JULY, 1925 BULLETIN OF THE Department of Elementary School Principals THE FOURTH YEARBOOK The Elementary School Principalship— A Study of its Instructional and Administrative Aspects Edited by ARTHUR 8. GIST PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS of the National Education Association of the United States 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D.C. Entered as second-class matter November 20, 1922, at the 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. CopyRIGHT, 1925 By National EpucaTion ASSociaTION WasuHINGTON, D.C. ALL Riauts RESERVED The Lord Baltimore Mress BALTIMORE, MD., U. 8. 4. 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. 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, Jessiz 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, Ipbz— G. SARGEANT School No. 10, Paterson, New Jersey Treasurer, COURTLAND V. Davis J. E. B. Stuart School, Norfolk, Virginia Executive Committee Mary McSKIMMoN Pierce School, Brookline, Massachusetts ANNA LAuRA FORCE Lincoln School, Denver, Colorado Luise H. Krauss Grattan School, San Francisco, California W. T. LoNcsHORE Greenwood School, Kansas City, Missouri Editor, Fourth Yearbook, ARTHUR S. GIST B. F. Day School, Seattle, Washington PREFACE The Department of Elementary School Principals of the National Education Association places before its members and others interested in education another publication, which it is hoped will be of value as well as a stimulation to professional alertness and activity. The topic of the First Yearbook was The Technique of Super- vision; of the Second Yearbook, The Problem of the Elementary School Principal in the Light of the Testing Movement; and of the Third Yearbook, The Status and Professional Activities of the Ele- mentary School Principal. In the Fourth Yearbook, the instructional and administrative phases of the elementary school principalship are treated in a suggestive manner by practical educators, most of whom are principals of elementary schools. This Department is indebted to those who have given valuable assis- tance in contributions and in placing the editor in touch with ca- pable and interested contributors. We are especially grateful to the Research Division of the National Education Association for valuable and prompt assistance with certain lines of investigation, to the Division of Publications for the efficient handling of the printing of our publications, and to S. D. Shankland, the executive secretary, for the able management of important details concerning the work of our Department. Artuor §. Gist, Editor, Fourth Yearbook, B. F. Day School, Seattle, Washington. THE HARBINGER HE FOURTH YEARBOOK of the Department of Elementary School Principals is presented with that satisfaction known by a captain when his ship has been piloted into a safe harbor although another captain steered it through the dangers of the local channel. With utmost appreciation of the Editor of our Yearbook and gratitude to all those who contributed to making it the greatest production of its kind, its presentation to the members of this Depart- ment and to the world is a history-making moment. This work is evidence that we have accepted the challenge thrown down to us by society at large and our profession in particular. It also is further evidence that this Department has shed its swaddling clothes and is now in its later childhood, growing by leaps and bounds into vigorous youth. One of the indications of our established place in the educational world is the recognition of our educational publications. The bulle- tins and the yearbooks have attracted attention at home and abroad. Acknowledgments from various ministers of education in Europe, favorable comments from the London papers, appreciations from South American republics, as well as from the many superintendents of education in the different States of our own country, reprints and reviews in the leading educational journals, all tend to place our pro- fessional contribution through these mediums upon a secure basis, and indicate that a real service has been rendered. In the clearness of professional technique and educational procedure, in scientific approach to all problems, in professional alertness and vision, and in practicability, the literature of the Department holds high place. Doctors of education are using these yearbooks as sources of refer- ence in university classes in education. They are also our collabora- tors and are in close touch with the latest lines of research and investi- gation in the educational field pertaining to this Department. Thus it is locally, nationally, and internationally that we are being recog- nized as a vitalizing force collecting, organizing, disseminating data and a great body of scientifically derived and established facts and truths. So far we have accepted the challenge. Every principal of an ele- mentary school is today on his mettle endeavoring to satisfy the demands upon him that the educational pyramid may be sound at the base, since upon it rests the entire structure. The material must be the best, and the workmanship must approach perfection. [ 198 ] Another evidence of our vigor is the realization of the need of professionalizing our Department. As the lawyer has professionalized his calling from a clerkship to a closed activity, as the physician has professionalized his vocation from a barber pole to its present status, so we, in our line of endeavor, should employ our enormous amount of scientific data toward professionalizing the elementary school principalship. To that end your president has this year appointed three commit- tees. The first of these is to work on Courses of Study for the Train- ing for the Elementary School Principalship, to be given in teacher- training colleges and universities. On this committee are two college presidents, three heads of departments of education in the largest educational institutions of our country, one school board member, one superintendent of schools. The rest of the committee, including the chairman, is from our own Department. The aim of this committee is to raise the entrance requirements for the elementary school principalship to equal those of the high school principalship, or even to those of the college professorship, in order that a single salary schedule may be feasible and applicable. Such a schedule will allow talent a free choice to serve in its chosen field of education, at the same time affording the dignity which accompanies adequate compensation. The field of the elementary school principal- ship is as broad as education itself. Rare talent is lost each year because of the stupidity of inherited philosophy which places empha- sis upon the wrong end—that is, at the finish instead of at the begin- ning of institutional training. The Salary Committee will study the field as a whole. Our aim is to ascertain what is a fair compensation—what will make our welfare secure economically, that the principalship may carry with it “ rich- ness in the abiding satisfactions,” broadness in its community con- tacts, and permit its devotees to be well-poised and consecrated. The third committee is one that has defined an ethical policy and aims for our membership. These aims are tentatively stated as follows: 1. That the Department of Elementary School Principals requires of its mem- bers high standards of scholarship and preliminary professional training for admis- sion into its ranks. 2. High standards of professional vision, ideals, and growth for those in service. 3. A recognition of our major functions as a basis for attaining these ideals. 4, A high standard of professional ethics toward each other, toward our superior officers, toward our public. Another committee is to work on Educational Progress. By means of it a general view of educational developments in our field is pre- sented for our information and use. Each year of our growth brings its specific problems. As a Depart- ment, we have endorsed the Education Bill and the Child Labor { 199 J] movement. Our ideal from the beginning is the betterment of ele- mentary school education. Whatever contributes to that end finds us ready to serve. Daily we strive for the development and preservation of American aims as set forth in the Declaration of Independence—and in the Preamble of the Constitution of the United States, that an intelli- gent citizenry and electorate may be developed, trained, and estab- lished for real service to mankind. Mrs. Jesstz M. Finx, President. CONTENTS Tue HarBINncer Mrs. Jessie M. Fink, Principal, Palmer School, Grand Rapids, Michigan. SECTION I—INSTRUCTIONAL . A Genera, Ovutiine Covertne A Desmasite AND Practica, Course In Nature Strupy ror THE ELEMENTARY GRADES M. R. Van Cleve, Director of Nature Study and General Science in the Toledo, Ohio, Schools. . A Nature Srupy Tuemp: Birps 1n Lone Beacn L. W. Welch, Supervisor, Department of Agriculture, Long Beach City Schools, Long Beach, California. . Tue Srupy or Locan Fora Perna M. Stine, Instructor in Elementary Methods, State Normal School, Minot, North Dakota. . Historic Prrrssurch—A Project Roland G. Deevers, Principal, Colfax School, Pittsburgh, Penn- sylvania. . THe Supervision oF History Velorus Martz, Principal, Crestview Junior High School, Columbus, Ohio. . Tue Scuoor AssEMBLY AS A STIMULUS TO THE ACADEMIC SuBJEcTS.. 238 Jessie M. Hamilton, Principal, Morey Junior High School, Denver, Colorado. . THe PRINCIPAL AND THE DELINQUENT Boy Alma Bartels, Principal, Larimer School, Pittsburgh, Penn- sylvania. . Eyes in» Epucartion Harry C. Hartman, Head of Sight-Saving Department, Seattle Public Schools, Seattle, Washington. . THe EpucatTion oF THE CrIppLeD CHILD Alice Christianar, Principal, Sunbeam School, Cleveland, Ohio. . Tus Bricut Purpm—An Enricuep Course IN Prace or ACCELERA- W. H. Burdick, Director of Research, Schenectady, New York. . Homes Srupy F. H. Budd, Principal, Bangs Avenue School, Asbury Park, New Jersey. . Visuat Amps IN EpucaTIOoN William M. Gregory, Director of Educational Museum, Cleve- land Public Schools, Cleveland, Ohio. . Tae Worx or tHe Fietp Museum or Narurat History 1n Ez- MENTARY EDUCATION Joseph Lloyd Bache, Principal, Lyman Trumbull School, Chi- cago, Illinois. . Toe INFLUENCE oF Trips To THE Cuicaco Art InstrTuTB Upon Our CHILDREN Harriette T: Treadwell, Principal, Scanlan School, Chicago, Illinois. [ 201 ] XV. Tue Turirtr Ipea 1n Epucation Mary L. G. DeManigold, Principal, Dexter M. Ferry School, Detroit, Michigan. XVI. Tue Screntiric Se.ecrion or ScHoo, Texts L. W. Rader, Assistant Superintendent of Schools, St. Louis, XVII. An ExpertMent in Group Acriviry Ethel D. Hedrick, Principal, Donovan School, Ann Arbor, Michigan. XVIII. Tus Boston Pian ror TEACHING SPELLING Charles M. Lamprey, Director of the Boston Model School, Boston, Massachusetts. XIX. SranparpizInc ELEMENTARY ScHooL LIBRARIES.............0000005 326 C. C. Certain, Detroit Public Schools, Detroit, Michigan. XX. Tus Deveropment or Ovutsme Reapine or EvemMentary ScHoou W. A. King, Principal, Bryant School, Seattle, Washington. SECTION II—ADMINISTRATIVE . THE PRINCIPAL AND THE EDUCATIONAL EXPERT..............200005 369 Frederick M. Hunter, Superintendent of Schools, Oakland, California. . THe PRINCIPALSHIP AS AN ADMINISTRATIVE OFFICE Ida L. Barley, Principal, Ashland School, Kansas City, Missouri. . THe Sratus or THE ASSISTANT PRINCIPAL IN THE ELEMENTARY ScHoo. Esther L. Schroeder, Assistant Principal, Washington School, Cincinnati, Ohio. . THe PRINcIPAL AND ExtrA-CurRRICULAR ACTIVITIES Edwin B. Tilton, Principal, Memorial Junior High School, San Diego, California. . Tue Prrncipa, AND His Puysican PLant as AN Am TO PuPILs’ HEALTH Lillian M. Towne, Master, Bowdoin District, Boston, Massa- chusetts. SECTION III—PERSONNEL XXVI. Tue Principat AND His HEALTH L. H. Dix, Principal, School No. 1, Woodbridge, New Jersey. XXVII. Proressiona, Srupy as Viewep sy THOsE IN Service Arthur 8. Gist, Principal, B. F. Day School, Seattle, Wash- ington. XXVIII. Tue Ratine or Principats—A Srupy or Current Practices Worth McClure, Assistant to the Superintendent, Seattle, Washington. ConsTITUTION AND By-Laws SECTION I INSTRUCTIONAL CHAPTER I A GENERAL OUTLINE COVERING A DESIRABLE AND PRACTICAL COURSE IN NATURE STUDY FOR THE ELEMENTARY GRADES M. R. Van Creve Director of Nature Study and General Science in the Toledo, Ohio, Schools, and President (1924-1926) American Nature Study Society HE TITLE to this article was not of my choosing. I should not have used the word “ practical,” because it is a word of rather a wide variation of meaning in educational literature. However, if we take it to mean in regard to a nature study course that the mate- rials of the course will function in the child’s life to his eternal profit, this meaning is probably inclusive enough to justify all that is given below. The status of nature study as regards both its educational phi- losophy and its practice in the schools is perhaps farther from stability than for most of the other subjects in the curriculum. One reason for this is that it is relatively a new subject; another is that it has hardly been given a fair trial anywhere in the country until within the last five years. This statement may be questioned by some who are aware that nature study has been in the educational program for twenty- five years, but let those persons ask themselves whether any adequate effort has been made to train teachers to teach nature study, to assist them by proper supervision, to provide textbooks and other materials, to give administrative approval—except in a dozen cities and in two or three State-wide programs. What is offered in the following pages is merely the best that one specialist in this field has to offer out of the experience in one city. The writer has reason to believe, however, that most if not all of the leaders in this phase of education would agree in large measure with the program as outlined here. The American Nature Study Society will complete during 1925 several important investigations which will make possible a state- ment on the best theory and practice now existing. These researches, it is hoped, will be of considerable benefit to all those interested in nature education in the elementary schools. * Those interested in seeing this report, address writer. [ 205 ] ELemMentary Scuoort Princrpars A. DerstrasLe Ossectives For Nature Strupy It should be our endeavor to help children attain 1. Knowledge of many interesting and beautiful things in nature, especially those of the home garden, the city, and the woods and fields near home; their names, how and where they live, and what their use or injury to us may be directly or indirectly. This is for living things. For inorganic objects and phe- nomena: What they are, why they are, and their relation to our lives. 2. Habits and skills—(a) Of careful observation and reporting of things in the out-of-doors to the end that nature becomes an interesting book which one never tires of reading and telling others about. (b) Of planning, care, patience, and diligence in growing plants and raising animals. (c) Of thinking, in an effort to explain the “how” and “why” of natural phe- nomena, pertaining to both living and non-living things. (d) Of seeking recreation in communion with nature. 3. Attitudes—(a) Of habitual interest in nature fostered by a spirit of inquiry. (b) Of interest and respect for the labors of scien- tists to discover truths of nature and to help man to make the best possible use of nature for his own best good. (c) Of belief in the conservation of natural resources. (d) Of desire to con- tribute to home betterment by growing gardens. 4. Appreciations—(a) Of beauty in nature. (b) Of the interest- ing facts revealed in studies of structure, function, behaviors, adaptations, relationships, ete. (¢c) Of references to nature in literature, music, and art. (d) Of the power and goodness of the Creator of the world; and of the privilege of living here. B. Princrpats anp ConsmperatTions Wuicu -SHoutp GovERN THE SELECTION oF THE ConTENT oF A CoursE or Srupy 1. Local nature—The materials of instruction should be selected for the most part from local natural objects and phenomena. The giant sequoias furnish a good nature study subject for California, but not for New England ; cotton for the South, but not for the North. 2. Nature study and geography—The above paragraph suggests a difference in the function of nature study and geography in con- siderations of nature. The cotton plant and its uses is a first-rate geography subject for any school, anywhere, because the geography interest is primarily in man’s use of nature. On the other hand, the primary interest of nature study is nature itself as it appeals to intellect and feeling; hence, nature near at os - — —_ tet © A —_ imp rT - Tue Fourtu YEARBOOK 207 home is the best subject-matter. Geography and nature study fre- quently can claim the same subject—for instance, cotton in Georgia schools. Also the consideration of local land forms, characters of soils, ete., in any locality is equally good nature study and geog- raphy, and it makes no difference which school subject gives such lessons. But far beyond the treatment of local nature which the geography lessons may give there is still plenty of nature left as important in child education as those used in the geography lessons. Furthermore, the same subject may be treated differently in the geography and nature study lesson. For example, the uses of corn may be adequately treated in geography, but the life history of the corn plant is more distinctly a nature study interest. 3. Topics seasonal—The lesson subjects should be selected with a regard for the seasons of the year—for example, most insect studies in the early autumn months (at least for most parts of the country) and much time in the spring course for bird study. This rule sug- gests the demand for as large as possible use of real material in the schoolroom (live insects, fresh leaves, twigs, flowers, etc.), and bet- ter yet lessons given in field trips if only short ones in the school yard and school block. This is not forbidding the use of pictures, mounted and preserved material, and books—all of which are impor- tant aids, but not to be compared with first-hand experience with natural objects. Some nature lessons are independent of season, such as those rocks and minerals, astronomy lessons, simple physical and chemical experiments. 4. Sequence and unity—The course of study should be progres- sive—that is, new animal, plant, and non-living subjects should be added each year, and those previously listed reviewed. The spiral plan of organization should be utilized whereby the same subjects may be approached in different ways. For example, a fifth grade by the consideration of bird migration may review much that has pre- viously been studied regarding certain birds. A sixth grade may still get a surer knowledge of the same birds without danger of the ennui of repetition if they attack the problem, “ What birds should be killed and which ones protected?” These two examples show how unity may be given to the course as a whole, and that is a desirable thing. 5. Place in the school program—The course should be constructed with the intention of having the lessons taught regularly as impor- tant in themselves, which necessitates a time period in the weekly or daily program. It has been sufficiently demonstrated that nature study does not succeed as a handmaiden to other school subjects. a IN 208 Exementary Scnoort Princrears 6. Correlation with other subjects—Due consideration must be given to the importance of correlation. It is well to select for a given grade some of the nature subjects which are used in the basic readers for that grade; also, those which relate to the geography lessons, to the English lessons, and to the hygiene lessons. 7. Children’s interests—It is quite important, of course, that the interests of the children should be a governing factor in the selection of nature study material. But it must be remembered that children are often interested in things that are beyond their understanding, and such topics should be avoided. Let it be also remembered that many interests may be easily and quickly developed which are not already present in children of a given age. 8. Inving and non-living things—A proper balance of organic (living) and inorganic (non-living) materials should be made. Nature study courses have probably somewhat neglected inorganic subjects in the past. In general, however, physical nature study is best fitted to junior high school pupils (seventh, eighth, and ninth grades). A great deal of experiment is needed to determine the proper placement of these different elements. 9. Four general elements—An effort also should be made to prop- erly balance the informational, aesthetic, social, and economic ele- ments in the course of study. The aesthetic may well be considerably emphasized in the primary grades; the social and economic in the fifth and sixth grades. 10. School gardening—School and home gardening activities should be regarded as a type of nature study projects, should be included in the nature study course and not maintained separate from it. C. Suaarstions Concerning ContTENT AND TREATMENT oF ConTENT In harmony with principle one—that materials of instruction be selected from local natural objects—what is best for an inland north- ern city like Toledo would not necessarily be well adapted to the South or to the sea-coasts. Furthermore, the courses of study in large cities would have emphases somewhat different from those of small towns or rural schools. Therefore, it seems to the writer that rather than to set down even a brief, month by month and grade by grade outline, it would be bet- ter merely to give illustrative suggestions. And these suggestions will of necessity come largely out of our experience in Toledo. It is hoped that they will be definite enough so that interested principals and teachers in any locality may be able to get from them whatever he ar 2. é. Lic Lie € h- re ll Tue FourtH YEARBOOK 209 help may be needed in formulating their own courses of study. They are grouped in the following sections: 1. é. > eS ™ Suggested topics for a course of study having an average time allotment of seventy-five minutes per week through the kinder- garten and the first six grades. The treatment of these topics in the various grades. General suggestions as to teaching devices and methods. 1. Natures Srupy Torics Thirty species of the commoner birds native to the locality. In cities that have zoos a few of the foreign birds in the zoo may be substituted. Animals used for pets: Cat, dog, mice, goat, pony, pigeons, canary, parrot, chickens, and any others commonly used. Insects of the home, garden, and community, such as flies, mos- quitoes, cockroaches, bed bugs, clothes moths, house fly, ants, bees, cabbage and tomato worms, potato beetle, plant lice, grasshoppers, cricket, the most common tree insect pests. Water insects: Dragon fly, May fly, caddis fly, whirligig beetle, water strider. Other insects: Katydid, tree cricket, walking stick, lace-wing, ant-lion, cicada, firefly, lady beetle, a weevil or two, six or eight of the commoner butterflies and moths, a few solitary and social wasps. Domestic animals of the farm. Other mammals: Squirrel, chipmunk, rabbit, woodchuck, field mice, or other common rodents. Eight or ten other native mammals such as opossum, coon, porcupine, bat, mole, fox, bear, deer (selecting those mammals most common in the locality). Cities with zoos could substitute or add some zoo mammals not native to the region, even from foreign countries. Other animals: The earthworm, crayfish, three or four types of spiders, one land and one water snail, two or three species of frog, the common toad, salamander, lizard, a few turtles, a few common snakes. Twenty-five of the most common species of trees; ten shrubs including some cultivated ones. Twenty of the most common wild flowers, including some weeds. Ten of the most common garden flowers. Ten of the most conspicuous constellations of stars, the moon, the sun, Jupiter, Venus, Mars, and Saturn. Weather observations, including cloud forms and directions, rain, hail, snow, lightning. 2 210 ELEMENTARY Scuoot Principats l. Consideration of the local topography, the work of streams. Ori- gin and types of soils. A few common stones, especially those of local quarries. m. Garden work. In the schoolroom: The planting of a few vege- table and flower seeds and bulbs with observations of growth. In the gardens: Proper preparation of. soil, planting and fur- ther care of the growing plants. The amount of this work depends entirely upon how much supervision is possible. n. Other physical nature study: Paper windmills, teeters, magnets, compasses, whistles, squirt guns, kites, sailboats, evaporation of water, toy balloons. To those readers to whom the above seems like a too formidable array of topics, let it be said that there are only about two hundred subjects listed (excepting the garden work for which some out-of- school time is needed) ; and that would mean only one topic per week and seventy-five minutes’ time for it on the average. And this is more time per topic than is often needed, for we are dealing with little children, and a topic which might well be used for a ten-hour study in a college science class can be adequately handled in one hour with children of the grades. To those who may think that the biological topics are too predomi- nant, we will say that it is our belief that children are, on the whole, much more interested in living things and can more easily under- stand the facts concerning them. Sometimes they are much inter- ested in physical phenomena—electrical ones, for instance—whicli are far beyond their understanding, and therefore the bulk of physi- eal science should be left for the junior high school general science courses and beyond.” 2. THE TREATMENT oF ToPICS IN THE VARIOUS GRADES Kindergarten, first and second grades—The important things here are teaching the children to recognize natural objects and learn their names, to see and enjoy the beauty of them, to dwell upon the home life of animals, including the care of the young by the father and mother animals, to observe and talk about simple facts of behavior. To illustrate the last two points: Where does the mother squirrel make her nest? How does she make it comfortable for her babies? How does she carry her babies? Have you seen a squirrel gathering acorns and nuts? Where did she put them? Have you fed squirrels? How do they eat the nuts? Have you seen a squirrel running in the snow? What do its footprints look like? *The elementary school of the University of Chicago is experimenting with physical science topics in the first six grades. ri- ose ge- th. ur- ork ats, ion eli ice re air ne nd yr. n? ith Tue FourtnH YEARBOOK 211 What comes out of the seed first when it sprouts? When the little bean plant first comes out of the ground, how does it look? What does the little plant eat, and where does it get its food? What does a flower turn into when it fades? What do you feed your kitty? Can she get any food for herself? Why can she walk more quietly than a dog can? How does she fight? The natural objects mentioned in these three grades may well be quite numerous, but rather complete studies should be made in each grade of 3 to 5 birds, 3 to 5 mammals, including pets (the wild mammals being those common to the locality), 2 or 3 insects (those most easily seen and whose behaviors are conspicuous and interest- ing—grasshoppers, crickets, ants, and bees, for instance): 1 or 2 other animals that are active, such as the frog and turtle. 1 or 2 domestic farm animals. 1 or 2 garden flowers of simple structure, such as tulip, crocus, nasturtium. General observations of the weather, including such considera- tions as where the rain comes from and the beauty of snow crystals ; the planting of 2 or 3 seeds of flowers, grains, and vegetables, and observing their growth stages; making paper windmills, and making teeters with simple considerations of how they work. Third grade—Here may be added to the points brought out in the earlier grades some considerations of adaptations, such as “ How seeds are scattered” (necessitating the collection and observation of various kinds of fruits and seeds), ‘‘ How the grasshopper escapes its enemies,” “ How the mole can live in the ground.” The study of a few complete life histories, such as those of the toad, dragon fly, the snail. The projects here can be larger ones, such as the collection of fruit types mentioned above, and such a one as the tree nursery project in which seeds of various trees are planted and the seedlings trans- planted later in the school yard or at home. More fact details can be worked out here than in previous grades. For example, with each bird studied, not only its colors should be considered but its song, flight, and nest-making. It would be useless to name any special animals or plants for this grade, for it is much better for each locality to make its own selection in the distribution of topics. The third- grade children can well take a larger number of topics for careful study than are used for the first and second grades—perhaps 25 per cent more. Previous topics can well be reviewed. Four or five wild flowers of field and wood should be recognized by flower and leaf. A few con- stellations of stars should be taught here. 212 Exiementary Scuoot Princrpars Fourth grade—In line with principle 4, that the course of study should be progressive, in this grade a new approach may be secured by the consideration of family relationships. For example, by reviewing and by adding a few new ones, these children may learn to know six or eight members of the sparrow family, including some not called sparrows, such as the goldfinch and cardinal, learning of course the family characteristics. Other bird families may also be studied. Similarly with mammals, such as the rodent family. Simi- larly with insects, such as the butterfly and moth groups. Similarly with flowers, such as the lily family, and buttercup family. Similarly with trees, such as the maple and oak families. In this grade a review of weather phenomena with some considera- tion of causes may well be attempted. In connection with local geog- raphy lessons, considerations of local topography, its origins and changes, with a few simple facts about soils may be given. Magnet and compass studies will be appropriate here. Likewise the sun and its changing positions; and the moon’s phases, without attempt at explanation. Fifth grade—Larger units of study should be undertaken in this grade, such as basing review studies, as well as new studies of birds on the general topic “ The migration of birds.” The collection of birds’ nests is a good project which gives another approach. As to insect lessons, since it seems well to differentiate the ap- proach in the fifth and sixth grades, the fifth may study useful insects—that is, insects that are friends of man, such as the lace wing, lady beetle, ichneumon fly, honey bee, and some wasps. Use mammals useful to man also, including the domestic animals of this and perhaps other countries. Studies of body structure in simple terms, and some interesting functions, such as cud-chewing, some facts of classification, breeding for improvement, should be made. The usefulness of some other animals, such as spiders and the earthworm, fit into this grade. The tree work may be based on such a problem as ‘‘ What are the good and poor trees for city planting?” This should lead to a review as extensive as possible of all the recognized characteristics of 20 or 25 species both in winter and summer, as well as a considera- tion of their merits and demerits. Intensive garden work becomes worth while with children of this age. To give variety, it seems to be a good practice to emphasize in this grade the growing of flowers, and in the sixth grade vegetable- growing. In addition to the necessary practical information relating to gardening, an opportunity is here given for learning many inter- esting things about the structure of flowers, their family relation- ~~ oo ho —l(C—i OTC od dy 1e of De ‘i- ly iy d ot d at is ls f )- 1 e is ea Oy P ~ oo (Vs tt =» @ Tur FourtuH YEARBOOK 213 ships, natural and artificial types of propagation, and the history of their development from wild types. Siath grade—It seems well to make economic considerations, espe- cially conservation, the chief method of attack in this grade. Hence, the bird studies may all be based on the general problem, ‘“ What birds should be protected by law?” This necessitates a search for authentic information regarding the food habits of each bird. The tree studies may deal largely with lumber trees and their respective uses. And a thorough study of the forestry industry and conservation problems follows. The wild flower studies may center around the question, “ What flowers should be preserved and which ones destroyed?” Considera- tion of the ecology of weeds is a source of great interest (where each originally came from, under what conditions it grows best, what characteristics it has to make it so successful, ete.). This study necessitates the recognition of the most troublesome weeds and the learning of methods of extermination. This has a direct and impor- tant bearing upon the gardening project. The gardening work in the sixth grade may well be devoted largely to the growing of vegetables, although flower gardening may be included. The insect work should deal largely with the insect pests of home and garden and how to destroy them. Although the learning to know insect pests and eradicate them does not necessitate a knowledge of their life history and habits, considerations of these latter things should by no means be neglected. For the creatures are interesting, and often beautiful, though they move us to wrath. The conserva- tion of wild animal life leads to a discriminating study of the good and bad points of our commoner mammals, as well as of our reptiles, especially snakes (which are so much misunderstood). Seventh and eighth grades—It is becoming a common practice to start general science in either of these grades, and a large part of such courses is physical science with such topics as air, water, heat, light, magnetism, and electricity. As stated earlier, it seems to many that the extended consideration of such topics should be delayed to these grades. However, it may become advisable to substitute some of these for some of the biological topics we have listed. 3. A Few Remarks Asout Metrnop As many as possible of the nature lessons should be given outdoors if only in the school yard or school block. The next best thing is to 214 ExLementary Scuoot Princrpars have real material in the schoolroom in sufficient quantity so that each child can have some. The problem method should be used often. The best exposition of this is in Trafton’s “ Teaching of Science in Elementary Schools.” Projects, such as collecting, cutting out, drawing, making books, making aquaria, planting, etc., should be extensively used. Nature games of all sorts should be devised by the teacher. As much read- ing material as possible should be provided for the children, but the nature lessons should not degenerate into mere reading lessons. The final criterion by which to judge any and all lessons is “ the follow-up,” what the children find out-of-doors and bring in, or tell the teacher about. Brier BisriocRAPHY oF TEeACHER HELpPs Mrs. A. B. Comstock. Handbook of Nature Study, Comstock Pub. Co., Ithaca, New York. E. R. Downing. Our Living World (Source Book of Biological Nature Study) and Source Book of Physical Nature Study, both published by University of Chicago Press, Chicago, Illinois. G. H. Trafton. The Teaching of Science in Elementary Schools, Houghton, Mifflin and Co. U. 8. Government. Teachers should write to the Supt. of Documents, Washington, for catalogs of Government publications on nature subjects. These catalogs are free. The Nature Magazine. Washington, D. C. $3.00 per year. An excellent publica- tion. The following cities, through their boards of education, have issued in print excellent courses of study in nature study which can be purchased: Berkeley, California; Detroit, Michigan; Toledo, Ohio; and Pittsburgh, Pennsylvania. Two other excellent courses of study are one by Prof. E. L. Palmer, of Cornell University, published by the Comstock Publishing Co., Ithaca, New York, and one by Miss Alice Jean Patterson, published by the Public Schoo! Publishing Co., Bloomington, Illinois. CHAPTER II A NATURE STUDY THEME: BIRDS IN LONG BEACH L. W. Wetcu Supervisor, Department of Agriculture, Long Beach City Schools Long Beach, California N THE Long Beach schools, nature study is given in the first four grades and is taught by the classroom teachers. It is the administrative -policy to have it taught eventually in the first and second grades by the activity teacher in the unit system and in the third and fourth grades by departmental teachers in the platoon system, as these systems are extended in our elementary schools. Our general aims, so far as the topic under consideration is in- volved, are: To provide for the pupil a wholesome means of spending leisure hours; to teach him a regard for law, such as those protecting wild life, by discovering the scientific bases upon which those laws are established and operate; to develop an interest in and a sympathy toward nature and a regard for life. Our method is observational as much as possible. Short field trips are made to the school grounds, the school garden, to near-by vacant lots, to the seashore, and to city parks. We have a number of pre- pared study skins and mounted birds, deserted nests, and animal cages used for canaries, pigeons, chicks, or bantams. These are sup- plemented by pictures, slides, and films. After the real experience, we employ the instructional method, using conversation, story, poem, song, and dramatization (impersonation not personification ). Our subject-material is drawn from the immediate environment and organized in seasonal sequence as much as practical. The most common animals and plants are most used. In California, promi- nence is given to special occasions, such as Conservation, Bird, and Arbor Day, Thanksgiving, and Forest Protection Week. We corre- late with language, gardening, art, music, when the correlation is natural and mutually to the enrichment of the course. In order to unify the multiplicity of nature objects and processes and make the results of our teaching cumulative, we organize this subject-material around definite ideas or themes rather than around objects. We do not have a second-grade house finch and a third-grade mocking-bird (an old criticism), but a second-grade idea and a third-grade idea. If the house finch or the mocking-bird or both serve our purpose, we use them in either grade or both grades. Our subject-material is organized by grades rather than by cycle. We used the cycle method for four years but came to the conclusion that it was adapted more to the convenience of supervision than to the training of the ordinary classroom teacher and to the interests and needs of the children. { 215 ] 216 ELementary Scnuoot P RINCIPALS Birds as a theme run through our entire course. This is planned upon the conviction that birds are a National asset, that they are to be conserved, that they offer one of the best means of influencing children to take up an avocation, and that they offer an opportunity of teaching humane treatment of animals. The esthetic phase of bird life is emphasized in the primary grades, and later both the esthetic and the economic. In the primary grades we do not emphasize the darker aspect of bird life—mischief done by some—much less meth- ods of control of undesirable bird citizens. These are not naturally problems of child life, but grow out of the experiences of older children. In the fifth grade when we take up school gardening, the pupils find that the English sparrow and house finch take some toll upon the garden. Since this problem presents a real situation, we consider it then. Even here we try to withhold judgment until food charts of the birds under suspicion are made and accounts balanced. In the meantime we protect the plants and consider methods of sup- plying the bird with other kinds of food. First grade—Not much attempt is made at organizing subject- material into themes in this grade. The aim is rather to give the pupil a general acquaintance with and interest in seven or eight of the most common birds. The ones chosen are those that are conspicu- ous on account of their abundance, such as the English sparrow and house finch or on account of size, such as the gulls; those that have striking coloration or color patches conspicuous in flight, such as the blackbird, meadow-lark, robin, and mocking-bird. Here we em- phasize any structure, habit, mannerism, etc., that is conspicuous, that aids in the identification of birds, such as shape of bills and the food the bird eats, long necks and legs of our shore birds, foot structure as revealed in tracks in dust or beach sand. The last offers a good opportunity for dramatization by paving the pupil walk like a blackbird and hop like a sparrow. Second grade—Bird study in this grade is organized as part of a general theme, “ Animals and man as home builders.” After con- sidering ants, bees, wasps, and spiders as architects, we take up “‘ Birds as Home Builders” and conclude the theme with “ Man as a Home Builder.” We take up the nesting habits of birds in the fall, prompted by the theory that children may be tempted to inter- fere with nest-building if taken up during the nesting season. Each school is making a collection of deserted birds’ nests, which is used as a basis of bird work in this grade. For the benefit of the teachers, a key to the nests of our common summer-resident birds, based upon shape, building material, method of support, and natural position, has been prepared. Tue Fourtu YrarsBoox 217 The bird builders most emphasized are the common ones, since they are the ones that contribute most nests found—namely, English sparrow, mocking-bird, California shrike, and those that are noted for the beautiful architectural designs of their nests, such as the orioles, bush-tit, Tule wren, humming-bird, and Cliff swallow. To these, or in place of some of them, we add any other builders whose nests are available. Deserted birds’ nests can be made rather dry subject-material if identification is the end in view. But since they are easily obtained and examined, we use them merely as a point of contact for studying live birds. We take up such problems as: What bird built the nest ? What material did it use, and where did it get it? Where and how did the bird build it? Which sex made it? In this grade we teach the pupil to distinguish between the sexes of the birds if the differences are marked as in the orioles, differences between the birds in immature and mature plumage, as in the gulls, and between birds often confused by amateurs, as the mocking-bird and the California shrike. Third grade—For one semester of this year we consider birds as travelers along with other travelers. After having discovered how plants travel we take up bird migration and as a culmination to the theme, “ Man as a Traveler.” We give the last topic a dim historical background. A few of our noted bird travelers are: The Audubon warbler, Gambel sparrow, and pipit. These birds are so easily identified, the Audubon warbler by its note and yellow rump so conspicuous in flight, the Gambel sparrow by its note, and the pipit by its note and peculiar teetering habit when at rest, that the time of their fall arri- val and spring departure can be easily determined, so that teacher and pupil enter into competition to see who can establish a record of the earliest fall arrival and the latest spring departure. Another well-known winter visitant is the California gull. These gulls visit every school campus in the city every day in quest of a free lunch. Prominent transients are the Bonaparte gull and the Western tana- ger. All these birds, with the exception of the Bonaparte gull, are common visitors to the school grounds. We engage in several class projects in this grade. One is the work- ing out of a chart of migrants, containing such data as: When seen, where, and by whom. Other projects are the making of booklets with a collection of common bird pictures classified as migrants or the making of a class record of migrants, illustrated by bird pictures of all birds found on the school grounds. 218 ELeMentTary Scuoot Princtpars In this grade we teach the pupil to distinguish between different species of the genus, such as the Bullock and the Arizona hooded orioles, California, western, and glaucous winged gulls, and Audubon, yellow, and lutescent or dusky warblers. Fourth grade—The dominant theme of the fourth year is “ Con- servation of Birds and Trees.” We make this the culmination of the general theme, “ Birds.” In this grade much of the previous experi- ence finds its best expression. For the first semester we organize Audubon clubs. Teachers introduce the subject by asking the ques- tions, “ What value are birds?” “ Should we protect them?” After the pupils have found satisfactory answers to these questions, teach- ers tell a short story of Audubon, the lover of birds. This is fol- lowed by discussions of bird reserves and of laws protecting them, reasons for the laws, and how they operate. When the “ psychologi- cal time” comes, the teacher asks the pupils if they would not like to have a club to help enforce these laws and protect the birds. Most of the children want one. After the club is organized and its aims stated, every nature study recitation is regarded as a meeting of the society and is presided over by the president. The program for each meeting is prepared by a committee of which the teacher is a mem- ber. We find that this method of socialized recitation works well for both pupil and bird. For the benefit of the teacher, we have prepared suggestions on organization, methods of procedure, outlines for sixteen meetings, and a bird chart giving such data as migration, food, location of nest, nesting material, and notes of our common birds. For part of the second semester, we continue the theme “ Con- servation of Trees and Birds,” but emphasize forests, trees, methods of planting, etc., and end the theme by a Conservation, Bird, and Arbor Day program on March 7th, Luther Burbank’s birthday. Trees and shrubs are planted on the school grounds (shelter and nesting places for the birds) in accordance with plans furnished by the agricultural department, under the direction of the fourth grades. Sometimes a bird or tree pageant is presented symbolizing some idea of bird or tree life and conservation. Since we consider a phase of bird life in this grade not emphasized previously—economic value—we try to determine the economic sta- tus of some of the common birds taken up in the lower grades and add a few new ones, such as the black phoebe, mourning dove, gold- finches, desert sparrow hawk, red-shafted flicker and other wood- peckers, local birds of which we can get Audubon leaflets. All of our nature subject-material is organized in the same way throughout. CHAPTER ITI THE STUDY OF LOCAL FLORA Perna M. Srinz Instructor in Elementary Methods, State Normal School, Minot, North Dakota Locat Fiora GENERAL STATEMENT HE TERM local flora has been interpreted to include the following: A. Plants with woody stems: B. Plants without woody stems: I. Trees: I. Wild flowers. 1. Shade. II. Weeds. 2. Fruit. III. Cultivated plants: II. Shrubs: 1. Flowers of yard and gar- 1. Wild. den. 2. Cultivated. 2. Vegetables. III. Vines: 3. Field crops. 1. Wild. IV. Flowerless plants. 2. Cultivated. In planning the study of local flora by grades certain fundamental ideas have been kept in mind: 1. That this course cannot hope to fit the special needs of indi- vidual communities, but that it should give a general view of how the various groups of plants may be studied. Each community will need to select the trees, wild flowers, garden problems, and so on, to be put into each grade. 2. That the work should deal. with living things as nearly as possible. 3. That the work in each grade with any topic should be in ad- vance of the work given on that topic in the grade just preceding. 4, That while repetition should be avoided from grade to grade, some facilities for reviews should be provided. 5. That the work with any topic should be in season and deter- mined by local conditions. 6. That plant study, which involves a pupil activity in terms of doing something, making something, is fundamentally important here as in any other subject. 7. That the ultimate outcome of the study of local flora in any community should be a real appreciation, on the part of boys and girls, of trees, flowers, and other plant forms. 8. That one test of this proper appreciation of plant forms is shown in their interest in raising flowers, vegetables, and fruits in the home garden and in protecting wild plant forms. (Judigious [ 219 ] 220 Exementary Scuoot Princrparts picking of wild flowers, keeping up a wild flower garden, planting trees, and checking the spread of forest fires. ) 9. That proper appreciation of plants depends upon teaching cer- tain definite facts about them: Name, habits of growth, interesting characteristics, and uses to man. 10. That these facts should come to be fixed in the child’s mind through frequent repetition under natural conditions. 11. That incidental to the development of real appreciation of plants this study may result in: (1) Reducing the cost of living by the raising of plants, (2) the use of more healthful food, (3) how to best codperate with others in protecting wild iife, (4) how to make our surroundings more beautiful. 12. That this study of plants may give to the child an avocation, something that his heart is in and which calls him after his working hours are over. In the words of Stoddard: Summer or winter, day or night, The woods are ever a new delight, They give us peace and they make us strong, Such wonderful balm to them belongs. First Grabs Flowers—1. Cultwated: (a) Take the children on a walk to a flower garden which is near to identify a few of the common flowers, as nasturtiums, four-o’clock, balsam, pansies, dahlias, etc. Teach name and chief color. Look for seeds of nasturtiums and other seed- bearing plants and collect for spring planting. (b) Make envelopes for seeds collected, recalling the name of each plant represented. (c) Learn to identify flowers brought in by children. Teach name and color. Show colored pictures of the flowers and see if the chil- dren can name them. (d) Draw and color the more simple flowers shown. (e) Mount pictures of flowers cut from seed catalogs. (f) Use every opportunity to review names of flowers, as, when children bring in fresh flowers of a morning, ask one child to see if there are any asters in the bouquet, and if so, to take them out and put in a separate vase. This may continue until all the flowers are named. After the flowers are all placed, other children may give the name of each kind. (g) How to have flowers in our classroom may be considered in the fall and the planting of bulbs for spring blooming be carried out. Seeds collected in the fall may be planted in eggshells in the spring and the plants taken home to be planted out-of-doors. 2. Wild flowers: (a) Take walks, if convenient, to find the com- mon wild flowers, as wild aster, goldenrod, and gentian. Give name, ti, ee ad Tue FourtH YEARBOOK 921 and note the chief color. Pick a few of each kind found and take to the room to be placed in water. Use these later for a review of names. Flowers that are plentiful may be collected in larger quantity than indicated, but it is not too soon to tell children that there are some flowers which should be picked with care. Study flowers brought in by children. Teach names and identifying characteristics. Show colored pictures of flowers and see if children can name them. Draw and color the more simple flowers. Vegetables: (a) Visit a vegetable garden some time in the early fall for the purpose of naming all vegetables found there. Name the vegetables which are ready to harvest. (If a garden is not available, take a trip to a grocery store.) (b) Later have an indoor lesson in which the vegetables are brought to the room. Name each one and talk about its use as a food. Show pictures of vegetables and have children name them. Draw pictures of vegetables and color. Trees—1. Shade: (a) Outdoor lesson. Visit a tree near the school. Select one that is common in the community. Develop the idea that trees are good for shade. What parts do you see when you stand under the tree and look up? The name of the tree may be given by the teacher. The correct method of naming should be used from the beginning, as white oak, silver maple, Carolina poplar, or American elm. Next note the part of the tree which holds up the branches, and give its name, trunk. Note the kind of bark and give the word which best describes it. If the tree is large, the roots may be observed in terms of their importance. Collect leaves and fruit for later study. (b) Indoor lessons. Study shape and size of leaf of tree studied outdoors to fix identifying characteristics. Let the children trace the leaf several times. Have the best of these colored and saved for later reviews. Note the color and shape of fruit and find the seeds. Plant a few seeds to show that these will produce plants. Teach the poem, “Come, Little Leaves,” or “ Leaves at Play,” or the song, “ The Tree Loves Me.” A second tree may be studied during the fall months. Care should be taken to choose one not easily confused with the first one studied. The spring work should include a visit to the tree studied in the fall that the observations may be complete. Bring in the buds of pussy willows in the spring. Place some in water and watch the unfolding of catkins. Teach the song, “ Pussy Willow.” Szconp GRADB Flowers—1. Cultivated: (a) Learn the names of flowers in mother’s garden at home. Learn to know these flowers by the seeds as well as by the blossoms. Make a collection of flower seeds, placing 222 ELemMentTary Scuoort PrIncrpays them in uniform-sized bottles, or envelopes. The spring study may include a review of plants represented in the seed collection and the preparations necessary to the planting of certain ones in window boxes. 2. Wild: Avm—To increase the child’s knowledge of wild flowers and at the same time awaken an interest in the protection of wild flowers and other plant forms. (a) To extend the knowledge of wild flowers, have a field excursion to find new plants and to review those already known. Learn chief identifying characteristics of each. Ask the children to decide which of the flowers found are more plentiful. Follow this with suggestions regarding the careful picking of flowers, indicating which kinds should be left standing and which ones may be picked. (b) Follow the field lesson with other discussions on the problem, ‘“ Why should we protect our wild plants?” Show the class posters from Nature Magazine and other sources. Children of these grades have the patience and endurance to continue their search for flowers until rewarded. It is the duty of the school to bring them to an appreciation of flowers that will lead them to leave some of each kind standing wherever they are found. (c) Continue this study with the spring flora. Look for evidence of definite results. Trees: (a) Teach two new trees following much the same plan as given for the first grade. A plan of review to include all trees studied should be devised for the spring work. Use leaves as decorations in the classroom. Vegetables: (a) Make a careful study of one or two vegetables by bringing an entire plant into the schoolroom. Teach the parts of a plant. Introduce the children to careful observation. Tuirp GRADE Flowers—1. Cultwated: (a) Interest children in a flower show as means of reviewing names. Teach proper arrangement of plants for exhibit, also how to select the blossoms. From this lead to the problem: (b) How may these flowers be grown? Assist the children in making definite plans for the planting of some flower in the spring. Plant bulbs outside for spring blooming. 2. Wild: (a) Make a survey of the community to find what wild flowers need protection. Do this for both spring and fall. Let the study result in starting a wild flower garden if the survey justifies. Make the work such that it can be followed up by later grades. Vegetables: (a) The idea of a vegetable fair may be used in this grade as a means of interesting children: (1) In raising vegetables for food, (2) in knowing the vegetables desirable for food, (3) in the growing of plants as an avocation. oY gr ey} by of fr ti to al th nay the low ers rild rild ose Ask Ful. ars, 1ay the ass ese for . to ach idy as ied In “ les ild he es. nis les Tue FourtH YEARBOOK 223 Trees—1. Shade: (a) Review the names of trees studied earlier by the use of leaf, fruit, and shape of tree. Use some field study supplemented by pictures and written descriptions. (b) Study nut- bearing trees and shrubs of the community, showing the fruit and leaf of the most common varieties. Try germination experiments to show one use of nuts. Learn names of nuts found in grocery store. Study source of each. 2. Weeds: Note weeds of the garden. How to get rid of weeds? Destroy the seeds before they ripen. Make a chart showing weed seeds carried by the wind. Show a leaf also. FourtH GRADE Flowers—1. Cultivated: (a) Have a report on work done with growing plants the previous spring. Have lessons on how to improve the work. Make a carefully planned study of certain common plants based on observation. 2. Wild: (a) Continue the work in conservation of wild flowers. Write to the Wild Flower Preservation Society, Washington, D. C., for posters and other material on the conservation of wild flowers. This grade should make a definite advanced contribution to the con- servation plan started in the third grade. Vegetables: (a) Gardening as a home project should take on a definite form in this grade. Make a chart showing vegetables easily grown. Problem: What must I know about these plants to be able to grow them? Read Government bulletins and other references for information. The child should be guided toward a reasonable amount of gardening in the hope that he may not be discouraged in his first efforts. Trees—1. Shade: (a) Make a careful study. of all pod-bearing trees in the locality. Collect samples of fruit and leaf for a chart. Review trees studied in earlier grades. Make the study natural. Devise games to insure interest. 2. Fruit: (a) Make a study of identifying characteristics of fruit trees of the section. Consider such problems as: What condi- tions hinder the production of fruit in the locality? Is it possible to make the industry pay? Visit a grocery store to learn what fruits are found there. Study the source of each and the economic conditions which control their production. Farm crops: (a) Certain economic plants may prove of value in this grade as: What part of the broom-corn plant is used for the making of brooms? What kinds of corn are successfully grown in 224 Exementary Scuoort PrIncrpays the region? What are the most desirable conditions for the produc- tion of corn? What are the uses of corn? Weeds: (a) This study should be in connection with the garden work and the growing of plants. Problems: What weeds do I find in my garden? Which ones are more common? How can these weeds be destroyed? Experimentation as well as reading should be encour- aged as a means of solution. Firth Grabs Flowers—1. Cultivated: (a) Study a simple flower in terms of its parts. The teacher may take the first few flowers apart so that the parts may be readily observed. Later, help the children to find the parts without destroying the flower. The purpose of this study may be questioned. Added appreciation of all flowers should result from this increased knowledge of a flower. Have children start bulbs for Christmas blooming. A valuable project is the sale of these plants at a holiday season. 2. Weeds: (a) Problem: How can we rid our lawns, gardens, and waste places of weeds? Steps in the solution are: Which ones are annuals, biennials, perennials, and how are the seeds carried ? When do they blossom? When are the seeds mature? Guard against conclusion with insufficient proof. Vegetables: Study one or two garden plants with care. Problem: How may potatoes be produced with profit in this locality ? Consider selection of seed, soil, dangers from disease, cultivation, and care. Select other crops of importance in the section. Trees—1. Shade: (a) Classify trees in terms of type of fruit, as winged, nut, pod, berries. Classify again in terms of leaf, simple or compound. (b) Make a careful study of the pines and firs. Begin with a careful study of a common variety, such as the white pine, taking care to fix all important identifying characteristics. Follow this with a comparative study of other members of the family noting important differences. (c) Special uses of each kind as: The spruce for airplanes, white pine for finishing lumber, ete. Make charts showing uses of each. (d) Make a careful study of a twig developing the following: When buds are formed, kind of buds, their covering, arrangement, scars found on a twig, breathing pores, or lenticels. Problem: Why do trees drop their leaves ? 2. Fruit: (a) Have a spring study of the apple tree, including its history from the flower to the fruit. Apples, as to kind, apple regions of the world, and enemies of the apple. Observe “ Apple Week ” by holding an apple exhibit. Tur Fourth YErArBoox SrxtH Graps Flowers—Cultivated: (a) Plan a flower exhibit in terms of date of blooming. Use this as an introduction to the problem: What flowering plants are desirable for beautifying home grounds? Get information from garden guides, seed catalogs. Shrubs—Wild and cultivated: (a) Study different ones in an- swer to the question: Which ones are desirable for lawn planting? Visit grounds in the locality for the purpose of comparison. Learn names and identifying characteristics of the common shrubs. Con- tinue observation in the spring. Develop simple facts regarding the planting of a lawn. Study vines and trees in terms of beautifying the lawn. Vegetables: (a) Plan a garden exhibit. Give pupils instruction regarding the selection of products, preparation, and arrangement. Problem: How to keep fruits and vegetables for the winter season. Organize a canning club. Include both fruit and vegetables. Poisonous plants: (a) Make a study of all such plants in the locality. This should include information sufficient to safeguard stu- dents against poisonous plants of various types, as poison ivy, poi- son sumac, snow-on-the-mountain, pokeweed, poisonous mushrooms, nightshade. Give simple prevention of ivy poisoning. Problem: How may the number of these plants be decreased? How to know the edible mushrooms. Tree Srupy in SrxtuH Grape Aim: To awaken a lasting interest in trees as desirable members of any community from the esthetic and economic standpoint. Introduction: Arouse an interest in trees as good citizens by pre- senting the question, What is your choice of a national tree? Give the facts regarding the campaign and the general publicity given the movement. In this connection, the “ Hall of Fame for Trees” may add interest to the subject of trees and at the same time contribute to the selection of a national tree. Let the class seléct the tree can- didates in the locality. They should then be started on the road toward finding the important facts in favor of each tree. The good voter casts his vote only after he has the facts. This investigation is best carried on in groups. | Recitation: Immediately following the introduction of the prob- lem an outdoor observation lesson on one tree is desirable. Impor- tant points to consider are: Leaf, arrangement, color, shape, size; fruit, size, shape, where found on the tree; bark on both old and young wood; shape of tree; other points which aid in identification ; its value in street planting. After a few trees have been studied in 3 226 ELEMENTARY ScHoot PrIncreays this way other trees may be taken up by comparison with these. These indoor lessons may be greatly improved by the use of illustra- tive material. Charts for individual trees showing bark, wood, leaf, twig, fruit, pictures of tree in summer and winter are helpful. Actual specimens are desirable, but when these are not available, well-selected photographs make good substitutes. The following outline contains the important points to be con- sidered in connection with each tree candidate. I. Important identifying characteristics: (1) Leaf, shape, size, outline, arrangement on branches. (2) Fruit, shape, size, color. (3) Bark on trunk and branches. (4) Buds, size, shape, arrange- ment, outside covering. (5) Shape of tree. II. Uses of the tree: (1) Find all the ways in which your tree can be used. (2) Make charts showing objects made from the wood. III. Its range of growth: (1) Conditions necessary for growth. (2) Sections where found. IV. Its desirable characteristics: (1) General hardiness. (2) Beauty. (3) Ease of identification. (4) Economic value. (5) Value in street planting. V. Its distribution in the locality: (1) Chart sections of the city or town showing the distribution of the tree in the community. VI. Its historic significance. Pupil activities: The teacher’s efforts in the class periods should | aim to direct and encourage certain definite worthwhile activities on the part of the pupils. The more essential of these pupil activi- ties are: 1. Reading from different sources, as Keeler, Our Native Trees; Pack, The School Book of Forestry ; Trees as Good Citizens; Rogers, The Tree Book; Sargent, Manual of Trees of North America; and different geographical references available to find the various points listed. 2. Visits to various sections of the city to ascertain such facts as: How many different varieties of this tree are found here? In what sections of the town are they located? What is the size of the largest tree of this variety in the region ? 3. Talks with adults regarding the points which they have observed about the different trees being considered. 4, Collecting pictures, samples of wood, bark, leaves, etc., and arranging these in suitable form for exhibition. 5. Make charts showing the various ways in which the wood of different trees may be used. 6. Organize all the information obtained into a complete discus- sion setting forth the truth about each tree. Tue Fourtn YEARBOOK 7. At least a few members of each group should make short speeches which summarize the important points in favor of indi- vidual trees. 8. Plan a publicity campaign for the purpose of interesting the community in the question of voting for a national tree. 9. Hold a tree exhibit to which the public is invited. 10. Start a school museum of interesting tree material as, speci- mens of leaves, bark, wood, fruit, pictures of any of these, charts showing objects made from the different woods. 11. Observe Arbor Day and make definite plans for the protection of trees needing attention. 12. Select historic trees of the community and decide upon appro- priate means of identification. 13. Hold an election day for the purpose of voting on the national tree. 14. Organize groups of students for the work of instructing younger students in the school regarding trees, their importance, and care. BIBLIOGRAPHY Blatchley, W.S.: The Indiana weed book, Nature Pub. Co. Comstock, A. B.: Handbook of nature study, Comstock Pub. Co. Downing, Elliot R.: Source book in biological nature study, University of Chi- cago Press, Georgia, Ada M.: Manual of weeds, Macmillan. Keeler, Harriet L.: Our native trees, Scribner. Mathews, F. 8.: Familiar trees and their leaves, Appleton. Morley, M. W.: Flowers and their friends, Ginn & Co. Pack, Charles L.: School book of forestry, American Tree Association. : Trees as good citizens, American Tree Association. Patterson, Alice J.: The study of nature, Grades I-VI, Public School Pub. Co. Reed, Chester K.: Wild flower guide, Doubleday Page. Rogers: Trees every child should know, Grosset & Dunlap. CHAPTER IV HISTORIC PITTSBURGH—A PROJECT Roianp G. Drevers Principal, Colfax School, Pittsburgh, Pennsylvania PROJECT is a tentatively devised and often impracticable plan.— Webster. This definition is particularly apt in refer- ence to elementary school projects, because the devising of the plan should constitute an important part of the work, and no doubt the original plan often proves impracticable. The value of the project is primarily its value to its producers in terms of plan and execution, secondarily its value to the schools and to the community in terms of the finished product. Even in an ele- mentary school it is possible to have a practical plan devised in part by the pupils under the guidance of the teacher and have it culminate in a finished product which has some intrinsic value. A project should be selected with reference to: (1) Adaptability to the capacity of the pupils, (2) accessibility of material, (3) the value of the finished product. The occasion for the selection of the subject Historic Pittsburgh is the fact that the Washington Crossing Bridge over the Allegheny River is nearing completion at the spot where George Washington and Christopher Gist crossed on Decem- ber 30, 1753. In Pittsburgh, the Gateway of the West, there are many names reminiscent of pioneer days and memorials of famous men and noble deeds and sights, which bear mute testimony to the struggles of our early settlers. On inquiry it was found that in the visualization department of the Pittsburgh public schools there was no set of slides of historic Pittsburgh. We were informed by the director of the department that such a set of slides with accompanying lecture would be a valu- able contribution. We had thus satisfied the requirements set up as general guiding principles—that is, the subject was within the capac- ity of the children, the material was easily accessible, and the finished product would be a valuable contribution to the public schools. The next step was the presentation of the idea to the pupils. It was done in the following way: “ Boys and girls, the desire has been in my mind for some time to work out some project with you. (Great interest shown.) The new bridge over the Allegheny River at Fortieth Street has suggested a subject. (Blank expression on faces. ) Does any one know what this bridge will be called? (Correct an- swer.) Why should it be called the Washington Crossing Bridge?” { 228 ] Tue FourtnH YEARBooK 229 This led to the story of Washington crossing the river, the Washing- ton Public School near this spot, the memorial tablet on the school, and so naturally to other historic sites in the city. The general facts of American history being fairly well known, the historic sites easy of access, the appeal to photograph and keep in permanent form these memorials of the past was a most natural one and met with an enthusiastic response. Our immediate objective was to mount the kodak prints with typed descriptions beneath and fasten the mounts together in album form with an appropriate cover of original design. As we proceeded with the work, it was decided to have enlargements made instead of using the small prints of various sizes, since the large picture would show more detail and could be displayed on the walls to better advantage. The final stage in the development of the objective was to have lan- tern slides made and present them to the department of visualization of the Pittsburgh public schools so that all the schools of the city might have the opportunity to study in picture form our own city’s historic sites. We decided on the committee plan to carry out the project with the least duplication of effort and consequent loss of time. The photo- graphic committee visited the historic sites and took pictures, the descriptive committee assigned topics to members of the class and corrected the descriptions, and the transportation committee ar- ranged for automobiles to take the photographic committee to the various sites. The art committee selected with the advice of the class, together with the supervisor and the teacher of art the size, shape, and color of the mounts, the position of the prints, and the descrip- tive material. It was decided to have a class competition for the cover design. The winning design consisted of the old Block House surrounded by conventional trees surmounted by the smoking stacks of our factories. The general committee had a busy time arranging the details, selecting the most important sites, checking up on the descriptions, and collecting the funds to pay for the developing, printing, enlargements, and lantern slides. It happened that a meeting of the platoon principals was to be held in Colfax School, just about the time of the completion of the proj- ect. Two members of the class were chosen to present the project in the auditorium to the upper-grade classes, principals, and other visitors. This served as an additional incentive to keep the work from lagging. The following is the illustrated lecture presented by the pupils: Pittsburgh is noted for its industries, its beautiful homes, and its educational facilities. However we should not allow its historic places to be forgotten. For this 230 Exementary Scuoort Princrpars reason the 8B class is attempting, on a small scale, to preserve by means of photo- graphs and lantern slides some of the most important historic sites of our city. In order to accomplish this work, committees were appointed to have charge of different things, namely, photographic, descriptive, art, transportation, and a general committee in charge of the whole. We have selected fifteen views with a written description of each, but we expect to add to this number until the list is fairly complete. We have prepared an album with enlargements of our kodak prints, with description below each picture, and a cover of original design. In order that all the schools of the city may have the benefit of these pictures, we have had lantern slides made which we wish to present to the department of visualization of the Pittsburgh schools. Slide No. 1—This equestrian statue of Washington stands in West Park, North Side. His services to his country as general and as president are well known. At the age of 21, he was entrusted with a message from the Governor of Virginia to the French Commander at Fort Le Boeuf, a very difficult and dangerous journey at that time. On his way he passed through what is now Pittsburgh. Slide No. 2—The Washington School on Fortieth Street, in Lawrenceville, is located near the place where he and Christopher Gist crossed the Allegheny River. Slide No. 3—There is a tablet to the right of the entrance of the Washington School as a memorial to this crossing. “ Near this spot and on the morning of December 30, 1753, George Washington and Christopher Gist crossed the Alle- gheny River on their return from their perilous mission to the French Com- mandant at Fort Le Boeuf.” Slide No. 4—A more striking memorial is now under construction—namely, the Washington Crossing Memorial Bridge, across the Allegheny River at Fortieth Street. Slide No. 5—It is said that Washington stood on what is now called Mt. Wash- ington and recommended that a fort be built on the point between the Allegheny and Monongahela Rivers. Slide No. 6—This view shows the point from the Manchester Bridge looking down the Ohio River. Slide No. 7—This shows the fork of two rivers and the beginning of the Ohio River. Washington little dreamed that he had recommended so wisely and that 150 years later a city of more than half a million would be located at the forks of the Ohio. Slide No. 8—The old Block House is all that remains of the once famous Fort Pitt from which Pittsburgh takes its name. Built by General Stanwix in 1759 at a cost of 60,000 pounds. Slide No. 9—The French had previously built Fort DuQuesne on this site, which General Braddock was sent to capture in 1755. This tablet on Sixth Street in Braddock, just above the Pennsylvania Railroad, marks the farthest point west reached by Braddock’s army. He was surprised and completely defeated by com- bined force of French and Indians, in spite of the efficient help given by Wash- ington. Slide No. 10—This tablet on the office building of the Edgar Thompson Steel Works marks the site of the spring at which General Braddock was attended after being defeated. Slide No. 11—The army retreated and crossed the Monongahela River near the mouth of Turtle Creek. Slide No. 12—No man since Washington has become to Americans so familiar, so beloved a figure as Abraham Lincoln. Every American should know his life and writings. On February 15, 1861, he made an address from the balcony of the Monongahela House, at the corner of Water and Smithfield Streets. This hotel, built in 1847, is still in use and in a good state of preservation. He said in part: “Let the people on both sides keep their self-possession and just as other clouds — cleared away in time, so will this great Nation continue to prosper as here- tofore.” Tue FourtuH YEARBOOK 231 Slide No. 18—About a year and a half after Lincoln left Pittsburgh, September 17, 1862, there was a terrible explosion in the Arsenal in Lawrenceville, in which about 100 women and girls lost their lives. This tablet in Arsenal Park com- memorates their supreme sacrifice for their country. Slide No. 14—Grant Street where the Court House and the City-County Building now stands marks the spot where the advance guard of General Forbes’ army under Major Grant was attacked and destroyed by the French on September 14, 1758. Slide No. 15—On Pennsylvania Avenue, near the forks of the road, stands the memorial to Stephen C. Foster, the sweet singer of Pittsburgh, whose songs are known and sung in practically every American home. After the lecture was given, the slides were presented to Mr. John A. Hollinger, the director of visualization. In his acceptance he complimented the class on the valuable contribution which they had made to the schools. He followed this in a few days with a letter which was read to the class. The letter follows: My Dear Mr. Degvers—I am writing this to thank you and through you to thank your 8B group for the lantern slides and historical sketch of points of interest in Pittsburgh. This is a very fine project for your school. It is doing a real piece of work that has definite value for the schools of Pittsburgh. Project work of this kind in the schools certainly will bear abundant fruit in the lives of the children. It is a real education. I have already received several requests for the use of the set of slides and the descriptive material which you contributed. From this you can see that con- siderable use will be made of these slides, when it will be generally known that they are available for the use of the schools. Looking forward with pleasure for more of this kind of work and assuring you of my heartiest codperation, I am sincerely yours, Joun A. Hotiinasr, Director. I have tried to give in concise form the steps in the development of this project, from its presentation to my own mind until the fin- ished product was in actual use in the schools. CHAPTER V THE SUPERVISION OF HISTORY Vetorus Martz Principal, Crestview Junior High School, Columbus, Ohio UPERVISION of instruction is frequently regarded as a class- room exercise. Such an attitude seems to assume the major premise, that we know what we are trying to do, and places the emphasis on the manner of doing it. But with increasing experience the writer is becoming more and more firmly convinced that for supervision as well as for teaching the most fundamental and vital thing is a conscious purpose and a well-defined objective. There seem to be what perhaps we may be permitted to call two schools of supervision. The one is inclined to emphasize the tech- nique of classroom management. It takes note of such things as the time consumed in the distribution of materials and supplies, the number and character of the teacher’s questions, the proportion of the class manifesting interest and attention, the number of pupils reciting successfully, ete. Such objective facts, it is maintained, afford a concrete basis for impersonal judgment of the success of the teacher’s efforts. The other school of supervision assigns much less weight to these things and essays to appraise that intangible element of the situation that we ordinarily call spirit. The difference be- tween the schools seems to be almost a matter of inborn attitude. It is not that they are seeking necessarily different ends, but they are forming judgments from different sets of data. The methods of supervision employed, as well as the effect upon the attitude of the teacher, are likely to differ in a somewhat marked degree. The present writer confesses to a decided leaning toward this second school of supervision. This does not mean that he fails to recognize the value of the criteria stressed by the objectivists but is rather a confession that he has never been able to “ do it that way.” What may be said therefore, in the discussion that is to follow is not offered as an attempt to present an approved or superior method of supervision but rather as an experience that may have some value for those who have encountered difficulty similar to that of the writer. When the writer first became a supervising principal, he ap- proached the job with no little uneasiness of mind. In the first place he was conscious of the fact that the attitude of a large percentage, if not an actual majority, of the older and more experienced teachers toward supervision could scarcely be described as cordial. In fact, [ 232 ] ~~ 8 beet Mme Oo dl Oe SCO Tue FourtnH YEARBOOK 233 being himself of the old school and trained under the older methods, this was in large degree his own attitude. In the second place he was aware that, in many instances, he was not so competent to advise his teachers how it should be done as they were to do it. In such a situa- tion it is not surprising that very little was done that could legiti- mately be classed as supervision. The writer could not escape the conviction that if supervision failed to gain the support of the teachers there must be something wrong with that type of supervision. He thus became interested in supervision as a problem in itself. He began to feel that if it could be made in like manner a problem to the teachers they would become equally interested and would willingly codperate in its solution. In this he was not making an original discovery but was merely becom- ing acquainted with what others had already found out and were putting into practice. One trouble with the old type supervision was that it went on the assumption that the supervisor knew the answer and that his duty was to tell the teacher what to do in order to get it. Whereas, the truth of the matter is that frequently the supervisor does not know the answer any more than does the teacher. But this should only add zest to the game. Have we not noticed the manifest increase of interest on the part of a class when a question or problem arises unexpectedly to which the teacher does not know the answer? Then the class and the teacher work it out together. Here is a real problem ; there is real codperation in its solution and genuine interest in the outcome. Supervision might learn a lesson from a situation such as this. We believe that the first duty of a supervisor is to strive to develop, if it is not already there, a professional attitude in the teacher. This means cultivating interest in teaching as an activity in itself, mak- ing it a problem toward whose solution thought and study are de- voted. A problem involves an outcome or a goal which we desire to attain and some uncertainty as to the means of achieving it. Then, in actual experience, we try different methods of solution and ap- praise their value as they aid or hinder our progress toward our goal. If we can accomplish something like this with our teachers we are in a fair way to become scientific in our attitude toward teaching and may reasonably hope for ultimate success in our efforts. If what has been said be true, then it follows that our first concern is not with methods, but with aims and objectives. Arriving at these should be a codperative enterprise. It is doubtless to be desired that the supervisor and teacher agree upon objectives but it is not indis- pensable. Certainly it is not the function of the supervisor arbi- trarily to impose his aims and objectives upon the teacher. His 234 Exementary Scuoor Princrpatrs broader experience should give some weight to his position, but if he is unable to convince the teacher of the validity of his aims let her teach for her own. The vital thing is that teaching should not go on without a well-defined purpose carefully thought out. All that has preceded seems equally applicable to any subject but we trust it will not be difficult to make a specific connection with the supervision of history to which topic we are supposed to direct our discussion. The first step will be for the supervisor and the history teachers to arrive at some understanding of the objectives toward which history instruction in their school is to be directed. We do not know what the conclusion will be but we can imagine that it will have to do with bringing the child to a clearer understanding of his social environment, that intelligence may govern both his judgments and his conduct in relation thereto. Mere acquaintance with the facts of history possesses some conventional value. A person in polite society would often find himself embarrassed were he ignorant of events and characters of the past of which every educated man or woman is supposed to have some knowledge. This of itself might be considered sufficient reason for teaching history, but without doubt there would be general agreement that preparation for participation in a social environment offers an objective immensely more far- reaching and more fundamental. In fact it is so broad and inclusive that for classroom purposes it needs to be broken up into more con- erete and specific aims. Thus we may teach history (1) to deepen our appreciation of our heritage from the past, (2) to develop a clearer understanding of causal relationships in history, that the pupil may come to realize that our present social state is not an acci- dent but the logical result of conditions and forces of preceding years, (3) to develop critical judgment by establishing standards of justice and fair play that may aid in determining our attitude to- ward present-day problems, (4) to deepen the conviction that justice cannot be denied without, some day, a penalty being exacted. The list might be easily extended. This sounds rather difficult for the elementary school, but a teacher who is alert to these things can do a great deal even with young pupils. We may teach the Declaration of Independence as a document adopted July 4, 1776, in which this country declared its independence of Great Britain, or we may teach it as marking a new era in the history of the human race. Never before had any government been established on the principles therein proclaimed. It became our contribution to the cause of human free- dom. We may also point the Declaration of Independence more directly to our own times. If we agree that “ governments derive their just powers from the consent of the governed,” what effect does e ¢ I i ( t if her ) on but the our Ory ard vill his ats rms dl Tue Fourtn YErARBooK 235 that have upon our attitude toward the request of the Philippine Islands for independence ? If our aims and objectives become well-defined, a fairly definite clue to method is likely to be given. If we are teaching to develop intelligent judgment and conduct in present-day situations, we can- not be content to treat history merely as a record of past events. But we must stand ready to seize every opportunity to lead the pupil to see what meaning these things of the past have for his own life and time. An event has meaning for us when we understand what dif- ference it makes in our life. A thing has meaning when we know what we can do with it, what it can be used for. A situation has meaning when we know how to adjust ourselves to it. The history period must be then not merely a time for recitation but a time also for linking up the experience of the past with the child’s own experi- ence, to enrich and broaden its meaning, to cause him to see the things about him with different eyes, to live in a new world. These things the pupil must come to see for himself, he must do his own thinking. Hence, we get a second clue for method. Real thinking takes place in a problematic situation. Therefore, the teacher must not hand out ready-made judgments to the pupil but rather put the matter to him in the form of a problem whose solution he must seek for himself. If England was in the wrong in attempting to tax the colonies by the Townshend Acts, is the United States also in the wrong in levying similar taxes upon Porto Rico? This largely tells the story as we see it. A conscious aim; an earnest attempt to accomplish this aim by linking history with the child’s own experience and doing it in a way that calls for thought rather than for memory. So far we seem to have dealt with the teach- ing of history much more than with the supervision of that teaching. But supervision is merely the job of getting a plan of instruction into operation in the classroom. The present writer knows no better method of securing this end than getting the teacher somehow to adopt the plan as her own, recognizing the thing as a problem, but as her own problem in whose solution she is much interested, knowing that the supervisor is also deeply interested in the same problem and she may look to him for advice and suggestion, but that the answer as yet lies hidden from both of them. If we can bring about a situation such as this, how. will it affect supervision? In the first place, it seems apparent that much of what has been suggested can be done outside the classroom. The statement is not infrequently made that a supervisor should spend three fourths or nine tenths of his time in the classroom. The writer is not pre- pared to subscribe altogether to that notion of supervision. In group 236 Exementary Scuoot Prinorpats and individual conferences, in the exchange of ideas that takes place in the informal contacts day by day between teacher and supervisor much can be done to help a teacher to a broader and clearer vision of her work. This is supervision of a vital nature. Secondly, the scheme offered deals with teaching frankly as a problem. It does not offer a ready-made device or method to meet each classroom situation. It attempts to present an aim and a prin- ciple in accordance with which we endeavor to realize that aim. But it does not relieve the teacher of the responsibility of using her own intelligence and initiative. The fact that the situation has taken on the character of a problem in which there is mutual interest should have a desirable effect upon the relation of supervisor and teacher. When the principal steps into the room he is coming not so much to see how the teacher is con- ducting her work as to learn what progress is being made with that problem in which both are interested. If things go well, it is the teacher’s success as much as the supervisor’s. If things go ill, it is the supervisor’s failure as much as the teacher’s for the whole affair is a cooperative enterprise. The writer recalls some instances of hav- ing been requested to visit a class in order to witness the failure of some device or method he had proposed. We wish the teacher to feel that she is conducting an experiment, for the outcome of which the supervisor has as much responsibility as herself. If we can help to relieve the tension so frequently evident when a “ supervisor” is present, a great advantage will have been gained. A principal who views supervision as we have attempted to pre- sent it, when in the classroom will probably be watching the children more closely than he does the teacher. He is more interested in results than in devices and will appraise the teacher’s methods in terms of the reaction of the pupils. The vital question is not, Did the teacher use this method or that method? but, Did she “ get it across” to the pupils? One teacher may do it in one way; a second teacher may achieve the same result in a different way. Although we have emphasized the fact that the supervisor does not know the exact answer to the problem he will have learned that many proposed answers are wrong, or in other words that some meth- ods are not the proper ones. It thus becomes necessary at times to try to secure a change of method on the part of the teacher. It is not sufficient to tell the teacher that her method is wrong. If we have no better one to suggest we probably might as well keep still. We do not want the teacher to get the impression that we visit her classes primarily to inspect her work and appraise her methods, but because of our interest in the problem upon which she is engaged. Methods Tue Fourtn YrarBoox 237 should be discussed merely as a feature of that problem. If we be- lieve that the teacher has failed to develop some important phase of a situation, or to connect it up with the child’s experience, it is probably not best to tell her bluntly that she has missed the main point. Rather may we make a suggestion somewhat as follows: “ It has occurred to us that the reconstruction period might well be used to drive home the absolute necessity of popular education in a de- mocracy. The evils of the carpet-bag régime where only what might be expected at any time when government falls into the hands of an illiterate class. Should we ever neglect public education we may expect to suffer something of what the South endured during those evil days. We believe it would be well when you come to the recon- struction period again to attempt to develop something of this, and it is possible the period may be given a meaning in the lives of the pupils that otherwise they might fail to get.” Lastly we believe that an approach to supervision such as we have attempted to present has some merit in that it leaves the teacher with the feeling that teaching is not a cut and dried affair. She is sailing a sea well charted in many places but which still has large areas un- explored. It may be her fortune to discover a new and more direct route to port. One of the dangers a teacher faces is traveling over the same course so often that its familiar sights no longer awaken her enthusiasm. Zest is a vital factor in her attitude toward her work, and we know of no better way of keeping ourselves keyed up than by leaving the way open for an adventure or a discovery. But it may be asked, “ Are supervision and teaching never to pass the stage of uncertainty and unsolved problems?” Surely; year by year the problem is being more clearly stated and the methods of attack more sharply defined. Still it may be truly said that when a teacher has arrived at the state where there no longer exists in her mind any doubt as to her objectives or her methods of attaining them, that teacher is past supervision or no longer needs it. We have attempted to present supervision as a problem. Such a problem, we believe, will give us a guiding principle by which to judge classroom procedure and yet leave sufficient uncertainty in the situation that we must feel the responsibility of making our own decisions and at the same time sense the possibility of an adventure in the outcome. The writer does not wish to pose as having solved thi: problem. Far from it. The wrong answers far outnumber the right ones. In his moments of despondency his only consolation is in the thought that even in big league circles a batting average of .300 is regarded as an achievement. CHAPTER VI THE SCHOOL ASSEMBLY AS A STIMULUS TO THE ACADEMIC SUBJECTS Jessie M. Hamitton Principal, Morey Junior High School, Denver, Colorado \\ J ITH THE development of the modern school system has come many additions to the curriculum as originaliy planned. These changes are a natural outgrowth of the change in social conditions. We believe that the fundamental purposes of our schools today are to train pupils to be good citizens and to develop in them the qualities which make for service and leadership. Since we believe in these purposes, the employment of any activity which will bring about this result is justifiable. We must so organize our work that pupils may have opportunities to participate as citizens in a democracy of their own. They must have the opportunity to assume responsibili- ties and to discharge them with satisfaction to themselves and to their classmates. Pupils who are good citizens of a school community and who through repeated successful participation in the duties and re- sponsibilities of the group acquire the habits and skills necessary to good citizenship are more likely to be good citizens after leaving school. One of the most potent agencies for developing initiative, service, and leadership is the school assembly. It affords an excellent oppor- tunity to create community spirit and also loyalty—that intangible something which can be gained only when all feel that they are working together for one cause. The assembly period should come to the pupils as a felt need rather than as a plan imposed upon them by teachers or principal. Pupils should be the principal participants in the assembly period and the programs should to a large extent grow out of the regular class work or the life of the school. Since no pupil has an opportunity to take all the subjects offered in the curriculum, programs may serve to explore many phases of school work which the pupil would not otherwise know. Whole fields of interests are opened up which may enrich his leisure time and which may affect his future choice of courses. The assembly period offers an opportunity to the English classes to motivate their work to the fullest extent. It gives an opportunity [ 238 ] pets Det ee ee ee ee | Ol Tue FourtnH YrarBoox 239 for oral composition in which not only the content counts but the voice and poise of the individual giving the message. It furnishes a real audience situation. There is no better way of showing boys and girls how the English language functions in their lives than by mak- ing it their duty to present in simple and effective English a message that is of interest to an audience. The presentation of the actual subject-matter could be given much better by any member of the faculty but that would rob the pupils of one of the best opportuni- ties to gather information, organize, and present their views of the subject. Imitation plays a large part in a child’s life at this age. Hence, dramatizing a selection from his literature work becomes of real inter- est to him. Very few boys but would be thrilled to play the part of Ulysses in the Odyssey or Sir Galahad in the story of the Holy Grail. Trying out for the different characters, arranging the stage setting, studying the customs of the period to decide upon the costumes, afford rich opportunities for oral English work in the discussions which will necessarily take place in preparing the work. Can there be stronger motivation for an English class than that afforded by the preparation of one of these selections presented at assembly ? Presenting an original play, “ Bookland,” in which the conversa- tion and action were centered around books from the school library such as, Heidi, Prince and the Pauper, King Arthur, Sara Crewe, Understood Betsy, and the Odyssey not only furnished an oppor- tunity for excellent English work in class and assembly, but was instrumental in widely increasing the circulation of these books. Another similar device was a book .party where all the class assem- bled making preparations for the event. The pupils, acting as host- esses, called upon different ones to name characters to be invited to the party. When the character was named the reason for the invitation had to be given, as, “ Let us invite Robin Hood. He is so adventurous and will have so many things to tell us.” Or, “ We will invite The Little Colonel, she is such a natural girl and not a goody-goody.” “ Joan of Arc must come because she is so brave and has a mysterious atmosphere about her.” “ Of course we must have Pollyanna; she makes us all feel so happy.” If the number of invita- tions to be issued is limited, it will produce a keen discriminating in- terest on the part of pupils to have their favorite characters invited. They must produce good reasons to secure the support of the other pupils. Often it is beneficial to put the vote to the entire assembly after all arguments are heard. A program with the entire class representing an advisory period in which the question of good manners in the home, on the street, 240 Exementary Scuoot Prinorpars on the street car, and in the lunchroom were discussed and many sug- gestions made for improvement. Debates, current events, talks on subjects pertinent to the best interests of the school, such as the meaning of school spirit and how best to promote it; plans for leav- ing the school better than they found it; discussions and selection of the attributes that make a good citizen; selection of a name for the school paper; different campaigns; speeches on behalf of candidates for school offices; short story and original poem contests; pantomines illustrating original stories; slogans for Red Cross and Community Chest drives are but a few of the ways in which the assembly can prove a stimulus to the work in English. Many of the more timid pupils will become so interested in this form of work as to entirely lose their timidity. Such contributions as the following when voted the best by the student body will de- velop a feeling of confidence in the most retiring. These were pre- pared in English classes, presented at assembly, and later printed in the school paper. My Mountain Homsp There’s a place in the heart of the mountains, It’s the place that is dearest to me; Where the splashing creeks sparkle like fountains And the mocking bird sings from the tree. There’s a trail that is winding and turning Toward the sun as it sinks in the West; There’s a heart that is longing and yearning For the place in the world it loves best. There’s a place where the birds while a winging Repose in the whispering pines, And the columbines nodding and swinging Whisper secrets of glad summertime. There’s a cave with its darkness repelling, But its walls are of wonderous hue; For its beauty there’s no place excelling And its wonders forever are new. There’s a little old trundle-down home there, Surrounded by cedar and pine, That’s a place that I always will love best, Though I roam in a far-away clime. There’s a welcome that gladdens and soothes me When I come from my wanderings to rest, And my world-weary heart becomes carefree When I rest in my own home nest. Mary Becore, Lighth Grade. —tmmimwe wt me et Oe Ee ES Tue FourtH YEARBOOK StocAans—ComMunlity CHEST “ Give for the joy of giving; think what good it will do.” “ Give for the good of living, and joy will come back to you. “ Stop-Look-Loosen.” “Say It With Money.” Ease your conscience and your heart, Give all you can, and do your part For the Community Chest. Sand’s Home with people sick and blue, They need the money more than you; Fill the Community Chest. Think of the orphans, homeless and small, Think of the blind, and then you'll give all To the Community Chest. The Neighborhood House cause is one of the best, You give the money; they’ll do the rest. Pack the Community Chest. For your city’s good standing and pride, Hand out your money far and wide. Help the Community Chest. Samvuet SHERMAN, Eighth Grade. ” Other academic subjects can be handled equally well. To tell pupils that certain facts are true and to give them the comparison of figures means but little. A real interest not only for those listening but for the performers as well is aroused when the assembly program is given over to the explanation of graphs worked out in the mathe- matics classes. Such graphs were used to show the mileage of rail- roads in different countries; what America eats each year; the amount of money spent for education against the amount spent for luxuries ; the number of people per thousand who died from disease in the Mexican, Civil, Spanish-American, and World Wars and that a less number died from disease during the World War on account of better medical aid ; how their school team stands in the games lost and won; where they rank with other schools in thrift; how the pupils increase in weight after entering the nutrition class; how the boy who leaves school at eighteen when he reaches twenty-four years of age has earned over two thousand dollars more and worked four years less than the boy who leaves school at fourteen. Each pupil chose the subject for his graph, which had a particular interest for him, and he was required to present in a definite manner the knowledge he had gained. Mathematics races and challenges using the fundamental pro- cesses, fractions, and decimals not only create interest but have a high educational value. The mathematics classes have even invaded the field of English in writing sketches and plays for assembly 4 242 Exrementary Scuoot Prinocrpazrs showing the part mathematics plays in life and how frequently it is used by the Boy Scouts in their work. After pupils have selected their electives and are fully convinced of their value, they are eager to sell them to the other pupils. Some interesting and instructive programs have been given by the lan- guage department, as conducting a class where the pupils were dressed as Roman school boys. The roll call and entire lesson being conducted by the teacher as it was in ancient times gave a good idea of the customs of those times. This project contrasted with the school life of the boys and girls of today and furnished an atmos- phere for the subject-matter. In another assembly program, Mother Goose summoned the “ Old Woman Who Lived in the Shoe” with all her children to gather around her and then with the aid of the Mother Goose characters gave nursery rhymes such as: Ad urbem venit Doodlius cum Caballo et calone Ornavit pluma peleum Et dixit Macaroni. Erat puella parva Cui erat parvus cincinnus In media fronte Et cum erat bona Erat optima certe Et cum erat mala Erat plessima. and explained to them the reasons for studying Latin. Myths and stories of the early life and history of the Romans, well-known hymns, as Adeste Fideles, Ave Maria, and versions of Holy Night, given in Latin, and rounds, such as: Roma ardet, Roma ardet Cave, cave Igni, igni, igni Aquam inunde, igni unde. aroused much interest in the subject even in the pupils who were not in the department. The French and Spanish departments used the modern fairy tales, as the “ Three Bears,” “Little Red Riding Hood,” “ Cinderella,” and many others with appropriate songs and rhymes translated into language for dramatization. Following is a program given by a first-year French class. The stage was set to resemble a classroom. The pupil acting as teacher greeted the class in French as they entered. The entire recitation was carried on in French and showed Tue Fourtno YEARBOOK 243 the different kinds of work which had been covered by the class; as, blackboard work, translation from French to English and Eng- lish to French, telling fables, giving rhymes and singing. The period ended with the flag salute in French. One of the best means of broadening the knowledge of pupils is the field of science. This subject challenges even English in its adaptability. There has never been an age when there was such a wealth of material in science which can be made of interest to boys and girls as at the present time. Programs on the following subjects have been profitably used: Electricity; how airplanes and dirigibles are made and what part they are playing in our history; simple ex- periments to exhaust the oxygen from the air, show the effect of a vacuum, and the circulation of the air. All serve to show the power- ful forces back of what we observe every day and how science is becoming more and more important in our every-day life. Those working in the field of the social sciences may count them- selves most fortunate. Herein lies one of the greatest opportunities for training in citizenship, as it affords the closest correlation of subject-matter with actual performance of civic duties. Pupils learn how peoples live together and how to organize and conduct communi- ties. In this connection they organize their form of school com- munity, draw up the constitution, and provide for amendments, hold elections, and conduct their meetings. Every assembly is presided over by a student chairman who follows prescribed rules of order. Here is the opportunity for the social science department to work out through the home room organization the qualities necessary to make good citizens and to determine what duties and responsibilities good citizens have toward the community and how they should be dis- charged. In this way the pupils actively organize and participate in a real organization in which each individual is learning good citi- zenship by successfully practicing it. The discussions of the assem- bly programs carried on in the classrooms or home rooms have a great influence in unifying the entire school by developing large loyalties from small ones. The organization of the assembly programs is very important. Since the school is a miniature democracy, it must afford opportuni- ties to a maximum number of pupils. The plan employed must be one that will contribute most to the every-day needs and desires of the pupils and help them to do better the desirable things they are going to do any way. All programs should be under the supervision of a committee composed mostly of pupils with faculty members as advisors. Those desiring to put on a program must be able to con- vince the committee that it is worth while as well as interesting. 944 ExemMentary Scuoort Princrpars This requires organization by the group and arrangements for even the slightest detail. Here the timid child may get his first introduc- tion to the platform in a minor way but one which will give him poise and bearing. The more homogeneous a school is the freer the pupils are to participate. In order that all pupils may codperate to the greatest extent at least a part of each program should be planned, criticised, and rehearsed in the regular class time. This is time well spent as it helps to stimulate an interest in the academic work. It must be remembered that the assembly programs are not to be finished products but a creditable performance where the pupil un- derstands and appreciates thoroughly the subject used as a means of self-expression. During the semester each group is responsible for only one program. All pupils may not have an active part in a pro- gram, but everyone will have an opportunity to do something toward it, if only taking care of the curtains or looking after the lights. The real value of the assembly program is almost immeasurable as its effects carry over into nearly all activities of the leisure hours of life as well as into more practical affairs. It teaches pupils to con- duct themselves properly in group gatherings, to respect and co- operate with the group both as leader and follower, to select and organize material suitable for presentation, to think quickly and clearly while on their feet, to express themselves forcefully. It teaches pupils to be polite, courteous listeners. Not the least value of the assembly is its socializing power. Pupils and teachers participating on an equal basis in the same activity brings about a comradeship which can be obtained in no other way and one that is most useful in carrying on the regular class work. The assembly is the best means of securing higher standards in com- radeship through codperative effort, citizenship, and scholarship. CHAPTER VII THE PRINCIPAL AND THE DELINQUENT BOY ALMA BarTELs Princtpal, Larimer School, Pittsburgh, Pennsylvania O MUCH has been said and written about the delinquent boy that one really hesitates to add anything more; and yet, when one attempts to carry out in practice the many theories and sug- gestions that have been given, one finds them almost totally inade- quate to meet the needs of the new situations as they arise. Many conditions have to be taken into consideration—the home and its environment, the community, and the school. If the home is a poor one, the chances are that the delinquent is not at his best physically. Some members of the family may be below par men- tally, although this is not always the case. Then, perhaps, there is an overcrowded condition—eight or ten children, and, in some homes, several boarders, living in two rooms. Invariably, in situations like this, the mother is a poor housekeeper, and the father incapable of meeting the requirements necessary as head of the family. This is the situation found in many congested districts. Even in the better homes, conditions oftentimes exist that are a hindrance to the boy. Here the mother may be so busy with her social duties that she hasn’t time to give to him. As for the father, he may be so interested in his business that he neglects to give him the companionship he needs. Where, in these days of rush and bustle, do we find the family cir- cle? It is hurry with the dinner so that we can attend the movies, or a lecture, or perhaps the theater, or a dance; each member of the family having his own interests, until one wonders if the various members of the family ever do really become acquainted in the truest sense of the word. Then there is the community. In the congested districts, it is probably just as undesirable as the home—overcrowded, unsanitary, neglected, and, what is worst of all, having no playground. If mu- nicipalities could only be convinced of the necessity for playgrounds, not only in these neglected districts, but in all districts, perhaps there would be less juvenile delinquency. I hope the day is not far distant when every school building will have a well-equipped playground for the girls and smaller children and an athletic field for the older boys and men. As a nation, we do not play enough. [ 245 ] 246 Exementary Scoot Prrnorpars What boy doesn’t love baseball, football, basketball, volleyball, and the various other indoor and outdoor games? Make a boy cap- tain of his team, or even permit him to be one of the players and what an interest you have stirred up within him! First, there is the social side, affording training in loyalty to his team, to his school, or other organization. Here he learns the meaning of fair play, and last, but not least, he learns the value of good sportsmanship. Isn’t this life? Even in the better districts of large cities it is nothing unusual to see boys gathered in alleys and in vacant lots, or on the streets, playing their games, and just when interest is keenest, along comes a policeman and orders them away because someone in the neighborhood has complained of the noise. How often have I heard the cry, “ Well, where can we play?” And now for the school itself. Is it the most attractive place in the community? This does not necessarily mean the most beautiful building, but does it serve the purpose for which it is intended? It should be a protection from the wind, the sun, and the weather, should be well-heated, well-lighted, sanitary, and well-equipped. The teachers should be specially trained, sympathetic, and with such a whole-hearted interest in their pupils that their influence reaches out into the whole community. The principal should be the leader, ever on the alert to see that his school meets all the needs for his pupils and for his community. His personality should be such that teachers and pupils, yes, and parents too, will feel free to come to him to solve their problems. From the time the boy is six years of age until he is sixteen he spends the greater part of his time in school. Since, just now, it is the delinquent boy in whom we are interested, naturally our first question should be, “ What is the cause of this delinquency?” I wonder sometimes if we aren’t in too much of a hurry to solve this problem. It takes less time and it is so much easier to mete out pun- ishment or a penalty than to talk things over with him. We are so busy with other school problems that unconsciously we choose the quickest way. What is the result? We lose our hold on the boy. If we could only take the time to go back far enough to find the cause! We should make the boy feel we are interested in him, that we want to help him, that we are his friends. Rather err on the side of being too lenient with him until you get all the facts in the case than lose his confidence. Many cases of bad behavior are not due to anything seriously wrong in boys; they are just the result of excess energy. I have seen boys openly accused in the classroom of conduct of which they apparently were guilty, and yet, after a heart-to-heart talk with them, I found it was not a question of guilt or misconduct. pall, eap- and the ool, and sn’t ing the ong the ard Tue FourtH YEARBOOK 247 They just didn’t understand, and how our hearts go out to a boy when, after one of these talks, with tears in his eyes he says, “I didn’t know. I wish someone had told me long ago.” Is the boy that plays truant always in the wrong? What about our curriculum? Are we sure we have one that reaches him? Where is the fault when Tony doesn’t like school? We must include in our curriculum activities that will be more attractive than the street, the vacant lot, the swimming hole, or the shanty under the bridge. Then again, it may not be the curriculum. Could it be the teacher ? Many conscientious teachers have knowledge of the subject-matter, but fail miserably because of their ignorance regarding the nature of the pupil to be taught. How about the principal? I often wonder if it isn’t, to a great extent, my fault when I haven’t reached these boys. Perhaps I should be more patient, give them more time. They are only human and love attention just as you and I do. Often I call on them to help me. How their faces beam! Later when I find they are back at their old game again, I find that I had, for the time being, direeted my attention elsewhere. Then it means begin all over again—-slowly, patiently, lovingly—until an interest is awakened and there is a desire to learn. My boys know that I exact no penalty from them for truancy, but I do have them understand that they are plac- ing a burden on their parents and that I shall hold their parents responsible. This is where the responsibility belongs, but we can help by taking a personal interest in the boys. Some delinquent boys are so because of physical or mental de- fects. If physical, these should be brought to the attention of the parent to be corrected. Medical inspection in our schools has surely raised the physical standard of our boys and girls. It is a rare oc- casion these days that one comes in contact with a parent who will not give his child the necessary medical attention. Eye strain, defec- tive hearing, enlarged tonsils, adenoids, decayed teeth are all com- mon causes of bad behavior. The dental clinics in the schools are a boon to those parents who have not the means to provide for this work, If the teacher and the principal would only take time to study the medical records of these boys there might perhaps be less trouble with him. Now, milk is being supplied to those schools that desire it. A child may get a bottle of milk each day for four cents. In my school a study of the medical records was made and each teacher was given the names of the pupils in her room that are under- weight or poorly nourished. These pupils are encouraged to take milk. Where parents cannot afford to pay for it, an effort is made to provide it for them. 248 Exementary Scuoot Prrnorpears If the defect is mental, a psychological examination would be of great assistance. Teachers should be made to see that these deficient children must be regarded differently from normal ones. Sometimes the difficulty is neither physical nor mental. Wouldn’t it be worth while to visit the home to see under what conditions he is living? I am always happy when my teachers suggest visiting in the homes of their pupils, but I always insist that they never go to make a complaint. That should be done in the principal’s office. You know how aggravating it is to have the teacher or the principal call and to have the neighbors say, “I wonder what Jimmy has been doing today. The teacher has gone there.” How much better it is to have the pupils and the parents look forward to your coming. Let them know you are coming, and the chances are that they will be glad to receive you, the house nice and clean, with mother and the children in their best dress, and who knows, perhaps the best china out in your honor, with a cup of tea or a dish of ice cream. And then isn’t it the end of a perfect day if you have something good to tell mother about her boy ? No matter how troublesome a boy is, we can always find some good if we just look for it. So often we are prone to criticize him because we have heard about him from every teacher since he has entered school. We dread to enrol him and yet, if we should endeavor each day to find something favorable upon which to comment, we would find that eventually he would realize that we are his friends. I have in mind just such a boy, who came under my care. Nobody could say anything worth while about him. Even his family despaired of ever being able to influence him. What he needed was encouragement. Always the negative method had been used. “ Don’t, don’t, don’t,” all day long. Fortunately for him he was spared being brought before the juvenile court. Today he is a successful and highly respected citizen. Then again, we are always eager to send for father or mother when Salvatore is in trouble. Wouldn’t it be wise occasionally to send for them to tell them of some good work he has done? When you do, be sure to have Salvatore there when you tell them. You like to hear favorable comments made about you, and he is only human. If we could just remember that oftener. Sometimes the delinquent boy is a member of a gang, perhaps the leader. We should not get the idea that the gang spirit is essentially bad. It is of the greatest help and yet the greatest danger to the adolescent boy. As one writer has said, “ At its best it crystallizes loyalty and precipitates idealism as nothing else can. At its worst it eats away individuality and leaves only the crushing control of a e of ‘lent dn’t le is the lake You eall een t is Let be the ina 1en tell od 1se 2s eS @ Tue Fourtu YErarBoox 249 boss. But in any event it must be dealt with, must be understood.” Don’t censure him for being a member of a gang. Let him see you are interested in his gang. Have him bring the members to meet you. Find out how and where they spend their time. Perhaps the gang can help you and then unconsciously they can be led to do good work. Sometimes organizing them into a club is of great benefit. What they need is something definite to do. Let me say in closing that handling the delinquent boy is neces- sarily a slow process. Yet isn’t it worth while? The greatest Teacher that ever lived said, “ Take heed that ye despise not one of these little ones.” So let us ever be patient with them, dealing slowly, kindly, lovingly. This means counsel, forgive, forget, encourage, again and again, “ not seven times, but seventy times seven.” CHAPTER VIII EYES IN EDUCATION Harry C. Hartman Head of Sight-Saving Department, Seattle Public Schools, Seattle, Washington ERHAPS the most prominent of all present-day educational questions is the problem of adapting education to meet the needs of every child. It is constantly under consideration whether it be the specific problem of the mentally sub-normal, the mentally super-normal, the child with physical deficiencies, or the more gen- eral problem of individualizing education for the benefit of the av- erage child. Important in this question of square pegs and round holes is the problem of the visual misfit, important not only specifi- eally, but as a factor in all other phases of the problem. When the handicap of defective vision is minimized, many a child supposed to be mentally sub-normal is found to be average, many an average child is found to have undiscovered and unused talents, and many a nervous condition and disciplinary difficulty is removed. Most people do not fully understand the amount of variation in degrees and types of vision. It is thought that, if people see, they belong to one class, the sighted; if they do not see, they belong to another class, the blind. Everything is either black or white. In reality, there are as many different degrees of vision as there are shades of gray between black and white. Dr. Jackson * found only 51 eyes out of 4000 or 1.3 per cent, to be emmetropic or visually per- fect. The remaining 98.7 per cent represent all the varying shades of gray. Dr. Terman’ tells us in his book, The Hygiene of the School Child, published in 1914, that from 10 to 30 per cent of the school population have seriously defective vision. He recommends routine eye examinations for all school children, treatment and glasses and special consideration for those whose vision is still so defective as to render them educationally handicapped. A more recent statement of the problem is found in an article entitled The Right to See Straight in the April 1, 1922, issue of the Survey. Dr. Thomas D. Wood, an authority in the field of physical education and hygiene, says, “ Out of the twenty-four million school children of the United States, ten million are laboring under a serious handicap—defective * Jackson, Edward, Normal and abnormal refractions, in Randall and de Schweinitz’s American Textbook for Diseases of the Eye, Ear, Nose and Throat, pp. 212-35. * Terman, Lewis M., The hygiene of the school child, p. 273. [ 250 1 mans 4 & 4 24 BS A Tue FourtnH YxrarBoox 251 vision.” It is true that with treatment and glasses many defective eyes can be brought up to the normal standard of vision—that is, many gray tones can be made white. On the other hand, there are many which cannot be made normal. It is about the education of these children whose eyes are still seriously impaired even after treatment and glasses have been applied that we wish to speak in particular. The majority of these children with greatly impaired vision were wholly unable to get along in the public schools.” Since they could not see well enough to pursue their studies in the normal way, they were sent to institutions and public school classes for the blind. These children with low vision, neither white nor black but too dark gray to hold their own in the ranks with their more fortunate light-gray comrades, were forced into the ranks of the blacks, into schools for the blind. There also they were misfits and a burden. These training centers for the blind were no better equipped to meet the needs of such children than were the regular public school classes. The solution of this difficult problem was found in the public school sight-saving class. The first class of this kind was opened in Boston in 1913 at the request of Mr. E. E. Allen, director of Per- kins Institution and Massachusetts School for the Blind. In the same year, Mr. Robert B. Irwin, supervisor of the Department for the Blind of the Cleveland Public Schools, opened a similar class in that city. These children with low vision—the visual misfits of the schools— were then being taken care of in two cities of the country at least. But often the solution of one problem discloses another. It was soon brought to the attention of the administrators of these classes that there were many more children in need of these special opportunities than those obvious ones who could be detected immediately by the teacher. Through the eye tests conducted by the medical department of these school systems and similar examinations in public and private clinics, more children were discovered who because of their defective vision should be in a sight-saving class. This study on the part of oculists and administrators as to what eye conditions and what degree of visual acuity should make chil- dren eligible for sight-saving classes resulted in the determination of standards.” There is a difference of opinion among oculists as to the eye conditions which make children eligible. The tables referred 2 An account of the historical development of these classes may be found in the 1920 Harvard Bulletin Sight-saving classes in the public schools, by Robert B. in, * Examples of these standards can be found in the Harvard Bulletin referred to in Footnote 1. 252 ExLemMentary Scuoot Princrpats to in the footnote are an excellent guide, but every case must be determined individually. Two children who have the same degree of vision according to the test may vary greatly in their ability to use that vision. It can be stated generally that every child with a serious defect of vision should have special educational consideration, if not from the point-of-view of educational opportunity, then certainly in the matter of vocational guidance, for all persons should be directed into the avenues of work wherein their limitations, whatever they may be, will present the least handicap. It seems quite probable that many differences of opinion with respect to the amount of vision needed to make children eligible for sight-saving classes are the result of looking at the question from two different angles. It may be considered from the point-of-view of the adult or from that of the child. It must be remembered that the amount of eyesight needed by an adult to pursue successfully his work along accustomed lines can be less than that required by a child who is constantly meeting the unfamiliar. One cannot be dogmatic about this question. The baffling and vexatious “border-line” is present here as in the field of intelligence. There are three definite groups into which children who should be in sight-saving classes can be divided: A. Those children whose vision is so low that they cannot do the regular class- room work. B. Those children with low vision who are getting along in the regular classroom but either are not doing the maximum amount of work of which they are capable, or else are accomplishing this at the expense of their general health or social development. C. Those children whose eye conditions are such that study in the regular grades would aggravate the condition and decrease their vision. A few illustrations will help to make these broad groupings more understandable. These examples will also give a better idea of the service rendered by sight-saving classes. , Case 1—A boy with two sevenths vision was thought by his prin- cipal to be sub-normal. The oculist referred him to the sight-saving department. A comparison of the results of standard tests given some time after he had been attending a sight-saving class with simi- lar tests given before his enrolment, showed definitely that his retardation was due to his low vision and not to sub-normality. Case 2—A girl with decidedly superior ability was just making her promotions. Because of her very low vision she was transferred to the sight-saving class. When she was able to read her work more easily she was able to make a double promotion. Case 3—A girl was kept out of school by her oculist on account of the condition of her eyes. Her mother heard of the sight-saving Tue Fourtn YEARBOOK classes and asked the doctor for permission to let her attend. At first she was permitted to use her eyes for only fifteen to thirty minutes daily and this for the purpose of working her arithmetic on the board. After three months, her eyes were examined again, and the doctor said that she could continue indefinitely. She was given per- mission to use her eyes a little more each day. This girl has been in the sight-saving class for three years. She now has the doctor’s permission to use her eyes for all school work. One of these years has been spent in high school and her work has been of such quality that she has become a member of the honor society at the end of her freshman year. Case 4—A boy who entered the sight-saving class with one fourth vision had 100 per cent better vision at the end of the year. Case 5—A girl who was near-sighted was very nervous and did not get along well with the other children on the playground. She did not sleep well. It would often take hours before she could go to sleep at night and then she would moan in her sleep. After being in a sight-saving class only three weeks her condition showed a marked improvement. She went to sleep readily, was not so nervous, and got along better with her playmates. Case 6—A boy, a disciplinary problem in the first and second grades was transferred to the sight-saving class on account of his low vision. When he first entered he was so nervous that he jumped whenever any of the desks were moved. At the end of two months he apparently did not notice that anything was going on, so com- pletely had his nervousness left him. He was repeating the. high second when he entered. At the end of a year he was able to make up his deficiency and rejoin his comrades in the low fourth. It is not the purpose of this paper to discuss the conduct of sight- saving classes, but as they should be an integral part of every school system, all educators should know something of their organization. Rooms for these classes are chosen in schools conveniently located from the point of view of transportation facilities, kinds of available space, and density of school population. Usually there is only one class or center in a school. This is partly because of the number of children to be served in that district and partly due to the method of conducting the work. The selected room should have the best possible natural light. If it is bi-laterally lighted, a northeast exposure is preferable. If it has windows on only one side, it is most desirable that the light should come from the north. Rooms should never be chosen which have the daylight obstructed by tall buildings near at hand. A liberal amount of sky should be visible from any part of the room. The walls are 254 Exementary Scnoot Princrears s. decorated in a neutral buff or gray tint. The color used depends upon the prevailing climate. If there is an abundance of sunny days, a warm French gray is better. Where there is a predominance of cloudy dull days, a buff tint will make the room more cheerful. Everything in the room is given a soft, restful finish. The desks and woodwork are refinished with a mat surface. All reflecting surfaces are removed. Glare is avoided as much as possible. Crosslights are eliminated by carefully adjusting the shades. Translucent shades hung from the middle of the window are used so that the maximum amount of daylight can enter with the minimum amount of direct sunlight. In order that the children can always have at least ten foot-candle of light on the tops of their desks, a well-diffusing, in- direct, artificial lighting system is used to make up for the deficiency of daylight. The books used in these classes are printed in twenty-four point bold- face type—“clear type.” This is from two to three times as large as the ten or twelve-point type used in most textbooks.’ All other printed materials, such as maps, designs, and pictures, are enlarged on this scale. The children are taught to write large by using an ordinary drawing pencil with a soft and very black lead and paper ruled with music lines three quarters of an inch apart. Buff- tinted, unglazed paper is used for books and desk work. As much of the writing as possible is done on the blackboard. The room is equipped with movable desks so that they may always be placed in the best position for light and for map and blackboard work. The sight-saving room is used chiefly as a study hall. Here the special teacher reads all necessary references and other material not * These eight lines are printed in clear type. Tue Fourtn YrarBoox 255 procurable in clear type. The children go to their regular grade rooms for all oral recitations and some or all dictated written work, depending upon the lighting conditions under which they must work in the regular room. The application of the fundamental principles of eye hygiene— good lighting, clear writing, and avoidance of reflecting surfaces— should not be limited to the sight-saving room. They should be ap- plied everywhere. The eyes of a person today are expected to do at least from ten to fifteen times as much as were those of primitive man. The savage used his eyes chiefly for seeing at a distance. He did not make them work for hours at a time focusing on small objects near at hand. The fashioning of his tools and the training he received required more patience than close vision. Nature evolved eyes to meet the needs of her children, but civilization has out- stripped visual adjustment. The majority of children are born far-sighted. Their eyes are not fully developed until after the period of adolescence. Physiologi- cally, the eye is developed at the age of six, but it undergoes many changes from then through adolescence. During this period, many far-sighted eyes become near-sighted and it is in this change that much havoc is wrought. The conditions under which all children use their eyes should be such as to minimize the strain necessarily imposed upon them by education and the demands of modern life. After the classroom is properly decorated and equipped from the point of view of eye hygiene, it then remains for the teacher to make the best use of it. The maximum amount of desirable light can always be had by adjusting the shades or using the artificial lights. It should be remembered that natural-and artificial light do not blend well. The lighting system should be so strong that, whenever it is used, the shades can be completely drawn. Many teachers unconsciously write in small characters on the blackboard. They are very near the writing and can read it easily. It may even look too large to them, yet the child in the back of the room may be tiring himself and straining his eyes in an effort to read it. The teacher can discover the best size and type of writing to be used by viewing what she has placed on the board from dif- ferent parts of the room. She cannot make her writing too legible. The work has been put there for the children to read and assimilate. The more easily it can be read the less is required of the child’s efforts for the mechanics of reading and the more of his energy can be devoted to mental activity. The writing should always be placed on the board where there are no crosslights or reflections. 256 Exirementary Scuoot Princrpats Reading affords one of the best means for detecting low vision. Children with low vision hold their books too near their eyes. The normal distance is from fourteen to eighteen inches. These children also have evident difficulty in reading the work on the blackboard. Children’s eyes are very plastic and errors of refraction are often overcome by overworking the eye, with the result that routine eye examinations do not always detect the presence of eye strain. Chil- dren who have errors of refraction—that is, those whose eyes are defective in such a way that the images are not clearly focused on the retina, have one or more of the characteristic symptoms of eye strain; inflamed eyelids, blood-shot eyeballs, watery eyes, frequent head- aches, are drowsy, fatigue easily and are inclined to be nervous, hold their heads in peculiar positions, miscall letters and words. Children showing such symptoms should have treatment and glasses. The teacher, in her relation to the children, is in a unique position to observe these symptoms and must assume her share of the responsi- bility for the health of her pupils’ eyes. The permanent establishment of sight-saving practices can only be secured by making such a program one of the building objectives. As such, the principal is responsible for making it effective. Here " he is called upon again to be both supervisor and administrator. He will have to see that his teachers understand the importance of eye hygiene and the symptoms of defective vision. Then he will have to make sure that the teachers are giving this part of their work the attention it deserves. The principal occupies the key position of leadership in educational work. It is under his jurisdiction that educational thought is translated into classroom practice. Since the educational philosophy of today embraces the best physical and social as well as mental growth of the child, the general saving of sight in his building and codperation in the proper care of children with low vision and severe eye strain, are added to his responsibilities. The eyes are our most important instrument for receiving the per- ceptions on which learning is based. They cannot safely be neglected or abused. CHAPTER IX THE EDUCATION OF THE CRIPPLED :CHILD Auicn CHRISTIANAR Principal, Sunbeam School, Cleveland, Ohio N THIS GREAT LAND of ours there are few special schools established for the education of crippled children, although it is self-evident that the crippled child is entitled to an education. Cities that for years have maintained schools for the deaf and blind have neglected the crippled. There are two reasons for this neglect: (1) The handicaps of the deaf and blind call for special teachers for academic work, hence a special school. (2) Because the vast majority of crippled children can be educated in the regular school, the more helpless ones have been overlooked. In 1914 the Russell Sage Foundation published Care and Educa- tion of Crippled Children in the United States. At that time there were public schools for crippled children in only four cities: New York, Chicago, Detroit, Cleveland. Formerly, schools for crippled children were started through phil- anthropy and when well established the cities were asked to assume the burden. In Cleveland in 1889 a small group of young girls, known as the Sunbeam Circle, became interested in buying crutches and braces for crippled children. As they grew older, they enlarged their work and later established a kindergarten to which they brought the children in their own horse-drawn busses. This was the begin- ning of Sunbeam School. In 1910 the Cleveland Board of Education provided the teachers and a temporary building. In 1912 Ohio passed a law allowing $150 towards the education of each crippled child attending a special school, at which time the school board assumed all responsibility. The special school is no longer dependent upon philanthropy. The Rotarians, Kiwanians, and Masons are deeply interested in crippled children. They are assisting in obtaining legislation that provides both for their care and education. In our own State of Ohio, due to their efforts the State will now allow, if necessary, $300 per year toward the education of each crippled child in the special school. The number of children eligible for a special school is not so great as to be formidable. There were enrolled in the public schools of Cleveland, 1923-1924, 1500 crippled children. Of these 190 were in the special school. To be eligible for our school a child must be 5 [ 257 ] 258 Exrementary Scuoot Princrpatrs of sound mentality and his crippled condition must be such that he is physically unable to attend unless transported, or in such condi- tion that it would be unsafe for him to go to a regular school. Crip- pled children of normal mentality unable to attend the special school may receive home teaching. The vast majority of crippled children can and do attend the regular schools, and it is our aim in the special school to return our pupils to the regular schools as soon as their physical conditions make it possible. However, a pupil is not discharged until he is able to perform the necessary school activities with safety and without undue effort. After he is discharged he is still under special super- vision. In this way Sunbeam School is able to keep in touch with all its transferred pupils. While in the special school each child receives individual exer- cises prescribed by his orthopedic doctor if such treatment is indi- cated. These exercises are given by specially trained teachers who have worked under orthopedic doctors either in hospitals or in ortho- pediec doctors’ private gymnasiums treating crippled children. When the pupil is transferred a specially trained teacher visits him in the regular school and gives him whatever further treatment is recom- mended. She also keeps in touch with his orthopedic doctor and with the home. Because of this extended supervision, we are often able to discharge pupils from Sunbeam School earlier than would other- - wise be advisable. Hundreds of crippled children who do not need to attend the spe- cial school are being cared for in a way similar to our transfers so that Cleveland has in her regular schools over 700 crippled children under such special care. The school codperates with the many different social agencies, such as The Association for the Crippled, Associated Charities, Humane Society, State Board of Charities, Mothers’ Pension, as well as the various hospitals and dispensaries. In November, 1923, Sunbeam School especially built for crippled children was formally opened. It is located on an elevation opposite a large open space in a quiet neighborhood away from the smoke of the city. In the distance can be seen the blue lake, and overhead a vast expanse of sky with its ever-changing clouds. Here these little children brought from all sections of a great city can hear the songs of birds and can actually play on the grass. It is a one-story building with spacious corridors affording room for wheel-chairs, kiddie kars, and coaster wagons. There are hand rails for those who need them. The classrooms are bright and cheer- ful. With low windows and a monitor roof, they are flooded with Tue Fourtu YEARBOOK 259 sunshine. The blackboards are lower than in the regular school in order that they may be used even by a child in a wheel-chair. The chairs and desks have been selected with great care and are based upon long practical experience in the needs of special types of seat- ing for the various cripple disabilities. Each classroom is adjacent to combination wash-rooms and toilets, one for the boys and one for the girls. Two classrooms share the same wash-room and toilet facilities. There are rest rooms which may be used as sun rooms and open- air rooms. Here the children, either as classes or as individuals, go daily for rest under the care of a matron. All under weight, all re- cently operated cases, and all crippled from bone tuberculosis must take rest periods. In a room designed and equipped for special exercises you will find stall-bars, benches, suspension rings, and mats as in the ordinary gymnasium, but you will also find the special tables, benches, the posture mirrors, the electric bakers, and the schematograph. Here the children come for their massage, muscle training, and posture work. Records are kept of the conditions of the children and the progress made by means of charts, photographs, tracings, ete. The children are brought to school in six well-equipped auto busses, owned and operated by the board of education. These are driven by experienced chauffeurs, who are paid by the month. In each bus there is a guard whose duty it is to carry the helpless chil- dren to and from the bus. Five busses can be unloaded at one time. When the busses are backed up the double doors of each vestibule section are opened. The floor being on a level with the bus, many of the children are able to walk from an electric-heated bus to an exhaust-heated entrance. Between these vestibules are alcoves in which may be kept the wheel-chairs, kiddie kars, and coaster wagons, used in unloading. Sunbeam School in educating the crippled child provides for his transportation, rest, exercises, massage, and a nourishing meal, but it does not allow the parent to shift his responsibility upon the school or State. Parents are required to see that their children go to the dispensaries whenever necessary and that braces are kept in repair. These are some of the parental responsibilities which cannot, without detriment to the child, be assumed by any one else. Our school does take its pupils to the hospitals to receive instructions from the ortho- pedie doctors about treatments and recommended care, but it does not take them for brace repair. We begin with the kindergarten. The younger the child is brought among the other children the better for him socially. In the family there is a tendency to wait upon the crippled child and to allow him 260 Exementary Scuoot Princrpats privileges not granted to his brothers and sisters. He may become selfish and domineering. In the kindergarten he learns to live with other children who are perhaps more helpless than he. Here he is able to perform his share of service. He learns to work and to play, and the world becomes beautiful. In addition to the social training he receives constructive care for his defect and is often able to enter the first grade of the regular school. We are prepared to take children from the kindergarten through the eight grades. We do the work of the regular schools and are under the same supervision. Since we transfer children at any time during the year, when the physical condition indicates, it is neces- sary for us to follow the same course of study as the regular schools. Very few children must remain with us through eight grades. When pupils reach the ninth grade, they should be given the oppor- tunity to mingle with normal children even if they must be trans- ported to the regular high school. Buildings with elevators can han- dle wheel-chair cases. Our senior high schools offer so many courses and are so well-equipped that the crippled child should be given the advantages of such an educational background. Some advocate pre-vocational training, vocational guidance, and vocational training as a part of the work of the special school. Crip- pled children should not have vocational guidance or training until they at least reach the age at which it is given to the strong, active child. In speaking of vocational guidance being given pupils, Mr. Joy E. Morgan, in his address before the Department of Elementary School Principals in Washington, said that with the great changes con- stantly taking place in the industrial world, there might be no oppor- tunity to use that for which the child had been especially prepared. This would also be true of the crippled child, but the main objection is that, in giving vocational guidance to a crippled child, there would be a tendency to overemphasize the handicap. This handicap may be much decreased, materially changed, or eliminated. Crippled chil- dren need occupational information the same as normal children. In the past years some schools had crippled children weaving rugs, can- ing chairs, or cobbling shoes instead of giving the time to their ele- mentary education. This policy, especially in our public schools, is being rapidly discarded under the influence of a more progressive policy. In placing crippled adults in industry, it has been found that they vary greatly in their individual aptitudes. In one year a certain organization reported that they had placed 225 crippled adults in 47 different kinds of jobs. This would seem to indicate that their Tue FourtH YEARBOOK training need not be limited to a few occupations and that the train- ing of crippled children for certain lines of industry is out of place in a special school. With a good educational background the crippled child may be readily trained later for that which he is physically and mentally capable of doing. Play, which means so much to the normal child physically, men- tally, and morally, is even more necessary for the crippled child. There has been little of the play life so natural to children for the boy or girl who has spent months or years in a hospital. Very few of them are taught to play at home. When they are in the regular schools they cannot always compete with the normal child, but in our special school where all are handicapped they can and must be taught to play. They need it for the control it gives the body. They need it to develop the individualistic and the social qualities. To be of benefit it must be taught, organized, and supervised. Sunbeam School has a playroom in which are basketball goals, the volleyball set, swing chairs, and the rocking board, also kiddie kars, the teeter-totter, and various kinds of games and balls. Besides this playroom, a corridor 200 feet long and 12 feet wide is used for play in stormy weather. Our special teachers before preparing for the orthopedic work have had at least two years in a physical training college. They are, therefore, qualified to organize and supervise the play as well as to give corrective exercises and massage. For our academic work, we are fortunate in having teachers of pleasing personality who have been successful with normal children. Although these teachers see that the pupils are as comfortable as possible and have their needed rest and exercise, the classroom work is carried on the same as in the regular schools. Here the crippled child, notwithstanding his physi- eal handicap, is being educated as the normal child. CHAPTER X THE BRIGHT PUPIL—AN ENRICHED COURSE IN PLACE OF ACCELERATION W. H. Burpicx Director of Research, Schenectady, New York HE MEASUREMENT movement in education focused atten- tion upon the bright pupil. The dull pupil was always con- spicuous because of his failure to progress normally through the curriculum. The bright pupil was not discovered because he was able to progress normally. The widespread use of intelligence and achieve- ment tests discovered a large group of children who are exceptional as well as a large group of children who are below average. Terman * gives the following percentage distribution of our school population: 1 to 3 per cent—gifted. 10 to 20 per cent—bright. 54 to 78 per cent—average. 10 to 20 per cent—slow. 1 to 3 per cent—special. The terms gifted, bright, average, slow, special, give some indica- tion of the modification in organization and curriculum which should be made to take care of these five groups of children. It is taken for granted that we should treat each group differently. Equality of op- portunity requires that each child be given the opportunity to pro- gress at his own pace through the courses of study. The 1 to 3 per cent in the special group should be taken care of in special classes. The slow, average, and bright groups can be taken care of by a three- track course of study. For the gifted we will have to have special classes or make a combination of enrichment and acceleration. This is a brief outline of the program that was adopted for the elementary schools of Schenectady in November, 1923. Since we are concerned here with the bright pupil only, this discussion will be limited to the progress we have been able to make in Schenectady since November, 1923, in taking care of the large group of above average children. There are, in general use, two administrative methods of provid- ing for bright pupils. One is enrichment; the other is acceleration. Enrichment means holding the pupil in the grade which is normal for his age and adding something to the instruction. Acceleration *Terman and others. Intelligence tests and school reorganization, World Book Company, Yonkers, New York, 1923. [ 262 ] i ee ee ee ee ee fe Tue FourtH YEARBOOK 263 means carrying him through the curriculum at more than ordinary pace. Which plan is best? The general guiding principle is to ob- tain for the bright child an opportunity to do work at a higher intel- lectual level, so that he may live up to capacity and not develop indolence. Both plans would do this. The acceleration plan, how- ever, would carry bright children into high school and college imma- ture and socially undeveloped where they must associate with chron- ologically old and socially mature people. In the case of the bright pupil, the acceleration plan does not seem to be desirable. However, in the 20 per cent of the school population which makes the bright group we have all degrees of brightness and maturity. Some of the best of the group can work through an enriched course of study more rapidly than the others and can do three years of an enriched course of study in two. So our program, as finally developed, allows the 1 or 2 per cent, that is, the gifted, to have an enriched curriculum, and at the same time some acceleration, while the remainder of the bright group progress a grade a year through an enriched course of study. How pupils are classified—Pupils are placed in the above average, the average, or the below average group, or Course One, Course Two, or Course Three as we call the groups, on the basis of group intelli- gence tests, achievement tests, and teacher’s judgment. For the first grade, we have used the Detroit First Grade Intelligence Test and the Rhode Island Intelligence Test; for the other grades we have used the Illinois Examination, the Haggerty Intelligence Tests, the Hag- gerty Reading Tests, and the Stanford Achievement Tests. As an example of how we make the classification, the procedure followed in January, 1924, will be outlined, The complete Illinois Examina- tion was given in grades four, five, and six. Each teacher, by fol- lowing the directions for the examination, found a mental age, an arithmetic age, and a reading age for each pupil. By using the McCall* technique, an estimate age for each pupil was derived. These four factors were averaged and a promotion age obtained for each pupil. Each pupil’s promotion age was divided by his chrono- logical age and a promotion quotient obtained. If the promotion quotient was over 110, the pupil was placed in above average group, or Course One. If the promotion quotient was between 90 and 110, he was placed in the average group, or Course Two. If the promo- tion quotient fell below 90 he was placed in the below average group, or Course Three. How this worked out may be seen from Table 1. Curriculum adjustments for bright children—Our curriculum ad- justments are very tentative and not at all complete. During the *McCall, How to measure in education, 58 p., Macmillan Company, New York City, 1922. 264 Exrementary Scuoot Princrpats spring of 1924, teachers and supervisors worked together on a course of study in English, including reading, spelling, writing, and com- position. This was mimeographed and put into the hands of the teachers in September, 1924. This will be tried out for one year, thoroughly revised, and printed. Teachers and supervisors are now working on courses of study in the other school subjects. In the course of study in English, a definite attempt is made to have enrichment for Course One children. Our guiding principles were that bright pupils should attack problems on deeper levels and by more elaborate methods than other pupils and that high standards TABLE 1—Nvumoser or CHILDREN IN Eacu Course AND Per Cent 1n EAcu Course Above average Average Below average Grade Course One Course Two Course Three Total 4B Number 91 360 805 Per cent 11.3 ; 44.7 100 4A Number 107 265 662 Per cent 16.2 t 40.0 100 5B Number 117 373 935 Per cent 12.5 j 39.9 100 5A Number 111 245 686 Per cent 16.2 1 35.7 100 6B Number 128 284 810 Per cent 15.8 i 35.0 100 6A Number 133 256 727 Per cent 18.3 , 35.2 100 Number 687 1783 4625 Per cent 14.8 A 38.6 100 should be set for bright children in the tasks that are of a drill, mem- ory, or routine nature. That is, we would have advanced subject- matter presented by a different method in the content subjects, at the same time demanding a high standard in the drill subjects. Is it desirable to have a bright child learn to spell many thousand words just because he has the capacity to do it? No, but he should learn the few thousand he will have most use for in life and the proper use of the dictionary and a few important spelling rules. Should the bright child learn to spell more words than the below average child? Yes, about twice as many, because he is going to have more need for writing as he will probably go further in school .and enter a profession that will require the spelling of more words than will be required of the below average child. In following out Tue FourtuH YEARBOOK 265 these ideas, we made use of Thorndike’s Word Book, Horn-Ashbaugh Speller, and Starch-Mirick Speller, choosing for the below average course of study words that were in either spelling book and among the first thousand on the Thorndike list, for the average course of study words in either spelling book and among the second thousand on the Thorndike list, and for the above average course of study words in either spelling book and among the second or third thousand on the Thorndike list. This is not a great amount of enrichment, but we require absolute mastery. We do not feel justified in requiring words that the child will never use. The reading and literature work has been enriched by requiring that more books be read by the bright pupils. The pupils in Course One are required to read at least five more supplementary books and five more library books than are required of the Course Two chil- dren. The Course One children are required to make a higher score on a standardized reading test in order to earn promotion than is required in Course Two. In literature, more poems and stories are required in Course One. A higher standard in oral and written composition is set by a local scale similar in form to the Hillegas scales. The major part of the enrichment as outlined in the English course of study comes from supplemental reading of biography and of advanced books and through projects. The Course One classes are encouraged to propose worth-while projects not only in connection with their regular work but projects in anything in which the class may be interested. In working out these projects, the children gain the necessary practice in reading, spelling, writing, and composition. While the English course is not at all complete, similar revisions are under way in other school subjects. Does enrichment function?—A partial answer can be made to two questions: (1) Do Course One children do better when they are segregated or when they are in mixed classes? (2) How do Course One classes compare with the city average for their grade? In order to answer the first question, the achievement of two Course One classes, a 4A class and a 5A class, is compared with the achievement of children exactly matching them in brightness but taught in mixed classes. To distinguish between the two groups we will call one the experimental group; the other, the control group. The experimental group was taught by one teacher in one room, the control group was scattered in several rooms and sitting with Course Two and Course Three children. The two are exactly alike, child for child, in promotion quotient, an index of ability to learn explained above. 266 Exementary Scuoor Princrpats Is the difference in favor of the experimental group significant ? The difference in composite score in the case of the 5A grade was nine, and in the case of the 4A grade it was four. These differences are subject to two kinds of errors, variable errors of measurement and chance variation due to sampling. The effect of the variable errors of measurement can be found by determining the probable error of the difference. This is found by using the formula P. E. (Diff) = \ P. E..? + P. E..? in which formula P. E.: and P. E.. stand for the probable errors of measurement of the two averages TABLE 2—Gnrape 5A, Scores on StaNrorp ACHIEVEMENT Test Form 1 Expressep IN AGE EquIvVALENTS Nature Arith- | study metic and science l | History | Lan- and lit- | guage ‘Spelling | posite erature | usage Number of pupils| Reading Experimental 13-0 | 13-2 | 11-5 | 124 | 11-4/ 121) Control 11-5 10-9 Difference in favor | of Experimental | (in months) TABLE 3—Graps 4A—Scores on Sranrorp ACHIEVEMENT Test—Form ONE— EXPRESSED IN AGE EQUIVALENTS Nature Arith- | study metic and science History| Lan- a and lit-| guage Spelling! bd te erature| usage Posi Number of pupils Reading Group Experimental ....| 28 | 126 | 11-9 | 11-0 | 11-4 | 11-1 | 11-8 | 11-8 Control 28 | 11-6 / 11-6 | 108 10-10! 11-7 11-4 Difference in favor | of Experimental . (in months) .... 12 3 i 1 whose difference is taken. This probable error of measurement of the average is found from the formula P. E. (m average) = 2 — 1 in which P. E. M. is the probable error of the distribu- tion of the original scores. By working out these formuls, the prob- able variable error of measurement associated with the difference of 9 in the composite of the 5A grade is 1.63 and with the difference of 4 in the composite of the 4A grade is 1.44. In general, if an average or difference is two or three times its probable error, it can be considered significant. Some significance can therefore be attached to these differences. Tuer FourtnH YEARBooK 267 Would any sampling of children, under the conditions of this ex- periment, give the same results? McCall* indicates a method of determining the answer to this question by finding an experimental coefficient which should have a value of 1.00 to make the conclusion Education (Composite) Nafure Study & Science History & Literature Language Usage rs) _ po) — aa! & < Spelling Experimental 5A Group —------ Control 5 A Group 9yr Fia. 1—Grade 5A—Experimental Group vs. Control Group—Stanford Achievement Test, Form One. a practical certainty. This experimental coefficient in the case of the 5A grade is 1.3, indicating practical certainty, and in the case of the 4A grade .66, indicating probability, that under the same con- ditions the experimental group would be superior to the control group. *W. A. McCall. How to experiment in education, 155 p., New York, Macmillan Company, 1923. Exementary Scnoort Princrpars Nature Study & Science History & Literature Education (Composite) Language Usage oO — _ z s 4 ay < Spelling ———— Experimental 4A Group —---~- Control 4A Group 9yr Fia. 2—Grade 4A—Experimental Group vs. Control Group—Stanford Achievement Test, Form One. TABLE 4—A 5A Course Ong Crass CompParReD WITH THE Crry AVERAGE STANFORD ACHIEVEMENT Test, Form Onge—Ace Equivatent Scores : Nature | History ‘ Arith- |study and| and lit- |U@9S¥age! spying | Com Reading science | erature | US28° posite A Course One Class} 13-0 13-2 11-5 124 114 12-1 12-9 City 5A Average..| 12-0 12-5 11-3 11-9 11-7 Tue Fourtn YEARBOOK Education (Composite) Nature Study & Science History & Literature Education (Composite) Language Usage © wt pt) oO FA > ae Ge CHONSapwnoe ry i Tue FourtH YEARBOOK 297 3. English—The school paper. Arranging a program for the development of spoken English (foreign community). 4. Research—Considering problems of attendance, traffic, and testing. 5. Social—Provides happy times for all inside and sometimes for outsiders. 6. Service—Taking a special interest in those on the sick list, in personal needs ee ok, of staff members, in welcoming new teachers and substitutes, and in caring for the personal comforts of all by supervising the teachers’ restroom. Suacestep TEACHER Prosects ror CONCENTRATION Each teacher expected to choose one (not more than two) for experiment and development. 1. Stimulation of promptness. 2. Quick and effective taking of attendance. 3. Concise plan of work. 4, Effective seating charts for platoon sections. 5. Pupil inventory. 6. Growth charts. 7. Pupil committee service. 8. Definite procedure chart (room administration). 9. Effective checks on attendance, promptness, reliability, attention, concentra- tion, subject-matter, growth. 10. Effective development in problems of prompt obedience, courtesy, scholarship, ks CHAPTER XVI SCIENTIFIC SELECTION OF SCHOOL TEXTS L. W. Raper Assistant Superintendent of Schools, St. Louis, Missouri CIENTIFIC METHOD has proved extremely profitable in the S commercial and industrial fields during the past decade, when ap- plied to problems either of business or industry. It has revolu- tionized the business world; it has revolutionized the business of edu- cation in spots only. Most failures in business are due to the absence of this element ; for the same reason do we find the frequent wreckage of visionary projects in the administration of education, as compared with business failures, because we have no Roger W. Babson to reveal to us this lack of scientific method. Scientific methods or standards are applied in every field of ac- tivity. In the making of arms it requires months to work out suffi- cient preliminary models. This is also true of the automobile indus- try. Standardization has almost wholly eliminated waste in the making of one popular car. In fact so thoroughly is this car stand- ardized that some writer has said that it can put itself together, and then travel miles with no other motive power than its reputation. Great insurance companies also have standards by which they evalu- ate risks on a scientific basis, thereby giving validity to their transactions. In this light, I contend that the fullest success of both the adminis- trative and the instructional features of a school system is dependent upon scientific method. I do not contend that our method of selec- tion is ideal, or even scientific, but I do believe that it is more scien- tific than previous methods pursued. What then is meant by the “ Scientific Selection of School Texts ” ? It is a selection based upon knowledge or data correctly validated, rather than on opinions, however brilliant, of teachers or supervisors. Again what is the source of this knowledge and data? It is in learn- ing processes and educational objectives. Where do you find these processes and objectives set up and defined? Undoubtedly they are in a good course of study. You want to know what a good course of study is. A good course of study should possess these distinctive features: (1) It must set up objectives or show what to do; (2) give clear directions as to how to do it; (3) specify the source of material with which to do it; and (4) provide means or standards by which the teacher may know when it is done. [ 298 ] t=) -3 oD OOM Or OO -_ na tv Aw Aw MY o*) 7 Tue FourtH YEARBOOK 299 With a clear knowledge of the ends to be attained in such a course of study, the selection of a text for achieving such results may be done upon a scientific basis, provided the work is done by a compe- tent committee. When the fast train stops at certain points expert mechanics with torch and hammer go along tapping wheels and axles, here and there. The untrained man would tap all over the wheel yet miss the weak spot. The scientist does it quickly—just a light tap at the right point. In like manner will an expert committee or person who knows the learning processes and the objectives to be achieved select content or textbooks providing the necessary experi- ences by which the desired achievements may be attained. At this point I will say that the superintendent must assume all the responsibility for the selection of textbooks. He appoints a com- mittee, yet the burden of responsibility rests with him. He thinks he divides the responsibility by this act, but he does not. He dele- gates to the committee the right and authority to do a piece of work but this act does not divide responsibility. An effort to transfer re- sponsibility by a superintendent is sometimes made by placing the vote for the selection of textbooks in the hands of teachers. This is either an open admission that he doesn’t know anything about the work to be done, or that he has not the courage to assume the responsi- bility. At least it is an effort to divide the responsibility. The need for a scientific method for the selection of school texts is made evident by mentioning at this time some of the features or factors which frequently determine such selections. A few of these are: . A favorite author or teacher. . Favored by former instructors. Other places using it. Contains some favorite devices or pet definitions. Friendship of some agent. . Pictures or color of cover. Agent lost out last time. . Contains method and content of books I studied. Judging content independent of a curriculum, the text being considered a curriculum, and the committee unconsciously becoming one on curricu- lum, ete. DON or go But let us consider for a moment a situation where an apparently scientific method ceases to be a scientific method, because of a false premise. The procedure outlined in the last feature is a common one. Curriculum is frequently made by writing into it with slight revision the chief headings and some of the subordinate topics of a textbook. A representative of a publishing house came into my office a short time ago with the startling information that the State Course of 300 Exrementary Scnuoort Princrpars Study for a certain subject is based wholly upon the text published by his company, and since his book was the only one which conformed to the objectives of the course of study and since St. Louis pursued a scientific method in the selection of school texts, it became our imperative duty to adopt his book at once. With this situation existing the scientific method we here propose would be useless, because of the absence of a scientific method in the making of a course of study. A scientific selection of texts is most improbable, if not impossible, without a genuine course of study as a starting point. In the selection of texts in St. Louis it is assumed that we have for the present the best possible course of study. From this as a starting point the steps in the selection of school texts are as follows: 1. A committee composed of persons (a) who teach the subject in several grades, and (b) who are in a position to have a perspective of the place that the subject holds in the sum total of the child’s ex- perience. In other words, teachers representing various grades of the subject taught, and representatives from the principal, supervisor, and educational administration groups. 2. A clear conception of the committee of the general objectives and purposes to be attained by that subject in the program of the grades taking the subject. In other words, a curriculum formulated in fairly specific terms of the field that the subject is to cover. | 3. A score sheet constructed by this committee, considering duly the purposes to be attained by that subject in the program of the grades taking the subject. In other words, a curriculum formulated in fairly specific terms of the field that the subject is to cover. 4. Conference of committee over the texts submitted, with critical care, and with important agreements, and serious adverse judgments recorded. 5. Scoring of various texts by individual committee members, fol- lowed by conference whenever wide differences of judgment exist. 6. Decision based on maximum total scores. The making of the score sheet, like the making of the curriculum, is another task which may be so prepared as to become a barrier upon which our scientific method is wrecked. This score sheet may be a list of points or topics identical, or in a measure identical, with the material of some textbook, or it may be prepared independent of all texts, containing thereby scoring points identical with the aims of the course of study. The committee whose duty it is to select school texts should be competent to make a score sheet with nothing before it except the Tue FourtH YEARBOOK 301 course of study. When a series of books upon the same subject are to be adopted, a series of score sheets are necessary. To illustrate our method more fully, I offer here three score sheets prepared by the committee and used in scoring arithmetics to be used in the elementary schools. These score sheets when filled out are submitted to the superinten- dent of instruction, and the adoptions are determined by the highest scores. We do not claim this method to be ideal or to be the best method employed ; we do, however, declare it to be the best and most satisfactory so far employed in St. Louis. Exementary Scuoont Principars SCORE SHEET FOR ARITHMETIC, 4TH GRADE Committee’s Scoring Maximum A/|B/C|D/E/F/G Score A. Problem aspect—35: I. The problem form of development. 5 —_! II. The nature of the thought problems. 5 III. The exclusion of obsolete material and worth of new material IV. Regard for relative value of topics included V. Adaptability to children of the average community VI. Suggestions for work of local interest. VII. Relevancy of illustrations, diagrams and graphs B. Habituation aspect—60: I. Skillful motivation of drill work and reviews 25 II. Provision for enlargement of number concept * 15 Ill. Easy grading of processes and prob- C. Mechanical aspect I. Format, including page spacing. II. Contents, index, appendix, etc. Book being scored: Author: Publisher: 2To include concepts of . oe concepts of space relations, expression of quantities by scales, expression of var bles hs, interpreting significance of graphs, and estimating results of the tendencies shown. atte _ eet -_ , Tue Fourtu YEARBOOK SCORE SHEET FOR ARITHMETIC, 5TH AND 6TH GRADES Committee’s Scoring Maximum Score “~|PiC|P/E/F\G|i A. Problem aspect—50: I. The problem form of development.. 10 II. The nature of the thought problems. 10 III. The exclusion of obsolete material and worth of new material IV. Regard for relative value of topics included 7 V. Adaptability to children of the average community VI. Suggestions for work of local interest. VII. Relevancy of illustrations, diagrams B. Habituation aspect—45: I. Skillful motivation of drill work and reviews II. Provision for enlargement of number WMI ogccccnaesscassesac tunes III. Easy grading of processes and prob- C. Mechanical aspect I. Format, including page spacing. II. Contents, index, appendix, etc. Author: Publisher: To include concepts of great —— concepts of space relations, expression of quantities by scales, expression of variables by graphs, interpreting significance of graphs, and estimating results of the tendencies shown. E.ementary Sonoort Prinorpats SCORE SHEET FOR ARITHMETIC, 7TH AND 8TH GRADES Committee’s Scoring Maximum Score “|BIC|P\E|F/G|H A. Problem aspect—70: I. The problem form of development. 15 II. The nature of the thought problems. 20 III. The exclusion of obsolete material and worth of new material IV. Regard for relative value of topics included 10 V. Adaptability to children of the average community VI. Suggestions for work of local interest. VII. Relevancy of illustrations, diagrams B. Habituation aspect—25: I. Skillful motivation of drill work and reviews II. Provision for enlargement of number concept * III. Easy grading of processes and prob- C. Mechanical aspect I. Format, including page spacing. II. Contents, index, appendix, etc. 2To include concepts of great tities, concepts of space relations, expression of quantities by scales, expression of variables by graphs, interpreting significance of graphs, and estimating results of the tendencies shown. CHAPTER XVII AN EXPERIMENT IN GROUP ACTIVITY Erne. D. Heprick Principal, Dexter M. Ferry School, Detroit, Michigan HE PURPOSE of this paper is to describe an attempt to re- organize a program of education in a traditional elementary school on the basis of group aciivities. This reorganization was prompted by the apparent success of a modified project curriculum used in one room of the Donovan School of Ann Arbor during the previous year. It was suggested that a program of this kind be extended to all the grades in order to throw light upon these questions: 1. Is the adoption of such a curriculum practicable in the graded schools of a city system ? 2. Will the result be a socialized group of children better fitted to engage in the activities of community life? The building—The Donovan School, in which the experiment is being carried on, is an ordinary one-story building containing four recitation rooms on the first floor and two large rooms and a store room in the basement. Formerly one recitation room was equipped with tables, chairs, and movable desks. Two rooms were fitted with stationary seats and the remaining room contained the usual kinder- garten equipment. One basement room contained a portable stage, a projection lantern, and a small amount of manual training equip- ment. The second basement room had always been used as a play- room and contained no equipment. For the accommodation of the new program of education the four recitation rooms on the first floor, instead of being used as ordinary recitation rooms, serve the whole group of pupils as auditorium, library, science room, and kindergarten; the rooms in the basement as kitchen and workshop. The stationary seats were removed from the two rooms which serve as the auditorium and library. The audi- torium is now equipped with movable desks brought from other schools, a built-in stage, and a projection lantern, while the library is furnished with odds and ends of tables and chairs gathered to- gether from various schools in the city. At the beginning of the experiment all the books in the building, with the exception of a few sets of readers, were stacked in an unarranged manner in this room. The science room is equipped with aquaria and a terrarium. No changes have been made in the kindergarten room. In all the rooms, save the library, the desks contain spaces for keeping the children’s books and materials. For this room it was 8 [ 305 ] 306 Exrementary Scuoot Princrpars necessary to construct lockers from the available space in a small closet opening into a cloak room. The equipment of the kitchen with the reorganized scheme con- sists of a gas range, a small supply of utensils, two cupboards built on one side of the room, a work table, and shelves. The purchasing of these supplies represents the first outlay of money. Dishes and silverware have been borrowed from the supplies purchased for a building under construction until it is thought advisable to purchase a permanent supply. Little change was made in the workshop except the addition of a small supply of tools and two benches. The entire expense for making the changes necessary in reorganiz- ing the building has not exceeded $200. Including an additional sum for supplies during the year, the total amount still remains so small that it is safe to venture that such a program of education may be organized in any building with a minimum cost. The teaching staff—The four teachers in charge of the experiment have had no special training for the work undertaken. Their train- ing is of the ordinary academic type; only one of them has taken special work in industrial arts and but one has taken a course in project teaching. Three of the teachers are graduates of a standard two-year normal course, and one has completed a four-year course at the University of Michigan. One has had one year beyond the © two-year normal course. The teaching experience of the group ranges from three to fifteen years. Of the four teachers, two taught in this particular building previous to the beginning of the experiment, one was transferred from another building in the city, and one is teaching in the city for the first time. Thus it is readily seen that a similar group of teachers may be found in any school in any city. In addition to the four teachers in charge of the experiment, super- visors of art, penmanship, and music come to the building once each week to assist in the development of projects or to advise with the teachers. The pupils’ achievement—At the beginning of the experiment there were 114 pupils enrolled. These were divided as follows: Number of Grades Kindergarten Tue FourtnH YEARBOOK 307 Tests in mental ability and educational achievements show a large percentage of the group to be below average. This situation is best depicted through an illustration from one grade in the building. The thirteen children enrolled in Grade 3B average nine years chrono- logically. Their I. Q.’s range from 75 to 103. One the Thorndike- McCall reading scale the median score in October was 26.5. The standard for Grade 3B on this test is 31; only one individual at- tained that standard. On the Woody-McCall test of Mixed Funda- mentals the median score in October was 2.7 and results ranged from 1 to 10. The standard for the grade is 6.1; this was attained by only one pupil. On the Otis Classification test the results more nearly approximated the standard for Grade 3B, but the test also showed a wide range in the scores attained. These results may be due to certain environmental conditions over which the school has little direct control, for example, lack of avail- able reading materials in many of the homes, the excessive amount of home duties demanded of some of the pupils, or the use of foreign language in the homes. The room schedule—The new arrangement of the building pro- vides five rooms and a kitchen for carrying out the reorganized pro- gram, but only four teachers are available. Thus to permit one teacher to supervise in the workshop or kitchen during a portion of each morning and to make all rooms, with the exception of the kinder- garten, available to all pupils, a special schedule for the teachers is necessary. This schedule provides for the following combinations within different rooms: 1. Grades 1B and 1A in the kindergarten room in the morning. The kindergarten room can be used for this combination as the chil- dren in kindergarten do not attend in the morning. 2. Grade 2B meets in the science room and Grade 2A in the audi- torium. 3. Grades 3 and 4 meet in the library. 4, After a short planning period in the home room, Grades 2B and 2A combine in the auditorium with one teacher in charge. This arrangement frees one teacher at nine o’clock for supervision in the kitchen or workshop. At the same time, it leaves the science room unoccupied and available for use by another group. When a group is in the workshop the library is unoccupied and available for use. Thus by careful rotation of the grades in the various rooms the different equipment of the special rooms is available to all pupils during the morning. 5. In the afternoon the kindergarten meets in its own room, Grades 1B and 1A meet in the science room, Grades 2B and 2A in the auditorium, and Grades 3 and 4 in the library. 308 Exementary Scuoort Princrpars To give a more vivid picture of the procedure the schedule is repro- duced in tabular form: Room Kindergarten Science Auditorium Library Workshop Teacher Miss E. Miss C. Miss C., Miss 8S. Miss H. Miss 8. 8:30-9:00 10:00-10:30.... 10:30-11:40,... 1:10-3:30 1B, 1A 1B, 1A 1B, 1A Kdg. 3-3:30 Open to any 2B Open to any roup est and 2B, 2A 1B, 1A 2A Groups from 2B, 2A lunch in ho Open to any group 2B, 2A 3B, 4B, 4A 3B, 4B, 4A me room Open to any group 3B, 4B, 4A Open to any group Groups from 2B, 2A 3B, 4B, 4A Open to any group group The schedule is interpreted as follows: The first horizontal row of spaces indicates the rooms and the space below, the name of the teacher in charge of that room at the time indicated in the first verti- eal column at the left. The remaining spaces indicate the grades occupying the various rooms at stated periods. For instance between 8:30 and 9:00 Grades 1B and 1A are in the kindergarten room with Miss E. in charge; Grade 2B in the science room with Miss O. in charge; Grade 2A in the auditorium with Miss S. in charge; and Grades 3B, 4B, and 4A, in the library with Miss H. in charge. At this time the workshop is open to any group with no one in super- vision. From 9:00 to 10: 00 the science room is open to any group and the workshop is occupied by groups from Grades 2B and 2A with Miss 8. supervising the work. The program of work—The daily program planned for each group of pupils is based on group activity instead of the traditional school subject-matter. Its purpose is to aid in the development of the proj- ect method. The program, as adopted, provides seven periods in the day ranging from twenty minutes to one hour in length. In order to make clear the nature and function of the periods a day’s program for Grades 3 and 4 is reproduced.” Planning period (thirty minutes)—This period is devoted to a general discussion of work under way or to be undertaken. Plans are made for the different periods of the day and each group of chil- dren makes a definite list of things to be accomplished. * Those in charge of the experiment are indebted to the assistant supervisor of industrial arts of Grand Rapids, Michigan, for helpful suggestions in planning this program. Tue Fourtn YEARBOOK 309 Research period (one hour)—This period is used as a study period. During the time the children search for information with which to answer questions or to settle problems. Questions which arise in arithmetic or other subjects are answered and principles necessary to serve the present need are explained. Later in the drill period emphasis is given the phases of a subject for which the research period shows need. Actwity period (one hour)—This period is devoted to activities in industrial and fine arts, such as the making of clay tablets, parchment, posters, booklets, or costumes, and excursions into the community. Discussion period (twenty minutes)—At this time individuals bring to the entire group problems which have arisen during the day. These problems have included the making of an hour glass, the mak- ing of figures for the sand table, the developing of rules for the slide, and ascertaining where to obtain costumes for a play. The group discusses such problems as these and offers suggestions for their solution. Appreciation period (forty minutes )—This period includes music, literature, dramatizations, folk dances, reports on outside amuse- ments, and nature study. Great freedom is allowed the children during this period in the choice of subject-matter and emphasis is placed upon self-expression and general culture. Drill period (forty minutes)—This period is utilized in attempt- ing to bring each child up to grade standard in “ fundamentals.” Thus in the research or activity periods the development of the proj- ect is hindered because of lack of skill in arithmetic, spelling, read- ing, or writing. These needs are noted and in the drill period special training is given to overcome these weaknesses and to bring the children up to grade standard. Free period (thirty minutes)—During this period each child is allowed to use his time as he wishes. He may read, play games, work at the sand table, in fact do anything so long as he does not interfere with the activities of other members of the group. The length of the enumerated periods varies with different grades and their order does not remain the same. Illustrative projects—During the four months in which the ex- periment has been in operation a few major projects have been initi- ated and developed to various degrees of completion. One, the library project, offered as an illustration of how the school building and its equipment is used in the socialization of the group, is under the direct supervision of the writer. This project may be divided into 310 ExLementTary Scuoort Princrpars five parts each of which is related to the work in the library. These projects are described as follows: Curtains and bookcases—It will be recalled that at the beginning of the experiment the books were stacked in a disorganized manner in the library. The group of children occupying the library was con- sulted as to ways and means of making the room more usable and attractive. They were eager to make plans and to be at work. They suggested that the room needed bookcases, book ends, window cur- tains, and an orderly arrangement of books, such as is found in a library. After the discussion of the needs of the room the boys decided to plan and make the bookcases; the girls, the curtains. Educators may disagree over this seemingly logical division of work, but the boys decided that the construction of the bookcases was clearly their work and left the sewing for the girls. The boys determined the number of bookcases needed for the books in the library. Then they decided to divide themselves into small groups in order that they might work in a more effective man- ner. The teacher directing this grouping took pains to see that the younger boys were placed in the same group with older boys. In each group a leader was chosen who had demonstrated his ability to work with others. The pupils in each group, being responsible for one bookcase, determined the number of feet of lumber necessary for its construction according to a plan decided on by the combined groups. The bookcases were constructed in the workshop under the supervision of the teacher in charge of that room. In the development of the project the following aspects of arith- metic had to be emphasized: Measurement of wall space, addition, division, and subtraction of concrete numbers, the significance of board feet, and drawing to a scale. This subject-matter was empha- sized in the drill period. In their part of the project the girls were confronted with the fact that the purchasing of curtain material meant an expenditure of over twenty dollars and that such a sum of money was not available. After a long discussion as to ways and means, it was decided to write a letter to the superintendent asking his advice. It was also sug- gested that money be earned through the sale of chocolate bars and old books and papers. The bank account—The letter to the superintendent resulted in the promise of a check for ten dollars, provided that the children would earn a like amount. The children earned this amount through the sale of the candy and old papers as was planned. The sale of the candy resulted in small amounts of money being brought to school ea cu co tr th to A lil th re Se ng er nd ey 1r- ay ys rk he ito in- Tue Fourtn YrarsBoox 311 each day. The children considered this situation during a group dis- cussion period and decided to open a “‘ Donovan School” bank ac- count with one of the city banks and to appoint a secretary and treasurer to keep an account of all business transactions. They agreed that the treasurer should balance his books once a month and report to the group. The children were helped to find how and where to secure the material and information needed in opening a bank account and keeping a ledger. In connection with the bank account, they learned addition, subtraction, writing checks, and business letters, not through compulsion, but through interest. Necessary drill for carry- ing on the project was given during the drill period. The children finally selected and purchased the curtain material. They paid for it by a check drawn upon the Donovan School account. The girls utilized the activity periods of several days in the making of the curtains. A study of records—While the interest in the library was keen and the children were working with books, they were led to think of the development of books in the age-long experiences of the race. After an extended discussion as to how long people had used books like ours and as to how they kept records before books were printed the following questions were written on the blackboard for future reference : What kind of books did people have who lived long ago? How did the people write? Where did our alphabet come from? In answering these questions the children were introduced to the ancient history of Egypt, Babylon, Pheenicia, and Greece. They con- structed clay tablets and parchment and learned to use the alphabets of each of these ancient people in writing on these materials. During the discussion of the contribution of the Greek people to the art of writing a group of boys decided to make a scroll out of real parchment and write the Greek alphabet on it. They found that a scroll existed among the rare books of the University Library, and both boys and girls in Grades 3 and 4 went to see it. After this excursion the boys started making a scroll similar to the one in the library. One boy instead of attempting to copy the Greek alphabet from a book, volunteered to ask his father, a Greek, to come to school and write the alphabet on the blackboard. This offer was made dur- ing the morning planning period and after lunch when the boy re- turned he brought a letter from the Greek family saying that the father could not come, but that they would find some one to take his place. One afternoon a few days later a Greek came to school and 312 ExLemMentary Scuoot Princrpats spent an hour answering questions, writing on the blackboard, and telling the story of the Trojan War as he had heard it in his school. The scroll was finally completed and is now a much prized posses- sion of the group. It is interesting to add that some members have learned a part of the Greek alphabet through the construction of the scroll. While the children were interested in the study of Greece and the Greek people, they were given access to as many books on this sub- ject as was possible to collect. As many of these books told of the home life of the ancient Greeks some children became interested in various phases of how the Greeks lived. One group became particu- larly interested in the food and decided to serve a Greek dinner. Since the available books did not contain recipes for preparing Greek food, it was necessary to seek aid from some of the Greek people in the city. The children in the group finally succeeded in getting a Greek mother and daughter, the latter acting as interpreter, to come to school and bring the necessary ingredients for the Greek “ dinner dish.” The boys improvised a table in the workshop so that all might watch the preparation of the “ notmaldes” or meat balls. Some chil- dren assisted in getting the food ready and some arranged the library to accommodate the group at dinner. During the preparation of the dinner, the children decided to have those at one table appear _ in Greek costumes patterned after pictures in the material studied and to have them served in ancient Grecian style. In order to preserve the information obtained during the study and discussion of records of each of the ancient peoples, the children as a group wrote short stories embodying the information and made posters illustrating various stages in the development of the book. Each story, when printed in the high school print shop, serves as a portion of the reading material for the group. Each poster when completed is mounted and placed in the library. When the project is finished, the posters will represent numerous stages in man’s methods of keeping records and will form an attractive decoration for the library. The permanent interest in this type of work is manifested in the free choice of library books which the children draw from the city library. It may be of interest to add that many children bring stories of the ancient people to school and ask to read them to the other children. The school paper—The interest in the library project and the ac- tivities connected with it were responsible for the planning of a school newspaper, which contains accounts of the work being accom- Tue Fourtu YEARBOOK 313 plished in school and acquaints the community with the reorganized program. The children in the library held an election and elected an editor, an assistant editor, and two helpers as the staff of the Donovan School News. These officers were all from Grades 8 and 4, but the children of these grades decided that the newspaper could not represent the school unless the other group in the building contributed to it. As a result of this decision, committees visited each room, explained the purpose of the school newspaper, and asked for the codperation of each group. Everyone approved the plan and agreed to help make the paper a success. The first edition was printed September 25, 1924. The following headlines are taken from some of the recent edi- tions: Our Science Room; Egyptian Picture Writing; Sight-Seeing (A Trip to Memorial Hall) ; Greek Clothing; and Chinese Writing. The material for the newspaper stories is chosen largely from schoolroom experiences and furnishes a review or check of the effec- tiveness of how well the informational material has been presented and provides much opportunity for language instruction. The community has exhibited a keen interest in the school paper and has purchased each of the five editions at one cent per copy. The sale of the paper adds to the bank account and to the work of the secretary and treasurer and offers frequent opportunity for a group of children to deposit money in the bank. The Parent-Teacher Club program—For several years previous to the beginning of the experiment, the parents and friends of the school have been organized into a Parent-Teacher Association, which meets at regular intervals in the school building. The programs have consisted largely of plays and operettas given by the children, and the attendance in the past has depended upon the number of children participating. The importance of these meetings was recognized, but it was thought the programs should require less out-of-school prac- tice and should be drawn more directly from the school activities. Accordingly the programs during the time of the experiment have been especially planned to show the reorganization of the school work and its effect on the fundamentals. The following program was planned by the children and was given during the early part of the experiment. A group of children from Grade 1A told about the jelly they had made and gave an itemized account of its cost. Two boys brought a bookcase upon the stage and gave a detailed account of its construction and a demonstration of how to determine the cost. A pupil from Grade 3B told about the apron she was making and figured the cost of the material on the 314 ELEMENTARY ScHoot PRINCIPALS blackboard. Another little girl displayed a linen towel and told about the new kitchen and the need of dish-towels. She finished her story with a description of flax and showed the fibers in the towel. A group of girls exhibited a curtain they were making for the library and gave a brief account of purchasing the material. One pupil multiplied the total number of yards needed for the curtains by the price per yard, thus demonstrating her knowledge of two-place multi- plication. Another group closed the program with an account of their work in the kitchen and gave the recipe for the little tarts they had made for the refreshments. Needless to say the program was a success and the parents were convinced that the children were being educated under the reorganized program. Projects of Grades 1 and 2—The activities with which the other grades in the building have been concerned, and which have been but briefly mentioned, have developed along lines similar to those already described. In many instances interest has been sustained for a period of several weeks and activities have centered around one problem. A particularly noticeable example of this sustained inter- est in small children was evident in the work done by Grades 12 and 1A in their study of Holland. These children played the home life of Kit and Kat, constructed a Dutch market, made a Dutch home in their playhouse, and made their own reading lessons based on schoolroom experiences. Interest in Grades 2B and 2A has centered around the homes of different people. They have constructed typi- cal homes and have made posters illustrating their study. The re- sults of the experiment in these grades are most gratifying. The play element of the kindergarten has not been submerged by formal lessons and much has been accomplished in skills and attitudes. APPARENT RESULTS The results of the experiment thus far may be discussed from the point-of-view of the pupils, the teachers, and the community. It is evident these results are only apparent because the experiment is still in the process of development. From the pupils’ point-of-view the results are of two types, the more or less intangible outcomes and the more directly measurable outcomes. Among the more or less intangible outcomes the children have gained skill through the library and other related projects in the following types of activities: Relating experiences clearly. Explaining processes to the combined group. Writing checks. ed ee ee i | SS ee UU S_l(l(_lhLhrrlc(‘ié‘ ]’Ot‘“SZV Tur FourtH YEARBOOK Writing business and friendly letters. Keeping accounts. Writing stories, personal experiences, and descriptions. Reading for information. Organizing subject-matter under given topics. Using maps. Cutting, pasting, and arranging poster material. Varnishing. Painting. Sewing by hand and by machine. Spelling words used. Writing. Performing operations in arithmetic involving addition, multiplication, sub- traction, division, fractions, measuring, and ruling. In addition, the following habits and attitudes have developed to a greater or less degree: Awareness of the possibility of self-expression through verbal recital. The establishment of a wholesale regard for the contribution of the past to the civilization of the present. The creation of a sympathetic attitude toward people of other lands. The development of an appreciation of books and pictures. Among the more directly measurable results are those manifested through the use of-standardized tests. It will be recalled that at the beginning of the experiment the children under discussion were given standardized tests in all of the school subjects and the results showed that a large percentage of the group were below grade stand- ard. When two of these tests were repeated in Grade 3B in Janu- ary the results showed that the children as a group had made normal progress and that some individuals had made more than normal progress. On the Thorndike-McCall reading test this group made an average gain of 2.75 points in 4 months. The normal progress for 6 months for this particular grade is 3.6 points. One indi- vidual, whose score was 26 points in October, tested 33 points in January. Some of this gain may be due to the unreliability of the tests, but nevertheless the work of this individual at the present time shows every indication of increased ability in reading comprehen- sion. On the Haggarty reading tests the group made an average gain of 2.85 points. The normal progress for 4 months for Grade 3B is 3.2. All tests given in October will be repeated in June and final results of the experiment in subject-matter cannot be ascertained until that time. The projects used as illustrations of work being accomplished under the reorganized program have been developed by pupils in the library and little mention has been made of codperation on the part 316 ExemMentary Scuoot PrRIncrPars of all grades in the building. This factor of building codperation is most important and has been apparent in many group activities. Two illustrations of it are given below: 1. The children in Grades 2B and 2A were building homes of the African and Indian, but the reading material which gave the infor- mation they needed was too difficult. They consulted the boys and girls of Grades 3 and 4 who promised to provide stories which could be more easily read. These older boys and girls collected the in- formation, simplified it, and later had it printed for the younger children. 2. When the children of Grade 1B were studying Holland, a group of girls in Grade 4A saw the need for pictures for illustrating the work and volunteered to provide them. The girls searched through a stack of magazines and made a collection of Dutch pic- tures which they mounted and gave to the children of Grade 1B. From the teachers’ point-of-view, the results of the experiment are most favorable. They appreciate the spirit of friendliness and helpfulness which exists among the children and willingly sanction a larger amount of freedom than is usually found in the traditional school. They see the value of activity in relation to interest in subject-matter and are eager to aid in the development of any plan presented by the children which may lead to further activity. These teachers, if left to their own resources, would undoubtedly follow a program similar to the one under discussion. This fact attests to the success of such a program. From the point of view of the community the results are equally gratifying. A direct result is apparent in the attendance at Parent- Teacher Club meetings, which has increased 50 per cent since the beginning of the experiment. The parents are willing and eager to codperate with the children. This is demonstrated in their purchas- ing of the school paper, the buying of chocolate bars, the contributing of costumes and stage property for dramatizations, and the accep- tance of invitations to parties especially planned for them. Equally as important are the more or less intangible results which manifest themselves in the friendly spirit of the parents toward the teachers, the pride taken in improvements made in the school, and the interest taken in the work accomplished by the children. The results as stated in the previous paragraphs are not to be con- sidered as final, for final results cannot be given until after the completion of the present school year when standardized tests are repeated and a careful estimate is made of work accomplished under the reorganized program. However, the results which are apparent at the end of five months cause those in charge of the experiment to Tue FourtnH YEARBOOK 317 believe that it has been decidedly worth while from the viewpoints of pupils, teachers, and members of the community. They are con- vinced that the socialization of the group, which is a result of the experiment, will aid the children in being more helpful members of the community in which they live and fit them to better engage in the activities of community life. If the present apparent results continue until the close of the school year, those in charge of the experiment will most heartily recommend the adoption of a similar program in any city system. CHAPTER XVIII THE BOSTON PLAN FOR TEACHING SPELLING Cartes M. LAMPREY Director, Boston Model School, Boston, Massachusetts HE BOSTON PLAN for Teaching Spelling is an attempt to motivate the study of spelling for teachers and pupils. Teachers want to know certain facts about the performance of their own classes and the difficulty presented by words assigned to their grades and to previous grades. Pupils, under right stimuli, want to know not only words arbitrarily assigned, but words that they may have forgotten how to spell or have never studied. For a long time there has been a growing tendency away from the disjointed “ spelling lessons,” with word arrangements based on a variety of different theories. The alphabetical arrangement of all the elementary words, with an opportunity to satisfy individual needs at any point in the course, is the logical outgrowth of this tendency. The plan, as described below, is based on An Experimental Plan for Teaching Spelling begun in the Boston Model School in 1915. It is here set forth substantially in the form in which it was presented to the teachers of Boston in 1923 and 1924. Improvements in details are being worked out in practice, and with this end in view teachers are encouraged to try out their own ideas so far as these are consistent with the broad purposes of the general plan. Tur New Boston Speriuirne List INTRODUCTION To Teachers in the Boston Public Schools: The following abstract of the report of a committee appointed to consider the subject of spelling is given to you for your guidance and information. The New Boston Spelling List has been printed separately from the Boston Word List and distributed to teachers for convenience in dictating. It is not intended to be used as a textbook in the hands of pupils. The Boston Word List contains all the words in the New Boston Spelling List and also the words in the Vocabulary List. This is the authorized textbook in spelling and should be in the hands of every pupil from Grades 4 to 8 inclusive. It is proposed to form a council of teachers to work in codperation with the Committee on Spelling and to publish the results of their experience in a Spelling Manual giving detailed suggestions for teaching, review, individual study, and testing, and for effective use of the Word List in enlarging and improving the written vocabulary of pupils. JEREMIAH E. Burks, Superintendent of Schools { 318 ] Tue Fourtn YEARBOOK PREFACE 1. New Boston Spe.uina List The work done in Boston during the last eight years in selecting and evaluating words forms the best available basis for a permanent spelling list for use in Boston schools. In selecting words for the New Boston Spelling List, the commit- tee has retained nearly all the words of the Boston Minimum Lists and added enough words, after an analysis of other spelling investi- gations, to make up a total of 2000 words. It is recommended that the teaching of these 2000 words be required in the grades indicated. 2. Boston Worp List No list or spelling book can be regarded as final. New words are constantly coming into use. The degree of accuracy with which familiar words are. spelled will change as a result of consistent drill in spelling. The frequency with which many of these words are used may be increased by instruction aimed to enrich and improve the vocabulary of pupils. The committee therefore offers a Vocabulary List, and has combined the two groups of words to form the Boston Word List. The Vocabulary List is not to be printed separately. Some general suggestions are offered below in the hope and ex- pectation that teachers and pupils will find here a basis for effective work together. It is possible to carry through a city-wide experiment in educational procedure that will have high value. 3. VocasuLary List (a) The vocabulary of individuals varies to such an extent, even among young children, that it is believed to be desirable to put before pupils a much larger number of words than they are required to learn. Many words creep into the child’s consciousness from reading and conversation and need only the stimulus of a convenient opportunity to take their place in his written language. Reference to the vocabulary words in the Word List will furnish an incentive for this extension of the child’s vocabulary in accordance with his natural impulses. (6) There is another reason for including these additional words. In the discussion on spelling that must go on continually it is de- sirable that teachers have before them a large number of words that are used in school work more commonly than we suspect. As this larger list is used for reference and occasional discussion it cannot fail to be of service in enabling teachers to give valuable suggestions as 320 ExemMentary Scuoot Princrpars to the inclusion of debatable words in the regular spelling list and to advise as to the grades where these words may best be taught. 4. SmLecTION or Worps (a) The words in the Boston Word List were selected after a care- ful analysis of the following sources: Ayres. A Measuring Scale for Spelling. Boston Model School. An Experimental Method of Teaching Spelling. City of Boston. Minimum and Supplementary Spelling Lists. City of Chicago. Spelling in the Elementary Schools. Jones. Concrete Investigation of the Material of English Spelling. Kelley. A List of Words Misspelled in the Diaries of Third-Grade Children. Nicholson. A Speller for the Use of the Teachers of California. Thorndike. The Teacher’s Word Book. (First 5000 words in order of frequency.) (6) The Spelling List was built up by successive steps as follows: 1. Words graded identically in Chicago, Boston and Model School Lists. 2. Words graded identically in Chicago and Boston Lists. . Words graded identically in Chicago and Model School Lists. . Ayres words remaining. Graded by Model School List or Chicago as second choice. . Words remaining in Boston Minimum List. Graded by Boston Minimum List. . Words formerly starred in Boston Model School List but not in Ayres List. . The grading of some words was changed and additions and eliminations were made based on an intensive study of available information, with the purpose of producing a well-balanced list by grades. (c) The Vocabulary List consists of the words originally included in the Model School List and the Boston Supplementary Lists, after eliminating most of the simple “ed” and “ing” forms and some words that seemed to have no support in Thorndike’s “ The Teacher’s Word Book.” 5. ARRANGEMENT oF Worps To put before a child only those words assigned to be studied in one particular grade is to limit his facility in the general study of spelling. For the purpose of encouraging the abler pupils to acquire new words outside of the required list for the grade, and of encourag- ing children of poor spelling ability to review words forgotten or never learned in earlier grades, the Word List is arranged in alpha- betical order with the grade in which each word is to be taught indicated at the left. Experience with this arrangement in the Boston Model School has shown not only that it is not confusing but that it stimulates and helps the pupil to acquire early the very important power of finding words which he desires to learn. Furthermore, it gives to the teacher an opportunity she has never before had to judge as to the rejection of undesirable words and the selection of new ones. Tue FourtnH YEARBOOK 6. Uses or THE Worn List This list will be used in Grades 4 to 8, inclusive, and the book will become the permanent property of the pupil after five years of use. It will serve for the study of words in preparation of the lesson and in review; for the checking of words misspelled and needed by individual pupils in varying degree; and for convenient reference by the pupil while writing—a use that cannot be made of any spelling list or spelling book published for school use at the present time. The pupil can thus be stimulated not only to study carefully and intelligently such words as he needs to study but to watch the growth of his written vocabulary and take an interest in adding new words. When the pupil has occasion to use a word that he is not familiar with and that he does not find in the list, he can write it in the blank space provided in the book and thus have a constructive interest in developing a final list. This method of procedure has been used even in the third grade of the Farragut School with marked success. It is believed that the method suggested is sound in form, stimulating in actual use, constructive in character, and likely to produce definite satisfaction through aroused interest among the pupils. 7. Meruop or TEACHING It is expected that each principal will determine with his teachers the methods to be used. The following steps are suggested as pre- liminary to the individual study of words. (a) Dictation of 10 to 20 words at a time from the graded list with or without previous study until all the words assigned to a grade in the Spelling List have been given. (b) Immediate correction of words misspelled (correct form to be written in pupil’s note book). (c) Individual study of words to be based on words that the pupil spells incorrectly. 8. Revmw anv TESTING Lists of words found difficult in earlier grades will be sent to teachers for dictation at the beginning of each year. The tabulation of results of tests on these words will give information of increasing value in regard to their spelling difficulty. These difficult words may be dictated in the same manner as suggested in No. 7 above, probably before the new words for the grade are taken up. 9. Apprr1IonaL Worps A blank space is left at the bottom of each page for such words as it may be desirable to add to the printed list. It will probably be found helpful to use this space for local names, for words used largely in school studies but not commonly used after leaving school, 9 322 Ex.ementary Scuoot Princrparts and for new words coming into more frequent use through progress in science and invention. 10. Prosyecr MetuHop It is believed by a majority of members of the committee that the use of this Spelling and Vocabulary List (Boston Word List) in the manner suggested will do much to make spelling interesting to pupils and teachers and will encourage the use of the project idea in han- dling this subject. Respectfully, Cuartes M. Lamprey, Chairman Ture Boston Worp List INTRODUCTION To the Boys and Girls in the Boston Public Schools: This Word List contains a Spelling List of about 2000 words that you are required to learn to spell during the first eight years of school. These words are starred (*), and at the left of each word is shown the grade in which the study of the word is required. In addition to these 2000 words in the Spelling List, there are about 2700 words that we shall call a Vocabulary List. These words are generally not so important as the words in the Spelling List, but you are likely to need a good many of them. Besides the words printed in this complete Word List, you will need to learn many words in connection with your school studies that you will seldom need | to write after leaving school. There will be also names of streets, places, and buildings that you may want to remember, such as: Huntington Avenue, Revere Beach, Forsyth Dental Infirmary. You may write such words, if you wish, as nearly as possible in their alphabetical places at the end of each column. In this way you will be able to help yourselves, and to aid your teachers in judging what additional words are needed and how often they are used. When you fail to spell a word correctly, or have to look it up in your Word List, perhaps you will be interested to place at the left of the word a small mark like this —. If you do this, you will be able to review and frequently study the words that have given you trouble. ; If you write the words dictated by your teacher each day on a plain sheet of paper and then look up in your Word List and check the ones you have spelled incorrectly, you will soon become interested in studying these words whenever you have time, so that you may help your class and your school to have a good rank in any spelling tests that may be given. Many boys and girls like to write their “ hard words” in a little spelling note book. If you copy the words correctly in such a book, it will help you to remem- ber how to spell them, and you can more easily review them when you need to. It is hoped that this Word List will encourage you to look up any words that are hard for you to spell, though they may belong in grades below your own; and also that you will be interested to look up words that you may wish to use, even if they belong in higher grades. In this way you may, if you wish, almost never misspell a word in your written work in school, or in letters to your friends. Correct spelling is really very necessary in almost every occupation in life. This Word List or Spelling and Vocabulary List is intended to make it posible for you not only to learn to spell but to learn in an interesting way. JEREMIAH E. Burxz, Superintendent of Public Schools te "ess the the ils an- are are of rds ant im ed | nd ere as his at rd rk er st le Tur Fourtu YrEArRBooK 323 Pian For TEACHING SPELLING WITH THE Boston Worp List The following lesson plan was prepared after consideration of numerous suggestions made in reports of sub-committees of the Spelling Council, and it contains the steps believed to be essential in developing a growing interest in spelling on the part of teachers and pupils through the use of the Boston Word List. By means of the percentage tables and spelling report slips which will be furnished on request, teachers may discover and report with little effort, how hard each word is for their pupils, and it is believed that the results thus obtained will be more valuable than any attempt at the present time to “ evaluate ” word difficulties on a large scale. It is the hope of the committee that a considerable number of re- ports will be made at the end of the year, from which it is expected to obtain interesting and helpful results. Teachers will please bear in mind that departures from the exact form of procedure outlined in the plan are not only permissible but are to be encouraged, providing always that the purpose is to stimu- late interest and to develop independent or codperative effort. The notes in fine print throughout the lesson indicate only a few of the numerous suggestions that might be made concerning matters of detail. The general trend of practice, as teachers and pupils be- come familiar with the plan, should be towards a larger participation by pupils in the work. In Grades 6, 7, and 8 it is easily possible for pupils to take entire charge of the lesson under right direction, except the dictation of words for written testing. The value of a lesson may be measured not by the activity of the teacher but by the activity of the pupils. I. Assignment and Preliminary Study To be given the day before the written lesson. Teacher has New Boston Spelling List and Spelling Report Slip. Pupils have Boston Word List and “ Sentence Papers.” 1. Teacher dictates first word in alphabetical order from New Boston Spell- ing List and writes it on the spelling report slip while pupils look up word. 2. Pupils look up word in the Boston Word List and raise hands when word is found. Check thus, —, at left, when word is found. Words may be written by pupils at this point, instead of as suggested in II, 2, below. 3. Teacher says “ Check.” “ Help others.” “Pronounce and Spell.” The few slowest pupils are assisted by nearest neighbor in finding word. This procedure will soon become automatic and commands are not required. 4. Pupils pronounce and spell, syllabicating the word. Ten words are taken as above. Time, five minutes. 3824 ExLeMentTARY Scuoot Princrpats II. Writing and Use of Words in Sentences. (See IV, 3.) 1. Teacher pronounces each word again, calling attention to any conspicu- ous difficulty or point of interest. Teacher asks for volunteer sentences. 2. Pupils write each word on “Sentence Papers” and give sentences as called on. Spend enough time to make meaning and use clear. The words thus written are to be taken home for study and discussion and a sentence written containing each word. 3. On the following morning before school “Sentence Papers” are ex- changed, examined, and discussed by individuals assigned to work together. It is suggested that the teacher make permanent assignment of pupils to work together in pairs for purposes of correction and drill. III. Written (Test) Lesson, Correction, Determination of Hard Words and Record Taking Teacher has percentage table and list of words written the day before on the spelling report slip. Pupils have slips of ruled paper or sheets folded or marked off into four parts, each part to contain ten words. . Teacher dictates ten words in order, using each in a sentence or phrase. . Pupils write words. Exchange papers and mark X or C. For the purpose of this correction it is suggested that one of the i | canes pronounce and spell the words while another pupil writes them on the boa Pass back and examine. Time for 1 and 2, five minutes. . Teacher asks, for each word, “ How many wrong? ” Teacher subtracts this number from number present, looks up the per cent that are right in percentage table, and records this per cent at right of word written on the spelling report slip. . Pupils write their own misspelled words on piece of composition paper headed “ My Misspelled Words,” or in individual spelling blank book. These words may be checked in the pupil’s Word List by adding a vertical check to the original check, thus, +-. ee pee | —_ be ied tet 8 akon. pupils work in pairs for purposes of Time for 8 and 4, five minutes, . Teacher fills out spelling report slip each day for ten words, and files for reference in later tests and drills. The report slips are to be sent to the office when year’s work is com- pleted. Report slips may be differentiated as follows: a. Original written test record. b. Weekly review of harder words record. c. Yearly review record. Thus, Test b8 would be the third weekly (or monthly) review test; c4 the fourth of the final tests at end of year. IV. Comment 1. This plan is susceptible of wide variation as to detail in writing, reading, discussing, careful study, and sentence drill on words. Teachers choos- ing to follow it should preserve the essential purpose, which is to stimu- late a variety of interesting and attentive efforts, and above all, to require the looking up of words in the Word List by pupils and a written record of each individual’s misspelled words made by the pupil. Tur FourtH YEARBOOK 825 2. The teacher may pronounce words or may ask pupils to find the next starred word for the grade. In either case attention is insured, effort is stimulated, satisfaction results, keenness, quickness, and accuracy are definitely developed. Good habits of response and codperation are formed. Each word is seen in printed form, pronounced orally and spelled orally. 3. Oral sentence and written sentence work are both essentially English exercises, but writing the word in a sentence is good application or spell- ing practice. 4, The written spelling or test lesson follows the conventional method. Use of the Spelling Report Slip is of value in emphasizing and compar- ing individual results, determining hard words, stimulating effort, and developing class pride. Children like to participate in definite measur- ing exercises. 5. Making a list of misspelled words and pairing of pupils for mutual help involves recognition of errors, prompt correction, codperative effort, relief from fixed position and formal class management; and provides means for intelligent review study. CHAPTER XIX REPORT OF THE JOINT COMMITTEE ON ELEMENTARY SCHOOL LIBRARY STANDARDS * C. C. CerTarn Chairman of Committee representing The Department of Elementary School Principals and The School Librarians’ Section of the American Library Association The committee is constituted as follows, representing jointly the Department of Elementary School Principals of the National Edu- cation Association and the School Librarians’ Section of the American Library Association : 1. Representing the National Education Association Worth McClure, Assistant to the Superintendent, Seattle, Washington. Sara E. Slawson, Principal, Eagle School, Cleveland, Ohio. Cora S. Rushing, Principal, Cheremoya School, Hollywood, California. Rebecca J. Coffin, Principal, Elementary Department, Lincoln School, Teachers College, Columbia University, New York City. G. Bates, Principal, Dwyer School, Detroit, Michigan. T. C. Young, Principal of South Highland School, Birmingham, Alabama. 2. Representing the American Library Association Jasmine Britton, Supervisor of Elementary School Library, Los Angeles Pub- lic School, Los Angeles, California. Annie Cutter, Schools Department, Public Library, Cleveland, Ohio. Mabel Williams, Schools Division, Public Library, New York City. Adelaide Zachert, Director of School Libraries, State of Pennsylvania, De- partment of Public Instruction, Harrisburg, Pennsylvania. 3. C. C. Certain, General Chairman, Supervisor of Public School Libraries, Detroit, Michigan. ForEworpD ODERN DEMANDS upon the public school presuppose ade- quate library service. Significant changes in methods of teaching require that the school library supplement the single textbook course of instruction and provide for the enrichment of the school curriculum. Children in the school are actively engaged in interests which make it necessary for them to have the use of many books and a wide variety of materials, such as pictures and lantern slides. An essential consideration is that the books and materials be readily available when needed, and under the direction of a library staff which is part of the school organization. In the traditional schoolroom, the library was more of a luxury than a necessity. Until recently there was no library in most public elementary schools. This was because the schoolroom procedure of the past was an impoverished procedure so far as social values were * All rights reserved. C. C. Certain. [ 326 ] Tue FourtH YEARB0oK concerned. The teacher spent her time largely in urging the children from day to day to master, page by page or section by section, some instruction. It is a far ery from this traditional schoolroom with its textbook courses to the modern ideals of public school teaching. The modern school is being developed more and more in terms of activities bearing important relations to life outside of the school. The modern school is organized with the purpose of giving children an opportunity to live and develop normally in the home and later in other great social institutions to which they may belong. We no longer teach, or no longer should teach, in terms of deferred values. As some one has said, “ The children themselves have a right to live,” a right to do more than turn the pages of textbooks. There is need, therefore, of a new department in the school whose function it shall be to assemble and distribute the materials of instruction. This department, moreover, must serve in the specific capacity of giving instruction in the use of books and libraries. It has the dual purpose of library service and library instruction. In its first purpose, that of school library service, it may be thought of as the one agency in the school that makes possible a definite sys- tematic manipulation and control of the materials of instruction. Certainly no other factor in school organization bears more di- rectly upon educational evironment than does the library. When one considers how seriously a school may be cluttered up by the introduc- tion of magazines and newspapers into classrooms, or how seriously work may be interrupted through a haphazard introduction into class- rooms of moving pictures, stereopticons, or victrola records, he will appreciate the importance of having a centralized agency for storing these materials where they may be readily available exactly at the time when they are needed. Aside from the fact that the school itself is liable to appear dis- ordered without library facilities, there is another important con- sideration in the fact that good teaching methods depend upon the accessibility of appropriate materials of instruction. Books, pamphlets, pictures, and maps through the school library are selected, classified, housed, and distributed when needed without loss of time. Then, too, the library has an important bearing upon the esprit de corps of the school. When properly housed and designed, the library does much to contribute to institutional tone and atmosphere. Properly adminis- tered, the library makes subject-matter a normal influence in school life. The library is in a functional sense a codrdinating agency controlling the use of subject-matter in curriculum activities.— C. C. Certain, Chairman. Exementary Scnuoort Pricrears Report? In this report the committee defines purposes and sets up standards for the organization and maintenance of the library in elementary schools with a minimum enrolment of 500 or a maximum enrolment of 2000. The report includes both Standards and Appropriations. I. Brier Toricat Ovutiine oF THE Report STANDARDS A. The Elementary School Library is defined as to 1. Aims 2. Scope 3. Use B. Essentials are standardized, including 1. Book collections Selection ; Ordering; Cataloging 2. Other materials Visual; Phonograph . Equipment . Supplies . Records . The librarian Qualifications; Duties . The Supervisor Qualifications; Duties C. Architectural specifications are given for 1. The Library Reading-Room Location Furniture Capacity Lighting Wall Space Fixtures Shelving Woodwork Floor 2. Closets 3. Workroom : D. Administrative requirements are stated and library service defined as 1. Technical 2. Administrative 3. Instructional *The Report is an adaptation of the Detroit report with modifications after three years’ use in the administration of the elementary school libraries. The committee acknowledges with gratitude the work of the Detroit Committee on Elementary School Library Standards. Tue FourtnH YEArB0oK E. Library Instruction 1. Aims . Methods . Objectives . Minimum essentials By grades—grades 1 to 6 APPROPRIATIONS . Requirements . Allotments . Essentials Book Collection; Supplies 4, Other materials 5. Salaries Apprenprix I The Beginning of the Elementary School Library A list of 212 books costing approximately $400 Tue Lisrary Derinep In Do.tiars AND CaNnTSs II. ContinvaTion oF THE COMMITTEE The committee has been continued to prepare standards for the following types of elementary school libraries: Rural Elementary Schools Rural Consolidated Elementary Schools Elementary Schools with enrolments of 500 or under III. Supptementary Reports Reports are partially completed upon: The remodeling of old classrooms for use as standard libraries in elementary schools The architectural design of the library room in new elementary school buildings Sranparp Lisrary Service ror Eremrentary Scuootrs, Grapes One To Srx, Iyciustve A. Definitions: 1, Aim. The aim of the library shall be: a. To train children (1) To like to read that which is worth while (2) To supplement their school studies by the use of books other than textbooks (3) To use reference books and library tools easily and effectively Exrementary Scuoort Pricrpars b. To correlate the school library and the public library in order to make the proper connection (1) With leisure time (2) With practical needs 2. Scope. The school library shall: a. Serve an integral part of the daily life of the school b. Provide instruction leading directly to the use of books and the public library as a part of the required curriculum c. Be equipped with well-balanced collection of books se- lected by a competent school librarian—see page 337 for qualifications of librarian—in ccdperation with other competent school authorities For a typical well-balanced collection, see list in Appendix I—a list of 212 books, costing about $400 d. Not be open to the general public 3. Use. The use of the library shall include: a. Recreational reading It is of the utmost importance that full opportunity be given for recreational reading that is free from the constraint of assigned tasks and duty, the read- ing that springs from normal impulses and inter- ests with consequent pleasure and enjoyment, the reading that is itself an experience worth while and life-giving . Reference reading . Story-telling of such merit that the finished rendering and effective presentation of the great stories will lead to reading Class discussion of books and magazines read by indi- vidual children to stimulate wider reading in the group and to give opportunity for natural practice of oral expression. This should not duplicate work done elsewhere in the school, but should spring naturally from the library reading interests of the children . Both group and individual instruction in use of library organization and materials . Class and pupil activity in searching for material on projects . Circulation of books once a week . Overnight circulation as necessary Tue FourtnH YrarsBoox B. Essentials: 1. Book Collections a. Scope (1) Reference books (a) Any books which are consulted for definite points of information, such as dictionary, encyclopedia, and yearbook (b) General reference material, such as indexed texts to be used in all study of a fact-getting nature (b) All books for use of teachers and pupils, which must remain in the library for con- sultation purpose at all times (d) Material on all subjects of the curriculum (c) Examples of the best literature for all grades represented in the schools (f) Fugitive material of value in teaching (2) Books to be read for appreciation and enjoyment (3) Books for teachers Very few of these books should be bought from the school library budget (4) Duplicate copies of books in the circulating collec- tion when more than three copies of each title are required b. Selection (1) Initial stock. The initial stock shall (a) Be based on curriculum subject needs and home reading lists (b) Be based on the approved standards for juve- nile books included in authentic lists and publications of the National Education Asso- ciation and the American Library Asso- ciation (c) Include the reference books to be taught in ac- cordance with the library course of study outlined (d) Include a selection of current magazines from an approved list (2) Added titles. The added title shall (a) Keep collection up-to-date (b) Supply omissions (3) Replacements (a) Only titles shall be replaced that have proved valuable ce. Cataloging (1) A simple author, title, and subject catalog shall be provided (2) Analytics shall be provided 332 ELEMENTARY Scuoot Princrpars 2. Other Material a. Visual material Cards and pamphlets Clippings from newspapers and magazines See Appropriations—2. Other materials, pages 346-7 Moving picture films—loans from central office of Department of Visual Education Pictures for illustrative purposes Post cards Stereopticon slides Stereographs . Victrola records . This material shall be recorded by the librarian and dis- tributed from the library . Material available from public or even private agencies, such as museums, city, State, or National bureaus or departments, business houses, collectors, ete., shall be distributed by the library. . The library shall also be the distributing center for all materials from the department of visual education 3. Equipment a. The library should be equipped with Atlas stand Bulletin board of corticine Case for slides Case for Victrola record Catalog case, six drawer Chairs—one third of the total number of chairs should be 14” high, and two thirds should be 18” high— the 14” chairs to match the 24” tables and the 18” chairs to match the 28” tables Chairs—tips—necessary if no floor covering is pro- vided Charging tray | Desk for reference work. See specifications, page 333 Exhibit, glass bookcase Floor covering—battleship linoleum desirable Glass covered exhibit case for exhibits from children’s museums Librarian’s desk and office type chair Lockers for librarians (not in the reading room) Magazine rack Picture and pamphlet case—four-drawer vertical file, 154 x 104” Portable blackboard—placed in librarian’s office, or in library classroom Shelving—lower open-wall shelving to accommodate eight volumes to the running foot There should be five shelves in 3-foot sections Tue FovurtnH YrAarsoox 333 Tables—3 feet by 5 feet One third of the total number of tables for the read- ing room should be 24” high and two thirds should be 28” high Typewriter Typewriter desk—desirable Typewriter chair—desirable b. Specifications * for and construction of furniture are as follows: (1) Charging desk chair Revolving chair to fit desk, 3’ 24” high White oak, built-up saddle seat, with steel rotary parts; tilt regulated by compression spring Finish to be office golden oak (2) Charging tray Double each side to be 33” wide by 3}” deep by 124” long Construction—dovetailed corners. Plain or sawn oak. Felt covered bottoms. To be provided with following block of approved design: Finish—ofiice golden oak, with high grade var- nish, rubbed (3) Library table 34” x 60” and 24” or 28” high. No drawers Top—quartered oak—5-ply, 14” thick Legs and frame—plain white oak; legs built up 24”, tapered and fastened to top with expan- sion clips. Apron of frame to be 4” deep Finish to be office golden oak color, finished with high grade varnish, rubbed. Contractor will submit sample of color (4) Library chair Seat 18” from floor Construction—White oak, plain or quarter sawed. Banister, curved back. Built-up saddle seat on frame construction ; seat screwed solidly to frame with screws through frame. Rails of seat frame mortised and tenoned and firmly corner blocked Finish—Finish will be office golden oak color, with high grade varnish, rubbed. Sample of color required of contractor (5) Library filing cabinet To consist of the following sections: 1 to 2 draw unit legal cap size, 26” deep; 1 to 5 draw unit * Prepared by Mr. George Styles, of the Equipment Department, Detroit Public Schools. Exementary Scuoort Princrpars for 4” x 6” cards; 1 to 6 draw unit for 3” x 5” cards; 1 top; 1 base All to be built of oak. Finish to be golden oak (6) Atlas and dictionary stand This specification is intended to cover all labor and material necessary for the fabrication of the above stand. All details not called for but considered necessary to make a first-class job are to be incorporated by the contractor Material—The sides and top of this stand are to be constructed of selected, quartered white oak, free from shakes, knots, and all other de- fects. All other wood may be selected plain white oak, free from all defects as above. All lumber must be thoroughly slow kiln-dried Construction—All joints must be fitted in the best approved manner prevalent to make a strong, serviceable stand, and the workman- ship bear comparison with the best grade of cabinet work. The shelves are to be fixed. Glued joints must be of a character that would stand a test if made which would break the wood rather than the glued joint Finish—Color will be office golden oak to match a sample submitted to contractor (7) Periodical rack Rack to be free standing type, with slot shelves, in which magazines will stand vertically Rack to be in graduated depths to accommodate magazines of various sizes, all according to dimensions called for by accompanying draw- ing To be constructed of quartered white oak, well seasoned, selected lumber, slow kiln-dried Cork board to be built in of first-class material, and cemented to three-ply built-up panel with best quality glue, so as to make a firm board for tacking bulletins All joints are to be tenoned and glued and held with clamps, a sufficient time to assure a first- class job Tack moulding around cork board in place with finish brads and set brads sufficiently to hold putty Finish to be office golden oak and to be in ac- cordance with the best practice Tur FourtH YEARBOOK 4, Supplies d. Alcohol, wood, for cleaning brushes Blotters (desk size) Blotters (small) Bone folder Book cards Book supports (olive green) Calendar (perfection desk) Catalog cards Cards for teaching care of books Chair tips for quiet (unnecessary if floors are cov- ered ) Cheese cloth . Celluloid holders for pictures Clips (Gem) Dating stamp and date holder Envelopes Eraser (steel) Eraser (ink and pencil) . Filing box, drop front Gaylord binders (various sizes) Guide for catalog Guides for charging tray (numbered) . Holders for posters Ink, Higgins’ black Ink, David’s letterine white Ink well Letter paper Letter, Wilson ticket and tablet (white assorted sizes) Magazine covers Mounting board Onion skin by sheet (ungummed) Paper cutter for picture mounts 15” blade Paste (jar) Paste brushes Pen tray, glass Pencils Pens—Judge’s Quill 312 Periodical record cards Pocket, plain Post cards Posters for teaching use of library . Reading record book . Record book for circulation . Roller for mounting pictures Rubber bands ExLemMentary Scuoot Principats c. Rubber stamp (name of library) Ruler 15” Scissors 6” Scratch pads Shelf label holders (olive green) Shelf list cards Shellac d. Sponge cup Stamping pads (red) Thumb tacks Twine Wastepaper basket 5. Records a. Essential records shall cover (1) The usual library routine, such as—a record of cir- culation—an annual inventory record b. Desirable records may consist of any special investiga- tion relating both to children’s own choice of books and that under the direction of the librarian of the teachers 6. School Library Supervisor a. Requirements of supervisor. The requirements of the supervisor shall include (1) Educational prerequisites of any other supervisor in the school system (2) Graduation from an accredited library school (3) Experience as school librarian for at least two years (4) Experience as a teacher b. Duties The supervisor shall (1) Give advisory help to all school librarians (2) Set up standards for the administration of the school libraries (3) Recommend books and materials of value to the schools (4) Recommend candidates for appointment to posi- tions in school libraries (5) Develop a centralized system of cataloging analy- tics, ete. (6) Order books and supplies for all libraries Appointment (1) The supervisor shall be appointed by the superin- tendent of schools as the representative of the Board of Education 7. School Librarians a. Status (1) The status of the school librarian shall be at least equal to that of the highest elementary grade \Y Tue FourtH YEARBOOK 337 teacher as to requirements and salary. In de- partmentalized schools, her position shall be that of a department head (2) The librarian shall be employed by the Board of Education b. Requirements The qualification requirements for school librarians shall be as follows: (1) Teachers College, four-year course, or its equiva- lent, such as course specially designed to train school librarians (2) Two-year normal course with state life certificate (3) Teaching experience (4) Public library experience, including work with (5) children A library-school certificate Nors.—A grouping on the basis of minimum requirements ranked as follows shall be acceptable: 1-3-4, 2-3-4, 2-4-5. Nors.—A university degree is highly desirable in any of these groupings. c. Duties The duties of the school librarian shall be: (1) (2) (3) (4) (5) (6) (7) To organize the library and look after all details of administration To teach the use of libraries and books through close codperation with the departments of the school To encourage recreational reading in every way possible To make recommendations to the principal of the school concerning administrative policy, mate- rials, and books for the library To confer with other elementary school supervisors, the supervisor of the school libraries, members of the public library who are interested, on the selec- tion of books and materials needed To assist the teachers of the schools in every way possible in securing material for their teaching— for example: (a) Annual purchasing list (b) Suggestions concerning inter-library loans (c) Recommendations concerning sources of free material To be in charge of the library full time Nore—Sets of textbooks for class use are not to be cared for by the librarian. 338 Exementary Scuoot PrINcIPALS . Housing: Nors—In planning for the housing of the library the architect should be governed by the following considerations: The purpose of the library shall be solely to afford a reading-room and a center for library activities as defined in this report. The library reading-room shall be reserved exclusively for library use and shall not be used for meetings that in any way interfere with the children’s using the library. The library shall be essentially a reading-room and shall not be converted into a study hall. 1. The Library Reading-Room a. Location (1) A central location on the second floor is usually found most satisfactory for the reading-room (2) It shall have an exposure admitting plenty of light and sunshine (3) Unless there is a possibility of having skylights, the width of the room shall not be so great as to lose the efficiency of window light. It should not be over 2} times the distance from floor to the win- dow head Seating capacity and area (1) The reading-room shall be provided with facilities to accommodate at one full period a class of from forty to fifty children (2) There shall be an alcove or anteroom adjoining the reading-room to accommodate two or three tables for children interested in individual reading. This may be secured by an inclosure of low shelving (3) The width of the room shall be ample to accommo- date from two to three rows of tables placed with sides parallel to the short walls of the room, if the room is rectangular in form (4) A space of five feet should be allowed between the rows of tables and the adjacent walls Wall space (1) All possible surface downward from a point six feet above the floor shall be utilized for shelving (2) Wood panelled wainscoting shall extend 8’-0” to 8’-6” above floor on wall surface not having shelving (3) In the wall back of the bulletin board suitable base- board shall be incorporated in panel design Shelving (1) There shall be two three-foot sections of shelves 12” deep to take folio books and magazines such as the Scientific American (a) The shelving should be built into the \vails of the reading-room, and of the alcoves or ante- Tue Fourtn YEARBOOK 339 é. f. rooms, if practicable. The shelves should be 8” wide (b) A built-in magazine rack should be substituted for two sections of shelving (c) It is important that this rack or a similar one be so designed as to provide adequately for picture books for the little children (d) If the capacity permits, a built-in newspaper rack should be substituted for one section of shelves (2) The top shelf shall be not more than six feet from the floor. The bottom shelf shall be at least nine inches above the floor with a four-inch base-board of slate or wood. Alternate space between the lowest shelf and the next above shall be made into cupboards with solid doors (3) The normal arrangement of shelves shall be 10 inches apart. The two lowest shelves should be 12 inches apart (4) In estimating the capacity of shelving, ten books to running foot shall be used as the basis (5) There shall be shelving enough to provide not only for an adequate collection of books when the li- brary is first organized, but for the probable ad- ditions for the next five years. The minimum capacity shall provide for two books for each child and teacher belonging to the school (6) In schools of 1200 enrolment, there shall be shelv- ing in the reading-room proper, outside the con- ference rooms, to accommodate at least 4000 volumes Furniture (1) Tables 3 by 5 feet and seating six persons are the standard size recommended. Two thirds of these shall be 26” high; one third of them shall be 24” high (a) The rows of tables shall be so placed that the fewest possible readers have to face the windows (b) Two rows of tables shall be provided in small elementary schools and three rows in large schools Bulletin Board (1) The wainscoting on each side of the entrance should be made of cork from a point 3’ to 3’ 6” above the floor of a design in character with the panelling, to serve as bulletin boards for an- nouncements, etc. Exementary Scuoot PrInciparts . Lighting (1) Artificial (a) The artificial lighting should be by means of ceiling fixtures of either the indirect or semi- direct type (b) There should be no table lights (2) Natural (a) The glass area of the windows should be equal to 20 per cent of the floor area (1 square of glass to each 5 square feet of floor space). (b) Steel casement sash is advisable to insure that a maximum amount of glass area is obtained with wall opening . Finishes (1) Ceiling Color, ivory white (2) Upper wall Lichen grey, or light buff (3) Wainscoting, or lower wall Color, light buff, stone, or pale yellow a. Woodwork (1) Dark colors should be avoided in woodwork, trim, and furnishings (a) Oak; fumed oak acid stein, filled with gray filler, consisting of white lead paint, with ~ addition of lamp black to tone to the proper color of gray (b) Birch (c) Golden oak. Furniture shall, if possible, har- monize with wall finishing tone and match the woodwork. All golden oak j» Floor (1) The floor shall be covered. with cork or linoleum carpet to deaden the sound. If a solid color is varied from, a plain material, in grey, green, or brown, with a simple border, if preferable to any pattern (2) The color of the floor covering should harmonize with the finish of the room 2. Closets Ample provision shall be made for closet space for storing back numbers of magazines, new books, books for binder, store of supplies, ete.; unless this storage space is provided in connection with the librarian’s workroom. 3. Workroom (a) Shelving shall be provided as in the library reading- room, the space between the two lowest shelves Tue Fourtn YEARBOOK 341 to be utilized for built-in cupboards. Cabinet space, 12” deep, for storage purposes, shall be substituted for one or two sections of shelving. (b) There shall be running water, sink, and drainboard D. Administrative Requirements (1) Distinction shall be made between library service and cleri- cal service a. Clerical Work (1) Clerical work of the elementary school in the nature of office work shall not be demanded of the libra- rian (2) Under no circumstance shall the librarian be ex- pected to do clerical work properly required in the principal’s office, such as keeping records of attendance and official records. To require such work of trained librarians is wasteful of educa- cational resources and mone (3) Free textbooks shall not be handled by the library staff, but by the special book clerk. They shall not be stored in the library b. Administrative Work The administrative work may be summarized as follows: (1) Directing the policy of the library, selecting books, ordering, planning the room and its equipment, keeping records of pupils, and planning the an- nual budget, planning and directing the work of trained or student assistants, and building up a working collection of pamphlets, clippings, and of illustrative materials (2) The librarian shall be present at all teachers’ meet- ings held with reference to courses and policy governing instruction, and be able to work for and, with teachers in order to adapt the book col- lections to their needs c. Technical Work The technical work may be summarized as follows: (1) Establishing a practical charging system to keep track of books and other materials borrowed; keeping records and statistics of additions to library, use of library, etc. ; filing of all pamphlet material, that it may be readily available for use; keeping library in order, including simplest mending (2) Collecting fines and tracing lost books (a) Lost and damaged books shall be paid for by the borrowers responsible (b) Overdue books shall be traced promptly by the library, so that fines may be unnecessary Exementary Scuoot Princrpars (c) It is desirable when penalties are necessary that they shall be adapted to the case in question, so as to have the greatest effect, such as deprivation of use of library, or a money fine E. Library Instruction The instruction is not to be formalized, but is to be in the nature of assistance to children in accordance with their needs. (See suggestions as to the nature of the needs of the various grades in list below of minimum essentials) 1. Aims The aims of the course of study for library rooms in schools shall be: a. To introduce children to many kinds of books on many subjects in order to foster and stimulate a love of read- ing b. To develop an appreciative use of libraries through volun- tary reading for information, recreational, or inspira- tion and to give skill in the use of reference materials and library tools in achieving those ends c. In communities having a public library, to give every child in the school such direct contact with the public library service that as a citizen he will both continue to make use of that service and to contribute gladly to its support and extension 2. Methods a. The methods of instruction shall be such that the chil- dren will acquire familiarity with library resources, arrangements, and manuals through the use of an or- ganized library collection of attractive, interesting literature of the best types in each subject of the curriculum in a special library room suited to school purposes, under the direction of a school librarian. There should be allotted hours of library class work, and all grades of children should be brought under the influence of the library atmosphere and surroundings b. The school librarian shall work in close codperation with the teachers of the school and with the public library. He shall aim to assist in vitalizing the curriculum through making available in the library current mate- rial related to the topics being studied in the various classrooms and by aiding teachers in securing material needed for classroom work c. The children are to be encouraged in their desire to read, and directed in their choice of books by the circula- tion of books in regular library ways at least once a week Tue FourtH YEARBOOK 343 3. Objectives a. The children should acquire understanding of the organi- zation, equipment, and reference material of the li- brary, through explanations by the school librarian as need arises, and skill in using the library through practice in finding materials needed in projects in other classes and subjects; voluntary reading for knowledge, pleasure, or inspiration and opportunity to borrow material for home reading b. The children are to be introduced to many types of litera- ture and their reading stimulated as need may arise 4, Minimum Essentials of Library Work for Grades 1-6 a. Grade 1 Instruction in the care of books and in library courtesy Reading for enjoyment books suited to the grade; story and verse Use of picture books, with illustrations by such artists as Walter Crane Boyd Smith Leslie Brook J. W. Smith Randolph Caldecott Willebeek LeMair Kate Greenaway Maud and Miska Petersham Illustrated Editions of Mother Goose b. Grade 2 Care of books Use of picture books continued Telling of simple folk tales, fables, and animal stories c. Grade 3 Review work of Grade 2 Learning of alphabetical arrangement, in preparation for dictionary Use and meaning of parts of book; contents, index, title page, information Introduction to public library by illustrated talks, and by visits where feasible Explanation of arrangement of books in room Selection of books from the shelves through reading of shelf labels, e. g., “ easy books,” “ picture books,” “ fairy tales ” Telling of fairy tales and reading of simple stories, as stories of children in other countries Reading of poems Discussion of public library facilities and needs, visits to branch and main library Explanation, of how to get a card and how to use the library ExementTary Scuoot Princrpars d. Grade 4 Review of use of parts of a book Simple use of dictionary. Looking up words alpha- betically and for definitions Classification briefly explained, with selection by the children of books by subject-matter divisions, as history, geography, ete. Discussion of public library rules and facilities Reading of fairy tales continued Reading of stories of other children continued Reading of humorous stories, as Lear’s Nonsense Book, Carroll’s Alice in Wonderland Explanation of how books are made, and the necessity for care in handling e. Grade 5 Discussion of public library facilities and needs, visits to branch and central libraries, museums, ete., with visits for observation and investigation, including catalog lesson in, children’s room Review care of books Study of the dictionary—use, value, parts Possibilities in individual use of the dictionary Instruction in use of encyclopedia Arrangement of books—use of call numbers Simple use of card catalog Reading of hero stories Reading of biography f. Grade 6 Review work of Grade 5 Practice in classifying books in the classes Kinds of questions the catalog answers Talks on ownership of books History of making of books Examples of fine editions with emphasis on illustra- tions Use of reference books—Atlas, World Almanac, etc., as needed for school work Reading of stories of heroes and biography continued Reading of travel stories Reading of adventure Discussion of public library, museum, ete., with visits and lessons in finding books in classes by numbers Also location of reference books referred to in the school books taught in the school Tue Fourtn YEARBOOK 845 APPROPRIATIONS * A. Definition of Requirements for Annual Appropriations and Method of Allotment 1. Requirements Requirements for annual appropriation shall include: a. Money to provide for initial equipment to meet standard library needs and to install new libraries b. Money to provide working funds for annual maintenance of school libraries 2. Allotments The method of allotment shall provide that a. The library appropriation for each school be made an- nually b. Principal be responsible for expenditure in his school c. The money appropriated for library purposes be not transferable d. The librarian apportion the budget e. Expenditures be apportioned by time units (months, terms, etc.), as may be best adapted to given situation f. Librarian be directly accountable to the principal for all expenditures recommended B. Essentials 1. Book Collections and Periodicals Book collections and periodicals shall be provided for as fol- lows: a. Reference (1) Initial stock—$600 Reference , Recreational reading (2) Additions and duplications—$300 annually (3) Replacing and rebinding—$300 annually b. Recreational (1) Initial stock—amount to be based on school atten- dance of children above second grade—not less than $600 (2) Additions and duplications, not less than $200 annually (3) Replacing and rebinding—$200 annually c. Periodicals Selected list *See also the Elementary School Library Defined in Dollars and Cents, p. 354. 346 Exementary Scuoot Prinorpats 2. Other Materials a. Visual materials (1) Initial stock (For school of 1000) Globes Maps, set of dozen Pictures Portable motion picture machine Stereopticon Stereopticon slides, each Stereoscope, $1.50 each Stereoscope sets Victrola Victrola records 3. Furniture Atlas stand, 40” x 48” Bulletin board of corticine ($1.25 per square foot) and frame — Built-in shelving Contract prices Catalog case and vertical file—two rows to unit— $50 and $65 115.00 Chairs—14” and 18” high, at $5.35 and $5.50.. 75.00 Chair tips, per dozen Desk for reference work Film case Floor covering—cork or battleship linoleum ($2.17 per foot laid) Lantern slide case Librarian’s desk Lockers for librarians Magazine rack Portable blackboards Tables—24” and 28” high, at $22.35 and $22.75. 539.20 Typewriter Typewriter chair (swivel) Typewriter desk: No drawers One row drawers Unit shelving per thousand volumes 4. Supplies The Board of Education shall provide supplies as follows: (Prices quoted are only nominal prices. Orders are placed on the basis of satisfactory bids.) d. Alcohol, wood, for cleaning brushes, 1 pint.. $0.35 Blotters (desk size), 6 ; Blotters (small), 6 Bone folders, 1 Ow voeoencocoe | — SF Se? Tue FourtH YEARBOOK Book cards, 1500 Book supports (olive green), 100 Calendar (Perfection Desk), 1 Cards for teaching care of books, 500 Catalog cards, 4000 Celluloid holders for pictures, 4 dozen Chair tips for quiet (unnecessary if floors are covered), 6 dozen Cheese cloth, 10 yards Clips (Gem), 6 boxes . Dating stamp and date holder, 2 . Envelopes, 100 Eraser (steel), 1 Erasers (ink and pencil), 1 each . Filing box, drop front, 1 . Gaylord binders (various sizes), 100 Guides for catalog drawers (in thirds), 200. Guides for charging tray (numbered), 1... Guides, vertical file, 100 . Holders for posters, 3 . Ink, Higgins’ black, 1 bottle Ink, David’s letterine white, 1 bottle....... . Letter paper, 100 sheets Letters, Wilson ticket and tablet (white, as- sorted sizes), 1 box . Magazine covers, 18 Mounting board, 100 sheets Onion skin by sheet (ungummed), 6 . Paper cutter for picture mounts, 15” blade, 1 Paste (jar), 1 quart Paste brushes, 6 . Pen, tray glass, 1 Pencils, 1 dozen Pens—Judge’s Quill 312, 1 box Periodical record cards, 11,000 Pockets, plain, 1500 Post cards, 50 Posters for teaching use of library, 10 . Reading record cards, 1000 . Record book for circulation, 1 . Roller for mounting pictures, 1 Rubber bands, 1 box Rubber stamp (name of library), 1 Ruler, 15”, 1 Scissors, 6”, 6 pairs " Seratch pads, 12 dozen Shellac holders (olive green), 6 dozen Shellac, 1 pint ELEMENTARY ScHoot PRINCIPALS d. Sponge cup, 1 Stamp pads (red), 2 Thumb tacks, 500 Twine, 1 ball Waste paper basket, 1 60 sheets adhesive paper, @ .05 1 gallon paste, @ $1.50 4 yards cloth, cheese, @ .04 40 sheets cloth, gummed, @ . 3 dozen erasers, art gum, @ .24 3 dozen erasers, ink, @ .24 1 quart glue, Arabols, @ .80 1 pint oil, olive, @ .60 1 gallon aleohol, @ $1.00 3 quarts shellac, white, @ $3.80 per gallon. . 5 pounds paste, Stecco (dry), @ . 50 50 yards stripping (roll), single 14, @ .05. 25 50 yards stripping (roll), double 14, @ .15 75 3 spools thread, carpet, @ . .18 3 spools thread, Barbour’s No. 40, @ .20 .60 5. Ordering Provision shall be made for additional assistants neces- sary for routine in handling book orders 6. Cataloging Provision shall be made for such additional assistants as may be needed in the centralization and cataloging of this collection 7. Service a. Supervisor (1) The supervisor shall be paid by the Board of Edu- cation, the salary to be equal to that of other school supervisors b. School Librarian (1) The school librarian shall be paid by the Board of Education, the salary to be equal to that of the highest elementary grade teacher wee OU et et no) et Tet es OOS) oe et et 1 t t wetde)tsstf tt ttt Oa CO Apprenpix I1—Tuer Beoinnineas or AN ELEMENTARY Scuoo.t Lisrary? The accompanying lists of books and magazines have been tested in some thirty school libraries of one city for at least three years. There are 212 titles at an approximate cost of $400. The arrangement of these books is as they stand on the shelves, according, to the Dewey classification used in the school libraries. New books are purchased in the schools annually. The recent books are not included in this list. The lists show only the beginnings and tested material after three years of use. *Compiled by Martha Pritchard and reprinted from the Elementary English Review, September, 1924. eae oe ean oO one | Tue Fourtu YEARBOOK INITIAL PURCHASE LIST OF BOOKS For Elementary School Libraries Arranged by Subject Classification Used in Libraries: REFERENCE Books (Used in Library only or in classroom hour by hour.) Eastman, M. H. Indez to fairy tales. Boston Book. Fay and Eaton. Instruction in use of books. Boston Book. Wilson, M. School library management. Wilson. Hunt, Clara. What shal! we read to the children. Houghton. Olcott, F. J. The children’s reading. Houghton. . What shall we read now?—Wilson. One of the best encyclopedias for children. Bible—King James version—Nelson. New York World. World Almanac (cloth edition). Roberts, H. M. Rules of order. Scott (8 grades only). Strayer and Norsworthy. How to teach. Macmillan. Webster. New international dictionary (unabridged). Merriam. Trafton, G. H. Teaching of science. Houghton. Hopkins, A. A. Scientific American cyclopedia. Munn. Reinach, Solomon. Apollo. Scribner. (8 grades only). Champlin, J. D. Young folks cyclopedia of literature and art. Holt. Granger. Index to poetry (new edition). McClurg. Hoyt, J. E. Cyclopedia of practical quotations (new edition). Funk. Who’s Who in America, 1920-21. Marquis (purchase every 5 years). Prerurp Books Adelborg, Otilla. Clean Peter. Lorgmans. Brooke, L. L. Story of the three »ears. Warne. . Story of the t ree little pigs. Warne. Burgess, Gelett. The goop encyclopedia. Stokes. Caldecott, Randolph. Collection of pictures and songs. Warne. . Babes in the woods. Warne. ——. Golden goose. Warne. ——. House that Jack built. Warne. . John Gilpin. Warne. ——. The milkmaid. Warne. . Grand panjandrum. Warne. . Ride-a-cock horse. Warne. Potter, Beatrice. Tailor of Gloucester. Warne. . Tale of Benjamin Bunny. Warne ——. Tale of Tom Kitten. Warne. ——. Tale of Peter Rabbit. Warne. Mytus AND LeceNpDs Bulfinch. Age of fable. Lothrop. Grierson, Mrs. E. Children’s tales from Scottish ballads. Macmillan. Harris, J. C. Uncle Remus; his songs and sayings. Appleton. Mabie, H. W. Norse stories retold from the Eddas. Rand. Guerber, H. A. Myths of Greece and Rome. American Book. Hawthorne, Nathaniel. Wonder book and Tanglewood tales. Jacobs. Brown, A. F. In the days of the giants. Houghton. Lanier, Sidney. Boy’s King Arthur. Scribner. Lansing, M. F. Page, esquire and knight. Ginn. 350 Exementary Scuoot PRINCIPALS Pyle, Howard. Merry adventures of Robin Hood. Scribner. Anderson, H. C. Fairy tales. Lippincott. Arabian Nights. Arabian nights’ entertainments. Holt. . Arabian nights’ entertainments. Longmans. Grimm, J. L. K. Household stories. Macmillan. Jacobs. English fairy tales. Putnam. Lang, Andrew. Blue fairy book. Longmans. Aesop. Fables; selected by Jacobs. Macmillan. SciENCE Fabre, J. H. C. Secret of everyday things. Century. Trafton, S. H. Science of home and community. Macmillan. Smith, D. E. Number stories of long ago. Ginn. Collins, F. A. Boy’s airplane book. Stokes. Rocheleau, W. F. Minerals. Flanagan. Dopp, K. E. Early cave men. Rand. . Early sea people. Rand. . Later cave men. Rand. . Tree dwellers. Rand. Langford. Pic, the weapon maker. Boni. Van Loon, H. W. Ancient man. Boni. Slusser, E. T. Stories of Luther Burbank’s plant school. Scribner. Keeler, H. L. Our native trees. Scribner. Matthews, F.S. Familiar trees and their leaves. Appleton. Rogers, J. E. Trees that every child should know. Doubleday. Collins, A. F. and D. D. Wonders of natural history. Stokes. ANIMALS AND Birps Hornaday, W. T. American natural history. Scribner. Sharp, D. L. The whole year round. Houghton. Burgess, T. W. Burgess animal book for children. Little. Patch, E. M. A little gateway to science. Atlantic Monthly Press. *Dickerson, M. C. the frog book. Doubleday. Burgess, T. W. Burgess bird book for children. Little. Potter, Beatrice. Tale of Pigling Bland. Warne. . Tale of Squirrel Nutkin. Warne. Pyle, Howard. The wonder clock. Warne. Smith, E. B. The farm book. Houghton. Easy Booxs Adams. Pioneer life for little children. Bobbs. Dopp, K. E. Bobby and Betty at home. Rand. Fox, F.C. Foz reader (third year). Putnam. . Fox reader (second year). Putnam. Grover, E. O. Folk-lore readers (book two). Atkinson. Grubb, M. B. Industrial primary reader. Heath. Lansing, M. F. Rhymes and stories. Ginn. Meyer, Zoe. In the green fields. Little. Mother Goose. Mother Goose melodies. Houghton. ' . Real Mother Goose ; illustrated by Wright. Rand. Peary, J.D. Snow baby. Stokes. Pratt, M. L. America’s stories (5 vol.). Heath. Smith, M. E. Eskimo stories. Rand. Welsh. Book of nursery rhymes. Heath. * Not enough used to warrant cost on an initial order. 5a P SPOT ORR Sat es 6 fa Oa ert ORO RE) 1¢«¢t¢ & @mesy me 4 ed we wt Ete eS oD et ot et [OQWMO’D> 1 se SM@e I tM Se eo ed OR Tue Fourtnu YEARBOOK Brs.p Bible. Century. Tappan, E. M. Old old story book. Houghton. SocraL SussEcts. Pritchard and Turkington. Stories of thrift. Scribner. Bengston, N. A. Wheat industry. Macmillan. Price. Land we live in. Maynard. Toothaker. Commercial raw materials (new edition). Ginn. Adams, E. W. Community civics. Scribner. Cabot, Mrs. Ella. Course in citizenship and patriotism. Houghton (8 grades only) Fryer, Mrs. Jane. Community interest and public spirit. Winston ( 8 grades only). . Our home and personal duty. Winston (8 grades only). . Our town and civic duty. Winston ( 8 grades only). Waldo, Mrs. L. McLean. Safety first for little folks. Scribner. Hughes, R. O. Community civics. Allyn. Richman and Wallach. Good citizenship. American Book. Woodburn and Moran. Citizen and the republic. Longmans. Jackson and Evans. Marvel book of American ships. Stokes. Olcott, F. J. Good stories for great holidays. Houghton. Schauffler, R. H. Arbor day. Moffat. . Christmas. Moffat. ——. Easter. Moffat. ——. Flag day. Moffat. ———. Lincoln’s birthday. Moffat. ——. Mother’s day. Moffat. Smith and Hazeltine. Christmas in legend and story. Lothrop. Wynne. For days and days. HANDWORK AND INVENTIONS Pickard, A. E. Industrial booklets. Webb (8 grades only). . Industrial work for boys. Webb (8 grades only). Pickard, A. E. and Henegren. Industrial work for girls. Webb (8 grades only). *Spon. Mechanics’ own book. Spon. Burns, E. E. Story of a great invention. Harper. Cochrane, C. H. Modern industrial progress. Lippincott. Darrow, F. L. Boys’ own book of inventions. Macmillan. Ferguson, H. M. Child’s book of the teeth. World. Finch, V.C. Geography of world’s agriculture. Government Print. McReady, 8. B. Rural science readers. Heath. Rocheleau, W. F. Products of the soil. Flanagan. Sanford, A. H. Agriculture in the United States. Heath. Brooks, E. C. Story of cotton. Rand. Burrell, C. F. Saturday mornings. Page. . Little cook book. Page. Morgan, Mary E. How to dress a doll. Altemus. Morgan, A. P. Wireless telegraph construction. Van Nostrand. Bassett, S. W. Paul and the printing press. Little. Rocheleau, W. F. Transportation. Flanagan. . Manufacture. Flanagan. Adams, J. D. Carpentry for beginners. Moffat. Griffith, I. 8. Projects for woodwork. Manual Arts. Kunou, C. A. American school toys. Bruce. Conway, A. E. Children’s book of art. Macmillan. Oliver, M. I. First steps in enjoyment of pictures. Houghton. * Not enough used to warrant cost on an initial order. ELEMENTARY ScHoot PrRINcIPALS LITERATURE Stevenson, B. E. Days and deeds (verse). Doubleday. . Home book verse for young folks. Holt. Wiggin, K. D. Pinafore palace. Doubleday. Bryce, C. T. Storyland dramatic reader. Scribner. Lutkenhaus, A. M. Plays for school children. Century. Payne, F. N. Plays for any child. Harper. Scudder, H. H. Children’s book. Houghton. Stevenson, H. E. Days and deeds (prose). Doubleday. Tappan, E. M. Children’s hour (15 vol.). Houghton. Field, Eugene. Love songs of childhood. Scribner. Longfellow, H. W. Poetical works. Houghton. Riley, J. W. Child rhymes. Bobbs. Darton, F. J. H. Canterbury pilgrims. Stokes (8 grades only). Stevenson, R. L. Child’s garden of verses (illustrated by Florence Stores). Scribner. Lamb, Charles. Tales from Shakespeare. Houghton. Church, A. J. Iliad for boys and girls. Macmillan. Colum, Padraic—Adventures of Odysseus. Macmillan. History Tappan, E. M. Old world hero stories. Houghton. Terry, A. G. History stories of other lands (6 vol.). Row. Atwood, W. W. New geography (2 vol.). Ginn. Morris. Industrial and commercial geography. Lippincott. Rocheleau, W. F. Geography of commerce and industry. Educational Publishing. Smith, J. R. Commerce and industry. Holt. Allen, N. B. New Europe. Ginn. Gordy, W. F. American beginnings in Europe. Scribner. Hall, Jennie. Our ancestors in Europe. Silver. Rowell, C. W. Leaders of great war. Macmillan. Torrance, S. A. Geographical results of the great war. American Book. Sabin, E. L. Boys book of frontier fighters. Jacobs. Hart, A. B. Source book in American history (4 cols.). Macmillan. Marshall, H. E. This country of ours. Doran. Sabin, E. L. Boys’ book of border battles. Jacobs. Semple, E. C. American history. Houghton. Smith, E. B. Story of our country. Putnam. , Tappan, E. M. Elementary history of our country. Houghton. Blaisdell, A. P. Pioneers of America. Little. Coe, F. E. Founders of our country. American Book. Southworth, G. V. Builders of our country. Appleton. Henderson, W. J. and others. Strange stories of 1812. Harper. Baldwin, James. Discovery of the old northwest. American Book. . Discovery of the northwest and its settlement by the Americans. American k Drake, S. A. Making of the Ohio valley states, 1660-1837. Scribner. Music Sampson. Prince Melody in music land. Knopf. Upton, G. P. Story of the operas—McClurg. PT) meet ee ee De oe oe fe Pt OS ta et OS Tuer FourtH YEARBOOK Dramatics Mackay, C. D. Costumes and scenery for amateurs. Holt. . How to produce children’s plays. Holt. Scout Booxs Beard. Jolly book of funcraft. Stokes. Coals, A. W. Summer in a girl’s camp. Century. Withington. Book of athletics. Lothrop. Campfire Girls. Book of campfire girls. Campfire. Girl Scouts. Scouting for girls. Girl Scouts. Boys Scouts. Official handbook (cloth binding). Grosset. TRAVEL Hunter, G. M. When I was a boy in Scotland. Lothrop. Quennell. Everyday things in England (2 vol.). Scribner. Winslow, Clara V. Our little Czecho Slovak cousin. Page. Meiklejohn, N. Cart of many colors. Dutton. Olmstead, E. Ned and Nan in Holland. Row. Mirza, Y. B. When I was a boy in Persia. Lothrop. Allen, A. E. Children of the palm lands. Educational Publishing. Barnard, H. C. America in pictures. Macmillan. Fisher, E. F. Resources and industries of the United States. Ginn. Rusmisel, L. C. Industrial commercial geography in the United States. Palmer. Tomlinson, E. T. Places young Americans want to know. Appleton. Brooks, N. First across the continent. Scribner. Muir, J. National parks. Houghton. Mitchell, A. F. Paz and Pablo. World Book. Schwatka, F. Children of the cold. Educational Publishing. BiocraPHY Roosevelt, T. Letters to his children. Scribner. Smith, M. 8. Maid of Orleans. Crowell. . Edwards, C. Treasury of heroes and heroines. Stokes. McSpadden, J. W. Book of famous soldiers. Crowell. Sanford, C. M. Modern Europeans. Laurel. Fiction Bailey, R. R. Sure Pop and safety scouts. World Book. Barrie, J. M. Peter Pan in Kensington Gardens. Scribner. Carroll, Lewis. Alice’s adventures in wonderland. Macmillan. . Through the looking glass. Macmillan. Craik, Mrs. D. M. Adventures of a Brownie. Harper. Hopkins, W. J. The sandman, his farm stories. Page. Kingsley, Chas. Water babies. Jacobs. Lagerlof, Selma. Wonderful adventures of Nils. Doubleday. Lamprey, Louis. Jn the days of the guild. Stokes. . Masters of the guild. Stokes. Rolt-Wheeler, 8S. W. Boy with the United States inventors. Lothrop. Spyri, Mrs. Johanna. Heidi. Crowell. 354 Extementary Scuoort Princrpars Tue ELEMENTARY Scuoot Lisrary Derinep 1n DoLiars AND CENTS To define the elementary school library in terms of dollars and cents is not an impossible task. Many so-called elementary school libraries are set up without a penny in the school budget to meet either initial costs or costs of maintenance. It should be said just here that the school that has no provision in the annual budget for the library has no library. This statement is made without qualification. Schools in this class resort to all kinds of make-shift arrangements for securing funds. The proceeds from parties, school plays, or waste paper are depended upon. Or perhaps the school receives gifts of books—in general, worthless old books rescued from the dusty darkness of bat- infested attics. If not books from this source, the principal garners sample copies from the textbook departments of publishing houses. There are schools in another class which have budget provisions for books, but none whatever for equipment or salary. The school in this class often spends as much as $150 over a period of four or five years for so-called library books. The result is not at all satisfactory, of course, and cannot be called even the nucleus of a library. In a somewhat higher class than either of the foregoing are the schools which make provisions in the budget over a period of two or three years of about $200 a year for books and equipment, although no provision is made for salary. This class of schools usually requires teachers to serve during rest periods, or asks the codperation of upper- class pupils in caring for the books. There is a fourth class which not only makes a moderate beginning, but annually thereafter makes budget appropriations of $100 or more until a library is established requiring a trained librarian in charge full time. : Schools in the highest class definitely plan to develop a library and seek expert assistance in determining initial costs and maintenance. Schools in this class are building and maintaining adequate libraries on budget appropriations approximately as given in the following outline of costs. For the satisfaction of persons who are endeavoring at the present time to develop libraries in their schools, the following graded out- line of elementary school library facilities is arranged varying from the zero level to the well-organized, well-equipped library with a trained librarian in charge full time. The outline is presented in three parts: The first, descriptive of the rural school; the second, Tuer Fourtn YEARBOOK 855 of the school with enrolment of 500 or below; and the third, of the school with enrolment between 1000 and 2000. It may be of interest to the reader to check on the outline the level of development of the library facilities afforded the children and teachers in his school. The outline gives approximate costs where the facilities afforded entail definite expenditures of money. The average costs per pupil is also given. Serres I—Rurat ScHoois School A is a rural school with no provision whatever for a library. The children have a few textbooks with practically no supplementary books for reading. School B is a rural school in a county with a system of extension school library service. Package libraries are received at regular inter- vals. These libraries consist of books selected not merely on the basis of requests from the teacher concerned, but also on the basis of reports upon actual experience in the use of books loaned in the school. The arrangement is maintained largely through the enthusiasm of those in charge of the county library extension system, although the teachers are not averse to receiving book loans. School C is a rural school employing a teacher who is greatly inter- ested in reading materials. She has had shelving built in one of the rooms to accommodate two or three hundred books. Through various ways she has raised money for buying many attractive, well-selected books. She secures loans, package libraries from the nearest public library, or from the county library. Manufacturing houses, insurance companies, State departments of education, and city health depart- ments are sending her much pamphlet material and other printed matter prepared for free distribution. The teacher spends her own money in carrying out her plans. School D is a rural consolidated school of 500 enrolment. In this school there is a room set aside for reading purposes. The room is open on given hours during the day when pupils from the upper classes are in charge. In some instances, a teacher is in charge during rest periods or after school, or older pupils are paid a small amount of money for their services. The room is furnished with two tables, 34” by 60”, 26” high; three tables 34” by 60”, 30” high; 12 chairs 15” high; 18 chairs 18” high; one catalog case; one charging tray with guides. Shelving was built in at a cost of $75. The cost of the initial set of books was $225. The furniture cost $250. Supplies were bought 356 Exementary Scnuoort Princrpats at $25. The total initial cost of the library was $575. About $100 a year is spent on salaries. The average cost per pupil annually is 20 cents. School E is a rural consolidated school with a special room set aside for the housing of a library. The enrolment is 700. A teacher librarian is in charge, giving at least half of her time to the library and the other half to teaching in the schoolroom. The library reading room is large enough to accommodate two tables 34” by 60”, 26” high; four tables 34” by 60”, 30” high; twelve 15” chairs; twenty-four 18” chairs; one teacher’s desk, one teacher’s chair ; one catalog case ; charging tray and guides; one magazine rack. There is built in shelving of standard, high-grade workmanship costing $100. The initial cost of the furniture was $360. The initial set of books cost $400, and supplies $70. The total initial cost of the library was $930. Each year the amount of $175 is spent on new books, magazines, book replacements, and rebinding. One-half of the librarian’s salary, or $900 is charged to the library annually. The average cost per pupil annually is $1.53. Serres II—Scuoots Wirn EnrotmMent Nor Exceepina 500 School A has no provision for library reading materials. School B has two or three teachers in English, who in teaching Eng- lish, geography, and history endeavor to secure supplementary mate- rials. Some of this material they buy themselves, using their personal funds and some of it is secured in the form of supplementary readers. School C has several teachers who borrow materials from the near- est public library. They raise through school entertainments each year funds amounting to about $75 for books to be distributed in classrooms. ; School D has a principal whose persistent garnering of books from book agents resulted in an office library. The books are stored in locked bookcases with glass doors. Occasionally a teacher borrows one of the books. As a rule, the books are not molested from the beginning of the year to the close of the school term. School E has a library room with four tables, one card catalog, twenty-four substantial chairs, a teacher’s desk, and built-in shelves to accommodate a thousand books. A teacher librarian is in charge, giving about 75 per cent of her time to the library. The total expense of this library is approximately as follows: Tur: Fourtn YErArBooK INITIAL COST Shelving Furniture Supplies Magazines Magazines Supplies Rebindings Replacements Total maintenance Total maintenance and salary The average cost per pupil annually is Serres ITI—Etementary ScHoots With EnrotMEnNT oF 1000 ro 2000 School A has no library reading room. No teacher in the school makes any attempt to use books other than the regular textbook. School B has in addition to the use of the textbooks a generous allotment of supplementary books of various kinds. These are appor- tioned to teachers once or twice during each term. School C has several teachers who make use of classroom libraries largely consisting of books from their own personal libraries and borrowed on their own cards from’'the public library. School D has a library in the principal’s office. The library con- sists of a supply of textbooks left by visiting book agents or secured by the principal on requests from publishing houses. There is also a number of subscription books in the library, which shrewd book agents have been keen enough to sell to the principal. There are three sets of sectional bookcases filled with books of this character. The books are the pride of the principal, but afford little interest or service to any one else in the school. School E has a library reading room open to teachers and pupils part of each day with a teacher in charge who volunteers to do the work during vacant periods. In this same type of school, pupils are some- times put in charge as a special assignment or work for a small remuneration. Only about $50 a year is spent on student services. School F has a small library reading room with accommodations for about twenty readers. Three discarded tables have been brought Exemrentary Scuoot Princrpats TABLE I—Suow1nea Costs or THE Liprary IN TYPICAL SCHOOLS Annual main- Ad tenance Initial books = # | per pupil Initia po nual | § cost books, zines, annual | Nai meen. —" based shelving zines, t = costs upon supplies replace- hoses a ~" ments, | supplies | Rural Schools— $25 $80 75 to 100 enrolment Rural Consolidated Schools— 250 to 500 enrolment Schools— Enrolment below 500 Schools— 500 to 1,000 Schools— 1,000 to 2,000 1,400 COST OF MAINTENANCE ANNUAELY New books Magazines Supplies Rebindings Replacements Total annual maintenance Salary, annually Total maintenance and salary The average cost per pupil annually is Tue FourtH YEARBOOK 359 in from corridors and classrooms to serve the needs of readers. There are about a dozen and a half chairs in various stages of repair and of three or four different styles of manufacture. These chairs have been borrowed from other parts of the building, some from classrooms, and some from the gymnasium and the auditorium. The shelving is home- made. Boys more interested in reading than in manual arts volun- teered to do the work. The shelving is not of standard length nor of standard width. In consequence it bends down and is badly twisted. Nevertheless it bears the load of about six hundred books. These books were selected by committees of pupils. Many of the books are unsuited to school work. Members of the student council of the school take turns in serving as librarians at least four periods every day. The principal recognizes the fact that the library is not an ideal one but is proud to say it is very largely a student project and has cost the taxpayers nothing. School G is a school with a commodious room, well lighted, cen- trally located, and well-equipped. The enrolment of the school is 1800. There are accommodations for about fifty readers at one time. There are in the room six tables, 3’ by 5’ by 26” high, four tables 3’ by 5’ by 30” high, forty-five chairs, a teacher’s desk, one teacher’s chair, catalog case, a charging tray and guides, and a magazine rack. A trained librarian is in charge, giving all her time to the library. A regular course of instruction is given in the use of books and libraries. The total expense of this library is approximately as follows: INITIAL COSTS Shelving Furniture Supplies Magazines CoNCLUSION The task of securing from the school boards, money to be expended upon the elementary school library is one involving many local prob- lems. The foregoing estimates concerning costs are based upon figures received in actual bids from dealers in school furniture. These esti- mates should be of value to principals and superintendents who desire to develop and maintain standard elementary school libraries in their schools. CHAPTER XX THE DEVELOPMENT OF OUTSIDE READING OF ELEMENTARY SCHOOL PUPILS Wurm A. Kine Principal, Bryant School, Seattle, Washington HE THREE experimental studies reviewed in this article are being conducted in the Concord, the B. F. Day, and the Mercer elementary public schools of Seattle, Washington. These investi- gations are still in progress and, while the ends in view are somewhat identical, the methods of procedure indicate the distinctiveness of each study. I. Devetopine THE INDEPENDENT Reaping Hasits or Uprrer Grape GIrRLs 1. The problem—A large percentage of the Concord school pupils are of foreign parentage, mainly Italian and Japanese. Many of the other children come from homes that depend almost entirely on the school to furnish reading materials and direct their use. With the exception of a very few individuals in the two classrooms included, there was only a meager interest in independent reading when this study was undertaken. The distance from the school to the nearest branch of the public library was an additional factor in our problem. It was unusual for any of the girls to call at the branch library for books. It is true that quantities of books and varied reference materials were secured by their teachers from the central and branch libraries, but the girls required expert, sympathetic guidance over a considerable length of time before they would be able to make any appreciable progress in independent reading. 2. Method of procedure—Soon after the opening of school in Sep- tember, 1923, the children’s librarian from the nearest branch of the public library began making bi-weekly visits to the school. Through conferences with the teachers and principal, she soon found many ways in which she and the branch library could serve the school. Story hours, book talks, ete., were instituted in all rooms above the second grade. In the course of a few months, this experienced libra- rian found that a more vital and systematic contact with the seventh- and eighth-grade girls would have to be established if they were to [ 360 ] _- a 6 SS UL lUl!l!Ul Tue FourtH YEARBOOK 361 profit much through her visits. In January, 1924, the Concord Girls’ Reading Club was organized with the usual officers that are necessary for conducting routine affairs in a parliamentary manner. The club met twice a month during the last hour of the school day. During this period, the librarian and eighth-grade teacher worked out a developmental program with the girls. During the first part of each hour, attention centered upon biographical studies. Two or three girls reported orally on the life of some influential woman, their reports having been prepared on outside time. The purpose of this phase of the work was (a) to show how certain women have risen out of their environment; (b) to show the value of an education; (c) to show how much women contribute to the world’s progress; and (d) to cultivate a higher typ: of reading and study habit. The second part of the hour was devoted to the oral reading of certain literary selections. For several months, a study of Lamb’s Tales from Shakespeare was made. Following this period, the girls read the Darton Edition of Canterbury Tales. Two copies of the book in use were provided in order that the librarian or eighth-grade teacher might help the reader when it became necessary. This plan resulted in a genuine audience situation, a condition we so much desire in oral reading but generally fail to secure. During the last part of the hour, the librarian and different mem- bers of the club gave book talks for the purpose of stimulating fur- ther independent reading. The reader will surmise that the stirring biographical accounts, the pleasure-sharing oral readings accom- panied by some discussion, helped to produce the “ mental set” or receptive attitude for the book talks. 3. Results—Practically all the girls have formed the habit of patronizing the branch library. They make intelligent arrangements to call regularly to withdraw and to return books, Saturday after- noon being a favorite time with several of the girls who go in groups to the library. The witnessing of a standard presentation of the “ Merchant of Venice” at one of the leading theaters of the city by many of the girls in the club must be traced directly to the influence of the oral readings and discussions of Shakespeare’s plays. These girls had never seen a high-class performance of this kind; it was indeed a great event in their lives. This experiment has led to the organization of similar reading clubs in a neighboring school, one for girls and another for boys. Furthermore, the Boys’ Civic Club, of the Concord school, decided to introduce a reading element into its own organization in order to 362 ExLemMentary Scuoort Principarts gain some benefits and pleasures which appeared to be unnecessarily limited to the girls. The club spirit soon broadened into a higher regard for school and community welfare. In different ways, the club has been used to promote better citizenship throughout the community. One of the major objectives in a modern reading program is the development of permanent interests in reading. This experiment has been a distinct factor in leading the club members to attain this goal. II. Tue Ovtsmr Reapine or Srxrn-, Sevenru- anp Eicuru- Grave Puprizs as STIMULATED By CLASSWORK IN THE SCHOOL 1. Organization—This study in the development of outside read- ing is in progress at the B. F. Day elementary school. The mainte- nance of a distinct department of reading in this school furnished adequate and systematic direction for an enterprise of this kind. The sexes are segregated in the academic classes which has proved to be a favorable point in ‘)e accomplishment of good results in the reading program. os 2. Procedure—Preparatory to the direction or guidance of the individual’s outside reading, the head of this department ascertains the interests of the child. Inquiry is made concerning his outside activities, favorite sports, books he has been reading, his ambition for the future, and the like. Having thus gained some insight into the child’s chief interests, the teacher is in a position to make gen- uine appeals to him in the direction of his further independent reading. It has been a policy here never to condemn a child for what he reads, but to begin at his particular level and gradually attempt to develop higher appreciation. Standards for judging wholesome read- ing materials are developed with the children. Books they have read are discussed and judged by their own standards. Annotated lists of books are prepared by the pupils and a card index is made available to pupils of the department at any time. Short, interesting explanations of the contents of the books in the list are arranged for ready reference. An important feature of this program has been the development of classified lists of books for the different grades. A single list con- sists of the titles of a series of books ranging in quality from that of the book a certain child is actually reading to books of unquestioned merit in the given field of interest. Brief accounts of the different books on the list accompany the titles. One of these lists follows: be W v W W W D Hoth Tue Fourtu YErarBoox ApveNTuRS Srories—Graves Srx, Sevan, aND EIcHT If you like the books by Altsheler you will like the following books: Wallace. Arctic stowaways. Alfred Knowles and his friend Harry Metford were in danger of arrest for running down a man while speeding their automobile. They take refuge on a boat bound for Alaska and are taken north against their wishes. Wallace. Fur trail adventures. Wallace. Gaunt gray wolf. Wallace. Ungava Bob. Wallace. Bobby of the Labrador. Wallace. Grit a-plenty. Duncan. Adventures of Billy Topsail. A fisher lad’s hardy life in bleak Newfoundland, his dog companion, Skipper, his encounters with icebergs, whales, seals, and a giant squid. Duncan. Billy Topsail & Co. Duncan. Billy Topsail, M.D. Hough. Young Alaskans. Relates the summer adventures of three boys lost in Alaska. Hough. Young Alaskans on the trail. Hough. Young Alaskans in the Rockies. Newberry. Castaway island. Adventures of a gallant soldier of fortune and a s:xteen-year-old lad wrecked on Charles Island off the coast of Ecuador. Meader. Black buccaneer. A story of bold and bloody encounters with pirates off the American coast in the early days. Masefield. Jim Davis. Story of smugglers a hundred years ago. Pyle. Story of Jack Ballister’s fortunes. The experiences of a boy kidnapped from England and sent to a Virginian plantation, and his adventures with the pirate Blackbeard. Stevenson. Treasure Island. A story of hidden treasure, buccaneers, and adventures by land and sea. Provision is made for individual conferences with pupils whose reading is meager or not up to standard. This conference is always of a friendly, stimulating nature and is not coercive. In the promotion of this program, there has been a liberal use of dramatization. In order to stimulate outside reading of a general nature, a dramatic play, “ The Court of Good Reading,” was writ- ten by the pupils and edited by the teacher. It was presented in a school assembly. Extensive reference reading has been another well directed avenue leading to dramatization. The staging of an Ameri- canization play, of “ Electricity, Its Contribution to Modern Civili- zation,” “ A Girl’s Dream of High School,” and recently a Red Cross play, which involved the examination of nearly one hundred books resulted from purposeful reading in these varied fields. The stimulation of the reading of certain types of books was gained through the use of pictures. Moving picture films on “ The Court- 364 ExLemMEentTaRY Scuoort PrIncrpats ship of Miles Standish,” and the “ Legend of Sleepy Hollow” in- duced the reading of these books; while an enlarged photograph of a dog team in Alaska was used to stimulate desire to read “ The Call of the Wild.” Optional book parties after school have been provided for the read- ing classes of the department. Through these, the pupils who attend are able to gain extra honors on their report cards and to raise their reading grades. Full codperation with the city branch library in the vicinity of the school is maintained. The children’s librarian keeps in close touch with the situation at all times. She visits the school frequently, con- ducts story hours at the library for the children, directs their reading during the summer, and awards certificates for the same at the first assemblies of the fall semester. Extensive use is made of written book reports. A copy of the report used in grades four, five, and six follows: Reapina Rerport—Gravdes Four, Five, anp Srx 1. I have finished reading Written by 2. Draw a line under the words that tell your opinion of the book. a. A book no one should miss. b. A good book. c. A purely pleasure book. . What are some of the things you learned from your reading of the book? . Do ‘the characters remain the same all the way through, or do they change? Give an example. . Why did you choose the book? . If you like the book, write a paragraph in which you aim to give others a desire to read it. If you do not like it, tell why you do not. This comprehensive and varied plan for the development of out- side reading has given hundreds of girls and boys rich vicarious experiences through reading. That its influence has been felt in many homes of the community is evident from the numerous favorable reactions the teachers and principal have had both directly and indirectly. Tue Fourtn YEARBOOK 365 III. A Pruan ror tHe ImprovEMENT oF OvutsipE READING During the present year a comprehensive program for the improve- ment of several phases of reading is in progress at the Mercer ele- mentary school. However, this account will deal only with the fea- tures of the study which bear upon the development of independent and outside reading. 1. Difficulties encountered at the beginning—A negligible amount of outside reading was being done. There were pupils in the differ- ent classes who were reading no books at all. The selection of outside reading materials showed poor standards of choice; while at the same time an indifferent attitude toward classroom reading was prevalent. 2. Reading aims for the year—The teacher who is in charge of the reading program in the intermediate and upper grades in this school defines three of the aims as follows: a. To arouse a real interest in, and an appreciation for, good litera- ture. b. To create an incentive for the reading of good books. c. To develop in each pupil the ability to improve his audience reading. 3. Method of development—lIn order to produce a more general reaction to clever phrasing, beauty of selection, and to develop an appreciation of humor, selections of real human interest were read to the pupils regularly once a week. At first it was necessary to use exaggerated animation and emphasis to “ put over” subtle bits of humor or clever phrasing. All available texts and supplementary readers were searched for animal stories of genuine appeal to boys and girls. The telling of an interesting incident or two about the author, and the adoption of the magazine method—“ continued in our next ”—led the pupils to acquire the habit of finishing the story. Three types of audience reading were employed: a. Sight-reading exercises were read by pupils to an appreciative audience. This has been a very effective means of developing good expression. b. Material selected from texts or library books was assigned for outside reading. Each pupil read to the class the part of the assigned story he especially liked, giving the reasons for his choice; as: Clever phrasing, apt choice of words, vivid pictures, interesting character sketch, etc. A wide variety of selections was chosen for assignment— narration, description, humor, and character study. Occasionally the pupils were grouped in order to facilitate varied types of assign- ments from certain selections, but each pupil still had his choice of the part which had made the greatest appeal to him. 366 Exiementary Scuoort Principars c. Pupils were allowed to choose their own material and to read their selections to the class. The reading of an excerpt from a library book had to be justified on the basis of unusually good choice of words, clever phrasing, tense interest, ete. A pupil might select a good joke if he would endeavor to read it so the class should not miss the point and was ready to explain why he considered the joke espe- cially clever. This phase of the program was introduced in order to discourage ribaldry and to develop an appreciation of real humor. 4. Interest devices—a. A chart device was used to encourage wise choice in library reading. Above each child’s name, as it appears on the chart, is pasted a column of colored slips, which show the names of the books read. Credit for outside reading is recorded as follows: (1) Orange slips—books which correlate with the work of the grade. (2) Yellow slips—fiction or non-fiction books of high standard. (3) Blue slips—books of lesser value. In order to secure the large number of books required for this scheme, the teecher prepared a list of books to be furnished by the public library. In addition to the books thus applied, a few donations of value came from private homes. b. Illustrated booklets depicting the most interesting events in a story of the pupil’s choice were made and exhibited at intervals. The work was voluntary, the response enthusiastic, and much interest was aroused. c. Attractive posters made by the pupils gave the same incentive and served as an “ advertising campaign” for better books. All posters and booklets are kept as reference and guides for new readers. d. The incentive of a larger and more critical audience was afforded to those showing improvement in reading by allowing them to appear on assembly programs. This has been a much sought for opportunity. e. Dramatization and “ dialogue reading” were frequently em- ployed. 5. Results—An attempt to state the results of this experiment at this time would be difficult and premature. The indications are de- cidedly hopeful. The effect of improvement of the reading back- ground is noticeable in all the other social subjects. The pupils included in this program are gradually developing standards of choice in the different phases of reading and fields of interest. They are learning to employ self-direction in certain significant reading skills and attitudes as well as to give some consideration to the pleasure and profit of others when oral reading is involved. SECTION II ADMINISTRATIVE CHAPTER XXI THE PRINCIPAL AND THE EDUCATIONAL EXPERT FreveRIcK Maurice Hunter Superintendent of Schools, Oakland, California HE SCOPE of the work of the principal is as broad as the scope of the work of the public schools. Whatever may be the objectives of public education, whatever may be the methods used in its procedures, a single public school is a cross-section of these. The objective the principal seeks is good citizenship here and now and good citizenship ultimately for all children. The principles of good school administration require that the prin- cipal be the officer-in-chief in his school. He has large responsibility. He must have equivalent opportunity and liberty to work out a pro- gram to attain his objectives. A sound policy in this regard requires the recognition of his supremacy in his school by all members of the staff, including superintendent, special directors, and supervisors, business department, and all the others. In order to analyze the relation of the work of the principal to that of the special officer of the school system classified under the general term of “ educational expert,” I must first review briefly the general nature of the work of the principal. His duties fall under three rather general classifications. He is responsible first for the organization and administration of his school. The duties classified here we may term executive or administrative. He is also responsible for the more highly specialized and more strictly professional type of duty, which may be termed his supervisory function, largely con- cerned with the development of a technique of teaching and the im- provement of teaching procedure. But a responsibility, even an opportunity it may be called, of more superlative value falls within the range of duties of every principal. These may be termed his creative functions. What the principal is responsible for and does in this direction determines the final contribution which he makes to the profession personally and which his school makes as an institu- tion. Broadly speaking, the chief duties which fall to a principal under these main classifications might be listed as follows: a. Executive functions—organization and administration of the school Making the program—getting it running; application of the time allotment; assignment of teachers Classification and progress of pupils 12 . [ 369 ] Exementary Scuoot Principats Caring for the physical well being of pupils and teachers Management of the physical plant Making the budget Maintaining the school spirit Management of extra-curricular activities Administration of attendance Maintaining leadership in the community Management of the office b. Supervisory functions—improvement of teaching Application and use of the course of study Supervision of methods—such as the use of demonstration lessons, project library, personal conferences Establishment and maintenance of professional growth program for himself and his staff c. Creative functions Original experimentation by principal and committees Contributing to work of school system and to education Stimulation of staff to contribute Creation of adequate physical plant A somewhat typical distribution of the time and efforts of prin- cipals is shown by the following summaries of quarterly reports made by all the principals of the Oakland public schools. The functions listed are to some degree indicative of the emphasis placed upon the classifications listed above. Of course, statistics cannot possibly show the efficiency with which any one of the major functions of being a principal is carried out, but such a table as the following does give the general trend of the school system as to the emphasis placed upon the various classifications of duties of the principal. SuMMARY oF QuaRTERLY Reports RENDERED BY ALL PRINCIPALS IN THE OAKLAND Pustic ScHooLs Conferences with | Consul- Number |individual teachers Bg Homes | tations ittee OF isited by|with. par- other ‘ : teachers! ents at ime meetings school ours) | Number . visits to Gian, teachers’ teachers meetings Number | a | ist Quarter| 4273 16682 381 1546 5034 495 1409 8580 (10 wks) 1924-25 4th Quarter, 3935 15224 313 1433 5184 1245 6312 1923-24 3d Quarter| 4521 1744} 343 1309 3904 1233 1923-24 2d Quarter | 4295 1610 297 11423 | 490 1923-24 1st Quarter; 4310 | 15393 278 | 1579 | 4443 1923-24 4th Quarter; 4147 11443 215 11713 | 2874 1922-23 3d Quarter, 4009 16084 209 1289 4082 1922-23 | Tue FourtrnH YEARBOOK 371 The principal has placed upon him the same pressure that is so powerfully exerted upon every school administrative officer, that to allow himself to be overwhelmed by the unimportant detail of the routine of his office. Whether or not he is so overwhelmed depends mainly upon two things: First: Is reasonable clerical force pro- vided ? second and more important: Is the principal able to organize the routine of his school in such a way that most of the detailed duties are handled in an automatic and reflecto-active way? The former factor depends chiefly upon the viewpoint which the general school administration takes of the principal’s function. The latter depends in the main upon the mental organization and the driving power of the principal himself. A typical assignment of clerical help is indi- cated by the following, which represents the rule in force in the Oakland public schools: Route ror ASSIGNMENT oF CLERICAL Hep To PRINCIPALS High Schools—enrolling 500 to 2500 pupils—2 to 5 regular clerks and 1 to 7 student Junior High Schools—a regular clerk for each school having an enrollment of 400 or more. (No junior high school enrolls more than 1300.) Elementary Schools—a regular clerk for schools enrolling 1000; a half-time regular clerk for schools enrolling 800 with 200 or more in the seventh and eighth grades. Student clerks are provided whenever possible for all elementary schools not having regular clerks and which have an enrollment of over 600. This provision of clerical help is not adequate. It represents an increase in the annual budget for principals’ clerks of from $12,000 paid five years ago to $63,000 provided for the current school year. Moreover, it does give the staff of principals an opportunity to or- ganize and mechanicalize the routine and detail duties of the office in a large degree. This affords correspondingly more time for the more professional type of responsibility. Many of the functions indicated in the above list are highly spe- cialized. They require the services of an educational expert. Just as the superintendent and his assistant executive officers are respon- sible for many specialized functions for which they themselves are not specifically trained, just so the principal of the single school requires the services of the educational expert to carry out efficiently numerous functions in the administration of his school, for which he is responsible but not specifically prepared. In order to enable him to do this properly many school systems place at his disposal a num- ber of these experts. I shall emphasize and attempt to define the relationship which exists between the work of the principal and a few of the most important of these specialists. First of these is the mental measurement and standard test expert. The principal is responsible for the classification and progress of 372 ELEMENTARY ScHoot Principats the pupils in his school. He is also responsible for the results ob- tained in the use of the course of study and the stimulation of his teachers to obtain the best results. It is within his power to classify according to the personal opinion either of himself or the teacher, according to general tradition, according to academic standards or by some scientific method brought to bear on the problem. Most principals cannot themselves expect to be mental measurement and standard test experts. A principal’s professional study work in his own behalf should lead him to have a considerable knowledge in this field, but as a general officer of administration he cannot expect to do much of this himself in the large school; consequently, he calls in the bureau of research with its director of mental and standard tests to be his assistant and to afford him the data to classify his school in a scientific way or as nearly so as the finances at his disposal will permit. The initiative, of course, should come from the principal and the final disposition of pupils and assignment to classes should be his. He will also gradually develop among his teachers the expert ability to give mental tests and to use the standard subject tests properly. But even then he will need to compare his school with the general standards of the school system and also the general objective standards set up for the State or for the country as a whole. This means that he will maintain continued contact with the research department and the measurement expert. A typical testing program for an entire school system is indicated below. The results of these tests are used by the principals in estab- lishing three rates of progress wherever finances will permit. ScHepuLs or SranpARD TestiInc—Sprinc Term, 1925 Scheduled . Mental Testing time 1.H-8 (All schools) 2.L-6 (All schools) 3. L-4 (Optional) . Subject Matter Testing (Optional) Spelling 1. Grades 4-6 {arithmeti Reading 2. Grades 7, 8 Reading 3. Grade 9 Reading 4. Grades 10-12 Reading In checking up the course of study the use of both mental tests and standard tests should be combined. The Stanford Achievement Test is one of the most effective means of accomplishing this. The first illustration below indicates the way in which a principal is enabled to compare results in his school as shown by a standard test with the general norm and with the norm for the city. Tue FourtnH YrarsBoox 373 A second group of experts with whom the principal must have much contact and whom he must call continually to his assistance are those from the business department, such as the business manager, the budget maker, the auditor, the purchasing agent, the architect, or superintendent of buildings. The principal is the business manager of his school. It is true that the greater portion of his budget is expended for the salaries of the staff. Over this he has little control, inasmuch as it is governed by general salary schedule rules. But over the maintenance and operation budget the principal must have considerable discretionary power. In a well-administered school sys- tem the budget allotment will be made largely upon a “ per pupil ” basis or a “ per classroom” basis in most of the specialized budget classifications. For instance, the regular supplies required by the pupils of the school will be furnished in accordance with a definite number of portions or items allotted to each pupil or each classroom and requisitioned from the storeroom at a given time upon a form specially designed for this purpose. There would also be such a schedule for library books, for physical education supplies, for globes and maps, for science supplies, for shop and home economics supplies, and the like. There would also be a standard equipment for each type of class and instructional room in the school. The discretionary power of the principal will lie in his policy of securing the standard for his school and in purchasing in accordance with the “ per pupil ” or “ per classroom ” allotment. The power to requisition should rest wholly with the principal. The relationship of the business department to the principal in the procedure of budget-making is exemplified by a quotation from a Business Department Bulletin of the Oakland public schools recently issued : Rutes Governina Bupcetr-MakIna For 1925-1926 Buttetin No. 12 January 19, 1925 To the Directors, Supervisors, Heads of Departments, Principals, and Custodians of the Oakland Public Schools: The following rules have been adopted for making budget estimates for the school year 1925-1926. All principals are expected to see that the budget estimates as submitted by departments or by the supervisors or directors conform to the plan as outlined in this bulletin. SUPPLY ESTIMATES 1. In general, the per capita cost of supplies for 1920-21, 1921-22, 1922-23, 1923-24 and for 1924-25 are to be used by the business office in making budget estimates for supplies for the year 1925-26. 2. Elementary and kindergarten supply estimates—Elementary schools will not be asked to fill out budget estimate blanks for standard supplies or kindergarten supplies for 1925-26, it being understood that the semester requisition plan will 374 Exrementary Scuoot Principars sufficiently indicate the quantity and nature of standard supplies desired for each school. The semester requisition forms for standard supplies will be sent to the elementary schools later with a bulletin from this office. 3. High and junior high school supply estimates—The high and junior high school principals are not to submit budget estimates of supplies covering station- ery, pencils, crayons, blackboard erasers and such standard supplies. These needs can be taken care of by use of the semester requisition. Special department needs will be taken care of as outlined in paragraph 4. Principals and heads of depart- ments should confer with supervisors and directors, in order that the exact needs of the various departments can be provided for. This particularly applies to recommendations in the high school shops, vocational training and home economics. 4. Estimates for quantity purchases—In order that purchases may be made in a quantity basis for departments, the supervisors and directors should follow the procedure hereinafter outlined. Principals, with the aid of heads of depart- ments, supervisors, or directors, will prepare in triplicate a complete list of the supplies needed for the various departments; one copy to the head of the depart- ment, one to the assistant business manager, and one retained by the principal. These lists will then be consolidated by the assistant business manager. The business department will make purchases based upon the consolidated list. Later, before the close of the year, the principal will write requisitions from the copy of supplies on file in his office. 5. Supplies other than semester and for departments, other than those having supervisors and directors, should be listed in duplicate, one copy being sent to the business department with the buildings and grounds budget, and the other copy retained in the office of the principal. BUILDINGS AND GROUNDS ESTIMATES 1. In preparing the buildings and grounds estimates for the year 1925-26 careful consideration should be given to the new buildings and improvements provided for in the bond issue of 1924. The budget estimate items for buildings and grounds will be classified, first, according to the nature of the need, and second, according to the degree of necessity. Alterations to buildings and improvements to grounds should be listed and estimated in accordance with a definitely determined and permanent plan for the development of the school plant. 2. Classification as to nature of need—There will be three different classifica- tions of items as to nature of need in the buildings and grounds estimates. They are as follows: Repairs to buildings and repairs to building equipment—Includes repairs to toilets, drinking fountains, wash trays, leaders, gutters, sewers, chimneys, furnaces, radiation, thermostats, pipes, motors, bell systems, telephone systems, doors and locks, window casings, ventilating systems, furniture, hardware, floors, walls, ceilings, stairways, roofs, shades, awnings, batteries, dry cells; also replacement of old roofs, re-bricking fire boxes, grates for furnaces and stoves, window replacement, interior painting, exterior painting, plastering, tinting, re-finishing desks, painting lavatories, re-surfacing blackboards, and seating changes, etc. New buildings and alterations to old buildings—Includes additional class- rooms, portables, partitions, fire-proofing, remodelling classrooms and offices, coal bins, supply rooms, cabinets, closets, windows, doorways, fire escapes; additional toilets, drinking fountains, radiation, heating units, showers, land; custodian cottages, auditoriums, screening of windows, and any alteration in the building which is not in the nature of a repair. Where additional class- rooms or portables are contemplated, the number and type of desks which will be required for this portable or classrooms should be noted; and, under the classification of New Equipment for Buildings, later referred to in this bulletin, there should be noted the equipment and seating necessary for these rooms. Tue FourtnH YEARBOOK 375 Improvements to grounds and repairs to ground equipment—lIncludes fences, gates, walks and steps, doorways, curbs, retaining walls, parking and lawns, gardening, removal of weeds, etc., shrubbery, trees, drainage, surfacing, handball courts, basketball courts, tennis courts, volley ball courts, slides, travelling rings, acting bare, sand boxes, platforms and benches, painting of courts, flagpoles new, flagpoles painted, repairs to surfacing, sumps, and all work to be done on the grounds and not on or in the building. 3. Classification as to degree of necessity—Each of the three kinds of buildings and grounds budget estimate forms, listed in the preceding paragraph, will be submitted by the schools on separate sheets, and principals are requested to itemize their needs in the order of their necessity, placing the most important at the head of the list and the least necessary at the bottom of the list. If prin- cipals will number the items on each sheet giving the item of greatest necessity number 1, it will facilitate the preparation of the budget. EQUIPMENT 1. In general, budget estimates for new equipment for the school year 1925-26, will be classified as to the nature of need and the degree of necessity. Under nature of need, the classification will be New Instructional Equipment, New Build- ing Equipment, and Repairs and Replacement of Equipment. The above classifi- cation of equipment needs will be submitted to the schools on separate sheets and principals are requested to list them according to their classification in order of their relative necessity, in the same manner as outlined above for the buildings and grounds estimates. 2. New instructional equipment—Includes all equipment used for instruc- tional purposes, such as home economics, manual training, auto shops, printing shops, machine shops, utility shops, sheet metal shops, forge shops, cabinet shops, plumbing shops, electrical shops, drawing, science, commercial, physical education, sand tables, toys, tabourets, agricultural, musical, cafeteria, maps, kindergarten, and all equipment not used for the maintenance or operation of the building. This list should show specifically the instructional equipment necessary for new classes authorized. 3. New equipment for buildings—Includes teachers’ lunch room equipment, custodians’ equipment, classroom seating, desks, chairs, tables, waste paper baskets, clocks, principals’ office equipment, auditorium chairs, restroom, nurses’ room, dental room equipment, new window shades, platforms, bulletin boards, lockers, pencil sharpeners, new blackboards, new electrical bells, program clocks, fire ex- tinguishers, storage batteries, safety switches; heating equipment, such as stoves, electric coils, and additional radiation, and all equipment not used for instructional purposes. Be sure to list all additional seating contemplated for your school. 4, Repairs and replacements of instructional equipment—Includes home eco- nomics equipment such as sewing machines, manual training equipment, all shop equipment, science, drawing, kindergarten, physical education, commercial depart- ment, cafeteria, pianos, and musical instruments, and such other repairs and replacements of equipment which are of an instructional nature. 5. Purchase of equipment—The above budget estimates prepared by the prin- cipals will be submitted to the budget committee for its approval. After the budget committee has approved the estimates, the principal’s list will serve as a guide for authorization by the superintendent’s council. It is urged that the great- est economy be exercised in requesting the purchase of equipment before the tax rate is fixed. Unless this is rigidly adhered to, it becomes necessary to hold up all requisitions for equipment. Only such equipment will be purchased as is absolutely essential for the opening of school and for new classes. 6. Procedure—With this bulletin each principal is being sent duplicate sets on which New Instructional Equipment, New Equipment for Buildings, Repairs and Replacements of Instructional Equipment, Repairs to Buildings, Repairs to Building Equipment, New Buildings, Alterations to Old Buildings, Improvements 376 Exementary Scuoort PRINCIPALS to Grounds, and Repairs to Ground Equipment, estimates for the year 1925-26 will be made. These lists will be prepared and returned to the business depart- ment by February 24, 1925. The principal will retain a duplicate copy of his estimates for his own files. 7. Portables and additional classrooms—Be sure to note on the budget sheet, headed “ New Buildings and Alterations to Old Buildings,” the number of ad- ditional portables necessary for the coming school year and such alterations as will provide additional classroom facilities. In addition, on the budget form, headed “ New Equipment for Buildings,” you should list the number and size of classroom seating to be placed in the portables. SUPPLIES AND EQUIPMENT FOR SUPERVISORS AND EXECUTIVE OFFICES The dean of directors and supervisors is to submit budget estimates of supplies and equipment needed for the supervisors’ and directors’ offices. The assistant business manager is to submit a list of supplies and equipment needed for the executive offices, shops, and storeroom. REQUISITIONS The budget estimate sheets submitted by the principals are not requisitions; these estimates are used as a basis for budget preparation and a guide to the superintendent’s council and business department when purchases are made. Prin- cipals are requested not to write blue requisitions for any work, or any equipment, unless it is absolutely necessary for the opening of schools. After the budget estimate sheets have been submitted to the business department, and the same have been estimated and analyzed, principals will be given an opportunity to confer with members of the superintendent’s council and business manager. If principals desire to confer regarding the budget, kindly communicate with the business manager for appointment. At these conferences an attempt will be made to decide for what items requisitions should be written dated July 1, 1925. The forms upon which the budget estimates are to be submitted will be delivered to the schools Thursday, January 29, 1925—Business Manager. Approved by: Superintendent of Schools. The principal is also custodian of funds in large amount arising from the extra-curricular and community activities of the school. These funds are in no sense public funds except in the fact that they are raised in the name of the school and are‘administered by school officers for the school’s benefit. In large school systems they accom- plish a great deal of good, but they also offer a rich field for contro- versy and even scandal. Principals in many school systems with the best intention in the world use ill-advised business methods in handling them. I have known principals to deposit moneys of this type in their own personal checking accounts at the bank. In some school systems these funds go year after year without an audit. No principal can afford to permit such slipshod business practice. If he does, the welfare of his school and the school system is endangered, and his own personal integrity exposed to attack. Only one safe policy is possible—namely, a careful auditing system under the direction of the auditor of the school system, and the administration var rept sche errc The gov bus phy of : cip: bus wil exp gen nev pri It i bui wit wh: ies nt he he n- at, ret ne to he de he he Tue Fourta YEARBOOK 377 of the funds in accordance with careful business rules set up under his direction. Such an auditing report is exemplified below. The amount of subsidiary funds in all Oakland schools totals $245,434.47. To the Superintendent’s Council: I am submitting herewith a copy of the audit of the high school, junior high school, and elementary school treasurers for the school year 1923-1924. A summary of this report follows: High Schools Balance on hand June 30, 1928... ...ccccccvssccccsecs $ 20,961.60 EE Ge I co vnnikgicnecs acdenccesavnceseaate 130,003.38 BE ins cencandabbiiea hid. Cosma seal $150,964.98 I FOE TD FO once css ceconssesveccassnave 131,285.09 Balance on hand June 30, 1924.........scceeeeeeeceees $ 19,679.89 Elementary Schools Balance on hand June 30, 1023.... .....ccccccscccccces $ 12,231.92 EE Ne iaicse cigkea Hind weswkeewnadeens 82,237.57 NE eta ho suanctendas ead eee rnenuenaaaoeeenes $ 94,469.49 I Ee CO DG inn hotness. ccasestsvantatedacks 82,220.88 Balance on hand June 30, 1924..............0ceeeeeees $ 12,248.61 It will be seen from the above report that the total amount handled by the various school treasurers for the fiscal year 1923-1924 was $245,434.47. I desire to report at this time that practically without exception I found the records of the school treasurers in first class condition. It was necessary to correct a few clerical errors in order to balance the books of the treasurers with the bank statements. The school treasurers are to be commended for the splendid work they have done and for their codperation in carrying out the rules of the Board of Education governing subsidiary funds. Respectfully submitted, Auditor. The principal is vitally concerned with another function of the business department—namely, the improvement or expansion of the physical plant and the creation of new school buildings. Any work of remodeling or building additions should be initiated by the prin- cipal. He should present his recommendations in writing to the business department, and in so far as the finances of the school system will permit, his recommendations should be the guide for any such expansion or improvement. This, of course, should be subject to any general standard adopted for the school system as a whole. When a new school plant is erected the principal’s originality, educational principles, and professional leadership are abundantly called for. It is a crime against the ideals of education which are uppermost in America for a municipality or a school district to erect a school building and present it ready-made to a principal and his faculty without having had worked into it their best composite judgment of what a school should be. Under such a policy the welfare of children 378 ExementTary Scuoot Prrnorpears is always sacrificed to either the artistic emphasis of an architect or the financial policies of the business department or construction department. A school system should inaugurate and maintain a policy which will make it possible for the best educational ideals of the school faculty to be properly expressed in the building. May I briefly sketch such an organization. The department of buildings is essentially a division of the busi- ness department. It should have at its head wholly in the employ of the board an expert builder or architect, reporting to the business manager who in turn should function as an assistant superintendent of schools. All responsibility for the construction of buildings and additions thereto and all improvement to the physical plant should be placed upon this expert executive. Under his department in co- operation with the office of the superintendent there should be built up a set of standards expressed in terms of educational requirements of buildings. These should be developed by committees from the staff of principals of the school system, representatives of the superin- tendent’s office, committees of the teaching force, committees of super- visors of special subjects, and representatives of any other expert divisions of the school organization. These sets of educational re- quirements should be developed in the terms of type buildings for f elementary schools, junior high schools, and senior high schools. Clear-cut and definite descriptions and specifications of all kinds of classrooms and the standard equipment for the same should be re- duced in writing, adopted by the committees, the superintendents’ council, and the board of education. These standards should be accompanied by drawings showing floor plans for each type of room, elevations of the walls, definite locations for fixtures and equipment, and specifications for standard equipment. These drawings and de- scriptions, together with general conditions and instructions for con- tractors, together with the contract for the architects, should be published as a “ book of standards.” This should be the adopted program of the school system for the erection of school buildings. In it the principal will have had abundant opportunity to give full ex- pression to his educational doctrines and to work them out as a part of the standards. But his work with reference to the erection of the building for his school is not yet completed. As the preliminary plans are de- veloped and before the working drawings and specifications are set up by the superintendent of buildings, the principal should be called in consultation, should have full opportunity to criticise the pre- liminary plans, and should be made responsible as the community Tue FourtnH YErarsoox 379 leader for securing community approval on such plans through the parent-teacher association or other allied organizations. No pre- liminary plans should go to the architect from the office of the super- intendent of schools with instructions to erect a building in accor- dance with the same without the approval of the principal and his community representatives. This places a large responsibility on the principal as an expert and as a community leader. School sys- tems should seek only principals who can measure up to this responsi- bility and carry it out in full. The school principal is charged with the responsibility for the health and well-being and physical development of the children and also of the teachers of his school. He is the chief administrative officer in his school unit for this expert work. However, he has need of experts in this field and they are usually provided. No city school system is complete without a health program. There will be at the head of it a physician in all probability who is the head of the health department. This officer will be called upon by the principal to carry out routine physical examinations of all school children, to ascer- tain remedial physical defects, to make sanitary surveys of the school building, to give expert advice and direct campaigns in the prevention or suppression of epidemics. In factory or waterfront districts, the principal will in all probability have a baby clinic or a branch health center. He will include in this additional institution a system of advising mothers as to the care of children and he will maintain a day nursery, or at least a junior kindergarten. If a day nursery is maintained, a rather highly developed and somewhat sep- arate establishment is necessary. The children will be from homes where both father and mother must work. The advice and help of the nurse and the physician from the health department are, of course, absolutely essential and should be under the direction of the principal of the school. A schedule of expert duties carried out in the school under this department is very essential. The following gives some idea of the type of duties expected of these experts: Supervisory SERIES DeparTMENT HeattH DevetopMeNnT Butietin No. 2 December 4, 1924. To the Principals and Teachers: STANDARDIZATION OF ROUTINE DUTIES OF SCHOOL NURSES I. Schedule of Nurses’ Visits 1. A schedule showing the days on which the nurse will visit each of her schools will be sent to the principal at the beginning of each school year. ExemMentary Scuoort PrRINcIPALS 2. Il. Arrival at School Nurse must report at school scheduled not later than 8: 45 a. M. If ill or for ary reason unable to report for duty, she must report by phone to School Health Office, Merritt 176. The office will report to school principal. . On arrival at the school the nurse shall first go to principal’s office to register and to get key to her room or cabinet. III. Announcing the Arrival of the Nurse . A definite signal shall be used to announce her arrival to teachers that all children needing health care may be sent to her. IV. Departure of School Nurse . On leaving the school building, the nurse must report to principal’s office where she is going—to another school, field, or office. V. Functions of the School Nurse . Detection of Communicable Diseases: 2. The nurse shall: a. Inspect all children returning to school after absence for illness of 3 days or more who have not been already granted a permit to return by either the City Health or School Health Departments. b. Inspect any child referred to her by principal or teacher for any reason whatever. c. Inspect all children who show signs of contagious disease or states that any member in home has a contagious disease. d. Recommend to principal exclusion of any pupil who in her judgment shows signs or symptoms of a communicable disease or infectious condition. The Department of Health shall be notified immediately by telephone of any communicable disease, followed by a postcard notification provided for the purpose. e. In case of sore throat, take culture before the child is excluded. f. Obtain culture tubes from City Hall, police stations, or the Ethel Moore Memorial Building, and there shall always be a supply on hand. g- — according to the instructions which accompany culture tube. h. Permits for a child to return to school after having had smallpox, scarlet fever, diphtheria, poliomyelitis, can be granted only by the City Health Office. Other communicable disease permits may be given by the Health Development Department deputized by the Board of Health. i. Make home call at request of principal or teacher on absent sick pupils when in doubt about sickness. Health Survey: a. To be made once a year by team of nurses, doctor and physical educa- tion department assisted by students as clerks from school. b. Record the results of survey on the pupil’s health record card. c. Follow-up survey by notices to parents and by personal call referring them with children to local neighborhood center for examination by doctor and advice as to conditions found. d. Advise parents along lines of health development, directing them to public and social agencies for help if they cannot go to private physician or dentist. Tue FourtnH YEARBOOK 381 e. Follow-up to see that corrections are made through treatment centers, visiting nurse, or by home calls. f. Send in as much social history as possible of the family when referring a member to treatment center. 3. Render First Aid: a. Gives first aid in case of accident or injury. 4, Classroom Inspection: a. Makes classroom inspection to detect communicable or infectious con- ditions. b. Advises as to light, ventilation, etc. c. Gives health talks. 5. Conducts Local Children’s Health Center: a. Encourages parents to bring school children for doctor’s examination and advice. b. Nurse visits other centers to meet parents of the children, if she has not a center in her own district. c. Babies and pre-school children are seen in center with the Baby Hospital Nurse responsible for follow-up of such cases. 6. Makes Sanitary Survey: a. A yearly sanitary survey is to be made of conditions of school building, and filed in the Health Development Department Office with copies being forwarded to the business department and superintendent’s office. b. The director of the department makes recommendations to the business department for necessary corrections. c. General observation of sanitary conditions of school buildings at all times. 7. Milk Survey: a. A yearly milk survey is made to determine the number of schools serving milk, free cases carried, and by whom, number of times children are weighed, and need for assistance in weighing from high schools, etc. b. A report of the survey is made to Parent-Teacher Association which sponsors the milk program. 8. Work with Parents: a. Parent Consultation at School. (1) The nurse shall urge parent to bring child to Children’s Health Center. : b. Home Visit. (1) To urge correction of physical defects. (2) To see that pupil who is ill is receiving medical attention. (3) To explain to parents the advantages of attending speech defect, deaf classes, etc. (4) To make post-operative visit where nurse has arranged for the operation. (5) To give instruction, when necessary, in general sanitation, care of children, etc. 9. Health Talks: a. Before P. T. A. when requested. b. To classes. 10. Codperate with: a. School dental program. b. Attendance department where absence is due to illness. c. Visiting teacher and vocational counsellor. d. Health department of city. e. Visiting Nurse Association. f. Public Health Center of Alameda County. g. Baby Hospital. h. Emergency Hospital. Exementary Scnoort Princrpars +. County hospital. j. Hall of Records. k. Detention Home and Juvenile Court. l. Associated Charities. m. Other social and welfare agencies. (Signed) Director Health Development Department. Approved by Superintendent of Schools. A carefully worked out program in health education for al! pupils of all classes of the school system will be a part of the contribution of this department. It should in part represent a special course of study which should by no means be confined to the time allotment which would be possible for such a course. The supervision of this work should be in the hands of an assistant supervisor under the leadership of the director of health education. The principal, of course, will be interested in having his teachers continually at work under the advice and direction of this expert supervisor. The best type of person for this work is a highly trained science teacher who has served as a nurse some time during her career. If such a person is obtainable for this position, the principal will find a wonderful assistance and inspiration in her leadership. The physical education program, while closely allied with the health development program, is usually carried out by a separate group of experts. This group usually consists of a head director or supervisor and as many assistant supervisors as are necessary to meet the requirements determined by the size of the school system. A course of study, of course, is usually developed and in the hands of all physical education teachers and heads of departments in the various schools. In addition, there is frequently a program of play- ground supervision. In many cities municipal playgrounds are con- ducted in connection with the school organization. The physical education expert is the essential right-hand man to the principal of the school. He assists in most of the extra-curricular activities, which are the basis of a great deal of the work directed by the social motive of the school. The play element is brought in and used effectively, if the principal knows how to make proper use of his supervisory advisers in this department. Proper corrective drills and health habits are developed, and proper posture is maintained through this department. Even the seating of the schools should be regulated under its advice. The principal of each school is responsible for the attendance of all pupils of his immediate school territory. He may not be legally responsible for pupils attending private schools, but the general con- ception of most State school systems of the responsibility of the head m nn => — ee *4a 0 Tue Fourrn YEARBOOK 383 of the school system for attendance of all pupils really makes the principal responsible for the attendance of all pupils in his neigh- borhood whether in public or private schools. The expert officer who comes to the assistance of the principal in this work is the attendance director, the part-time school principal, and the head of the place- ment bureau. These three functions should be combined in one de- partment or should work as a closely federated group. The principal is responsible for using the attendance officer to enforce the compul- sory attendance laws, to do all follow-up and home work with refer- ence to children who do not attend school regularly, who are truant or who are out of school for any cause whatsoever. He is responsible for the enforcement of the proper conveyance of transfers and the location of children transferred from school to school. He is like- wise responsible for new children coming into the territory. The attendance officer should be used to search these out and see that they are in school. He is responsible for promotion to higher schools and for a system which sees that the children are properly located there. He is responsible for the drop-outs. They must either be placed in a position where they have employment, and are sent to part-time school, or are brought back to school. For all of these the principal is provided with the attendance director and his assistants, also the placement bureau and its workers, also the part-time school. Some- times he has a part- or full-time vocational counsellor to use in con- nection with this work. The principal also has placed at his disposal the subject expert to be used as his chief assistant in the improvement of teaching. Subject experts are usually somewhat as follows: Director of shops, director of home economics, director of drawing, director of music, director of penmanship, primary supervisor, elementary grade super- visor, director of social studies, and the like. The means used for the improvement of teaching usually consist in well-administered school systems of a program of professional study for teachers, of a series of meetings held by the various supervisors, of a series of demon- stration lessons, of an exhibit hall for school work, a project library, of a system of personal conferences, and the like. The principal will, of course, make full use of the supervisors’ expert knowledge in their respective fields and will call them regularly to his building, consult with them as to teachers’ programs, methods, professional study, demonstration lessons, etc. No principal is sufficiently wise to undertake the supervision of all the subjects taught in his school if it is a large one. Full use of these expert helpers will enable him to carry out his school program and meet his full responsibility for the course of study. 384 Exementary Scuoot Princrpars In conclusion, the work of the principal is the work of the school system. He is the administrative chief on the firing-line of school work. As is his leadership, so will be the spirit of the school, the effectiveness of its results and the degree to which the objectives of education are attained. He has it in his power to mold the attitude of the community toward education and toward good citizenship for all its children. He has it in his power to shape the general policies of his faculty as to a forward-looking program in education, as to their own professional growth, and as to their conception in the full of the American purposes of the public schools. He cannot hope to accomplish all these things wisely and well without the assistance of expert workers. These he finds in the supervisors and directors and other educational experts employed by the same authorities to which he as principal is responsible. These authorities place the services of these experts at his disposal. One of the marks of his quality and leadership as a principal will be the effectiveness with which he coordinates their work and uses it in carrying out the program of his school and attaining the major objectives of education. 3 wt eee i rt COS CHAPTER XXII THE PRINCIPALSHIP AS AN ADMINISTRATIVE OFFICE Ina L. Bartey Principal, Ashland School, Kansas City, Missouri CHOOL ADMINISTRATION is a codperative enterprise that embraces the superintendent’s office, the business office of the board of education, the supervisory force, the principal, the teacher, the pupil, and the parent. The principal is chief in this rela- tionship as he occupies the position of keystone in the arch. It is his business to understand the policy and the aims of the superintendent and the board, and also of the supervisory force, and to see that the work in his building is organized and administered in such a way as to accomplish these desired ends with the least expenditure of time, money, and energy, and with the maximum amount of interest in school work from teachers, pupils, and parents. Clearly then, the first rule of efficient service of the principal in relation to the superintendent’s office and the board is unqualified obedience to authority. This is absolutely necessary as the principal is the codrdinator and administrator of all the activities of the school. Hence his work should be at all times in harmony both in spirit and in effort with the established policy of the superintendent’s office, which has, of course, been approved by the members of the board. The principal becomes imbued with the policies of the superinten- dent by means of principals’ meetings that are called by the superin- tendent, by circular letters sent to the school, by lectures, by personal interviews, and by professional articles published in newspapers and magazines. Accordingly it becomes the duty of the principal, as head of the school, to realize the aims for which the school stands. He is the leader to bring them to completion. This may be accom- plished by talks given in the faculty meetings held in the school building, by circular letters to teachers, by notices placed on the bulletin board, by conferences with teachers, by brief enthusiastic: announcements given in assemblies of pupils, or in the classroom. The principal, as an administrator, is also responsible to the busi- ness department of the board of education in relation to the care of all property, building, repairs, and custodian service. Requisitions for supplies, furniture, equipment, textbooks, building, and repairs should be made promptly and in a thoroughly business-like manner. All deliveries should be immediately checked when received and the invoices filed for future reference. All reports on school property, pay rolls, school attendance, fire drills, and inventories should be 13 [ 385 ] 386 ExementTary Scuoort Princrpars absolutely correct and sent in promptly on time. It is the principal’s duty to see that all school property is taken care of, that waste is eliminated, and that school work is carried on with the least expendi- ture of money. The supervisory force, consisting of specialists along certain given lines, may be of the greatest service to the principal. For the order of delegated authority is superintendent to the principal and to the special supervisor and thence to the teachers of the school. The burden of success very largely rests upon the supervisor, as the principal can be held responsible only for the work in his school. Each supervisor is therefore made responsible to put across the teach- ing technique of his particular field. Clearly then, codperation must be the keynote and result in real teamwork between the supervisor and the principal. When the supervisor enters the building, it is his duty to report to the principal. After a brief discussion of the work to be accom- plished, the principal should give him advice as how best to see the work of the classes with the least loss of time and interruption of the teachers’ daily programs. Before the supervisor leaves the build- ing, the principal should hold a conference with him. A report of things well done, of things that were questionable, and of suggestions given to the teachers should be asked for. This is truly the means of promoting codperation through understanding the teaching situa- tion in the school. From the very outset of the principal’s work there are two kinds of duties that confront him—namely, those of administration and those of supervision. As the task of supervision constitutes the chief function of the principal, administrative duties should be taken care of in such a way as to allow time and opportunity for the principal to supervise instruction given in the classrooms. On account of the many demands on the time of the principal and the great variety of tasks that beset him, this principle should be observed that no work should be undertaken by the principal that can be done by someone else. The best means of carrying out this fundamental principle is to place an executive secretary in the prin- cipal’s office, to have a vice-principal chiefly engaged in scientific measuring and classifying, and to delegate certain duties to teachers, hygienist, custodian, and pupil patrols. An executive secretary in the principal’s office can look after cleri- cal work, answering the telephone, checking the attendance of teachers and pupils, giving out of supplies and textbooks, making requisitions, receiving parents and other visitors to the school. In schools of a thousand or more pupils, a vice-principal, in addi- tion to the duties of assisting the principal, can render invaluable Tue FourtnH YEARBOOK 387 service to the school organization by devoting the major part of his time to scientific diagnostic work and re-organization of classes. This work consists in giving mental tests, achievement tests, physical tests, and by making a survey of the school district. In the survey points to be noted are nationality, racial elements, occupations, home life, culture, relative wealth, belief in the school, general character of the people whose children attend school, and the relative patronage of private or parochial schools in the district. From the findings of these tests and the analyses of the health and social situations of the pupils, classes should be organized according to the range of ability. Care should be given that there may not be too much spread. A pupil should be promoted when he has the ability to do the work of the next grade. If it is deemed advisable the school may be organized along the line of the Cambridge, the Batavia, or the platoon plan. The very bright should be sent to special classes ; the very dull to an ungraded room; the subnormal to opportunity, or development, classes; and the physically weak to open-air classes. If the mental age is high and the achievement age is low, whose fault is it? Unless the principal and teachers can find some other cause for it, the school will have to accept the responsibility. If the mental age is low and the achievement age is high, it may be due to close application, to good teaching, to good opportunities, or other favorable causes. In a class where the mental ages are known, a teacher whose work is not up to standard, has no recourse. The relationship of principal and teacher is a reciprocal one. As the teachers are the chief workers in the school plant, the principal’s main administrative duty is to clear the way for them. The prin- cipal should consult with and advise the teachers about tardiness, truancy, disobedience of pupils, lighting of rooms, ventilation, ad- justment of seats, care of school property, as well as many other things that come up from time to time. No innovations of important character should be attempted without having sufficient preparation previously made for them and enlisting the interest and sympathy of the teachers for them. The principal must take an interest in teachers’ experiments and projects. Ask them how the problem arose, watch the development of it, and note the results. In order to have each teacher feel that she has some specific part in the administration of school affairs, committees of teachers may be appointed to work with the principal. A committee on profes- sional advancement can be of great assistance in helping to arrange programs for teachers’ meetings, in bringing to the notice of other teachers new educational books, extension courses, and interesting lectures. A committee on social activities can work in connection with the parent-teacher association and the social life of teachers 388 Exementary Scuoot Princrpats and pupils. A committee on behavior and school management will aim at character-building. A committee on buildings and grounds will be of great assistance in the protection and beautifying of property and in the checking of waste. A committee on supply and equipment can render service by looking after the records of text and supplemental books, maps, charts, globes, art supplies, and all general equipment. A committee on health will take charge of school lunches, sanitation, contagion, weighing and measuring, milk- feeding, fire drills, Junior Red Cross, and Junior Safety Council work. A committee on finance will have charge of ways of raising money for the school budget, thrift, and banking. A committee on recreation will have oversight of civic affairs, playgrounds, games, folk-dancing, musical programs, Boy Scouts, Camp Fire Girls, Girl Reserves. In all dealings with pupils the principal must strive to be impartial, just, and firm, for the morale of the school depends upon him. He should take an interest in the problems of the children, learn to know something of their home life and their amusements, and be ready to advise them whenever an opportunity presents itself. By means of talks in the school assembly and by direct contact with the boys and girls in the classroom and on the playground, the high ideals for which the principal and teachers stand will serve to create the right kind of school spirit among the pupils. Also, pupil- - participation in school government serves to develop group loyalty which engenders a spirit of fair play. Then, rules to enforce dis- cipline arise naturally within the group. Therefore, it is of the greatest importance to get all the pupils to feel that this is owr school. This is one of the greatest administrative tasks of the school principal. Lastly, it is the duty of the principal to meet courteously all par- ents who come to the school and to listen to their requests or com- plaints. He must make the parents feel that he sincerely wishes to help them and that necessary investigations and corrections will be made. Here is a fine opportunity for leadership and also for stress- ing the aims and purposes of the school. Also, by means of the parent-teacher association the policies of the school and the school system may be explained and the support of the members may be enlisted. Pupils’ reports, school entertainments, displays of school work, athletic contests, the school paper, and parents’ days at school are excellent means of creating a variety of interests between the school and the community. These help to form the bases of real understanding and true codperation between the school and the home and measure the strength of the principal as a leader and as an administrator of the school. CHAPTER XXIIT THE STATUS OF THE ASSISTANT PRINCIPAL IN THE ELEMENTARY SCHOOL* Estuer L. ScHROEDER Assistant Principal, Washington School, Cincinnati, Ohio HIS CHAPTER, embodies the results of an investigation made for the purpose of finding the answers to certain questions which might well be raised concerning the status of the assistant prin- cipal in the elementary school. These questions may not be answered in their entirety nor will the results found be in keeping with the ideas or ideals of those most interested in this phase of educational administration. The results do show conditions as they exist in representative cities of the United States. The following are the questions to be considered: 1. What are the qualifications and duties of an assistant principal at the present time? 2. Is the assistant principal really an assistant principal, or is he or she vir- tually an assistant to the principal? 3. Under what circumstances is an assistant principal necessary? 4, At the present time, there is a definite tendency toward making the prin- cipalship truly professional. What should be the duties of an assistant principal as determined by those outlined for the principal? The answer to the first question is given in the light of responses to letters and questionnaires (see appendix at end of chapter) which were sent to superintendents and principals of eighty-five (85) repre- sentative cities of the United States. Every State in the Union is represented, and the cities have a population of 250,000 or they are the largest in the State. The answers to the other questions are con- clusions drawn from the information received. The following tables will show the general character of the responses and the information contained therein: TABLE 1 Numbers of letters sent Superintendents Principals Cities represented Number of responses received Superintendents Principals Cities represented Character of the responses * This number (39) includes six cities having a school clerk. *This thesis is offered in partial fulfilment of the requirement for an M. A. Degree at the University of Cincinnati. [ 389 ] 390 Exementary Scuoort Principars The number of responses received was most gratifying. The cities having no assistant principals in their school system represent, for the most part, cities having a population of less than 250,000 or those in which the size of the schools made the appointment of an assistant principal unnecessary except in the high schools. TABLE 2 (Qua.iFricaTIONs)—Sscrion 1 A. Educational (Academic) Number of principals or superintendents naming specific qualifications College degree required Normal school diploma accepted Training school diploma accepted The figures set forth in this table indicate that it seems to be an accepted fact that the academic qualifications for the position of the assistant principal should be comparatively high. TABLE 2—Szscrion 2 B. Educational (Professional) Number of principals and superintendents giving specific recommendations Additional college credits 18 hours additional work Work in pedagogy Same as teachers’ requirements It would seem that, from the facts brought out in Section 2, Table 2, it has been advisable to require special professional training for the office of the assistant principal. TABLE 2—Secrion 3 C. Experience in Teaching Number of principals and superintendents making definite recommendations Length of experience Kind of experience Work of all grades Work in five grades Work in 7th and 8th grades Tur FourtH YEARBOOK 891 The length of time necessary to acquire experience varies decidedly in the minds of different individuals as shown in the figures of Section 3 of Table 2. TABLE 2—Szctrion 4 D. Sex Qualifications Number of principals who expressed a preference Man Either Section 4 of Table 2 would seem to indicate that there is little or no discrimination against placing women in administrative positions. TABLE 2—Ssctrion 5 E. Personal and Social Qualities Number of principals who specified certain qualities as essen- tial Tact Executive ability Leadership Ability to approach people Diplomacy Ability to be a good mixer Honesty Pleasantness Good judgment Disciplinary qualities Affability Uprightness Dependability Frankness Agreeability Calmness Poise Codéperation Sympathy Reliability Fairness Possessing ideals Ability to meet a situation The range of qualities seems large when viewed hastily but it is really no larger than the range required of a good teacher or of any other social being. It is not a difference of qualities, but rather a different emphasis which is placed upon certain qualities which are looked upon as prime factors in the making of a good assistant prin- 392 Exementary Scnuoort Prrncrpars cipal. Certain qualities are very essential to an administrator or supervisor which, though necessary in a teacher, do not seem quite so important when compared with others which seem more essential to the classroom teacher. TABLE 3—(Ss.ecrion) Recommendations for selection Number of principals and superintendents making definite recommendations Appointment: By superintendent (Recommended by principal) By Board of Education (Recommended by principal, supervisor or superin- tendent) (In accordance with definite rules) Choice of principal Eligible list (Based on written and oral examination, report of supervisors, and classroom tests.) It would seem logical that the person most concerned with the appointment of an assistant—that is, the principal, should be con- sidered when the appointment is made. The table indicates that this is the practice in the largest number of instances in which the question of selection was considered. TABLE 4 (Sazary) Comparative study of the salaries of assistant principals and teachers in the same system Teacher Assistant principal Minimum Rate of advance Maximum Minimum Rate of advance Maximum $ 900 $100 $1500 Bins< $100 50 1600 1500 50 ics 1700 1200 sas 120 120 100 100 60 100 120 ~S s&s» He DD ee ee ese DD norm er © eo © co Mm me La 8& of Tue Fourtnu YEARBOOK 393 The salaries for both the regular teacher and the assistant principal vary throughout the United States. The figures in Table 4 will show, however, that the salary of the assistant principal is compara- tively higher than that of the regular teacher. In a great number of instances, the assistant principal is recruited from the ranks of the regular teacher. It is to be supposed that, in most schools, it is the experienced teacher who is selected and the maximum salary for the regular teacher may have been attained before the appointment as assistant principal has been made. In such cases, the position of assistant principal offers a higher maximum salary. Douries oF THE AssISTANT PRINCIPAL As indicated by responses from a large number of superintendents throughout the United States, the duties of the assistant principal are, for the most part, those which have been assigned by the principal. The duties included in the responses received have been classified in accordance with the classification now in general use in the con- sideration of the work of the principal—supervision, administra- tion, community leadership, promotion of professional growth, and clerical work. Inasmuch as large numbers of assistant principals are in charge of regular classes, it was necessary to add teaching as one of the duties. Miscellaneous duties which have been assigned to the assistant principal and which seem to be just a little outside the bounds suggested in the classification used are included in the last section of Table 5 (Duties). TABLE 5 (Dutiss)—Sectrion 1 A. Teaching Number of hours per week All time Indefinite Gives model lessons Serves as substitute Grades or subjects taught All grades Highest grade English (7th and 8th grades) History Geography Literature 394 Exementary Scuoot Princrpaqs The figures in Section 1 of Table 5 show that in many school sys- tems the assistant principal is a teaching assistant. In many schools the assistant principal is teaching the larger part of the time. The grade or subject taught depends upon the situation which presents itself within the individual school. If the school is organized on a departmental plan, the assistant principal teaches one or more of the subjects of the upper grades. In a school which is not depart- mentalized, the assistant principal is usually in charge of the highest grade. TABLE 5—Szcrion 2 B. Supervision: Number of hours per week: NER aca ceca trara-ousaiace wala Walia nial aaa tuaracaiaide wus Okina aiaieia sners'wse 6 ER OES Re eS ea Pe Pee eee 3 EE cic cuadea Peli eutapetitadeddendesinn sadneehcawwes 1 I iwc cali kate nee OTA TA MONe Kees dsaseeeenecewee 1 ccnttieds nein enhenshebakersnancndens eR OD OO Tue Fourtn Yrarsoox 415 same principle to morning setting-up exercises. If they are enjoyable and done with a gusto that raises the spirits I believe them beneficial, if not, it seems to me one would get more out of a natural stretching. The forms of recreation that might be called little vacations, fish- ing, camping, motoring, tramping and hunting expeditions, seem in- valuable, especially if they include agreeable social contacts and more especially if they continue through the winter months. There is a great physical and spiritual lift to be obtained by dropping one’s work for a day or two or three every once in a while, letting the mind lie fallow and using the body to as near full capacity as possible so that one goes back for the time being to childhood habits of eating and sleeping. Longer vacations are of course the great opportunity for building up a reserve by increased outdoor living and activity and widened interests and stimulation. It seems too obvious to say that every principal should plan seriously to get the last drop of bene- fit and pleasure out of these opportunities. Camp life, travel by boat, car, or train, or more humbly by cycle or on foot—the opportunities even within the average principal’s reach are numerous enough. The care of one’s body is important enough to be thoroughly sys- tematized. Regular habits in this respect are essential. A proper diet, sparing as to proteins and concentrated carbohydrates and rich in fruit and vegetables salts, should be the rule. I am no authority as to whether one’s soul may be saved by keeping Lent, but I am sure that some Lenten restraint in the matter of foods would make March a less fruitful month for the doctors. We shut ourselves in during the winter and very likely increase our meats and sweets and decrease fruits and water. We are careful not to perspire and we put on too many clothes. We avoid the stimulating cold air and outdoor work. We stuff ourselves on fat meats and concentrated foods and then call it the inscrutable judgment of Providence if we have colds or rheu- matism or pneumonia along about the time when the birds begin to sing again and the rest of nature is coming to life. Life insurance people tell me that teachers are a very good risk. They do not know whether principals are better or worse than the whole class. I suppose there is a little difference. Harking back to my last paragraph, I wonder how much of the excellent mortality records made by teachers and preachers is not directly assignable to an enforced abstemiousness, which was common and still is, to a cer- tain extent, in those classes of people. Whatever the cause, let’s be thankful for long life and try not to sacrifice fullness of life to mere length. Let’s not have too attenuated an existence. There is really no excuse for a life of a school principal to be otherwise than hugely enjoyable. It should be long and full for the sake of the great work 416 Exementary Scuoot PrRIncrPAts we have set ourselves to do. While recognizing the greatness of that work we need not become too smug and pious about it. We can be “regular fellows” if I interpret that expression correctly as “ de- cently human,” without becoming trivial. But we cannot forget the work is there, we cannot afford to have our decisions warped, our dis- positions soured, our philosophy clouded, or our leadership weakened by anything less than the finest physical fitness. So» 0 Oo} eo ty @ ret LD mm & ef oe a Th ee that n be « de- t the dis- ened CHAPTER XXVII PROFESSIONAL STUDY AS VIEWED BY THOSE IN SERVICE Arruur S. Gist Principal, B. F. Day School, Seattle, Washington ONSIDERABLE attention is now being directed toward the C importance and type of professional study for the elementary school principalship. While those arranging and giving such topics of study are in a splendid position to select and to evaluate the relative importance of such topics, this investigation represents only the view of those in service—city superintendents and elementary school principals. Four copies of the accompanying list of topics for the Professional Training and Study of Elementary School Principals was sent to the presidents of local principals’ associations, with a personal letter stating that the Department of Elementary School Principals of the National Education Association was anxious to show the demand, by those in service, for certain phases of professional training. The letter also requested that the president of the local principals’ asso- ciation evaluate the topics on one of the blanks, and that he hand the other blanks to three elementary school principals in his city. Seventy- one principals returned the lists with topics graded. Their ratings are shown in Table 1. Two copies of the list of topics were sent to thirty-seven outstand- ing superintendents of schools of the larger cities of the United States. Twenty-six lists were returned with topics graded. Their ratings are shown in Table 2. Table 3 lists the topics in order of first choice by both principals and superintendents combined. Table 4, submitted by Edwin W. Adams, principal of the Phila- delphia Normal School, shows the rating of the topics by thirty-five selected district superintendents and elementary school principals of Philadelphia. Table 5 shows the “ A ” ratings of the various groups. Table 6 shows the relative importance of all topics. No attempt has been made in this investigation to distinguish be- tween courses of study and topics for study, courses of study being more inclusive than topics for study. Some topics fall under one classification, some under the other, and some overlapping. A logical arrangement is a problem for schools of education. 15 { 417 1 418 Exrementary Scnoot Principats Copy of rating sheet sent to city superintendents and elementary school principals: RATING OF TOPICS FOR THE PROFESSIONAL TRAINING AND STUDY OF ELEMENTARY SCHOOL PRINCIPALS A—EssENnTIAL, B—Desmaste, C—Nor Important Note—lIt is assumed that all of these topics will be given from the standpoint of the Elementary School Principal and his work as far as possible. Rating Rating History of Education Building Administration Philosophy of Education Problems of the Adolescent Educational Psychology School Morale Habits of Study Measuring the Results of In- structi The Principal and the Com- apni: munity Lesson Plans and the Use of Text: d Ref Mate- Principles of Education rial sin een The Content of the Elementary The Principal’s Relation to Ad- School Curriculum ministrative Officers Methods of Instruction The Effective Use of the School Problems of Promotion and Assembly Classification The Psychology of the Ele- Extra-curricular Activities mentary School Subjects The Improvement of Teachers 7 — ot Masking in Service 7 . . ti 4; . Public School Finance —- Ty 7 oe Soe Public School Hygiene and the Educational Statistics School Plant f : The Principal as a Professional Educational and Vocational Leader Guidance Organization and Departmental Primary Education Problems Americanization and Civic The Principal and his Com- Education munity Elementary School Library Visual Education Problems of Supervision ADDITIONAL TOPICS: DE i icusne tbe naeoncesens qaweaas he Official Position ................0000 a aa ae on eae reac ac es Ale tien a a ARON CA CI Tuer FourtnH YErarsBoox 419 TABLE 1.—Rat1noa or Topics rok THE PROFESSIONAL TRAINING AND StuDy oF ELEMENTARY ScHoot PrincipaLs (Rating made by 71 elementary principals) COn oof wh SRESSSNSRRBB Problems of Supervision The Improvement of the Teacher in Service The Content of the Elementary School Curriculum Problems of Promotion and Classification Measuring the Results of Instruction Methods of Instruction Principles of Education Building Administration The Principal as a Professional Leader Educational Psychology Habits of Study Primary Education School Morale Organization and Departmental Problems Public School Hygiene and the School Plant The Psychology of the Elementary School Subjects The Principal and the Community Lesson Plans and the Use of Texts and Reference Material ... The Principal’s Relation to Administrative Officers Americanization and Civic Education Problems of the Adolescent Philosophy of Education History of Education The Effective Use of the School Assembly The Instruction of the Exceptional Child The Evaluation of Marking Systems Educational and Vocational Guidance Visual Education Extra-curricular Activities Elementary School Library Educational Statistics Public School Finance TAWNWOANNWNAANOWFRAROWK ORNOOKF COCO — —" Additional Topics Suggested Child Psychology Personal Health and Energy Public Speaking ExemMentTary Scuoot Princrpazs TABLE 2.—Ratinc or Topics FOR THE PROFESSIONAL TRAINING AND Srupy oF ELEMENTARY ScHOOL PRINCIPALS (Rating made by 26 superintendents) Problems of Supervision Problems of Promotion and Classification The Improvement of Teachers in Service Methods of Instruction The Content of the Elementary School Curriculum Building Administration Habits of Study The Principal as a Professional Leader Educational Psychology The Principal and the Community Principles of Education The Principal’s Relation to Administrative Officers Public School Hygiene and the School Plant Measuring the Results of Instruction School Morale Primary Education Organization and Departmental Problems Extra-curricular Activities Philosophy of Education Lesson Plans and the Use of Texts and Reference Material... . The Psychology of the Elementary School Subjects Problems of the Adolescent The Instruction of the Exceptional Child Americanization and Civic Education The Effective Use of the School Assembly History of Education Educational and Vocational Guidance The Evaluation of Marking Systems Elementary School Library Educational Statistics Visual Education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 pot aI BACON AWE N WWE KH OOOCOWrH OCF ORE ee eH OK OCOCO BRSSINSRRBBRBSS —" J MASH ADHM DEM mMOSCOHmMOOH OM Mmmm mOomooo j Tue FourtnH YEARBOOK 421 TABLE 3.—Rartina or Topics ror THE PROFESSIONAL TRAINING AND SrupDy oF ELEMENTARY ScHOOL PRINCIPALS A—ESSENTIAL, B—DESIRABLE, C—NOT IMPORTANT (Combined Rating of 71 Elementary Principals and 26 Superintendents of Schools) Topic Rating Problems of Supervision The Improvement of Teachers in Service Problems of Promotion and Classification The Content of the Elementary School Curriculum Methods of Instruction Measuring Results of Instruction Building Administration Principles of Education The Principal as a Professional Leader Habits of Study Educational Psychology School Morale Primary Education Organization and Department Problems The Principal and the Community Public School Hygiene and the School Plant The Principal’s Relation to Administrative Officers The Psychology of the Elementary School Subjects OCOWONAOT RP WH Lesson Plans and the Use of Texts and Reference Materials.... Problems of the Adolescent Americanization and Civic Education Philosophy of Education The Instruction of the Exceptional Child The Effective Use of the School Assembly History of Education The Evaluation of Marking ayeteme Extra-curricular Activities Visual Education Elementary School Library Educational Statistics Public School Finance 93 87 SESASRSEFSERSESRLSSS Yece —_ WNTOANASOOAAWAWAROUOK OK AN RHE WOOK OFK OO 39 Additional Topics Suggested Rating Child Psychology Personal Health and Energy Public Speaking Educational Experimentation Principles of Coédperation and Management Personnel Management Human Relationships A Positive Health Program Essentials in Building Equipment Warp of Deciding Curricular Content Discipline The Principal and the Pupil (Personal Touch) ExLementary Scuoort PrIncrpays ) TABLE 4.—Ratina or Topics rok THE PROFESSIONAL TRAINING AND Srupy or ELEMENTARY ScHoot Principats sy 35 Distrricr SuPpERINTENDENTS AND ELEMENTARY ScHOOL PRINCIPALS OF PHILADELPHIA 35 REPLIES Rating Problems of Supervision + + Methods of Instruction + + The Improvement of Teachers in Service + + Problems of Promotion and Classification + + Educational Psychology + + Primary Education + + The Principal as a Professional Leader + + Habits of Study + + The Content of the Elementary School Curriculum + + Principles of Education + + Measuring the Results of Instruction + +- Lesson Plans and the Use of Texts and Reference Material +.. School Morale + The Principal and His Community +.................0..005- The Psychology of the Elementary School Subjects + Organization and Departmental Problems + Public School Hygiene and the School Plant Problems of the Adolescent The Effective Use of the School Assembly Building Administration The Instruction of the Exceptional Child Philosophy of Education Americanization and Civic Education The Principal’s Relation to Administrative Officers Educational and Vocational Guidance O The Evaluation of the Marking System Extra-curricular Activities O History of Education O Educational Statistics O Visual Education @ Elementary School Library @ Public School Finance a ee ee ee eee ee ee eee el 1 2 3 4 5 6 7 8 9 10 11 12 13 14 CODY, & PD WH WH NK © a oe eet et eet. DS DS ee fe feed Oe feel BESSRBNSRESS Tuer FourtH YEARBOOK 423 TABLE 5.—Comparative Va.uss or “A” Ratines sy THE Various Groups | 35 | 71 | 26 Philadelphia | Prins. | Supts. dis. supts. | and prins. Problems of Supervision The Improvement of Teachers in Service.......... The Content of the Elementary School Curriculum. | Problems of Promotion and Classification Measuring the Results of Instruction Methods of Instruction Principles of Education Building Administration The Principal as a Professional Leader Educational Psychology Habits of Study Primary Education School Morale Organization and Departmental Problems Public School Hygiene and the School Plant The Psychology of the Elementary School Subjects. | The Principal and the Community Lesson Plans and the Use of Texts and Reference | Material Principal’s Relation to Administrative Officers Americanization and Civic Education Problems of the Adolescent Philosophy of Education History of Education The Effective Use of the School Assembly The Instruction of the Exceptional Child The Evaluation of Marking Systems Educational and Vocational Guidance Visual Education Extra-curricular Activities Elementary School Library Educational Statistics Public School Finance | | | —_ CONOR OW — —— COnaQoor rN - — TISWOA- PPD OW oars aa or WN aoe TABLE 6—Tuep Importance or Att Topics 71 Principals 73 per cent of all ratings are “A” 25 per cent of all ratings are “B” 2 per cent of all ratings are “C” 26 Superintendents 55 per cent of all ratings are “A” 37 per cent of all ratings are “B” 8 per cent of all ratings are “C” 35 Selected Philadelphia District Superintendents and Elementary School Principals 66 per cent of all ratings are “A” 29 per cent of all ratings are “B” 5 per cent of all ratings are “C” ella Oe VK Or OM Mmmm oe eoa eo eS CHAPTER XXVIII THE RATING OF ELEMENTARY SCHOOL PRINCIPALS IN SERVICE Worth McCrure Assistant to the Superintendent, Seattle, Washington S IS THE PRINCIPAL, so is the school. This sentiment has been heard so often that its acceptance is universal. It is gen- erally conceded that the principal, above all others, is chiefly responsible for the effectiveness of instruction and the functioning of the course of study in the individual school. One might naturally expect, therefore, that the efficiency of the principal himself might be a matter of universal concern and that the quality of his service would be carefully observed and closely checked. Strangely enough, however, educational literature is practically silent upon this point. Much has been written and said upon the rating of teachers. Extensive research has been made and educational writings are replete with score cards, rating blanks, and standards of efficiency. Does the absence of mention of principal-rating betoken the customary practice in this particular ? With a view to answering this and related questions, a study of the rating of principals in service has just been completed for the Department of Elementary School Principals. The scope of the inves- tigation is as follows: 1. The extent to which principals are being rated in service in cities of 100,000 and over (1920 census). 2. The various types of rating plans employed, with their respec- tive methodologies. 3. The judgment of superintendents and of principals themselves as to the value of principal rating: (a) To the system, and (b) to the professional vitality of the principal. Questionnaires were sent to sixty-eight superintendents, forty-six of whom replied. Inquiries were also addressed to seventy-eight prin- cipals selected at random in cities where formal rating plans were in effect as indicated by the replies of the superintendents. Thirty-two principals replied. Briefly, we are concerned with the “ what,” the “how,” and the “‘ wherefore ” of the rating of principals in service. From the answers to these questions we arrive at a situation which is not without its implications in the professional life of the principal. [ 424 ] Tue FourtH YEARBOOK 425 I. Wuat Is Berne Done Towarp Ratine Princrpats In SERVICE ? From an examination of Table 1, it would appear that principal rating is not a customary procedure in the larger American cities. Thirty of the forty-six superintendents replying indicated that they were not rating the service of their principals. Five of the sixteen cities which follow the practice of rating do so informally. TABLE 1—Tue Extent to Wuicu Evementary ScHoon Princrpats ARE Betne Ratep rn Service—1n 46 Crries or 100,000 anp Over Number of Practices cities Principals not rated Informal ratings Formal rating plans II. Rating Procepvures A. The frequency of the rating—Annual rating of principals is the common practice in the sixteen cities which regularly evaluate the service of their principals. Thirteen superintendents indicated that annual ratings were the rule, three failing to state how often ratings were made, Annual ratings are best, according to seventeen of the thirty-two principals who answered the question as to how frequently, from the principal’s standpoint, the estimate should be made. The willingness of principals to have judgments passed upon their service is indicated by the fact that ten desired ratings to be made semi-annually. Five preferred biennial ratings. The comparative agreement of the sixteen superintendents upon the yearly rating stamps it as the most feasible from the administrative point of view. B. The responsibility for making the estimate—Superintendents, assistant superintendents, and district superintendents are mentioned most often in the superintendents’ replies as the persons who actually estimate the worth of the principal’s service. Assistant and district superintendents are indicated with the greatest frequency, being men- tioned eleven times, as will be noted in Table 2, while the subject supervisors and directors of departments also have a less common share in the responsibility. The assistant superintendent or the district superintendent is doubt- less the usual rating official because of his direct contact with the schools and firsthand knowledge of conditions. Principals’ replies indicated an overwhelming belief that the best judgment could be rendered by the principal’s immediate superior. The replies of the 426 ExementTary Scuoort PrIncrpats principals to the question, ‘‘ Who in your judgment is best qualified to rate fhe principal?” are summarized in Table 3. TABLE 2.—Tue Responsisiity For RATING THE SERVICE OF THE Principat In 16 Cries Frequency of Official mention ND oan cas cou daekbaseeeeeh haenensen 7 Assistant or District Superintendent................. 11 Subject Supervisors or Directors of Departments..... 4 Responsibility not defined..............ccceeeeeeeees 2 TABLE 3.—Tue Orricia, Best Qua.irieD To Rate THE PrRiIncipat— CoMBINED JUDGMENTS OF 32 PRINCIPALS IN CITIES Wuere Principats Are Now Berna Ratep Frequency of Official mention PO .... in. tnenetinianhsetsdiadhdbasabace 2 Assistant Superintendent or District Superintendent in i Ce cchiceesecananacadnenntedves ooee 25 ESE SIE SEC ere yr ee 0 Teachers of the building.................ccceeeeeees 1 DE sancnavasvadaddackessdcndvarasenncdsse *4 * Miscellaneous statements were as follows: ‘‘ Assistant superintendent plus supervisor ”’; “ Teachers plus supervisors ”’ ; ‘‘ Combined judgment of all”; ‘‘ Worthwhile rating should be result of objective measures,” C. Types of ratings—1. The informal rating—Six cities follow the custom of evaluating the service of principals regularly but in an informal manner. Of this practice, the following statement of a super- intendent is given as typical: “ The annual rating of principals is made by the assistant superin- tendent at the present time and it is not a written rating. It is arrived at in conference.” 2. The formal rating—tTen cities follow what may be designated as formal rating plans, since they involve certain prescribed standards and procedures. There is, however, very little uniformity in the methods employed. Practice tends to vary even within the same city where district superintendents have initiated their own methods. It is found, however, that custom varies in two particulars: (a) The character of the final mark or rating that is assigned to the individual! principal, and (b) the make-up of the rating sheet used. (a) Ranges of final estimates assigned—There appear to be three well-defined practices with regard to the character of the final rating assigned to each principal. Certain cities use what approximates the five-point scale of marks, although designated by other than numeri- eal terms; others permit more than this number of classifications to indicate strength or weakness. Another group. records the estimate merely as “ satisfactory ” or “ unsatisfactory.” A third variation of bi of th sl se Tuer FourtH YEARBOOK 427 practice is to evaluate merit upon each of several predetermined ele- ments in the work of the principal. No attempt is made to combine these separate judgments into a general average or grade. Table 4 shows that the idea of several classes of merit dominates the practice of rating principals, six of the eleven cities allowing a range of esti- mates to be assigned in excess of the two designations, “ satisfactory ” and “ unsatisfactory,”’ which are indicated in two cities. Three others record no “ general estimates ” at all. TABLE 4—Current Practice as TO RANGE or Marks IN THE RATING OF PRINCIPALS IN ELEVEN Cities oF Over 100,000 Number of Character of estimate cities Three or more classes of merit Satisfactory—Unsatisfactory only No general estimate made Comments of cities compiling no general estimates indicate that the subjective factor involved in the averaging or combining of the various elements of the rating is the deterrent consideration. (b) Types of rating sheets—The rating sheets which were sub- mitted were found to fall into four general classes: (1) The method of general characteristics. Factors involved are broad enough to cover both teachers and principals. (2) The method of unweighted analysis, being merely an outline of points upon which merit may be evaluated. (3) The method of the weighted score card, similar to (2) except that each item is weighted. Table 5 indicates that the method of unweighted analysis has found slightly more favor than the general blank, and that the weighted score card is the least frequently used. TABLE 5.—Tyres or Rattne Sueers Usep In ELEveN CITIES FOR ESTIMATING THE QUALITY OF THE SERVICE OF THE PRINCIPAL Number of Type of sheet cities The General Rating The Unweighted Analysis The Weighted Score Card (1) The general type of rating sheet is best represented by Sam- ple A. The “ Human Scale” is to be used in making the estimate upon each of the nine important characteristics. It will be noted that these are all sufficiently general that they may be made to apply to principals as well as to teachers. Exrementary Scnoot Princrpats Samprte A—Ratine Carp First Name ‘Initial School Date Grade Room Type: Regular, Departmental, Special. Sead t 1. General merit rating, class 2. Method 3. Important characteristics:|V.P.| Poor fe I sic . Personality......... General intelligence . Social intelligence Professional spirit... Control over . Professional - Executive ability Adaptability Name of person making the rating EXPLANATION OF RATINGS U 2 b C 7 ® om. BH & < § 0 5 5 QO &— mH ¢ & &§ O § 0 je & < § fe) Om & & Cc CCH EHH EEE HEHEHE HEHEHE EHH HEE HEH EE Cee eee eee eee eee eee Heese eeeeeee . Social intelligence (Back of Card) (2) The unweighted analysis blank is represented by Samples B, C, D, and E. Tue Fourrn YErArBoox Sampie B (‘ssa 4Admoig ‘Aoemooy) *#310da37_puv sp109077 (‘a19784g faaeQ) ‘20109) ‘soyddng pue syoog-}xe7 (‘su0;}81099q ‘Amou0sg ‘ssauty -uvaD ‘suedey) “quamdmbg puv Zurping (‘suoiwsnoxg ‘so12q1V *B1jysaqo1Q ‘YB JOOS) “satvANjoV Bijxq (‘sa1ies -aAtuuy ‘uONeNpeis ‘sasiosexq Zurusdg tm OOJSS¥. ’ dbus Aiguiassy “888 faqualajay ‘jooyos ‘oqng) cqsnegey jo o8—) *morjONAysUT JO s7[Nsaqy *suBlg ‘uory -vjo1dsajuy ‘Apnzg jo asinod jo uorjvoyddy (‘ainpacoig a019Q ‘eurnoy ‘Zur -“MBiF0Ig SSB PUB [OOYIg) ‘uOoIZEZIUBIIQ “spidng jo auydrosiq “spidng jo Ayypenjoung pus souvpuszjy seeeeeeeeeseeestor the school year ending ‘sjidng jo uonomoig pus Sarpey bs 1 edt, ‘Zunemuea ‘Sungsry ‘Burnvoyz aonoods “uy eapoyy) _“spidng jo Ajayeg pu yyyeazy ‘Brig jo Suney District Superintendent -» Tespectively, and give details, on reverse side of blank, in case of unsatisfactory “BRIS [euopuee Jo woIstasodng Cspoyzeyy "tory -B7IS1A ‘suossay JapO;_ ‘suorjoedsuy ‘same -12jUOD) “BRIG JBUOIssajorg JO woIstasadng *Btg [Boa pus ‘Burqovey, ‘urstasedng jo juewUsissy . - . . . . . . . . . . . . . . . - . . + . . . ~ . . . . . . . . . . . + . - . . . . . - . . . . . - . . . “Qn G Pus sym9Ieg GpM sO elayy Toye “siosiasedng ‘syediouig 10430 ‘sary -HOqINY) ‘s[VIoWo [OOYSg 4M BOI}BIed00D *diqsiapvay Sursudsay 4 8 i _ 2 om Be & < Oa 2 Ae & & oO §6 Qn ~~ 8 <5 a § : fe) a oe) a < a = = e Z io) ey —G So - i 2 EY q “ = a _ > a ol cs 3 M Ex e) —_ eB MR = = n = 8 = R fee 3 u a z, B i = D RM a = B ° e *Q==A107093 ss1yvsuQ) fg=—=As01loBssVs :3uIyY [esedeD Do Nor Inctupe Senior Treacuers ON THIS BLANK NAME AND TITLE n — Oo a 2d Ax g As % ab oe Sie ~~ AS Ee ‘a a) a4 ™ < qd: 28 3 ° aS a: fy : ws o % is oo qQ- a = wo mS =e: a - ™— & —. 4 ae Be: Indicate Exceptional Service and Specific Weakness by the abbreviations E. and W rating. 430 ELEMENTARY Scuoot Princrpays Sampie © THE BOARD OF PUBLIC EDUCATION OFFICE OF THE SUPERINTENDENT OF SCHOOLS CIRCULAR OF INFORMATION SUPERVISION AND ADMINISTRATION (Factors concerned in the consideration of the relative efficiency of school principals) The following list comprises the most important factors to be considered. These factors are to be studied with special reference to the particular physical, com- munity and other conditions of the problems presented by various schools. I. Supervision 1. Teacher training. a. Helpfulness tc..ard new teachers. b. The principal as interpreter of curriculum. c. The principal as demonstration teacher. d. Encouragement of teachers’ initiative. e. The conduct of te»chers’ meetings. 2. Methods of instruction a. Lesson plannin,. b. Establishment of standards of achievement. c. Encouragement of pupils’ initiative. d. Formation of habits in pupils. 3. Methods of discipline. a. Character of incentives. b. Methods of punishment. c. Character development. d. The spirit of the school. 4. Inspection of school work. a. Knowledge of conditions. b. Testing results of instruction. c. Application of results of tests. d. Reaction of teachers and pupils. II. ADMINISTRATION 1. Organization. a. Grading and distribution of pupils. b. Preparation of programs. c. Distribution of administrative functions. 2. School movements. a. Entrance and dismissal of pupils. b. Assembly. c. Recess. d. Fire drill. 3. Office efficiency. a. Records and reports (accuracy, neatness, promptness). b. Files. c. General business efficiency. rg na ° lon oo ont OO W De —_ “hese com- Tue Fourtn Yrarspoox 431 4. School property. a. Care of plant. b. Oversight of janitorial service. c. Attractiveness of rooms and corridors. 5. School supplies. a. Judgment in ordering. b. Distribution. c. Care of supplies. 6. Co-operation. a. With teachers. b. With supervisors of special branches. ce. With other school officials. d. Team work in the school. 7. Relations with community. a. Dealings with parents. b. Community activities. c. General attitude of community. Personal Factors. wre (To be taken into account, not separately, but as related to the functions outlined above.) Health. Vigor. Industry. Tact. Sympathy. Judgment. Open-mindedness. Attitude toward criticism. Ability to see what is going on. Leadership. February 1, 1921. (See letter under date of January 28, 1921.) POCONOS P Oo doe _ ExLementary Scuoot Princrpars Sampxie D ASSISTANT SUPERINTENDENT'S REPORT ON PRINCIPALS I hereby submit the answers written by me opposite the questions printed below, as my carefully considered report on the standing and qualifications of Principal of the School. Assistant Superintendent. (a) What is his scholar- ship? (b) Is he active and in- lustrious ? (¢) . ans his personal hab- way such as = na would expect from Tue FourtH YEARBOOK (d) What effort is he mak- ing to improve himself? (e) Is the school of which he has charge, in your opinion, too e for his abilities ? 2.—PROFESSIONAL QUALIFICATIONS a) Is he a progressive Principal, in the sense that he adapts himself readily to modern meth- ods of management and instruction ? (b)Does he give any atten- tion to other work that interferes with his school work ? (c) How does his present work compare with work observed heretofore? If there is any change, to + do you attribute (d Would you recommend his continuance in his present position? 16 Exementary Scnoor Principats 3.—PracticaL EFFiclency (a), What is the quality f the discipline of his school ? (b) What is your estimate of the educational work of his school? (c) Does he give suffi- cient attention person- ally, to classroom work ? (d) Is he amenable to direction from his su- perior officers without difficulty or sensitive- ness ? 4.—EXECUTIVE QUALIFICATIONS (a) Has he good e tive ability? (b) Is his care of the premises, = - and other school property sufficient ? (c) Are the reports re- uired to be made by im satisfactorily ren- dered in points of can- dor, regularity, and com- pleteness ? Tue Fourtnu Yrarsoox (d) Does he lend willing and intelligent support to the rules of the Board? 5.—RELATION TO TEACHERS (a) Does he secure the respect and codperation of his teachers? (b) Does he show the necessary frankness and directness in his pro- fessional intercourse with them ? (c) Does he give them proper support in the discipline of their rooms? (d) Is he efficient in training his teachers, through his general in- fluence, teachers’ meet- ings, etc.? 6—RELATION TO THE COMMUNITY (a) Is his relation to parents and community satisfactory ? (b) Is he courteous and — in his man- ner (c) Is he well adapted to the class of children and parents in the lo- cality of his school? 7.—RECOMMENDATION you recommend for next salary Ex.ementary Scnoor Princrpats Sampte E PRINCIPAL’S RATING BLANK Name of Principal 1. Care in grading and classification of pupils October, 1924 Tue FourtH YEARBOOK (3) The Weighted Score Card. Samples F, G, H, and I, the last three being from the same city, represent attempts that have been made to score the principal upon exact mathematical standards. SampLe F—Promortion oF PrIncIPats The actual system of weights (relative values) to be allowed the various items is shown in the following tables: AcapEMIC TRAINING PROFESSIONAL TRAINING (a) Graduation four-year college course. (i) Post graduate 30 semester hours. (b) Three years at college. (j) Post graduate 15 semester hours. (c) Two years at college. (k) Two year standard normal. (d) One year at college. (1) Six semester hours extension work. (e) Four-year high school course. (m) One year normal. (f) Three-year high school course. (n) Three semester hours correspondence work. Individual (a) (b) (ce) (dad) (Ce) (Cf) (ge) (bh) score 1. Academic Training 909 70 60 5 40 2 «& C) fm (= (0) 2. Professional Training 99 70 50 40 30 2 3. Personality 120 110 90 4. Vitality 80 70 50 5. Adaptability and codperation 120 100: 90 80 6. Executive Ability 100 80 60 7. Professional Leadership .... 130 100 80 60 680 570 450 100% 85% 71% 56% ELeMenTARY ScHoor Principars SampLte G—QUALIFICATIONS OF A PRINCIPAL Personality Adaptability Vitality Professional Leadership Executive Ability These qualities to be considered in grades from 1 to 10, 1 being the highest, 10 the lowest. Final score obtained by adding points. 1 to 10—scoring Superior. 11 to 20—scoring Excellent. 21 to 30—scoring Good. 31. to 40—scoring Fair. 41 to 50—scoring Inefficient. Adapt- Personality Vitality Ex. ability ability Leadership Total 4 5 9 7 6 32 1 1 8 4 1 15 8 5 5 28 10 . Personality . Scholarship . Initiative Progressiveness . Willingness and ability to carry responsibility . Influence on the community and ability to get its codperation. . . Ability to secure hearty codperation of the teachers . Educational leadership . Effectiveness as a supervisor (follow up system) . Courage . Coéperation with the superiors . Organizing ability . Administrative ability . Influence on the pupils CONAN Wr Superior Excellent Tue Fourtn YrarsBoox SamMPpteE I STANDARD SCHOOL—DEPARTMENT OF EDUCATION Inspection made Inspection made by Signature (This report may be made with pencil, ink, or typewriter. It should be shown to the Principal and transmitted to the Division Superintendent.) Perfect on each item—10. Standard—80. Above standard—81 to 100. 1. Buildings and Grounds—cleanliness and neatness; no papers, apple cores, litter on floors or lockers, etc.; no markings or defacement on build- ings or furniture, no writing in the toilets 2. Reading—ability of highest class in getting thought from new matter (not stories), of standard difficulty 3. Pupils habitually prove all computations 4. Handwriting in compositions, answer papers, etc., legible and in good form. 80 per cent of writing is excellent according to the Ayres scale 5. Teachers’ Records of Lesson-plans and of progress, adequate, not over done, available 6. Principal’s conferences with teachers, sufficient, not excessive, minutes kept, proceedings valuable 7. Principal’s provision for improving work of weak teachers adequate... 8. Principal’s promptness and accuracy in reports and in compliance with instructions adequate 9. Fire Drill—compliance with all directions of bulletin 143 of 1924 10. Additional points recommended for consideration for RANKING A SCHOOL AS “ above standard,” “very much above standard ”—instances of special features initiated by principal: (a) Efficient use of assemblies; (b) Use of pictures and art exhibits; (c) Community and neighborhood service; (d) Other features, specify below: These details are formulated as a result of suggestions by principals following Bulletin 156, paragraph 249, November 18, 1924. Proposi- tions for modifying these details before issue of next appraisal sheet are invited from members of the department of education. , Superintendent. 440 Exementary Scuoot Princrrars Perhaps the objection to the weighted rating is best summarized in the following statement of a district superintendent in a large system. “Tn estimating the work of a principal, I study his work from as many angles as possible, but I have always shrunk from assigning a definite portion of the total estimate to any particular trait of char- acter or work. I have felt, in my case at least, this would merely re- sult in claiming an accuracy of knowledge which I did not have. This inaccuracy would be due to a lack of knowledge of the degree of excel- lence in any particular direction and a lack of knowledge of how large a proportion excellence in one trait should bear to the entire work of the principal.” (c) The principal’s functions as determined by rating schemes— An interesting cross-section of the principalship is afforded by an analysis of the eight rating schedules submitted, which are sum- marized in Table 6. The principal’s service in the supervision of in- struction is most frequently considered, supervisory duties being indicated by various items on all eight of the blanks. Next to super- vision, his professional relationships are most commonly evaluated, being included in six cases, as are also his relationships in the com- munity. His supervision of the material conditions of the school and of the operation of the machinery of the school organization are each mentioned five times. Supervision of the pupils and the principal’s personal relationships are rated specifically in three instances each. TABLE 6.—Tue Most Important Features oF THE PRINCIPALSHIP AccorDING To THE SraNpaRDSs oF Eicut Forman Rattna PLans Frequency of * Relationships and activities mention Supervising the curriculum: Instruction ; The professional relationships of the principal Supervising the material conditions of instruction Supervising the operation of the school machinery Supervising the pupils Personal relationships of the principal * The following specific activities and relationships noted after each head are those mentioned on more than one rating sheet, numbers in parentheses indicating the number of schedules in which the respective items occurred. Supervising the curriculum: Instruction—Leadership of teachers (8); supervision of staff (6); results of instruction (4); rating of staff (2). Professional relationships of the principal—Codperation with school officials (teachers, other principals, supervisors, superinten- Tue FovurtnH YEarsoox 441 dents) (6); professional improvement (3); academic prepara- tion (3). Supervising the material conditions—Building and equipment (5); textbooks and supplies (3) ; janitorial service (2). Supervising the operation of school machinery—Office procedure, reports, records, ete. (5); executive ability—undefined (4) ; organi- zation—programming, school movements, etc. (3). Supervising the pupils—Quality of discipline (2). Personal relationships of the principal—Personality (3) ; adapta- bility (3) ; character (2); vitality (2); initiative (2). D. Utilization of the ratings—There is a strong tendency to make use of the individual ratings, after they are compiled, chiefly in per- sonnel administration. Table 7 shows that service ratings are con- sidered in making promotions in eleven of the twelve cities that replied to the question. There is no evidence of a so-called merit system of automatic salary increases, dependent upon the maintenance of a satisfactory rating. TABLE 7.—RecoeGnitTion or Superior Service Ratines 1n 16 Crries Number of Rewards cities Eligibility for promotion to higher administrative posi- tion or more desirable school None Not answering There is less uniformity of procedure when unfavorable ratings are returned. Table 8 indicates that demotion or transfer to a less desirable school and loss of position are the most common penalties for unsatisfactory service. Two cities have sometimes withheld salary increases, one doing so regularly during the three-year probationary period only. TABLE 8--Penatties of UNSATISFACTORY Service Ratinos tn 16 Cities Number of Penalties cities Demotion or transfer to less desirable school Scheduled salary increase sometimes withheld Loss of position None Not answering The utilization of ratings for the stimulation of professional growth on the part of the principal will be discussed under ITI, C. 442 Exementary Scuoot PRrRIncipats III. Tue Vaxve or tHE Practice or Rating THE PRINCIPAL In SERVICE There are two purposes in rating the efficiency of the principal. One is the recording of information necessary to the efficient adminis- tration of the schools; the other is the stimulation of professional growth on the part of the principal himself. There are, therefore, two viewpoints worthy of consideration—the viewpoint of the superintendent, and that of the professionally- minded principal. A. The superintendent’s viewpoint. TABLE 9.—Txue Vatvuen or THe Practice or RatTiInG PrINcIPALs ACCORDING TO THE JUDGMENTS OF 16 SUPERINTENDENTS Value to Value to Phas , Type of replies system as vasa J a whole professiona growth It is apparent at once from an examination of Table 9 that there is no great affirmative strength of opinion among superintendents as to the value of rating plans. Comments serve to explain this to a degree. One superintendent writes: This plan of rating principals, like any other plan that might be devised, is only an aid to the superintendent and the real merit of the individual who is applying for principalship work or for promotion must be determined by the personal qualities of the individual, which are incapable of being enumerated on a rating sheet. In other words, the indefinable thing called personality, whatever may be the method of rating, is the deciding factor. Others emphasize the importance of professional training in service. Our superintendent says: We added this clause to our salary schedule: “ Principals in their sixth or any subsequent year of service to receive $150 per annum extra for an M. A. in Administration and Supervision. Another emphasizes the same belief in the following: We lay greater stress upon the educational advancement of principals than upon the customary work which they do. We are just recommending to the Board that all persons in order to become principals in any group in our schools shall be coliege graduates and shall have practically 24 units of university standard in education. Tuer Fourrn YrarBoox 443 B. The principal’s viewpoint—Principals in cities where rating plans are in use appear to have somewhat more confidence in the utility of rating procedures, but their opinions are not in entire agree- ment. Table 10 shows that less than half believed the system as a whole to have been benefited and that about the same proportion had found the rating to be of value as a professional stimulus. TABLE 10—Tue VAvve or tHe Practice or RATING PRINCIPALS IN Service AccorDING TO THE JUDGMENTS OF 32 PRINCIPALS IN Cities WHERE ForMAL RatiING PLANS ARE IN USE Types of replies Value to system as a whole Value to principal! professionally Not valuable Not answering 14 6 12 13 7 12 C. Making the rating valuable—There can be no doubt at present as to the lack of enthusiasm for the rating of principals in service on the part of many superintendents and principals. We must, there- fore, either assume that the attempt to estimate the worth of the prin- cipal’s service is wrong in fundamental theory or else we must find the reason for lack of support in the present administration of rating schemes. It appears that the latter conclusion is the correct one, as disclosed in Table 11. Ratings which are made and filed year after year may be of some value when occasional vacancies arise, but their further usefulness, without an effective follow-up, is per se very much limited. Table 11 shows that in only three of the eleven cities mak- ing formal ratings are the principals advised of their standings. In three others it is stated that ratings are available to principals upon request. TABLE 11—Tue Uriization or Ratines oF Principats IN 11 Cities Havine Format Ratina PLans Number of Procedure cities Principals advised of ratings Principals not advised of ratings Not indicating procedure 1. Advising principals of their ratings—If ratings are to be pro- ductive of good, the principal should know the superintendent’s esti- mate of his service. In the three cities where principals are regularly advised of their ratings only one principal replied that the practice had not been of value to all concerned. In one city, each principal 444 Exementary Scnuoot Princrpats receives annually an analysis of his rating, accompanied by a per- sonal letter from the superintendent. In this particular city, the superintendent and all principals replying are unanimous as to the value of the rating plan. The superintendent’s letter accompanying the rating for the past year is quoted: My dear Mr. : I am giving you herewith a rating of your work as a principal as viewed by those in the Superintendent’s office who have come most closely in contact with you personally, your teachers, pupils, and patrons. My sole reason for making this report is to assist you and me in making the school system better. Please accept any suggestions or commenda- tions in that spirit. Very sincerely yours, ———————,, Superintendent. The tabulation further showed that eighteen of twenty-one prin- cipals replying to the question had expressed the opinion that to ad- vise the principals of their respective ratings was an essential part of a rating scheme. Comments of principals in cities where ratings are not disclosed are illuminating: I believe the progressive principal will welcome any rating plans that will help him improve his service. I presume that principals have received some sort of rating in But if so, we never concerned ourselves about it. So far as I know, principals are not advised of their ratings. I think it would be helpful if we were told. It would seem to me that an annual report stating wherein the principal in question shows ability beyond the average would do much to stimulate professional growth. Points that need to be strengthened would better be discussed confiden- tially between superintendent and principal. A superintendent’s comment indicates ineffectiveness of ratings which are not disclosed : Our ratings perhaps have not been very valuable to the principals, as they seldom see them, although they know to a great extent the general estimates of their work along the lines of duties of a principal. There is a strong inclination to put up an argument to disprove the rating to be correct. We are getting more service today out of unbiased but exactly scientifically administered tests in academic subjects. The school which is rated low after considering the type of community served by the school, is probably low in many ways. When this is true the principal is called in and allowed all freedom in objecting to or discount- ing the results of the test, but in the end he is clearly convinced that better work is necessary if his school is to remain where it should remain. 2. The most helpful rating blank, from the principal’s viewpoint— The thirty-two principals were almost unanimous in rejection of the “score card” type of rating. They were asked to pass judgment upon the following types of rating the mechanics of the position: (a) A rating blank of the “score card” type with numerous items, each care- fully weighted. (b) A blank covering a few general points such as care in classification and gradation of pupils, ability to help teachers improve in service, influence with pupils and parents, care of school plant, success in handling building routine, etc. (c) A different type of rating from either (a) or (b). Comments will be greatly valued on this point. Tuer Fourtn YEARBOOK 445 Table 12 shows the overwhelming preference for the simpler form. TABLE 12—Tue Most Hetprvut Ratine BLANKS IN THE JUDGMENT OF 32 PRINCIPALS Number Type of form preferring Principals are more interested, likewise, in receiving constructive criticism than they are in the final “mark” which they receive. They were asked to indicate which type of final record is best from the standpoint of service to all concerned: (a) Several designations or ranks, indicating superior, good, fair, poor, etc. (b) Two designations only: Indicating either “satisfactory” or “ unsatis- factory.” (c) A simple analysis of the principal’s work, based upon the main functions of the principalship, omitting entirely any designation of rank as referred to under (a) or (b). Their judgment is summarized in Table 13. TABLE 13—Types or Frnat Recorps PrererreD By 32 PRINCIPALS Number Type of records preferring SuMMARY 1. Because of his immediate relationship to the effectiveness of instruction, the evaluation of the quality of the principal’s own efficiency is a matter of primary concern to education. 2. Nevertheless, the rating of principals in service is not a wide- spread procedure among cities of 100,000 and over. 8. Annual rating is the customary practice. 4, The majority of cities rating their principals in service do so by means of a predetermined schedule of standards. 5. Principals are usually rated by their immediate superiors in office. 6. Several cities rate principals and teachers upon the same blank. 7. In recording final ratings, the majority of cities recognize three or more classes of merit. 8. The type of final “ mark” is of minor importance, however, in the minds of principals. They desire a constructive criticism primarily. 9? 446 Exementary Scnoort Princrpats 9. The r.ethod of unweighted analysis in rating is used by superin- tendents more frequently than any other. 10. The method of unweighted analysis is preferred overwhelm- ingly by principals as the most constructive and helpful to all con- cerned. 11. Supervision of instruction is the main function of the prin- cipal with professional relationships second, and the supervision of material conditions and of the operation of the school third, as indicated by a study of formal rating schemes now in use. SvUGGESTIONS FOR THE SuccEssFUL RaTING oF PRINCIPALS In SERVICE 1. Simplicity—Rating standards should be simply and clearly stated; the list of activities included should be mainly functional rather than personal in character; it should be limited to those which can be readily observed and correctly evaluated by the rating official. 2. Constructiveness of aim—Component elements of the rating blank need not be weighted ; in the interest of simplicity and general acceptability they should not be weighted. Exactness in determining the principal’s final “ mark” is less vital than constructive criticism or commendation based upon an understanding analysis of service rendered. 3. Follow-up—lf the rating plan is to be productive of their fullest returns, principals should know the official estimate of service. They should be made to feel the administration’s appreciation of their achievements, and not only its desire for the individual’s suc- cess but its general readiness to be helpful in every possible way. 4. Codperation and support from the principals’ corps—The sub- ject of rating in service is one which is worthy of the serious con- sideration of professionally-minded principals: a. Clearer definition and wider recognition of the principal’s status are logical results of a successfully administered rating plan. b. The support and codperation of the principals will be valuable in the formulation of practicable rating standards. BrIsLioGRAPHY Burton, William H. Supervision and the improvement of teaching. Appleton. 1922. 510 pp. Cranor, Katherine T. A self-scoring card for supervisors. Educ. Admin. and Supervision, VII: 2. McMurry, F. M. Elementary school standards. World Book Company, 1914. 211 pp. Nutt, Hubert W. The supervision of instruction. Houghton Mifflin, 1920. 265 pp. Rich, 8. G. The rating of principals and superintendents. Education, April, 1922. rin- 1m- 20n- rin- i of as rly nal ‘ich ial. ing ral ing ism rice lest ice. of LC- ub- on- tus ble ton, and 14. CONSTITUTION AND BY-LAWS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS— ADOPTED 1921 PREAMBLE GREAT majority of our future citizens receive all their formal education in the elementary school. To it is intrusted the physi- cal, mental, and moral training of the child during its tenderest years, and to it we must look for that basic training upon which all future education must rest. Educators everywhere and our Federal, State, and local governments are realizing more and more the re- sponsibility placed upon the elementary school, but primarily it is the elementary school principal who must face these responsibilities intimately. In order to meet these responsibilities with a united mind and purpose, to study the problems of the elementary school with a broad and sympathetic outlook, to enlist the aid of educational forces everywhere, and in general, to give to the elementary child the ad- vantages of united effort, we do hereby form the Department of Elementary School Principals and adopt the following Constitution : Article I. Name—The name of the organization shall be the Department of Elementary School Principals of the National Edu- cation Association. Article II. Membership—Membership in the Department of Ele- mentary School Principals shall be defined to include State, county, and city supervisory principals of elementary school classes who are members of the National Education Association. Article III. Officers—(a) The officers of the Department shall be the President, three Vice-Presidents, the Secretary, the Treasurer, and the Executive Committee. (b) The officers of the Department, with the exception of the Executive Committee, shall hold office for a period of one year from the date of election. (c) The Executive Committee shall consist of four members be sides the Chairman. These members shall hold office for four years, one member retiring each year. The member receiving the largest number of votes at the first election shall serve four years, and the others three, two, and one respectively, according to the number of votes received. The President of the Department shall be an ex officio member and Chairman of the Executive Committee. Article IV. Method of amending the Constitution—(a) An amendment to the Constitution or By-Laws may be proposed by the [ 447 ] 448 ELementary Scuoort Princrpats Executive Committee or by a petition of at least ten regular members of the Department. . (b) The proposed amendment shall be read in regular session at least 24 hours before a vote is taken upon it. (c) Two thirds of the votes of the members present in a regular session will be necessary to make the proposed amendment part of the Constitution. Article V. Elections—(a) Election of officers will take place in business session held during the summer meeting of the National Education Association. (b) Election shall be by ballot. (c) Active members only are entitled to vote. (d) A nominating committee of five members shall be appointed by the President at the first session of the summer meeting. This committee shall nominate one candidate for each office to be filled. Nominations from the floor shall be permitted. Article VI. Duties of Officers—The President shall preside at all meetings of the Department and of the Executive Committee, appoint all committees not otherwise provided for, call meetings of the Execu- tive Committee at his pleasure or upon written request of three of its members, sign all orders on the Treasurer and perform such other duties as may from time to time devolve upon him. He shall be ex officio member of all standing committees. The Vice-President, in the absence of the President of the Depart- ment, shall perform all the duties of that office. The Secretary shall keep in the minute book of the Department a careful record of the proceedings of the Department and of all its committees; and he shall be responsible for their preservation. He shall be custodian of the seal of the Department. He shall be the secretary of the Executive Committee. Within 30 days after any meeting of the Department and within 10 days after any meeting of the Executive Committee the Secretary shall furnish a copy of the minutes of such meeting to each member of the Executive Commit- tee. He shall prepare and keep an accurate list of the members of the Department with their postoffice addresses, countersign all orders of the Treasurer, and perform such other duties as may, from time to time, devolve upon him. His compensation shall be such as the Department may direct before he assumes the office. The Treasurer shall give bond, approved by the Executive Com- mittee, in amount fixed by such committee, the expense of such bond to be paid from the funds of the Department. He shall collect and have the custody of all the funds of the Department, which shall be deposited in the name of the Department in an institution approved e = © OQ we KR bee 2 OD Tue FourtnH YEARBOOK 449 by the Executive Committee. He shall pay out such funds only on orders signed by the President and the Secretary. He shall be ex officio member of the Enrolment Committee and shall give his receipt countersigned by a member of such committee to each mem- ber of the Department for payment of dues. He shall keep the ac- counts of the Department and his accounts shall be audited by the Committee on Audits before the annual meeting of the Department, and at such meeting he shall make an itemized report in writing of all receipts and expenditures. He shall perform such other duties as may, from time to time, devolve upon him. His compensation shall be such as the Department shall direct. The Executive Committee shall be regarded as the administrative body of the Department, subject to the call of the President, except as otherwise provided for in the Constitution. To supplement and assist him in the conduct of his office, the Executive Committee shall, by a majority vote of all its members, fill all vacancies, except that of President, which is provided for in the Constitution. The Executive Committee shall prepare an advance program for each annual meet- ing of the Department not less than 30 days before such meeting convenes. The Executive Committee shall prepare an annual report of the Department and shall send a printed copy of same to each member of the Department. The annual report shall contain a list of officers and committees of the Department, a list of members of the Department, together with their addresses and such other matter as the Department and Execu- tive Committee may direct. All bills before being paid shall be approved by the Executive Committee, and such action shall be placed in detail on the minutes of the committee. By-Laws Article I—There shall be the following standing committees and such other special committees as the President may appoint: Com- mittee on Educational Progress, Committee on Resolutions, Commit- tee on Enrolment, Committee on Codperation with Civic Bodies. Article II. Organization and Conduct of Committees—The first meeting of a committee shall be called by the first-named member thereof. All committees shall organize by the election by ballot of a Chairman and a Secretary unless otherwise provided for and may make rules for the conduct of their business not inconsistent with the Constitution and By-Laws. Minutes of the proceedings of each standing committee shall be kept in the minute book of such com- 17 450 ExLemMentary Scuoort Princrpats mittee, and a copy thereof certified by the chairman and secretary shall be promptly furnished to the Secretary of the Department. All standing committees shall report to the Department in writing at the annual meeting. Vacancies in all committees except the Executive Committee shall be filled by the President of the Department. Article III. Committee on Educational Progress—The Commit- tee on Educational Progress shall consist of one member from each State. This committee shall bring before the Department such fea- tures of educational progress as it may deem worthy of consideration. Article IV. Committee on Resolutions—All resolutions offered at an Annual Meeting of the Department shall be referred to the Com- mittee on Resolutions, unless otherwise ordered by the Department. This committee shall submit to the Department for its consideration such resolutions as they may deem advisable. Article V. Committee on Enrolment—The Committee on Enrol- ment shall consist of not less than one member from each State, but additional members may be appointed by the President of the Depart- ment. This committee shall secure members for the Department, collect the annual dues and pay them to the Secretary, furnishing him therewith a list of the names and postoffice addresses of members from whom such dues have been collected, and giving each member the Secretary’s receipt, countersigned by a member of the committee. Article VI. The Committee on Codperation with Civic Bodies— The Committee on Codperation with Civie Bodies shall enlist the support and codperation of such civic organizations as shall increase the influence and scope of the Department. Article VII. Books, Records, Papers, and Property—Szc. 1. The records and accounts of the Department and of its officers, com- mittees, departments, sections, and divisions, shall be kept in books provided by the Department, which shall be the property of the Department. Src. 2. All books, papers, records, and accounts of the Depart- ment and its officers, committees, departments, sections, and divisions shall be open at all times to the inspection of the Executive Commit- tee, or any member thereof. Sec. 3. Every officer, member, committee, department, section, or division of the Department having funds, papers, books, records, or property of any description belonging to the Department shall give up the same on demand to his or their successors in office or to the person authorized by the Department or its Executive Committee to receive the same. Article VIII. Fiscal Year—The Fiscal Year of the Department shall begin July first and end June thirtieth in each year. Oo OO eS it Tue Fourtrn YEARBOOK 451 Article IX. Roberts’ Rules of Order—The rules and orders of Roberts’ “ Rules of Order,” not inconsistent with this Constitution shall govern the meetings of the Department and its committees. Article X. Rules on Debate—The Department shall be governed by the ruling of the National Education Association that debates shal! be limited to five minutes unless otherwise ordered during the year. 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, Ilinois—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, 8S. E. Treasurer, Etta F. Jones, Finnley School Los Angeles, California—Los Angeles Elementary Principals’ Club President, Menno S. Kuehny, Rowan School No. 149 Vice-President, Sidney Good, Garvanza School Secretary, Louise Graf, Albion St. 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 St. School Sioux City, lowa—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 Division 10-13 President, D. I. Renfro, Lovejoy School Vice-President, K. C. Lewis, Garnet-Patterson School Secretary, John C. Payne, Douglass-Simmons School LIST OF MEMBERS THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS For THE YEAR 1924-25, CorrecTED To Aprit 10, 1925 Unless otherwise indicated those listed are elementary school principals Abbott, oe G., Emerson School, Den- ver, Abel, B. a School 45, Buffalo, N. Y. Abraham, A. ta Supt. of Schools, Gales- ville, Wis. Abrams, Henry, 1014 L, Riverview Union, poe, Adams, Harold ; * 83 Van Houten Ave., Passaic, N. J. stomee, © Belle, Norwood School, Mari- etta, a ‘Tana P., Fieser School, Columbus, h Adsit, , Margery, Pomeroy School, Burling- ton, Vt Aasit Ruth, lasemis, Wyo. Afflerbach, Calvin E., Rural Supvr., State Dept. of ag Sussex Co. Court House, Geor pore Ager, H. Bearh School, Portland, Ore. Agnew, Lissie o., > tmaes Grove Rural School, Moore, S. C Ahau, Akuni, Kailua School, Waimanalo, Oahu, Hawaii. Akers, Winfred C., 54 Dwight St., Brook- line, Mass. Alexander, Carter, Teachers College, Co- lumbia Univ., New York, ae, Mrs. Alevia, Woodmere School, Portland Alexander Hattie, Elizabeth School, Char- lotte, N. C. Alexander, J. A., Supt., of Schools, Wind- Til. Alexander, Miss Rae, Ethan Allen School, San me ag Cal Allen, coon he A . D. Bache School, Phila- delphia, . Allen’ Lora, 99 W. Kansas, Pittsburg, Kans. Allen, Nell B., Emerson School, Hoquiam, Wash. Allen, Oliver E., High School, Springfield, Ohio. Aller, Blanche C., Greybull, Wyo. Allgood, an V., Avondale School, Birming- ham Allnands. “tre. 1 Ida M., Fernwood School, Portland, Altamer, M. H., College Hill School, Cin- cinnati, Ohio. Alter, Harvey E., Thomas Street School, Rome, N. Ames, Rena, Lafayette School, Hammond, In Anderson, Cora S., Merriam Hotel, 106 So. 25th St. Omaha, Nebr. Anderson Emma C., 419 ‘W. 76th St., Los Angeles, Calif. —s.. Eylau, Purvis School, Bruns- wic Anderson, John O., Bryant School, Duluth, Anderson, Paul R., Lanlee High School for Boys, Macon, Anderson, William, Dunbar School 101, Baltimore, Md. Andrew, Ellen B., ig Seheost. Her- schel “Ave., Cincinnati. Ohi Angers, Alice L., Dickey Av. Warren, ts) nh Frank A., 47 Clark St., Worces- er Andrews 7. *o., 2825 May St., Fort Worth, Tex sade, John H., Principal of School, Superior, Wis. Andrews, Mary, McKinley School, Santa Ana, Calif. Angland, Helen, 347 Van Houten St., Pat- erson, N. J. Anstice, Helen W., M. H. Landenberger School, Philadelphia, Pa. Anthony, John W., Franklin School, Pitts- burgh, Pa. Ard, Lena, Clementsville, Idaho. Arehart, Claud A., Linnton School, Port- land, ‘Ore — a 1015 N. Avenue, Rock- or Armstrong, Cora, Clarenden School, Can- ton, Ohio. Armstrong, Mrs. i A F., Congress School, Grand Rapids, Mich Armstrong, Nano E., Garfield Ave. School, Milwaukee, Wis. Arnold, Charles E., Stephen F. Austin School, San Antonio, Tex. Arnold, E. G., Alcott School, Denver, Colo. Arnold, Frank J., 622 Mansfield Place, Brooklyn, N. ‘Y. Arnold, M. "A., Horace Mann School, Ever- ett, Mass. Arrington, Mrs. Empress, Lamar School, El Paso, Tex. Arrington, Mrs. Stella P., Primary Super- visor, Sanford, Fla. Askin, a D., Madison School, Pitts- burgh, Atkins, George F. B., Puritan School, Bes- semer, Atkins, Robert S., Thomas N. Hart School, South Boston, Mass. Atkinson, F. .. Henry Ford School, High- land Park, Mic Atterbury, Lydia, John Muir School, Berke- ley, Calif. Atwater, zene S., 6938 E. End Ave., Chi- cago, i. on E., 1008 Hughes St., Middle- own, Atwell, Lottie E., paneer Park School, North Braddock, Atwood, Clinton H., a4 Center St., Solvay, Austin, Mary N., Bancroft School, Omaha, aaery. ‘Susanne, Lowell School, Sioux City, Axe, Fred W., 147 N. Pine St., Tujunga, Axtelle, George E., Honokaa, Hawaii. Ayers, Sadie B., Henry Williams School, Petersburg, Va. [ 452 ] Tue FourtH YEARBOOK 453 Bache, Ada G., George Washington School, Louisville, Ky. Bacon, Meda, 731 Lafayette Ave., S. E., Geneseo, Evansville, Grand Rapids, Mich. Bader, Edith M., High School, Ann Arbor, Mich. a he Della F., North School, Il. Baker, Elizabeth S., 159 Paxton St., Har- risburg, Pa. Baker, Ira W., Lincoln School, Oklahoma City, Okla. — L. L., 1378 Tabor Court, Portland, ane N. A., Hosford School, Portland, re. Balch, A. E., Wahiaaten Junior High School, Fresno, Calif = 6 a M., 122 College St., Buf- alo, N. Baldwin, C. W., Kaahumanu School, Hono- ulu — Paul, Baker School, Barbee, F. H., Scaritt School, Kansas City, Mo. Barber, E. Olive, 110 N. Main St., Glovers- ville, N. Y. Barber, Gertrude L., McKinley School, Cof- feyville, Kans. Barclay, Mrs. Mayme G., Lindsay, Calif, Barker, Esther J. W., 3730 N. Oakley St., Chicago, I11. Barker, Mary C., John B. Gordon School, Atlanta, Ga Barley, Ida L, Ashland School, Kansas City, Mo. Barnard, Margaret, Humphreys Ave. School, Los Angeles, Calif. Colusa, Barnes, George P., 559 Clay St., Calif, Berne, 5 Harold, Girard College, Philadel- phia, Pa. Barnes, Percival S., Supt. of Schools, East Hartford, Conn. Beene, = A., Supvr. of Visual Ed., Detroit, ch. Barr, Gertrude, Park Place School, Chat- tanooga, Tenn Barrett, Ellen a 4026 Baudin, New Or- leans, La. Barrett, Jennie M., School 50, Baltimore, - Barrows, Howard F., Junior High School, Oak Bluffs, Mass. Barry, Miss A. P., Francisco, Calif. — Alma, Larimer School, Pittsburgh, Bartholf, eos Barret School, port, Bartholf, "Vern, Kate J., Whittier School, Minnea olis, Minn. Bartine, elen W., Cramp School, Phila- delphia, Pa. Bash, Eugene H., Henry C. Kumpf School, Kansas City, Mo. — A. F., Route B, Box 174, Sanger, Bates, Elizabeth, 365 So. Highland Ave., Los Angeles, Calif. Bates, Guy, Dwyer School, Detroit, Mich. Bates, W. L., Lowell School, Boston, Mass. Batman, Anna c.., Longfellow School, Lin- coln, Nebr. Baugh, Lila, 2909 Fannin St., Baughman, W. L., Jefferson School, East St. Louis, Il. ~—— Millicent, Public School 101, New Baur, Florence L., 441 S. Maple Ave., Glen ock, N. J. Beal, Mamie G., 4510 So. 20th St., Omaha, Nebr. Rincon School, San Shreve- Houston, Beetl, Ross H., Supt. of Schools, Bellevue, owa. ag Inez, East Ward School, Gree- e fi) Beatty, Willard W., Skokie School, Win- netka, Il. Beaudry, Wilfred, George E. Tracy School, Milford, Mass, Becher, William O., Trowbridge St. School, Milwaukee, Wis. Bechmann, Albertina, 12th District School, Cincinnati Beck, Miss E. Leone, Alabama School, Westwood School, Cincinnati, Cleveland, Ohio. Beck, J. O., Ohio. Beck, Julia F., Schools 66 and 67, Balti- more, Beckham, Blanche, James Monroe School, Washington, D.C. Beckwith, Alma M., Jackson School, Atlan- tic, Iowa. , Bess C., Rosehill School, Omaha, ebr. Bednar, Christine, Sherwood School, Chi- eago, Il. Beers. George A., 1310 8S. Ashland Ave., a 941 So. Grove Ave., Oak Il. Belding, Alice H., Abbott St. School, Worcester, Mass. Belisle, John H., Winterhalter School, De- troit, Mich. Nellie, Second District School, Chat- tanooga, Tenn Bell, O. E., Central Junior High School, Idaho Falls, Idaho. Bell, William M., Jr., 629 20th St., San Pedro, Calif. Bellamy, W. S., Cracken School, Dallas, Tex. Benedict, Myrtle L., Kentucky School, Cleveland. Ohio. —~~ William Howard, School 8, El- mira A Bennert, Lewis A., Supervisor of Schools, Paterson, N. ; ~~ Arthur, Fast Park School, Avalon, Bennett, Mrs. V. B., Moorhead School, Pittsburgh, Pa. Benson, Bertha, 1616 So. Avers Ave., Chi- cago, Ill. Benson, J. R., Eliot School. St. Louis, Mo. Benthack, Emil, Supt. of Schools, Arnold, ebr Berard, Elvina L., Commodore Sloat School, San Francisco, Calif. Berg, Selmer H., Supt. of Schools, Stough- ton, Wis. Bergan, K. W., Simms, Mon Berry, W. T., "Forest Ave. School, Mays- ville, Ky Bettes, Lucy M., Madison School, Grand Rapids, Mich. — — Grant St. School, ee Biffer, Mary C., California Street School, Los Angeles, Calif. Bigelow, Gertrude E., Hancock School, Brookline, Mass. Bigger, Lillian, North Ward School, Clear- water, Fla. Bildersee, Dorothy. Public School 105, School, Milwau- Manhattan, New York, N. Bill, Carrie V., Jefferson St. Memphis, Tenn. as ti Myra C., Rogers School, Chicago, ll Bingham, H. Beth, South Side School, Mishawaka, Ind. Birkenhauer, Louise, Linwood School, Kan- sas City, ‘Mo. Bisset, Mary C., Jenks School, Philadel- phia, Pa. 454 Exementary Scuoot Princrpats Btock, Mary I., Liberty School, Pittsburgh, Blackmore, Ida, Monmouth Park School, Omaha, Nebr. Blake, Katherine D., Public School 6, Man- hattan, New York, Blakemore, Edith E., Lincoln School, Po- mona, Calif. Blandford, Mrs. E. W., Glenhaven School, Portland, Ore. Blankenship, Mrs. Essie, Wesley Heights, Charlotte, N. C. ——— Louise, Roosevelt School, Pitts- rgh, Pa. Blick “Bitzabeth, 5525 S. Morgan St., Chi- cago, a. Carrie W., Acushnet Ave. School, New Bedford, Mass. Block, Louis J., 3250 W. Adams St., Chi- cago, Il. Blondin, Camilla M., Thayer School, Bur- lin ngton, Vt. Bloom, George W., 723 E. State St., Fre- mont, Ohio. Biough, H. B., 821 BH. 22nd St., Portland, Blumb, Jose ee L., 2223 Durant Ave., Berkeley, Boecket, Alexander, Public ee 100, Coney meee. Brooklyn, N. ¥ Bogan, L. , Okay, Okla. Bogan. Willian J., Lane Technical School, 5 Sedgwick St., Chicago, Ill. Bolen, Teresa M., Union School, Ruther- ford, N. J. Bolen, Elizabeth, South Park School, St. Joseph, Mo. Bolenbaugh, George B., Fairview School, Cincinnati, Ohio. ae. Belle, Hicks School, Cleveland, 0. Bomford, Mrs. M. A., 215 Eagle St., Tampa. Fla. Bond, Elizabeth, Washington School, Salt Lake City, Utah. . LL, Hubbard, Iowa. Bond, Mary E., Henry Polk School, Wash- ington, D. C. Bonfield, Q. _Raeaen, St. Clair School, Cleve- land, Ohi Bonfield, Bites, 3211 Giles Ave., Chicago, Booz, Mrs. Mary Convery, Columbus — Trenton. N. Bopet, Mi . Columbia St. School, Cumber- an Bost. Helen, Beck St. School, Columbus, 0. Boucher, M. D., Sherman School, San Diego, Calif. Boughan, Mary J. W., Sabin School, Chi- cago, Boughton, ‘O. B., Penna. Ave. School, Cum- berland. Md. Boukofsky, Rebecca M., Paul Revere School, San Francisco. Cali if. a. nee E., Whittier School, Sioux City, me Garfield A.. Dept. of Science, Uni- versity School, Cincinnati, Ohio. Bowen, Warren R., Wallis School, Salem, Mass. Rope, Wayne F., 403 So. Tamarind St., Compton, Calif.” Bowers, Frances L., 1906 W. Tioga St., Philadelphia, Pa. Bowman, Calvin, Crafton School, Crafton, Bown, R. Bryant School. Tacoma, Wash. Bowring, 7 F., Lincoln School, Modesto, ali Boyce, Tarmee W., Cass St. School, Mil- waukee, a “acharies ., Highland School, Port- an Boyer, Martha E., 6420 N. 12th St., Phila- delphia, Pa. nega. Monta J., Alameda School, Denver, olo. Boyington, Jo Mae, Wilson School, Spo- kane, Wash, Boyle, Minnie E., Public School 22, Pater- son, N. J. Boysen, Mrs. Agness, Lyndale School, Min- neapolis, Minn. Brame, J. L., Supt. of Schools, Clayton, 0. Bradfield, Emma, Junior High School, Do- wagiac. Mich. eer. Anne M., Peralta School, Oakland, a ay Ruth, 606 W. Pine St., Fair- ury, Ill. Beats, hl King’s Highway, Mt. Ephra- m Brady, William, Washington School, East Orange, N. J. Bragg, Mrs. erg State Teachers Col- lege, Springfield, Mo. Brainard, Charles E., Supervising Princi- pal, Somerville, Mass. Braine, Elizabeth M., Public School 39, Far ckaway, New York, ; ee Bramble, G. T., Irving School, Tacoma, Wash. Branson, Mrs. Lilla T., 34 Union St., Mount Holly, N. J. Brawley, Annie G., 215 Maxfield St., New Bedford, Mass. Breeze, Mary P., Letsche School, Pitts- burgh, Pa. Breisch, Lulu I., Grammar School, Bound Brook, N. J. Brennan. George A., 24 W. 110th St., Chi- cago, Ill. Brett, Anna, Public School 94. Queens- borough, Little Neck, New York, N. Y. Brower. Jessie M., Central School, Pontiac, ch. Brigss, Arthur P., Shepard School, Lynn, ass. Briggs, E. E., 1417 Summit, Sioux City, owa. Briggs, Elizabeth M., Robert C. Ingraham School, New Bedford, Mass. Briggs, Harriet E., Minnehaha School, Min- neapolis, Minn. Bright, Fred, Lincoln Junior High School, Oil City, Pa. Brignt, J. B., 211 Forest Ave., Cleburne, Brinest, Ira 8., Supt. of Schools, Lewes, Broadbent, Wallace M., Junior School, East Orange, N. J. Brock, Roby, 809 Cherry St., Cadillac, Mich. Brogan, Mrs. K. E., Columbia School, San Francisco, Calif. Emma, Miles School, Cleve- io. Brookhardt, i. B., Multnomah, Oregon. we Madisonville School, Cincin- Brophy, John M., Driggs School, Water- bury, Con Breesaré, Tulia E., Clayton School, Kirk- wood, Mo. Brown, Anna R., Forest Park School, Pitts- burg, Kans. Brown, Charles H., Dumas School, St. Louis, Mo. Brown, Claude F., Oakland School, Ta- coma, Wash. Brown, Clyde A., Spry School, 2400 Mar- shall Blvd. Chicago, Ill. aa Edyth J., 619 Park Ave., So. Bend, Brown, Elmer, Rose City Park School, Portland. Ore. rr ee ee ee ee ee ee... ee | Tuer FourtH YEARBOOK 455 Bere, Florence G., Quincy School, Ogden, Ut Brown, Florence I., Walnut Square School, Haverhill, Mass. 426 E. Oak St., Louis- Brown, Georgia M., ville, Ky. Brown, J. B., Richard City, Tenn. Brown, Mrs. Jeanette, Michigan School, Grand Rapids, Mich. Brown, Lillian M., Woodward Ave. School, Kalamazoo, Mich. Brown, W. Q., Ohi 0. Brows Zadie, Lynbrook School, Kennedy School, Cincinnati, Lynbrook, Browne, Emma B., Leath School, Memphis, Tenn. Bruck, rome F 201 Potters Corners Road, Buffalo, Bruner, Fred, Supt. of Schools, Terre, Mo. Beye, James E., Supt. of Schools, Camden, Bonne Bryan, John E., Cunningham School, Bir- mingham, Ala. Buchanan, =. ae M., 495 Greenwood Ave., Portland, Buchanan, William D., Jackson School, St. Louis, Mo. Buchsieb, Carrie J., Siebert School, Colum- bus, io. Buck, 5 inf a Junior High School, Kearny, N Buckingham, B. R., Bur. of Ed. Research, Ohio State Univ., Columbus, Ohio. Buckley, Charles, Supervising Principal, Sulzberger Jr. High, Philadelphia, Pa. Buckley, Mrs. Kate, Cressey, Calif. Buckley, Mary E., School 7, Indianapolis, Ind. Budd, Francis H., Bangs Ave. School, As- , Emma ies Jackson School, Du- buque, Iowa. Bullard, _—. M., 484 Concord St., Man- chester, N Third St. School, Bullock, \Gonciine M., Niagara Falls, N. Yy. Burdge, Adelaide R., Milo School, Colum- bus, Ohio. Burdick, mg 4 P., Arthur Ave. School, ba gg ae ia —" = ay oo School, Schenectady, Burke, Catherine A., Vanderpoel School, Chicago, Til. Burke, Hanna J., School 29, Buffalo, N. Y. Burke, Lottie Cc. Riverside School, Mem- phis, Tenn. Burke, Margaret E., Robert E. Lee School, San’ Antonio, Tex Burke, Sarah T., Rose Hill School, Lewis- ton, Maine. ee, Edgar, Boswell School, Boswell, Burnham, Hattie V., Bartlett and Wilson Street Schools, Haverhill, Mass. Burns, Lillian O., East Rome and Columbus Schools, Rome, ie 4 Bor J. ,» Webster School, Cincinnati, Burt, ‘Gertrude, Elmwood School, Des Moines, Iowa. Burt, Rose, Supt. of Township Schools, Bessemer, Mic .—— Jose h b., Chestnut St. School, Buster, N. E., Dillow School, Fort Worth, ‘ex, nae, B. H., Washington School, Tacoma, ash. Butler, Eugene B., Graham High School, Rushville, Ind. Butler, Katherine T., Thomas Street School, Worcester, Mass. Butler, Margaret F., Douglas School, St. Paul, Minn. Butler, William F., Belmont Street.School, Worcester, Mass. Butterfield, Annie J., Harlow St. School, Worcester, Mass. Button, Arminda M., Engiewood, Colo. Byrne, Margaret H., 313 W. 43d St., Chi- cago, Ill Cain, Emily, Grant School, Lakewood, Ohio. Caldwell, A. B., North School, Winston- Salem, N. C. = Maud, 130 Rice St., Alliance, Callan, Mrs. Marguerite K., Maple Ave. School, Barrington, R. I. Calverly, Belle, Jefferson School, Duluth, Cameron, James B., Maple Ave. School, Girard, Ohio. Camilla, Sister Mary, Convent of Mercy, Hazleton, Pa. Camp, Frederick S., Supvr. Elemn. Ed., Hartford, — Bd. of Ed., Capitol, onn Campbell, A. A., Thompson School, Port- land, Oregon. Campbell, Cora, Bancroft School, Kansas City, Mo. Campbell, Cora, G., Departmental School, Junction City, Kans. Campbell, Mrs, Elwyn G., C. A. Cook School, New Bedford, Mass. Campbell, _ Lincoln School, Stock- on, —— Mary M., Campbell School, Oak- land, Calif. Campbell, Oliver H., Supt. of Schools, Man- hattan, Mont. Campbell, Wilfrid G., Franklin School, Superior, Bj Canfield, J. Waterville Ohio. Canterbury, wre M., James Humphrey School, East Weymouth, Mass. Caradine, Jane, Crockett School, Houston, Tex Caria, Elodie G., Schaeffer School, Crafton, Pa. Carls, Rufina A., Public School 42, Manhat- tan, New York, N. ome, Ellen S., High School, Claremont, Ca . A. L., San Jacinto School, El Paso, Texas. SS Jennie M., Hawthorne School, argo, N. Carothers, Ruth, Central School, Pomona, alif Carpenter, Clare E., First District School, Chattanooga, Tenn Carpenter, Harriet, Box 18, Aberdeen, S. D. Carpenter, Nette, 416 Rigsby Ave., San Antonio, Texas. Carrington, Ralph W., Bunker Hill School, Waterbury, Conn. Carback, Clarence H., 3 School, Germantown, Philadel hia, Pa. Carothers, Alice, Union School, Cleveland, Ohio. Carpenter, Mrs. Gertrude L., Washington School, Stratford, Conn. Carroll, May, Guyton School, Detroit, Mich. Captee, Charlotte, School 29, Indianapolis, Carter, Ernest M., Platoon School, Mill- town, Maine. Cartledge, Franklin F., Sharswood School, Philadelphia, Pa. Casebere, Mrs. Laura A., Franklin School, Portland, Oregon. Coss, gy A., Merriman School, Water- ury, Con Cassell, George F., 2510 Kildare Ave., Chi- cago, 456 Exementary Scuoou Princrpazs Cassidy, H. A., Alki School, Seattle, Wash. Caer pighet M., Public School 36, Jersey Caswell, Inez E., Clippert School, Detroit, a as Cora, 1550 E. 65th Place, Chicago, Cecil, Ruth, — Summit Ave., Minne- apolt s, Min Chadwick, R. “ Morgan Park School, Duluth, Minn Chamberlain, aan, Public School 9, Jersey Chamberlain, M. E., Forestburg A oeeacl dated School, Forestburg, Ss. Chamberlain, Walter B., aR, ‘School, Town of Union, N. J. Chamberlain, Edna, Junior High School, Painesville, Ohio. Chambers, Mary A., 573 Prospect Ave., Buffalo, N, Y, Chambers, Raymond L., Vaughan-Dickin- son School, Philadelphia, Pa. Chambre, Marguerite, 22 Mountain Ave., Dover, N. J. Chandler, Maud, Chestnut St. School, Chat- tanooga, Tenn. Chandler, Mrs. Myrtle B., Dayton Heights School, Los Angeles, Calif. Chapaen, Edith A., Crabbe School, Ash- an Chapman, Emma J., Adams School, Bur- lington, Vt. Gina Anna M., Berry School, Detroit, Mich. Charters, ‘Daisy I., John Burroughs School, Columbus, Ohio. Chase, Inez J., Carlile School, Pueblo, Colo. Coes, L. §S., "Glenfield School, Montclair, Chase, Martha B., Francis Street School, Jackson. Mich. Chatfield, Hazen, Public School 145, Brook- lyn, N. Y. Cheatham, Wilma G., 554 E. Hermosa St., Lindsay, Calif. Chew. Hannah H., Supervising Principal, Riverton, N. J. Chew, Samuel L., Northwest School, Phila- delphia, Pa. Chidlaw, W. Sayler Park School, Cin- cinnati, Ohi os. iieel. N. Consolidated School, Read- ng, Chiles, E. E., Dozier School, St. Louis, Mo. Christianar, Alice, Sunbeam School, Cleve- land, Ohio. Christiancy. Mrs. Martha W., Mason School, Omaha, Nebr. Christie, Mary S., Supervising Principal, Alcott School, Waterloo, Iowa. Civilie, Mrs. Jessie, 163 E. Pasadena St., Pomona, lif. Clags, | J. Henry, Centre School, Everett, ciam mitt, Xenia = 6805 North 1ith St., hiladelphia, Pa. Clark. Emma J., Washington School, Day- ton, Ohio. Clark, Mrs, LaMoine R., McKinley Junior High School, Salem, Oregon. Coayneet Carrie, Aiea School, Aiea, Oahu, Clayton, M. E., Rudisill School, Fort Wayne, In Cleavenger, W. C. paateone Stevens School, Pittsburgh. Cleland, Lillian A., Fairfax School, Cleve- land Heights, Ohio. “ -- Wasco Union School, Wasco, Calif. Coens, ery W.. , Open Air School, Colum- us, a U. D., Evanston School, Cincin- nati, Ohio. Cleveland, A. D., Freeman, Wash Cleveland, Jessie, East Ward School, Me- ‘ook, Neb Clickener, ies H., Lincoln School, Deca- ur, Ill. as Anne V. A., Schoo! 5, Rutherford, Coates, Miss E. M., Homedale School, Flint, ch. Cobb, Chesten C., 666 N. Racine Ave., Chi- cago, Coper, E. W., Holmes School, Wilkinsburg, Cochrane, Mrs. M, A., Smith School, San Antonio, eee. Coddington, A. O., Graeme Stewart School, Chicago, t. Coe, Frank S., Columbian School, East Orange, Coffey, Julia & Emerson School, San Fran- cisco, Coffin, — Rebecca J., Lincoln School, New York, N. Y. Cm. © C. Louise, Central School, Dayton, Cogshall, Charles H., Hall School, Grand Rapids, Mich. Colburn, Jessie B., Junior He School 96, Manhattan, New York, es Evelyn F., Goedich Satiool, Chicago, Cole, perey O., Box 135, Orcutt, Calif. Cole, R. H . Simmons School, St. Louis, Mo. ones, W. W. P., Park St. School, Milwaukee, 8 Coleman, Gortease, Washington School, Minneapolis, Min Co. J. G., Pubile School 2, Hoboken, Coles, R. T., Garrison School, Kansas City, 0. Colestock, Mary A., Hewitt St. School, Los Angeles, Calif. Coll, John J., Washington and Bayard Schools, Pittsburgh, Pa. Collier, Genevieve L., Horton School, Port Chester, N. Y. Collins, C. B., Wendell Phillips School, Bos- Compton, C. V., San Jacinto School, El Paso, Texas. Compton, —, Grade Supervisor, Cum- berland, Condon, pram ‘A, Waterside School, Stam- ford, Conn. Cuma, Emma D., 106 W. Jones St., Raleigh, Conneli, Mary S., 290 So. Beacon St., Fall iver, Mass. Connelly, Augusta M., Market St., School, Clearfield, Pa. Conners, Mary F., Mott School, Trenton, Connor, June, Irving School, Sioux City, ow. Converse, Lulu, Gorman School, St. Paul, n Conway, Mary, Public School 15, Borough of schmons. Staten Island pH Cook, Louis D — B. deValles School, New Bedford, Mas Cook, R. E., Lincoln “School, Tacoma, Wash. Cook, § Selda, Outhwaite School, Cleveland, Oh Coonly, Dora F., 158 Blaine Ave., Buffalo, Cooper, , I J., Supt. of Schools, Gutten- rg, Comat. B Marr P., 1816 Elliott Ave., Min- neapolis, Minn. Cooper, Maude, Central School, Newlon, Iowa. Corbett, Clara Bess, Benj. Franklin School, Eveleth, Minn. Corbett, Delia A., James M. Aldrich School, Fall River, Mass. Fa a a a a oe EE ee EE oe, EE oe EE Ee, | ce, TE ce, EE nc Ec, TE cs EE cs EE Tue Fovurtn Yrarsoox 457 ae Cogbin, J. Belle, Bancroft School, Lincoln, Gusabae Mrs. Catherine T., Public School 142, Brooklyn, ie al Corcoran, Teresa M., McKinley School, Dayton, Ohio. Cordell, Thyra, Rogers School, Fort Smith, Ark. cortett Resse M., Woodland School, Cleve- an Corlett, Robert K., 1515 Spray St., Bur- a. Iowa. Cornish, H. R., ‘Public School 4, Paterson, Cornish, Lydia R., Evans School, Denver, olo. Cornish, William B., Center and Elm St. Schools, Stamford, Conn. Correll, Edna E., School 23, Baltimore, Md. Corrigan, Gertrude, 4127 Hirsch St., Chi- cago, Ill. Cost ° eee Public School 73, Brooklyn, Cosgrove, Alice G., 517 South Fourth, Pocatello, Idaho. Cosgrove, Katherine, Washington School, Ottawa, L Cotrel, Lucy, Francisco, Ca Cottingham, James M., Benton School, Kansas City, Mo. Coughman, H. H., Manchester Ave. School, Redondo Beach, Calif. Coulter, Jane E., Cliffside School 3, Cliff- side, Mrs. School 62, Courtright, Indianapolis, Ind. Covey, Cora I., 110 “Arch St., Akron, Ohio. Cowan, Rose E., Cambria School, Los Ange- les, Calif. Cox, Bertha F., aad Wayne School, Philadelphia, P — Frederica, 304 W. 4th St., Coffeyville, Cox, Helena, Laird Ave. School, Warren, Cox Henley lL " cee Phillips School, Kansas C ty, M Cox, Ora, Lincoln “‘Dchoel, Medford, Oregon. Coyte, F Florence E., Linden Ave. School, tlen Ridge, N. J. Craig, Christine, Yorkville School, Whites- Buena Vista School, San Jocelyn, +4, Crain , High School, Philipsburg, Pa. Granda $. J. Myrtle, Emerson School, Great Falls, Mont, er F. EB., Columbian School, Cincinnati, 0. os H. L., Oakley School, Cincinnati, hio. Crane, Mrs. Mary E., Angell School, Muske- gon, Mich. Crapser, Jessamine, Woodcrest School, Los Angeles, ee Craske, Fred H., 1731 10th St., Portland, Craven, Ina E., _ 112, Ogden, Utah. Oregon. Crawford, Bertha T , 2371 Thompson §&t., Los Anj eles, Calif. Creedon, Clara W., Haven School, Chicago, Crocker, Zillah M., Walbridge School, Toledo, Oh C= john, "Lincoln School, Cincinnati, Crosgrove, Pearl G., I. U. Training School, Bloomington, Ind. Croughwell, Anna ay Roosevelt School, San Francisco, Calif Crowley. Kate H.., “Mission Grammar School, San Francisco, Calif, Crumrine, ~ Ella, Grant School, burgh, Cruver, hey E., Roosevelt School, Puyallup, Wash. Pitts- hio. - Davis, H. Culler, 7 E., South School, Redondo Beach, Calif. Culver, Mrs. Lola M., Panama Park School, Jacksonville, Fla. Cummings, Anna, 909 Michigan Ave., Evanston, Il. Cumstock, W. H., 4623 Greenwood Ave., Chicago, Til. Cunningham, L. T., 1112 Leeland, Houston, Texas. Curren, Mrs. Bernice, Roosevelt School, Oxnard, Calif. Curry, A. R., Hyde Park School, Kansas City, Mo. —_ Eva M., Oakland School, Flint, ch. Curtis, J. L., Principal of Schools, Ogden, ans, Cushing, Lena, 27 Fellows St., ass Cushman, Lois E., North Ward School, Schuyler, Nebr Cutler, J. Watherine, 2839 Fillmore St., Chicago, Ill. Danvers, Dale, Balph B., Taggart School, Philadel- Dey ee 25th District School, Cin- Daly, Mra.) Minnie B., Sutton School, Maple- Deam™. deaue H., 97 Hill St., Frostburg, d Daniels, Blair E., 215 Decatur St., May, N. J. Danks, Vina F., Junior High School, On- tario, Calif. Darling, Mrs. Emily D., Samuel Strong School, Elkhart, Ind. Darnell, Callie, 1622 Winfield St., Los Angeles, Calif. Davis, Alice A., Wheeler School, Winchen- don, Mass. Davis, Bertha S8., Lincoln School, Melrose, ass. Davis, Blynn E., Senior ant Junior High School, Falmouth, Mas Davis, Miss PB. Meeth: Fant St. School, Anderson, 8. Bagi, G. H., Highlands School, Cincinnati, E., Williams Ave. School, Nor- wood, Ohio Bare, Hose A., Logan St. School, Los Ange- es, ali Davis, W. M., Supt. of Schools, College Place, Wash. Davis, Mrs. W. P., Grant Park School, Atlanta, Ga. Davison, George Millard, Public School 109, Brooklyn, ie Davidson, Helen R., School St. School, Springfield, Mass. hg A., Peabody School, Fort Smith, —_ Mrs. Edna R., 2 Holmden Ave., W., Cleveland, Ohi Deainess, F. W., Sands °School, Cincinnati, Cape 0. DeChaumes, Helen C., Taylor School, Hous- ton, Texas. Deevers, Roland G., Washington School, Pittsburgh, Pa. DeGruff, Grace, 604 Sheffield Ave., Port- land, Oregon. Deighton, Ida. M., 2252 Cottege Grove Drive, Cleveland "Heights, Oni Delamere, Lulu, 488 Judd St., Woodstock, Del Manzo, M. C.,, ee Elemn. School, Iowa a owa. DeManigold, Ma ary iL. "e 1031 Wayburn Ave., Detroit, Dennis, Lalla, West side School, Hopkins- ville, Ky. 458 ELeMentTARY Scuoot PrRINcIPALS Degmené, D. Giles, Box 52, Tariffville, Conn. Des Roches, Pauline, Hillcrest School, San Francisco, if. Dessotell, Eleanor S., Breitmeyer School, Detroit, Dexter, LM = B., 1453 Andrews St., Rockford, I. Dickson, J. C., Warren Avenue School, Seattle, Wash. Dickson, W. A., 988 E. Ankeny S&t., Port- land, Oregon. a. Marie L., 733 Monroe Ave., Scranton, ‘a. Dierickson, 8. W., 1502 Elgin, Houston, Texas. Dietz, Charles E., School 24, Paterson, N. J. Dietz, Louise, Louisville, Ky. ata, Mary M., Alexander School, Shreve- port, La. Dingley, Vivian A., 26 Irving St., Cam- bridge, Mass. Dig, Ea Belle, Ross School, Seattle. Wash. H., Schools 1 and 2, Woodbridge, mS W. L., Jefferson School, Trenton, N. J. Dixon, Doris M., Tucker School, Milton, Mass. Dixon, Florence E., 2624 Verbena St., New Orleans, La. “==, — C., Center School, West Hart- ‘0 Dobbs, Mrs. Florence, 879 23d St., San Ber- nardino, Calif bbs, J. . Hinchman School, Haddonfield, N. J. Doherty, Alice M., csnaiie and Devens Schools, Everett, Mas’ Dolan, Edith A., thasy, Dill School, Cincin- nati, Ohio. Dolbear, Harriet, P. R. Walker School, ock bee. Isabella, 333 Lincoln Ave., Dolton, Donahue, Mary al Bryn Mawr School, Minneapolis, Desai. Helen M., "Central School, Orange, me F. C., Ogden School, Chicago, Il. ooo. Thecla, 4174 Wallace St., Chicago, Donnelly, May I., 72 School St., Burling- on, z Donnelly, Theresa J., 851 Barry Ave., Chi- cago, Ill. Donohue, Ma J., Nathan Hale School, Carteret, N. Doolittle, ‘Laura M., Frances E. Willard School, Warren, Ohio. Doran, penegaret P., Oakdale School, Grand Rapids, Doran, Nora .. Dore School, 758 W. Har- rison, Chicago. Ill. Dorman, Hugh B., Hawthorne School, Port- land, ‘Oregon. Dornberger, A. L., Horace Mann School, San Jose, Calif. Dougherty, Sada C., Tuttle School, Minne- apolis, nn Downes, Harold M., Supervising Principal, Barnegat, N. J. Dowaies. M. J., Fern Hill School, Tacoma, me. 's. U., Eliot School, Portland, Ore- gon Doyen, Gertrude, Jefferson Hall School, etroit, Mich. Doyle, Florence Min face Demonstration chool, Philadelphia, P Doyle, Julia H., Public “School 11, New ork, N. Y. Dreyfus, Florence, Christine School, Mem- Tenn. Drisko, Caroline, Eugene Field School, Kan- sas City, Kans. Driver, Emma McC., Washington School, Beverly, Mass. Dudley, Mildred A., J. J. Smallwood School, Norfolk, Va. Duffy, Fred H., LaBelle View School, Steu- benville, Ohio. Dukeshire, Stanley C., Public School 3, Langs N. ¥. Dee, =. . L., Owings School, Shinnston, . Va. Dunlap, Mrs. Nona Udell, Willard School, Casper, Wyo. Dunn, Etta A., Fineview School, Pitts- burgh, Pa. passing Flora C., 2800 W. Fulton St., Chi- cago, Ill. Dunnington, elite F., Maynard School, ee ee Dunton, D. , Central High School, Pu- eblo, Col eg Duraind, Rn. | R., Sutro School, San Fran- cisco, Durham, M. E., Leschi School, Seattle, Wash. pemen a Hansford, R. R. 2, Holden- ville. Dutcher, Rdward H., Eastern School, East Orange, J. Duvall, Rufus A., North Birmingham School, Birmingham, Ala DuValle, Lucie N., Phyllis Wheatley School, Louisville, Ky. Dyck, John P., "O54 N. 24th St., Portland, Oregon. er . a W. H., Villa Park School, Denver, olo. mais, J. D., 3220 So. Adams, Fort Worth, malin Mrs. Helen B., Emmet School, 5500 Madison St., Chicago, Ill. Easton, Norman . Davis School, Fall River, Mass. Eaton, Adelaide M., Duluth, Minn. Eaton, Alice G., 535 41st St., Des Moines, Iowa. Eaton, Gertrude F., Normal School, Sioux ty, Iowa, Eaton, Harriet A., South Gardiner, Maine. Eaton, Jeanette M., Belmar School, Pitts- burgh, Pa. Ebert, Jessie D., Union Pre-Vocational School, Schenectady, N. ¥. Eddleman, Minnie L., Washington School, Casper, Wyo. Edgerton, Ida M., Scranton School, Cleve- land, Ohio. Edmunds, Catherine, 2525 Oak Hill Ave., Youngstown, Edwards, Anne, Allison School, Norwood, Ohio. Edwards, Elizabeth H., Maywood, N. J. —. Jay C., 3151 Walnut St., Chicago, Edwards, Walter A., Supt. of Schools, Thurston, Ohio. Egan, Mrs. gees H., Lowell School, Kan- sas Gey. # pe. Nora ag ‘Hely School, Detroit, Mich. —s. A,, 1307 Nelson Ave., New York, Eisler, paueen, Birney School, Philadel- wee Miss LA BE. Everett Hale School, Everett, M Ellison, Martha E., 5 Mason St., Worcester, Ellison, Rose A., Jefferson Street School, Little Fels. N. Y. Ely, Mary E., School 31, Baltimore, Md. Hmerson. Edith W., Russell School, Arling- mote’ i Cc, McKinley School, Cincinnati, — an... Tue FourtH YEARBOOK 459 Emrey, J. Thornton, T. M. Peirce School, Philadelphia, Pa. Engell, Annie G., 2311 S. 21st St., Phila- —, Pa. English, A. F., 300 W. 17th Ave., Houston, Willard School, exas. English, Elsie, Tacoma, ash. Bnglish, am Asst. Supt. of Schools, Raleigh, N. Ephraim, Janette, Sunnyside School, San Francisco, Calif. Erb, > Cxace, 2 1206 Lake Drive, S. E., Grand s, M mittee Y aay "182 Boyde Ave., Mt, Leba- non, eee, Pa. =, C. L., Supt. of Schools, McIn- os Estabrook, Miss FE. M., Pulaski School, ary, Evans, Abel J., John Hay School, Philadel- E. H., Lincoln School, Everett, Wash, Evans, Elizabeth, Harding School, Youngs- town, Ohio. Evans, Myrtle M., 710 Troup Ave., Kansas City, Kans. Evans, Roscoe C., Franklin School, Okla- . E., Supt. of Schools, Lakeland, pet G City. Okla. miss, Frank L., Woodward School, St. pauls, Mo, Mann School, Cincinnati, mh Myrtle, Corona School, Pueblo, Colo. Fagan. Charles, Cascade School, Seattle, ash. Falke, Clara, vee ” eae: School, Kansas City, — M. E., 1830 8. fcnelor Ave., Chicago, Farnsworth, Mabel V.. Stevens Junior High School, Spokane, Wash. Farrar, Alice, Daniel Butler School, verley, Mass. Farrar, Frank, Washington Irving School, Seattle, Wash. Farrow, R. D., Bruce School, Tenn Fassig, " Blizabeth, Eighth Avenue School, Columbus, Ohio, Fastenau. Anna, Emerson School, Falls, 8. D. Fauikese, Olive J., Ward School, Springs, Kans. Fawcett, Blanche L., Randall-Highlands- Orr Schools, Washington, D. C. Fee, Lena M. ~4 Otto Roeser School, Saginaw, Fellows, Mary E., Newberry School, Chi- cago, Ill. Felt, Edna, Roosevelt School, Euclid, Ohio. Fennimore, Roland, Willow Street School, Fair Haven, N. i. Peet ort- Ferguson, C. E., Alameda School, land, Oregon. Ferguson, ¥ Walter A., 524 Forest Ave., Oak ar Ferris, Olive, Lafayette School, Salt Lake City, Utah. Fickenscher, Louise L., Schoot 35, Balti- mo Fielding, Minnie H., Ferry School, Shelton, _——, Edith E., 472 Ocean, Santa Cruz, Finch, Adelaide V., 39 Howard St., Lewis- on, North Ward School, Mai Fink, Semie "Alice, Greeley, Colo. Fink, Mrs. Jessie M., Palmer School, Grand Rapids, Mich. Nelson Wa- Memphis, Sioux Baxter Colo. Ford, Annie G., Douglas School, Fianigan,, Margaret R., Columbia Avenue School,; Coatesville, Pa. Finstad, Oliver O., Lansford, N. D. Fisher, G. Milton, Millbury Street School, Worcester, Mass. Fisher, G. N., Tandy School, Fort Worth, Texus. Fisk, Mrs. Blizabeth E., 2957 N. Hoyne Ave., Chicago, Ill. Fisk, H. Clay, Supt. of Schools, Claremore, Fitch, Mrs. Margaret, 1632 Wrightwood Ave., Chicago, Ill Fitzgerald, Gertrude, Ogden, Utah. Fitzgerald, Jessie J., School 77, Baltimore, Md. Fitzgerald, Mrs. Mary M., John Swett School, San Francisco, Calif. Fitzpatrick, Jessie K., 936 Mapleton Ave., Boulder, Colo. Flags, S esioues E., 36 Temple St., Springfield, Piaven, Mary E., Clay School, Kansas City, Fleischmann, Charlotte C., 104 Coates St., Sharon Hill, Pa. Fleming, Eugene C., Junior High School, Poplarville, Miss. Fleming, Paul, Harrison Avenue School, Roselle, N. J. ree H. L., Sherman School, Cincinnati, 0. Fletcher, Helen M., 14 Beaumont Terrace, Springfield, Mass. Flores, Zella K., Box 43, Brighton, Colo. Flowers, Ida V., Demonstration School, Baltimore, = Floyds NN James R eld — "Hattie, Baker School, Birmingham, Follmer, ateee, Sch ool, el, r. Folsom, "Webster School, Salt Lake City, Ut ah Folsom, Sovia A., Harrison School, Francisco, Cal Foote, Irving P., Prof. of Elemn. Ed., La. State U., Baton Rouge, La. Footman, ‘Carrie E., Sorah D. Ottiwell School, New Bedford, Mass. Force, Anna Laura, Lincoln School, Denver, , Jefferson School, Plain- North Elementary San Minne- apolis, Minn. Ford, C. L., Public School, Eldon, Mo. Ford, Mrs. Jessie C., Col. Ellis School, Rockford, Til. Ford, Stephen W., P. O. Box 305, Oakland, Ford, W. I., —eeany Heights School, Port- land, Orego Forkin, Mary x. Audubon School, Chicago, Posrest, Edwin, School No. 95, Forssell, Frank H., Oumaed Junior High Sch ool, Minneapolis, Min Forsyth, "Bessie M Lineetn School, Long- mont, Colo. Forsyth, Fannie, Central School, Omaha, er nee A de Wilson Avenue School, New- Fortney, ga Fairmount School, Cincinnati, Oh — Frank M., 104 B. Ross Ave., Tampa, Fowler, Olive P.. R. D. 3, Princeton, N. J. sh Alberta, 9 So. Memminger, Greenville, Fox, Guy, 1634 W. Cucharros St., Colorado Springs, Colo. Frail, Jennie A., is oe Roosevelt School, Johnson City, N : A Baltimore, 460 Ex.ementary Scuoot Princrpats Fraley, Adda L., 209 So. Washington St., Bloomington, ind. 7 Mary W., Petworth School, Wash- ngton Frankenfield, Ira M., Calypas and Fairview Schools, Bethlehem, Pa. Franklin, Fannie M., Hearst School, San Francisco, Calif. i <7 G. F., Carson School, Cincinnati, 0. Fredennick, Emma, Grade School, Johnstown, Freed, H, 1 E., 1209 Herbert St., Philadel- phia, ~~ A. 0., Hudson School, Portland, rego’ Freeman. Elijah, School 4, Hagerstown, Md. French, Mrs. Jennie M., Point Defiance School, Tacoma, Wash Frew, Margaret A., Thomas Wightman School, P ttsburgh. Fritzson, Edith L., Wwittura School, Okla- homa City. Okla Fromhertz, Genaies, Box 785, Miami, Ariz. Fry. Charies A., Sunnyside "School, Port- a nd, Oregon. Fugate. Edwin L., Jr., Whittier School, mes ae pa Sg Philadelphia, Pa. \\etemeens Fugett, J. R., Gay Street School, West Chester, Pa, Fuhrman, Mrs. Mabel E., Washington School, Moline. Tl. Fuller. Ada, Walker School, Grand Rapids, Mic rene ‘Althea, 830 Green St., Cumberland, Fuller, Milton L., 61 Middle St., Gloucester, Mass. Coffees, James T., Farren School, Chicago, Galleher, Lillian G., Primary Supervisor, 1909 Avenue B, Scottsbluff, Nebr. Gallup, Jackson, School 18, Rochester, N. Y. Galvin, Cecilia, 836 N. Rural St., Indian- apolis, Ind. Galvin, rome M., Washington School, To- ledo, io. Gamble, Leo M., The Palms School, Los Angeles, . ee. Clara F., Fairview School, Denver, Gardner, Elizabeth M., 515 El Centro St., South’ Pasadena, Calif. Gardner, Emma J., Bartlett Avenue School, Milwaukee, Wis. Gardner, Mrs. Harry L., West Avenue School, Lock a, x. Garretson, , Lowell School, Tacoma, Wash. Garrette, Corinne, Adams School, Cedar Rapids, Iowa. Gartenback, orenret. 3156 So. Morgan Ford Road, St. Louis, Mo. Garthe, Martha, Oliver H. 92, Baltimore, Md. Garver, Francis M., 3440 Walnut St., Phila- a Pa. me J., Buchanan School, Portland, regon Gates, Rosalind, Atwater Avenue School, Los Angeles, Calif. bag John, 700 Pine St., Manchester, oy. Mrs. ee Plainfield Ave., rand Rapids, M Copaee, Mary A., 27 “Liberty St., Ellsworth, ain Guaae, Tan B., 112 E. Ohio St., Indianap- olis, Ind. —- awe A., Madison School, Lake- woo Gee, Etta Q. ‘Franklin School, Chicago, Ill. Geiss, Newton W., High School, Oley, Pa. baa Almina, 850 Central Bldg., Seattle, ash. Perry School Cure, Geseue —. Terminal School, Los Ange- es, Calif. Gernon, Mary E., 22 S. 13th Avenue, Mt. Vernon, N. Y. Getz, Keturah C., 1306 W. 9th St., Los Angeles, Calif. Gibbs, Miss M. E., 1610 15th St., N. W., Washington, D.C. Gilbert, O. G., Dover Street School, Mil- waukee, Wis. a a potest, Buena Vista School, Mi- Gilday, Marcaret Highland Park School, Miami, Fla. Gilkey, M. Katherine, Agassiz School, Min. neapolis, Minn. Gilland, Thomas M., Supt. of Schools, Donora, Pa, eee t, Harry O., 7219 Paxton Ave., Chi- cilities Wilderdean, McKinley School, El- — Angela, Berkeley School, Denver, Edith M., Haight School, San Francisco, Calif. Gilnack, Clara S., Grove Street School, Montclair, N. J. Gingrich, William F., 3000 S. Ridgeway Ave., Chicago, Ill. Ginty, ‘Clara W., Lapham School, Madison, Ss. Gish, Elizabeth, Frank Roane School, Lynchburg, Va. Gist, Arthur S., B. F. Day School, Seattle, as Given, Margaret E., Lewis and Winslow Schools, Everett, Mass. Gleeson, Jennie A., 8304 Hough Ave., Cleveland, Ohio. Glenn, Fannie S., Michigan Avenue School, Columbus, Ohio Glissman, Henrietta, Rose Hill School, Los Angeles, Calif. Giggs. M, O., Supt. of Schools, Drayton, N. D. Comms. Io, Washington School, Aberdeen, Godhey, C. E., 447% Heights Blvd. Hous- Gilmore, ton, Texas. Godsman, Mrs. Charlotte, Montclair School, Denver, Colo. Goforth, Preston C., Mount Pleasant Academy, Mount Pleasant, 8S. C. Gogin. Mrs. Florence M., Winthrop School, Melrose, Mass. Gohmert, Emilie G., Milam School, San Antonio, Texas. Gold, Alma R., Ashley Street School, West- field, Mass. Good, Ida, Troost School, Kansas City, Mo. Good. 8. v., Garvanza School, Los Angeles, a Goodwin, reeeny R., Brimfield Inn, Brim- field, Gorbutt. Catherine, Aoy School, El Paso, Gorton, ‘Hattie M., 54 Kinsley St., Gore, M. Florence, Force School, Washing- ton, D. C. Gorham, Mary E., School, Schenectady, i —- "Mary, LaFayette School, St. Paul, Graf. Louise, Albion Street School, Los Angeles, Calif Graham, John H., Putnam School, bridge, Mass. Graham, Minnie S., DeWitt Clinton School, Mount Vernon, N. Y. Granlund, ang P., Hawthorne School, Ta- coma, Grant, Mrs. Bele G., School, Hemet, Calif. Nashua, a aa Training Cam- Hemet Tue FourtnH YEARBOOK 461 Graves, Mary E., Ketcham-Van Buren School, Washin on, D. C. Gray. © Charles C., Emerson School, Seattle, Gray, ,_ ae Edison School, Dayton, Ohio. Greely, Royden K., Central School, Middle- town, Conn Green, Emily a. El Mora 12 School, Eliza- beth, N. J. Genes. os E., Supt. of Schools, Story ty, Green, G. H., Columbia School, St. Louis, Green, Nell V., School 43, Indianapolis, nd. Green, W. M., Supt. of Schools, Fort Worth, Texas. Greenbaum, Bertha, North Division School, Grand Rapids, Mich. Greene, Lucy B., 418 Jefferson Ave., Po- mona, Calif. Greenlaw, Evelyn A., Brown School, Bev- erly, Mass. Greenman, Gladvs M., 1366 Gladys Ave., Lakewood, Ohi Gregg, Lucille, 5002 Caroline, Houston, exas. Gromory, Lydia E., Brown School, Rock- ord, 3 Greyer, John E., Harding High School, Earlville, I11. Gridley, H. N., Lowell School, Seattle, Wash. Griest, Mary Ruth, West Side School, Omaha, Nebr. Griffin, Ella M., Lincoln School, Sioux Falls, S. D, Griffin, Mrs. Mamie, Leath Orphanage School, Memphis, Tenn. Griffin, Margery =o Mount Pleasant School. St. Louis, Griffin, Mary merares, 3119 Park Avenue, Kansas City, — May. Clay School, Fort Wayne, Ind. Griggs, 0. &., Whittier School, Tulsa, Okla. Grimes, James M., 52 North 9th Ave., Mt. Vernon, N. Y. Grindstuen, Iver I., Supt. of Schools, Beach, N. D. Grisby, Rall, Amos Hiatt Junior High School, Des Moines, Iowa. Griswell, oo A., 47 Winona Avenue,_ Norwood, Gronde, Franklin J., Bradley Beach School, Bradley Beach, J. Crm, Frances, ‘Saratoga School, Omaha, ebr. Gross, James E., Towamencin School, Kulpsville, Pa. Grout, D. A., manost Adminstration Bldg., Portland, ~~ Grover, Abbie C hill, Mass. “- bs, J. Ea, 247 Vine St., Canonsburg, Grubbs, W. E., School 24, Indianapolis, Grunder, Anse. J. B., Atkinson School, Louisville, Ce, Daisy a Emerson School, Altoona, Guten, Theodore G., Berney School, Walla Walla, Wash. cols, finn, Adams School, Minneap- olis Gunn, E. J., Garfield School, Detroit, Mich. Guthrie, ies G., 500 Diversey Parkway, Chicago, Ill. Hebertelde. daeeans Worth Street School, a Hadley, E E. J., 49214 E. Salmon, Portland, regon Ha “4 BE. R., Asa Messer School, Provi- ence, R. I. Ceewell School, Haver- Hagerty, Joon “4 Robert Morris School, Philadel = Hague, Edith fat Colnniien Normal Schoo], Columbus Hahn, Mrs. Alta M., Washington School, South Bend. Ind. Habn, William H., Thirty-eighth Street School, Milwaukee, Wis. Hair, William, Ramee, Utah. Hall, Arthur C., Monroe o8 Van Buren Schools, Daven rt, low a George F., High Sehool, Grantwood, ; Hall, J. O., Holladay School, Portland, Oregon. Hall, May, Sherman School, Tacoma, Wash. Halterman, Allie, 110 Ss. Kanawha St., Buckhannon, W. Va. Hambleton. Mrs. wxances, Ravenswood School, rig} a Hamilton, C os mitt Sutiller Ave., Little Rock, Ar Hamilton, BE. D., 4424 W. Belle Place, St. Louis, Mo. Hamilton. Esther, Pattengill School, De- troit, Mich. —- Isabelle, Central Bldg., Lead, Hamilton, Kate, Columbia School, Ham- mond, Ind. Hamilton, Nettie J., School 21, Rochester, a Hamm, Franklin P., Waverly Avenue School, Newark, Hammond, Gertrude B., "Hyde Park School, Los Angeles, Calif. Hammond, Ida M., Manzanita School, Oak- land, Calif. Hammond, L. Daisy, Van Cleve School, Dayton, Ohio. Hampton, Mrs. Sinton R., Saunders School, Omaha, Ne Hand, Horace B., Sewell School, Camden, N. J. Hanlon, pees, 1533 E. 67th Place, Chi- cago, Hanna, eo. Blanche E., 165 E. 55th St., Portland, Oregon. Hanselman, C. F., Washburn School, Cin- cinnati, Ohio Hansen, Otilla, #., 126 W. Sixth St., Michi- gan City, In Ind. ms H., Barnet School, Newark, Hanson, Lillian C., Cobb School, Duluth, — Rolf T., Supt. of Schools, Buffalo, N = <~ H., Hancock School, Pitts- bur. Hardin, ‘imate . Bloomer School, Coun- cil Bluffs, low Harding, Elizabeth G., Hardie School, Bev- erly, Mass. Harding, Ernest A., Peapack-Gladstone School, Gladstone, N. J. Hargrove, William B., Berkeley School, Bloomfield, N. J. Harker, Sara D., Lower Miss Harker’s School, Palo Alto, Calif. Hemme: ua C., Public School 2, Jersey t Heresy, Margaret A., School 218, Balti- more, Md. Hastie, Edna M., 10 Breckenridge Ave., Meriden, Conn Harris, Elizabeth S., Public School 65, Brooklyn. . Harrisot, Ford O., Wells School, Canton, Oh Harriss, Mrs. Esther H., 217 N. 9th St., Muskogee, Okia Hart, Emma C., Whitworth School, Seattle, Wash. Hart, Harry T., Stevens School, Stamford, Conn. 462 Exementary Scuoort PRINCIPALS Hart, Helen A., Chase School, Toledo, Ohio. Hart, John C., 538 Carey Ave., Wilkes rre, Pa. Hart, Pauline, Golden Gate School, San Francisco, Calif. Hagenee. Harry J., Central School, Seattle, Se Bertha C., Gooch School, Melrose, ass. Harvey, Mrs. Cora, Grand Rapids, Mich. Harvey, Lida E., Van Horn School, Kansas City, Mo. Harwell, C. A., Emerson School, Berkeley, Calif. Alexander School, ee. T. C., Fair Park School, Dallas, ‘exas. Hatten. Otis ¢ Mason Observation School, ron, Hauch, Ma. “2103 N. Lamon Ave., Chi- cago, Hauer, J. 8., Sixth District School, Cincin- nati, Ohio. Hougea, en, Ingvald J., Bergen | Special School, District 55, Bergen, N. D Hayden, Mrs. Rena, 400 Jackson St., War- rensburg, Mo. Hayes, G. L., School $F, Seeennnet, Ind. ayes, Josephine psy Clinton Avenue chool, New Haven, Conn. Hayward, Lena S., Goshen, Calif. Hayward, Orville B., Hessville School, ammond, Ind. Hazard, Ann, Box 1387, Globe, Ariz. Hazard, George Nathan, Warren, R. I. | Mary C., Public School 18, Yonkers, Hazen, Oliver M., 511 Avenue C., Sno- homish, Wash. A. B., Los Feliz School, Glendale, Heacock, Calif. oe, = speak pepetinn, 800 W. 23d St., Wil- mingto Heard, Mrs. * Minnie T., Supervisor of Grade, Dothan, Ala. Heath, Virginia, Redding School, San Francisco, Cy Hebal, 439 N. Lombard Ave., Oak ark, Bae Hecker, Mrs. Ida M., Bridgeport, W. Va. Hedri ck, Ethel D., 1215 Hill St., Ann Arbor, Mich. Heermans, Martha, Principal of Schools, Hayden, Ariz. Heffelfinger, Suet M., 609 N. 18th St., Philadelphia, Heffion, Mrs. Bertha S., Highland School, Winchester, Mass. Heidler, Samuel H., Springfield, I11. Heilman, Mrs. Belle C., Oceanside School, San Diego, bo Hein, Henry E., Public School 40, Bronx, New York, Heiser, Bess M., Lincoln School, Dayton, Ohio. Heiser, Della B., 420 Crane Ave., Turlock, alif. Hellberg, Charles F., Corcoran School, Min- neapolis, Minn. Helsel, Nettie, 826 11th St.. Douglas, Ariz. Stella R., Remington School, Hemminger, Grace H., Winslow School, Converse School, Fort Collins, Colo. —. - ngsboro, Mass. Henderson, Mary A., 2525 W. 18th St., Los Angeles, Calif. Henderson, Mary, 1004 South Hull St., Montgomery, Ala. Henderson, H., 369 S. Winebiddle Ave., East Liberty Station, Pittsburgh, Pa. Hendrick, Rose, White Oak School, Silver Spring, Md. Herndrickson, Haworth School, Caroline, Haworth, J. Avenue Seattle, Cincinnati, so Luella T., Barr School, Escanaba, Henley, Ralph B., Clearing School, Chi- cago, Ill. Hennen, Mrs. Sarah M., Oakland School, Chicago, Hensen, Herbert C., Talcott School, Chi- cago, Henthorn, E. C., Supt. of Schools, Stock- ham, Nebr. Herman, Irene E., 415 South St., Wood- stock, Ill. Hern, Angie K., 1868 Ashland Ave., St. Paul, Minn. Herrick, aoe L., John Nelson School, Rockford, Hershner, A. i. 5906 80th St., S. E., Port- land, Oregon. Hess, Walter L., Waterford Vocational School, Waterford, Pa. Hesselbaum, Caroline, Illinois ee Aarere. Til. ©: » Union High School, Alturas, Cal Heuermann, Minna §S., Schley School, Chi- cago, Ill. Hicken, Blanche E., Brown and Runnion Schools, Manchester, N. H. Hickey, Margaret, South Broad Street School, Meriden, Conn. “se. Edith M., Lewis School, East Lynn, ass. Higbee, R. C., Webster School, St. Paul, inn. Higgins, Gertrude, 1015 N. Florence St., El Paso, Texas. Higgins, T. J., Canterbury Street School, Worcester, Mass Hildebrandt, Josephine E., Jefferson School, New Orleans, La. —_. Carrie B., Franklin School, Dayton, 0. Hill, Brunetta C., West Acipco School, Birmingham, Ala. Hill, BE. C., Beacon Hill School, Wash. Hill, Edith, Clifton School, Ohio. Hill, Ella, Caledonia School, E. Cleveland, 0. aay Re Martha, Davis School, Tucson, Hill, Thomas C., Gaon Fenger High School, Chicago, Ill Hillhouse, Nel — W., Lykins School, Kan- sa a we Boy ow, 831 Fremont St., Nor- Hillman, Miss J. C.. Laguna Honda School, San Francisco, Calif. Hinckley, C. G., Newaygo, Mich ney. Simon, 1701 Fulton Ave., New Hinden, Charlotte D., 3033 Tuscarawas St., Canton, Ohio. Hinds, Marian. Hawthorne School, Grand Junction, Colo. a. Edith M., 17 Cook St., Torrington, Yonn. Hirsch, ae, Crockett School, San An- tonio, Texa _—. Alice, 317 E. 10th Ave., Homestead, Hoag, Witte. T., Delevan High School, Del —/ N. Y Hodges, B., Niles, Calif. Hodgklas, George ws 1821 Kalorama Road, Washington, D. ay. Dee E., 1604 East 33d St., Kan- sas Hoffman oy T. Gary School, Tampa, Fla. Hogan, John J., John R. Rollins School, Lawrence, - ss. Holcomb, A. East Thomas School, Bir- mingham, hia. Ture Fourtuo YEARBOOK 463 Holgersen, Anne i. Hawthorne School, Bakersfield, Calif Holland, Leo’ rx, 22 Pleasant St., Water- ville, Maine. Holloway, C. R., Jennings Lodge, Oregon. Holloway, Maggie E., Fuller School, Dur- ham, Holman, Hilda, Talbot School, Billerica, Mass. Holmes, Mary E., School 55, Baltimore, ue. Lucy M., 121 W. 28th St., Norfolk, a. — Jenate F., Irving School, Minneapo- 8, nn Hoesepvle. Lillie, Central School, Flat ver, Holway, Nelile E., Weston Avenue School, Madison. Maine. Hood, W. F.. Lincoln School, Racine, Wis. Hoole, _— Roosevelt School, West Hoover, Harriet M., Adams School, Du- luth, nn. Hopkins, C. G., 5139 Alverne Avenue, Eagle Rock, Calif. Horchem, B. J., Audubon School, Dubuque, Iowa. Horine, Roy C., 3542 §. Washtenaw Ave- nue, Chicago, III. Horn, Lizzie, Grenada. Miss. ceeyel, Pansy, Whittier School, Spokane, ash. Horsley, 4 S., Principal of Schools, Hel- per, Horton, J. M., Box K, Fillmore, Calif. Hosic, James F., ee College, Colum- bia "Univ., New Yor a Howard, Mrs. Lily, insole Park School, El Paso. Texas. Howard, —. Norris Avenue School, Memphis, Ten Howe, Edwin J.. "School 16, Buffalo, N. Y. Howlett, Mary B., Tod School, Cleveland, Ohio. % Dorothea M., Hope School, Phenix, Hovman, W. H., Supt. of Schools, Toledo, owa. Huber, J. Edward, Monroe School, Chi- cago, Ill. Huber, Roy, Junior High School, Glasgow, Mont. Huebner, Elsa, Clemens Vonnegut School, ~ Indianapolis, Ind. Hughes, R. L., 2015 So. Peoria St., Chi- cago, Ill. Hughes. W. F.. San Pedro St. School, Los Angeles, Calif. Hughson, B. E., 222 W. Sumner 8t., Port- n. Hull, Annie E., Fifth Avenue School, Co- lumbus, Ohio. Hummel, Redolpho Braun, High School, Big Creek, Calif. Hunt, H. F., Stadium High School, Ta- coma, Wash. Hunter, Adda Wilson, Custer Avenue School, Los Angeles, Calif. Hunter, Mrs. Abbie A., Irving School, Pe- oria, Ill. Huston, Alice L., Lawrence School, Pitts- burgh, Pa. Hutchings, Raymond R., Franklin School, Santa Barbara, Calif. Hutchins, a; Gladstone School, Cleve- land, Ohi Hutchison, C. Ellen, Cordova, Md. Hyman, Beatrice C., 6010 S. Throop St., Chicago, Til. Ide, Nellie T., 4642 Penn St., Frankford, Philadelphia, Pa. Imrie, Margaret B., Nathan Hale School, Mount Vernon, N. Y. Ireland, Lora F., Cooper School, Merchant- ville, N. J. Ironside, Mrs. Mary E., Derry Junior School, Derry, N. H. Irwin, Kathryn, Box 161, Antioch, Calif. Isle, W. W., Supt. of Schools, Clinton, Okla. Jack, Mary Coventry School, Cleveland Heights, Ohio. Jackson, Jennie, 601 Gandy, Denison, Texas. — Jessie, Roosevelt School, Warren, 0. Jackson, John Howard, Charles Sumner School, Camden, N. J. Jackson, O. I., 608 W. Taft Ave., Albu- querque, N. M. Jackson, Robert C., Bowie School, El] Paso, Texas. Jacobs, R. C. T., Roberts School, Dallas, Jacox, dD G., John F. West School, Nor- J acger, Ida L., 2324 Larrabee St., Chicago, ey Anna M., Gibbs School, Canton, Jamieson, Cc. M., 5010 N. Winchester Ave., Chicago, Tl. Jamieson, Marian M., 5010 Winchester Ave, Chicago, Ill. Janes, Hattie E., Berton Einstein School, Fresno, Calif. Janeet. William, Public School 9, New or Japzon, Manuel I., Oras, Samar, P. I Jeffords, Alice "Bie Plymouth | Normal School, Plymouth, N. Jeffrey, Robert G., Sawyer Avenue School, Chicago, Ill. aK Albion U., School 12, Paterson, a Saaetes A., Lincoln School, Brock- on, Tennings, Digbert, Supt. of Schools, Ken- ne Johnson, ‘Aifred A., Arlington School, Ta- coma, Wash. Johnson, Carl G. A., Sugar Grove Town- ship School, Chandlers Valley, Pa. Johnson, Emma A., 47 Claremont Ave., New York, N. Y. Johnson, Mrs. Emrie, Eleanor Bracken- ridge School 16, San Antonio, Texas. “Johnson, Harriet 'S., Indiana School, To- ledo, Ohio. Johnson, Jennie U., Taylor School, St. Paul, Minn. Johnson, Johanna, Mary Lyon School, Ta- coma, Wash. Johnson, Lula, James L. Key School, At- lanta, Ga. Johnson, Mattie Ruth, Box 7, Ty-Ty, Ga. Johnson, Maude, 408 Wihteatbes St., Rockford, Ill. Johnson, Minnie A., 13 Atlantic Ave., Bev- erly, Mass. ss Sara G., Rand School, Montclair, J Johnson, Sheila, eee Woofill School, Fort Thomas, senna. T.. Public School 11, Woodside, Y ide H., Manchester School, Kan- sas Johnston, Ida. Estelle, 52% Mt. Kemble Ave., Morristown, Johnston, ; a Oyler School, Cincinnati, Ohio. Johnston, Kathryn, Box 738, Helena, Mont : Johnston Laura A., Waring School, Cleve- land, Ohio. Jones, Arthur C., Bird School, East Wal- pole, Mass. 464 Exementary Scuoort Princrparts Jones, Mrs. _ungatn, Madison School, Ta- coma Jones, Mrs. 1 Edna S., School 9, Rochester, Jones, Etta, Finney School, Grand Rapids, ch. Sega, Denice, Lowell School, Santa Ana, alif. ar = Harriet M., Crouse School, Akron, Ohio. Jones, Isabelle V., George W. Cook School, Flint, Mich. Jones, Lenore, 1606 Monterey Place, Mo- e, Ala. Jones, May E., Thomas Jefferson School, Louisville, Ky. Jones, Olive Mw. Public School 120, Man- hattan, New York, N. Y. Jones, Mrs. Rosena C., East Salisbury School, Bittsvile Md. Jordan, Adelaide E., McPherson School, Chicago. Il. - Jordan, W. aes 2830 Battleboro St., Des Moines, Iow Jordt, Elsie + a Robert B. Green School, San Antonio, "Texas. a om E., Supt. of Schools, Werner, Jourdan, Caroline C., B. Jepson School, Branford, Conn. Joy, Barbara B., Wilson School, Manches- ter, N. H. Joy. ane E., Shoreham Hotel, Los Ange- es, Joyce, Charles W., Seneca School, Dist. 4, Irondequoit, N. Y. Judd, Anne D., Medary Avenue School, Columbus, Ohio. Judd, Herriet A.. ., West Broad St., School, Columbus, Ohi Jung. El latbeth wouthweod School, Co- lumbus, Ohio. Jupp. Estelle S., Washington School, Ruth- erford, N. J. Wneter. an. Raschig School, Cincin- na hio Kahl. Henry. Madison Street School, Mil- waukee, Wis. Kahlert, Florence, R. R. 4, Shively, Ky. Kaross, Ella B., Fratney St. School, Mil- waukee, Wis. Keating, Miss M. E., Spring Valley School, San Francisco, Calif. Keck, Sane 1842 Sherman St., Grand Rapids, ic ——, Alice F., LeConte School, Berkeley, li cee re Etta L., School 14, Indianapo- n Keen. . Julia C., Crachman School, Tucson, Keller, Elizabeth M., 1540 Grant St., Den- ver, Colo. Kelley, Verna, Eugene Field School, Pitts- burg, Kans. Kelly, J. F., Fannin School, Dallas, Texas. Kelly, Ruth Bryan, West Creek School, est Creek, N. J. -_—+ wo G. E., Blow School, Washing- on, D. Kemper, Elisabeth R., Longfellow School, Dayton, Ohio. em L. L., 109 E. 8th St., Mishawaka, Kendell, Edith E., Longfellow School, Salt Lake City, Utah. Kennedy Ella F., 741 Hague Ave., St. Paul, Minn. Kenney, Thomas, Greenbush Street School, Milwaukee, Wis. Kensinger, Floy, Nettleton School, Duluth, nn. Kepner, F. B., Whitman School, Tacoma, Wash. Keseher, L. E., 1203 8. 8th St., Goshen, Kerlin, — R., 211 49th St., News, Kerns, Morey V., Supervising Principal, 2526 S. Cleveland St., Philadelphia, Pa. Kerr, Mary C., James McHenry School 10, Baltimore, Md. Kerr, W. H., Kellogg Library, Kans. State Tchrs. College, Emporia, Kans. Kessler. Jacob A., Supt. Consolidated Dist, 8, Clifton Hill, Mo. Ketner, Sarah P., Washington Park School, Denver, Colo. Kiely, Margaret, Bridge- port, Conn. Kilgore, C. V., Llewelyn School, Portland, Oregon. King, Helen M., Portland, Maine. King, M. B., High School, Box 25, MclIn- tosh, S. D. King, "Morgaret M., Whittier School, St. Paul, Minn. King, Mary. 709 McKinley Ave., 8S. W., Canton, Ohio. Kirby, A. Florence, Supervising Principal, 3852 Edgewood Ave., New Haven, Conn. Kirby, Elizabeth, Riverside School 44, In- dianapolis, Ind. Kirk, A. W., Jackson School, St. Paul, Minn. Kirk, Mabel E., Supervising Teacher, Fred- erick, Md. Kirk, Nellie, School 49, Buffalo, N. Y. Newport Normal School, Supervising Principal, Kirkley, Sarah A., Ryerson School, Chi- cago, Ill. Kitch, - a Hawthorne School, Sioux City, I Klaus, Bertha J., Michelangelo School, San Francisco, Calif. Klein, Louise, 1050 Sherman St., Apt. 215, Denver, Colo. Klene, Vivian, John Moore School, Long Beach, Calif. Kline, Apron, Drake School, 2641 Calumet Ave., Chicago, Il. Kling, M. J., School 10, Troy, N. Y. Knaack, R. H., Washington School, kane, Wash. Knapp, Roy, High School, ans. Maser, R. E., High School, a. Kneip, Augusta, Midland School, Colorado Springs. Colo. Knight, } ogg D., Plymouth School, Cleve- Knobbe, Katherine C., Public School 49, Brooklyn, N. Y. ous s- Knoch, burgh, Pa. Knoothuizen., Marguerite, 14382 Wilcox Pk. Drive, Grand ravate Mich. made ZA M. B., 3357 Broadway, Indianapolis, Ind. Knox, Maria Patton, Soho School, Pitts- burgh, Pa. x J. A., “Longfellow School, Muskogee, la. Knuth, Mamie E., y "oe B. Hayes School, Cleveland, Knutson, K. 7 . jt, A _» = School, Se- attle, Wash. Marie, McKinley School, ty, Iowa. Koch, R., Vivian, S. D. Koehler, Mrs. Mary W., Kane Consolidated School, Kane, Wyo. Koepke, William C., 25th Avenue School, Milwaukee, Wis. Koerner, Grace E., Seth Boyden School, South Orange, N. Kohne, Emma M., Pittsburgh, Pa. Spo- Lecompton, Burgettstown, H., Hazlewood School, Mason Birmingham School, Tuer FourtH YEARBOOK 465 Kolbe, Bertha reg East Madison School, Cleveland, Ohi ——s George G., Supt. of Schools, Win- om, nn. Kottnauer, Annette, Walker St. School, Milwaukee, Wis. Krauss, Louise ti Grattan School, San Francisco, Calif. Krieger, Mrs. Anna, George Rogers Clark School, yg Ky. Kriesel, cC. wi sdicke ‘Ave. School, Mil- waukee, wis. Kroening, Frank, Scott St. School, Mil- waukee, is. Kruse, Edwina 'B., oe 5, 1213 Walnut St., Wilmington, Kuehn, — = om 708. Clark Ave., Cleve- an Kurke,. Georze, 88 First St., New York, Kurtz, Bitsabeth H., R. D. Wood School, ville Kusche, Anna E., Franklin School, Osh- kosh, Wis. Kyte, George C., 2523 Hearst Ave., Ber- keley, Calif. Laatz, Bertha, 714 Woodlawn Ave., In- dianapolis, Ind. Lafferty, Annie L., Sunnyside School, Pittsburgh, Pa. Laing, Lucy I., Bass School, Chicago, III. Lake, J., arstens School, Detroit, Mich. Lamb, Mary L, Park School, Michigan City, Ind. Lamson, Gertrude, 75 Woolnough Ave., Battle Creek, ch, Landis, Mrs. Frances, Merrill School, Mem- phis, Tenn. Lane, Abbey E., Carter Practice School, Chicago, Ill. lage & - J., 58323 Dorchester Ave., Chicago, Lang, Katherine, Denison School, Cleve- land, Ohio. Lonel, —or J., Springfield School, Kan- sas ty, Lantrip, Dora 'B., 48309 Wilmer St., Hous- on ex Larkin, Jane V., Gordon School, St. Paul, nn Larrabee, Emma D., F. A. McDonald School, Seattle, Wash. Larson, Alfred W., Supt. of Schools, Mor- ganville, Kans. Latchford, Mary E., Midland St. School, Worcester, ag om Lauderbach, C., Chula Vista, Calif. -; Butler, Libby School, Chicago, Laughlin, T. ~~ Junior High School, Mo- bridge, S. D La Vance, Laura F., School 8, Delawanna, Law, Aura, Hill School, Punxsutawney, Pa. Lawlor, Edward A., Gilbert E. Hood School, Lawrence, Mass. Lawrence, Alice J., Clark Street School, New Bedford, Mass Lea, Ada, Red teak ‘School, N. Chatta- nooga, Tenn. Lea, Mrs. Aletta B., Franklin School, Eu- reka, Calif. Leach, C. H., 3149 N. Lincoln Ave., Chi- cago, Ill. . Ledley, Nellie N., 2802 Maryland Ave., Baltimore, Md. —_ = M., 451 Trenton Ave., Camden, Lee, Ruby, School 36, Indianapolis, Ind. Lee, W. J., Garfield School, St. Louis, Mo. Leeds, Elizabeth, Asst. Principal, Emerson School, Gary, Ind. naaee. Mrs. aaa Bigley School, Charles- on, 18 Lehr, Clarence, J. Jenks School, Chest- nut Hill, Phiiadelptia, Pa. Leidy, Mrs. Emma Warren School, To- ledo, Ohio. Leistikow, Lydia, Adams-Garfield School, Aberdeen Lemon, Mrs. Mary E., Holman School, Portland, Oregon Lenvig, Bessie C. Monta Vista St. School, Los Angeles, Cal Lewis, Charles E., Hillsdale School, Mult- nomah Oneete- Lewis, H. P., Supt. of Schools, Conrad, on Lewis, Miss K. Ca 2539 Georgia Ave., Washington, Lewis, Nellie ; * 5 ee School, St. Louis, Mo. Lewis, Mrs. Virginia S., B. Village School, Hopewell, Va. Libby, O. A., Junior High School, Laramie, Wyo. Lind, T. A., Park Avenue School, Tacoma, ash. Lindahl, Hannah, Bingham School, Misha- waka, Ind. Lindquist, R. D., Thousand Oaks School, Berkeley. Calif. Linton, iarence Gppervieiang Principal, Lawrenceville, N. Liveright, Alice’ | Baise School, Phila- delphia, Pa. Livingston, Mary B., 1059 W. 13th St., Chicago, II. Lloyd, S. M., Brown School, Dallas, Fi Llufrio, Mary H., 1324 Monroe St., N. W., Washington, D. C. Lochrie, Annabel, Junior High School, Lit- tle River, Fla. ae eg Cora M., 147 Oregon Ave., Dun- ee, Lockwood, Jessie M., John Muir School, Seattle, Wash. Lockwood, lather A., Carthage, Ind. Lodor, Charles F , Memorial School, Pas- saic, N. J. Loeper, Helen, School 57, Indianapolis, Ind. Loewenstein, Roselyn J., Beechmond School, Louisville, Ky. Loewinthan, Albert, ——- School 30, Manhattan, New York, N. Y. Loftas, Jom J., Public School 80, Brook- bf Leas, Jack M., Supt. of Schools, Eagle Grove, Iowa. Logan, 8. T., Mt. Auburn School, Cincin- nati, Ohio. Lokes, Frank C., Robert Morris School, ee Pa. Lokken, O. , Supt. of Schools, Marmarth, N Loney, . Maria C., School 20, Wilmington, el. Long, Arthur T., New Lincoln School, Trenton, J. Long, Ona, Leeds School, Kansas City, Mo. Longshore, A Te Greenwood School, Kan- sas City, ae 9 yr te ng 1115 S. 17th, Terre Haute, In¢ Loucks, Mabel R., Linne School, 3933 N. Tripp Ave., Chicago, Il. Louis, Hilda, School 21, Baltimore, Md. Love, Grover Allen, Garfield School, Ever- ett, Wash. Love, Helen, Washington School, Fort Col- lins, Colo. Love, M. Lily, Pacific Heights School, San Francisco, Calif. Lowe, Heury F., Lenox School, Washing- ton bi Semen, O. H., Sheboygan, Wis. Lowenstein, Fannie H., Oakdale School, Louisville, Ky. Lowry, Georgia E., 815 North Ave., Wil- kinsburg, Pa. 466 ELemMeEentTARY Scuoou Principats keane, Sarah N., Brown School, Weldon, Lucky, L. , High School, Homer, —m 4 % Longfellow School, , = ow: Tammie, Martha B., 407 Cooper St., Cam- en. Luening, Edwin G., Nee-ska-ra School, Mil- waukee, Wis. Lunak, Charles J., McLaren School, Chi- cago, Ill. Lutton, Louis F., 325 Grandview Ave., Pittsgurgh, Pa a ners D., Hurace-Mann School, tgieel’ AL } a BE., Franklin School, Elgin, Lyle, J. W., 5217 Jackson, Houston, Texas. Lynch, John J., 1158 Dwight St., Holyoke, Mas Lynch, Marie, Willard School, Minneapolis, = B. W., Rogers School, Riverside, Puy yallup, Wash Lyon, Bessie C., M04 Lloyd Ave., Provi- =, R. Lyon, H Ww. 95 N. Sierra Bonita Ave., Pasadena, Calif. McAlister, Gladys M., Kenwood School, Minneapolis, Minn. McBain, Mrs. Leonora, 310 W. Van Buren St., Battle by ~ Mich. eBride , Southside School, Lafay- MeCaine, Adelaide M., 1012 Fourth Ave., + Fa McCall, frank 8., Gilbert Knapp School, Racine McCall, Tae on School 42, Buffalo, N. Y. McCarty, Fannie, Century School, Wabash, MeCarthy, auite A., Winslow School, Nor- McCarthy, Kate, Vernon Avenue School, Los Angeles, Calif. McCarthy, Stella oie Jireh Swift School, New ford, Mas ——. E. E., 5027 Washington Blvd., St. Lo McClellan, 5. W.» 28 Davis Ave., Rockville, McClelland, Bertha L., Bayless School, Ashland, Ky. School 8, Paterson, N. J. McClory, Mary C. at ~~ Adela, Bromwell | School, Denver, McClure, Eliza, y-emeneen School, Dormont, Pittsburgh, P MeGinre,. ary Er, McFerran School, Louis- McClure, W SFrorth, 850 Central Bldg., Seat- e, cCoart, Mans L., Wooldridge School, Cleveland Heights, Ohio. McConnell, Clara E., Newberry School, De- troit, Mic McConnell, Ralph C., Supervising Princi- pal, Atlantic City, N. J McConville, Hannah C., ‘Hamilton School, LaCrosse, Wis. McCord, Jesse, 270 B. 15th St., N., Port- land, Oreg. ‘on McCormick, Elizabeth R., T. O. Howe Junior High School, Superior, Wis. McCracken, Mary, Fulton School, Pitts- burgh, Pa. McCreery C. J., Davenport School, Fall River, Mass. McCrory, Jesse E., Supt. of Schools, Line- ville,” owa. McCullough, Mary, Bryant School, Okla- homa ty, O McCully, R. oo Bich School, Melba, Idaho. McCuskey, F Cc. Green District Schools, Reader, W. Va. ° McKinney. McDaniel, Lottie, Virginia St. School, Hop- kinsville, Ky. Mebonald.” 8. A., Ruffner Junior High School, Norfolk, Va. oes Susan’ J.» May School, Chicago, McElroy, Flora L., 1284 Ramona Ave., Lakewood, Ohio. — C., Garfield School, Pitts- ur; McFarland, Adeline, 1313 Castle Court, Houston, Texas McFarland, Helen F., 776 Cole St., San neisco, Calif. McFarlin, Clara H., Fulton School, 5300 S. Hermitage Ave., Chicago, III. School 54, Ry Ind. Supt. of Schools Columbus, MeGillen, Elizabeth A., Coonley School, Chicago, 111. McGovern a4 C. P., Edison School, Ta- coma, MeGown, Fennie, McKinley School, Wheel- ng, W. McGregor, Lilie, Harrison School, Minne- apolis, Minn. Me rew, Mrs. Julia L., M. J. Dowling School for Crippled ‘Children, Minne- apolis, Minn Mcllravy, Frank D., Gatewood School, Se- School, peetee. ee, . Sapenaien Collins, Colo. McKean, Annie, Penn School. Erie, Pa. McKechnie, Addie, Tapley School, Spring- _ Mass. McKee, Mrs. Margaret J., Bryn Mawr — 74th and Jeffery "Ave., Chicago, McKeehan, Charles F., Seward School, Se- attle, Wash. McKelvey Lb ~ wae Route 1, Box 491, Memphis, T Ten —— ‘Mary Belle, 210 King William San Antonio, Texas. a n- Pittsburgh, McLaughlin, Visa, 160 Wendall St., Chi- McLellan, uber D., Junior High School, Chicago, Oakland, Calif. Anson, Harrison School, cinnati, cate. McKnight, M - Ella, Dormont Grade School, a Scnette, Lincoln School, Alma, M McLatchy, Gertrude, Elyton School, Bir- mingham, Ala. cago, McLean, William Mt. Hebron Junior High School, Geer Montclair, N. J. Crookston, Minn. oe Mary, Irving School, McMaster, William H., Rockridge School, ———1 ‘Ethel Culbertson School, Okla- homa C , ot la. McMyler, Delia, Chambers School, War- rensville, Ohio. McNee, John Forest Glade School, homish, Wash. McPherson, Harriet P., eee Street School, Springfield, a Mary E., Pabile “School 43, Brook- McReynolds, J. L., Sherman School, Hous- ton, Texas. McSkimmon, Mary, Pierce School, Brook line, Mass. en, Alice, Jefferson School, Pitts- Pa. Gertrude, 327 Perry, Mic McWilliams, 8S. P., 326 W. College St., Canonsburg, Pa. Sno- MeVean, Pontiac, Tue Fourtnu Yrarsoox 467 Maass, H. H., Horace Mann School, Minne- apolis, n. MacCormac, J. W., Davis School, Portland, Oregon. MacDonald, Alice, Minnequa School, Dist. 20, Pueblo, Colo. MacDonald, Fannie F., John W. Horton School, Providence, mB is Mack, Mrs. A. C., 2530 Chester Lane, Bakersfield, Calif. Mack, Inez L., BE. C. White School, Kansas 0. he a om A., Public School 11, Ww. “M., Grant School, John Hay School, Mackey, Tacoma, Wash. Mackintosh, John J., Seattle, Wash. ah J., 825 Wesley Ave., Oak Park, Til. Macqueen, Miss K. R., 2620 13th St., N. W Washington, D. C. MacMahon, Sarah Ida, School, Trenton, N. J. MacMillan, _— 120 Cramer Ave., Mont- omens. Macreading, Auae L., 33 Bonney St., New Bedford, Mass. Madden, Margaret, 535 E. 35th St., Chi- cago, Ill. Maddux, W. H., Winton Place School, Cin- cinnati, Ohi 0. Magers, Ida R., 1801 Poplar Grove St., albrook, Baltimore, Md. Maher, Anna, Howe School, Detroit, Mich. Mahin, Jessamine, 310 W. High St. Lex- ington y. Malone, Paul E., Junior High School, Dun- can, ‘Ariz. Maloney, Roy B., Manito, I11. Maloy, Arthur it., Union School, McFar- land, Calif. Manion, Minnie E., McKinley School, Fond du Lac, Wis. Manley, Edna T, H., Soto St. School, Los Angeles, Calif. we Ida M., Etna School, Portland, r Mena Blanche, Union School, Grand Rap- ids, Mich. Mansfield, Katherine M., 2237 Tuscarawas St ., Canton, Ohio. so Grace E., Lincoln School, Brunswick, ee Nettie E., “Fulton School, Toledo, Markey, Pearl, School, Memphis, Ten —— Sarah, ‘Columbian School, Bluff- on, Ind. Marley, Aor V., 1403 Harrison St., Wilmington, Del. are Mary T., Graham School, Chi- cago, g Marsh, Agnes L., Eleanor St. Fulton School, Schenectady, N. Y. 209 College Ave., Marsh, Mrs. Lettie, Magnolia Borough B. C. Gregory , Canes Ave. Grand Rapids, ” ich. Marshall, Ma School. Sate -_ 4 rtin, A. , McCoy School, Kansas City, Mo. i, E. B., Logan School, em, Jane B., Bane School, Pittsburgh, Marvin, Adeline R., 219 Sterling Place, Madison, Wis. Mason, Alfred DeB., Public School 11, Richmond, Brooklyn, | = 4 Mason, Mrs. Bertha, South Division School, Grand Rapids, Mich. Mason, Cecile, Junior High School, Yates Center, Kans. Mason, Estelle J., Halcyon Club, Wake- field, Mich. Tacoma, New ~- Mason, Eva T., Eastern Departmental School, Louisville, Ky. Mason, Kate, R. R. 1, Carmel, Ind. Mason, Mary Pe Public School 55, Brook- oe oe 2 Mather, Helen, Hiawatha School, Minne- apolis, Minn. Matheson, Anna May, North Queen Anne School, Seattle, Wash. Mathews, C. B. W. Grove School, Paris, Tenn. Mathews, Mrs. Lulu B., Comenius School, Omaha, Nebr. Mathis, F. M., Gary School, Tyler, Texas. Matthews, Laura P., 5115 Grand Ave., Des Moines, Iowa. Matthews, Nora, Sheldon School, Grand Rapids, Mich. — Lena, Oakdale School, Mobile, — ag T., Seymour School, R. D. Hartford, Conn. Masson, W A 7. Court Street School, White Plaines, N. Mey, —_ M., Philip Carteret School 8, lizabeth, N. J. Mayhem, Herman, 2139 W. 111th St., Chi- eago, Ill. mae. R. J., Supt. of Schools, Hopkins, nn, Mazurowska, eo M., Public School 13, Buffalo, N. = Georgia E., Harrison School, Lorain, Mead, Lenna M., Box 123, Ponca City, Okla. Meadows, B. M., Gate City School, Bir- mingham, Ala. Meck, Samuel R., Burr School, Chicago, Il. Mecker, H. H., Patrick Henry School, St. Louis, Mo. Meek, Bettie, S. Ellen Jones School, New Albany, Ind. Melear, Grace, North Fourth St. School, Waco, Texas. Mellyn, Mary c. Asst. Supt. of Schools, Boston, Mas: —. Belle, ‘Longfellow School, Everett, h. Mendenhall, Cigre, Wollaston School 9, Wilmington, D el. Mercer, Elizabeth, Miller School, Akron, hio. . Merchant, Ada Gray, Hueneme, Calif. Merchant, Carolyn, Strong School, New Haven, Conn. Merchant, Mary B., Speedwell School, Mor- ristown, : Meriam, J. L., University of Calif., South- ern Branch, Los Angeles, Calif. Merriam, Mrs. Agnes, Groveton, N. H. Mees, D. R., Havens School, Rushville, nd. a John, Lingemann School, Detroit, ch. Mertching, R. A., Oradell, N. J. Messenger, Eli zabeth, Harvard School, Cleveland, Ohio. Meosier, Ww. ; School 82, Jersey City, —-> Agnes, Morton School, Hastings, r Metsas, L. H., Central School, a Auburn, Metsker, Charles, Heights School, Seattle, Wa Meyer, Bessie a Nicholas Finzer School, Louisville, = Frederick C., Winslow School, Ra- cin Mighell, Ida, 3446 W. Monroe St., Chicago, —, Cc. L., Garfield School, Cincinnati, Miller, Elizabeth, 1210 Georgia Ave., Kan- sas City, Kans. University sh. 468 Exementary Scuoot Princrpears Miller, Mrs. Eloise, Continental School, Elizabeth, N. J. _— Emma L., Washington School, Erie, Miller, Mrs. Florence O., Webster School, Dayton, Ohio. Miller, Mamie E., 10 Y. M. C. A., City View, Greenville, 8. C. Millet, Harold J., Liberty St., School, dams, Mass. Mills, Jeanette, Kirkwood School, Des Moines, Iowa. as a in Eleanor, School 14, Paterson, Michels, Veronica R., 2009 North Sixth 8t., ogg a, Pa. es a F., Elementary School 22, Al- Miller.’ W. M., 442 E. 44th St., North, Portland, Oregon. Milliken, Orris J., 3600 Foster Ave., Chi- cago, Mills, Mrs. Clara S., Jefferson School, Omaha, Nebr. —e. Mary i. Brandon School, Florence, a Mish, Arnold y. Marlowe School, Falling Waters, Ww. Va. Mitchell, "Mrs. Louise K., Turner School, Grand Rapids, Mich. Mogle, Mildred E., Point Firmin School, Los Angeles. Calif. Mogle, Miss G. M., Leland School, Los Angeles, Calif. Menor. Ella B., Landon School, Cleveland, hio. Monissey, Francis M., Bigelow School, So. Boston, Melrose, Mass. ee Belle M., King School, Akron, 0 Montayne, Edwin G., W. G. Harding Jr. High School, Philadelphia, Pa. Montgomery, ‘Alice, Seward School, Au- burn, N. Y. Montgomery, Florence, 2502 Clark St., Houston, Texas a. W. H., Dwight School, New Haven, onn. Mooney, Frances A. C., Hawthorne School, San Francisco. Calif. Mooney, Mary J., Barnard School, New Haven, Conn. =. Dora M., Corona School, Denver, ‘olo. Moore, Florence E., 227 Pope St., New Bed- ford, Mass. Moore, Harold I., 154 Grove Ave., Leomin- ster, Mass. st Hattie A., Lincoln School, Moline, Moore, Ida, 234 Morgan St., Phoenixville, Pa, Moore, Ida, Box 1192, Wichita Falls, Texas. Moore, Kate, Harrington Memorial and Cedar St. Schools. New Bedford, Mass Moses. Lulu M., Lincoln School, Toledo, 0. ——. Mabel I., 605 Main St., Burnside, ‘onn. Merea, H. A., Main School, Mishawaka, eeu, Helen B., Baker School, Darien, Con eenee., ‘Anna A., School 14, Troy, N. Y. Morgan, Paul, Barwise School, Wichita Falls, Texas. Morgan, Sheldon, Columbus St. School, Ashtabula, Ohio. Morgan, Waiter E., 1010 Pacific Ave., Ala- meda, Calif. Morley, Lillian C., McKinstry School, De- troit, Mich. Morley. Sallie G., Henry C. Lea School of Practice, Philadelphia, Pa. Morrill, Elisa C., Rosedale School, Minne- apolis, Minn. Morris, Mary E., Columbian School, Den- ver, Colo. Morris, Mylitta M., Garfield School, Santa Barbara, Calif. Morrison, ‘A. . F., Troebel School, St. Louis, Morrison, E. F., Alvarado School, Alva- rado, Calif Eva, P. O. Box 202, Crystal Morrison Falls, Morrison, ag omy Dean, Far Hills, N. J. Morrison, R. Colo. State Teachers Col- lege, AAS ast Morrison, Susanne E., Columbine School, Denver, Colo. Morse, Mrs. Alberta H., Fannin School, El Paso, Texas. Morse, J. A., Ives School, Detroit, Mich. Morstatter, Catherine, Wooster School, New Haven, Conn. Mortensen, G. E., Prescott School, San Leandro, Calif. Mortimer, Agnes O., Bryant School, Lin- coln, Nebr. — Max D., Thatcher School, Pueblo, olo. ene, A. E., Supt. of Schools, Sidney, Myeee, J. F., Supt. of Schools, Mountain ron, nn Muldrow, Alice, Rosemont School, Dallas, Texas. Mulford, Mrs. Clara T., Vine St. School, Bridgeton, N. J. Mulrooney, Julia A. Murray Hill School, E. Cleveland, Oh io. Mumford, E. H. » Ferris School, High- land Park, Mich. Munday, Minnie M., Ruskin School, ton, Ohio. ee W. B., Longfellow School, Fresno, ‘a Murkland, Charlotte M., Bartlett Training School, Lowell, Mass. Murphy, J. W., Supt. of Schools, El Do- rado, Kans. ere. John §8., Moscow School, Moscow, Day- Murphy, Katherine T., Cove School, Stam- ford, Conn. Murray, Albert 8S., LaFayette School, St. Paul, Minn. Murray, Mrs. Mary, 2424 Corina St., Tampa, Fla. Myers, C. W., Prescott School, Kansas City, Kans. Myers, Emma Chapman Ave. School, Fuilerten, Sali, Myers, Fannie, Webster School, Nebr. Myers, Mary E., 85 So. Adolph Ave., Ak- ron, Ohio. Myrtle, Hummer H., 48 Wall St., Trenton, Omaha, Nagle, Elsa, Supvr. of Practise, County Normal, ones, Wis. Hagieg, J. H., R. D. 2, Olympia, Wash. Nants, J. S., Wetes’ School, St. Louis, Mo. Nash, Sue, "Supvr. of Grades, Salisbury, Neereamer, Cora, Heyl Ave. School, Co- lumbus, Neil, Jane, Spalding School, Chicago, Ill. Nettleton, Lulie, Concord School, Seattle, Neubauer, os F., 146 E. Center St., Wa- watosa Neville, Mrs. ‘Blanche C., Robert Fulton School, pataneee lis, Minn. Neville, Charles , Kearny School, Phila- delphia, Pa. Tue FourtuH YEARBOOK 469 Newell, Aaron, Youngstown School, Se attle, Wash. Newell, Anna W., Gates Lane School, Worcester, Mass. Newell, Bernice E., 3505 Portland Ave., Minneapolis, Minn Newell, Elizabeth T., Osgood School, Med- ford, Mass. Newell, Lillian S., Mt. Pleasant School, Cleveland, Ohio. Newell, Minnie B., North Main St. School, Spring Valley, N. Newman, Annie §., 4626 N. Knox St., Chi- cago, Newton, Dora E., Grant School, Rock Island, Ill. Newton, Frances, 517 N. Sherman Drive, Indianapolis, Ind. Nichols, Fred R., Marsh School, 9810 S. Exchange Ave., Chicago, Il. Nichols, W. R., Supt. Consolidated School Dist., Winslow, Wash. Nichols, William E., Washington School, Oshkosh, Wis. a Nell G., Shenandoah School, St. uis, Nifenecker, "Saaume A., Dir. of Ref., Res. and Stats., Bd. of Ed., 500 Park Ave., New York. N. Y. Nixson, Elizabeth, Junior High School, Amarillo, i > Norton, H. , Robinson School, Birming- ham, Ala Nute, Arthur C., Snowden School, Mem- phis, Tenn. Nutter, Richard W., Centre School, Malden, Mass. Nyrop, Dora G., High School, McCook, Nebr. O’Bannon, Mary B., R. F. D. 1, Box 48, Berkeley, Calif. oe. M. J., 1302 Ashland Ave., Norfolk, a. O’Brien, Marguerite L., Grant School, Chi- cago, O’Connor, McKinley School, Erie, a. O’Connor, Mary E., School Street School, Taunton, Mass. O’Dea, Lillian A., School 11, 112 Park Ave., Paterson, N. J. “Mary, O’Dea, Margaret, Laurel School, Fort Col- lins, Colo. O’Farrall, Mrs. Mabel E., 2403 F St., San Diego, Calif. O’Hara, Francis J., Thorndike School, Cambridge, Mass. O’Hearn, Daniel F., 1256 S. Homan Ave., Chicago, Ill. — Elizabeth A., 23 Nahant St., Lynn, Mass. O’Keefe, Nellie M., Jefferson School, St. Paul, Minn. A., Shingleton, Mich. Oldaker, John H. Olinder, Selma B., Hawthorne School, San Buffalo, eens “Helen M., School 10, OvMalicy, School 66, Buffalo, O'Mara, Elizabeth, School 6, Indianapolis, O’Neal, C. C., University of Pennsylvania, Philadelphia, Pa. a T. J., Idlewild School, Memphis, enn. O'Neill, Cordelia L., Gilbert School, Cleve- land, Ohio. O'Neil, Jennie M., Duggan School, Water- bury, Con Ome. H. g 3 Supt. of Schools, Swanville, oumen Charlotte, Emerson School, Sioux City, Iowa. Margaret, Osburn, Burl N., Washington School, Sioux ity, Iowa. Ostrom, Mrs. Ivy Douglas, James. Lick School, San Francisco, Calif. — Irene G., Cavetown School, Cave- Md. otis. Bitzabeth, Center School, Bloomfield, O’Toole, Margaret K., Lathrop School, Omaha, Nebr. Outcalt, Adele M., Garfield School, San Diego, Calif. Owings, Bessie, 240 Buncombe St., Green- ville, S. C. Pee. James G., W. J. Turner School, Fort Worth, Texas. Page, Dora E., Grammar School, Pittsfield, Page, Miss J. E., Randall-Cordoza School, Washington, D. Cc. Paine, Mae L., 181 W. Ave. 42, Los Ange- les, Calif. Painter, W. C., Errol Heights School, Port- land, ‘Oregon. Palmer, Helen M., Fox Dist. School, Haver- hill, Mass. Palmer — E., Columbian School, Pu- Palmer, U ake Supervising Principal, Ve- rona, Pantali, Myrta, Public School, Franklin Bldg., Sterling, Colo. — D. C., Guthrie School, Memphis, enn Paris, age School 65, Buffalo, N. Y. Park, J. , Alamo School, Wichita Falls, Texas. Parker, William, 619 Rodney Ave., Port- land, Oregon. Parker, Willis N., 5331 Rising Sun Ave., Olney Station, Philadelphia, Pa. Parks, Belle L., Superior School, East Cleveland, Ohio. Parr, Cora A., Curtis and Bentons Schools, Des Moines, Iowa. Parr, Eunice E., Fannin School 12, San Antonio, Texas. a Hazel M., 133 S. West St., Lima, oO. roo Addie M., Mt. Hermon School, Salisbury, Md. ._ eed H., Emerson School, Oak ari Parsons, “ad R., Harvey School, Madi- son, Parsons George W., Lincoln School, Med- ford, Mass. Partridge, — Clara M., Oxford School, Berkeley, Cal — va Florence, Lawlor School, Bingham- on, Tenn . Ida M., Bryant School, Spokane, as Patterson, Bhs. ‘Day Irving School, Kansas City, Mo. Patterson, M. Rose, 631 Euclid Ave., Balti- more, 4 — T. H., 131 Stearns St., Bristol, onn Patterson, Wilhelmina, McKay School, Beverly, Mass. Patton, Bessie Jane, 2954 Hillegas Ave., Berkeley, Calif. Patton, Leonard M., Edward Everett School, Dorchester, Mass. Patton, O. M., Rothenberg School, Cincin- nati, Ohio. Paul, Samuel B., 18 Ripley Terrace, New- ton Center, Mass. Paulsen, Gertrude M., Public School 105, Brooklyn, mm Xe 4 Sed E., Lincoln School, Eve- e Paxton. Agnes M., Lafayette School, Jack- sonville, Il. 470 Exementary Scuoort Principats Paylor, Ivey, Reidsville, N. C. Payne, C. A., Horace Mann School, Tacoma, as Payne, Mrs. Eunice R., 211 W. Rio Grande Paso, Texas. Payne, John C., 654 L St., N. E., Washing- Payne, Lena C., Calverton High School, alverton, Va. a mE =. Ella, Nathan Hale School, 0, 0. Rg Emelia V., 27 Drake Court, Omaha, Nebr. ee, Lora, Ward Bldg., Shelbyville, nd. Fogusen, Mrs. Vera, Hialeah School, Miami, a. Pease, Mrs. Gertrude S., Swing School, Chi- cago, Peasley, Florence E., Brant School, Ke- nosha, Ss. Pechin, Mrs. Celina, Jean Parker School, San Francisco, Calif. Pedlow, Ella, School 22, Indianapolis, Ind. Peed, Julia, 9 So. Elm, Hutchinson, Kans. Peffer, Ernest, East School, Meriden, Conn. Peixoto, Bridget C., Public School 96, 45 Queens, New York, N. Y. Pender, A. M., High School, Austin, Ind. Peon. | Della, Forest School, Salt Lake y, Pennington, Dorothy, School 49, Indianap- olis Perring, Louise F., F. S. Key School, Phila- delp ja, Pa. Perry, C. E., 1235 E. Pine St., Portland, Oregon. Perry, Irma Linda, Eden Park, R. I. Pesta, Rose A., West Pullman School, Chi- cago, Ill. Peterman, Lg ma J., Supt. of Schools, Washington, M Peters, Edith C., “Downing School, Cleve- and, Ohio. Peters. precentine., Garfield School, Chi- cago Heights, I Peters, Leone E., Eugene Field School, Minneapolis, Minn. Peterson, L. D., DeGraff, Min Peterson, Oda i. oo "Funier High School, Williamson, W. or Ww. A., Peninsula School, Portland, Org Pettit. 4. E., Mayfair School, East Cleve- land, Ohio Pfahler, Carrie, Roosevelt, Jackson and Madison Schools, Mason City, Iowa. Pfeiffer, Anna, Fourth Street School, Co- lumbus, Ohio Phelps, Grace C., Mt. Vernon School, Co- lumbus, Ohio. Phillips, mageeh, Denman School, San Francisco, Cal if. ropes f= High School, DeKalb Junc- on Phillips. Mrs. Jane E., Eastwood Ave. School, Columbus, Ohio Phillips, Jerry, Supt. of Schools, Tivoli, Phillips, Martha, Washington School, Omaha, Nebr. Phillips, Mary F., Battell School, Misha- waka, Ind. he W. T., Athens, Wis. Pickett, Lillian, Kearsley St. School, Flint, Adelaide, Cary School, Chelsea, Mich. Pierce, Mass Pierce Elmer g. Seneca Vocational School, Buffalo, Pierson, Bianche, West Long Branch, N. J. Figett, Lee D., 408 W. Macon St., Decatur, Pinvard, Estella M., 3706 Library Ave., Cleveland, Ohio. Piger, Se Sone M., Church St. School, Frank- Pitkin, , «virginia B., — So. Occidental Blyd., Los Angeles, Cali Pittman Jennie, 108 W. Mt Pleasant Ave., Philadelphia, Pa. Pla ak, Carrie, Pine School, Grand Rapids, Platt, Mrs. Mollie 8. M. R. 3, Box 326, ay ay Ly Plumb, , - Ry , Columbine School, Long- mont. "Peeegnect, East Ward School, Wabash, Ind. Pogue, James V., Gibson School, Birming- ham, Ala. Pollock, C. A., Reeb School, Columbus, Ohio. Pollock, Mary, Supervising Principal, Hays, Pa. Porcher, Maria R., Bancroft School, Min- neapolis, Minn. —- C. H., Washington School, Cincin- na 0. Porter, Fannie, Farling School, Portland, Oregon. Porter, aren. First St. School, Vv ille, W. Va. Porter, | ! A., Prescott, School, Minneapo- s. Potrude, Olive M., 616 E. Garfield St., Cad- illac, Mich. Potter, Charles, Rainier School, Seattle, Wash. Potter, Mrs. Edna H., Auxiliary School for cma Children, Grand Rapids, ich. Pottle, Annie C., J. B. Bright School, Wal- tham, Mass. Powell, Katheryn, Church Home School, Memphis, Tenn. Powell, L. R., A. B. Hill School, Memphis, Tenn. Powell, Nellie R., LaVale School, Frost- urg, Md. ra ra E., 1134 24th St., Parkers- urg Power, Tecnaed, Franklin School, Port Ar- thur, Texas. Powers, ~~ R., 30 S. State St., Salt Lake City, Ut Pratt, O. C., Supt. of Schools, Spokane, Wash. Pratt, Walter M., Waterloo, N. 'Y. Prendergast, Katharine, Adams School, St. Paul, Minn. Preston, Alice M., Farms and Cove Schools, Beverly, Mass. Preston, E. M., East Cleveland, Ohio. Price, M. H., Hemphill School, ham, Ala. Pride, R. H., Hilton and Morrison Schools, Hilton Village, Va. Prideaux, A. J., Woodstock School, Port- land, Oregon. Primrose, J. W., Irving School, Quincy, III. Prince, Mrs. Winifred Notman, 202 Wen- dell, Ave., Schenectady, N. Y. Prior, Elizabeth F., Sawtelle Blvd. School 95, Angeles, "Calif. Probst, Ella, Calhoun School, Minneapolis, Proudfit, D. M., Consolidated School 1, Mosca, Colo. Provost, Mrs. Jennie M., Broadway School, Hackensack, J. ley, C. A., 728 Howard Place, Pasa- ena, Calif. ro, Mary I., Lafayette School, Chicago, remem Lotta B., Grevillea St., Inglewood, alif. Pyle, F. ee qeawe High School, Morgan- town, W. Va. Pyrite. E. Ruth, McKinley School, Lincoln, ebr. Mounds- Elementary Prospect School, Birming- Tur Fourtu YEARBOOK 471 Quigley, Mary L., Whittier School, Butte, Mont. Radasch, re gg Be, Riverdale School, West oe age ag Ragsdale, 8. L. — Cc. Humes High School, Memphis, Tenn. Ramaker, Nellie D., Horace Mann School, Sheboygan, Wis. Ramey, Belle, School 10. Indianapolis, Ind. Ramsier, E. I., Supervising Principal, Perryopolis, Pa. nee’. * Herbert L., Pickering School, Salem, ass. Randels, H. M., Lincoln School, Anthony, ans. Arthur O., 5631 Kimbark Ave., Chi- y, Mrs. Margaret M., Ohio Ave., School, Columbus, Ohio. Rashleigh, Alice V., School 8, Carbondale, Rasmussen, Mrs. Eva Hale, Alta Vista School, Auburn, Calif. Bey Zura B., 128 Hepburn St., Milton, a Rawlings, Julia M., The Marlborough, Washington, D. C. Rawson, Jessie, Box 406, Pocatello, Idaho. Ray, Mary S8., School 60, Indianapolis, Ind. Ray, Mollie E., De Laney School, Or- lando, Fla. Rayburn, Elizabeth, 422 Washington Ave., Alpena, Mich. Raymond, Ward, Weir School, Mass. —— Anna R., School 30, Indianapolis, Ri... W. A., Wylam School, Birming- ham, Ala. Edna M., Henry Schoo), Reddy, Joseph A., William E. Endicott Dist. School, Boston, Mass. Redfield, R. P., J. B. Young School, Daven- port, Iowa. Reed, Grace, 4901 St. Lawrence Ave., Chi- cago, Ill. —" baa M., Sheridan School, Tacoma, Taunton, Yates need, Myrtle, Monroe School, Minneapolis, inn. Regus, Milton L., Almeda School, Balti- more, Md. Reibert, Lydia, 1306 Highland Ave., Louis- e, Ky. Reichert, C. Lorena, Longfellow School, Madison, Wis. Relchert, Harriet C.. Orchard School, Cleve- an a a John F., 31 Euclid Ave., Yonkers, Reilly, Alice, Tenn. a. Mrs. Etta, Hosmer School, Detroit, ch. Reither, M. Lauiee, East Main St. School, Columbus, O Remick, Nellie ; . Cascade Ave., Colorado § rings, C Remley, W. h District School, Cin- cinnati, Ohio. Renaud, Flora V., 7525 Harvard Ave., Chi- cago, Ill. Renfro, D. a 1718 Sixth St., N. W., Wash- ington, D Cc. Reppeto, Mary D., Webster School, Wheel- ng, W. _ Martha P., Tyler School, Reisters- own, M — F. on, Whittier School, Cincinnati, Reynolds. Helen M., 846 Central Bldg., Se- attle, Wash. Maury School, Memphis, -—~ Lillian, Peabody School, Memphis, enn. Rhoades, Gertrude L., Liberty School, Re- vere, Mass. Rages, Maude A., 72 Park Ave., Atlanta, a. | Sara L., Public School 28, Brook- yn, N. Y. Rhodes, Thaddeus H., Daniel Webster School, San Francisco, Calif. Rhoton, A. L., Box 103, State College, Pa. Rhynsburger, Amelia H., 2415 Pierce Sioux City, Iowa. a. Miss Klifford, Bailey School, El Paso, exas. Rich, Frank M., School 19, Paterson, N. J. Richards, D. 8., Linwood School, Cincin- nati, Ohio. Richards, Sophia E., Yeager School, Kansas City, Mo. Richardson, D Dio, Horace Mann School, Se- attle Richardson, Mattie E., Garfield School, Denver, Colo. Richardson, Mattie L., Staunton Ave. School, Los Angeles, Calif. Riddle, Marie, 1524 N. Sixth St., Waco, ‘exas. Riedell, Adaline M., ae Ericsson School, Minneapolis, Min Rielag, Corinne, 1841 N. Talbott Ave., In- dianapolis, In Riely, Genevieve, 3521 Islington St., To- ledo, Ohio. Rieman, pila a. 373 Monterey St., High- land Park, Riggs, Cora M.. Straight School, Grand Rapids, Mich. Rigonan, Juan, Ligay Ligayan School, Bon- gao, Sulu, P.I Rinehart, Mrs. Helen, Marion School, Mari- etta, Ohio, Ring, E. , Supt, of Schools, Saybrook, Il. Riniker, ‘hee 1431 Henry Ave., S. W., Canton, Ohio Riordan, C. F., Sheridan School, San Fran- cisco, Calif. Riordan, Katharine A., Orr School, Chi- eago, Ill. Ritterspaugh, Lina, 600 Fifth St., S. W., Canton, Ohio. Roach, Mary M., Roach School, Roark, M. O., Bancroft School, Wersh sn, Roberts. Harlan. Honomakan Junior High School, Kohala, Hawaii. Roberts. Hester "A., 47 Claremont Ave., New Sy om” Roberts, L. Oregon nebertaon. sent B., Central School, Hart- ford, ne A « % Longfellow School, Kansas Robeson, City, ino. Robinson, Annie J., Hazeldell School, Cleve- land, Ohio. Robinson, | Beatrice, Jackson School, Ever- e a" | Henrietta A., ,» Maybee School, De- tro Robinson, | es O., Somerlid School, Pueblo, ¢ Robinson, ieee J., High School, Boonville, Ind. Robison, Alice E., 108 Hazlewood Ave., De- troit, Mich. Roe, Warren A., Belmont Ave. School, New- ar b Rogers, Don C., Sec. Principals Club, 64 E. Van Buren’ St., Chicago, Ill Rogers, Ethlyn, Ironton School, Denver, 0 Rogers, Frances G., 4655 S. Dearborn Ave., Chicago, Ill. Decatur, Spokane, , Chapman School, Portland, 472 Exementary Scuoort Princrpats Rogers, George Calvin, 190 Tradd St., Charleston, S. C. Rogers, i ae Longfellow School, itchell, S. Rogers, L. E., Supt. of Schools, Knights- neg, ! Leroy A., Franklin School, Tacoma, town, Ind. Rogers, Mrs. Leroy A., McKinley School, Tacoma, Wash. Rogers, Lester B., Dean School of Ed., fone of Southern Calif., Los Angeles, Romick Nell, Swansea School, Denver, aa Ida V., 1319 W. Ninth St., Coffey- ville, Kans. Roosa, Annette, Junior High School, Devils Lake, N. D. & Miss M., St. Clair School, Detroit, Ross, Pete W., Washington School, San Diego, Calif. a Mabel, Washburn School, Duluth, nn Benes. | E. L., Supt. of Schools, Scottsbluff, e Rouse, Jessie H., Salina School, Saginaw, c Rowe, Sadie M., Wilton, Maine. a eae B., Supt. of Schools, Glen- coe, c Rowell, Mary specs, El Sereno School, Pasadena, Cali Rowley, | Hitzabeth, Foster School, Evanston, I11. Rownd, Nellie M., Edison School, Cedar Falls, Iowa. megs, Cassie F., Walnut Hill School, ma ha, Nebr. meme, Lincoln J., Franklin School, East range, N. Ruby. Isabel ix, Washington Ave., School, ida, Rudduck, ’ Lillian W., 5670 Missouri Ave., Detroit Mich. Ruddy, Harriet E., Phalen Park School, St. Paul, Minn Rueff, Mrs. Katherine S., 3037 Wallace St., Chicago, 11 Rugg, Aid Quinsigamond School, Worcester, Mass. Rugg, L. S. 2023 Polk St., Alexandria, La. Ruhnke, R. H., Mineral Street School, Mil- waukee, is. - D. L., ‘Hoffman School, Cincinnati, Russell, Edna c South Ave. School, Youngstown Ohi Russell, J. L., W. B. “Trouis School, Dallas, Texas. Russell, Mrs. L. M., 9 Renner Apts., Chat- tanooga, Tenn. eo William, Supt. of Schools, Day- on, Ryan, Estelle “EB. Whittier School, Great Falls, Mont. Ryan, Laura, tar; «ees School, Colorado in Se Ryder, eg ] igh, , ee School, Oceanport Gage, T. J., Supt. of Schools, Winsted onn. Sager, Frank, Mt. Pulaski, Ill. St. Clair, Robert, 1344 Laurel St., St. Louis, Mo. St. om Marcella M., Meadow School, East Hartford Conn. Sale, Mrs. Annie T., Franklin Academy, Columbus, Miss. =. Mattie, 238 Third St., Danville, Ky. ry C., 77 Cleveland Ave., Santa Cruz, Cali Sampson, Elizabeth H. Hedge School, Plymouth, Mass. Sanders, ‘Thomas E., Washington Junior High School, Racine, Wis. a Helen M., Dewey School, Evans- Til. sonanied. Ide G., Public School 10, Pater- son N, J. Saurman, Mrs. poythe M., Liberty School, a go N. =? - Rigor, Burrville School, Washing- on Sawyer, E. M., Hyde Park School, Cincin- nati, Ohio. Saxton, Emma, Magnolia Ave. School, Glendale, Calif. Scarlett, Andrew, Forest St. School, South Orange, N. J. Schaefer, Louise, McKinley School, Great Falls, Mont. Schartung, J. A., 554 Dawson Ave., Belle- vue, P ttsburgh, Pa. Schellba bach, C. i, Franklin School, San Diego, Calif. Scherer, Mar ae Garfield School, San Francisco, os —_ i 234 Dist. School, Cincin- na Schimek, ¢ eciia B. 1018 S. Lytle St., Chi- ll. Schjoldager, Inger M., Pierce School, Chi- cago, Schlagle, F. _ Anpentine High School, Kansas City, K Schlotman, R. C., O7th Dist. School, Cincin- nati, Ohio. Schmitt, Elizabeth D., Broad St. School, Cuyahoga Falls, Ohio. Schneucker, Elizabeth 8S., Horace Mann School, Schenectady, N. Y. Schoolcraft, Pearl T., 1439 Forbes St., Kalamazoo, Mich. Schoonmaker, N. B., Pillsbury School, Min- neapolis, Minn. Schroeder, Esther L., Washington School, Cincinnati, Ohio. ome, Louise, Columbus School, Chicago, Schubert, H. Arthur, 908% Farnham St., Elmira, i A Schulz, Elizabeth, Supervising Principal, Wilmington Del. Schultz, a, Geetiand Normal School, Cortland, Schwall, Mary E., PE o Box 274, South Dart: mouth, Mass Schwartz, Albert, Commins School, Cincin- nati, Scorer, Sadie M.,; 2008 West St., Home- stead, Pa. a E Allee E., 2850 W. Jackson, Blvd., — Belle Torrey, Fulton School, Colum- us, Scott, Dorothea A., Township School 1, Montvale, N Scott, Mrs. Elizabeth, dateate School, San Francisco, Calif Sees, John, Sherman School, Middletown, hio. Scrivener, 3 1012 Monroe 8t., N. E., Washingt Bendewe. ngt W., dice School, Seattle, Sepmen, G. A., Hotel Del Prado, Chicago, Seekamp, cage. I. N. Bloom School, Louisville, Se Gel 1, H. H., Masquctts School, St. Louis, Seif, Louisa D., Springfield School, Pitts- burgh, Pa. -— Erich, Supt. of Schools, Wayzata, nn. Sellman, W. N., Edward Wyman School, St. Louis, Mo. Tue FourtH YEARBOOK 473 —_ Ada B., Falconer School, Chi- Ill. pe og Edith G., William Livingston School 10, El izabeth, N. J. Server, Isaac, Public School 4, Jersey City, Sessions, H. A., Laguna Laton School, Caruthers, Calif. Shackford, Vesta E., Berkeley St. School, Lawrence, Mass. Shafer, Sydney D., Wyoming, Ohio. Shallenberger, M. "C., P. O. Box 477, Ely, Nevada. Shane, C. a Daniei Webster School, Oak- — Tda A., 1624 W. 19th St., Chicago, 1 Shaw, Emily, seee Hough Ave., Suite 2, ee og Ohi Shaw, L. R., J. 3. Allen School, Seattle, Wash. Sheads, ne M. E., Bryan School, Wash- ington, c. Sheaffer c Cc. ey ort, Pa. Sheffield, Mrs. F.L ., Old Shell Road School, Mobile, Ala. Shellington, A. Mary, Center Avenue School, Niagara Falls, N. Y. Shelton, Maude, Lincoln Junior High School, Kenosha, Shenefield, B. we Dore ‘So. Michigan St., South Bend, Ti. Shenstone, Anna H., McKinley School, Kalamazoo, Mich. Shepard, Avia W., Public School 9, Buf- alo, N. Shepard, Carrie K., Mittineague School, Mittineague, a Sheppe, Mrs. A. L. tol, Va. Sheridan, Margaret L., Carr School, St. Louis, Mo. Sherman, Charles M., Central School, Ta- coma, Wash. Sherman, Elisabeth M., Jefferson School, Oakland. Calif. Sherrod, Charles C., Peabody College, Nash- ville, "Tenn. Sherwood, H. M., Stephens School, Port- land, Oregon. Sherwood, Hollace C., Marion Township Consolidated School, Mitchell, Ind. Sherwood, Leah, Public School 63, Brook- lyn, N. Y. Shetlock, William, Supervising Principal, oplay, Pa. Shield, Ruth, Longfellow School, Il. Short, Edith M., Euclid Ave. School, Glen- dale, Calif. Short, George A., Rock Ridge High School, R, 2, Wilson, N. Cc. Shotwell, Fred C., Supervising Principal, Franklin, N. J. Shove, Helen B., Longfellow School, Min- neapolis, Minn. —_ William C., Wyman School, Denver, ‘olo. Sickles, F. J., Supt. of Schools, New Bruns- hg N. J. > . H., Hartwell School, Cincinnati, Sifert, > R., Supt. of Schools, Webster City, — Sites, Lou L., rand Rapids, Mich. Simkins, J. pe Edison School, East San Diego, Calif Simmermon, T. L., Pleasant Ridge School, Cincinnati, Ohio. Simmons, Caesar F., 10 8S. Klein St., Okla- homa City, Okla. Simmons, mw > S., Liberty Street School, age Simmons, Myrtle, T., Elementary and Junior Hig Schools, Monmouth, I11. , Jefferson School, Bris- Peoria, Buchanan School, Wash. _ Smith, Mrs. 5. Simmons, William F., Grand Avenue School, Milwaukee, Wis. Simpers, A. Adelaide, Public School 3, Wilmington, Del. a, Genevieve, 736 Race St., Denver, Colo. Sinclair, Katherine L., 310 Marshall St., Hampton, Va. Singleton John S., North School, Middle- town, Ohi Siviter, A. B. “6108 Walnut St., Pittsburgh, Skillen, Mildred, 1202 8, Millick St., Phila- delphia, Pa. Skinner, Clara, Jefferson School, Grand Rapids, ch. 7“ William, Jr., 490 Second Ave., Ber- oui. Margaret K., Rock Spring School, St. Louis, Mo. Siasoen, Sara E., Eagle School, Cleveland, Slayton, W. H., Supt. of Schools, Ports- mouth, Slemmer, M. Gertrude, Allison School, Philadelphia, Pa, —— 4 _ elle P., Cooper School, Sioux y, Sly, C. a ‘Hatley Gehoot, Hailey, Idaho. Smalley Harry, J . McDonough School, Fall River, - * —! C. Florence, Felton School, Cam- bridge, Mass _, Edith, Henry School, Grand Rapids, smith. “Ella i. Garrett Heights School, Baltimore, M Smith 7 O- 400 Hill Crest Ave., Ma- con Smith, Eva G., Longfellow School, Tacoma, Smith, cer R., 01101 Foster Ave., Chi- cago, Smith. Fore L., 220 No. Hamilton, Ypsi- lanti, Mic Smith Fred ye, 3711 Polk St., Chicago, Ill. Smith, ee "A. Mather School, Boston, Mas Smith, Herman F., Latona School, Seattle, C., Jefferson School, Sacramento, Calif. Smith, J. W., Lincoln Junior High School, Youngstown, Ohio. Smith, LeRoy, Thomas Buchanan Read Sch ool, West SS pe a. Smith, Margaret H., 61st St. School, Los Angeles, Calif. Smith, Margaret J., 920 South St., Lex- ington, Mo. Smith, Margaret M., Maria Mitchell School, Denver, Colo. Smith, Mrs. Mary Y., Hudson St. School, Binghamton, Smith, Minnie H., “Washington School, New Haven, Conn. Smith, N. L., High School, Varnado, La. Smith, Roy T., West Woodland School, Seattle, ‘Wash. Smith, W. H., 114 South Arlington Ave., East Orange, N. Jd. Smith, W: Virgil, Highland Park School, Seaitle, Wash. Smithyman, W. Lincoln, Cold Spring Ave. School, Milwaukee, Wis. a Isabel, 218 West First, Cherryvale, a Smoot, Viola, Ne oe School, Joplin, Mo. Smyser, W. L., 5900 Nina Ave., Chicago, Ill. Smyth Elizabeth A., School 13, Baltimore, Snavely, F. B., Union School, Spencerport, Snell, Harvey, Empire, Calif. 474 Exementary Scuoor Principats Snider, R. ogg James H. Smart School, Fort Wayne, I Snodd y, W. T., "Acipeo School, Birming- am, Ala. a H. B., Onaway School, Cleveland, 8 der, Olive J., Staunton St. School, qua, Ohio. an, Gracia H., 107 Oak St., Ells- worth, Maine Somorwill, Grace, First St. School, Warren, Southall, Maycie, Asst. Supv. Rural Schools, Raleigh, N. C. Spangler, George B., North Ward School, Hartshorne, Okla Spargo, John A., Ashland School, East Orange, N. Sagese, Annie, 517 Penelope St., Belton, Texa Secars. ‘Mrs. Cola, W. F. Slaton School, Atlanta, Ga. Speerbrecher, Henry, 27th Ave. School, lee Ts, is. Spiers, T. 260 E. 53d St., Portland, Oregon. Spencer, Cornelia J., Kennedy School, Portland, Oregon. Spencer, Mrs. Hattie, Lincoln School, Im- perial, Calif. Syeneet, P. R., Supt. of Schools, St. Cloud, n Spencer, Teresa F., Rochambeau School, San Francisco, Calif. Sperle, D. Henrvetta, 75 So. Prospect St., Burlington, Vt. Sperle, Sara O., Courtland School, Council Bluffs, Iowa. Sperry, Lena A., Surry, Maine. Spoor, K. Gertrude, Garden School, Strat- ford, Conn. Sprague. Elizabeth, Rosedale School, Cleve- land Heights, Ohio. Spreng. Ruth M., 101 So. Guadelupe Ave., Redondo Beach, Calif. Sproule, Marion ae Hamilton School, P Philadelphia, Pa. oe. Minnie J., Bowen School, Akron, Sp Dorgam pncy, 1416 S. Brook St., Louis- vil Squibb; F. TW. Fifth Ave. School, McKees- port, Pa. 8 _ H. L., Supt. of Schools, Selah, ‘ash. Stafford, C. M., Sabin School, Portland, Oregon. Stafford. Susie F., 511 E. Davis St., Bur- n Stahl, John Cc. “Fifth St. School, Conners- ville, In Stable, Pauline W., High St. School, Wes- Staley, Raymond E., Beall High School, ost Stallings Tita, 1017 Egmont St., Bruns- Stallman, Bite, Mark Twain School, Sioux ‘alls Standley © ns W., Roosevelt School, Stanley, Elizabeth, Holland School, Min- neapolis Stenten, — A., Washington School, attle, Wash. Stapleton, Mrs. Louise V., Dickinson School, Grand Rapids, Mich. Stapleton, Mayme, Whittier School, Sioux Falls, 8. D. Stauffer, Daisy, Hawthorne School, Day- on, — apes F., Franklin School, New- Steele, Jesse F] Tooe! le, Uta Steele, Julia M., Fourth see ‘School, An- sonia, Conn. Steele, Laura, School 5, San Antonio, exas. J > R., Richmond School, Portland, Ore Steffens, Alice M., Racine, Minn Stehman ie Avondale School, 2616 N. Spa pauldiag Ave, © Chicago, I Steinberg, 5138 North Fairhill St., Philad clone, Pa. Stellwagen, H. , 4548a Red Bud Ave., t. Louis, Mo. Stephens, ‘Ada, Chicago Ave. School, Co- lumbus, io Suehene, C. E., Emerson School, St. Louis, Sterling, Amanda G., 202 Fifth St., Lake- woo Stevens, Eugene C., Clayton School, Den- Colo. ptevens, Nellie M., Sitton School, Portland, Oregon. Stevens P. Jr., Public School 44, New York, Y. Stevenson, Carlie A., 1417 Lake Shore Drive, Muskegon, Mich. Stevenson, Jessie,’ Sibley School, Grand Rapids, Mich. Wm. H. Brett School, Stewart, Clara, Clevel jand, Ohio. Stewart, Mrs. Emma, Woodrow Wilson Sch ool, Houston, Texas. Stewart,’ Mrs. Eva L., Box 14, Mount Union, Pa. Stewart, I. Daniel, Lake City, Utah = Denton Bldg., Cincinnati, Oh Stitely, Marshall, 1532 Linden Ave., Balti- more, a Stivers, cones A., Detroit St. School, Mil- waukee, Wis. oe Annie K., 245 W. 57th St., Chicago, Stockley, Callie L., Edwin T. Merrick School, New Orleans, La. Stoll, Caroline F., Fairmount School, Fair- mount, Mo. Stolz, Mrs. R. B., Parkside School, San Francisco, Calif. -~ ~~" aed View School, San Fran- cisco Stone, a. pees Ave. School, Glen- dale City, Cali Stone, Mrs. Genevieve L., Bremer School, Minneapolis, Min Stone, Grace, 1708. "No. 11th St., Texas. Stone, Helen M., 172 Highland Ave., Win- chester, Mass. Stone, ——. Lowell School, fleld, Steas, Louise K., Drake School, Chicago, Til. Steee. Merz, E., Public School 33, Jersey y, NN. d. Store Eugene M., Lincoln School, Napa, alif. Stott, Maud, Franklin, Mass. Stough, Elizabeth, 2000 Cleveland Ave., Strachan, Mary G., 4268 Warner Road, Cleveland, Ohio. Lexington School, Grand Rapids, Mich. Straub, Lizzie, Strauss, Bella, Public Bebol 88, 300 Riv- ington * ‘e York, Strickland, Ww. 8., Kirby Road School, Cin- cinnati, ‘Ohio. Baltimore, Strong, Cc. L., Brooklyn School, Portland, n. Sumner School, Salt Waco, Bakers- S. W., Canton, Ohio. Strahan, Margaret 2816 W. Chestnut St, Louisville, Ky. , Supt. of Schesls Indepen- Stromberg. More. A. Lincoln School 86, Tue Fourtn YEARBOOK 475 Stuart, Mrs. Marjorie, Henry Durant School, San Francisco, Calif. a A. L., Supt. of Schools, Tyler, n. Suchanek, Minnie M., Lafayette, Mar- uette, Foster and Division St. Portable chools, South Bend, Ind. Sullivan, Jane, North School, Thompson- ville, Conn. Sullivan Katharine C. V., Westall School, Fall River, Mass. Sullivan, Mary C., Brady School, Detroit, Mich. ou. Ethel, N. B. Cook School, Pensacola, 1 a. Sutton, Gertrude K., Hamilton School, Minneapolis, Minn. Swaim, Laura G., Supervisor of Schools, Maple Shade, N. . Swan, Grace G., Hancock School, Pitts- burgh, Pa. owen. Ione D., San Pedro Dev. School, Walnut Park, Los Angeles, Calif. ~——" Alicia, Crokett School. El Paso ex Swanzey, Linah, Bessemer School, Pueblo, olo Swasey, Marion H., 58 Maple St., New Bed- ford, Mass. Sweeney, Ellen C., Thomas Donaghy School, New Bedford, Mass. Sweeney, Thomas H., Public seed 70, Queens Boro, Long Island City, t # Sweet, George H., 321 High St., Feit River, Mass. Swihart, J. Lehr, R. 3. Fostoria, Ohio. Swope, Lena D., 2101 N. New Jersey, In- dianapolis, Ind. Swope, Mary B., Hartford School, Canton, Ohio. Sykes, A. J. J., Waterford School, South Norfolk, Va. Sykes, Marion, 4451 St. Lawrence Ave., Chicago, Ill. Sype. George, 820 S. Sholto St., Chicago, es. John P 1338 Q St., N. W., Wash- ngton, D. Taggert, Alice .” Chandler School, Man- chester, Taggart, T. E., H vard School, Enid, Okla. Talbott, Adele, School 69, Baltimore, Md.- Taliaferro, Sallie C., 3314 Elgin Ave., Baltimore, Md. Tallman, H. C., George School, Portland, Oregon. Tantum, Emma ,” 70 Grandview Ave., Plainfield, N. 7, Inga B» Hayes School, Cedar apids, Iowa. — A. P., 502 W. 20th St., Owensboro, y. a, Edith B., 14830 W. Minnehaha St., Paul, Minn. Taylor, Mrs. — L., Dunbar School uisville, Taylor, Emily a William Stix School, St. uis, Mo Taylor, F. W., High School, Yukon, W. Va. Taylor, George D., 392 Augustine St., chester, = a Taylor, Isabelle 2108 Marshall Ave., New- port News, Va- Taylor, Jessie E., Logan School, Minne- apolis, Minn. Taylor, Mary, LaSalle School, Chicago, Ill. Taylor, Nell, Rusk School, El Paso, Texas. bay ae F., Junior High School, War- ren, Teach, a E., Supt. of Schools, Bakersfield, Calif. Teague, C. R., Texhoma, Okla. Teague, Grace L., Wallace School, Lewis- ton, Maine. Thalheimer, Florence, School 59, Balti- more, Md. a Elizabeth, Coe School, Seattle, ash. Thaxter, B. A., Couch School, Portland, Oregon. Thayer, eee BE., 412 Amherst St., Man- chester N. H Theilgaard, Sophie A., Kosciuszko School, Chicago, i Thelander, Ellyn, Laurelhurst School, Port- land, Oregon. Thies, Lillian C., Walnut St. School, Mil- waukee, Wis. Thom, Bernard E., Kempton, W. Va. Thomas, Alfred, Rockland St. School, Lan- caster, Pa. Thomas, — E., Shamrock Apt., Paducah, Tagen, J. @, "nant. of Schools, Flagstaff, Ar Thomas, Lilla, Vilas School, El Paso, Texas, Thomas, Mrs. Lillie D., 737 Talbot Road Portland, Oregon, Thomas, Lily M., Dana Avenue School, Co- lumbus, io. Thomas, Mary Eva, Winfield Scott School, San Francisco, Calif. Thomas, Miles ac Border Star School, Kansas City, M Thomas, Oscar D., “Dhear Allan Poe School, Philadelphia, Pa a. Thompson, Anna, Mills Open Air School, Portland, Oregon. Thompson, Anna _ B, Slater-Langston School, Washington, D. Thompson, Augusta Cary, Hodge School, Cleveland, Ohio. Thompson, Carrie A., Makaweli Kavai 1, Hawaii. Thompson, Cecil T., Sabin School, Port- land, Oregon. Thompson, Cornelia B., Bond Street School, Asbury Park, N. J. Thompson, F. R., Washington High School, Washington Court House, Ohio. Thompson, Harriet E., Second Ave. School, Columbus Ohio. Thompson, Harriet &.. Herbert Spencer School, Chicago, Ill Thompson, Lilah, ‘McKinley School, Sioux City, Iowa. Thompson, Lou H., Fairwood School, Co- lumbus, Ohio. Thompson, Lucy, Hubbard Ave. School, Columbus, Ohio. Thompson Mary A., George Dewey School, St. Louis, Mo. Thompson, Mary D., Ogden Ave., School, LaGrange, Ill. Then Dillie F., Clara Barton School, F. D. 1, Perth Amboy, N. J. Thoene, Leona L., Moseley School, Chicago, Thornley, Mary, Simon Muhr School, Philadelphia, Pa. Thornton, Grace E., Old Branch Ave. School, Providence, ° Tierney, "Ann C., Grant School, Menominee, ch. Tindall, Emma V. Thomas, Holmes Jr. High School, Philadelphia, Pa. Tillman, Opal, Logan School, Macomb, III. Tinker +" M., 3208 Baring, Phila- delphi fa, Pa. Tireman, L. 8., Postville, Iowa. Tobin, Mary B., 1820 Yeaton Ave., Chi- cago, Ill. Tomkinson, ey Sheridan School, Philadelphia, Torrey, Eleanor C, Emerson School, Du- luth, nn. a Sue B., 241 W. Eighth St., Erie, a. 476 Exrementary Scoot Principats Torreyson, C. T:, Lauderdale School, Mem- phis, Tenn. Tower, nee Tilton: E., Calumet High School, nois Goane e, Lillian M., “Bowdoin School, Brigh- ton, Mass. — R, H., Supt. of Schools, Glencoe, Townsend, », Salome, Roskruge School, Tuc- son, Tra Bettie M., 400 West 118 St., N York, N. 'Y. " shite Trainor, Harry J., Box 642, Crystal Falls, Traphagen, Martin H., Mt. Vernon, N. Y. bie = bel, 3134 W. "25th St., Cleveland, io. Tregallas, Ida M., 3046 Logan Blvd., Chi- cago, Ill. bs < ny Earl, Peaslee School, Cincinnati, 0) Troeller, Mrs. Edith S., P. O. Box 415, Trott yobs He’ ss a Princi i) ohn upervisin Tincipal, W. Manchester, i “4 5 Truby, Charlotte an petaten Ave. School, North Braddock, Truitt, vw, J. B., John yn School, Nor- folk. Tubre, Be ” Boyce High School, Boyce, La. Tuck, Sara E., 60 Sterling St., ‘Atlanta, Ga. Turmo U. A., Obert, Nebr. Turnage, Mrs. A. + ot Junior High School, Richmond, Mo. Turnbull, F. A., 1812 W. 6th St., Aberdeen, Wash. Turnbull Lillian, Woodland School, Can- ton, Ohio. Turpin, L. T., echinatee Senior High School, Cedar Rapids, Iowa. Rupert, Teeeey. Ira, Supt. of Schools, Twiges ‘Templeton P., George School, 4110 Russell St., Detroit, Mich. Twito, Helmer, Supt. ed Consoli- dated Schools, Valley City, N Tyson, John H., "Upper Darby High School, Upper Darby, Pa | Underhill, 1458 State St., Schenecta , ok Underwood, anklin M., 3942 Connecticut St. -™S Louts. Mo. Unruh, ah B., Lincoln School, Flint, Unthank, Emma, Lincoln School, Tacoma, Mich — Mrs. Margaret ‘a 211 Washington , Cumberland, Byanese A., Van Auken, W. D., Public School 13, Pater- son, N. J. Van Buren, Frances, Lafayette School, Grand Rapids, Mic be 5 Celia, Ciititon School, Colum- VanderBie, Hiltya, Clinton School, Minne- apolis, Minn. Vander Las, Mrs. ~heaeaaees School, Oelwein, Iow Van Hoesen, Ralph, Hich School, Alma, Mich. by .* —~Sy Helen F., 2930 W. Harrison St., ica Van Ti Tine, oD. Tr. Williams School, Portland, Vaughan, ‘I. T., Bush School, cae ssiomigg Vincent, H School 16, Troy, N a act. ‘Cruft School, Terre Hoste, Vogelsang, Dorothy, Columbus School, San rancisco, Calif. Voiles, Stephena H., 1732 No. Mariposa Ave., Los Angeles, ' 4 Central, be Vivian, Fair. St. School, Houlton, Wagner, ¢ ve E., Spurgeon School, Santa na, Waite, Ida i, Colorado School, Glendale, Walcott, E. Forrest, Northrop School, River Rouge, Mich. wees Helen, Sylvan School, Rutherford, Walden, Emmett 8., Caihoun County High School, Blountstown, Fla. Waldorf, May, Sandison School, Haute, Ind. Wales, Waldo V., Oak St. School, Youngs- town, Ohio. Walker, Anna W., Northern Liberties School, Philadelphia, Pa. Walker, Hattie E., Ruhrer School, Cleve- land, Ohio. Walker, James Jr., 6039 Washington Ave. Philadelphia, Pa. Walker, Leona a 44 Church 8&t., Rochelle, N. Walker, ed I., Walton School, land, Walker, Mar V., Belmont School, Hop- —— Nannie, Wildeboor School, Pueblo, kinsville, Ky. Walker, Sadie A., Central Grade Bldg., Fargo, N. D. Wallace, Lillian, McIntyre School, Phila- delphia, Pa. Wallar, Beulah H., Whitney School, Min- neapolis, Minn. ves zens, 27th St. School, Milwau- ee, Ss Walters, R. J., 2045 So. Clarkson St., Den- ver, Colo. Terre New Cleve- Walters, William Wade, Mark Twain School, St. Louis, Mo. ber = Jessie B., Bryan School, Akron, 0. Wanfield, Ellen, Brentwood, Calif. Ward, Clara, Franklin School, Grand Rapids, Mich. Ward, Evelyn, Fountain School, Grand Rapids, Mich. Ward, Susie A., Guadalupe School, San Francisco, Calif. Ward, W. H., Walterboro, S. C. Warden, K. 'W., Lenox School, Memphis, enn. Warner, Harold E., ow Junior High School, Washington, D eh Warren, Nellie G., 718 W. 15th St., Des Moines, Iowa. vere John §8., R. F. D. Box 430, Fresno, ali Washburn, Annie C., Supervising Principal, Melrose, Mass. —_. Rose J., East School, Hartford, onn. Watkins, Lida E., Wells and McComas School 5, Baltimore, Md. Watson, Mrs. A. E., Kerns School, Port- land, Oregon. Watson, 4 Washington School, Bar- tlesville, Watson, feartan A., Lincoln School, San Francisco, Calif. Waymire, Florence §., Garfield School, Dayton, Ohio. Weakley, Guy A., Supt. of Schools, Prince- ton, Kans. Weatherwax, Anna P., North Division School, Grand Rapids, Mich. Weaver, ime M., Wall St. School, Nor- walk, Con wee agar 'W., 100 Park Ave., Hinton, = V. L., 604 Boyle Bldg., Little Rock, rk. Tue Fourtn YErarsoox 477 Webber, Evangeline, 2015 Linwood, Kan- sas vag Mo. Webling. H., soos Bingham St., Kane- ohe, Seni, = Weglein, D. E., Ba “of Ed., Administration Bldg., Baltimore, Md. Weibel, Elise, Emerson School, Louisville, Ky. Weidman, Mary E., Special Help School, Parkersburg, W. Va. Weisman, Frances, ‘Webster Jr. High School, Spokane, Wash. Weisman, Sara E., Hawthorne School, Spo- kane, ash. ba - Mildred A., School 8, Indianapolis, welday, Samuel O., Santa Barbara, Cali wee, Jean, Irving School, Sioux Falls, Wellenvoss, Nora E., Emmet Field School, Louisville, Ky. Wellers, Emma, Wakefield, Wells, Vinwinia, "Medien Heights School, Memphis, Tenn. Welte, Adeline K., Holmes St. School, Lan- sing, Mic Wenner, Dorothy, . 1225 Churchman Ave., Indianapolis Ind Wenner, Virginia, West Brunswick School, Brunsw West, Henry S., Supt. re Schools, Balti- more, Md. West, Nathanial G., School, Roches er, N. woes. Marie C., Farnam School, Omaha, Weymouth, Edith M., Fairmount School, nver, Colo. Wheatley, Emily G., a ne Hills School, Cleveland, Oh vas. Ada, Windsor Echool, Cincinnati, Mrs. Ann Delker, Third St. Wheeler, y. North Pond School, Roosevelt School, Supervising Principal, Andrews School, Owensboro, Wheeler, Harriet E., Moe dggs ~ a Mass. Wheeler, > emmenes Jr. High School, Oakiand Wheetee, Allee HL., Garfield School, Mo- ne, Ill. Whelan Mary, Miles Standish School, Cleveland, Ohio. White, Carl M., Junior High School 1, Camden, N. J. White, F. U. * Supt. of Schools, oor Til. White, Mrs. Henry, 710 ist St., S. B., Lit- tle Falls, Minn. White, Mrs. M. Elizabeth, Lincoln School, Wenatchee, Wash. White, Laura C., Junior High School, Jack- sonville, Ill. wae Mariah D., 7923 Panola, New Or- eans, White, Zada A., Lake Harriet School, Min- neapolis, Minn. Whitesides, E. M., Layton, Utah. Whitfield, G. M., Jefferson School, Tacoma, Wash. be ox George T., High School, Whitlow, Effie H., 1321 Nokomis St., Pitts- burgh, Pa. Whitty, Mary E., Hosmer School, Fitch- burg, Mass. Whitzel, Mary Effie, Ninth Ave. School, Co- lumbus, Ohio. Wicker, Albert, Bienville School, New Or- leans, La. Wickersham, Miss J. B., Fifth St. School, Los Angeles, Calif. Rose, Whittier School, City, Mo. , Lincoln School, San Ber- Kenly, Kansas Wierwille, H. nardino, Ca Wilbur, Howard, Old ae and Kimball Schools, Needham, Mas bad ~ Walter E., Divoll. School, St. Louis, bre Edward, Shields School, Chi- wilkinson, | BE. W., Dyer School, Cincinnati, hio. Wilkivson, James G., Roosevelt School, New Rochelle, N. Y. — e Sita a Seacer School, Manches- er, Willard, Chepneey C., 1231 S. Robey St., Chicago Til. Willard, Henk E., Asst. Supt. of Schools, Seattle, Wash. Willard, mney F., Kenwood School, Chi- cago, Williams, “Ann Carol, 385 Broadway, Youngstown, Ohio. Williams, Clara Lee Melrose Ave. School, Los Angeles, Williams, Fannie C., 2627 Seventh Ave., New Orleans, La. Williams, Iona P., McLaughlin School, Muskegon, Mich. Williams, J. Png Woodlawn School, Bir- mingham, Williams, hy "Senaathe Theodore Potter Fresh Air School, Indianapolis, Ind. Williams, M. E ., Chambers School, EB. Cleve- land, Ohio Williams, M. Iola, Firestone Park School, Akron, Ohio. Williams, Winnie M., South and Ewards School, Beverly, Mass. Williamson, Anna, 22 Arbor St., Pitts- burgh, Pa, Williamson Edith, Lemington School, Pittsburgh, Pa. Williamson, Lilias M., 10354 Charles St., Chicago, Il Williamson, enete J., Alexander Henry School, Philadelphia, Pa. “a — Supt. of Schools, Worthing- Willis, Minnie I., Emerson School, Erie Hawthorne School, East St. Wine, Beatrice, Berkeley, Calif. Wilson, Albert H., Nassau School, Orange, N. J. Wilson, Albert M., Monroe School, Louis, Mo. Wilson B. O., Ringling, Mont. c. Ae Avondale School, Cincin- Wilson, nati, O Wilson, Elsie B.f 641 29th St., Newport News, a. Wilson, George H., Supervising Principal, Narberth, Pa. Wilson, ave A., 1711 E. 72nd St., Chi- cago, i , 200 Seevel Apt., Vallejo, a Wilson, Sarah, a Spencer Miller School, Philadelphia, Wilson, W. A., "Eaheatite School, Pine Bluff, Ark. Windsor, W. B., Greensboro, N. C. Wineman, Mrs. Katherine, Scripps School, Detroit, Mich. Wing, Clara B., First Ave. School, Colum- bus, Ohio. Winkworth, Jessie L., 220 Ninth Ave., Haddon Heights, N.’ J. wae.,? W., McKinley School, a Winslow, Charles 8., 936 N. Ashland Ave. Fresno, Chicago, Ill. Winter, Mae I., Park School 8, Casper, Wyoming. Wise, Carl T., Lincoln Junior High School, Duluth, Minn. Witt, Lena E., Roosevelt School, Spokane, Wash. 478 Ex.ementary Scuoort Princrpats Wier C. EB., 5182 Maple Ave., St. Louis, Wolf, Eva H., Stanley School, Kansas Cc Kans. ty, Wolf, M. Elizabeth, James E. Rogers School, Pittsburgh, Pa. Welt e, H. Alena, Merritt School, Duluth, inn. Wolfe, = M., Swinney School, Kansas J; 0. wee. B., wolfe, Townley R., School 207, Baltimore, Wolverton, Charles V., Carteret School 6, Bloomfield, J. Wonders, Winifred M., 133 E. Maple, Ful- lerton, Calif. wee Blanche, Lincoln School, Superior, Ss. Wood, Jennie D., Huntington School, Meriden, Conn. - nis Woodall, Annie, Longfellow School, Ber- keley, Calif. Jones School, Houston, Woodbury, reg Roliston, Thornton Academy, aine. Woodbury, Mrs.” Florence M., Lincoln School, Maywood, Ill. Woodbury, we a S., 73 Pleasant St., Manchester, Woods, Etbei, Columbia School, Wenat- chee, Wash. Woods, Maude, 5004 Austin, Houston, Texas. Woodward, Adsinide P- Flanders Hotel, Atlantic City, N. J. Woodward, Lovina M., Lawrence St. School, Framingham, Mass. Woody, Ida Lee, Hamilton School, St. uis, Mo. woes Mrs. Amy Dickinson, Junior h School, Sterling, Colo. Wright i J., 544 W. Fourth St., Day- Wright, Louise B., 1120 South Ave., Pittsbureh, h, Pa. Wright, L. Zenobia, Lawton School, New Orleans, La. Wright, Norman A., South Ave. School, Bridgeton, N. J. Wright, Owen B., Washington School, Rock Island, I 1. Wright, Robert H., Pres. Set. Carolina Tchrs. College, Greenville, N. W right, WwW. _ Henley School, Bir- am, Ala. Wuthrich, — G., Lincoln School, Bar- wy esville Okl an, P. H. * Marysville School, Port- nd, Oregon. Negley Yeager, Tressa C., Mt. Lebanon School, ttsburgh, Pa. ‘Yeomans Rosanna, Paul Revere School, Revere, Mass. Yeaton, "Miss Clyde E., Clara Barton ool, Minneapolis, Minn. wr K., Walton School, Phila- elp: York, Edn Widdicomb School, Grand Rapids, Mich. Mrs. A. D., Keating School, De- D’Antignac School, Au- "Mrs. Bia B., 148 Clifford St., tneyville, Conn mL G. A., Santa Barbara Ave. School, Los Angeles, Toma.’ M. a oy Peabody-Hilton School, Washington, D Togas, Ei Kate, 360 5. 9th St., N., Portland, regon. Teme. Nora B., 302 EB. So. St., Lebanon, nd. Zinn, D. D., Webster School, Sioux City, owa. Zirkle, H. W.,. Whittier School, Denver, Colo. Zollman, Dora W., 1027 E. 53d St., Chi- cago, Ill. Zook, Carl §., Atkinson School, Portland, Oregon. after The r | gaa were’ received April Aarvig, Bertha O., Fort Dodge, Iowa. Adams, A. ae, E. Landis Ave., Vine- land, N. J. Alderman, Grover H., School of Ed., Bioomington, Ind. Assmann, _— C., Washington School, W. Allis, Wis. Banning, Eva L., Warner School, Cleve- land, Ohio. Barber, Gertrude L., McKinley School, Coffeyville, Kans. a aniel J., 7646 Green St., Chicago, Borden, Nellie Gray, Winchell School, Fresno, Calif. Brightwell, Mamie, Sixth Ward School, ort Worth, Texas. — James A., Garfield School, Spokane, ash. Carey, Nelle G., 560 Wahkonsa Annex, Fort Dodge, Iowa. Cavanah, Lucretia LeR., 5009 Franklin Ave., Cleveland, Oh Comstock. W. H., 2031 BE. 72d Place, Chi- cago, Ill. Cox. Philip W. L., School of Ed., N. Y. Uni- ye. Washington Square, New York, N. Y. Edwards, Margaret W., Cleveland School, Dayton, Ohio. En fem. Rose L., 3741 Agnes, Kansas t Brena Martha E., Jefferson School, Poca- tello, Idaho. Feinauer, Christine, Derry, N. H. Fithian, rod M., 1527 7th St., Sacra- mento, Cal Flint, Rowert s., Station No. 1, Hunting- ton, W. Va. Goodspeed, David H., 202 Taylor St., Wal- laston, Mass. Grafton, Elizabeth M., Barberton High School, Barberton, Ohio. Greer, Loula, Pennsylvania Ave. School, Beaumont, Texas. Hanson, eee, 320 Walsh St., Grand Forks, N. Hart, Ida x. 5720 Thomas Ave., Phila- delphia, Hatch, Senex D., 1540 East Marquette, Ch icago, Ill. Hearne, Clara, Elementary School Supvr., Roanoke Rapids, N. C. Holmes, Lindsey R., 1604 Iowa St., Cedar Falls, Iowa. Johnston, Ida E., Mills St. School, Morris- town. Kem, , Samuel, Public School 156, Brooklyn, Keen, H. F., Curtis School, Orange, Texas. Kaiocas, J. 'N, Green Lake School, Seattle, Lightbody, vaiam, Lillibridge School, troit, Mich Lauine. oO. L., Junior High School, Holton, ans. Byne J., 872 Tenth St., Mil- Luebke, waukee, Lusk, L. Blizabeth, Isaac Sprague School, Wellesley Hills, ‘Mass. Tue FourtH YEARBOOK 479 McLau _— ee Roy Bi Sockanosset School for ys, wy I. McPherson, R. A., Supvr. puigaesi, 1809 17th St., Parkersburg, Ww. V Meyer, Florence L., Hutton School, kane, Miller, Persis K., 722 Wyndhurst Ave., Baltimore, Md. Manes, U. L., Morgan School, Cincinnati, hio. Montillon, Adeline B., Cleveland School, Cedar Rapids, Iowa. Moore, Mary, Young School, St. Joseph, Mo. Moulton, = E., 265 Milford St., Man- chester, N. Mulholland, +. 848 Reed St., zoo, Mich. Nevins, C. V., Jefferson School, Wis. O’Connor, Margaret A., Lakewood, Ohio. O’Neil, Helen, Marcus Whitman School, Spokane, Wash. Ossire, Cora A., Jackson School, Washing- mam, o. C. Ozier, W. C., 2129 Pike Ave., Birmingham, Ala. Patterson, Ollie T., Wickersham School, Pittsburgh, Pa. Parkhurst, Marion C., 30 Elmwood Ave., Burlington, Vt. Peirce, Bessie P., H. A. Kempton School, New Bedford, Mass. Peterman, May B., Bliss School, St. Joseph, Spo- Kalama- Oshkosh, Ensley, 0. Peterson, Alice C., Dundee School, Omaha, ebr. Rabenort, William, 2 Washington Terrace, New York, N. Y. —— Maud, 215 W. 5th St., Ottumwa, Iow Rises, "tis M., Knickerbocker School, Chi- cago, Ill. Ritter, B. T., Mt. Washington, Mo. Roseborough, D. D., Principal of Schools, Box 206, Mount Dora, Fla. Rowley, Clara, 5 Carney Terrace, Melrose, Mass. Sanders, Grace S., 152 Wilson St., Bal- timore, Md. Schmitz, Joseph, ae Humboldt School, St. Seager, Mire. Sarah E., Tuseany Apts., Stony Run Lane, Baltimore, Seymour, aaa 4 M., 578a Eastern Ave. a irmingham, A a ay Alice, Baldwin School, Pontiac, M Sherwood, Mrs. M. B., 214 E. Morgan S&t., Raleigh, N. C. ae. rage | E., 3626 N. 19th St., Philad elphia, Pa. — William N., Lincoln School, Oshkosh, Wis. 5623 Florence Blvd., Smith, Elsie M., Omaha, Nebr. William H., 5501 Wayne Ave., Sowden, Philadelphia, Pa. Stearns, — 1524 Martel Ave., Holly- wood, Calif. stevenson x L., Eugene Field School, Chi- stiles, ? M., 816 Poplar St., Erie, a. Strohecker, Henry O., Bennett School, Charleston, 8. C, Sunderland, Henry, Supt. of Schools, Lan- caster, Minn. Sypolt, Mrs. Elsie A., 4097 S. Bannock, Englewood, Colo. Thomson, Eleanor M., Endion, Chester Pk., Congdon Pk. Schools, Duluth, Minn. ce nies J. W., 215 E. Elm Ave., LaGrange, Tyrdall, Sara E., State Street School, Hackensack, N. >. Underwood, ron rt ag 7830 Walker Ave., Birmingham, Ala Vance, J. M., Perdido, Ala. Vining, Frances, Allen School, Kansas City, Mo. Vitalis, Earl L., High School, Tyler, Minn. Waldo, Ada C., Wight Platoon School, Rockford, Il. Waufle, Grace G., 1655 Portland Ave., Mrs. Gate L., Wyatt School, St. Paul, Minn. Wells, St. Jose “7m. Williams, Ietie. Belle Point School, Fort Smith, Ark. Wilson, ‘Florence, Lafayette School, Orleans, La. New