VOL. V, No. 4 JULY, 1926 BULLETIN OF THE Department of Elementary School Principals THE FIFTH YEARBOOK Studies in the Elementary School Principalship Edited by ARTHUR S&S. GIST PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS of the National Education Association of the United States 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. ee ee ee ee ae ie SS eee at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Copyricnut, 1926 By NaTIONAL EDUCATION ASSOCIATION WASHINGTON, D.C. ALL RIGHTS RESERVED Te Lord Galtimore Press BALTIMORE, MD., U. 8. A. 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 sate 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, Ip—E G. SARGEANT School No. 10, Paterson, New Jersey First Vice-President, HELEN B. SHOVE Longfellow School, Minneapolis, Minnesota Second Vice-President, J. S. NANTS Bates School, St. Louis, Missouri Third Vice-President, J. D. WILLIAMS Woodlawn School, Birmingham, Alabama Secretary and Editor, Department Bulletins, E. RutH PyrtLe McKinley School, Lincoln, Nebraska Treasurer, COURTLAND V. Davis J. E. B. Stuart School, Norfolk, Virginia Executive Committee W. T. LoncsHore Greenwood School, Kansas City, Missouri Jessie M. Fink Palmer School, Grand Rapids, Michigan ANNA LAuRA 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 PREFACE HE DEPARTMENT of Elementary School Principals of the National Education Association again places before the educators a yearbook containing timely and we hope valuable contributions to the rapidly growing field of educational literature. The principals of the country are showing an increasing interest in their professional responsibilities, in scientifically prepared studies in general, and particularly in the publications of this Department. This interest, enthusiasm, and professional activity of a practical, yet scientific type is most gratifying to all educators. In fact, our editorial work now assumes the aspects of direction and selection as more material is secured than can be utilized to advantage. It is the hope of this Department that the Fifth Yearbook will prove its worth and will have some influence upon the further development of a high type of useful, valuable, professional leadership. Our Department is again indebted to the various members of our official staff at the headquarters of the National Educational Associ- ation for valuable assistance with many phases of our work. In this public way we wish to express our appreciation for this assistance and to recommend the services of the entire staff to the profession in general. Arruor S. Gist Editor, Fifth Yearbook B. F. Day School, Seattle, Washington [ 197 ] FOREWORD UR FIFTH YEARBOOK! Five busy years since a little group QO of principals met in Atlantic City and formed the National Elementary School Principals’ Association which later com- pleted its organization at Des Moines, and became a department of the National Education Association. Our Department has come to occupy a definite place as one of the wholesome, aggressive, constructive ' agencies working for better things in American education. For the information, of those not fully cognizant of conditions as we saw them in 1920-21, it may be well to take a glance backward to those years. Five years ago the most observant among the elementary school principals saw in the immediate future the danger of the principal’s becoming merely a glorified headclerk. This meant balkanizing the schools, the destruction of the individual school as a harmonious and effective unit of operation, and emphasis on the teaching of subjects rather than the teaching of children. Further, a new situation confronted us. The rapid growth of in- dustrial centers had necessitated large schools, with many activities under a single roof. Clerks were needed, but how many for a school of a given size? Noone knew. With the almost numberless new activi- ties in the school it was imperative that the principal should delegate many duties which nominally he was supposed to perform, but how many and which ones? No one knew. To meet a rapidly expanding curriculum and changing conditions in the home and community the special supervisor was evolved. But what were his duties and his limitations in the individual school? No one knew. Of books on administration and supervision that would be helpful to the principal, our libraries were almost destitute. Such books had not been written. Colleges and universities were not giving much that could be called really professional training for the principal. No one could say authoritatively what should be given in training courses. No one knew. Much of the splendid work now being done in our departments of research and measurements had hardly been begun. Most of our conclusions were based on guesswork and personal opinion unsup- ported by carefully sifted facts. A wofully wasteful procedure of energy and money. It was to do away with this intolerable situation that the Department was formed. In the five years of our life as a department we have held eleven national conventions, published five yearbooks and sixteen bulletins, { 198 ] besides many articles for the press, and addresses by our members at numerous conventions. This material covers every phase of our work. Our publications are used by the leading institutions offering courses in professional training for principals. Two of our members have been elevated to the presidency of the National Education Association. We have a strong Committee on Standards and Training, working out plans to meet the requirements of the principal for the rapidly evolving modern school. The report of this committee will constitute a volume of 260 pages, when completed, and will be published as a Bulletin of this Department. With this glance backward and brief checking up of our accomplish- ments, what about the future? Our publications have been a potent influence in our growth in membership and in winning respect for and an understanding of our aims. This has been brought about by the policy of selecting for editorial positions only persons eminently able to perform the task. One of our editorial positions is no place for the political adventurer, a lover of ease, or the notoriety seeker. It re- quires a level head, a sense of the essential and of comparative values, a spirit of devotion, a love of research, a knowledge of who is who in the land, the currents in educational thought and to cap it all, an indefatigable worker. Fortunately we have had a continuous policy from the beginning. No better evidence could be produced than the fact that during the terms of three presidents the same individual has been appointed editor of the Yearbook by the incoming president. This has given us the advantage of an experienced man, trained for the work, and knowing his field. An overplus of material in hand for one book, or material not suited to the keynote of the volume for one year, could be held over to the next. It also enabled the editor to plan with his contributors and give them a longer time for getting their material in readiness. Many of the things we need done require investigations that cannot be completed in a few months. This raises the question, ‘‘ Hasn’t this Department reached a point in its growth when the editor should be appointed for a longer term ?” Five years has been suggested. The further question has been raised, “‘ Haven’t we reached the point in our growth when we should make such editor a full time employee of the Department with a salary that will command the best ability, with the possibility such editor taking over the duties of the secretary.” The work of the editor is too arduous to expect it to be done longer without pay. It was in consideration of this fact that the executive committee at Washington voted to pay the editor we now have one thousand dollars, if our finances would permit. There is a tremendous amount of work to be done by our Depart- ment officials if the principals are to function as the need of our time demands. Many states lack a state association of principals. There [ 199 ] are cities in the land without a member of our Department among their principals. Oh, the pity of such backwardness. Think of the starved condition of schools presided over by such principals. Think of the wrong done to the children, to the community. Is it strange that buildings and equipment in such communities are obsolete ? Truly there is work enough for all of us to do in organizing our forces to bring the best in education to our people. This situation and the success of group meetings during the year in a number of our larger cities, addressed by some of our ofiicers, raises the question: “ Ought we not to do a considerable amount of field work each year by sending one of our number to speak and confer with the principals of particular sections until the entire country is made familiar with our aims?” The publication of the findings of our Committee on Standards and Training will call for a considerable outlay of money in addition to our usual expenditures. We shall have other studies from time to time that will be invaluable to our members. These publications should be paid for by our own funds. Hasn’t the time come when our annual dues should be advanced to $3 or $5 ? Many principals in name are teaching every period of the day and doing their statistical work after school without a clerk. This back- ward situation should be done away with as soon as possible and our Department should do all in its power to help these principals. The secondary school principals of New York have asked for an annual salary maximum of $12,000, none too much. Our Department has declared for a maximum of at least $10,000 for cities of over 100,000. The elementary school principalship demands at least four years of the best kind of general scholastic training beyond the high school as a preparation for professional courses. This should be made the standard for new entrants. For those already in service with less than these requirements extension courses should be provided that de- ficiencies may be remedied as early as possible. As you go over the various studies of this volume, may you receive new enthusiasm for the great work lying before us. It is our privilege to help bring to our people a clearer conception of the new heaven and the new earth which is to be. Ipre G. Sarceant, President { 200 ] CONTENTS PAGE MP 4. 5. bar50d anrhdinn nd atin.ce Skene cabododmaderaaas saison eee eee 197 PID & 23/6006 cad advected tad inde de aneee desea aiwaddine aoe oad aa ees 198 Ide G. Sargeant, Principal, School No. 10, Paterson, New Jersey. SECTION I—THE EQUIPMENT OF THE PRINCIPAL CHAPTER Be ee I FN an cncsncsondnrdeniaainaedavasmabenenmekead 205 Raymond R. Frazier, President, Washington Mutual Savings Bank, Seattle, Washington. II. Tue Stratus or THE ELEMENTARY SCHOOL PRINCIPAL.........eeee000 207 Roy A. Crouch, Principal, Elementary School, University of Mis- souri, Columbia, Missouri. SECTION II—THE ACTIVITIES OF THE PRINCIPAL III. THe VALUE oF A DEMONSTRATION SCHOOL.........ccccccccccccccccecs 279 Roscoe L. West, Assistant Commissioner of Education, State of New Jersey. EV... PEM EIAT CU RRIOUS TOU CATIIIG on. ..6:0 6h. 0 sess neat edad secseaanae 287 Frank L. Eversull, Principal, Woodward School, St. Louis, Missouri. V. Fae Pa TRACING BONDS oo ki.icdcas ick cccintsasccsdiansaxs 304 D. E. Wiedman, Superintendent of Schools, Bellingham, Wash- ington. VI. AN EXperIMENT IN THE FosteriING or Love ror Music............. 306 Georgia M. Brown, Principal, Wm. R. Belknap School, Louis- ville, Kentucky. VII. A Srupy or SMALL MEXICAN GROUPS........ccccccccccccccccccccecs 310 Edith D. Wright, Principal, Hawthorne School, Houston, Texas. VIII. A Curricutum ScHoon AS AN EXPERIMENT........ccccccccccccccees 316 Mary G. Carson, Principal, Ashland School, Denver, Colorado. IX. Resutts or Derinite Dritt In THE Four FUNDAMENTAL PROCESSES AS SHOWN BY THE Woopy-McCaLtu Mrxep FUNDAMENTALS.. 323 Mrs. Cassie B. Burton, Instructor Summer Sessions, University of Tennessee. ae. THR BOMPACING OF PLATOROUNIG 6. iiiccccdisccssccdcsssvcsuscesacses 329 Geo. A. Stanton, Principal, Washington School, Seattle, Wash- ington. XI. Locau Prrncrpats’ ASSOCIATIONS IN Forty-THREE CITIES............. 333 W. T. Longshore, Principal, Greenwood School, Kansas City, Missouri. XII. Improvinc Reapina INstrucTION IN THE LicHT oF CuRRENT PRAc- gree: Gnsnes Foun, Fivl, AMD BIR. 6.0.0.0. 6660cssrenasecacs 344 Clarence R. Stone, Formerly Elementary School Principal, St. Louis, Missouri. XIII. PustispHina a ScHoo, Paper IN AN ELEMENTARY SCHOOL............- 361 Mabel Haven, Principal, School No. 18, Yonkers, New York. SEV. Tan Commoner And THe CORMCOLUMt, 2... cccccccccccvecsevceneaus 364 C. A. Harwell, Principal, Emerson School, Berkeley, California. XV. Pupm Participation TuroucH Civic ORGANIZATIONS IN THE ELE- SE TINS x6. csinin nadia cowecn pocauseecsnoneetee antes 368 E. H. Bash, Principal, H. C. Kumpf School, Kansas City, Mis- souri. [ 201 ] CHAPTER PAGE XVI. THe Principat or A PLatoon ScHoo, AND His Supervisory Duties... 377 John Merrill, District Principal, Detroit, Michigan. Ps IID occ. nccuddedVsiaeondebrcdar ied eceesdbadcessacedsie 384 B. E. Koonce, Principal, Lee School, Tulsa, Oklahoma. XVIII. Tue Teacuers Coiiece as Co-WorKER WITH THE Pusiic ScHoon SEE (ccd pdcangad mies ceeewee cada kine eecebneateeuee sens 393 Ambrose L. Suhrie, Professor, Teachers College and Normal School Education, New York University, New York City. XIX. Top SuPERINTENDENT AND THE TRAINING OF AN ELEMENTARY NEEL 4.0 éc:deds a WOMAN MGER ET AReAEa eae RRA ME tee es 404 Armand J. Gerson, Associate Superintendent of Schools, Phila- delphia, Pennsylvania. XX. JUDGING THE EFFICIENCY OF THE PRINCIPAL..........2-eeeeceeceeces 412 Frank E. Willard, Assistant Superintendent of Schools, Seattle, Washington. ee, I I onc ksh ceed dncceceenesaseccticcdusensacuseens 421 Harry P. Cooper, Principal, Simmons School, Minneapolis, Minnesota. INOS DIU TOO, ooo ic cccdaccccondusssccascdccscestsdacsucceses 447 BE GO IE CTI in onion cen cncccccecscccctecssticescceecss 452 NAMES AND ADDRESSES OF THE MEMBERSHIP............0ecceeceeccececeeecs 458 [ 202 ] SECTION I THE EQUIPMENT OF THE PRINCIPAL CHAPTER I THE IDEAL PRINCIPAL RayMonp R. FRAZIER President, Washington Mutual Savings Bank, Seattle, Washington HE ideal principal must possess all the qualifications and personal g per necessary for success in any business. He must have ; served an apprenticeship in the ranks of his chosen profession, just as any successful business executive must have done before he can qualify for leadership and authority over others. He must have constructive ability; that is, ability to develop and promulgate new ideas. In business we call it initiative. He must be able to look upon and penetrate all sides of a given problem. In business we call it power of analysis. He must be able to form judgments—quickly, sometimes, and have the confidence and courage to issue definite orders. In business we call it executive ability. In the business world men possessing this latter qualification become executives. Such men and women are the “ top notchers ” in business; all school principals are executives. The ideal school principal must have a thorough knowledge of human nature and be a good judge of it in its manifold variations. He must possess tact and be able to employ convincing English, as does the successful business man. In character the ideal principal is the personification of courage, rugged honesty, sincerity. He should not be too serious; he should be able to play as well as work ; he should heartily enter into the whole- some plans and ambitions of his workers (that is, the student body who correspond with the workers in a factory, for example) just as does the ideal business man. He should, within proper bounds, encourage school spirit by entering enthusiastically into the friendly contests of his school with other schools. I mean this as applied not only to intellectual contests such as joint debates and oratorical combats, but athletic contests which have a much more general popular appeal to school spirit: track meets, baseball, football, basketball. But, in addition to these qualifications, the ideal principal possesses something else not necessary to success in an ordinary business under- aking, and that is a deep knowledge of human character in the formative period. His problem is not only to supervise instruction in the elementary subjects found in the school curriculum; it is equally incumbent upon him to constantly attend to the most impor- [ 205 ] he: 206 ELEMENTARY ScHoo.t PRINCIPALS tant of all constructive work of the world, namely, the work of char- acter building. The ideal principal has, therefore, a spiritual outlook on life. The very fact of his having chosen the profession of teaching, imposes this obligation of spiritual-mindedness. The ideal principal does not chafe under the condition of modest income which characterizes his profession; he rather glories in the knowledge that he is, day by day and year by year, participating in the “ durable satisfactions of life.” The ideal principal looks upon his profession as a great opportunity, and guards jealously the conception of exalted service to humanity which his calling bestows. He is ever mindful of the truth that real success in life is not determined by the amount of property one is able to accumulate, but rather by the contribution to human happiness and contentment one makes in the journey through life. He agrees with Jerome K. Jerome that: Life is giving, not getting. It is the work that is the joy, not the wages; the game not the score. Life is doing, not having. It is to gain the peak the climber strives, not to possess it. ar- Ok est he Y; ty >a] le nd he CHAPTER II THE STATUS OF THE ELEMENTARY SCHOOL PRINCIPAL Roy A. Crouc# Principal, Elementary School, University of Missouri, Columbia, Missouri PART I—A BRIEF HISTORY OF THE ELEMENTARY-SCHOOL PRINCIPALSHIP IN THE UNITED STATES Purpose of part I—The purpose of this part is to summarize briefly some of the essential facts concerning the evolution of the elementary-school principalship in the United States. In order to understand adequately the present status of the elementary-school principal, which is the major problem of this study, it seems impera- tive to review the origin and development of the duties and responsi- bilities that are now assigned to him. Moreover, an historical approach to a problem frequently gives a deeper insight and a keener appre- ciation of present-day practices than any other method of procedure. Early public schools—According to Graves,’ the first real system of public education in the United States was inaugurated by Massa- chusetts about the middle of the seventeenth century. The pioneer schools of this state appear to have contained all the seeds from which our modern public schools have sprung. With few exceptions, they represent the incipient stages of present school practices; hence these early colonial schools will always be of interest to the student of education. In establishing schools, the colonists were somewhat influenced by their European background. The type of school was not the same in every community but, in general, the schools were loosely organized and little or no attempt was made to classify the pupils. There were no graded courses of study, and the chief subjects were reading, writing, and arithmetic. Naturally, this type of school did not demand a complex organization with highly specialized administrators, super- visors, or teachers. During the first half of the nineteenth century, the organization of public schools in the United States was well under way. The larger centers of population, such as New York, Boston, Chicago, and St. Louis, had developed city systems which were destined to become patterns for schools elsewhere. The steady increase in population and * Graves, F. P., History of Education in Modern Times, Macmillan, New York, 1923, p. 104. [ 207 ] 208 ELeMENTARY ScHoort PRINCIPALS the growing popularity of the free public school necessitated changes in organization and management. Throughout the country the people were beginning to accept the principle that education is a function of the state. In searching through the early school reports, one is im- pressed with the fact that in almost every instance, the stimulus that gave the necessary impetus to initiate new movements was the crowded classroom or school. Stages of development in the principalship—The elementary- school principalship is the product of many years of experimentation in educational procedure. Needless to say, it is still undergoing many changes. From the time of its very beginning, with but few interrup- tions, it has grown step by step until it has now become one of the most strategic positions in our entire educational system. According to McClure,’ the stages in its development may be designated as follows: (1) the head-teacher stage, (2) the clerical stage, (3) the managerial or administrative stage, and (4) the professional leadership stage. In attempting to classify the significant stages of development one encounters many difficulties. In the first place, in reading the early school reports one cannot always be certain of his facts. Undoubtedly the terminology used does not always coincide in meaning with that of today. Many times the term “ principal ” refers to the high-school principal or to the superintendent or some other administrative head. In the second place, a cross section of elementary schools in the United States would probably show that all of these stages are to be found in the present. There is much evidence to support McClure’s classification of the steps in the development of the principalship. In offering a slightly different one the writer does so in the belief that it will fit the facts better than the other, in the light of the information he was able to gather. Inasmuch as the nomenclature used depends largely upon whether one has in mind the principalship or the principal himself, it matters little what titles are used in designating the stages of develop- ment. The following milestones seem to stand out clear in the history of the principalship: Stage Chief Duty DD. ccccntansichibeasbawksadbadee Teaching. DD ic civics vakcbinvkamkasaaoueas Teaching. 3. Teaching principal (part-time).............. Teaching. 4. Building principal (full-time)............... Administration. 5. Supervising principal (full-time)............ Supervision. One-teacher stage—For the incipient stage in the history of the principalship we must go back to the one-room, one-teacher type of *McClure, Worth, “ Professionalizing the Principalship,” Elementary School Journal, Vol. 21, pp. 735-43, June, 1921. Tue Firrn YEARBOOK 209 school. In this school the one teacher gave all the instruction, kept all the records, and was held absolutely responsible for the success or failure of the school in all educational matters. This school was not wholly unlike the one-room rural school of today. The growth of schools, necessitating the employment of additional teachers, erection of new buildings, and the attempt to find new means of school sup- port, brought about changes in the teaching corps. The most important thing was the breaking up of the one-teacher school. Tice,’ in review- ing the minutes of one of the early school boards of St. Louis, found that on: January 25 (1842) resolution adopted to place assistant teachers in school No. 3, salary $200 per annum; and that teachers of said schools recommend suitable persons for said places. In commenting on this resolution Tice makes the statement that this was the first act to authorize the employment of assistants in the St. Louis public schools. One interesting thing about this resolution, aside from the provision for employing assistants, is that it asked the teachers to recommend “ suitable persons” for the positions. Head-teacher stage—When increases in enrolment necessitated the employment of assistant teachers, a ranking system of the teaching corps was initiated. Accordingly, we find the terms head teacher, chief teacher, principal teacher, ete., in the early school reports. Teachers of subordinate rank were titled, first assistant, second assistant, or sub-master. The exact title was not the same in all schools; however, the work for these people was about the same in all schools. Our chief concern here is to show that the head teacher, by whatever name he was called, was at this time given certain specific duties to perform aside from his regular classroom teaching. For this extra work the head teacher or principal was given a higher salary, together with certain professional recognition that was denied the other teachers in the same school. A reference to another early school report will show the nature of these extra duties. In 1859 Divoll* suggested in his annual report: There is to be one principal to each building, all the other teachers being assistants, also but one set of registers and reports to be taken charge of by the principal. The principal is to be particularly responsible for the deportment of the pupils while they are in the yard during the recesses and intermissions: he is also to have a general supervision over the whole school while in session, in matters of discipline and instruction. At the close of this report is given a set of the earliest school board regulations that the writer was able to find pertaining to the duties of the principal. It is worth quoting in full: * Tice, John H., First Annual (School) Report. City of St. Louis, pp. 54-55. ? Divoll, Ira, Fifth Annual (School) Report (1859), City of St. Louis, p. 25. 2 210 ELEMENTARY Scuoot PRINCIPALS Section 26. The principal teachers shall keep a register in which they shall record the name, age, birthplace, residence, and date of admission of each pupil for the first time entered in the public schools and also the name and occupation of the parent or guardian. Section 27. They shall also make a daily record of the pupils admitted, present, absent or tardy, and at the close of each quarter and the close of the year furnish the superintendent with an abstract of the same according to prescribed forms. Section 28. The principal shall have a general supervision of the grounds, build- ings and appurtenances of the school, and shall be held responsible for any want of neatness or cleanliness on the premises; whenever any repairs are needed he shall give notice thereof to the superintendent. Section 29. The principal of each school shall furnish the director of the ward in which such school is situated, the names of those pupils whose parents or guardians declare themselves unable to provide said pupils with the necessary school books, and upon satisfactory evidence of such inability, the aforesaid directors shall order such books to be furnished at the expense of the board. It shall be the duty of such principal to account to the board at the end of each quarter for all books and stationery furnished for the use of indigent children. Section 30. The principal of each school shall as soon as convenient after the commencement of the first quarter furnish the superintendent with a program of the daily exercises of the different rooms. Secrion 31. Each principal shall examine the classes of assistants as often as practicable, without neglecting the pupils under his immediate charge. Slowly but surely the duties and responsibilities of the principal- ship were accumulating to such an extent that the principal had to be given teaching assistants and thus relieved from part of his work as a classroom teacher. Teaching principal—At this time the need for relieving the teacher of part of his classroom work reached an acute stage. During the same year, 1859, that Divoll* outlined the extra duties of the princi- palship for the schools of St. Louis, Wells* recommended partial relief from classroom work for the principals of the Chicago schools. His suggestions were: In several of the new school buildings the number of teachers and pupils is so large that a considerable portion of the principal’s time is consumed in attending to matters of general oversight, and in giving such aid to the other teachers as may be necessary to secure uniformity and efficiency in all the different parts. ... . I would suggest that it may be desirable to make some special provision by which the principals of the larger schools will be relieved from the immediate charge of their own rooms during a portion of each day for the purpose of attending to the general interests of their respective schools. It would appear that in many of the larger centers of population congested classrooms were compelling school officials to seek new methods of administration. Problems of attendance, promotion, dis- cipline, and methods of instruction were demanding solutions. That this movement was widespread at this stage in the history of the * Divoll, Ira, op. cit. ? Wells, W. H., Fifth Annual Report. Chicago City Schools, p. 43 (1859). all pil nt, ish int he rd ry id ch he im as n V it Tue Firrn YEARBOOK 211 public school system can be shown from many sources. In New York City we find Seton * in 1863 advising his superintendent: I have been reminded again of the propriety and necessity of the principal being given large opportunities for frequent visits to all the classrooms, to correct all errors of discipline and management, by counsel and practical instruction to the inexperienced. Some of the principals, by being obliged to teach a class them- selves, are precluded from such useful efforts... .. a proper attention to the school records will sometimes interfere with this more useful supervision by the principal if no aid is afforded him in keeping the books. Thus it is seen that the opening wedge in the elementary-school principalship, as it is known today, was driven. Further develop- ments in the new concept of the duties and responsibilities of the principal were seriously retarded by the outbreak of the Civil War, which demoralized the entire nation. Building principal—We have designated as the next step in the evolution of the principalship the general acceptance of the principal as the chief administrative official of his school. In the early history of the common schools there was little adminis- trative work to do, but with the advent of large schools, with extensive office records, with much school correspondence, and with numerous other managerial duties it became imperative that the principal be relieved from all teaching in order to give his entire attention to administrative matters of the school. This was an advance step in the development of the principalship, and years of agitation were neces- sary before school boards began to realize the necessity of it. There are still a few school officials who are somewhat dubious about “ pay- ing people who do not teach.” It is understood, of course, that even now it is only in the larger schools that principals are entirely free from regular classroom teaching. A good illustration of this new “Jocal autonomy ” that was given to these principals of larger schools is found in the following board regulation: * Rute 41. The principal shall be permitted without interference on the part of any member of the board, or the superintendent, to arrange the details for the internal government of their schools according to their own method, provided such method is not inconsistent with the general regulations of the schools; such principals, of course, being liable to be judged as to their qualifications by the results they may produce. One of the clearest and most helpful accounts of the duties of a modern administrative principal is that given by Cubberley* as follows: *Seton, S. W., Annual School Report. City of New York, 1863, p. 120. * Seventeenth Annual Report. St. Louis. Appendix, p. 26, 1871. *Cubberley, Ellwood P., Principal and His School, Houghton-Mifflin Co., 1923, p. 39. 212 ELemMEentTARY Scuoot PRINCIPALS As an administrator the principal stands responsible to the different authorities above him for the successful administration of his unit in the school system . . . looks after all administrative details relating to janitors and their work, and the needs of the teachers, oversees the attendance and conduct and health of the pupils; orders and receives and often gives out the supplies; has charge of, and inventories and keeps up the stock room, etc. This type of school principal is properly called the “ building principal.” It must not be presumed that he does no supervising. The major part of his time during a school day is given to purely managerial or administrative functions. But a new concept of the elementary-school principal is fast gaining recognition among leading educators. Supervising principal—From the very first colonial schools some sort of school visitation has always been given. Possibly in the very earliest schools the parents themselves who collectively and voluntarily paid the teacher his salary visited the schools in order to see how well their children were being taught. But with the advent of the free public school a different sort of régime was inaugurated for this school function. In the early history of the public schools there was only cursory supervision of instruction. Much of the school visitation was mere inspection, and was done by laymen instead of by experts in edu- cational matters. At first the superintendent of schools was held responsible for supervision, and personally visited all the schools, heard recitations, counselled with teachers relative to school matters, ete. But in the larger cities this became physically impossible. In 1858, Tice’ reported: I have made over 700 visits to the different schools and fully twice that number counting all the visits to all the classrooms. In the same year, Freese * reported to his board: I have made upwards of 400 visits to the schools during the year, not including frequent business calls, and personally examined nearly 3000 pupils with reference to their proficiency and standing. Thirty years later, in 1888, we find Howland, by way of contrast, maintaining: The real supervision of teachers and pupils and the healthful activities of the school must now, as ever, rest with the principal who alone can control and direct the daily work and become personally familiar with the progress of the pupils. At the present time it is quite generally accepted by those who have given much thought to problems in educational administration, that the most important duty of an elementary-school principal * Tice, John H., Fourth Annual School Report, St. Louis, p. 10. ? Freese, Andrew, City School Report, Cleveland, p. 9. * Howland, George, Thirty-Fourth Annual School Report, City of Chicago, p. 72. ties the the und ng 1g. he er 1g ce 1e ct 10 1, il Tue Firrn YErarsoox 213 is the supervision of instruction. McClure,’ in a somewhat recent study, found that superintendents of schools expect their prin- cipals to devote more tiine to supervision than to matters of adminis- tration or clerical work. As is well known, there are many principals who are not free from endless office routine and petty details. It must be admitted, of course, that office work, the keeping of records, the answering of correspondence, ete., must be done; it would seem more economical to have much of this work done by a clerk instead of by a technically trained supervising principal. The questionnaire part of this study gives further proof of this statement. Principals in our most modern elementary schools are more and more being relieved of purely clerical work and are giving most of their time to developing the internal government and to improving instruction in their schools. Gist * has well said: Within the last few years, the principals of the larger schools have been relieved of all responsibility of teaching any particular room. With this responsi- bility lessened, and the demand for greater efficiency in teaching, the principal has been required to assume an increasing amount of the responsibility for a high type of instruction in his school. We therefore now have a new duty for this position, that of the supervision and improvement of instruction. Summary and conclusion—It would appear, from the facts that the writer has been able to marshal together, that the steps in the evolution of the elementary-school principalship in the United States have been as follows: 1. One-teacher stage—In this stage the one teacher gave all the instruction, kept all the records, and, in brief, did all the work that normally goes with a one-room, one-teacher school. 2. Head-teacher stage—The growth of schools necessitated the employment of assistant teachers. As a result, a ranking system was introduced whereby one teacher became known as head-teacher or head master and was given certain administrative duties aside from classroom teaching. 3. Teaching principal stage—This stage differs from the head-teacher stage in that the principal taught only part time and gave approximately half time to matters concerning the whole school. 4. Building principal stage—This stage is quite common today. The statistical part of this study shows that a large*percent of principals come under this head. In such schools the principal is relieved of teaching any particular room, gives most of his time to administrative duties and does some supervising of instruction. He frequently has had no training in this highly specialized work, but is simply an executive developing one unit of the school system under the direction of the superintendent. 5. Supervising principal stage—The chief distinction between this stage and the one given above lies in the emphasis given to supervision instead of administra- tion. In this stage the principal is responsible for a high quality of instruction. *McClure, Worth, “ The Functions of the Elementary School Principal.” Ele- mentary School Journal 21: 500-14, March, 1921. *Gist, Arthur S., The Third Yearbook. Department of Elementary School Principals, pp. 205-15, 1924. 214 ELEMENTARY ScHoot PRINCIPALS He must assume professional leadership and train and inspire his teachers to render efficient service. Much of the office work is done by clerical help. This undoubtedly represents the practice of the most modern schools of today. These are the stages in the evolution of the elementary-school principalship in the United States, yet all of these steps can be found at the present time. Excepting the first step, undoubtedly all of the others could be found in some of our larger cities. It would seem that the elementary-school principal is gradually emerging into a highly specialized work and that whatever our educational theories may be, or whatever our courses of study or curricula may become in the future, the one who will translate these aims and courses of study into terms that will be intelligible to the average citizen or parent, will be the elementary-school principal, for he is the key man in any school system. PART II—INTRODUCTION Purpose of the study—The object of this study is to make a thorough investigation of the status of the elementary-school principal in the United States. The inquiry will attempt to answer a few of the more important questions that are frequently asked concerning the principal and his work, such as: 1. What are the major duties and responsibilities of a principal? 2. What professional and academic training has he had to prepare himself for the work? 3. How does he evaluate certain professional courses from the standpoint of their usefulness to the principalship? 4. If a job analysis were made of a principal’s work, what would be the time allowances for each function on an average typical day? 5. From the standpoint of salary and tenure of office, does the elementary- school principalship represent a stable professional group? 6. What evidences are there of professional growth among elementary-school principals? In addition to the foregoing questions, others of minor importance will be given consideration. Inmitation of the study—The data used in this study were secured by means of a questionnaire. The investigation has, therefore, all the limitations that are known to exist in this means of collecting information. Extreme care was taken in the preparation of the ques- tionnaire to make it as serviceable as possible. A complete copy is found in the appendix. Sources of data—With the approval of the Department of Ele mentary School Principals of the National Education Association, a questionnaire was mailed on March 20, 1925, to the members of that organization who were principals of elementary schools. A total of 2140 questionnaires were sent out. Of this number 647 were filled 01 y= ol + — ewe er Tue Firrn YEARBOOK 215 out and received in time to be used in the study. All of the states in the union, excepting Nevada and Mississippi, are included. There were a few returns from the District of Columbia. Previous studies—lIt is not feasible to list all the studies that have been made relative to the work of the principal. Space will not allow detailed reports of the investigations selected for review. In March, 1921, McClure,’ published a study entitled “ The Func- tions of the Elementary-School Principal.” The purpose of the investi- gation, which was made by the Seattle Principals’ Club, was to answer two questions: What are the functions of the elementary-school princi- pal in theory and in practice? What is their relative importance in theory and in practice ? An elaborate questionnaire was sent to superintendents of the thirty largest cities in the United States, sixteen university professors of education, and the principals of the elementary schools of Seattle. A tabulation of the data showed that in theory the functions of the principal take the following ranks: (1) supervision of teaching, (2) community leadership, (3) professional study and growth, and (4) clerical work. In practice these functions ranked: (according to university men) (1) administration, (2) clerical work, (3) super- vision, (4) community leadership or professional study. The practice of Seattle principals toward these functions was (1) administration, (2) supervision, and (3) clerical work. In June, 1921, McClure* made an additional report from other data secured in the same questionnaire. The object of this report was “to present some of the evidence for the belief that the present tendency is toward professional ideals and standards.” Some of the more important findings were: (1) higher standards of training are being required of candidates for appointment, (2) in the larger cities, principals are practically all freed from the duty of regular classroom work, (3) the tendency in city systems is toward relieving the princi- pal of clerical and routine duties, and (4) the responsibility of the principal as an educational leader in the community is being recog- nized by both superintendents and principals. In October, 1922, Gist and King’ published a study entitled “‘ The Efficiency of the Principalship from the Standpoint of the Teacher.” The purpose of the investigation was to ascertain how the principal may be of the most help to the teacher. A questionnaire was sent to *McClure, Worth, op. cit. ? McClure, Worth, op. cit. *Gist, Arthur S., and King, William A., “The Efficiency of the Principalship from the Standpoint of the Teacher.” Elementary School Journal, Vol. 23, Octo- ber, 1922, pp. 120-126. 216 ELEMENTARY SCHOOL PRINCIPALS each teacher in Seattle, about 1500, and of this number 300 returns were secured. Under the main heads, professional, administrative, and personal relationships, several sub-heads are given which show the percent of teachers’ judgments as to the principal’s duties con- cerning the course of study, exceptional child, ete. This is a very valuable study. In June, 1924, Horrall* reported a study entitled “The Ele- mentary-School Principal from the Teachers’ Point of View.” The purpose of the investigation, as the title suggests, was to find out what classroom teachers think of elementary-school principals as a elass. The cooperation of eight superintendents was secured and questionnaires were sent out to their teachers. Some of the findings were: More teachers expressed a preference for men principals than for women principals, but a majority expressed no preference at all, saying, “ personality, not sex, counts.” A majority of the teachers answering the questionnaire thought that tact, ability to discipline well, and an appreciation of the points of view of parents, teachers, and pupils were the chief characteristics of a good principal. The chief shortcomings of principals were listed as lack of tact and im- partiality, and a failure to possess a sense of humor. In addition to these studies, there have been several general articles written relative to the elementary-school principal and his work. Ref- rence to many of these is made elsewhere in this study. A few of the more important ones follow in brief: In 1918, Nutt’ published an article on “ The Duties of an Ele- mentary-School Principal.” The purpose of the discussion was to “describe somewhat in detail the activities that are actually per- formed by building principals under varying conditions of school organization and administration.” In1918, Reavis * wrote a report on “ The Duties of the Supervising Principal.” The purpose of the article was “to present the duties of the supervising principal in their entirety, rather than to consider the merits or demerits of the different types of principal; and to maintain that it is more important to the school for the principal to view his work clearly from many angles and to properly discharge all his duties than to hold a warped conception of his functions and to excel in those phases of work at the neglect of other phases.” *Horrall, A. H., “The Elementary-School Principal from the Teachers’ Point of View.” Elementary School Journal, Vol. 24, June, 1924, pp. 742-746. * Nutt, H. W., “The Duties of an Elementary-School Principal.” Elementary School Journal, Vol. 19, November, 1918, pp. 174-197. * Reavis, W. C., “ The Duties of a Supervising Principal,” pp. 278-284. rm es ——s at tut an r_r@##eana ft at F Br ~ rh — Th —-» ms.» an 4 at Sm feet fet CO i - ian im: gen Tue Firru YEARBOOK 917 In 1918, Gray * published an article on “ The Work of Elementary- School Principals.” The purpose of this study was “ to concentrate attention on one important phase of the principal’s work, that of the supervision of teaching.” In 1923, Cubberley * published a very,useful volume on The Princi- pal and His School. According to the author, the book was “ while designed primarily to organize the subject-matter for a new course in school administration of a very practical type, this book also contains much that principals in service will find useful.” Two years later, in 1925, Kuehny’ reported a study made by a seminar class at the University of Southern California, the purpose of which 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.” According to this report it is quite apparent that the adoption of working schedules for principals will have a wholesome effect on the use and distribution of the principal’s time. In November, 1925, Bolton * and Howard published an article on the “ Duties of the Elementary-School Principal.” The chief pur- pose of the report is to emphasize the supervisory duties of the princi- pal. Among other things, the authors maintain that “ the principal should teach one or two classes as one of his regular duties.” It will be observed, in Part V of the present study, that this is not in accord with what the principals themselves consider as one of their regular and important duties. Significance of this study—This study is an attempt to make an investigation of the status of the elementary-school principal in the United States. The importance of the work of the elementary-school principal is being recognized by educational leaders. In order that we may be guided wisely in suggesting measures for the improvement *Gray, William S., “The Work of Elementary-School Principals,” Elementary School Journal, Vol. 19, September, 1918, pp. 24-35. * Cubberley, Ellwood P., The Principal and His School, Houghton-Mifflin Co., 1923, Preface, p. 7. * Kuehny, Menlo §., “ The Effect on the Use and Distribution of the Elementary- School Principal’s Time by the Adoption of Daily Schedules or Programs.” Bulletin of the Department of Elementary School Principals, Vol. V, No. 1, October, 1925, pp. 42-51. *Bolton, Euri Belle, and Howard, Clara, “ Duties of the Elementary-School Principal,” Peabody Journal of Education, November, 1925, pp. 139-145. 218 ELEMENTARY Scuoort PRINCIPALS of the principal, it is of vital importance that information be gathered as to what his professional status is at the present time. The Depart- ment of Elementary-School Principals of the National Education Association is launching out on a broad professional program. It is hoped that this study will help to furnish the basis upon which future plans can be built. Similar investigations have been made relative to the status of the high-school principal* and the superintendent of schools.” The present study attempts to do the same kind of service for the elementary-school principal. This study differs from those reported on pages 215 to 217, inclusive, in two important aspects. First, it is much more extensive in that it covers practically every state in the union, hence is much more repre- sentative than a study including one, or a few cities, would be; and secondly, it is much more specific in covering certain phases of the principal’s work that these studies did not include. Methods of tabulating data—In tabulating the data found in this study the following methods were used: In determining the relative ranks given by elementary-school principals to education courses they had studied, and in locating the ranks given by them to certain school functions the percentile method* was used. The formula was —1 ‘ ‘ ‘ P. B. o _— X 100. Only questionnaires having complete rank- ings were used. All the correlation coefficients found in this study were computed by means of the Ayres’ formula. This method is best explained in The Journal of Educational Research, April, 1920, pp. 295-298. Factors used in comparing data—In taking the data from the questionnaires, three factors were given consideration—namely, geo- graphical area, population of cities, and size of school enrolment. Not all of these factors were considered with every item taken from the questionnaires, but only where the comparison was thought to be significant. Tables 1, 2, and 3 show the number and percentage of questionnaires for each group. It was found, experimentally, that the sevenfold classification used in Table 2 gives a very suitable distribution of the data for the purpose of this investigation. It will be seen that the steps between the enrolment groups do not progress arithmetically. The number of steps and their sizes are thought to be best suited for the purposes of this study. * Koos, L. V., The High School Principal, Houghton-Mifflin Co., 1924. * Douglass, B. C., “ The Status of the Superintendent,” First Yearbook, Depart- ment of Superintendence, 1922-1923. * Otis, A. S., Statistical Method in Educational Measurement, World Book Co., 1925. Tue Firrn YEARBOOK 219 TABLE 1—Numser AND PERCENTAGE OF QUESTIONNAIRES FoR EACH GEOGRAPHICAL AREA Percent Area Number of Total PI Saks vielna cause udmncue aca asmaeninaene 168 25.9 IRI, 5 5.3150 ts ca cate encase erigtga va onacaia Min cctie Aes ema 36 5.6 ON PRETO OP ERLE ETT ee 249 38.6 ners or ars ae ee ey ener a mem 37 5.7 EE ita 0d. 5-60 66-040 nePRRE ERA A Ree edema CORA 157 24.2 NN Sicicitcace dade aeauw kL naee maar eUaeoeearr eer amae 647 100.0 GEOGRAPHICAL AREAS Group I—North Atlantic: Connecticut, Maine, Massachusetts, New Jersey, New York, New Hampshire, Pennsylvania, Rhode Island and Vermont. Group II—South Atlantic: Delaware, Maryland, District of Columbia, Virginia, West Virginia, North Carolina, South Carolina, Georgia and Florida. Group III—North Central: Ohio, Indiana, Illinois, lowa, Michigan, Wisconsin, Minnesota, Missouri, North Dakota, South Dakota, Nebraska and Kansas. Group IV.—South Central: Kentucky, Tennessee, Alabama, Mississippi, Louisiana, Texas, Oklahoma and Arkansas. Group V—Western: Montana, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada, Idaho, Washington, Oregon and California. TABLE 2—NuMbBER AND PERCENTAGE OF QUESTIONNAIRES FOR EACH PoruLaTION Group Population Groups Percent of Cities Number of Total MN I ge 50) 53:4 554 64.4 sida Smid meen wees aces wane 262 40.5 I I dnc ga cnc ncaka Vie wee wmeueovdesenscdes 117 18.1 IN II in. as wig cicinna Seniesa se Kcawenbawacsteacau 60 9.5 I a oi 55 5 Ssh kd b obaa ics Haak oot ae UE 51 7.5 EE IE eck ia soesbsan be beetins weddemcenee tales 93 14.4 A ME ic ecicincccuscemseneecaseusaueeenneiad 22 3.0 EE cadan binnenshsn0knnsddsascecieeeeseensaneudsl 42 7.0 WEEE sinh ackthackiaus Ssecsboscacmaanvansacaeaaes 647 100.0 TABLE 3.—NuMBER AND PERCENTAGE OF QUESTIONNAIRES FOR EACH ENROLMENT GROUP Enrolment Groups Percent of Pupils Number of Total POET AcvcC avin scicah Cinsaeedutsbheiereeseassodetkeawen 16 2.8 I in 6.5. 650.6 a: sea ase bg oR Ane rg aa SiG Cio ahaa NSIT RINE 26 4.5 MEE 6ic6:6.d/e:s. paiweeus.04 ad vad an wae helen snslweeanitmamaed 45 7.9 EE pa vn adiesousascacduis dessdudsneateescusikeeenas 154 26.9 PE si itintogadvresipsss 9 1 7 1 1 19 | ae Ee 6 8 1 8 23 PE rr er en oes ter ere 11 1 8 6 26 Bis as hice win dadawelaaie muainidanniele mena 4 9 - 1 14 SS OE: 9 1 6 2 3 21 eat ee ticks erro omen diadateinn 3 7 1 11 ee ae oe 1 1 10 1 2 15 ey mo Cou 2 pe 4 6 12 retail ater atau 1 2 4 x > ee ee eae 2 1 6 2 ll Oe i eel ackisavedaiens 11 4 17 2 5 39 eR a 167 34-248 38 «153s«385 SS en eee ae ee P 18.3 14.5 22.3 14.7 15.2 17.8 RSE 27.3 25.5 28.4 20.0 22.2 25.7 Deas x iaciiehadecindessatislatal 33.2 35.5 34.2 26.5 30.0 32.9 ERNE ey 74 #105 59 59 74 «4272.5 Table reads: In the North Atlantic group, one principal reported three years’ teaching experi- ence, etc. 248 ExLemMentary Scuoot Princrpars Professional articles written—Assuming that contributing pro- fessional articles for publications is an evidence of professional growth, we find, in Table 45, that 17.3 percent of the principals in- eluded in this study have written acceptable articles for publication. The highest percentages are found in the north Atlantic section and in the population group of cities above 250,000. Conversely, the south central section and the population group under 5000 have the lowest percentages. TABLE 43.—Percentace Distrisution py PopuLaTIoN Groups OF PRINCIPALS Wuo Have Been ELeEMeENTARY-SCHOOL TEACHERS Population Group Number of Total og 5a ge as gel el ae a 30 71.4 NN 556 scace dine eied ewan wie ormsbdiie Wa aducdaies 21 95.4 is packs Kcniwakeeqedendadwuseeeapeits 89 95.7 NY MN 6 on 6c6Catcdetnneeucuseneneoatéeues 51 100.0 I ood. «i ig age re Ncw wow ean acareree aie 48 80.0 IS 50.6.0 ans Konusd maak enkanesones eneeeeae 94 80.0 EE cra a sai c'e scala eanmmeaaMaames ce bares Lo sae 231 88.1 DEE itbcnvanssesectsdesesseéassnaessaeeneeanel 564 87.1 Table reads: In cities under 5000 in population, 71.4 percent of the principals have been elementary-school teachers, etc. TABLE 44.—Percentace DistrisuTION By GEOGRAPHICAL AREAS OF PRINCIPALS Wuo Have Been ELEMENTARY-ScCHOOL TEACHERS Geographical Area Number of Total ND oust wale Seats dee eaus Rake e eu enen 137 81.4 ID a ois ais vic DE ER TAa hea aha hoeRRMReS 32 88.8 I ois tg dead papi wale es week eel lon a wedi eae 226 90.7 MD 55 1. woo ads cde Ohigla a cad eueeee ean eunee 32 86.4 DEED. Satis oa vue aeteeRene eee enewataes comRane 137 87.2 MIRE “ie ain gs ahc vias ands al aig traces ace orm aa eeiain ap oka 564 87.1 Table reads: In the North Atlantic group, 137, or 81.4 percent, of the principals have been elementary-school teachers, etc. Membership in professional organizations—It is to be expected that many professional groups, having common interests, will unite themselves into organizations for social and professional betterment. Elementary-school principals are taking advantage of the opportuni- ties offered them to raise the standards of their profession through such organizations. All the principals included in this study are members of the National Education Association, as the questionnaire upon which this study is based, was sent only to members of the Department of Elementary School Principals. The data, in Table 47, show that 95.0 percent of the principals included in this study are members of their own local state teachers’ Tue Firre YEARBOOK 249 association. This speaks well for the principal. It will be seen that 30.0 percent of the principals are members of state principals’ depart- ments and that 12.0 percent are members of city principals’ clubs. TABLE 45.—PercentTAGE AND GEOGRAPHICAL DisTrRIBUTION oF PrINcIPALS WHO Have WritTteEN ProressioNAL ARTICLES FOR PUBLICATION Number Having Percent Area Written Articles of Total PII oa Sg cos oars nates sande eeree eee 40 23.6 I I od boda hae ad ensinedannssusamseenmansies 5 14.7 I IN a. 9.d:kn odo didina-s bb oe dead sas rhenmadanwee 36 14.4 I I gc nig ccc scsdiacg.s alade ce eawieasts make aces 3 7.8 EEE cdo laas cos waco se a sumed wee aaalaedmeeae 28 17.8 I sth ic Sa Oo il OS a Ra a aoa oh ee 112 17.3 Table reads: In the North Atlantic group, 40 principals, or 23.6 percent of that group, reported having written professional articles for publication, etc. TABLE 46.—PeErcENTAGE AND PopuLaTION DISTRIBUTION OF PrRincIPALS WHo HAVE WRITTEN PROFESSIONAL ARTICLES FOR PUBLICATION Population Number Having Percent Group Written Articles of Total INE MRI 5) ed ia crea Denn gan Ss dic tee ae aia male nieces 3 ties Ss TE cds abso ene wasenecewrersniseccsueevegart 3 13.0 IPs MINES 5.3.55. 5c 6: wid. 0s Calas aiW giav ea’ 41 Sarasa women Ree 10 10.9 I NI icin cs cid Ae taken en anne Deer ceeded 9 16.6 I ig scoiara ds eseslca ee Ala eal clon aie aaos teen Weldare 12 19.0 IIE 55s ocscaritasoreeeed-y stored ainearts tpaemalaes eesls 18 16.8 PII Is iio: oinnisin wiolesga bas Ganec naa ee auewacravan 57 21.2 Eo Sioisine aves eUae Se cmuhee a mainte ke aes ieanare bed 112 17.3 Table reads: In cities under 5000, three principals, or 7.3 percent of that group, reported having written professional articles for publication, etc. ~ TABLE 47.—PeErcentTAce DistrinsuTION oF MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS BY GEOGRAPHICAL AREAS State State City Geographical Teachers’ Principals’ Principals’ Area Association Department Club TOON CNM. oso k Sdeis.cicewssnaescesurs 92 30 7 NIN. 05-5. create cicnnniecamramaete 80 16 8 PRR MID vain. dice siavet edd sieemkawoas 97 31 11 IE INO icc ska tacnandascscnetarats 100 54 16 ME 2s ioc enoncncsieerenmesseceee 99 28 16 EN o-behedancnwiewsteminneenbacts 95 30 12 Table reads: In the North Atlantic group, 92 percent of the principals report membership in their own state teachers’ association, etc. The small percentage given for city principals’ clubs is probably due to the absence of such organizations in many cities. Professional magazines read regularly—Finally, as contributing evidence of professional growth, it may be of interest to know what professional magazines elementary-school principals read regularly. 250 ELEMENTARY Scuoort PRINCIPALS Table 49 shows that 74.0 percent of the principals read the H/emen- tary School Journal; 44.4 percent read the Journal of Educational Method, ete. The high percentage given to the Journal of the National Education Association is explained in part by the fact that this magazine is sent to all members of the National Education Association. Undoubtedly, many principals read other professional magazines that are not included in our list. TABLE 48.—Percentace DistrisuTioN oF MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS BY PopuULATION GROUPS State State City Population Teachers’ Principals’ Principals’ Group Association Department Club RP gi ccinbndiacdenaenenaes 90 21 Se Sere rere ere 100 13 4 I Mn 5 ok sdk cincsccsaseecewes 96 22 3 SR FBT ooo ccc cccccccccccecesess 100 45 8 BN I bic ccdeeccscescccescenes 100 25 13 100,000-249,999............. cc. ee ee eee 89 24 5 UE FI oo cic ce ccntccsccsscens 100 34 26 PEED eankid wads Oe asaldion Nn ceene nae an 95 30 12 Table reads: In cities under 5000 in population, 90 percent of the principals reported membership in their own state teachers’ association, etc. TABLE 49.—PercentaAce DISTRIBUTION oF PrINcIPALS WHo Reap CERTAIN PROFESSIONAL MaGAzINES REGULARLY Magazine or Percent Publication of Total I a ate a ahaa ne a eaimamtanduiere 13.0 EILEEN SEE TE 74.0 POUPREE OF TGUCRIIONGE TEOOOGIEI ioc oia ic ciasiccccicccscceccscncsccececees 34.4 Journal of National Education Association................2000ccccceeeee 94.2 Yearbooks (Nat. Soc. for Study of Educ.)..................ccceeceeeeeee 58.1 OURGE GE TGEAIIOREL TEGIROG ce o.6 6 6.0.6 6ciebdivivescccccccccdesicceianvene 44,4 as ae clk be knead ban ek ww dian waa’ 3.0 IEEE ENCE OCLC EET LST RELL PE 2.0 a i a ls le 4.5 Table reads: Of the principals included in this study, 13.0 percent reported they read School and Society regularly, etc. PART V—A JOB-ANALYSIS OF THE WORK OF THE PRINCIPAL Purpose of part—The purpose of this part is (1) to show what the duties of the principal are, and (2) to find what his status is in con- nection with certain administrative functions that are more or less controlled by the office of the superintendent of schools. Job-analysis of the principal’s day—Accordingly, principals were asked to check a list of functions that are commonly performed by them, and to indicate in the proper place the number of minutes given to each function on an average typical day. While the returns on this part of the questionnaire were not complete, they were large ~ a a a ae. Tur Firrn YEARBOOK 251 enough to offer some very interesting suggestions. In reading from Table 50, we find that the median number of minutes given by princi- pals to certain school functions per day is as follows: supervision 87 minutes, office work 57 minutes, teaching classes 38 minutes, confer- ences with teachers 34 minutes, conferences with pupils 27 minutes, supervising play 26 minutes, committee work, community work, and school discipline each 23 minutes, meeting visitors 21 minutes, school correspondence, planning programs and administering tests 20 TABLE 50—Mep1an Numsber or Minutes Spent per Typica Day on CERTAIN Functions Distrisutep AccorDING TO GEOGRAPHICAL AREAS North South North South Med.* Function Atlantic Atlantic Central Central Western Tt. D. SO OE nae rin eran ee ere 41 56 34 24 35 36 Dia sacra) Caw uaaladee ns baw sab anes 84 87 112 80 74 82 Dicidichndsbdenkngaseeaawneenue’ 22 27 30 32 28 27 Se a Re ore rae ae ee bree eae 31 38 39 27 36 32 Sibi La kbd Rasa Foie alee eeld hae aera 54 48 60 60 63 56 bs vas co-a earn ni erela acawieets ae ereinin Liptaa eee 20 30 21 26 20 21 Waleew ae gaat oa hw a neoriele are wares 20 26 18 21 18 19 RE ee ERS eC Mele RC y ye 19 25 21 22 21 19 Mion checaae cea urea oe cet kee 16 20 17 20 17 19 Miccnd Haein ain Sateen sch cere ead 17 28 18 21 18 18 __ RS er eo ey rere 18 20 21 41 31 22 MES Goh see Coe kaha ame ae Tas 20 23 18 16 23 22 Me ae sna tees aro ae aiecieemin cpa 19 29 22 27 19 21 ROO ep Me ee EPO TOL gre iny 19 27 21 28 19 20 RN SUM sicwre Scddaviwemean 400 484 452 445 422 414 Legend: 1. Teaching Classes 8. Meeting Visitors 2. Supervision 9. Inspecting Building 3. Conference—Pupil 10. Planning Programs 4. Conference—Teacher 11. Supervising Play 5. Office Work 12. Administering Tests 6. Discipline 13. Committee Work 7. School Correspondence 14. Community Work Table reads: In the North Atlantic group, the median number of minutes spent per typical day by principals in teaching classes is 41, etc. * Median of total distribution. minutes, and inspecting building 18 minutes. By regrouping these functions it can be shown that about 50 percent of the principal’s time is given to administrative duties and about 50 percent to the direct improvement of instruction. It is to be understood that not all of the individual functions listed are performed daily by principals, or that all of the functions are necessarily performed by any one principal in his school. The list furnishes the means by which a principal may compare his own school day with that of other princi- pals. It will give him an approximate idea of the worth of certain school functions and may assist him in distributing his time. 252 ELEMENTARY Scuoot PRINCIPALS Functions ranked by principals—Furthermore, it was deemed worthwhile to have the principals rank these same functions in the order of their importance to the principalship. Table 52 gives the percentile rank of these functions. It will be seen that “ supervision ” exceeds every other function in score by 94.9 percent, “ conference with teacher ” is second, with a percentile rank of 83.3, and “ confer- ence with pupil ” is third, with a percentile rank of 70.9 percent. The lowest rank is given to “ committee work,” which has a percentile rank TABLE 51—Mep1an Numsber or Minutes Spent per Typicat Day on CERTAIN Functions Distrisutep AccorDING To PopuLATION Groups Under 5000 10,000 30,000 50,000 100,000 Above Med.* 5000 Function 9999 29,999 49,999 99,999 249,999 250,000 es Drcackeun ken ecksaccenan 150 195 87 56 20 24 31 36 ck Senora shwasdw icuew eben 58 40 76 101 88 105 110 82 Dincasmanannakawedacers 25 19 30 28 30 30 26 27 Deodvacessessassaenses 26 11 36 36 38 41 36 32 iakindedmensdcsiansaue 41 43 53 75 52 67 60 56 Dsecndenconeoesensees 20 18 24 20 18 22 22 21 Tiddinhibesepesesiesens 24 15 16 20 19 19 20 19 aa eka hae oan Cmace 15 17 18 20 20 23 22 19 — REIS eee ee 15 14 17 19 18 19 28 19 ee eee 24 18 17 17 15 19 18 18 Re ener er 25 16 27 22 20 25 21 22 _ RR rr ee ree 20 21 22 19 23 26 20 22 dia: aitalite witgicdokeh acetates 20 23 21 21 20 24 20 21 ereaievatknundemades 20 30 20 18 21 24 20 20 Total time ........ 483 480 464 472 402 468 454 414 Legend: 1. Teaching Classes 8. Meeting Visitors 2. Supervision 9. Inspecting Building 3. Conference—Pupil 10. Planning Programs 4. Conference—Teacher 11. Supervising Play 5. Office Work 12. Administering Tests 6. Discipline 13. Committee Work 7. School Correspondence 14. Community Work Table reads: In cities below 5000, the median number of minutes spent per typical day by principals in teaching classes is 150, etc. * Median of total distribution. of only 24.8 percent. This table indicates rather strongly that the principal himself considers the improvement of instruction through supervision to be his most important professional duty. The teaching principal—Although Table 52 does not include the item of teaching classes, Table 53 shows that it is one of the main duties of many elementary-school principals. According to our data 32.7 percent of all the principals included in this study have regular classroom teaching. This does not include occasional demonstration lessons. lit! ha CONOoOfK WN n¢ WwW Pp 1owgeoeo Tne med the the on ” 2nce fer- The ank by he Tue Firrn YEARBOOK 253 In comparing data by geographical areas we find there is very little difference in the percentages for each section. The western group has the highest percent (35.6) of its principals teaching, and the TABLE 52.—Percentite RANKS oF CerTAIN ScHoo, Functions PERFORMED BY PRINCIPALS Percentile Function Rank DOD, “So nncnnckehncheedssersdtcsnanenncencesenasasaosetenbernn 94.9 DEE TOROEE oso sicicsaiadcée sein simasceueceiesheeeebneanein 83.3 IIE bcc cicawcsedesasc0ncs dn cdpiacudwasteekeouhenehen 70.9 IIIS, soikiiib trian aco diaretemeethne snes daiestaianan meas, Aaaaeeeia are sates 57.8 I IE ooo oho 5 nid rece casceaneencsaernsans saean esau 51.7 OD oc cc onccnvaandececascancsceeavespeneuseseneheenness 51.4 DCU ONO a5 cn5ccncctacdune sac enwernen teed aKiacewe ganna 46.7 WI 6 ori hoc cca sce dcecisncsesenictensdsidessentesawaceenes 45.3 Oe NN I Bean dia cin ine cn-dcdid oan. Ra od od-+ ee nem eadae da RESa REE RAN 41.9 We Re PE 65 5nd cin adduicsanicdascecse amass Kenaewanweerayene 38.8 OE EE I inn oink bcs de ciniiscc ener as nawues- & bo _— NoeK kh CO _—- Noe» © 260 Ex.emMentary Scuoot Princrpats TABLE 60.—Savaries or Principats ror THE YEAR 1923-1924 Distrisutep AccorDING TO ENROLMENT Groups 101- 201- 301- 501- 1001- Above Salary 1-100 200 300 500 1000 =. 2000 2001 =‘ Total DD sland maw ead ealaus 1 1 2 4 REE rr err earn ae 1 3 ii 4 ORR 1 2 2 1 m 6 a ee 1 - 2 6 1 1 11 CG ciaadenpnceacdcuus 6 1 7 EE eee ae 4 2 7 4 17 CE Aina aids Res aw aaiews 2 1 6 1 10 I sail apinmidaena 1 2 6 2 1 12 Ee eee er 4 5 9 5 23 LS tdi phan sewn eae 1 2 1 12 3 1 20 NE dcacghocwa dhe ban nena 2 2 3 16 9 32 cieidagésekeneiineed 1 6 9 9 ne 25 GL Oe ce cenne reas 2 3 10 7 2 24 Ital dicaakterer'k' tse carer wy oa 1 2 9 9 3 24 Cn kmedndeeau we canals 2 10 13 1 26 De thevacdewckdadeaae 3 1 2 22 20 1 49 SE er 1 3 10 3 17 DR Sas ath onic oes iaaie.s 3 1 8 13 1 26 ais Wie 5 svn oat doe We 6 NS i a5. aia he we Sse ween 2 7 Ss 1 10 Sa ashi Seca acarvin ie eect ai ‘a ica laete 2 1 1 ee 4 RC cai wsaaceiGkeusonines 6 2 4 15 RR ith g dosh citaik 6 al gotta tier ae Gimncalale atorais 5 4 2 11 Ee enn canbe tk wear ieee ke 4 1 5 2 12 EL hotied ek ce nndvnseowewetn 4 2 6 ” 8 20 dh eink iar cs Hava se wneed 3 2 3 3 15 RE hg 4's Ue wae ake eneaseen 10 8 7 4 29 lr co sinig dine Cancnmemn ean 9 2 10 2 8 31 IG ib sruccaca(ar cite Aan Bi aeda: a actsiacel scar 6 7 2 5 20 ai ried c ee cdweeoanwwubeaa 8 9 1 8 26 Ne eat e we dckwdiaa sane ed 11 2 9 sis 8 30 RE EEO 8 1 23 2 12 46 satus cas Shek a iene 5 4 13 oe 2 24 ee ak aa ne ania a tcak eae eas 6 3 8 4 11 32 EES ak te ahaa us daastokeuslomnes 4 6 8 6 10 34 No oi aieh aids saad aula ka wemmaale 1 1 7 1 3 13 eed ove csunikeniaaneds 5 3 15 4 12 39 ES ced k sword dais eerakcninereiaaaaasn 4 3 14 21 BN i sinidns data ann ciae'aixein oateninlaas 2 3 14 19 Ms cceukavascarces caalnan eek 4 1 7 12 Rade tects tere wuaadcnen aeeeee 1 10 4 15 ES ee tr aca ty hia Widranmerninie saorard 6 13 4 23 BE cee cin takaciseesnedakanankas 4 6 1 11 ie ata hiietcn ate y nals rene hacia Coad e 1 3 4 REESE Say rete en are a Se 1 2 3 6 NE oid dara agile Greve diaaimacornaoaa a 1 1 2 Me ikid-ue te away acedasensmeea 18 4 22 ) ERE ES ree er renee er 3 Bo 3 eke ce. athe nid weaned 2 4 6 eal dacs ain eich koa Raa cs 8 8 a Sit aliad agiy acasaraa old adres mses 1 be 1 Msn sp. Gdigeiae eases ae ened aimee 1 a 1 ERI Ey rer ee we eee eee 6 1 7 EE ern eee Oey eee rf 18 18 ERE arte ene re ee ae 1 1 2 a oes bbe beese eee sakes 5 5 Mtonenytecedns na hacdawceamnun 1 2 3 IN Lind scram eeanceasnesuamuudaans 1 1 SE 3544 eis dad bgeanenae 163 33 230 36 150 612 RE ee Pn Pe re $2142 $1725 $2293 $2029 $2306 $2183 ARE Epa eee ne, 2650 2612 2737 2300 2773 2706 i aaah Late aie 6d gianiak Waierdick aioe wate 3825 2829 3542 2833 3168 3283 BN kG Siecle cian anestecet kb ack Ask acpenesaend 841 552 624 402 431 550 Tue Firra YErarsoox 263 TABLE 62.—Savaries oF PRINCIPALS FOR THE Y#AR 1924-1925 DistripuTED AccorDING TO PopuLATION Groups Under Salary 5000 SR ey oe eerie reer 1 PES dis. sucbw kein re Ev eelen 1 BRR errr cer 1 REC isis aasigigreisne sas 3 Dns aap akiere aed Kemet Mc Skis) Sathya a wake eraee 1 I aia Lsieriiateca tats ered eiarbes 2 Ma: 5 Ss bla gar drate ouabain vie 1 MN GiecesRensiae aamecars 5 Re err ere OE sis oo arn aera ol wh aalies 4 Sn ae ee er ora EO Pee 1 PG a5 05- a diocsatis aaepadiats 3 2 Recs oer DE edb Ratase ethan mad nee 2 Rais: Heise det, hem ace de | nee rere 2 PEGG hanestebila Sanne. 2 MING cars eka catego aucasines PE a Sed éwiwa Seeaewes PE ctcradanwameeees rs cs Ree paiececies __, Pree ener ne WI G.6 ack ra'y pare uimiboeiakea oes PS cask sno enenewaecd Bi siect Covnsauns menace 1 Se re rer EOE Oe err re WS: oh aiva cisianta wicen, 4a PS hienccer en etuewctts 1 BS oi innawonenneemeess Me asis:0tas phaaada sew WE ap tckeicc saa nedaiios OG sce ars ola oarseramecietear IEE OG ch cnidaaxe UxeNaaobes MG iiciccccme teem daioeces Mad sits teas en coniearcd SAR ay Ferenc t= ree ee ee eee norte TE, Sv duc kak some 31 OP Ee OE $1637 DLs aceree aiscacc emacs 2012 a RE OD Or 2512 5000 9999 1 1 2 meotdn w-: Ne bo 23 $1558 1816 2162 302 bo: co _ Nee te oOoowo NOOO wW De wNneK D> ROT NW em ah mn: KH WNORMT OBONNO aew: mb: 100,000 Above 249,999 250,000 Total 3 2 ée 4 1 9 1 3 15 1 . 12 a Tm i 5 14 1 4 29 6 2 29 7 4 19 2 5 20 9 9 32 6 1b 45 7 5 25 9 12 32 8 15 34 4 6 613 12 19 39 2 18 28 1 1% 16 4 6 612 2 nu 414 1 14 2 3 ® 2 1 4 5 1 3 4 1 2 18 22 2 4 4 6 8 s ‘s 1 1 1 1 5 5 20 20 1 1 4 4 3 3 1 1 97 251 592 $2480 $2798 $2205 2705 3230 2725 3029 4023 3291 274 612 543 264 ELemMentTArRY Scuoout PrRINcIPALS TABLE 63.—Sauaries oF PRINCIPALS FOR THE YEAR 1924-1925 DisrrisuTED AccorDING TO ENROLMENT GROUPS 101- 201- 301- 200 300 500 1 1 2. 2 2 1 i aa “oe 2 8 2 56 4 .- & 4 3 5 6 1 1 8 3 2 ; ¢ 3 6 4 1 2 7 ; 8 #8 3 19 . » ce 1 2 1 8 bs 2 1 5 3 i 2 3 ‘1 1 ‘1 28 50 147 $1733 $1650 $2005 2033 1900 2404 2300 2258 2687 283 304 341 501- 1000 — oueo NnNwNw ane os 231 $2535 2897 3325 395 1001- 2000 tren: awuns- ~~ awn — = 10 2) 86 $3019 3675 4490 735 Above 2001 were. 6 $4950 5033 5083 66 Total | ay oo — —- Or OE Ne AT Or On & Oe 2 $2188 2648 3235 523 Tue Firrn YErarsBoox 265 By population groups, it will be seen, in Table 62, that again the highest median salary is found in cities over 250,000 in population. The lowest median salary, $1816, is found for the population group between 5000 and 10,000. The data for enrolment groups show the median salary, $5033, is highest for schools having over 2000 pupils enrolled, and lowest, $1775, for schools having from 1 to 100 pupils enrolled. The foregoing data seem to indicate that the elementary-school principalship pays reasonably well in the larger schools of the larger population centers. The salaries for elementary-school principals in general, however, are probably too low to secure the type of principal the work demands. Sargeant,’ in his report, states: Salary is for service, not to please employees; salaries should be fixed at such figures as will encourage people now in 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. Moreover, it will be recalled that the median salary, $2706, we show for the elementary-school principal for 1924-1925 is considerably higher than the salary, $1591, reported in a recent research bulletin ’ of the National Education Association. The present study consists chiefly of principals of schools in the larger cities. If the study had been predominantly of principals in the smaller schools and cities, the median salary would undoubtedly have been considerably lower. Again, this study probably contains a much higher percentage of supervising principals, hence higher salaries, than that made by the National Education Association. Tenure of office—The stability of the principalship rests in a large measure upon the length of the principal’s term of office. Most principals would agree with Kandel * in his statement that: Undoubtedly the teacher cannot be expected to do her most efficient work, if she is to be obsessed annually with anxiety us to her reappointment..... A satis- factory system of tenure must be just to both sides—the teacher and the public; it should relieve the good teacher of anxiety for the future; it should promote contentment and stability; it should protect the efficient teacher and weed out the incompetent; This statement could well apply to elementary-school principals. * Sargeant, Ide G., “ Report of Committee on Salaries,” Bulletin of Department of Elementary School Principals, Vol. V, No. 1, October, 1925, p. 37. ? Research Bulletin, National Education Association, Vol. 3, Nos. 1 and 2, Table VI, p. 16. * Kandel, I. L., “Tenure of Service of Teachers.” Teachers College Record, Vol. 26, No. 2, October, 1924, pp. 135-136. 266 ELEMENTARY Scuoot PRINCIPALS There are three items, from the questionnaire used in this study, that throw light on the problem of tenure. In question form they are: 1. What was the principal’s professional status before entering the present principalship? 2. How many different school positions has he held in his lifetime? 3. What is the length of his present term of office as principal? Principal's status before entering present position—Table 64 shows the status of the principal before entering his present position. It will be seen that 24.8 percent of the 556 principals reporting this item were elementary-school principals in the same school system before accepting their present position, that 23.9 percent were elementary-school teachers in the same school system, and that 8.3 percent were elementary-school principals in other school systems before accepting the present principalship. The percents for other items are small. These data suggest that only people with considerable teaching experience are appointed to principalships. Different positions held by principals—Table 65 shows that the median number of different positions held by elementary-school principals is 4.8. The first quartile is 3.5, and the third quartile is 6.4, with a quartile deviation of 1.4. The range in number of positions is from 1 to 19. The accompanying tables show there is very little deviation among geographical areas or population groups for this item. Length of present tenwres—The median number of years elemen- tary-school principals have been in their present terms of office is 6.9. According to the geographical distribution, in Table 67, the first quartile is 3.7, and the third quartile is 12.9, with a quartile deviation of 4.6. These figures indicate that one fourth of the principals have been less than 3.7 years in their present position, one half less than 6.9 years, and three fourths less than 12.9. One fourth of the princi- pals have been more than 12.9 years in their present positions. By comparing the different geographical sections, we find that the longest tenure is 7.8 years for the north central group; and the south Atlantic group fifth with the shortest tenure of 5.7 years. The range is one to forty-four years. According to the distribution of tenures by population, in Table 68, the median tenure is 6.8 years, the first quartile 3.6, and the third quartile 12.7 years. The quartile deviation is 4.5 years. If we com- pare population groups, the data will show that the longest tenure is 7.6 years in the group above 250,000, and that the shortest (4.6) is in cities under 5000 in population. There is a noticeable tendency for tenures to be longer in the larger population groups. Correlations made with salary—In any statistical study of a more or less complex nature, certain related elements are likely to occur. it 8 t § 1 — a a, oe Tue Firrn YEARBOOK 267 TABLE 64—Principau’s Stratus BerorE ENTERING Present Posirion Status A. Undergraduate Student: B. With A. B. Degree or Equivalent: (1) With teaching Gxperience... ..... cc kcccsecsscccsies (2) Without teaching experience.................000- C. Graduate Student: D. Elementary School Teacher: Ch) Sil SORE MEMOU DTCs asia ind ce sceacdnsccddnsudaas (2) In Other SCHOO! SY MEME. oo osc ices sicsseasacioncn E. Junior High School Teacher: Coy Se ee SUN IIE 5 5 osc 6 ce hh ai eowenneses Cap ee Re OUROOL- MUMOON. 6 5.05.5 s cc sicncencesdwewenes F. Senior High School Teacher: CEP Die MARE CUGE BION io oo oikike ok ccs cccendecacews (2) BE CUNEY BCROG) BFBLOI coon cee cctrccsxeseenne G. Elementary School Supervisor: Ci} Sh SANE SEROOL SYGLEM, 2.66. occ cccecsesescecues Cae Ti OUNGP BEUOO! BVSOOINS < 5.oic5 50d hc anes ticeteses H. Elementary School Principal: CE) 2 GONG MEBOOL BPC oni. 5 cassis vd ccadwadiensainnsn CAP Tek GREP CONGO HIThoic o.oo ceie ticecsacccacn des I. Junior High School Principal: Ch? Bab WE DOROGE WUBIN oon Scenes cactiwneese oc C20 i, CENOF REMOOE HOME ook. nohicicsesiceandiisneeuswies J. Asst. Principal Elem. School: C2) Sih WANE PEROOl RUMOR eis 6k oii dicdciccoriesscewsasiins CZ) Tek OGRE GENOO! CP MNOII 65 55d cond ccnaawedese K. Asst. Supt. of Schools: C2) Eee MAGNE MEROGE GHC C. 6a o i 6c ck ccsccscnwescesisen Coy Tah OE MOOT QIN soins sc cercsssascnas dunes L. Superintendent of Schools: C2) De SA GENOON APOE = 5.55 he ccccicininemasseaceen Cy Bis ROT SOOO PNCIE yo 5oo sink ccs cincccecwes M. Non-School Work: Ci) Witt CORCRINE CEHETIONOE oo. osi5 osc cd cescsiviovenass (2) Without teaching experience.................06- TID oo 655 ud breaches G4 eb RO RR ATE Number 10 23 10 138 46 Percent of Total 1.8 — a> Qo = oO wm OF 2 00 ~I im nN 5 4.0 2 2 100.0 Table reads: Ten, or 1.8 percent, of the principals reported that their status before entering their present positions was that of an undergraduate student, with teaching experience, etc. 268 ELeMentTARY Scuoot PRINCIPALS TABLE 65.—Di1rrerent Positions Hetp sy Principats DistrisuTep Number of Positions AccoRDING TO GEOGRAPHICAL AREAS North South North South Atlantic Atlantic Central Central icelaswenses 3 1 6 Ke wiatc emanate 16 5 26 Peer rer er 31 5 41 ere etre 29 9 42 items 25 7 41 iecacawews wen 15 3 22 setae ge edaee 11 1 13 wine peme awoke 12 2 11 sain aise ecm men 7 7 ie eae areca scutes 4 4 aiRaRcke Schone 1 1 ener re 1 2 pnwwsecmmmenn 1 ee eT ba 1 iseunuwsaueud 1 1 i itnind Rata oe 1 snnawdaames 157 33 219 Kienkacciwnns 3.6 3.4 3.5 Ry ere 4.9 4.6 4.8 HA eaeeeeenuns 6.9 5.7 6.3 iiomeaneneeae asia iat 1.6 1. 1.4 = — . Re NOW NOR OCN: f « a a 3 mm Oo or Western Total 3 13 12 61 29 116 25 109 24 107 16 58 9 35 9 37 1 17 4 13 1 3 bea 3 1 2 eer 1 1 3 l 135 579 3.6 3.5 4.9 4.8 6.5 6.4 1.4 1.4 Table reads: In the North Atlantic group, three principals reported they had held but one position, ete. TABLE 66.—Dirrerent Postrions Hetp sy Princreats DisrrisuTep Number of Positions Table reads: In cities held one position, etc. AccorDING TO PopULATION GrouUPS Under 5000 -~— 10,000 30,000 50,000 5000 9999 29,999 49,999 99,999 sas 9D 1 3 ea 2 vee 2 12 2 4 ane ae 7 14 13 12 ies ae 5 17 9 13 ad. Ca 2 17 9 7 Lacie 1 7 5 10 a 5 3 2 ewan: 3 1 3 4 cr <- 2 2 3 rr 1 1 1 1 ace 1 cone. 2 “a 1 ores 1 vee TS “ ass 1 es 22 82 47 59 co. aoe 3.3 3.8 3.7 3.7 coos CM 4.2 4.8 4.8 4.8 cone CS 5.7 5.8 6.9 6.6 beac oe 1. 1.0 1.6 1.4 under 5000 in population, there was one principal who 100,000 249,999 n= ee. No RP OO or Mio Merw- _ Above 250,000 Total 6 13 20 61 42 116 43 109 44 107 21 58 18 35 16 37 6 17 7 13 2 3 2 3 2 ea 1 2 3 1 229 579 3.7 3.5 5.0 4.8 6.9 6.4 1.6 1.4 reported having a ei ail ee ee ee eo ele a SE we wt Tue Firrn Yrarspooxk TABLE 67.—Years In Present Position Distrisution ACCORDING TO GEOGRAPHICAL AREAS Years in Present North Position Atlantic ey grotata ad Seis eats Pale waslaeelech alate 11 ise taG ane erenelien des beara wine 12 eka kalo AMA eRe en G oe hecte 17 Marais. ts Goa wince eek a ato uataice in Stentor oate 19 Wi ce aici a Daw awed ealearnacnnlee wa 8 go auasate wn aindudiniarareusie-hecsne adnate 10 Ble eealath teaaieainembie wastes Mercer 7 Bac ik ckstvadasvisvewe testis z Bao sng oases aS lenakishe abide dukcniepe ete te abet 9 Me cxeCitdcesinons ncaqeuse contain 4 Drs aide peace e ones edan uments 8 Beek a wiht eehaessahentesceeen 7 SER SET ee ee ee ee 4 Se re Te ere eee rere 3 Ba Girne sa deecudeb edna meee ediend 1 DGG. titictaiemivastardietons anes 7 Barred bd cass reid sted al arid dah tite caiate oar 5 Bes ccc eA CenRese daa siase Savas 2 CR SCE Eee RTT de Die ccweaeneconbwsiawaeome ke 2 ee Ce aN a ere ree Bax ake rgnhiewetawertiantewes a ay Sea othe aR 6 ah es Rnes sash aie wie onela ia 1 as as eda snnenntase nim unease ana ? 1 ARO ae Pe ee oer ee oe eta 2 ee er eee re Doi XG Soe ae aes aes naraceter 1 a ee ee en ee ene Ee ee 2 a en ee ree et 1 OP Gis sinks neat ead texmeseuncasee 3 Seat cairmencev adi Sines eenees Be haku, si Waves analetigialer cud ae Keene SMA 1 Maran nicmn emussns GaAs arenas 1 Peaches sib waecare ee eareeetaes 1 a cee bia Fit calico area se alee eG la Mac ew eaaisaisiwe Reeminncacuseinereee 1 RE Oe ee Mere 1 __ SSE SESE REE tre en 1 WR rao Vai encanta hetualaa saan cer TE. aiipte Deveviaexemnaeten 159 te ea Avie es olan ausinfeadeees 3.9 SEL 3a Satan gtk eres hence weleee 1.3 _ Rae erm ranee were 13.6 DF dh diced end Gabe 5 ee etine bil 4.8 _ oe = OO ed of —s bh & OO COuoDme vo N- NWN DP noe bom: — >. Western 16 22 15 10 8 ~ — Cw mM NNeK DO WORE WN ATTAIN i) ae — a pete Ooms a NK PPD PWOWND WHE OWR ODD B “Iwo 68 — em Dm Ww OOo sy 270 EvLementary Scuoot Principats TABLE 68.—Years 1n Present Position Distrisurep Accorpina v0 PorpuLaTion Groups Years in Present Under 5000 10,000 30,000 50,000 109,000 Above Position 5000 9999 29,999 49,999 99,999 249,999 250,000 Tot: Neate ckwans ebawnnrees 1 3 4 3 4 9 19 43 Misa sad Gadderaekoenes 8 3 6 4 8 6 21 56 _ SE ae ee ene 4 2 11 4 4 9 20 5 cad aeration eral ice < WS wa csahe 5 1 7 4 4 5 15 41 ER OC ce ene 3 2 4 6 2 7 3 7 ee eee ee 4 1 4 6 6 6 15 42 | I ee ee ee ee 1 2 4 3 2 7 15 34 indaamndeaaara ws esdve 3 1 3 1 1 3 12 24 Dc ARee ie ecanememeweniies 1 6 4 5 9 25 PinmedatcewksueeOaweuss 1 1 1 1 10 17 a aa Gace is wear Ria wiaocave 1 2 re ty 5 7 15 cinwnaihent we awiawnws 1 1 2 1 5 8 1 _ See 4 1 1 7 13 AES ee ee 2 2 1 7 Ee ee ee 1 1 2 1 6 11 EE a eee 2 3 4 1 7 17 RE er ee one 3 1 2 are 2 3 11 _ SEE oe ey ee 3 1 2 6 SRS eee 1 ro 3 5 SS re eee 1 1 1 2 3 8 neve tld te DabchiesRaden 1 ie 1 1 ds 3 i ete ia arcs ater 1 1 1 3 See ee 1 re 2 3 6 ee ne 1 1 eae ee 1 3 1 § ee 1 ‘i 1 RR ne Pe eee 1 1 2 ets eta hs ete aa tact 1 2 3 Ne hisuck Gon heb wks Bicaes 2 2 ESE oe nr 1 1 2 4 ee Asad aX gar Wick a edle wads 1 l Diigciesaewenne cxkcaecds 1 1 l 4 NE ai Gd atk aincre 2% ave aaa 1 3 4 GL Akekitern daonasccanecaach 1 1 acted accak-e cae ic eaves esawidis 1 1 ii ase sea died ol iak ck es Doaie lint 1 1 ee 1 - l a eee 1 1 ERE NCR Roe. en “ l l - Eee ee 32 21 72 48 55 82 234 534 Dctatad esa node cekwe aa 2.8 2:7 3.7 4.2 3.4 3.6 3.8 3 ES ee eee 4.6 5.7 7.0 6.5 6.9 6.8 7.6 6 NT Bisa base bs cuscenkies 6.7 9.7 13.2 13.0 15.4 11.7 13.6 12 eA WARE chide ean kos 1.9 3.5 4.7 4.4 6.0 4.0 4.9 4 Nee oe tr 51 00D Tue Firrn YErarsBoox 271 To what extent these interrelations exist is always a matter of interest, if not of educational value. For the purposes of this study, four coefficients of correlation were found with reference to the salary of the principal. The formula and method of treatment of data have been referred to in part 2, page 218, of this study. ?elationship between age and salary—Although the principals in the larger cities have greater maturity than those of smaller cities, the relationship existing between age and salary, as shown by the coefficient of correlation, is only .269. While this correlation is low, it is positive, and suggests a slight relationship between these elements. Relationship between teaching experience and salary—Our data have shown that the elementary-school principal is a teacher of many years of experience. Many teachers probably feel that many years of experience should add materially to their salaries. The coefficient of correlation between teaching experience and salary is only .268. Relationship between present tenures and salary—The coefficient of correlation between the length of the present tenures of elementary- school principals and salary is only .261. This coefficient is somewhat higher than that which Douglass found for these two elements in his study of the superintendent of schools. His correlation was .053. This difference is probably influenced by the longer tenures of the ele- mentary-school principal. Relationship between training and salary—There is a positive correlation, amounting to .306, between the principal’s training and his salary. This is encouraging although somewhat low. It suggests that the better trained principals are receiving the higher salaries. It will be seen that this correlation is the highest of the four shown in this study. In general, these correlations are in keeping with those that have been found by many students of education. PART VIIL—SUMMARY As stated in the introductory part of this study, the primary purpose of this investigation was to find out the status of the ele- mentary-school principal. The study was based on 647 questionnaires, which ineluded every state in the union excepting Mississippi and Nevada. All the returns, with two exceptions, were received from members of the Department of Elementary School Principals of the National Edueation Association. Over 50 percent of the principals included in this study were in schools having over 500 pupils enrolled, and in cities having over 100,000 inhabitants. The findings in this investigation can best be summarized by recapitulating the main points in each part. 272 ELEMENTARY Scuoot PrIncrIPats Personal—1. The data show that 44.5 percent of the elementary- school principals in this study are men, and 55.5 percent are women. 2. The median age for principals is 47.4 years. The range is from 20 to 74 years. The middle 50 percent are from 39.4 to 54.3 years of age. The principal’s school—1. Exactly 45 percent of the schools are located in residential communities, and 28 percent are in industrial communities. The remaining percents are distributed among foreign, commercial, college, and agricultural communities. 2. Over one half of the schools, 58 percent, have the regular type of school organization; 9 percent the departmental type, 7 percent the platoon, and 26 percent have combinations of types of school organization. 3. More of the elementary schools reported in this study have kindergarten and the first eight grades, inclusive, than any other combination of grades. 4, Over one half of the schools, 58 percent, have school years 40 weeks in length. 5. About 45 percent of the schools have 5 hours in a school day; 31 percent 514 hours, and 16 percent have 6 hours in a school day. 6. The median number of teachers under the direction of each principal is 17.0. The range is from 2 to 59. 7. The chief subjects given part-time supervision are music, art, handwriting, and handwork, respectively. 8. a. The three administrative assistants that are most frequently employed for full-time are: 1. Custodian of building 2. Clerk 3. Assistant principal b. The three administrative assistants that are most frequently employed for part-time are: 1. School nurse 2. School physician 3. Physical director e. The three administrative assistants for which there is, most frequently, no provision made, are: 1. Curriculum director 2. Librarian 3. Stenographer 9. About 87 percent of elementary-school principals have been elementary-school teachers. 10. Exactly 17.3 percent of the principals have written professional articles for publication. NT iia chilli a Se LT hs NS FT en rat ret We Tue Firrn YEARBOOK 273 11. About 95 percent of the principals are members of their local state teachers’ associations ; 30 percent are members of state principals’ departments; and 12 percent of city principals’ clubs. 12. The three most commonly read professional magazines are: The Journal of the National Education Association, Elementary School Journal, and The Journal of Educational Method, respectively. The principal’s duties—1. A job-analysis of the principal’s day shows that the five functions that demand most of the principal’s time are, in terms of median number of minutes spent daily, super- vision 82 minutes, office work 56 minutes, teaching classes 36 minutes, conferences with teachers 32 minutes, and conferences with pupils 27 minutes. 2. Principals consider their five most important functions to be (in order of rank) supervision of instruction, conference with —o conference with pupils, discipline, and planning programs. 3. About 32.7 percent of all the principals included in this study sna regularly. 4. The five functions of school administration that the principal most commonly initiates are: a. Conducting teachers’ meetings b. Inspecting building c. Supervising instruction d. Supervising janitors e. Securing substitute teachers 5. The five functions in which principals most frequently assist are: a. Making courses of study b. Directing educational tests c. Selecting school equipment d. Selecting textbooks e. Making daily schedule 6. The five functions in which principals most frequently have final authority, are: a. Promoting pupils b. Classifying pupils c. Handling discipline d. Conducting teachers’ meetings e. Inspecting buildings 7. The five functions in which principals most frequently have no status, are: a. Interviewing candidates for teaching positions b. Control of publications c. Selecting teachers d. Discharging teachers e. Promoting teachers 6 274 ELEMENTARY Scuoont PRINCIPALS 8. About 52.5 percent of the principals use teacher-rating forms in their schools. 9. About 27 percent of the principals hold weekly teachers’ meet- ings; 26 percent “ called’ meetings; 24 percent semi-monthly meet- ings; and 22 percent monthly meetings. 10. Approximately 37 percent of the principals designated their teachers’ meetings as of the “ conference ” type, while 32 percent use the “ conference and routine ” type. 11. About one fourth of the principals, 23 percent, reported their superintendent visited their schools “ irregularly.” The training and professional growth of the principal—1. The median number of years’ preparation the principal has made beyond the high school is 4.2. The middle 50 percent have had from 3.0 to 5.4 years training. 2. The median number of summer sessions attended by principals is 3.6. 3. About 27.2 percent of all the principals have been regularly enrolled in graduate schools. 4. The median number of years of graduate work done by princi- pals is 1.7. 5. The five professional courses most commonly taken by principals before entering their present work, are: educational psychology, principles of teaching, history of education, educational tests, and school administration, respectively. : 6. The five professional courses most commonly taken by principals since accepting their present positions are, respectively, educational tests, school administration, school supervision, educational psy- chology, and methods in teaching special subjects. 7. The five professional courses receiving the highest ranks by principals, from the standpoint of usefulness to the principal, are respectively: school supervision, child psychology, principles of teach- ing, educational psychology, and school administration. 8. The median number of years of teaching experience for princi- pals is 25.7. The range is from 3 to 54 years. Salary and tenure of the principal—1. For the school year, 1923- 1924, the median salary for elementary-school principals was $2609. The middle 50 percent of principals received from $2110 to $3230. The range was from $1000 to $5400. 2. For the school year, 1924-1925, the median salary was $2706. The middle 50 percent received from $2183 to $3283. The range was from $1000 to $7000. 3. The higher salaries were received by principals of the larger schools in the larger population centers. yf _an ah Te A ei re Og gaa a eg, we ee Tue Firrn YEARBOOK 275 4. The four kinds of positions most commonly held by principals, before accepting their present principalship, are: a. Elementary-school principal in the same school system b. Elementary-school teacher in the same school system c. Elementary-school principal in some other school system d. Assistant elementary-school principal in the same school system 5. The median number of different positions held by principals is 4.8. The range is from 1 to 19. 6. The median number of years that principals have been in their present positions is 6.9. The middle 50 percent have been in their present positions from 3.7 to 12.9 years. The range is from 1 to 44 vears. 7. The following coefticients of correlation were found between the following elements: ii Me NE IN ais c's na sae ada dlonaenanios ducaats guna . 269 b. Teaching experience and salary...........cccccscssesevecs .268 G. PERSCBE TORUS BAG GUEEY. 5.6 58k ss. bo ceric nsinsndeeneepale tees .261 SDE BE BEING sn sis dines ares kak drer sce nedaaundeneees .306 In conclusion, the writer believes that the elementary-school princi- palship represents a fairly stable professional group, and that it occupies a strategic place in our educational system. It is doubtful if there is any other position in our publie schools that offers greater opportunities for service and leadership than that of the elementary- school principal. Moreover, the changing concept of the principal’s chief duties from administration to supervision of instruction, will eall for more highly specialized training in the future. The minimum training will probably be no less than one year of graduate study. With the adoption of adequate salary schedules, with the tenure of office certain, and with the opportunity for leadership which the position affords, no one should look askance at an elementary-school prineipalship. BIBLIOGRAPHY Adams, Edwin W., “ The Principal’s Program of Professional Activities,” The Elementary School Journal, Vol. XXIII, June, 1923, pp. 733-741. Bolton, Euri Belle, and Howard, Clara, “ Duties of the Elementary-School Prin- cipal,” Peabody Journal of Education, November, 1925, pp. 139-145. Cubberley, Ellwood P., Principal and His School, Houghton-Mifflin Co., New York (1923), p. 39. Divoll, Ira, Fifth Annual (School) Report (1859) City of St. Louis, p. 25. Douglass, B. C., “ The Status of the Superintendent,” First Yearbook, Department of Superintendence, 1922-1923. Eikenberry, D. H., The Status of the High-School Principal. (A Bulletin in process of publication by the Bureau of Education.) Freese, Andrew, City School Report, Cleveland, p. 9. Gist, Arthur S., “ The Evolution of the Principalship,’ The Third Yearbook, De- partment of Elementary School Principals, pp. 205-210, 1924. 276 ELEMENTARY ScHoot PRINCIPALS Gist, Arthur S., and King, William A., “ The Efficiency of the Principalship from the Standpoint of the Teacher.” Elementary School Journal, Vol. 23, October, 1922, pp. 120-126. Gray, William 8., “The Work of Elementary-School Principals,” Elementary School Journal, Vol. 19, September, 1918, pp. 24-35. Graves, F. P., History of Education in Modern Times, p. 104. Horrall, A. H., “The Elementary-School Principal from the Teachers’ Point of View,” Elementary School Journal, Vol. 24, June, 1924, pp. 742-746. Howland, George, Thirty-Fourth Annual School Report, City of Chicago, p. 72. Kandel, I. L., “ Tenure of Service of Teachers,” Teachers College Record, Vol. 26, No. 2, October, 1924, pp. 135-136. Koos, L. V., The High School Principal, Houghton-Mifflin Co., New York, 1924. Kuehny, Menlo §., “ The Effect on the Use and Distribution of the Elementary- School Principal’s Time by the Adoption of Daily Schedules or Programs.” Bulletin of the Department of Elementary School Principals, Vol. V, No. 1, October, 1925, pp. 42-51. McClure, Worth, “The Functions of the Elementary School Principal,” Ele- mentary School Journal, 21: 500-14, March, 1921. “Professionalizing the Principalship,’” Elementary School Journal, Vol. 21, pp. 735-743, June, 1921. Nutt, H. W., “ The Duties of an Elementary School Principal,” Elementary School Journal, Vol. 19, November, 1918, pp. 174-197. Otis, A. S., Statistical Method in Educational Measurement, World Book Co., 1925. Pollich, R. E., “ Superintendents’ Standards and Policies in the Selection, Appoint- ment, and Promotion of Elementary School Principals,” The Elementary School Journal, Vol. XXVI, October, 1925, pp. 107-111. Reavis, W. C., The Duties of a Supervising Principal, pp. 278-284. Research Bulletin, National Education Association, Vol. 3, Nos. 1 and 2, Table VI, p. 16. Sargeant, Ide G., “ Report of Committee on Salaries,” Bulletin of Department of Elementary School Principals, Vol. V, No. 1, October, 1925, p. 37. Seton, S. W., Annual School Report, City of New York, 1863, p. 120. Seventeenth Annual Report, St. Louis, Appendix, 1871, p. 26. Tice, John H., First Annual (School) Report, City of St. Louis, pp. 54-55. Fourth Annual School Report, St. Louis, p. 10. Wells, W. H., Fifth Annual Report, Chicago City Schools, p. 43 (1859). No fa \ a ” ae SECTION II THE ACTIVITIES OF THE PRINCIPAL a i So uO CHAPTER ITI THE VALUE OF A DEMONSTRATION SCHOOL Roscor L. West Assistant Commissioner of Education, New Jersey \\ J HAT is a good teacher? How can a good teacher be produced ? These questions are not easy to answer. In fact they involve a large number of problems which must be solved before our schools ean progress. We can say that a teacher should possess certain qualifications, such as physical fitness, moral stability, attractive personality, knowledge of subject-matter, knowledge of educational psychology and methods, and ability to translate his knowledge into appropriate action. Some of these attributes can be acquired by the teacher through a proper course of training, others are an inherent part of the entire make-up of the individual. They are difficult of exact determination and still more difficult to impart through formal schooling. We have learned, however, that many of the qualifications of a good teacher can be acquired only by means of definite training looking to that definite purpose. Consequently, we note an increasing demand for trained teachers and an increasing tendency to lengthen the period of training. In some states we are approaching the ideal of a normal- school diploma for every elementary-school teacher. We have learned, in the second place, that a teacher’s training does not end when he steps out of a normal school into a classroom. As a matter of fact it has just begun. In normal school the prospective teacher has been given certain definite subject-matter. Nor should this phase of his training be neglected. It ought to be perfectly evident that a teacher who has not a foundation of sound scholarship will not be a success no matter how glibly he may be able to talk on child psychology and teaching methods. The prospective teacher has also had courses in child study, method, school management, ete. Knowledge of the best theory and practice in this phase is necessary. He has also had an opportunity to observe education in action in the classroom. Finally, he has done: a certain amount of practice teaching either in a school connected with a normal school or in a cooperating school. All of these various phases of teacher training have been, as a rule, crowded into two short years although there is a growing tendency to lengthen the course to three or even four years. { 279 ] 280 ELemMEentTARY Scuoot PRINCIPALS Armed with his slender equipment the teacher at nineteen or twenty years of age goes out to face a classroom of from thirty five to fifty active youngsters. Now the most important thing necessary for the teacher’s success is a recognition on the part of the school system and on his own part that his training has just begun. Such an attitude will cause a school system to organize itself to promote teacher growth and improvement. It will cause the teacher to realize the need for continued study and will impel him to take advantage of all opportunities offered. It is not our function to discuss all of the various means by which this result may be achieved. What we are to consider is the value of one aspect of this program; namely, the demonstration school. By a demonstration school we mean a school which is demonstrating in actual classroom practice the principles and procedures of good teaching. Why is such a school a valuable part of a program for the improvement of teachers in service? How should it be organized and managed? What specific benefits should arise from its operation ? The first question can be answered from the standpoint of theory. The others may well be treated from the standpoint of actual practice in school systems. Why a demonstration school is valuable—Our normal schools and other teacher training institutions have already recognized the value of demonstration in the process of the teacher’s preparation. It is not sufficient for the teacher to have knowledge of subject-matter. He must have knowledge of technique. Much of the latter type of knowledge cannot be gained from books. Certain general principles can be set down in print but the actual working out of these principles must be learned in the classroom. For example, suppose we agree on the general principle that work should be fitted to individual capacities and needs. The organization of procedure to reach that result is a complicated matter that cannot be grasped from mere reading. A prospective teacher should have, therefore, opportunities to watch education in action to see how theories are translated into procedures. Imitation is one of the most common ways of learning. It might be unfortunate for young teachers to imitate others without knowing the reasons for certain methods. But learning by imitation is not to be condemned outright. It is rather to be used as a short cut to desirable technique. Good standards may safely be copied provided care is taken to stimulate the young teacher to develop an inquiring attitude and to wish to understand and to improve what he sees. If observation of good practices is valuable as a part of the training of the prospective teacher, it is valuable to the teacher in service. The observation obtained in a normal school course is not sufficient. — Oo ve we Tue Firrn YEARBOOK 281 Usually the demonstration school of the normal school is also used for practice. This complicates the situation and creates conditions which are not similar to those which will be met outside. Sometimes the normal demonstration school has small classes or other features which do not give the students an opportunity to see things going on as they proceed in an average public school. Sometimes the type of pupil is altogether different from that which the teacher meets in his first classroom. Consequently, the beginning teacher needs to have further opportunities to continue his observation and to learn by watching those who have had successful experience. School systems have recognized this need by granting visiting days to the teachers. As a rule these visiting days are taken in a haphazard manner. Teachers visit other teachers and other school systems with no clear idea of what they wish to secure from the visit. They often arrive unannounced and find that some change has been made in the usual program so that they are unable to see what they need most. They usually go without the company of principal or supervisor so that no mutual discussion of the relation of what they see to their own work is possible. Such visiting is rather fruitless. Some school systems have attempted to provide this kind of oppor- tunity by staging “ demonstrations ” of a particular phase of work to which a number of teachers are invited. This method is sometimes valuable in showing how a particular method should be developed. On the whole, however, we are obliged to admit that the situation is usually an artificial one, somewhat regulated for the occasion. It does not give the visiting teachers an opportunity to see the actual class- room conditions as they are worked out during an entire day. He can get no picture of the attitudes and habits which pupils are acquiring by means of a teacher’s philosophy of education which is developed into a coherent school program. The necessity of a demonstration school—So far then, our argu- ment runs that observation of good practices is one way of learning teaching technique, that observation needs to be continued after a teacher leaves normal school and that sporadic visiting or isolated “ demonstrations ” do not afford the opportunities desired. It is maintained, therefore, that the best way to accomplish the results aimed at is to organize one of the regular schools of a city as a demonstration school. The purpose of such a school should be to carry into action the courses of study including methods and procedures adapted by the school system. The equipment and organization of the school should be comparable to what is found in other schools of the city. In other words, the school will not be a model in the sense that the building, equipment, supplies, etc., are all that can be desired. Rather, 282 ELEMENTARY Scuoot PRINCIPALS it will be organized to show the teachers of the city what can be accomplished by means of the efficient handling of pupils by the methods advoeated by the school officials of the city. Nor is the purpose of such a school to do much experimenting except as any school ought to have an experimental spirit. If a school system wishes to try out absolutely new ideas it might do so in other schools, leaving its demonstration school as a control school illustrating the accepted organization and methods. Such a plan as that outlined above would make the demonstration school the central agency of teacher training in service. Mention has been made of the need exhibited by the young teacher for further observation and training. This need is not confined to the beginner. Experience in a classroom does not ipso facto cause improvement in a teacher’s technique. A teacher who has developed a wrong philosophy of education or undesirable habits does not improve by mere experi- ence. On the contrary, the very laws of habit make it difficult for him to change the viewpoint and the actions which have been followed for years. If any transformation is to be effected it is necessary for him to see what can be accomplished with the new ideas. Reading leaves him skeptical or scornful. Demonstration alone will convince him that improvement is possible. Thus the demonstration school should be an agency of teacher self-criticism and development. It should stimulate objective judgment and build up a habit of scien- tifie study. Status of city demonstration schools—It is impossible to make a complete survey of all the school systems in the country to ascertain how many have demonstration schools. An investigation has been made, however, of the cities having a population of 100,000 and over. These cities because of their size and resources are expected to lead the procession. Consequently, a study of their practice in this matter should give us an idea of the opinion of educators concerning the benefits of such a step. There are sixty-eight cities in the United States with a population of 100,000 and over. A questionnaire was sent to the superintendent of schools in these cities. The following five questions were asked: 1. Do you maintain a demonstration school for the training of teachers in service? 2. How long has such a school been operated? 3. Do teachers in the school receive any extra compensation for service in the school? 4. What procedure has been used to make the school an agency for the improve- ment of teaching? 5. What specific advantages or disadvantages have you discovered in operating a demonstration school? a fillet ati we ~~ ws -_ VO — Tl Tue Firrn YEARBOOK 283 The letter accompanying this questionnaire explained that the writer was not interested in demonstration schools used only in con- nection with training or prospective teachers in a city normal or training school. If such a school is also used for the training of teachers in service request was made that information regarding it be included. Of the sixty-eight cities in this classification replies were received from fifty-three. Of this number fourteen are operating a demon- stration school for the improvement of teachers in service either in connection with a city training school or as a distinct educational agency where no city training school exists. The following six cities report a demonstration school in connection with the city training school: When Organized ih TRIES 56 5)5.o scis vic addan a cae sednemmeeonbeenee Ene RPI MRI a ah Sic wae ng ad wip ercle a olen Wine arson atw ore Meare aE OR 1910 RO NEN ns h.5 ac cescindc nsla' s dare oe ela Age OI 1925 RMN MIR ace 5 oan cap pein d Sidimnibre CER BA woh bre ee 1913 DEN Se. DOOR sooo. 530 sores a ganas sheared elwan@als se eee Oe: Fi: OIE, 55a tine cs yoicat ver enaa ia setiiw ease tome 1910 The following eight cities report a demonstration school independ- ent of a city training school: When Organized Akron, Ohio (Cooperates with Akron University)............+- 1923 DO: MME: so Sc oh asoeanoe eis eee aek Wad dkes sn eaee 1922 Los Angeles, California (Cooperates with University of Cali- MONI. hb oie Gartinin vied wareanrae acs san dssbeueasaaine anes sees 1925 NEON, TR OURMINDY oss sactinca cede nsvdaesewamedaRcameatnaek aie 1924 Minneapolis, Minnesota (Two schools)..............2ceeeecees 1924 PEON, DOD UIUOOR oe. obi. 62 vans cas sean ens eeeeardaea an 1924 Fe er re rs nr ris 1923 We. TG oa se hcwicde da bcd Hudawibmdod iiltebncaine tem eee 1925 The following four cities report variations of the demonstration school idea which ought to be mentioned : Baltimore, Maryland, inaugurated in October, 1925, after-school demonstration courses in centers in various places over the city. The demonstrations are planned by the assistant superintendent and the grade supervisors and follow teaching methods to be found in the courses of study. About 60 percent of the teachers have registered for this demonstration work with the expectation that credit will be received towards salary increases. Denver, Colorado, has a “curriculum school” run cooperatively by the city and the University of Denver. The purpose is “to carry on a program of experi- mentation in all matters appertaining to the development of courses of study in the elementary field.” Teachers are placed in this school for periods of from one to three years and then sent to other schools in order to spread the influence of the work. Grand Rapids, Michigan, reports an “experimental school” just organized (1925) which teachers are to visit. Newark, New Jersey, organized a demonstration school in February, 1925, “ for the purpose of illustrating the method and results desired in penmanship work ” as a part of the work of a regular school. Teachers are invited to visit this school “not alone to see writing lessons, but also the application of penmanship in the regular school work.” ay 284 ELEMENTARY Scuoot PRINCIPALS Recency of demonstration schools—An examination of the dates given for the organization of the fourteen regular demonstration schools reported shows that most of these schools are of recent origin. In fact all eight of the communities that have organized schools independent of a city training school have done so since 1922. Two cities that have city normal schools have organized demonstration schools in 1925, while the others have had such schools for a longer period. It has already been pointed out that the demonstration school was recognized as a necessary part of the training of teachers by teacher training institutions long before it was recognized as a neces- sary part of teacher training in service. Payment of teachers—Of the fourteen cities reporting demon- stration schools, the following seven, or fifty percent, have provisions for giving extra compensation to teachers in the demonstration school : City Compensation Provision ID cobesccdcdscessancenacneaee $50 per month beyond regular schedule. EEE atdcpsennedevenscenesennceel $10, $20 or $30 per month extra. IED. hn.cocccccdccncencteahewaed $100 per year extra. I inc nasendinkdwamedaieencaee $800 more when maximum is reached. EE sieackcisddiincananensetesuaaed $100 per year extra. MIE 6. idk qncachecknw bakanemuenumnee $200 per year extra. DE cia dct ce enbane ence rasadsensanal $100 per year extra. In the four cities reporting variations of demonstration schools, Baltimore pays demonstration teachers $100 per year extra; the Uni- versity of Denver pays $150 extra to the “curriculum school” teachers, while Grand Rapids and Newark appear to have no arrange- ment for extra compensation. Thus of the eighteen cities in the entire list nine, or fifty percent, have provision for extra compensation. Procedure—lIt is evident from the answers to the questionnaire that several of the demonstration schools are too young to have worked out definite procedures for visiting which have been tested by experi- ence. Some cities, especially those that use a teacher training demon- stration school for the teachers in service, simply report that teachers are granted visiting days for such observation. Three cities, namely, Akron, Cleveland, and Minneapolis, conduct the demonstration school on Saturday forenoon so that other teachers may visit when their own schools are not in session. In these cities a regular schedule is pre- pared for visiting teachers so that they can see exactly what kind of an exercise is being conducted in each room. In Akron, an interest- ing deviation from the usual practice has been tried. This consists of having teachers from other buildings take charge of demonstration classes, thus affording an opportunity to recognize a meritorious piece of work wherever discovered. ates ‘ion rin. ols ‘Wo ion ver ool es- n- ns yl: Tue Firrn YEARBOOK 285 In Philadelphia teachers are allowed one visit each term without loss of salary. A card of application is sent to the demonstration school and approved by the principal. The school received about 3000 visitors during its first year. In Trenton teachers are assigned to visit by the director of ele- mentary schools either after the recommendation of a supervisor or a principal or by request of the teacher. New teachers are sent early in the school year. Definite conferences are held after visitation at which the visitors for a certain period, demonstration teachers and supervisors, are present. Visitors are encouraged to ask questions and to criticize in order that objective discussion may develop. Houston reports that teachers are selected by groups by supervisors. The supervisors visit with the teachers and participate in the confer- ence held after the visit. If the demonstration school is to accomplish the purposes of its existence the technique of its use will have to be thought out carefully. Mere visiting by teachers of a city will probably do some good but more than this must be done to secure the results that are possible. The demonstration school must be articulated with the supervisory force of the city so that there will be a unity of purpose. It must be an integral part of the whole scheme for improvement of teacher service. Visiting should be controlled in order that definite ends may be accomplished. Visiting should be followed up by conferences or other means to see that the things seen are thoroughly understood. Visiting teachers should be encouraged to criticize and ask questions to the end that the demonstration school may become the means of fostering a scientific attitude towards education. A scientific attitude does not accept truth because of its age or its origin. It demands proof and is always ready to change when something is discovered which proves to be better than the old. Results—All of the cities that have had demonstration schools long enough to warrant a sound judgment claim that much benefit has come from the operation of such a school. Some of the definite advantages mentioned by the city superintendents answering the questionnaire are as follows: 1. It serves as a clearing-house for the good principles of instruction used by the teachers of the city. 2. It helps the new teacher to get in step with the system. 3. It has proven valuable in helping teachers to overcome personal weakness and in stimulating resourcefulness and an attitude of appreciation for originality, initiative and excellent service. 4. We are now able to guarantee that teachers on their visiting day may see worthwhile work. 5. It gives definite, concrete illustrations of what the supervisors wish to get across. 286 ELEMENTARY Scnoot PRINCIPALS 6. Has aroused wide interest in classroom problems on part of entire elementary system. 7. We regard the observation school as a necessity in our program—just as a laboratory would be a necessity in a science course. Large numbers of teachers come for regular observation and many more for special observations. There are many difficulties connected with this program. Under ordinary circumstances the staff changes rapidly, as teachers grow in this stimulating environment. Demon- stration must be progressive enough to be stimulating, and conservative enough to be welcomed by the majority. One difficulty is that of understanding the significance of any given unit of work. Discussion under the guidance of com- petent teachers is hard to get time for, but is enormously fruitful. Conclusion—F rom the standpoint of theory the writer has attempted to prove: 1. That a teacher’s training needs to be continucd after he begins to teach. 2. That the teacher needs to see approved practices in action. 3. That desultory visiting will not bring about the desired results. 4. That better results will be secured if the school system can organize a demonstration school in which such observation can be properly directed. From the standpoint of practice a questionnaire sent to sixty- | ] ] ; eight cities with a population of 100,000 and over shows: 1. That six cities use a demonstration school administcred by a city teachers’ training school for training of teachers in service. 2. That eight cities have demonstration schools separate from teacher training institutions. 3. That four other cities have partial demonstration plans. 4. That the demonstration school idea has been growing recently, all eight of the cities in Item 2 above having organized their schools since 1922. 5. That 50 percent of the cities give extra compensation to demonstration schoo] teachers. 6. That procedure varies. Some have visiting by request, others have selected visiting. Some have Saturday morning classes. The need for a follow-up confer- ence is emphasized. 7. That cities feel that the results justify the claim that such schools are agencies of teacher stimulation and improvement. iS a 1ers are the on- ugh the ym- CHAPTER IV WEEK-DAY RELIGIOUS EDUCATION A DISCUSSION OF ITS HISTORY, CURRENT PRACTICES AND A BIBLIOGRAPHY,’ FOR ELEMENTARY SCHOOL PRINCIPALS Frank L. Eversutn Principal, Woodward School, St. Louis, Missouri I. History anp Earty DrEveELoPpMENT HE first quarter of the twentieth century witnessed a renewed interest in the problems of religion and religious education. On every hand are many evidences of this religious renaissance. The agnosticism of the last half of the nineteenth century had been gradu- ally replaced by an attitude of inquiry and investigation. The prod- ucts of the publie schools were criticised for their lack of reverence, morality, and religious experience. To meet the positive wave of religion and the negative wave of criticism, schoolmen began to inquire into the current practices of the home and church for training children in religion and imparting the moral standards of religious teachings. It had been generally conceded that their practices were inefficient and ineffective. In all probability the first and most outstanding attempt to over- come these deficiencies, which had been discovered, was the Gary, Indiana, plan for week-day religious education. In the fall of 1913, Mr. Wirt offered to release pupils to the churches for religious instruction. The pastors promptly accepted this offer and in the fall of 1914 week-day religious education was initiated. (9: 35.) This plan was made possible because of the unique school organi- zation which Superintendent Wirt was enabled to work out in the new and rapidly growing city of Gary. Statistics from the Gary schools from 1917 to date indicate a healthy growth in attendance and point conclusively to the fact that the program is functioning in a large way. It is, of course, understood that attendance is voluntary. The following figures show the steady growth in enrolment in the Gary school: Total Year Schools Enrolment OnE et mE rare re ree Es irre 3 800 PN Acid Cece emeeeRecaaieaseitamnemme he 7 2100 ID g oidnod hiphcaesdiawry a weate ao esnaaccenmnnts 8 3100 cs: Gnrsoacernrav ack nraveid Vielen kloan ere ale aaa 8 3750 IES are secs Sich scseida winie ie elev atta aie dl dies esas 8 3100 IM reiasa oe, css nwatce sage ea nem n bik eran eee 8 3500 MN 5, os 6 dun's al acd ca rcice'g aah ere nlans Ona eR D 8 4300 oe SOR Rae Rea Ver UE atan Year err 7 4550 Gb icicacicn Mac eiaa daw hans amechaneaane 7 4800 * Numbers in parentheses after quotation or reference refer to number of book as listed in bibliography and page on which reference appears. [ 287 ] 288 ELEMENTARY Scuoot PRINCIPALS In 1917-1918 the ministerial association of Van Wert, Ohio, inves- tigated the problem of providing week-day religious instruction for the children of that city. The laws of Ohio permit the schoolrooms to be used for religious instruction. The ministerial association pro- vided teachers for three of the four elementary schools to teach week- day religious education. School time was used and the school enrolled about a thousand pupils. (13.) A third plan was used in Batavia, Illinois. (15: 625-629.) This plan differed materially from the other two plans. In Gary the pupils were excused to go to a convenient center where a community effort provided religious instruction. In Van Wert the school buildings were used during school time. In Batavia the pupils were excused on Thursday afternoon to attend the church of their choice. Arrange- ments were made with the school authorities to have those pupils dismissed who desired such instruction. There are 725 children in eight schools of Batavia, and of these all but 15 now have chosen some church and receive religious instruction on Thursday. (9: 38.) From these humble beginnings the work has advanced by leaps and bounds until schools are now established in practically every state in the union. In 1922 Shaver reported on 324 schools. (27: 84-142.) A later survey seems to indicate that there are about a thousand week- day schools in operation in the United States. The type of school for religious instruction varies according to the needs and problems of the locality. The community school is organized on the basis of the community needs and facilities. Centers may be established and interdenominational efforts enlisted to carry the program through. In Batavia and other similar centers the denominational plan is used and each denomination is made responsi- ble for the religious instruction of its own contingency. A modifi- cation of this last form is found in those cities where denominational centers are established on a community basis. In this type of adminis- tration each denomination acts independently in determining the administration of religious instruction for their own adherents. Because religious instruction has been prohibited as a part of secular education by constitutional provisions, by statutory prohibition, and by court decisions these three well developed plans have been inaugu- rated to care for the religious training of the youth. The first step in any plan is have the pupils excused from school at stated periods so as to enable them to attend classes in religious instruction in some neighboring church or community center. The second type, where state laws or prejudices do not exist, permits religious instructors to come into the school during school time and to give instructions Fa we or We 4 — Err +l = sy Tue Firrn YEARBOOK 289 to those pupils desiring the work. A third plan, worked out in New York City and elsewhere, provides religious instruction outside of school hours. Il. Tue Arms or Retiaious Epucation In these days of the scientific study of education the innovator must set up very definite objectives. Lewis and Munro state: The real aim therefore may be stated thus: To assist the child in organizing the experiences of his growing life and in developing habits of conduct in accor- dance with Christian ideals, and in undergirding this conduct with Christian motives. (8: 12.) After studying carefully the objectives of week-day religious edu- cation Lotz summarizes the findings of his survey in the following words: A wide variety of objectives characterize the week-day church schools. These objectives indicate no general agreement as to what the week-day church schools might be expected to accomplish. They do agree, however, on the subject-matter to be taught the child. There is a general feeling that the Bible should constitute the major part of the course of study. A few objectives are definite, but the great majority are too general to guide educational procedure in planning and executing the program and for purposes of measuring results. Too many objectives, and even more programs, are book or material-centered instead of pupil-centered. In no case has the attempt been made to classify objectives according to imme- diate and ultimate objectives. A large number of objectives would serve their purpose better if they were broken up into smaller sections. The need for some- thing better in religious education is increasingly felt and this need is making itself vocal in the objectives of the week-day church schools. An honest attempt by teachers, pastors, directors, and supervisors to redefine and restate clearly and definitely the objectives of the week-day church schools and to carefully relate them to the programs of the schools would contribute much to the success of the schools and to the satisfaction of all concerned. (8: 76-77.) Betts discusses the problem of aims from the standpoint of the scientific investigator and the practical administrator and enumerates nine fundamental aims as follows: 1. To meet the universal need and increasing demand for dynamic religion to act against the widespread immorality and deterioration of ethical standards characteristic of the present. 2. To give religion its rightful place in the whole scheme of the child’s develop- ment and education and so insure its presence as a working principle in later life and character. 3. To secure the time and frequency necessary for lodging the religious informa- tion, for training the religious attitudes, and for establishing the religious habits and skills required to vivify and spiritualize the ethical virtues by religious motives. 4. To secure for the teaching of religion such educational standards as will command the respect of the pupil and place the religious aspect of his education on a par with other phases. 7 290 ELEMENTARY Scuoot PRINCIPALS 5. To bring under the influence of religious instruction many who are at present untouched by the agencies of the church. 6. To build into our national life and ideals the basic biblical and ethical concepts underlying Christianity and commonly accepted by all denominations as the foundation of Christian character and good citizenship. 7. To unite the churches in a great common task, thereby helping to break down the barriers of extreme denominationalism and disunity which now interfere with religious work and progress. 8. To help the church to see that if it is to fulfill its destiny it must change its emphasis and become a teaching instead of a preaching church. 9. To join hands with all other educational agencies of the church, seeking to correlate aims and activities at every point possible to the end that, though the agencies may be many, the program of religious instruction offered the child by the church shall in the end be one. (23: 11-15.) These statements indicate widely divergent tendencies. In the first place there is a tendency to use the hour of week-day religious edu- eation to further traditions and standards set up by the old Sunday school organization. On the other hand there is a desire for scientific investigation and modern religious teachers to set up objective aims in the light of the more recent studies in child psychology and scientific education. These latter are described by the report of Dr. Betts. The former can be seen in Dr. Lotz’s survey. IIT. Organization AND ADMINISTRATION The first step in the organization of a program of week-day re- ligious education is to get the community or some group in the ‘com- munity vitally interested in the project. There must be a force behind the movement to carry it to a successful conclusion. In some places the ministerial association can be interested. The religious leaders may be grouped along denominational lines. There may be an inter- denominational leadership. The type of organization will be largely determined by the nature of the community and the interest aroused. The plan must be thoroughly reviewed by the superintendent of schools and the board of education should be consulted. Their action is required if school time is to be used. In either case it is always well to discuss the program fully with the community leaders and one’s superiors. The program may be initiated by a local church in the neighborhood of a ward school building. (1: 87.) This type of school generally reaches the adherents of that church. In some cases denominational Sunday school boards have assisted in organizing and maintaining the work. (7: 4.) The close affiliation with the denomination has made denominational literature of value in this type of school. This close connection with the church may have the added disadvantage of widening denominational differences. (1: 89.) ~~ Tue Firrn YErArRBooK 291 The second type that is used is that which is organized and devoted to the interests of one denomination in the city. It is the denomi- national community type. This organization is for the children of a given denomination in a city. It involves more than one center, has more than one teacher, and has the added advantages of larger financial backing. (1: 97-98.) The third and most promising type is the community type of inter- denominational school. Such a school provides a uniform course with uniform supervision for the children of the city. There is no denom- inational basis for each group. The financial backing is the strongest in this type. Lewis and Munro eall attention to eight advantages of this type of organization. . All churches contribute to adequacy, adaptation and accessibility. . Grading of school can be identical with public school grading. . Fewer and better trained teachers can be employed. . Financial outlay is less per pupil enrolled. . Religious forces in the community welded into a unit for this work. . Standardized work. . Parallel work and administration usually enlists aid from public school staff. . Enlists larger financial support. (Adapted from 8: 16-18.) OnNoaf WN = They further call attention to three disadvantages of this plan. These are: 1. Where sectarian consciousness is very pronounced, support is hard to obtain. 2. Produces lack of educational unity in the individual church. 3. Does not promote local church loyalty and participation in the local church program. (8: 18.) This type of organization is usually managed by a board of religi- ous education. (1: 144, 4: 21, 12: 10, 13:5, 9: chap. 7.) This board is elected or selected according to some plan worked out on the local field. It is made up of representatives of the various organizations involved, according to a scheme. This board of religious education has various powers and functions. Among those most often mentioned we have: . Determine policy of school (7: 10) . Vested with final authority (2bid.) . Employ teachers and director (zbid.) . Arrange curriculum 5. Raise, budget, and expend money 6. Provide materials and equipment wns — _— The board should meet regularly, transact business in an orderly manner and act as the directing agency of the school. 292 ELeMentTary Scuoort PrIncrpats LV. Tracuers There are five possible sources which contribute to the teaching staff: volunteers, pastors, directors of religious education, trained professional teachers employed part time, and trained professional teachers employed full time. (8: 25.) In Lotz’s survey he determined the occupations of teaching in week-day church schools. Sixty-three schools report concerning the occupations for their teachers. Thirty- four schools report for all their teachers, twenty for part of their teachers only. Two hundred twenty-three teachers report their occupations; one teacher reports he has no occupation; four hundred eighty-seven teachers do not report. Number of Occupation of Teachers Teachers NS ECL OO Ce COLELLO EN EEE CERT ETT TET 99 re a iin ding a bared Angie or We vbReikd ed Real ih wna na Ram aeld eas ORE W AeA BES 35 een eh ads Baha AaG EERE SSRIS EMEA SE Ee Re Renee Tai 28 SS Ee TA EEE ee Pte ae ne ee 19 8a ard ins cia id Sassi GLAS GE NG AK Raha aTed emai a aed canta inlets 9 Teacher in week-day church school................. 2c cece eececceeeeeeees 9 Director of religious education (Local church)....................2ee0e: 7 Director of week-day church schools.................0eceeeceecececeeees 5 hace cog kD OR RMNAS aR Ea her ae i abebe sana mace eaten 5 Secretary Sunday school association.............. cece cece cece eects eeeeee 3 I ea scons tris pies cad ew LR AL wii hina KS SAMA malic ae aa eats 3 ETE LE EE ENE Oy PIE EO TO aT SC l i i No. co ncranidbeesetidetneinrsenabeeseenee 1 i cad dei enseneeneenehsdbenkesseeeegeedess 1 Editor Sunday school publications. ...............0ccececccecceeeeeeeees 1 IE Or CUT UIE an cccccncncccscdddasesestucssioseccess 1 4nd oda u ode wa bcliah ache SE OLA RI Aaah are aca eae ame 223 (From 9: 300) Pastors and volunteer workers are in the majority. They are so well represented because they are volunteer workers and these reduce the operating expenses of the school. The pastors are often unable to do the most efficient work because of the many interruptions in their time. (8: 25.) Volunteer workers are often poorly trained for the work they have to do. Where the school must rely largely or entirely on volunteer teachers definite schedules must be made out and all possible precautions must be taken to have the teachers follow these schedules. In many cases it is possible for the school to pay the teachers for part-time service. (1: 132.) The investigation of Lotz indicates the salaries paid to teachers in week-day church schools. One hundred two schools report concerning teachers’ salaries. In 66 schools teachers receive no salaries. Ten schools report the salaries by the month, 7 by the year, and 19 by the hour. Tue Firru YErArBooK 293 Secrion I Monthly TEACHERS’ SALARIES PER MONTH Number of ) Salary Schools Wahine vecomsnta salen ve! diainld in ore are Lalo ged ae 2 «Se rr ee PO Pe eer me ee eer 2 De a9 on ps.dd. 0 h:0 sant ti Sieben d Sah olan WED Rina aa ee eee AT 2 | PN as Ree pe tee Perr ee are Pee emer 1 I aie io nae Si RAR e eo ecasnnhn mn Ren TeeR 1 SEED CHAIATY BENOTUNE) onic cicccciassicincaiscesxenses 1 ' GO-166 GGIAFY SCHOGUIC) « o.6.0'o55ncdccscssusccicwnssien 1 DO iin ccccksdccsctkiscsnsteciavenmeienianaean 10 Section II Annual TEACHERS’ SALARIES PER YEAR Number of Salary Schools Ned obs askin nie ava lo used ac breiace wae O91 Meat eal ae 1 NG Bac dd bane ela ere Wares Ree SA aeie ere dae awola re weed 1 MG outed Rie eG oe Habe eoeS cea aena tele aiee 1 in hcp dtaninwsete oe Es RA na ceded desGaiee eeeaar 1 IL esis. 5:Sos cs nuL sar dhacace alin Ria acta arene Appi al pans Sees aS 1 Is sinisin ss a aiarne wane aude a saan twices maemnanitees 1 ee ere PPP Farr mr re re rea 1 OM inks re ard Bcc 6 Ob So KAAS RAN CET ET 7 Section III Hourly TEACHERS’ SALARIES PER HOUR Number of Salary Schools Wat sald aay i casirecaraiy eid mevekoars oat pea ena dea 2 po. SR eerie eerie ey Rea ere r eo een eRe Oi eee 1 Me a cah-a hse Naw rm eas rie dm et KIS ve anes Are af RTE CS 6 Bs wi ssdas ae tena wie oee Usa s rae pile carnal cee eee 2 EE Ore PE eT ee Te I eT re 2 ee i icc bate Ree bare haw ere amare aacuns hte hee eee ae pees 3 sae 06: 2.00 Cenlaty SGNOIUIE) <<<. o:dsiisiiesiinsuccessce : 5.50 to: S50 (ORIAEY SCROGUIE) 6i.o6 6s ib cdesccvccccs 1 S08 to: E.00 Gaalery QCROdUIO) s oiociscccccassscceccies 1 Noi. o wcnedc cobs s ec amsnaeiaiesncumeadmneads 19 (9: 257-258) These figures are valuable in designating salaries and in making up budgets. The study further indicates that the professional training required to teach in the week-day schools varies from none whatever to gradu- ation from recognized schools. In a bulletin issued recently by Mary Elizabeth Abernathy of the Gary school we find the following lucid statement about requirements for teachers in that city: 1. Normal or college training or their equivalent 2. Special religious training 3. Public school teaching experience 4. Sufficient musical ability to conduct the music for the classes 5. Those personal characteristics which make the teacher attractive to children 6. A genuine religious experience Such an ideally qualified staff is only possible where there are sufficient funds to make a position in the week-day school desirable 294 ELEMENTARY Scuioor PRINCIPALS as a vocation. It should be a goal. With newly organized schools and where sufficient funds are not available most, if not all, of the teachers must be volunteers and their training will be manifestly inadequate for a progressive program of religious education. Some communities attempt to remedy the deficiencies of training by instituting community training schools. (12: 8.) These schools give courses in materials and methods of instruction. They are gener- ally organized to meet the requirements of the community and to prepare for leadership in many lines of religious education. Where seminary students or teachers in religious training institutions are available they make valuable additions to the staff. (4: 8.) The prob- lem of training is largely solved in this case. V. Rooms anp EquirpMen'’r The recent development of the whole religious education program in our churches and the even more recent development of this phase of that program find the physical equipment of the church building very inadequate. The problem that confronts the organizer of the week-day school is to find a meeting place that is entirely satisfactory. The following meeting places are described in the readings: 1. Schoolrooms and equipment are used in Ohio (13: 6, 3: 4) 2. Community Religious Kducation Building (1: 37) 3. Pastor’s study (1: 135) 4. Church buildings (1: 135, 5: 26, 4: 6, 11: 17) 5. Y. M.C. A. or Y. W.C. A. (1: 135) 6. Rented halls (1: 135, 11: 17) 7. Settlement houses (1: 135, 11: 17) The investigation of Lotz shows the same results. In his table of * Buildings Used ” (11:110.) he shows that churches are used by ninety-three schools, public schools by nineteen, parish and com- munity houses by twenty-one with a scattering of frequencies for other accommodations. The equipment needed closely parallels that used by the public school. (8:27 ff.) The Abingdon Press made out the following list of necessary supplies. The quantities will depend upon the enrolment. Light airy room, wall pictures, map of Palestine, desks, screens to separate classes where more than one meets in a room, blackboards, sand tables, teacher’s desks, cabinets for supplies, book covers, paper, pens, ink, plastelline, crayolas, construction paper, blunt-tipped scissors, a moulding clay, duplicator, penny pictures, model of taber- nacle, set of maps, stars and round-topped fasteners, rulers, teacher’s records, administrative blanks, paste, reference library, ete. Most of the schools find it best to furnish all supplies including the texts. The budget should be made with this in mind. The arguments Tne Firrn Yrarsoox 295 for this should be apparent to the school man. Evidence points clearly to the fact that best results follow when supplies and texts are furnished. (9: 96-97. ) One of the greatest. obstacles Lotz found in his investigation was the poor records. His discussion of records and record blanks should be read by anyone who is contemplating the organization of a week- day school. (9: 220 ff.) Forms used in the Gary school are found in reference eleven. In keeping with the religious tone needed for the successful pursuit of the program of week-day religious education our most recent investigators are paying particular attention to the pictures on the walls, the musical instruments, the quality of the musie used in the class, the seating facilities, and the heating and lighting arrange- ments. School men are already conversant with these problems and they need but scanty attention here. Suffice it to say that art and melody of the highest grade should be used, and that the child’s physical well-being should never be neglected. Vi. Retarion ro tur Pusriic Scuoon The problem of hours of meetings, days of meeting, dismissal from school and allotment of time are community problems. With the Gary plan or a platoon plan, arrangements can be made with some facility. The traditional school day admits of less flexibility. It is the practice to give one or two hours a week for this work. The amount of time given and the hours of the day will depend upon the action of the school board and the arrangement that ean be made with the loeal churches or the religious board of edueation to handle the children. The usual procedure is to get the community interested in the problem. The financial backing is scientifically determined and the facilities are canvassed. The program is worked out in detail. The matter is laid before the superintendent and the board of education. Their action will furnish the cue for further modifications and for the program. One or two hours are given per week. (2:11.) The attendance is optional. Certain concessions are usually sought from the school board, particularly the release of the children during school time. .... Usually, however, the public school schedule is so arranged that. pupils who attend the church school classes miss only a play period, a free study period, or an assembly period. (8: 22.) In some cases where statutory or constitutional provisions prevent, the class meets before school (2:1), after school (2:11), or on 296 ELEMENTARY ScHuoot PRINCIPALS Saturday (1:137). The remainder meet during school time. The following plans are now in use: 1. The Gary school meets two hours a week during school time. The play periods are given up for those who elect religious education. (11: 14.) 2. The Kansas City school meets two hours a week during school hours. (14: 4.) 3. The Van Wert school meets two hours a week in the public school during school time. (13: 6.) 4. The Rochester school meets once a week during school time. (15: 2.) 5. The Batavia school meets every Thursday afternoon during the public school sessions. (1: 95-96.) In practically all cases the public school authorities require the parents to make written application for the dismissal of the children. In some cases there is no further relation between the week-day school and the public school than this request. Some school authorities require attendance reports. (14: 9.) (11: 23.) In other instances the superintendent requires a monthly report of work, attendance, and deportment. (11: 20.) This inter-relation must be worked out on the field and will be subject to such provisions as are made between the two boards and their rules regulating religious education. In some states—notably North Dakota, Iowa, Colorado, and Indi- ana—credit may be given for approved Bible study. The details of these plans are subject to state statutes or regulations and must be given careful study by administrators in such states, when they want a correlated program. Attendance, regularity, punctuality, home study, and such adminis- trative questions are bound to arise. Wise leadership, the thorough education of the constituency, the close cooperation of home, school, and week-day school will exercise the wisest leadership and the most diplomatic procedure. These questions must be worked out for the community. They can be solved best where the community is sold to the week-day school idea. The hardest struggle will come where antagonism assails every move and thwarts every plan. VII. Tue CurricuLtum The academic student attempts to set up a curriculum in terms of the scientific study of the child and of aims and objectives. Since week-day religious education is so new a venture the current practice has been to take ready made materials and adapt these to the instruc- tion process. Little attention has been paid to the grading, adapta- bility, or suitability of these materials for achieving definite and well worked-out aims. In the survey made by Shaver the following are the data reported from 314 schools: ee oe - een Tue Firrn YEARBOOK 297 Number of Schools Number of Schools Using this Course Using this Course Name of Course Only Along with Others I ocr cine Sraidia aes ges ciara eon: Sok aan are are eID 21 27 MINI ican cia. once ikea halen ere hacee 27 10 IIE 8:85 5 ois. dcdsw hale cme saentenauce aided 41 37 DE a Sicecies acd pinta reed cwacuaeaweweee anne sewer’ 2 21 TE GE WINGO 5 osc i ccccaadscasacswanokws 9 16 MIE dis asa cane ices cackwaaae eos aw wkeon 13 5 MMS a Goda ard wateiah 6 5G sinihaldo nis ae beens 3 1 I ox gatas ann amt w ase ea sic aa diam ee ere aa dee 10 6 RN INI csc arsrard.o arb svalnp rare purer eera oes a0oS 12 4 PIN IIE irss6,ccrcdio mains wars naan sine ens aew 1 0 Other Sunday school literature..................- 5 4 Protestant Teachers’ Association...............e6. 13 0 RE BN MN viv. c daca cencwnaraiaararcas ones 27 0 Brooklyn Sunday School Ass’n............--0ee00 3 0 Graded Bible Stories (Mutch)................0005 4 0 MID ging diastase nin omnis arnmceaissrctee meses 24 0 je ee Ee TEA 1 0 ee a rr 1 0 This table clearly indicates that the leaders have been textbook-minded rather than pupil-minded. (27: 120.) To overcome this difficulty Betts * has set up seven principles which should underlie curriculum making for week-day religious education. This was one of the first attempts to construct a curriculum on a scien- tific basis. His seven principles are: 1. What we put into the curriculum first exists as culture-material evolved as a part of collective human experience. 2. The cream of this culture material is to be selected and placed in order for our children to learn—that is, to live. 3. Subject-matter, the materials of the curriculum, possesses no intrinsic value. 4. In order to fulfill its function the subject-matter of the curriculum must become a part of the immediate experience of the learner. 5. Religious development involves the same mental powers and processes that are used in other departments of experience. 6. Religion involves the whole life and not just a department of it. 7. There are certain great fundamental needs common to all normal religious experience regardless of individual differences of type and character. In the more recent survey made by Lotz it has been determined that textbooks are still the core of the curriculum. His summary and conclusions about the problem are as follows: The following lesson series and individual textbooks are most frequently used in the week-day church schools: Abingdon Week-Day Religious Education Texts; Lutheran Graded Series; Catechism (various editions) ; Christian Nurture Series (Episcopal) ; and the Gary Leaflets. The first and the last of these series are non-denominational, the second and fourth are denominational. A variety of catechisms are used such as the Lutheran, Westminster, and Baltimore. *Betts, G. H., The Curriculum of Religious Education, New York, Abingdon Press, 1920. 298 ELEMENTARY ScnooLt PRINCIPALS Practically all week-day church schools use basic textbooks but comparatively few use supplementary textbooks. The Abingdon Series is most frequently used for basic textbooks in ten out of twelve grades; equally frequent with the Gary leaflets in first grade; and the Lutheran Graded Series is used most frequently in first grade. Many of the individual units in the various series are not used in the grades for which they were intended. In some instances a textbook prepared and intended for one grade is used over a range of five or six grades. Many week-day church schools are not content with the traditional lesson material used in the Sunday schools. This dissatisfaction with present lesson materials leads to experimentation in lesson writing. Quite a number of these lesson writers hope to see their lessons in print. Some of these attempts are creditable, others are not. The Abingdon Week-Day Religious Education Texts are the most frequently used texts in the week-day church schools. This series is used exclusively or in part in practically one third of the week-day schools surveyed. These schools include probably 50 percent or more of the total number of pupils enrolled in the schools surveyed. The following versions of the Bible are used in the week-day church schools: American Revised (Standard Edition) ; King James (Authorized) ; Douay (Roman Catholic); Revised; and Scofield. The American Revised and King James versions are most frequently used. Week-day pupils engage in various kinds of activity, such as handwork, dra- matics, play, giving money and service projects. The three types of activity most frequently used are: handwork, dramatics, and service projects. Handwork is considerably overstressed, while dramatics and service projects are much neglected. In general, the curricula and activities provided for the week-day church schools are of a higher educational grade than those provided for the Sunday schools. While it is true that a considerable number of denominational week-day church schools are using their regular denominational Sunday school lessons, and while it is true that several inferior week-day series have been thrown upon the market in the last few years, it is also true that several high-grade lesson series as well as individual texts are now available for use in the week-day church schools. (11: 293-294.) It may be worthwhile to examine the material now available for week-day religious instruction. The first attempt to get definite material was made at Gary and published by the Abingdon Press under the name of the Gary leaflets. These leaflets were graded and prepared for definite grades of school work. (4: 19, 3: 4.) The Presby- terian board of publication at Philadelphia published a series of departmental graded lessons which were used largely by schools. More recently they have published a series of week-day texts which have been written by experts and are carefully graded. The materials are based upon the Bible and church history. The Baptist publishing house at Philadelphia published the Key- stone lessons which followed closely the Sunday school lessons. The Episcopal church at New York published the Christian Nurture Series. (1: 141.) This series contains about twenty volumes and is earefully graded for the school. In discussing this series Betts says: A most rigid plan of organization obtains uniformly throughout the entire Christian Nurture Series. Every lesson is based on five great correlated aims: (1) that of furnishing the child with necessary information, (2) storing the memory sly ed ry he nd st <9 Tue Firrn YEARBOOK 299 with Bible and other religious material, (3) the grounding of church loyalty, (4) establishing habits of devotion, and (5) training to different forms of Christian service. The materials used are chiefly Biblical. (Op. cit., 16.) The Unitarian publishers of Boston attempted to interpret their ethical religion through the Beacon Series, The materials are drawn from history, literature, nature, and biography. The books are well written and the materials attempt to correlate religion with life and the natural processes. The aim is religio-moral. The University of Chicago has made a distinct contribution to the field in its Constructive Series. Under the able leadership of the late President Burton, Dean Mathews, and Professor Soares, the Uni- versity of Chicago Press has presented some twenty volumes represent- ing ripe scholarship and careful preparation and publication. The books are based upon Biblical material and practical Christian ethics. They are carefully graded and follow the methods of modern psy- chology and pedagogy. The most used series comes from the Abingdon Press. In Lotz’s survey we find these words: “ The Abingdon Week-Day Religious Edueation texts ... . . are more widely used than any other lesson series.” (9: 263.) Under the leadership of Dr. Betts and his North- western University colleagues, the Abingdon Press has published some forty books for use in the week-day school. The books have been written by authorities in the field and every attempt has been made to employ scientific principles of education. They are mechanically attractive and well bound. Four of the volumes are for use in the pre-school age and deal with stories, songs, hymns, prayers, and games. They are adapted to the kindergarten age and may be used at home or in the kindergarten. For the elementary school a First Primary Book in Religion inter- prets life for the child in terms of an omnipresent God and is used in grade 1. In grade 2 a Second Primary Book in Religion and The Good Neighbor enrich the child’s notion of God and Jesus and his knowledge of Old and New Testament literature. For the third grade, Everyday Lessons in Religion and The Golden Scepter contain the appeal of Biblical materials for the child of eight to ten. In the fourth grade the Tales of Golden Deeds and Boys and Girls in Other Lands enrich the child’s life and set up practical activities that are motivated by Christian ideals. The latter attempts to increase the child’s knowledge of the part played by the Christian religion in the world. In the fifth grade a Travel Book for Juniors introduces the child to Biblical geography. In the sixth grade Rules of the Game and Followers of the Marked Trail make their appeal to the hero- 300 ELemMentary Scuoort PRINCIPALS worshipping lad. Most of these last named books are accompanied by a teacher’s manual which contains much supplementary material of value. For the junior high school, grade 7, there are three books, Jesus among His Neighbors, Citizen, Jr., and the Geography of Biblical Lands. In the eighth grade there is an attempt on the one hand to apply religion to life situations and on the other hand to correlate the study with the social sciences. Living At Our Best and Hebrew Infe and Times are used in this connection. In the ninth grade the child is introduced to the life and times of Jesus and the history of the early Christian church. In the senior high school, for grades 10, 11, and 12, the maturer minds, riper judgments, and keener intellects are introduced to prob- lems of conduct, the philosophy of religion, and historical bases for modern Christian living. In these years we have the story and content of the Bible, the leaders of the church, the application of the teach- ings of Jesus, the history of the church, and three books which discuss the vocational implications of the practical side of Christianity. These texts represent scholarship at its high tide and are based upon wide experience with public education and religious education. Practically all of the denominational boards of publication have books and materials for the week-day school. In many instances purely denominational materials only are published and the other publications are used for general instructional purposes. The princi- pal who is desirous of organizing a week-day school should canvass the materials carefully and select from them those which are best adapted to his community. VIII. Program It is especially important to note that the program of the week-day school is of paramount importance. There is a tendency on the one hand to give too much time to purely the instructional side of it, or, on the other hand, to fill in the time with moralizing, singing, and the like. If the length of the period is about an hour, the classroom activities should care for at least four phases of activity: (1) worship, (2) study period, (3) lesson period, (4) expressional activities. The worship period should last from five to ten minutes and should be used for singing appropriate songs, reading a scripture lesson, and the offering of prayer. In all three of these phases of worship, careful planning and appropriate selections are especially important. The season, the lesson, the age of the child are factors which should influence the selections. ied ‘lal SUS cal to ate ew Qn Ru 2™ Fh O sunihieimtbetaidnantitinadiee Tue Firrn Yrarsoox \ 301 A study period of from five to seven minutes can be utilized to learn new songs, portions of scripture, or reviewing the lesson. The lesson period of from fifteen to twenty-five minutes should be a real lesson period, utilizing the best principles of pedagogy. The expressional period of from ten to twenty minutes should be used for pupil activities. Those things which have been studied and discussed should be carried over into manual activities, construction work, dramaties, projects and the like. Careful planning of the lesson hour and promptness in carrying it out will do much to solve problems of discipline and will greatly enhance the value of this type of training. IX. Summary To many of the school men of America it is perfectly evident that there is a crying need for larger opportunities for the study of religion and morals. Yo meet these needs and to conform to consti- tutional and statutory enactments the week-day religious education program is offered for the serious contemplation of school men and church men. The foregoing pages have outlined the history of this movement and have attempted to indicate a method for the adminis- tration of the plan. A well defined technique is being developed and hundreds of schools are now being operated. Scientifically minded students have canvassed the result of these schools and there is great unanimity to the effect that these schools function largely in bringing to the child a religious consciousness and religious experiences which they might otherwise never have had. If elementary principals set up character as coordinate with attainment and achievement and if week- day religious instruction can be made to function vitally in enriching and ennobling character, then indeed, it merits the attention of every elementary-school principal in America. BIBLIOGRAPHY 1. GENERAL TEXTS 1. Squires, Walter Albion, The Week-Day Church School. Philadelphia: The Westminster Press, 1921. A summary of the methods, types, finances, organization, etc., used in suc- cessful schools. It contains some definite plans. 2. Stout, John Elbert, Week-Day Religious Education. New York, The Abingdon Press, 1920. The third “ Occasional Paper” from the Department of Religious Education of Northwestern University. It is a popular exposition of the Gary and Evanston Plans. It is practical and concrete. 3. The Progress of Week-Day Religious Education. Chicago: The Church Federation, 1920. A list of experiments conducted in establishing week-day religious instruc- tion and a discussion of the organization and management of a school. A clear brief discussion. 302 ELemMentARY Scnoort PRINCIPALS 4. 10. 11. 12. 13. 14. Week-Day Religious Education. Philadelphia: American Baptist Publication Society, 1921. A survey of the situation. It discusses the growth of the movement and gives detailed instructions as to means and methods of organizing a program in connection with the publie schools. . Richardson, Norman E., Standards of Week-Day Religious Education. New York: The Abingdon Press, 1921. A brief discussion of aims, pupils, curriculum, methods, organization, and administration. An exhaustive study of the legal aspects in Illinois. . Brown, 8S. W., The Secularization of American Education. Doctor’s Thesis, Columbia University, New York. This thesis lists the constitutional and statutory restrictions together with court decisions which have secularized American education. It is com- prehensive and exhaustive up to date of publication. . Stout, John Elbert: Organization and Administration of Religious Education. New York: The Abingdon Press, 1922. Chapter VI discusses the “Community Week-Day Schools.” It takes up the problem in the light of its historical development and gives a brief dis- cussion of the principles, teachers, methods, materials, and plans of opera- tion. pp. 113-138. . Lewis, Hazel A., and Munro, Harry C., A Handbook on Week-Day Church Schools. St. Louis: Christian Board of Publication, 1924. A recent discussion of the question. A list of texts is given. The general problems are carefully discussed. . Lotz, Philip Henry, Current Week-Day Religious Education. New York: The Abingdon Press, 1925. The latest summary of the principles, philosophy, and practices underlying current organizations. The best handbook for the student of the problem. Results of an extensive survey carefully tabulated and accurately inter- preted. It is practical, scientific and objective. Hood, William R., The Bible in the Public Schools, Legal Status and Current Practice. Washington, Department of Interior, Bureau of Education, Bulletin, 1923, No. 15. A digest of laws, practices, and court decisions. Seaman, William Grant, and Abernathy, Mary Elizabeth, Community Schools for Week-Day Religious Instruction. Gary: Board of Religious Educa- tion, 1921. The history, development, problems and their solution, methods, and a set of blank forms for the Gary week-day religious education schools. It is replete with practical suggestions for communities wishing to undertake a similar program. Squires, Walter Albion, The Gary Plan of Church Schools. Philadelphia: The Westminster Press, 1920. The history and development of the Gary school. A bibliography of forty- three references. Cowles, Mary K., and Antrim, Ernest Irving, Ph.D., Van Wert Plan of Week-Day Religious Education. Van Wert, Ohio: Pioneer Press, 1921. The operation of a program in the schoolrooms of a city system. A detailed discussion of organization and administration. The legal status of the plan in Ohio. The Sunday School Outlook, Vol. III, No. 36, September 8, 1921. Kansas City, Missouri. A list of answers to questions about this type of education. It is an effort to acquaint interested men and women with the less familiar details of the plan of week-day religious instruction in cooperation with the public school. p. 3. tion ives ram yew and Sis, m- Oe ee 15. 17. 18. 19. 20. 21. 36. Tut Firru Yrarspoox 303 Storm, H. C., “The Batavia Plan of Week-Day Religious Instruction.” Ele- mentary School Journal, XXI, No. 8 (1921). pp. 625-629. The details of the Batavia Plan. Advantages and a discussion of this type of education are given. . Week-Day Bible Instruction at North Presbyterian Church, Rochester: March, 1921. History, method of cooperation with the public schools, board of education resolutions and a letter of commendation from the superintendent of schools are given. A working manual. 2. ArTICLES IN Reticious Epucation, Cuicaco, ILLINOIS Brander, Lester, “ The Gary Plan,” February, 1915, 42-45. Cope, H. F., “The Church and Public School in Religious Education.” December, 1916, 566-574. Davis, Dora A., and Stockwell, J. S., “ Developments in Week-Day Religious Instruction.” June, 1919, 193-207. Hoben, Allen, “ Education for Citizenship in the Church School.” June, 1919, 162-169. Hollister, H. A., “ Educational Aspects of School Credits for Bible Study.” December, 1916, 518 ff. . Coe, George A., “ A General View of the Movement for Correlating Religious Education with Public Education.” April, 1916, 109 ff. .“A Symposium, The Aims of Week-Day Religious Education.” February, 1922, 11-32. . Zollman, Carl, “ The Legal Basis.” February, 1922, 34-41. . Dibble, Charles L., “ Specific Legal Provisions.” February, 1922, 42-48. . Shaver, Erwin L., “ Survey of Week-Day Religious Education.” (Preliminary Report.) February, 1922, 51-52. . Shaver, Erwin L., “Survey of Week-Day Religious Education. April, 1922, 84-142. . Coe, George Albert, “Opposing Theories of the Curriculum.” April, 1922, 143-150. . Artman, Joseph M., “ Evaluations of Curricula for Week-Day Religious Edu- cation.” April, 1922, 151-160. . Hartshorn, Hugh, “ Worship for Week-Day Schools.” April, 1922, 161-163. . Hosie, James F., “The Applications of Modern Methods to Week-Day Religious Education.” April, 1922, 164-166. . Hawthorne, Marion Olive, “ The Preparation and Training of Teachers in Week-Day Schools.” April, 1922, 167-169. . Squires, Walter A., “ Week-Day Church Schools of the Individual Church Type.” April, 1922, 170-172. . Abernathy, Mary Elizabeth, “ Religious Experience in Week-Day Schools of Religion.” April, 1925, 87-91. . Staffeld, Daniel W., “ The Child’s Experience of Prayer in a Week-Day School of Religion.” April, 1925, 92-94. 3. INTERNATIONAL JOURNAL oF ReEticious Epucation, CHICAGO March, 1925. This issue was devoted largely to week-day religious education Twenty articles by leading authorities. CHAPTER V THE PRINCIPALS’ TEACHING LOAD D. E. WiepMan Superintendent of Schools, Bellingham, Washington N ORDER to determine the existence of a definite basis used by | superintendents throughout the United States for determining the teaching load of elementary principals, a questionnaire was sent to about 114 superintendents throughout the United States. The cities selected were of two types in size: Those employing more than 100 teachers within the school system; and those employing 99 or less in their system. The following is an exact copy of the question- naire submitted to these superintendents: My DEAR SUPERINTENDENT: At the request of my Board of Education, I am asking you to fill the blanks below: kcbddearasdcoesrncerensaeessavesenses en ee ee ee PD «ri0\dchnnedii sdb deed tbsbetIeMthmibnrnebadsrensndsarnandyan No. of teachere—Grades 1 to & inclusive. .........cccccccccsccsccccccccccccecces a Ukancned eres RCA ee bwndacmacseran ec cwnennawecee oo oe ee OR Lae kic ine bwkabmadindiulaadaades No. of grade principals giving full time to supervision...................2220000: Basis (number of teachers) upon which principal is allowed full time for super- WTR caccccscccccccesensscectescsecesesoessesensseeoensscevosovcceetoess Of the 114 questionnaires submitted, 82 answers were received; 31 replies were from cities employing more than 100 teachers and 51 were from cities employing less than 100 teachers. Several tabulations have been made from the replies to these questionnaires and a number of conclusions have been drawn. From the 31 replies received from cities employing over 100 teachers, the following facts have been tabulated: I 05s cok aac schheeetheUeAbeededeseenas whassdbseseseeecien 31 Total number of grade school buildings....................ceceeeeeeeeeeeees 448 ee cicada ddbibbbenhidennagacdeceeseees 289 Total number principals given full time for supervision...................... 242 Of these 31 cities only 6 report that they have no definite basis for the allowance of time for supervision. Twenty-five cities have a definite basis. These bases range from a minimum of 8 rooms to 30 rooms before allowing a principal his time for supervision. It has also been found in the compilation that 13 cities employ a less number of principals than they have elementary grade buildings, from which it will be concluded that the supervision of more than [ 304 ] ks 1 1 S r eS OE OS OS Tue Firrn YEARBOOK 305 one building is assigned to a principal, or that they are employing what we term a “ supervising principal.” From the reports of the 31 cities employing more than 100 teachers, and it was endeavored to get the returns from cities not excessively large, it was found that there were a total of 5313 teachers employed. This makes an average of between 11 and 12 teachers per building in these 31 cities. In the 51 cities employing less than 100 teachers, the tabulation shows that there were a total of 299 buildings employing 274 princi- pals, 52 of whom were given their full time for supervision and 3 were allowed half time for supervision. Of the 52 cities, 28 reported having no basis for determination of the amount of teaching and supervision a principal shall do; while 23 reported a definite basis. This basis ranges from 6 teachers to 39 teachers per building. The 51 cities employed a total of 2698 teachers. This gives an average of 9 teachers per building. It would be judged from the compilation above that the larger the school system, the more concentrated the school population becomes in teaching centers, and that due to this concentration, principals are given time for supervision. It further shows that the minimum number of teachers, in order to allow a principal full time for supervision, is higher in the larger cities than in the smaller. It also shows that the problem has evidently been faced in these larger cities and of necessity solved according to the distribution of their buildings—no definite basis for the deter- mination of the teaching load of the principal being evident, nor uniformity of administrative policy. The data show that a majority of the principals in the larger cities are given their full time for supervision and are not required to do any teaching, although 156 of these principals evidently attend to the supervision of more than one building. It is apparent that with the growth of the administrative problems the supervision passes from the centralization of the superintendent’s office to a centralization with the building principal. It is apparent that in the smaller cities, although there are only 274 principals employed for 299 buildings, that only a few are allowed their time for supervision. Those who are allowed their time for supervision are employed in school systems ranging anywhere from 36 teachers having 4 grade buildings and 4 principals to 91 teachers in 11 buildings with 6 principals. This shows definitely that there is no policy at the present time among administrators relative to the teaching load of elementary principals. CHAPTER VI AN EXPERIMENT IN THE FOSTERING OF LOVE FOR MUSIC Georcia M. Brown Principal, William R. Belknap School, Louisville, Kentucky S A RESULT of observation and growing conviction that the A public school musie had not done its part in making America musical, and that we were pursuing an illusory aim in the schools, that of furnishing every child with the complete equipment of the professional musician, the supervisor of music of the Louisville schools, Jay W. Fay, modified the objectives of the music department and set for his goal the fostering of such a love for music that every child would want to hear more of it and make more of it after leaving school. This involved great changes in method and procedure and in- volved the possibility of lowered standards. To obviate any charge of fostering musical illiteracy, and also to meet the idea of individual dif- ferences, he conceived the plan of providing at some point in the child’s school career, the opportunity for those of larger musical capacity of getting all the technical training previously offered and more. The point selected was the fifth grade, and the administrative problem was solved by having the fifth “‘ A ” and the fifth ““ B” recite in music at the same time, but in two groups of greater and less musical capacity respectively. For those of greater capacity there was to be provided a special musical experience, for all others, that is for all children prior and subsequent to the fifth grade, and in the slower group of the fifth, there was to be given a course of song singing which was planned to develop a love for music unspoiled by the introduction of technical features which the director was convinced had the effect of killing out a love for music in a large percentage of the children. In the second semester of the school year of 1924-5, a music project was begun in the Belknap school of Louisville, Kentucky. The fifth “ A” consisting of 19 boys and 14 girls and the fifth “ B ” consisting of 18 boys and 7 girls were thrown together and tested for musical capacity. The tests used were for reproduction of given rhythms, carrying familiar tunes, and making up complementary phrases to given antecedents. Eleven boys and 17 girls were selected as above the average musical capacity and formed into a musical opportunity or accelerated class. The remainder was grouped into an ordinary fifth grade, made up, however, of pupils from the “ A ” and “ B ”’ sections. [ 306 ] ' ' / a oO me (YY re - EE Tue Firrn YrArRBooK 307 When the music period was called, such period being simultaneous for the fifth “ A ” and the fifth “ B ” grades, the pupils separated and reformed into the two new groups and were given their lessons in different rooms at the same time. This made possible two music elasses without any addition to the regular teaching staff. In this case, however, the music supervisor took charge of the accelerated group and conducted the experiment. The lower section was given the fifth grade musie book (Progressive, Book IT, Silver, Burdette and Co.) without any technical features whatever and sang the songs on 45 pages. The objective of the class was to arouse a love for music by participation in the singing. The objectives of the higher section were to enlarge the usual singing experience, and lay a foundation for specialized technic, the assumptions being that the absence of less musically gifted children would make more rapid progress possible, and that the musical capaci- ties of the more gifted children entitled them to a more specialized tvpe of instruction than the average. The class met three times a week for periods of thirty minutes. They began singing through Introductory Music (Ginn and Co.), rely- ing on the piano and upon the voice of the instructor as an aid to the rapid enlargement of their song singing experience. This book is the regular text for third grade in the Louisville schools. In addition to the usual features of musical technie (note values, rests, sharps, flats, ete.) considerable attention was given to aural recognition of the sequence, repetition, inversion, semi-cadence, final eadence and the tone of repose (doh). The pupils learned to identify the dominant and the tonie chords first by their functions, and later ealling them by their names. Then in the same way the children were taken through Elementary Music (Ginn and Co.), regular text of fourth grade, which adds the eighth note and the dotted quarter to the whole, dotted half, half, and quarter notes of the preceding book, and makes a beginning of two part singing. By this time there was a correlation of eye and ear in the identification of the features of musical form mentioned above. Chromatics were also encountered. The next book to read was The Progressive Music Series, Book II, (Silver Burdette and Co.), the regular text of the fifth grade. This book was read to page 145 by the end of the sixteenth week from the beginning of the time of organization. In all, the class encountered 524 songs and sang all stanzas during the semester. No grade in the Louisville schools had ever finished any one of the three books in two consecutive semesters. 308 ELeMentTARY Scuoot PRINCIPALS During the progress of the class, it was felt that the reading of many English texts at a rather rapid tempo might have an effect upon both the rate and the comprehension of the general reading. It hap- pened that a test had been made at the beginning of the semester using Monroe’s Standardized Silent Reading Test. With a norm of 141 in rate and 9.8 comprehension for the fifth grade, the papers of the pupils were separated to correspond to the two sections and the medians were found to be 135 in rate and 9 in comprehension for the non-opportunity group and 147 in rate and 9 in comprehension for the opportunity group. At the end of the semester the same test was again given to the whole fifth grade and the papers were again sorted into the two groups. The non-opportunity class made a median score of 144 in rate and 10 in comprehension, while the opportunity class made a score of 185 in rate and 13.5 in comprehension. The only variables in the two cases being the musical capacities of the children and the additional reading practice given the opportunity section in the music class. The success of the opportunity idea has led to its adoption by twenty of the fifty white schools in Louisville this year, and adequate data will soon be on hand as to its effects on a larger scale. Further- more the Belknap school has adopted as a result of the interest in the opportunity class of last year a wholesale experiment in music promotion, independent of the ordinary school career of the child. To be specific, there are 9 music sections in the school, corre- sponding roughly to the eight grades above the kindergarten plus the opportunity section of last year. Grades 1, 2, and 3 are in the hands of a capable primary music teacher, grades 3, 4, and 5 under an intermediate music teacher, and grades 6, 7, 8 and the opportunity class in the hands of the regular departmental music teacher. Pupils are to be promoted and demoted according to their ability to carry the music work of the section, with no reference to their status in the academic subjects. The “ A” and “B” sections of each grade are taught together. It is too early to predict any results of the experiment. Homogeneous grades should be able to make greater and more consistent progress, and such is already clearly the case. It is probable that each grade will do the work of its grade, the work of the following grade and the equivalent of half a year in addition without any forcing. This indi- cates of course that the old requirements were too low, and that under favorable conditions much more extensive work in music can be done than was thought possible. It was suggested during the course of the experiment that when the specially trained children found themselves again with the others they would lose interest in the work which would Tue Firrn YEARBOOK 309 be found to be beneath their ability. It so happens that the opportunity children of last year are reciting this year, half of them with the sixth and half with the fifth grade in addition to their opportunity class. Those in the fifth grade rather than lose interest in the work have carried the grade on to the point where it, an ordinary fifth “A” and “B,” has outdistanced the 20 accelerated classes of the city. They have become the musical leaders of their little community, just as certain individuals in life become the leaders of any of the larger life communities. Thus far this year the opportunity class has finished the work of Progressive, Book IT, has read a part of Progressive, Book III, 40 songs in Junior Laurel and is having special eye and ear training, preparatory to three part singing. CHAPTER VII A STUDY OF SMALL MEXICAN GROUPS Epirn D. Wricut Principal, Hawthorne School, Houston, Texas HIS is a study of a special group of Mexiean children, in a d oo) ; room by themselves, taught by an American teacher. When these twenty-three children started to school in September, they had a J ; ‘ limited vocabulary consisting mostly of a jargon—poor Mexican and e to} e e > poor English. They were not familiar with the nursery rhymes and they knew few English words. Fourteen of the group had attended school previously. In many instances, the teacher used Lee, a fourth grade Mexican boy, as an interpreter. ( rade Age “L! aT : Table RES Sater eee Pe ype 0 0 0 Rc eatednaaaaad sewn ees 0 0 0 Under age.. 0 Pi davunncdcos Wen cusa ndeeweweas 1 0 1 MRR Mack waewaieed Cad aedeaeEwene 1 0 1 Normal .... 4 Ditewdeok bone eae lb wut ewaden ens 0 2 2 Pekktketuwavestcsncaaneccadececes 1 1 2 Over age...19 cucaveraunsakaskeadiwemonen es 2 2 4 hh cntaa deca cea 4 date dsaoa nee nes 2 0 2 Di divawakva odd nla eaaaurwee ema 2 0 2 __, ER enna ta arr eae Teer 2 0 2 pic ehican Mammatn mame Hoan ee aA 2 1 3 ERR ee Senne eere nr eer eae 1 0 l rig a heated eee ccillaw aka nke aoaloeers 0 0 0 SEP OE re ep reer ae 0 0 0 DP ct dreadaeeand eka akdigie oe encom mers 0 1 1 | RET se er ere ere 0 0 0 DP cctuclaycninncensneeexachiemaaa 0 2 2 14 9 23 These children are timid, and they do not seem willing to show originality. They are obedient, but they are willing to sit still and be told what to do. They like to work with colors and to make pretty color combinations. Mrs. Vivian C. Dunn, the teacher, led this group to dramatize the ‘‘ Three Bears ” in late October, because it was such a well-known story. The children selected the big tables for the beds, small chairs for chairs, and used the erasers for the bowls. Mrs. Dunn thought the boys and girls were interested and that they showed some originality in choosing the ones to play, and in the use and arrange- ment of materials. They talked with each other over the plans. [ 310 ] Tue Firrn YErarBoox 311 Mrs. Dunn has observed that, during the free period, these boys and girls cut paper, draw or write numbers on the board, doing only the school work they have been taught to do. There is no effort to create. Initiative is practically lacking. There is the same docility and obedience, but no effort at planning or meeting new situations. It is very hard to get them to talk, as they seem content to merely sit still, to enjoy the warmth and comfort of the room, and to work at the same task for an unlimited time with their hands. These children are very primitive and, so far as we can see, do not realize the value of an education, neither do they have any burning desire for an education. If it is cold, they are willing to stay at home. If it is rainy, the same thing is true. If they come late, what is the difference? When you know the home conditions, you cannot blame them for not coming out in the cold and the rain. They have few clothes, and few conveniences. It is easier to sit around or stay in bed than to come to school. We felt at Hawthorne school that there must be some explanation for this seeming lack of originality, initiative, and ambition. Only three out of the twenty-three had anything in mind for the future; one wished to be a mechanic, one a motorcycle “ cop” and one wished to sell fruit. This is one explanation, given to me by a prominent Mexican who is educated and who understands the conditions in Mexico: In Mexico the children and young people are taught perfect politeness. They wait for the elder person to tell them what to do. They are at the command of the host or hostess. They do not feel free to do or to act for themselves, but they must be subservient to older people, or to the one whose guests they are. The Mexican children come into our schools with this background. They do not know our language. They do not know our customs and their parents most probably have not had an education, or even been. to school. It takes time to come to some understanding of what we are trying to teach them, especially so if these primitive people are asked to read the same books, to write the same sentences and to do the same number work that our American children do with their years of civilization as a background. Mrs. Dunn tried to meet the situation by working out a project. She made the children understand that they could build a house like the adobe ones in Mexico. One boy volunteered to bring the white clay he knew about near his home. Lee again was called to interpret and he told the boys and girls that the teacher would like to see some dishes such as they used in the Mexican homes. Out of this project grew some conversation as to the making of the house and the yards. It is interesting to see the small dishes made of clay, the tortilla table 312 ELemMentary Scuoort PRINCIPALS with the mano. Mrs. Dunn explained the cow’s head over the door in terms of bull fights in Mexico, with which the children were familiar. The burro is present with his load, and the automobile with its clay wheels and clay driver shows that the group realizes its value. VocaBULARY I et man grandmother live my ee boy mother like you patent lady father write it girl brother see she blackboard sister get he pan eraser teacher wash her ms oo door make window work rope vosetsie§ table another cut dance mnaacen —_ what said room 00 coal pec marbles house h upstairs sisi ball the ears box enitinatitad town a teeth office school arms doll , car hands brush oe day at nose sometimes supper dollar in hair up ested boards to fingers about tablet with feet home legs dishes cheek a chalk one mouth dog pen wood ten chin cat yellow pencil eyes Ww : well a read bear ree milk am stand ood omnes coffee _— sit onkey eggs play eat burro brown beans sing like rat cake going skip kitty shoes potatoes go—went talk chicks stockings cabbage clap ducks cap apples got rabbits coat bananas well bird dress orange have sheep tie grapes ran food run catch ride—may Altogether the project was a success because the children did show that they could do things that they were not told to do. In the vocabulary, which is a list made up of words used by the whole group, you will see evidence of this work, and you will also note that the words are those worked out in the room to acquaint the ‘T'ue Firtru YEArBooK 313 children with their environment. Mrs. Dunn listed the words as she heard them used. She was trying to build up a common, usable vocabulary. When we began this study we realized that there were speech defects. Jessie Millsaps, a speech arts teacher, gave expert help in diagnosing this trouble, and gave material help in correcting these speech defects. Many of the children in this group speak more dis- tinctly ; they have better use of the tongue in speaking the words and the speech capacity has been enlarged. By removing these difficulties, the reading has improved. REPORT ON THE DeEFect oF SPEECH Founp AMone THE MEXICANS’ In the correction work done in speech, emphasis was placed upon the correction of the commonplace errors in the pronunciation of the element of the English language. Then scientific principles of production, correct habits of articu- lation and enunciation were stressed by daily practice and application of vocal gymnastics and phonic drills, striving to produce a proper vocal resonance, a clearer enunciation and a more distinct pronun- ciation. It was noted that the vowels were not handled with the correct vocal quantity and placing. Some vowels were elongated beyond their com- parative values—pla-ace was used for place; po-o-o-lite for polite. Difficulty was found in producing the short “i, ” a substitution was made of the long “e”; it became “ @et,” yes pronounced “ yiz,” three called “ tr-ra.” Exercises consisting of the proper formation of the vowels with careful tone placement were given. Ah, 4, @, 0 00 were first uttered upon the singing tone, then with upward and downward inflections. Then a list of practice words containing the individual vowel was used. Care was exercised to secure the proper position of the organ of speech during the emission of the vowel, stressing always an open mouth delivery of the tone. It was found there was a tendency to place all sounds too far for- ward in the mouth, the organs at the back being sluggish in the performance of their part in pronunciation, while those in front were over active. Exercises were given to correct this, and to establish a conscious feeling of the activity of the speech organs at the back of the mouth and the pharynx, the back of the tongue, and soft palate being stimulated into greater activity at the proper time. *Prepared by Jessie Millsaps, Director, Speech Clinic, Houston, Texas. 314 ELemMentArY Scuoot Principarts Then exercises were used to bring into play the activity of the middle back and middle of tongue; then the middle front, front and tip of tongue. As the activity of the various parts of the tongue was brought into conscious use by the child, word lists were given to put the now properly moulded sound into practice. As the vowels are the carrying part, the vehicle of the word, it was necessary to give to these foreigners a clear cut differentiation of the vowels, and a working use of them, through correct placing and produc- tion and the application of them in the words. There was also an insufficient knowledge of the production of the consonants. A careful practice of the sounding of the individual consonants was instituted, the correct. organs of speech being accentu- ated at the proper time. The lists of double consonants were used. It was noted that there were considerable substitutions made. “ Th” was substituted for s: See was pronounced thee: “ Z” substituted for s: “ Yiz” for yes: “D” for th: “ Vid” for with: “D” for “th” again—“ dis” for this: “D” for t: “ Budder” for butter: “T” for “th ”—* turteen” for thirteen: “W” for r—‘ Wocks ” for rocks: “ V ” for w—* vind” for wind. In the correction of this, exercises were first given in the careful placing of the vocal organs in the rendition of the specific consonant, and the use of the word list accentuating the proper sounding of the consonant in the word, then the pronunciation of the words in couples contrasting in their proper setting, the two consonants that have been substituted ; for instance “ d” was substituted for “th.” After exer- cises had been given for the correct emission of the separate sound, and the word lists practiced by the child with the sound in its proper setting, words were given containing first one sound, then the other alternately: this—day; then—den; thin—din, ete. There was a tendency on the part of the Mexican child to speak the English words with great rapidity, thus not giving time to differ- entiate the various sounds found in the words—thus slurring and elisions were made, also the cutting off of final consonants, going be- eame “ goin’,” believe—“ b’lieve,” ete. Careful drill on final syllables were given and slow, careful pronunciation stressed. Work on vocal gymnastics and phonic drills should be carried on daily with the careful diagnosing of speech defects with the application of the proper exercise, to remedy the fault, but there should also be a model of good speech ever before the child from which he can pattern his speech, for the spoken language is the result of the process of imitation for “ as ye use to hear so ye learn to speak,”’ Roger Aschman says. The foreign born child is handicapped at home and among his playmates by not hearing well-spoken English and his only chance for iS it ~ Tue Firrn YErArRBooK 315 good speech lies in his having a teacher who is capable of being his model to pattern his speech after and one who also has training in the fundamentals of speech art, and can thereby help him over the difficulties in mastering the elements that make up good speech. It will be seen that this is a limited study. The age-grade table shows the great variation in age in each grade. The list of words tells the story of a very limited vocabulary. The observations made make you realize how difficult is the work of teaching these Mexican chil- dren. However, these children are worth the effort expended. They have strong characteristics among which is pride in family, a strong attachment to home and the family. These children are polite; they respond to kindness and they do excellent handwork. They are musical, have a strong sense of rhythm, and a love for pretty things. This leads me to a few conclusions or recommendations in reference to school work for Mexican children. These will be tried out in the near future to see if they are practical. 1. Work for regular attendance. The probation officer is a great help in getting the children in school. 2. Teach the simple rules of health, such as cleanliness and the right choice of foods, 3. Use pictures, stereoscopes, stereographs and moving pictures, as pictures are said to be the “ Esperanto of the eye.” 4. Have much conversation in the beginning; leave formal work until the children are ready for same. 5. Have the teacher sensitive to speech defects and see that he knows how to correct these defects so as to procure distinct speech and to develop speech capacity. 6. Get curiosity aroused by having children add to collection started at school. 7. Use project method. Here is a chance to build a vocabulary, overcome timidity and self-consciousness and to develop originality and initiative in meet- ing the new situations. The project must be one which has a familiar background. CHAPTER VIII A CURRICULUM SCHOOL AS AN EXPERIMENT Mary G. Carson Principal, Ashland School, Denver, Colorado S THERE a place in a public school system for one particular school whose function shall be to make a special study of specific curriculum problems ? Such experiments are probably being tried out under one name or another in many places. Their success will be in proportion to the degree to which they place in operation programs of teaching which consistently provide for definite study of problems involved in putting over a teaching program. The school which will be referred to in this article was organized three years ago for the purpose of concentrating upon curriculum problems. “ Curriculum problems” is used here in the sense that questions concerning the objectives of the course of study, the organization, methods, and materials for attaining these objectives are essentially curriculum problems and should be studied under rather definitely controlled conditions. The corps of teachers was selected with this in mind, and teachers of successful experience were assigned to the building. Although the school was not intended to serve as a training school it has seemed best to make a quick turnover of the teaching force, and approxi- mately one third of the corps has been changed each year in order that other successful teachers might come into the building. Organization of the school—Owing to the fact that this school is not in a junior high zone, the seventh and eighth grades are retained in the building. The school has an average daily attendance of between ten and eleven hundred pupils. It is not organized on the platoon plan. Where there are two or more rooms of the same grade the pupils are divided on the basis of power except where experiments are run- ning which involve a strong and weak group in pairs of rooms. This will be done in two 5a rooms next semester to study the results of coaching. Special teachers include a librarian, instructors in music, art, manual arts, home economics, physical education, a visiting teacher and a part-time teacher of speech defects. [ 316 ] Pp! cl tl he lar ific or the ich ing his ns mn, ly T'S he Tue Firrn YEARBOOK 317 Problems for special study—The list could be made to cover all types of activities, and would necessarily involve the supervisory force as well as the principal and teachers in the building. The following is a partial list of studies which have been made: 1. What help does the school provide for putting over the health program? 2. Studies in remedial work for upper grades 3. A study of motivation of English 4. Utilizing the teaching power of the school 5. An experiment in handwriting I. Health program—The question, “ What help does the school provide for putting over the health program? ”, may not seem to be a curriculum problem. In answering the question, however, organi- zation, material, and method were all involved. A study revealed that three departments: health, physical educa- tion, and home economics, all contributed or could contribute to the health program. Considering the rich contribution it was prepared to make, the home economics department probably gave the least. This was due in part to its traditional organization, as well as to the fact that in school practice there is a tendency to limit teachers’ contri- butions to certain detached assignments. In order to correlate the work of the three departments and to place the classroom teacher in a position where he could become familiar with all the assistance each department is prepared to extend, the following program was marked out: a. The classroom teacher received the reports of the physical examination by the school physicians and dentist and the physical education teacher’s report of over and underweight pupils. b. The teachers of home economics and physical education con- ferred with the teacher, and tentative outlines of work were planned to meet the needs of the group. c. In the main, problems of food, health habits, ete., arose in the room, and by arrangement between teachers were carried over into the laboratory, the physical education department, or to the library. An illustration of the way problems were worked out may be seen in the following situations: 1. A third grade class had learned during the dental examination that many pupils in the group had poor teeth. They were impressed with the message from the dentist that not only better care of the teeth was necessary, but that the system required less meat and more vegetables. This problem of what vegetables children should eat was referred to the teacher of home economics. 318 KLemMeNnTARY Scuoont Princieaus Letters were exchanged between the classroom and the laboratory as follows: My pear Mrs. G. Many children in this room have decayed teeth. Some of the gums are bad. The dentist told us we should eat more vegetables. Children do not like vegetables very well. Will you teach us to cook a vegetable we will like? Yours truly, ‘Tom Sempie The answer which carefully followed the principles of letter writing was sent in typewritten form to the room to be posted on the bulletin board, My pear CHtLonen : I watched the school dentist examine teeth and heard him say many times that children should eat) more vegetables and less meat. Your room is the first to ask me about how to select. and prepare vegetables that children will like to eat. I shall come to your room tomorrow to tell you about the things you will need to do in order to be ready to come to the laboratory. Sincerely yours, Mus. G. During the lesson given by the home economies teacher the follow ing assignment was placed on the board : a. Collect pictures and make posters of vegetables which were discussed in this lesson. b. Bring recipes from home or cut from magazines for cooking several of these vegetables. c. Select one vegetable you would like to cook and send me wa recipe for it. The class selected carrots and had their work in shape the next week to go to the laboratory. Under the direetion of the home economics teacher they prepared and cooked the carrots. Most of the children enjoyed the experience of eating the dish they had prepared but in some eases children had to be asked to seleet a substitute for this vegetable. 2. A food study which caused widespread interest was a milk project. A. loeal dairy loaned a cow to the school. The feeding and milking, the care of the milk, and a study of milk problems, provided eight weeks of work. Every class from the kindergarten to the eighth grade had appoint ments in the laboratory. The study extended to the care of milch cows, breeds, laws providing for the supply of clean and wholesome milk, a study of butter fats with an illustration of the use of the Babeock tester by the city chemist, and the making of butter and cheese in the laboratory. The physical education teacher kept in constant touch with the food work going on, and his lessons on care of teeth, study of underweights, OU ne ok ge yo -7 Tue Fieru Yearsnook 319 outdoor exercise, requirements for sleep were organized in a way that needless and uninteresting repetition was avoided. The conclusions regarding the help offered were substantially as follows: The course of study makes excellent suggestions and defines objec- tives, but the success of putting over the health program is largely a matter of a. Taking advantage of the interests of children at the right time and age b. The organization of material which few schools supply but which are easily obtained by any school c. The utilization of the teaching power of the school d. The readiness on the part of teachers to go to accepted authorities for sug- gestions and directions 11. Study of remedial work in reading in the seventh grade Twenty-four out of 100 pupils were selected for special help in reading. These pupils were chosen on the basis of reading tests, and from lists of names of pupils who, in the judgment of teachers of other subjects, were failing because of reading difficulties. Sometimes a pupil’s name appeared on the teacher’s list when his record on the test. was higher than other pupils who were sueceeding in their work, but, in the main the same name appeared on both lists. Intelligence tests were given and those pupils who register below 70 1. Q. were either transferred to a special school or, if left in the group, were given a very moderate amount of the teacher’s time. Two pupils of this type remained in the group. Oral and silent reading tests were given and difficulties diagnosed. These difficulties were identical to the problems of poor readers in the second and third grades. The situation was more complicated of course because these pupils were dealing with subject-matter which was be yond them in voeabulary and thought content. A period of 50 minutes five times a week was divided into 25 minute periods. The first 25 minutes were devoted to phonie drills, flash eard exercises to increase eye span, experience in reading by phrases, and drill on troublesome words. The last 25 minutes were devoted to a free reading period in which library books were provided which ranged from second to sixth grades in point of difficulty. These books could not be identified as belonging to any particular grade and each pupil selected reading material on the level of his own power. Rapid silent reading was stressed. The teacher gave much indi- vidual attention during this period. 320 ELEMENTARY ScHoot PRINCIPALS Some form of drill work was given throughout the semester, but the time devoted to phonies and phrase drills was lessened and exercises were introduced in practice in getting the main thought from the paragraph, the use of the index and chapter headings. Frequently the teacher would use the last 25 minutes in preparing a social science lesson by applying the skills in reading which they had practiced in previous drill exercises. While some of this work took on the aspect of learning how to study, the basis of it all was to establish a certain reading technique. It was at this point that some members of the group showed marked improvement in other studies. Others showed little improvement but these were pupils who consistently chose during a free reading period books of the type of “ Stories of a Mouse Hole.” At one time the class became intensely interested in the powers of the president. They voiced their opinions freely and were quite unanimous in giving to him all the power of a 16th century czar. A true-false test, based upon the power conferred by the Consti- tution of United States, was prepared for the class. The suggestion was made that pupils first take the test and then by using fresh copies of the same questions prove their statements false or true by the Constitution. Such statements as the following appeared in the list: 1. The President has the power to declare war. 2. The Constitution states that a President may not serve more than two terms. 3. Congress has the power to make laws. 4. Any man who has attained the age of 30 years may, if elected, become a member of Congress. The pupils worked in groups of five and the leaders came to the teacher or to other groups for help. The class was called together when common problems arose, such as learning where to look for answers to their questions, the meaning of such terms as “ executive,” “legislative” and “ judicial.’ The work required study of the meaning of words and phrases they fre- quently heard in other classes. It provided excellent exercise in read- ing to get the answers to questions. At the end of two weeks the class took the same test again and had the pleasure of measuring their gain between the first and last tests. This choice of material for a class of poor readers could be justly criticized but the fact remains that there is a certain amount of gain in reading difficult material if the interest prompts the reading. The conclusions reached by this study were: 1. Reading habits and skills can be improved in the upper grades by remedial work. (The improvement was much less than in lower grades.) 2. A 50-minute period in the 7th grade is not too much time to devote to remedial reading for poor groups. Tue Firrn YErARBooK 321 3. Many pupils who will remain poor readers do gain a technique which helps them in other lessons that require reading preparation. 4. While difficulty to interpret the written page is a problem every teacher must be concerned with, there should be special provision for a teacher who is prepared to take charge of classes in remedial work in reading in upper grades. 5. Opportunity should be afforded other teachers to observe this teacher and conferences should be held with him in order that help may be given in types of assignment for special groups. III. A study of motivation of English—Teaching situations which provide for adequate exercises in oral and written English have resulted in some very interesting experiences. More and more we discover that the best type of English work is being done where some vital interest requires practice in the art of talking or writing well. These interests may arise in the English department or they may and frequently are brought into the English class from other groups. The pig project quoted below is one of this type. Project: To study and determine the importance of the pig to mankind. Purpose: To familiarize children with interesting facts concerning this well-known animal. Preparation: An interest in the pig was created by keeping a Hampshire pig in a pen on the school grounds. The children’s curiosity was aroused to study the animal. Problem I. How and from where did we get our pig? A. Animal most closely resembling the pig discussed, 7. e., the boar. Chil- dren thought the boar was very different from the pig in that the former was wild, while the latter seemed to be a lazy creature. B. Eagerness to learn the difference prompted the children to look up material on the boar. Outcome: Short sketch, “The Wild Boar” brought out differences in the pig and boar, and showed that the pig has become domesticated from the tamed boar. Problem II. Description of present pigs. A. Their characteristics B. Their habits and food C. Lard pigs—care and food D. Meat pigs—care and food E. Pigs trained for the circus (showing their intelligence) Discussion and reading concerning this problem provided material worth writing about. Outcome: Composition “The Description of the Pig” showed some previous ideas concerning the pig were wrong. Children now con- clude the pig is a much cleaner and more intelligent animal than they had thought. Problem III. Study of the Hampshire breed in Colorado. (The pig we had at Ashland.) A. Its uses B. Importance in the United States Outcome: Compositions concerning “The Hampshire Pig.” Other problems considered in the project were: 1. The characteristics of a good pig. 2. Where the pigs of the world are raised. 3. The value of the pig to man. 9 ELeMentary Scuoot PrIncIPats Final outcome: Book compiled on “ The Pig,” which contained pictures collected in their social science work, and all compositions written as a result of this project. Interesting books compiled by classes are placed in the school library for general reference and pleasure reading. These books consist of pictures, letters, compositions and printed material collected for the purpose. Among the most successful books are: Travels in Europe (Grade 6) History of the United States Postal Service (Grade 8) Instincts of Animals (Grade 4) Corn (Grade 4) Beauty Spots in America (Grade 6) IV. Utilizing the teaching power—This has been touched upon in examples of work cited. With this utilizing of power another factor becomes equally prominent—the opportunity and provisions for teachers to grow in their work. Perhaps one of the greatest helps to teachers in the school has come through the provision made for them to observe teaching in other rooms and departments. Experiments have been watched, good teach- ing observed, methods studied, and a general exchange of experience provided for through conference groups and special assignments of similar work. A great effort has been made to extend the individual teacher’s interest and knowledge of teaching beyond the confines of one or two grades. This helps to break down the barriers which cause primary teachers to remain in a class by themselves. Sometimes a primary teacher is asked to take over a problem from the grades above which he is specially equipped to solve. He is frequently seen observing certain work in two and three grades removed from his own. The fourth and fifth grade teachers through their observation in other grades see their own problems in relation to other teaching situations. This common interest and responsibility has helped to develop an attitude on the part of the teaching force in which principles of teach- ing are studied, applied and observed on a less personal basis than has been possible when each teacher was a more separate unit in the school. There is a place in the school for carefully controlled experiments in which methods and suitable material can be judged. The future of such a school cannot be forecast. There is no question but that a program can be developed in which many useful studies and experiments may be made which will throw light on the whole teaching program in a city. CHAPTER IX RESULTS OF DEFINITE DRILL IN THE FOUR FUNDA- MENTAL PROCESSES AS SHOWN BY THE WOODY- McCALL MIXED FUNDAMENTALS Cassie B. Burton Instructor, Summer Sessions, University of Tennessee, Knoxville, Tennessee N THE Hamilton County, Tennessee, schools during the school | year 1923-24 two studies were made. One was an investigation in reading, the results of which are to be published in the Peabody Journal of Education, and the other a study of the effect of drill for ten minutes a day in the four fundamental processes in arithmetic over a period of six weeks. The Woody-McCall mixed fundamental arithmetic test, form 2, was given about February first from the third through the eighth grades. Each pupil was shown his score and the norm for his grade. The standards of the Chicago and other schools were sent out to the teachers and the pupils. A comparison with these standards and norms showed each pupil how he stood in comparison with other average pupils of his grade. It showed each teacher how his grade stood in comparison with other average grades. It showed the school officials—the principals, the supervisor, and the superintendent—how the Hamilton County school system compared with other school systems in regard to the fundamental processes in arithmetic. Immediately after the giving of form 2, drill work in the four fundamental processes ten minutes a day was given for a period of six weeks. The drill was very definite. It was on addition, subtraction, multiplication, and division, and on common fractions and decimals. As a goal toward which to practice, the Chicago standards were used. An example of the definiteness of these goals is given for grade four: Addition a. Single columns of 6 digits each—20 in five minutes b. Single columns of 11 digits each—10 in five minutes c. Four three-digit numbers—10 in five minutes d. Eight three-digit numbers—5 in five minutes Subtraction 9863 15 in five minutes—Examples not to have more than two borrow- —2947 ings Multiplication a. Any two-digit number by any two-digit number—10 in five minutes b. Any three-digit number by any two-digit number—6 in five minutes Division Dividing any four-digit number by any two-digit number giving a two-place quotient with a remainder—6 in five minutes [ 323 ] 324 ELemMEentTARY Scuoot PRINCIPALS The objectives for each of the other grades are as definite as this. Each pupil knew what standard of efficiency he was practicing to attain. It is this definite effort on the part of the pupil which secures the best results. The drill in addition, subtraction, multiplication, and division of fractions and also in decimals was carried out with objec- tives as well defined as in the case of the other fundamental processes. The examples to be used for drill work were worked out with the answers ready. The pupils were allowed to work at their seats, or at the blackboard. The ten-minute practice was frequently broken into one-minute and two-minute periods. More examples than could be completed in the time limit were always given. The many types of practice suggested in the Thorndike series of arithmetics offered much help and were freely used. The Studebaker practice tests were not used, but tests similar were made up by the teachers. A study of effective drill shows that it must have certain well- defined characteristics. An effort was made to obtain the best possible results of these ten-minute practice periods. The following character- istics were found to be effective: 1. Drill must fit the needs of the class. These needs are to be determined by standard tests, by observing the pupils at work, and by having them do some work orally. 2. The pupil must understand what he is doing, why he is doing it, and the best method of doing it. 3. Drill should be on one element at a time. 4. Good drill keeps all of the pupils busy all of the time during the drill period. 5. Good drill presents the same element in a variety of ways; it appeals to several senses. 6. Attentive repetition is necessary; there should be a maximum of attention. 7. Drill periods should be short and at frequent intervals. 8. Care should be taken that bad habits are not being formed. 9. Good drill lines up with the instinctive tendencies of the pupil—the desire to excel former records, group rivalry, play, etc. 10. Good drill provides for individual work rather than concert work. 11. Drill is more effective under timed conditions. At the end of six weeks, form 3 of the Woody-McCall mixed fundamentals was given. The results of both forms are shown in Table 1. The same results are presented graphically in Figure 1. TABLE 1.—Grape Mepians Suown sy THE Woopy-McCatv Tests, Forms 2 ann 3 Grades II IV v vi VII VIII BEE bids sedendsscoesss 9.5 15 19.5 23.5 24 27.5 No. Cases .........25-4-- 504 570 510 445 276 249 PONE SD co ccccccesccscccces 11.5 18 23 25.5 26.3 29 No. Cases .........20000 499 572 510 447 281 250 As is shown in Table 1 approximately the same number of tests was given in each form of the test; using form 2, 499 grade three, cc —™— eo we aE lc hl hCG rer 2 Tue Firre Yrarsoox 325 © H+ = 3 eburary, |Form 2 County medians, problems correct Gi _—_———— — —oo — —/Standard O—- ND URNA ANDWS ww w— = WT Grades Ficurs 1.—Results of Woody-McCall Mixed Fundamentals, Forms 2 and 3 W 326 ELemMentary Scuoot PRINCIPALS 572 grade four, 510 grade five, 447 grade six, 281 grade seven, and 250 grade eight. The records include only those of the white rural schools. In Figure 1, the curve with the broken line represents the results of form 2; the curve with the continuing line which has the cross bars on it represents the results of form 3 given six weeks later. The broken line which has the circles on it represents the standards, or norms, for the end of the year. TABLE 2.—Grapzk Mepians SHOWN By THE Woopy-McCa.tt Tests IN ONE- TeacHer, Two-TracHer, AND THREE-Or-More-TracHer SCHOOLS School Grade Ill 1V Vv VI vu Vill re 11.5 16.7 20.2 20 One No. Cases ...... 47 47 40 15 Teacher ) Form’ ......... 11.8 18.5 22.7 24 No. Cases ...... 47 41 37 14 25 it BD wiincwesae 10.1 15.3 20.4 24.5 26.5 28.8 Two No. Cases ...... 92 96 104 77 66 51 Teachers) Form 3 ......... 12.8 18.6 22.5 25 27.4 25.3 No. Cases ...... 87 101 106 74 62 49 Three ok Re 10.1 15.3 21.2 23.9 25.1 28.5 or No. Cases ...... 365 429 366 355 210 198 Moye | eee 12.1 18.6 24 25.9 27.5 29.1 Teachers | No. Cases ...... 343 397 349 330 217 192 The results of forms 2 and 3 are given in Table 2 for the one-teacher, the two-teacher, and the three-or-more-teacher schools. ‘The number of cases is also given. In the one-teacher schools there were only three pupils who took both forms of the test and only one pupil in grade eight who took both forms. The fewness of the numbers in these grades makes the comparisons unreliable, hence, the curve for the one-teacher schools stops with grade six. The curves in Figure 2 show the comparison of the one-teacher, the two-teacher, and the three-or-more-teacher schools, using the results of form 3. The curve with the continuing line represents the results in the three-or-more-teacher schools; the curve with the broken line which has the circles on it represents the results in the two-teacher schools; the curve with the continuing line which has the cross bars on it represents the results in the one-teacher schools; and the curve with the broken line which has the crosses, or “ X’s”’ on it represents the standard for the end of the year. It should be noticed that each grade made consistent gains, that the curves in Figure 1 are almost parallel. The seventh and eighth grades on form 2 are below the standard for the United States. This may be due to a lack of practice on the fundamental processes in these grades. The curves in Figure 2 show the one-teacher and the three-or-more- teacher schools to be of about the same efficiency as regards the teach. bo -~I Tur Firru Yrarsoox 3 i Q Hl ee -MOTC@-1 ener-oc Ol.s o=Two-Tdacher Schdols Grade medians, problems correct xX O-NUAWUANWSAS 5 WV Vv w VI Wi Grades Fiaure 2—Results of Woody-McCall Mixed Fundamentals, Form 3, One-Teacher, Two-Teacher, Three-Or-More-Teacher Schools 328 Exementary Sonoot Prrnorpats ing of the fundamental processes in arithmetic. Grade five in the three-or-more-teacher schools seems to be making more progress than grade five in either the one-teacher or the two-teacher schools. It is not so much the actual gain that is the predominant feature of such an investigation. It is the scientific attitude on the part of the teachers resulting from such a study. It is the fact of the use of standard tests to measure the results of teaching in rural schools. It is the fact of each pupil’s knowing how he stands with reference to the pupils in other schools. It is the fact that, since the pupils are so well up in the fundamental processes in arithmetic, more time and atten- tion can be given to oral English, to a wider reading program, and to a more varied course of study through which the experiences of the pupils are broadened and through which their horizon is extended. There is no school, or system of schools, in which standard tests may be used with better results than in rural schools. ae oS FS SO —- seo bee’ CHAPTER X THE SURFACING OF PLAYGROUNDS Georce A. STANTON Principal, Washington School, Seattle, Washington HE PROBLEM of furnishing adequate playground facilities T sajeceet to all school buildings is receiving much attention by school authorities, chiefly because of the following considerations: 1. The advancement of physical education to a rank of major importance in the curriculum. 2. The need of more and better play space made necessary by the increasing use of group play, particularly in connection with the Platoon and Junior High School types of organization. 3. The increasing hazards attending the use of public streets for play purposes caused by the rapidly growing menace of automobile traffic. 4. An insistent demand for the extended use of playgrounds for supervised play after school hours and on holidays. To meet the situation caused by these changed conditions larger ani better surfaced playgrounds are necessary. While this need for larger play areas is usually met without serious difficulty in the selection of new sites, insuperable obstacles are encountered when an attempt is made to extend the play facilities connected with old buildings. 1: every case this is a local, individual problem of no concern to other school authorities. The means by which a satisfactory playground surface has been secured is in every case of interest to all others who are wrestling with a similar problem. It is because of this consideration that the present study was undertaken. While limitations of space require that this report be brief, an attempt is made to indicate the most important results of a nation-wide survey. An ideal play surface presents a uniform slope, is resilient to the tread, yet not so soft as to allow slipping; is never muddy because of rainfall or thawing frost, nor dusty from lack of rain. As the result of scientific research and experimentation, and the liberal use of money several cities have obtained playgrounds approximating this ideal. Concerning the problem of playground surfacing the Playground Association of America says, “ No surfacing has been devised which has proved itself to be ideal, or which is satisfactory for every ground. Soil conditions in the various parts of the country are important factors in determining what the surfacing must be.” It might be { 329 ] 330 ELEMENTARY Scuoot PrINcIPAts added that inasmuch as the initial cost and the maintenance are in every case considerable, but vary greatly according to the local supply of the different materials commonly used for surfacing, the available supply and consequent relative cost must also receive careful con- sideration. Climatic conditions as to rainfall and extremes of tem- perature are also of great importance. Since drainage is of supreme importance, the first consideration in the preparation of a playground is the securing of a surface sufficiently porous to take care of ordinary rainfall by underground drainage, with enough slope to quickly carry off any surplus water. The slope or grade must not be so steep as to ‘ause cutting at any place. Usually a one percent slope meets both requirements fairly well. Drainage toward the center has been found less satisfactory than toward the sides; however, with large areas, a drainage system with a sufficient number of laterals is necessary. ‘This requires careful determination of grades by a competent engineer. The New York state board of education and the city of Detroit use substantially the same materials and employ the same procedure: 1. All grass, weeds and humus are removed. 2. A three-inch layer of cinders not exceeding three inches in diameter is added and thoroughly rolled to conform with the desired grade when finished, the material being kept wet during the process. 3. The wet cinder surface is now covered with a two and a half-inch layer of limestone screenings and dust, which is rolled to a compact surface. 4. Calcium chloride, about one and one-half pounds to the square yard, is spread evenly over the surface. 5. A one-fourth inch of clean sharp sand is spread. The New York board reverses the order of applying sand and chloride. Three or four inches of cinders is found to be sufficient when spread ona sandy subsoil. On a clay surface two or three times the amount is found to be necessary. In Baltimore, H. G. Perring, of the public improvement com- mission, has found that a layer of granite dust six inches in thickness, compacted by rolling to four inches, makes the most satisfactory surface. He says that it is soft and resilient under the feet, yet sufli- ciently firm to support the children while running, with little danger of slipping; that it is not unduly dusty in summer or muddy in winter ; is not very expensive to lay, and is comparatively inexpensive to maintain. Mr. Perring says that a cheaper but less satisfactory surface is obtained by cutting the graded surface with a dise harrow to the depth of six or eight inches, adding a mixture of about two parts of sand to one of clay, thoroughly mixing and then compacting by rolling. To keep the surface moist and compact a liberal sowing of calcium chloride is added. Tue Firrn Yrarsoox 331 While the original cost of the sand and elay surface is only about one half that of the granite dust—20 cents to 40 cents as against 55 cents to 60 cents—the maintenance cost of the former is con- siderably greater than that of the granite dust, since it requires re- surfacing after a few years. The materials used and procedure in Philadelphia are very similar to the above except that a compact surface and freedom from dust are maintained by sprinkling from an underground system of pipes when- ever needed. George KE. Dickie of the Playground Association of America recommends a similar use of sand and clay. He considers this a fairly satisfactory surface and one comparatively inexpensive on a natural clay field. Mr. Dickie suggests experimenting on a small field to determine the proper proportions of sand and clay to be used in any location. S. Wales Dixon of the same association emphasizes the necessity of creating a surface which will shed water rapidly but which will not wash at any point. “ Drainage is the first consideration,” he says. A grade of about one percent is quite generally recommended. Cinders have been used for surfacing in some cities. When thor- oughly rolled and covered with a layer of fine gravel and sand they make a very satisfactory surfacing material. As a surface coating, however, they are unsatisfactory because the hard, sharp corners and edges are destructive to the children’s shoes and clothing, if not in- jurious to the children as well. The Chicago board of education do not favor their use on the surface. For the treatment of surfaces where they have been in use L. H. Weir of Louisville, Kentucky, recommends thorough plow- ing, mixing with soil and clay, compacting with a steam roller and then adding a surface of thoroughly rolled grit, finishing with a light oil. Dr. Brown of Peabody College, Nashville, Tennessee, has found that a one or two inch layer of thoroughly compacted river bed gravel coated with a layer of hard oil or asphalt road oil, followed by a thin layer of sand, makes a very inexpensive and satisfactory surface in the south. While concrete is used in a limited way for play areas, its extreme hardness and gritty surface has rendered it generally unsatisfactory. Superintendent Wood of Aberdeen, South Dakota, reports that sand and clay which his board buys properly mixed gives a surface suitable for all seasons. The cost and expense of maintenance are said to be “normal,” Houston, Texas, uses fine gravel alone. The surface is prepared by rolling, after which the gravel is spread and rolled. The surface is 332 Evementary Sonoot PRINCIPALS satisfactory throughout the year. The cost is put at $4 to $5 per square yard, with little expense for maintenance, as it usually lasts from five to seven years. Greensboro, North Carolina, has found the mixture of sand and gravel to give a surface satisfactory at all seasons. The natural soil when mixed with sand, gravel, or cinders gives a surface which Superintendent Saam of Council Bluffs, Iowa, char- acterizes as “ relatively satisfactory.” In addition to this dirt surface, however, every school ground in that city is provided with a play surface of concrete from 40’ x 70’ to 80’ x 100’ in area. In southern California a heavy derivative of natural oil is com- monly used, the surface being finished with a coating of sand. In Seattle, the soil formation being commonly a light loam on a gravelly subsoil, natural underground drainage takes care of the ordi- nary rainfall to a very large degree. Climatic conditions are excep- tionally favorable for economical maintenance inasmuch as excessive rainfall and penetrating frosts are rare. For surfacing material the sand and gravel from the natural pits is passed over a quarter inch screen. The mixture of fine gravel and coarse sand which goes through the screen gives a very satisfactory material at a minimum cost. Soft asphalt on a concrete base has been found satisfactory for limited areas, being much more resilient than a concrete surface. Of all the materials used for dust binders calcium chloride is probably the most satisfactory, all things considered. It is used in a single application of the crystals at the rate of 11% lbs. per square yard, or in several successive applications of the solution, starting with \/ lb. per square yard and continuing with 1/10 lb. per yard at inter- vals of a week for several weeks. The latter plan is used in Phila- delphia. Fasscoil has been found to be satisfactory as a coating for concrete at Youngstown, Ohio. It is said to be cheap, odorless, and almost trackless. A coating lasts about six weeks. Glutrin has been tried in various places in the east. It is a heavy liquid, readily soluble in water, and when dry is a strong adhesive. However, its use is restricted to certain surface conditions; when dry it tends to crumble under foot; and it requires frequent renewing, making the cost excessive. In several cities a scientific study of the various considerations entering into the matter of playground surfacing is being made under expert direction. Much can be learned from these experimental studies, still local conditions affecting the whole situation are so various that the determination of the best materials to be used and methods to be employed in any case is largely a matter of local experi- mentation and study. CHAPTER XI LOCAL PRINCIPALS’ ORGANIZATIONS IN FORTY-THREE CITIES W. T. LoncsHore Principal, Greenwood School, Kansas City, Missouri* OCAL organizations of elementary school principals, local clubs L including both elementary and high school principals and the Department of Elementary School Principals of the National Education Association are providing opportunities for intensive co- operative study of professional problems by elementary school princi- pals. To determine how widely elementary school principals are avail- ing themselves of the opportunities offered through local organizations an inquiry was sent to superintendents of schools in all cities over 100,000 in population. Tables 1 and 4 summarize the replies from 43 cities having either a local organization made up entirely of elemen- tary school principals or an organization including both elementary and secondary school principals. Columns 3 and 4 of Table 1 show that of the 46 school principals’ organizations reported, 19 include only elementary school principals ; 26 include all principals, both elementary and high school; and one includes only the district superintendent and the high school principals. Columns 5 and 6 of Table 1 show that the great majority of local principals’ organizations have a definite time of meeting and that in most cities, meetings are held monthly. In thirty-six out of forty-one local principals’ organizations re- ported, membership dues are paid. In various cities dues range from $.50 per year to $40. The average membership dues for the thirty-six organizations reported is $4.20. Table 2 shows the amount of annual dues paid in both types of principals’ organizations: (1) those whose membership include only elementary school principals, and (2) those including all principals, both elementary and secondary. Twenty-eight out of the forty organizations reporting on the subject of membership (or seventy percent) state that from 95 to 100 percent of those eligible for membership are members of local principals’ organizations. It is interesting to note that in the organization where *The author acknowledges the fine cooperation and work done by the Research Division of the National Education Association in sending out the questionnaires for this report and tabulating the data. 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4nq [eIps09 uorze19d009 ‘ussy ,s[edio -Ul1g OosTouBIg UBg spedjoutrg [ooyas oy} JO TJouNOH ‘ussy ,syed “Puy pue[}yodg qnig sed oud YyFngs}id qn[o syed~unlg ey] ‘ussy sted -loullg uosiejeg oryo *‘umozssuno, yIOoxX MeN ‘slayuox Sz EsNYoUssEHL *194S9010 4 ‘oO ‘a *uopSuTysE MA oro ‘ope[oL yioxX MaN ‘asnoBlAg BOSaUUT]Y ‘Intd 48 U0} SUTYSB AA ‘auvyodg U0zBUrYsB AA ‘aljqeeg BIUIOJ [BO ‘oosjouBbIlg UuBg yIOX MAN ‘lajsayooy u0Z210 “puv[}i0g BiuBalAsuuag “ySiIngsyid BiusalAsuuag “elydjepeliyd 4fasiof MON *u0sl19zeg [ 341 ] 342 ELEMENTARY Scnoot PrIncipats the membership dues are the largest, namely $40 per year, 97 percent of the principals of the local schools are members of this principals’ club. See Column 10, Table 1. TABLE 2—Amounr or ANNUAL Durs—PrincIPALs’ ORGANIZATIONS Number Organizations Number Organizations for Elementary Principals for All Principals (Ele- Amount of Only Reporting Annual mentary and High School) Annual Dues Dues Reporting Annual Dues Total | rr ere 0 4 4 EE gaedeakeengssdacamawees 7 5 12 SE, ida ee eke e Laces cennaeoe 1 7 8 CEE iaenctdicnis ceneseee ae 0 1 RE La vaketsctcasnecieaune sm 1 2 error rr ree 2 3 5 GP OE CVE. onc ccc ciciccccccces 2 2 4 MT EEGS eee npr or reranen et 3 2 5 INGE WOPOREE 2... ccccecccccces 2 2 4 MN oh d-c be wnalvinwe oe aon sete 19 26 45 Read table as follows: No organization for elementary principals only reported annual dues of under $1.00: four organizations for all principals reported dues of under $1.00: a total number of four reported dues of under $1.00. The average percent attendance of the total membership in 40 local principals’ organizations is approximately 75, according to data in Column 11, Table 1. TABLE 3.—Aversce Percent ATTENDANCE AT Recutar MEETINGS Organizations for Organizations for All Elementary Principals Principals (Both Elemen- Percent Only tary and High School) Total RE iia ics Aiea kas are alwmalnertanae 1 1 2 ais de caceeince cic whe xastweee 0 2 2 PT axka wawrecewcuwnnaenaanenas 1 1 2 CE As hide a kiend denies panehue we 2 5 7 a eth Seirare scar tae in bodice oncaig ecmsoceith 7 4 11 SRS See ery oar eee 1 2 3 ND Ah athca: ba di eie ie. cm diay behasieid eis 0 6 6 Dc NORA Rind duskk comemneeeKene 4 3 7 Not designated.................. 3 2 5 SEE -c6ubetes sébseneneenouwe 19 26 45 Read table as follows: One organization for elementary principals only reported an attendance of between 30 and 39 percent at regular meetings; one organization for all principals (both ele- mentary and high school) reported an attendance of between 30 and 39 percent; a total of two reported between 30 and 39 percent attendance. Table 3 gives the average percent attendance at regular meetings for both types of principals’ organizations: (1) those including only elementary school principals, and (2) those including both elementary and secondary school principals. The relationship between the superintendent’s office and the local principals’ organization is described by school superintendents in ———— Tue Firru YEARBOOK 343 phrases such as these: “Complete harmony and splendid coop- eration,” “ excellent,” “ cordial cooperations,” “ harmonious,” “ su- perintendent is honorary member,” and “ interesting and helpful.” See Column 3, Table 4. In reply to the question, Has your organization promoted a program of professional study during the last year?, thirty out of the forty superintendents of schools replying answered in the affirmative. See columns 4 and 5 of Table 4. Also see Table 5. TABLE 5.—Procram oF ProressioNaAL Stupy PromMorep By ORGANIZATION Number Organizations Professional Number Organizations for All Principals (Ele- Study for Elementary Principals mentary and High School) Promoted Only Reporting Reporting Total yt cic das cain casera exe eae 13 17 30 WUE. BGs ek buesies od ada nwatoarewirs 2 8 10 IOb GOBIBMRIED occ cccccccscsses 4 1 5 WOE vce dhe crue celeoransnne 19 26 45 Read table as follows: Of the 30 organizations reported as having a program of professional study, 13 were organizations for elementary principals and 17 were organizations for all principals (both elementary and high school). “The Curriculum” was the subject of professional study most frequently undertaken by local principals’ associations during the past year. Among other topics studied were these: Promotions and non-promotions, individualizing instruction, salaries, the school prin- cipal’s job, school finance, classroom methods, ete. See Column 6, Table 4. A comparison of Column 11 of Table 1 and Column 5 of Table 4 shows that in most organizations where professional studies are car- ried on the percent of attendance at regular meetings is high. Column 7 of Table 4 shows that among other important activities carried on by local principals’ organizations, in addition to professional study are these: Social and legislative activities, publicity, salary campaigns, lecture courses for teachers, bond issue campaigns, teachers’ retire- ment system, promotion of safety instruction, cooperation with civic associations, and American Education Week. CHAPTER XII IMPROVING READING INSTRUCTION IN THE LIGHT OF CURRENT PRACTICES IN GRADES FOUR, FIVE, AND SIX CLARENCE R. Stone Formerly Elementary School Principal, St. Louis, Missouri XPERT supervision always ascertains what practices are in use in the classroom as a point of departure in attempting to improve instruction. A careful study of the present practices of reading instruction in grades four, five, and six, makes clear the outstanding needs in the supervision of reading in these grades. It is with the hope of helping principals and other supervisors that the study herein reported has been undertaken and that the section on objectives and methods in silent reading has been included. I. Two Investigations oF Current Practice IN READING Hosic’s studies—Hosie made a detailed study of the questions and other study helps in four series of literary readers for the middle and upper grades and secured a complete stenographic record of eighteen reading lessons in these grades in seven different schools in Chicago. His analysis and classification of the questions in the texts showed a large preponderance of questions in detail in comparison with ques- tions involving consideration of the unit of literature as a whole, or of its major values. He says,’ “The overwhelming majority of these questions were found to relate to details, particularly linguistic and informational details.” Concerning the questions used by teachers in the eighteen lessons observed, he says, “ In general the questions of the teachers are strikingly similar to the questions put down in the textbooks.” Concerning common practices in teaching reading, he says, “ Both the stenographic reports themselves and the quantitative results of the analysis of them seem to indicate a tendency in practice to deal with details at the expense of the whole... . . Apparently the reading course in the intermediate and higher grades of the American schools is still largely a formal course in oral reading, the study of vocabulary, and the acquiring of miscellaneous knowledge, rather than a course in the interpretation and enjoyment of literature.” *Hosic, James F. Empirical Studies in School Reading, Columbia University, Teachers College Contributions to Education No. 114, 1921. [ 344 ] aoweaern of, > a> = tw ae wt ep eh Tue Firrn YEARBOOK 345 By experimental teaching, involving the use of a method that gave a vivid impression and imaginative experience of the literary unit as a whole and a method that consisted primarily of dwelling on details, Hosic showed that the positive method of the whole was far superior in developing appreciation than the negative method of de- tails. He says, “ Too much analysis and questioning upon detail is thought to hinder rather than help. From first to last the selection should be regarded as a single organic whole.” Cooperative study of the Department of Elementary School Princi- pals—In the Third Yearbook of the Department of Elementary School Principals, the writer reported the results of an investigation relating to current practices in reading in the middle grades, par- ticularly in relation to oral reading. The study was based upon 228 reading lessons in grades four, five, and six, observed and reported upon by fifty different principals in all sections of the country. The following is the summary of that study: 1. While silent-reading methods are being used to considerable extent in the middle grades in the better class of schools throughout the country, the tradi- tional oral-reading method is still the leading one. 2. Audience reading is being used to a small extent, but by and large the importance and possibilities of providing the audience situation in the oral-reading lessons is not sufficiently realized by the rank and file of classroom teachers. 3. The reports of the lessons in which poetry was the subject-matter show that in the main the teachers understood the relation of oral reading to the problem of developing appreciation. 4. Judging from the small amount of material covered and the teachers’ reasons for having the material read orally, one is forced to conclude that the traditional non-audience oral-reading lesson proceeds by a slow, analytical, piecemeal method entirely inadequate in developing good audience reading, skilful silent reading, or in realizing the content values that should be realized in the middle grades through extensive reading. Il. Generat Puan or THE INVESTIGATION Heretn REPORTED Purpose of the investigation—The purpose of the investigation reported in this article was to determine the present relative emphasis on silent and on oral reading in the middle grades and to extend the previous investigation by making a detailed study of practices with reference to silent-reading methods. It was desired, for instance, to determine the extent to which plans for group work are being used in conducting reading lessons, and to gather helpful suggestions con- cerning plans for organizing classroom instruction in reading so as to secure a maximum development of each individual in the class. In relation to silent reading, the specific objectives were (1) to find out the extent to which problem methods that center attention upon the whole selection or a few leading ideas and major values are being used in comparison to methods that deal primarily with details and word 346 ELEMENTARY ScHoot PRINCIPALS study; (2) to determine the attention being given in the classroom to independent recreative reading; and (3) to gather helpful sug- gestions concerning effective testing and training methods for de- veloping skills, habits, and abilities in silent reading. The ultimate purpose of the investigation was to throw light upon improvements needed and to suggest means of improvement. Means of securing data—The plans for securing data on current practices involved the cooperation of the author, the editor of this yearbook, the Research Division of the National Education Asso- ciation, and elementary school principals in all sections of the country. The following is a copy of the report blank (reduced in size), which was formulated by the writer and sent by the editor of the yearbook to one hundred principals in large cities and to one hundred principals in smaller cities of all sections of the country: Report oN Reapina Lesson OBSERVED Notes: 1. Whenever possible, answer by checking or underlining. 2. Use other side of sheet whenever space left for an answer is insufficient. 3. Use one blank for each lesson observed. See RON. ciccanceaas eer ee II. Indicate how the lesson was conducted by checking one of the five state- ments below: A. With all pupils of the room as one class with uniform material B. With part of the pupils in the room as a class with uniform material C. On the basis of a three group plan for the room D. Dn the basis of more than three groups in the room E. On an individual basis (includes library plan) III. If you underlined (A) or (B) under II above, give the following: 1. Number of pupils in the class Text used Prose or poetry I 4 daca ccd Sarees pg: cesta coat ata ass pa sac nates ilies Hee epic NTaiel asdilbrdk herein Is the class: (Check (a) or (b) below) (a) Fairly uniform in ability (b) Characterized by a wide range in ability IV. Was the lesson an oral-reading lesson in the sense that the material used was read aloud consecutively? Yes ...... INO ocivines V. If the lesson material was read aloud, was there a real audience situation in the sense that the reader was reading to one or more persons who had not read the material? Yes ...... ING .cce If you answer “ Yes,” explain the plan briefly just below: a a a P ore go VI. If the period was spent with a group or class as a silent reading lesson, was the aim of the lesson mainly in relation to: (Check correct answer) A. Content, appreciation or experiential purposes B. Training purposes Tuer Firrn YEAarsBoox 347 C. Testing If you checked (A) under (VI) above, which of three methods listed below was used: (Check) 1. Method of the whole—one or more problems centering attention upon the value, significance, or meaning of the whole unit or of a few leading points. 2. Method of details—relatively large number of questions— attention centered mainly on details. 3. Informal procedure—explain on reverse side of this sheet. If you check (B) under (VI) above, describe in the space below: (1) The specific training purpose; (2) A brief account of the pro- cedure and material. If you checked (C) under (VI) explain in the space below, the nature and purpose of the test given. VII. If the lesson was conducted on the basis of three or more groups to the room, describe in the space below: (a) Basis of grouping; (b) Material and method used with each group. VIII. If the lesson was conducted on an individual basis, describe briefly just how it was done in the space below: or Name of Principal who filled out this blank (Return not later than November 15 to Department of Elementary School Principals, 1201 Sixteenth Street, N. W., Washington, D. C.) The following paragraph is from the editor’s letter of October 15, 1925, which accompanied the report blanks sent to the principals: Will you kindly assist the Department of Elementary School Principals in a study of current practices in reading? We would like to have you observe three to five recitations in reading in grades four, five, and six without giving advance notice of your visits and then report upon your observations using the inclosed blanks. (Use one blank for each observation made.) One hundred and fifty reports received and studied—Forty differ- ent elementary school principals, representing all sections of the United States, observed and reported upon one hundred and fifty lessons in grades four, five, and six. Certain tabulations were made from these reports by the Research Division as an aid to the writer in reporting upon the study. Much of the information on the reports does not permit of statistical treatment. The reports were classified and studied with reference to the purposes previously indicated. 348 Exementary Scuoort Princrpars III. InrTerRPRETATION OF THE REPORTS WITH SUGGESTIONS For Improvine Reapine INstrRucTION Current practices in regard to classroom organization—Of the 150 lessons reported, 79, or 53 percent, were conducted with all pupils of the room as one class with uniform reading material in hand. The following shows the distribution of these 79 classes as to size: 4 classes ranged from 12 to 19 pupils each 14 “ “ “ 20 to 29 “ “ 49 “ “ “ 30 to 39 “ “ 12 “ “ “ 40 to 48 “ “ Of the 79 lessons conducted with uniform material in the hands of all the pupils, 43, or 54 percent, were oral-reading lessons and 36, or 46 percent, were lessons connected with silent reading. The 43 oral- reading lessons with uniform material in the hands of all the pupils could not very well have real audience situations for the oral reading. Yet, in a considerable number of these cases, the principals checked yes under V in the reports. The explanation asked for in the space below served as an excellent check on the correctness of the principal’s report with reference to the audience situation, and revealed the fact that some of the principals apparently do not understand what is meant by a real audience situation. In explaining the plan for the audience situation, one principal wrote, “ Lesson had been studied day before class reading. Each reader stood before the class while reading. Questions were asked regarding content.” It is appropriate at this point to suggest that merely having the reader stand before the class does not constitute an audience situation. Furthermore, having the pupils close books while one pupil reads aloud does not provide a real audience situation. There must be one or more persons entirely dependent upon the reader for the meaning before there is a real audience situation. In interpreting the reports, then, it seems nearest the truth to consider all of the 43 oral-reading lessons with uniform materials in the hands of all the pupils as lacking a real audience situation. The writer would not say that reading lessons in the middle grades should never be conducted with uniform material in the hands of all the class, but the use of such a plan appears to be altogether too common. The remaining 71 lessons are distributed as follows with reference to classroom organization: Thirty-one with part of the pupils in the room as a class with uniform material Fifteen on the basis of a three-group plan for the room Seven on the basis of more than three groups in the room Ei Cc ,. an 0 f le Tue Firrn YEARBOOK 349 Eighteen on the basis of all pupils as one class without uniform material. These lessons classify as follows: Twelve individuals reading to class as an audience Three library plan (silent reading) One pupil searching for information bearing on a problem One pupil reciting original biographies of Franklin The class-fashion type of lesson with one or two classes to the room apparently predominates in the reading lessons in the middle grades in the great majority of American classrooms. The writer believes the three-group plan of classroom organization based on reading abilities and needs is the most practical plan. Both informal reading activities and the more formal class-fashion type of instruction un- doubtedly can be utilized to good advantage. Current practices with reference to oral reading—The reports show that just one half of the 150 lessons were conducted as oral-reading lessons. Of the reports on the 75 oral-reading lessons, 14 reports contain clear evidence that there was a real audience situation in the sense that the pupils read to one or more persons who did not have the material in hand and had not just previously read the material. Tn discussing improvement in oral reading as an aim in the middle grades, the Report of the National Committee on Reading (1915), on page 57, says, “It is important that strong motives for reading and real audience situations be provided.” Classroom practice appears slow in putting into effect this essential principle, which has been constantly emphasized in educational literature during the last fifteen years. The reports indicate that oral reading continues to hold an undue prominence in classroom practice in the middle grades and that the oral reading is usually conducted under artificial condition with the center of attention foensed upon the mechanical elements rather than upon the conveyance of meaning and feeling under con- ditions of strong and proper motives. Current practices closely related to silent reading for experience, appreciation, and other content values—Objectives in reading instruc- tion closely related to the content and to methods of providing vivid experiences and keen appreciation are as follows: 1. To enrich and extend experience. 2. To establish permanent, varied, and desirable interests in reading. 3. To inculcate fundamental ethical attitudes and ideals. Of the seventy-five lessons classified as related to silent reading rather than to oral reading, thirty-seven were reported as class reci- tations with the primary purpose closely related to content, appre- ciation, and experiential values. The following shows the number of recitations using each of the three methods listed on the report blanks. Fifteen method of the whole—one or more problems centering attention upon the value, significance, or meaning of the whole unit or of a few leading points. 350 ELEMENTARY Scuoot PRINCIPALS Twenty method of details—relatively large number of questions—attention centered mainly upon details. Two informal procedure. (Requested description given in only one.) These data indicate that probably a majority of teachers who are using silent reading methods to realize objectives closely related to the content, such as extending and enriching experience and developing reading interests and appreciations, are carrying over from the stereo- typed analytical oral reading method the piecemeal method of details. However, it is promising to see a considerable percentage of teachers using the problem method with attention centered upon major values and leading ideas. Of the two reports indicating an informal class-fashion procedure, one gives no description of the procedure as requested. The other report gives the following data: I. Grade 6. II. Lesson conducted with all pupils of the room as one class with uniform material. Forty-five pupils in class—characterized by a wide range in ability. “ Milo of Crolon” from Guerber’s Story of the Greeks. Aim of lesson mainly in relation to content. Informal procedure. The following questions were written at beginning of period: 1. Why was Milo considered very remarkable? 2. On which Greek colony did he live? 3. When did he start to train himself to be strong? 4. Who killed Milo? Class was told to read silently, then write answers on paper. Answers were read and results checked. Seventy-five percent of class obtained perfect answers. Apparently the aim in this lesson is more closely related to testing and training purposes than to content purposes. Attention is appar- ently focused upon a test result rather than upon the inherent values of the content. Some persons might call this lesson an informal test. The writer believes that it is unfortunate that the term informal has been applied by some writers to designate a certain type of test. Any test in the sense of yielding a measure is bound to be more or less formal. Among the reports indicating a less formal organization and pro- cedure than the usual class-fashion type of recitation, three report the use of the library plan. The following report is interesting and sug- gestive: Some children were reading books from the public library. These went on with such books. Others were reading stories from the classroom library. These books were handed out and children continued to read silently. The teacher suggested books and magazine stories for such children as had no reading material. Then he went about from child to child, helping, suggesting, encouraging, and receiving little reports on the work done. The relatively small number of lessons utilizing the informal library plan is disappointing. This type of reading activity is essential in developing varied, permanent, and worthwhile reading interests. In the opinion of the writer it should constitute about one fourth of the entire program reading time in the middle grades. Tue Firrn YEARBOOK 351 ——— Current practices in testing and training lessons in silent reading— Reports for thirty lessons give clear evidence that in each case the primary purpose was to test, to train, or both to test and to train. A reproduction of ten reports, representative of the best and of the poorest lessons, will now be given together with constructive comments. (1) I. Grade 5. II. Lesson conducted on an individual basis. VI. Specific train- ing purpose: to train a class, slow in comprehension. Material and procedure— cards containing directions to be acted out were distributed, face down, and three to a pupil. One by one, the pupil turned the cards and executed commands. Incidentally training in speed was given, since pupils were required to comply promptly with direction card. As indicated at the beginning of this report, this exercise was apparently conducted on an individual basis. The writer believes that greater social value and better training outcomes would result from grouping the pupils according to needs and conducting similar lessons as group exercises with the reading material in such form that all the pupils in the group can read the direction being executed. (2) I. Grade 5. II. Lesson conducted on basis of four groups with uniform material. III. 30 pupils; The Silent Readers—Fifth; The Two Charlemagnes; prose; pupils fairly uniform in ability. VI. Specific training purpose: Training in observation, memory, selection of important points in the selection. Procedure: Three minutes for explanation of new words, location on map. Seven minutes for silent reading. Ten minutes for preparation for recitation. Twenty minutes for discussion. Leaders of groups consulted with other membérs of their groups. Aim of group 1—to tell the story in words. Aim of group 2—to ask pertinent questions on the lesson. Aim of group 3—to act the story. Aim of group 4 to draw as many pictures of the scenes as there were members in the group. Although the details of the first step are not indicated in the report, the writer believes that the preliminary attention to words as usually done is psychologically wrong and induces the wrong reading attitude on the part of the pupils. The text contains a good introductory approach to the lesson and five good problems centering attention upon significant major points. The aim of the editor of the text was evi- dently to train in comprehension of leading ideas in a selection. The writer feels that a teacher better trained in the details of specific purposes in training lessons in silent reading would have recognized the editor’s aim and utilized the helps in the text. Then the excellent group plan as outlined in the report might well have been carried out in connection with a re-reading of the selection. (3) I. Grade 6. II. Lesson conducted on basis of four groups to the room. VI and VII. The class had been given a test for speed and comprehension, and as a result of this test, the class was arranged in four groups as follows: 1. Need- ing speed and comprehension; 2. Needing work to increase speed; 3. Needing work to increase comprehension; 4. Those who are capable of reading with little supervision. The teacher was working with Group II. Each child read the story silently, raising his hand as he finished. When each one had finished, he was told how quickly he had finished. This way he was able to check up on himself. The stories are kept practically the same length, so the improvement in speed can be 352 ELEMENTARY ScHoot PRINCIPALS more accurately judged. The thought of the story is then checked upon, so the children do not acquire careless reading habits. While Group II was working with the teacher, Groups I and III were reading silently to answer questions which the teacher had written upon the board, and Group IV used this time to read a story from some book from the class library. Grouping pupils on the basis of one test is precarious. For the purpose indicated, an average or total result of two or three tests yielding rate and comprehension scores would be a more reliable guide in grouping. Such a plan of grouping and training for the specific purpose indicated should not be continued to the neglect of training for a number of other equally important specific purposes, such as vocabulary, organization, and accuracy, for which a different grouping might be better. (4) I. Grade 5. II. Lesson conducted with half of the pupils as a class with uniform material. III. Twenty-five pupils. The Silent Readers—Fifth Reader, Gerry of the Signal Corps. Class fairly uniform in ability. VI. Specific training purpose and procedure: Skimming. Questions asked containing keyword to look for. Sometimes teacher would ask for it, but as pupils have these lessons about once a week, they seemed to be able generally to find it for themselves. After quickly finding the answer, books closed while they wrote it. Books opened to verify and check right or wrong. Several answers read and discussed. Papers graded by writers and handed in. This type of procedure appeals to the writer as a valuable one. There is a definite objective and the procedure was well planned to realize the objective. (5) I. Grade 4. II. Lesson conducted with part of pupils in the room as a class with uniform material. III. Twenty-four pupils reciting. Everyday Classics Fourth Reader: Cosette (Prose). Pupils characterized by a wide range of ability. VI. Test. Aim: to test speed of comprehension. Time: three minutes to find average for one minute. Teacher explained purpose and plan, gave page and line. At signal all read silently. One used lip-movement most of time, two used lips some. Standard—140 words per minute. Greatest read 403 words. Eleven pupils fell below standard. The second highest read 318 words per minute and answered 17 questions promptly and accurately. Individual graphs to be made and record improved. During the study period that followed the true-false test, the pupils wrote on paper how many things showed the fright Cosette felt on the way to the spring. Books were used. The details of the test procedure are not entirely clear. It is not clear whether all the pupils read the whole story or whether all stopped at the end of three minutes. If they all stopped at the end of three minutes, a comprehension test of twenty true-false statements would not yield comparable scores. If the pupils were permitted to complete the story, the test is open to the objection that the text contains one whole page and two half-page illustrations. It is difficult to tell how much of the meaning may be gotten through the pictures. There seems to have been no follow-up work for the comprehension test. The citation or copying of sentences to verify the correctness or incorrect- ee eee omer ; he th he 1e ts le fic 1g as ith er, ng ok ut ter ers sa ics ty. ind ind sed ren ind nd the the 10t ed ree ild ete ne ow ms ‘he et- Tue Firrn YErarsBoox 353 ness of the true-false statements would have been a valuable follow-up exercise for the study period. Instead the teacher assigned an entirely new problem. (6) I. Grade 4. II. Lesson conducted on basis of two groups to the room. VII. Grouped according to judgment of teacher. Group I—Elson Reader, Book IV, Baucis and Philemon (prose). Read first to increase speed and for under- standing. Counted number of words per minute. Told story as far as had been read, each child adding a little more to the story. Teacher then told group to finish the story and gave some written questions to test their understanding. Group II—Fifty Famous Stories Retold—The Ungrateful Soldier (prose). Method —silent reading. Blanks were filled and true and false statements were checked. This teacher has evidently realized the importance of using simple material with the less capable group. The use of material of the proper level of difficulty for the group is essential in realizing the full benefit of grouping according to ability. Tests probably would have aided the teacher in making a more accurate grouping of pupils. With the proper materials and management, a three group plan will meet the problems of individual differences and needs better than a two group plan. Tests would probably have revealed to the teacher a greater range of ability than he thought existed in the room. (7) I. Grade 5. II. Lesson conducted with all pupils of the room as one class with uniform material. III. 31 pupils—characterized by a wide range of ability. Child’s World Fifth Reader—John Maynard (prose). Note——This teacher will group his class at end of month. This is first month of school. VI. Specific train- ing purpose—to teach pupils how to study. The teacher wrote the following in- structions on board: “ Read the story, John Maynard, and be able to tell the story. Make a list of the hard words so that you will be able to read it to some one aloud. Begin.’ One pupil was asked to tell the story before the class. This pupil failed. A second pupil then told the story fairly well. Pupil No. 1 was asked if he knew why he failed to tell the story. He did not know. The teacher then explained that he began to read and that he should have read the selection first to get content, then again to get his list of words. Teacher then told class that pupil No. 2 was on a list of pupils in the class who knew how to study. He read this list of about ten pupils. He then told class how to prepare the reading lesson: 1. Read for content. 2. Read again and make a list of difficult words. Look up and pronounce these words. 3. Read a third time aloud to members of family. The tactics used in showing pupil No. 1 the “ error of his ways” show some skill. But the teacher needs some instruction himself con- cerning how to study a reading lesson. Why list words and learn to pronounce them? Why read the material aloud to the folks at home ? Evidently he has in mind practice for oral reading, which is not study. Presuming that good oral reading is the objective, he failed to provide a strong motive which is the first essential. However, his test for pupil No. 1 was a test of silent reading and reproduction. For this purpose he should advise the pupil (1) to read the selection through rapidly to get the whole account in mind; (2) to make an outline of the main points; (3) to practice recalling the story with the outline in hand; 11 : 354 ELEMENTARY ScHoot PRINCIPALS (4) to practice recalling the story without the outline in hand. Why did the teacher place the word “ begin ” at the end of the assigument ? Is he imitating a point in testing procedure entirely foreign to a good assignment of study? Apparently this teacher needs skilful sympa- thetic supervision and needs a course in the psychology of reading and study. (8) I. Grade 5. II. Lesson conducted with all the pupils of the room as one class with uniform material. III. 36 pupils. Fairly uniform in ability. The Silent Readers—Fourth Reader, Clear Thinking (prose). VI. Specific training purpose— to train pupils in following directions. Procedure: They were told to read the paragraph at top of page 13. They were to read the eight directions and follow them. Teacher worked with class in checking work. No doubt time was wasted for the superior pupils in the class. Let us presume that the teacher did not know which pupils in the class needed training of this type. The pupils might have executed the directions during a short study period. After the teacher or some bright pupil, using a previously prepared key, had checked the papers, a recitation period in follow-up corrective teaching and drill might have been spent with pupils needing such training, while the pupils who followed the directions correctly were given a more profitable type of reading activity. (9) I. Grade 5. II. Lesson conducted with all pupils of the room as one class with uniform material. III. 36 pupils fairly uniform in ability. Bolenius Fifth Reader—The Fish I Didn’t Catch. VI. Test. Rate and comprehension tested. Both scored by pupils—teacher directing. Pupils left with a desire to improve and looking forward to the next test. There is a serious question whether a literary unit, such as the one by Whittier used in this lesson, should be used for a rate and com- prehension test. The editor of the reader provides a considerable list of questions and exercises at the end of the selection and in the manual he suggests this unit as a good one for topical outlining. He suggests nine divisions and provides sectional numbers in the text to show these. Evidently the teacher is not following the manual. (10) I. Grade 6. II. Lesson conducted with all pupils of the room as one class with uniform material. III. 22 pupils, fairly uniform in ability. Elson Reader, Book VI. Voyage of Ulysses (prose). VI. Training and testing. Pupils being trained to master new words appearing in lesson. Were required to study words by visualizing them. A good many words of the story were hard for the pupils to pronounce and spell. Many of them had been marked and the pupils studied them and then wrote them. This report is an excellent illustration of “words” instead of thoughts being placed in the focus of attention. Evidently the class is using material that is too difficult. The teacher needs the sympathetic aid of an expert supervising principal and needs to study modern methods of teaching reading. amo fm Q POA ~~ Tue Firrn YEARBOOK 355 The thirty lessons reported as being primarily for testing and train- ing purposes were reported by eighteen different principals in seven- teen different cities in fourteen different states representing all sec- tions, east, west, north, south, and central. Although the number of lessons is too small to furnish conclusive evidence as to current prac- tices with reference to purposes and procedures in specialized training in silent reading, yet it is somewhat indicative of general practice. Apparently many teachers and principals are awake to the need of training lessons in silent reading. Judging from the 30 reports and from personal observation of many reading lessons in classrooms in various centers during the last few years, the writer believes that the greatest needs on the part of principals and teachers with reference to the problems of training in silent reading are as follows: (1) A well formulated outline of specific objectives for training in silent reading ; (2) recognition of the importance of centering upon one of these specific objectives as the primary aim of a particular training lesson ; (3) knowledge of the essentials in method with reference to each specific objective ; (4) recognition of the importance of using material specially adapted to the method; (5) recognition of the importance of grouping the pupils for training according to specific needs as indi- cated by tests and teacher judgments; and (6) an adequate supply of materials specially planned for attaining economically the specific objectives. Conclusions based on the reports—The reports undoubtedly show that a large percentage of progressive schools are giving attention to silent reading as a process distinctly different from oral reading and are utilizing silent-reading methods for attaining aims closely related to content, experience, and appreciation and are also using specialized methods and materials for testing and training purposes. In the silent- reading lessons for content and appreciation purposes, no doubt many teachers are using positive methods that give vivid impressions of the literary unit as a whole. However, probably the majority of teachers are using negative methods of detail in the reading lessons for content values and literary appreciation. Many progressive schools are awake to the need for specialized training in attitudes, habits, and abilities essential to skilful silent reading. However, many teachers apparently do not understand methods of determining individual needs for such training, and are unaware of the importance and advantages of group- ing pupils to insure a maximum development of all the children. Teachers need the guidance of well planned programs of reading instruction with reference to general and specific objectives and varied methods to accomplish these varied purposes. There is an apparent need for adequate material specially suited to training purposes. 356 ELEMENTARY ScHooL PRINCIPALS Oral reading continues to hold an undue prominence in current practices in the middle grades, and the stereotyped, non-audience, piecemeal, oral-reading procedure appears to be altogether too com- mon in the middle grades in spite of the almost universal condem- nation of this type of lesson in educational courses and by prominent educational speakers and writers. III. Ozsectives anD Metruops In Sitent READING General objectives in silent reading—The following is a brief sum- mary of the general objectives in silent reading: 1. To enrich and extend experiences. 2. To establish permanent, varied, and desirable interests in reading. 3. To inculcate fundamental ethical attitudes and ideals. 4. To cultivate the attitudes, habits, skills, and abilities essential to efficient silent reading. For the achievement of the first three aims an abundant supply of varied content of excellent quality and of the right level of difficulty for the class is essential. Informal methods and positive methods that focus upon vivid impressions of the whole and relate the major values to actual experience are the most effective in realizing these aims. Wide reading of varied types of materials is an essential in realizing these objectives. Specific training purposes—With a certain percent of the pupils the fourth aim will be realized as a by-product of reading activities intended primarily to accomplish the first three objectives. However, many pupils will need specialized training lessons for the development of ability to do skilful silent reading. Such lessons should provide definite training in the following: 1. Recognizing word and phrase meanings of increasing difficulty. 2. Interpreting sentences of increasing complexity. 3. Grasping the central idea of the paragraph, of a section, and of the selection as a whole. 4. Comprehending the essential conditions of a problem. 5. Locating and selecting data bearing upon a problem. 6. Analyzing, associating, and organizing the various elements in reading matter. 7. Perceiving the purpose of the author. 8. Comprehending the author’s organization. 9. Evaluating statements and judging the validity of conclusions. 10. Increasing the rate of reading within the limits of adequate comprehension. 11. Concentrating upon leading points for purposes of retention and recall, such as reproducing to others. Purpose of test lessons—The ultimate purpose of tests is, of course, the improvement of instruction. The immediate purpose of a test lesson is to measure. Wisdom in testing contemplates the use of the measurement results in relation to training purposes. A lesson that —EEE Tur Firrn Yrarsoox 357 involves measurement as its immediate objective is called a test lesson. A lesson that has for its main purpose a training objective, although a test result may be involved, is more appropriately called a training lesson than a test lesson. Many so-called “ informal tests ” are really not informal. Usually such exercises may be more appro- priately called training lessons because the primary immediate pur- pose is the training result rather than the test result. Types of responses utilized in lessons in silent reading—In the stereotyped oral-reading lessons, we may think of the oral reading as a response. One of the problems of effective silent-reading lessons is to provide varied responses that make a consecutive oral reading unnecessary. The following is a list of responses commonly used in lessons in silent reading. 1. Discussion of problems—This type of response is particularly valuable in connection with lessons whose objective is primarily in relation to the content, such as lessons for enriching and extending experience, for developing interests and appreciations, and for inculcating ethical attitudes and ideals. 2. Action response in relation to direction sentences, demonstrations, plays, rhymes, games, tricks, and dramatization of stories. 3. Manual responses of cutting, drawing, coloring, construction, and the like. 4. Matching responses, such as matching pictures and expressions, paragraphs and headings, riddles and answers. 5. Two-choice responses, such as, yes or no and true or false. 6. Multiple-choice responses. 7. Citation responses for training in verification. In silent-reading lessons many occasions arise in which it is an appropriate and essential part of the procedure to have the pupils prove or disprove answers by citing expressions in the reading matter. The verification step is essential in reading requiring special care, or exactness. 8. Outlining response as a means of developing ability to comprehend the organization. 9. Telling responses in reproducing, in answering questions, and carrying out directions. 10. Written responses in reproducing, in answering questions, and in carrying out directions. 11. Completion response —The filling in of omitted words is a response some- times used. Frequent use of this type of exercise may interfere with the develop- ment of mature habits of eye-movements, on account of the many regressive eye-movements involved. Types of training lessons as to purposes—Every training lesson in silent reading should have a specific purpose. The procedure used in the lesson should be planned for the most effective realization of the specific objective. In many cases the material should be specially organized and printed to facilitate the procedure. The following are the main types of training lessons as to purpose: 1. To Devetop Accuracy AND DeptH oF COMPREHENSION Reading which requires accuracy and depth of comprehension of necessity must be done under conditions of deliberation and under 358 ELEMENTARY ScHoot PRINCIPALS conditions allowing opportunity for verification. Exercises involving action responses and manual responses of drawing, cutting, and con- structing are adapted for training for this purpose. It is evident that such exercises should not be done under the pressure of a short time limit. 2. To DeveLop Speep or COMPREHENSION On the other hand, an exercise for the development of quickness of comprehension should be conducted under the pressure of a short exact time limit. Such exercises should be relatively simple. Often the units are numbered, and the child’s objective is to see how many units he can complete in a definite time, such as five minutes. Investi- gations indicate that such exercises not only increase the speed of reading but also the accuracy. 3. To Train SPECIFICALLY TO GRASP THE MEANING oF IpgEA on THOUGHT UNITS Comprehension may be improved (1) by special vocabulary exer- cises to increase mastery of word meanings and to develop inde- pendence in working out word meanings; (2) by training in compre- hending sentences and questions; (3) by training in grasping the central ideas or the essential meaning of the paragraph as a whole; (4) by training in grasping the subject or main point of large sections of a relatively long unit; (5) by training in grasping the problem, major value, or leading idea of the whole selection. 4. To Train SpeciFicALty IN THE Factors INvotvep In THE More Comp_ex ForMs oF INTERPRETATION IN Stupy READING Training in silent reading in relation to study involves the use of well-organized informational material in non-narrative form for the following purposes: (1) To improve comprehension through repro- duction, discussion of problems, and answering of questions; (2) to develop the ability to grasp the central idea of paragraphs; (3) to train in perceiving the author’s purpose and organization; (4) to provide practice in locating and selecting expressions and statements bearing upon a particular point or problem; (5) to teach the technique of reading for special purposes of retention and recall. 5. To Trarn IN Rapw Story READING WITH COMPREHENSION ADEQUATE FOR THE PurPOsE IN HAND The types of training in story reading with method suggestions will now be given as follows: 1. Developing speed—Choose a rather easy long selection and divide it into several sections. In the preparatory step secure the LEE ATP POT Tue Firrn YEARBOOK 359 proper attitude on the part of the pupils for rapid reading and throw out a remark or leading question to stimulate interest in finding out what is in the first part of the story. More time should be spent in the actual silent reading than in the questioning and discussion. Advise the too slow reader to try reading faster and to tell you whether or not he gets the story better. Such pupils need to be drilled in a separate group with easier material. An exhibition of the poor com- prehension of the too rapid, careless reader will usually be effective in causing him to read with more attention to the thought. Such pupils should be advised to read more slowly. The comprehension check-up should emphasize the main point of the section and relate it to the plot of the story. This plan helps to give the poor reader the run of the story and makes it possible for him to read the next section faster and comprehend it better. The idea is to go through the story under speed conditions, checking up the comprehension informally at the end of each reading stretch and covering the whole story in one period. 2. Improving comprehension—The practice of proceeding in a highly analytical, piecemeal fashion, with the major emphasis upon words and details unrelated to significant values, underlying problems, or leading ideas, has been altogether too common in teaching reading in the middle grades. The problem method avoids these fundamental deficiencies. In this positive method of focusing upon major values and leading ideas, words, expressions, and details are given attention ; but they are given attention as they relate to the solution of problems designed to bring out the major value or essential meaning of the story. Such a method not only increases power of comprehension, but it also increases interest in reading, provides valuable experiences, aids in establishing permanent reading interests, stimulates thinking, and makes the reading period a real joy. 3. Providing practice in reading for pleasure and general infor- mation—In using more or less formal procedures in reading lessons, the school is in danger of neglecting practice in reading for mere pleasure and general information. Narrative informational material is adapted to informal practice in reading for pleasure and general information. In connection with such lessons, explain in the prepara- tory step that the story is to be read for the joy and pleasure of reading and for picking up any general information that appears to be of interest. After the pupils have read the story in this recreative fashion, have an informal discussion to give pupils an opportunity to relate the parts that interest them most and to contribute similar experiences of their own. Encourage the pupils to ask questions about points in the story that may have aroused their curiosity. 360 ELEMENTARY ScHoot PRINCIPALS Concluding statements—In Part III the importance of basing each training lesson upon a definite objective has been emphasized. The importance of using a procedure adapted to the realization of the specific objective ‘has been stressed. It has been pointed out that it will often be necessary to have the material specially organized to be suited to the necessary procedure. Varied types of specific teaching for clearly defined purposes to provide an adequate program of train- ing in silent reading is probably the most important present need of most classrooms in the middle grades in relation to instruction in reading. CHAPTER XIII PUBLISHING A SCHOOL PAPER IN AN ELEMENTARY SCHOOL Maset Haven Principal School No. 18, Yonkers, New York HE POSSIBILITIES for effective education involved in the j pectin of a school paper can only be suggested in this article. Probably, there is no other activity in the school which offers so many opportunities for the development of good citizenship, or, in other words, strong intelligent, moral character. Briefly stated the chief objectives are to discover the children and then to assist them in the development of their latent capacities for leadership by training them to take initiative, to plan, to execute; to develop the spirit of team work by organizing an editorial staff comprised of members from four different grades as well as an editorial staff in each home room; to train children to take responsibility by giving a group of leaders the definite task of securing suitable material from each class- room; to train judgment by giving the children the problem of selecting the material to be used in the paper; to unify the school by having a common problem upon which all may work; to furnish a channel through which the children may express their ideas and ideals to each other and to the public; to encourage children to express their ideas clearly and with some degree of force and accuracy; to develop alertness for opportunities to serve. The school where this paper is published consists of about 1500 pupils, over 98 percent of whom are of Italian birth. Italian is the language principally spoken in the homes. The kindergarten and first eight grades with a vocational class are in the same building. Five sixth grades, five seventh grades, and four eighth grades are working under a departmental system. The monthly publication of our school paper forms a very important part in the education of our children. In planning the work the first purpose of the leader is to arouse genuine interest and then to pro- vide for the development and expression of that interest. This is accomplished by suggesting possible fields for explanation and thus discovering the children’s interests. A paper cannot be successful as an educative factor if it is not an expression of the children’s ideas. The problems of the school in general, such as passing of classes, assembling before school and marching in, keeping the lawn in good { 361 ] 362 ELemMentary Scuoot PrINcIPAts condition, providing for activity on the playground, the management of the basketball teams, the work of the student council and reports of committees under its directions are real and therefore of interest. The activities of each individual class also furnish much material. Interest is the mainspring of effort. Motivated effort is always the most effective and the most productive. The first problem is the organization of the editorial staff. A new staff is chosen for every issue in order to give as many children as possible the experience of acting as editor. The editor-in-chief and the assistant editor are appointed from the eighth grades by the principal with the advice of the teachers. The principal discusses the problem of the selection of members of the staff with these two editors. By means of careful questioning the important duties and qualifications of each editor are agreed upon. Mimeographed copies of these con- clusions are made and sent to each of the eighth grade rooms to assist the children in deciding what office to apply for. The editor-in-chief advertises in each eighth grade for a story editor, news editor, sport editor, scout editor, joke editor and any other de- partment editors he may choose to have. He appoints a time and place for interviewing each group. When the editor has selected his staff from these applicants, he informs the principal. Meanwhile the principal has met the editor and his assistant and has discussed with them the possible material suitable for the paper. The result of this discussion is mimeographed and made ready for the editors. Each home room selects a home room editor and provides for its own editorial staff. In some classes the children elect their editors, while in others the teacher appoints them. The home room editor serves for one school year but his assistants serve only twenty weeks. The editorial staff chosen from the eighth grades, and the home room editors meet with the principal and discuss the mimeographed material. The principal leads in this discussion. She endeavors to explain the possibilities of the suggested materials and answers any questions pupils may have about any subject or about organization. The home room editors launch the project in their own rooms. All are encouraged to write on some subject suggested, or better still upon one of their own. The editor in charge of the department takes all material belonging to him, reads it carefully and selects from it what- ever he wants to use. He corrects this and hands it to the home room editor who in turn reads, selects and corrects whatever he deems best and passes it on to the editor-in-chief. As fast as it comes in this copy is turned over to the department editor in the eighth grade editorial staff. Here it is again read and corrected after which it is mM © nn Oo, © ©} +S we © OO BH CO.| A fF = ft & me Tue Firrn YErarsoox 363 handed to the principal. She examines it and if it is not necessary to make further rejections of material it is sent to the printers. When the paper comes up from the shop, the editors of the paper meet with the staff selected for the next month and the principal, to review the finished work. The principal commends fine work and calls attention to glaring errors in spelling, English and arrangement of material. In this way the children learn what is excellent or good and also what may be improved. Joubert says, “ Too much severity freezes our faults, and fixes them; often indulgence kills them. A good praiser is as necessary as a good corrector.” Children develop power by using what they already have. They delight in doing real tasks; the harder the better. The responsibility of selecting the editorial staff, organizing the home rooms, planning the paper, selecting and correcting copy, classifying and organizing material and finally managing the sale of the paper, belongs to the children. Consequently, they feel that it is their project and are very eager to make it worthwhile. One of the most interesting and educative experiences the principal has is the one when all of the editorial staff meets to decide what copy shall be rejected. She takes little part in these discussions. The children realize which article has real value and which one sounds good but isn’t worth much. Each editor is desirous of publishing the best and the editor-in-chief is especially anxious to put out a fine paper. The degree of cooperation developed by means of this school activity cannot be measured, School spirit, judgment free from personality, pride in excellent work with- out thought of who did it, joy in achievement—real cooperation—are some of the fruits of the struggle made each month. The school paper furnishes an open forum where children may express their ideas in regard to every activity in the school. Through its columns the president of the student council may keep his purpose and plans before the school. The captains of basketball may stir up enthusiasm. The various committees at work in the school have a means of making their work understood and thus may secure coop- eration. Incidentally it motivates the work in English both oral and written throughout the school. CHAPTER XIV THE COMMUNITY AND THE CURRICULUM C. A. Harweii Principal, Emerson School, Berkeley, California HE EMERSON elementary school is located in a residential TL aisisic adjacent to the campus of the University of California. It has an enrolment of 375 children in kindergarten and grades 1 to 6 inclusive. In this community are to be found the homes of highly educated, successful men and women who are always anxious to cooperate in any way to make the school more efficient and more attractive. A strong well organized parent teacher association has been a feature of the school for years. One year the improvement of the children’s playgrounds had been their special project. A father’s labor day and the raising of eight hundred dollars for playground apparatus and school ground beauti- fication kept the organization very busy and very well satisfied with results accomplished. Next year the problem of improving the facili- ties for children and teachers was taken up. A school cafeteria and well equipped teachers’ lunchroom resulted. In planning the parent teacher organization objective for the next year with the newly elected officers, it occurred to the writer that this group would welcome the opportunity to work more intimately with the teachers in carrying out some phase of the regular program of the school. In such a community as this why should not the well equipped home libraries, and art collections, as well as the exceptionally well edu- cated mothers and fathers, be used in an organized way by the school to enrich the curriculum of the children? On the other hand why should not the curriculum be modified at any time to meet the needs of the community ? The writer outlined the following plan which was enthusiastically received by the children, teachers, and parents: That we select a number of countries for special study during the year, that all classes of the school engage jointly in their study and that parents cooperate with teachers in arranging programs, exhibits, and excursions and in other ways to make the learning of their children more meaningful and more abundant. We decided to study one country a month under the following schedule: October, Holland November, Switzerland { 364 ] 1] Tue Firrn Yrarsoox 365 January, Mexico February, United States March, Norway and Sweden April, Japan May, kermess of all nations studied during the year, to be arranged as an out- door pageant. A general program committee was appointed by the president of the parent teacher association to serve for the year, with a sub- committee for each month. In appointing these sub-committees care was taken to select mothers who were particularly interested in the country assigned to the month, either because of travel or other special interest. Through the year not less than one hundred parents took active part on committees helping in some of the following ways to carry on the purposeful activities of the children in connection with their study of these countries. A group of mothers gifted in musie served as a folk dance com- mittee. By playing the piano and assisting the teachers and physical edueation supervisor in teaching suitable national dances to the children, the physical education program of the year was very much enriched. Similar assistance was given in teaching the national folk songs. The committee on each country assisted teachers in finding suitable materials needed by the children in their activities. Books, pictures, magazine articles, natural and manufactured products were brought to the children to enrich their geography lessons, their history lessons or their language, reading, musie or art work, in connection with this special study. Parents were encouraged to study these countries with their chil- dren. One or more mimeographed notices were sent to all parents ach month by the parent teacher association committees, telling of the progress of the project, what country was being studied, what supplementary materials were needed by the different classes and suggesting ways parents could cooperate. Parents were invited to visit the children at work in the classroom and to be present at assembly programs. Many excursions were made by parents with their children to museums, libraries or other sources for information needed in carrying oui the project. The country being studied very often became the dinner table topic for the whole family. Once a month an exhibit was arranged in the school auditorium under the direction of the parents’ committee. This included not only the wealth of material sent in from the homes of our parents and from other sources for the occasion, but work of the children in their classrooms on the country under study. This exhibit was put up at 366 ELEMENTARY Scuoot PRINCIPALS the time of the regular monthly meeting of the parent teacher asso- ciation and remained in place two or three days so that all children had time to study it. For the hour preceding the monthly meeting of the parent teacher association the program committee working with the teachers prepared a suitable “ review ” program of the particular country being studied for the children to which all parents were invited. Children con- tributed national songs or dances, talks on their work, and perhaps an original play or pageant which had been developed during the month. The parents’ committee usually brought to the children an adult speaker, a reel of moving pictures, or colored slides, and always a member of the committee to explain the exhibit. A costume committee was kept busy during the year supplementing the work of the girls’ sewing classes in making costumes typical of these seven countries for children taking part in the plays or pageants developed from time to time by groups of children under the direction of their teachers. We had in mind from the first planning of the project that all the best from the programs of each month should be put together at the end of the year in a large outdoor pageant to be participated in by all the children of the school—a kermess of na- tions—so that many costumes were required. Looking toward the kermess to be held in May a committee under the direction of one of the teachers developed an original pageant from month to month as the work went forward. The best ideas pre- sented at the monthly assembly programs were woven together around the idea of California giving a party assisted by young America, Uncle Sam, and Freedom, to which all the countries of our project were invited. In the pageant as presented, characters and groups were first introduced to show the growth and development of California and the United States, then groups from foreign lands sought admis- sion. They were welcomed by Freedom and Uncle Sam. They enter- tained with their national dances and folk songs and told what contri- butions they had to make to America and to California. They were in turn told what America expected of them, all groups exchanged their national flags for the Stars and Stripes, and the kermess closed with the singing of My Own United States. A committee of mothers assisted the children and teachers in editing and publishing the kermess number of the Emerson School Quarterly. An assistant editor in each classroom together with the editorial staff from the high sixth grade assembled the worthwhile material on the countries of our project all during the year. Children were encouraged to illustrate their stories. Stencils were cut and the work of mimeo- graphing, assembling and stapling was largely done by the committee. ~~» tt.) oe oh oe Tue Firrn YErArsoox 367 In motivating and enriching the learning of the children and in bringing about a finer spirit of cooperation between parents and teachers this project had very great value. The home and the school too often find little in common as school programs are organized. Parents too easily excuse themselves for being uninterested in the work of the school on the ground that methods of instruction have changed so much or they do not understand the program of the school. In this cooperative project of the Emerson school, parents were not only made to know the program of the school—they actually helped formulate the program. The parent teacher association voted this one of their most worthwhile years and asked the privilege of working with the teachers in a similar way during the next year in bringing to all the children of the school the geography, history, literature, art, music and natural resources of our own state, California. CHAPTER XV PUPIL PARTICIPATION THROUGH CIVIC ORGANT- ZATIONS IN THE ELEMENTARY SCHOOL E. H. Basu Principal, H. C. Kumpf School, Kansas City, Missouri N IMPORTANT function of the elementary school is providing A opportunities for boys and girls to form civie habits and atti- tudes. During this period of life, children are particularly re- ceptive to civic learning and respond readily to cooperative activities. Children are doers by nature and weleome any opportunity to work with problems which concern their interests. Every community has certain civic activities in which schools should participate. Those which are common to every cooperating group are: health, safety, conduct, thrift, and other such welfare activities. All of these are vital in the education of elementary school children, and they should be given an opportunity to assume responsibilities in promoting such civic projects. The school child should be educated in not trained for citizenship. In other words, the doing rather than the knowing should receive the emphasis. For this reason, pupils must be encouraged to carry on these civic activities through organizations of their own making. The following criteria may be used in judging the worthwhileness of activities for pupil organization: 1. The activity should be rich in civic possibilities. 2. It should satisfy a need of the pupil body. 3. It should provide active participation for all the pupils of the school. 4. It should provide possibilities for continuous and definite programs of work. 5. It should lend itself to a type of organization which will prove instructive. Creating the proper school environment for an effective pupil organization program is the most important step in the project. First, it must be thoroughly sold to the teachers and principal of a school. There must be aroused in the teaching corp an enthusiasm for the program. This interest will come with the proper study and dis- cussion of the aims and method of procedure for a pupil participation program. The attitude of the teachers should be one of understanding and sympathy for the endeavors of child life. The second step in obtaining this environment is to create a civic atmosphere and group spirit which will lead to a desire on the part of pupils to promote their civic activities. This requires skilful guidance on the part of teachers [ 368 ] a eee eee ee ee eee he Tue Firru YEARBOOK 369 and principal. The pupils should feel their responsibility for the project, therefore they must be encouraged to take the initiative. For several years an experiment with pupil civic organizations has been carried on in the H. C. Kumpf school, Kansas City, Missouri. There have been numerous changes in the form of the organization during the time. However, the major aims of this project have remained the same throughout the experiment and may be thus stated: 1. To encourage in the pupil body those habits and attitudes which make for good citizenship. 2. To teach pupils civic appreciation through participation. 3. To familiarize the pupils with school and community civic problems by pro- viding opportunities for civic responsibility. 4. To develop an understanding of good leadership and fellowship. Tur Home Room Civic Crus The room or class group is the natural unit with which to begin civic organization work. In this cooperating group there is always, a loyalty and pride out of which civic impulses are continually surging. The size and homogeneity of the group is conducive to the successful promotion of an organization. Prior to organizing the home room civic clubs, there existed in the Kumpf school several pupil civic organizations, such as the junior safety council, conduct committee, girl welfare association and other special interest clubs. This experience was very helpful in creating the desire for the home room organization. The auditorium of a platoon school serving as a citizenship and integrating center is a great force for molding sentiment and stimu- lating pupils to desire and ask for participation in civie activities. In our situation the auditorium teachers discussed with the pupils their civic responsibilities in the school and community. The result was that one group asked their home room teacher to allow them to organize a civic club. The news spread and in a few weeks every room in the school, from the third to the seventh grade inclusive, had organized a civic club. They nominated and chose their president, vice president, secretary and members of the several committees needed. Five committees of three members each are to be found in every room at the present time. These committees are health, safety, conduct, thrift, and scholarship. All committees have a continuous and definite program of work. For example, the health committee directs the daily health inspection which takes place in each room at nine o’clock every morning. The members of the health council of the upper grades do the inspection work in the kindergarten, first, and second grades. The safety com- 12 370 ELEMENTARY ScHoot PRINCIPALS mittee conducts the safety activities of the group. The thrift com- mittee keeps an accurate record of the banking of the room and continually works at the problem of increasing the list of depositors. The conduct committee has charge of the passing of lines and reports to the home room teachers any meritorious or unsocial conduct of its group. The scholarship committee selects work of the group for display on the bulletin boards and makes announcements of scholar- ship achievements in the assemblies. These are a few of the numerous activities of the home room civic club committees. The civic club holds its regular meeting every two weeks during the language period. The meeting offers an opportunity for a well motivated oral language lesson and is so regarded by the teacher, who during the meeting is a sympathetic member of the club. Regular parliamentary procedure is followed in carrying on the meeting. This is simplified, of course, for the lower grades. Practically every child above the second grade who has been in the school for the past three years is able to conduct a meeting in a very satisfactory manner. The chairman of each committee makes a report at every meeting concern- ing the progress of the group. The entire meeting is taken up in discussing civic affairs of the class and school. The desirable outcomes from these reports and discussions tend to raise the civic and scholastic standards of the group. The spirit of striving for superior achieve- ment, particularly in health, safety, thrift, conduct, and scholarship, is the dominating note of each meeting. Tue Councits The forming of the councils naturally grew out of the home room organizations. The committees of the several rooms became interested in their neighbor’s efforts in thrift, safety, health, scholarship and conduct. They were anxious to have the school stand high in these civic activities. In order to promote these interests it was agreed that the chairman of all home room committees should meet to discuss ways and means of stimulating the interest of the entire school in these major activities. Out of this grew the five councils. These councils function for the school in matters of thrift, scholar- ship, health, safety, and conduct as the home room committees serve their rooms or sections in those activities. Regular meetings of the councils are held every other week. Each room has one representative. These representatives report the progress of their rooms and discuss methods and plans for improvement. The action of the councils is reported back to the home rooms by the representatives. II Tue Firrn YEARBooK 371 A teacher appointed by the principal acts as sponsor to each council. Each council elects its officers from its membership. The organization and function of three of the councils will be found in the outlines which follow. Turer CouNcIL I. Purpose 1. To inculcate in pupils these habits of thrift which make them appre- ciative users of money, time and materials. 2. To promote the practice of thrift by pupil participation a. conducting the banking, b. depositing savings, c. disseminating thrift propaganda. II. Membership—Every child having a deposit in the school bank is considered an associate member of the council. III. Organization—The active membership of the council is composed of the Thrift chairman from each home room civic club and the bankers. A. Officers—President, vice-president, secretary. These are elected by the council from its membership. 1. Duties of officers a. President 1. Preside at council meetings 2. Make announcements at assemblies 3. Distributes bank materials 4. Attends Senate meetings and give thrift report 5. Posts notices on bulletin board b. Vice-president 1. Serves as chairman during the president’s absence 2. Assist the president in carrying out duties of the office c. Secretary 1. Keeps minutes of the council meetings 2. Checks in bankers on bank morning 3. Figures percents of deposits 4. Writes out and posts the standings of sections B. Bankers 1. Manner of election a. Bankers are chosen from the fifth, sixth, and seventh grades. They are selected on the basis of their ability to write neatly and figure accurately. They must be reliable. 2. Duties a. Attends council meetings b. Makes Thrift talks to the section they serve c. Reports at 8:20 A. M. on bank mornings d. Receives money and enters the amount deposited in the book of depositor C. Director The teacher of each room in which banking is done is a bank director. A. Duties , 1. Sees that depositors are orderly 2. Seals and signs envelope containing money 3. Assists bankers in checking up any irregularity in the banking. ScHo.tarsHie CouNcIL I, Purpose—To raise the standard of scholarship of the school: 1. By stimulating pupils to superior achievement through emphasizing neat- ness, accuracy, and effort. 2. By pupil participation in the selection of work deserving recognition. 372 ELEMENTARY Scuoot PRINCIPALS II. Organization A. B. C. Membership of council The chairman of each home room scholarship committee Officers: President, Vice-President, and Secretary. These are elected by the council from its membership. Duties of the officers 1. President a. Presides at the meetings of the council b. Represents the council in the senate c. Makes announcements regarding the council in assembly 2. Vice-President a. Assists the president b. Presides in president’s absence 3. Secretary a. Records minutes of the meetings b. Writes notices of meetings on boards in home room . Meetings The council holds a meeting every other week after school hours. Pupils from all sections who have done meritorious work are en- couraged to bring it to the council meetings. From the work offered the council members make selections to be displayed or mentioned in assembly. . Activities of the council 1. Sees that those having meritorious work bring it to the council 2. Judges the work presented 3. Arranges displays Suggested activities for home room scholarship committee 1. To select work of the section to be brought to the council 2. To report in the home room civic club the transactions of the council 3. To make scholarship talks before their respective groups . Suggestions for the various departments 1. Spelling The names of pupils who have perfect records for one month are to be given to the scholarship chairman to be read in assembly. 2. Arithmetic Frequently, written lessons or home work which is neatly and accurately done will be submitted from each room for display purposes. 3. Language Pupils telling the best stories or writing the best compositions will bring their work to the council meeting with a view of use in assembly. 4. Library a. Report on home reading by sections as shown by book circulation. b. Report on required reading by sections. c. Advertising new books. 5. Social Science a. Exhibit of note books. b. Well prepared oral or written compositions on geographical or historical subjects. 6. Music Groups or sections which perform particularly well may be selected to appear on assembly or parent-teacher programs. 7. Art Outstanding art work, such as lettering, poster, basketry or water color pictures will be displayed. Tur Firra YEARBOOK 373 8. Practical Arts Manual training and home economic products may be displayed in assembly or about the building. 9. Gymnasium Pupils showing improvement in posture or corrective work will be recognized in assembly. Pupils having the highest number of points toward their school letter will appear in assembly. Conpucr CouncIL I. Purpose 1. To improve the conduct of the school through pupil participation. 2. To educate pupils to respect authority and administer the same judi- ciously. 3. To set up standards of conduct which make for good citizenship. Il. Organization A. Membership of the council 1. The chairman of each home room conduct committee. 2. Appointed seventh grade pupils who act as patrols. B. Officers: President, Vice-President, Secretary. These are elected by the council from its membership. C. Duties of Officers. 1. President a. Presides at meetings of the council b. Represents the council in the senate c. Directs the conduct patrols d. Sees that offenders appear in the court 2. Vice-President a. Assists the president b. Presides in president’s absence 3. Secretary a. Records minutes of council b. Writes notice of meeting on boards of home room c. Takes care of conduct report blanks D. Conduct Court The council holds court each Tuesday after school. All those who have broken conduct rules meet with the council at this time. The charge is read against each offender and the members of the council act as witnesses and jurors. Certain privileges are taken away from the habitual offenders. E. Activities of the councilmen 1. Serve as patrolmen 2. Make a report to his section when the home room civic club meets. Tue Purpit SENATE The senate is a representative body sponsoring all of the pupil activities of the school. The president of each home room civic club and the president of each council make up its membership. It plans with the pupils, teachers, and principal for all the big programs of the school such as Junior Red Cross membership drive, the annual Christmas program, boys week, thrift week, patrons week, and com- mencement. It is a booster organization and checks up through the home room civie clubs and councils the citizenship work as practiced in the school. 374 ELEMENTARY ScHoot PRINCIPALS The president of the senate is elected by ballot. All the pupils from rooms having the home room civic club have the right to vote. The graduating class nominates four candidates from which the pupil body makes its choice. These candidates carry on a regular campaign through posters and by making speeches in assemblies and rooms. They also have their campaign managers who look after their interests. The school is divided into district and wards, and the election is carried on after the plan of our city. The election plans are worked out by the pupil senate. They also appoint the judges, clerks and count the ballots. The pupils take a very active interest in this election. The senate meets every two weeks in the auditorium during the school day. At this meeting, each representative makes a report of the activities of his club or council. The organization is constantly at work on some civic project. In order to determine the attitude of pupils and teachers toward these civic activities the writer recently circulated questionnaires to each teacher and three hundred fifty two pupils of grades four, five, six, and seven. Three fourths of the teachers have taught in the school for more than two years. Three hundred two of the pupils have attended the Kumpf school from two to seven years. This indicates that a majority of those reporting have had ample time and oppor- tunity to judge the value of the civic training offered by the pupil participation program. Reaction oF TEACHERS 1. All approved of the pupil participation plan. 2. A majority thought that it did not require more of the teachers’ time than a non-pupil participation program. Several thought that the plan saved them time. 3. All felt that the time spent in promoting the organization work could be justified by the results obtained. 4. The following favorable changes in habits and attitudes were credited to the pupils’ organization: (a) Pupils are more willing and able to assume responsibility, (b) they are more tolerant, (c) they have more regard for the welfare of the group, (d) the backward child becomes more self-reliant, (e) the pupils have a greater respect for the rights of others, (f) the pupils show more initiative, (g) leader- ship is discovered. 5. The questions asking for undesirable outcomes brought the fol- lowing replies: (a) Pupils become too aggressive, (b) some pupil officers become “ bossy,” (¢) pupils resent authority of other pupils, (d) encourages habit of teasing. p Ton) ~ ian) Tue Firru YEARBOOK nee stil fi 1dnd oy} 6Q A017 uspt SEs ten cpus ‘Sooprtoly by Bw] ‘quapisesd so1n ‘ Jospisedd : 93GZIO “STOUNCE SAT} 9y} go squepisesd pu ‘qnyjo d1n70 W000 ewmoy yove joryuspisesd : digsszeqwow aLVNAS TdNid Se TUTUIOD spdnd ex; 69 “payele ese mojeq -peweu SOTHNNWOO 84} JO ssaquiow YPM 9sey],) "DBS “90d GOI “SPI : SIBNIIO GND LAID Wood AWOH | 134} Woos eapIUMUND dIysJejoyoS SIAIWWO Yorrpuoo So}F}IWI WOO Capes TWIWOO 47TESy, SuoY YIvE JO VEU Woo SWOT GORE wW00d SWOY YoE Jo WOOT SUIOY YIvE JO woos SWOY YIve JO - JteYyO :drysssquew DewsTEYO : dryszeq UeuLJTeYO : dryssequieur UewaTeyo :diyszequrem uswaTeyo :diysJeg we TIONNOD LARIAL TEINDOO dIHSaV OHS "MONDOO LONCNOO TONNOOD ALTAVS TIONNOD HITVWAH upulaTeyD powasisap ceusp pepeuStsap | | |uswareyo pezwuftsap | | |usmareyo poyeuSisep | |uewarsyo poyeufisep euo ~ sasquiew gu0~ Ssequisuy’ Seat} Quo ~ sueguiew uo ~ suegmem eUuo ~ sueguew SAT} JO Sa HTUTWOD O sapIMIWOD drys | | | sary} Jo saHruWOH | | | gery} JO eapHIWUCH| | eesy} Jo sap IUIUIED Ugway woog euory PIBOYoS Wooy SWOT | f PPMPUcd) Woes eworj Hayes woog swory UyeeH] Wooy ewopy CW00d BY} 50 TOOHOG AAVINAWATY 6 NOILVZINVDIO SIAID STING ONIMOHS WVASVIC ils 376 ExLemMentary Scuoot Principays Reaction or Pupits . Number of pupils reporting, 352. . Number preferring a pupil participation plan, 346. . Number disapproving of the pupil organization plan, 6. . Number who have not held office since the organization work started, 68. 5. Those feeling that pupils having offices of authority were gener- ally fair, 303. Those feeling that officers were not generally fair, 49. Bm OF DO OBSERVATIONS The pupils’ participation plan has given teachers greater confidence in pupils’ ability to think and act for themselves. This has stimulated pupil activity in all phases of school work. The increased number of class and school projects initiated by the pupils and the high order of interest manifested by the pupils in these are evidences of this fact. The three years in which this plan has been in operation has brought about a great change in the attitude of teachers and pupils toward discipline. The plan is more constructive, in that group approval or disapproval is the chief instrument used in obtaining the right conduct. Reporting a fellow pupil for misconduct is no longer regarded as tattling; it is an obligation. The plan has increased school loyalty and a much higher order of sportsmanship prevails. —S "SS me OD — = ié #7 ~~ a Ow CHAPTER XVI THE PRINCIPAL OF A PLATOON SCHOOL AND HIS SUPERVISORY DUTIES JoHN MERRILL District Principal, Detroit, Michigan HE PLATOON type of school organization offers to the principal several advantages for the carrying out of an effective plan of supervision. In the first place, half the teaching staff is composed of specialists handling such subjects as music, art, literature, library, health edu- cation, household arts, social science and auditorium. They are especially fitted by talent and training for the subjects they are teach- ing; therefore, much less time is required for training teachers for these special subjects. The time thus saved can be used to correlate and unify the work of every department to a greater degree than is possible in a traditional school. Second, the home-room teacher, relieved of the teaching of the special subjects, devotes his time to the three R’s and soon becomes somewhat of a specialist in his field. Each home-room teacher is responsible for two groups of children. The principal, therefore, has only half as many teachers to supervise in these academic subjects as he would have if his school were of the traditional type. Third, oftentimes, particularly in a large school, a home-room teacher has two sections of the same grade. This admits of more homogeneous grouping of children of about the same mental range and of shifting from group to group, which tend to facilitate super- vision and to make the instruction more effective. Fourth, the platoon organization with the six hour school day, permits both the academic and the special subjects to be followed with greater regularity, thus making for fewer interruptions to the plan of supervision. Fifth, the health education department relieves the other teachers from playground activities. Sixth, the program allows each teacher a half hour rest each half day. These rest periods may sometimes be utilized by the teacher to confer with the principal about his work or to observe another teacher conduct a recitation. The platoon organization in no way lessens the importance of super- vision. In common with the traditional school, it needs a principal { 377 ] 378 KLeMENTARY Scuoor PRINCIPALS with administrative ability and a supervisory technique founded on the modern philosophy of education; one who understands the psy chology of abnormal as well as of normal children, teacher problems, instructional material, program making, ete. We are now interested in the ways in which the platoon principal actually handles the in- structional activities that are affected by this type of school. At present Detroit has 103 platoon schools organized under the leadership of Charles L. Spain, deputy superintendent of schools, and Rose Phillips, supervisor of platoon schools. In order to gain a representative idea of how the principals of these schools were hand ling instructional problems, the writer conferred with the principals in one district and an equal number of platoon principals seattered throughout the city. He found that quite definite programs were outlined. These were followed as closely as conditions would permit. The following general outline as presented by Mary DeManigold, principal of the Ferry school, contains points that are common in the schools studied. Aims and problems of the school: 1. The spirit of coordination (a) Unity (b) Opportunity for growth 2. The principal’s problem (a) Establishing clear-cut goals (b) Providing opportunity for growth of both pupils and teachers (c) Developing and maintaining unity 3. School activities for improving instruction (a) Conferences of teachers of related subjects for coordination of their work (b) School projects 1. Organization—provide the setting 2. Detailed plans 3. Execution Special problem committees 1. Research 2. Arithmetic 3. Reading 4. English 5. Spelling 6. Special Studies 7. Local 4. Measuring progress (c ~~ In carrying out the supervisory duties in the various schools studied, we find— 1. Frequent demonstration lessons are given by capable teachers, which are followed by general discussions as to method, organization, devices, goals, ete. 2. The principal concentrates his supervision on one subject at a time. This plan gives him a better opportunity of bringing outstand- ing work before weaker teachers. In carrying out such a plan a Tue Firrn Yrarnoox 379 schedule is made for each subject as to (a) time, (b) period, (c) teacher, (d) room, (ce) grade. 3. In several schools interest in certain subjects is stimulated by questionnaires emphasizing correct methods preceding a supervisory visit by the principal. This has been done in silent reading, visual education, spelling, and supervised science study. (A questionnaire on the last named topic follows this diseussion. ) 4. Copies of mimeographed material in silent reading, local arith metic problems, book lists, ete., are filed in the library in sets for use of teachers. 5. Committees are appointed to work out suggestions for unifying the work and creating more perfect correlations. Copies of their findings are given to each teacher. To illustrate the service rendered by special committees, the report of the spelling committees of the A. L. Holmes school is here inserted— Your committee suggests: (a) That the home-room teachers appoint a good speller in each section as a leader to carry lists of misspelled words from the literature classes or other special classes to the home rooms. (b) That the literature teachers make out lists of words used during the oral composition periods that the children do not know how to spell. These lists can be carried to the home rooms for drill before the day for written composition. (c) That after compositions have been written the papers can be exchanged and looked over for misspelled words. These words can be put on little slips of paper with the name of the child who misspelled the words. These lists can be collected and sent to the home rooms. During the spelling period these words can be used in sentences at the bottom of the study papers. They can also be put on the “Never Again List.” (d) The teachers of spelling should give pupils many opportunities to consult and use words in “ My Never Again” and “ My New Words” lists. 6. In order that the work of the various subjects may be closely correlated, the teachers of related subjects form themselves into groups, each group usually selecting its own chairman. In social science the group conference is large; it includes the science teacher, the home- room teachers, the librarian, the literature teacher, the auditorium teacher, and the general arts teacher. ‘The work proposed for the next month is discussed. Suggestions are made for the use of references, slides, films, stories, poems, and other desirable related material. Small and sometimes large projects grow from these conferences. When the unit of work is large enough to embrace every department of the school, the principal calls a general meeting of teachers where the subject-matter to be studied is discussed and a tentative outline of work for each department is presented. This plan is broad and flexible allowing plenty of opportunity for initiative and originality for both teacher and pupil. The principal either participates in the group meetings or confers with the chairman. 380 Evementary ScHoot PrIncipars 7. Frequent group conferences are held, at which work accom- plished is exhibited and ideas of members discussed. Often two or three teachers get together whenever the need arises. The finest kind of cooperation is thus brought about. One teacher may find material very helpful to another and some of the material may be used in several different ways. 8. A shelf is reserved in the library for references to the particular subject-matter. Here are also placed recent books, magazines, mono- graphs, and clippings that have some bearing on the subject. 9. Much material is gathered by the children upon all phases of the subject being studied. This material is displayed, together with exhibits from outside agencies. A correlation chart placed where it may be consulted easily by the teacher (in the library, for example) shows what each teacher is doing in his particular line in every class. There is a column on this chart for home-room activities, science, library, music, gymnasium, penmanship, literature, art and audi- torium. Each teacher fills in his column for each section in his par- ticular subject. A few sentences or topics are all that are required. A teacher consulting the chart knows on what the other teachers are working. Charts indicating the work of a third and of a sixth grade class are given as illustrative of the charts in general use. The principal of a platoon school endeavors to have his staff think- ing and planning in terms of the whole school. Projects, therefore, may arise in any classroom as well as in the principal’s office. Usually the auditorium rounds out the work of the various departments in the form of a pageant or play. This is illustrated by a report from Jenny Fleming, principal of Roosevelt school, of a project on “ Ree- ords,” the stimulation for which came from the art department. By means of the various schemes previously enumerated, a unit of work was planned and a tentative sketch made. The outline was presented at a meeting of the teachers. All the departments began work. Much of the background was furnished through reading and English in the home rooms, and through the regular class activities in literature, social science, and library. A fifth grade class, working on fractions, made a chart tracing the history of the development of fractions. All departments contributed. 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The program was largely the work of the children and showed the result of the creative thinking they had done. Every principal interviewed spoke of the value of group conferences at which small units of work are as effectively correlated as those taking a longer period of time. Some of the larger projects being handled at the time of this study were the following: Europe, The American Indian, Theodore Roosevelt—the Typical American, The Plymouth Colony, Making the Constitution, Clothing and Textiles, Nature’s Wonders, A Bird Project, A Pageant of Detroit. The pupil measure of the success of the platoon school is indicated by their replies to a questionnaire sent around by Anna Maher, principal of the Howe school, a few months after the school had been reorganized. The following are a few of the answers: . The work seems easier. . Because it is interesting, entertaining, useful. . Because it is not so tiresome. . If you do not like a teacher you do not have to stay in his room all day. . It teaches us self-control. . The teacher specializes in one subject, therefore can teach better. . Something to look forward to all the time. . Because subjects from the other rooms are used in the Auditorium. . In one room the teacher could not have all the interesting things we have in a number of rooms. 10. It is better in every way. Good reports are only an indication. Dr. Spain, who has general charge of all elementary instruction in Detroit, has carefully com- pared the standard test scores made by both types of schools and has studied the results from various angles. His study shows that “‘ The platoon school is able to preserve the quality of training in the three R’s which the public has always demanded, and at the same time through its auditorium and its lengthened school day provide a medium through which the ever-increasing demands which the public make upon the school may be met. The study points out a few ways in which the platoon type of organization offers advantages to the principal in carrying out an effective plan of supervision. It states that the same qualities of leadership are essential in the platoon and the non-platoon school. It points out some of the ways a representative number of platoon school principals in Detroit are handling instructional activities in which correlation is used. The principal of the platoon school thus has problems in supervision which are as serious as those confronting the principal of other schools. These problems, however, demand a different technique and a different phase of leadership to coordinate the efforts of the entire teaching staff. COON WD = Tue Firrn YrEarsoox 383 Ces bewssoecesesesse School, Nov. 5, 1925. QUESTIONNAIRE ON Science Stupy . Whom do you consider best fitted to have charge of science study? Why? 1. WE io you consider best fitted to harge of tudy? Why? 2. What procedure do you adopt during this period in your room? 3. What applications do you make of the principles of silent reading? . Can you see any value in applying multiple choice to content of paragraphs? 4.C u see ar Ju lying Itiple choice to content of par hs? Explain. 5. What visual aids are most used in your room during science study? 6. What to your mind is the outstanding reason why science study fails to unction most effectively? Be definite and open in your criticism. iu) CHAPTER XVII CHARACTER BUILDING B. E. Koonce Principal, Lee School, Tulsa, Oklahoma EARS AGO a high school principal well known to the writer coma concerning a certain student, “ To educate a boy like that is merely to make a clever devil.” Most teachers have found from subsequent events that in certain cases they have been assisting in the training of clever devils. The character of the pupils trained determines whether the efforts of the teacher are productive of good or bad. The church and the home are said to be responsible for the character and ideals of the future generation while the schools provide knowledge and skills to be used as these ideals and character dictate; but the church reaches only a small part of the children of the cities to any marked extent, and a large part of the homes, including the most prolific, set very low ideals and moral standards. If the schools do not do something to fix higher standards and form habits of honesty, cooperation, and service, a considerable portion of their labor will be expended on a rising gen- eration of idlers, crooks, and criminals, to say nothing of discontented fault-finders too selfish to give the other fellow credit or see his point of view ; and the part of their labors spent on honest, industrious citizens will be proportionately reduced. What about the crime wave among boys, the disregard of traffic laws, and of public and private property? Some teacher’s time has been spent on the people who are responsible for these things. Time spent on them is worse than wasted, for it makes them more able to get by with dishonesty and disregard of law, and gives them a social standing and prestige that popularize them and their conduct. We deplore this situation, but what is to be done? Since the formation of children’s characters is occurring partly in the schools it is possible to influence it there. This can be done in three ways: (1) By direct instruction, (2) by training through indirect means, and (3) by unconscious influence and example. I. Direct instruction—In admirable character we want right action made permanent in habits of life ; yet back of these habits and tenden- cies must be a basis of knowledge to direct and support them. Our habits and sensibilities in the use of our language need to be controlled by a knowledge of the laws and relations taught in formal grammar. [ 384 ] —— — Han BS MS — — Tue Firrn Yrarspoox 385 So our moral habits and attitudes need to be controlled by a knowledge of the laws of ethics and of our relations to others. This knowledge is being given to some extent in some of the courses in the elementary schools. The course in literature presents literary gems in which the masters of our language best express their noblest conceptions of life. These can be fixed firmly in the child’s mind and deeply impressed upon his emotional being so that they will be an ever present influence. The course in history teaches the ethical relations of the individual to the nation. The lives of great Americans are emphasized and idealized, and their great achievements upheld as an inspiration. The course in civics presents the product of history in our modern institutions. Study of civies can readily be directed into study of good citizenship with immediate application to the child’s privileges and duties as a citizen of his community and of his school. The study of law enactment may well be accompanied by a study of “ The Children’s Morality Code,” distributed by the Char- acter Education Institution, at Washington, D. C., under direction of Milton Fairchild, or some similar code with a broader scope and more direct reference to the child’s conduct and social relations than any enactment of nation, state, or city. The writer has found in his own school that it is most effective to let the pupils first draft their own morality code, constructing it on the basis of their own experience and knowledge of social needs, amending and supplementing it if desired, from some prepared code. The drafting of the code gives the pupils an incentive for careful study of social relations in the groups of which they are members, and con- sequently a clearer understanding of them. It also challenges their ability to conform to the code which they have prepared. Referring still to the writer’s own experience, a practical appli- cation has been a periodic checking-up by each pupil of his own obedience to the code. Of course questions continually arise leading to class discussion of the various applications of the code. This form of moral instruction has been used to some extent in all grades from the kindergarten up, laws of their own or a prepared code being discussed with the children, illustrated by stories, and applications to the children’s conduct being pointed out. The teachers preferred this instruction to the disciplinary methods by which they were compelled to meet the problems of conduct every day. The result is indicated by the following report from a second grade child, referring to the law of self control, “I am trying to keep from talking back to mother ” ; or the testimony of a third grade child on the last day of the semester in tearfully assuring his teacher that he would never forget the morality code. 13 386 ELEMENTARY Scuoot PRINCIPALS II. Indirect character training—More important than direct in- struction in conduct is indirect training. Knowledge of right conduct is of little value unless it effects habits. The formation of these habits is not a separate and distinct process, but is effected as a result of conduct ; hence most of character building is incidental or indirect, a by-product of other activities. Boys play ball for love of the game, yet life habits of cooperation or selfishness are formed as a result of the way they play the game. The way in which the teacher maintains discipline and the attitude of the children towards the group help to form the adults’ habits of obedience to law and respect for their fellow men. The best method of producing men and women who are good citizens of the community is by having boys and girls perform the functions of good citizens of their social group. If the teacher shares with the class responsibility for the welfare of the group he will build in them habits of sharing responsibility for the welfare of society. An effective way to further put children in a position to form habits of sharing the duties and obligations of the social group is by school organizations. In the writer’s school special student activities and some of the ordinary routine of the school are directed through the student federation. Its working unit is the class organization of each home room group. The activities of all the groups are unified by a school council. Each room unit had originally three officials—presi- dent, vice-president, and secretary-treasurer—to which have been added sanitary inspector and safety patrol. The officers of all room units together with the home room teachers constitute the school eoun- eil of which the principal of the school is ex-officio president. The council meets at stated times and when called for consideration of special business. Greater initiative and freedom on the part of the pupils is secured by the principal meeting with the student officers apart from the teachers. When this is done the teachers may be con- sulted beforehand, and reports of the children’s deliberations fur- nished them immediately afterwards. The function of this organization is not student self government in any complete sense. It is student participation in control. It is definitely understood that since the teachers and principal are the persons responsible for the affairs of the school the student council and room organizations have authority only so far as it is delegated to them and their proceedings meet the approval of the principal and teachers. It affords the pupils practice in leadership, in wise selection of leaders, and delegating of authority, and abiding by the decision of the one to whom the authority has been given. It creates within the school conditions similar to those in adult society, yet adapted to the Tur Firru YrArBooxk 387 abilities and needs of the children. It is a success only so far as the teachers in charge make it a success. The teacher who puts such a system into operation relieves himself of much of the unpleasantness of school discipline by correcting the difficulties before they become serious. Law is for the lawless, and the teacher who succeeds in making his pupils good citizens has little difficulty with law enforcement. Not only is the need for disciplinary measures reduced but he has a corps of assistants, and while their chief service is in influencing the opinions and raising the moral tone of the group, they frequently understand the problems of their class- mates better than the teacher does, and occasionally some child of keen understanding and sympathetic spirit will render effective assistance in solving a perplexing difficulty. The teacher reduces his own difficulties by the same process that multiplies the value of the pupils’ training. He must however exercise greater skill than would be required to arbitrarily enforce obedience. Most of the work of this sort of an organization is done in the room unit. The room organization ordinarily has been in session ten minutes each morning, the president leading in the flag salute, the Lord’s Prayer, and a brief business session or special program. Time for special business sessions is occasionally allowed by the teacher when special problems of the group are to be considered, such as election of a captain for a class athletic team, or arranging an excursion or a pienie. It is evident. that in such arrangements the teacher’s influence must often control, and his resourcefulness is sometimes taxed to control by influence instead of by dictation. In the regular business sessions the usual type of business consists of periodic reports from the sanitary inspector, safety patrol, thrift director, line leaders, room athletic team captains, and any special committees, election of new officers as terms expire, and discussion of possible improvement of the work of the group or addition of inter- esting group activities. When matters concerning other groups are discussed they are referred to the school council with recommen- dations. Such things as inter-class athletic schedules, cooperation in keeping halls and playgrounds free from papers and trash and walls free from disfiguring marks, and regulation of the lunchroom so that pupils from the farthest room will not always have to be the last to be served, must of necessity be problems for the school council in which all groups are represented. The older children are of course most influential in the council, but the presence of the younger chil- dren keeps their home rooms in closer touch with the plans and activities of the school, and serves as a check on the thoughtlessness ELEMENTARY ScHooL PRINCIPALS 388 of the older children. The school council is a coordinating, directing, and inspiring agency, the basic work of the organization being carried on in the room group. The place where student organization functions best is in athletics. The best place to teach children right habits and standards in their dealing with others is in their play. Play is free and spontaneous. Recitation and study are under the teacher’s direction. In free play the child is controlled by his own will influenced largely by only one other factor, which is the opinion of other children of about equal age, just as the adult is his own boss except as influenced by public opinion or the opinions of certain friends among his equals. The child’s situation in play corresponds to the adult’s situation in playing the game of life. In no part of his work will the teacher’s help count for more than on the playground. From the first grade, where with a little indulgence the children will spend as much time complaining to the teacher as they do playing, to the eighth grade, where some child because of age, physical prowess, or superior determination will impose his autocratic authority, the teacher’s wise supervision is needed to help the children work out the principles of democracy where the majority rules, and knows how to rule with a fair degree of justice and equity. It will be largely rule by leaders, but democratic adult society is controlled by leaders, and these leaders most of all need to begin at an early age to form habits of cooperation and unselfish consideration of the needs of others. The attitude that prompts men to unfair competition in business, dishonesty, and selfish cruelty, is a more mature manifesta- tion of the spirit which causes a group of boys to exclude from their play a child whose lack of skill slows up the game, or the best players of a group to compel the others to suffer continual defeat at their hands instead of making the game more interesting to all by the formation of well matched teams. Here again is a problem to tax the teacher’s ingenuity. Teachers are familiar with the tendency of children to admire and imitate the actions of those who are older. It is an important aid in influencing the conduct of lower grade children in a school to have them see a very high type of sportsmanship and self control in the conduct of the children of the highest grades of the school. The hero- worshipping boy will emulate the actions of the athletes of the ball team, or others who are outstanding in something in which he hopes to excel at a later time; and the responsibility which this prominence imposes together with loyalty to the school may be made to strengthen the character of the older boys. Again the writer must refer to the practice in his own school to illustrate. Here strict requirements of Tue Firru YErarsoox 389 scholarship and conduct have been imposed, as requirements for players on the school athletic teams. In athletics student control is exercised to the highest degree. The group of best players elects the captain, and their selection is final subject only to the require- ments of scholarship and conduct mentioned before. The teachers and principal discuss possible candidates with the boys before the election, and when they think it important to do so they can usually control the election, though not always. The boys know that they are only ad- vising, not dictating, and that they will accept the outcome of the election and suffer the consequences along with the pupils. Once elected the captain selects and places the players, and any player who does not accept the captain’s decision is not considered fit for a place on the team. The boys and girls are made to feel that a position on one of these teams is a position of honor, and that no one could be allowed to represent the school in such a position if for any reason they could not be proud of him both in scholarship and in conduct. The players in the athletic teams have constantly held up before them the ideal of playing the game fairly and accepting without argu- iment the decisions of the officials. With the team alone, and before their classmates, in ordinary practice and just before a game is empha- sized as the only policy worthy of the honor of the school, to win if possible, but in victory or defeat to play fair and like a true sportsman, that fairness and sportsmanship with defeat are better than victory not fairly won or modestly accepted. The boys win by this system. For two successive seasons they have been champions of the city schools in soecer ball; but more gratifying than the championship is the clean sportsmanship displayed in every game. The only evident case of poor sportsmanship in the two seasons was when the captain of the first champion team after a defeat sarcastically accused the referee of favoring the opposing team. The boy was promptly ordered from the field with instructions not to return until he was sure of displaying better sportsmanship. In five minutes he was back to apologize to the referee. Because of his prompt and evidently sincere apology he was allowed to retain his position as captain of the team. He never displayed that spirit again in any game. Through custom the authority of the captain of a team has been accepted so that his directions are seldom questioned. A captain who is a tactful and vigorous leader not only selects and places his players but coaches them as well. His influence combined with that of teachers and other members of the team has frequently been the means of getting players to bed early, especially just before games. At times teachers have been relieved of classroom problems by the captain taking to task some negligent student whose scholarship was becoming » 390 ELEMENTARY Scunoot PRINCIPALS so poor that he was in danger of being disqualified when he was needed in an important game. The democratic spirit of a good leader is illustrated by the attitude of the champion of the second champion soccer team who later was assigned by the captain of the baseball team to first base instead of to the pitcher’s box where he had played the preceding season. He not only played first base throughout the season without a murmur, but by his influence and loyalty he assisted greatly in maintaining the morale of the baseball team. In addition to training players in sportsmanship the sentiment must be spread throughout the school. Assembly programs can be arranged to honor and encourage those who display the finest spirit. The same thing can be done by the school newspaper. Assembly performances and newspaper write-ups must primarily be made interesting to the children; then as the platform and press do in adult society they can be made to mold the sentiment of school. They are most valuable when they are the students’ own work prepared with the help of a teacher who censors and directs so as to get the results desired. The student assembly and school paper train in public speaking and use of written English at the same time that they build up a pride in achievement and in high standards. We hear fear spoken of as the thing that keeps people from crime, but more people are kept in the paths of rectitude by fear of disgrace than by fear of the law. Fear of disgrace or pride in a clean record is a trait to be developed and used in the training of children, and built up into a lasting love of the things that are right. An attitude of confidence on the part of a teacher will do more to prevent the repetition of an offense than a display of suspicion. It should be an axiom of pedagogy never to accuse a child of false- hood. A few months ago a fourth grade boy was suspected of stealing a pocketbook. The next morning his brother reported where the pocketbook was. The boy suspected when questioned launched into a complaint of how people were always accusing him of stealing, accompanied by a denial of having stolen this pocketbook. He was not accused of the thing which he denied, but the discussion was directed to why people suspected him of stealing. The boy told of several previous petty thefts. In spite of this record and strong circumstantial evidence he was not accused of stealing but instead the seriousness of such an offense and a reputation for thieving was dis- cussed. He had come to the school only a few days before, but though he attended the school for several months no other theft was known during that time that could be ascribed to him. Aceusing him of theft could scarcely have done better than that, and would have destroyed the feeling which it is hoped he retained that he had at least two — Tue Firru YErarBoox 391 friends left, the teacher and the principal. Making a child feel like a criminal is likely to make a criminal of him, and it is a better to let two or three criminals escape than to make one new one. When a child denies something that he is guilty of, kindly reasoning will do more for him than accusation, and a confession secured by this method is worth more than one extorted by threats, and about as likely to be secured. The superiority of kindly over harsh methods is illustrated also by the following incident which occurred in a group of second and third grade children. A coin had disappeared from a pupil’s desk. Since this had occurred several times before the teacher in desperation determined to search every pupil before anyone left the room. The search was fruitless. After the recess period the teacher told the chil- dren a story with an application suited to.the existing situation. A little later the coin was discovered lying in the place from which it had disappeared. Where searching the children as if they had all been criminals had failed a little story had been effective. Harshness and punishment may inspire fear that will have a nega- tive value in preventing wrongdoing at least temporarily, but unless followed by formation of a desire to do good it may leave a rankling resentment to break out later in worse things. Positive character must come with pride in accomplishment and a desire to be of service, with a love for the right and for the good that we can do. III. Unconscious influence—More important than either direct in- struction in moral conduct or incidental training is the unconscious influence of the teacher. Growing children are building their char- acters, using as materials the impulses and influences that come to them. One of the strongest instincts is imitation. By it the actions of the teachers are being stamped upon the lives of their pupils. It is important that teachers all be persons of high ideals and correct habits. If children are under the care of teachers approximately one fifth of the waking hours of the first twenty years of their lives should not these teachers assume one fifth of the responsibility for their training ? Teachers have been excusing themselves by laying the blame for crime waves and cleverly perpetrated injustice at the door of the home. 3ut if we could have only persons of the highest character and ideals in the teaching positions in our schools and have them as highly trained in character development as in presenting subject-matter we could within two decades produce a generation on a higher plane. By eare in the selection of teachers school authorities can reform society and elevate social standards. By care in his conduct every teacher can elevate the social standards of the group with which he works. 392 EL_emMentary Scuoont Principears Summary—Schools could accomplish more good if they formulated more definite and more suitable standards and higher ideals and turned the skill and knowledge of those trained to useful and helpful pursuits. It is possible for the well trained teacher with high ideals to do much character building since children are in his charge about one fifth of their waking hours of the first twenty years of their lives. Direct instruction in right conduct is needed as a background for right habits, just as instruction in the rules of grammar are needed as a guide and aid to right habits in the use of the English language. This direct instruction can be included in such regular courses as literature, history, and civies. More important than direct instruction in conduct is formation of right habits and attitudes which results incidentally from activities in which the child participates for purposes other than character building, such as play and athletics carried on for sport, classroom activities and discipline carried on for the acquiring of knowledge and skills commonly provided for in the school curriculum, and in student activities carried on to enrich the students’ experience, and in every other part of the business of the school. To secure right habits and attitudes incidentally from activities in which children are deeply interested requires great teaching skill, but also makes the teacher’s job pleasanter and easier. Positive training must be used to build up the satisfying results of right action into pride in a clean record, habits of doing right, love of right actions, and the desire to benefit others. Most important of all in character building are the example and influence of the teacher and of the principal. | CHAPTER XVIII THE TEACHERS COLLEGE AS CO-WORKER WITH THE PUBLIC SCHOOL SYSTEM Amsrose L. Sunrig Professor of Teachers College and Normal School Education, New York University, New York City Ik PROFESSIONAL school for teachers by whatever name it ; om be known—university school or college of education, teachers college, normal school, or training school for teachers—should he as a city set upon a hill whose light cannot be hidden from the rank and file of superintendents, principals, and classroom teachers in its service area. These schools have, in too many instances in the past, attempted to do their work in all but complete isolation from the school systems which they were created to serve. Many of their ablest staff members have elaborated their “systems of education ” with little or no consid- eration of the practical difficulties by which the workers in the field of publie education have been confronted. All too frequently the pro- fessor, from his “ pedagogical pulpit” has thundered his condem- nation of education movements which he has little understood and of classroom practices with which he has had but slight acquaintance. This professional self-sufficiency of the cloistered pedagog has provoked the outspoken wrath of the public school administrator who through years of patient endeavor in the public service has been schooled in humility by the “ practical” difficulties he has had to encounter. Little wonder that the classroom teacher after hearing this prolonged and futile controversy between the “ theorist” and the “ practicalist ” has been willing to accept with a knowing wink and an approving nod the distinction which the school boy attempted to make when he said that “‘ a professor is one who professes, but a teacher is one who really can teach.” Happily we are now living under a new dispensation. The professor is less willing than formerly to live and work in monastic seclusion. As a consequence, he is less dogmatic and cocksure. He is no longer content to spend all of his time and effort upon the problems that are found in books. He chooses to search for some of them in the open field of public educational endeavor. He has observed with lessening surprise in recent years that the places of highest preferment and re- sponsibility in the teachers college staff are offered to men and women [ 393 ] SAGAS SEE SIMS AI oy Bet te Si agree 394 ELEMENTARY ScHoot PRINCIPALS whose intimate familiarity with the best of public school practice has enabled them to make the point of contact with the most promising laboratory for educational experimentation that has yet been found or is likely ever to be found, namely, the publie school system itself. And public school administrators have undergone a change of heart, too. They are beginning to suspect that the professor of education isn’t spending all of his time “ inventing perpetual motion machines that won’t run.” In fact the more “ practical ” they are the more likely they are to invite the “ expert ”—in Heaven’s name let’s use the word with caution—to the field for counsel. The best of them frankly admit that they have much to learn from him and that he is no longer ostentatious and rarely is offensive in giving counsel or patronizing in offering help. Yes, evidence is not wanting that the field forces in education and the professional schools for teachers have at last actually entered into an entente cordiale. You may hear the officers of our teachers colleges concede that teacher preparation is a function of supervision and in the same breath invite the overhead staff of supervisors and principals of public schools to make constructive suggestions for the improvement of the teacher-training program which is nominally under their own complete control. And you may hear the public school leaders concede with equal magnanimity that the teachers college holds the key to the development of a profession of teaching and should be given much more adequate financial and moral support. The ablest and wisest professional leaders in both groups are focus- ing their attention upon the same problems: (1) How ean we utilize the latent resources of the public school system as a great laboratory for educational experimentation of far reaching significance, and (2) how can we capitalize the professional and technical equipment of the teachers college staff for cooperative research and for the wide publication and practical demonstration of the best that is known to the profession as a whole. For obvious reasons it would seem that the writer should devote the limited space allotted him to setting out a few concrete illustrations of conspicuously successful attempts of teacher-training colleges to carry their professional services to their several constituencies—the ad- ministrative officers, field supervisors, principals, and classroom teachers throughout their respective service areas. For practical reasons the following illustrations are chosen from three distinctly different types of teacher-training institutions—the university college of education, the state teachers college or state normal school, and the city teacher-training college, and, for the sake of concreteness, Tue Firrn YErAarBook 395 from among those with whose activities as here set forth the writer is personally familiar. 1. The annual Schoolmen’s Week at the University of Pennsyl- vania—More than a dozen years ago the school of education of the University of Pennsylvania began a series of annual meetings with the field forces in public education in their immediate territory in- eluding Pennsylvania, Delaware, Southern New Jersey and Eastern Maryland. These programs have been planned by a university com- mittee in full, free, and open conference with elected representatives of the major groups of school workers throughout the state of Pennsy!- vania. A survey of the proceedings of these annual conferences will reveal the fact that no important phase of administration or super- vision and no forward movement in teaching has been omitted from consideration. The planning of these programs has been a work of educational statesmanship, (1) in the selection and scope of the topics included for investigation and report, (2) in the representative character and uni- formly high order of the professional talent that has been invited from far and near to participate in cooperative studies and to help formulate reports, (3) in the graphic concreteness and striking effectiveness with which the results of investigations have been set before conference groups, (4) in the publication and wide circulation of the annual proceedings, (5) in the progressive and continuous study through a period of years of all major topics included, and lastly, in the complete- ness of the cooperative control and conduct of studies, programs, re- ports and publications. All these points of policy, consistently adhered to and easily apparent to the casual observer, have contributed some- thing very definite and tangible to the objective and impersonal, to the scientific and professional character of the administration of public education in the Keystone state and adjacent territory. In fact, there are not wanting among the best trained and ablest leaders in public education in the state those who insist that as a unifying force among all who have made intelligent and worthy educational endeavor and as an insistent stimulus to professional cooperation on the highest levels of public service the contribution which the school of education has made through its annual conference known as the Schoolmen’s Week has far outweighed in importance the service it has rendered in the courses for teachers it has given on the campus during all those years. It would be difficult to demonstrate so sweeping a claim for these conferences, but a cursory survey of the ten volumes of its proceedings will convince any thoughtful person engaged in the work of public education that conferences of this character conducted at the uni- 396 ELEMENTARY ScHooLt PRINCIPALS versity school of education can be made to insure a kind of non-official professional cooperation that in most places is sadly lacking. 2. The institute of education of the school of education of New York University—This might not inappropriately be called the extra- mural or extension division of the school of education. The feature of its program which is here described represents in some respects a significant departure from the established form of University Exten- sion courses for teachers. In the city of Elizabeth, New Jersey, which is within easy striking distance of the school of education, an arrange- ment has been entered into for the current year which brings three fourths or more of the teachers of the public schools into conference- study courses given in their own city and conducted by a corps of specialists including most of the regular members of the staff of the school of education and many of the members of the overhead staff of the local public school system. The scope of these study conferences was determined in a series of open meetings in each of which both groups of instructors were well represented to the number in most instances of twenty-five or thirty persons. It was decided for example that three branches of study, namely, arithmetic, manual arts, and social science, should be under- taken with and for the teachers of elementary grades. Courses were planned on two levels in each of these subjects—one for teachers of grades one, two and three, and one for teachers of grades four, five and six. This meant the formation of six sections of elementary teachers. Each section has been meeting every other week in class conference. The leaders or instructors, two from the school of edu- cation and one a general grade supervisor from the city school system, have had the help of the grade teachers in choosing the problems that should be studied in the laboratory of the public school classrooms in the intervals between meetings and reported on and discussed in suc- ceeding class conferences. All of the class conference leaders whether from the school of education or the public school staff were chosen because they were both able and willing to conduct demonstrations with classes of children of appropriate grades and because they had the time and were interested in making frequent visits to the classrooms of teachers enrolled in their courses. The class conferences have not degenerated to the low level of mere lecturing or of “exercises in knowledge transfer.”” They have represented a genuine group effort to find and formulate the problems of aim, subject-matter, method, and pupil response, to take counsel together on the solution of these problems and to be able to go back to their classrooms with the power to do independent thinking and creative, professional, teaching. i nn. no at, Pr e- ee a of 1e of . —_——————————— — —— Tue Firru YEARBOOK 397 One significant feature of the scheme has been that periodical meetings of all the teachers in any given elementary school building are held and devoted exclusively to reports from representatives of each of the class conference groups (in arithmetic, manual arts and social science) thus giving all teachers in the building corps an oppor- tunity to keep informed concerning the practical outcomes of the cooperative studies made in all three fields. Similar plans are carried out with groups of junior and senior high school teachers and with the general administrative and super- visory staff. The experiment is by no means a well-demonstrated success. It may require several years to perfect the organization of so compre- hensive a plan for coordinating the efforts of the whole teaching staff of a city in the cooperative study of its professional problems. What- ever may be the ultimate outcome it represents a significant attempt to provide effective assistance to the rank and file of a public school staff by cooperative planning and coordinated service on the part of a teachers college staff and the administrative and supervisory groups in a city school system. Already there is evidence that objective and impersonal standards of judgment in matters professional are being eagerly sought by the teachers themselves and that a kind of cooper- ative group supervision is taking the place of the official inspection which in many places is still the accepted practice. If space permitted, it would be interesting to relate the details of a plan of cooperation between the director of the institute of education and the superintendent of the Monmouth County, New Jersey, schoo! system. This plan has been in effective operation for nearly three years, during which time most of the leading members of the staff of the school of education have given courses in one or other of the half dozen public school instruction centers of the county and during which period the great majority of the teachers and supervisory officers (including the superintendents) of the county have taken advanced courses somewhat definitely related to their work. 3. Conferences with educational workers from the service area of the state teachers college or state normal school—In some parts of the country these meetings are sectional gatherings of state educa- tional associations and are held as a matter of convenience at the state teachers college. The practical outcome of this policy has been a better understanding on the part of the public school staff of the pro- fessional resources and material needs of the teacher-training institu- tions and of the strategic position it holds in relation to the educational program of the district. In many of these institutions the adminis- trative officers and teachers improve the opportunity (1) to set up 398 ELEMENTARY Scuoot PRINCIPALS conferences—informal and formal—with the field forces in education and to get the benefit of their counsel in the formulation of institu- tional policies and programs, (2) to make attractive exhibits and effective announcements of new forms of educational service which the institution is prepared to render to school systems and to indi- vidual teachers and officers. The writer has been profoundly impressed by the way in which certain of these meetings which he has attended in Missouri, Nebraska, and other states in the central west have served to establish the bond of fellowship among all who are engaged in worthy educational endeavor and to fix in the minds of the whole teaching force of the district the potential leadership of a well-organ- ized state teachers college. 4. Visitors’ days at state teachers colleges and normal schools—In some states, notably in New Jersey, visitors’ days held annually or semi-annually play an important part in the professional program of the institution and in the service of its constituency. To these are invited as special guests for the day such officials as the following: members of the state board of education, members of the staff of the state department of education, university professors of education, county and city superintendents of schools, principals of high schools, principals of elementary schools, and directors and supervisors from the training centers in which students of the teachers college or normal school are given their laboratory experience in supervised teaching. On these occasions the program of the day, both in its educational and social features, is worked out with the greatest care and in the minutest detail. An example is here given. Guests arrive at the beginning of the school session. They spend a period in visiting informally in the several departments where all class work is in charge of students. Then they witness expert teaching demonstrations given by members of the teachers college staff. Next they meet with faculty and students in the assembly where a program of interpretation of the work of the school is represented by students. A fine social pro- gram is arranged for the lunch hour at which function the service is provided by the teachers-to-be. This is followed by a notable address by the state commissioner of education or some other person prominent in the field of public education, and the day closes with a series of informal conferences between the students and faculty and the guests. It is not difficult to see that the most significant results of such meetings are not the immediate results. They establish a basis of common understanding; they inspire mutual respect; they promote professional morale; they make it possible to work out common prob- lems in a spirit of mutual accommodation, and better than all else they — ee ion itu- ind ich \di- sed led ved in ole an- ng re ee Tue Firru YEARBooK 399 reveal to the young people who have not yet entered the service, the magnificent possibilities of teaching as a career. 5. The Saturday morning demonstration classes, conferences, exhibits and clinics at the Cleveland School of Education—Following the completion of the Cleveland school survey by Ayres, Judd, and others in 1916, Frank E. Spaulding was chosen superintendent of schools of that city and took up his new duties in the summer of 1917. Within a few months he secured the board’s consent to undertake at public expense a much more adequate program for the further pro- fessional training while in service of the city’s public school officers and classroom teachers as well as for the recruitment, selection, and training of young people to enter the teaching service than had hitherto been in operation. The new superintendent attached so much importance to this aspect of his administrative responsibility that he insisted that the person chosen to formulate in detail the teacher- training program of his administration should “ in rank and responsi- bility be second only to the superintendent himself.” It was the writer’s good fortune to be invited in the winter of 1917-18 to become a member of his cabinet and to assume responsibility for setting up and developing the new program. It is not pertinent to this discussion to present all aspects of the many-sided program of in-service courses and other opportunities which, with the cooperation of the several collegiate institutions, museums, and other educational agencies of the city, it was possible in due time to offer in afternoons and evenings, on Saturdays and during summer terms to the five thousand teachers of the metropolitan area. The unique and distinctive feature of the “ Cleveland plan” for the in-service professional education of teachers, as that plan has been developed during the past eight years, has been the new emphasis placed upon demonstration teaching and the conduct of conferences and clinics as a means of illustrating, interpreting, and rationalizing the best of modern educational practice. A neighborhood elementary public school of thirteen classes had for some years been housed in a wing of the Cleveland normal training school building. This organization included a kindergarten group and the A and B sections of each of the first six grades. With the estab- lishment of the Cleveland School of Education to supersede the Cleve- land normal training school and to provide for the larger program of in-service courses and training as well as for the pre-service prep- aration of 600 prospective teachers, this laboratory school was enlarged as soon as possible to furnish accommodations for twenty classroom groups of children of the six elementary school grades, 400 ELEMENTARY ScHoOoL PRINCIPALS Tt oceurred to the writer that if the new school of education with its carefully selected collegiate staff of educational experts and subject- matter specialists, able and willing to teach children on occasion as well as to lecture about how it should be done, and with a cooperating staff of regularly assigned “ master-artist teachers” in each of these twenty classrooms should set up the most ideal program of demonstra- tions and conferences on the practical problems of aim, content, method, pupil response, ete., this program could be of major service only to the teachers-to-be, the novices in training, and not to the teachers-in-service unless a special schedule could be set up providing for the full and complete operation of this laboratory-demonstration school on Saturdays when they should be free in numbers to attend its sessions. After a survey of all the difficulties involved it proved to be feasible (1) by giving the children and teachers in this elementary demonstra- tion school their weekly holiday on Mondays instead of Saturdays (2) by providing an adequate program of demonstrations in this school on Tuesdays to Fridays inclusive to meet the needs for laboratory- experience of the six hundred prospective teachers in the junior teachers college of the school of education (3) by holding Saturday morning sessions of the demonstration school when its facilities could be devoted exclusively to the hundreds of teachers who should wish to come in for observation and conference. This innovation was under- taken, in spite of many handicaps, in the fall of 1918. It required about three years to get the program into full and effective operation. The writer intends to publish a monograph on this subject in the near future. There is space here to give only a brief description of what the thousands of participants and visitors have chosen to call “ The Cleveland plan of Saturday demonstrations for teachers.” The dean of the Cleveland School of Education as a member of the superintendent’s headquarters staff met in conference once each week with the whole field group of assistant superintendents, general and special supervisors and subject directors. He conducted a course in supervision in which there were present in two sections of a weekly conference practically all of the one hundred elementary school princi- pals of the city and a few from the suburbs. The members of the faculty of the school of education were practically all giving courses for teachers in service, meeting once each week. These college teachers were given a half day each week free from scheduled appointments to visit the public schools of the city. With all of these official meetings and unofficial contacts between the school of education staff and the whole field staff of the public school system it was not difficult for either group to keep fully informed concerning progressive educational Tue Firrn YEARBOOK 401 movements which the other group was attempting to promote through administrative measures, through supervision or through classroom teaching. Nor was it difficult to secure active cooperation in setting up a program of Saturday demonstrations well calculated to pro- gressively modify practice in the direction of the best prevailing standards of the expert leadership of the whole school system. In working out the details of the programs for each week it was at first the practice of the dean, who was the administrative head of the school of education, to call the principal or director of the demonstra- tion school and some of the teachers on his staff as well as certain representative members of the college faculty into conference each Monday and to work out with their assistance a full program of activi- ties for the school on the following Saturday when it should attempt to serve the visiting teachers. These programs were mimeographed and sent to the office of the city superintendent of schools to be mailed out with his weekly official bulletin to all the schools. By Wednesday afternoon these demonstration school programs were posted on every bulletin board in every public school building in the city. Additional copies were mailed to public libraries and suburban public schools to be posted and on request also to private and parochial schools. It was theoretically possible, therefore, for every teacher in metropolitan Cleveland to find out, without any special effort on his part, by Wednesday afternoon just what particular demonstrations would be given, which individual demonstration teachers, college instructors, or supervisors, principals or teachers chosen from the field, would be in charge of each, what classes or grades of children would be the subjects of instruction, the places and hours of meeting in each case, the exhibits of teaching materials prepared by the director of the educational museum which would be made, the clinics which would be conducted ete., on the following Saturday morning between nine o’clock and the noon hour. Some of these demonstrations were set up as the laboratory aspect of a systematic senior college or graduate course in the teaching of reading, arithmetic, spelling, geography and other school subjects. The record shows that on ordinary occasions 600 to 700 or on special occasions 900 to 1000 teachers visited the school on a single Saturday morning and that the number rarely fell below 300; also that visits by delegations of teachers from towns and cities all over northern Ohio have not been infrequent. It has been the prevailing practice to have each demonstration followed by an open conference. Before this conferdhce begins the children leave the room to engage in supervised grog) activities in the gymnasium, in the auditorium, in the library or on @e playground. 14 402 ELEMENTARY Scuoot PRINCIPALS The conference is usually led by some person other than the one who has conducted the demonstration. The demonstrator, however, is present and joins in the discussion on equal terms with all who have witnessed her work. In the post class conferences problems of aims, sources and selection of subject-matter, methods, pupil participation and response and the outcomes of instruction are freely discussed by teachers, principals. professors of college subjects, and visiting mem- bers of the staff of field supervisors. Not infrequently it happens that a principal brings with him the entire teaching staff of his school to witness a new type of work or to examine an exhibit of teaching material or a finished project in English, in health or in some other subject which has been worked out in another school of the system. It happens not infrequently, too, that a teacher or principal out in the system brings a class to the demonstration school on Saturday morning to present an original play or pageant which has resulted from group cooperation in his school. In connection with a course in English folk dancing given in the senior teachers college on Saturday mornings, the instructor, a field supervisor in physical education in one of the districts of the city, has for years been bringing in a half dozen selected children from each of the thirty schools in his supervisory district to demonstrate the kinds of leadership which children themselves can provide in developing their creative impulses through folk dancing. The special exhibits of teaching materials prepared by the staff of the educational museum in the school of education building have never ceased to attract and interest teachers. These have resulted in a remarkable increase in the circulation of educational moving picture films, lantern slides, stereopticon and mounted pictures, industrial exhibits, health charts, and special maps of all kinds. The ever- increasing demand upon the school for the expansion of this form of service has resulted in the organization of a council of the directors of the natural history museum, the historical museum, the art museum and the educational museum in an effort to secure more effective cooperation in meeting these needs and a more satisfactory circulation of teaching materials from all of these museums through the delivery system of the Board of Education. At irregular intervals, but not infrequently, speech clinics, testing and classification clinics, clinics on difficult cases of conduct and discipline, ete., are held at the college on Saturday mornings. Such clinics are set up whenever the need for any special type of service is apparent. In the planning and conduct of these clinics specialists from the public school staff generally as well as from the faculty of the school of education and the headquarters staff participate. fenton (aa +t: SR ee Tue Firrn YErarsoox 403 One of the many distinguished guests of the school of education in addressing a Saturday morning audience in the assembly hall, after three hours spent in its demonstration classes, conferences and clinics and in the educational museum, expressed his approval of the plan and his appreciation of the spirit of the service in these terms: This is the very essence of that indirect, objective impersonal, and effective supervision which has seemed like a Utopian dream to every aspiring teacher whose spirit has been crushed by negative criticism based on nothing more fundamental than the casual inspection of his work. This is helpful and con- structive throughout. It is very doubtful whether three times as much energy, time, and money expended upon the improvement of teachers in service through the conventional types of supervision or of “extension courses for teachers ” could have resulted in anything like so wide a variety of progressive movements in the schools of this city. I cannot conceive of a plan better calculated to enlist the active professional cooperation of the whole staff of teachers, principals, supervisors and administrators nor one so likely to promote the continuous pro- fessional growth of the entire staff. In conclusion the reader need not be reminded that the number and variety of conspicuously successful attempts of teacher-training colleges to carry their professional services to the whole body of field workers in education who constitute their collective constituency might be indefinitely extended. The writer hopes that the five signifi- cant illustrations given above may serve to indicate a few of the many possible lines along which the teachers college may in ever-increasing measure demonstrate the usefulness of its service as “ the teacher of the teachers of the children of the nation.” CHAPTER XIX THE SUPERINTENDENT AND THE TRAINING OF THE ELEMENTARY TEACHER ARMAND J. GERSON Associate Superintendent of Schools, Philadelphia, Pennsylvania N ANY treatment of the problem of the relationship between the l public elementary schools and the institutions in which teachers are trained for work in those schools it is necessary to define and limit the scope of the discussion. In my invitation to contribute to this symposium I have been asked to base my remarks as much as possible on actual experiences and to consider the problem from the angle of the superintendent’s office. For purposes of definiteness, therefore, as well as to meet the request to which I have just referred, I shall for the most part consider the question from the point of view of the city school system containing within its borders a training school for teachers. Many of the conclusions reached will be only remotely ap- plicable to other situations, but there should be no necessary conflict between these conclusions and those basic principles which underlie the whole question of the relationship between the professional schools and departments of superintendence. In recent years, increasing emphasis has been given to the problem of training teachers in service. Today no school system can be con- sidered in any sense adequate which is not making definite provision for the improving of the work done by teachers while employed in the schools. The means used for this purpose vary largely, ranging all the way from the relatively unsystematized “ lecture opportunity ” or annual institute, to the organization of observation opportuni- ties, the establishment of demonstration schools, and the definite set- ting-up of professional courses for teachers in service. It follows as a necessary corollary from this present-day emphasis that there should exist a close relationship between pre-service training and the im- provement of teachers in service. It is obvious that effective pro- fessional improvement of persons after they have been appointed to teaching positions in public school systems must, to be effective, be founded upon the preliminary preparation which has been received in the training school. The need for continuity in the training of teachers as just outlined would seem to carry with it the implication that the superintendent’s department should occupy very much the same relation to pre-appoint- [ 404 ] Tue Firrn YEARBOOK 405 ment training as to post-appointment training. In other words, the superintendent of schools is vitally concerned with the preliminary preparation of teachers appointed to serve in the schools which he supervises, and should possess a large degree of responsibility in this phase of teacher training. With this contact as a basis, he can prepare his plans for the training of teachers in service so that there will be the closest possible articulation with the work previously done in the professional school. Without it, the “ after-training” opportuni- ties he offers may often overlap the teacher’s preparatory training, or, what would be worse, definitely conflict with it; at best, the necessary unity that should characterize the guidance the teacher has received from the day of his entrance to the professional school, throughout his years of preparation and of service, will be seriously endangered. Even apart from the argument just advanced for placing pre-service training under the same general supervision as that which administers training in service, there are other important reasons for giving to the superintendent’s department a definite supervisory relationship to the work done in the professional schools. Training schools for teachers, like all other human institutions, tend to crystallize along the lines of present practices, and so grow away from the changing procedures and standards which characterize modern school systems. No one has better opportunity than the school superintendent to know, not only the present needs of the schools, but, in addition, their tendencies and prospective changes in policy and practice. Responsi- ble as he is for the policies of the schools and for preserving contacts with the changing needs of the community, he, more logically than anyone else, should be able to outline the kind of training the pro- fessional schools should give to those who later are to serve in the actual working out of the program of the public school system. His daily association with the practical operation of his schools, moreover, gives him unequalled opportunity to analyze the defects of the training which has been received, and, on the basis of scientific investigation of the product of the training school, to offer constructive criticism of the training program and currently to suggest proper modification of that program. This theory of the relationship of the superintendent’s office to the work done in the professional schools does not imply any arbitrary or dominant control on the part of that department. Any school superintendent who has been properly trained for his work and who is aware of his responsibilities will see the importance of utilizing to the full the experience and knowledge of those who have been engaged in the detailed work of the training of teachers. A large degree of 406 ELEMENTARY Scuoot PRINCIPALS autonomy must necessarily be permitted to those in direct charge of any teacher-training institution. The point I wish to stress in this connection is merely that the superintendent has a vital relation to the policy of such institutions, that he must be in constant contact and close conference with its administrative heads, and that in case of any ultimate difference of judgment on a point of fundamental policy it must be the superintendent whose point of view shall prevail. Any other solution of the problem of the relationship between the training school and the superintendent’s department must either lead to lack of unity in the work of teacher training with a consequent inexcusable waste of time and effort, or, worse still, to a subordination of the pro- fessional status of the superintendent’s department. It is being increasingly recognized that the training school for teachers is essentially a technical school, parallel in every essential respect to the schools of medicine and law. While the teacher should, in addition to possessing technical skill and a grasp of present-day educational standards and viewpoints, be an individual of strong personality, good character, and broad general education, the training school today cannot devote a large part of its attention to the direct cultivation of these qualities. It must concern itself primarily with the furnishing of professional equipment and the development of pro- fessional skill. This does not mean that the training school may ignore the essential importance of these other vital qualifications of persons undertaking to enter the profession of teaching. It does mean, how- ever, that great care must be exercised that there shall be admitted into the training school those students only who represent proper standards in these matters. It will probably be granted by all that if conditions of entrance into the professional school can be so ad- ministered as absolutely to prevent the admission of students with weak or faulty personalities, with poor scholarship or under-average intelligence, or of doubtful moral character, the training school itself can well afford to concentrate on problems which are specifically pro- fessional. There must, it goes without saying, be provision for the constant growth of the prospective teacher along all lines which will tend toward development of personality, scholarly interests, and char- acter, but these opportunities must perforce be incidental to the chief purposes of the training school curriculum. It follows from this point of view toward the function of the training school that the inclusion in its course of study of a large proportion of subjects which are purely cultural or academic in purpose is contrary to the purpose for which the institution exists. The content of the curriculum of the professional school seems to be in a transition state. It varies necessarily with the length of the Tue Firrn YEARBOOK 407 course prescribed and with the amount of preliminary preparation required. It is to be hoped that the day is not far distant when the profession of teaching will take its stand alongside of those of medicine or law in requiring a basis of college work as a preliminary for en- trance into the school for teacher training. Regardless, however, of the length of the course, or of the amount of preliminary training which should precede it, there are certain basic facts which should guide us in the organization of a teacher-training curriculum. Psy- chology, for instance, in so far as it includes an analysis of the act of learning, those fundamental laws of mental life which play an important part in the understanding of the teaching process, and insofar also as it furnishes an understanding of individual differences in children and the key to the solution of the behavior problem they present, must necessarily find an important place in the curriculum of all training schools. It is also important that the prospective teacher shall get that point of view toward present-day educational practices which can come only through a study of the historic development of these practices ; in other words, the genetic point of view is as essential to the comprehension of the school problem as it exists today as it is to any other important phase of modern life. It follows that the history of education in some form should be included in the curricu- lum of the professional school. Just as the psychology that should be taught, however, must be selected with the teaching profession con- stantly in view, so the history of education that should be taught must not be presented academically or as an end in itself, but solely for the purpose of the interpretation of present-day procedure in the light of its development, a treatment widely at variance with current prac- tice. It would probably be well, for purpose of definition and in order to suggest the newer viewpoint, to discard the term “ history of edu- ‘ation ” and substitute the more fully descriptive title “ genesis of current educational problems.” The training school curriculum should make provision for a careful study of the problems of the elementary school curriculum. The objectives of the curriculum and the contribution of each element in it toward the achievement of these objectives should be very clearly developed and concretely illustrated from every field of elementary school work. The elementary curriculum should also be analyzed from the point of view of the teaching process. In other words, courses should be organized devoted to what has been termed “ profes- sionalized subject-matter” on the basis of carefully worked out courses in the psychology of teaching and a parallel course on the underlying principles of teaching. The teaching process should be analyzed and the various types of lessons differentiated and illus- 408 ELEMENTARY ScHooL PRINCIPALS trated from the common school branches. Work of this character, as has been pointed out repeatedly by Professor Bagley, is in every sense of tlie term to be considered as of college rank, even though much of its material is taken from the curriculum of the elementary school. Hand in hand with the professional training which has just been outlined, there should be developed systematic courses in the obser- vation of teaching. For purposes of effective administration, most of the observation done by students should take place in the demonstra- tion school connected with the school of education. Only in this way can there be the proper control and grading of the teaching which is observed. Much important work has recently been done in the field of the proper guidance of observation. Suffice it to say in this connection that every visit for observation purposes should have a clearly defined purpose, that it should be preceded by discussion of the important points to be noted, and should be followed by a conference on these points. Of even more vital importance is the organization of practice teach- ing which must constitute an essential part of any course in teacher training. Practice teaching may be considered as the bridge over which the student travels from the more or less theoretical basis fur- nished in the training school to the practical application of these principles in the classroom. From the point of view of the problem of the evaluation of the student’s work, and leading the student to fuller and finer accomplishment, practice teaching may be regarded as the culmination of the training program. It is of prime importance, therefore, that the practice teaching be carefully organized, definitely graded, and effectively supervised. Practical effectiveness of the practice department of a professional school for teachers can be more readily accomplished if the training plan includes a system of practice schools definitely organized for the purpose. In addition to a school of observation for students, there should be as many adjunct schools of practice or “ teacher clinics ” as will make possible the proper grading and organization of the practice teaching for all the students. The “ training teachers ” employed in these schools should be specially selected from among the best teachers obtainable, and should be particularly competent not merely as teachers of children, but also in their ability to analyze their own methods and to diagnose the errors of students and guide them through example and constructive criticism. As compared with the plan in use in some cities whereby part or all of the practice opportuni- ties for students is given in the regular elementary schools, the defi- nitely organized school of practice has marked advantages. Granted, SPT? bas Tue Firrn YEARBOOK 409 of course, that the practice school in each case represents a normal neighborhood condition, the student teacher undergoes an experience which may be considered an apprenticeship in just as true a sense as though he were assigned to various elementary schools scattered over the city which have not been specifically organized for training pur- poses. He has in addition the incomparable advantage of expert super- vision at every point of this experience. This supervision need not imply over-attention, or “ coddling”; the expert supervisor knows very well when it is wise to withdraw from the scene and leave the student on his own resources. As the practice period progresses, a constantly greater degree of independence should be allowed the student teacher. To return to a consideration of the contacts of the training school with the elementary school situation, it is important to point out that what has been said as to the responsibility of the department of super- intendence in the administration and general control of teacher train- ing for the elementary schools does not imply that it is only through that department that the training school is to establish its contact with actual practices and policies in the school system. In order that the professional school shall be in direct relation to the objectives toward which it is working, everybody who is responsible for teacher train- ing in these institutions must establish and maintain a constant and close relationship with the actual conduct of the schools for which they are training prospective teachers. It follows that opportunity should be furnished for the members of the training school faculty, by personal visits and observation, to be in touch with elementary class- room work under the varied conditions found in the public school system with which they are associated. This provision is important in every field of the work of teacher preparation, since the inclusion of any subject in the curriculum of the professional school can ultimately be justified only because of its relation to the work of the teacher after the conclusion of the training period. So vital is this constant contact between the professional school and the elementary school system in which it is preparing its students to teach that the mere furnishing of opportunity to the faculties of professional schools is not sufficient ; this opportunity should be supplemented by a thorough program of visits and conferences which will insure the establishment and main- tenance of this contact. This relationship is essential to the successful carrying out of the work of the professional school. Almost as important as the relationship just outlined is the necessity for establishing a corresponding contact on the part of the student group in the professional school. This problem admits of easy practi- 410 ELEMENTARY Scuoot PRINCIPALS eal solution in city systems which contain professional schools for the furnishing of a large part of the teacher supply. Students in training should be made familiar with neighborhood conditions, housing situ- ations, and other social problems which characterize the city in which they will probably begin their professional work. They should also become as familiar as possible with typical elementary schools in the district. This means that the observation and practice opportunities provided in the training school itself should be supplemented by care- fully programmed visits to neighborhood schools. These visits should be preceded by discussions which will focus attention on significant facts during the visit, and should invariably be followed by conferences for the interpretation of the situations observed. The effect will be not merely to familiarize students in advance with the problems they will later meet in practice, but, what is of even more importance, to vitalize the training they are receiving by intimately associating this training with the concrete conditions of the teaching work to which they will later be assigned. This contact between the training school and the elementary school system presents no particular difficulties of administration, particularly if the relationship of the superin- tendent to the whole plan as outlined above has been fully recognized and defined. Still another contact which must be established between the pro- fessional school and the elementary school system has reference to the organization of a definite “ follow-up” program after the student has completed his training and has been assigned to a teaching position. As already indicated, there must be a close articulation between the preliminary preparation of teachers and their training in service, an articulation which can be best secured if the superin- tendent’s department has a general supervisory relationship to the training school as well as to the elementary schools of his district. This after-training, however, will very naturally be administered in large part by the faculty of the professional school. Some plan should therefore be organized by which the training school can keep in touch with the progress of teachers during the early part of their actual experience. In some systems, a definite apprenticeship plan has been organized. This plan has much to commend it. In any event, some form of contact between the training school and the work of its graduates would seem to be of vital importance both from the point of view of the success of the young teacher and as a constant corrective and guide to the work of the training school itself. The operation of any such plan involves a number of difficult administrative problems. The relationship of the school principal to the newly appointed teacher Deen Tue Firrn YEARBOOK 411 and to the training school, and the function of other supervisory officials in relation to the work of the newly assigned teacher in special fields are problems capable of creating a number of very real ad- ministrative difficulties. The solution to them all, as I see it, must depend largely on the establishment of a unified system of control and supervision. CHAPTER XX JUDGING THE EFFICIENCY OF PRINCIPALS F. E. Wi.arp Assistant Superintendent of Schools, Seattle, Washington HE DEVELOPMENT of a new curriculum has followed a reappraisal of values that has affected school administration no less than courses of study. The effect has been to rationalize pro- cedure throughout the system, but no part of it has been more pro- foundly touched with the spirit of a renaissance than the conventional conception of the elementary school principalship. It was inevitable that the principal should advance to a position of greater leadership in the corps. His position is at the focal point where all trunk lines of influence entering into, or radiating from, his school must converge to have their energy transformed into working units suitable to the task at hand. This strategic position makes the school “ his ” in a very real sense. If he has courage, wisdom, faith, and vision, his school expresses unity, character, buoyancy, and growth; if he lacks these qualities, his school reflects this lack. The work that belongs to the principalship of a modern school is highly technical, but the standards of its technique are not yet well de- fined. They are only emerging from the obscurity of a conception that has not quite established itself. Forward looking principals, attentive to social growth about them, have sensed the approach of enlarged op- portunity in their special field, recognized its import, voluntarily ac- knowledged its authority to impose higher standards and met with readiness the challenge to more responsible service. The less forward looking have discreetly ignored an unwelcome apparition only to post- pone what cannot be avoided, for the continued development of effective educational service in larger systems rests on the possibility of creating and maintaining a vigorous professional vitality through enlarged service on the part of the principalship. The building up of a school system to levels of higher efficiency is a process of discovering superior ability and utilizing its maximum contribution in the largest practicable way. Confidence in both the wisdom and integrity of the management is essential to insure under- standing and cooperation. This is promoted by a common knowledge of both the standards and evidences that influence judgment when decisions are made and policies announced. Such knowledge does more { 412 ] Tue Firrn YEARBOOK 413 than this, it indicates to those who want to know the direction in which growth lies in that system and enables their aspiring more confidently to chart a forward looking course. Principals have lacked the advantage of studies made of their work, equal in extent and thoroughness to those that have been made of teaching. The need for administrative purposes of formal rating methods has not been as keenly felt except perhaps in a few of the larger cities. There are fewer principals than teachers in a system. They stand in a more intimate relationship to the superintendent. Their tenure has been more stable. Their duties if not more complex are at least more varied and harder to evaluate objectively. The po- sition has been developing, conseqently the standards have been chang- ing. There is still considerable uncertainty concerning the value to the system of excellent executive ability when combined with mediocre supervisory discrimination; judgment is forced to be lenient and in practice avoids positive commitment while standards are becoming clarified. There has been, therefore, a general tendency to rely upon personal impressions that do not readily submit to detailed analysis and classification according to any predetermined form. These are not as a rule reduced to writing. For purposes of promotion and assignment, relative efficiency can be determined more accurately by informal discussion than by dependence upon any rating system so far proposed. The principal, however, who wishes to improve his service may be no wiser concerning his own standing if he is not selected for promotion, and is probably left to draw his own inference concerning the superintendent’s opinion of the quality of his work. The problem, therefore, of developing a plan of rating that will be of definite value as a means to improved service is of primary interest to principals, and should be given some constructive attention by them. For this purpose a rating scale as such is unnecessary and practically impossible to apply helpfully. There is no present means of making rating impersonally scientific. It is in fact a record of personal judg- ment and is discriminating according to the wisdom and insight of those who make it. Some of the larger elements into which the service of the principal- ship naturally resolves itself when individual efficiency is being con- sidered, include professional leadership, ability in management, super- vision of instruction, cooperation in administrative policies, relation to teachers, and community leadership. The rise in importance of the principalship has been coincident with the changing conceptions of these functions. These changes make necessary a constant revision of our working definitions of them and some confusion often results 414 ELEMENTARY ScHuoot PRINCIPALS in consequence. Is a principal for example poor in “ management” who has a quiet, orderly, well disciplined school, but who fails to pro- vide opportunities in his organization for children to develop responsi- bility and initiative through exercise? Is a principal poor in his “ re- lation to teachers ” who is popular with his corps but who fails to de- velop in it any enthusiasm for professional growth or loyalty to super- visory help? Is a principal poor in “ community leadership ” whi has for his school the strong support of his patrons, but who fails to inter- pret to them the policies for which the administration stands? The rating of a principal will often depend upon the answer to such questions. A study made by Worth McC lure of the prevailing method of rating principals, published in the Fourth Yearbook of the Department of Elementary School Principals, shows that a formal rating plan is employed in only eleven of the larger cities, but an informal estimate of the efficiency of principals, reached by administrative officers through discussion and conference, is regularly made in a number of other systems. Whether principals are formally rated or not, any administration that recognizes differences of merit must make some kind of appraisal of the relative value of service to the system. Any trustworthy opinion of a principal’s work must be based on some kind of objective evidence even though the evidence cannot be objectively measured. The treatment of such evidence, if it can be frankly shown, is the principal’s best guide to cooperative support of administrative policies and ideals. A principal’s study of his functions and activities through their effects should be a stimulus toward self-improvement. If relative merit is considered when promotions or transfers are made, how is merit found out? How is it, or the lack of it, made manifest to those who endeavor to be guided by it in making assignments? Lack of time on the part of administrative officers makes impossible an intimate knowledge of the whole range of a principal’s activities. What then are the reliable signs of quality by means of which a principal’s value to the system may be judged by the superintendent and his staff ? It is natural that thoughtful principals should raise these questions. A sufficient answer is not to be found by reference to classifications or attentive evaluations of the numerous duties of the principalship although such studies have value. Although a full schedule of duties may be performed the value of the service may still range from the invaluable to the mediocre. Value is more nearly commensurate with quality of service than importance of function, and such quality is an attribute of personality. This is more evident as it becomes clear that the aims of education today are distinctively social instead of intel- a a |. ee ee ee ns. ons hip bles the rith an hat tel- Tue Firrny YEARBOOK 415 lectual. It seems, therefore, that the essence of the inquiry resolves itself into the question, How and through what objective evidence do the outstanding personal qualities of a principal come to the attention of administrative offices for evaluation? It was thought that the best answer to this might be found in the records of a few actual case studies showing in each the procedure of superintendents in selecting the data used in reaching a judgment of efficiency. Consequently letters were addressed to a limited number of superintendents repre- senting school systems that are known to be professionally progressive asking for two or three typical case studies that would illustrate their procedure in evaluating the services of principals. Of those who replied only a very few responded with the kind of information desired. In every instance there was evidence that much attention was given to the kind of service principals are giving, but the evaluation was primarily through informal conference for ad- ministrative purposes. The following selected quotations may be taken to illustrate the usual administrative procedure in summing up the evidence that determines a principal’s standing in these systems: If a vacancy occurs in a principalship, the superintendent and his associates naturally appraise the merits of the principals in service. Usually some one, two, or three people are marked for the position by reason of personal qualifications, or adaptability, or outstanding leadership. It would be possible, of course, to develop a scheme of rating each principal on all of the things that enter into the determination of the merits of a principal. The number of principals, however, in a system of below 500,000 is sufficiently small that the superintendent and his associates know each of them well. Should there come an important decision in the matter of promotion, they would use the quantitative methods available to them for determining the decision. The methods used for the rating of principals in the schools are wholly informal. Nevertheless, I think the superintendent’s office has a rather accurate rating upon the merit of the work of the heads of the respective schools. Instances have occurred in which whole faculties have been brought together to discuss the case of the principal, and a cordial relationship exists between the members of the superintendent's staff, principals, and teachers to an extent that enables informa- tion to circulate fairly, easily, and reliably. An informal estimate is reached through discussion and conference with administrators and supervisors. Through this we get the relative value of services of principals to the system to be used when changes and promotions are being taken care of. In selecting a principal for a school in which research work, methods and curriculum were to be especially studied one was selected after a conference of administrators and supervisors. This principal was strong in professional leader- ship, supervisory ability, and ability as a student of educational problems. When organizing a building under the platoon scheme a conference of the superintendent and general supervisors was held and different principals dis- cussed as to their relative merits in conducting platoon schools. The principal at the school concerned was called in by the superintendent, told frankly his weak and strong points, and was given a definite time in which to show that he could handle a platoon school. The principal failed. Another conference was held and a principal selected because of his professional leadership, supervisory ability, ability in organization and management, cooperation and community leadership. spon enernsb anit 416 ELEMENTARY ScHuoot PRINCIPALS The following illustrations are somewhat more concrete and indicate more definitely the particular items of evidence that were influential in estimating efficiency : 1. “ Shortly before the holiday vacation time, I went to the build- ing of a principal whom I had rated as strong. I visited every room and observed from the work that there had been a very distinct, specific, and concise study of supervision made. There was concrete evidence everywhere that this principal had led her corps to test the progress of the pupils by comparing the work of that date with the work which was done at the opening of the school year. Some of this work was afterwards exhibited in my office under the subject of pen- manship, not for penmanship alone, but to indicate the type of super- vision. The details of this observation were exceedingly important and helpful.” 2. “ This principal was rated high because of ability, attitude, and capacity for growth. He is highly professional in his attitude toward his work; he seeks improvement through university work and in volunteer study groups; he is well read in current educational literature, and experiments freely but sanely with new methods and suggestions. “A day’s visit to the school showed teachers working with definite common purposes that had been discussed in building meetings. It is evident that much use is made of activities. Teachers are interested in showing work that indicates growing independence and initiative on the part of pupils. There is evidence that teachers understand the value of utilizing situations that may naturally arise in the social life of the school to develop right moral and civic attitudes. Considerable use is being made of standard tests to check up on the progress of the work and to improve instruction. Teachers have received directions that have come from the central office with such interpretation and discussion as to stimulate an interest in their right use. The andi- torium is used frequently by groups of pupils to present projects that they have prepared in the course of their regular work to other groups of pupils. Athletic teams show fine sportsmanship in inter- school contests. The parent-teacher organization is active, interested, and cooperative. “ Teachers who call at the office show much interest in their work and refer definitely to the suggestions and help they have received from the principal in improving the quality of their teaching. There is no disposition on the part of teachers to ask for transfers to other schools.” 3. “ This is a principal of high ideals, cultivated tastes, and sensi- tive temperament. She is not an extensive student of educational Be err SONNE a id te It od ve he fe le he ns nd di- cts ler er- ed, rk red ere 1er 1Si- nal Tue Firtn YEARBOOK 417 literature, but does some professional reading incidental to her work. She is always keenly interested in the personal welfare of pupils and encourages all efforts to improve social and moral standards. She keeps before pupils the importance of being considerate of the rights of others. “ A visit to this school shows a well-kept, orderly building, an industrious atmosphere and a cheerful spirit of work. Pupils are quiet and orderly in the halls and lunchroom. Directions from the superintendent’s office are received in a thoroughly cooperative spirit. Classroom work, however, is somewhat formal and stereotyped. There is no evidence of a building program for developing initiative and responsibility in pupils through the use of problems and self-directed activities. Work of this type by individual teachers, if well controlled, is appreciated by the principal, but the corps as a whole has not caught the spirit or the philosophy of individual and group activity. Exer- cises to develop skill are consistently and reasonably employed. Athletic teams and interschool games show a fair degree of self-control and sportsmanship, but pupils are not quite dependable in emergen- cies. The community support is strong. Parent-teacher meetings are well attended. The community looks to the principal for guidance in matters affecting the welfare of the school. “ Teachers are very loyal, but the less resourceful show little im- provement in technique under her guidance. When calling at the central office, they invariably speak of the fine spirit of the school but rarely are able to mention specific suggestions that have resulted in improved methods of teaching.” 4. “ This principal is representative of a considerable group. He is a man of good executive ability, personally popular with teachers and patrons, capable of dealing effectively with any ordinary ad- ministrative problem. There is no evidence of very thoughtful pro- fessional reading or study, although there is an evident desire to keep the school in the line of progress. “ The building régime is well organized, a good spirit prevails, pupils are orderly but not suppressed, teachers are not working under strain. Projects and activities are under way in some of the rooms, the results as a rule of suggestions received by the teachers from bulletins or at grade meetings with supervisors ; but these are approved by the principal as they are brought to his attention. There is no evidence of a general building program of progressive study or prac- tice, but ready approval is given to all suggestions that come from the supervisory staff. On the other hand, mediocre work passes unchal- lenged and unprogressive teachers are not uncomfortable in this building so long as their classes are well controlled. There is an evi- 15 418 ELEMENTARY Scuoout PrRINcIPALS dent lack of fine discrimination between good and poor teaching, between the strong and the weak teacher. The principal’s tendency to rate no teacher as unsatisfactory supports this belief. The school through its principal does not stand for well-considered fundamental educational principles. The school atmosphere, however, encourages thrift, patriotism, and good citizenship. Athletic teams are well behaved, the parent-teacher association is sympathetic. “ Teachers like to work with this principal. They are allowed much freedom, their initiative is rather encouraged. They invariably speak of the fine support he gives them and the promptness with which he obtains for them the books and supplies their work requires.” 5. “ A conscientious principal of long experience, of intense con- victions, wholly absorbed in his work, ambitious to excel; a constant student through wide reading and university summer courses; a person who has the best of intentions, but is never able to attain an impersonal viewpoint when the interests of himself or his school are involved ; a person, therefore, whose influence is limited and whose contacts frequently are unfortunate. “« A visit to the school will show that the details of administration and supervision are looked after with scrupulous care. The principal has been quite successful in helping a number of younger teachers to become successful who have been on the point of failure because they lacked training in organizing their class work and following up the details of management. Standard tests are used freely by the principal to measure progress. Projects and activities are heartily approved. Work of this kind, however, lacks evidences of spontaneity and is apparently dominated too largely by the teachers. It is doubt- ful if much creative spirit or independence of thought is expressed in it. Judged by ordinary standards, however, the class work is satisfactory. There is not much enthusiasm but there is good attention to lesson assignments. Children about the building are orderly, yet there is lacking in their attitude a natural friendly courtesy that expresses sincere hospitality. In interschool games, partisanship is not well controlled, and the school does not have a reputation for good sportsmanship. The parent-teacher association organization is sup- ported and encouraged, but clashes with individual parents are not unknown. “ Teachers generally speak favorably, some speak enthusiastically of the principal. Some do not know just what use the principal makes of the tests given, but are satisfied to follow directions and do the work as it is assigned.” 6. “ This principal has fixed ideals to which she adheres. Her education in philosophy is expressed by the terms thoroughness and Faas —_ Oa eS ew YS _ Oo ri Tue Firrn YEARBOOK 419 drill. She has not, within recent years, been active in any form of professional improvement, and apparently is not familiar with recent books or studies on education, although she has received college training. “Good order prevails in this building. The pupils march through halls under close supervision ; the principal keeps within sight during the intermissions. The general attitude of the pupils is obedient and respectful. General administrative directions from the superin- tendent’s office appear to be faithfully observed, but any responsibility not in the direct line of routine duty is avoided. “In the classrooms, the teachers are generally working indepen- dently, without any apparent community interest growing out of common building aims and objectives. Directions and suggestions from the central office, relating to methods of instruction reach them without helpful comment or interpretation. Apparently no effort is made to set a building standard for quality of work. The results of standard tests given under direction of the central office are utilized by teachers as they may see fit. No apparent supervisory use of them is made by the principal. In interschool athletic contests, this school has a reputation for poor sportsmanship and lack of courtesy. “ This principal is very well liked by her teachers as a rule. She supports them in matters of discipline and lets them alone in their teaching. Occasionally, teachers have been dissatisfied with their pro- fessional growth in this building, and have complained that there is present a spirit antagonistic to efforts of the supervisory staff to initiate improved methods of instruction. No effort is made to get in touch with the community life or to reach homes through a parent- teacher organization.” Facts such as those noted above, but of course in greater variety and detail, came out in an informal conference of the superintendent’s staff. No two pictures are exactly alike, although a rating scale would often show no important distinction. The larger functional elements used in rating service are all present, but do not have constant values. Their weight varies with individuals and with situations. The princi- pal represents in his community the central administration and the superintendent’s department strives to understand and rate his service in terms of its functional unity. Do principals want such estimates of their own work as the illus- trations cited suggest? Is it best for the system? Would it destroy a spirit of cordiality and confidence to place such information within their reach? Should the superintendent’s office be represented by someone to whom principals may go to be frankly advised concerning their needs of professional growth as the administrative staff see 420 ELemMENTARY ScHoot PRINCIPALS them? It is apparent from the cases cited that any advice to be useful must be specific enough to correspond to a particular need. One or two at least of the principals referred to above might be advised that the time has come when much might be gained by broader contacts with national educational leaders ; the others could become more efficient if they had the will by developing greater personal power in particular directions which are clearly indicated by the studies of their work. One city, at least, makes it a practice to let principals know their general rating in the corps, and then through one of the superin- tendent’s staff to discuss frankly with each one that wants to know the meaning of his own rating and the reasons for it. If principals want such information they should have it. If they do not, there is no indication that superintendents are inclined to impose it upon them. Present tendencies, however, seem to indicate that principals themselves will feel that their professional rank justifies a more definite recognition of the qualitative element of their work than the informal unrecorded estimates that generally prevail. An improved form of rating blank may be devised to be used as a starting point. It cannot be a substitute for understanding. Until a blank is interpreted in terms of concrete illustration, it has little about it to stimulate activity. Private business promotes and dis- charges without explanation. A more professional spirit controls school relationships, and with its growth, there is a progressive trend toward mutual confidence and understanding that arises from the ability, in view of the larger interests at stake, to make criticism im- personal and constructive. a eh Ag RTE il 'O e h f T Om Me HB Kr ODO ON ee ee eS CHAPTER XXI SUPERVISORY PROJECTS Harry P. Cooper Principal, Simmons School, Minneapolis, Minnesota NE OF THE most effective means of assisting the teachers to a high type of work and thereby improve the quality of work accomplished by the pupils is for the principal to arrange suitable classroom exercises whith may be placed in the hands of each pupil. Another means is to place in the hands of the teachers in typewritten form definite checks which they may use in evaluating their own work. The following exercises are illustrative of such material in use in the Simmons school. InForMAL Exercises in Worxk-Tyrre Srrent READING FOR THE INTERMEDIATE GRADES Work-type reading—Work reading deals with the development of economic and effective skills and habits of reading. It takes place when the individual definitely reads for the purpose of obtaining information. It does not take place when one is reading for sheer pleasure, or the satisfaction of an emotional desire. The information one reads for may be to assist in solving a problem, or to more fully understand the activities we are engaged in every day. In the elemen- tary school we are concerned with developing the abilities and habits of working with books, periodicals, the almanac, encyclopedias, ete. In studying history, geography, or other social science studies, where reading is done for a detinite informational purpose, we have work- type reading. Need for work reading—lIt is common to hear junior and senior high school teachers criticize the elementary school for not teaching the children how to study, or, in other words, how to read material of a work-type. It is also common to hear fifth and sixth grade teachers, who do not have enough geography books of one kind to go around the class, state that the children are unable to get information from the printed page, unless it is definitely assigned to them and studied with them. These situations call for an intensive program of work reading instruction to be given largely in the intermediate grades, or woven into the entire reading program of the elementary school. { 421 ] 422 ELEMENTARY ScHooL PRINCIPALS Geography and history teaching in the past has been largely nothing more than silent reading of the work type. Also it involved only one kind of work reading, that of retention of what was read. All organiz- ing and locating of information, etc., was done by the teacher and given the pupils. Present-day geography and history teaching takes for granted that the children know how to do work reading. It not only takes for granted that they understand what they read, but that they can locate information, remember what they read, and assimilate and organize it for their particular problem. Being able to do this kind of reading is prerequisite to social science work and not a part of it. It is a part of the reading program. Silent reading materials—In recent years silent reading books have been placed on the market offering instruction in silent reading. These books give many suggestions for teaching the different selections, but the responsibility of what and how the children should read is largely placed on the teacher’s shoulders. It is expected that the teacher will give the pupils the type of silent reading instruction needed the most. The books offer no program by which the teacher can find out just what type of instruction the pupils need, and then give reading in- struction to remedy the trouble. Also the books take it for granted that the teachers know the many things that the pupils must learn to do with printed matter and will give it to them if they have the material to do so. No program is given by which the teacher can systematically give to the pupils definite instruction in the many specific types of work reading. Neither is any program offered by which the teacher can do group or individual work according to the needs of individual pupils or groups of children. As a result these books are used almost entirely in an incidental and isolated manner. The teachers teach the selections in the order in which they are arranged in the books, attacking the material in the different selec- tions in whatever way they wish. This means that in a year’s time the teacher has only taught the children to do about one third of the different things they should be taught to do with reading material, and probably none of many important kinds of work reading that need to be done. If the teacher was asked at the end of the year just what different kinds of reading had been done and how much of each kind he would be unable to answer. The present silent reading instruction is also done in an east manner, there being no correlation between the needs of instruction as shown in the study work of other subjects. Many of the silent readers contain material of a classification, stunt, or other similar nature that is nothing more than being able to juggle words and should not be in the intermediate grade silent reading program. Also a large TR Tue Firrn YEARBOOK 423 part of the material is either story material or factual material put up in story form. The child does not meet the reading material that he has to contend with in his other subjects. This makes it exceptionally hard for teachers to use the work reading period to prepare the pupils to do work reading. A definite program is needed that will show just exactly what each pupil can do with the many kinds of work reading material, and also give the pupil practice in the use of this material in the many ways that he has to use it in his other subjects. Also the material should be organized so that each pupil will get the practice that he needs to develop his skill to such a degree that he can economically and effectively do work reading. Other types of reading—lIt is not the purpose of this bulletin to lead one to feel that the work-type of reading is the only type to be taught in the intermediate grades. It is felt that recreational reading, which would include much enjoyment reading, literary appreciation, both of which include much oral reading, have a definite place and are of utmost importance. It is felt that the methods and principles of teaching these other types of reading differ greatly from those under- lying work reading. To attempt to apply the principles involved in this bulletin to the other phases of reading would be detrimental as far as realizing the objectives set for the other phases of reading are concerned. A very brief statement of the objectives for the different kinds of reading follow to show clearly that the aims of various kinds of reading are different. The purpose of work reading is to locate information, understand reading material of different factual kinds, remember factual material read, organize different kinds of factual reading material in different ways, quickly and accurately. This necessitates much intensive prac- tice with the child knowing at the beginning just what he is to do. The practice period must be short enough to eliminate any chance of fatigue. It is advanced mechanics of reading. The purpose of recreational reading is primarily for enjoyment, and secondarily giving the child experience and creating an emotional response to the selection read. This purpose holds for both literature and other recreational reading. It necessitates a happy atmosphere, free from any tenseness and details. Oral reading is a part of both work reading and recreational read- ing, but probably has a much greater part in the recreational reading than the work reading. A child must be able to read orally in a fluent manner and with correct pronunciation, enunciation and expression before he can contribute to either work reading or recreational reading. It necessitates an audience situation and an individual desire to out- wardly express oneself. 424 Exrementary Sconoot PrRIncrpats There is probably no doubt that pupils will enjoy recreational reading much more after they have had an intensive program of work reading, but to require the intensive analyses and detail work asked for in work reading in recreational reading would without question defeat its purpose. This is evident upon inspection of the above purposes. Materials in reading exercises—The materials in this bulletin deal with work reading needed in studying for the social sciences. They include nearly all the general reading skills and habits necessary to intensive reading. What is said in this bulletin pertains to work reading only, no emphasis being placed on recreational reading. The selections are short, not any of them being over four hundred words in length. They are taken from magazines, geographical readers, encyclopedias, textbooks, and advertisements. Some of them are much more difficult than others. It will be some time before enough materials have been collected, tried out, and their difficulty determined. Teachers who wish to do this kind of work should use their present social science materials selecting their paragraphs to suit the specific ability that they wish to give practice in. They can use the material as it is in the books or rewrite it to suit the needs of the group. Organization of matertals—The exercises that follow involve nine different kinds of comprehension, six different kinds of retention, nine different kinds of locating information, and eleven different ways of organizing. It is true that ways of doing the above are not listed, but the major ones are in the list. This list was made by visiting social science classes and noting the different things the child had to do, reading much social science material and estimating the different things that could be done with it, and surveying the many reading articles pertaining to work reading and summarizing the types of work listed. Many abilities found were so closely related to other abilities that are listed in this bulletin that it did not seem wise to include them when those listed were similar and probably more important. Rate of reading—In looking over the different abilities of work reading it is very evident that the rate in which the child reads is influenced to a great extent by the task he sets out to perform. It is almost impossible to attempt to test the rate of reading by the use of these exercises. The class should be required to finish the job at- tempted within a reasonable length of time, stimulated to do the task in the least amount of time that it can be accurately and thoroughly done. It is evident that the child will read many more words a minute in skimming material to tell in one sentence what the article is about than in reading to give a title and all the supporting details. Conse- PET 7 Pa rae we \. vy - = — Aw -_- ——_ ry ——/ —_— we ee ed — \w 4 re @~ Sw FY —- = aes Vo — ov rw —_? oo eT \v Si eee Tue Firrn YEARBOOK 425 quently it is felt that to add a time limit or measure the rate of reading in the exercises would be folly. Time necessary to use the exercises—It should not take more than ten minutes to give, correct, and discuss an exercise. With this in mind would it not be worthwhile to set aside ten minutes three to five times a week for intensive work of this kind? Certainly the practice is worthwhile for every individual in the intermediate grades. For many it will be work that is badly needed, and for others they will become much more proficient readers with the practice. How to use the exercises—There are many ways in which the exer- cises can be used. A few are listed. 1. Note in the social science work those pupils who are especially weak in doing a certain specific type of work. Place them in a group and after teaching them how to do the work give them intensive practice in that particular type of work reading. Their initial work should be recorded, a chart or graph kept, and the growth noted. 2. Hold a hospital class for the poor readers in social science material. Test to find their specific weaknesses. Give each pupil every day practice material in the specific ability he needs work on. No pupils should work on more than two types in one day. A record should be kept of each child’s progress, eliminating him from the class as soon as he shows suitable proficiency in the work. 3. Set aside ten minutes every day, or every other day, for practice in this material. This might be worthwhile when we are dealing with children in the in- termediate grades as it is here that we are really teaching them how to study. In this way we are assured that each child will have practice in each type of reading he is going to be called upon to do for study purposes, both in the elementary school and later. Also each child will know how to do this kind of reading, and will know what his own weaknesses are. A chart or graph should be kept by both teacher and pupil so that each will know just where the pupil stands. Also a record should be kept of the specific type of reading practiced upon each day so that the teacher will systematically cover all types of work reading and can put particular stress on those types in which the children are particularly weak. 4. A combination of numbers two and three. Conduct practice work as in number three and hold a hospital for special cases. This gives the entire room the practice needed in all types of work reading and gives individuals extra prac- tice in that type of work reading in which they need special practice. Initiating the program—In teaching children to do this type of reading much preliminary work is necessary before attempting to give them practice material. The children must be taught the most effective way to do the task which they start out to do. A brief description of what was done with a sixth grade class in locating information and organization follows: * I. Preparation of class 1. Where have you found it necessary to locate material? 2. Where do you expect to be called upon to locate information as you continue your school work? 3. What effect will practice in locating different kinds of information in different ways have upon your work? * Material used—The Silent Reader, Wm. B. Lewis and A. L. Rowland, 1920, J. C. Winston Co., Philadelphia, Pa., p. 210. ELemMentary Scuoo.t PRINCIPALS II. Steps in locating information . Find the book in which you expect to locate material. . Locate the chapter or part of the book. . Locate the paragraph in which the information is located. . Skim the paragraph until the information is found. . Read the material that you want carefully. . Check the question to see if you are sure this is the correct answer. . Re-read to make sure you get all the information it gives. . Tell yourself the information to make sure you know it. . Repeat 6, 7, and 8 if necessary. OMBANAa PP WN III. Words and phrases of difficulty foregoing, movements truck farming horticulture barren lands intensified farming reclaim pasturage fertilizer Direct the class to the place in the material where the word is located and have this sentence read orally. Define the words through the content if possible. IV. Questions. The class was directed to find the answer to the first question. Each pupil stood with his finger on the paragraph when he had located it. The second question was answered in the same way. The pupils were directed to stand ready to tell the answers to the third, fourth, and fifth questions. They were given small pieces of paper and directed to write the answers to the last six questions. These papers were collected to assist in grouping the children for the second day’s work. 1. Locate the paragraph that tells of the progress in agriculture? 2. What machines have done most towards improvement in agri- culture? . What seven factors have caused progress in agriculture? . Which state is noted for its fine horses? . How great are the proceeds from poultry? . What state is noted for its winter wheat? Where would you write to find out how to get rid of insects? . Where do we find much truck farming? © CO NI crip OO profitable? _ oO soil? 11. Why does the farmer grow more than one crop? Second day—Eight harder questions within the same article were listed for the class to find the answers. Those pupils who scored five or six correct responses the day before were put directly to work on this assignment. The pupils who had three or four correct responses the first day were given their papers back to check their answers. They were directed to first check their answers for the day before and then to commence the new work. The rest of the class, which consisted of about ten pupils, had two or less correctly answered the first day. They . Where does the farmer in the state get help to make his farm more . Where does the farmer find out what fertilizer is best suited to his Tue Firra YEARBOOK 427 were directed to take their books and come to the front of the room and stand in a circle about the teacher. They started with the first question of the day before and went through the same procedure more quickly. The teacher was placed in the center of the group and could watch each individual work to see exactly what he did on each question. When a pupil was found who knew what he was about he was sent to his seat to finish the work. The others were directed and taught to locate the information according to the steps listed the first day. In fifteen minutes the last of these pupils was sent to his seat. The teacher then directed the second group to come to the front of the room. With this group she commenced with question No. 6, and verified the results they had obtained the first fifteen minutes that day. When she was certain that they were locating the information correctly they were also sent to their seats. In ten minutes the last pupil in this group took his seat. Many of the pupils in the poorest group were only able to get the questions of the previous day answered during this second day period. When this day’s work was over nearly every pupil in the room had a knowledge of the steps in locating information. The next day the class was ready to commence work on the practice exercises. In teaching “ organization of material,” the following outline shows the steps of the lesson.” The type of organization taught was that of, “ Listing the essential points needed to tell about the selection.” This material is written in story form which made it harder to handle than the previous lesson. I. Preparation of class 1. What do we do when we outline or organize a lesson in geography or history? 2. Why do we organize our work? a. Report systematically. b. Remember main ideas. c. Contribute to others so they can remember. 3. Why is practice in organizing worthwhile? a. Help us in our history and geography. b. Assist us in reports. c. Save time in collecting material. d. Help us to choose that which we can use. Il. Difficult words hoisting cage uncoiled experienced main shaft IIT. How do we organize ? 1. List the big things talked about as headings. 2. List other things where they belong under the big ideas. 3. Analyze the list to see whether any ideas can be grouped under other main ideas. 2 Material used—Lincoln Sixth Reader, p. 82. 428 Exementary Scuoort PRINCIPALS IV. Name or list the parts of the mine that Sandy learned about. This was the assignment for the first day’s work. The pupils were given paper as they were when they were taught how to locate information. At the close of the period the papers were collected. The class was again grouped according to the number of correct answers. The better group was given detailed work within the same assignment that pertained to outlining minor details. The poorest group again brought their books to the front of the room and stood about the teacher. She directed their reading asking them to read until they came to the place where a different part of the mine was talked about. They found this place, and the change in wording of the book was noted. They then read to themselves until they came to a place where another part of the mine was mentioned. After they had definitely found the third division in the presence of the teacher they were sent to their seats to complete the first day’s assignment. The middle group spent ten minutes with the teacher and the rest of the time correcting their first day’s assignment and commencing on the new assignment. Many questions came up during this work as it involved weighing of values to some extent, and individual pupils needed individual help. Third day—The pupils were given a short selection on “ giving an article a title and outlining four supporting details.”” They did this in less than ten minutes. That is it took less than ten minutes to distribute papers, give directions, do the work, discuss answers, and collect papers. This same type of work is needed in retention before directing children to do practice work. A habit of correctly organizing material to retain it is important and a class needs the work gone over in detail for two or three lessons before they are given practice exercises. During the five days work that is described above a few pupils were found who had considerable vocabulary difficulty, read one word at a time, or were very careless, These children are individual cases and should be cared for by the teacher individually, probably before school commences in the morning. The children should be told their weak- nesses when they are discovered and also told exactly what they can do to help remedy it. Nearly all children will respond excellently when handled in this way and will do all in their power to overcome their troubles. Difficulties to be overcome—When we are dealing with geographical and historical material we come upon words that are technical in nature and the children have not seen before. These words must be oO WM ss” ot @mae@@Qd rere SNS OU ODO OD OD — US —— ODO eH UO — =~ CD woos Tue Firtn YEARBOOK 429 explained to the children before a practice exercise is given to them. If material is prepared and placed in cabinet form for individuals to advance through at their own rate these words should be placed at the top of each exercise so that the child can see that he understands them before attempting to do the exercise. If the same work is given to the entire class the matter is much more simplified. There are always pupils who somehow have advanced much farther in school than their reading ability will permit. Many of these pupils have advanced this far because of their auditory ability, or their social characteristics. They are in the class and the teacher has to contend with them. Much individual help will have to be given to these pupils, and it will be much worthwhile for the teacher to collect simpler textbooks than those used in the class and assign definite tasks for these children to perform from these books. Number of questions—A wise policy to follow for those preparing material is to try and base the number of questions or other items asked for on twelve as a basis. Then if the teacher wishes to chart or graph the results it is a simple matter to do so: For if four questions are asked each will count three points, if eight questions are asked each will count one and one half points, and if three questions are asked each will count four points, ete. Using charts, graphs, and other aids—The headings for two sug- gested charts are listed below. The first is for the teacher only, as it gives her a definite record of the type of work reading she is doing. The second chart gives a detailed record of each pupil so that the pupil or teacher can tell at a glance exactly what type of work is being done. If a teacher gives an exercise to the class that is too difficult it will show by the marks the class make. Each pupil can easily locate his weakness and can prepare to do more practice in that type of work reading. TABLE 1.—Teacuers CHart ror Recorpinc Exercises Usep Each Week Durina THE SEMESTER Specific | Weeks in the Semester Type |, | | 2d | 3d 4th|5th| 6th/7th|sth 13th | 14th | 15th | 16th 18th 17th llth | 12th of Readi eading ist | 9th |10th Al |v | ei 1] | 430 Evementary Scuoout PrIncrpats TABLE 2—Cuart SHow1rna Work Reapina Procress Teacher has choice of using picture, color, or number to note the quality of work being done by pupils. The color looks the best, but takes more time to use. The picture shows the results at a glance better than the numbers. O—Red —3~—indicates inaccurate work. Needs help. O—Green—2—indieates average work. Over three fourths right. | —Black—1—indicates good or excellent work. No errors. Specific Reading er Practice Exercise Last Mark Name of Pupil in Soc. —————— ~ Seience | 44 4-1|4-1/ 4-4] 4-4 |B-2/0-1| p-1|p- 4 eens RARE oc: 2 ee a bledelotr PP O| | John Jones Cc * ai & Gene aap eee 129 131 SPREE THEE 6 ieb6 ns 0s ka eeehonenneeeneen 132 133 Write the titles of the chapters in which you would expect to find material. Also write the pages you would turn to. Titles Pages SPMPOHSNSSHFSOCESHSTOHHSEHOCHOESCLO BACB O FCHEHBEO Suppose that your class in geography is studying the question of transportation. If you are asked to report on the states having the largest number of roads and also the states having the largest amount: of improved roads, which states would you report on? Write their names at the bottom of the paper. 438 ELEMENTARY ScHOOoL PRINCIPALS Pustic Roaps In THE Unitrep States’ Data below is correct to the year 1922 according to the United States Department of Agriculture. Miles of Total Miles of Total Surfaced Miles of Surfaced Miles of State Roads Roads State Roads Roads q Alabama ......... 10,420 58,410 Nebraska ........ 496 86,556 Arizona .......... 1,233 21,227 Nevada .......... 168 26,057 Arkansas ......... 3,871 74,866 New Hampshire... 1,692 13,841 California ........ 14,275 75,889 New Jersey....... 6,459 14,066 Colorado ......... 4,598 48,143 New Mexico...... 1,802 45,549 Connecticut ...... 2,206 12,152 New York........ 18,566 81,878 Delaware ........ 448 3,933 North Carolina.... 16,755 68,204 Florida .......... 6,438 27,643 North Dakota..... 710 106,523 Georgia .......... 18,339 94,912 ae 36,068 84,219 BEE ccnccciasssas 2,982 31,099 Oklahoma........ 2,461 134,263 ; Illinois .......... 11,437 96,326 Oregon ........... 8,050 45,475 4 BL, cusaccoeka 39,857 76,246 Pennsylvania ..... 13,921 90,991 a ae aa wee 2,585 104,082 Rhode Island..... 744 2,274 Kansas ........... 1,100 128,551 South Carolina.... 6,908 61,850 Kentucky ........ 15,436 68,704 South Dakota..... 548 115,485 Louisiana ........ 2,771 39,803 Tennessee ........ 9,878 62,546 4 BED sxcaseccees 2,953 21,483 | ae 14,883 167,685 4 Maryland ........ 3,663 14,772 EE ciienainnes 2,544 23,047 i Massachusetts .... 6,575 18,868 Vermont ......... 3,545 14,676 B Michigan ........ 7,186 77,283 Virginia .......... 7,260 59,080 Minnesota ....... 16,905 107,103 Washington ...... 12,062 45,816 4 Mississippi ....... 5,744 53,085 West Virginia..... 1,367 35,173 ‘ Missouri ......... 7,878 111,520 Wisconsin ........ 19,714 78,679 : Montana ......... 1,772 64,732 Wyoming ........ 440 46,528 E NE Gk WIN RIB. 6 Sic ohn chic ccdiciccacnccasecesed 387,760 2,941,294 i Since June 30, 1916, the United States has spent over $800,000,000 on roads. States having largest number States having the largest num- of miles of improved roads. ber of miles of roads. oereerereeereee eee e ere ee eee eee se i **## eee eee eee ee eeeeeeeeeeee eosreeeeeeereer eee eee eee e eee eee i ese esse eee eee eevee eee eeene eoseceveeveeeeeree eee eevee e eevee ee .i#e©##s##*eses* ee ee #8 ®e #e eee eevee ee *Taken from the World Almanac for 1926, p. 354. COR SSO OS OS Tue Firrn YEARBOOK 439 ORGANIZATION TEST 2. The most important point in each paragraph is. POPIIIOI Bonk 05 466s st in wasn stedane PESROAEMS REEES “4 | ree e ETT PCTT TT TY TT ee eee CG FR s ica ce 0s aseensendnsnneegaae eee - BF ic ha Rakes cKedeans sé ence er eeenaeain The people in the United States use more sugar in their food and drink, in their candy and other sweetmeats, and in their manufactur- ing than do the people of any other country in the world. On the average each of us consumes in a year more than a hundred pounds. Therefore, though we produce great quantities, we import more sugar than any other product. Most of the sugar which we import comes from islands in the warm belt, where cane sugar is the only kind produced. We buy enormous quantities from Cuba, the Philippine Islands, Hawaii, and Porto Rico. Sugar cane is a cousin of the Indian corn and looks much like it. Sorghum, from which much molasses is made, is another cousin. The raising of beets for sugar is a development of later times. This industry has grown rapidly in cooler regions, where the sugar beet grows well, and large quantities of sugar are manufactured from its juice." Re ae ee Grade... ERD: oc curcanod Room.... If you were asked to tell your geography class about the chief industries of Florida, what main ideas would you tell them about ? Write them at the bottom of this page. Fioriwa* Florida, the southernmost state in the United States is about 140 miles wide and 400 miles long. The surface is low and flat, and is covered with swamps and lakes. During the time when the settlers from Europe settled along the Atlantic coast and began to develop this country, Florida was almost unsettled. Very few people settled * Taken verbatim from Allen’s Geographical and Industrial Studies of the United States, Ginn & Co., 1925. * Material rewritten from North America, Harrison Smith, Century Co., 1914, pp. 276-289. 440 ELEMENTARY Scuoo.t PRINCIPALS in Florida until after it belonged to the United States and that was not much more than one hundred years ago. The present progress of Florida commenced in 1870. The greatest money crop of Florida is the tourist crop. Many northern people wanting to get away from the cold weather during the winter months migrate to Florida. This is due to the climate of Florida. The state is surrounded by a gulf stream which keeps the temperature warm through the entire winter. It was estimated that in January, 1923, nine hundred thousand people of Florida cared for seven hundred thousand outsiders. More people seek Florida for comfort during the month of January than any other month of the year. The tourist season is only about three months, those months being December, January, and February. In the season of 1923-24 these tourists spent over three hundred million dollars and in addition to this paid twenty-five million dollars for Florida land. The fruits are the next best money crop, then come the vegetables. Grapefruit is the best fruit crop. Florida seems to be able to produce a better quality of grapefruit than any other state. Also many oranges and lemons are grown in Florida. The vegetable market is very good in the winter and early spring. The potatoes are shipped to the northern states in May, at the time when the people of the north are just planting their potatoes. Many other vegetables, as celery, lettuce, and peppers, are shipped. During the season 1921-22 Florida shipped eighty-five thousand cars of fruit and vegetables to the northern states. There is not as yet any sign of any important manufacturing indus- try in Florida, aside from lumber, fertilizers, and cigars. Canning factories for fruits and vegetables are the most probable factories for the future. Jacksonville, a small city of ninety thousand people, claims to be the largest lumber shipping point of the world. Tampa has over two hundred cigar factories at the present time. CrITERIA FoR Stupy or Seat Work In Primary GRADES Teachers in the primary grades are perplexed considerably to pre- pare and have on hand suitable material and enough material for constructive seat work. They are particularly annoyed and thought provoked when it comes to preparing material that requires construc- tive thinking on the part of the child. The problem of seat work is an important one as the child spends as much or more time under seat directed activities than he does in actual class recitation work. In consideration of the large amount of work expected from the pupils in the primary grades and the habits and skills we expect them to obtain before being placed in the more advanced grades we are a ee ee eS Ce Tue Firtn YEARBOOK 441 challenged to make use of every minute of time the child is in school in a constructive program based on child psychology, the acquirement of habits and skills, and the development of the ability to think. Many teachers are already planning their seat work for next semes- ter. Others should be doing so very soon. In order that we may pre- pare our new material on a sound psychological basis the following criteria are submitted for consideration in deciding the type of seat work we prepare. 3. Does it require thinking on the part of the child? A large part of the pupil’s time should involve thinking and a very little of his time should be spent in sorting, hunting for answer, mechanically fitting until right card is found, and plac- ing card in right place. Is the purpose of it known and understood by the pupil? Many children are just assigned to do something, not knowing what they are doing when they do it, or why they do it. This should always be known by the children. Is it on the level of the child? Most of our work meets this criteria, but some of it is below this level, it being three or four year old material. Does silent reading, figuring, organizing, vocabulary building, and other reading objectives, occupy most of the time of the child while working? Much of our work calls for drawing and illustrating. Some of this type of expression is worthwhile as it helps the child to experience and live a selection read or a social experience desired. We must think however just how much of the child’s time is spent in the drawing or other motor skill activity in comparison to the time spent in thinking or reading and determine the worth of the activity in light of the thinking and reading as well as the other experience desired. It is felt that much of our seat work leans entirely too much toward the drawing. Usually where this is done three fourths of the child’s time is spent in drawing and less than one fourth in the real objectives set aside for seat work. This criteria should supplement No. 1. Does it supplement the reading class work and also bring in much incidental reading? Many of the stories that are not recalled in reading periods should be recalled through a seat work activity. Those that are recalled in class work many times should be left out of the seat work program. Also much incidental reading should be done in the seat work period. This brings into play many of the words ELEMENTARY ScHuoot PRINCIPALS 10. taught through a different activity and gives a new experience which is very valuable. A word is never known by a child until he can recognize it in any situation in which it is found. Does it occupy most of the seat work period time for the average child? Many of our activities are finished in two minutes and then the child is left to find something else to do. This type of thing is as harmful an activity as any we can give for the bright pupils as they very soon set up very low standards of accomplishment for the ability which they possess. Does it provide for a definite check which the pupil can use, or which the teacher can use upon inspection? Activities which just direct the pupil to do something and pro- vide no way of child or teacher to know whether they are com- pleted or not except upon hearing the child recite is not a seat work activity. It is an assignment made previous to a recitation period and does not have much place as a seat work activity. Is it interesting to the child? This factor is a vital one as far as the energy which the child puts into the activity is concerned. A variety of material is a big factor in fulfilling this criteria. Nothing is more tiresome to a child than being required to solve time and time again the same piece of work in the same time and in the same way. To have just three or four types of things for seat work for a semester and then have these duplicated day after day is doing nothing more than trying to keep children busy. Is it hard enough to tax the ability of the child who attempts to solve it? This is important as far as the bright pupil is concerned. Much of our school work in the first two grades is play to him and taxes him very little to accomplish the task. Is there adequate supplementary material available for those who finish early to use? This material should be in every lower grade room for the pupils who every day finish their work much sooner and better than the other pupils. During the past semester we have had in the office much material that should assist the teacher im preparing his seat work. Many teachers have and use much very excellent material. Others seem to have only three or four types of things that get tiresome to the child TTT es f ee )- - ws OSC DC UDUlLUCOlClUrUlhlU a \v l y ) l Tue Firrn YEARBOOK 443 before he is through with a month of school work. The material that has been on display from the Harter School Supply Company and the Plymouth Press has given many suggestions of excellent types of seat work. We have purchased one copy each of about twenty of the best devices from these companies. Also you have had access to the material sent to the board of education office last year and the material pre- pared by the new teachers to the system this present year. I personally believe that the home made material is the best. It not only develops the teachers but it usually fits into the local school situation much more readily than the purchased material. There are hundreds of things we can do and many suggestions for making things we have obtained by looking over this material. It isn’t necessary that all pupils work on the same project at the same time. A graded list from which each pupil works another when the first is completed is a desirable program. In each room there also are reading books available for the children when they finish the regular laid out program. At present there is very little check on what each child reads to find out whether he understands it or not. Many short one word tests such as the Bolenious readers provide for their books, can be worked out for many of the stories in these other books. A copy of the Bolenious tests is in the office. Then the pupils can obtain the sheet with the test material on it and see how much of it they can do after they have read the story. After working on the test they can re-read the story to check their responses and to find out answers to things which they were not able to respond to on the test sheet. The new Thought Test readers prepared by the University Publishing Company are excellent in this type of thing. It is realized that a program of the above nature is a laborious one for those who have not much seat work at hand. Many of us expect to teach this same grade of work for two or more years to come. Certainly nothing would be more worthwhile than starting on a program of pre- paring one new activity a week. It doesn’t take long to collect con- siderable material and with it on hand one of the biggest problems of the primary grade teacher is solved. The development of this material is one of the best means of teacher development in present day silent reading methods and individual instruction. A program of this nature is not only suggested, but it is urged. A room of children where every child is constructively working on live (not dead) material, with a program ahead of him that is unlimited as far as accomplishment is concerned is a room of happy, growing, working boys and girls. 444 ELEMENTARY Scuoot PRINCIPALS Any teachers who wish material on this subject are directed to the following sources: Bolenious, Emma M. Primer and First Grade Manual. Also Second Grade Manual, Houghton-Mifflin, 1925. The first part of the First Grade Manual is worth reading several times by every teacher. Courtis-Smith—New Course of Study for Beginners in Reading. This takes up the work for the first fourteen weeks of the school child. It is an individual instruction program and consequently contains many things that will give excellent suggestions for seat work in the 1-B grade. Course of Study—St. Cloud, Minn. This Course of Study in Reading covers all the grades. Tests are given and illustrated for checkup on the work of pupils. Many suggestions for seat work material can be obtained from this Course of Study. Catalog—Harter School Supply Company. Illustrates all the types of work pur- chasable from them. Catalog—Plymouth Press. Illustrates all the types of work purchasable from them. Catalog—Parker Games—Full of games that suggest work in primary grades. Parker Press, Boston, Massachusetts. Catalog—Cut Out and Put Together material. There are many direction cards that can be prepared for each activity. Parker, S. C. Types of Elementary Teaching and Learning, Ginn & Co., 1925. Chapter on Beginning Reading. Stone, C. R. New Text on Silent Reading for First Grade, Houghton- Mifflin, 1925. Bulletin—Minneapolis No. 1 and 2. Educational. Bulletin—Mimeographed list of activities prepared by new first grade teachers this fall. Prout, F. J., and others—Thought Test Readers for Second Grade, University Pub. Co., 1925. Catalog—Happy Work Pastime Packages—Gibson Art Co., Cincinnati, Ohio. CRITERIA FOR Drizt Work In ARITHMETIC FUNDAMENTALS I. Groups 1. Has each pupil been tested with informal test covering previous work of class and beginning work that class is to commence and then placed in a group of pupils to work with based on the results of the test plus the judgment of the teacher. f 2. Does the pupil know the results of his test, why he is placed ; ] in the group he is in, and what type of work the group is going to do. 3. Are the knowns that the pupils work with in the group thoroughly mastered by the pupils so that they can put their entire energy on the unknown they are striving to acquire. 4. In commencing new work with the group, are the knowns used in connection with the new ability to be acquired easy knowns, so as to enable the pupil to put all mental faculties on the new ability and not be confused with other fundamentals. ti nae Tue Firtrn YEARBOOK 445 II. ITT. 5. Is the new process made concrete to the groups before abstract drills are used. 6. As the work of the group progresses are the known funda- mentals used with the new specific ability to be acquired made more difficult as the work progresses. Are there any pupils working in the group who have mastered the work the group is working on and could more profitably spend their time on problem work. 8. Is each pupil given a re-test at close of work and a new test at beginning of new work so that he has an oppor- tunity to be placed in a different group if his work justi- fies it, or another group where the work more adequately covers his difficulties. Trsts-GraPHs 1. Are frequent tests being given covering past work and present work, to tell the teacher and pupils how well they are retaining what has been acquired and how well they are progressing in the skills they are working on. 2. Are graphs or charts being kept of the progress of each pupil to stimulate him to better work. Do these show accuracy as well as growth. 3. Are diagnostic tests being given to those who do not pro- gress with the rest of the group to help locate the trouble the pupil is having. 4. Are graphs or charts displayed where children can use them. Are they attractive, neat, and understandable. 5. Have the combinations used in the tests been checked for correct and even distribution. 6. Does the pupil have a goal set for him to try to reach in a given time limit and is he frequently tested to show him his progress in reaching this goal. Mecuanics MAnaGEMENT 1. Is the time limit for both class work and seat work short enough so as not to cause fatigue. 2. Are answers quickly and easily checked so that both teacher and pupil know with what proficiency the pupil is working. 3. Are opportunities for counting on fingers, lip movement, and using other crutches, reduced to a minimum. 4. Is guessing reduced to a minimum. 5. Is enough work required so that every pupil in the group is forced to work at his best the entire period. 6. Do the pupils struggle to acquire one unknown at a time. =“ 446 ELEMENTARY Scuoot PRINCIPALS IV. Mastering FunpDAMENTALS 1. Is the drill in the 381 combination facts given so that pupil automatically responas with answer the instant he sees the combination. Are devices used in the combination facts that hold intense interest on the automatic response. Are more difficult combinations given more drill than easier ones. Do devices vary so that the pupil meets combination fact in all ways in which 1e might meet it in life. Are the combinations in the drills used as a pupil would use them in an actvul life situation. Are short drills conducted to make them more proficient in previously mastered fundamentals. Have the seat work exercises been checked for the com- bination distribution so that the teacher knows exactly how many of each combination are on each practice drill. fi st S} ir al bi e' E Cé m al be a Tr st CONSTITUTION AND BY-LAWS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS— ADOPTED 1921 PREAMBLE GREAT majority of our future citizens receive all their formal education in the elementary school. To it is intrusted the physi- eal, mental, and moral trainirg of the child during its tenderest years, and to it we must look for t at basic training upon which all future education must rest. Educators everywhere and our federal, state, and local governments are realizing more and more the re- sponsibility placed upon the elementary school, but primarily it is the elementary school principal who must face these responsibilities intimately. In order to meet these responsibilities with a united mind and purpose, to study the problems of the elementary school with a broad and sympathetic outlook, to enlist the aid of educational forces everywhere, and in general, to give to the elementary child the ad- vantages of united effort, we do hereby form the Department of Elementary School Principals and adopt the following Constitution : Article I. Name—The name of the organization shall be the Department of Elementary School Principals of the National Edu- cation Association. Article II. Membership—Membership in the Department of Ele- mentary School Principals shall be defined to include state, county, and city supervisory principals of elementary school classes who are members of the National Education Association. Article III. Officers—(a) The officers of the Department shall be the President, three Vice-Presidents, the Secretary, the Treasurer, and the Executive Committee. (b) The officers of the Department, with the exception of the Executive Committee, shall hold office for a period of one year from the date of election. (c) The Executive Committee shall consist of four members be- sides the Chairman. These members shall hold office for four years, one member retiring each year. The member receiving the largest number of votes at the first election shall serve four years, and the others three, two, and one, respectively, according to the number of votes received. The President of the Department shall be an ex officio member and Chairman of the Executive Committee. [ 447 ] 448 Exementary ScHoot PRINCIPALS Article IV. Method of Amending the Constitution—(a) An amendment to the Constitution or By-Laws may be proposed by the Executive Committee or by a petition of at least ten regular members of the Department. (b) The proposed amendment shall be read in regular session at least 24 hours before a vote is taken upon it. (c) Two thirds of the votes of the members present in a regular session will be necessary to make the proposed amendment part of the Constitution. Article V. Elections—(a) Election of officers will take place in business session held during the summer meeting of the National Education Association. (b) Election shall be by ballot. (c) Active members only are entitled to vote. (d) A nominating committee of five members shall be appointed by the President at the first session of the summer meeting. This committee shall nominate one candidate for each office to be filled. Nominations from the floor shall be permitted. Article VI. Duties of Officers—The President shall preside at all meetings of the Department and of the Executive Committee, appoint all committees not otherwise provided for, call meetings of the Execu- tive Committee at his pleasure or upon written request of three of its members, sign all orders on the Treasurer and perform such other duties as may from time to time devolve upon him. He shall be an ex officio member of all standing committees. The Vice-President, in the absence of the President of the Depart- ment, shall perform all the duties of that office. The Secretary shall keep in the minute book of the Department a careful record of the proceedings of the Department and of all its committees; and he shall be responsible for their preservation. He shall be custodian of the seal of the Department. He shall be the secretary of the Executive Committee. Within 30 days after any meeting of the Department and within 10 days after any meeting of the Executive Committee the Secretary shall furnish a copy of the minutes of such meeting to each member of the Executive Commit- tee. He shall prepare and keep an accurate list of the members of the Department with their postoffice addresses, countersign all orders of the Treasurer, and perform such other duties as may, from time to time, devolve upon him. His compensation shall be such as the Department may direct before he assumes the office. The Treasurer shall give bond, approved by the Executive Com- mittee, in amount fixed by such committee, the expense of such bond bees hg vee he a ae | |- COUT RE NI cama OY NGS Tue Firrn Yrarsoox 449 to be paid from the funds of the Department. He shall collect and have the custody of all the funds of the Department, which shall be deposited in the name of the Department in an institution approved by the Executive Committee. He shall pay out such funds only on orders signed by the President and the Secretary. He shall be ex officio member of the Enrolment Committee and shall give his receipt countersigned by a member of such committee to each mem- ber of the Department for payment of dues. He shall keep the ac- counts of the Department and his accounts shall be audited by the Committee on Audits before the annual meeting of the Department, and at such meeting he shall make an itemized report in writing of all receipts and expenditures. He shall perform such other duties as may, from time to time, devolve upon him. His compensation shall be such as the Department shall direct. The Executive Committee shall be regarded as the administrative body of the Department, subject to the call of the President, except as otherwise provided for in the Constitution. To supplement and assist him in the conduct of his office, the Executive Committee shall, by a majority vote of all its members, fill all vacancies, except that of President, which is provided for in the Constitution. The Executive Committee shall prepare an advance program for each annual meet- ing of the Department not less than 30 days before such meeting con- venes. The Executive Committee shall prepare an annual report of the Department and shall send a printed copy of same to each member of the Department. The annual report shall contain a list of officers and committees of the Department, a list of members of the Department, together with their addresses and such other matter as the Department and Execu- tive Committee may direct. All bills before being paid shall be approved by the Executive Committee, and such action shall be placed in detail on the minutes of the committee. By-Laws Article I—There shall be the following standing committees and such other special committees as the President may appoint: Com- mittee on Educational Progress, Committee on Resolutions, Commit- tee on Enrolment, Committee on Cooperation with Civic Bodies. Article II. Organization and Conduct of Committees—The first meeting of a committee shall be called by the first-named member thereof. All committees shall organize by the election by ballot of a Chairman and a Secretary unless otherwise provided for and may make rules for the conduct of their business not inconsistent with the 17 450 ELEMENTARY ScHoot PRINCIPALS Constitution and By-Laws. Minutes of the proceedings of each standing committee shall be kept in the minute book of such com- mittee, and a copy thereof certified by the chairman and secretary shall be promptly furnished to the Secretary of the Department. All standing committees shall report to the Department in writing at the annual meeting. Vacancies in all committees except the Executive Committee shall be filled by the President of the Department. Article IIIT. Committee on Educational Progress—The Commit- tee on Educational Progress shall consist of one member from each state. This committee shall bring before the Department such fea- tures of educational progress as it may deem worthy of consideration. Article IV. Committee on Resolutions—All resolutions offered at an annual meeting of the Department shall be referred to the Com- mittee on Resolutions, unless otherwise ordered by the Department. This committee shall submit to the Department for its consideration such resolutions as they may deem advisable. Article V. Committee on Enrolment—The Committee on Enrol- ment shall consist of not less than one member from each state, but additional members may be appointed by the President of the Depart- ment. This committee shall secure members for the Department, collect the annual dues and pay them to the Secretary, furnishing him therewith a list of the names and postoffice addresses of members from whom such dues have been collected, and giving each member the Secretary’s receipt, countersigned by a member of the committee. Article VI. The Committee on Cooperation with Civic Bodies— The Committee on Cooperation with Civic Bodies shall enlist the support and cooperation of such civic organizations as shall increase the influence and scope of the Department. Article VII. Books, Records, Papers, and Property—Src. 1. The records and accounts of the Department and of its officers, com- mittees, departments, sections, and divisions, shall be kept in books provided by the Department, which shall be the property of the Department. Sec. 2. All books, papers, records, and accounts of the Depart- ment and its officers, committees, departments, sections, and divisions, shall be open at all times to the inspection of the Executive Commit- tee or any member thereof. Sec. 3. Every officer, member, committee, department, section, or division of the Department having funds, papers, books, records, or property of any description belonging to the Department shall give up the same on demand to his or their successors in office or to the person authorized by the Department or its Executive Committee to receive the same. ce Sh \- oO Of = NS oo Oo FR FS Tue Firre YrarBoox 451 Article VIII. Fiscal Year—The Fiscal Year of the Department shall begin July first and end June thirtieth in each year. Article IX. Roberts’ Rules of Order—The rules and orders of Roberts’ “ Rules of Order,” not inconsistent with this Constitution, shall govern the meetings of the Department and its committees. Article X. Rules on Debate—The Department shall be governed by the ruling of the National Education Association that debates shall be limited to five minutes unless otherwise ordered during the year. | ROSTER OF PRINCIPALS’ CLUBS’ Augusta, Georgia—Principals’ Association President, Lawton B. Evans, Superintendent of Schools Baltimore, Maryland—White Principals’ Association of the Baltimore Public Schools President, M. Blanche Reindollar, School No. 63 Secretary, Judson Hunt, School No. 70 Berkeley, California—Principals’ Organization of the Berkeley Public Schools President, Sue Irwin, 2133 Allston Way. Secretary, A. J. Hamilton, 2133 Allston Way Binghamton, New York—Executive Council ” President, Frederick H. Williams, 7 Murray Street Secretary, Ida M. Moses, 24 Rutherford Street Birmingham, Alabama—School Masters’ Club President, R. F. Jarvis, 2015 Park Avenue Secretary, J. B. Orr, Paul Hayne School, Avenue E and 20th Street, South Boston, Massachusetts—Principals’ Association President, Walter F. Downey, Head Master, English High School, Montgomery Street Secretary, Frederick A. Guindon, Master, Quincy School, Tyler Street Boston Elementary Principals’ Association President, John F. McGrath, Eliot School, Wiggin Street Secretary, Edward J. Muldoon, Master, Bigelow School, 4th and E Streets, S. Boston Buffalo, New York—Elementary School Principals’ Association President, Frank H. Nye, 464 Potomac Avenue Secretary, Mrs. Ella K. Sporr, Principal, School No. 21, 1000 Hertel Avenue Cambridge, Massachusetts—Cambridge Principals’ Club President, Martin F. O’Connor, 110 Trowbridge Street Camden, New Jersey—Camden Principals’ Association President, Charles F. Otts, 130 N. 46th Street Secretary, S. Margaret Wieand, 6 Merrick Villa, Collingswood, New Jersey Camden City Elementary School Principals’ Association President, Charles F. Otts, 130 N. 46th Street Secretary, E. Margaret Wieand, 6 Merrick Villa, Collingswood, New Jersey. Canton, Ohio—Women’s Elementary Principals’ Association President, Katherine Mansfield, Cedar School Secretary, Cora Armstrong, Clarendon School Charleston, South Carolina—Association of Principals of Public Schools (White) President, F. W. Wamsley, Bennett Street Secretary, Simon Fogarty, 151 Moultive Street Chicago, Illinois—Chicago Principals’ Club President, G. A. Beers, 315 Plymouth Court Secretary, Don C. Rogers, 315 Plymouth Court Cincinnati, Ohio—Cincinnati Elementary School Principals’ Club President, G. F. Franz, Principal, Carson Public School Secretary, C. L. Miller, Principal, Garfield Public School *Compiled by Research Division of the National Education Association. ? Executive Council is composed of Superintendents of Schools, Principals, Vice- Principals, Supervisors, Deans, and Heads of Departments. { 452 ] pees Tue Firrn YrArRBooK 453 Cleveland, Ohio—Elementary Principals’ Club President, M. Emma Brookes, Principal, Miles School Secretary, Martha Stewart, Principal, Henry W. Longfellow School Columbus, Ohio—Columbus Elementary Principals’ Round Table President, Bell Torrey Scott, Brentwood Road, Bedley, Ohio Secretary, Mrs. Elmore E. Adel, 530 S. Ohio Avenue Dallas, Texas—Dallas Principals’ and Supervisors’ Association President, 8. M. Lloyd, Principal, Brown School Secretary, Bernice Poteet, Principal, Mt. Auburn School Dayton, Ohio—Dayton Principals’ and Supervisors’ Association President, E. A. Seibert, Parker High School Secretary, Emma J. Clark, 1427 Grand Avenue Denver, Colorado—Denver Principals’ and Directors’ Association President, John J. Cory, 1175 8. High Street Secretary, Mary E. Morris, 1661 Harrison Street Des Moines, lowa—Des Moines Principals’ Club President, R. Grigsby, Amos Heath Junior High School Secretary, Anna Hartigan, Logan School Detroit, Michigan—Detroit Teachers’ Association, Administrative Division President, Mary DeManigold, Principal, Ferry School, 2920 Palmer, East Detroit Duluth, Minnesota—Duluth Principals’ Club President, J. O. Anderson, Principal, Bryant School, 3lst Avenue W. and 3d Street Secretary, Anna B. Nelson, Park Point School East St. Louis, Illinois—East St. Louis Principals’ Association President, J. E. Wesley, 2949 Virginia Place Secretary, May E. Young, 1802 N. 17th Street El Paso, Texas—Elementary School Principals’ Association President, Catherine Gorbutt, Wright Apartments Secretary, Robert C. Jackson, St. Regis Hotel Erie, Pennsylvania—Principals’ Association President, Emma L. Miller, 544 W. 7th Street Secretary, C. D. Whiteman, R. D. No. 3 Fall River, Massachusetts—Grammar Principals’ Association President, Charles J. McCreery, Davenport School Secretary, W. Henry Miller, Henry Lord Junior High School Flint, Michigan—Principals’ Club President, C. V. Courter, Principal, Senior High School Fort Wayne, Indiana—Principals’ Club President, F. H. Croninger, Central High Schoo! Gary, Indiana—Association of Women Principals President, Lola Pearcy, 328 W. 6th Avenue Secretary, Blanche Liggett, 734 Arthur Street Grand Rapids, Michigan—Principals’ Exchange Club President, Frances C. VanBuren, 132 N. Lafayette Avenue Secretary, Etta Jones, 1044 Fairmont Street, S. E. Harrisburg, Pennsylvania—Principals of Harrisburg President, C. H. Garwood, 121 Chestnut Street Secretary, Elizabeth M. Regan, 1215 Swatara Street Hartford, Connecticut—Principals’ Club President, Fred D. Wish, Jr., Superintendent of Schools, Municipal Bldg. Secretary, Louis W. Batchalder, District Superintendent, South West School, White Street Haverhill, Massachusetts—Principals’ Club President, Florence I. Browne, Walnut Square School Secretary, Abbie C. Grover, Crowell School Fine scone iden ay ie 454 ExemMentTary Scuoot PrRINcIPALS Holyoke, Massachusetts—Women Principals’ Club President, Mary A. Lynn, 340 Maple Street Secretary, Emily L. Curran, 138 Pine Street Houston, Texas—Houston Principals’ Association President, L. T. Cunningham, 1112 Leland Avenue Secretary, C. J. Niissle, 1810 Cortland Street Jersey City, New Jersey—Jersey City Male Principals’ Association President, Howard Dore White, 630 Bergen Avenue Secretary, Charles A. Shappard, 222 Harrison Avenue Kansas City, Kansas—The Grade Principals’ Club President, Mary Nelson, 6th and Splitlog Secretary, Elizabeth Mill, 25th and Wood Kansas City, Missouri—Elementary Principals’ Association of Kansas City President, Rose Wickey, 3031 Paseo Street Secretary, Mary E. Flaven, 3638 Summit Street Lansing, Michigan—Lansing Principals’ Association President, Hanna McHenry, 315 W. Main Street Secretary, Georgia Doerr, 206 Washington Apartments Lincoln, Nebraska—Principals’ Club President, Annie M. T. Cogie, Apt. 3, 1642 M Street Secretary, Mrs. Sadie McCrystal, 609 S. 14th Street Little Rock, Arkansas—Principals’ Club President, V. L. Webb, 604 Boyle Bldg. Long Beach, California—The Principals’ Club President, William A. Goggin, 254 Grand Avenue Secretary, Mrs. Jessie Barnes, 419 E. State Street Los Angeles, California—Elementary Principals’ Club President, Menno 8. Kuehny, 312 N. Orange Street, Glendale, California Secretary, Louise Graf, 2136 W. 28th Street Louisville, Kentucky—Louisville Principals’ Club President, Eva T. Mason, Eastern Departmental School Secretary, Georgia M. Brown, William R. Belknap School Milwaukee, Wisconsin—Milwaukee Principals’ Association President, Frank Kroening, Principal, Scott Street School, Corner 26th Avenue Secretary, William C. Koepke, Principal, Island Avenue School, Corner Harmon Street Minneapolis, Minnesota—Minneapolis Principals’ Forum President, Mrs. Genevieve L. Stone, Whittier School Secretary, Mrs. Agness Boyeson, Lyndale School Nashville, Tennessee—Principals’ Organization President, S. T. Johnson, 1712 Ashwood Street Secretary, J. O. McKee, Edenwold, Tennessee Newark, New Jersey—Principals’ Association President, J. Ernest Crane, Summer Avenue School Secretary, Harry F. Stauffer, Franklin School New Bedford, Massachusetts—New Bedford Primary Principals’ Club President, Mary E. Schwall, George H. Dunbar School, South Dartmouth, Massachusetts Secretary, Emma L. Gartland, 9 Washington Street New Haven, Connecticut—New Haven Principals’ Club President, Bertha Littell, 73 Center, West Haven, Connecticut Secretary, Elton E. Knight, 44 Shelton Avenue New Orleans, Louisiana—New Orleans Public School Principals’ Association President, Margaret C. Hanson, 2333 Camp Street Secretary, Augusta Littlejohn, 1221 Leontine Street New York City, New York—The Principals’ Club President, Millicent Baum, 111 Street West of Lexington Avenue Secretary, Olive M. Jones, 187 Broome Street ee Tue Firrn YrarsBoox 455 New York Principals’ Association President, Rufus A. Vance, Jr., High School, 178 Brooklyn-Dean Street and Saratoga Avenue Secretary, Margaret Rae, P. 8S. 1 Manhattan, 8 Henry Street Norfolk, Virginia—Norfolk Principals’ Association President, E. Turner Healy, 1000 Gates Avenue Secretary, W. J. B. Truitt, 8 Pelham Place Oakland, California—Elementary Principals’ Conference President, E. W. Kottinger, 1526 Webster Street Secretary, Margaret Poore, 5610 Ocean View Drive Oakland Principals’ Club President, Charles E. Keyes, 1057 E. 33d Street Secretary, Ida M. Hammond, 3004 Champion Street Omaha, Nebraska—Elementary School Principals’ Club of Omaha President, Mary N. Austin, 1141 8S, 30th Avenue Secretary, Angeline Braken, 4913 Chicago Street Passaic, New Jersey—Passaic Principals’ Association * President, A. D. Arnold, 140 Ascension Street Secretary, Charles F. Lodor, 284 Paulison Avenue Paterson, New Jersey—Paterson Principals’ Association President, William D. Van Auken, School No. 13 Secretary, Eleanor Mombert, School No. 14 Philadelphia, Pennsylvania—The Principals’ Club President, Thomas J. Dobbins, 510 Midvale Avenue, Germantown Secretary, Frances L. Bowers, 1906 W. Tioga Street Pittsburgh, Pennsylvania—Pittsburgh Principals’ Club President, Maude E. Milholland, Lincoln School Secretary, Edith E. Williamson, Lemington School Portland, Oregon—Portland Principals’ Association President, Jesse McCord, Principal, Montavilla School Secretary, H. B. Dorman, Principal, Ferwilliger School Providence, Rhode Island—Rhode Island Grammar Principals’ Club President, Earl C. Webster, 25 Prospect Street, Auburn, Rhode Island Secretary, Herbert A. Wisbey, 17 Rye Street Racine, Wisconsin—Principals’ Council President, W. F. Hood, 1813 W. Sixth Street Secretary, F. C. Meyer, 833 Main Street Richmond, Virginia—Principals’ Club President, Algar Woolfolk, Principal, Bellevue Junior High School \ Secretary, A. L. Thoms, Principal, Ginter Park School Roanoke, Virginia—Roanoke City Board of Principals President, Mabel C. Massey, 1323 Roanoke Street Secretary, Lena E. Lawson, 906 Campbell Avenue Rochester, New York—Council of the School Principals President, Jackson Gallup, Principal, School No. 18 Secretary, Emma O’Keefe, Principal, School No. 8 Salt Lake City, Utah—Principals’ Association President, A. J. Hagen, Irving Junior High School, 1172 E. 21st Street, South Secretary, J. B. Driggs, Hamilton School, 770 S. 8th, East San Diego, California—San Diego Principals’ Club President, T. Malcolm Brown, Roosevelt Junior High School Secretary, Minnie Pease, Florence School *The Passaic Principals’ Association has not functioned for several years. The superintendent’s Cabinet includes all principals and supervisors. AL AE EF ETRE ST BENT RI et MDOT EL CHIN 456 ExementTary Scuoot PRINCIPALS San Francisco, California—San Francisco Principals’ Association President, Mrs. K. E. Brogan, 417 Stockton Street Secretary, Susie Ward, 3640A 19th Street Seattle, Washington—Seattle Principals’ Association President, V. K. Froula, 5043 18th Avenue, N. E. Secretary, Lulie Nettleton, 1017 Boren Avenue Sioux City, lowa—Administration Club * President, L. W. Feik, Principal, West Junior High School Somerville, Massachusetts—Somerville Schoolmasters’ Club President, Arthur L. Doe, 27 Spruce Street, Malden, Massachusetts Secretary, Charles E. Brainard, 12 Pleasant Avenue South Bend, Indiana—St. Joseph County Principals’ Club President, Edythe J. Brown, 619 Park Avenue Secretary, Mrs. Elmo Swarm, Kennedy School, Mishawaka, Indiana Spokane, Washington—Elementary Principals’ Association President, Ida D. Most, 607 Cleveland Secretary, Bess R. Turner, Granby Court Springfield, Illinois—Principals’ Club President, Edward Kinney, Principal, Palmer School St. Joseph, Missouri—Principals’ Club President, A. L. Dailey, Lafayette High School Secretary, Emma O. Mumm, Hosea School St. Louis, Missouri—St. Louis Principals’ Club President, Walter A. Lodbey, 3450 Wisconsin Avenue Secretary, H. P. Stellwagen, 4163 Green Lea Place St. Louis Women’s Principals’ Club President, Clara F. Jones, 4908 Cote Brilliante Avenue Secretary, Margery Griffin, 5335 Belleview Avenue St. Paul, Minnesota—St. Paul’s Principals’ Club President, E. N. Bonnells, 1668 Princeton Avenue Secretary, A. W. Kirk, Jackson School Syracuse, New York—Association of Men Principals and Supervisors President, Frank F. Dunham, Madison School Secretary, Asa Knapp, Porter School Toledo, Ohio—Principals’ and Supervisors’ Club President, Mrs. Fannie Perkins, 356 Rockingham Avenue Secretary, Jean Marcellus, 845 W. Woodruff Avenue Topeka, Kansas—Principals’ Club President, L. R. McCormick, 1048 College Avenue Secretary, Margaret Browne, Hotel Kansas Trenton, New Jersey—Trenton Principals’ Association President, William J. Bickett, South Stockton Street Secretary, Harriet Crisp, Administration Bldg., South Stockton Street Troy, New York—Hudson River Schoolmasters’ Club President, N. K. White, Lansingburgh High School Utica, New York—Principals’ and Supervisors’ Club of Utica President, John L. Blood, 19 Grant Street Secretary, Elizabeth T. Carney, 14 Amy Avenue Washington, D. C.—Principals’ Association of the Graded White Schools President, Mary A. nt 3810 Warren Street, N. W. Secretary, Viola Offutt, Bethesda, Maryland Wheeling, West Virgiz"4—Wheeling Principals’ Association President, J. E. Ewing, 312 8. Broadway Secretary, Mary D. Reppetto, 2006 Warwood Avenue * Sioux City, Iowa, has no principals’ organization but has an Administrative Club which includes principals and all other administrative officers. Tue Firrae YEARBOOK 457 Wilmington, Delaware—Elementary Principals’ Association President, Sallie R. Shaw, 812 W. 9th Street Secretary, Frances G. Doherty, 911 W. 8th Street Worcester, Massachusetts—W orcester Principals’ Club President, Ellen E. Moynshan, 4 Homer Street Secretary, Ruth Johnson, 47 Highland Street Yonkers, New York—Yonkers Principals’ Association President, Joseph J. Eaton, 104 Broadway, South Secretary, Nita Sibley, Public School No. 21 Youngstown, Ohio—Youngstown Education Association President, H. K. Rayen, Princeton School Secretary, Robert Fleming, South High School Note.—Schenectady, New York, has an organization of all men on the teaching staff, including principals and supervisors, known as The Journal Club. Springfield, Massachusetts, has no organization for principals only. There is a Teachers’ Club for women teachers of which Mary O. Pottenger, 29 School Street, is president. Also an Educational Club of which Stanley O. Smith, 14 Gunn Square, is president. LIST OF MEMBERS THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS For THE YEAR 1925-26, CorrECTED TO APRIL 15, 1926 Unless otherwise indicated those listed are elementary school principals. Aarvig, Bertha O., Apt. 3, K. C. Bldg., Fort Dodge, Iowa. Abbott, Annette, 1220 A St., Lincoln, Nebr. Abbott, Robert B., 1137 Bremer Ave., Fresno, Calif. bel, B. L., School No. 45, Buffalo, N. Y. Abrams, Henry, 1014-L Riverview Union, Reedley, Calif. Adams, A. Virginia, East Landis Ave., Vineland, N. J. Adams, Grace, 1918 Ashland Ave., Indian- apolis, Ind. Adams, Laura, 3416 Schaffer St., S. Hills Sta., Pittsburgh, Pa. Adams, Ruby M., 714 S. Kline St., Aber- deen, S. Dak. Adamson, Belle, 116 Spring St., Marietta, Adel, Mrs. Edna P., 530 8S. Ohio Ave, Columbus, Ohio. Adsit, Margery, 338 Pearl St., Burlington, Adsit, Ruth, Supv., Elem. Tr. School, Col. of Educ., Univ. of Wyo., Laramie, Wyo. Afflerbach, Calvin E., Rural Supv., State Dept. of Pub. Instr., Court House, Georgetown, Del. Ager, H. W., 1947 Hawthorne Ave., Port- land, Qregon. Aare, M. W , Consolidated School, Reading, nn, Aitkens, Emma C., 1108 Napoleon Ave., New Orl eans, La. Aiton, wou E., Americanization School, 10th & H Sts., Washington, D. Akin, Wayne M., Sargent School, Monte Vista, olo. Alderman, Etta L., Park Avenue School, West Springfield, Mass. Alexander, Mrs. Alevia, St. Paul Hotel, 130 4th St., Portland, Oregon. Alexander. Carter, Assoc. Prof. of Ed. and Research Assoc., Div. of Field Stud., zones. Col., Columbia Univ., New York, Alexander, Hattie,, 204 N. McDowell, St., Charlotte, N. C. Alexander, J. A., Supt. of Schools, Wind- sor, Ill. Alexander, Miss K. U., 1512 Swann St., W., Washington, D. ¢. Alexander, Rae, Ethan Allen School, San Francisco, Calif. Allen, — S., 440 Eastern Ave., East Lynn, _ Mrs. ‘dame B., 1309 11th St., Aurora, e Allen, Grace | A., 25 Bacheller St., East Lynn, Mas Allen, Lillie’ “2. 1750 N. 15th St., Phila- * 99 W. Kansas, Pittsburg, an Allen, ‘Nell B., Box 35, Hoquiam, Wash. Allhands, Mrs. Ida M., 989 E. 11th St., N., Portland, Ore. Alt, Mary A., 1120 S. Beaumont, Detroit, Mich. Altamer, W. a College Hill School, Cin- cinnati, Alter, Harvey °e.., Thomas Street School, om Altstetter. Mrs. M. L, 725 W. Drive, Orlando, Fla. Amerman, Nona L., 35 Houston, Tex. Colonial Collings Place, —— Rena, Lafayette School, Hammond, nd. Anderson, Mrs. Cora S., 106 S. 25th St., Omaha, Nebr. Anderson, Elizabeth N., Kane School, Philadelphia, Pa. Anderson, Ellen R., Prin., Practice Dept., State Normal School, Potsdam, N. Y. Anderson, Emma C., 419 W. 76th St., Los Angeles, Calif. Anderson, J. H., 83 Smyth-Duncan, Green- ville, S. C. Anderson, Robert S., Keystone School, Upper Darby, Pa. Anderson, William, 1513 Druid Hill Ave., Baltimore, Md. Andrew, Ellen B., Asst. Prin., School, Cincinnati, Ohio. Andrews, Alice L., 40 Roselawn Ave., War- Kilgour ren, Ohio. —- = Frank A., 47 Clark St., Worces- er, —— J. West Ward School, Eastland, exa Andrews, John H., Itasca Station, Su- perior, Wis. Andrews, Mary A., Box 84, Santa Ana, a. Ida K., 2000 Edison Ave., Detroit, 347 Van Houten S&t., 4713 Pabst Ave., Mich. Angland, Helen, Paterson, N. Anspach, Charles J., Milwaukee, Wis. Anthony, Sophie T., 24 Maple View Ter- race, New Bedford, Mass. Antrim, Louise, 3220 W. 98th St., land, Ohio. Arce, Mrs. A. V., Legarda Elem. School, Lealtad, Sampaloc, Manila, P. I. Arehart, Claud A., Linnton, Oregon. Armstrong, Cora, "819 McKinley Ave., §., Canton, Ohio. a a} Mrs. Mary F., 1346 Wealthy S. E., Grand Rapids, Mich. po.¥.2., "Nano E., 194 22nd St., Mil- waukee, Wis. Arnold, E. G., Alcott School, Denver, Colo. Arnold, Frank J., 622 Mansfield Pl., Brook- lyn 'N. Y. po John A., Oakland School, Tacoma, W Cleve- ash. ¢ i—_ L. G., 419 Q St., N. W., Wash- ingt D. C. Arnold,” "Melville A., 29 Walnut St., Ever- ett, Mass. [ 458 ] Tue Firre YEARBOOK 459 Arnson, Harriet, 22 Lochiel Apts., Niagara Falls, N. Y. Aron, Hilda, 3311 Jackson, Sioux City, Iowa. Arrington, Mrs. Empress, 1120 N. El Paso St., El Paso, Texas. Arthur, Norman, 2549 Huntington Rd., Detroit, Mich. Ashbrook, — 1008 Lincoln St., St. Joseph, M Ashburn, Belie, 130 Howard P1l., Suffolk, Va. Ashton, Robert #.. 723 Girard St., N. W., Washington, ce. Askin, Bessie D., P36 Stratford Ave., Pitts- burgh, Pa. Atehley. Herbert E. ., 2005 S. 6th St., Terre Haute, Ind. Atkins, George F. B., Puritan School, Bes- semer, Mich. Atkins, Robert S., Thomas N. Hart School, South Boston, "Mass. Atkinson, F. H., Henry Ford School, High- land Park, Mich. Atterbury, Lydia, John Muir School, Berkeley, Calif. Atwater. Jane S., 6824 Harper Ave., Chi- cago, IIll., Ault, J. W., Prin., Elem. Tr. Sch.. State Teachers College, San Diego, Calif., —, Mary N., Bancroft School, Omaha, ebr. Averill. W. A., Ginn & Co., 15 Ashburton Pl., Boston, Mass. i, Bae W,, 147 N. Pine St., Tujunga, alif. ine. Annie D., Doty School, Madison, Vis. Axtelle, George E., Dept. of Education, Honokaa, Hawaii Ayres, Florence N.. Washington School, New Brunswick, N. J. Babbington, Katherine C., 78 I St., N. W., Washington, D. Bache, Ada G., George Washington School, Louisville, Ky. Bache, Joseph L., 1532 Farwell Ave., Chicago, I11. a, Sophie, 1534 Putnam, Detroit, Bacon, Meda, 731 Lafayette Ave., S. E., Grand Rapids, Mich. Bacon, Vivian, 1136 Union Ave., Chicago Heights, Ill. aa =m 32 Cameron Ave., Babylon, mois, Edith M., High School, Ann Arbor, ch. Baer, Mrs. Alice Hogge, Kohn School, Chi- cago, Ill. ~— Schanette, Whittier School, Toledo, Bailey, C. S., 182 Valley Rd., West Orange, Baird, James, Dist. Prin., 4725 Martin Ave., Detroit, Mich. Baker, Della F., 245 E. Palace Row, Geneseo, IIl. Baker, Elizabeth S., 159 Paxton St., Harrisburg, Pa. < ~ ‘am 6420 McGraw Ave., Detroit, ¢c Baker, L. L., 1878 Tabor Court, Portland, Oregon. mages, ©. N. A., 343 E. 46th St., S., Portland, regon. Balch, A. E., 3718 Illinois Ave., Fresno, Calif. Baldwin, Agnes M., 122 College St., Buffalo, N. Y. Baldwin, C. W., 2614 Kuahine Drive, Honolulu, Hawaii. Baldwin, Emma, Primary ea +, 0129 Indi- ana St. San Diego, Calif. Baldwin, Mrs. Jessie G., 4922 Worth St., Dallas, Texas. — Paul, Baker School, Evansville, nd. Ballard, R. W., James Whitcomb Riley School, East Chicago, Ind. Ballard, Willa E., eA Fair Oaks Ave., South Pasadena, Cal Ballenger, Lou E.. feon “16th St., N. W., Washington, D. C. Balliett, Mrs. Robert N., Coplay. Bancroft, C. A., Roosevelt School, com, ash. Bankes, W. J., Dean, Teachers College, Univ. of Akron, Akron, Ohio Barber, E. Olive, 110 N. Main. St., Glovers- ville, By. Ee Barber, Gertrude L., McKinley School, Coffeyville, Kansas Barker, Mary C., 123 Myrtle St., Atlanta, Ga. Barley, Ida L., 3638 Summit, Kansas City, 0. Barnard, Margaret, ib 2 W. Commonwealth ve., Alhambra, Cali Barnes, Harold, ont, College, Phila- delphia, Pa. Barnes, Percival S., Supt. of Schools, East Hartford, Conn. Barnes, Thomas L., 39 New St., East Orange J. Barr Gertrude, 38 Elizabeth Apt., Chatta- nooga, Ten Barr, H. M., 440 B, 42nd St., N., Portland, Oreg: on. Barrett, Ellen J., 4026 Baudin, New Or- leans, La, Barrett, Jennie M, 710 Gorsuch Ave., Baltimore, Md. Barrows, Howard F., Box 85, East Fal- mouth, Mass. Barry, Miss A. P., Rincon School, San Francisco, Calif. Bartels, Alma, Larimer School, Pittsburgh, Pa. Barthold. Harold J., 636 Main St., Bethle- hem, Pa. Bartholf, Harriet, 842 Prospect Ave., Shreveport, La. Bartholf, Mrs. Kate J., Emerson School, Minneapolis, Minn. Bartine, Helen W., Cramp School, Phila- delphia, Pa. Bartlett, Louise §., 111 Bracewell Ave., North Adams, Mass. Bash, Eugene H.., ~ aid Cc. Kumpf School, Kansas City, Baskin, Mildred, 734 Baltimore Ave., San Antonio, Texas. Bases’ A. F., Route B, Box 174, Sanger, alif. Bassett, L. Adele, Kensington, Conn. Bastian, Mamie S., 812 Bell Ave., Houston, Texas. Batchelder, Marion E., Riverside, N. J Bateman, Grace N., 937 Ferry Ave., W., Detroit, Mich. Bates, Elizabeth, Asst. Supt. of Schools, 865 S. Highland Ave., Los Angeles. Calif. Sw 2800 E. Davison Ave., Detroit, ch. Bates, W. L., Lowell School, Boston, Mass. Bates, Warner J., Whitney School, Ham- tramck, Mich. Baseee, Anna C., 1426 D St., Lincoln, Neodr. Bauerle, Martha M., 5559 W. Adams &St., Chicago, Ill. Baur, Florence L., 441 S, Maple Ave., Glen Rock, N. J. a Stella H., 80 Hanover St., Fall iver, Mass. aoe. Mamie G., 4510 S. 20th St., Omaha, br. Bean, Albert M., Jr. High School, Camden, 460 ELemMentTary ScHoot PRINCIPALS oa. “ede Inez, 1412 10th St., Greeley, olo. Beattie, sence E., 503 Medbury Ave., De- troit, Beatty Willard w Asst. Supt. and Prin. Jr. High, Skokie’ wy Winnetka, Ill. - ~~ Wilfred A., 4 State St., Milford, Beck, E. Leone, 4257 E. 134th St., Cleve- land, Ohio. Best, J a» i “Westwood School, Cincinnati, Beck, *sulta F., 704 Reservoir St., Balti- more, Beckmann, Albertina, 12th District School, Cincinnati, Beckwith, Alma Mr, 400 Maple St., At- lantic, Iowa Bedell, Bess G., 5018 Burt St., ebr. Bednar, Christine, 6800 S. Stewart Ave., Chicago, Il. aniel J., 7646 S. Green St., Chi- cago, Ill. Beers, George A., 3414 S. Paulina St., Chi- cago, Bega, Vv. L., 941 S. Grove Ave., Oak Park, Beene. Alice H., 110 Elm St., Worcester, ass, Belisle, John H., Winterhalter School, De- troit. Mich. Bell, Senne, 623 Vine St., Ten Bell, 0. "B., 127 8th St., Idaho Falls, Idaho. Omaha, Chattanooga, Bell, William M., Jr., 629 20th St., San Beare, "Calif Bellamy, . S., 401 N. Willomet, Dallas, Tex Bemis, “Mrs. Elizabeth P., Editor, F. A. aay Pub. Co., 514 Cutler Bldg., "Roches- N. Y. Benedict, pure | Cleveland, Ohio Benfer, Mabel le “601 Dewey Ave., Bartles- ville, e*. Seaee, W. A., 1670 Grand Ave., Oakland, a Bennert, Lewis A., Supv. of pea, 825 Madison Ave., Paterson, N. J Bennett, John G,, 1917 Walker ‘Ave., Hous- ton, Texas. Bennett, Mrs. Mary J., Menlo Park, Calif. Bennett, U. J., Supt. of Schools, Dalton, a. => Bertha, 321 N. Lockwood Ave., < x " Bliot School, St. Louis, Mo. Benson, Josephine B., Nelson Dewey School, Superior —— Emil, Supt. of Schools, Arnold, Berard, Elvina iy 336 Ashton Ave., San Francisco, Cali Kentucky School, Fremont Ave., Bergan, K. W., csi Mont Ber mane, Frederick A. 9 onkers, N. Beryaw RR R., Russell School, Detroit, c -_—~" Byaita. 811 Howard St., San An- tonio, Texas. Berry, Ww. T., 221 Wort St., Maysville, Ky. Best, Leila P., 1033 E. Grand Blvd., De- troit, Mich. Bestick, — V., 229 Wells St., Bridge- port, Con Bethany, C. “M., 3222 8. Bryan, Bryan, hese Ave., Betton “Lacy .. Madison School, Grand Rapids, = 7. T., 2847 Madison Rd., Cincin- na Bevington, Tachel, 1463 Ridgewood Ave., Lakewood, Biffer, Mary al 1253 W. 5th, Los Angeles, alif. Bill, Carrie V., Jefferson Street School, emphis, Tenn. Billings, Myra C., 6922 Stewart Ave., Chi- cago, ll. a jae M. Neill School, St. Paul, Bingham, H. Beth, 215 E. 3rd St., Misha- waka, In Birkenhauer, hasten, 3304 Wabash Ave., Kansas City, Mary _ ‘2519 S. Garnet St., gg a i Pa. Black, Mary I., 200 S. Aiken Ave., Pitts- burgh, Pa. Blackburn, Wade F., 49 Alliquippa Ave., Monessen, Pa. ———. R. C., Route 1, Sherwood, Ore- go pasckmnere, Ida, Monmouth Park School, Omaha, Nebr. Blake, Katherine D., 101 W. 85th St., New York, N. Blakemore, Edith E., 1030 W. 2nd St., Pomona, Calif. Blandford, Mrs. E. W., 360 E. 28th St., Portland, Oregon. : ———— Mrs. Essie, 14 Providence Rd., Charlotte, A Blankenship, Ursula, 1210 §S. Boulevard, Charlotte, N. C. Blessing, Louise, 4837 Lytle St., Pitts- burgh, Pa. Blish, Elizabeth, 6935 Chappel Ave., Chi- cago, ITIl. Bliss, Carrie W., 233 Arnold St., New Bedford, Mass. Block, Louis J., 3250 W. Adams St., Chl- eago, Il. Blondin, Camilla M., 148 Bradley Rd., Bur- lington, Vt. Bloodworth, Mrs. Jennie, 70 W. Fifth St., Atlanta, Ga. Bloom, Ernest D., Supt. of Schools, Twin Falls, Idaho. Blough, H. B., 321 E. 22nd St., Oregon. Blumb, Joseph L., 1916 Woolsey St., Berke- ley, Calif. Boecker, Alexander, Public School No. 100, Coney Island, Brooklyn, N. Y. Bogan, L. E., Okay, Okla. Portland, Boland, Teresa M. , Union School, Ruther- ford, N. J. Bolen, /:_ “om 102 S. 19th St., St. Joseph, x. ¥, "George B., Fairview School, Cincinnati, Ohio. — Belle, 1581 Dexter Pl., Cleveland, Bomford, Mrs. M. A., 215 Eagle St., Tampa, Fla Bond, TMizabeth, 1437 Sigsbee Ave., Salt Lake City, Utah E., 1860 Columbia Rd., Wash- in ‘ton, a eld, Susan, Douglas School, Chicago, Book, ot B., Beer. Prin. of Schools, Rock, ma Px » Coluimbt Street School, berland ney q Ma. G., 715 N. Van Ness, Fresno, ae + ag 254 S. Monroe Ave., us. Cum- Colum- Botkin, I Teehel, 102 E. 17th, Hutchinson, Boukofsky, Rebecca M., 605 10th Ave., San Francisco, Calif. Bovee, Earl E., 2014 S. Olive St., City, Iowa. Bowen, Warren R., 20 Pleasant St., Salem, Sioux s. Bowen, Wayne F., Prin., Belle Vernon School Dist., Compton, Calif. Bowers, Jacob, 32 Lakeview Ave., Columbus, Ohio. Cy t., ts- e., re- Tue Firre YEARBOOK 461 Bowman, C. P., 1714 Pike Ave., Ensley, a. Bowman, a, 29 S. Linwood Ave., Crafton, Bown, R. F., #3726 N. Verde St., Tacoma, Wash. Bowring, H. F., 133 High St., Modesto, Cali Boyce, Thomas W., 840 Marshall St., Mil- waukee, Wis. Boye. a B., Westmoreland Apts., St. Boyd, haan H., 1239 Rodney Ave., Port- land, Oregon. Boyer, Martha E., Supv. Prin., 6420 N. 12th St., Philadelphia, Pa. Boyer, Monta J., Alameda School, Denver, Colo. Boyer, Lydia, 625 Arcadia Ave., Toledo, 0. Boyington, Joe Mae, 1115 W. 10th Ave., Spokane, Wash. Beg a E., Public School No. 22, aterson n, Boyne, Davin "M., Midland Public Schools, Midland, Mich. Beye, a ene Lyndale School, Minneapolis, Minn Bracken, Angeline, Sherman School, Omaha, Nebr. Bracken, J. L., Supt. of Schools, Clayton, Mo. Bradley, Anne M., 412 63rd St., Oakland, Bradseth, Alice M., 1109 E. 6th St., Duluth, Minn Breds, ‘William, Washington School, East Orange, N. J. Bragg, Mrs. Elizabeth, Supr. 6th grade, Tr. ae State Teachers C ollege, Springfield, Braine, Elizabeth M., Public School 39, Far Rockaway, New York, N. Y. Branson, Mrs. Lilla T., 34 Union St., Mount Holly, N. J. Brawley, Annie G., 215 Maxfield St., New Bedford, Mass. Brawner, Mary a. 4504 Douglas St., Kenilworth, Cc. Bray, Mary. Nking’s Highway, Mount Ephraim, N. J. Breese, J. Clara, Burke School, Chicago, Il. Brennan, Miss B., 405 14th St., Bellingham, Wash. Brennan, Fannie, 1015 Henry St., St. Joseph, Mo. Brennan, George A., 24 W. 110th St., Chi- cago, Il. Brennan, Katharine A., 182 Lloyd St., New Haven, Conn. —. Jane, 1420 Goodale Ave., Toledo, Brett, Anna, Public School 94, Queens Borough, Little Neck, N. Y. Brett, Charlotte J., 16001 Fernway Rd., Cleveland, Ohio. Brewer, Jessie M., 28 State Ave., Pontiac, Mich, Bridgers, Miss M. H., Public Schools, Tar- boro, N. C. Briggs, Arthur P., Shepard School, Lynn, ass Briggs, E. E., 1417 Summit St., Sioux City, ow Briggs, Elizabeth M., South Dartmouth, Mass. Briggs, Harriet E., Minnehaha School, Minneapolis, Minn. Bright, Fred, Lincoln Jr. High School, Oil ty, Pa. —, J. B., 211 Forest Ave., Cleburne, Tex Brightwell, Mamie, 605 W. 5th St., Fort Worth, Texas. Brinkerhoff. George I., Webster Street School, Newark, N. J. Bees. W. H., Needham School, Lodi, al Brinser, Ira S8., Lewes Public School, Lewes, Del. — Clara M., 651 Schiller Ave., Tren- on Broadbent, Wallace M., 4 University PIl., East Orange, N. . Brock, Mrs. Josie W., 103 N. 138th St., Wilmington, Bm. &. Brockman, Mrs. Ella McD., Howard School, St. Louis, Mo. Broegger, Miss BE. J., 4111 Philip Ave., Detroit, Mich. Brookes, M. Emma, Miles School, Cleve- land, ‘Ohio. Brookhardt, H. B., Multnomah, Orego Brooks, C. 2 Madisonville School, incin- nati, Ohio. Brophy, John M., 1 Pequot St., Waterbury, Con Brossard, Julia E., 240 W. Argonne Drive, Kirkwood, " Brown, Chas. H., 1287 Sutter Ave., St. Louis, Mo. Brown, Claude F., 821 N. Fife St., Tacoma, as Brews, Clyde, A., Spry School, Chicago, Brown, Edythe J., 619 Park Ave., South Bend, Ind. Brown, Elmer, 759 E. 27th St., N., Port- land, Oregon, __ Brows. Emma, Leath School, Memphis, enn. -_——* Florence G., Quincy School, Ogden, Jtah, Brown, Florence I., Walnut Square School, Haverhill, Mass. Brown, Georgia M., 426 E. Oak St., Louis- ville, Ky. Brown, Mrs. Huldah H., 72 Bunnell St., Bridgeport, Conn Brown, Mrs. Jeannette B., 1224 Bates St., S. E., Grand Rapids, Mich. Brown, Lillian M., Woodward School, Kala- mazoo, Mich. Brown, W. Q., Kennedy-Siverton School, Cincinnati, Ohio. ore Zadie, 72 Lenox Ave., Lynbrook, Bruce, Robert, Orcutt Union School, Or- eutt, Calif. Bruck, John e 201 Potters Corners Rd., Buffalo, Bryan, James iE ., Supt. of Schools, Camden, N. Buchanan, Mrs. B. M., 495 Greenwood Ave., Portland, oe Buchanan, Wm , 5511 Vervon Ave., St. Louis, Mo. Buchsleb, Ci Carrie J., Siebert School, Colum- ous. Bok, ‘Sidney F., 274 Kearny Ave., Kearny, Buckingham, B. R., Dir., Bureau of Educ. Research, Ohio State University, Colum- bus, Ohio. Buckley, Charles, Supv. Prin., Sulzberger Jr. High School, Philadelphia, Pa. a a Mary E., ‘School 7, Indianapolis, uke, Re a H., 1114 1st Ave., Asbury ar x Buettell, Emma L., 11 Prescott Apts., Dubuque, Iowa. Buhr, Mrs. Emily J., Box 683, Oelwein, I owa. Bull, Elizabeth A., Bay Avenue School, Patchogue, | a 2 Bullard, Helen M., 484 Concord St., Man- chester, N. H. Bullock, Caroline M., Fifth Street School Niagara Falls, N. = Bunce, Helen J., 65 8. High St., New Britain, Conn. 462 ELEMENTARY ScHoot PRINCIPALS Bunting, Sarah L., McClean Ave., Ches- wick, Pa. Burdick, Annie P., 32 Lennox Ave., Provi- dence, R, I. Burk, Helen <- 5116 S. Martindale Ave., Detroit Mich Burke, Catherine A., 6566 Yale Ave., Chi- ca: Burke, Hanna J., 222 S. Park Ave., Buffalo, Burke, Mrs. Katherine M., Ewa School, Ewa, Oahu, Hawaii. Burke, Lottie C., Riverside School, Mem- phis, Tenn. Burke, Margaret E., 720 W. Poplar St., San Antonio, Texas Burke, Sarah T., iese Hill School, Lewis- ton, Maine. Burlingame, Miss A. E., Apt. 23, 919 L St., N. W., Washington, Burnette, Edgar, Boswell, Ind Buens, Lillian O., 111 W. Linden St., Rome, » A Burr. ee D., Lincoln School, Devils Lake, . ak. Burris, Frances A., Jackson and Noyes Schools, oa Joseph, Mo. ous. *- ,» Webster School, Cincinnati, 0. Burt, Gertrude, 1200 46th St., Des Moines, owa. Bush, Fred S., MoomOet?. N. J. Bushman, John A , 119 N. Walnut, Marys- ville, Ohio. Bushnell, Rose J., 545 Wheeling Way, Los Angeles, Calif. Bustard, Joseph L., Chestnut Street School, Roselle, N. J. Buster, N. E., 1201 Nashville St., Fort se E. H., 3715 N. 13th St., Tacoma, Worth, Texas Butler, Margaret F., 30 S. St. Albans St., St. Paul, Minn. 114 Paine St., Butterfield, Annie J., Worcester, Mass Button, Arminda “M., 2756 S. Broadway, Englewood, Colo. Byers. Ww. A., North Park Bldg., Alliance, Byler, J. Frank, 5516 Hunter Ave., Phila- delphi a, Pa. Byrne, Margaret H., 6567 Harvard Ave., Chicago, Il. Cain, Emily, 1493 Elmwood Ave., Lake- wood, Ohio. Callan, Mrs. Marguerite = 4 Maple Avenue School, Barrington, R. Calverty. Belle, 616 E. First St., Duluth, Cameron, Norman W., Supt. of Schools, Pottstown, Pa, Cameron, Viola M., 19 Clark St., East- hampton, Mass. Camillus, Sister Mary, Convent of Mercy, Hazleton, < Cammack, I. I., Supt. of Schools, Kansas City, Mo. Camp, Frederick S., Supv., Elem. Educ., — Board of Education, Hartford, Con Campbell, A. A., 1163 Haight St., Portland, Oregon. Come lio. Cora, Bancroft School, Kansas Campbell, Cora G., 215 W. 6th St., Junc- tion City, Kansas. a Elwyn G., 84 Laurel St., Fair- hav Mas Campbell, Florilla, 825 N. Baker St., Stock- ton, Calif. Campbell Mary A., Nathan Hale School, New Britain, Conn. Campbell, a M., 30 Grand Ave., Oak- land, Calif. Campbell, Oliver H., Supt. of Schools, Man- hattan, Mont. Candoni, Mrs. Blanche, 5219 Spruce St., Philadelphia, Pa. Canfield, . M., Gunckel School, Toledo, Caradine, Jane, 1810 Bingham St., ton, Texas Caris, Belle W., Box 744, West Palm Beach, Fla Carlin, Elodie G., 1 Obey Ave., Crafton, Pa. — Oo. L., Ward School, Somerton riz Carls, ‘Rufina A., 114 Morningside Drive, New York, N. Y. an “haa Ellen S., P. O. Box 135, Claremont, Carnine, Jennie M., 385 8th Ave., S&., Fargo, Dak. Carpenter, Clara E., 570 S. Crest Rd., Chattanooga, Tenn Carpenter, Clinton E., ” Mark Hopkins Train- ing School, North Adams, Mass. ee Harriet, Box 18, Aberdeen, 8. Carpenter, Nette, 426 Rigsby Ave., Antonio, Texas Cage, Dad A., 148 W. 94th St., New York, Carraher, Rose G., 504 6th St., S. W., Washington, D. Carrier, Mrs. Alice Bingham, 65 Lemon St., St. Augustine, Fla. Carrington, Ralph W., Bunker Hill School Waterbury, Conn Carroll, ae " 11069 Walnut St., Lanker- shim, Carroll, Mae, 353 So. Marlborough, De- troit, Mich. Carter, Charlotte, 329 E. 30th St., In- an. Ind. Carter, Ernest M., Milltown Platoon School, Milltown, Maine. Cartledge, Franklin F., Sharswood School, Philadelphia, Pa. os E., Beach School, Rocky River, Casey, William V., Supt. of Schools, 820 Pine St., Boulder, Colo. Hous- San Cass, Mary A., 27 Marion Ave., Water- bury, Conn. Cassell, George F., 2510 Kildare Ave., Chicago, II. Comeey. H. A., Alki School, Seattle, Cassidy, Mabel M., 341 Union St., Jersey City, N. J. Castle, L. E., Supt. of Schools, Stuart, owa Cates, Madeline, East be a Maine. Cavanagh, Mrs. _ Berth F., Anthony Wayne School, Philadelphia. Pa. Ceci. Ruth, 909 Summit Ave., Minneapolis, nn. Chadwick, R. D., Morgan Park School, Duluth, Minn. Chamberlain, eae, Public School 9, Jer- sey City, N. J. Chamberlain, Edna, 119 W. t., Painesville, Ohio. Chamberlain, er B., Jefferson School, Union City, N q Chamberlin, L. B., ‘Nob Hill School, R. R. No. 4, Yaki ma, Wash. Chambers, Raymond L, 24 W. Logan St., Philadelphia, Pa. Chambré, Marguerite, 22 Mountain Ave., Dover, N Chandler, Maud, Chestnut Street School, Chattanooga, ‘Tenn. Chandler, Mrs. Myrtle B., 369 Lucas Ave., Los Angeles, Calif. 1472 Wabash Ave., Chandler, Turner C., Chicago, II. Florence A., 49 Boston St., ervi le, Mass. Washington Chaney, Som- Tue Firtru YEARBOOK 463 Chapman, Edith A., 923 E. Carter Ave., Ash hland, Ky. — sh Emma J., 323 Pearl St., Burling- ton 4 Chapman, Nellie, 5035 Kenwood Ave., Indianapolis, Ind. Charbonneau, Anna M., Hancock School, Detroit, Mich. Charters, Daisy i. John Burroughs School, Columbus, Chase, gy Ag . “1109 I St., N. W., Wash- ingto a Gladys ‘G., 66 Bussett St., Lynn, ass Chase, Inez J., 201 W. Abriendo Ave., Pueblo, Colo. Chase, Lawrence S., Glenfield School, Montclair, N. J. Chase, Margaret T., Logan School, Detroit, Mich. Chase, Martha B., 808 Bush St., Jack- son, ch. Chase, Sara E., Kensington Avenue School, Springfield, Mass, 2290 University Ave., Chatfield, Hazen, New York, N. Y. Cheatham, Wilma G., 609 E. Hermosa St., Lindsay, Calif. Cheney, Florence M., Fairview St., South Lee, Mass. Cherry, Annie M., Supv., Halifax County Schools, Roanoke Rapids, x ¢ Cherry, Myrtle E., 520 Clinton St., Grand Haven, Mich. Chew, Hannah H., Supv. Prin. of Schools, Riverton, N. J. Chew, Samuel L, Northwest School, Phila- delphia, Pa. Chidlaw, W. M., Saylor Park School, Cin- cinnati, Ohio. Chiles, E. E., 5749 Maple Ave., St. Louis, Mo. Chinn, Mrs. Jean, 2020 Glenwood Ave., Toledo, Ohio. Christie, Mary S., 425 Independence Ave., Waterloo, Iowa i May B., 23 Evans Ave., Tiverton, Churchill, Mrs. Minnie H., Waialua School, Waialua, Oahu, Hawaii. Civille, Mrs. am. 163 E. Pasadena St., Pomona, Cali Claggett, A. oe Supt. of Oakland Schools, Dayton, Clampitt, Senta C., 6805 N. 11th St., Philadelphia, Pa. Clark, Emmett. 572 San Francisco Ave., Pomona, Calif. Clarke. se Ella G. ., Public School 5, Lake- woo Claypool, Carrie, Aiea School, Aiea, Oahu, Hawail. Claypool, Mary F., 2427 W. 22nd St., Los Angeles, Calif. ‘ Clayton, M. E., 801 Packard Ave., Fort Wayne, Ind. Cleavenger, Nas C., 1028 Steuben St., Pitts- burgh, Clegg, Bana’ M., Primary School Teacher, Sharon, Mass. Cleland, Lillian A., 1728 E. 116th PL, Cleveland, Ohio. Clemens, K. F., Wasco Union School, Was- co, Calif. Clements, R. W., High School, Dansville, Clemson, Mary W., 1224 Madison Ave., Columbus, Ohio Clephane, U. D., Evanston School, Cincin- nati, Ohi . Cleveland, A. D., Tyler. Wa ae Clickener, Sara -. 835 Ww. William St.. Decatur, Il. Cline, Anne V. 4 115 Francisco Ave., Rutherford, N. Clowes, F. A., Schofield High and Gram- mar School, Schofield Barracks, Hawaii. Clumpner, G. A., Supt. of Schools, Box 304, Rosalia, Was = a. ‘Cheltenham School, Denver, ‘olo, —_— Elizabeth M., Lapeer Road, R. D. 6, Flint, Mich. coher, E. W. 1419 Elm St., Wilkinsburg, Cdaie, Oscar E., 7 Jefferson Place, Mount Vernon, Cochrane Mrs. M. A., Smith School, San Antonio, Texas. Cody. Janet, 314 §S. Franklin St., Janes- ville, Wis. Cody, Mary E., 505-A W. Mercury St., Butte, Mont. Coe, Frank §S., Columbian School, East Orange, N. J. Coffey, Julia C., Emerson School, San Francisco, Cali —, Myra, 121 Park St., Stoughton, as Coffin, Mrs. Rebecca J., Lincoln School, oo Col., Columbia "Univ., New York, =, a Louise, 8 Calvert Apts., Day- on, Cogil, Pm M, T., 1642 M, Apt. 3, Lin- coln, Nebr. Cogshall, Charles H., 1950 Frances Ave., S. E., Grand Rapids, Mich. Cohen, Flora, Prospect Ave., Little Rock, Ark. st Jessie B., 310 W. 97th St., New N. Caan Willis P., Park Street School, seers, Wis. Cm R. H., 4210 “W. Belle Pl., St. Louis, MLO, Coleman, — Washington School, Minneapolis Min Coleman, J. G., Public School 2, Hoboken, N. J. Coleman, W. S., 1106 Horatio St., Tampa, Fla. ag William, 518 Tornillo, El Paso, exas. Ca R. T., 2327 Lydia Ave., Kansas City, oO. Colestock, Mary A., 126 S. Hewitt St., Los Coll. John J., 1010 Morningside Ave., Pittsburgh, Pa. Collard, Thomas T., 280 Summer Ave., Newark, N. - Collier, Genevieve L., Horton School, Port Chester, N. Y. Collins, C. B., Wendell Phillips School, Boston, Mass. — ie ad A., School No. 4, Grant- ood, it Collins. M. 4420 W. Lake Harriet Bivd., eo] Minn. Compton, C. V., Austin Junior High School, El Paso, Texas Comstock, W. H., 4623 G reenwood Ave., Chicago, Tl. Comstock. W. H., 2031 E. 72nd Pl., Chi- cago, Ill. Condon, pane A., Waterside School, Stam- ford, Con . Beacon St., Fall Connell, ney S., 290 S River, Mass. Connelly, Augusta M., 408 Cherry St., Clearfield, Pa. Comes. Mary F., Mott School, Trenton, N. J. Connor, June, 1600 Nebraska St., Sioux City, Iowa — Fannie M., 620 Beach St., Revere, Mas Conte, "Mrs. Lelia M., R. R. 1, Hot Springs, Ark. Converse. Late R., Gorman School, St. Paul, Min Conway, Sars, Public School 15, Tomkins- ville, N. Y. 464 ELEMENTARY ScHOOL PRINCIPALS Cook, Louis D., 2 Morgan Terrace, New om, Henley L., 2139 E. 24th St., Bedford, Mass. Cook, R. E., 4510 S. Fawcett, Wash. Cont, Selda, 5810 Clinton Ave., Cleveland, 0. 9 D., 24 Elm St., Gloversville, Coonly, Dora F., 158 Blaine Ave., Buffalo, Cooper, Adelaide J., 68th Street School, Los Anges. Calif. 8 Pine St., Windsor, Vt. : » Oe “gupt. of Schools, Guttenberg, owa Cooper, Harry P., Simmons School, Minne- apolis, Minn. Copeland, Eunice D., 2020 Miller St., Seattle, Wash. Corbett, Delia A., James M. Aldrich School, Fall River, Mass. Corcoran, Mrs. Catherine T., 169 Columbia Heights, Brooklyn, N. Y. a M., 632 Salem Ave., Day- on = Thyra, Rogers School, Fort Smith, Ca Truman V., 714 3rd St., Modesto, alif. Costatack. aeaetin, Box 201, Arlington Heights, Ill. Corey. Clara A., School No. 35, Rochester, Corish, Gertrude L., 86 Mill St., New Bed- ord, Mass. Corlett, "7 M., 8705 Tioga Ave., Cleve- an ti) Cornell, Mar ae 660 S. Main St., Har- risonburg, —) Hubert R., Public School 4, Pater- Cornish, Lydia R., 935 Lafayette St., Den- ver, Colo. Cornish, William B., Center and Elm Street Schools, Stamford, Conn. Cornwell, L. may. 135 N. Kenwood St., Glendale, Calif. Tacoma, Cooper, -: Cooper, E Cornwright, Ethel M., 516 Revere St., Orlando Correll, Edna ar, 13 W. Preston St., Balti- more, Md. Correll, pee. Jefferson Park School, El Paso. ll. I Cogeiana, Gertrude, Nobel School, Chicago, Cort, Ambrose, Woodmere, N. Y. Cosgrove, Alice G., 517 S. Fourth St., Poca- tello, Idaho. Comers, Katherine, 1750 Guion St., Otta- wa Cotrel, ade 3240 Clay St., San Francis- co, Calif. Cottingham, Edith, 524 E. First St., Bloomington, Ind. Cottingham, sotpes M., Benton School, Kansas Op. = Cotton, C. Supv., Prin, of Schools, Birdsboro, "te Cotten, Carl, Supt. of Schools, Derry, Couchman, H. H., 233 S. Broadway Redondo Beach, Calif. Congalin, John L., 1115 Browns Ave., Erie, a. Coulter, Jane E., Cliffside School No. 3, Cliffside Sr , i. M., “gupt. of Schools, 202 Lo- gan St., Geneva, Ill. Copttright, mare, Jocelyn, School No. 62, Indianapolis, Ind. Covey, Cora I., 110 Arch St., Akron, Ohio. oe Ora V., 204 Dexter Ave., Mobile, Cowgill, Mrs. Josephine, 601 N. 6th St., Garden City, Kansas. Cox, Frederica, 304 W. 4th St., Coffeyville, Kansas. Kansas ty, Mo. Cox, Mord F., 219 W. Concord Ave., Or- lando, Fla. Cox, Ora, Lincoln School, Medford, Oregon. Cox, Philip W. L., Sch hool of Educ., New York Univ., ag York, 2 Cor Emma, 418 N . Fourth St., Rockford, East Co le, James P., Caswell School, ‘aunton, Mass. Coe. = vgenee E., Linden Avenue School, idge, Cragin, sh ‘Albert, "5S S. Main, Reading, ass Craig, Christine, 14 Elm St., Whitesboro, Craighill, Miss 8. R., Blair School, Wash- ington, D. C. yee. 1615 3rd Ave., N., Crandall, J. Great Falls, nt. Crane, F. E.. Catembian School, Cincin- nati, Ohio. Crane, H. L., 5636 Bramble Ave., Cincin- nati, Ohio. Crane, J. Ernest, Summer Avenue School, Newark, N. Crane, Mrs. Mary E., 1267 Ranson St., Muskegon, Mich Crapser, Jessamine, 836 W. 100th St., Los Angeles, Calif 1731 10th St., Portland, Craske, Fred H., Oregon. Craven, Ina E., Box 112, Ogden, Utah. oe ove 418 Western Ave., Rocky ty) Crawford, Bertha T., 2371 Portland St., s Angeles, Calif. 308 N. Waller Ave., Creedon, Clara W., Chicago, Il. Cressman, Elmer W., Supv. Prin., 540 8S. Melville St., Philadelphia, Pa. Crocker, Zillah M., 834 Lincoln Ave., Toledo, Ohio. Cogpee, Mary H., 615 Front St., Chicopee, ass, ome. John, Lincoln School, Cincinnati, Crosby, Mary A., School No. 10, Yonkers, Giesh vies C., Supv. Prin of Schools, Iron Belt, Crouch, Roy + ete... University School, University of Missouri, Columbia, a Croughwell, Anna T., 886 ‘Ashbury St., San Francisco, Calif. - tts- Crumrine, M. Ella, 917 Chislett St., burgh, Pa. Cruver, Roy E., 2502 N. Washington St., Tacoma, Wash. Crysler, Rose, 144 Longwood Ave., Detroit, ch. Culler, Bess E., South School, Redondo Beach, Calif. Culver, Mrs. Lola M., Box 416, Route 2, Jacksonville, Fla. Cummings, Anna, 909 Michigan Ave., Evanston, III. Cummings, Bruce H., Box 191, Buffalo, Kansas. Cummings, Helen Howe, P. O. Box 147, Sharon, Mass. Cummings, Jennette, 325 W. Hudson St., Royal Oak, Mich. Cummings, Rial W., Prin. Public Grade and High School, Lambert, Mont. eg Lois, 787 Calder Ave., Beau- mont, Tex Curd, William s., Lockwood School, Web- ster Groves, Mo. — Bessie, Harris School, Akron, hio Curren, Mrs. Bernice, M. R. A. Box 200, Oxnard, Calif. Curren, Edith L., 1490 Cohassett Ave., Lakewood, Ohio. sas Tue Firru YEARBOOK 465 om William G., 181 South St., Hyan- nis, Mass. Curry, A. Ba Hyde Park School, Kansas City, curtis, * iva, M., 1030 Grand Traverse, Flint, fich. Comins. Lena, 27 Fellows St., Danvers, Comean, Lois E., W. 16th St., Schuyler, Cutler, J. Katherine, 2839 Fillmore St., Chicago, Ill. Cutting, Mrs. Amy P., 129 Orchard Ave., Battle Creek, Mich. Dale, Archie, Dover School, Dover, Idaho. Dale, Etta D., 505 S. Rock Island Ave., El Reno, Okla. Dale, Ralph B., 1127 South 52nd St., Philadelphia, Pa. Dalin, Judith H., 910 Third Ave., Rock- ford, Ill. Dalton, Miss BE. J., Brent School, Washing- RS Daly, Margaret, Roosevelt School, Cin- cinnati, Ohio. Daly, Mrs. Minnie B., 3605 Cambridge Ave., aplewood, Deas Grace H. “97 Hill St., Frostburg, me... Blair E., 230 Christiania St., Brooklawn, = 4 Danks, Vina F., Junior High School, On- tario, Calif. Dannemann, pate, 437 E. Maple Ave., Orange, Calif. a Clara, 1709 FE. Fourth St., Dayton, Darling, Mrs. Emily D., 409 W. Lexington Ave., Elkhart, Ind. Darrow, Grace, Taft School, Boston & Gibson St., Youngstown, Ohio. Dougherty, rence, 1456 Warren Rd., Lake- wood, Ohio. Davenport, Elmer F., Agawam High School, Agawam, Mass. Davenport, W. A., Lincoln School, Salem, Oregon. beam. Alice A., 43 Beech St., Winchendon, Mass. Davis, Bertha S., 43 East Emerson, Mel- rose, Mass. Davis, Blynn E., Senior and Junior High School, Falmouth, =e Davis, Courtland , ae 2 . B. Stuart School, Norfolk, Va Davis, Donald P., eer. Prin., 410 Everson Ave., Scottdale, Pa. Davis, Miss FE. L., 1317 No. Main St., An- derson, S. AY Dax, G. H., Highlands School, Cincinnati, Davis, Grace L., Robert Fulton Sheet, s. Fulton Ave., Mount Vernon, N. ¥ Davis, H. E.. Williams Avenue School, Norwood, Ohio. Davis, Rose A., 6534 Fountain Ave., Los Angeles, Calif. Davis, W. M., Supt. of Schools, College Place, Wash. Days, Mrs. W. P., 72 Park Ave., Atlanta, 3A. Davison, George Millard, Public School 109, 430 Dumont Ave., Brooklyn, N. Dawley, Sara J., 10 Pleasant St., Whiting ville, Mass. Dawson, Robert L., Montgomery School, Johnstown, N. wy A., Peabody School, Fort Smith, rk. Daykin, Mrs. Edna R., 1456 Holmden Ave:, S. W., Cleveland, Ohio. Dean, Blanche, 18 8S, Adams St., Mason City, Iowa. Dear, R. Ernest, Box 461, Wakefield, Mich. Dearness, Fred W., Sands School, Cin- cinnati, Ohio. 18 DeAtley, Glenn O., Junior High School, Wood River, q Deaver, Arthur G., 7925 Kingston Ave., Chicago, Ill. Decker, Mrs. Adelaide, 129 Orchard Ave., Battle Creek, ch, Degere, Roland G. ., 105 Ivy St., Pittsburgh, ‘a De Chaumes, Helen C., Taylor School, Houston, Texas. DeChaumes, ~~~ pea A., Helms School, Houston, Texa De Graffe, Geace, ‘604 Sheffield Ave., Port- land, Oregon. Deighton, Ida 2252 Cottage Grove Drive, “6. | "Heights, Ohio. Del Manzo, M. C., International Institute, Teachers College, Columbia Univ., New York, N. Y. De Manigold, es ? # fo» G., 1031 Wayburn Ave., petra, Demorest, R. H., gente ‘High School, Toledo, Ohio. Dennis, Mrs. A. M., 119 N. 14th St., Frederick, Okla Denzler, Verena, 5160 Pleasant Run Pkway, Indianapolis, In Derbyshire, Mrs. Anna H., 538 Asylum St., Flint, Mich. Des Roches, Pauline. 1323 Woolsey St.. San Francisco, Calif. Dessotell, Eleanor §., 306 E. Warren Ave., Detroit, Mich. Dexter Mrs. Anna B., 1453 Andrews St., Rockford, Il. Dickson, J. C., Warren Avenue School, Seattle, Wash. Dickson, Mamie A., 8045 Lambdin Ave., St. Louis, _ Dickson, W. A., 988 E. Ankeny St., Port- land, ae Diem, Marie L., 1417 Ash St., Scranton, Pa. Dietz, Charles E., 65 Boyle Ave., Pater- son, N. J. Diggins, S. Grace, McKinley School, Cleve- land, Ohio. Diggs, E. W., School No. 42, Indianapolis, Ind. Dilger, Mary A., Brightwood Park School, Washington, D. C. Dill, Oliver T., 518 Leverington St., Phila- delphia, Pa. Dimmick, a a H., 349 Crescent Ave., Buffalo, N. — Beaiah, Brighton School, Seattle, Wa Dingle, Mary M., 612 Egan St., Shreve- port, Dingley, Vivian A., 26 Irving St., Cam- bridge, Mass. = S. W. 1502 Elgin, Houston, exas Dirimple, Belle, Ross School, Seattle, Wash. “"* L. L., 2364 Glenwood Ave., Toledo, 0. Dix, L. H., Schools 1 and 2, Woodbridge, “Os Dixon, Doris M., 10 Woodlawn Ave., Matta- pan, Mass. Dixon, Florence E., 2624 Verbena St., New Orleans, La. Dixon, Laura C., Student, Tchrs. Col., Columbia Univ. 1230 Amsterdam Ave., Dixon, W. E., O. W. Holmes School, Detroit, Mich. Dobbs, J. Lawrence, Hinchman School, Haddonfield, N. J. Dobie, Joseph J., Supt. of Schools, Maple- ton, Minn. ~ Flora, Sherman School, Denver, olo. Dodge. Olive J., Grammar Grade Supv., oe of School Commissioners, Mobile. a. 466 ExLemMentary Scuoot PrIncIPaLs Doses, Georgia, 310 E. Main St., ch, Doherty, Alice M., 19 Hancock St., Everett, ass. Dolan, Edith A., Mary Dill School Cincin- Lansing, nati, Ohio. Dolan. Elizabeth, 3215 Wayne, Kansas oO. oe L. on 820 W. California, Oklahoma, Dolbear, Harriet, 965 N. Court St., Rock- Dolton, Isabella, 333 Lincoln Ave., Dol- on, Ill. Donahue, Mary E., Bryn Maur School, Min- neapolis, Minn. Donald, Helen M., 68 Pleasant St., Orange, Mass. Donecker. F. C., 6228 Ingleside Ave., Chi- cago, Ill. Deamt. Thecla, 4174 Wallace St., Chicago, Donnan, Emma, 232 N apolis, Ind. Donnelly, May I., 323 Pearl St., Burling- ton, Vt. Donner, Arvin N., 1115 Avenue C, Fort Madison, Iowa. Donovan, Alice H., 1687 Webb Ave., Detroit Mich. a, Laura M., 11 Grant St., War- ren Dopo, Mary, 5709 Harper Ave., Chicago, Doran, Margaret, 439 Fulton St., Rapids, Mich. Doses, Nora F., 758 W. Harrison, Chicago, ._—~ eo B., 134 E. 55th St., Port- and, b Dornberger, A. I., Horace Mann School, San Jose, Calif. Down, Robert H., 211 13th St., Pacific Grove, Calif Downes, Harold M., Supv. Prin. of Schools, Barnegat. N. J. Downing, M. J., 824 8S. L St., Wash. — &. U., 592 Stanton St., Portland, Ore. Doyen, Gertrude, 335 S. Lakewood, Detroit, c Doyle, Florence A., Logan Demonstration chool, Philadelphia, Pa. “17th St., Doyle, Julia H., 314 W. ork, Y. Drake, Ethelda A. 3800 Pasadena Ave., Los Angeles, Cali Draney, Mary E., John Burroughs School, Washington, D. nee, Joseph J., 1733 White St., Dubuque, Drew, Elizabeth, 5126 University Chicago, Il. Drew, Mrs. Fw Oral Deaf School, Grand Rapids, Mich. Drew), Miss M., 1524 S. 2nd, Louisville, Dreyfus, Fl pawenen, Christine School, Mem- prisko, Caroline, 2119 N. 5th St., Kansas City, Kansas. Driver, iamn aeC.. 36 Washington St., Beverly, Mass. Dugdale, R. i. “2245 Glenwood Ave., To- ledo, Ohio. Dems, Mrs. Dessalee Ryan, 154 W. Prairie Ave., Battle Creek, Mich. Dudley, Mildred A., S.C. Armstrong School, Norfolk, Va. Dey Fred H., Roosevelt School, Steuben- e De®. ‘isabel S., Main Street School, Athol, Dugan, Mrs. Elva M., 210% Jefferson St., ilmington, Del. . Cap. Ave., Indian- Grand Tacoma, New Ave., Duggan, J. N., 16 N. Mayfield St., Chicago, Dunlap, Mrs, Nona Udell, 1218 S. Elm St., Casper, Wyo — j Bag M., 731 W. Main, Richmond, n na. ~~ 3 A., 4112 Penna. Ave., Pitts- urg Dussioeten, “Nellie F., 569 Hanover St., Manchester, N. Durbin, Lorene, Brier Hill School, Youngs- town, Ohio. Durham, M. E., Leschi School, Seattle, Wash, Dutcher, Edward H., Eastern School, East Orange, N. Rufus A.. 3135 Norwood Blvd., Birmingham, Ala. Du Valle. Lucie N., 1923 W. Chestnut St., Louisville, Ky. Sagieten, Ww. #H., ‘olo. 2 Easley, J. D., 3220 S. Adams, Fort Worth, 2275 Elm St., Denver, exas. Eastlack, Emma C., Box 2, Blackwood, Eastman, Mrs. Helen B., Emmet School, Chicago, . 458 High St., Fall Easton, Norman S., River, Mass. Eaton, Gertrude F., Prin., Sioux City Nor- = School, 1714 Jackson St., Sioux City, owa Eaton, Jeannette M., Belmar School, Pitts- burgh, Pa. Faton, W. F.. P. O. Box 416, Jerome, Idaho. Ebert, Jessie D., Union Pre-Vocational School, Schenectady, N. Y. a Minnie L., Box 644, Casper, Wy Eddy. “trevudies C., 6318 S. Maplewood Ave., Chicago, > Edgar, Robert H., 531 Orchard Ave., Pitts- burgh, Pa. se Ida M., 1413 Branch Ave., Cleve- lan Edwards, ian Allison Street School, Nor- wood, Ohio. 820 W. 4th Ave., El Edwards, C. R., Elizabeth H., Maywood, N. J. Dorado, Kansas. Edwards, 3151 Walnut St., Chi- Edwards, Jay C., cago, Il. Edwards, Margaret W., Cleveland School, hmer Park, Dayton, io. Egan, Mrs. Anna H., 4111 Warwick Blvd., Kansas City, Mo. nese. Nora L., Hely School, Detroit, i ch, a, Se. Jennie B., Lowell School, Bhesagle, A., 1307 Nelson Ave., New York, Eichhorn, Louise W., 315 W. Church St., Newark, Ohio. Lima, Eighmey, Edna, 515 S. Washington St., Winchester, Va. Eissler, —, Birney School, Phila- delphia, Elder, Miss sd E., 60 Corey St., Everett, Mass. Eldridge, Alberto M., 590 Commercial St., East Braintree, Mass. Ellert, W. H., Webster School, Seattle, Wash. Ellis, Lena V., Cheerfield Farm School, Raleigh, Tenn. _ Nannie I., Riverside School, Decatur, a Ellison, H. B., Whitman School, Wenat- chee, Wash. Elmore, A. G., Co. Supt. of Schools, 207 Park Ave., Modesto, Calif. Elwood, Roby T., 201 S. Chapel St., Al- hambra, Calif. Tue Firru YEARBOOK 467 Ely, Mary E., 2018 W. North Ave., Balti- more, } Emerson, Edith W., Russell School, Arling- ton, Mass Emery, Lillian M., Main St., Pittsfield, N. H. Enis, Ne C., McKinley School, Cincinnati, Pngell, Annie G., 2311 §S. 21st St., Phila- elphia ® Engleman, Rose L., 3741 Agnes, Kansas ty, Mo. English, Elsie, 620 S. 1st St., Tacoma, Wash. English, Mildred, Asst. Supt. of Schools, ale Ephraim, Janette, 705 Broderick St., San Francisco, Calif. Erb, Grace, 1206 Lake Drive, S. E., Grand Rapids, Mich. Erdman, Rose, 108 E. North Ave., Balti- more, q Erickson, Emma S., Supv., Student Teach- ing in the Public Schools, State Teachers College. Moorhead, Minn. Erskine, Mary, 132 Boyd Ave., Mt. Leban- on, Pittsburgh, Pa. Eskelson, C. L., Supt. of Schools, McIntosh, S. Dak. Estabrook, Ethel M., 328 W. 6th Ave., Gary, Ind. Evans, Abel J., 5215 Chester Ave., Phila- delphia, Pa. Evans, E. H., Lincoln School, Everett, Wash. Evans, nee, 656 Elm St., Youngs- town 0. Evans, 'F. R., Palmer, Iowa. Evans, Floyd Supv. Prin. of Schools, Dayton, N. Evans, Myrtie™ M., Abbott School, Kansas City, Kansas. Everett, G. E., Supt. of Schools, Lakeland, Fla. Eversull, Frank L., 610A Dover PIl., St. Louis, Mo. Ewan, Sylvia, Horace Mann School, Cin- cinnati, Ohio. a= Myrtle, 307 W. Abriendo, Pueblo, olo. Fagan, Charles, Cascade School, Seattle, Wash. Fales, Minerva E., 783 Washington St., Brookline, Mass. Fallon, M. E., Mason School, Chicago, Il. Farber, Clara A., 93 Buera P1., Rochester, Fariey, Anne J., Public 7% 183 M., 419 E. 66th St., New York, N. Y. Farrar, Alice, Daniel Butler School, Waverley, Mass. Farrar, Frank, 6725 24th Ave., N. W., Seattle, Wash. Fassig, Elizabeth, 297 E. Lane Ave., Co- lumbus, Ohio. Fastenau, a. 707 W. 12th St., Sioux Falls, 8. Faubairn, Marion D., 889 Chicago Blvd., Detroit. Mich. Faulkner, Olive J., Box 1184, Picher, Okla. Fawcett, Blanche L., 1348 Euclid St., Washington, D. C. Fawcett, Jessie G. - 600 W. Franklin Ave., Minneapolis, wn ree, nae | M., 710 S. Oakley, Saginaw, W. Feinauer, Christine, Derry, N. H. wonews, Mary E., 700 W illow St., Chicago, ll. Fels, Maurice, 4305 Spruce St., Phila- delphia, Pa. Fennimore, Roland, Willow Street School, Fair Haven, N. Ferguson, C. E., 829 77th St., N. E., Port- land, Oregon. Ferguson, J. T., Falfurrias, Texas. Ferguson, Walter A., 524 Forest Ave., Oak ar Ferree, Pearl M., 1025 W. 2nd St. Roundup, Mont. Ferris, Olive, 813 Belvedere Apts., Salt Lake City, Utah. Fickenscher, Louise L., 1112 N. Eutaw St., Baltimore, Md. Fielding, Minnie H., 12 Fairmont PI. Shelton, Conn, Fikes, Edith E., 472 Ocean, Santa Cruz, Cali Finch, ‘Adelaide V., 39 Howard St., Lewis- ton, Maine. Finch, Basil M., Washington School, Charles City, Towa. ro, Jessie Alice, 1445 11th St., Greeley, Colo. Fink, Mrs. Jessie M., Palmer School, Grand Rapids, Mich. F ag E. G., 154 8th St., Hartford, Ww Fish, ‘athe! M., Manchester, Conn. Fisher, G. Milton, 74 Woodland St., Wor- cester, Mass. Fisher, G. N., ‘1012 Annis St., Fort Worth, Texas, Fisher, Harriet M., 226 Harrison Ave., New Brunswick, N. J. Fisk, Mrs. Elizabeth E., 420 Courtland Ave., Park Ridge, Ill. Fitch, Mrs. Margaret, 1632 Wrightwood Ave., Chicago, Il. Fithian, Maud M., North Sacramento School, Sacramento, Calif. Fitzgerald, Gertrude, Box 112, Ogden, Utah. r a J. E., 1821 Ross St., Sioux City, Io rueeerall, Jessie J., School No. 97, Balti- more, Md. Fitz-Gerald, Mrs. Mary M., 401 Fillmore St., San Francisco, Calif. Fitzpatrick, Jessie K., 936 Mapleton Ave., Boulder, Colo. Fitzpatrick, Katharine L., Maplewood Jr. High School, Bridgeport, Conn. Fitz Roy, Jennie E., 70 Edna Ave., Bridge- port, Conn Flagg. Sadie B., 36 Temple St., Spring- field, Mass. Flanders, J. K., Dir. of Practical Teaqping, State Normal School, Oswego, N. Y vig, Mary E., Clay School, Kansas City, veri Mrs. Luneta, 512 Frierson Ave., Tampa, Fla. Fleischmann, ~~‘ C., 104 Coates St., Sharon Hill, Fleming, Eugene C., Jr. High School, Pop- larville, Miss. Fleming, Jennie M., 1971 Longfellow Ave., Detroit, Mich. Flessa, H. L., Mt. Auburn School, Cin- cinnati, Ohio. Fletcher, Helen M., 17 Trinity Terrace, Springfield, Mass. Flint, Robert S., 605 Hughes St., Hunt- ington, W. Va. Flintoff, T. W., Fairmont Park School, Grand Rapids, Mich. Flock, Mrs. Elizabeth C., Supv. Prin., 7 N. Bayou St., Mobile, Ala. Flores, Mrs. Zella K., Brighton Grade School, Brighton, Colo Flowers, Ida V., Prin., Demonstration School, 530 EB. 22nd St., Baltimore, Md. Floyd, i, James R., 714 Richmond St., Plain- field d is Lizzie M., 92 Summer St., Saco, ain Flynn, ‘Lillian R., Ponce de Leon Apts., Atlanta, Ga. Fogwell, Bertha E.. 59 Manton St., Fall River, Mass. Follmer, Katherine, P. O. Box 97, Normal, Nebr. 468 ELEMENTARY Scuoot PRINCIPALS Folsom, H. B., Webster School, Salt Lake City, Utah. Folsom, Sovia —" 130 Frederick St., Francisco, Cali Foote, Irvin one “prof. of Elem. Educ., Louisiana State University, Baton Rouge, a, Carrie E., 18 7th St., New Bed- ord, Mass. Forbes, Elizabeth, Box -, Camas, Wash. Forbush, L. Mabel, 31 A. Spruce St., Wal- tham, Mass. Force, Anna Laura, 216 S. Sherman &t., Denver, Colo. Ford, Annie G., Douglas School, Minne- apolis, Minn. a? c. L., 51 N. Park, Cape Girardeau, 0. Ford, Stephen W., P. O. Box 305, Sunny- San vale, Calif. Ford, W. I., 701 E. 69th St., N., Portland, Oregon. : Forkin, Mary A., 3500 N. Hoyne Ave., Chicago, Il. Forsell, Frank H., 902 30th Ave, &., Minneapolis, Minn. Forsyth, Bessie M., 537 Bross St., Long- mont, Colo. Forsyth, Fannie, Windsor School, Omaha, Fort, Fred W., Wilson Avenue School, Newark, Fortney, Lura, North Fairmount School, Cincinnati, Ohio. Foster, H. H., Everett School, Sioux City, Iowa. Foulks, Frank M., 404 E. Ross Ave., Tampa, Fla Fox, Guy, 1634 W. Cucharros St., Colorado Springs, Colo. Frail. Jennie Mplizabeth, 210 Winthrop Rd., Brookline, Mass. Lustnauer, Charles F., Maryland Train- ing School for Boys, Loch Raven, Md. Lutes, O. S., 510 Grant St., Iowa City, owa. Lutton, Louis F., 325 Grandview Ave., Pittsburgh, Pa. Lutz, Charles D., Horace Mann School, Gary, Ind. Lodhane, Margaret R., 1833 N. Capitol St., Washington, D. C. Lyford, Aimee E., 406 Prospect St., Elgin, Ill. Lynch, John E., 9 Stoneland Rd., Worcester, Mass. Baltimore, Adminis. Lynch, John J., 1158 Dwight St., Hol- yoke, Mass Lynch, Maria, Willard School, Minneap- olis, Minn. Lyon, B. W., Gault School, Tacoma, Wash. Lyon, Bessie C., 494 Lloyd Ave., Provi- dence, R. Lyon, Georgia, 310 Smith Apts., Sioux City, Iowa. Lyon, H. W.. . N. Sierra Bonita Ave., McAlister, Gladys M., 4300 Colfax Ave. Minneapol s, Minn. McBain, Mrs. nora M., 310 W. Van Buren St., Battle Creek, Mich. McBride. A. A., Southside School, Lafay- ette, La. McCaine, Adelaide M., 1012 4th Ave., N., Fargo, Dak. 1239 Arthur Ave., Ra- McCall, Frank S., cine, Wis. McCall, Harold, Springdale School, Stam- ford, Conn. McCali, Ida G., 47 Manchester Pl. Buf- falo, ; # N. McCarthy, Stella L., Jireh Swift School, New edford, Mass. McCaslin, E. E., 5027, Washington Blvd., St. Lou s, Mo. ee. Grace, Sherman School, Toledo, Ohio. McClelland, Bertha L.. 1702 E. Winches- ter Ave., Ashland. Ky. McClellan, J. W., 23 Davis Ave., Rock- ville, Conn i Mary F., J. J. Hill School, St. ‘aul, McClory, Maty C., Public School No. 8, Paterson, N. J ce ee Bromwell School, Den- ver McClure, Eliza, 1139 Piermont Ave., §, Hills Sta., Pittsburgh, Pa. McClure, Mary E., John C. School, Louisville, Ky. McClure, Worth, 850 Central Bldg., Seat: tle, Wash. McCoart, Rose L., 2129 Lamberton Rd., Cleveland Heights, Ohio. McConnell, Clara E., Newberry School, Detroit, Mich McFerran McConnell, Effie L., 108 Dubois St., New- burgh, N. Y. — W. G., 714 N. 4th St., Mont- ose, olo. McConville. "Hannah C., Hamilton School, La Crosse, Wis. McCord, Jesse, 270 E. 15th St., N., Port: land, Oregon MeCorkle, ‘Nelle, 4928 Live Oak St., Dal- las, McCormick. Ssrlizabeth R. 2023 E. 6th St., Supt. of Schools, Huron, Superior, Wis. McCormick, F. S.. 11 Brushton Ave., Ohio. McCracken. Mary A., Pittsburgh, Pa. McCreery, C. J., Davenport School, Fall River, Mass. McCuen, B. F., Ann Vesger School, River Rouge, Mic MeCullowgh, Alice, 822 Talbott Ave., Laurel, Md. McCullough, Mary, 330 E. 5th St., Okla- homa City, la McCuskey, F’ C., Green District Schools, Reader, W. Va. McCutcheon, ~ i B., 6343 Marchand St., Pittsburgh, McDade, James E., 8108 S. Green St., Chi- eago, Ill. McDaniel, Lottie, Virginia Street School, Hopkinsville, Ky. McDonald, R. R., Austin School, Green- ville, Texas. McDonald, Vernon C., Route 2, Sedro- Woolley, Wash. McDonnell, Susan J., May School, Chicago, McElroy, Flora L., 1284 Ramona Ave., Lakewood. Ohio McElvain, Margaret, 216 S. Ohio Ave., Columbus, Ohio. McEntee, Bertha C., Garfield School, Pittsburgh, Pa. McFarland, Mrs. A. J., 810 8. 13th St., Rocky Ford, Colo. McFarland, Adeline, Houston, Texas. McFarlin. Clara H., 1363 E. 47th Pl., cago, Ill. 1313 Castle Court, Chi- McGaugh, Inez, Supv. of Intermediate Grades, 327 W. Minnesota Ave., De- land, Fla. McGee, Mary, 1623 N. Delaware St., Indianapolis, Ind. McGee, R. R., Supt. of Schools, Columbus, Nebr. McGovern. W. C. P., 1415 N. Fife St., Ta- coma, Wash. a. Jennie, 52 24th St., Wheeling, . Va. McGregor, Lulie, Harrison School, Min- neapolis, Minn. McGregory, Lotta V., 159 Leicester Ct., Detroit, Mich. Michael J. Dowl- Minn. McGrew, Mrs. Julia L., ing School, Minneapolis. McGuffin, James A., 705 Yale Ave., Fres- no, Calif. McGuire, Ira, Moreland, Kansas. McGwire, Olive J., Garfield School, Omaha, Nebr. Mellravy, Frank D., Gatewood School, Seattle, Wash. Tue Firru YEARBOOK 477 McKean, Annic, 907 Poplar St., Erie, Pa. McKechnie, Addie, 912 State St., Spring- field, Mass. McKee, J. Milford, 121 Valentine St., Mount Vernon, McKeehan, Chas. F., ‘Seward School, Seat- tle, Wash. McKenzie, Clara E., Fauntleroy School, Seattle, Wash. McKenzie, Mary Belle, 404 King William St., San Antonio, Texas. McKinney, Anson, Harrison School, Cin- cinnati, Ohio. McKnight, M, Ella, 310 Wash. Rd., 8. Hills Sta., Pittsburgh, Pa. McLaren, Annette, 526 W. Center St., Alma, Mich. McLatchy, Gertrude, Elyton School, Bir- mingham, Ala. McLaughlin, Roy L., Supt., Sockanosset School for Boys, Howard, R. I. McLean, William, Mount Hebron Jr. High School, Upper wonten, >. We McLean, Elfrida S., 467 W. Hancock Ave., Detroit, Mich. McLean, Jessie A., Asst. Supt., 301 S&S. Warren Ave. Saginaw, Mich. McLellan, Huber D., Prin., Junior High School, 109 E. 5th St., Crookston, Minn McLoughlin, Helen M., 44 Mount Pleas- ant Ave., Mamaroneck, ws MeMahm, Mary, Irving School, Chicago, Til. McMahon, Masy, Edgewater Beach Hotel, Chicago, Til. McMaster, William H., Rockridge School, Oakland, Calif. McMeen, George M., Swansea School, Den- ver, Colo, MeMichael, Belle, McKinley School, Den- ver, Colo MeMillan. Ethel, Culbertson School, Okla- homa City, Okla. MeMullen, Charles B., 88 Whites Ave., Watertown, Mass. McMyler, Delian, 3431 Center Rd., War- rensville, Ohio. McNaughton, Howard J., 446 Conover Ter., Orange, | a 2 MecNee, John, Forest Glade School, Sno- homish, Wash. MeNeill, Elizabeth, 725 Ogden St., San Antonio, Texas. MeNeill, Flora, 725 Ogden St., San An- tonio, Texas. McPherson, m &,, —, ~“™. 1809 17th St., Parkersburg, W. McReynolds, = 3901" Morrison Ave., Houston, Texas. McSkimmon, Mary, 20 Clinton Rd., Brook- line, Mass. McSwiggen,. Alice, Jefferson School, Pitts- burgh, Pa. McTwain, E. T., Caldwell School, Greens- bor Me¥oun. ge 327 Perry, Pontiac, Mich, Maass, H. H., Horace Mann School, Min- neapolis, Minn. Mabrey, F. D., 60 Grand Ave., Engle- wood, J. MacDonald, Alice, 2919 Cheyenne, Pueb- lo, Colo MacDonald, Fannie F., John W. Horton School, Providence, R. T. Mac Intosh, John J., 311 Crockett St., Seattle, Wash. Mack, Mrs. A. C., 2530 Chester Lane, Bakersfield, Calif. Mack, C. L., Supt. of Schools, Wheatland, Towa. oe. Helen A., 1330 State St., Alton, Mac Kay, James L, 3640 Shaw Ave., St. Louis, Mo. Mackey, W. M., 1112 N. Steele, Tacoma, Wash. Mastene, J., 825 Wesley Ave., Oak Park, Mac Lennan, Maxton, 628 Maple St., Bat- tle Creek, Mac Millan, Emma, 120 Cramer Ave., Montgomery, Ala, Mac Millan, Jean, Arlington Ave., Los Angeles, Calif Mac Queen, Miss K, R., 2620 13th St., N. W., Washington, Cc. Macreading, Anna L., 33 Bonney St., New Bedford, Mass. Madden, Margaret, 535 E. 35th St., Chi- cago, Ill. ee, Clara E., 1110 E. 5th Ave., Spo- ka Wash, Maddox. Ellen, 906 Rio Grande St., Aus- tin, Texas. Magers, Ida R., 1801 Poplar Grove St., Walbrook, Baltimore, Md. Maher, Anna J., 2592 Coplin Ave., De- troit, Mich. —- Jessamine, 310 W. High St., Lex- gton, Ky Maine, Helen C., 6708 Union Ave., Chi- cago, Mallon, Alice, 288 Graham Ave., Pater- on, Malone, “Julia, 808 Parkovash, South Bend, Ind. Malone, Paul E., R. No. 1, Box 130, Dun- ean, Ariz. Maloney, Roy B., Manito, Til. Maloy, Arthur H., Maricopa Grammar School. Maricopa, Calif. ee James M., 5437 Vinewood Detroit, Mich. wicieaie. Mantie, 223 Park Ave., Council Bluffs, Towa. Mann, Adda May, Greenfield School, Pitts- burgh. Pa. Mann, M. Blanche, Asst. Prin., Union High School, Grand Rapids, Mich. Manring, Minnetta, 1830 Main St., EI- wood, Ind. Mansfield, Katherine M., 2237 Tuscar- awas St., W., Canton, Ohio. — Jean, Wayne School, Toledo, 0. March, Grace E.,. Lincoln School, New Brunswick, N. Marcy, C. A., Fullerton, Calif. Marion, Lena M., 1805% Front St., Fort Madison, Towa. Markey, Pearle, Cummings Avenue School, Memphis, Tenn. Markham, Myrtle L., 57 N. Main St., Natick, Mass. Markley, Sarah, 527 W. South, Bluffton, Ind. Marley, Florence V., 1403 Harrison St.. Wilmington, Del. Maroney, Mary T., 4436 S. Union Ave., Chicago, Il. Marschke, Emily R., Bach School, Ann Arbor, Mich. Marsh, Agnes L., Mioener Street Fulton School. Schenectady, , a Marsh, Christine L., 5657 Meridian St., Los Angeles, Calif. Marsh, Mrs. Lettie. Harrtson Park School, Grand Rapids, Mich. Marshall, Florence K., 2140 88rd St.. San Diego, Calif. Marshall, Mary E., Nicholson Rd., Audu- bon, N. J. Marshall, Russell H., Parlin Jr. High School, Everett, o Mass Martin. A. E., R. 2, Hastweet Hills, Kan- sas City, Mo. Martin, Edwin D., 202 N. W. 5th Ave., Mineral Wells, Texas. ELEMENTARY Scuoot PRINCIPALS 478 Martin, post B., Whitman School, Taco- ma, Martin, Mrs. Frances, 202 Upton Ave., Battle Creek, Mich. Martin, Jane B., 733 Aiken St., Pitts- burgh, Pa. Martin, Margaret, 606 Broadway. Ben- Martin, William H.. Troup Junior High School, New Haven, Conn. Marvin, Adeline R., 419 Sterling PIl., Madison, Wis. Marx, Mrs. E. M., Norfolk, Va. a Aifred DeB., 640 76th St., Brook- yn, Mason, Mrs. Bertha, R. R. 5, Grand Rap- ids, Mich. Mason, Estelle, J., Halcyon Club, Wake- field, Mich Mason. Eva T., Hotel Cortlandt, S. 4th Ave., Louisville, Ky. Mason, Kate, R. R. 1, Carmel. Ind. Mather, Helen, 3111 Portland Ave., §S., Minneapolis, Minn. Matheson, Atina May, Seattle, Wash. Mathews, C. B., P. O. Box 236, Paris, Tenn. Mathews, Elizabeth A., 601 Linden St., Camden, N. Mathews, Mrs. Lulu B., Comenius School, Henry Clay School, Emerson School, Omaha, Nebr. —. F. M., 120 S. Beverly St., Tyler, xa Matthews, Laura P., 5115 Grand Ave,, Des Moines, Iowa. Matthews. Mrs. Nora, Sheldon School, Grand Rapids, Mich. aeaeemene, na, 1058 Selma St., Mobile, a. Maxfield. Dorothy T., Seymour School, West Hartford, Conn. Masew. W. S., 26 Ludlow St., May, Ann M., 849 Kilsyth Rd., Elizabeth, Maver, Lewis F., 19160 Lorain St., Rocky hio. River onl Cleveland, Mozurowska, Marthe. Public School No. Yonkers, 13, Buffalo, q Meacham, W. A., : ee Junior High — Sylvania Br., Fort Worth, ‘ex Mead, Georgia F., 610 A St., Lorain, Ohio. Mead, Lenna M., Box 123, Ponca City, Okia. Meadows, E. M., 5520 S. 6th Ave., Bir- mingham, Ala. Meck, oe R., 810 Vernon Ave., coe, wee. © H. e.. 4946 Devonshire Ave., St. uis 1 Bettie, 2001 Elm St., New Albany, Megargee, Alice J., Bridesburg School, Philadelphia, Pa. Meinhardt, Anne W., Salter School, Du- luth, Minn. Meldahl, Andrew, 201 Osakis St., Duluth, Waco, Minn Melear, Grace, 1618 N. 15th St., Texas. Melvin, Belle, 1221 Colby Ave., Everett, ash. Memhard. La gg A., 208 S. Chapin St., South Bend, Ind. Mendenhall, Clara, 1312 Van Buren St., Wilmington, Del. Meneelv, Margaret, 222 S. Catherine Ave., La Grange, III. aereee, Elizabeth, 203 E. Mill St., Akron, 0. Merchant, Ada Gray, Hueneme, Calif. Merchant, Carolyn, 639 George St., New Haven, Conn. Glen- Merchant, Mary B., Speedwell School, Morristown, 7 * Meriam, J. L., Univ. of Calif., Southern Br., Los Angeles, Calif. Merideth, G. H., Box 533, Marceline, Mo. Merklein, Mollie C., 90 Detroit St., Ham- mond, Ind. Merrill, John, Lingemann School, Detroit, ch. — E. E., Garfield School, Victor, olo. Mertching, R. A., Oradell, N. J. Metag, E. H., Prin., Lincoln Junior High School, 119 Fulton St., Mankato. Mich, Metsker, Charles, University Heights School, Seattle, Was Meyer, Frederick ‘C., $33, Main St., Racine Wis. Meyer, Florence L., Hutton School, Spo- kane, Wash. Middleton, Effie, 120 S. Pleasant St., Hillsboro, Texas Miles, Etta F., 293 2nd St., Albany. N. Y. Miller, C. L., Garfield School, Cincinnati, Ohio. Miller, Mrs. Eloise, Acting Prin., Continen tal School, Elizabeth, N. J. Miller, Emma L., 544 W. 7th St., 1209 N. Main §t.. Erie, a. Miller, Mrs. Florence O., Dayton, Ohio. Miller. Georgie K., Box 72, Glendora, Calif. 5 Miller. Mamie E., Box 25, Walterboro, Miller, Persis K., School 76, Baltimore, Ma. —, W. M., 442 E. 44th St., N., Port- nd, Orezon. Minter J., 33 Crandall St., Adams, Mas Milliken, Orris J.. Sunt., Chicago Parental School, 3600 W. Foster Ave., Chicago, Til. Mills, Mrs. Clara S., 3005 S. 33rd St.. Omaha, Nebr. Mills. Jeannette, 1415 24th St., Des Moines, Iowa. Milner, Mary L., 415 Seminary St., Flor- ence, Ala. Miner, Benjamin C., Central Avenue School, Newark, N. J. Minore, Hazel B., 2109 Francis Ave., Flint. Mich. Mitchell, Lillian, 419 §S. Jefferson St., Muncie, Ind, Mitchell, Mrs. Grand Rapids, Moffett. L. B., Summit School, Wash. Mogle, Grace M., 1354 Wright St., San Pedro, Calif. Mogle, Mildred E., Point Firmin School, San Pedro, Calif. = Edna, 242 N. 8th St., on Mombert, Fieanor, 313 15th Ave., son Monahan, - Julia A., Davenport School, New Haven, Conn. Monce, U. L., Morgan School, Cincinnati. Ohio. Money, Ella B., 2904 Garden Ave., land, Ohio. Montayne, Edwin G.. Warren G. Harding Jr. High School, Philadelphia, Pa. Megtanmery, Florence, 2502 Clark St., R. D. 2, Box 11, Houston, Texas. Mentitton Adeline B., 1402 3rd Ave., W., Cedar Rapids, Iowa. Mooney. Frances A. C., Hawthorne School, San Francisco, Calif. Dora M., Corona School, Colo. Moore, Florence E., 227 Pope St., Bedford, Mass. Lonise K., Turner School, Mich. Seattle, Coshoc- Pater- Avenue Cleve- Moore, Denver, New Tue Firre YEARBOOK 479 Moore, Harold I., 179 Washington St., New Bedford, Mass. Meese, Hattie A., 1115 15th St., Moline, I Moore, Ida, 234 Morgan St., Phoenixville, ‘a. Moore, Ida, Box 1192, Wichita Falls, Texas. Moore, J. F. Brookline School, Pittsburgh Pa. Moore, J. R., P. O. Box 615, Blythe, Calif. Moore, Kate, 105 Park St., New Bedford, Mass. Moore, “Loretta, 2088 Gen. Taylor St.. New Orleans, La Moore, Lulu M., 531 Winfield Rd., Toledo, Ohio. Moore, Mabel I., 35 Owen St., Hartford, Conn. f Moran, H. A., Main Junior High School, Mishawaka, Ind. : Morehouse, Helen B., Main St., Durien, Conn. Morey, Anna A., School No. 14, Troy, N. Y. Morgan, Annie R., 1609 Hubbard St., Jack- sonville, _ Morgan, J. B., 738 N. 3rd St., Montrose, Morgan, Kate W., 1112% Main St., Rich- Morgan, og Milwaukie, Oregon. Morgan, Sheidon. Columbus Street Sc®ol, Ashtabula, Ohio. Morgan, Walter E., 1343 Carlotta St., Berkeley. Calif. Mesias. Bertha, 505 Platt St., Toledo, Ohio Moring, Ida, 505 Platt St.. Toledo, nio. Morley, Christine C., Cardington §S hurst School, Upper Darby, Pa. Merker. Lillian C., Ives School, Detroit, ch. Morley, Sallie G., H. C. Lea School, Phila- delphia. Pa. Morrill, Elisa C., Rosedale School, Minfe- apolis, Minn. Morris. C. W., 3420 University Blvd., Dal- las, Texas. Morris, Eva C., 503 Broadway, South Bos- ton, Mass. Morris, Mary E., Columbian School, a ver, Colo. Morris, Meman H., 117 W. Page, Dallas, Texas. Morris, “Mylitta M.. Edgerly Court Apts.. Santa Barbara, Calif. Morrison, A. F., 1641 S. Spring, St. Louis, Mo. Morrison, Eva, P. O. Box 202, Crystal Falls, Mich. Mesrioem, Howard Dean, Far _ Hills, Morse, J. A., Amos School, Detroit. Mich. Morse, Victoria E., 309 N. Linn St., Bay City, Mich Morstatter, Catherine, Wooster School, New Haven, Conn. Mortimer, Agnes O., 1412 EB St., Lin- coln, Nebr. Mortimer, Florence C., 1141 New Hamp- shire Ave., N. W., Washington, D. C. Morton, Max D, Thatcher School, Pueblo, Colo. Moss, Helen A., 919 Lapeer St., Flint, Mich. Mount, Mrs. Florence D., 625 E. Lomita Ave., Glendale, Calif. mien, A. E., Supt. of Schools, Sidney Iow waraaien, Kitty, Palms Apt., 1001 EF. Jefferson. Detroit, Mich Mulford, Mrs. Clara {- 233 W. Commerce St., Bridgeton, N. J Hulholland, Mary, 848 Reed St., Kalama- zoo, Mich. Mulkeen, Josephine M., 38 Warren Ave., Woburn, Mass, Mulrooney, Julia A., 1841 Belmore Rd., East Cleveland, Ohio. Mumford, E. H. E., Ferris School, High- land Park, Mich, Mumm, Emma O., 1027A Felix St., St. Joseph, Mo. Mupees. W. B., 3822 Verrue St., Fresno, Calif. Murkland, Charlotte M., 179 Pine St., Lowell, Mass. Murphy. eo T., 54 Suburban Ave., Murray, Elizabeth C., 438 Broad S&t., Oneida, N. Y. Murray. Mrs. Mary, 2424 Corina St., Tam- pa, Fla. Murray, ‘Thomas H., 119 Union Ave., Asbury Park, , 908 Emerson St., Fair- Musgrave, Paul N mont, W. Va. Myers, Edward T., 5143 Oakland St., ‘Philadelphia, Pa. Myers, Fannie, 38030 Lafayette Ave., ‘Omaha, Nebr. Myers, Mary E., 85 S. Adolph Ave., Akron, hio. Nagel, Florence, 142 W. Van Buren St., Battle Creek, Mich. Nagley, John H., Route No. 2, Olympia, Wa sh. } % J. S., 3810 Show Blvd., St. Louis, Nash, Sue, Supv. Grammar Grades, 201 S. Fulton St., Salisbury, N. C. Neal, Russell L., Bonners Ferry, Idaho. Nebrida, Venancio, Div. Supt. of Schools, San Jose, Antique, P. I. Needham, Muriel B., Chowchilla School. Chowchilla, Calif. Neil, Jane A., 550 Surf St., Chicago, Ill. ~_, Rs - A., 420 Electric Ave., Lewis- Pa. Nese "William M., Public Schools, Os- ceola, Wis. Nelson, David W., Rexburg, Idaho. Nelson, H. Prin., Lathrop Junior High School. 201 "E. 10th. Santa Ana, Calif. Nessle, Fannie B., 816 Nesslewood Ave.. Toledo. Ohio. Nettleman, Flora, 2271 Lawrence Ave., Toledo, Ohio. Neubauer, Paul F., 146 E. Center St., Wau- watosa, Wis. Neulen, Lester N., Supt. of Schools, 5 Iona Pl., Glen Rock, N. J. Neville, Mrs. Blanche C., Robert Fulton School, Minneapolis, Minn. Newell, Aaron, Youngstown School, Seat- tle, Wash. Newell, Anna W., 21 William St., Worces- ter, Mass. Newell, Bernice, Logan School, Minneap- olis, Minn. Newell, Elizabeth T., Osgood School, Med- ford, Mass. Newell, Lillian S., 890 E. 149th St., Cleveland, Ohio, Newell, Minnie B., R. D. Box 218, Spring Valley, N. Y. Newkirk, Rachel, Bancroft School, Sioux Falls, S. Dak. Newman, Annie §., 4527 N. Kilpatrick Ave., Chicago, Ill. Newton, Dora E., 2809 9th Ave., Rock Island, Il. Newton, F. L., New London, Conn. Nichols, Fred R., 6200 Kenwood Ave., Chicago, Til. Nichols, R. A., Supt. of Schools, Route No. 5, Fort Cobb, Okla. Nichols, Walter S., Jefferson Street School, Milwaukee, Wis. 480 ELEMENTARY Scuoot PRINCIPALS Nicholson, Nell Grant, 6410 San Bonita ve., St. uis, Mo. a a Eugene A., Dir. Bureau of ® Res., and Statistics, Board of Education,” 500 Park Ave., New York, Nixson, Elizabeth, 1308 Monroe St., Ama- o, Texas. Noble, Margaret, 2246 Bryn Mawr Ave., Philadelphia, Pa. Noce, Lillian, Webster School, Colo. Nolan, Walter C., Prin. Portola Junior High School, San Francisco, Calif. Noonan, o sees D., School 17, Pater- son, N. J. Norton, Mrs. Alice R., Hampton Court Apts., 378 Golden Gate Ave., San Fran- cisco, Calif. sraseee, spect, 209 5th Ave., W., Dick- nson, estos. | Coral at, 1402 Franklin St., Boise, h Norton, "HH. B., Robinson School, Birming- ham, Ala. Oakes, William J., Washington School, San Diego, Calif. O’Bannon, aot B., 137 Ardmore Rd., Berkeley, —, vita + a “24th Street School, Den- ver, O’Brien, Marguerite L., Grant School, Chicago, 111. O’Connor, Miss é. J., 137 3rd Ave., San Francisco, O’Connor, Margaret A., 13422 Merl Ave., Lakewood, Ohio. O’Connor, Mary, 3925 Pierce St., Sioux City, Iow Ofeeees. Mary, 2049 S. 19th, Lincoln, ebr. O’Connor, Mary, 501 Sassafras St., Erie, Pa. Oeee. Meey E., 158 Highland St., aunton, Mas open, Lillian 4 School No. 11, Pater- son, N. Oechsler, Hazel, care of Newbury School, Toledo, Ohio. O'Farrell, Mrs. Mabel E., 2403 F St., San Diego, Calif. O’Hara, Francis J. Thorndike School, Cambridge, Mass O’Keefe, Emma M.. School No. 8, Roches- ter, N. Y. O'Keefe, Mrs. Mary W., 3967 Drexel Blvd., Chicago, Il. O’Keefe, Nellie M., Jefferson School, St. Paul, Minn. Oldaker, John H. A., Shingleton, Mich. Olmstead, Helen M., 150 Oxford Ave., Buffalo, N. Y. Olson, Mrs A. D., Box 942, Midwest, Wyo. a oy Margaret, School No. 66, Buf- ‘alo O'Mara, Elizabeth, 25 N. State Ave., In- dianapolis, Ind. O’Neal, , 86 S8. Revetone Ave., Har- wood Park” Upper Darby, Pa, O'Neill, Cordelia L., 1701 EB. Sist St., Cleveland, Ohio. O'Neill, Jennie M., 284 Hillside Ave., Waterbury, Conn, Ongermann. Alice F., Oradell Avenue hool, Oradell, N. J Osborn, Charlotte, 3248 Jackson St., Sioux City, ay Osburn, Burl N , 1834 S. Cedar St., Sioux City, Iowa. —. at! A., Jackson School, Wash- = tary, "Fillmore School, Washing- on Oster, Stella W., 128 E. Lemon St., Lan- caster, Pa. Denver, _ Ostrom, Mrs, Ivy Douglas, 318 San Carlos Ave., San Francisco, Calif. Oswald, Irene G., Cavetown School, Cave- town, Md. Otis, = om 178 Thomas St., O'Toole, Margaret K., Lothrop School, Omaha, Nebr. Ottermann, Charles, Asst. oun. “ Schools, Denton Bldg., Cincinnati, —. Charles F., 130 N. 46th *st., Cam- Outeait, Mrs. Adele M., 925 Robinson St., San Diego, Calif. Owen, Reba E., Miller Avenue School, as Pa. Ozier, W. C., 2129 Pike Ave., Ensley, Birmingham, Ala. Bloom- Pace, James G., 2004 Jennings Ave., Fort Worth, Texas. Padve, Meyer, Public School No. 170, Brooklyn, N. Y. oh Dora E., 88 Main St., Pittsfield, Page, Miss J. E.,'Cardozo-Old Bell School, Washington, roe oes A:, 620 W. Jones St., Raleigh, Pahr, Ida C., 2220 Seabury Ave., Minneap- olis, Minn. ra, Mae L., 131 W. Ave. 42, Los Angeles, Calid. Painter, W. C., 1801 E. Everett St., Port- land, Oregon. Palmer, Eva N., Grade Supv., 176 Sum- mer St.. Battle Creek, Mich. Palmer, Helen M., Fox District School, Haverhill, Mass. Palmer, Jasper T., Mee School, Mt. Ver- *Nirma E., Columbian School, Pageer. aU po” Supv. Prin. of Schools, Pantall, Myrta, 515 S. 3rd Ave., Sterling, Parkhurst, Marion C., 30 Elmwood Ave., Burlington, Vt. Parker, Willis N., 5331 Rising Sun Ave., Olney Sta., Philadelphia, Pa. _ % Florence E., School 65, Buffalo, Pariseau, Eugenia B., Sec.-Treas., Seattle Principals’ Assn., 850 Central Bldg, Seattle, Wash. Park, F. R., Grammar School No. 70, Buffalo, Park, J. E., 2145°Ave. D., Wichita Falls, Texas. Parker, William, 619 Rodney Ave., Port- land, Oregon. Parks, Belle i 1847 Knowles St., East Cleveland, Ohio. Parr, Cora A., 511 29th St., Apt. 101, Des Moines, Iowa. Parr, Eunice E., 114 Kendall Ave., San Antonio, Texas. Parry, Samuel D., 541 Pelham Rd., Mt. Airy, Philadelphia, Pa Parsons. ——— H., Oak Park, Parsons. Etaily R., ‘Harvey School, Madi- son, Wis. > eens W., 2 Cross St., Med- ord, Partner, Nettie O., 619 S. Main St., Rocky Ford, Colo. Partridge, Mrs. Clara M., 2413 Milvia St., Berkeley, Calif. Partridge, Edith A., 301 S. 838d St., Omaha, Nebr. Paster, Mary L., 142 Powell Lane, Upper Darby, Pa. Pate, Florence, Lawler School, Bingham- ton, Tenn. Emerson School, _—_— Paste W: patte AVE Patte sas Patte mo Patte Pit Patte Ste Patte No Patte Co Patti ins arlog Cave- loom- hool, 1001s, Cam- | St., hool, sley, Tue Firrs YEARBOOK 481 ——_——_ Pattee, Ida M., Bryant School, Spokane, Wash, Patterson. Carrie.H., 1688 N. Maplewood Ave., Chicago, Il. Patterson, M. J., 3220 Benton Blvd., sas City, Mo. Patterson, M. Rose, 631 Euclid Ave., Balti- more, Kan- Patterson, Ollie T., Wickersham School, Pittsburgh, Pa. Patterson, Thomas H., Supv. Prin., 131 Bristol, Conn Stearns St., : P., Public School No. 1, Patterson, ¥ Norwood, J. Patterson, Wilhelmina, Suite 16, Temple Court, Salem, Mass. Pattison, oy L., West School, Wasb- ington, D. C Patton, Anna "M., Public School No. 18, Troy, N. Y Patton, Bessie Jane, 2954 Hillegas Ave., Berkeley, Calif. Patton, Leonard M., Edward Everett School, Dorchester, Mass. Patton, O. M., Rothenberg School, Cin- cinnati, Ohio. Paulsen, a? M., Brooklyn, N. Paulson, Chariotte E., oo mene & Adams School. Eveleth, Mir Paxton, Agnes M., 206% .E. "Beste St., Jacksonville, Ill. Payette, Pearl, Bedford, Mich. Paylor, Ivey, Grammar School, Reids- Payne, Cc. A.. 816 S. Columbia Ave., Ta- coma, Wash. Payne, Mrs. Eunice R.. 211 West Rio El Paso, Texas. Grande St., Payne, John <~ 654 L St., N. E., Wash- ington, D. Pavne, Lena &, High School, ‘a. Peabody. Mrs. Ella, Eastwood Hotel, To- . ledo, Ohio. Pearce, a O., Singerly School, Phila- delphia. Pearcy, Rig Ellen, 328 W. 6th Ave., Gary, Ind. Pearson, Georgia King, 6 Lewis Parkway, Yonkers, N. Pearson, Lora, 704 S Shelby- ville, Ind. Pease, Mrs. Gertrude S., 4136 N. Kedvale Ave., Chicago, Il. 410-A Sackett St., Calverton, A Harrison St.. Peasley, Florence E., 626 Putnam §&t., Kenosha. Wis. ree, A. W., 748 47th, St., Milwaukee, Pedlow, Ella, 3147 N. CaHfornia St., In- dianapolis, Ind. Peed, Julia A., 127 E. 1st 4. Hutchinson, Kansas. Peffer, Ernest, East Grammar School, Meriden, Conn. Peirce, Bessie P.. Horatio A. Kempton School, New Bedford, Mass. Peixotto, Bridget C., Public School 108 Queens, New York, N. Y. Pendleton, Della, 7 Ivinhoe Apt., Salt Lake City, Utah. Penfold, Arthur, Grammar Schoot No. 56, Buffalo, N. Y. Pennington, Dorothy, 31, Indianapolis, Ind. Perkins, Mrs. Fannie M., Glenwood School, The Blacherne, Toledo, Ohio. Perkins, ‘Leon W., High School, North Berwick. Main Perkins, Mary I., “586 Rastern Ave., East Lynn, Mass. Perry. Alvena, Box 87, Rapid City, S. ak. Perry, C. E., 1235 E. Pine St., Portland, ‘on. Irma Linda, Eden Park School, Eden Park, R. I 19 Perry, Peter F., Province- town, Mass. 25 Bangs St., Pesta, Rose A., 11941 Parnell Ave., Chi- cago, Ill. Peters, Edith C., 3126 Mapledale Ave., Cleveland, Ohio. Peters, Florentine, 1543 Aberdeen St., Chicago Heights, Il. Peters, Leone E., 1915 2nd Ave., S., Min- neapolis, Minn. Peters, Merian Shaw, 205 E. Upsal St., Mt. Airy, Philadelphia, Pa. Peterson, Alice C., 107 S. 44th St., Omaha, Nebr. Peterson, M. E., Supv. Prin. of Schools, 955 Vine St., Hollywood, . Cm Pettee, Mary A., Milford, H. Petteys, W. A., 4007 84th St. @ &.. Portland, Oregon. Pettit. J. E., Mayfair School, East Cleve- land, Ohio. Pfeiffer, Anna, Fourth Street School, Columbus, Ohio. Phelps, Grace C., 88 Linwood Ave., Colum- bus, Ohio. Philips, Harold H., Newark, N. J. ian F. R., Supt. of Schools Croswell, Montgomery School, Phillips, Mrs. Jane E., 7 Auburn Ave., Columbus, Ohio. Phillips, —— 1029 Park Ave., Apt. 14, Omaha, Neb Phillips, weer F., Battell School, Misha- waka, Ind. Phipns, Ethel, Prin., School Dept., Insti- tution for Feeble Minded Children, Glenwood, Iowa. Pickens, Wiley M., Box 51, Salisbury, Pickett. Lillian, 111 W. Baker St., Flint, Mich. Piland, ee. 645 Magazine St., Beau- mont, Texa Pile, et ”, "110 Aberdeen St., Roches- ter, N. Pinhard, Rotella M., 3706 Library Ave., Cleveland, Ohio. Pinkston, Eva G., 5318 Columbia Ave., Dallas, Texas. Piper, Sarah a" Church Street School, Frankfort, N. Pitkin. Mrs. Virginie R., 457 S. Occidental Blvd., Los Angeles, Calif. Pittman, Jennie, 108 W. Mount Pleasant Ave., Philadelphia, Pa. Pitts, James T., 60 Wellington Ave., Ro- chester, N. Plagemann, Dora E., 1233 Masonic Ave., San Francisco, Calif. Plank, Carrie, 458 2nd St., N. W., Grand Rapids, Mich. Plasket, S. B., 1235 Kinsmoor Ave., Fort Wayne, Ind. Platt, Mrs. Mollie S., M. R. 3, Box 326, Sacramento, Calif. Plumb, Mae A., 909 3rd Ave., Longmont, Colo. Pogue, James V., Gibson School, Birming- ham, Ala. Pollock, C. A., Reeb Elementary School, Columbus, Ohio. Pollock, J. A., 1024 Prospect Ave., Toledo, Ohio. Pollock, Mary, Supv. Prin., 701 Irwin Ave., Hays, Pa. Poore, Margaret I., 5616 Ocean View Drive, Oakland, Calif. Porcher, Maria R., 3549 Dupont Ave., &., Minneapolis, Minn. Porter, C. H., Washington School, Cin- cinnati, Ohio. Porter, Fannie, Farling School, Portland, Oregon. Porter, Roberta, 1429 Mount Royal Ave., Baltimore, Md. 482 ELEMENTARY Scuooot PRINCIPALS 210 Ash Ave., Moundsville, Rainier Elem. School, N. E., so Yemen Seattle, Wash. Potter, Mrs. Edna H., 301 Dale St., Grand Rapids, Mich. Pottle Annie C., B. Bright School, Waltham, Mass. Powell, Mrs. Kathryn, Church Home School, Memphis, Tenn. Powell, L. R., 145 Memphis, Tenn N Montgomery St., Powell, Thomas E., 1134 24th St., Parkers- burg, Ww a. Power, Leonard, Franklin School, Port Arthur, Texas. Powers, Katherine B., 137 Northview Ter- race, Rochester, N, ; = Pratt, Harry T., 527 Sanford Pl., Balti- more, Md. Pratt. 0. C., Supt. of Schools, Spokane, as Pratt, Velmer D., 2803 E. Washington Ave., Madison, Wis. Preston, Alice M., Farms & Cove Schools, nto Mass E. Cleve- Preston, sie land, Preston, Edith A., Dutcher Street School, Hopedale, Mass. Pride, R. H., Supv. Prin., Hilton & Mor- rison Schools, Hilton Village. Va. "Proapect School, — M. H., 310 College St., Birmingham, Prideaux, A. J., Woodstock School, Port- land, Oregon. Primrose, J. W., Irving School, Quincy, Prince, Mrs. Winifred Notman, 1424 endell Ave., Schenectady, Y. Prior, Elizabeth F., 229 N. Wezel St., Los Angeles, Calif. Probst, Ella, 2444 ist Ave., S., Minneap- olis.. Minn. Proudfit, D. M., Consolidated School No. 1, Mosca, Colo. Provost, Mrs. Jennie M., 506 Summit Ave., Hackensack, N. J. roe: C. A., 728 Howard Pl., 2714 Augusta St., Chicago, Pasadena, Purer, Mary I Ill. Purinton, Estelle, Holmes School, Spo- kane, Wash. Putnam, Lotta B., 330 E. Kelso St., Inglewood, Calif. Putnam, Walter L., Hosmer School, Water- town, Mass. Pyers, Donald, Supt. of Schools, Rushsyl- vania, Ohio. Pyrtle, E. Ruth, McKinley School, Lin- coln, Nebr. Quigley. Mary L., 921 W. Silver St., Butte, Quigley, Minnie H., 902 W. 4th St., eron, Mo. Quirk, Margaret, Washington School, St. Joseph, Mo. Quirk, W. A., Guilford School, Ohio. Cam- Cincinnati, Radasch, Grace L., Riverdale School, West Springfield, Mass. Rae. 5 34 Jefferson Ave., Brook- lyn, N Ragsdale, S. L., 659 N. Manassas St., Mem- phis, Tenn. Raine, Ida. 40 Frelinghuysen Ave., Battle Creek, Mich. Rakestraw, CC. E., Vocational School, El Paso, Texas. Ramaker, Nellie D., U. S. Grant School, Sheboygan, Wis. Ramey, Belle, 718 E. 34th St., olis, Ind. Indianap- Rape, Arthur O., 5631 Kimbark Ave., Chi- eago, Ill. Rarey, Mrs. Margaret M., 397 S. Ohio Ave., Columbus, Ohio. Rasmussen, Mrs. Eva Hale, Box 117, Au- burn, Calif. Ratliff, Lavada, Box 395, Seymour, Texas, Raup, Zura E., 128 Hepburn St., Milton, a. Rawlings, Julia M., The Marlborough, Washington, D. ro Rawson, Jessie, Box 406, Pocatello, Idaho, Ray, Mrs. Mary S., 3849 N. Delaware, St., Indianapolis, Ind. ; Bag. Mollie E., 624 S. Lake St., a. Raybold, Irving, Virginia Road School, District 233, Los Angeles, Calif. Raymond, Ward, Weir Grammar School, Taunton, Mass. Orlando, Reade, Anna R., 40 N. Miley, Indian- apolis, Ind. Reagan, W. A., Wylam School, Birming.: ham, Ala. Reap, ‘Edna M., 817 S. 33rd St., Omaha, Nebr. Reaume, Rhoda, 6141 Stanton Ave., De- troit, Mich Reddy, Joseph A., Master, William E. Endi- cott District, Boston 21, Mass. Redman, — M., 75 Avalon Ave., De- troit, Mich Reed, ee M., 3005 S. 11th St., Tacoma, Wash mee, Mabel, 817 Turner Blvd., Omaha, we Reed, “Martha, 521 S. High St., Indepen- dence, Mo. Reed. Mvrtle, Monroe School, Minneap- olis, Minn Reed, 0. W.. Ashland Grade School, Ash- land, Kansas. Reeder, R. R., Doran Consolidated Schools, Doran, Minn. Reeve, E. P., Windsor School, Cincinnati, Ohio. Regan, Mary A., Public School 31, New York, N. Y. Regus, Milton L., 2240 W. Baltimore St., Baltimore, Md Reibert, Lydia, 1306 Highland Ave., Louis- ville, Ky Reichert, Cc. Lorena, 2134 Keyes Ave., Madison, Wis. Reichert, Harriet C., 8628 Wade Park Ave., Cleveland, Ohio Reid, E. T., Supt., South Sanpete School District, Manti, Utah. er ponte Carr, 454 B St., Hayward, Calif. Reiff, C. K., Supt. of Schools, Muskogee, Okla. Reigatt. John F., 31 Euclid Ave., Yonkers, N Reilly, Alice, Maury School, Memphis, Tenn. Reilly, Caroline L., 2841 Seminary Ave.. Chicago, Ill. ae a M. Blanche, 63, Baltimore, Md. m5. M. Louise, 60 E., Columbus, Ohio. Walbrook School Hudson St., Remley, Elizabeth, 646 N. Iist., Mont- rose, Colo. Remick. Nellie A., Acacia Hotel, Colorado Springs, Colo. Renaud, Flora V. eago, Ill. Renfro, D. I., 1629 12th St.. N. W.. Cc 2654. Globe. 5 Harvard Ave., Chi- Wash- ington, D. Rennick, Ruth Ariz. Renshaw, Elizabeth, St.. Anaheim, Calif. Marv D., 2006 Warwood Ave., W. Va. ‘Elinor, Box 829 N. Clementine Reppeto. Wheeling, DP Te nied 4 & Py # Se ae e., Chi- s. Ohio 17, Au- Texas, Milton, rough, Idaho, re, St., rlando, School, School, Indian- irming: Jmaha, e., De- . Endi- e., De- acoma, ymaha, depen- nneap- , Ash- chools, innati, . New re St., Louis- Ave., Park School ‘ward, kogee, nkers, nphis, Ave.. school 1 St., Mont- orado , Chi- Vash- rlobe. ntine Ave., Tue Firru YEARBOOK 483 Reszke, Felix E., Whittier School, Cincin- nati, Ohio. Reynolds, Helen M., 846 Central Bldg., Seattle, Wash. Reno, = Maud E., 215 W. 5th St., Ottum- wa, low Reynolds, “Sadie, 3930 Berkeley Drive, Toledo, Ohio. Rhea, Lillian, 2086 Young Ave., Memphis, Tenn. Rhoades, Gertrude L., 171 Harris St., Revere, Mass. —* Maude A., 72 Park Ave., Atlanta, Gs Rhodes, Bore L., Public School 28, Brook- N Rhoton, A. L., Box 403, State College, Pa. Rice, Klifford, Jewell Apts., El Paso, Texas. Rich, Frank M., 94 Preakness Ave., Pater- son, N. J. Richards, J. P., 808 N. Gillette, Tulsa, Okla Richards, Mabel, 27 W. Fountain St., Bat- tle Creek, Mich. Richardson, Anna M., Santa Fe School, Oakland, Calif. Richardson, i Seattle, ash. Richardson, E M., Ave., Chicago, Il. Richardson, Hattie E., Garfield School, Denver, Colo. Richardson, Margaret, Apt. D., Review Bldg., Spokane, Wash. Richmire May E., Pine Grove School, Mas- sena, N. Y. Richmond, J., Maplewood School, Maple- wood, Mo. Ricketts, Blanche, Highland School, Boul- der, Colo, Rickhoff, N. W., 401 E. Benton St., Kirks- ville, Mo. Ridéie, Marie, 1524 N. 6th St., Waco, , “WW. ws 1836 Wallace St., Philadel- — E., J. W. Starr School, Camden, N. Riedell, Adaline M., John Ericsson School, Minneapolis, Minn. Riedesel, Pearl, Prin., Junior High School, Estherville, Iowa, Riegner, Rebecca, 1732 Diamond S&St., Philadelphia, Pa. Rielag, Corinne, 1841 N. Talbott Ave., In- dianapolis, Ind. Riely, Genevieve, 352 Islington St., Toledo, Ohio. Rieman, Ella H., 37 land Park, Mich. nage, Alice, 603 Webster St., Ottawa, ] Horace Mann School, §811 Greenview 3 Monterey Ave., High- Riggs, Cora M., Jefferson School, Grand Rapids, Mich. Riggs, F. B., Headmaster, Indian Moun- tain School. Lakeville, Conn. Riley, Mrs. E., 4366 Eastlawn Ave., De- troit, Mich. Rinehart. Mrs. Helen H., 700 4th St., Marietta, Ohio. Riniker, Amelia, 1615 Shorb Ave., N. W., Canton, Ohio. Riordan, C. F., 941 Jones St., San Fran- cisco, Calif. Riordan, Katherine A., McPherson School, Chicago, Il. Rishel, J. B., Whittier School, Denver, Colo. Ritterspaugh. Edna. 600 5th St., S. W., Canton, Roach, Da M. 439 W. Wood St.. Deca- tur, Roark, an O., Bancroft School, Spokane, yas Roark, Myrtle B., 711 W. Wash. St., Lebanon, Ind. Robbins, 8S. P., Box 581, Chico, Calif. Robe, T. 8., Frazeyburg, Ohio. Roberts, Hester A., 47 Claremont Ave., New York, N. Y Roberts, L. D., 910 Bryce Ave., Portland, Oregon. Roberts, T. R., Supt. of Schools, High School, Independence, Iowa. Robertson, M. §., Asst. State Supv. of Elem. Schools, 842 Camelia Ave., Baton Rouge, La. Roberton, Martin B., 36 Center St., Put- nam, Robeson, i 4147 Montgall Ave., Kan- sas City, Mo. Robinson, Beatrice, paeoen & Jackson Schools, Everett, Wa Robinson, Henrietta fins “1660 Calvert Ave., Detroit, Mich. Robinson, Henrietta O., 417 W. 22nd St., Pueblo, Colo. Robison, Alice E., 103 Hazlewood Ave., Detroit, Mich. Robison, C. L., P. O. Box No. 458, Rainier. Oregon. Roe, Warren A., Belmont Avenue School, Newark, } Don C., ‘815 Plymouth Court, Chi- cago, Ill. Rogers, Florence M., McKinley School, Lakewood, Ohio, Rogers, George Calvin, 190 Tradd St., Charleston, S. C. Rogers, L. E., Supt. of Schools, 325 E. Brown St., ‘Knightstown, Ind. Rogers, Leroy A., 4109 N. 37th St., Ta- coma, Wash. Rogers, Mrs. Leroy A., McKinley School, Tacoma, Wash. Rogers, Lester B., Dean, School of Educa- tion, Univ. of Southern Calif., Los Angeles, Calif. Rogers, Martha A., 88 Chestnut St., East Lynn, Mass. Rogers. Vera E., 44 Converse St., Thomp- sonville, Conn. Roling, Grace, Station D. R. 4, Box 5, Columbus, Ohio. Romick, Nell, Columbine School, Denver, Colo. Romig, Ida V., 13819 W. 9th St., Coffeyville, Kansas. Ronan, Mary T., Supv. Prin., Ave., Winthrop, Mass. Ronning. O. E., Westport, Dak. Rood, Mrs. Alice E., ee mets Schoo. Madison, Wis. Roosa, Annette, 717 Kelly Ave., Devils Lake, N. Dak. Rorer, John Alexander, Pinners Point School, Portsmouth, Va Rosenthal, Aimee, A. L. "Holmes School, Detroit, Mich. noes Agnes, 73 Chestnut St., Battle Creek, Mich. ss, Margaret, 73 Chestnut St., Battle Creek, Mich. nom, Meta, 190 E. Grand Blvd., Detroit, Ross, W., 3968 Park Blvd., San Rossi, Mrs. .. 1256 N, Kingshigh- way Blivd., St. Louis, Mo. Rossman, Mabel, Washburn School, Du- luth, Minn. Roth, Fred G., 5029 Devonshire Pl., St. Louis, Mo. Rouse, Jessie H., 2503 Saginaw, Mich. Rousseau, Maude, Randolph School, Lin- coln, Nebr. Rowell, Arthur B., Supt. of Schools, Drawer H., Glencoe, Tl. Rowell, Mary Grace, 271 Oak Knoll Ave., Pasadena, Calif. 25 Waldemar S. Washington Ave., 484 ELEMENTARY ScHooL PRINCIPALS Rowley, Clara, 5 Carney Terrace, Melrose, ass. Rowley, ep Elizabeth, Foster School, Evanston, Rownd, Nellie M.. Falls, Iowa. 1113 W. 23rd St., Cedar Reps, Cassie F., 2609 Bristol St., Omaha, ebor. Roys, Lincoln J., 215 Dodd St., East Orange, N. J. Ruby, Isabel H., 213 Park Ave., Oneida, Rudy, Anna M., 222 FE. Columbia St., rado Springs, ‘Colo. Rudduck, Lillian W., 5670 Missouri Ave., Detroit, Mich. Ruddy, Harriet E., Phalen Park School, St. Paul, Minn. Rueff, Mrs. Katherine S., 3037 Wallace St., Chicago, Ill. Rugg, Dr. Earle U., Managing Editor, Teachers Journal, State Teachers Col- lege, Greeley, Colo. Rugg, George, Prin., Junior High School Worcester, Mass Ruhnke, Reinhard’ Hi., Albert E. School, Milwaukee, Wis. Rundell, J. T., 1630 Pearl St., Falls, Texas. Runyan, PD. L., Hoffman School, nati, Ohio. Runyon, Charles, Supv. Prin., 246 Grant St.. New Brunswick, N. J. Rupel, Maude L., 21 N. Torrence St., Day- ton, Ohio. Rupp, Carrie B., Supv. Prin., 815 Maple Ave., Terre Haute, Ind. Colo- Kagel Wichita Cincin- Rush, Jean L., Watterson School, Cleve- land, Ohio. Russell, Edna C., 165 Regent St., Youngs- town, Ohio. Rutherford, Mrs. R. B., 700 Laura S8St., Jacksonville, Fla Rutledge, Roy R., 4101 Baring Ave., East Chicago, Ind. Ryan, Estelle F., 22 Maryland Hotel, Great Falls, Mont. Ryan, Laura, 1828 N. Corona, Colorado Springs, Colo. Ryan, Nellie A., 13 Pleasant St., Spring- field, Mass. Ryder, William Hugh, 132 Bank St., Red Bank, N. J. Sachse, T. J., Supt. of Schools, Winsted, Conn. Sager, Frank, Elementary School, Mount Pulaski, Il. St. Clair, Robert, 1344 Laurel St., St. Louis, Mo. St. Onge, Marcella M., Supv. Prin., 99 Governor St., East Hartford, Conn. Sakers, Elizabeth, 4315 Forest Park Ave., Baltimore, Md. Sala, Vincent, Foster Street School, Little- ton, Mass. Sale, Mrs. Annie T., Franklin Academy, Columbus, Miss. Sampson, Elizabeth H., Clifford Road, Plymouth, Mass. Samson, Ada C., 77 Cleveland Ave., Santa Cruz, Calif. Samuels. Ethel M., School, New Brunswick, Samworth, Ellen, Wilmington, Del. Sanders, E. 0., Pratt School, Birmingham, Ala. Sanders, Grace S., more, Md. Sanders, Thomas F., Racine, Wis. Sanderson, Ansonnette, 803 N. Valley City, N. Dak. Sanford, Helen M., Dewey School, ton, Ill Livingston ds Lancaster Ave., Pratt City, 152 Wilson St., Balti- 10837 College Ave., 8th Ave., Evans- Sanford, Martha M., Gratcher Apt. A 6, Pittsburg, Kansas. Sanger, Ruth, 2257 Glenwood Ave., Toledo, 0. Sarff, Gladys V., 413 7th Ave., E., Duluth, Minn. Sargeant, Ide G., Public School No. 10, Paterson, Saurman, Mrs. - am M., 18 Engle St., Englewood, N. Savoy, A. Kiger, di7 T St., N. W., Wash- ington, PD. Cc, Sawyer, E. M., Hyde Park School, Cin- cinnati, Ohio. Saxton, M. Emma, 1015% Virginia PL, Glendale, Calif. Scarlett, Andrew, 485 Tillou Rd., South Orange, N. J. Schader, Ernestine A., 800 Rector Ave., Little Rock, Ark. Schaefer, Louise, 213 Lexington Apte., Great Falls, Mont. Schartung, J. A., 554 Dawson Ave., Belle- vue, Pittsburgh, Pa. Scheel, Elizabeth A., Philadelphia, Pa. Scherer, Mary A., 380 Eddy St., 2013 Diamond St., San Fran- cisco, Calif. Schiel, Louis M., 23rd District School, Cincinnati, Ohio. Schimek, Cecilia B., 1018 8. Lytle St., Chicago, Ill. Schjoldager, Inger M., cago Ww alter C., 3536 Platt Ave., Schlein, no, Calif. Schlosser, F. I =: School, Schlotman, R. C., th District Cincinnati, Ohio. Schmitt, Elizabeth D., 18 W. Wetmore St., Cuyahoga Falls, Ohio. Pierce School, Chi- Fres- Casco, Wis. School, Schneucker, Elizabeth S., TWorace Mann School, Schenectady, N. Y. —— Celesta, 324 1st Ave., Clinton, Iowa. Schoolcroft, Pearl T., 1439 Forbes St., Kalamazoo, Mich. Schoonmaker, N. B., Pillsbury School, eet —— Schrepel, C. B., Jerome, Ariz. Schroeder, Esther L., Sherman School, Cincinnati, Ohio Schroll, Louise, 7105 Ridge Blvd., Chi- cago, Il Schubert, H. E Imira, N. Schulz, Elizabeth, Supv. Prin., 6th St.. Wilmington, Del. Seay Frederick, 9 Church St., Mary E., George H. Dunbar Pri- mary School, New Bedford, Mass. Schwartz, Albert, 1745 Brewster Ave., Cincinnati, Ohio. Scorer, Sadie M., 2008 West St., stead, Pa. Scott, Alice E., 1850 Warren Ave., Chi- cago, Il. Scott, Belle Torrey, 2522 Brentwood Rd., Bexley Columbus, Ohio. Scott, Dorothea A., Montvale, Scott, Mrs. Elizabeth, 2760 Sacramento St., San Francisco, Calif. Seott, John, 2103 Arlington Ave., Middle- town, Ohio. Seott, Katherine K., 2121 Richmond, Va. 718 Hill Top Drive, Screen, Isabelle, berland, Md. Scrivener, Emily, 1012 Monroe St., N. E., Washington, PD. C. pete, 908% Franham St., 1400 W. Cortland, Schwall, Ilome- 3ergen Co., Park Ave., Cum- Scudder, Augustine L., Lincoln School, Huntington, N. Y. Scudder, J. W., Bagley School, Seattle, Wash. Tue Firru 485 Y EARBOOK Searle, Edna L., 95 Maplewood Ave., Ar- lington, R. 1. Seekamp, — 1634 Lucia Ave., Louisville, Seekell, Gasca” ‘Edith, Supv., Course of Study, Western State Normal School, Kalamazoo, Mich. Seeley, Mrs. Jennie L., 1916 2nd Ave., S., Minneapolis, Minn. Seidell, H. H., Louisa D., 214 Gross St., Marquette School, St. Louis, Pittsburgh, State Mo Seif, LP. Teacher Training, Mayville, N. Dak. a. Selke *h, Dir. iL cuchers College, Sellman, W. N., 1547 S. Theresa Ave., St. Louis, Mo. Sempill, Ada B., 725 N. Lotus Ave., Chi- cago, Ill. Senty, Walter B., Supt. of Schools, Arca- dia, Seran, N. J Wis. Edith G., 20 Parker Rd., Elizabeth, Server, Isaae A., Public School No. 4, Jersey City, N. J. Sessions, Hl. 308 Manito Blvd., Spokane, Wash. bet Sara E., 2308 Manito Blvd., Wash. weld. “Mildred A., 1508 N. Alabama St., Indianapolis, nd. Welday, Samuel O., 1826 de la Vina St., Sioux Falls, Santa Barbara, Calif. Welker, Jean, Irving School, 8. Dak. Wellenvoss, Nora E., 1612 Beechwood Ave., Louisville, Ky. Wellers, Emma, Prin., Wakefield, Mich. Wells, . Annie L., 1217 Powell St., St. Joseph, Mo. Wells, Virginia, Madison Heights School, Memphis, Tenn. 1203 Bement St.. Welte, Adeline K., sing, Mich. Wenner, Dorothy, 1225 Churchman Ave., Indianapolis. Ind. Wenner, FE. Virginia, School, Brunswick, Md. Wertman, Florence F., 2420 Lincoln St., Bellingham, Wash. Wesley, J. E., Supv. Prin., 2949 Va. PL. East St. Louis, Til. West, Claude L., Newton Street School, Newark, N. J. West, Henry s.., 1768 N. E. 3rd Ave., Mi- ami, Fla. West, Nathanial G., Rochester, N. Y. Spo- Supv. Lan- West Brunswick Andrews School 9, Wetter, Allen H., 3011 Tyson St., Phila- delphia, Pa. Benton, Auburn School, Auburn, Wetty, Calif. bet = 5 Marie C., 192 Drake Court, Omaha, ebr. 7 Edith M., 1032 Clarkson, Den- ver, Colo Wheat, M. w., 1033 E. Line St., Sapulpa, Wheatley, Emily G., 2999 E. 77th St., Cleveland, Ohio. Whaster, Mrs. 1 gee 430 Crittenden Owensboro, Whester, Effie J., 5a4d0 Cornell Ave., Chi- cago, i Wheeler, George B., 224 Lawton Ave., Grantwood, Wheeler, Harriet E., 62 Sever St., Worces- ee Alice H., 713 18th St., Moline, Whelan, Mary, Miles Standish School, Cleveland, hio. Whipple, Frank L., Eastern Jr. High School, Lynn, Mass. White, F. U., Supt. of Schools, Galva, Ill. White, Mrs. Henry, 401 4th St., N. E., Little Falls, Minn. White, Mrs. Julia M., 1557 St. Paul St., Denver, Colo. White, Mariah D., 7923 Panola, New Or- leans, La. White, Zada A., 107 W. 52nd St., Minneap- olis, Minn. Whitesides. E. M., Elementary School, Lay- ton, Utah. Whitfleld, G. M., 3928 N, coma, Wash. Ww hitley, George T., Whitlock, Sarah O. New Brunswick, N. Whitlow, Effie il., 730 Pr ittsburgh, Pa. Whittlesey, James T., 317 S Dallas, Texas. Whitty, Mary E., 104 High St., Mass. Whitzel, Mary Effie, 368 King Ave., bus, Ohio. Wickersham, Miss J. B., Los Angeles, Calif. wins. Rose, 3031 Mo. Wickland, Arthur J., Pasadena, Calif. Stevens St., Ta High School, Kenly, gees Stirling Hotel, Nokomis St., . Marsalis Ave., Fitchburg, Colum- 932 Valencia St., Paseo, Kansas City, 463 Atchison St., wie: Harvella, 374 Frank St., Adrian, Wiegel, Augusta, 617 N. Fountain Ave., Bushnell, Springfield, Ohio. Wierwille, H. A., 196 11th St., San Bernar- dino, Calif. Wiesler, E. H., 2035 N. 7th St., gan, Wis. Wightman, Clair S., 377 Trenton, a Wilbur, Howard, "Box 104, Needham, Mass. Wilcox, Mrs. Augusta S., 37 Smith St., West Haven, Conn. Wilcox, Walter E., 3971 Juniata St., St. Louis, Mo. Wildeman, Edward, Shields School, Chi- cago, Ill. Wiles, Minnie G., 126 Bunker Ave., Mer!l- den, Conn. =. Millicent, Blaine, W. a. Wilkinson, gg) G., Roosevelt New Rochelle, N. Willand, Alta C., 16 Monroe St., ter, N. Willard, Addie I., Edwin B. Newton School, Winthrop, Mass. Willard, ‘hauncey C., Asst. Supt. of Schools. 460 S. State St., Chicago, Il. Willard, Frank FE., Asst. Supt. of Schools, 850 Central Bldg.. Seattle, Wash. Willard, Mary F., 1039 Rush St., Chicago, ll Willcott, Anna, 1000 S. Broadway, worth, Kansas. Willtams, Allan J., 188 Hoyt St., Sheboy- Hamilton Ave., Peerless, School, Manches- Leaven- Buffalo, Williams, Annie C., 3556 Benson St., Baltt- more, Md. Williams, Clara Martin, 1322 N. Highland Ave., Los Angeles, Calif. Williams. Fannie C., 2027 7th, New Or- leans, La. Williams, J. D., Avondale School, Birming- ham, Ala. Williams, Mrs. Jeannette, 3415 Park Ave., Indianapolis. In Williams, M. E., 934 Dresden Rd., Cleve- land Heights, Ohio. Williams, M. Iola, 58 Rose Blvd., Akron, Ohio. Williams, Mary, John Howland School, Providence, q Williams, Mary L., Gratiot School, St. Louis, Mo. Williams, Mollie, Belle Point School, Fort Smith, Ark. Williams. R. R., 7830 Cornell Ave., Chi- cago, Il. Willinms. Winnie M., 278A Cabot St., Bev- erly, Mass. Williamson, Anna, 22 Arbor St., Pitts- burgh, Pa. Williamson, Edith, 22 Arbor St., Pitts. burgh, Pa. Williamson, Lilias M., 6622 University Ave., Chicago, Ill. ‘ TT Tue Firru YEARBooK 491 Williamson, Lurana J,, 1601 W. Oxford Woody, Ida Lee, 5831 Westminster Ave., St., c~. - Pa, St. Louis, Mo. Wilts, Lydia Cinedar School, Alpha, Wool, Kate L., 408 N. Aurora St., Ithaca, as iN. . Willis, Minnie I., Emerson School, Erie, Worthley, Mrs. Amy Dickinson, Junior Pa High School, Sterling, Colo. Wilmans, Beatrice, Hawthorne School, Wright, Mrs. Edith D., 415 Westmore- Berkeley, Calif. : land Ave., Houston, Texas. Wilson, Aibert H., Nassau School, East Wright, Ida J., 544 W. Fourth St., Dayton, Orange, N. J. Ohio. Wilson, Albert M., 8701 S. Broadway, St. Wright, John E., Miramonte School, Los Louis, Mo. Angeles, Calif. Wilson, Anne, 1038 Jefferson St., Ottum- Wright, L. ee Lawton School, New wa, Iowa. Orleans, La. Wilson, C. A., Avondale School, Cincinnati, Wright, Louise B., 1120 S. Negley Ave., Ohio, Pittsburgh, Pa. Wilson, Elsie E., aguas Jefferson School, Wright, Nackie, Charles Feilbach School, Newport News Wilson, Ethel C., bra, Calif "1843 § S. 8rd St., Alham- Wilson, George H., Supv. Prin., Box 973, Narberth, Pa. Wilson, Irvin A., 1711 E. 72nd St., Chi- cago, Ill. Wilson, Miss M. E., Adminis. Prin., 108 D St., S. E., Washington, Wilson, Marguerite A., Jackson ‘School, Newport News, Va — Olive, 200 Seevel Apt., Vallejo, Calif. Wilson, Sarah, 3429 Wallace St., Philadel- phia, Pa. Wilson, W. A., 806 W. 14th Ave., Pine Bluff, Ark. Wilson, Mrs. W. F., S. F. Austin School, Houston, Texas. Windsor, W. B., Wineman, Mrs. Greensboro, N. C. Catherine, 2141 Belvidere Ave., Detroit, Mich. Wing, Clara B., 114 Kelso Rd., Columbus, Ohio. Winkworth, Jessie i. 220 9th Ave., Had- don Heights, N. . Winn, J. W., P. O. Box 1196, Fresno, Calif. Winslow, Charles S., 2125 Sherman Ave., Evanston, Ill. Winter, Mae L., Winter, Olice, 3210 W. Ill. Wiswall, Vi 8s. Witman, Glendale, é wiste*. C. E., 5182 Maple Ave., oO. Wolf, Eva H., 841 Minnesota Ave., sas City, Kansas. Wolfe, H. Alena, Merritt School, Minn. Wolfe, Inez M., 3415 Euclid Ave., sas City, Mo. Wolfe, J. B., Jones School, Houston, Texas. Wolfe, Townley R., 1628 N. Caroline St., Baltimore, Md. Wolverton, Charles V., Carteret School No. 6, Bloomfield, N. J. Wonders, Winifred M., 133 E. Maple, Ful- lerton, Calif. Park School 66th St., 8, Casper, Chicago, Zilla, Brayton School, Madison, Anna M., 1932 Orchard Calif Ave., St. Louls, Kan- Duluth, Kan- Wood, Jennie D., Huntington School, Meriden, Conn. — Annie, 1334 Arch St., Berkeley, Calif. Woodbury, Ernest’ Roliston, Thornton Academy, Saco, Maine. Woodbury, Mrs. Florence M., Lincoln School, Maywood, II. Woodbury, meager S., 73 Pleasant St., Manchester, N. Woods, Ethel, 393 ist St.. Wenatchee, Wash. Woods, Maud, Allen School, Houston, Texas. Woodward, Adelaide H., Flanders Hotel, Atlantic City, N. J. Woodward, Lovina M.. Old Connecticut Path, Framingham, Mass. Toledo, Ohio. Wright, Norman a .. South Avenue School, Bridgeton, N. Wright, Owen 3. 8208 16th Ave., Rock Island, Il. Wright, W. McK., P. O. Box 1726, Bir- mingham, Ala. Wright, Wendell W., ana Univ., Dept. of Educ., Bloomington, Ind Indi- Wuennecke, Laura, Fourth Ward School, Grand Haven, Mich. Wyman, P. H., 226 E, 30th St., N., Port- land, Oregon Wynn, Mrs. ‘Jessie D., P. O. Box 893, Palm Beach, Fla. Yeaton, Clyde E., 1934 Aldrich Ave., S., Minneapolis, Minn. Yendall, Edith, Angell School, Detroit, Mich. Yeomans, Rosanna, 118 Atlantic Ave., Re- vere, Mass. Yerkes, Helen K., 4957 Rubicam Ave., Philadelphia, Pa, York, Edna, 1005 Madison Ave., Grand Rapids, Mich Young, Mrs. A. Di. Keating School, De- troit, Mich. Young, Edwin George, of Schools, Oak Creck, Colo. Young, Ethel, 1535 Whitney St., Augusta, Ga. Young, Mrs. Ethel B., 148 Conn. Clifford St., Whitneyville, Young, G. A., 5716 Meridan St., Supt. Los Ange- les, Calif. Young, G. K., 2611 Church Ave., Pitts- burgh, Pa. Young, Kate, 360 E. 9th St., N., Portland, Oregon. Young, M. Gertrude, 656 Massachusetts Ave., N. E., Washington, D. C, Young, Mabel S., 827 High St., Burling- ton, Iowa. Young, May E., Froebel School, East St. Louis, Ill. Young, Nora B., 302 E. South St., Leb- anon, Ind. Zinn, D. D., 8407 4th Ave., Sioux City, Iowa. Zirkle, H. W., 357 Lincoln St., Denver, Colo. Zook, Carl S., Atkinson School, Portland, Oregon Zornow, Theodore A., Madison Junior High School, Rochester, N. Y. Osborn Schools, District No. 8, Phoenix, Ariz. Monterey County Elementary Principals Association, Pacific Grove, Calif. School District No. 1, Denver, Colo. Arsenal School, Hartford, Conn. State Board of Education, Hartford, Conn. Dept. of Education, Graduate School, Yale University, New Haven, Conn, Library, University of Georgia, Athens, Ga. 492 ELEMENTARY ScHOOL PRINCIPALS University of Hawaii Library, Honolulu, Hawaii. State University of Iowa, Iowa City, Iowa. Administration Club, 101 City Hall, Sioux City, Iowa. Kellogg Library, Kansas State Teachers College, Emporia, Kansas. Library, State Dept. of Education, P. O. Box 633, Baton Rouge, La. Library, Louisiana State Normal College, Natchitoches, La. Library, Johns Hopkins University, Balti- more, 5 Administration Library, Board of Supts., 15 Beacon St., Boston, Mass. Library, Graduate School of Education, Harvard University, Cambridge, Mass. 4 Board of Education, Minneapolis, University of Minnesota Library, Minneap- olis, Minn. Periodical Division, Public Library, St. Paul, Minn — City Public Library, Kansas City. Sisters of St. Francis, 1435 Mallinkrodt St., St. Louis, Mo. Kramer High School, Columbus, Nebr. Free Public Library, 5 Washington St., Newark, N. J. a Grammar School, Cazishes. N. M, Y. State Library, Albany, Union Free School, Briarcliff alte. | ae « Public School 156, Brooklyn, N. Y. ee, Library, Teachers College, Colum- ia University, New York, N. Y. Cleveland Public Library, Cleveland, Ohio, ieeey. Ohio State University, Columbus, University of Oregon Library, Eugene, Oregon. Oregon Normal School, Mon- mouth, Oregon Laneaty, Library ‘association, 10th & Yamhill Sts., Portland, Oregon. Portland Grade Teachers Assn, Inc., 331 oa of Commerce Bldg., Portland, r Quegek State Library, Salem, Oregon. — Dept. of Public Instruction, Harris- urg, Pa. Fifth District Prin. of Philadelphia, Phila- delphia, Pa. Academic’ Division Library, Education, Manila, P. I. Supt. of Private Schools, anila, I. Leavenworth Public Schools, District 49, Leavenworth, Wash. State a of Washington, Wa Public Library, Milwaukee, Wis. Bureau of Ayuntamiento, Pullman, Publications of the Department of Elementary School Principals from the time of its organization to January, 1926 National Association of Elementary School Principals Bulletin No. 1, May 1, 1921. Published at Port Arthur, Texas National Association of Elementary School Principals Bulletin No. 2, June 1, 1921. Published at Port Arthur, Texas Department of Elementary School Principals, Proceedings, 1921 Bulletin No. 18 of the National Education Association Bulletin of the Department of Elementary Principals No. 3, November, 1921. Published at Duluth, Minn. (out of print) Bulletin of the Department of Elementary Principals No. 4, February, 1922. Published at Grant School, Duluth, Minn. (out of print) Bulletins of the Department of Elementary School Principals, published in Washington First Yearbook of the Department of Elementary Schoo! Principals “The Technique of Supervision by the Elementary School Principal.”’ Published in Washington (out of print) I, No. II, No. No. No. No. as May, 1922 October, 1922 January, 1923 April, 1923 July, 1923 (Second Yearbook) Py No. No. No. No. October, 1923 (out of print) January, 1924 (out of print) April, 1924 a labars weet ae July, 1924 (Third Yearbook) >} p= No. No. No. No. October, 1924 January, 1925 April, 1925 July, 1925 (Fourth Yearbook) > po No. No. No. October, 1925 January, 1926 April, 1926 July, 1926 (Fifth Yearbook) Zz od all al