VOL. VI, NO. 1 OCTOBER, 1926 BULLETIN Department of Elementary School Principals The President’s Message—Pyrtle The Past, Present, and Future of the Department of Elemen- tary School Principals as Seen by the Old Guard— Sargeant 4 The All-Year School—Roe 10 The Principal and the Improvement of Teachers in Service— Blair 22 The Activities of the Elementary School Principal for the Improvement of Classroom Instruction—Dyer 24 The Platoon School Problem—Brinkerhoti 27 Cooperation of Schools with the Library and Museum of Newark, New Jersey—Kirk, 32 The Principalship in New Jets¢yeeChase 37 Why Use More in Teaching “Bhan the Printed and Spoken Word?—Balcom ........... Sr re err mrs ee 40 Reports of the Committee on Educational Progress—Duffy.. 43 Report of Committee on Standards—Longshore Report of the Committee on Salaries—Roe Secretary’s Minutes Resolutions Adopted at Philadelphia Editorial The Winter Meeting Report of the Committee on Enrolment—Fink PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS of the National Education Association of the United States 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as_second-class matter November 20, 1922, at the post-office at Washington, D. C., under act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published quarterly in October, January, April, and July by the Depart- ment of Elementary School Principals of the National Education Asso- ciation of the United States. The payment of $3.00 active membership dues entitles a member to attend all meetings of the Department, to hold office, and to receive the Bulletin quarterly. Two dollars of each membership fee is for a year’s subscription to the Bulletin. Subscription to non-members is $3.00 per year; single copies, 50 cents; Yearbook, $1.50. Members are requested to report at once any change of address, giving old as well as new address. Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. C., under act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. OFFICERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION 1926-27 President, FE. Burn PyrtLe McKinley Schotg3bincoln, Nebraska . ‘ ~,e%? 0@ First Vice-Presidantg Herpert C. HANSEN Talcott School, Chicago, Illinois Second Vice-President, JuLiA M. WHITE Steele School, Denver, Colorado Third Vice-President, Eva G. PINKSTON Cumberland School, Dallas, ‘Texas Secretary and Editor, Department Bulletins, Warren A. Roe Belmont Avenue School, Newark, New Jersey Treasurer, COURTLAND V. Davis Franklin School, Plainfield, New Jersey Executive Committee M. E. PETERSON Supervising Principal, Los Angeles, California W. T. LoNGSHORE Greenwood School, Kansas City, Missouri Jessie M. FINK Palmer School, Grand Rapids, Michigan IpE G. SARGEANT School No. 10, Paterson, New Jersey Editor Sixth Yearbook, Arruur S. Gist B. F. Day School, Seattle, Washington of of Ci se mi shi me ou: pri tio THE PRESIDENT’S MESSAGE THE RESPONSIBILITY AND OpPORTUNITY OF THE IELEMENTARY PRINCIPAL E. RutH PyrtTLe President, Department of Elementary School Principals R. WINSHIP SAYS, “ The best chance of improving the elementary schools of America is to improve the elementary principals of America.” As a group, and as individuals, are we making this improvement as rapidly as the needs of our schools demand? Dr. Hosic, a member of our Department Committee on Training for Elementary School Principalship § said through the April, 1926, Bul- letin: A nation-wide movement for the improvement of the status of ele- mentary school principals is now well under way. The founders of the Department of Elementary School Principals of the National Education Association have every reason to be gratified at the prog- ress which the past five years have seen. ‘lo make the principalship what it ought to be is today gen- erally recognized as a major ob- jective of education. No more significant development in educa- tion has taken place in our time. Che final outcome will depend upon the ideals which dominate the movement and its relations to edu- cational development as a whole. Principal W. ‘T. Longshore of Kansas City, the chairman Mees £, Rare Presa - this committee, a den Principal, McKinley School, Lincoln, Nebr. cipals from schools of every section to send to him suggestions and help for the study which this com- mittee is now making. Principal Jessie M. Fink of Grand Rapids, Michigan, of the Member- ship Committee has issued a Macedonian call for help. Will you, dear members, respond to that call, and help us realize her ambition, to double our membership before December 1? Since our department is a clearinghouse for the activities of the elementary principals, throughout the land, and an avenue for the exchange of informa- tion and cooperation among organized groups, it is a great service to the [3] school and the individual principal when his membership is sent in. Super- intendent Newlon of Denver said that he always noticed that those educators who help the most in organizations are doing their jobs best at home. Organization is necessary to accomplish much in either the state or nation. We need both state and national associations to improve the elemen- tary principal to the point where he can come to his natural heritage—the builder of the schools of America. Your president, the secretary and editor of the Bulletin, W. A. Roe, the editor of the Yearbook, Arthur S. Gist and the chairmen of committees are all very anxious for suggestions and help in order that the Department of Elementary School Principals may give the best possible service to the chil- dren of the nation during this year of 1926-1927. The following letter is typical of many which have come from the leading superintendents, the country over: One of the gratifying signs of recent educational progress is the professional zeal of the Department of Elementary School Principals. The development of scientific methods of education, while increasing the responsibilities of everyone connected with public education, is especially significant for principals of elementary schools. Your department has recognized that increased training and skill are necessary for these positions and has undertaken most vigorously to improve its members now in service and to encourage the proper training for those who hope to receive such appointment in the future. Due largely to the influence of this department, courses for elementary school principals were offered for the first time this year in our largest summer schools. Your yearbooks and quarterly bulletins contain material of the most valuable sort. Your opportunities and responsibilities just at this time are unusually great. May I extend to you congratulations for what has already been achieved and assure you of my best wishes for the great tasks ahead.—Frank W. BAL.ou, First Vicepresident, Department of Superintendence, Washington, D. C. Think what it could mean to the schools of this nation if the 50,000 prin- cipals in the elementary schools would join forces for a new vision, a new outlook, and a new efficiency by joining the Department of Elementary School Principals. Our Mary McSkimmon’s theme was “ America’s Challenge to Her Teachers.” Shall our theme be “ America’s Challenge to the Elementary Principals”? THE PAST, PRESENT, AND FUTURE OF THE DEPART- MENT OF ELEMENTARY SCHOOL PRINCIPALS AS SEEN BY THE OLD GUARD Ip—E G. SARGEANT Principal, Public School No. 10, Paterson, New Jersey URING THE SUMMER and fall of 1920 and early winter of 1921, groups of principals in New Jersey, Texas, and the University oi Chicago, independently of one another, gave serious consideration to the necessity for a national organization of principals. Representatives of these ex w pe at per- hose t at 2 or nen- -the the are t of *hil- ling onal it of yone itary are e its hope this first sable reat. and LOU, yrin- new itary Her 921, y of » the these ELEMENTARY SCHOOL PRINCIPALS 5 groups went to the winter meeting of the Department of Superintendence with the definite purpose to see what could be done to meet this need. When these men and women, together with principals like-minded from other states met in conference there was such unanimity of sentiment that a pre- liminary organization was formed, with Leonard Power of Texas, president, and John L. Bracken of Minnesota for secretary. This organization was made permanent at the annual meeting at Des Moines and became a depart- ment of the National Education Association. The Department of Elementary School Principals was organized at At- lantic City, in 1921, for the specific purpose of taking a promiscuous group of school workers called principals, in the main unorganized, timid, without knowledge of their rights and duties, and weld them into a trained group with sufficient class-consciousness, self-respect, and education to constitute a professional body capable of giving to the big modern school and its com- munity that quality of leadership which the involved conditions incident to the life of a wealthy and rapidly growing industrial nation demands. Outside of a limited number of our largest cities, there was no agreement among our communities as to what constituted the gist of a principal’s work. Superintendents and school boards did not know. No one knew whether he should be a statistical clerk, a supervisor or combination of the two. The scholastic training and salary of this so-called school official was but slightly in advance of the classroom teacher. There were practically no books on school administration and supervision which would be of help to the principal. The increasing percent of urban dwellers had made much of the practical home training of former days impossible, with the consequent heavier load to be carried by the school. These conditions and the higher level of general education called for a new type of school executive who must traverse an uncharted sea in making the modern school one hundred percent effective. School superintendents could offer little personal help as the technic and difficulties brought about by the rapidly expanding duties of their own field so completely filled all their time as to leave neither oppor- tunity nor energy for the study of the specific problems of the principal. Colleges and universities had nothing to offer of substantial value in help- ing solve the difficult problem. College professors who had given some study to the problems of elementary education openly stated that they seri- ously questioned the probability of those now acting as principals, having the ability, training, and point of view necessary to meet the requirements demanded for the principalship of the new type of elementary school. An- other solution proposed was to make the principal chief executive clerk, or errand boy of the institution, at everybody’s beck and call, the real work of supervision to be done by special subject supervisors. Those of us with experience in the work of the principal knew this meant a balkanized school with its deplorable chain of over emphasis of subjects, vindictive rivalries petty jealousies, and self-seeking flunkyism. ‘Those principals who were in attendance at the 1920 meeting of the Department of Superintendence, in 6 NATIONAL EpucATION ASSOCIATION Chicago, were thoroughly aroused to the danger confronting the elementary schools. Its problems were prominent subjects for discussion, but were being handled almost entirely by those without practical experience in the work under consideration. A more depressing situation could hardly be imagined. Everyone of us started for home with the determination to build an organization that would give us principals measuring up to the exigencies of our time or quit the business. When our organization had been completed at Des Moines for the purpose of providing thoroughly trained principals of first grade ability for the schools, a step had been taken in education ranking in importance with the campaigns of Horace Mann for the better training of teachers and the establishment of normal schools, and like the earlier movement both the teaching body and the general public must be educated to see the need. It was this situation that brought our department into being. In five years we have built up an aggressive membership that is becoming thoroughly trained along cultural and professional lines. We have received the most cordial cooperation from normal schools, colleges, and universities in offer- ing courses that would be helpful in giving to the schools the new type ot principal required. Superintendents of the higher order have come unre- servedly to our aid. But let no one unfamiliar with what it has cost or its foundation principles imagine that bringing the department to its present strength and efficiency has been an easy task. It has required hard work. wise counsel, and close adherence to the sound traditions of its inception. Further, our continued success means no deviation from the principles and traditions of our early ideals. In ozder that we may put these principles and traditions in tangible form, I have asked some of the officials who have been most instrumental in building our structure for a brief summary. Our first secretary and editor of the second yearbook, John L. Bracken, refers to the situation among the principals at the University of Chicago as follows: The lack of definite literature for elementary school principals, lack of cohesion on the part of these keymen and women had given rise on several occasions during the course to suggestions, not original with the members of the group, that a national organization of elementary school principals should be consummated. ‘The formation of the national association of elementary school principals at Atlantic City in February of the next year is history. The reception of this association into the National Education Association as one of its departments still stands as a temporal line of demarcation in the professionalization of the principalship. It was the determination to publish the yearbook of our department which definitely marked the Department of Elementary School ,Principals as a live productive organization. Worth McClure, Leonard Power, and I held one of the most dis- couraging meetings of the department at Chicago when we faced the seeming impossibility of securing funds with which to publish the first yearbook. It was a combination of Leonard Power's enthusiasm and of Secretary Crabtree’s far- seeing wisdom which brought the National Education Association to guarantee to finance this publication. I am writing a few of the things which I remember and which I feel anyone who shared in this most successful task, in no matter how humble a capacity, has infinite cause for continued self-congratulation. tary vere the - be | to the pose the the the the : five ghly nost ffer- e ot nre- t or sent ork. tion. and and been first » the S$: esion ring at a The antic ation ds as p. It nitely ictive - dis- ming was far- ee to - and how ELEMENTARY SCHOOL PRINCIPALS 7 Worth McClure, Editor of the First Yearbook, and second president of the department, sets forth our purpose with force and clearness when he states: There are, I believe, three fundamental traditions which have made the Depart- ment of Elementary School Principals great. I mean, first of all, the emphasis upon the principal’s viewpoint in the study of every problem. Not generalities, but “brass tacks.” Not curriculum building in general, for example, but what specific things have principals had to do to courses of study in order to make them function in the classrooms? I mean, too, the insistence that the presidency of the organiza- tion shall be held only by those who have previously served the department, not only conspicuously, but by the sweat of the brow. The third, and perhaps the most vital of all three, is that of high professional qualifications for the editor of the yearbook. I was glad when I heard of the proposed honorarium for the editor. The editor earns it all, and more. But an honorarium and travelling expenses are attractive to the politically inclined, and for that reason extra safeguards should be thrown around the selection of the editor. The yearbook is the keystone of the departmental arch. If the yearbook collapses, the arch will crumble. The editor must not only be a leader, but he or she must always be a principal, with experience and training in practical research. We who have been through the flames know this, but it may not occur to the present generation, who are about to inherit a full-fledged department which is a “ going concern.” Leonard Power, first president of the department, speaks of other phases vf our work as follows: Please say for me that the principals must not forget their great purpose to tear down those artificial distinctions between elementary and high school. They should adhere to their determination to pursue the development of the technic of school supervision and administration to a point beyond that now reached. They should stand with their teachers against the necessity of transfer to a high school in order to receive remunerative recognition of further professional training. The American people are for their public schools. They think more in terms of the elementary school than in terms of the secondary school. The situation which has arisen (and which results in a secondary system that sucks the best blood from the elementary system) is not yet fully understood by them. They do not realize that the best instruction is needed with the younger children, but we can show them. As a matter of fact, the elementary field of instructional technic has shown much more development than the secondary field. Say for me, that I hope the principals will bend their efforts to make it possible for any elementary principal to remain in his school and get as much pay as any other principal in the system, provided training and administrative responsibilites are equivalent. One of our present needs is well set forth by Jessie M. Fink, a former secretary and president of the department: Our present greatest need is that of increasing our membership. This will give us funds to carry on our program. Increased membership means ability to pro- ceed with the committee work already in progress. It also means acquainting the public with our activities and gaining a sympathetic and helpful support. In these days laymen as well as educators must be considered. To give our findings to the world at large increases our usefulness and gives us a desirable status. No member in the entire department has carried a greater load, done more constructive work or has a better knowledge of the members and their sentiments, than the editor of our yearbook, Arthur S$. Gist. This is the future as he sees it. 8 NATIONAL EpucaATION ASSOCIATION Future problems for the Department of Elementary School Principals: 1. One of the most important undertakings for our department is to study scientifically the most vital problems in elementary education and how the principal may best function in the solution of these problems. Another important phase is the dissemination of valuable studies in ele- mentary education, especially those dealing with the principal’s aspects of these problems. nN Caution. 1. We should be most careful in guarding against the use of our depart- ment as a publication bureau for studies made by other organizations. Some of these studies might not be of vital interest to principals and none would likely be of much stimulus to principals if they had no part in such investigations. Results of such a program. 1. Such a program would stimulate all elementary school principals to the highest type of service. 2. It would result in a large, enthusiastic membership in our department. 3. It would mean the universal recognition of elementary school principals in elementary education. In closing I wish to make certain definite suggestions based on my observations and experience after five and one half years of service for the department. First—That the editor of the yearbook, after a satisfactory probationary term of one year, be appointed for a term of two years, making the term of service a period of three years. Such official to be nominated by the president, and approved by a majority of the executive committee at the winter meet- ing. Such editor to receive adequate compensation, the amount of which to be determined by the executive committee. From the beginning it has been felt that the appointment of the editor by the president, after the summer meeting, for a term of one year was a temporary expedient. But inasmuch as we were not in a position to pay for the work done, we felt we could not ask any one to assume this heavy burden for more than a year. This defect has been minimized largely through the fact that Mrs. Fink and myself were able to induce Mr. Gist to continue the work he had so ably carried on in Mr. Longshore’s administration. ‘The executive committee at the mid-winter meeting in Cleveland recognized the difficulty of the late summer appoint- ment and elected the editor at the official breakfast. It was for the same reason, that the nominating committee at Indianapolis suggested that the editor of the Fourth Yearbook be retained for the Fifth. Of a like tenor was the action of the executive committee at the official breakfast in Wash- ington in voting to retain Mr. Gist, as editor, for 1927, with an honorarium of $1000 for the present year ‘f our finances will permit. The position of editor has never been created by action of this department. We are now strong enough financially and in membership to remove this vital position from the nebulous limbo in which it has been encumbered. It should be legitimately established and be given a definite status at our business session Ww als: tudy y the ele- pects part- ‘ions. and part 9 the ment. ‘ipals my r the nary m of dent, neet- ch to been nmer nuch 1 not efect were on in inter int - same t the tenor V ash- rium on of now sition ld be ssion ELEMENTARY SCHOOL PRINCIPALS 9 Second—Our annual membership fee in the department is now $2. It is to be increased to $3. Our income is wholly inadequate for the work in hand. Through vigorous effort during the past year we have been able to increase our membership by a little over 500, giving us an added revenue over last year of about $1000. We need to undertake an effective campaign for new members in the year ahead. We need to do much more effective publicity work that the benefits of our organization may be widely dis- tributed. ‘The published reports of such students of research as Doctor Morrison, Doctor Norton, and Doctor Crouch tell a pathetic tale of the degradation of the principalship in thousands of communities with its con- sequent robbery of the nation’s children. Our Committee on Standards and Training is doing a splendid piece of constructive work. It plans during the coming year to publish its report, a volume of 250 pages, of highest pro- fessional value. ‘This will involve an expense of from $2000 to $4000. It will be a source of pride to every principal in the land. Our department must finance it but to do it we must raise our dues. Annual dues of $3 will not deprive us of one worthwhile member whom we now have nor will it keep one prospective member from joining our ranks. But it will give us funds to carry on the important projects which our department has under- taken. During the year the Committee on Educational Progress, under the chair- manship of Principal F. H. Duffy, has fully organized with a live member in nearly every state. It is the work of this committee to be the eyes and ears of the department to keep us in touch with all the most progressive activities in education throughout the nation. Our Committee on Enrolment, under the chairmanship of Jessie M. Fink. is now in the process of effective organization with a working member in each state and territory of the union. ‘This committee has the large task to enrol the 50,000 principals of the country. A strong committee of this kind can do much more effective work than a field secretary, do it at much lower cost and do better follow-up work. Our Committee on Cooperation with Civic Bodies, under the chairman- ship of M. H. Traphagen, is in the process of formation. This committee will be able to collect information on what is being done and suggest the hest lines of operation for publicity, and building an intelligent, effective support for the schools. We have strong, well thought out committees. I wish to caution the department against creating new committees. We have enough. More mean added cost and confusion. All new lines of work should be referred to one of the standing committees, or if necessary, be conducted by a sub-committee of the standing committee. “These were matters of little moment in the begin- ning but with the coming of a large membership, financial resources, and numerous activities, careful systematic order must be observed. Otherwise, we shall waste our resources, become involved in movements not germane to our work and harmful controversies. 10 NATIONAL EpUCATION ASSOCIATION Each department of the National Education Association should create a permanent fund at the earliest moment possible. For this a certain per- cent of our income should be set aside each year. ‘Vo this could be added gifts and bequests to keep it growing. It would be a fine thing for our department to be the first to institute this sound financial procedure. |! recommend that we make an appropriation of $500 to establish the fund at once. The income from this fund would be used for carrying on special lines of research work desired by principals in service. I do not approve of the policy of a large vitally important group like the principals going to a founda- tion or some other body, as supplicants asking for a dole to carry on necessary work. It means if such outside organization does aid us that we shall be handicapped to a considerable degree by restrictions and circumstances which we cannot control. It is a humiliation to think that a great group like ours should be hampered by any such conditions. Let us not be the victims of an inferior complex any longer. Investigations and publications put out by this department must be completely under the control of or the work of principals themselves with no hidden strings attached to discount our work. Let us begin now to put our work on a sound foundation by making a beginning of a permanent fund. Let us be leaders in this fine work as we were with our yearbook. The future is bright with the promise of a great educational calling known as the principalship; a calling offering an attractive and permanent career to the ablest and most ambitious of the land; a calling not based on selfish- ness but on ability to sense higher spiritual values and make them effective in the lives of our people through the instrumentality of the public school. THE ALL-YEAR SCHOOL Warren A. ROE Principal, Belmont Avenue School, Newark, New Jersey HE “ MOTHERS of the cities” are responsible for all-year schools. For it was their sympathetic understanding of what life meant to the little children, who, without worthwhile occupation, sweltered in the dirty streets, learning the worst that the congested streets and tenements of our industrial cities could offer, which led to the beginnings of the playground and vacation school movement that in their newer and later developments have become the all-year school. In the days when we all were rural, when the schools closed for the sum- mer-time that older pupils might help with the harvest and the younger play in brook and field and hillside, there was, for the older child, useful and purposeful occupation. The boy learned to drive the horses; to mow the hay; to milk the cows. He marketed produce; purchased for farm needs; assumed responsibility and developed initiative. It was a question when his academic work in the formal school stopped whether he had not ye T- ded our 1 at s of the \da- ary be ces pup the ons the unt by fine wn eer ish- rive ols. the irty our ind nts 1m- ger ful iow rm: ion not ELEMENTARY SCHOOL PRINCIPALS 1! advanced into a more genuinely educative process. The girl aided her mother in the housework; learned the art of cooking; wrought mightily with the ancient arts of preserving and pickling; brewed the elderberry wine; sorted the berries and the cherries; engaged, indoors and out, in a highly individual struggle with the race history in home-making and for her, also, education had but changed its form to more interestingly mo- tivated aspects. For the tiny Tads were the minnows in the brook, the wood-chuck on the hill, the birch and sassafras in the thicket, make-believe houses with imaginary walls laid in stony outline, mud pies on the bank, and _ toes awiggling in the mud, all that fond recollection of a generation that is pass- ing, found upon grandfather’s place if not upon father’s. Such recollections cause strenuous defense of the closing of our city schools that these delights may come to our city children. What a travesty of reasoning! For a small percent, yes! For a few score a summer camp! For a couple of hundred, perhaps, a few days in a city seaside camp. For the other thousands asphalt streets, concrete playgrounds with swings and slides if they are fortunate. Steel and iron! The pitiless noise of the city! The rumble of the truck with its warning horn and for Johnny and Mary, be they Pietro or Wyladislaus, Moe or Mike, nothing to do! With all the ancient knowledge of idle hands, nothing to do! Koran, Talmud, Bible, ancient wisdom of the centuries, nothing to do! So our street educates for hospital and asylum, for jail and penitentiary, while the great school build- ing provides a job for a janitor or two and eats, like a moth, its hole of fixed charges that the taxpayer must ultimately meet and the shops and gymnasiums, the cool classrooms with their beautiful pictures, movie ma- chines and lanterns, books and blackboards, windows that might breed flowers but do not, all stand idle, or at best are used for an hour or two. The literature of vacation schools must be assembled from reports of social agencies, from the magazines and newspapers for no one has, as yet, written its history. “to Sadie American, Henry Curtis, Clarence A. Perry and to Irwin Shephard, president of the Normal School of Winona, Minne- sota, and others we are indebted for our most illuminating material and here- with acknowledgment of such indebtedness is made. The profitable employment of children during the summer is a most serious and perplexing problem to parents under most favorable circumstances while in crowded districts of large cities it becomes of vital importance to society as well as family, stated Henry Curtis in 1902.’ Far too little thought has been given to the problem of the mother in the city tenement or apartment who must find outiets for the normal spirits and activities of her boys and girls. What a tragedy of motherhood to find children under foot, in the way, eternally asking this or that, until in despera- tion she turns them into the streets or bribes them with badly needed pen- nies which go to the corner vender for trash that tends to establish a vicious circle of ill health and poverty. *Harper’s Magazine, Vol. 105, 1902, page 22. 12 NATIONAL EvuUCATION ASSOCIATION Nor is it to the so-called poorer classes only that the need for relief ex- tends. The relative proportion of our business and professional classes, that can maintain summer residence at mountain or shore, is very small in com- parison to total population. It has been reduced by the extensive use of the automobile in a widening range of travel until the horde of week-end vacationists blocks the arteries of travel of every great city to a point or suffocation. “‘Vhe children of these mighty armies are in the cities and sub- urbs during the week. In the near future, women may well make articu- late their demand that changed custom bring changed condition and relieve them for part of the day from the strain of unnecessary care for children of school age for two months each year. Perhaps, if a few wives in each com- munity insist that the fathers take the children to business with them during the summer months, the “ fathers of the cities,” will see the problem that is created by adhering to relics of customs and conditions that have departed. School authorities and city governing bodies have not yet recognized this change in urban custom. President Shephard said in 1898,’ “ It is not difficult to conceive of such adjustment of school work, rest and recreative occupations, that attendance upon school may not only be free from overwork or strain but may furnish the most healthful and enjoyable life a child can live. In 1899, Superinten- dent Stewart stated the New York view:* “The purpose is to make the children as happy as the children of any other city in the world, or if possible happier and more useful to themselves and others.” It is worthy of note that the first vacation schools were based upon boy and girl welfare primarily. Our educational leaders were conspicuously absent when courageous women and philanthropic organizations provided the stimulating force, raised the money and afforded leadership and oniy when they could no longer resist, did these educators cautiously and hesi- tatingly join the procession. “The absence of formal school control gave a freedom of operation in the vacation schools that led to experimentation that has profoundly affected school curriculum and school procedure. In attempt ing to create happy conditions for children, the vacation schools included nature study, manual arts of various types, trips to country and to parks. A freedom of discipline was permitted and encouraged that led directly to better and more liberal school conditions and tended to change an educational strait-jacket atmosphere into that of a normal well-conducted workshop. Fifty-five years ago, as early as 1870 Superintendent Leach of Providence, Rhode Island, called attention to the need for summer time schooling. The pioneer given early credit seems to have been a Mary IE. Very who started a vacation school in Boston about 1879. Most surprising is the failure of the early writers to give due credit to the official action of the Newark, New Jersey, board of education which in 1885 received in an enlightened and progressive spirit a recommendation from Superintendent Barringer and by official action and with the support * Educational Review, Vol. 15, 1898, pages 363-373- ? Outlook, Vol. 62, 1899, page 798. eT ee SSR RARE Poo of ar 12 th sh 1 al de sc st th he ac ay de de 2 MRE ee eee aescteean YUP pau wo a ee! ELEMENTARY SCHOOL PRINCIPALS 13 of public funds and public opinion instituted the first summer schools under an official public body in America. For 40 years the Newark summer schools have continued without interruption and in successful operation, a record equalled by no other city in America. In the 1888 report of the United States Commissioner of Education appears an excellent brief for vacation schools ending with this conclusion, “ Since it appears, therefore, that four distinct classes of children would be benefited by the maintenance of vacation schools, and that the classification of the regular schools would be improved by the same means, may it not be hoped that the subject will in the future receive more general attention? ”* The publicity occasioned by the proposal of the New York “ Association for Improving the Poor,” that the work it had done so well among the children of the east side be taken over by the board of education, appears to have had far-reaching and far-flung results, for in Chicago in 1896 Mary E. McDowell, head resident in the University of Chicago settlement, started the Medill vacation school, followed next year by the Seward school. It is noteworthy that classes from the University ot Chicago made special study of the methods used and worked out valuable results. Buffalo was unique in that the Women ‘Teachers and Principals Asso- ciation raised the money, provided the teaching, and developed the public interest. Eight Massachusetts cities began to take advantage of the passage of chapter 246 of the laws of 1899 permitting the establishment of vacation schools in towns and cities. As far as known, this was the first recognition in law by a state legislature of the existence of such schools. From 1898 to 1900, the following large cities instituted vacation schools of various types; Cincinnati, Hartford, Washington, Syracuse, Cleveland, and Baltimore. The development has been a city movement. It moves in cycles of about 14 years. Each cycle shows certain definite developments. 1870 to 1885 is the pioneer period, 1885 to 1898 is the philanthropic phase, 1898 to 1912 shows the trend toward educational correlation, 1912 to date covers the ail-year development. Cambridge, Boston, Newark, New York, and again Newark have led in each period. The present country-wide interest un- doubtedly presages further immediate progress. « The two chief purposes of the early summer schools, as the vacation schools have come to be called, seem to have been to keep children off the street, and to enable backward children to catch up with their classes when they had failed. About 1910, a new aspect began to appear, namely that if backward children might redeem themselves, brilliant pupils might attempt advance work and promotion classes of pupils selected for ability began to appear. With this step, as found in St. Louis and Cleveland, it became evi- dent that summer schools were developing from two different aspects, one dealing with social factors, the other primarily academic and educational. "Report of U. §. Commissioner of Education, 1888, page 213. 14 NATIONAL EpucCATION ASSOCIATION If individual pupils might save a year or half-year through summer effort, might not the value to the individual be translated into administrative sav- ings and the economic and educational advantages be applied to larger num- bers of pupils with commensurate community gain? With the development of this viewpoint of saving waste through continuous operation of school plants, together with increased educational progress for pupils we arrive squarely at the educational administrative question raised by Shephard. “* Shall these schools be preventive, corrective, and sporadic, or constructive, progressive, and so adjusted as to contribute to advancement in the regulai courses of the school.” * In other words, shall we continue our makeshift summer schools, or organize our schools in our cities upon a sane and prac- tical all-year basis that will add two additional years of educational oppor- tunity to every city child between six and seventeen when the two wasted summer months are utilized. The logical growth of vacation and summer schools into an organization especially adapted to function throughout the year found its fitting maturity in the all-year schools established in Newark in 1912 under Addison B. Poland. The concept of a closely articulated four-term school year in con- tinuous operation had been set forth in a masterly article by Irwin Shep- hard, president of Winona Normal School of Winona, Minnesota, as early as 1898. No better argument for the extension of the school terms to com- plete use of time and school plant available has since appeared. Newark, New Jersey, with its nearly half million people, its 82,000 pupils, and its complicated racial problems is the best example of all-year usage and its successes and trials are worthy of careful study. Its troubles and achieve- ments constitute a heroic step in educational advancement in our nation. May I digress for a moment to describe the setting which produced the all-year schools of Newark? Newark has been fortunately situated for sci- entific and progressive educational experimentation. Located advantageously for commercial and manufacturing activity, it has had a remarkable and con- tinuously prosperous development. In common with other large cities it has during the last 50 years passed from a semi-rural into a highly organized industrial community. Located at the gateway to America, the call of its factories and shops has attracted groups of every nationality. Within the city have occurred those rapid changes in residential sections that economic development brings about. Hence the varied problems of education have been present in full force. Each superintendent of schools has encouraged careful experiments and has given to the principals of the various schools large freedom in administra- tion and operation seldom found elsewhere. Wise and able members of boards of education have encouraged such policies. Financial officers in the city government have ably supported the schools and have found the means to sustain them. Always among the citizenry have been found able leaders who have upheld educational progress. Teachers and principals have been selected upon an ability basis. A state law has guaranteed security in office * Educational Review, Vol. 15, 1898, pages 363-373. fo vir th in) pr an fif — vont ELEMENTARY SCHOOL PRINCIPALS 15 for the competent and assured freedom for the expression of educational viewpoints. In such a setting and under such conditions, it was inevitable that educational procedure should become adjusted to the various and chang- ing factors in the community and produce something of value for the nation. In 1912, Newark had enjoyed the use of summer schools of varied types for over a quarter of a century. For over a decade, it had used half-yearly promotions. ‘Too little significance has been given the force of the semi- annual term in lifting the tide of nation-wide educational demand from a fifth to a sixth or seventh grade level. Discussing the comparative aims of summer and all-year schools, Dr. Poland, late superintendent of Newark who founded the all-year school, said: It can readily be seen that while the aims of summer schools and all-year schools, namely to help pupils gain time in making their progress through the schools, are the same, the methods of attaining those ends are quite different. In the all-year school time is gained by pursuing an orderly procedure, that is, without any jumps; in the summer school by intensive work for six weeks (half days only) a few bright pupils may be enabled to “skip” a grade. ‘To illustrate the difference in another way, the all-year school “books” its pupils for a six years’ cruise. In the case of the all-year schools, pupils may, if they wish, slacken their speed at any time by being shifted to a six and a half, or seven, or seven and a half, or to an eight years’ course without embarrassment of any kind. In the regular eight years’ course pupils can slacken their progress similarly by dropping back a grade; but to make faster progress it can be done only by “ skipping” a grade." “ With its 40 years of summer schools and its 13 years of all-year school, Newark illustrates beautifully what the parents and pupils want. Wherever a Newark summer school has been changed to an.all-year school the summer attendance has doubled. In 1925, the average attendance for the year in the all-year schools was 13,627. Nine thousand eight hundred sixty-nine was the average summer attendance. Seven thousand one hundred fifty received promotion. In the 10-month schools, 48,556 was the average attendance; 12,458 attended summer schools; 1612 received promotion. In other words 10 out of 13 all-year pupils attend the summer term of whom seven are pro- moted, while only 12 out of 48 attend the summer schools of whom less than two gain promotion. Newark has a complete unit of nine all-year elementary, junior high, and senior high schools embracing approximately one fifth of the city buildings and pupil population. Side by side in the Hill district are two schools; pupil, population, size of plant, equipment, teachers, and administration are similar. One is an all-year school with an average yearly enrolment of 1683 pupils. For the years from 1912 to 1924 there were 1673 graduates. The 10-month school adjoining had 1622 pupils enroled yearly and a total of 1164 graduates while enjoying the additional benefit of a summer school to aid its pupil progress. For the net sum of $3124 spread over II years, the city of Newark secured 2400 years of additional pupil schooling, 1000 years of pupil promotion; 4000 additional pupils passed to advanced grades and 459 additional pupils according to official record successfully graduated * Fifty-Sixth Report Newark Board of Education, 1912, page 116. 16 NATIONAL EpuCATION ASSOCIATION from an elementary course in the all-year school. The Wilson Avenue School of Newark was placed upon the all-year plan in 1920. It then had an average enrolment of 1550 and for two years previous had averaged a graduate product of 46 pupils per year. For the first three years of the all-year plan its average enrolment increased to 1627 pupils but its graduate product rose to 135. Similarly Central Commercial and Manual Training High School increased its graduates from 122 in 1919 to 409 in 1924 with an increased enrolment of about 400 pupils. In 1925 with 2493 pupils and gt teachers the all-year high school produced 409 graduates at a cost of $1331.95 using gross costs as the base. The three traditional high schools with 5250 pupils and 207 teachers produced 585 graduates at a cost of $1805.53 each using a similar base. The all-year plan raises the educational level of a community by increasing the pupil progress to higher points through the use of the short terms and the summer months. A study of 435 graduates of Belmont Avenue school shows that 384 ex- ceeded the best theoretical eight year rate of progress for traditional 10- month pupils. The present types of nine and 10-month schools which operate to lock pupils of every degree of ability into a chain gang in which all must move at the same rate and in which any pupil unfortunate enough to be sick or quarantined, to move, or even to fail in a subject or two or perchance to have a teacher with a crabbed disposition or feeling ill when she assigns the term marks, finds himself given a time and retardation sen- tence of 6 or 12 months, a period utterly disproportionate to the crime committed, are directly challenged by the all-year school results. If our courts sentenced juvenile delinquents to six-month or yearly penal- ties for minor offenses, the nation would ring with condemnation. Yet the mechanical operation of our school systems does this to thousands and prece- dent approves it. The all-year school with its 12-week term reduces any penalty for disability eight weeks or 40 percent over the five-month term. More than that it sets up a point near at hand toward which a pupil can look to receive the reward of advancement. A most potent inspiration to further achievement is the sense of having successfully achieved. ‘This the all-year plan presents vividly to boys and girls. More than that, plain common sense makes it apparent that a 12-week section of a course of study would more readily be redeemed in case of failure than would a 20-week. When the laws of psychology emphasize this the wonder grows at the blind- ness of our people who assemble in session annually to consider the problems of retardation and elimination and fail to consider the all-year progress. The fact that all-year schools seem especially valuable from the social side in congested districts should not blind us to the fact that it is thoroughly applicable to every type of pupil and every district and should be considered in this complete relationship. The all-year school with its short term unit is as great a step toward the solution of retardation in our schools as the electric light is over the candles of our ancestors. Which introduces a technical factor that should be comprehended. Few, if any, states require by law more than 180 days of schooling yearly. Many are RNR TT ee ta pi Ww pr Oo BP em @ ae S| US O Qa = Kh WwW —_—- "5 ZF ome CD \¥ gree seme. eo ren er ELEMENTARY SCHOOL PRINCIPALS 17 cities and states by spreading holidays and sessions make the people feel that schools are conducted for 10 months when actually the days are far less. A course of study is what any community makes it. There is no valid reason why schools should not have four terms each year of which three shall be compulsory and one optional for pupil and teacher. Changing an alleged 10-month course of study to a nine-month is but a 10 percent reduction. Which of us desires to declare schools so efficient that 10 percent is insur- mountable? But note, when you make your course three terms, you have a fourth term and those pupils who take it may move in a calendar year 1334 percent of a grade. That is one full grade and one third of another. Upon this rock have broken the lances of opponents of all-vear schools. They studied non-promotion and found annually 334 percent for those non- promoted. Failing to study promotion, they overlooked the 100 percent and assumed that the promotion was 662 percent and so claimed the all-year school caused retardation. In our school, we successfully educate 147 pupils to every 100 you educate if your reports are correct. We do it at an additional cost of 9.7 percent annually. We cure of educational disabilities 47 that you kill educationally. Can you justify this to your communities? Dr. Poland forecast accurately what the all-year plan would do for each type of pupil. The all-year plan sets up a potential progress rate two years faster than the present American rate but on a par with the present Euro- pean rate. The superior and normal pupil should be able to maintain the rate if nothing intervened. But as you well know, many factors do intervene and there are available eight terms in which all these factors may be met and overcome before any superior or normal pupil descends to your present theoretical eight year rate for elementary schools. Further, the slow pupil may redeem his various failures eight times before descending to your rate and it is this opportunity for redemption that has misled critics of all-year schools in another curious situation which we shall endeavor to make clear to you. First bear clearly in mind that you have a promotion rate which for illus- tration we will call 80 percent. In some places it is higher; in others lower. This means that in eight years you have 20 percent failure eight times or 160 percent of failure for one year. ‘That means that your theoretical eight year course would take 9.6 years if you retained your pupils. You save your faces by pointing grandly to your survivors, call them graduates and grant over-age certificates and working papers to more than you graduate. We are still a sixth grade nation in spite of our surging masses clamoring for more and better education. But the short term unit of the all-year school successfully operated raises the number of pupils who are successful in at- taining a full elementary course and taking into account every factor of non- promotion and failure from whatever causes brings 147 pupils to success where you bring 100 and takes but 74 years to do so. Which of you dares to return to his or her community and advance the argument that it is better preparation for motherhood and fatherhood to eliminate pupils in the sixth 18 NATIONAL EDUCATION ASSOCIATION grade than it is for pupils to have the advantage of contact with the social studies of our upper elementary and lower high school courses ? But a curious situation is this, that as the all-year school gives this great service to its community it labors under a fictitious disability brought about by an educational law that is here stated, possibly for the first time in American educational gatherings. “ As education is applied most demo- cratically to the largest possible cross-section of our people, the apparent scholastic averages will descend to the average of abilities of this larger group.” When you eliminate 47 pupils and we retain them, the scholastic marks of your 100 will appear to exceed those of our 147 by a considerable number of points and although our service to the individual pupils and to the community far surpasses yours, you can charge us with lowered standards for our group will get perhaps 80 on a marking standard where yours wiil get 85 to 90. More than that our extra 47 will be eliminated in high school in part, and the high school will complain of increased problems, which you having cut the pupils’ educational throats in the sixth, seventh, and eighth grades, never cause. There is a further factor which adds to this fictitious situation. In your lock-step system, the superior child at age 12, assuming he entered the first grade at six years, would at best be in the sixth grade, where his superior abilities make him an outstanding pupil with outstanding marks. In the all-year system, he would be in the 8th grade or 7th and properly located at capability point, he would appear simply average but with two additional grades of progress behind him. Applied to large numbers this further leads to the fiction of lowered academic ratings. We have here a fundamental difference of viewpoint. Are schools to sift or serve? Retardation and elimination give relatively high scholastic per- centages. Conservation and redemption give relatively lowered academic averages but infinitely better community service. “ Under which banne; shall we serve in a democracy?” You will note that if all pupils progress further to higher grades under the all-year plan more seating capacity would be required. Most fortunately, the all-year plan provides this, for using the schools continuously increases capacity some 20 percent theoretically over present usage and some 33 per- cent upon grade progress. Allowing for every factor, this means an extra free use of the entire school plant for one year in every eight or putting it differently you gain approximately one seventh of your entire plant annually, without increased overhead charges. ‘This saving in fixed charges plus econ- omies in plant and equipment usage plus a better spread of administrative and operative charges actually oftsets your increased instructional charges so that the ultimate gain to the community in increased service at decreased rates results in saving instead of expense. [Every factor here enumerated applies with equal force to high school or technical school. We have here, then, a new principle in education, note it well for it is a challenge which Newark and Nashville, Ardmore and Omaha are making to the nation and you will be unable long to ignore. 0) rt rs ELEMENTARY SCHOOL PRINCIPALS 19 By dividing a course of study into the smallest units that are administra- tively possible and educationally sound, there will be given to the largest numbers of pupils, the greatest amount of education, thereby reducing the costs, increasing facilities, and attaining toward the ultimate purpose of education, education for all the people capable of receiving it. A great many estimable people when disturbed in the rut of their com- placency, set up a bogey-man to frighten themselves back into the rut so that they may rest easy in peace. The biggest bogey-man set up to frighten all- vear advocates is, that the health of the children will suffer if they attend school too continuously. Coupled with this usually are the statements that mental strain will be too great and that parents will exploit their childrea by pushing them too hard. For 13 years the all-year schools of Newark have been under critical examination with a splendid medical inspection de- partment. There isn’t an iota of evidence that the summer work has been harmful. How long does it take to prove a case? On the contrary, there is unmistakable evidence that the wholesome occupation, the hygienic setting and the continuance of cleanliness and regular habits have genuinely improved the health conditions of the localities where the all-year schools are located. While the police and juvenile courts and social workers are hearty witnesses in favor of the moral values of all-year schools. ‘The theory that God in his wisdom made the American pupil and teacher somewhat like an eight-day clock so that they could be wound up to go perfectly from come time in September to some time in June but utterly worthless in July and August is too absurd. If it were true it would call for a revised pro- cedure and curriculum. As for the exploitation of children. It might con- ceivably occur but every all-year principal can bear personal witness that far more parents exploit themselves in earnest effort to give their children op- portunities for education beyond what they themselves had and after per- sonal contact of over five years with some 10,000 pupils, I have yet to find the first case of exploitation. First, all school activity must be so organized as to furnish its own safeguard against exhaustion. ‘The new school has prevented this by introducing activity and relaxation and variety. Second, amusement should be mixed with serious work and both should be intel- ligently guided. We must teach men and women to enjoy themselves and we can best do this by teaching the children in the schools.’ The 10-month school suits perfectly the shirker and ne’er-do-well.