VOL. V, NO. 1 OCTOBER, 1925 


BULLETIN 


Department of Elementary 
School Principals 


The President’s Message—Sargeant 

Character Training from the Elementary Principal’s View- 
point—McSkimmon 

The Behavior Problem Child—Jones 

Adjusting the “ Mal-Adjusted ” Girl—Colburn 

An Experimental Study of Children’s Reading, Part III—Rich. 

The Work of the Elementary School Principal—West 


The Importance of State Elementary Principals’ Associa- 
tions—Chase 


The Educational Values Derived from the Teaching of Science 

in Grades I to VI in the:Eiementary School—Woody 
Report on Educational Progreys%*Williams...............4. ies 
Report of Committee on Salarips*-Sargeant 


The Effect on the Use and Distribution of the Elementary 
School Principals’ Time by the Adoption of Daily Sched- 
ules or Programs—Kuehny 


A Good Idea for Faculty Meetings—Morgan 

Secretary’s Minutes—Indianapolis Meeting.... 

The Washington Meeting 

Regional Meetings 

Editorial Comment 

Why Join the Department of Elementary School Principals?.. 


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


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

















BULLETIN 


of the 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 

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

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 
1925-26 , 
President, Inge 45 SRRGEAN r 
School No. 10, Patersdaig New Jersey 
First Vice-President, HELEN V. SHOVE 
Longfellow School, Minneapolis, Minnesota 

Second Vice-President, J. S. NANTS 

Bates School, St. Louis, Missouri 


Third Vice-President, J}. D. WiLuiAMs 
Woodlawn School, Birmingham, Alabama 


Secretary and Editor, Department Bulletins, E. RutH Pyrte 
McKinley School, Liacoln, Nebraska 


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


Executive Committee 
W. T. Loncsnore 
Greenwood School, Kansas City, Missouri 
Jessie M. Fink 
Palmer School, Grand Rapids, Michigan 
ANNA LAurRA Force 
Broadway Junior High School, Denver, Colorado 
Luise H. Krauss 
Grattan School, San Francisco, California 
Editor Fifth Yearbook, ArTHuR S. Gist 
B. F. Day School, Seattle, Washington 








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THE PRESIDENT’S MESSAGE 


ON. NEWTON D. BAKER, in a recent address, declared that the 

great problem before the world today is rebuilding faith which the 
war so completely shattered. Faith must be reéstablished or the fate which 
overtook the powerful nations of antiquity will be ours. 

Glenn Frank, president of the 
University of Wisconsin, in 
discussing “The Outlook for 
Western Civilization,” in the 
September Century tells us: 


We can neither prevent a new 
dark age nor produce a new renais- 
sance by the voluble inanities of the 
booster; such achievements wait 
upon the technic of the builder. A 
new renaissance must depend upon 
engineers rather than cheer-leaders. 

We are today threatened by a 
new dark age because we have not 
used these raw materials as we 
should have used them in the build- 
ing of family life, the practice of 
politics, the management of business 
and industry, the organization of 
international affairs, and the devel- 
opment of educational policy and 
procedure. We may, I am con- 
vinced, realize a renaissance of 
western civilization within the life- 
time of this generation if we con- 
sciously set ourselves to the task of 
making these raw materials the 
IpE G. SARGEANT basis of the policy and action of 
our common life. 





Western civilization must, as I see it, choose between voluntary social control and 
involuntary social suicide. And the only sound social control will be a control in 
terms of the best knowldegé that we have. The problem of our generation is to bring 
knowledge into contact with life and to make it socially effective. The men and 
women who can help us to do this will be the engineers of a new renaissance. If we 
are to realize a renaissance we must somehow thrust the results of research into the 
stream of common thought and make them the basis of social action. The creative 
scholar is the hope of civilization, but his contribution does not become a social asset 
until it gets beyond the stage of inarticulate accuracy. 

The end of all research and analysis is synthesis and social application. This 
must mean, it seems to me, that every now and then we must gather up the results 
of a period of research into what, for want of a better term, may be called a series 
of tentative dogmatisms upon which society can act until further research reveals 
wiser bases of action. But the solution of this difficulty does not lie in the scholar’s 
refusing to accept the responsibilities of social leadership; the solution lies rather 
in the development of an education that will inspire in students the scientific spirit 
as well as retail to them the discoveries of science. A generation trained in the 
scientific spirit will not be afraid to act upon tentative dogmas from the laboratory 


[3] 








4 NATIONAL EDUCATION ASSOCIATION 


and to scrap them as soon as further knowledge proves them inadequate. We are 
now, I think, in a period that calls for a clear although frankly tentative inventory 
of the socially usable ideas that have been produced by the natural and _ social 
sciences. 

And, of course, the really important results of pure science invariably get used 
socially, but often only after a long and wasteful period of muddling. The question 
that western civilization, face to face with the threat of a new dark age, needs to 
answer just now is this: Might not a wiser social statemanship speed up this 
transfer from pure science to applied science instead of leaving the transfer to the 
slow fortunes of a snail-paced infiltration into the public mind or to the manipulation 
of purely materialistic interests? If western civilization is dependent upon “a race 
between education and catastrophe,” might we not help education to win the race 
by ferreting out and making intelligible to the average man the major results of 
creative scholarship? I think we can. 

I have just discussed what seems to me one of the definite possibilities of leader- 
ship for a new renaissance. I want now to discuss one of the probabilities of leader- 
ship. I have said that I think we have at hand most of the necessary raw materials 
for a renaissance of western civilization, and that the question is: Will we have 
the wisdom, the will, and the technic to use them on anything like a grand scale 
for the renewal of our common life? I think that an afhrmative answer to this 
question may depend a good deal upon whether there arises during the next twenty- 
five years a great spiritual leader who will be able to capture the attention of the 
whole western world and fire its imagination with the social and spiritual possibili- 
ties that are locked up in these new ideas, new idealisms, and new spiritual values 
with which the natural and social sciences have provided us. 

I am thinking only of the fact that such leadership might awaken an effective 
popular impulse to search out, interpret and weave into social policy these new 
ideas, new idealisms, and new spiritual values that have been thrown up out of our 
laboratories, our classrooms, our philosophers’ closets, our industrial institutions, and 
our political adventures. This impulse, in any wide-spread and effective sense, is 
today lacking. We stand outside our laboratories eagerly waiting for any result 
of research that we may apply to the material undertakings of our lives, but we 
display a strange reluctance to plant our larger social policies in the soil of science. 

To build faith anew and awaken an effective popular impulse, to search out, 
interpret, and weave into social policy these “new ideas, new idealisms and new 
spiritual values that have been thrown out of Our laboratories, our classrooms, our 
philosophers’ closets, our industrial institutions, and our political adventures,” 
constitute the giant tasks confronting us in the schoo!s. And the schools must take 
the lead in tasks too large for other than the strongest, most skillfully directed, 
organized, codperative effort. It is our work and our opportunity “to touch the 
imagination of the masses and to invest the whole adventure of the modern mind 
with that absorbing passion for humanity which has characterized all great epochs 
of civil and religious progress.” 

Such a leader as pictured to us by Dr. Frank must arise and will arise, 
and where more likely than in the field of public education? But granted 
such a leader does arise he must have the most intelligent, organized, 
general support, or his efforts will be largely abortive. Nowhere else 
in the whole range of human endeavor is there any other group so precisel) 
in the right position to do this work as the fifty-thousand school principals 
of this nation with their immediate contact with teachers, children and 
parents. 

With better trained teachers and better equipment we shall do better 
work in traditional school subjects but these are mere tools of operation. 
Tools that may become a menace rather than a help unless guided by a 








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ELEMENTARY SCHOOL PRINCIPALS 5 


keen moral and spiritual sense. We must become engineers and builders of 
social and political structures that will remove all doubt as to the ultimate 
end of our civilization. Our schools must emphasize the teaching of truth 
and honesty; the value of virtue, justice and duty; a respect for law and 
properly constituted authority. In no other way can we save our civiliza- 
tion. The law of the jungle may seem attractive to some but it spells the 
death of our race. Our principals must first be led to see and feel this and 
then to organize for effective action. Why do I stress so strongly the matter 
of organization? Because the isolated individual, no matter how great his 
merit, is in too precarious a position and courts destruction. ‘‘ Humanity is 
even readier than it was nineteen hundred years ago to crucify, at least by 
ostracism and neglect, a leadership that appears with no authority save the 
intrinsic authority of its own sincerity and vision. We have become so 
materialistic and artificial that we have difficulty in recognizing great lead- 
ership apart from the glittering regalia of high office and the clamorous cry 
of mob approval.” With principals strongly organized in Nation, State and 
city, we can train a popular sentiment that will compel a fair hearing for 
new ideas, new idealisms and new spiritual values. It is not for purposes 
of self aggrandizement, to make orators, writers and publicity agents of our 
principals, although the public good demands that we should have a certain 
percentage of these in our ranks, that we organize so that we may have an 
effective agency for collecting contributions from every field of human 
activity, making it available and distributing it for use of principals in all 
parts of our land. 

Such an organization requires the services of a staff of executives and 
trained experts, calling for a considerable financial outlay. A large increase 
in numbers means a largely increased ability to help education everywhere ; 
to place before principals the best in professional training and professional 
achievement. It is practically imperative that every principal who keeps 
abreast of his time should be a member of the National Department. 

President Fink’s administration for the year past has been a strong one 
and she together with Secretary Pyrtle, of our official body, attended the 
World Conference of Education Associations, at Edinburgh in July. 

The bulletins and yearbook have continued of the high order of merit 
which has characterized them heretofore. We are fortunate in being able 
to induce the able editor of the Third and Fourth Yearbooks, Arthur S. 
Gist, to act in the same capacity for the Fifth Yearbook. Mr. Gist’s studies 
at Columbia University during the summer session place him in close 
touch with progressive thought among leading educators. 

The policy of the Department adopted after listening to the reports of 
the Committee on Standards of Admission and the Committee on Salaries 
should give new heart to every wide-awake principal. 

Principal F. H. Duffy, Steubenville, Ohio, will act as chairman of the 
Committee on Educational Progress for the coming year with an able mem- 
ber to assist from each of the forty-eight states of the Union. We expect 
great things from this committee under his able leadership. 








NATIONAL EDUCATION ASSOCIATION : 


Mr. W. P. Dyer, ‘Veachers College, Columbia University, has prepared 
a very complete paper with the approval of George D. Strayer, under the 
title, 4 Checking List of the Supervisory Activities of the Elementary School 
Principal for the Improvement of Classroom Instruction. \t will be sent 
to each of our members with a request for answers and comments. It is 
hoped that the response will be immediate and complete. It is our plan to 


have a preliminary summary of the answers given at the Washington meet 
ing and later the completed study published as a bulletin of the Department. 
It will be of great service to principals in helping establish definite lines 
of work. 

The State Normal School, Hyannis, Massachusetts, Francis A. Bagnall, 
Principal, offered a course during the summer on the administration and 
supervisory duties of the elementary school principal. “he response was 
gratifying. “Vhe grade of work done and spirit shown was excellent. Your 
president was invited to give the course and he considers the summer there 
one of the best of his life. Massachusetts is to be congratulated on being a 
pioneer in this field. It is our hope that in the near future every State will 
offer a similar course. Many schools of education have given courses on the 
theory of administration and supervision, all to a good purpose and greatly 
needed, but just at this point in the evolution of the principalship we need 
for instructors in these summer schools, principals who have had successful 
experience in large schools under the best conditions, instructors with a 
little of the evangelist in their make-up with power to inspire new faith, new 
courage, new pride in their calling, with ability to give practical sugges- 
tions to the students for meeting difficult situations when they return to 
the home town. 

It is not professional training alone that our principals need but a new 
vision, a new morale and this can only be given to them by those who have 
it, by those who through their own achievement can show that what they 
advocate has been accomplished. 








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CHARACTER ‘TRAINING FROM ‘THE ELEMENTARY 
PRINCIPAL’S VIEWPOINT 


Mary McSkiIMmMon 
Principal, Pierce School, Brookline, Massachusetts 


HIeN WE use every part of the elementary school curriculum with 

a clear consciousness of its limitless opportunities for character train- 
ing, we shall not need to find a new place in the school program for this 
subject. 

Character training is no longer built upon a list of virtues to be lectured 
upon, but upon the seizing of the flashing current of the living will, and 
turning it into channels of discovery of the worthwhile interests, attitudes, 
and habits that determine the bent of the child’s growth—the discovery of 
things that are true and good and beautiful with which he can happily work 
out his own purposes. ‘This is why the new radio interest giving the child 
the wonder-thrill of its sublime message of man’s new conquest of nature has 
in the lives of thousands of children challenged the worst evil of the moving 
picture, namely the stultifying of his will by the passive resistance to the 
emotional stimulus which results in that paralysis wherein the emotions 
are constantly appealed to without any resultant effort of the will to achieve. 
The boy who puts together a new radio outfit meets the challenge for pur- 
poseful hard work to serve not only his own interest but that of his group 
of family and friends. He gets growth in character by meeting bafHing 
defeat and conquering it. He asks his own questions and makes his own 
adjustments in finding the success he strives for. 

The principal will plan for this kind of a challenge through the every- 
day life of the school curriculum. Great literature sheds a light that wakens 
ideals of honor in our dealings with others. It gives our children the great 
companionships that enrich and ennoble life. It gives them the chance to 
look long at the great choices between heroism and cowardice, honor and dis- 
honor, loyalty and treachery. Can he hear the story of Naaman and Gehazi 
without knowing the terrible price that cheating exacts as he sees Gehazi 
with the prophet’s curse upon him go forth from that austere presence 
“a leper white as snow”? The principal can determine the spirit animat- 
ing the teaching of all the social studies. In our history our country has not 
always been right in her dealings with other nations; of far more value 
than the bare record of the life of mankind or the growth of territory, or 
wealth of population, are the opportunities for training in leadership and 
self-direction for participation in the solution of class problems. ‘To learn 
for himself that the men who toil to produce those things that make life 
strong and beautiful are as worthy of our admiration as the men with money 
enough to pay for them. Let us make our children strong to achieve these 
ideals and attitudes by welding them into the common opportunities for 
service that each day brings. Let the boy so passionate for justice deal out 
justice in helping in the running of the school. He will find a chance to give 
expression to the best in him in that service, perhaps as a traffic officer in 


[7] 











8 NATIONAL EDUCATION ASSOCIATION 


halls and corridors, or in looking out for younger children in the play 
ground, while utilizing his growing civic consciousness by keeping his 
school neighborhood free from defacing litter. We are making all the 
children in our classrooms into our future citizens through their hourly 
experiences there. We can no longer wash our hands of responsibility by 
just assigning tasks and testing their accomplishments. Qur boys and girls 
must take their own share of responsibility as members of the group in 
working out the problems and projects of their own education. 


THE BEHAVIOR PROBLEM CHILD 


OLIVE M. JONES 
Principal Public School No. 120, New York City 


T HAS been my belief for many years that there is no problem con 

fronting either the classroom teacher or the elementary school principal 
so important as the behavior problem. It is also my sad conviction that 
there is no other teaching problem concerning which it is so difficult to get 
a sympathetic hearing or any sincerity of interest. Both of these conclusions 
have been forced upon me by twenty years of service in the cause of the 
unfortunate lads known as the discipline cases of the elementary schools. 
Nevertheless, being an incurable optimist, I am again attempting to call 
this problem to the attention of school principals. 

It is still true today, as it was in my own early teaching days, that more 
capable and desirable teachers, men and women both, are dismayed, then 
discouraged, and finally forever repelled from the profession of teaching 
by the difficulty of the behavior problem than by any other single cause. 
Yet volumes are written and speeches are made to “ recruit” teachers at 
the same time that it has become pedagogically unfashionable to talk about 
the discipline problem. How many ardent young people have | seen answer 
to a noble call for service for the good of mankind and their country by 
making teaching their career, a call as genuine and as noble as any call to 
the service of God through the ministry, and then how many of them have 
I seen sorrowfully fail and drop out simply because of lack of instruction in 
“control of class” and lack of information concerning the type of child 
who disrupts “ control ’’! 

When I began to teach, power to “ discipline” was a higher considera 
tion in choosing a new teacher than ability to teach, and I taught school 
several terms before I began to be really a student of what, whom, or how 
I was teaching. The power to discipline was always mine, that had been 
proven in Sunday School before I began to teach in public school, but the 
real test came when I tried really to teach, rather than interest or “ keep 
busy,” the fifty-odd street lads of foreign extraction who made up my class. 
Just as today, the majority of them were well-intentioned and willing to 
learn, but then as now, there was the minority group of surly, disobedient, 
mal-adjusted, unwilling children who used up so much of my time and 
strength that the teaching of the others inevitably suffered. 























ELEMENTARY SCHOOL PRINCIPALS 9 


Appeal for aid to principal or superintendent was then unthinkable, a 
last resort, a step to be taken only after some act had occurred of mis- 
behavior so serious that one or the other would be sure to hear of it anyhow, 
and “ Vd better get there first.” Well do | remember the records kept of 
every boy reported to the principal by a teacher and how the records were 
given percentages which influenced her rating as a teacher, utterly without 
reference to the reason for the reporting and absolutely without effort to 
instruct her in methods of discipline or in comprehension of the problem 
of behavior, 

I have often before told stories of some of those early experiences. I can 
never forget Patsy of the red hair, an imp incarnate, so full of devices for 
mischief and wrongdoing that he was an object of dread and terror to 
every teacher. Yet he was in my very first class, and I a girl of eighteen, 
and I did not dare to ask for help for fear that I would lose my place as 
teacher. (‘There was no need to recruit teachers then. Instead we had to 
seek the positions!) It was possibly fortunate that I was too young to 
have an exaggerated idea of dignity or respect, else I might never have 
won Patsy, as I did one day, when he attempted to upset the class by calling 
out a remark about the white streak in my hair and I replied, “ You shut 
up about my white hair or I'll talk about your red hair and pull it too.” 
Sore about his own hair and answered like an equal, he had a rude sense 
of fellow sympathy and never thereafter permitted any other boy to be dis- 
orderly, although he might himself, and did, give me many an unhappy hour. 

It was ‘Tony who brought me my knowledge of consequences of “ report- 
ing’ a boy to the principal. He was incorrigibly late, truant, idle, thieving 
and violent, and his conduct in yards and halls precipitated innumerable 
reproofs to me from the principal and anxiety and fear which brought on an 
attack of nervous dyspepsia that nearly cost me my life. One day he sprang 
up suddenly during a quiet lesson, yelled: “ My God! I brought the comb 
to school!” and was out of the classroom before I could move. I did not 
know then that “the ” comb was the only one for a family of ten, most of 
them older than Tony and sure to punish him for its absence when they 
prepared for work. 

But it was the last straw, and I went to the principal. Before I had said 
ten words, he took out a black muslin-covered blank book and said: “ If 
you are unable to discipline your class, record the fact here.” I had a high 
temper of my own and, forgetting respect and fear, I snatched the book 
from his hands, tore it to pieces, and threw it in his face. Then frightened 
at the probable consequences of my act, I ran away myself, like the boy. 
An older teacher followed me, coaxed me back, and somehow peace was 
made. The principal, dead long ago, was a good sort at heart and, I 
imagine, was not entirely unwilling to overlook disrespect in a girl as young 
as I was who was, moreover, a good disciplinarian in a very bad neighbor- 
hood. But I never asked for help again, and many a blunder did I make in 
handling young, troubled souls before I learned to recognize that their be- 
havior is a problem separate and distinct from any other problem in school 
work. 











10 NATIONAL EpUCATION ASSOCIATION 








While no teacher today has such reason to fear to seek help in dealing with 
her behavior problem cases, the situation has merely changed rather than 
improved. If the discipline of twenty-five years was too severe, unreasonable 
and unjust to both teacher and pupil, it was followed by a laxity in the 
name of self-expression and individual initiative which is just as injurious 
to teaching, to group action, to character, and to making young men and 
women willing and good teachers as the former condition was. Worse still, 
if permitted to continue, its inevitable result is the destruction of respect for 
law in the child and the development of insincerity in the teacher. 

I remember being told as a child at some public exercise in school that we 
must not move our hands and heads “ even if a fly comes on the end of your 
nose.”’ A fly did come, and in my agony, I lost all thought of what else was 
happening so that I never knew it was my turn to “ say my piece” until | 
was prompted, and then embarrassment choked all utterance. “Chat was 
absurd and cruel, but a self-control may be trained by such discipline which 
is a greater help through life than the conduct illustrated in a recent boys’ 
parade where ranks were broken, marching orders were disregarded, shov- 
ing and pushing and shouting were common, and the litter and filth of the 
line of march were indescribable. 

The one means a cruel autocracy, the other means a disorganized rabble. 
Neither one is democracy, and both are equally enemies of American ideals 
and American freedom. And there is no true teaching possible under either 
condition. 

I hope you will not think that I despair of our ever finding the solution 
of this behavior problem. On the contrary, I know that a few are on the 
right track and may have practical suggestions to offer very soon. But before 
we can believe or use their suggestions we must first know and state clearly 
the problem itself. 

So far, I have tried to trace the behavior problem in school in its effect 
upon the teacher rather than in relation to the child or to the average adult. 
There are two other phases I desire to show before telling you about the 
efforts in progress to find the right solution. 

Attempts to explain or to account for the behavior problem child have 
been as numerous as patent medicines. Almost every explanation pointed 
to some “ cause,” the “ removal” of which was guaranteed to make the 
child “ good ” forever after. How many of these patent medicines for the 
behavior problem I have sought and used and paid for oh! so dearly! There 
was the theory that tonsils and adenoids caused physical disturbances which 
produced unhappy emotional reactions manifesting themselves in bad _be- 
havior. Then the teeth theory, the gland theory, the brain pressure idea, 
Freudian theories, and a lot more I’ve forgotten. 

And when the physiological and pathological explanations and theories 
failed to end behavior problems, we began on neurological theories and 
“‘ complexes ” and “ repressions ” and other ideas too numerous to mention. 
And we follow one after the other of these theories very much as a hypo- 
chondriacal invalid buys medicines. 





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ELEMENTARY SCHOOL PRINCIPALS 11 


Do not mistake me. I am not discounting the valuable aid we have ob- 
tained from the study of each and every one of these ideas, but I am pro- 
testing first, against any thought of a panacea to be found in the removal 
of a cause without at the same time providing careful training to substitute 
new habits for oid habits developed under the influence of the “ cause,” 
whatever it may be; and, second, against the acceptance of physiological or 
neurological or mental causes, or even sociological influences, as being fully 
explanatory of behavior problems. 

As a matter of fact, the development and progress of these theories in 
relaticn to the behavior problem have really been of tremendous service, 
both in what they have effected in the way of improved physical and psycho- 
logical care of children generally, and in the attention they have drawn to 
the behavior problem. The difficulty is not that any of these theories are 
wrong but that in accepting any one of them as the cause of behavior prob- 
lem in any boy or girl, we thereupon excuse the behavior instead of remov- 
ing the cause, training away the bad habits, and inculcating self-control and 
all the rest of the moralities, which are just as much things to be taught as 
academic studies and do not come any more accidentally or inferentially 
than they do. 

The third relationship of the behavior problem to which I have referred 
is the point of view of the average adult, particularly, I regret to say, the 
average man. In the twenty-five years I have worked with delinquent boys, 
I have seen practically no change in the average man’s point of view towards 
the troublesome boy, whether truant or disorderly and insubordinate or an 
actual law-breaker. The average man looks upon the youthful offender as 
comparable with an adult offender, expects the same degree of judgment, of 
appreciation of values, of time, of degrees of wrong-doing and of degrees of 
punishment. The only marked change for the better was in the introduction 
of children’s courts and of the probation system, and the aims of both of 
these reforms have been threatened of late. 

Children, especially delinquent children, have little power to anticipate 
the future or appreciate the fact that time lies ahead of them. They live in 
the present. “They may remember the past, but it is dificult for them to deny 
or sacrifice present desires for the sake of something in the future, whether 
reward or punishment. It is hard for them to accept anything in the future 
as a probable certainty, and this is increased by the delinquent’s tendency to 
“ take a chance” and to “ get away with it.” 

These three considerations, plus some others to be outlined in a later 
article, should make all principals recognize the importance of the new 
committee of the National Education Association called the Committee on 
the Behavior Problem Child. This committee is to work in codperation 
with a similar committee to be appointed by the National Conference on 
Social) Work. 














ADJUSTING THE “ MAL-ADJUSTED” GIRL 


Jessie B. COLBURN 
Principal, Junior High School 96, Manhattan, New York City 


-*HE PROBLEM of the child who, having reached the sixth school 
vear has also, seemingly, reached the limit of academic achievement 
and whose immediate future is apparently bounded by the so-called “ blind 
alley job” is familiar to us all, and various way of overcoming handicaps 
and helping the individual have been evolved in schools throughout the 
country. The city of New York has offered to its junior high schools the 
privilege of attempting a solution of the difficulty and has very wisely left 
the principals unhampered; they may or may not try the experiment, as 
they deem best for their individual schools and neighborhoods, although 
since considerable success has attended the efforts of those who have 
attempted the task, its extension is being encouraged and more and more 
schools are participating. As yet, no mandatory rulings have been issued, 
each one being left to work out the experiment as the local situation dic- 
tates, although a suggestive course of study in the academic subjects has 
been promulgated. 

Four years ago | was sent to my present school to organize it into a 
junior high. I found a very large percentage of retardation and determined 
to try the experiment we have since been carrying on, with possibly con- 
siderable enough success to make a brief account of interest to others. 

A group of forty girls ranging in age from thirteen to fifteen was 
selected from the fifth and sixth grades. ‘They were, generally speaking, 
heavy and rather sullen, reconciled to failure, and simply marking time 
until they could legally leave school. We called in the mothers, explained 
to them and to the children what we hoped to do, obtained a promise that 
the girls would remain with us for two years and started in. We placed 
them in the junior high department where they would mingle with those 
of their own age and social maturity; they assembled with the others; in 
music, physical training, and cooking, they moved departmentally as did 
the rest of the junior highs. We worked out a simplified course in English, 
arithmetic, history, civics, and geography, correlating these subjects so 
far as was feasible with the handcraft work, and carrying them to a point 
which made it possible to register these girls as of seventh year grade when 
they had completed the “ adjustment ” course, so that they would be eligible 
for “ working papers.” The rest of their time we gave to advanced sewing, 
millinery, novelty work, industrial design. Along these lines, the drawing 
and sewing teachers worked in closest coéperation. For instance, a gir! 
would make a filet design in the drawing class, she would take this design 
to the sewing teacher, crochet it and use it to ornament the garment she 
was making. Her interest in both subjects became keen. She soon saw 
that she could easily outdistance even the “ rapid advancement’ pupil in 
hand work. She regained her self respect and in a very few weeks the 
attitude toward school and school work changed fundamentally. 


[12] 





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ELEMENTARY SCHOOL PRINCIPALS 13 





In the last two terms, we give these girls a course in typewriting and 
office practice. Not many are very successful, but we find some who can 
profitably train for office work. One shining example is a young girl of 
pleasing personality who was brought to me after she had, in despair of 
ever succeeding in school work, attempted to take her own life. We placed 
her in the adjustment group; she spent two happy years with us and is 
now justly proud of the fact that since completing the course, she has held 
for a year and a half a job in the office of the Girl Scout organization, and 
bids fair to continue in their employ and to advance steadily. 

We find today that after two years of intensive training these results 
may be confidently predicated: In the usual school subjects the girls may 
honestly be enrolled as seventh year pupils. In handcrafts the majority, 
if given a few weeks training in trade extension classes, master the power 
machine and attain trade standards so that they can be placed in well 
paying jobs. A fair number make good in dressmaking or millinery shops 
with an excellent chance of advancing to the highly paid positions. A few 
show enough ability to do well in office positions. A large number succeed 
in the making of various types of commercially salable novelties. An occa- 
sional girl has shown real talent in industrial or cosutme design and has 
been started on a promising career. As yet, no girl has actually failed to 
make good in some line of work, although a few have been withdrawn 
because of poverty or removal. 

Now and then we find a girl whose retardation has been due to some 
cause other than inability to study and she is shifted to the regular grades 
and given individual attention and help till she is well started toward 
graduation or the high school. A few girls have been found who were 
actual mental defectives. These we have placed in a class for those 
unfortunates. 

One of our proudest boasts—perhaps the thing which means the most to 
us in all this work—is the character development which is evidenced so 
clearly in our girls. The classes are now open to the schools of two districts, 
and naturally in a group of this sort we get all types of behavior problems. 
In the first term and to a lesser degree in the second, the disciplinary 
questions are many and trying; by the time the third and fourth terms are 
reached hardly a behavior question arises. Our school motto is “ Self 
Control and Service’ and we give promotional credit to the adjustment 
girls for marked growth in these lines. The results have been truly 
gratifying. 

The advantage of placing retarded girls in the junior high school is 
threefold: 

(1) They are withdrawn from the younger group to the advantage of the little 
ones and their own satisfaction and happiness. 

(2) They are placed in a social environment suited to their age and physiological 
development. 

(3) The equipment of the junior high makes it possible to give them a training 
in hand work for which they are admirably fitted and through which they taste 
success and develop self confidence and self respect. 














14 NATIONAL EDUCATION ASSOCIATION 


The devotion of those teachers who have helped to work out the experi- 
ment and the marvelous team work of the handcraft teachers have made 
possible such success as we have attained. We believe we are on the right 
track and hope that future extensions and modifications of the course may 
make for better and better results. Our basic aims are to cultivate such 
originality as may be latent in our girls, to train them to economic efficiency, 
and to develop womanly character and good citizenship. 


AN EXPERIMENTAL STUDY OF CHILDREN’S READING 
PART III 
FRANK M. Ricn 
Principal, School No. 2, Paterson, New Jersey 


HE FIRST part of this study of children’s reading, published in 

the January Bulletin, described an experiment by a group of Paterson 
principals and teachers for the purpose of testing, with large numbers of 
children, the relative popularity of many hundred titles catalogued in 
various lists of best juvenile literature, compiled by library bureaus, depart- 
ments of education, etc. The second instalment, published in the April 
Bulletin, gave an annotated list of selected books for the first three grades 
based upon these studies. This third section now carries the list through 
three grades more, to the junior high school, where the work is still in the 
experimental stages. 

While the leading object of the experiment has been to apply a pragmatic 
test of attractiveness of various books and authors, and to give preference 
to books that have won the highest favor of the children themselves, as shown 
by the reports of borrowers and their request for more material of the same 
sort, other considerations besides popularity have also guided the selection of 
the ideal three-foot shelf of books for each grade. 

To make the classroom libraries as useful as possible, authors, however 
popular, have been restricted to one representative book. Only a reasonable 
number of books of any one type are included, so as to leave room for sam- 
ples of other good types that pupils cannot afford to miss. Fach class col- 
lection includes a book of plays, an anthology of poetry, a collection of 
games, handicraft, or something else useful to do, a few of the most 
pleasing animal or nature books, a few books having a historical or geo 
grahical background, correlating with the usual grading of topics in these 
studies, and a fair representation of different styles in fiction—all winning 
books in their class, but not necessarily winners in unrestricted competition. 

In the annotations mention is made of other books by the same author 
that pupils of the grade can read with pleasure, and if these are made 
available in the general school or public library, the classroom loans will 
lead out to a wide range of excellent reading. ; 

In the lists below, publishers have New York offices, unless otherwise 
noted. 











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ELEMENTARY SCHOOL PRINCIPALS 15 


A LIST OF WINNING FOURTH GRADE BOOKS 


COMPILED BY FRANK M. RICH, PRINCIPAL, SCHOOL 2, AND MARTHA VENABLES, 
PEACHER IN SCHOOL 19, PATERSON, NEW JERSEY 


Andrews’ Seven Little Sisters—Charming descriptions of child life in distant 
countries, by one of the supreme teachers of sixty years ago. Cloth, 121 pp., ill, 
$.64, Ginn. Other good stories by the same author: “ Each and All” (Ginn and 
Lothrop, Lee and Shepard, Boston), “Ten Boys,” “Stories Mother Nature Told,” 
“Four Friends” (Ginn). 

Aspinwall’s Short Stories for Short People—Highly amusing group of modern 
fairy tales. Cloth, 254 pp., ill., $2.00. Uniform with: “Can You Believe Me?” and 
“Listen to Me Stories.” Dutton. 

Barrie and Perkins’ Peter Pan—Famous stage success in story form. Like all 
the author’s work, has an individual touch like no other’s. One of the great books 
that children love. Cloth, 88 pp., ill., $.92, Silver Burdett. Other good editions by 
Scribner's, and Macmillan. 

Bates’ Once Upon a Time—Magnificently pictured edition of old-time fairy tales, 
by distinguished author and editor. Cloth, 128 pp., ill., $2.00, Rand, McNally. 

Beard’s Jolly Book of Playcraft—Unique game apparatus made from everyda¥* 
materials. Other fine books. ‘“ Funcraft,” “ Boxcraft,” and some jolly stories. 
Cloth, 227 pp., ill., $2.00, Stokes. 

Blaisdell and Ball’s Log Cabin Days—A good beginning for a very readable and 
popular series: “American History for Little Folks,” “ American History Story 
Book,” “ Heroic Deeds of American Sailors,” ete. Cloth, 133 pp., ill., $1.20, Little, 
Brown, Boston. 

Brett’s A Merry Scout—Ilappy, wholesome tales that appeal to the best instincts 
of child nature. “ Circus Day” also good. Boards, 64 pp., well illus., $.75, Rand, 
McNally. 

Brown’s The Lonesomest Doll—Porter’s little daughter finds her father’s keys to 
the palace and starts the lonely little queen and the lonesomest doll on a series of 
lively adventures. Cloth, 76 pp., ill, $1.50, Houghton Mifflin. Long series of excellent 
stories and poems: “ Flower Princess,” “ Pocketful of Posies,” “In the Days of the 
Giants,” ete. 

Browne’s Granny’s Wonderful Chair—Beautiful, old-fashioned fairy tales, wholly 
satisfying and delightful. Cloth, 280 pp., ill., $.80, Dutton. Another edition by 
Heath. 

Bryson’s Tan and Teckle—A charming story of two little field mice and their 
neighbors in wood and stream. A strikingly human account based on fact. Cloth, 
238 pp., ill., $1.25, Revell. ‘“ Woodsy Neighbors,” good. 

Burgess’ Blacky the Crow—A surpassing animal story by the man who made 
bedtime famous. Cloth, 206 pp., ill., $1.50, Little, Brown, Boston. Several long 
series: “Old Mother West Wind,” “ Bedtime” (Adventures of ...), “ Green 
Meadow,” ‘ Wishing Stone” (Tommy), “ Green Forest,” ete. (L. B. and Co.) 
“Boy Scout Series” a little older (Penn, Phila.) 

Chadwick and Lamprey’s—The Alo Man—Stories from the Congo—The everyday 
experiences of the Congo villager, interwoven with folk tales of the traveling story- 
teller. Series that make geography a living subject. Boards, 170 pp., ill., $1.00, 
World Book Co., Yonkers. Chadwick’s “ America’s Story ” (Heath), “ Legends of the 
Red Children ” and “ Stories of Colonial Children” (Cornhill Pub. Co., Boston), and 
Lamprey’s “ Days of the Colonists” and “ Days of the Discoverers” (Stokes) are 
easy and interesting. 

Cox’s The Brownies, Their Book—Famous verses and pictures of harmless 
pranks and helpful deeds of amusing sprites created by Palmer Cox many years 
ago. Cloth, 143 large pp., elaborately ill., $1.75, Century Co. Eight more in series. 

Craik’s (Mulock’s) and Washburn’s Adventures of a Brownie—Delightful record 
of a goblin who lived under a lump of coal in the cellar and played pranks on 











16 NATIONAL EDUCATION ASSOCIATION 





people who needed a lesson. Cloth, 153 pp., ill., $.60, Rand, MeNally. Other 
editions by Lippincott, Harper, etc. Read “ Little Lame Prince” also. 

Daulton’s Uncle Davy’s Children—Wholly fascinating story for nine-year-olds, 
with lonely orphan, sudden good fortune and other rmoldy, but adored, situations. 
Cloth, 105 pp., ill., $.80, Macmillan. In another field, ‘‘ Wings and Stings” (Rand, 
McNally) also good. 

Diaz’s Polly Cologne—Probably the most fascinating doll story ever written. 
An immense favorite in spite of fine print and ancient make-up. Cloth, 192 pp., ill. 
$1.50, Lothrop, Lee and Shepard, Boston. “ William Henry Letters” is another 
winner. 

Duncan’s When Mother Lets Us Garden—Simplest of garden books, with jingles 
to help the memorizing of important directions. The useful “ Mother Lets Us” 
series furnishes small folks with a practical program of achievement projects. 
Cloth, 111 pp., ill., Dodd, Mead. “ Mary’s Garden” (Century) is another gem by 
the same author. 

Edgar’s A Treasury of Verse for Little Children—Ideal collection. Exquisite 
introduction to over half a hundred of the best poets of childhood. Cloth, 256 pp., 
beautifully ill., $2.50. Macmillan. 

Farmer’s Boy and Girl Heroes—Memorable events in the youth of Elizabeth, 
Alfred, Arthur, David and other famous characters, well presented. Cloth, 137 
pp., ill., $.80, Macmillan. Just as good: “ Nature Myths of Many Lands” (Am. 
Book Co.). 

Field’s The Eugene Field Book—A volume specially compiled to give a happy 
introduction to the poems, stories, and letters of this loving, whimsical, charming 
writer of childhood. Cloth, 136 pp., ill., $.72, Scribner’s. There are many other 
favorite volumes, including “ Lullaby Land” and “ With Trumpet and Drum.” 

Frentz’s Uncle Zeb and His Friends—Fine collection of stories about interesting 
things worth looking for and thinking about. Cloth, 224 pp., ill., Atlantic Monthly 
Press, Boston. 

Fyleman’s Rainbow Cat—A feast of gay and amusing fairy tales by the author 
of “ Fairies and Chimneys” and other modern favorites. Cloth, 117 pp., beautifully 
ill., $1.25, Doran. 

Grimm’s Animal Stories—An attractive edition of the most fascinating stories 
in the whole realm of fairy lore. Cloth, 95 pp., ill., $3.00, Dutheld. Other editions 
by Dutton, Macmillan, Houghton MifHin and many other publishers. 

Hunt’s About Harriet—Simple, pleasing story of a little girl’s good times in 
the city. Same pupils will like “ Little House in the Woods,” and ‘“ Peggy’s Play- 
houses.” Boards, 152 pp., ill., $2.00, Houghton Mifflin. 

Johnson’s Polly and the Wishing Ring—Pleasant little girl’s story of a magic 
ring. Cloth, 123 pp., ill., $.80, Macmillan. 

Junior Home the Something-To-Do Magazine—One of the great magazines for 
children, with articles in each number simple enough for the youngest readers to 
enjoy. Edited by M. V. O’Shea. 48 large pp., elaborately illustrated, D. C. Kreidler 
Co., Chicago. 

Lansing’s Fairy Tales, Vols. 1 and 2—Old favorite stories retold in the clearest 
and simplest language. Series includes “ Quaint Old Stories,” ‘‘ Life in the Green- 
wood,” “ Page, Esquire and Knight.” Cloth, 179 and 180 pp., ill., Ginn and Co. 
James Baldwin’s books (\merican Book Co.) are similar. 

Miller’s First Book of Birds—One of the most readable and interesting of bird 
books. Cloth, 143 pp., ill., $.92, Houghton Mifflin. Many other favorites, both 
nature books and stories, as “ Little Folks in Feathers and Fur,” “ Nimpo’s Troubles” 
(Dutton), “ Our Home Pets” (Harper), “ Kristy” stories (Houghton Mifflin). 

Paine’s Arkansaw Bear—Strange, humorous adventures of a boy and a remark- 
able bear. Cloth, 253 pp., ill., $1.50, Altemus, Phila. Many others: “ Hollow Tree 
Series” (Harper). 





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ELEMENTARY SCHOOL PRINCIPALS 17 


Perrault’s Fairy Tales—Attractive edition of the immortal author of ‘“ Puss-in- 
Boots,” “ Cinderella,” “ Bluebeard,” ete. Tilney edition, cloth, 150 pp., attractively 
ill., $1.00, Dutton. Another easy edition by Heath. 

Pyle’s Nancy Rutledge—A particularly pleasant and happy story, by a famous 
writer of good books for little girls: ‘Careless Jane,” “Fairy Tales,” ete. (Dut- 
ton), “ Christmas Angel,” ete. (Little, Brown, Boston), “ Six Little Ducklings,” “ Two 
Little Mice,” etc. (Dodd, Mead). Cloth, 206 pp., ill. by the author, $1.65, Little, 
Brown and Co., Boston. 

Robinson’s Little Lucia—Winsome story of a little invalid’s six weeks out of 
doors. “Little Lucia and Her Puppy” is a sequel. Cloth, 114 pp., ill., $1.50, 
Dutton. 

Schwartz’s Grasshopper Green’s Garden—Distinctive nature book by very success- 
ful writer of informational children’s books: “ Wilderness Babies,” “ Wonderful 
Little Lives” (Little, Brown), “Little Star Gazers” (Stokes), “A Friend Indeed ” 
(Maemillan), “Five Little Strangers” (American Book Co.). Cloth, 209 pp., ill., 
$.80, Little, Brown, Boston. 

Scudder’s Book of Legends—Excellent collection of classic stories, retold by a 
famous expert. Also “Fables,” “ Children’s Book.” Cloth, 144 pp., $.44, Houghton 
Mifflin. 

Smith’s Story of Pocahontas and Captain John Smith—Wonderful book of big, 
full-page, multicolor pictures by the author. Others similar in make-up: “ The Farm 
Book,” “ Railroad,” ‘ Seashore,” etc. (Houghton, Mifflin), ‘“ Circus” (Stokes), 
“Chicken World,” etc. (Putnams). Boards, 52 pp., magnificently ill., $3.00, 
Houghton, Mifflin. 

Smith’s Children of the Lighthouse—Charming story of two children on a lonely 
island. Some gripping situations. Cloth, 102 pp., ill., $1.50, Houghton, Mifflin. Other 
popular books of prose and verse: “Boys and Girls of Bookland” (Cosmopolitan 
Book Corp.), “Old, Old Tales” (Doubleday, Page), “ Action Poems and Plays” 
(Crowell), “Three Little Marys,” “ Posy Ring,” ete. (Houghton, Mifflin). 

Stapp and Cameron’s Fairy Grotto Plays—A group of imaginative little fairy 
plays, pleasant to read and practical to act. Cloth, 149 pp., ill., $1.25, Houghton, 
Mifflin. 

Williston’s Japanese Fairy Tales—Charming glimpse of child literature from 
the orient, with delicate Japanese pictures. Cloth, 82 pp., beautifully ill., $.90, Rand, 
McNally. Also a second series of same title and “ Hindu Fairy Tales.” 

Williams’ Velveteen Rabbit—Appealing, distinctive story of a toy rabbit. 
Grown-ups, sharing the book, will relish beautiful message between the lines. 
Boards, 20 pp., ill., $2.00, Doran. 

Wilson and Driggs’ White Indian Boy—The Story of Uncle Nick among the 
Shoshones—A supremely fascinating story of a white boy’s actual experiences as a 
member of the tribe. Typical of whole “ Pioneer Life Series.” Cloth, 222 pp., ill., 
$1.20. World Book Co., Yonkers. 


A LIST OF WINNING FIFTH GRADE BOOKS 


CoMPILED BY FRANK M. RICH, PRINCIPAL, SCHOOL 2, Lucite M. DEAN AND ELIZABETH M. 
SAMPSON, TEACHERS IN SCHOOL 19, PATERSON, NEW JERSEY 


Allen’s Joe, the Circus Boy and Rosemary—A highly entertaining story, beginning 
long series. Cloth, 202 pp., ill., $1.50, Page Co., Boston. “ Children of the Palm 
Lands” (Educa. Pub. Co.). Is very good. 

Andersen’s Fairy Tales—Product of the celebrated Danish poet and fabulist who 
ranks as an immortal among writers for children. Stickney edition, 2 vols., cloth, 
300 and 368 pp., ill., $.60 and $.64, Ginn and Co.; other excellent editions by 
Dutton, Harper, Houghton, Macmillan, Stokes, Nelson, Doran, Altemus, Lippincott, 
and others. 

Arabian Nights Entertainment—Tales that have lived for a thousand years and 
still remain among the most fascinating to be found. Lane edition, cloth, 364 pp., 











18 NATIONAL EDUCATION ASSOCIATION 


ill., $.68, Ginn and Co. Other good editions by Dutton, Ed. Pub. Co., Doran, Long- 
mans, Harper, Scribner, ete. 

Bailey’s Boys and Girls of Colonial Days—Admirable presentation of early life 
from a child’s standpoint. Cloth, 160 pp., ill, $75, Flanagan, Chicago. Other 
good books for the grade: “ Broad Stripes,” ‘Torch of Courage,” and “ Hero 
Stories” (Bradley), “ What to Do for Uncle Sam” (Flanagan, Chi.). 

Baylor’s Juan and Juanita—Vivid and exciting picture of Mexican and Indian 
life in the adventures of two children captured and carried off to distant mountains. 
Cloth, 276 pp., ill., $2.50, Houghton, Mifflin. 

Benton’s Little Housekeeping Book for a Little Girl—On Saturday mornings, 
Margaret learns the fun of cooking. ‘Typical of the “Ideal Series for Girls.” 
Cloth, 170 pp., $1.10, Page Co., Boston. 

Bidpai’s The Tortoise and the Geese—Ancient fables of India, somewhat like 
those of A®sop, retold by Maude B. Dutton, author of “In Field and Pasture” and 
“Little Stories of France” (American Book Co.). Cloth, 125 pp., ill, $1.25, 
Houghton, Mifflin. 

Bird and Starling’s Historical Plays for Children—Fine collection of well made 
plays about famous characters, equally adapted for reading or for the occasional 
entertainment. Cloth, 270 pp., ill., $.80, Macmillan. 

Burnett’s A Little Princess—The story of Sarah Crewe, one of the most appealing 
characters in child literature, by the author of “The Land of the Blue Flower” and 
“The Good Wolf” (Dodd, Mead), “The Spring Cleaning” and “ Little Lord 
Fauntleroy” (Century). Cloth, 266 pp., well ill., $2.50, Scribner. 

Canfield’s What Shall We Do Now?—A splendid cyclopedia of occupations, games 
and pastimes. Very unique. Cloth, 419 pp., ill., $2.00, Stokes. Favorite story by 
the same author—“ Understood Betsy ” (Holt). 

Cobb’s Arlo—A child's novel, delightfully entertaining. Also “ Clematis.” Cloth, 
206 pp., ill., $1.75, Putnam. Gifted authors have also given us “ Anita” (Lothrop, 
Lee, and Shepard, Boston), and “ Who Knows?” (Arlo. Pub. Co., Newton, Upper 
Falls, Mass.) 

Collodi’s Pinocchio, the Adventures of a Marionette—Best known and loved of all 
Italian fairy stories. Full of quaint humor and whimsical extravagance. Cramp’s 
edition, cloth, 212 pp., ill., $.64, Ginn. Other good editions by Dutton, Lippincott, 
Harper, ete. 

Colum’s At the Gateways of the Day—T ales and legends of Hawaii, by an expert 
in myths and folklore. Cloth, ill., 217 pp., $2.50, Yale Univ. Press, New Haven. 
Others suitable for the grade, “ Children Who Followed the Piper,” “ Boy Appren- 
ticed to an Enchanter,” and ‘‘ Girl Who Sat by the Ashes” (Macmillan), ‘ Boy in 
Eirinn” (Dutton). 

Child Life, the Children’s Own Magazine—Popular magazine well suited for the 
grade. Knipe, Sandburg, Colum, Beard and other writers we already know. Sixty- 
four large pages, big print, well ill., $3.00 a year, Rand, McNally and Co. 

Evans’ America First—An exceptionally good rendering of dramatic incidents 
and interesting details of American history. Very popular. Read “ Old Time Tales” 
and “ Heroes of Israel” also. Cloth, 447 pp., ill., $2.50, Milton Bradley. 

Jackson’s Boy’s Life of Booker T. Washington—Absorbing account of the struggles 
and successes of the great negro leader. Cloth, 147 pp., $1.25, Macmillan. 

Lang’s Blue Fairy Book, Vols. 1 and 2—One of the best and fullest editions of 
well-known fairy stories. Cloth, 281 pp., $1.50 each, Longmans, Green. Long series— 
“Red,” ‘ Green,” etc., ‘ Book of Romance,” ete. 

Lange’s Good Times in the Woods—Authentic camp lore, and well-drawn 
picture of outdoor life. Cloth, 223 pp., ill., $.64, Newson. 

Long’s Little Brother to the Bear—A fascinating stock of animal stories. Many 
others equally good: “ Ways of Wood Folk,” “ Wilderness Ways,” ‘“ Secrets of the 
Woods ” (Ginn), and “ How Animals Talk” (Harper). Cloth, 178 pp., ill., $.68, 
Ginn, 





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ELEMENTARY SCHOOL PRINCIPALS 


Macdonald’s The Princess and Curdie—An unusually beautiful fairy tale by a 
famous author of many more: “ At the Back of the North Wind” (Dutton, McKay, 
Phil., Lippincott, Phila.), “ Princess and the Goblin,” ete. Lewis edition, 126 pp., ill., 
$.75, Lippincott, Phila. 

MacManus’ Donegal Fairy Stories—Delightfully humorous tales of old Ireland, 
supremely amusing and delicious. “ In Chimney Corners” is uniform. Cloth, 256 pp., 
ill., $1.75, Doubleday, Page. 

Maeterlinck’s Bluebird for Children—Like “Peter Pan,” it is a retelling of a 
famous play of unusual charm and originality. Perkins edition. Cloth, 162 pp., ill., 
$.92, Silver Burdett. Another good edition by Dodd, Mead. 

Major’s Uncle Tom Andy Bill—A rattling good story of bears and Indians. 
“ Bears of Blue River,” about as good. Cloth, 344 pp., $1.50 (also in $.75 edition), 
Macmillan. 

Meigs’ Kingdom of the Winding Road—Beautiful story of a mysterious lame 
beggar, by a writer whose books all have unusual atmosphere and charm, as “ The 
New Moon,” “ Steadfast Princess,” and others somewhat older. Cloth, 238 pp., ill., 
$1.75, Macmillan. 

Page’s Two Little Confederates—Finely written story of two small boys on a 
Virginia plantation during the Civil War. Same quick incident and real heroism in 
“A Captured Santa Claus,” and “ Among the Camps.” Cloth, 169 pp., ill., $1.75, 
Scribner. 

Patch’s Hexapod Stories—T'welve beautifully told stories of insects. “ Bird Sto- 
ries,” uniform. Cloth, 179 pp., ill., $.75, Atlantic Monthly, Boston, 

Pritchard and Turkington’s Stories of Thrift for Young Americans—Little, 
practical things of everyday life made absorbing. Cloth, 222 pp., ill., $.72, Scribner. 

Pumphrey’s Stories of the Pilgrims—Detailed story of the Pilgrims’ great ad- 
venture. Model supplementary history reading. Cloth, 256 pp., ill., $.75, Rand, 
McNally. 

Pyle’s Merry Adventures of Robin Hood—A condensed story of the bold, fair 
and courteous Robin. Sample of the masterly writer and illustrator of “ Pepper 
and Salt,” “ Twilight Land,” “ Wonder Clock” (Harper), “ Garden Behind the 
Moon,” “ Otto of the Silver Hand” (Scribner), and many older books. Cloth, 176 
pp., ill., $.76, Scribner. Other Robin Hood stories by Winston, Phila., Rand, McNally, 
McKay, Phil., Jacobs, Phil., Putnams, and others. 

Rankin’s Dandelion Cottage—A capital story of the amusements and queer ex- 
periences of four young girls who set up housekeeping in an old cottage. “ The 
Adopting of Rosa Marie” is a sequel. Cloth, 312 pp., ill., $1.50. Other good books 
for older girls. 

Raspe and Martin’s The Children’s Munchausen—Hilarious adventures of the 
illustrious baron whose name is synonymous with colossal fibbing. Cloth, 185 pp., 
beautifully illustrated, $2.25, Houghton, Mifflin. Another edition by Heath. Hough- 
ton, MifHin and Dodd, Mead publish other fine books by John Martin. 

Riley’s Rhymes of Childhood—Not many volumes so rich and deep with humor, 
pathos and beauty. “ Book of Joyous Children,” another favorite among many 
titles. Cloth, 216 pp., ill., $2.00, Bobbs-Merrill, Indianapolis. 

Schultz’s Sinopah, the Indian Boy—Simple tale of Indian boy's life by a famous 
author, frontiersman and fighter. Long list of favorites. Cloth, 155 pp., ill., $1.00, 
Houghton, Mifflin. 

Smith’s Jolly Good Times at School—Sharply drawn story of good times in rustic 
New England. One of a simple, wholesome, delightful series, including “ Jolly 
Good Times,” “ At Hackmatack,” “ Vo-Day,” ete. Cleth, 281 pp., ill., $1.75, Little, 
Brown and Co., Boston. 

Spyri’s Moni, the Goat Boy—A juvenile classic of surpassing freshness and charm. 
Long series of beautiful Alpine stories: “ Litthe Curly-Head,” ‘“ Little Miss Grass- 
hopper,” “Toni,” “ The Rose Child” (Crowell Co.), “ Heidi” (Dutton, Winston, 
Ginn, McKay, Lippincott, ete.), and others. Kunz edition, 211 pp., ill., $.64, Ginn. 














20 NATIONAL EpuCATION ASSOCIATION 





Stefansson and Irwin’s Kak, the Copper Eskimo—Absorbing, vivid account of 
Eskimo land, by one of our greatest living explorers. “Hunters of the Great 
North” (Harcourt, Brace), another wonderful book. Cloth, 253 pp., ill., Macmillan. 

Tappan’s Letters from Colonial Children—Life in the colonies as seen through a 
child’s eyes. Other good books: ‘“ House with the Silver Door, “Old Ballads in 
Prose,” ‘American Hero Stories,” “Farmer and His Friends,” ete. (Houghton, 
Mifflin), “In the Days of Queen Elizabeth,” ete. (Lothrop, Lee, Boston). Cloth, 
319 pp., $1.35, Houghton, Mifflin. 

White’s Magic Forest—Fascinating story of delicate little Jimmie Ferris, who 
walked off a Pullman in his sleep and was left alone in the heart of the Canadian 
forest. “ Adventures of Bobby Orde” (Doubleday, Page), good; many more for 
older pupils. Cloth, 146 pp., ill., Maemillan, $1.24. Cheaper edition by Grosset 
and Dunlop. 

Whiteley’s The Story of Opal—An extraordinary diary of a little six-year-old 
orphan girl of the lumber camps, having a naiveté and poetic charm, unmatched in 
its appeal to both young and old. Boards, 284 pp., ill., $2.00, Atlantic Monthly, 
Boston. 

Wiggin and Smith’s Posy Ring—Excellent collection of favorite poems. Other 
collections of verse and stories: “ Golden Numbers,” “Talking Beasts,” “ Magic 
Casements,” “ ‘Tales of Laughter,” “Tales of Wonder ” (Doubleday, Page). Cloth, 
283 pp., Doubleday, Page. School edition, $1.00, Houghton, Mifflin. 


A LIST OF WINNING SIXTH GRADE BOOKS 


COMPILED BY FRANK M. RICH, PRINCIPAL, SCHOOL 2, ISABELLE BRIND, TEACHER IN 
SCHOOL 19, AND MARIE Kort, TEACHER IN SCHOOL 4, PATERSON, NEW JERSEY 


Amici’s Heart (Cuore)—Poetic, beautiful diary of a young Italian school boy; 
judged by many as one of the best boy’s books ever written. Hapgood edition, 
350 pp,, ill., $2.50; popular edition, $1.35, Crowell. Other editions by Rand, McNally, 
Flanagan (Chicago). 

Bostock’s Training of Wild Animals—Noted lion tamer tells of perils of trapping 
and training wild beasts for the menagerie. Cloth, 256 pp., ill., $1.75, Century. 

Carroll’s Alice’s Adventures in Wonderland and Through the Looking Glass— 
A great classic; unmatched for play of fancy and amusing diction. Cloth, 244 pp., 
ill., $1.75, Macmillan. Other editions by Dodge, Stokes, Harper, Grosset and Dunlop, 
Educa. Pub. Co., Lippincott, Phila.. McKay, Phila., ete. 

Carter’s Bob Hanson, Tenderfoot—Opening volume in a long list of excellent scout 
stories. “ Patriot Lad” series are popular. Cloth, 223 pp., ill., $1.50, Penn Pub., 
Phila. 

Church’s Stories of the Old World—The immortal stories of Homer and Virgil 
interpreted by a master writer. Cloth, 437 pp., ill., $.60, Ginn. Also “ Odyssey for 
Boys and Girls” (Macmillan). 2 

Dodge’s Hans Brinker or The Silver Skates—Story of Dutch life; one of the most 
popular ever written; author a famous editor of St. Nicholas magazine. Lowe 
edition, cloth, 355 pp., ill., $.68, Ginn. Other editions by Scribner, Century, McKay, 
Grosset and Dunlop, etc. Read also “ Donald and Dorothy ” and “ Land of Pluck” 
(Century). 

Duncan’s Adventures of Billy Topsail—Representative of a rousing series por- 
traying Newfoundland life and adventure. Companion volume: “ Billy Topsail, 
M. D.” Cloth, 331 pp., ill., $1.75, Revell. Cheaper edition by Grosset and Dunlop. 

Edgeworth’s Tales from Maria Edgeworth—Direct, animated, old-fashioned 
stories, full of dramatic incidents, featuring thrift, honesty and manliness. Best of 
their kind for over a hundred and twenty-five years. Cloth, 412 pp., $2.50, Stokes. 
Other editions under different titles: “ Parent's Assistant” (Dutton), ‘ Waste Not, 
Want Not” (American Book Co.). 





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ELEMENTARY SCHOOL PRINCIPALS 21 





Eggleston’s Hoosier School Boy—Favorite account of old school days in Indiana, 
seventy-five years ago. Cloth, 132 pp., ill., $.72, Scribner. Others of special note: 
“Queer Stories” (Scribner), “Stories of American Life and Adventure” (Amer. 
Book Co.). 

Fabre’s Story-Book of Science—Superb presentation of a variety of interesting 
topics by a world famous scientist. Cloth, 400 pp., ill., $2.50, Century. Other books 
suitable for the grade: “ Field, Forest and Farm” (Century), “ Insect Adventures ” 
(Dodd, Mead and World Book Co., Yonkers), “ Book of Insects” (Dodd, Mead). 

Firdusi’s Story of Rustem and Other Persian Hero Tales—Thrilling stories of 
fighting and adventure in a far distant land and age, retold by Renninger. Cloth, 
361 pp., ill., $1.75, Scribner. 

France’s Honey Bee—One of the loveliest of fairy tales by the great French 
writer. Lane edition, cloth, 172 pp., ill., $2.50, Dodd, Mead. Other editions by 
Dutton. Other favorites: “ Girls and Boys,” “ Our Children” (Duffield). 

Hall’s Boy Craftsman—Practical and profitable book of construction projects, 
ranging from a cork chair to a log cabin. Fine series for both girls and boys. Cloth, 
393 pp., ill., $2.50, Lothrop, Lee and Shepard, Boston. 

Harris’ Uncle Remus, His Songs and His Sayings—Unique, humorous plantation 
folklore, ideal for the home circle. Cloth, 265 pp., ill., $2.00, Appleton. Continue 
with: “Uncle Remus and the Little Boy” (Small, Maynard), “Daddy Jake” 
(Century), “ Nights with Uncle Remus,” “ Uncle Remus and His Friends” (Hough- 
ton, Mifflin). 

Haskell’s Katrinka—Unusual and fascinating story of a little dancer of old 
Russia. Cloth, 325 pp., ill., $2.00, Dutton. “O-Heart-San, a Story of a Japanese 
Girl,” also good (Page, Boston). 

Hillyer’s Child’s History of the World—Brisk, clear, brilliant presentation of 
great characters and events in terms of children’s appreciation. Cloth, 480 pp., ill., 
$3.50, Century Co. 

Homer’s Odysseus Hero of Ithaca—Great Greek masterpiece delightfully inter- 
preted by Mary E. Burt, editor of “ Herakles,” “Don Quixote,” ete. (Scribner), 
“Poems Every Child Should Know” (Grosset and Dunlop). Cloth, 223 pp., $.84, 
Scribner. Other good editions by Church (Macmillan), Clarke (Am. Book Co.), 
Perry (Macmillan), Colum (Macmillan). 

Hudson’s Little Boy Lost—Exquisite story of the South American plains, by the 
genius who gave us “ Far Away and Long Ago” (Dutton), and many other titles 
worth knowing. Cloth, 187 pp., ill., $2.00, Knopf. 

Jacobs’ Indian Fairy Tales—Like others of the series, English, Celtic, ete., good 
selections, well told and based upon painstaking research. Cloth, 311 pp., ill., $1.75, 
Putnams. 

Lofting’s Story of Dr. Doolittle--Amazing adventures of an animal doctor, which 
furnish a delicious revel in droll humor. “ Voyages of Dr. Doolittle’? comes next 
in a rapidly growing series. Cloth, 180 pp., unique ill. by the author, $2.00, Stokes. 

Knapp’s The Boy and the Baron—A gripping tale of feudal times in Germany. 
Cloth, 210 pp., $1.75, Century. 

Lagerlof’s Wonderful Adventures of Nils—A Swedish classic by the first woman 
to receive the Nobel prize for literature. “ Further Adventures of Nils” follows. 
Cloth, 430 pp., ill., $1.75, Doubleday, Page. 

Lanprey’s In the Days of the Guild—Interesting narrative of medieval England, 
by the author of many celebrated history stories: ‘“ Days of the Colonists,” ‘“ Days 
of the Discoverers,” etc. (Stokes), “ Children of Ancient Britain,’ “Children of 
Ancient Rome” (Little, Brown, Boston). Cloth, 291 pp., ill., $2.50, Stokes. 

Lucas’ Anne’s Terrible Good Nature—Amusing stories of English children, very 
well written. By the same author: “The Slowcoach” (Macmillan), “ Book of 
Verses” (Holt), “ Four and Twenty Toilers” (McDevitt-Wilson). Cloth, 261 pp., 
ill., $2.50, Macmillan. 











22 NATIONAL EpucCATION ASSOCIATION 


Marshall’s An Island Story—A large story-book history, with not a dull line. 
Series includes “ Empire Story,” “ Scotland’s Story,” etc. Cloth, 547 pp., beautifully 
ill., $5.00. Stokes. Another edition by Nelson. Also “ Beowulf,” “ Guy of Warwick,” 
“William Tell,” etc. (Dutton). 

Mukerji’s Hari, the Jungle Lad—An intense, vivid story of the Indian wilds, full 
of brilliant color and action. Cloth, 220 pp., ill., $2.00, Dutton. Uniform with “ Kari, 
the Elephant ” and “ Jungle Beasts and Men.” 

Murai’s Kibun Daizin—Admirable Japanese story of a spirited lad’s rise from 
poverty to wealth and honor. Cloth, 175 pp., ill., $1.75, Century. 

Richards’ Captain January—A charming idyl of New England coast life. Here 
are a few from many other winners arranged in order of difhiculty: “ Joyous Story 
of Toto” (Little, Brown), “ Quicksilver Sue” (Page), “ Big Brother Play Book” 
(Little, Brown), ‘“ When I Was Your Age” (Page). Many older. Cloth, 78 pp., ill., 
$.90, Page, Boston. 

Rice’s Mrs. Wiggs of the Cabbage Patch—Great popular favorite; brimful of 
humor, life, and the famous Wiggs philosophy. “Lovey Mary” a good second. 
Cloth, 153 pp., $1.25, Century. 

Seton’s Wild Animals I Have Known—One of the most popular of all animal 
stories. Cloth, 259 pp., ill. by the author, $2.50, Scribner. Selections called ‘‘ Lobo, 
Rag and Vixen,” $.72. Cheap edition by Grosset and Dunlop. Other favorites: 
“Lives of the Hunted” (Scribner), ‘ Wild Animals at Home” (Doubleday, Page 
and Grosset and Dunlop), “ Biography of a Grizzly” (Century), ete. 

Sewell’s Black Beauty—A gem of humane literature; the “ Uncle Tom’s Cabin” 
of the horse. Cloth, 326 pp., ill., $3.26, Dutton. Many cheaper editions by 
Jacobs, Phila., Lothrop, Lee, Boston, Dodd, Mead, Flanagan, Chicago, Grosset and 
Dunlop, ete. 

Sidney’s Five Little Peppers—Happy story of five lively boys and girls reflecting 
a beautiful spirit in a humble home. Popular series. Cloth, 427 pp., ill., $1.75, 
Lothrop, Lee, Boston. 

Smedley’s Tales from Timbucktu—Strange, rare wonder-stories of remote lands 
Cloth, 180 pp., ill., $3.00 Harcourt, Brace. 

Stevenson’s Home Book of Verse for Young Folks—An ideal collection. Cloth, 
508 pp., $2.75, Holt. Readers will be interested in “Tommy Remington’s Battle ” 
(Century and Grosset), ‘“ Poems of American History” (Houghton, Mifflin). 

Wade’s Pilgrims of To-Day—Biographical sketches of famous immigrants by 
the author of a score of well-known “ Little Cousin” books (Page, Boston), and 
an excellent biographical series: ‘* Wonder-Workers,” “ Light-Bringers,” etc. (Little, 
Brown). Cloth, 253 pp., ill., $1.65, Little, Brown and Co., Boston. 

Wyss’ Swiss Family Robinson—Story of a shipwrecked family; one of the 
great books for children. Stickney edition, 417 pp., ill., $.72, Ginn. Other editions 
by Jacobs, Harper, Dutton, Doran, Grosset, Rand, McNally, ete. 

White’s An Only Child—Delightful girl's story by the author of many more: “ A 
Borrowed Sister,” “ A Little Girl of Long Ago,” * Peggy,” ‘“ Ednah,” “The En- 
chanted Mountain,” “ Strange Year,” “ Blue Aunt,” ete. Cloth, 167 pp., ill., $1.65, 
Houghton, Mifflin. 

The Youth’s Companion—A weekly magazine of the highest possible ethical, artis- 
tic and literary standards. A continual feast of good things for every reader in the 
family. 16 large pp., finely ill., $2.50 per year, Perry, Mason Co., Boston. 

Zwilgmeyer and Poulsson’s What Happened to Inger Johanne—Lively, humorous 
story of a little Norwegian girl. Cloth, 283 pp., ill., $1.75, Lothrop, Lee, Boston. By 
the same author and translator: “Four Cousins” (Lothrop, Lee), and “ Johnny 


Blossom” (Pilgrim Press, Boston). 





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THE WORK OF THE ELEMENTARY SCHOOL PRINCIPAL 


R. L. West 


Director, Elementary Education, Trenton, New Jersey 


IV ANY ELEMENTARY principals express concern that the elemen- 

tary principalship will not be given proper recognition in the entire 
school system. They feel that the elementary principals should assert them- 
selves in order that their prerogatives and rights may not be absorbed by 
other parts of the organization. It appears to me that the chief item of 
concern today is not whether elementary principals shall receive proper 
recognition but whether elementary principals are big enough to measure 
up to the responsibilities of the position that has been thrust upon them. 
The present status of the elementary principalship with the various respon- 
sibilities involved has come about so rapidly that the average elementary 
principal is not prepared to assume these responsibilities. There have been 
several forces that have brought about the present situation which is 
creating the challenge to elementary principals suggested above. 

In the first place the building of large schools which accommodate one 
thousand pupils or more is a rather recent development in the elementary 
school field. The former organization in many cities even of moderate size 
consisted of rather small neighborhood schools. Very often these schools 
consisted of from six to twelve rooms so that there was no possibility for the 
principalship in such a school to be developed as a large undertaking. As it 
became evident that some direction and supervision was necessary a “ head 
teacher ” was often appointed. Usually this teacher taught all day and in 
addition to her teaching took care of the statistical and certain disciplinary 
problems of the building. The supervision of classroom teaching, of janitors 
and the management of other features of the school were either not done at 
all or done through representatives of the superintendent’s office. Even 
when the principal did not teach all of the time, the functions of the position 
were not enlarged to any degree beyond those of a principal who took care 
of statistics, discipline and routine matters about the school. It should be 
evident that the building in which are enrolled one thousand to fifteen 
hundred pupils or more demands quite a different type of leadership 
and management than the small eight or ten room unit. By collecting 
a large number of pupils in one building the educational problems differ 
from those of the small building not only in degree but also in kind. 
In the large school, problems of differentiation, of adaptation of work to 
different types of children, and to various forms of abnormals and _ sub- 
normals—the organization of the building and the delegation of responsi- 
bility create a situation which calls for a highly trained head. 

Along with the development of large schools has come during the past 
few years a development of educational knowledge and procedure so that 
the adaptation of the school to the pupil is a more detailed and complex 
task than it was a few years ago. The large school must be organized to 
take care of the various groups mentioned in the above paragraph; to pro- 


[23] 











24 NATIONAL EpUCATION ASSOCIATION 
vide for the use of gymnasium, auditorium, shops and playgrounds; to work 
out scientific methods of testing and measuring; to enlist the teachers in a 
progressive system of study such as the reconstruction of the courses of 
study, and to enlist the active codperation of the community. In short, the 
large elementary school of today is a highly organized machine which 
reaches into a large number of different fields and demands a high degree 
of codrdinating ability in its direction. 

Another tendency which has been working to increase the responsibilities 
of the elementary school principalship is the tendency in large school systems 
to decentralize the administration of the entire school system. The super- 
intendent of schools is coming to be recognized as the general manager of the 
entire school system both educational and business. His functions are no 
longer strictly supervisory but are concerned with all of the activities of the 
school system in order that these activities may create the conditions under 
which effective school work can be done. Consequently, there has been a 
tendency in some school systems to make the elementary school principal 
primarily responsible for all the activities within his building. To aid him 
in carrying out these activities various experts are provided not only along 
the educational side but in the building and business activities. It has been 
seen, however, that best results are secured when the building is considered 
as the unit and when these specialists exist to assist the building head to 
produce the proper educational outcomes. Any other type of organization 
creates a division of responsibility which usually leads to detrimental 
results. 

These are the main tendencies which have been working to create the 
present conception of the elementary principalship. In view of these con- 
ditions we should analyze the type of work which is now before the elemen- 
tary principal and study carefully how he should be prepared for this type 
of a position. It has been indicated above that the opinion of the writer is that 
the elementary principal should be a general manager of all of the activities 
carried on in his building. Very often we are inclined to minimize certain 
managerial and detailed functions of the principal and advocate that these 
things be delegated to other persons. For example, one of the chief com- 
plaints of the elementary principal today is that much of his time is taken 
in statistical work which should be done by a clerk. This is no doubt true, 
but when given a clerk, the elementary principal must show the ability to 
organize the statistical procedure so that those aspects which are not based 
on pedagogical principles can be delegated to the clerk. He should realize 
that there are certain routine duties which have large influence in creating 
the conditions under which a school will operate successfully that cannot be 
delegated to a clerk because they rest upon certain technical provisions. 
For example, the construction of a schedule is a type of activity which 
demands technical and professional knowledge. The principal should not 
feel that his time is being wasted when he is making a careful schedule for 
his building because the efficient operation of the building will depend in 
considerable measure on the schedule which he makes. After he reaches a 





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ELEMENTARY SCHOOL PRINCIPALS 


25 


certain point the mechanical details can properly be worked out by the 
clerk. Again, the principal must be able to construct such forms and methods 
of reporting that his clerk can present facts and statistics in an effective 
manner. ‘The same arguments hold true in relation to giving out books, 
supplies, equipment, etc. ‘The principal is the organizer who thinks out the 
methods of doing these things so that the clerk can handle details in an 
effective way. 

The elementary principal who has this conception of being a general 
manager will realize that improvement of classroom instruction is the 
primary object of his existence but he will also realize that there are many 
ways of producing this result besides time spent in visiting classrooms and in 
conferences with teachers. He will realize that he should call upon the 
expert supervisors provided by the central office to aid him in improving 
instruction in given lines of activities. He should see to it that when the 
supervisor comes to the building, conditions are ready so that the problem 
can be presented economically and successfully and the supervisor’s full 
service procured. Again, in the use of the testing agents of the school system 
(the psychologist and others), the principal is the organizer and the 
manager. The same principle holds good in his direction of the janitorial 
force. Nor should we omit the principal’s responsibility for the leadership 
of the thought in his community. “here are other factors which are at 
the disposal of the principal besides those mentioned, such as the nurse, 
the medical inspector, the attendance department, the visiting teacher and 
so on, all of which must be correctly utilized. 

In short, the elementary principal must be a generalist. He must be well 
grounded in the principles of education so that he may unify and codrdinate 
the work of the school specialists in their various fields. As in many other 
lines of activity there seems to be a tendency ir education for the creation 
of specialists. The organization of platoon schools and the consequent 
departmentalization increases this tendency so that there is a danger of 
subject matter becoming the primary unit instead of the pupil. It is well, 
therefore, for one agent to continue to be a generalist who collects all of 
the aspects of the school work and uses them for the total task of educating 
the pupil. 

This viewpoint should not be misunderstood to mean that the principal 
will do no classroom supervision. This will be one of the methods which 
he uses to improve the work of his school. He will recognize, however, 
that his classroom supervision will be ineffective if certain conditions in the 
operation of his building are not well organized. For example, if he pays 
no attention to the ventilating system and does not instruct his teachers 
how to use it, conditions may arise which are not conducive to classroom 
work. Again, if his schedule produces conflicts and waste of time his class- 
room supervision will often be of no avail. If his general leadership is 
not of a nature to produce codperative work among his teachers, no amount 
of expert knowledge about a given school subject will offset this important 
deficiency. The principal must see his total position and balance the 
various factors which work toward the complete results. 











26 NATIONAL EDUCATION ASSOCIATION 


This conception of the elementary principalship is a much broader and 
bigger idea than the conception of the principal as merely a supervisor of 
instruction within the building. It demands high personal and professional 
qualifications. In the large school system the elementary principal repre- 
sents the superintendent of schools in the district in which his school is 
located. Without his support and the effective organization of his building, 
most of the efforts of the superintendent will be of no avail. For such a 
responsibility there have been few avenues of training. There is only a 
small amount of literature at the present time to guide the elementary 
principal in the nunierous problems that come to him. Of course, we should 
recognize that the elementary principal must have a broad general educa- 
tion and must share the professional training which is given to the teachers 
of his building. In addition to these things, however, he must devote con- 
siderable study to the peculiar technique of his own job in order that he 
may become the type of organizer and general manager which the job 
requires. Elementary principals must set to work to define the qualifications 
required for such a position in order that they may meet its responsibilities 
and place the principalship on the high level which is now open to it. 








>i a 








ee eee 















THE IMPORTANCE OF STATE ELEMENTARY PRINCIPALS’ 
ASSOCIATIONS 
LAWRENCE S. CHASE 
Principal, Glenwood School, Montclair, New Jersey 


HE TEXT for this paper is taken from the words of the great edu- 
cational prophet, A. E. Winship, to the elementary principals assem- 
bled at Cincinnati Meeting last February. 

Said Dr. Winship, “ The best chance of improving the elementary schools 
of America is to improve the elementary principals of America.” My 
theme then is the improvement of elementary school principals through 
State associations. 

At the request of the officers of our National body, I prepared and sent 
a brief questionnaire to each of the States inquiring as to the present status 
of elementary school principals’ organizations in their State, and what the 
principals were doing to improve their own status. 

On the questionnaire were fourteen questions having to do with the 
status of the principals’ associations, their officers, their activities, etc. The 
questions were as follows: 


NATIONAL ASSOCIATION OF ELEMENTARY PRINCIPALS APRIL 15, 1925 
Is there an association of elementary principals in your State? 
If so, how long has it been functioning? 
If not, has there been one or is one contemplated ? 
What is the size of your active membership ? 
What are the annual dues of your association? 
State the mame and address of the president of your association. 
State the name and address of the secretary of your association. 
Does your association receive any financial aid from any other organization, 
State or otherwise? 
9. What are some of the aims of vour association? 
10. How many meetings a year does your association hold? 
Are these meetings State-wide? 
Are they sectional ? 
11. What program of activities is contemplated for the coming months? 
12, Are there any State requirements for elementary principalship in your State? 
13. If so, what are they? 
14. What has your association done to improve the status of the principal in: 
Salaries? 
Requirements for certificates? 
Improvements of principals in service? 


ont nM + WY Nn 


Thirty replied and I have received one informal reply since coming 
to Indianapolis. The States which have sent information either about their 
association or that there was none are: 


Arizona, no Massachusetts Ohio, yes 
Arkansas, no Michigan Dist., no Oregon 
California, no Mississippi Pennsylvania 
Colorado, no Missouri, ves Rhode Island 
Connecticut, no Nebraska Texas 
Delaware, no New Hampshire Vermont 
Florida, no New Jersey, yes West Virginia 
Indiana, yes New Mexico Wisconsin, section of State 
Louisiana New York Wyoming 
Maine North Carolina 

Maryland North Dakota 


[27] 











28 NATIONAL EpUCATION ASSOCIATION 





It appears from the returns that five or six States have some kind of 
associations for elementary principals. I say, appears, because apparent] 
meetings are held, sometimes without any definite organizations. That is 
they are functioning as part of this State teachers’ association and have no 
vitality or existence except to carry out a program at the State meeting. It 
seems also that in one or two States, Michigan I have in mind, there are 
district meetings for elementary principals but no State organization. Then 
in some States, like Pennsylvania, the elementary principals mect with 
other administrators, at the State association, in a general program, 

Only one State gave any information about its size, membership, or any 
statement as to dues. The absence of dues, of course, would account for 
the uncertainty as to membership. 

Mr. Longshore tells me that the departmental meeting and dinner of 
the Missouri elementary principals at the State association gathering is the 
biggest feature of the association. It is noteworthy too that several States 
are thinking of forming State organizations for elementary principals.—See 
North Carolina letter. 

Michigan says: “ There is no State association for elementary principals 
but action is being taken towards that end, at the present time.” 

We can then say that there is something hopeful about the present 
situation but so far surprisingly little has been done. 

From this situation several conclusions could be drawn. 

1. A lack of class consciousness among the elementary principals themselves. Some 
would interpret this as lack of respect for their jobs. 

2. A curious lack of organization to make a serious study of the elementary prin- 
cipals’ problem. 

3. A general absence of feeling among the educators that the elementary principal 
has any special problems to be studied. 

4. That the position of elementary principal has not, in many parts of the country, 
been accorded recognition anywhere near it’s importance. 

The tremendous success of the National Elementary Principals’ Asso- 
ciation in its first five years would seem to deny several of these conclu- 
sions but it must be remembered that not one elementary principal in ten 
as yet belongs to the National Elementary Principals’ group. It is true 
that in some of our larger cities some very high grade work has been 
done by the local principals’ association. This will be spoken of later. 

The third conclusion, that the educators have failed to recognize that the 
elementary principal has any special problems, is borne out by the absence 
of any literature on the subject until the last five years. The lack of special 
programs for elementary principals’ State gatherings supports the con- 
clusion also, it seems to me. 

As to the place the elementary principal has been accorded by public 
estimation, the matter is only too clear. The training demanded, the salary 
paid, social standing in the community, likelihood of promotion to super- 
intending in comparison with the high school principal, are only too well 
known. This is not a complaint, but rather an analysis of the situation. It 
would seem a sane policy to promulgate, that as the elementary section 





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ELEMENTARY SCHOOL PRINCIPALS 29 


of our schools represent the chief effort of the community in education, 
that people carrying it on must be of the best. 

The questionnaire answers tell us something, however, about what train- 
ing and qualifications the States require for a principalship certificate in an 
elementary school. ‘The most common requirement is a two year normal 
course—just the same as for teachers, plus three years’ experience as a 
teacher. There are three exceptions: Indiana requires for an elementary 
principal’s certificate one year of college work, in addition to the two years, 
for a teacher, and California and Delaware demand about one half a year’s 
additional training. In other words, most States have no educational require- 
ments for an elementary principal beyond that for a teacher’s certificate. High 
school principals and even high school teachers are required to have a four- 
year college training, at least, in most States, but apparently no such special 
background is demanded for the elementary school regardless of its size or 
standards. I am not implying that a liberal arts college course by itself is 
the best training for an elementary principal, but it would seem reasonable 
to believe that the job requires a somewhat broader training than just 
teaching experience. 

Another phase of the questionnaire was, “ What is your association doing 
to raise the status of the principal in your State, in the matter of certifi- 
cation, salaries, and improvement in service?”’ It must be remembered, of 
course, that most of the States have no organization to do anything, but 
of the few who have, only one claims to be doing anything, and that is 
New Jersey. As spoken of earlier, there is some effective work being done 
by the elementary principals in some of the larger cities. Chicago is per- 
haps best known and New York; Newark, New Jersey; Seattle, and 
Rochester are among the cities who have carried out effective programs 
for improving the status of the principal. 

The success of these organizations, as well as a great many others, both 
within, and especially without the profession, support the contention, and 
the failure to accomplish anything where there is no organization would 
also seem to offer proof that if the elementary principalship is to be placed 
on a higher plane, it must be done by the elementary principals themselves. 
We cannot wait in expectation that the communities, boards of educa- 
tion, or superintendents will do it. Ide Sargeant, efficient secretary of the 
National Principals’ group, maintains that the job of guiding the destiny of 
a large elementary school should require a personality and a salary com- 
parable with judges of our State courts. Many who know the possibilities 
of the job would be inclined to agree with him. The place is a big one, as 
we want the communities to realize, and we want principals big enough to 
fill it. 

How are we going to get these changes? 

Our school systems are State in origin and State in control and are likely 
to remain so. Our laws and standards are from the State. Does it not 
follow that our most effective form of principals’ organizations should be 
State-wide? We shall need the inspiration and support which can come from 











30 NATIONAL EpUCATION ASSOCIATION 


the great National body, but the State groups should represent the power 
to accomplish changes, because our schools are State-controlled. 

Some of the States in replying to the questionnaire mentioned that because 
of the scattered population, they did not feel that a strong State principals’ 
association could be built up or was necessary. 

Unquestionably, the difficulty of such a task would vary in different 
sections. I believe the need for such a group of principals working together 
what could be accomplished would doubtless vary 





is the same everywhere 
more than the need. 
Because I know it, and because it has met with some success, | am going 
to tell briefly what the plan of organization in New Jersey is, and what 
it has attempted this year. The idea is not to boast because we haven't 
anything to boast about; rather, I hope it will create interest enough for 
other States to investigate it. The New Jersey State Elementary Prin- 


cipals’ Association was organized about six years ago; started off well, 


pulse flickered for two years, was revived, and has been getting stronger 
since. True, it is one of the smaller, thickly settled States, but each State 
must modify the scheme to meet the condition. 

At present the executive committee is selected geographically, so that its 
members can meet without too much trouble or expense. But the whole 
State is divided into sections, or rather certain cities are named as centers 
for the purpose of meetings. This past year we have had one general 
meeting, one general committee conference, and three sectional conferences. 
The general meeting was held at the time of the State teachers’ association, 
and was well attended. The sectional meetings were held successive weeks 
in different parts of the State this spring, and about two hundred principals 
participated; some of the State officers attended all the meetings. Each 
section has elected its chairman for next year, and he will meet with 
the State executive committee, when necessary as a representative of that 
section, and also be largely responsible for next year’s program of his 
district. 

The sectional meetings this year consisted of a program of addresses and 
round table discussions. "To meet the needs of all, the round table confer- 
ences were divided into three groups; one for the small school principal 
who must teach all the time, one for the principals who teach part time, 
and another for principals who give all their time to supervising. As many 
attended from the small towns and rural sections as from the cities. One 
of the sectional meetings aroused so much enthusiasm that a movement 
was started to make next year’s conference an all day one instead of three 
hours. 

The State dues in New Jersey are one dollar for principals’ assembly, 
but will probably have to be raised. The Newark, New Jersey. city prin- 
cipals’ assessment is ten dollars, and I believe, Chicago is forty dollars. Part 
of our money in New Jersey is used for the State and part for the sectional 
activities. “The membership in New Jersey has doubled since the sectional 
meetings began. 











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ELEMENTARY SCHOOL PRINCIPALS 31 


Just one more point. ‘The main reason for the unusual success of our 
National organization of principals is, | believe, the wise and inspiring 
publications, the Year Book, and the Quarterly. State associations need to 
follow in the path of our National body and some of our city organizations 
and publish material of professional interest to their members. Chicago has 
been a leader in this, among the cities. New Jersey expects to publish two 
modest leaflets next year as a beginning. Such a paper will show what the 
association is doing, which is the best form of publication for any live group; 
and it will give help in meeting problems of the hour. 

I believe the principals of New Jersey would support me in contending 
that our State association is accomplishing something along these lines: 

1. Creating a consciousness in the group of its own importances and possibilities. 

2. Finding out who is capable of leadership. 

3. Forming standards of achievement for the principal. 

4. Laying the foundations for a better appreciation, by the community, of the 
elementary principal’s job. 

Two illustrations will show that every live group has chances to exert 
itself in unexpected directions. At one of our meetings this year, in New 
Jersey, a motion was carried that our association urge the State department 
of summer schools to carry on courses especially for elementary principals. 
The State director was not only glad to advise with us as to the courses to 
be offered, but he also was pleased to learn the opinion of our executive 
committee as to the most available instructors. As a result the courses were 
advertised in all the sectional meetings and principals urged to enrol. 

This effort also led to a discussion with the State department of creden- 
tials, about the advisability of raising the standards of preparation for the 
principalship. We found the officers in charge had long wished to raise 
the standards for the principalship, and that if our associations would back 
him, he thought it might be done. This question will be taken up next fall. 

These incidents are only what could be recited in any State, where the 
elementary principals band themselves together, and institute a vigorous 
program for their own betterment. 

There can be no doubt that the work of our National Elementary Prin- 
cipals’ Association is on a high plane. Its membership represents, unques- 
tionably, the most stirring and efficient among the heads of elementary 
schools. But the success and health of our National body will depend upon 
its circulation of valuable ideas, through and from States, as well as the 
efficiency of organization. All that is done to build up efficient and thorough- 
going State groups will bolster up and make more effective our National 
Association. 

Superintendent and President Newlon said recently that he had always 
noticed that those educators who help the most in organizations, are doing 
their jobs best at home. Some may not agree with this but few will deny 
that organization is necessary to accomplish much in either the State or 
Nation. We need both State and National Associations to improve the 
elementary principal to the point where he can come to his natural heri- 
tage—the rebuilder of the schools of America. 











EDUCATIONAL VALUES DERIVED FROM THE 
TEACHING OF SCIENCE IN GRADES I TO VI 
IN THE ELEMENTARY SCHOOL 


CLIFFORD Woopy 
Director of Reference and Research, University of Michigan, Ann Arbor, Michigan 


HE AGITATION for the teaching of science in Grades I to VI in 

the elementary school may be traced to numerous influences. Rousseau, 
Pestolozzi, Froebel, Spencer, Dewey, Professor and Mrs. Comstock, Elliot, 
Hodge, Downing, McMurry and many others have had an indirect influ- 
ence on the development of the movement. Undoubtedly the movement 
for general science in the high school and junior high school, the move- 
ment for an enriched curriculum, the demand for fact material in connec- 
tion with the teaching of science, and the emphasis upon the interest of the 
child in nature were all contributed to our present-day interest in the 
teaching of science in the elementary school. 

At the present time approximately ten per cent of the total school today 
is definitely set aside for the teaching of science and unquestionably more 
time is given to the subject in an incidental way. Consequently, it is appro- 
priate that consideration be given to the values to be obtained from the 
teaching of this subject. 

Science as considered in this paper will be assumed to include a stud) 
of those natural things and processes which directly concern the daily lives 
of the children. It may be thought of as including the study of flowers, 
leaves, weeds, trees, insects, birds, pets, animals, soils, rocks, land formation, 
erosion, transpiration, weather, rainfall, snow, heat, light, clouds—in fact 
anything which savors of what is usually spoken of as science especially 
adapted to the pupils in the different grades of the elementary school. 

The four values of the teaching of science in grades I to VI which seem 
to the writer most in need of emphasis are as follows: 

1. The teaching of science in these grades equips the child with a varied and 
extensive vocabulary. Since the child is living in a world of science, there is a 
definite need for the vocabulary of science. Analysis of readers for the different 
grades shows that almost one-eighth of the total subject-matter deals with science 
material. At the same time a recent investigation shows that the words usually met 
in reading scientific articles are not included among the ten thousand most commonly 
used words. The teaching of science, undoubtedly, makes great contribution in 
making the children familiar with these words. 

2. The teaching of science in these grades provides opportunity for giving mean- 
ingful experiences in connection with the life with which they are surrounded and 
about which they are going to read. One reason why children read so poorly is 
because they have had no meaningful experience with which to connect things about 
which they are reading. They oftentimes learn to call the words of the selection 
but have little realization of its meaning. Learning on this level is learning on a 
nonsense level, and these children will soon forget everything which they have 
learned just as the individual who learns a set of nonsense syllables soon forgets 
them. The teaching of science in the elementary grades provides an opportunity 
for giving the children vivid experiences which will enable them to understand and 
interpret what they are later going to read. These experiences enable the children 
to put meaning into what they read. 


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ELEMENTARY SCHOOL PRINCIPALS 33 


3. The teaching of science in these grades provides opportunity for training the 
children in the methods of thinking and in the development of scientific attitudes. 
Since the subject-matter of science deals with concrete objects with which the child 
is surrounded and with processes which he may see, it provides a wonderful oppor- 
tunity for noting the causes and effect for collecting data, organizing and evaluating 
it for analysis and comparison of contrast, and for setting up hypotheses and test- 
ing them. No subject in the curriculum offers greater opportunity for teaching the 
children methods of thinking, teaching them to base conclusions on evidence or data, 
teaching them not to generalize on insufficient data or to make a generalization 
before sufficient evidence is available. It is, therefore, evident that the teaching of 
science in these grades will develop a scientific attitude and will give them an 
appreciation of what constitutes scientific methods and of the great contributions 
which science has made to our civilization. 

4. The teaching of science in these grades offers opportunity for utilizing the 
natural interests of boys and girls as centers around which much of their other 
school work may be unified. The natural interest of boys and girls in the world of 
science about them presents a natural setting for problem-teaching. The meaningful 
experiences which they have in the world of science should be utilized in the teaching 
of other subjects. The interest of the boys and girls in plant life and animal life 
should be utilized in the teaching of language, the teaching of reading, and the 
teaching of geography. Furthermore the work in science can be closely correlated 
with the work in home economics, hygiene, and history. It is submitted that the 
possibility of utilizing the natural interests of the child as centers around which 
much of the other school work can be grouped has been little realized by teachers 
and school officials. 


REPORT ON EDUCATIONAL PROGRESS 


J. D. WiLLiAMs 


Principal, Woodlawn School, Birmingham, Alabama 


URING THE year just closed the educational forces of the entire 

country have been wide awake. In every field and in every depart- 
ment marked progress seems to have been made. Probably the criticism 
about which we heard so much a year ago has not failed to yield a benefit. 
It seems to have sharpened the wit and aroused the enthusiasm of the 
educators of the country and more good than harm has resulted. Certainly 
the reaction that threatened the education programs has reached the peak 
and the people believing in the schools are standing solidly by them. 

National, State and city educational associations have forged straight 
ahead and have established confidence. Reports indicate that annual meet- 
ings of State associations have put on unusually fine programs and these 
have been well attended. 

The field of the elementary principals is not very different from the 
general field of education and it will not be possible in this report to 
separate them. The elementary school principals seem to have found them- 
selves in recent years and are now making themselves felt by their useful- 
ness in every phase of school work. Dr. A. E. Winship in a former meeting 
suggested that the elementary school principals are key men and women 
in the communities in which they work. They have played a large part in 
every Campaign and in every movement. 














34 NATIONAL EpUCATION ASSOCIATION 


First, the greatest progress made during the year, and for which the 
elementary principals may claim credit, is in the organization of the prin- 
cipals. Departments have been organized in a number of State associations. 
Some of these are doing a splendid work. Many cities report elementary 
principals’ associations. Some of these have adopted definite programs and 
are collecting annual dues of from fifteen to thirty dollars which will 
furnish the means for real and effective work. The meeting in Cincinnati 
was remarkable in point of attendance and in its program. The attendance 
reflected the interest of the entire Nation. Many State and local associa- 
tions sent representatives and paid all or a part of their expenses. Boards of 
Education and Parent-Tedachers associations also sent representatives. 

Second, new maximum salaries of $5000, $5500, $6000 and $6500 for 
principals have been adopted. This is a decidedly forward step as these 
salaries will attract greater ability. With the whole country following this 
lead a finer, better class of elementary principals will follow. 

Third, unusual activity is reported from many sections of the country 
in an effort to adapt the course of study and the work to the needs of the 
individual. Many cities have established departments of research and 
through these children have been re-classified. Small classes of retarded 
pupils have been organized, others for crippled children and still others for, 
the bright. The feeling that the average child does not exist seems to have 
taken hold on the country and we are trying to fit the work to the children. 

Fourth, splendid building programs are going on all gver the country. 
Along with the movement to reduce taxes we might have expected a reac- 
tion against large building projects. Cities, towns and rural communities 
are building as never before. 

Fifth, higher standards of teacher training are being attained and a 
marked professional growth of teachers in service. This comes with more 
teachers and better salaries. For the first time since the war, we are told, 
there are enough teachers for all the schools. In this connection we may 
add that not only are better salaries being paid but pensions are being pro- 
vided by some cities as a result of a better interpretation of the work of 
the schools to the public. 

Sixth, remarkable progress has been made in weekday schools of religious 
education. This movement seems to have spread very rapidly. 

Seventh, decided headway has been made in the adoption of the single 
salary schedule. Many cities have already adopted it. Some are making 
plans. The elementary principals have endorsed it and have a very strong 
committee reporting on the subject at this meeting. 

Eighth, junior high schools have sprung up well over the country. It 
seems that every system of schools will soon have its junior high. 

Ninth, marked attention has been given to character education and from 
reports available, real headway has been made. Probably the high schools 
have made a better showing than have the elementary but good results are 
reported from the latter. 

Finally, we are convinced that this has been about the best year that we 
have ever seen. 


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REPORT OF COMMITTEE ON SALARIES 


IpE G. SARGEANT, CHAIRMAN 


Principal, Public School No. 10, Paterson, New Jersey 


HE RECENT report of the Chicago board of education, based upon 

the findings of a committee of one hundred Chicago citizens, after a 
year of study and careful investigation, sets forth the following as the 
guiding principle for establishing a salary schedule: 

A board should establish a salary schedule without waiting for employees, and 
without subjecting the system to the emotional excitement attendant upon a salary 
campaign. Salary is for service, not to please employees. Salaries should be fixed 
at such figures as will encourage people now in the service as well as prospective 
candidates to a high degree of professional preparation. 

With this sound doctrine as a starting-point the committee obtained 
estimates from many citizens, experts in financial matters and eminent 
authorities on economics as to a living wage for a professional man in that 
city. Each was asked to submit an estimated budget for a married man 
30 years old, who has a wife and two children. Below is a table showing 
the average of twenty-six budgets submitted by citizens, the average of four 
budgets made by experts in economics and the committee’s recommendation. 


z 
ee Average 
Estimated | pf f00" | Committee's 
of 26 made by wep ee si 

budgets experts in 

economics 
a Mitea Ma 8 id cesrcesrn boa aia Vee $1,079 $1,110 $1,000 
Electricity, gas, telephone.................. 103 115 125 
ee UE occa ons ks sence aware ss 905 742 900 
Replacement of furniture and equipment.... 120 90 100 
Laundry and domestic help (occasional)... 182 275 200 
RROUMNN MIE TOW MEG 5 oie si vive win sess a wists 377 871 600 
Newspapers, books, periodicals............. A5 45 50 
Church, charity, public spirit............... 101 134 240 
Clubs, organizations, social expense......... 7 86 75 
Amusement, theater, opera................. 69 84 75 
pe rere ree tare tare eieane Sore go 86 90 
MS Fata d os wos a wins eas haemo eK eee 183 235 200 
Health, doctor, dentist, medicines, sports..... IOI 82 75 
Insurance premiums: Life, fire, liability.... 206 261 170 
Conventions, subscriptions ................. 47 44 50 
Saving for investment, home owning........ 457 457 457 
Provisions for higher education for children. 123 197 270 
SE errr ry fener Cir ere 272 48 150 





NN NE ie aac cg nines eS KS $4,827 $4,995 $4,730 

















36 NATIONAL EpucCATION ASSOCIATION 








After this careful study of the economic situation in connection with the 
city’s needs for a strong teaching corps, Superintendent McAndrew sub- 
mitted and the Board of Education adopted on April 27, 1925, the new 
schedules which provide: 


Maximum 


NEN ONMNRRS. oo os cect ns nicnn cise anv dun decisteaienecnes $3250 
NN TRETI SPC E OE EE ee 3500 
LO Co ETE PCE EE TOT CCE TE 4100 
BROMINE SANE TEU GEROGED 6.50 one incest creitaicnmesesccene sein’ 4300 
MI OMRON 9, cds. 50d aa. bia wis KlaleinpA Held waimichw ab aie ne We 4100 
Brees WE SbKbor Tie SEMOOIS... .6 6. oi cc ccccccccesseecsceseces 5000 
NS PR eee he Te Tere eer Papert 6250 
Junior high school principals... ... ...0:. 60 cesecccccescessoesencee 6500 
Genser Hise SCHOO! PFIMCIDSIS. 26. ck ck cc cicceeccewiccesceveses 7500 
BOOREMEEGE S0 TOTUNEL GOTIOME x on oo 5 occ kcccicciwcccccesawicens 5700 
Assistant to principal in normal college....................05. 6000 
PPPGRREORE OF TOTIAAD COTIOBE . 65.65 5c. 06:5 odin cicewccssias see ces sci 8000 


That which particularly deserves our commendation in the Chicago 
procedure is the business-like way the board of education went about the 
making of the salary schedules. It realized it was face to face with a big 
business proposition of vital importance to the welfare of the city. It did 
not attempt to evade its responsibility but dealt with it exactly as a similar 
board would have gone about securing proper fire fighting equipment or an 
adequate supply of pure water. It had the wisdom to see that any lowering 
of the efficiency and morale of its teaching body was more dangerous to the 
well-being of Chicago than defective fire apparatus or impure water. 

First it recognized its duty to its community when it decided it must 
have a salary schedule which would retain its best teachers, provide ade- 
quately for their professional growth and secure to them a competency 
commensurate with the returns in other callings of a highly specialized 
nature. It then decided that the proposition was too intricate a matter to 
be settled offhand by the dictum of some one person or by a small group. 
It sought information from the many, from economic experts, and from 
those acquainted with educational values. With this information the board 
of education assisted by Superintendent McAndrew was able to formulate 
salary schedules more nearly founded upon the principles of wisdom and 
justice than has been done by any other American school board. However, 
when it stated that “salaries should be fixed at such a figure as will 
encourage people now in the service as well as prospective candidates to a 
high degree of professional preparation,” it gave only part of the premise 
necessary for a complete foundation upon which may be built salary 
schedules that will give the commonwealth the ability, the training, and 
permanency in its teaching, supervisory, and administrative corps impera- 
tively demanded if our schools are to function satisfactorily in the numerous 
and complicated activities of the twentieth century. The salaries for edu- 
cational positions must be made competitively attractive in comparison with 
the other most desirable and remunerative occupations of mankind. 








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ELEMENTARY SCHOOL PRINCIPALS 


_ 


37 





The salaries for educational positions, professional qualifications being 
equal, must be based upon the necessary scale of living and not upon the 
grade of the position in a given system. ‘There are certain duties, responsi- 
bilities, and legitimate additional expenses that accompany the higher super- 
visory and administrative positions for which allowances should be made 
when writing salary schedules. But aside from these modifications, there 
should be a single salary schedule based on equal educational qualifications 
and years of experience. With such single salary schedule, men and women 
can be kept in positions where they are eminently successful rather than be 
tempted away to a new line of work because of its greater compensations. 
There is absolutely no defense in justice, logic, or sound economics for the 
policy which pays a college-trained man of thirty-five with a wife and two 
children $3000 as a grade teacher and $4000 as a high school teacher; 
or that pays $6000 to the principal of an elementary school and $7500 to 
the principal of a high school; yet most salary schedules have been worked 
out on some basis of this sort and this very thing is the chief factor in 
making the teacher’s position one of such constant change. Each need is 
equally desirable and completes the home; each needs the same full and 
complete financial protection for his wife and children and adequate provi- 
sion for the children’s education. Without this policy education will never 
obtain its share of the best ability. Every patriotic superintendent, principal, 
and teacher should work unceasingly to make this point clear to their com- 
munities. It is not the teacher who suffers chiefly through the lack of this 
policy but the public itself and its children. Praiseworthy as the Chicago 
plan is so far as it goes, to be complete as a salary platform it should read 
as follows: 

A board should establish'a salary schedule without waiting for employees and 
without subjecting the system to the emotional excitement attendant upon a salary 
campaign. Salary is for service, not to please employees, salaries should be fixed at 
such figures as will encourage people now in the service as well as prospective 
candidates to a high degree of professional preparation. To accomplish this, salaries 
for educational positions must be made competitively attractive in comparison with 
the other most desirable and remunerative occupations of mankind. Such salaries 
for educational positions, professional qualifications being equal, must be based 
upon the necessary scale of living and not upon the grade-position in the system 
held. Consequently, a single salary schedule should prevail for similar positions 
throughout a system for like educational qualifications and experience. 


We can best understand how woefully inadequate the salaries of prin- 
cipals are if we peruse a few statistical averages taken from the figures of 
1924-1925. 


MAXIMUM SALARIES FOR CITIES OVER 100,000 IN POPULATION 


It requires about $174 to purchase in 1925 what $100 would buy in December, 1914. 
For this reason we are giving two lines of figures. The first, the salaries for 1924- 
1925, the second the 1925 salaries expressed in actual power to buy in terms of the 
purchasing power of the 1914 dollar. 














38 NATIONAL EDUCATION ASSOCIATION 


AVERAGE MAXIMUM SALARY SCHEDULE FOR PRINCIPALS FOR CITIES OVER 100,000 IN 
POPULATION IN THE UNITED STATES IN 1925 


Elementary | Junior high Senior high 
school school school 

principals | principals Principals 
NG ninth aad nada vine nalaecd cukeen $3312 $4000 $4750 
In terms of 1914 dollar........... 1893 2285 2714 


MEDIAN SALARY SCHEDULE FOR PRINCIPALS FOR CITIES OVER 100,000 IN POPULATION IN 
THE UNTED STATES IN 1925 


Elementary Junior high Senior high 
school school school 

principals principals principals 
BNE ceca asks Soames cama wn enc $3307 $3593 $4600 
In terms of 1914 dollar........... 1889 2053 2628 


NEW SALARY SCHEDULES 
The most notable new schedules of the year are those of Chicago, St. Louis, 
Newark, and Jersey City. Praiseworthy as these schedules are when compared with 
the rest of the country, yet the total inadequateness of them is shown when they are 
expressed in the buying power of the 1914 dollar. 


Elementary Junior high Senior high 
1925 school school school 

principals principals principals 
REE, cacndcin Wr anceckiarakasices $6500 $6500 $7500 
In terms of 1914 dollar........... 3707 3707 4272 
a re Peer eT Te 5000 5500 6000 
In terms of 1914 dollar............ 2852 3137 3417 
EE seas ewaelvediedes tus as-<ns 5500 6000 7000 
In terms of 1914 dollar........... 3116 3399 3966 
NT RE Asin hie Rh oh ede debbie 5000 6000 7000 
In terms of 1914 dollar........... 2833 3399 3966 


BANEFUL RESULTS OF LOW SALARIES 


Hon. H. A. L. Fisher, England’s war minister of education, in writing of his 
recent observations in the United States said, “here is the great difficulty of 
securing able teachers in view of the alluring competition of business life. There is 
apparently the impossibility of securing male teachers at all for the primary schools.” 
He recounts the story of the business man who, when he was told by the high 
school principal that he was not even the possessor of a small car, said: “ Sir, you 
are at the top of your tree, but it is the wrong tree.” 

Dr. Fisher goes on to say: “ Somehow or other the teaching profession seems to 
stand on a lower plane of public esteem in America than it does in Britain. It has 
less prestige; it attracts a smaller proportion of the ability of the country; it is, 











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ELEMENTARY SCHOOL PRINCIPALS 39 


proportionately with average earnings, less well remunerated. My belief is that the 
existence of a very considerable number of high-salaried posts in our old endowed 
schools in Britain has given a certain prestige to the teaching profession which it 
would not otherwise possess, and what is, I think, true of Britain might possibly be 
true also of America.” 


THE PUBLIC MUST HAVE A NEW VIEW OF THE PRINCIPALSHIP 


At a recent educational meeting the following was heard. Said one: “I went 
back to commencement this year, they asked me what I was doing. When I told 
them I was the principal of a high school, there was a polite silence. Then some- 
body asked me how long I was going to keep on. Nobody seemed to think that I'd 
want to do it more than a few years.” 

Another asked: “ Why does the public look on the schoolmaster so lightly? Why 
is the school man rarely inclined to make it his life work? ” 

“Salaries? The school man may be assured of a mcdest and fairly certain living, 
if not particularly luxurious. The $5000 head of a State system, were he of corre- 
sponding eminence in law or medicine, would enjoy a practice which would net him 
from $20,000 to $50,000 a year or better.” 

“Tn these days of unrest, of communistic teachings, of subtle ideas and influences 
sapping at the foundations of society, the quality of the men and women who are 
molding the ideals of the youth of our country are of more importance than ever 
in the world’s history.” 

“Ts the teaching profession unworthy of a real man’s effort? If the time ever 
comes when men of brains, of potential leadership, shy at this profession and class it 
beneath them, then the world needs to look to its foundations.” 


HIGHER STANDARDS OF TRAINING AND ABILITY NEEDED IN THE SCHOOLS 


A nation which lets incapables teach it, while the capable men and women only 
feed, clothe or amuse it, is committing intellectual suicide —Epwarp L. THORNDIKE. 


No conqueror can make the multitude different from what it is; no statesman can 
carry the world’s affairs beyond the ideas and capacities of the generation of 
adults with which he deals; but teachers—I use the word in the wisest sense—can 
do more than conqueror or statesman: they can create a new vision and liberate the 
latent powers of our kind.—H. G. WELLS, 


The keenest competition for men in business and professional life is the com- 
petition for leaders. If the schools are to secure and retain able leaders, the salaries 
paid must rise to meet new salary levels. To make the case more pointed, the city 
which paid its superintendent $10,000 before the war should now be paying $20,000 
for the same kind of ability. The principal who did receive $4000 should now receive 


$8000. In. discussions of salary schedules there should be as great care taken to 
insure able leadership for the schools as to insure for the lowest paid teachers a 
reasonable standard of living—W. RANDOLPH BurRGEss. 

The child’s not the teacher’s welfare is primarily at issue in any consideration of 
teachers’ salaries. The Nation owes no one a living. No group is entitled to enjoy 
the fruits of human codperation unless it contributes its share to the common 
treasury of material, intellectual, and spiritual goods. Only when the board of 
education keeps the welfare of the children of today-—the Nation of tomorrow—in 
the foreground are they prepared to render a wise decision on the question of teach- 
ers’ salaries. Salaries are but a means to an end. Think of the child, when teachers’ 
salary schedules are being fixed. Teachers, when dissatisfied, can shift to other lines 
of work, but the law compels children to stay in school for a constantly lengthening 
period of time. 

When a school board member casts a vote for a salary schedule, he votes for 
poorly trained, indifferently trained, or well-trained children. He cannot get away 














40 NATIONAL EpUCATION ASSOCIATION 





from it. The facts are too plain. They show that the salaries which a community 
pays its teachers determine the quality of the teachers who draw them. ‘Those 
communities which have sown “ economy ” in the past are today reaping “ illiteracy ” 
and other evidences of educational inefficiency. 

There are five basic reasons why every school system should have an adequate 
salary schedule. 

1. The teachers’ salary schedule in the long run, more than any other factor 
determines the quality of people attracted to the teaching profession. 

2. The teachers’ salary schedule, more than any other factor, determines the 
quality of preparation of teachers. 

3. The teachers’ salary schedule determines the quality of human material that 
continues in the profession. 

4. The teachers’ salary schedule determines a school board’s chances of obtaining 
the services of capable teachers. 

5. Teachers’ salaries indirectly determine a child’s outlook upon life. 

The standard of living of any community is fully as important as the actual cost 
of living in determining the adequacy of any wage. The standard of living is deter- 
mined by the salaries other people receive. Can any community expect a teacher to 
interpret life correctly to children, when her standard of living is below that of the 
majority of the people of ability and culture in the community ? 


CONDITIONS IN LARGE ELEMENTARY SCHOOLS REQUIRE A NEW TYPE OF PRINCIPAL 


The rapidly changing conception of what the school should do for its 
community has added many departments to the work carried on under the 
jurisdiction of the single school unit, unthought of in the days of the old 
traditional elementary school when the gradations and distinctions in salaries 
still surviving to the detriment of educational progress were built up. 
Schools were small and teachers had no special preparation. Oftentimes 
the teachers were only a little more advanced in the school of subjects than 
their pupils. It was only in the secondary schools that advanced preparation 
for the work was required. For which reason the distinction between the 
secondary and elementary schedules came into being. It was just. It repre- 
sented payment for the better preparation of the secondary teachers. But 
today those conditions no longer exist. With our more progressive systems 
requiring four years beyond the high school in a normal school or a college 
the distinctions found in the schedules of the elementary and secondary 
schools, surviving from an earlier generation are unjust and a violation of 
sound public policy. ; 

What is true of teachers is true of principals. In the old days the elemen- 
tary principal was little more than head teacher with a few clerical duties 
added. Today the principals of elementary schools are required to be pro- 
fessional experts capable of exercising leadership of a large corps of teachers 
grouped in immense buildings housing numerous activities not formerly a 
part of the traditional school. Medical inspection, school nurse, school 
dentist, dental nurse, baby welfare station, open window classes, nutrition 
classes, special classes, printing, sewing, domestic science, millinery, elec- 
tricity, cement, fine arts, scientific measurements and community work, 
require a wide range of general knowledge not demanded in any other 
calling. With a small army of supervisors in special lines, the principal 


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ELEMENTARY SCHOOL PRINCIPALS 41 


must be strong in his power to harmonize and codrdinate if there is to be 
any unity whatever in the work of the school as a whole. Add to this 
the large number of new professional books, constantly being turned off 
the press, with which he must be familiar if he is to be of much assistance 
to his teachers and we begin to realize the magnitude of the task before him. 

In the past the low salary of the principal has been a severe handicap 
to his professional growth. His salary has been so low that he has been 
compelled to teach night school, sell insurance, and resort to other outside 
work to increase his income to a respectable figure. His salary should be at 
such a level that he can devote his entire business life and all of his energy 
to the work of education. 

After a careful survey of the magnitude of the work, the professional 
requirements and the need to make the position attractive to the best ability 
in the land, your committee is convinced that a sound public policy demands 
that the maximum for principals in cities of over 100,000 in population be 
not less than $10,000 a year and that no distinction be made between 
elementary and secondary schools. A single salary schedule should prevail. 

This recommendation is based upon the standard of qualifications for 
admission to the principalship outlined by the Committee on Qualifications 
for the Principalship of the Department of Elementary School Principals, 
National Education Association, made at the Indianapolis meeting. 

It is further based upon the right of every parent to expect from his home 
government the best institution for the training of his children that high 
grade ability and professional skill can provide. The right of every owner 
of property to know that a body of citizens shall be trained who shall 
understand the big part property accumulation has played in the growth 
of civilization, have a proper respect for law, the rights of others, and a 
sense of personal obligation for the performance of individual duty. 

Today millions of dollars are being spent for summer training camps for 
our young men and in mobilizing our land and sea forces for National 
Defense Day. Underpaid teachers and poor schools are a vastly greater 
weakness in our line of National defense than untrained soldiers or lack of 
ironclads. We must have teachers capable of knowing the difference 
between patriotism and subtle misleading propaganda. Such teachers we 
cannot have unless we have able leaders. We cannot have a sufficient 
number of able leaders unless we are willing to pay for them. 

This report is in no way a criticism or condemnation of any superinten- 
dent or school board. It recognizes the difficult situation in which these 
patriotic citizens find themselves in their efforts to meet the calls of our 
rapidly expanding industrial life. Rather this report is a part of the policy 
of our wise president in his plan to interpret our schools to the people. We 
principals are on the firing line in public education. We are close to the 
people. We know what they want, we know they are willing to pay for 
any proper outlay that will make better schools. All that is necessary is that 
they should know the truth. We know the schools and their needs. It is 
the purpose of this report to put the case before the people. 











THE EFFECT ON THE USE AND DISTRIBUTION OF THE 
ELEMENTARY SCHOOL PRINCIPAL’S TIME BY THE 
ADOPTION OF DAILY SCHEDULES OR PROGRAMS’ 


MENLO S. KUEHNY 
President, Elementary Principals Club, Los Angeles, California 


T IS GENERALLY recognized that the greater part of the principal’s 
time is taken up with clerical matters and duties relating to the general 
control of the school, while supervision, which is ranked as of prime im- 
portance, receives in actual practice only a small fraction of the total time. 
The principal is an educational leader of first rank, yet much of the work 
in which he engages interferes with this leadership and grossly restricts his 
usefulness. 

In order that the work of the principal may be scen in its true perspective, 
it is necessary that some study be made of his duties in specific detail. 
What are the duties that he performs or attempts to perform? Should he 
attempt to do them all at the risk of neglecting some, possibly the most 
important ones? Should he conserve his time by delegating some of the 
minor duties? Many other questions of a similar nature will occur to you 
in the analysis of the daily activities of a principal. 

Such a study as just suggested was made by a seminar class consisting of 
a group of elementary principals in Los Angeles, under the direction of 
Dr. L. B. Rogers, dean of the School of Education at the University of 
Southern California. The primary purpose of this study was not to make 
a critical analysis of the daily activities of an elementary principal as such, 
but to locate, if possible, the points of greatest concentration of effort on 
the part of the principal in order that a further study might be productive 
of the development of a constructive program for the relief from the more 
managerial duties, and opportunity given for participation in the larger 
work of the school—the learning activities. 

The classification of the activities of the elementary school principal as 
made by this group was never intended as one after which Q.E.D. might 
be written. Other classifications equally as good or possibly better have 
been made, depending entirely upon the purposes and uses for which they 
were intended. I should like to state at this point that it is not my intention 
to minimize the importance of the duties that pertain to the organization 
of a school and to the administration of its affairs. The neglect of these 
duties would utterly ruin a school and make impossible the carrying out 
of a larger educational program. On the other hand, if an institution 
attempts to solve its educational problems through organization, be it ever 
so perfect in outward appearances, such an institution will need close 
scrutiny. 

The classification of the activities of the elementary school principal as 
finally adopted as a basis for further study is as follows: 





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


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ELEMENTARY SCHOOL PRINCIPALS 43 


I. On the basis of thought involved and nature of problems. 
A. 


Constructive organization and administration—those activities which must 
be preceded and directed by purposeful thought. 
1. Selection and placement of staff. 
2. The organization of the school program. 
a. For the child population. 
(1) In groups or classrooms. 
(2) In gymnasium or playground. 
(3) In auditorium. 
(4) Special health programs. 
b. For the adult population. 
(1) Nursery and training in care of children. 
(2) Day and evening instruction. 
(3) Community center activities. 
(4) Parent-Teacher Association. 
3. The placement of new and transferred pupils. 
4. Organization of fire drills. 
5. Requisitions for supplies, equipment, and repairs. 
6. Organization of custodian work. 
a. Physical equipment. 
b. Sanitation activities. 
7. Organization of office and clerical work. 
8. Cafeteria, lunch room. 
9. Development of esprit de corps. 
Routine administration—those activities previously determined, and method 
of procedure indicated by the superintendent, principal, or others. 
1. School records. 
2. Attendance—transfers—permits. 
3. Reports and teachers’ rating. 
4. Conducting of fire drills. 
5. 
6. 


~~ 


Receiving distribution of supplies. 
Answering school mail and telephone. 

7. Receiving of patrons, adjustment of difficulties. 

8. Inspection tours. 

9. Announcements. 

The improvement of learning activities. 

1. Conducting teachers’ meetings. 

2. Work with individual teachers and groups of teachers, and with 

children. 

3. Interpretation and adaptation of courses of study. 

4. Conducting scientific tests and measurements and diagnosis. 

5. Coéperation with teachers in the solution of problems. 

6. Selecting and providing supplementary materials, 

7. Providing for special aid from supervisors. 

8. Arranging for interchange of visits among teachers within the school. 

Imperative, temporary, or emergency problems. Problems which were 
not foreseen at the beginning of the school year and take precedence 
over scheduled activities. 

1. Situations demanding immediate attention. 

a. Host to school officials, distinguished visitors, ete. 

b. Provision for work of absent teachers. 

c. Emergency health and pupil welfare problems. 

d. Discipline problems. 

e. Problems in construction of a new building. 

Problems which require early consideration, but some discretion may 
be exercised by the principal as to time of consideration. 

a. Truancy. 

b. Thrift campaigns. 


N 














44 NATIONAL EpUCATION ASSOCIATION 





c. Observation of special days. 
d. Junior Red Cross work. 
e. Special pupil and family needs. 
Coérdination of outside agencies. 
E. Professional and social welfare activities. 
1. Participation in faculty luncheons and other informal gatherings. 
2. Professional group and community work. 
3- Professional reading and study. 
4. Participation. in social community welfare activities. 
II. On the basis of school time required. 
A. What per cent of the time required for the activity must be given. 
1. During School Day. 
2. During Extra School Day. 
III. On the basis of person responsible for activity. 
A. What per cent of total time required for activity must be given. 
1. By principal. 
2. By some one else. 
IV. Whom should the principal invite to participate in the activity? 


 § 


As a sort of preamble to the study of the subject of classification and 
delegation of a principal’s duties it might be well to call attention to a few 
fundamental principles that underlie the functions and relationships of 
administrators. ‘There is often a great deal of overlapping of function 
within the administrative field due to various causes among which are such 
as rapidly growing systems, clinging to old customs, lack of analysis of 
problems, etc. 

There should exist between the principal of the school and the superin- 
tendents’ office a confidential relationship somewhat similar, as Cubberley 
puts it, “ to that of the colonel of the regiment to the commanding general 
of the army. In each case the manager or superintendent or general is 
responsible for the larger outlines of policy and for the general success of 
the undertaking, while the subordinate is directly responsible to the officers 
above him and only indirectly to the highest authorities.” Success or failure 
usually depends upon the attitude of the principal in codperating fully with 
the administration in carrying out the plan promulgated by the higher 
officers. He may not be called upon at all times to help formulate plans 
tor the schools, but it becomes his definite task to act as an executive, weaving 
into his own local organization those plans and policies which have been 
entrusted to his care and which are to be developed and carried out in detail. 

The implication is made here that the-principal and his staff of teachers 
will have all of their work laid out for them and their policies pre-determined 
and that all they will need to do is to see that they are fully carried out. 
Let us not think for a moment that there should be autocracy in administra- 
tion. Quite the opposite should be inferred. No plan can be efficient to a 
maximum degree if that plan is so inflexible as to leave no opportunity for 
the one executing it to project his own individuality into it. 

The success that will follow the planning of schedules and carrying them 
out will to a large measure depend upon the amount and character of 
democracy that exists in the school organization and upon the major ob- 





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ELEMENTARY SCHOOL PRINCIPALS 45 





——— 


jectives that have been worked out by the principal and his teachers. 
A few such may be mentioned at this point—namely: 

1. A study of the causes of retardation and ways of elimination. 

2. Careful analysis of reading difficulties and remedial treatment. 

3. Carrying out a program of standardized tests with a view to proper grouping 
of children and the improvement of instruction. 

4. Organization of nutrition and physical corrective classes. 

5. Providing for Americanization work for adults, both in day and evening 
classes, etc. 

To ascertain what the elementary school principal is doing, a careful 
survey was made in 27 elementary schools in Los Angeles by means of 
diaries kept by each principal covering a period of from five to 12 days. 
These principals were not told what the study was intended for, nor had 
any of them at this time seen the “ Classification of the Principal’s Duties.” 
They were instructed to make note of each activity with which they came 


TABLE 1.—Per Cent oF Time SPENT Per ScHoot Day, By EACH OF 27 Los 
ANGELES PRINCIPALS IN EACH OF THE FivE Major ACTIVITIES 


Administra- Imperative | 
Principal tion and Routine | Le arning and - Professional 

constructive activities activities emergency | study 

organization activities 
_ Sere era 26.2 22.7 17 31.4 4 
Rat cig ty hae near etics 32 37.4 10.2 20.3 
I Re res are ar 19.6 29.4 30.4 18.7 17 
Sear ger ee eee 10.9 32.7 39.7 15.5 I 
ee ee Perr he iy 27.5 35-5 19.6 
DAs icitasa aie nate 43.8 18.4 28.3 7.§ 1.8 
ER ie ete ee 37.6 23 27.6 9 3.6 
Br seia aan aaa ee aorwin 22.1 43.2 23 4.5 6.8 
Te etter MaRS 2 15.4 39.6 14.1 26 4.6 
Wr. seckreraraipckcwmn eters 26.4 21.8 41.1 4.6 5.8 
Be Aa shins Whsoes kale ree 53-6 18.4 21.6 5.6 4 
FICS Re te ey 20.4 47.9 18.6 12.4 6 
RO eee eee 18.3 34.1 29.5 14.7 3.4 
SP cass edhe aye sts 28.2 19.2 35.6 16.5 
BS et eat alana ae alte a6 32.8 26 28.5 
REE RO 34 26.3 17.2 21:3 8 
Ey Serer ant r 15.8 38.5 23 22 
RP te een 24-7 34.7 20.1 19.3 4.2 
_ See en ornse oie 16.1 31 31 14.3 7.6 
Dodie habe seca 25.1 29.2 28.7 18.2 
EO A Erie 26.4 44.1 22.3 7.1 
oy cietca ce maa 27 25.9 17.6 33-5 
er ee ere re 24.7 29.9 15.8 27.7 
ee see eer arama acm ae 30 37.2 16.2 14.6 2.0 
Brie dicaheccr eae ves 18.7 22.9 25.6 32.6 
ee elects ethno breas 18.4 38.4 18.4 23.4 1.8 
Wh v eck Widverae bes 23.7 37-5 26.3 10.5 2.0 





27 24.32 31.1 24.4 19.3 1.96 











46 NATIONAL EDUCATION ASSOCIATION 


in contact during the school day, from their arrival to their departure, 
and in addition to that, to note the relevant activities before and after the 
regular school day. he type of activity was specified; the place where it 
was carried out; the time devoted to its execution, and a brief description 
of the nature of the activity. “The summary is shown in ‘Table 1. 

Table 1 should be read as follows: Principal B spent 25.1 per cent of 
his time on each average day, between 8 A. M. and 3 P. M., in administration 
and constructive organization; 22.7 per cent of his time each day on 
routine activities; 17 per cent of his time on the learning activities; 31.4 
per cent of his time on imperative and emergency activities and 4 per cent 
of his time in professional study. 

Here is a sample diary such as the principals made as outlined above. 


Time 
Place | Activity: brief statement of nature, purposes, results 
From To | 
| 
8:00 8:30 Office Sort papers. Meet teachers, social consulting. 
8:30 8:50 Room 15 = Meeting of teachers, 4th to 8th, inclusive. Sub- 
ject relating to election of pupils for Merit 
Committee and for Safety Committee. 
9:00 9:15 Office Attendance, sent for truant by sister: Boy came. 
9:15 9:35 Room 10 ‘Visited Miss J———, student teacher of history. 
9:40 9:50 Office Waited for Miss J———, who did not appear. 
9:50 10: 25 Office Sorted mail—attended to letters, ete. 
10:25 10:45 Yard Recess went to yard for general supervision. 
10:45 10:55 Office + Detail work—a case of discipline. 
Ir:0o0 11:2 Office Miss H., counselor from Manual Arts High 
School, made arrangements to give test to 
A8 pupils. 
11:25 11°45 Room 7 Visited Miss $————,, student. Arithmetic les- 
son. 
11:45 11:50 Office Conference with Miss $.——— relative to les- 
son. 
12:00 12:30 Yard Looking after lunch pupils. 
12:30 12:45 Lunch R. — Lunch. 
12:45 12:55 Yard Supervision, the presence of some large col- 
ored boys made this necessary. 
1:00 1:15 Office Outlined work for clerk. 
1:15 1:45 Room 7 Visited Miss $.———, student. Subject, social 
studies. 
9246 Office Conference with Miss $——— relative to work. 
1:55 2:30 Office Assisted clerk to check reports. 
2:30 3:00 Office Detained in office by visitors. 
3:00 3:15 Office Discipline case, fight between two large boys. 
3:15 3:40 Office Detail work, marked time sheets. 


Before calling your attention to the actual results of the distribution of 
the principal’s time as modified by daily schedules it will be well to give 








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ELEMENTARY SCHOOL PRINCIPALS 47 


a few moments’ consideration to the fourth major topic of the classification 
sheet that is in your hands—that is, “ whom should the principal invite to 
participate in the activity?” 

‘The question of delegation of activities is a delicate one and one that may 
become involved and dangerous. It should receive the most careful con- 
sideration, for many tragedies have happened where unwise delegations have 
been made. There are certain duties that the principal and the principal 
only can discharge. 

If a careful choice, however, has been made in this regard, it is a wise 
administrator who can keep somewhat in the background and yet not 
utterly lose sight of the activities. He will not meddle and yet at the same 
time he will be fully acquainted with all that takes place, and most 
important of all, he will measure and evaluate results. He will not be the 
victim of over organization. Having outlined to the best of his abilities 
the activities of a principal and having given most careful consideration 
to the delegation of certain activities, he is then in a position to adopt a 
daily schedule and stick to it. 

May I suggest some of the activities that a principal may delegate, at 
least in some instances. ‘These suggestions will not fit all schools nor even 
be accepted as a procedure to be followed in the same school permanently. 
Conditions are always changing, so must also our procedure. However, 
for example, such items as the organization of the school program and 
requisitions for supplies, equipment, and repairs can be delegated to teacher 
committees; routine activities, most of them can be delegated to clerks, 
teachers, vice-principals, etc. Even the conducting of scientific tests and 
measurements can be, to a large measure, delegated to counselors or teachers 
trained for that purpose. 

Again the principal is constrained to give careful consideration to the 
second major topic—that is, on the basis of school time required. In scanning 
the activities listed, it can easily be seen that many of them must be 
performed outside of the regular school hours. Here again the daily schedule 
becomes almost indispensable. If the principal wishes to make close contacts 
with his pupils in the classroom, it becomes apparent that such activities as 
the following, only to mention a few of them, will have to be carried out 
at times other than between 9 A.M. and 3 P.M., for example: Selection 
and placement of staff, organization of custodian work and office and clerical 
work, many of the learning activities, and most of the temporary or emer- 
gency problems. 

We have in Los Angeles a superintendent of schools, Mrs. Susan M. 
Dorsey, who has been far-sighted enough in her educational policies to 
anticipate any such efforts as have been briefly described to set about putting 
agencies at our disposal to whom to delegate minor activities. 

The superintendent’s obligation in the matter of recommending to the 
board of education that ample help and equipment be furnished the principal 
must be quite clear. This point cannot be emphasized too strongly nor too 














48 NATIONAL EpuCATION ASSOCIATION 

much publicity be given to it. For how can the principal be expected to 
emancipate himself from routine administrative duties with conditions as 
they are in many cities? 

On the other hand, it is equally incumbent upon the principal to make 
the widest possible use of the agencies at his disposal so that there may be 
greater concentration of attention on important fundamental objectives. 
He must be able to give an accounting of results, so that the superintendent 
will feel justified in asking for further appropriations of moneys. 

The following agencies are available in the Los Angeles schools to whom 
can be delegated certain duties—some that may be classed as distinctly 
routine, others more educational in nature: 


1. Clerks 
renee GE Tae We GION on oon 6. cc hsicescccctiusassuceneces 115 
Deemer OF WAtEGHME GClOPE I. onc. cic cccccccscececessecs 23 
Number of third-time clerks................ cc eeeeeeeeees 3 
"R@GEMEF CONEMMIRTION GIETES...0.6 6.5 occ cccccccccsccccvcosess 37 


The assignment of clerks is based on enrolment as follows: 
500 and over enrolment—full-time clerk 
500 to 300 enrolment—half-time clerk 
300 to 150 enrolment—third-time clerk 


2. Home and Americanization teachers.................00000005 60 

SOE Kcnhciede der idesds bbbiglineniacecneraveneniens 12 

4. School nurses and physical corrective teachers................ 60 

5. Teacher committees, 

I sans Sunk Ala ces cia, ga ie aan isa aoa area AA as 25 

7. Traveling clerks who take care of student body finances and office 
detail. 


The total number of elementary schools being 220, you may readily sce 
that even the smaller schools have been provided with clerical help. More- 
over, it will be another year or so until all large elementary schools will 
be provided with vice-principals. 

With reference to the traveling clerks mentioned above, a few words of 
explanation may be in order. The Los Angeles schools have instituted a 
system of traveling clerks, young men who are graduates of our high schools 
and who expect to enter some branch of the accounting field. These young 
men work half-time for the board of education, at a nominal salary, under 
the direction of the supervisor of commercial subjects. Only young men 
who are students at the University are eligible and are selected for these 
positions through competitive examination. The system offers an opportunity 
not only for the board of education to avail itself of trained assistants, but 
also affords worthy students an opportunity to help themselves through the 
University. It also forms the nucleus of a group of men who, at a future 
date, may enter our schools as instructors or enter the general field of 
business, well grounded in both the practical and theoretical side of their 
chosen work. 

In regard to the list of office equipment which is in your hands, a word 
of explanation is needed. One of the assistant superintendents of the Los 
Angeles schools appointed a committee of principals to devise a form of 














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ELEMENTARY SCHOOL PRINCIPALS 49 


self-survey for use in the schools. There were several sections in this report, 
one of which is this list of office equipment that every principal should have. 
I am proud that we have a board of education and a business department 
who are alive enough to the situation to codperate with committees of 


principals with reference to such recommendations as the one described 
briefly. We now have in nearly every elementary school all of the items 
mentioned with the exception of the adding machine and electric time 


clocks, and these are found in some. 


EQUIPMENT 


Annunciator 

Adding machine 

American flag 

Bulletin board 

Bookcase 

Book-ends 

Chairs (principal’s and common 
chairs) 

Clock 

Couch 

Curtains 

Card tray 

Desk (principal’s) 

Desk (clerks’) 

Desk calendar 

Desk basket 

Desk pad and blotter 

Dictionary 

District map (framed) 

Electric lights (desk lights fo: 
principal and clerk) 

Electric time clock 

Filing cabinets 

Flat top desk (or roll top) 


Gong (hand type for emergency 


use) 


My office should contain the following equipment: 


Inkwell 

Mimeograph (or Neostyle) 

Mirror 

Medicine case 

Office sign 

Pad and pillow 

Paper cutters (one for each floor 
in each building 

Pictures 

Pencil sharpener 

Pyrene fire extinguisher 

Relay fire alarm system 

Rocker 

Rugs 

Stick-file 

Screen (burlap) 

Table (library) 

Telephone stand and extension arm 

Thermometer 

Transom pole 

Typewriter (16-inch carrier) and 
table 

Waste-basket 

Work organizer 


There is presented here a program which is a sort of composite program 


with many details left out. A number of principals, after careful study of 
the classification of their duties, were asked to prepare sample programs or 


schedules such as they were ready to follow. This program then is a 


simplified form of a great many that were turned in and can be used as 


a suggestive one only. 





8:00- 8:15 
8:15- 8:30 


8:30- 9:00 
9:00- 9:15 


SAMPLE PROGRAM 


dance and organization. 
Informal meeting with teachers. Assignment of new pupils, ete. 
Looking over mail and bulletins. 





Building and yard inspection. Talk with janitor. 
Conference with vice-principal or counselor over matters of atten 











50 NATIONAL EpUCATION ASSOCIATION 





9:15— 9:30 Office routine, work with clerk, answering letters, ete. 

9:30-10:30 Classroom work. Observation. Teaching. 

10:30-10:45 Recess. Informal conference with teachers. 

10:45-11:45 Classroom supervision. 

12:00-12:20 Lunch. 

12:20- 1:00 ‘Teachers’ meeting, or group conferences, or play games with pupils 
in yard. 

:00- 2:00 Classroom supervision. 

:00- 2:10 Recess. Informal conferences, or mixing with children in the yard. 

:10- 2:30 Conference with counselor and primary teacher group. 

:30- 3:00 Group conferences, or postponed discipline and attendance cases. 


:00- 3:30 Finish up odds and ends, or plan in detail the work for next day. 
e 


6» N NN 


It might be of some interest to you to know to what extent five principals 
were able to carry out their schedules as prepared. Each of these principals 
reported in detail over a period of seven to 10 days the number of minutes 
scheduled for certain activities and the number of minutes actually carried 
out. In Table 2 is given merely the total per cent of deviation and as 
actually performed. 


TABLE 2.—Reporr oF Five PriNncipALS ON SCHEDULES AS PREPARED 


Principal "Siatlon’ fen hl 
De -aibtawc Vary alae te wana ae wea eens 35-55 64.45 
ee EES ET Se are 31.37 68.63 
> tanta wbarpce i anatdae ican aan are area 52.90 47-10 
I) Neale te trek tne ATA eck ae oa ale ASAD 36.50 63.50 
SD SP esaS Mee D Rema ee Kawa es ees 49.83 50.17 


The comparison of diaries—Ywo hundred eighty-nine diaries were kept 
by the 27 principals in Los Angeles in January and again in June. The 
time spent in the major groups of activities is indicated below in per cent 
based upon the number of minutes in the regular school day. The important 
item to notice is that the learning activities received considerable more 
attention. Another outstanding fact that is seen in all of these summaries 
is that the emergency activities always receive a larger per cent of the 
principal’s time than is planned for. This, no doubt, cannot be avoided. 
It may even be a good sign in that it signifies that the organization is 
flexible enough to meet these emergency situations. Nothing could be 
more deadly to a school than to have it run with clock-like accuracy. The 
live school is not a piece of mechanism that is wound up to run and started 
to go in a certain direction until run down. 











ELEMENTARY SCHOOL PRINCIPALS 51 





TABLE 3.—A SuMMARY OF THE D1AriEs KEPT IN JANUARY AND JUNE, SHOWING 
PER CENT OF TIME SPENT 


Number of | Constructive Routine Learning | Emergency 

principals | administration activities activities activities 
Jenuaty .... 27 24.32 31.1 24.4 19.3 
PANE 6 cn atin\s 27 17.5 25 32.6 24 


Nine principals, not included in the above 27, made out definite schedules 
to be carried out each day, and these were then classified according to 
the time spent in each major activity. Then a diary was kept for each day 
to determine how nearly this program was carried out, and this diary was 
then classified and the two compared. The comparison is in per cent. 


Constructive Routine Learning Emergency 

idministration activities activities activities 
Program planned ..... 18 32 36 13 
COPE CUE oecks eee 19.7 23.3 33.8 27.8 


In conclusion, it may be said that the keeping of a tentative working 
schedule by the principal will depend in large measure upon the kind and 
size of the school, upon the social background of children, upon the major 
objectives that the principal has in mind, upon the agencies available to 
whom to delegate some of the responsibilities in connection with the school, 
and also to what extent democracy in education is being carried out in the 
school. 

To summarize briefly, the following effects on the use and distribution of 
an elementary school principal’s time by the adoption of working schedules 
or programs is quite apparent. First of all, it stimulates thought and 
planning. It saves time and energy for work. It causes the principal to 
analyze his problems. It has a definite reaction on the teachers, causing them 
to plan their work more carefully. It increases the confidence of the teachers 
in the principal. It almost demands a democratic organization. It assists 
the principal in establishing a proper sense of values. It calls for more and 
better equipment and for more office help. Superintendents and boards of 
education will codperate. In fact, it helps to dignify the principal’s position 
and put it upon a much higher professional plane. 


A GOOD IDEA FOR FACULTY MEETINGS 
Joy ELMER Morcan 
Editor of The Journal of the National Education Association 
OR SOME reason I have not received my copy of The Journal and I 
simply cannot get along without it. Will you please have one sent 
to me at once? The teachers of this school have weekly meetings for the 








52 NATIONAL EpuCATION ASSOCIATION 


consideration of our common problems. One meeting each month is 
devoted to The Journal of the National Education Association. “Yeachers 
take turns in planning these meetings. A leading article or editorial 
is assigned to each teacher who takes charge of the discussion on it. 
There is much informal discussion and it is always difficult to cover the 
ground within the hour to which our meetings are limited. Vhis regular 
study of The Journal means a great deal to our teaching staff.”’ 

This letter from a successful principal came in the same mail with the 
request from the editor of THE BULLETIN for a message from me to 
principals. The practice which this principal is following is so good that 
I want to pass it on to the members of the Department who are working 
for the growth of their teachers and the improvement of the profession. 
The most that we can do for either children or teachers is to help them 
help themselves. Whatever encourages teachers to become thoughtful stu- 
dents of education and enthusiastic participants in professional organiza- 
tion helps them to help themselves in a really big way. No opportunity in 
the world has more of challenge and inspiration than teaching and the work 
of professional organizations when their larger significance is understood 

That principals have a vision of the broader meaning of their work is 
indicated by the truly marvelous growth of the Department during the few 
vears of its existence. That they are passing this larger outlook on to their 
teachers is indicated by the mounting list of special honor schools with 
100 per cent enrolment. All of these schools are in a position to use The 
Journal regularly in their faculty meetings. The October number has 
already been distributed. The following notes on the contents of the 
November number may be useful to principals in planning their work: 


IN THE NOVEMBER JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


1. The leading editorial on Interpreting Education suggests important matters to 
be emphasized during American Education Week. 

2. Health, Habits, Happiness, by C. E. Turner, of Malden, Massachusetts, is the 
first of a series of articles telling how one city has improved the health of its 
children. 

3. Our Association and Its Work is President Newlon’s report to the Representa- 
tive Assembly at the Indianapolis meeting. 

4. Freedom of Learning, by Charles E. Hughes, is an abstract of his address as 
president of the American Bar Association. 

5. Education and National Wealth is a graphic summary of the main section of 
the Research Bulletin for American Education Week. 

6. Memories of Former Meetings, by Thomas FE. Miller, of Fairmont, West 
Virginia, recalls inspiring scenes from past conventions. 

7. The World Federation Meeting, by W. Carson Ryan, Jr., is an account of that 
significant gathering at Edinburgh by one who participated in it. 

8. Harry Says It With Flowers is a humorous account of a boy who needed sym- 
pathy and a teacher who had it. 

9. Early American Texthooks suggests the distance education has traveled within a 
century. 

10. The National Spelling Contest describes the newspaper project for connecting 
the schools and newspapers through local, State, and National spelling bees. 

11. The Editorial Page discusses the Curriculum and Building Our Profession, 


and contains a portrait of Congressman Reed, who will introduce the New Education 
Bill. 





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ELEMENTARY SCHOOL PRINCIPALS 





12. President Coolidge’s proclamation for American Education Week. 

13. Classroom Teachers at Indianapolis and Elementary School Principals at 
Indianapolis are page reports of the meetings of those two Departments. 

14. Get All of It You Can is a remarkable editorial from a New Orleans news- 
paper, appealing to young people to stay in school. 

15. Fitting a High School to a Community suggests an important problem in educa- 
tional adjustment. 

16. Our State Association Officers gives a corrected list of officers and meetings of 
the State Associations. 

17. A page article by Doctor Winship magnifies the profession of Elementary 
School Principals. 

18. The Veteran from Virginia, by C. J. Heatwole, is an account of forty-seven 
vears of service by one man in one city. 

19. Our Literary Heritage gives a fresh report of the vote on material children 
should memorize. 

20. The World's Great Educators is a page of pictures showing the men named 
by Charles W. Eliot for having contributed the most to the intellectual advance- 
ment of mankind. 

21. A Service to Childhood is a description of the children’s books that have been 
honored with the Newbery Medal. 

22. Books to Grow On is a two-page ballot and bocklist requesting members of 
the Association to express their judgment as to the best books for each grade, for the 
use of the Curriculum Commission. 

23. Notes and Announcements presents plans for the Association’s meetings and 
other interesting information. 

24. Special Honor Schools shows an unusual number of completed enrolments for 
this period of the year. 


SECRETARY’S MINUTES 
INDIANAPOLIS MEETING 

Monday morning, June 29, 1925, the official breakfast of the Department was 
held in the Claypool Hotel, President Fink in charge. Policies and the general 
situation of the Department were discussed. 

Tuesday morning at the Claypool Hotel the Committee on Training for the 
Elementary School Principalship held a breakfast and valuable work was done. 
W. T. Longshore, presiding. 

Tuesday afternoon, in the assembly room of the Claypool Hotel, the following 
program was given: 

WHERE TO BRING IN ELEMENTARY SCHOOL LipRARY DeveLopMENT—C, C. Certain. 

A Jos ANALYSIS OF THE PRINCIPALSHIP AS A BASIS FOR PREPARATION OF ELEMENTARY 
ScHOOL PrincipALs—J. Cayce Morrison, 

THE EDUCATIONAL VALUE OF ORGANIZATIONS OF ELEMENTARY SCHOOL PRINCIPALS— 
L. S. Chase. 

PupiL ADMINISTRATION AS A CHARACTER DeEvELopER—-Harry O. Gillett. 

REPORT OF COMMITTEE ON EDUCATIONAL ProGress—J. D. Williams. 

Wednesday evening, in the Riley Room of the Claypool Hotel, the annual dinner 
was given. A large number was present. The annual dinner is always a banner 
event at the convention meetings. Nell V. Green, of Indianapolis, was in charge 
of arrangements. 

Thursday morning, at the Claypool Hotel, the presidents of principals’ clubs held 
a breakfast. Special work being done in various cities was reported by the repre- 
sentatives, followed by live discussions. George A. Beers presided. 

Thursday afternoon, July 2, in the assembly room of the Claypool Hotel, the 
professional numbers were as follows: 





54 NATIONAL EDUCATION ASSOCIATION 


PRESENTING THE SCHOOL TO THE PUBLIC IN CHICAGO—George A. Beers. 


MopERN EDUCATIONAL DYNAMICS VERSUS PETRIFIED STATICS IN THE ELEMENTARY 


SCHOOL PRINCIPALSHIP—George W. Frasier. 
CHARACTER EDUCATION AND THE ELEMENTARY SCHOOL PRiNcIPAL—Mary McSkimmon. 
THE EDUCATIONAL VALUE OF SCIENCE IN OUR PuBLic ScHooLts—Clifford Woody. 
REPORT OF COMMITTEE ON CoursE OF STUDY FOR ELEMENTARY SCHOOL PRINCIPALS IN 
TEACHER TRAINING INsTITUTIONS—W. T. Longshore, chairman. 
Report received, committee thanked and continued. 
REPORT OF COMMITTEE ON SALARIES FOR PRINCIPALS OF ELEMENTARY SCHOOLS—Ide G. 
Sargeant, chairman. 
Report received, committee thanked and continued. 


BusINEss MEETING 
Report of Treasurer, Courtland V. Davis. 


FINANCIAL STATEMENT 


June 1, 1924—May 31, 1925 





NII NI 6 i cot bala doa pce eran Restos Co me EAN hake s lier Ri dohind $907.61 

ee URINE DE UC GOO. cos icici Sovak cc eccanascunccae $5,490.00 

I ood dey a arcane wan eraueie hi aaa wren e rade s 900.16 

I, i, OO, Pa, OUI io ons ccc sodncacncacvacvaas 2,500.00 

SII, Ole ee Bh, COR sc kv ceccivedvscescennacs 2,000.00 

I I MAINES 5, 5. ag, Jeanine weave ain os averaniie wh een ea Oe Gee io wae. 10,890.16 
"OD Deine te Dalene. ook i ok io ce dic nde cds ceinsines $11,797.77 


Pema Tmatd Vearhook 2... wisn cecccnsssssvcweneusiees $2,779.06 
Promtimg—Poertlh Yearbook oo. ...nc icc kc cccceccccsncasccce 2,044.81 
Printing—Bulletin, April, 1924.......... 2.2.0.0 cece cece cues 299.61 
Printing—Bulletin, October, 1924..............0000ce ce eeeeee 359-50 
Printing—Bulletin, January, 1925..............400ceeeeeeeeee 314.25 
Printing—Bulletin, April, 1925................2-020ceceeeeee 429.10 
Printing—‘ Tocsin” and remittance blanks.................. 160.50 
MURR CUGSICRD BOT VICE 6 60 oo cckcnccnc cass cevsceccascssves 1,403.13 
BIE NENG 65 noes ccs ec cee xe cede vs aabsameacaacia 790.34 
Travel—Washington Convention: 

EG : ¢ dnGduc sk ebenaukeneen veer sdacenas 165.44 

SNE a area 5 oh ada slong Sts winnialatsere este me ee ota 252.50 

OR RSE apr ere Oe, Rarer ate aN rae Hk PRU ea 306.50 
Travel—Cincinnati Convention: 

ct haw its dekhadeideswaveamad ee mics 264.50 

PN CIN 3 a onnic vaca x o5:55o ROE eee WRHTS ea 415.76 

TMI ds cc nriccarn arc usinaiwasteresieabee e/a anes 105.22 
MT II ania Wkial wd eserivn what nace tints ale a Gadeiash xrace coe aa eae 790.45 
IN 8 og Soci aia a arpa ea ee ee Pn hr tee Agloted et cin $10,880.67 
i SO hi a he la ae eh eee ad eg ee 917.10 

$11,797-77 


Anna Laura Force, chairman of the nominating committee, presented the report 
and moved its adoption: 








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ELEMENTARY SCHOOL PRINCIPALS 55 





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

First Vice-President, Helen V. Shove, Minneapolis, Minnesota. 

Second Vice-President, J. S. Nants, St. Louis, Missouri. 

Third Vice-President, J. D. Williams, Birmingham, Alabama. 

Secretary, E. Ruth Pyrtle, Lincoln, Nebraska. 

Treasurer, Courtland V. Davis, Norfolk, Virginia. : 
Member of the Executive Committee, Jessie M. Fink, Grand Rapids, Michigan. 


A motion was made that the Secretary cast the ballot for the nominees as read. 
Carried. 

A motion was made that a vote of thanks be given our retiring President for her 
able and efficient services. Carried. 

Similar motions were made thanking Mr. Sargeant, editor of the Bulletin, and 
Mr. Gist, editor of the Yearbook, for their valuable services. 

Retiring President Fink thanked the officers and members who had done so much 
to make her administration a success. 

The meeting then adjourned to assemble for the mid-winter meeting in Wash- 
ington the last week of February, 1926. 


THE WASHINGTON MEETING OF THE DEPARTMENT OF 
ELEMENTARY SCHOOL PRINCIPALS 
FEBRUARY 21-26, 1926 


IpE G. SARGEANT, PRESIDENT 


HE SIXTH midwinter meeting of the Department of Elementary 

School Principals will be held in the city of Washington, during the 
week beginning February 21, 1926, coincident with the meeting of the 
Department of Superintendence. The headquarters of the Department will 
be at the Hotel Washington, across from the United States Treasury 
Building, on Pennsylvania Avenue. 

The full afternoons, Monday, ‘Tuesday and Thursday will be given 
over to the Departmental meetings which will be held in the magnificent 
new Washington auditorium, seating 6000 persons. Already arrangements 
are being made with speakers of national repute to address our meetings. 

On Wednesday afternoon the home office of the National Education 
Association, the National Geographic Society and other Washington or- 
ganizations will offer programs for the benefit of the visiting delegations. 

Tuesday morning at eight o’clock the official breakfast of the Department 
will be given at the Hotel Washington. It is very important that all 
officers, members of the executive committee and chairmen of other com- 
mittees be present. 

Tuesday evening at six o’clock the Departmental dinner will be given. 
These dinners are always outstanding and enjoyable, numbering among 
those who respond to toasts many of the most brilliant men and women in 
education. 

Principals throughout the Nation should begin at once making their 
plans to attend this meeting. Boards of education and superintendents in 
every community should send at least one principal and pay his expenses. 
Principals’ associations should send their presidents. Principals in the 





56 NATIONAL EDUCATION ASSOCIATION 





many large cities of the East within a few hours’ ride of Washington should 
attend 100 per cent. 

Show your colors. 

Come and help us celebrate our fifth birthday. Let the communities know 
that you are cognizant of the fact you belong to a group of principals 
numbering over fifty thousand in the United States directly in charge of 
their children and expending millions of their money. It is important to 
all that you should attend this great conference for the best professional 
ideals. 

REGIONAL MEETINGS 

It is planned to hold meetings during the year in several of our larger 
cities at which large groups of principals can easily assemble for wide 
awake, helpful, professional conferences. These can be arranged in the 
large centers and principals from the easily accessible surrounding towns be 
present. If notified in time, President Sargeant, of the National Depart- 
ment, will be glad to arrange an itinerary that will enable one of its officers 
and other prominent educators to address the meetings. Such meetings will 
do much to upbuild the schools and keep principals in touch with the best 
that is being done in school work. Principals’ associations wishing to arrange 
meetings should communicate with the president of the Department at as 
early a date as possible. 


ANNUAL MEETING OF NEW JERSEY STATE PRINCIPALS’ 
ASSOCIATION 
ATLANTIC CITY, NEW JERSEY 
PROGRAM 
Monday Afternoon, October 12, 1925 


MEETING, 2 P. M., High School. 
REPORTS OF CHAIRMEN OF SECTIONAL MEETINGS. 
E. L. Bunce, F. D. Budd, J. Ernest Crane. 


MESSAGE, FROM THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS, NATIONAL 


EDUCATION ASSOCIATION. 
Ide G. Sargeant, President. 
BusiNess MEETING, DiscUSSION OF ORGANIZATION. ELECTION OF OFFICERS, 
Appbress, THE PLACE OF THE INDIVIDUAL IN OuR EDUCATIONAL SCHEME. 
Gertrude A. Parkhurst, International Educator and Author. 
Appress, THE ELEMENTARY SCHOOL PRINCIPAL AND EDUCATIONAL LEADERSHIP. 
Dean Frank E. Spaulding, School of Education, Yale University. 
DINNER, 6.15 P. M., Monday. 
GUESTS. 
State Commissioner John H. Logan, President William J. Bickett, Dr. Frank E. 
Spaulding, Miss Gertrude A. Parkhurst, and others. 


ELEMENTARY SCHOOL PRINCIPALS’ CLUB 
TEACHERS COLLEGE, COLUMBIA UNIVERSITY, SUMMER SESSION, 1925 


On Monday evening, July 20, a meeting was called of Elementary School 
Principals in attendance at the summer session at Teachers College. Mr. 
W. T. Longshore (Kansas City) acted as temporary chairman. He stated 








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ELEMENTARY SCHOOL PRINCIPALS 


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that the purpose of the meeting was to bring about a means for increasing 
group solidarity and professional growth. After a short discussion it was 
decided that an organization of elementary principals was greatly needed 
and desired, and officers for the organization were elected. Mr. Longshore 
was elected president, and Mr. Arthur S. Gist (Seattle), editor of the 
Fourth Yearbook of the Department of Elementary School Principals of the 
National Education Association, secretary. At this first meeting Mr. Long- 
shore spoke briefly about the National organization and the summer meeting 
at Indianapolis; Mr. Gist had a few words to say about the Yearbooks. 

At the second meeting, held on Monday evening, July 27, Dr. William H. 
Kilpatrick was the speaker. His subject was “ The Opportunities of the 
Elementary School Principalship.””. He emphasized the need for standards 
and indicated that it was better from the group to get up standards for itself 
than to have others set up those standards. He expressed satisfaction when 
told that a committee was already at work on that problem. 

The third meeting was held on August 3. Dr. Milo B. Hillegas spoke 
on “ What Are the Prospects of the Elementary School Principalship? ” 
He indicated that the prospects are good, but that much depends on how 
well the principals grasp the present opportunities. The second speaker at 
this meeting was Dr. James F. Hosic. His subject was “ What Is the Next 
Step Forward?” He recalled the rapid and substantial growth of the 
Department of Elementary School Principals and reviewed briefly the work 
of the Committee on Training for the Elementary School Principalship. 
He insisted that there must be scholarship and professional training. 


THE BIGGEST IDEALS 


EACHERS depend on the leadership of the principal. They 

are quick in recognizing qualities of leadership and vision in 
their principal and take pride in helping to make policies and plans 
effective. The principal without the codperation of teachers is nine 
times out of ten to blame for the lack of support rather than the 
teachers. 

The principal must know and appreciate the viewpoint of 
teachers, of pupils and of the public. He deals in relationships and 
his success depends largely on his ability to inspire his teachers to 
become acquainted with the public and with its activities and to 
interpret the schools, their purpose and work to the public. The 
biggest ideals, therefore, in education at the present time are those 
of making the points of contact between the work of the schools and 
that of the home and community. These ideals will only be realized 
as understood and worked out through the leadership of the princi- 
pal with the codperation of his teachers.—J. W. CRABTREE 








THE ELEMENTARY SCHOOL PRINCIPALS’ CLASS 


Hyannis Normal is one of the first summer schools in this part of the 
country to have a course especially for elementary school principals. We 
have been fortunate in having for our instructor, Mr. Ide G. Sargeant, a 
principal in Paterson, New Jersey, and President of the Principals’ Depart- 
ment of the National Education Association. Mr. Sargeant’s purpose has 
been to give a broader view of the principalship and what we as principals 
hope to make of it. During the course the class organized into an associa- 
tion to be called the Hyannis Summer School Principals’ Association. This 
association is to be affiliated with the Elementary Principals’ Department to 
which at least twenty members of the class already belong. The thirty-five 
members of the class are to be the charter members of this association, and 
the officers elected are: ‘ 

President, Milton L. Fuller, Gloucester, Massachusetts. 

Vice-President, Mary H. Cronan, Chicopee Falls, Massachusetts. 

Secretary-Treasurer, Wilhelmina Patterson, Beverly, Massachusetts. 

The object of the association is to promote the interests of elementary 
school principals, to create a deeper sense of the dignity of the office, and 
to increase the efficiency of education as a public service. 

There is to be a meeting of this association to be held in Boston in the 
early part of 1926. It is hoped that many members of the association as well 
as members of the Elementary Principals’ Department will be able to 
attend, as it is expected to have several of the most prominent educators 

‘present to speak. 

On Tuesday night, August 11, twenty-seven members of the class with 
Mr. Sargeant enjoyed a banquet and social time at Hyannis Inn. 

I am-very sure every member of the class will return to his or her 
work in September inspired and better fitted for service, for having come in 
contact with the other members of the class, and with the instruction, lec- 
tures and conferences with Mr. Sargeant. 

Marion C. PARKHURST, 
BURLINGTON, VERMONT 


EMBERS OF THE DEPARTMENT will be gratified 

to know that Arthur S. Gist, Superintendent of the B. F. 
Day School, Seattle, Washington, has again accepted the responsi- 
bility for editing the Yearbook. Mr. Gist was editor of the ‘Vhird 
and Fourth Yearbooks. His work has been cordially commended, 
not only by members of the Department of Elementary School Prin- 
cipals, but by leading educators who have at heart the best interests 
of the public schools. The Fifth Yearbook will be ready for distri 
bution in June, 1926. 


[58] 





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EDITORIAL COMMENT 


The Department of Elementary School Principals was well represented 
at the World Federation of National Education Associations in Edinburgh, 
Scotland, July 20-28. 

On the S. 8S. Columbia, the official National Education Association boat 
sailing July 11, there were more than sixty American educators. This 
group, under the leadership of Olive M. Jones, was met at Glasgow by a 
Scottish Hospitality Committee and taken by auto to Edinburgh in time for 
the first session of the World Conference. 

In the group of principals were Olive M. Jones, Jessie B. Colburn, Mrs. 
Jessie M. Fink, Abby Porter Leland, Florence Holbrook, Flora E. Drake, 
Mrs. Emma Goodrich, Catherine D. Blake, E. Ruth Pyrtle and others. 

The aims and discussions through the eight interesting days of the great 
conference and the ultimate conclusions reached after much deliberation 
by the more than one thousand delegates from all countries of the globe 
could not be better stated than they were by our own Secretary Crabtree, 
when he wrote: 

It has been stated that the aim of the World Federation is to promote good will 
and peace through education. Its chief purpose, however, is much broader than that. 
It is to promote the highest educational ideals of all Nations. It is to aid in advancing 
the time when every child in every land may have that educational opportunity 
which gives a fair start in the race of life. Let the great purpose of the World 
Federation be to serve as a clearing-house for the best thought and for the most 
pronounced developments in education throughout the werld. 


The American women educators at the World Conference planned 
several informal social meetings to enable a closer acquaintance with women 
educators of other countries. Miss Olive M. Jones presided at an elabo- 
rately appointed breakfast in honor of Miss Mary Tweedie, President of 
the Scottish National Committee. Other honor guests represented France, 
England, Sweden, Norway, Hawaii, Canada, Italy and Germany. 

Lady Aberdeen, one of the honored guests and speakers at the Confer- 
ence sent the following message to the Conference through President 
‘Thomas: 

May I send farewell greetings and best wishes to your closing meeting on behalf 
of the International Council of Women? For forty-seven years that Council has 
made its first object the promotion of goodwill amongst the Nations through the 
observance of the Golden Rule, and now with joy and thanksgiving we see the 
world’s teachers organize themselves to guide and inspire the coming generation 
with enthusiasm for these principles. The thirty-five millions of women belonging 
to the National Councils in thirty-nine different countries are ready to support you, 
and when the mothers and teachers of the world unite in a call to the human race, 
can we doubt the results? We feel the earth move sunward; we join the great 
march onward, and take with joy while living our freehold of thanksgiving. 


[59] 








WHY JOIN THE DEPARTMENT OF ELEMENTARY 
SCHOOL PRINCIPALS OF THE NATIONAL 
EDUCATION ASSOCIATION 


EREWITH WE give editorials by Dr. James Hosic, Superintendent 

Jesse H. Newlon, Commissioner Payson Smith, and President Mary 
McSkimmon. In the next issue we shall publish editorials by other 
prominent educators. 


The remarkable progress made by the-Department of Elementary School 
Principals of the National Education Association is one of the most grati- 
fying aspects of present day education. A group that was without a 
desirable consciousness of unity has in the course of five years attained a 
high degree of it. Unlike other somewhat similar organizations, the mem- 
bers have depended for success in developing their organization upon them- 
selves. The contents of their bulletins and publications are provided for the 
most part by persons in actual charge of elementary schools. ‘hese articles 
reflect an alert interest in both management and teaching and are frequently 
the result of scientific investigation. Several aggressive committees have 
been formed to prepare reports on such issues as the provision of college 
courses for the training of principals and the development of the single 
salary schedule. All principals in the country and all others interested in 
the improvement of the work of the principal should interest themselves 
actively in the work of the principals’ organization. They can best do 
this by becoming members and also by organizing local branches in their 
own communities. The leader should be satisfied with nothing less than a 
100 per cent enrolment of those who belong to their group. 

James Hosic, AssocriATE PROFESSOR OF 
EpuCATION, CoLUMBIA UNIVERSITY 


The formation of the Department of Elementary School Principals of 
the National Education Association met a long recognized need in Ameri- 
can education. There is no more important division of the public schools 
than the elementary school. “The work of the elementary school is founda 
tional to all that follows in the education of the child. ‘The elementary 
school principalship is one of the most important official positions in a 
democracy. 

The Department of Elementary School Principals has served as a clear- 
ing house for the best educational thought in the field of elementary educa- 
tion. Its programs and its yearbooks have been characterized by valuable 
and stimulating articles and addresses. 1 consider membership in this depart- 
ment a test of the professional enthusiasm of the elementary school principal. 
My observation is that the alert principal is a member. 

Through this department the elementary school principals have not only 
created a clearing house for the exchange of ideas concerning their own 
work, but they have organized for a more effective participation, through 


[00] 





It 


4 








ELEMENTARY SCHOOL PRINCIPALS 61 

the National Education Association and otherwise, in the direction of the 

development of our American public schools. 

Jesse H. NEwLon, SUPERINTENDENT OF SCHOOLS, 
DENVER, COLORADO. PRESIDENT OF THE NATIONAL 
EDUCATION ASSOCIATION 1924-1925 


Permit me to express my very deep appreciation of the high standard of 
professional accomplishment that has been set and already to a large mea- 
sure achieved by the Department of Elementary School Principals both in 
its active programs and especially in its publications. —The material which 
has already been published is distinctly progressive and helpful. 

PAysON SMITH, STATE COMMISSIONER 
or EpucaTion, MASSACHUSETTS 


No group of educators in the entire school system has been so thoroughly 
jolted out of its complacency in the last four years as the Elementary 
School Principals, and we did the jolting ourselves. In 1921 the Depart- 
ment was organized because of the intolerable vagueness of our aims and 
achievements. At Des Moines the following summer we were like a group 
of travelers lost in the woods, bewildered by fog, troubled at the falling of 
night. We knew just this: The precious opportunities for serving, that in 
our school ought to have been ours, were being fritted away by a thousand 
futile demands on our time, and no one else but ourselves seemed to care. 

We were a withdrawing set. The august body of superintendents could 
not take the time to study our state of mind; they usually had troubles 
enough of their own. The first gleam of light came when we picked up 
courage to tell our troubles to each other. Then the air began to clear. We 
clapped our hands numb when the bravest among us said we were starving 
on the husks of service to our schools, while the big harvest of ripened grain 
was waiting for our reaping. It came over us with the force of a staggering 
blow that all the hours we spent on meticulously adding up attendance 
records, answering telephones, giving out supplies, receiving reports of 
nurse and school physician, were pretty nearly wasted; this work could 
have been done much better by a good clerk; and that supervision which is 
seeing how much of the teaching process is functioning in learning on the 
part of the children, and studying how the teacher can be assisted to do her 
part better, was the answer to the call which we fondly believed we heard 
when we took up this work at the beginning. 

Our Yearbooks grew out of the revelations that appeared when the 
problem was once attacked by the group of principals, each in his own 
school seeking how to lift his better up to best. ‘They are as logical as the 
Beatitudes. The first was of the greatest importance for the principal to 
grasp: The Technique of Supervision. Naturally the second dealt with 
The Problem of the Elementary School Principal in the Light of the Test- 
ing Movement. Happy word, that “light!”’ The dawn had come. The 
elementary principal was finding himself by finding his way out of the fog. 

The Third Yearbook is an intimate study of the elementary school prin- 
cipal’s own place in the educational system. The Status and Professional 











62 NATIONAL EpUCATION ASSOCIATION 


Activities of the Elementary School Principal is one of the best handbooks 
written on the opportunities for service and the rights to the highest pro- 
fessional recognition that has yet appeared. The Fourth Yearbook, issued 
in June, The Elementary School Principalship: A Study of its Instructional 
and Administrative Aspects, will not fail to interpret this office to_ the 
entire force from the school board to the kindergartner. 

No man or woman holding the position of elementary school principal 
can afford to remain outside this organized group. This department needs 
the help of every thinking co-laborer. We need every one of our 50,000 
elementary school principals, for we are members one of the other by the 
very nature of our task. Every principal in America has already been helped 
in a dozen ways through the fine professional spirit and service of the 
organization. Our membership should be, and I am very sure will be, 
doubled by the time the Fifth Yearbook is ready. But it is the present 
membership that must help the elementary principals of America to grasp 
the vision of this splendid army for bringing a better day to the citizens by 
an enlightened and united service. 

Mary McSkimMon, PRESIDENT OF THE 
NATIONAL EDUCATION ASSOCIATION 


O NE OF THE GRATIFYING signs of recent educational 
progress is the professional zeal of the Department of Ele- 
mentary School Principals. The development of scientific methods 
of education, while increasing the responsibilities of everyone con- 
nected with public education, is especially significant for principals 
of elementary schools. Your Department has recognized that in- 
creased training and ability are necessary for these positions and has 
undertaken most vigorously to improve its members now in service 
and to encourage the proper training for those who hope to receive 
such appointment in the future. Due largely to the influence of 
this Department, courses for elementary school principals were 
offered for the first time this year in our largest summer schools. 

Your Yearbooks and quarterly Bulletins contain material of the 
most valuable sort. Your opportunities and responsibilities just at 
this time are unusually great. May I extend to you congratulations 
for what has already been achieved and assure you of my best wishes 
for the great tasks ahead.—FrRANK W. BALLou, PresipeNnt, De- 
PARTMENT OF SUPERINTENDENCE 














DEFINITION OF MEMBERSHIP YEAR 


HE membership year in the Department of Elementary School 

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





REMITTANCE FOR MEMBERSHIP 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


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


My dear Mr. Davis: 

I am a member of the National Education Association. I inclose my fee 
of $2.00 for membership in the Department of Elementary School Principals 
during the year 1925-26. One dollar of this fee is for a year’s subscription 
to the Department Bulletin. 

Kindly send all publications, including the Fourth Yearbook, to be issued 
in June, 1926, to me at the address given below. 


Name 
(Typewrite or print) 
Mailing address 


(School or street) 


(City and State) 
My present position is