 
described and the procedure followed would not be adapted to most units 
of literature. Developing skill on the part of teachers in adapting the 
method to the content is an important supervisory problem in connection 
with all reading activities in which the content values constitute the main 
concern. 

A certain percentage of the pupils will attain a relatively high level in 
skillful silent reading through the content reading activities. On the other 
hand a considerable percentage of the pupils will not attain a satisfactory 
level of skill in silent reading without specialized training lessons. It is 
only within the last few years that there has been marked progress in the 
development of the technique of handling training lessons in silent reading. 
The principal or supervisor must be thoroughly grounded in this technique 
in so far as it has been worked out and must be able to aid the teacher in 
acquiring a thorough knowledge of this technique and also must codperate 
with the teacher in applying the technique to her particular classroom situa- 
tion. Progressive teachers and supervisors are making outstanding contribu- 
tions to the technique of training in silent reading. An important function 
of supervision is to help the teacher to profit by the best methods being used 
by progressive teachers by making it possible for her to spend some time in 
the observation of excellent teaching and by stimulating and encouraging 
er to do professional reading and to take educational courses dealing with 
modern methods in reading. Progressive educators now realize that the 
problem of teaching pupils to read is a continuous problem throughout 
the elementary and high school and that the greatest need for improvement 
in methods and materials is above the primary grades. 

It is not possible here to give much detail concerning the technique of 
training lessons in silent reading. The best sources for such detail are the 
manuals and suggestions to teachers in: the new silent-reading textbooks 
that are rapidly coming upon the market. These are also the best sources 





172 NATIONAL EpucaTION ASSOCIATION 





of material for training in silent reading. In a well-planned text in silent 
reading, material is selected for definite training purposes and each unit is 
so organized as to be adapted to a particular teaching procedure. An im- 
portant supervisory problem in relation to training lessons in silent reading 
is that of helping the teacher to have a specific purpose for a particular 
lesson, to use the right sort of material properly organized, and to use the 
most effective method of realizing the training purpose. If the teacher has a 
silent-reading text available, as she should have for regular use each week 
of the school year, it is important that the principal or other supervisor see 
that the teacher masters the method helps, so as to understand the specific 
training purpose of each lesson and the suggested procedure in teaching 
the lesson. Such knowledge will provide an enlarged opportunity for the 
teacher to use her initiative and resourcefulness in perfecting the details 
of her teaching. 

One of the main problems in silent reading lessons is that of providing 
a variety of types of responses that make consecutive oral reading unneces- 
sary. We may think of the response as the comprehension check-up. The 
following is a list of comprehension check-up responses that are being used 
in the new silent-reading texts: 

1. Action response in relation to direction sentences, demonstrations, plays, 
rhymes, games, tricks, and dramatization of stories. 

2. Manual responses of cutting, drawing, coloring, construction, and the like. 

3. Telling responses in reproducing, and in answering questions, riddles, and the 
like. 

4. Matching responses, such as matching pictures and expressions, paragraphs 
and headings, riddles and answers. 

5. Selecting one of two alternatives as “ Yes or No,” “True or False.” 


6. Selecting the right answer from among several answers. 
7. Written responses to questions and exercises. 


We will now consider four main types of training lessons in silent reading 
with an illustration or description of each: 

1. Sentence and paragraph exercises for developing accuracy of compre- 
hension. 


Two ANIMALS PLAYING? 


. A boy may be a big dog. 

. A girl may be a kitty. 

. The dog says, “ Bow-wow.” 
. The kitty runs. 

. The dog runs after the kitty. 


(Illustration ) 
. Who was the big dog? 
. Who was the little dog? 
. What did the little dog do? 
4- Where did the big dog run? 
5. What did the little dog say? 


It has been found by extended experimentation that the most effective 
way to teach a lesson of this type is to have all the pupils read silently the 


*From Book I of Stone’s Silent Reading. 





ELEMENTARY SCHOOL PRINCIPALS 173 





unit numbered one, after reading the title to the pupils and explaining that 
they are to play like two animals. The teacher asks, “ What is one of the 
animals?” and “‘ Who is to be the big dog?” After the boy is selected, 
the pupils read number 2 silently and similar questions are asked. Then they 
are told to read number 3 and watch to see if the two children do what 
the reading says. Then the questions are read and answered. In this lesson 
we have a combination of the telling and action responses. The pupils are 
not only trained to read statements and directions accurately but also to read 
and comprehend questions. No oral reading is needed in this lesson. 
2. Exercises for developing facility in the reccgnition of word and phrase 
meanings. 
BuiLp1nGc Loncer Worps* 
unhappy runner healthy 
untie traveler dirty 
unkind hunter dusty 
unload helper funny 
1. Do you know all the words above? 
2. Each of the words above was built by adding a helper to a shorter word. The 
helpers are un, er, and y. Find a word with er. 
. Which word means one who travels? 
. Which word means one who runs? 
- What helper is at the end of hunter, traveler, and runner? 
. Which word means the opposite of kind? 
Which word means the opposite of tie? 
. What helper is at the beginning of unkind and untie? 
. Which word means having good health? 
. Which word means full of fun? 
. What helper is at the end of healthy and funny? 
. Build longer words by adding un, er, or y to load, help, dirt, stick,-and happy. 


-+ 


3 
4 
5 
6 
7. 
8 
9 
° 
I 


— 


3. Lessons for training in the study of informational material. 


Our HELpers * 

How does the farmer help us? 

The farmer helps us to have good things to eat. He raises wheat. Flour is made 
from the wheat, and our bread is made out of the flour. If the farmer did not raise 
the wheat, we would not have our nice good wheat-bread. 

The farmer raises corn. The corn is fed to the pigs. The pigs grow big and fat. 
If the farmer didn’t raise corn, we couldn’t get good meat from the butcher. 

1. What is one thing the farmer helps us to have to eat? 

2. What is another thing the farmer helps us to have to eat? 

3. Which of these does the farmer raise? Coal, clover, flies, fruit, iron, money, 
ducks, chickens, carrots, soap. 


In the above lesson there is the unifying idea of helpers in the title. At 
the beginning of each unit is a simple problem in relation to this idea and at 
the end of each unit are the detailed questions all relating to the problem. 
This type of lesson is intended to help the teacher to get away from the 
piecemeal type of reading lesson that places the main emphasis upon words 
and details without reference to some main idea or problem. 


1From Book III of Stone’s Silent Reading. 
2From Book II of Stone’s Silent Reading. 





174 NATIONAL EpuCATION ASSOCIATION 





4. Story-Reading Lessons: 


a. Speed drills. 
b. Lessons for comprehension training. 
c. Story-reading for pleasure and general information. 


While informational material is specially adapted for training in the 
study type of silent reading and should be used, stories specially adapted 
for training in rapid story reading also have their place in the silent reading 
textbook. Most of the stories in the primary literary readers are pre- 
dominately of the direct-discourse type. As Superintendent Brooks has 
pointed out in his chapter on Silent Reading in his book, Improving Schools 
Through Standardized Tests, this type of story is much better suited to 
oral reading than to silent reading. In providing story material for silent 
reading the following would be kept in mind: 

1. To provide material specially adapted to training purposes in rapid story- 
reading. 

2. To provide only material of high quality. 

3. To provide a variety of types of stories. 


4. To provide material that will extend the child’s experience, establish perma- 
nent reading interests, and inculcate fundamental behavior attitudes and ideals. 


O’Brien in his book entitled Silent Reading has shown that it is possible, 
by the use of special drill methods, to increase materially the pupils’ rate 
of reading without affecting the comprehension. The following is an 
adaption of the O’Brien method that has been found to be effective for 
training for speed for story reading. 

Select a story with rapidity of movement with very little or no direct 
discourse. Divide the story into several relatively short sections. In the 
preparatory step arouse the pupils, interest in the story and tell them to read 
to the end of the first section and stand. This enables the teacher to know 
when each pupil finishes and provides an urge for the slow pupils to read 
faster. Without waiting too long for the slowest ones to finish, the 
teacher asks a few leading questions to check the comprehension and to make 
the connection with the next section for the pupils who did not finish. By 
this procedure the teacher will discover the rapid careless reader and advise 
him to read with more attention to the thought and will also discover fhe 
too-slow reader and advise him that he will very likely get the story better 
if he reads faster. In this way the story is covered in a rather rapid fashion, 
section by section. The whole story should be covered in one period and 
more time should be spent in the silent reading than in the discussion. In 
the silent reading textbook, a small illustration at the end of each section may 
be provided for the benefit of those who finish the section before time 
is called. : 

In the story-reading lesson for training in comprehension, it is best for 
the pupils to read the story through first to get the general run of the 
story and then attack the problem or other exercises, doing such re-reading 
as he may find necessary. This preparatory silent reading may usually be 
done during the study period, leaving the class period for the comprehension 
check-up, which should be more thorough than in the speed drill. The ex- 





ELEMENTARY SCHOOL PRINCIPALS 175 


amination of some of the new silent reading texts shows an interesting 
variety of types of comprehension check-up for such training lessons in 
story reading. 

In the story reading for pleasure and general information, longer stories 
may be assigned and the class period spent in an informal discussion on the 
part of the pupils as to the things that interested them most or that they 
enjoyed most and the relating of any interesting information that they 
acquired while reading the story. There is probably no type of story that 
is more poorly taught in our schools today than the fable. A few days ago 
I heard an upper first grade class read “The Fox and the Grapes.” It is 
inconceivable that this fable can mean anything to a first-grade pupil. 
We will probably have to go well up in the grades before the average pupil 
can comprehend the idea of “sour grapes.” Furthermore there is a 
serious doubt as to the value of the moral lesson involved in that fable. 
The main content value of the fable is in the lesson taught. Consequently, 
a particular fable should not be taught to a group of pupils unless some of 
those pupils can comprehend the meaning of that fable by reading it 
silently. The following is a fable lesson in which the content and training 
purposes are codrdinate. 


II. THe Boy AND THE Wo LF’ 


Once a boy was looking after a flock of sheep near a small town. He thought he 


would have some fun. So he ran toward the town and cried, “ Help, help, the wolf 
is after the sheep.” 

The men from the town came running with clubs but there was no wolf. ‘“ Where 
is the wolf?” they exclaimed. 

The boy laughed and said, “I just wanted to see how fast you could run.” 

Soon after this the wolf really did come. 

The boy ran toward the town and called loudly, “ Help, help, the wolf is after 


” 


the sheep.” The men heard him but did not believe him. So no one came and the 
wolf killed several of his sheep. ; 

Which of the following sentences tells what this fable means? 

1. Little by little does the trick. 

2. Little friends may be great friends. 

3. If you try hard, you will win. 

4. If you tell what is not true, people will not believe you when you do tell 
the truth. 


In this lesson attention is centered upon the main content value of the 
unit and by means of a series of units like this it is possible to train the 
pupils in the ability to grasp the essential meaning of a fable, which is far 
more important than the ability to get the story facts of the fable. 

We have now considered the silent-reading supervisory problems in 
relation to objectives and teaching technique. We will now consider briefly 
the problems in relation to classroom organizations and management. Along 
with the stereotyped, piecemeal, oral-reading method of details has grown 
up the practice of all pupils of a class having the same material in hand and 
the class or room of pupils being taught as one group. While such a plan 


*From Book III of Stone’s Silent Reading. 





176 NATIONAL EpUCATION ASSOCIATION 





may be followed profitably for certain purposes and with certain types of 
material, by far the major portion of the program time in reading should 
be spent under a different classroom organization. 

We know that there is a wide variation in reading attainment in almost 
any room of pupils under the present school organization. In a fifth-grade 
room, for instance, we are likely to have some pupils of only third-grade level 
in reading ability and some as high as seventh. How can we most effectively) 
group the pupils of such a room for reading activities and instruction? 
My experience and observation lead me to believe that the three-group 
plan will be the most successful in the hands of most teachers for the 
majority of the reading periods. Under this plan the superior readers 
constitute a small upper group and the inferior readers a small lower group. 
Probably about half of the room of pupils would be in the middle group. 
Under such a plan material can be selected that is of the proper level of 
difficulty for each group, and each group may have the opportunity of 
the sort of reading experiences and training that will be of the greatest 
benefit. The lower group will need more of the training type of instruction 
while the upper group may do larger amounts of independent reading. 
Their reports to the other groups about interesting books and articles that 
they have read may be the means of providing motives for the others to read. 
Some teachers use successfully the plan of having more groups, but I fear 
that many teachers are attempting this in the present enthusiasm for group 
work with results that are not very satisfactory. An important supervisory 
function is to help teachers to know what types of reading instruction can 
be handled best with the room as a whole, what types best by the three- 
group plan, and what types best by other plans. 

The fourth general group of problems relates to an adequate supply of 
materials. The recently published Report of the National Committee on 
Reading recommends that half of the program reading time be spent on 
silent reading in the first grade and that one or two complete sets of text- 
books in silent reading be furnished each room in the first six grades along 
with one or two sets of literary readers. In addition the report recommends 
that from one to six copies of a number of books be purchased for individual 
and group reading. The objectives outlined at the beginning can only be 
accomplished by a liberal supply of books for individual, small group, and 
class use. The plan of supply should be of such a character as not to force 
a teacher to carry on her reading instruction mainly by the many-group 
plan or the whole room plan. The plan of supply should be such that the 
principal and the teachers may have sufficient choice of materials to do the 
most effective work under the plans that they deem best for their pupils and 
the conditions under which they are obliged to manage the school. 

In conclusion, I should like to recommend for your earnest study the 
Report of the National Committee on Reading, published as the Twenty- 
Fourth Yearbook of the National Society of Education, Part 1, and obtain- 
able from the Public School Publishing Company, Bloomington, Illinois. 


Nore—All rights of reprinting any part of this article is reserved by the author. 





CINCINNATI MEETING OF THE DEPARTMENT OF 
ELEMENTARY SCHOOL PRINCIPALS 


HE MOST COMPREHENSIVE outline of the work at the mid- 

winter meeting from the principals’ standpoint comes from the pen of 
our former president, W. T. Longshore, for the Kansas City Teachers 
Journal. We quote from it freely. 


The department of elementary school principals continues to have the admira- 
tion and good-will of all the leading educators of this country, regardless of their 
sphere of action. Superintendents, assistant superintendents, supervisors, directors, 
all have words of praise for what has been done and what is being done. The 
presidents of teacher-training institutions and the doctors of education say it is the 
most active and most promising development that has come into elementary edu- 
cation. 

We are fortunate in our leadership; Mrs. Jessie M. Fink, our president, is a leader 
of culture and of good judgment. She is progressive and has the courage of her con- 
victions. The program she prepared for the Cincinnati meeting strikes at the 
essentials in elementary education. Those asked to speak on this program were 
chosen from among the real leaders of education in this country and they gave 
investigations, case studies, and discussions of the latest and best thoughts on their 
subjects. 

Its meetings are more largely attended than are those of any other department. 
The principals are interested and loyal. Many of the other departments are repre- 
sented at our meetings. There were three programs, Monday, Tuesday, and 
Wednesday afternoons, besides numerous committee meetings. 

The Monday afternoon meeting centered around two general topics: First: Specific 
accomplishments of principals who are relieved of clerical details. Case studies 
were given by E. Ruth Pyrtle, of Lincoln, Nebraska, and by Gertrude Carrigan, of 
Chicago. The clerkship in the elementary school is coming, but there are many large 
cities where it has not arrived as yet. 

Second: The principal and the special supervisor. Fred C. Ayer, University of 
Washington, Seattle, Washington. Doctor Ayer devotes one half of his time to the 
university and the other half to investigations in the Seattle public schools. He 
bases his conclusions on studies and conferences with principals and supervisors. 
The principal is the one who is responsible for his school, and hence all special 
supervision should be done under his general directions. It is one of the principal’s 
duties to know how to use supervisors to advantage. 

There is much that should be said about the Tuesday afternoon program, but 
space will not allow more than a statement of the program, which will suggest 
lines of thought for you to mature. 

1. The Relation of the Salary Schedule to the Educational Program—Jesse H. 
Newlon, Superintendent of Schools, Denver, Colorado, and President of the National 
Education Association. 

2. How the Single Salary Schedule Worked Out in Ann Arbor, Michigan— 
Leslie A. Butler, Superintendent of Schools. 

3. The Effect of a Daily Schedule on the Distribution of an Elementary School 
Principal’s Activities—Menlo S. Kuehny, Principal, Rowan Avenue School, Los 
Angeles, California. 

The program Wednesday afternoon was a fitting climax to the three programs. 
The known ability of the speaker on this occasion was such as would attract the 
attention of educators in all lines of work, and it seems to me that their subjects 
could not have been better selected. By 2:15 o’clock, Music Hall, where all the 
large meetings were held, was well filled. There was an air of expectancy, and 
at the close of the program it was conceded that many things that were worth 
while had been said. 

[177] 





178 NATIONAL EpUCATION ASSOCIATION 





The general subject was: The Elementary School Principalship and Its Sources 
of Inspiration. 

1. Supervision: A Science and an Art—Alfred Hall—Quest, Teachers College, 
New York City. 

It is both and should be so accepted and practiced by the principal. 

2. The Principal and the Course of Study—James F. Hosic, Teachers College, 
New York City. 

The making of a course of study is a great piece of codperative work and it can- 
not be done by just a few people sitting around the table. It must be administered 
by the principal. 

3. Supervisory Problems in Silent-Reading—C. R. Stone, San Diego, California. 

Mr. Stone is first a teacher, and, second, an author of silent reading books. He 
is dynamic and practical: The audience listened with interest to his every word. 
This seems to be a much-discussed question but one that is understood by very few. 
We need a “ Moses, to lead us out of the wilderness.” Mr. Stone knows the tech- 
nique of teaching silent-reading and gave several practical examples. 

However, these great programs planned by our president are but one of the 
paramount features of the Cincinnati meeting. The enthusiasm, the fellowship, 
and the friendship that come from meeting and conferences with your fellow- 
workers from Maine to California, from the Lakes to the Gulf, are influences and 
inspirations that cannot be estimated. It is one great brotherhood (sisterhood). 

No statement of the meeting would be acceptable to any one that attended it that 
did not include some tribute to the Cincinnati Elementary School Principals under 
the leadership of their President, Mr. Porter, principal of the Washington School. 
His committees were on hand in goodly numbers to meet us. They had spent much 
time preparing for our coming and had anticipated our every want. 

One of the many surprises was taking us in their own automobiles for a trip 
over the city Sunday afternoon. The graciousness with which it was done certainly 


puts Cincinnati principals at the head of the list in hospitality. 


THE DINNER 


One of the most brilliant affairs of the week was the banquet Tuesday evening, 
at Hotel Sinton. No detail was omitted or overlooked. The hall was beautiful, the 
crowd large, the entertainer a master of his art—and all had a good time. Mrs. Fink 
presided with her usual grace and sparkling wit. Nowhere has the purpose of the 
Department and that of the dinner been better stated than by our president, when 
she said: 

“ Suggestion, recommendation, educational inspiration, information, contribution, 
and dissemination, of professional literature is not all that this Department has 
done. The greatest accomplishment lies in its having awakened a professional 
consciousness in the ranks of the elementary school principals throughout our land. 
It has made possible a solidarity of aim and desire of accomplishment hitherto 
unknown and unrealized. It has vitalized the membership and spurred into action 
the lethargic or atrophied principal. 

“Tt has through the social relaxation at its semi-annual banquets presented an 
opportunity for personal expression and contact which has broken down the gates 
of reserve and permitted us to see each other as human beings in a perfectly normal 
setting. If the greatest wars of history were planned at the festive board then the 
greatest accomplishments of peace are well on the way when the principals of the 
elementary school plan their campaigns of programs and peace over a festive 
board.” 

Space is too limited to include the speeches and we can hit only a few of the 
high spots. Dr. Albert E. Winship celebrated his eightieth birthday at our board 
with one of his talks filled with the spirit of youth, sanity, and hope. 

Superintendent and Mrs. William McAndrew honored us with their presence as 
did Mary McSkimmon, Alfred Hall—Quest, J. L. Bracken, Lawrence S. Chase, 
C. H. Porter. The old guard who organized the Department at Atlantic City, were 





ELEMENTARY SCHOOL PRINCIPALS 179 





represented by Olive M. Jones, Florence Holbrook, Katherine D. Blake, Leonard 
Power, Ide G. Sargeant. 


OFFICIAL BREAKFASTS 


Official breakfasts were held on Tuesday and Thursday mornings, Hotel Sinton, 
at which necessary business matters were taken up by the Executive Committee. 
Those present were Jessie M. Fink, Olive M. Jones, Mary McSkimmon, William T. 
Longshore, Arthur S. Gist, H. B. Norton, John Merrill, Ide G. Sargeant. 


RESOLUTIONS ADOPTED AT CINCINNATI, FEBRUARY 25, 1925 


1. The Department of Elementary School Principals of the National Education 
Association, believing that the social, educational, and industrial demands of this 
country require a further elevation in the importance of the status of education, do 
hereby resolve to reafirm its most hearty support of the National Education Bill, 
and that we pledge ourselves to place before our teachers and our school patrons 
an intelligent analysis of this bill, thereby enlisting their active support. 

2. Be it further Resolved, That we, as educational leaders, believing that the 
rights of childhood should be protected for future citizenship in our great Democracy, 
do hereby pledge our active support of all local and National legislative enactments 
which will advance the welfare of future generations. 

Mary McSkimmon, 

ArTHUR §S. GIsT, 

W. T. LoNncsHore, 
Committee. 


COMMITTEE ON A SINGLE SALARY SCHEDULE FOR PRINCIPALS 


‘Ppp id with the appointment of the Committee on Training for the Ele- 
mentary School Principalship was the appointment by President Fink of a com- 
mittee on a single salary schedule for principals to report at the Indianapolis meeting. 
The committee is constituted as follows: 

Ide G. Sargeant, Paterson, New Jersey, Chairman . 

John Merrill, Detroit, Michigan 

Josephine A. Goss, Grand Rapids, Michigan 

J. W. Anthony, Pittsburgh, Pennsylvania 

Warren A, Roe, Newark, New Jersey 

E. Ruth Pyrtle, Lincoln, Nebraska 

C. H. Porter, Cincinnati, Ohio 


COMMITTEE ON TRAINING FOR THE ELEMENTARY SCHOOL 
PRINCIPALSHIP 


CINCINNATI, FEBRUARY 25, 1925 


Present: W. T. Longshore (Chairman), J. F. Hosic (Secretary), W. W. Kemp, 
Leonard Power, J. K. Norton, G. W. Frasier, Mrs. Jessie M. Fink, J. L. Bracken. 

A letter from Mrs. Fink, President of the Department of Elementary Schoo! 
Principals, setting forth the function of the committee, was read. The principal 
paragraphs ran as follows: 


“ My thought for your committee to work out is the raising of the entrance require- 
ments for the elementary school principalship to that of the high-school principal- 
ship or even college professorship, in order that a single salary schedule may be 
feasible and applicable, thus allowing a free choice of talent to serve in its chosen 
field of education, at the same time carrying with it a dignity recognized by com- 
pensation adequate for the work. 





180 NATIONAL EpuUCATION ASSOCIATION 





“The field is as broad as education itself and child life; consequently limitless. 
Rare talent is lost to it each year because of the stupidity of inherited philosophy, 
placing emphasis upon the wrong end—that is, at the finish instead of at the begin- 
ning of institutional training.” 


A brief statement was made by each person present as to’the work of the commit- 
tee. Chairman Longshore emphasized the broad scope of the work. Professor Hosic 
thought that the committee should plan for five years of work and seek adequate 
endowment for the purpose. Dean Kemp described the new State regulations in Cali- 
fornia governing certificates for elementary school principals, who are now required 
to have the Master’s degree. 

President Frasier submitted the results of an analysis of the work of elementary 
school principals based upon replies to a questionnaire. Mr. Norton raised the 
question as to whether the size of the school must not be taken into account, and 
Mr. Bracken made the point that what principals are doing is not necessarily what 
they should be doing. 

As representing Mr. Worth McClure, Mr. Gist urged that academic preparation 
and professional preparation be clearly distinguished. Types of principals and their 
peculiar responsibilities should also be defined. Training of principals should be 
governed by a proper conception of the product which the school is to turn out. 
Much of the training should have reference primarily to personal culture and 
social power. 

Mr. Power favors setting the standard of preparation for the principalship at 
the M. A. graduate level. High-school teachers and broken-down superintendents 
too often obtain the position of principal of an elementary school. There is need 
for training of assistants for the larger schools. 

Mr. Bracken is averse to making present practice the basis of training. We need 
thorough studies of what the functions of the principals should be. 

Mr. Norton favored a thoroughgoing study, to cover recruiting and retention as 
well as training. Between 40,000 and 50,000 positions are involved. The problem 
is of great importance. In its solution the Research Division of the National Edu- 
cation Association will coéperate in any way possible. At present this division is 
collecting data as to salaries and clerical help that will be suggestive as to a 
program. 

A letter from Director Judd was read, in which the writer pointed out that gen- 
eral courses in school administration are not sufficient for principals. Specific voca- 
tional courses should be provided and research leading to higher degrees. 

Summarizing remarks at the close emphasized the desirability of a thorough study 
of the problem of how to improve the work of elementary school principals, both 
by training before entering upon the office of principal and afterward. The commit- 
tee decided to prepare a report of progress to be made to the Department of 
Elementary School Principals at Indianapolis next July. 


HE First Yearbook is out of print. There 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. 








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ELEMENTARY SCHOOL PRINCIPALS 181 





COMMITTEE ON TRAINING FOR THE ELEMENTARY SCHOOL 
PRINCIPALSHIP 


Charles H. Judd, Director, The School of Education, University of Chicago 

James F. Hosic, Professor, Elementary School Education, Teachers College, 
Columbia University 

William W. Kemp, Dean, School of Education, University of California, Berkeley 

Leonard Power, Principal, Franklin School, Port Arthur, Texas, and First Presi- 
dent, Department of Elementary School Principals 

Worth McClure, Director of Elementary Education, Seattle, Washington 

John K. Norton, Director, Department of Research, National Education Asso- 
ciation 

Ethel J. Salisbury, Professor, Elementary School Education, University of Cali- 
fornia—Southern Branch 

George W. Frasier, President, State Teachers College, Greeley, Colorado 

Mrs. Jessie M. Fink, Principal, Palmer School, Grand Rapids, Michigan, and 
President of the Department of Elementary School Principals Ex-Officio 

Margaret Strahan, Lexington School, Grand Rapids, Michigan 

Superintendent John L. Bracken, Editor Second Yearbook of the Department of 
Elementary School Principals, Clayton, Missouri 

Edwin C. Broome, Superintendent of Schools, Philadelphia, Pennsylvania 

W. T. Longshore, Principal, Greenwood School, Kansas City, Missouri 


NOTES FROM THE FIELD 
MASSACHUSETTS 


Hyannis Normal School—Francis A. Bagnall, Principal 
Twenty-Eighth Summer Session—Six weeks’ course, July 6 to August 15, 1925 


I. Course IN ADMINISTRATIVE AND SUPERVISORY DUTIES OF ELEMENTARY 
ScHOOL PRINCIPALS 


Believing there is a distinct need for a course as herewith outlined, arrangements 
have been made for the giving of such a course by Ide G. Sargeant, Paterson, New 
Jersey, Principal of School No. 10, and Secretary of the Department of Elementary 
School Principals of the National Education Association. This course will include 
a study of the following topics: The evolution of the principalship; the principal 
and his relationships to the superintendent, special supervisors, and teachers; the 
organization and administration of the elementary school; health and sanitary 
control ; discipline and school spirit ; the supervision of instruction; teacher-training; 
extra-school activities; the principal as a community leader; the principal as a 


leader in the profession. 


II. SpecrAL SPEAKERS AND RoUND-TABLE CONFERENCE LEADERS 
Superintendents’ Conference, July 20-24 


Payson Smith, State Commissioner of Education, Massachusetts 

Frank W. Wright, Director of Division of Elementary, Secondary, and Normal 
Schools, Massachusetts 

E. W. Butterfield, State Commissioner of Education, New Hampshire 

Florence Hale, Supervisor of Rural Education, Maine 

Burr F. Jones, Supervisor of Elementary Education, Massachusetts 

N. S. Light, Director of Rural Education, Connecticut 

A. B. Lord, Agent, Department of Education, Massachusetts 

F. P. Morse, Supervisor of Secondary Education, Massachusetts 








a 


182 NATIONAL EDUCATION ASSOCIATION 





III. Courses oF INSTRUCTION 
Art and Handwork 
Biology 
Citizenship in First Six Grades 
English in Upper Grades 
Elementary School Principals, Administrative and Supervisory Duties 
Health Subjects, Principles of Teaching 
History and Civics in Upper Grades 
Immigrant Education 
Junior High School Organization and Methods 
Kindergarten-Primary Projects 
Language in Primary Grades 
Mental Measurements (Educational and Intelligence Tests and Scales) 
Music, Public School 
Orchestra 
Pedagogy 
Penmanship 
Physical Education, Courses I and II 
Psychology 
Reading in Primary Grades 
School Hygiene 
School Nursing, ( ‘irses I, II, and III 
Superintendents’ Conference, Week of July 20-24 


IV. CrepDITs AND DipLoMAS 


‘ 


Due credit will be given for work already done in other normal schools any’ __»!- 
leges and for the satisfactory completion of work in the summer school. \york 
offered in the summer session is equivalent in method, character, and credit value 
to that of the regular normal school year. Students should plan to take one or two 
subjects and in such do work of an intensive nature. 


V. REGISTRATION 


Students are expected to register on Monday, July 6. Regular sessions beein 
Tuesday, July 7 at 8 o’clock. Registration blanks will be sent on application. 


New JERSEY 
Elementary Principals’ Association of New Jersey—The Elementary Principals’ 


“Association has planned to hold the regular spring meeting in sections the better to 


accommodate the membership. Everyone interested: in the elementary school is 
invited to attend any or all of these meetings. Membership is open to all teachers 
in charg? of elementary schools, principals, and supervisors of elementary education. 

The only income of the association is from the annual dues of $1. There is great 
need for organization and a large field for work. If you believe in the elementary 
school and the elementary principal, join the association and become a_ booster. 
Further notice of programs will be sent later. 


Northern Section 


ifleeting at Newark: 
Place—State Normal School, Bellville Avenue 
Date—Friday afternoon, May 1, at 2:30 
Subject—“ What is the Right Relation Between the Principal and Supervisor?” 
A study has been made of this subject by a committee headed by Dr. George I. 
Brinkerhoff, of Newark 
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ELEMENTARY SCHOOL PRINCIPALS 183 





Middle Section 


Meeting at Ocean Grove: 
Place—High School Building 
Date—Friday afternoon, April 17, at 3:30 
Subject—“ The Work of the Principal ” 
Dinner at 6:30 o’clock 

Committee in charge: 


F. H. Budd, Asbury Park Mrs. Ella F. Smith, Ocean Grove 
Sarah O. Whitlock, New Brunswick Blanche Pierson, West Long Branch 
L. H. Dix, Woodbridge Mark R, Lefler, Perth Amboy 


Southern Section 


Meeting at Glassboro: 
Place—State Normal School 
Date—Saturday morning, April 25, at 10 o’clock 
Subject—Program of Addresses and Round-Table Discussion for City and 
Rural Principals 
Committee in charge: 


Edgar L. Bunce, Mount Holly Floyd Potter, Atlantic City 
Martha Lummis, Camden Mrs. Helen Ameisen, Camden County 
OHIO 


‘hio State Elementary Principals’ Association—A representative body of the 
e. entary principals of the State of Ohio met in Music Hali, Cincinnati, Tuesday, 
Fev.uary 24, 1925, for the purpose of organizing and electing officers for a perma- 
nent state organization of elementary principals to be known as the State Elemen- 
tary Principals’ Association. This meeting followed the announcement of such by 
Jessie M. Fink, of Grand Rapids, Michigan, President of the Department of Ele- 
mentary Principals, who gave the movement her hearty endorsement. 

The following were elected officers: C. H. Porter, principal of the Washington 
School, Cincinnati, and president of the Cincinnati Principals’ Club, was elected 
piesident of the organization; F. H. Duffy, principal of Roosevelt School, Steuben- 
ville, and vice-president of the Eastern Ohio Teachers’ Association, was elected 
secretary; Katherine Mansfield, principal, Cedar School, Canton, was elected 


treasurer. 


WaAsHINGTON, D. C. 


The Administrative Principals’ Association for Divisions 10o-13—The Adminis- 
trative Principals’ Association for Divisions 10-13, is one of the live organizations of 
principals that has lined up with the Department of Elementary School Principals, 
National Education Association. 

President—Dr. D. I. Renfro, Lovejoy School 

Vice-President—Miss K. C. Lewis, Garnet-Patterson School 

Secretary—John C. Payne, Douglass-Simmons School 


MICHIGAN 
Detroit—Detroit has just completed a study of the relative value of half-day a.d 
whole-day pupil attendance. 
ILLINOIS 


Chicago—At the Washington meeting the writer urged that we “make the prin- 
cipalship respectable” by fixing the scale of compensation at a figure which will 
attract high-grade ability with adequate professional training. 





184 NATIONAL EpuUCATION ASSOCIATION 





The salary schedule recommended recently by Superintendent William McAndrew 
to the board of education is in accord with the thought there expressed. 

This schedule was arrived at after a study extending over a year, by a group of 
Chicago citizens, not teachers, who went over item by item the cost of a decent 
living in their home city. The committee making the study was made up of citizens, 
professors of economics, and bankers. 


SCHEDULE oF LiviING 
Minimum Maximum 
Teachers of elementary subjects $3,250 
Junior high-school teachers 4,100 
Senior high-school teachers 4,700 
Teacher clerks 2,500 
Elementary principals 6,500 
Junior high-school principals 6,500 
Senior high-school principals 7,500 
Senior and junior assistants 5,200 
Directors of special branches 6,000 
Assistant directors 5,000 
District superintendents 8,000 
Assistant superintendents 10,000 
Superintendent of schools 15,000 


* Missouri 


St. Louis—Superintendent Maddox, principals, teachers, and patrons of the 
schools to be congratulated upon their new salary schedule. A $5000 maximum for 
the principals of the elementary schools means a growing standard of excellence in 
scientific supervision. It puts St. Louis in the front rank among American cities 
leading in education. 


SALARY SCHEDULE 


For kindergarten and elementary, from $2100 to $2700. 

For junior high-school, from $2600 to $3200. 

For senior high-school, from $3200 to $4000. 

For professors in teachers colleges, from $4000 to $5000. 

For principals of elementary, “A” Class schools, from $4000 to $5000. 
For principals of intermediate schools (junior high), from $4500 to $5500. 
For principals of senior high-schools, from $5000 to $6000. 

For district superintendents, from $4500 to $6000. 

For assistant superintendents, from $6000 to $8000. 


PENNSYLVANIA 


Pittsburgh—The Report on Juvenile Delinquency, made March 11, 1925, by a 
committee of principals, E. H. Knoch, chairman, after a study of ten months, is a 
piece of high-grade community work. It should have a wide reading. An inkling 
of its scope may be obtained from a quotation from an editorial in the Pittsburgh Sun. 

“ A report submitted by the Committee on Juvenile Delinquency of the Pittsburgh 
Principals’ Club handles the problem without gloves. It calls upon parents to 
restore the ancient influence of the home. It calls upon teachers and principals 
throughout the city to exert themselves to the utmost to prevent juvenile delinquency. 
It calls upon the strong arm of the law to handle delinquency more intelligently 
and effectively. 


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ELEMENTARY SCHOOL PRINCIPALS 185 





“In its challenge to the home, in its practical recommendations for constructive 
betterment of our Juvenile system, and no less as an evidence of the alert public 
spirit of the school principals, the members of the committee deserve approbation 
for a work well worth undertaking, ably executed.” 


New YorK 


New York City—The outstanding features of the New York City School situation 
are these: 

1. There is some uncertainty as to the prospects of the survival of Mr. Hylan 
as Mayor after the fall election, and some doubt, therefore, as to the status of his 
board of education of seven members. Three of these members, including President 
Ryan, are holding out against Mr. Hylan’s candidate for associate superintendent, 
Examiner Joseph M. Sheehan. 

2. Mr. Ryan, in a recent report, severely criticised Mr. Sheehan for irregularities 
charged against him by his six associate examiners. The investigation was drawn 
out over two years. The report, though long delayed, has prevented so far 
Mr. Sheehan’s promotion. 

State Commissioner Frank P. Graves has Mr. Ryan’s report before him and is 
invited to investigate and report on the board of examiners, This he has not done 
as yet. 

3. The teachers have succeeded in getting through the legislature a grant of 
20 to 25 per cent increase in salary, to meet the increased cost of living. 

4. The extension of the practice of determining through tests the general intelli- 
gence and achievement quotients of children, as an aid in promotion and grading, 
has brought with it a study of curriculum changes to be advised for the slower 
groups. 

In general, the minimum requirements are given the slow pupils and skilful 
teachers are assigned who will present lessons simply, concretely, and graphically 
to such classes. 

5. The rapid building program of the board of education has reduced part time 
and double session to some extent. There are still, however, hundreds of thousands 
of children so handicapped. 

6. Commissioner Graves at last is free to pronounce on the eligibility of Miss 
Lucille Nicol, appointed by the board of education as district superintendent over a 
year ago. Miss Nicol then held the position of assistant to principal. She had a 
principal’s license but her name had not been reached for appointment. Miss Nicol 
was thus jumped over 500 principals. It was shown also that Miss Nicol had not 
the college degree required by the board of regents under the State school law. 
Dr. Graves’ formal decision upon her eligibility was blocked by appeals to the 
courts questioning his jurisdiction. All these appeals have been denied, and the 
State commissioner can now decide this vexed question. 

This great city school system needs to be placed on a solid basis of independence 
from politics; of a well-centered administrative responsibility under one superin- 
tendent of schools, instead of nine, as at present; and of a well-conceived and 
administered merit system for choosing all officials below the associate superin- 
tendents. 

The principals are united better than in the past, but too many are holding out 
against the $25 dues, thus making difficult the employment of a much-needed 
executive secretary to do the many things which principals cannot do along with 
their pressing school duties. 





THE INDIANAPOLIS MEETING 


June 28 to July 3 is the week for the annual meeting of the National Education 
Association and for this department. 

Special railroad rates, one and one-half fare for the round trip. Identification 
certificates furnished on request. Write National Education Association Headquar- 
ters at Washington or your State director. If you neglect to secure in advance your 
indentification certificate, no adjustment of fare can be made after arrival at 
Indianapolis. 

Indianapolis is a city of fine hotels, rates are reasonable, mie; your reservations 
early. 

The dates of the convention are ‘il that those wishing to do so can take in the 
National Education Association meeting and also reach the summer schools in time 
for the opening. 


EDITORIAL COMMENT 


The Indianapolis meeting—Let us make it the greatest in the history of our 
department. An ambitious program has been planned. A really great professional 
program. At Cincinnati the meetings of no other department were so largely at- 
tended by those from other departments as ours. All of our general meetings were 
held in the largest auditorium, well filled. Why? Because we talked live super- 
vision and our speakers were masters of their craft. 

Indianapolis is midway between the East and West, easily reached by more than 
10,000 principals in less than a day’s travel. 

Do you believe in American education? Be at the Indianapolis meeting. 

Do you believe in the future of the principalship? Be at the Indianapolis meeting. 

Four important yearbooks or reports have come to our desk since the issue of 
the January Bulletin - 


The Ninth Yearbook of the Department of Secondary School Principals; 

The Third Yearbook of the Department of Superintendence; 

The Nineteenth Annual Report of the Carnegie Foundation for the Advancement 
of Teaching; 

The Twenty-Fourth Yearbook of the National Society for the Study of Education. 


The contents of all should be familiar to every principal who expects to be 
abreast of his time. These four publications together with our own constitute a 
body of material showing a scientific approach, a professional earnestness, and a 
patriotic attitude toward the problems of education unsurpassed by the professions 
of law, medicine, and theology in their own fields. 

The Ninth Yearbook of the Department of Secondary School Principals occupies 
a significant position among the professional publications of the year. Everyone 
in a supervisory position whether in secondary work or not should give a carefu! 
reading to the papers on “ International Understanding,” by Principal L. W. Brooks, 
Dr. A. O. Thomas, and Dr. I. L. Kandel; “ What Becomes of High-School Princi- 
pals?” by Dr. Thomas H. Briggs; “ An Experimental Plan for Teacher-Training,” 
by Francis J. Brown. 

The Third Yearbook of the Department of Superintendence is a veritable mine of 
information, in relation to the latest thought upon the elementary school curriculum. 
But it is more than this. It is a great philosophical treatise on modern education. 
Our limited space permits the selection of only a few sentences but enough to show 
the high plane upon which the study is predicated. 

“The public school curriculum has a large share in determining the nation’s 
present and future progress.” 

“ With the exception of the personality of the teacher, no other educational factor 
equals it in importance.” 


[186] 





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ELEMENTARY SCHOOL PRINCIPALS 187 





“Will the inclusion of a particular topic or subject increase the effectiveness of 
the individual? Will it influence his life for good? Will it build character? Today 
we are using a pragmatic philosophy.” 

“The habits of a people determine the degree of faith that other nations accord 
it; and the idealism of its citizens is a nation’s salvation.” 

“ The Nineteenth Annual Report of the Carnegie Foundation for the Advance- 
ment of Teaching, states simply what all of us have felt when it declares: That our 
educational machinery must in time be simplified, freshened, and made more effec- 
tive as an agency for the intellectual training of children and youth is clear.” 

“The boy who has become accustomed to depend on the teacher for his knowl- 
edge in school tends to take his knowledge second-hand in after life. The boy who 
can study only what he likes in school is governed in after life by his likes and dis- 
likes rather than by his reason.” 

“To recognize once more that a liberal education does not consist in imparting 
knowledge but in training the habits and powers of the mind must be the beginning 
of any freshening of our school system.” 

The Twenty-Fourth Yearbook of the National Society for the Study of Education: 
Part I, Report on Reading; Part II, Report on Adapting the Schools to Individual 
Differences; will be invaluable as a help in his work and should be owned and 
read by every principal. 


DEFINITION OF MEMBERSHIP YEAR 


HE membership year in the Department of Elementary School 

Principals corresponds with the school year. Article Eight of 
the By-laws states specifically that the fiscal year begins July 1 
and ends June 30. Members receive Bulletins for October, 
January, and April, together with the Yearbook, which is published 
in June. The cost of publishing the Yearbook is over one dollar 
a copy, hence back numbers or duplicates cannot be furnished free. 





THE FOURTH YEARBOOK 
DITOR ARTHUR S&S. GIST, of Seattle, Washington, in- 
forms us that the material for the Fourth Yearbook is practi- 
cally complete and in the hands of the printer. It promises to be 
one of the leading professional publications of the year. It will 
be ready for distribution soon after May first. 





ROSTER OF PRINCIPALS’ CLUBS 


Burlington, Vermont—Elementary School Principals’ Club 
President, D. Henryetta Sperle, Elementary Demonstration School, University 
of Vermont 
Secretary, Marjery Adsit, Pomeroy School 
Chicago, Illinois—Chicago Principals’ Club 
President, George A. Beers, 64 East Van Buren Street 
First Vice-President, Daniel J. Beeby, 64 East Van Buren Street 
Secretary, Christine Bednar, 64 East Van Buren Street 
Treasurer, Don C. Rogers, 64 East Van Buren Street 
Evanston, Illinois—Principals of District Seventy-Five 
President, Anne Cummins, Miller School 
Secretary, Mrs. Frances H. Webster, Crandon School 
Grand Rapids, Michigan—Elementary School Principals’ Exchange Club 
President, Jessie H. Stevenson, Sibley School 
Vice-President, Ada A. Fuller, Walker School 
Secretary, Meda Bacon, 731 Lafayette Avenue, S. E. 
Treasurer, Etta F. Jones, Finnley School 
Los Angeles, California—Los Angeles Elementary Principals’ Club 
President, Menlo S. Kuehny, Rowan School No. 149 
Vice-President, Sidney Good, Garvanza School 
Secretary, Louise Graf, Albion Street School 
Treasurer, Roy Porter, 4412 Sunset Boulevard 
Auditor, W. F. Hughes, San Pedro Street School 
Memphis, Tennessee—Principals’ Association 
President, S. L. Ragsdale, F. M. Guthrie School 
Vice-President, Mrs. Frances Landis, Merrill School 
Secretary-Treasurer, D. C. Pardue, Jefferson Street School 
Sioux City, Iowa—Administration Club 
President, M. H. White, North Junior High School 
Vice-President, Fannie Foster, Supervisor, Primary Grades 
Secretary, Dora Finley, Secretary to Superintendent 
Treasurer, L. W. Feik, West Junior High School 
St. Louis, Missouri—St. Louis Club of Women Principals 
President, Emily F. Taylor, William Stix School 
Vice-President, Margaret K. Slater, Rock Spring School 
Secretary, May B. Blanchfield, Walbridge School 
Treasurer, Ida Lee Woody, Hamilton School 
Tacoma, Washington—Tacoma Principals’ Association 
President, B. W. Lyon, Rogers School 
Secretary-Treasurer, Jennie M. Reed, Sheridan School 
Washington, D. C_—Administrative Principals’ Association for Divisions 10-13 
President, D. I. Renfro, Lovejoy School 
Vice-President, K. C. Lewis, Garnet-Patterson School 
Secretary, John C. Payne, Douglass-Simmons School 





DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


Indianapolis Program 





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

First Vice-President, Sara L. Rhodes, Principal, Public School No. 8, Brooklyn, New 
York 

Secretary, Ide G. Sargeant, Principal, Public School No. 10, Paterson, New Jersey 

Headquarters—Claypool Hotel 


ersity 


Monday Morning, 8 A. M., June 29, 1925 
Claypool Hotel 
Official Breakfast 


Tuesday Afternoon, 2 P. M., June 30, 1925 
Assembly Room, Claypool Hotel 
Milestones on the Road of the Principalship 


JUSTIFICATION OF THE AMERICAN DOLLAR AS INVESTED IN: 
Job Analysis and Training for the Principalship from the Standpoint of the 
Ohio State University 
J. Cayce Morrison, Department of School Administration, Ohio State Uni- 
versity, Columbus, Ohio 
Natural Science in the Curriculum from the Standpoint of the Michigan State 
University 
Clifford Woody, Director of Reference and Research, University of Michi- 
gan, Ann Arbor, .Michigan 
Organizations of Elementary School Principals Throughout the Various States 
Lawrence S. Chase, Principal, Glenfield School, Montclair, New Jersey 
Pupil Administration as a Character Developer 
Harry O. Gillett, Principal, University School, University of Chicago, 
Chicago, Illinois 
REPORT ON EDUCATIONAL PROGRESS 
J. D. Williams, Principal, Woodlawn School, Birmingham, Alabama 


Wednesday Evening, 6.P. M., July 1, 1925 
Riley Room, Claypool Hotel 


Annual Dinner 


Thursday Afternoon, 2 P. M., July 2, 1925 
Assembly Room, Claypool Hotel 


PRESENTING THE SCHOOL TO THE PUBLIC IN CHICAGO 
George A. Beers, Principal, Clarke School, Chicago, Illinois 
PRESENTING ELEMENTARY SCHOOL LIBRARY STANDARDS TO THE PUBLIC 
C, C. Certain, Editor, Red Cross Publications, Washington, D. C. 
MoperN Dynamics VERSUS PETRIFIED STATICS PRESENTED TO THE PUBLIC 
George W. Frasier, President, Colorado State Teachers College, Greeley, 
Colorado 
PRESENT IDEALS AND Past FALLACIES 
CHARACTER EDUCATION IN THE ELEMENTARY SCHOOL 
REPORTS OF COMMITTEES 
Courses of Study for Elementary School Principals in Teacher-Training Institu- 
tions 
Adequate Salaries for the Elementary School Principalship 
Business MEETING AND ELECTION OF OFFICERS 


[189] 








TO THE CHILDREN 


ACH DAY, and every day, to school, and from school, I meet 

you. You smile, and the welcome in your eyes is wonderful 
to see. You meet me and as you go, you take me with you, free 
and joyous as yourselves. Surely, my life is blessed, blessed with 
the smiles of countless lips, blessed with the caress of countless 
greetings. Do you feel that you have need of me? Know then, oh 
my children, that I have far more need of you. The burdens of 
men are heavy and you make them light. The feet of men know 
not where to go and you show them the way. The souls of men 


are bound and you make them free. You, my beautiful people, are 
the dreams, the hopes, the meaning of the world. It is because of 
you that the world grows, and grows in brotherly love. I look a 
thousand years ahead and I see, not men, ships, inventions, build- 
ings, poems, but children, shouting, happy children, and I keep 
my hand in yours and smiling, dream of endless days.—ANGELO 
Patri in “ A Schoolmaster of a Great City.” 





REMITTANCE FOR MEMBERSHIP 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


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

My dear Mr. Davis: 

I am a member of the National Education Association. I inclose my fee 
of $2.00 for membership in the Department of Elementary School Principals 
during the year 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 May, 1925, to me at the address given below. 


Name ....... 


(Typewrite or print) 


Mailing address . 


(School or street) 


(City and State) 
My present position is