Be 


VOL. VI, No. 3 APRIL, 1927 


BULLETIN 


OF THE 


Department of Elementary 
School Principals 


THE SIXTH YEARBOOK 


Projects in Supervision 


Edited by 
ARTHUR S8. GIST 


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

Entered as second-class matter November 20, 1922, at the postoffice at 
Washington, D.C., under act of August 24, 1912. Acceptance for mailing 


at special rate of postage provided for in Section 1103, Act of October 3, 
1917, authorized December 18, 1922. 








CopyYRIGHT, 1927 
By NaTIONAL EDUCATION ASSOCIATION 


WASHINGTON, D.C. 


ALL RIGHTS RESERVED 


The Lord Galtimore Press 


BALTIMORE, MD., U. 8. A. 








BULLETIN 
‘aca 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, $2.00. 

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





Entered as secondclass 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, E. RUTH PyRTLE 
McKinley School, Lincoln, Nebraska 


First Vicepresident, Herpert C. HANSEN 
Talcott School, Chicago, Illinois 


Second Vicepresident, Jutta M. Wuite 
Steele School, Denver, Colorado 


Third Vicepresident, EvA G. PINKSTON 
Cumberland School, Dallas, Texas 


Secretary and Editor, Department Bulletin, WARREN A. RoE 
Belmont Avenue School, Newark, New Jersey 


Treasurer, COURTLAND V. Davis 
Franklin School, Plainfield, New Jersey 


Executive Committee 
M. E. PETERSON 
20th Street School, Los Angeles, California 
W. T. LoNncsHoRE 
Greenwood School, Kansas City, Missouri 
Jessie M. FINK 
Buchanan School, Grand Rapids, Michigan 
J. V. PoGuE 
Gibson School, Birmingham, Alabama 
Editor, Sixth Yearbook, ARTHUR S. GIST 
B. F. Day School, Seattle, Washington 











PREFACE 


HE DEPARTMENT of Elementary School Principals of the 
{ io 11 Education Association again places before the educators 
a yearbook containing timely and we hope valuable contributions 
to the ‘rapidly growing field of educational literature for principals. 

The prinsinale 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. The day is 
approaching when we will have definite and tangible bases for judg- 
ing the principal’s efficiency in a professional way. Such literature 
helps to form such bases and principals themselves are thus providing 
the means by which their most important functions may be evaluated, 
cataloged, and improved. 

It is the hope of this Department that the Sixth Yearbook will 
prove its worth and will have some influence upon the further develop- 
ment 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 Education Associa- 
tion for valuable assistance with many phases of our work. 

Artuour S. Gist 
Editor, Sixth Yearbook 
B. F. Day School, Seattle, Washington 


{ 133 ] 








FOREWORD 
Tse DEPARTMENT of Elementary School Principals of the 


National Education Association presents to all interested in the 

progress of education its Sixth Yearbook. Since elementary 
education is the foundation of all education, it has been the privilege 
of the contributors of the six yearbooks and the quarterly bulletins 
to serve the whole field of educational progress. 

“The Technic of Supervision” treated in the First Yearbook, 
“The Problem of the Elementary School Principal in the Light of 
the Testing Movement ” in the Second Yearbook, “ The Status and 
Professional Activities of the Elementary School Principals,” in the 
Third Yearbook, ‘“‘ The Elementary School Principalship—A Study 
of its Instructional and Administrative Aspects,” treated in the 
Fourth Yearbook,” “ Studies in the Elementary School Principal- 
| ship,” in the Fifth Yearbook and “ Projects in Supervision ” for the 
Sixth Yearbook, together with the nineteen quarterly bulletins make 
up a library shelf of reference material valuable to workers in every 
field and phase of education. 

It is gratifying to note the widespread use of these Department 
publications in the best schools of the land. No university or college 
reference library is considered complete without this up-to-date edu- 
cational material. The studies and reports by the Department “‘ Com- 
mittee on Standards and Training,” by the “‘ Committee on Educa- 
tional Progress” and other standing Committees of the Department 
are of great value and serve as guide-posts in our march of educational 
progress. 

The Department members are greatly helped in their efforts to ele- 
vate standards in the elementary field of education by the encourag- 
ing messages from educators all over the nation. 

Superintendent Cole, of Seattle, writes: “It is my opinion that 
the elementary school principals have made the greatest progress dur- 
ing the last ten years professionally of any group of educators in pub- 
lic school work. The Seattle school system has profited much by this 
professional growth.” 

Superintendent William J. O’Shea, of New York City, writes: 
“T feel that membership in your department by the principals of 
our schools is an index of professional participation and advance.” 


[ 134 ] 











Superintendent M. C. Lefler, Lincoln, Nebraska, writes: ‘“ The 
Department of Elementary School Principals is rapidly gaining recog- 
nition as one of the major departments of the National Education 
Association. This is as it should be, not merely because of its numeri- 
cal potentiality, but because of the primary and key position which 
the principal holds in each school. The Department of Elementary 
School Principals, through its organization, committees, and publica- 
tions, is exerting a positive influence in the direction of real 
cooperation.” 

Miss Mary McSkimmon, past president of the National Educa- 
tion Association of Brookline, Massachusetts, writes: “‘ No man or 
woman holding the position of elementary school principal can afford 
to remain outside this organized group. We need every one of our 
50,000 elementary school principals, for we are members one of the 
other by the very nature of our task. Every principal in America has 
already been helped in a dozen ways through the fine professional 
spirit and service of the organization.” 

Superintendent William McAndrew, of Chicago, Illinois, writes: 
“T have had the opportunity of attending meetings of the Depart- 
ment of Elementary School Principals, of the National Education 
Association. In my opinion, there is no work of the National Educa- 
tion Association so important as the service rendered by the princi- 
pals’ department. Your department has devoted itself to the profes- 
sional advancement of supervision. Your meetings, your yearbooks 
and bulletins show that you are delivering the goods. Good luck to 
you all.” 

Superintendent Susan M. Dorsey, of Los Angeles, California, 
writes: “ The Department of Elementary School Principals is to be 
congratulated on the service it is rendering to public school princi- 
pals and through them to the schools.” 

Superintendent Fred M. Hunter, Oakland, California, writes: 
“The Department of Elementary School Principals has been one of 
the most active and rapidly growing departments in the National 
Education Association. The yearbooks and bulletins of this division 
of the National Association have been strong, professionally alive, 
and practically helpful. All elementary principals would profit by 
becoming members. May I take this occasion to wish for your admin- 
istration the success that has attended the work of the department all 
along the line.” 









We coul@go on with many, many more congratulatory comments 
made by I@Mling superintendents, college presidents, principals, and 
other educi™brs the country over. 


eat opportunity ! 
eat responsibility ! 
[ 135 ] 


Ours is 
Ours is 


k. 








Our goal as a department is to continue to emphasize the value of 
research and experimentation by the principal and to make the 
results available to others through our publications—the yearbooks 
and the bulletins. We are striving to reach and to bring into active 
cooperation all of the 50,000 elementary school principals of this 
nation so that through the efforts of all, working together, we may 
help to realize the best ideals of American citizenship through the 
training of the children of America. 

E. Rutn Pyrrre, President 


{ 136 ] 





ww" Fe Ve 2S @& 








CONTENTS 
PAGE 
NS hess x ochcded mr reins cee SiS Gia wah aires, Wk oC oonk ai oie ee 133 
INN, 56 odio Goa Geeniaw i cieed se HSC we RPE e ao RaeeMee Leeda TeeAIS Rn 134 
CHAPTER 
aS IN a5 cours chp b nd ba be Sse aman de ee 139 
Jessie M. Fink, Principal, Buchanan School, Grand Rapids, 
Michigan. 
II. Tose Nursery ScHOOL AND PARENTAL EDUCATION..........ccccccccce 145 


May Hill, Director, Cleveland Kindergarten, Primary Train- 
ing School, Cleveland, Ohio. 
III. ANALYSIS AND EVALUATION OF SuPERVISORY ACTIVITIES IN St. Lovis.. 162 
F. M. Underwood, District Superintendent, St. Louis, Missouri. 
1V. Tue PRINCIPAL'S SUPERVISION OF THE SPECIAL SUBJECTS............6.. 168 
Rhoda Monigomery, First Assistant Principal, Lingemann School, 
Detroit, Michigan. 


V, Amaeeee Oh TCM WG Riis osc inc hcsesisscccusaneceseeseasnenus 178 
Frank M., Rich, Principal, School No. 2, Paterson, New Jersey. 

Wide ON FN oa seckcetnnseseviwanantnainncnaeneetsetoenaase 197 
Charles 8. Winslow, Principal, Wells School, Chicago, Lilinois. 

VII. Tue ‘TESTING AND CORRECTION OF LANGUAGE ERROKS.........0.000e0. 200 
Charles Potter, Principal, Rainier School, Seattle, Washington. 

VIII. CLASSIFICATION BY CHRONOLOGICAL AGE. .....ccccccccccccccccccccccs 211 

F. T. Hardwick, Principal, North Junior High School, Everett, 
Washington. 
IX. An EpucarionaL Diacnosis or Firry Inpivinuau Pupms............ 217 


Richard Carroll ‘IT. Jacobs, Principal, Oran M. Roberts School, 
Dallas, Texas. 
X. A Srupy or CuericaL HeLp ror ELBMENTARY SCHOOL PRINCIPALS...... 229 
Eunice Parr McGill, formerly Principal, Fannin School No. 12, 
San Antonio, Texas. 
ch. Eimstot Eovcarsen 160 A Cree Bom 0lis iiicccc vccccvcvessecscsacsevas 235 
William E. Burkard, Principal, George W. Childs School, Phila- 
delphia, Pennsylvania. 
EL, Vinwats AIOG TE SE CUARRIOOM oo vincicciccssccssciscasascesonensdacna 251 
William M. Gregory, Director, Educational Museum, Cleveland 
Public Schools, Cleveland, Ohio. 


XIII. A SpecraL Room For PorTLAND SCHOOLS.........cccccsccccccccccece 261 
T. J. Gary, Principal, Buckman School, Portland, Oregon. 
XIV. CriassroomM ACTIVITIES AND THE SCHOOL LIBRARY...........seeeeeees 264 
Anne T. Eaton, Librarian, Lincoln School, Teachers College, New 
York City. 
XV. OrGanizinc A LiprARY IN AN ELEMENTARY SCHOOL..........eeeee00. 271 
Charles A. Kent, Principal, Garfield School, Chicago, Illinois. 
XVI. ImpROVEMENT OF TEACHERS IN SERVICE........ccccccccccccccccccccs 282 
Louise Graf, Principal, 97th Street School, Los Angeles, 
California. 
XVII. Tue New Jersey ELEMENTARY SCHOOL PriIncripALs ASSOCIATION...... 286 
Lawrence 8. Chase, Principal, Glenfield School, Montclair, New 
Jersey. 
XVIII. Anatyses or Sxrits Invoitvep In Work Reapina ACTIVITIES......... 294 


Bernice Newell, Principal, Logan School, Minneapolis, Minnesota. 
{ 137 ] 








CHAPTER PAGE 
XIX. AN EXperRIMENT IN CHARACTER TRAINING...........cccceceeccccece 303 
Agness Boysen, Principal, Lyndale School, Minneapolis, Min- 
nesota. 
XX. THe AvupiTorIuM as A Socratizine Facror IN THE PLATOON ScHOOL.. 312 
C. R. Holloway, Principal, Lents School, Portland, Oregon. 


es I, I a etic csc anaren shes tandhiacanabeaneanies 318 
E. H. Knoch, Principal, Hazelwood School, Pittsburgh, Pennsyl- 
vania. 
XXII. Wuere Gores THE ELEMENTARY SCHOOL IN AMERICA?.............0.. 325 


Jackson Gallup, Principal, Concord School, No. 18, Rochester, 
New York. 


CONSTITUTION AND By-LAWS............cce0e. BO ar ha ai nk dilly 331 
en eR cnc cau mame ensewaane eat ss Ces chwecms endelacin 335 
NAMES AND ADDRESSES OF THE MEMBERSHIP...........0. ce ccececececeeeeees 342 


[ 138 ] 








ww Oe 





CHAPTER I 
OUR DEPARTMENT 


Jessig M. Fink 
Principal, Buchanan School, Grand Rapids, Michigan 


Irs Purposes 


Y CREED—* Onward Christian Principal of the Elementary 
School! There is no time to abide with the nonprogressive or 
the unbeliever for our tomorrow’s citizenry is calling us.” 

The Department of the Elementary School Principals of the 
National Education Association is an organization formed for the 
purpose of meeting the responsibilities resting upon the elementary 
schools in the light of the demands of present day education and 
according to the American ideal. 

Among these responsibilities is that of studying with united mind 
and purpose the specific problems confronting this group. Also the 
duty of enlisting the aid of educational forces everywhere to give to 
the elementary child the advantage of united effort. 

This department is a clearing-house for the activities of elemen- 
tary school principals’ clubs throughout our land. It is an avenue 
for the exchange of information and cooperation among the various 
local organizations which make up the department. 

Its aim is to solve educational problems peculiar to its own field 
and to obtain definite advances in position and recognition for the 
workers in its ranks, thereby giving a fuller and more nearly perfect 
contribution to the childhood of America. 


Irs ACCOMPLISHMENTS 


This Department has satisfied a great need in the elementary 
school of our country by supplying a means of direct communication 
between the principals of the different sections of America, between 
those of the cities of our land, and even to the remotest districts of 
hitherto almost inaccessible places. 

By means of its semi-annual meetings it has brought together the 
best minds of our profession where the interchange of ideas has been 
of the most stimulating sort. 

It has published quarterly a Bulletin which contains articles by 
the leaders in educational thought and practice. These are edited by 
the secretary of the Department and are storehouses of information 


[ 139 ] 








140 ELEMENTARY Scuoo.t PRINCIPALS 





as to the technic and philosophy of education, as well as the practi- 
cal application of the principles of supervision. 

In addition to the bulletins, our Department has sent forth annu- 
ally a yearbook, the like of which has never been surpassed and rarely 
equalled. The yearbooks edited by Mr. Arthur S. Gist, of Seattle, 
Washington, have been the source of favorable comment by various 
countries of Europe, among them Sweden and Denmark, whose Min- 
isters of Education took pains to acknowledge them. 

To the profession this yearbook is a mine of information and a 
wealth of suggestions that carry inspiration with it every hour of the 
day throughout the school year. 

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

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


Wuy Pvusuicriy Suprortep Epucation 


All the people, whether they are parents or not, are taxed for the 
support of the public schools, because all people are the direct recipi- 
ents of the benefits of an enlightened electorate. Population is fluid, 
and no one section of our country may rest secure in the possession of 
any one quality of citizenship. Wherever the economic urge is strong: 
est there will population flow, and whether white or black, brown or 
yellow, the illiterate and ignorant are the prey to the radical or the 
rascal and their one means of defense is the education given by the 
public school. Moreover, the man of property is likely to become a 
victim of the misdirected illiterate and his protection is the educa- 
tion given to all the children of all the people by the public schools 
for which he should be willing to pay as an insurance against mis- 
deeds of the ignorant or wicked. 














neice, 














Tue SrxtH YEARBOOK 141 





By providing such an electorate the public schools are helping to 
establish justice and promote the general welfare of the people of 
the United States. 

Again since the public schools belong to all the people, and to no 
one group as parents, it follows that the founders of our nation were 
right in expecting all the people to support that institution which 
belongs to them. 

Not only an intelligent electorate is supplied by the schools but 
men and women of intellectual and moral worth are supplied who 
carry out the American ideal of education as stated in the Declara- 
tion of Independence and the Constitution of the United States. At 
least an approach to it has been our aim, and if the results have not 
been all we have wished, it is because of the lethargy or indifference 
of certain sections of our rapidly growing and economically stressed 
localities. 

Fully alive to the defects, the teachers of America are bringing 
every effort to bear to put into effect a program of education which 
shall give to the child of the most remote settlement or habitat a 
chance for an education equal to that of the most favored. This 
Department is committed to this program of education. 

Every person is taxed for the support of the schools. Schools pro- 
mote public health by a specific health program consisting of physical 
education in all its ramifications and its joyous expression in rhythm 
and song. 


Tuer Principat AND AMERICAN IDEALS IN EDUCATION 


It is the pleasure and the duty of the school principal to provide an 
avenue to establish justice and teach the beauty of impartial decision. 
Every playground affords opportunity for such an experience, and 
every day contact in the schoolroom offers another. The boy who 
learns to win gracefully and to lose cheerfully has gained a point in 
justice which will carry him over many a hard spot in life. The team 
work, the repression of self, and the fair mindedness which works 
for the glory of the teams fill the young soul with a sense of well being 
and a love of abstract justice. 

The elementary school principals may so conduct their schools in 
view of the American idea that all the people should pay for the 
schools whether parents or not, taking the school to the people and 
demonstraging to them the necessity for a country where every man 
may read apd write and live to the fullest. 

By making known the differences between the schools of former 
decades and the schools of today, by being leaders of educational 








142 ELEMENTARY Scuoo.t PRINCIPALS 





thought and activity in their communities; by placing before teachers, 
children, parents, and other people of the locality the necessity for 
an education, its worth to the community in dollars and cents as the 
value of each educated man is determined by statistical reckoning, 
since this material is most easily sensed by the populace at large; by 
showing in practice an economical administration of a particular 
school, by emphasizing the responsibility of every individual toward 
law and order and civic undertakings of a constructive nature; by 
assuming individual responsibilities as a citizen, a parent, and a 
teacher, are some of the means of realizing these ideals. 


Tue PRINCIPAL AND THE AMERICAN IpFALs IN ScuooL R&GIME 


The direct application of American doctrine to school manage- 
ment is found in carrying out the Preamble of the Constitution of 
the United States. If we form a more perfect union as we have done 
in this department, we have carried out the first aim. 

Justice will be established when we professionalize our Depart- 
ment and require the highest standards for admittance into our field. 
When our preparation, our accomplishment, our attitude and ethics 
are sufficiently highly developed they will automatically secure jus- 
tice in renumeration even as those of the most advanced positions in 
education. 

By the mastery of the fundamentals our citizenry will be equipped 
to read and write and think sufficiently to have the tools of learning 
so well in hand that they will provide for the common defence against 
ignorance. This will promote the general welfare and secure the 
blessings to ourselves and our posterity. 

It is in the schoolrooms of the elementary school that foundations 
are made which are never cast down. Stark simplicity, things unfor- 
gettable abide here. 

One of the methods we have used to insure domestic tranquillity is 
to bend every effort to make Americans of the strangers within our 
gates. The name of each foreigner with his address is registered. 
Then a personal call is made upon each one and a friendly greeting 
extended. An invitation to attend night school is given. The Grand 
Rapids plan depends upon three things, namely: (a) A board of 
education willing to authorize sufficient classes to take care of the 
enrolment; (b) a well organized parent-teachers association through- 
out the city; and (c) a good organizer to enlist the cooperation of 
a community in this project for it is a community affair. 

As a result of the work citizenship classes showed a gain of 609 
over the previous year. 











Tue Srxtu YEARBOOK 143 





Large classes were received into American citizenship, enthusiastic 
exercises were held at their admittance, and distinctions between 
citizens disappeared. 

Citizens paying school taxes may see how the schools provide for 
the common defense in our city. 

It is not only in war that the common defense needs providing for. 
Every day needs defense against the enormous accidents in our coun- 
try which take away more citizens than war. 

Whole schools of children are daily drilled in accident prevention. 
Talks, dramatizations, police duty by children, traffic officers on tap, 
safety slogans, essays on safety subjects are providing an army for the 
common defense never approached by any other means. We are pre- 
paring the children to live today and tomorrow for their country. 

Defense against disease is also rampant in our schools. The school 
nurse, the school dentist, the school physician, the school specialist, 
all are providing against the rampage of the foe disease. 

So it follows that public education is our chief protector and first 
line of defense. 

Now you ask what we are doing to promote the general welfare of 
our children. We are preserving their lives by having the schoolroom 
flooded with fresh air, sunshine, and cleanliness. Just as the finest 
brand of flour must have these conditions to be manufactured so the 
child must have them to develop. 

We are teaching personal hygiene—that is, the individual tooth- 
brush as against the family toothbrush. We are providing fresh air 
rooms for the underweight and undernourished with plenty of good 
fresh milk and food. By rest and cheer and sympathetic conditions 
we are stimulating these children to gain. We are trying to provide 
proper seating for them that no curvatures may result from our neg- 
lect or stupidity. We are establishing health clubs. And in addition 
to this we are caring for the afflicted children in an orthopedic school 
belonging to the board of education. In connection with it the Mary 
Free Bed Guild cares for an average of 500 patients a year. 

In securing blessings of liberty to ourselves and thereby to our 
posterity we begin by the attitude of spirit and set the child spirit 
free—free from fear and full of love and interest in all his surround- 
ings. Interest in his playmates, in his teacher, in his work material, 
in the pleasant atmosphere of song and play and serious work—free 
from immovable seats and desks, free from formal restraints, free to 
express his experience, and to draw his conclusions, free to say just 
what he thinks when that expression will cause no pain to anyone 
else, free to sing, to dance, to play—physical and intellectual free- 
dom, free to select a picture, a song, a bird, a game. Free to develop 








144 ELEMENTARY Scuoot PRINCIPALS 





a spirit of unselfishness and an attitude of responsibility to his 
fellowmen, his country, and his God. 

All this the elementary principal must know, must plan, must 
direct. He must bring the work of the schools to every taxpayer and 
make him realize that without this instruction, this training in living 
given by the public schools, his privilege to pay taxes might be sadly 
impaired by conditions not altogether desirable. 

One outstanding principle of school management that my experi- 
ence has impressed upon me is the desirability of getting the every 
day school procedure over to the taxpaying public. 

My own experience has emphasized the necessity for democracy 
in education, democracy of the personnel from the youngest child to 
the eldest officer, a give and take that establishes confidence of the 
highest order and produces harmony of effort and satisfactory results 
in all departments. 





—=—_— = all —— 











CHAPTER II 
THE NURSERY SCHOOL AND PARENTAL EDUCATION 


May Hii 
Director, Cleveland Kindergarten-Primary Training School, Cleveland, Ohio 


Educational movements and social trends and needs—When an 
educational movement sweeps through the schools into the magazines, 
the newspapers, and the conversation of laymen, it usually means 
that the movement represents some well defined need or trend of the 
day. This is true of the widespread interest in scientific tests and 
measurements. The testing program of the schools caught the atten- 
tion of the general public first not only because it satisfied the purely 
personal interest in measuring one’s own achievements and capaci- 
ties, or those of one’s children, but chiefly because it met the need of 
a highly competitive age for a careful diagnosis of the individual’s 
assets and liabilities, to the end that he might know with some cer- 
tainty how and where he could best. succeed. Today, there are two 
educational movements that are commanding the attention of the pub- 
lic both within the schools and outside; they are nursery school educa- 
tion and parental education. These two movements have gained an 
impetus that is a matter of sheer astonishment to the workers who 
are still experimenting in these fields. Nursery schools have caught 
the imagination of schools, of philanthropies, of research workers in 
many fields, of the clubs, magazines, and newspapers. The same is 
true of parent education which, from being a sporadic, amateurish 
activity, has suddenly become a highly specialized branch of adult 
education. It has captured not only public interest but private foun- 
dations as well. 

Paralleling modern needs and tendencies—It is significant that 
these two movements, nursery schools and parental education, have 
developed side by side in the past few years. They are, of course, 
not disparate educational units at all, but two phases of one great 
problem—namely, the problem of the child’s growth and develop- 
ment. This problem has always engaged teachers, but from the 
peculiar and limited angle of imparting knowledge. To parents, it 
has presented a more complicated series of problems for they have 
been concerned with the whole child, out of school as well as in 
school. Occasionally, classroom difficulties have brought parents and 
teachers together and with surprising perspicuity, the schools have 


2 [ 145 ] 








146 ELEMENTARY Scuoot PRINCIPALS 





begun to realize the importance of intelligent parenthood. The kin- 
dergarten teacher was ready to bear witness to the truth of the psy- 
chologist’s reiteration that the child’s mental and emotional sets are 
well established before he ever reaches kindergarten and that the 
“basis of physical and character defects that may result in school 
and life failure is already fixed before the child enters school.” 
Parents began to hear of this also, with more or less dismay, for with 
half of the world living in cities and with space at a premium parents 
were finding their parenthood increasingly difficult. A grandmother 
who had raised her own brood of seven children in a spacious house 
of a small village spoke with deep commiseration of her granddaugh- 
ter’s problems with one child in a kitchenette apartment. “I think 
my extensive parenthood was simpler and easier than this modern 
intensive kind,” she said. Probably she was right, but from this in- 
tensive parenthood has come an eager questioning concerning those 
experiments in psychology, nutrition, and education that can help the 
one child of the family grow up as right a child as possible. The 
nursery school and the parental education movements reflect the 
social-economic trends of today and the needs and interests of this 
generation of parents upon which we may well build a better society 
of tomorrow. Let us see then, what are some of the needs and trends 
of the day that have given rise to the nursery school movement and 
what that movement has to offer as a focal point in parental education. 

Program of nursery school education—Before we try to say why 
the nursery school exists, we must have clearly in mind what a nurs- 
ery school is. Roughly defined, a nursery school is a carefully planned 
environment for children from eighteen months or so to five years. 
This is one point upon which everyone is agreed, and sometimes it is 
about the only thing nursery schools have in common: the age of the 
children enrolled, for one of the first things a person discovers, if he 
sets out to study nursery schools, is that no two of them are alike. 
Some enrol only eight children, others thirty-five; some separate the 
two vear olds from the three-and-a-half or four year olds, others keep 
them together; some keep the children for twelve hours, others 
scarcely three hours; some enrol the parents as well as the children, 
others seldom see the parents; some are psychological laboratories, 
others are behavior clinics; some are health stations, and a few are 
devoted simply and solely to the all round development of the child. 
Some care for the children of working mothers of extreme poverty, 
some care for the children of prosperous working mothers of the pro- 
fessional type, and some for the children of the leisure class. 

This catalog of the various types of nursery schools already flour- 
ishing in this country should dissipate any idea of a nursery school 





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as a definite, unvarying unit, or a distinct pattern. There is probably 
no other educational unit as flexible. Only the fundamental aim is 
shared by all nursery schools: to provide an environment that shall 
further the all round development of the child from eighteen months 
to four or five years old. However, many workers in the field of 
nursery school education are coming to feel that the term “ nursery 
school ” should be delimited to apply only to those groups that are 
organized and staffed to carry through: (1) A detailed program of 
physical health, (2) a program of mental health, and (3) a program 
of parental education. What is involved in these programs will be 
discussed later in some detail. Certainly habit forming is basic both 
to physical and mental health and is fundamental to all work with 
young children whether in the school or the home. It is included in 
both the program for physical and for mental health. A nursery 
school may also lend itself to research. However, there are excellent 
nursery schools that are users of the results of research but are not 
adequately staffed to carry through a research program. Physical 
health habits, mental health habits, and parental education seem there- 
fore to be the irreducible fundamentals for a nursery school. 

Two objections to nursery schools—Bearing in mind, then, that a 
nursery school is a flexible unit to be adapted to the needs of different 
social groups, let us consider the question, “ Why nursery schools?” 
On all sides we hear such comments as, “I cannot see why a three- 
year old child is not better off at home.” Or, “I do not believe in 
nursery schools because they are taking the child out of the home and 
doing the mother’s work for her.” 

Desirable environment for children of the poor—The first answers 
to these objections are to be found in the social and economic forces 
of the day. We have, for instance, the problem of broken homes and 
when those homes are without funds, it means a working mother or 
father, with no one to care for the children during the day. The day 
nurseries have for years housed and fed these children. Today, the 
day nurseries are adding nursery schools, where those children are 
helped to form right habits, develop emotional stability, and grow up 
in physical and mental health. 

Mike, for instance, is a little boy, whose father is a widower and 
is struggling to keep his family of four boys together. Mike had been 
in the nursery school since he was eighteen months old but he finally 
reached the age of promotion to the public school kindergarten. 
After the first day, he returned to the nursery school saying, “ They 
don’t give us no baths there and I’ve gotta have my bath in the morn- 
ing, don’t I?” During his three years in the nursery school, Mike 
had acquired the habit of bodily cleanliness. The blessing of the 








148 ELEMENTARY Scuoort PrIncrIpPaAts 





nursery school to such children is fairly evident. Their physical and 
psychological records show food antipathies conquered, gain in energy 
and active play, temper tantrums diminished, sulks overcome, good 
sleep habits acquired, and friendly contact with other children and 
adults established. 

“Oh well,” the objectors say, “of course there must always be 
relief measures for the poor, but with the poor, the nursery schoo] is 
taking the place of the home that does not exist, or is of a distinctly 
inferior type. That does not explain why a two-year old child should 
be taken out of his excellent home and put into a nursery school.” 

More space for play and more children to play with—So we turn 
to the vast middle group of society and what do we find? Scores of 
“only ” children with little or no chance for much give and take 
with other children during this early period. Or families of only 
two or three children at most. There we find also, the servantless 
home with the mother carrying a fairly heavy load of housework 
complicated enormously by the young child in the house. If he is an 
“only ” child, he quickly learns to tyrannize over mother and she 
becomes a weary substitute for the other children he ought to be play- 
ing with. Moreover, apartments provide little play space or play 
opportunity. A yard into which the child can be safely turned to 
play on his own, is extremely rare. More often he must walk with a 
tired mother on sidewalks barren of play possibilities and all of his 
small excursions into adventurous ways must be checked. Both 
mother and child suffer from this too continuous and limiting com- 
panionship. 

Typical example of child’s need for ample space—This fall 1 saw 
such a mother and child. They lived in a pleasant neighborhood, in 
a convenient, iceless-refrigerated apartment with no yard front or 
back. Mother and her bouncing three-year old daughter had trudged 
conscientiously along street after street taking advantage of the sun. 
They came to a block with four large houses set well back on four 
large, delightful lawns. Small daughter gave a shout of glee and 
started prancing over the green lawns. “ No, no, Barbara, come back 
and walk on the sidewalks ” said the mother. Barbara continued to 
prance, occasionally falling down with great gusto, savoring fully 
the yielding quality of that delicious grass as compared with the 
blocks and blocks of asphalt over which she had trudged so patiently. 
The young mother expostulated again and again, but feebly, with 
very little conviction in her voice. She knew Barbara needed exactly 
those experiences and the park was miles away. Finally, someone 
appeared at the door of one of the houses. The embarrassed mother 
pursued her young daughter, gathered her up in her arms and carried 





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Tue Sixtu YEARBOOK 149 





the protesting child back to the sidewalk. Barbara shook the tears 
out of her eyes. “ Why can’t I run on that nice grass?” she wept. 

“ Because it isn’t our grass’ her mother explained carefully. “ It 
belongs to someone else.” 

* Well, then I want some gras= of my own where I can run.” Bar- 
bara sniffed, and as she was led away, she demanded at intervals: 
“Can’t I have some grass of my really own. I want to run some 
more.” 

Barbara’s mother looked intelligent. I think she knew that Bar- 
bara was well within her rights in demanding grass and the space to 
run. Lack of opportunity for vigorous activity and physical adven- 
ture for the three- and four-year old means dammed up energies that 
result in outbursts of temper, irritability, or the equally undesirable 
opposite; the premature turning inward that make the seclusive, 
introverted child. 

Nursery schools and the needs of mothers—Meanwhile, see what is 
happening to the mothers of this middle group. They are too intelli- 
gent to turn their children over to untrained, ignorant nurse maids ; 
so they make conscientious slaves of themselves. They lose their con- 
tact with people, with books, with music, with the whole adult world, 
in their devotion to the needs of the child in the house. Gradually, 
from sheer fatigue and monotony the child gets on their nerves and 
nagging begins. The apartment child must “ be still’ or complaints 
will be made. He must not have mussy toys because the living room, 
at least, must be kept in order. He cannot run, climb or jump, 
because furniture may be ruined and the family below will complain 
to the landlord. So very quickly “ don’t” becomes the chief com- 
mand the child hears from his mother, and rebellion and friction sets 
in. Put that child in a part-day nursery school from nine o’clock to 
three, for instance, and the child will come into his own. Space in 
which to run, bars to climb, steps to jump from, toys to manipulate, 
other children to measure one’s achievements by, and unhurried, 
unengaged adults to assist activity instead of preventing it. Mean- 
while, the mother has her mornings free. If she is maidless, she can 
do her work in half the time it took when her child was at her heels, 
and there will be some free hours for out-of-doors, or for reading or 
whatever form her recreational needs demand. When she calls at 
the nursery school she will find a rested child who has had a morning 
of vigorous play, a proper dinner, planned by a nutrition expert, and 
a long, peaceful nap. Both mother and child are better for the sepa- 
ration and happier in the reunion because each has had the opportu- 
nity to work and play according to the needs of her own age and 
interests. 








150 ELEMENTARY Scuoort PRINCIPALS 





Too much supervision—Now let us turn to a third social group. 
In families of the so-called privileged social group, the nursery school 
comes bearing gifts also. It usually happens that in families of many 
servants, the small child suffers from more than his proper allowance 
of adult dictators. Nursery governess follows nursery governess, to 
each of whom the child must make adjustment. This accepted ruler 
has her “days out,” and some other maid assumes the reins of 
authority. There are maids and chauffeurs who issue commands. 
Mothers and fathers, grandmothers and grandfathers, and perhaps 
even uncles and aunts appear at unexpected intervals and demand 
immediate subjugation of the four-year old vassal, with little or no 
right to rule, that the child recognizes. What develops is usually one 
extreme or another—unreasonable rebellion or apathetic docility, 
with the possibility that this harassed young child may develop a 
precocious diplomacy and become a manipulator of persons at an age 
when he should be manipulating sand, dolls, kittens, and caterpillars. 

One child's adaptation to adult dictators—A little, four-year old 
girl was the victim of the remarriage of her parents to other mates. 
Many servants had been a part of her problem before, but now she 
rotated between four families, some of these making extravagant 
demands upon her expressions of affection, others showing their con- 
scientious interest in the child by well-meant but incessant nagging, 
and everyone of the four households expecting a complete adaptation 
of its program and standards. This child had little chance to grow 
normally. Adult interference, unintelligible adult demands blocked 
her on all sides. She became a conformist and a diplomat of neces- 
sity. She wheedled her way adroitly in one family, she responded to 
the military discipline of another, she held her peace in a third, and 
relaxed somewhat but not wholly in a fourth. Her initiative lessened 
steadily, her dependence on adult directions increased, she grew 
secretive and seclusive of necessity. There was money and so-called 
privilege in all of these homes, but there was no freedom, no room 
to grow. 

The nursery school would have given that child contact with other 
children, an environment that fostered independence and initiative, 
and freedom to experiment, to discover power and to use it. This 
sounds like an extreme case, but any child who is subjected to over 
supervision by many adults is in similar danger. The broken home 
is always a sick environment for a child whether that broken home 
exists in the tenements or on the boulevards. 

In this connection, it is significant to note that there is a steadily 
increasing number of children growing up in hotels. These children 
are perhaps, facing as many obstacles to normal development as the 





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Tue SixtuH YEARBOOK 151 





child of the tenements. So large and distinctive has this group 
become, that we understand a study of the hotel child is under way. 
Any child who must respond to many servants has an abnormal envi- 
ronment which the nursery school can help to counteract. The child 
of the rich has almost as many obstacles in the way of attaining men- 
tal and emotional stability as the child of the poor. The nursery 
school finds these children with food antipathies, bad sleep habits, 
temper tantrums, over-assertiveness, over-seclusiveness, in fact, with 
all the range of mental and emotional difficulties to be found among 
children in less fortunate social groups. The part-day nursery school 
has much to offer these children and their parents as well. 

Summary of the social needs met by nursery schools—This has been 
an attempt to show briefly some of the varied needs of parents and 
children that the nursery schools are meeting today. We have found 
the nursery schools in this country providing a healthy, happy envi- 
ronment for children of broken homes. The “ only child” there finds 
contact with other children. The child from tenements or apartments 
finds space for vigorous play both indoors and out. Nursery school 
children have the maximum freedom to manipulate things, experi- 
ment, initiate, adventure with as little adult interference as possible. 
They are in the hands of highly skilled adults instead of untrained 
nurse maids. The environment is planned for the children’s needs 
and interests and there is, as a result, an unhurried rhythm to the 
day’s activities, free from the strain of conforming to adult schedules 
and emergencies. Sometimes, this slow, placid, unhurried, unworried 
procedure seems to be the most precious gift the nursery school 
bestows upon its children. The atmosphere of serenity makes for emo- 
tional control and stability. A father, visiting a nursery school where 
eighteen babies from two years old to three and a half, were placidly 
busy, turned to the director and said in amazement: ‘“ This is my 
idea of perfect peace. Why don’t we have this at home?” 

Mothers not trained—This question raises the continually reiter- 
ated objection: Is not the nursery school doing for the child what 
the mother ought to be doing? Laying aside those social prob- 
lems of young parents that we have already considered, the fact re- 
mains that most mothers are not trained to do for their children what 
the nursery schools are doing today. This is partly the fault of our 
high schools, colleges, and universities. They have continued to offer 
young women courses in everything in the world except those most 
vital to their needs as prospective mothers. This generation of col- 
lege or university women is therefore as unprepared for the specific 
problems of motherhood as the less highly educated. Fortunately, this 
state of affairs is fast changing. Both colleges and universities are 








152 ELEMENTARY SCHOOL PRINCIPALS 





offering certain courses for women that show a recognition of their 
needs as future homemakers. We have had courses in textiles, food 
values, interior decorating, budgets, and now in the past few years, 
the young child has appeared on the curriculum of institutions of 
higher education. In several universities and colleges nursery schools 
have been opened. Sometimes, these have been used as research cen- 
ters for psychology, nutrition, and nursing, but recently, their value 
has been recognized as demonstration centers for parental and pre- 
parental training. It is interesting to see how different nursery 
schools throughout the country are approaching this new problem of 
parental education. 

Different methods of helping mothers through the nursery school— 
In one nursery school, the mother is enroled with her child. She 
must agree to spend a definite amount of time in the school, or her 
child is not admitted. She is further assisted by conferences with 
the director. Another nursery school is run by the parents them- 
selves on a cooperative basis. Two trained workers organize the hours, 
the duties, and the shifts of the cooperating mothers, but every mother 
whose child is attending the school gives part time service there. 
Again the directors hold conferences and organize study or discus- 
sion groups, but this nursery school is a laboratory for the mothers. 

Still another nursery school, operating with an imposing number 
of specialists on its staff, requires parental cooperation in its record 
keeping. Detailed records of every child are kept by the school, 
both in relation to his physiological and psychological development, 
but since the school has the child only from nine in the morning until 
three or three-thirty in the afternoon, the parents are asked to con- 
tribute objective facts concerning the child’s life in the home. This 
is an interesting way of securing parental cooperation in the forma- 
tion and maintenance of desirable habits and is an admirable means 
of getting nursery school standards and tactics carried into the home. 
It requires intelligent and more or less leisured parents but it is an 
excellent way of securing practical, daily child study of the most 
objective kind. 

A fourth nursery school, dealing with the children of working 
mothers found it impossible to establish anything but the most super- 
ficial contacts with the mothers. These mothers left their children as 
early as seven in the morning and hurried to their work. They called 
for them as late as six in the evening, too fatigued to endure any but 
the briefest comments and utterly averse to anything like a confer- 
ence. In connection with this nursery school, a Behavior Clinic was 
finally developed with a psychiatric social worker, a nutrition special- 
ist, a psychologist, a medical examiner, and a psychiatrist. The psy- 





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Tue Srxtu YEARBOOK 153 





chiatric social worker made her calls at the homes of the children at 
night or on Sundays. Then, when the mother was fed and rested, and 
her children in bed, the caller found her ready to talk. Case study 
material was gathered at this time and after a complete report and 
diagnosis of the child by the Behavior Clinic staff, the psychiatric 
social worker returned to the home with the recommendations for 
the mother. This indirect method succeeds only when the social 
worker can establish a friendly contact with the mother, develop her 
trust, and engage her cooperation. That it succeeded to a remarkable 
degree in this particular nursery school was a tribute not only to the 
case worker but also to those brief but happy contacts that the mother 
had had with the nursery school itself. 

Other nursery schools are opening their doors to various groups 
of observers. In one nursery school, the debutantes of the Junior 
League have a certain number of observations in connection with a 
series of lectures on child care. The young matrons from this same 
group, observe also in connection with a class in child psychology. 
One university uses its nursery school as an observation center for 
class after class of mothers. Sometimes, these observations center on 
behavior problems, sometimes on nutrition or other questions of child 
care and development. Recently, two nursery schools have been 
opened in high schools and are used by the girls in the home eco- 
nomics classes as observation centers. In this first-hand contact with 
young children their work in nutrition, child care, and nursing finds 
vital outlet. The high schools and the elementary schools can begin 
their pre-parental training in no better way than through the nursery 
school. 

One mother’s comment on the nursery school—A young college 
woman recently volunteered this significant comment: ‘“ Every child 
study book I have read lately, and most of the lectures on child care, 
have stressed ignoring a child when he has temper tantrums. I agreed 
with this theory but failed with my own little boy. His erying made 
me nervous and he kept it up interminably; so I gave him what he 
wanted because I thought he would never stop if I did not. Then, | 
saw him have a tantrum in the nursery school and I was delighted, 
because I was on the side lines as an observer and could watch some- 
one else wrestle with him. The first thing that struck me was the lack 
of wrestling. No one paid any attention to him. The children got out 
of his way, but went calmly on about the business of teetering, or 
piling blocks, or whatever engaged them. The teacher never stirred, 
nor did she even glance at him. He was isolated by his own tantrum 
and in the midst of a roomful he was completely alone. His crying 
lacked the full-lunged conviction it had carried when he had held 








154 ELEMENTARY Scuoot PrINcIPALS 





forth at home, in our small apartment, with me as a helpless audience. 
Finally, he knocked down a child’s blocks; then the teacher moved 
towards him slowly and said, with complete gentleness: ‘ Bobby, it 
is much better to cry in a room by yourself, then you won’t bother 
anyone or spoil Jean’s blocks.’ I doubt if he took in the details of 
this speech, but the gentleness, the absence of antagonism carried. 
She did not touch him but added: ‘Come in here Bobby. It will be 
better here,’ and led the way. Bobby followed her to a nearby room 
and she left him there. He yelled fitfully but with diminishing vol- 
ume. Presently, there was silence. After awhile, the teacher investi- 
gated and returned with a smiling Bobby. ‘ Bobby has a lovely book 
to show us,’ she explained casually to a nearby child, and Bobby 
showed the book he had found while in temporary exile. This tan- 
trum of Bobby’s had lasted over a period of forty minutes. It was a 
revelation to me to see it end as it did. This demonstration of wait- 
ing, of quiet, unaggressive action on the part of the adult; in short, 
the hands-off policy demonstrated, did more for me than all my lec- 
ture courses or reading. These, to be sure, had given me my back- 
ground of understanding, but I needed to see the theory demon- 
strated before I really accepted it in practice.” So, many mothers 
could write of problems seen and solved in the nursery schools. It 
might be worth our while to inquire what it is the nursery schools 
are stressing in their pre-parental and parental groups. 

A program of physical health—lIn the first place, no organization 
has any business to take children as young as eighteen months to two 
and three years, without a detailed program for attaining and main- 
taining physical health. A mother who places her three-year old in 
a nursery school should find that school equipped to carry out preven- 
tive and remedial physical work and able to give her expert help in 
the home care of the child. The high lights of such a program for 
physical health will be: Medical examination and diagnosis, careful 
follow-up work by experts, keeping of a number of physical records, 
and a painstaking program of physical habit forming. 

Examination and diagnosis—No child should be admitted to a 
nursery school without a detailed physical examination; that exami- 
nation and diagnosis to be the basis for the child’s program in the 
nursery school. One child needs an extra rest period and is put to bed 
in the morning, as well as in the afternoon. Another requires a 
special diet, which must be carried out not only in the nursery school 
but at home. Another child needs corrective posture work. Another 
should have a tonsillectomy before he is admitted. 

Follow-up work—The diagnosis requires definite follow-up work, 
some of it daily, some of it weekly or monthly. Many nursery schools 





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Tue Sixtn YEARBOOK 155 





feel that temperatures should be taken daily as a preventive measure. 
Young children fluctuate in physical well being with such alarming 
rapidity that the daily temperature is perhaps the safest means of 
detecting an approaching illness and avoiding contagion. With the 
two year olds, the rectal temperature is best and mothers are taught 
how to take it. Weight and growth records, should be kept of each 
child and the charts given to the mother that she may know how her 
child is developing and what he needs. Daily records of elimination 
and defecation are essential, and in some neighborhoods baths and 
shampoos. The nutrition work of the nursery school should not only 
be in the hands of experts, but every mother should understand the 
basic principles of the menus and be assisted in carrying on the work 
in the one or two daily meals which the child eats at home. Some 
nursery schools ask the mothers to hand in the food content of the 
children’s home meals and assist in keeping records of the proportion 
of proteins, vitamines, starches, etc., that the child is receiving daily. 

Physical habit-forming—In addition to the physical program based 
on the recommendations of the medical examiner and the nutrition 
specialist, there is a daily educational program in physical habit for- 
mation. Food antipathies must be conquered and the enjoyment of 
proper foods established. Washing hands before eating, brushing 
teeth after eating must become so much a habit that the child will 
demand the opportunity to do these things as Mike at five years old 
demanded his daily bath. Nursery school records are kept of the 
child’s sleep, telling how long it took him to fall asleep, whether he 
sucked his thumb, or masturbated at that time, whether he cried out 
in his sleep, twitched or thrashed around or slept quietly, how long 
he slept, and how he waked. These records are of the greatest impor- 
tance to mothers and are usually supplemented by the mother’s own 
observations of her child’s sleep habits at home. Their significance in 
relation to behavior problems are also discussed with the mother. 
Habits of elimination and enuresis are carefully recorded by nursery 
school workers, supplemented by the mothers and followed by con- 
sultation with the medical examiner, or the nurse, or occasionally by 
the Habit Clinic group if the bad habit is not adequately accounted 
for on physical grounds. Even the habit of vigorous, daily out-of- 
door play has to be fostered in the nursery school at some pains. 
Children who have been housed too much, often stand round apatheti- 
eally on the playground. Gradually, they begin to experiment with 
the apparatus, manipulate the boxes, boards, sand-toys, wagons, and 
kiddy cars and soon they are playing vigorously the whole two hour 
period out-of-doors and missing it obviously when an extraordinary 
storm keeps them indoors. 








156 ELEMENTARY Scuoot PRINCIPALS 





———.._.. 


Nursery schools justified—The importance of forming right physi- 
cal habits during the pre-school period is in itself a justification for the 
nursery school. Physical habits basic to good health should be formed 
in the home most people feel, but that they have not been established 
there, every nursery school worker can testify. Even those children 
whose mothers consult able pediatricians, come to the nursery school 
under-nourished, with wretched food habits, irregular hours of sleep, 
enuresis, constipation, bad muscle tone, poor posture, in short with the 
whole range of physical difficulties to be found among the children 
of the poor. This is no reflection on the pediatrician but means that 
the mother has not had enough follow up examinations from the 
doctor or has been inefficient in habit forming with her child. Nurs- 
ery schools justified their existence in England chiefly on the side of 
promoting the physical well being of children. As a result of their 
meticulous care of the child’s physical health during these early years, 
child mortality was decreased and the nursery school children entered 
school in better physical condition than the children who had not 
attended nursery schools. So essential is this program of physical 
health that many feel inclined to say that no nursery school is a genu- 
ine nursery school that does not keep the child through the noon mea! 
and the afternoon nap, food habits and sleep habits being basic to 
such a program. Even those mothers most skilful in establishing 
right physical habits with their children may profit by the nursery 
school, for a good nursery school assures more frequent physical 
examinations, more dtailed records and follow-up work, the assistance 
of more nursing and nutrition specialists than the average home 
could possibly provide. 

A program of mental health essential to nursery school education— 
Physical health and mental health are so interrelated that it is impos- 
sible to consider one without the other. If nursery schools proved 
their merit first on the basis of promoting the physical health of their 
children, it is certain that they also fostered mental health. The 
whining, weeping child grows more cheerful and able to endure, as he 
is properly nourished, or if he has sufficient sleep. The relation of 
certain behavior patterns to unfortunate physical conditions are too 
well recognized to need emphasis. It is important to realize however 
that’ nursery schools have a definite program of mental, as well as 
physical health, and it is worth while to know what are some of the 
essential elements in this program. 

Provision for varied activities—Dewey has said: “ In this primi- 
tive condition of spontaneous, impulsive activity we have the basis 
of natural interest.” No child can develop normal, vital interests in 
an environment barren of play possibilities, and interests are essen- 





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Tue Srxtu YEARBOOK 157 





tial to mental health. The nursery school provides ample space in- 
doors and out for large activities. There is space in which to run, 
steps and ladders to climb, boxes to pile and jump from, boards to 
walk, wheeled vehicles of various kinds to master, swings and jungle 
gyms to conquer and simple toys and materials to tempt manipula- 
tion and imaginative play. Many nursery school workers have sighed 
over the fact that no charmingly dressed doll is ever allowed to 
remain dressed in the nursery school. The complicated mechanisms 
of dresses, petticoats, and bloomers are ruthlessly torn asunder, and 
the doll is left an undressed but understandable thing, later, to be 
swathed, perhaps, in a purloined towel or dust cloth. Recognizing 
this relentless law of back to first principles for nursery schoo] dolls, 
one teacher tactfully provided a bright array of colored cloths. In 
these the dolls were tenderly wrapped day after day, and the children 
never asked for the disearded dresses and petticoats. This is typical 
of the nursery school attitude towards all toys, apparatus, and ma- 
terials. The children’s use of them is observed and recorded, if the 
material fails to satisfy it is modified or discarded, if it leads to dis- 
astrous results it is banished. If it leads to experimentation, long 
continued use, absorbed interest, imaginative play, or physical adven- 
ture and delight, it is rated a success. Three points are stressed 
with the mothers: (1) Children must have space for strenuous physi- 
eal activities; (2) there must be a critical search for materials and 
apparatus that satisfy the needs and interests of the two-year old, 
the three-year old, and the four-year old; (3) the child must have 
freedom to explore, experiment, and adventure. 

Freedom to explore, experiment, and adventure—This last article 
of the nursery school ereed is usually the hardest and the most. neces- 
sary for parents to accept. To protect young children from too much 
adult supervision, is basic to their mental health. A father was observ- 
ing a capable four-year old mounting the jungle gym. Finally, as 
she neared the top, he could sit still no longer but dashed over to her 
saying: “ Stand still and I'll lift you down.” She rejected his help 
scornfully, climbed to the top, dangled nonchalantly by her arm pits 
and descended easily while the father admitted sheepishly that he 
would be a wreck if he had to see much of that. Learning to take their 
bumps with equanimity, learning to try new feats with a sensible 
amount of caution, beginning “ to purpose, plan, execute, and judge ” 
for themselves, come only when adults keep in the background and 
children have a change to try for themselves. 

A little four-year old came in from her daily walk with her nurse, 
a younger brother and a neighboring child. She presented herself 
soberly to her mother and remarked, “‘ Mother, some day I’m going to 








158 ELEMENTARY Scuoot PRINCIPALS 





take a selfish walk.” The mother asked what on earth she meant by 
a “selfish walk ” and the child explained gravely, “ Every day when 
we go walking, nurse says: ‘ Give your ball to Bobby, you mustn’t be 
selfish. Give your doll to Connie, you mustn’t be selfish.’ Some day, 
I want to walk all by myself and have all my own things. That’s a 
selfish walk, mother.” The mother thought this a hilarious tale. It 
is an admirable example of the continual interference of adults in 
the child’s everyday activities and the enforcing of an adult code 
prematurely on a young child. Nagging, blocked activities, frustra- 
tion break down mental health. Freedom to explore, to experiment, 
to adventure, to be serenely active build it up. 

Emotional stability essential to mental health—Fstablishing emo- 
tional stability is also fundamental to mental health. Temper tan- 
trums, seclusiveness, over excitable behavior, emotional ups and 
downs are only symptoms. They make it plain that emotional sta- 
bility is lacking but it is important that the causative factors of such 
behavior be unearthed and remedial measures undertaken. Physical 
conditions are frequently responsible in a greater or less degree but 
seldom wholly. Frequently a disturbing emotional factor may ac- 
count for a physical upset. Sometimes, therefore, malnutrition, irreg- 
ular hours of sleep may cause apathetic, seclusive, timid behavior, 
or on the other hand, a hidden fear may cause sleeplessness, indiges- 
tion, and seclusive, timid behavior. Emotional instability calls for 
careful study of the child’s whole environment. Are physical factors 
‘ausative or are there certain factors in the environment that are 
responsible? Temper tantrums are usually the fault of the parents. 
The child has been frustrated or oversupervised to a marked degree, 
or satisfying results have followed the tantrums, or the child has seen 
temper tantrums in the home. The timid child is made fearful by 
threats, by example, or by a conditioned experience which the adult 
may or may not know about. The nervous child may be nervous 
because of too many enforced inhibitions, too much supervision and 
direction, an overstimulating environment, a moody, uncontrolled 
adult, undue pressure of one kind or another. These are emotional 
problems that confront every nursery school worker and demand inti- 
mate contact with the mother and the home environment for their 
explanation and cure. It is essential that parents become aware of 
the importance of emotional control in the adults who are a part of 
the child’s environment. It is helpful for parents to see the atmos- 
phere of unhurried, unworried serenity that is characteristic of 
most nursery schools. Such an environment fosters mental health. 

Tests, case studies, and records as aids to furthering mental health— 
Intelligence and performance tests are useful tools in diagnosing 


4 





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Tne Stxtn YEARBOOK 159 





behavior problems even on the nursery school level. Nicky, a temper 
tantrum case, had been thought mentally defective by several adults 
dealing with him. Intelligence tests found him average but his score 
was lowered by every test involving any manipulation. His response 
to performance tests showed an almost hysterical eagerness for ma- 
terials and a surprising inability to control them. A detailed case 
study reported a complete absence of play materials in Nicky’s four 
years, together with methods of suppression intended to keep him 
quiet. Observation showed that in the nursery school his manipula- 
tion of toys, apparatus and ordinary objects in the room was on an 
infantile level that put him below the two year olds in control of his 
environment. Moreover, when some particularly enticing toy at- 
tracted him, his eagerness to get it was intense, his use of it too crude 
to be satisfying and his temper outburst the unfailing accompaniment 
of his frustration. Not only did the tests give an illuminating clue 
to his disability and possible capacity for improvement, but the case 
study and observation by the psychiatric social worker furnished 
objective evidence for the cause of his behavior and for the solution 
of his difficulty. Now records are being kept of Nicky’s slow progress 
in making up for the years of manual experimentation and resulting 
dexterity that he has lost. Tests, case studies, diary records, per- 
sonality studies, achievement records are all tools that help objectify 
the aims, the methods, and the procedure that further mental health. 
They also form an invaluable source of help and information for 
parents. When a mother contributes her observations to the nursery 
school records, she is learning to think of her child’s behavior in 
objective terms and to search the environment of the child for a 
reasonable explanation of his reactions instead of blaming heredity, 
natural depravity, or some other nebulous factor. 

Nursery schools as laboratories for parental or pre-parental educa- 
ttion—There is no doubt that the nursery school has unrivalled oppor- 
tunities in the field of parental and pre-parental education. Not all 
nursery schools are rising to this opportunity adequately, but all of 
them are conscious of their responsibilities in this field. It is to be 
hoped that leaders of parental groups will become more keenly aware 
of the rare laboratory facilities the nursery school affords. Classes in 
child psychology, in mental hygiene, in dietetics should have regular 
periods of supervised observation in the nursery schools. Young girls, 
as well as young mothers, frequently learn more about children’s 
normal reactions from observing and keeping records than from 
books. Anyone who has ever made a diary record of one child for 
three separate hours of his day comes to know that child with amaz- 
ing intimacy. Parental education leaders should give their students 








160 ELEMENTARY Scnoo.t PRINCIPALS 


-— ee 





practice in various types of record keeping including diary records, 
physical habit records, ease studies or personality studies. These 
records furnish a vital basis for class discussion, reading, and prob- 
lem solving. Incidentally, they train the observer in the habit of 
collecting accurate, objective facts before interpreting and judging 
a child. We need to have nursery schools in those neighborhoods 
where the majority of the pupils complete their schooling with the 
sixth, seventh, or eighth grades. Proper clothes for young children, 
bathing and feeding a child, the importance of regular physical 
habits, simple inexpensive materials for the child’s manipulation, 
methods of meeting behavior problems, of habit forming could be 
demonstrated and taught effectively in such a laboratory. Young 
girls, and young boys too, are eager and delighted spectators in nurs- 
ery schools. They could be learners as well and society would gain 
in the improved mental and physical health of their children. 

Research also an objective of the nursery school—A research pro- 
gram may also be an objective of the nursery school, but it is not the 
province of this paper to diseuss such a program in detail. An ocea- 
sional nursery school may be set aside as a laboratory for expert 
investigators, experimentation and research, but needless to say, it 
must be in the hands of specialists and every care must be taken that 
the child’s normal development is not jeopardized. The results of 
such studies should be of the utmost interest to parent groups. It 
might be mentioned in passing, that if the results of research are to 
be of any practical use to the average parent, or even teacher, some 
gifted persons will have to be found who can translate and edit the 
findings into intelligible terms. It is unfortunate that many scien- 
tific studies are reported in language that only the specialist can 
understand and survive. A translator with the gift of clarity and a 
vivid, interesting style could do much to make the practical findings 
of research function in schools and homes. 

Summary—lIt was noted in the beginning of this discussion that 
the nursery school movement reflects some conspicuous trends in 
present day society. The fact that half the world’s population is liv- 
ing in cities today, results in crowded living conditions, smaller 
families and increased economic pressure, involving a steadily grow- 
ing number of mothers employed outside the home. These conditions 
earry definite needs, some of which the nursery schools can supply. 
The need of the only child for other children, the need of every child 
for ample space and play materials, the need of children from broken 
homes for a happy, healthy environment, the child’s need for a sym- 
pathetic, skilful adult who has the leisure and the technic to establish 
right physical and emotional habits in those crucial and impression- 





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Tue Srxtn YEARBOOK 161 





able years before the school age, the need of the mother for leisure as 
well as expert counsel—these are some of the needs the nursery school 
can supply. If the nursery school fulfills its obligations to carry 
through a program of physical health habits, mental health habits 
and parental education, the closest observers of nursery school edu- 
cation feel that most pre-school children and their mothers would be 
benefited by the nursery school. Some pre-school groups may make 
an invaluable contribution to work with the young child by adding a 
research program to their activities. In conclusion, these needs 
should be underscored: (1) The nursery school offers an ideal demon- 
stration center for pre-parental education. The beguiling charm of 
the three-year old goes straight to the heart of the adolescent, and 
is an invaluable incentive to pre-parental training. Can we not have 
more nursery schools in elementary and high schools where classes 
in the various phases of child study may focus? Needless to say, 
these classes will not be labelled pre-parental education but training 
for parenthood will be the objective and the nursery school the labora- 
tory; (2) then, if leaders of parent education groups can also make 
use of nursery schools as observation and demonstration centers, the 
danger of the nursery school doing for the child what the mother is 
too untrained to do herself, will be eliminated. Instead, as the nurs- 
ery school slowly and painstakingly wrestles with the child’s behavior 
problems and habit formation, the mother who is observing in con- 
nection with her study group, will be able to carry out the same 
methods with her child at home. Nursery school education and parent 
education must go forward together if society is to reap the full 
benefit of these two significant educational movements. 








CHAPTER ITI 


ANALYSIS AND EVALUATION OF SUPERVISORY 
ACTIVITIES IN ST. LOUIS 


F. M. UnpbErRwoop 
District Superintendent, St. Louis, Missouri 


HE LIST of Activities and Accomplishments of a Supervisor 
Ti St. Louis, which follows, was formulated by the writer, based 

upon twenty-two years’ experience in the system as elementary 
school principal and district superintendent. The list of “ Princi- 
ples Underlying the Problem of Dealing with the Teacher upon a 
Democratic Basis ” was similarly formulated. These outlines formed 
the basis of discussions held by the supervisory staff in September 
of this year. 

As an outgrowth of these discussions, it was agreed that the entire 
staff of head supervisors should cooperate in a study for the purpose 
of evaluating these activities and principles. Each head supervisor 
was asked to answer the following questions: 


1. Which of the activities or principles listed do you disapprove of? 

2. List the six activities or principles of each list which you consider most 
important, in the order of their importance. 

3. Add‘any activities or principles which, in your judgment, should be added to 
the lists as given. 

The summary of replies of the supervisors to these questions is found in 
Table 1 and Table 2. The list of head supervisors in St. Louis at present is as 
follows: 

A District Superintendent, in charge (the writer) 

A Supervisor of Kindergartens 

Three Primary Supervisors 

A Supervisor of English 

A Supervisor of Social Sciences 

A Supervisor of Physical and Biological Sciences 

A Supervisor of Music 

A Supervisor of Drawing 

A Supervisor of Manuai Arts 

A Supervisor of Household Arts 

A Supervisor of Physical Education 

A Supervisor of Health Education 

A Supervisor of Penmanship 

A Supervisor of School Gardens 

A Supervisor of Special Schools 

A Supervisor of Foreign Languages 

A Supervisor of Commercial Subjects 


{ 162 ] 





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Tue SrxtrH YEARBOOK 163 





ACTIVITIES AND ACCOMPLISHMENTS OF A SUPERVISOR 
In St. Louis 


1. He is a master of his subject, in general, and in regard to spe- 
cific curriculum requirements and is a careful student of its correla- 
tions with other subjects and the part it plays in the realization of 
general educational objectives, and its utilization of general princi- 
ples of method. 

2. He has a broad general scholarship and wide interests and con- 
tacts in education and in life. He is a good citizen. 

3. He visits teachers and principals at work, making a survey and 
diagnosis of needs, and gives assistance in bringing about improve- 
ment. 

4. He holds conferences with the principal and with teachers indi- 
vidually and in groups on matters concerned with the improvement 
of teaching. 

He gives demonstration lessons. 

6. He supervises demonstration lessons given by teachers doing 
outstanding work. 

He suggests where outstanding work may be seen. 

8. He shows samples of outstanding pupils’ work, which he col- 
lects as he visits the schools. 

9. He suggests helpful books and articles, giving specific pages 
and topics. 

10. He encourages and participates in educational experimenta- 
tion. 

11. He gives information concerning appropriate extension courses 
in college. 

12. He keeps up-to-date, knows the new books and articles in his 
field, and has a wealth of curriculum aids, devices, ete., to suggest 
where appropriate. 

13. He gives special attention to beginning teachers and experi- 
enced teachers specially in need of help, though he does not fail also 
to stimulate the growth of all teachers, including the best teachers. 

14. He is a democratic leader, strives to make teachers and prin- 
cipals conscious of their problems, gets them to ask for help, stimu- 
lates initiative and independent thinking of teachers and principals, 
so that they function in the discovery and solution of new problems, 
suggests and recommends but does not order or direct, his chief purpose 
being to get the teacher or principal to want to do what he ought to do. 
He knows how to deal with people effectively, upon a democratic basis. 

15. He keeps an adequate record of his supervisory activities, and 
helps to build up the principle underlying scientific supervision. 








164 ELEMENTARY Scuoon PRINCIPALS 





16. He belongs to educational organizations and participates in 
their activities. 

17. He attends the conferences of our supervisory corps and par- 
ticipates whole-heartedly in all studies undertaken. 

18. His attitude is one of whole-hearted cooperation with all mem- 
bers of the system with whom he is brought into contact. 


TABLE 1.—<Activities AND ACCOMPLISHMENTS OF A SUPERVISOR IN St. Louis 


Times Times Times Times Times Times 
first second third fourth fifth sixth 
Item choice choice choice choice choice choice Total 
Disetseieteddeces 11 2 1 os oe a 14 
Micetcevsceasease 1 7 1 1 we aie 10 
Mediahereousnnse's 1 3 5 oa 3 wi 12 
Res ere ea ae 3 4 1 1 9 
SE Car ree = 1 ae 2 iy 3 6 
Wicchkanvedéunses 0 
diane ne ae ebuee wi 0 
Mecinscece cesses 1 1 2 
DinAccsnesecacsee 1 1 
DE Atkeh we aeen oices 1 2 1 2 6 
A ere ree ae eo 1 ‘ | 
Ee eee 2 1 5 2 1 11 
DekGnkkeneccunes 1 2 ict 2 4 9 
Eee onarere 4 1 3 1 2 1 12 
nee 1 2 7 3 
a dapteedediens 1 1 2 
SENT reer ree me 1 1 
Serer re 1 1 2 1 4 9 


Additional items suggested : 


1. “ He recognizes his primary purpose is to inspire and encourage.” 

2. “He promotes the morale and the teaching force by providing an informal 
and sympathetic contact between the teacher and the central office.” 

3. “ He gives due credit to the teacher who uses, adopts, or creates any helpful 
device, project, etc., when he recommends its use to another teacher, or when he 
talks about it.” 

4. “A supervisor of an art is an artist in his field.” 

5. “ He serves directors of divisions in solving problems of materials, supplies, 
equipment, etc., in his field.” 

6. “ He is able to awaken and arouse a wholesome enthusiasm and an active 
interest in his subject.” 

7.“He provides for helping teachers through correspondence courses.” 
(Penmanship.) 


It is evident that Item 1, “ professional preparation,” is regarded 
as of first importance by the supervisors. ‘ Democratic leadership,” 
Item 14, is second in favor. Other items deemed important are 2, 3, 
12, and 18. These items embrace “ general scholarship,” “ survey ” 
and “service ” visits to schools, “ keeping up-to-date,” and “ whole- 
hearted cooperation ” with all other members of the system. Items 6, 





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var- 


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Tue SrxtH YEARBOOK 165 





—_—_— 


7, 9, 11, and 17 are deemed of less importance than other items, 
although all items are approved. Only one supervisor offered objec- 
tion to any item. This objection was to Item 8. 


GENERAL PrincrpLes UNDERLYING THE PROBLEM oF DEALING WITH 
THE TEACHER UPON A Democratic Basis 


1. Do not criticize a teacher before or in the hearing of the pupils. 
Say what you have to say at the end of the recitation period, privately, 
to the teacher. 

2. Do not “butt in” during the recitation. Give the teacher a 
chance—she may ask the question you had in mind, or she may make 
the point you had in mind, if given an opportunity. If you wish to 
take charge of the class, do so at the end of the teacher’s work with 
the class and then only after asking for and receiving permission 
from the teacher to do so. 

8. Offer a substitute procedure for consideration of the teacher, 
rather than criticize what she did. 

4, Avoid the use of the pronouns “I” and “ You” in your discus- 
sions with teachers. Keep the discussion on an objective basis. Talk 
of what the children were doing or what the course of study suggests, 
not what “ I think” or what “ you did.” 

5. Many teachers may be reached most effectively through meet- 
ings, or by circular or bulletin. Thus they discover for themselves, 
rather than being told directly, what is needed. This indirect appeal 
is frequently the most effective. 

6. Concentrate on one thing at a time. To take up several things 
with the teacher about the same lesson would be probably more con- 
fusing than it would be helpful. 

7. Make it your purpose to raise a problem with the teacher con- 
cerning some phase of her work. Your purpose is to make her con- 
scious of her problems, rather than to criticize what she is doing, and 
to seek to control the situation so that she will seek your aid in the 
solution of the problems. 

8. Always endeavor to secure and maintain the respect and good 
will of the teacher, and her eonfidence in your fairness. It will be 
necessary for you to find things to praise as well as things to criti- 
cize, and you should not offer criticism until conclusive evidence 
demands it. Many matters may clear themselves if an opportunity 
is given. Obtain her respect, by respecting her—her opinions and 
her rights, privileges, prerogatives. Kindness of heart, sympathy, 
friendliness, are essential personal qualities of a supervisor. Can you 
criticize with a smile ? 








166 ELEMENTARY Scuoort Principars 





9. One of the great purposes of a supervisor should be to make 
himself acceptable to his teachers and principals, so that they shall be 
glad to have him visit them and work on their problems with them. 
An excellent criterion of the value of supervision is “‘ Does the teacher 
desire another visit from the supervisor in question ? ” 

10. A fundamental principle of democratic leadership is respect 
for the personality and opinions of the teacher and the pupil. Each 
should be regarded as an end, not a means to an end, and should be 
treated as he now is but with respect to what he may become. It 
should always be the supervisor’s purpose to get the teacher and 
pupils to want to do what they ought to do. 

11. The supervisor should constantly ask himself this question: 
What is the next step for this teacher in this situation ? 

12. In dealing with the teacher, use the question twenty times to 
the declaration once. 


TABLE 2.—GeENERAL PRINCIPLES INVOLVED IN DEALING WITH THE TEACHER 


Times Times Times Times Times Times 
first second third fourth fifth sixth 
item choice choice choice choice choice choice Total 

_ BENE eee eee 5 1 1 1 2 2 12 
eRe wack Misia 3 a 1 1 ms 5 
Dictecdewn wees eles 1 1 5 2 l 1 ll 
| RR ae 2 3 2 is l 8 
icweieesae Rees I 1 4 6 I 13 
_ ee pr re ee ice 2 2 an 2 6 
icra ica doen eis Cats 3 3 1 | 4 12 
ahah caeware aes 9 2 ee 4 ] 16 
Diveuikenexnevous 1 3 1 3 4 12 
Ere ere 3 1 3 = 7 
Dbkacedneseawsnes oa 3 1 + 
__ ESE eae l l 2 


Additional items suggested : 


1. “ Always attempt to find something good in a teacher’s work and let her 
know that you are conscious of it and appreciate this element.” (Covered in 
item 8.) 

2. “ Base your statements on objective evidence whenever it is possible; other- 
wise, avoid positive or dogmatic statements on controversial points.” 

3. “ Be careful to avoid adverse discussion of one teacher’s work while talking 
to another teacher.” 

4. “ Find something in teacher’s program to commend before suggestive changes 
are recommended.” (No. 8.) 

5. “ Follow closely any suggestive program.” 

6. “ He follows up advice, suggestions, or other aid given, until a satisfactory 
situation evolves.” 

7. “He works upon the level of the teacher; he begins where the teacher is. 
He does not assume a ‘ superior’ attitude.” 


In regard to the items involved in “ dealing with the teacher,” as 
listed in Table 2, that deemed of most importance by the supervisors 





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Tue Srxtu YEARBOOK 167 





seems to be Item 8, which refers to personal qualities of a supervisor 
and the supervisor’s attitude toward teachers. Next in favor are 
Items 1, 5, 9, 3, and 7. All items are widely chosen except 11 and 12, 
which though approved, are not held of equal importance with other 
items. Only one objection was raised to any item, that being to Item 
2. However, five supervisors placed this item among the first six in 
importance. 

Perhaps an analysis of the activities of a supervision in St. Louis, 
should include a statement of his procedure in his work with the 
principal. This statement follows. 


Sua@GEsTED PROCEDURE FOR THE SUPERVISOR IN His WorK WITH 
THE PRINCIPAL 


Upon the first visit of a supervisor to a school, for the year, he 
should first go to the principal’s office and greet him personally, ask- 
ing if the principal has anything especially in mind for him to do in 
the school. Bearing this in mind, he should spend the first day making 
a survey of the work in the school, determining the most pressing 
needs. After carefully analyzing the situation, he should, that day, 
or preferably the next morning, have an interview with the principal, 
explaining in detail the situation as he sees it with the matters need- 
ing special attention. These matters may include new methods, activ- 
ities, or materials to be introduced as well as improvement of present 
methods, activities, or materials. The principal and supervisor should 
then determine upon the details of a program for improvement, in- 
eluding the part the principal will play and the part the supervisor 
is to play. The principal’s decision will be final on all issues. The 
supervisor suggests, recommends, the principal decides. The super- 
visor should then immediately start in on his part of the program, 
remaining in the school long enough to get it well under way. This 
may require one or more days. 

At the conclusion of his visit to the school, he should have a con-, 
ference with the principal in which he will report what he has done, 
his estimate of the results, and make any additional recommenda- 
tions to the principal as seem called for. Upon his next visit to the 
school, he will begin where he left off and continue until the program 
agreed to between principal and supervisor is completed. He should 
always go first to the office and greet the principal, letting him know 
he is in the building at work, and should not fail to have the suggested 
conference at the close of each visit to the school. From time to 
time, new programs and revisions of old agreements will be made 
at these conferences. 








CHAPTER IV 


THE PRINCIPAL’S SUPERVISION OF THE SPECIAL 
SUBJECTS 


RHopa MontTGOMERY 
First Assistant Principal, Lingemann School, Detroit, Michigan 


TEACHING CORPS of any city should improve from year 
to year. This is accomplished by hiring new teachers who 
rank higher in training and personality than former ones and 

also by the proper supervision of those in service. New teachers 
entering the profession are usually filled with new ideas and may 
often stimulate the older teachers to adopt new methods. 

Supervision of instruction is fast becoming recognized as the most 
important phase of the elementary principal’s work. The schools in 
Detroit are progressing so rapidly that teachers who do not increase 
their capacity for service will in time become valueless to the system. 

It is not going to be within the province of this paper to state 
theories on supervision because inspiration can easily be gained by 
reading well known books on supervision by such men as: Burton, 
Nutt, Cubberley, and others. A few simple methods found effective 
are herewith given. 

The first great requisite which the welfare of the schools demands 
is cooperation. The principal must enlist the sympathetic and sin- 
cere interest of every person to be supervised. One who goes about as 
an inspector or detective will not gain cooperation. He will never see 
the best work of a teacher because she will be under a nervous strain 
all of the time he is in the room. A dictator is of no real assistance 
to teachers. The teachers are in need of helpful leadership, not dic- 
tation. Anything which is superimposed is valueless. Encourage- 
ment and suggestions along with helpful demonstration will serve to 
build up the teaching morale. There are some principals who can 
recognize a poor lesson but who are unable to offer constructive sug- 
gestions. The method of procedure determines the results in every 
case. No matter how worthwhile the project or how conscientious the 
principal, the best motives can go widely astray if attacked in a way 
to produce antagonism. A clear understanding of human nature is 
absolutely essential. 

Before supervision of any one subject is undertaken, every teacher 
should understand clearly the aims underlying the subject. This may 


{ 168 ] 





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Tue SixtH YEARBOOK 169 





be brought about through general discussions in principal’s meet- 

ing, meetings of teachers concerned, demonstrations, questionnaires, 

committees, reference material accumulated and made accessible, and 
samples of superior work posted to inspire both pupils and teachers. 

In general, the chief function of supervision is the improvement 
of instruction. The duties of the supervisor and the principal should 
be definitely established, so that we have no overlapping and at the 
same time all phases of the work will be properly supervised. 

Dr. C. L. Spain, in an article appearing in The Elementary School 
Journal, March, 1926, has set forth the duties of the supervisor as 
follows: 

Research 

1. Tries to discover defects existing 

2. Seeks to find improved methods 

3. Formulates tentative plans 

4, Tries plan under controlled conditions, finally presenting plan to principals 

for criticisms, suggestions, and approval 

Training—Rendering assistance on request to principals or teachers who must 

now assume the responsibility for the operation of the new method in the 
classroom 

1. Conferences with teachers or principals 

2. Visits to schools for demonstrations, instructions, or diagnosis 

3. Meetings with principals or teachers for demonstrations or discussions 

4. Distribution of bulletins, type lessons, and references 

5. Organization of extension classes open to principals and teachers 
Field Work 

Briefly the duties of the principal are: (1) Supervision (teacher 
training), (2) administration, (3) community leadership and (4) 
miscellaneous under which might be listed clerical work, detail office 
work, professional study, etc. 

It is not expected that a principal be a specialist in every subject 
which he will be called upon to supervise, but it is important that he 
understand the general technique, underlying principles, and gen- 
eral background of any subject. He can be working in the same 
general direction as the supervisor, urging teachers to interview 
supervisors for help which he is unable to give, and emphasizing the 
importance of evening or summer school courses in methods. 

Miss Nila B. Smith, first assistant supervisor of research, Detroit, 
has sumined up the duties of the principal as follows: 

1. The principal should see that his teachers are supplied with all necessary and 
available materials, and that they have the best possible working 
conditions. 

2. The principal should see that each of his teachers are promptly informed of 
all meetings and demonstrations which apply to her particular field. 

3. The principal should thoroughly acquaint himself with the use of the “Items 
to Observe” through the special training afforded by the supervisor for 
that purpose. 








170 EvemMentary Scuoout PRINCIPALS 








4. The principal should visit each of his teachers regularly, carefully observing 
all phases of the work, and checking the fundamental points of procedure 
in the light of the “Items to Observe.” Where the teacher is negatively 
checked the principal should look in the Course of Study for the detailed 
procedure for that particular phase of the work, and he also should refer 
to remedial suggestions prescribed by the supervisor in a section of the 
Course of Study set aside for that purpose. 

5. After thoroughly informing himself as to corrective measures for the weak 
points of the teacher’s technique, he should hold a conference with her, 
at this time bringing out the strong points of the teacher’s work as well 
as her weaknesses. He should lead the teacher, insofar as possible, to 
analyze her own difficulties and should be prepared to offer helpful, 
constructive suggestions for meeting these difficulties. 

6. The principal should follow up such conferences with additional visits to the 
classroom to see that his suggestions are being properly applied. 

7. The principal should call upon the supervisor to visit in his school under the 
following conditions: 

a. When the class or teacher present unusual problems. 

b. When the principal and teacher need advice on details of the specialized 
procedure which are not covered in the broader outlines of the “ Items 
to Observe.” 

c. When the principal thinks that a mediocre teacher might be inspired and 
encouraged by a special visit from the supervisor, or when the teacher 
is doing such excellent work that the principal thinks that she should 
be recognized by the supervisor. 


Miss Irene Sullivan, assistant supervisor of music says, “ The 
functions of a principal in the supervision of music are many and 
varied, namely: 


I. He shall study the Course of Study in Music so as to be familiar with the 
aims, procedure, and requirements for all of the grades. 
II. He shall visit the music classes as frequently as possible to judge the work 
therein, following carefully these “ Items to Observe.” 
A. Appearance of room 
1. Suitable quotation pertaining to music—changed frequently 
2. Dictionary—points in theory listed as learned 
3. Flash card exercises as presented 
4. Bulletin board—correlating with junior concerts and local musical 
events 
5. Junior concerts—program on board while being studied 
B. Mechanics 
1. Entrance and exit of classes 
2. Seating chart of each class 
3. Quick and quiet changing of seats when necessary 
4. Teacher’s materials needed for lesson ready at hand 
5. Passing of books—no time wasted 
C. Plan of Lesson 
1. Ready for inspection on teacher’s desk 
2. Lesson planned to conform to course of study 
3. One half time of lesson devoted to tone drills, oral tone dictation, 
sight reading and the other half for songs 
D. Results 
1. Tone drills—light, quick, memorized 
2. Oral tone dictation—material required in course of study 
3. Sight reading—board work to prepare problems, books in hands of 
pupils from B3-A8 





ing 


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ed 
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to 
il, 


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Tue SrxtH YEARBOOK 171 





4. Songs 
Chosen from Course to correlate with problems studied 
. Tone quality—light, musical, pleasing 
Clear enunciation 
. Intelligent interpretation 
Songs memorized 
Directed by teacher, using hand 
g. Piano accompaniments in grades 5-8 after song is learned 
5. Rhythm 
a. Rhythmic movements made by pupils in primary grades to indi- 
cate accent and pulse beat such as nodding head, clapping hands, 
marching, and counting 
b. Grades 3-8 in all sight-reading children tap measure in uniform 
way 
6. Music Appreciation 
a. Preparation for junior symphony concerts by use of phonograph, 
piano, or songs. Ten minutes a week devoted to this 
III. He shall ask the assistance of the supervisor when necessary. 
IV. He shall observe the reaction of his pupils to the music taught in his school. 
V. He shall motivate the study of music by requesting that musical numbers 
be included on school or community programs from time to 
time. 
VI. He shall acquaint himself with all school musical activities by carefully 
reading all notices circulated to his school from the central 
office and notify the music teacher of such notices.” 


 -PSRe oe 


“ When supervisory aids are not provided for the principal he 
must formulate for himself some definite procedure whereby he might 
carry on his supervisory activities with some definite outline and 
continuity. Miss Mae Carroll, principal of the Guyton School, with 
the help of the Nature Study teacher, worked out the following 
“ Ttems.” 

“Tt is my opinion that any special room should provide such a 
setting for the activities centered there that pupils entering react 
at once to the change of atmosphere. It is my experience that no 
greater stimulation for interest in a subject can be provided than a 
room where the spirit of the subject permeates the atmosphere. 
Therefore my first general item of supervision is Room Setting. 


I. Room Setting 
A. Are plants and flowers used to make room attractive? 

Hanging baskets? 

is arrangement of room and conservatory attractive? 

Is there evidence of instructional laboratory work with plant life? 
(rooting, planting, etc.) 

. Are there other forms of life about? (gold fish, frogs, turtles, insects, 
snails, etc.) 

Are there exhibits or charts for stimulating interest in whatever type of 
nature work is timely? (birds, animals, stars, weather, etc.) 

Is the material so arranged that pupils may study it closely without 
crowding? 


= ob OP 


= 





172 ELEMENTARY ScHoot PRINCIPALS 





G. Is there material bearing on the day’s lesson on each table? (Detroit 
equipment calls for tables and chairs) 
H. Have children contributed material from outside? 
II. Organization of Class 
A. Pupils entering room 
1. Do they enter in a natural, unrestrained manner? 
B. Observation period (5 minutes when pupils walk freely about room) 
1. Do pupils show an interest in material? 
. Do they make an effort to care for material? 
Do they exercise self control? (hands off) 
Do they show a variety of interests? 
Do they help each other settle questions? 
Do pupils show follow up rather than day to day interest? 
. Do they refer to the teacher for assistance? 
. Do they take their seats in an orderly manner at signal? 
III. Lesson Procedure 
A. Discussion 
1. Are pupils given opportunity to settle questions that arise during 
observation period? 
2. Do pupils bring in questions from outside? 
3. Is the protective idea apparent? 
B. New Work 
1. Is it properly stimulated? 
2. Is it built up as far as possible upon the experience of pupils? 
3. Is pupil activity arranged for? (sand table, clay, etc.) 
4. Is there evidence of correlation with other departments? 
5. Is there a high percentage of pupil participation? 
IV. Generalization. 
A. Specific—Does the lesson lead up to the next lesson? 
B. General 
1. Is there a growing relationship between the nature room and the 
outside? (School garden, home garden, care of lawn, bird feeding, 
kindness to animals, etc.) 
2. Is there a common interest between the nature room and the home? 
Do parents enjoy visiting the nature room? Do they remember 
it on their trips? Do they loan window boxes and so on over the 
winter? 

When the principal receives the “Items” his job is to put the material across 
to the teachers. In response to a questionnaire sent to a representative number 
of Detroit principals, the following method seemed the most general : 

I. Presentation to teachers 

A. Usually through a meeting of all concerned 
B. Instruction of teachers in the use of the material 
1. Demonstration lessons 
2. Group discussions 
C. Copy, which the principal has had mimeographed, given to each teacher 
II. Supervision of Work 
Classroom visitation and checking 
Conference with teacher going over good and bad points 
Requesting assistance from supervisor when needed 
. Planning visiting days for teacher 
Informing teacher of meetings and demonstrations 


90 NI OT Wm G9 BS 


BOOR> 


It might be well to illustrate the principles aforestated with a 
specific subject—General Arts. 








oit 





Tue Srxtu YEARBOOK 173 





GENERAL ARTS 


Miss Mabel Arbuckle, supervisor of art in the elementary schools 
of Detroit, has given the following general statement regarding the 
course : 

“The General Arts Course was developed in response to a need 
for a general informational course in the selection and use of ma- 
terial for both boys and girls. This information meets the common 
need and common interest of both boys and girls as consumers, home 
makers, and citizens. 

It is basic information and covers a broad field of desirable gen- 
eral knowledge of material things for intelligent meeting of life needs. 

The course replaces the art, manual training, domestic art, and 
domestic science courses in the elementary school period of the six 
grades and in fundamental to the differentiated courses for boys and 
girls in the seventh grade or beginning intermediate school year. 

The two large aims of the course are: (1) To develop an ability 
to intelligently select, use, and arrange material; (2) to develop an 
appreciation of beauty and a desire to create beauty in the every day 
environment of life. 

This course is based upon an analysis of life needs and interests for 
all, and those needs are classified into large topical divisions. The 
course is developed through the manipulation of raw materials and 
through investigation in reading or observation. The integration of all 
subject matter in the elementary school curriculum is made possible by 
working under these topics of man’s life needs. They are common to 
all subject matter. 

The General Arts Course clarifies the information which pupils 
seek and gain in all the other subjects of the curriculum. It gives 
the child an all-round experience or completed experience in school 
just as he would naturally complete an experience in a life situation 
outside of school. This may be illustrated by the topic of Records 
in the fifth grade. 


STANDARDS OF ATTAINMENT 


1. Ability to apply the design principles of proportion, spacing, 
balance, rhythm, and color harmony in the selection and construc- 
tion of books. 

2. Ability to measure accurately and to construct neatly. 

3. Good spacing, proportion, and interesting variety in place- 
ment, size, and color of the lettering on the title page. 








174 ELEMENTARY Scuoot PrRINcIPALS 





4, An understanding of the invention and manufacture of paper 
and its effect on the development of book making. 

5. An appreciation of the work of the scribes and the monasteries, 
and the debt of modern civilization to their care and work in the 
developing and keeping records of previous ages. 

6. To develop a sense of responsibility in the care and use of free 
books. 

7. To develop a desire to cooperate with other departments and 
other people in activities related to their particular use and need. 

8. An appreciation of order and neatness and accuracy in the use 
of tools, supplies, and equipment; and good workmanship in the 
development of the project. 

9. Developing self-control, self-direction, and cooperation in the 
group. 

10. Arranging books in the home for use, convenience, and beauty. 

When the course was presented to the principals, certain schools 
were chosen in which it was introduced. At the A. L. Holmes school 
of which Miss A. Rosenthal is principal, the following plan was fol- 
lowed. A general meeting of all of the teachers was called, at which 
meeting the general aims of the course were presented, individual 
units of work explained, and the outline of the unit of work to be 
studied first, explained in detail. The outline of subject matter and 
activities which was prepared by the Art teacher after carefully fol- 
lowing the Course of Study, was presented by grades. One copy was 
given to each teacher. Opportunity was given for questions and sug- 
gestions. Following is a sample outline for one grade: 


Sueerstep Activities (Art) Firru Grape 


1. Constructing a loose-leaf, stiff cover (open or closed back) scrap book, for use 
in the Platoon Library 
2. Design 
a. Cover page including title 
b. End sheets 
c. Title (illuminated lettering) 
d. Content page 
e. Index page 
. Making paper 
Mending books 
Reports 
Mounting pictures and notes in scrap book 
. a. Scrolls of the Greeks 
b. Wax tablets of the Romans 
c. Japanese folded book developed from the scroll 


ND Hm O89 


Smaller groups, interested in the same subject, met at various 
times throughout the month of research and planning, and consulted 











“ 











Tue Sixtn YEARBOOK 175 





with the principal and art teacher as to the work they might do to 
correlate with art. It was planned to present a unit of subject mat- 
ter to the entire corps about one month in advance of the time which 
it was to be studied, in order to give ample time for research and 
planning. The librarian was kept busy arranging reference material, 
compiling an annotated bibliography and in ordering exhibits, books, 
charts, slides, maps, ete. from the Public Library and Museum. 

When the teachers’ plans were completed a brief outline was sent 
to the principal’s office. This material was condensed, charted, and 
posted for the benefit of all. At this point it was necessary for the 
less capable teacher to receive help from the principal. 

The principal was then ready for classroom visitation. With the 
general aims and the “ Items to Observe” fully in mind she made 
her first visit. At this time she noted the general room management, 
attitude of the pupils, objective of the lesson, procedure and check. 

Following the first visit diagnostic visits were made, at which 
time the principal was guided by the following suggestions for obser- 
vation which were submitted by the Art department. 





TEACHER TRAINING——-SELF APPRAISAL 


Professional A bility 

1. General knowledge of the subject—Anrt 

2. Knowledge of the course of study and an ability to think 
through and execute projects 

3. An appreciation of the aims of the Art Course of Study 

4. Progressive thought and action—+ e., attendance at teachers’ 
meetings; embracing opportunities to hear lectures and see 
exhibits; work in extension courses; travel; reading recent 
books and magazines, both Art and Education; a knowledge 
of national and international events and progress, with their 
relation to Art 

5. Experience in teaching 

6. Social contacts in school and community; active interest in the 
Parent-Teacher Association of the school community 


TEACHING TECHNIC 
Organization 
1. Efficiency and art principles shown in the arrangement of equip- 
ment and exhibits 
2. Handling of supplies 
Seating of pupils 
4. Management of pupils and class work 


ad 








176 ELEMENTARY Scuoort PrIncIPAts 





5. Development of pupil leadership 
6. Development of correlation through a knowledge of other sub- 
ject matter 
Correlation 
1. Making Art work vitalize and clarify other subjects in the 
curriculum 
2. Participation in school projects 
3. Participation in civic interests: Society of Arts and Crafts, 
Detroit Institute of Arts, Public Library, safety campaign, 
community fund, and other civie activities 
Atmosphere 
1. Relation between pupils and teacher 
2. Attractiveness of room 
3. Attitude toward principal and co-workers 
Method 
1. Type used—dictatorial, socialized, or project 
Clear and definite stimulation 
Evidence of stimulation 
Pupils purposing, planning and accomplishing their purpose 
Adaptation of the work to individual differences, and encour- 
agement of individual expression 
6. Planning for group work 
7. Critical judgment and generalization of each period of work 
Exhibit 
1. Stimulative material 
2. Pupils’ work per grade, illustrating course of study and other 
projects 
Originality 
1. Plans for projects 
2. Individual plans for activities to carry out course of study 
3. Contributions to the department or the school system 


#* » 92 $0 


RESULTS 


1. Pupil growth; evidence of self-control, self-direction, self- 
appraisal 

2. Development of investigative attitude of mind with good habits 
of work 

3. Evidence of a knowledge of Art principles, accuracy and neat- 
ness of workmanship in the finished project 

With slight variations to suit the different needs, this procedure 

of supervision was carried on in all special subjects. 








he 


. 
S, 








Tue Sixty YEARBOOK 177 





The ideal toward which a successful principal must strive is the 
complete cooperation, correlation, and unification of a teaching corps. 
He must establish close personal relations with the supervised. He 
should win the teachers’ confidence, and this cannot be brought about 
through destructive criticism. While a keen knowledge of all sub- 
jects is necessary, a principal must also be endowed with a broad 
sympathy and a deep understanding of human nature. 








CHAPTER V 
ANALYSIS OF TEACHERS’ WORK 


Frank M. Ricu 
Principal, School No. 2, Paterson, New Jersey 


HE TEACHING PRODUCT, like a stand of growing tim- 
Tver is a hard thing to measure with any great accuracy. While 

it is impractical to gauge every trunk and brancl: in the forest, 
vet reasonably satisfactory ways have been found to buy and sell 
timber lands by the square mile, even with enormous ranges in value. 
Why should it be considered impractical or even extremely difficult 
for both buyer and seller of educational wares to come to some such 
approximate agreement as to the comparative merit of the product 
at their disposal? Both kinds of estimation call for some skill in 
accurate measurement here and some experience in rough appraisal, 
and above all, time and patience to travel over the territory and decide 
how richly or how sparsely each section of ground has yielded. Why 
should we use less care and judgment in buying and selling school 
work than in buying wood? It is hard to see how we can promote and 
improve methods in education or foster superior talent, unless we 
make some provision for careful discrimination between good results 
and poor in each essential particular of a teacher’s work. 

Many excellent contributions have been made to this feature of 
educational administration and supervision in recent years. Much 
more needs to be done to develop a practical analysis of a teacher’s 
work, thorough enough to be satisfactory, and brief enough for a 
supervisor to manage. 

The material that follows is an attempt to assemble the best ideas 
already available in this field and furnish a practical outline of the 
work in each subject, the management, and the school and profes- 
sional service that teachers and principals need to discuss and evalu- 
ate from time to time in conference iogether. The work is part of 
the study submitted as a masters’ thesis at New York University, 
and as chairman of a rating form committee of the Paterson Princi- 
pals’ Association, consisting of Principals William H. Wilson and 
Eila Hall. Special mention is made of valuable assistance by Pro- 
fessor Ambrose L. Suhrie, and his class in Personal Problems of 
School Administration at New York University, and by Supervisors 
Fred Thompson, Mary M. Buckley, Mattie M. Bowman, Josephine 
M. Ritchie, and Louis Kirsinger, supervisors of Manual Training, 


[ 178 ] 











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ch 


in 











Ture Srxtu YEARBOOK 179 





Domestic Science, Sewing, Penmanship, and Physical Training 
respectively, in Paterson, New Jersey. 


ANALYSIS OF INSTRUCTION 


1. Reading—Methods of instruction—Is the lesson skilfully 
introduced so as to create lively interest through such motives as 
pleasure to others, new skill, suspense, beauty, information, novelty, 
ete.? Do pupils understand and cooperate in the attainment of the 
particular purpose of the lesson, as work for speed, comprehension, 
enunciation, testing sample of a book worth reading further, finding 
a play to dramatize, ete.? Does the teacher relate the work of the 
lesson to what has preceded and to what is to follow? Does the teach- 
ing make use of pupils’ environment, experience, vocabulary, ete. to 
interpret. the author’s ideas and expressions? Are new experiences 
supplied as needed by pictures, acting, and other concrete illustra- 
tion? How general is pupil participation in reading, discussion, and 
socialized procedure? How well is the memory assisted by thought 
associations, rapid repetition of drill lists, distributed repetition of 
matter taught from time to time, pleasurable consequences of work 
well done, and kernel of lessons emphasized in tests and summaries ? 
What stimulating projects are in progress, as library exchange, maga- 
zine exchange, school library, scrap books, ete. 

Reading—A chievement—How adequate are the teacher’s measures 
of work done? What do standard tests of speed and comprehension 
show as to gain between the beginning and end of the term? How 
well do pupils reproduce orally what they have read silently, as 
shown by standard tests, by informal examination? How does this 
compare with attainments of other classes of similar grade and intelli- 
gence? In what concrete forms have reading ideas been worked out? 
(Library work, dramatics, book reports, ete.) How many books have 
been completed during the term? What evidence can be found that 
books read have made a deep impression, that they have been under- 
stood, that others of the same kind or complete works by the same 
authors have been sought and read? What remedial steps have been 
taken to correct individual lack of comprehension, fluency, and 
interest ¢ 

2. Literature—Methods of instruction—Do pupils appear to catch 
real appreciation of the subject from the real appreciation of the 
teacher? Does the teacher subordinate drill, skill, and technic to 
enjoyment? Are lessons motivated, so that pupils feel they are worth 
while for their own satisfaction ? Does the teacher create a successful 
apperceptive basis for each new lesson? Does the teaching take into 








180 ELEMENTARY Scuoout PrINncIPAts 





account differences in understanding, tastes, and interests of pupils ? 
Does the teacher furnish good models of pronunciation, expression, 
and the like? Does the teacher’s position, animation, posture tend to 
make a strong and pleasing impression? Is the memory assisted by 
thought associations, mental pictures, selective drill, summaries, and 
so forth, purposely made and not left to chance? Are assignments 
clear, definite, attractive, adapted to individual differences in sex, 
intelligence, interest, ete.? Is shared leadership and pupil self- 
activity in evidence? Are exceptional pupils stimulated to do special 
work? Is correlation made with other school subjects? What profita- 
ble use is made of selections studied in school? (Scrap or note books, 
recitations, plays, ete.) 

Taterature—Achievement—How much of the required work has 
been presented? How much supplementary material? How correctly 
can it be reproduced ? How well does it seem to be understood? How 
do pupils of the grade rank in public speaking? How much of the 
material studied in school has been used for entertainment at home? 
How much of the same kind or same authors? What other useful or 
pleasurable use has been made of the material? (Assembly, enter- 
tainment of other classes, correlation with art, construction, ete.) 

3. Geography—Methods of instruction—Are the aims of the les- 
son clear to the pupils as well as to the teacher, so that both work for- 
ward to a common purpose? Is good use made of children’s natural 
interest in adventure, actions of people and animals, curiosities, 
communication, collecting, social participation, speculation, ete. ? 
Does the teacher create a successful apperceptive basis by interpret- 
ing new material in the light of local conditions, previous lessons, 
personal interests and experiences? Is presentation of new matter 
made impressive by a wealth of objective and tangible material, such 
as objects, pictures, diagrams, sand table, excursions, etc. ? What use 
is made of pupil self-activity and participation in the discovery of 
problems, projects, plans, voluntary use of books, maps, blackboard, 
asking or helpful questions? Are individual differences taken into 
account in such ways as group assignments, supplementary reading, 
drawing, construction, ete.? Do pivotal questions show thoughtful 
preparation? Are they in children’s vocabulary adapted to individual 
differences, adjusted to legitimate side thoughts or interruptions, 
without losing sight of the point or goal of the lesson, well dis- 
tributed, answered in clear tone and good form? Does the teacher 
avoid wasting time by repeated answer, lack of clearness, addressing 
questions to but one pupil at a time? Are questions neither impos- 
sibly difficult nor fussily over-helpful? Do they appeal to logie as 
well as memory? Is memory assisted by thought associations, out- 














E05 St 








Tue SrxtH YEARBOOK 181 





lines, mental pictures, selected drill, tabular and graphic outlines, 
test questions, synopses, summaries? Do pupils manifest interest and 
understanding in the lesson by contributing experiences, illustrations, 
timely questions, mutual assistance, voluntary suggestions, and by 
sticking to the objectives of the lesson? How many stimulating 
projects are in evidence, as library, magazines, scrap books, note 
books, souvenir collections, sand table scenes, correspondence, hand 
work, models, ete. ? 

Geography—Achievement—What proportion of the course of 
study have pupils covered with reasonable thoroughness? From a 
sampling of the topics covered, how well can they be remembered and 
reproduced ? What do standard tests show as to gain in locational 
geography, factual material, geographical principles? How adequate 
are the teacher’s measures of the work done? What supplementary 
reading, optional or required, has been suggested, used? How well 
have minimum essentials of the course been mastered? In what con- 
crete forms have geography lessons been worked out? (Library, sand 
table, coin and stamp collections, plays, songs, stories, scrap books, 
experiments, etc.) Have pupils made visits, imaginary journeys, 
correspondence? Does the geographical vocabulary of the class 
measure up to the standard for the age and grade? What allowances 
need to be made in the above for intelligence and preparation of the 
class ? 

4. History—Methods of instruction—Do pupils understand and 
appreciate the purpose of the lesson, and help toward the goal? Does 
the teacher relate the work of each unit to what has preceded and 
what is to follow? Does the teacher make good use of the natural 
interests of childhood? (£. g., novelty, pleasure, beauty, curiosity, 
construction, possession, social participation, social approval.) Does 
the teacher interpret new historical ideas in terms of children’s pre- 
vious experiences with local surroundings, preceding lessons, personal 
interests and experiences? Is presentation of new material made 
objective by means of pictures, souvenirs, letters, diagrams, maps, 
models, ete.? Is there proper balance between pupil response and 
teacher question and exposition? Is the class period more than a 
reading lesson, than a recital of work done out of class? Do pupils 
recite for the benefit of the whole class in full, well organized 
answers? Is the textbook subordinate to the live, interesting, human 
approach of the teacher who appeals to the natural love of adventure, 
romance, heroism, ete.? Does the recitation provide social situations 
which train pupils to respect the opinions of others, converse effec- 
tively, sacrifice personal impulses, and give attention to the contribu- 
tions of others? Is the textbook interpreted and made understanda- 








182 ELEMENTARY Scnoot PRINCIPALS 





ble to the whole class? What new interests are history lessons creat- 
ing in worthy home membership, citizenship, ethical appreciations? 
Are pupils trained to weigh answers and fix correct statements in 
memory? Does the teacher handle side issues satisfactorily, and still 
keep to the plan of the lesson? Are the teacher’s questions good, i. e., 
in the children’s vocabulary, straightforward, to the point and goal, 
adapted to individual differences, well distributed, stimulating, con- 
cise, free from needless repetition, appealing to reason as well as 
memory, calculated to call out an answer which will furnish a worthy 
contribution to the thought of the lesson? Are assignments clear, 
definite, attractive (preferably specific problems and topics) thor- 
oughly checked, adapted to important individual differences in sex, 
intelligence, health, interests, ete.? Does the teacher suggest means 
of selecting and sifting relevant facts, principles, etc., in directions 
and preparations for study ? 

History—Attainment—To what extent have the topics of the 
course been covered? How well can pupils reproduce in their own 
words what they have studied or learned? How adequate are the 
teacher’s measures of work done? What do standard tests show as to 
gain in historical information during the term, in informal written 
tests? What supplementary reading has been done? How much 
voluntary demand exists for more? How does the class rate as re- 
gards minimum essentials? What concrete products or projects have 
the pupils to show for their history work? (Collections, note books, 
dramatizations, pageants, programs, ete.) What useful social appli- 
cations have been made? (Current events topics, ethical problems, 
local history, ete.) Does the pupils’ style in recitation measure up to 
the standard for the age and grade? What allowances need to be 
made for the average intelligence of the class ? 

5. Writing—Methods of instruction—Are definite goals set for 
each lesson? Does the class appreciate the need for these special 
skills? Do the pupils enter heartily and seem anxious to improve ? 
Does the teacher fix attention upon good form? Are movements 
analyzed, demonstrated, practiced? Do pupils have a technic of 
study; as (1) writing, (2) comparing with the copy and criticizing, 
(3) practicing particular difficulty, (4) trying the whole again for 
better results or greater facility? Do pupils ask for help as needed ? 
Is the drill highly individual in character, keenly watchful of the 
needs of particular pupils? Are devices in evidence by which pupils 
can measure progress? Is rapid learning stimulated through plea- 
surable results of success? Does the teacher exemplify in his own 
writing before the class good form, uniform, slant, etc.? Is the care 
of material satisfactory ¢ 











eat- 
ns ? 

in 
til] 


val, 
on- 


thy 
ar, 
or- 
eX, 
Ans 
yng 


the 
wn 








Tur Srxtn YEARBOOK 183 








Writing—A chievement—How much improvement can be seen in 
handwriting at the close of the term or period of instruction? What 
percentage of pupils have reached the standard quality for the grade ? 
How many have qualified for penmanship certificates, awards, ete. ? 
What is the relative merit of the class in blackboard writing? What 
percent of pupils meet good standards for movement, legibility and 
speed in other written lessons? How much voluntary outside practice 
work is in evidence? Is the habitual writing position comfortable, 
healthful, easy ? 

6. Spelling—Methods of instruction—Do pupils appreciate the 
need of the lesson as given? Are games and devices in evidence, like 
contests, exhibitions, ete.? Are these changed often enough to main- 
tain interest? Are individual needs recognized? Does the teacher 
waste little time with words that are already well learned? Is the 
lesson so conducted that pupils feel some concern about the outcome ¢ 
Is some time also spent with spelling demons not listed in the course ¢ 
Are principles of memorization utilized—correct recall, whole to 
parts, distributed practice, thought connections like meanings and 
spelling rules? Is speed maintained consistent with accuracy? Are 
pupils taught ways and means of practicing? In concert work, do 
many pupils merely echo? Do pupils work without undue attention 
to what others are doing ? 

Spelling—Achievement—Do pupils use standard scales and with 
what success? What showing has been made in the regular tests, in 
standard tests? What. do tests show as to class standing in dictation, 
meaning of words, facility with the dictionary, ability to distinguish 
misspelled words? How does the class rank in spelling of other 
written work ? 

7. Oral Composition—Methods of instruction—Is the subject 
matter furnished by the teacher vitally interesting and stimulating 
to children? Does it grow out of live situations which eall for expres- 
sion? Are pupils learning where to turn for interesting material of 
their own selection? Are pupils learning to talk with relative free- 
dom, in spite of artificial surroundings, technical deficiencies, and 
personal limitations, or must the teacher constantly prod them to 
“say something,” “‘ speak louder,” “ make full sentences ” and so on ? 
Is the teacher’s own diction an acceptable model as regards precision, 
vocabulary, imagery, unity, coherence, ete.? Is there an abundance 
of oral language from which to cull highly selected ideas for written 
composition? Do the lessons clearly result in giving individuals 
growing ability in extemporaneous speaking, or is there much aim- 
less beating about that does nobody much definite good? Is there 
abundant opportunity for pupils to experiment for themselves, both 








184 ELEMENTARY Scuoot PRINCIPALS 





in choice of subject matter and method of treatment, and feel the 
full effect of their own mistakes and successes? Are a few new words 
and expressions systematically added to the vocabulary at every les- 
son, and a reasonable number of faulty expressions, barbarisms, and 
the like, corrected? Is there an effective system of keeping track of 
such additions and corrections, so that they can be refreshed occa- 
sionally? Are pupils making progress in arranging their ideas with 
regard to good sequence? Does the work provide for wide variations 
in natural ability? Is the work well distributed over the class so as 
to give the more retiring members a fair chance? Does the teacher 
utilize, neglect, or override interests which show up spontaneously ? 
Are new interests created? Does the teacher stimulate activity with- 
out domineering it? What evidence is there of intelligent self- 
activity ? 

Oral Composition—Achievement—How thoroughly have the 
topics in the course of study been covered? How wide a range of 
topics have been taken up for oral composition? (Personal experi- 
ences, nature study, games, pets, playthings, pictures, excursions, hy- 
giene, current events, debate, behavior, reproduction, how to make, 
how to do, picture stories, stories to finish, stories from outlines, dra- 
matization, riddles, novelties, biography, anecdotes, fables, ete.) Do 
the ideals of the oral language period show in the quality of other oral 
recitations ? What gain seems to have been made in vocabulary, clear- 
ness, precision, sequence, facility, imagery ? 

8. Written Composttion—Methods of instruction—Is the subject 
of the composition something pupils need to preserve and use? Does 
the written composition grow out of and correlate with oral composi- 
tion? Does correspondence treat of the actual affairs of real life? Is 
checking and correction complete and certain enough so that the 
pupils are learning not to make the same mistake over and over? Is 
correction sufficiently inductive so that pupils master principles and 
rules, as well as the specific correction for each specific error; in other 
words, are pupils learning to correct their own mistakes as they go 
along? Are good models furnished for imitation? Are the goals such 
as unity, coherence, life, humor, imagery, diction, form, and the like 
clear to pupils ? 

Written Composition—Achievement—What permanent work have 
pupils preserved, as composition books, correspondence, dramatiza- 
tion, poems, news items, etc.? How do they compare with other 
classes, allowing for differences in intelligence and previous prepara- 
tion? What is the class gain, as measured by standard scales, by 
unstandardized examinations? How adequate are the teachers’ mea- 
sures of work done? Consider typical or random samples of composi- 








tC) 
Is 
3- 


—_—_ieri TBST ae Ft 





Tue Sixtu YEARBOOK 185 





tions for originality, arrangement, vocabulary, sentence sense, correct 
grammar, spelling, punctuation and appearance, and make a compara- 
tive rating of pupils’ progress. 

9. Grammar—Methods of instruction—Do pupils appreciate the 
value and need of the topics studied? Is the pupils’ need used as a 
motive? Is subject matter made interesting by means of problem 
interest, projects, communication, games, novelty, wit, physical ac- 
tivity, ete. ? Does the grammar instruction grow out of and correlate 
with needs shown in composition? Is development sufficiently induc- 
tive to give pupils a grasp of definitions, rules, and principles wherever 
possible? Is illustrative and drill material abundant and appropri- 
ate? Is the teacher’s own grasp of the subject shown in the selection 
of material and the handling of the topics? Does the lesson meet the 
demands of good teaching as regards pupil participation, speed, dis- 
tribution of practice, ete.? Are questions stimulating, pleasant, clear, 
purposeful, skilfully and logically progressive toward the goal, free 
from needless repetition, neither too easy nor too difficult, appealing 
to reason as well as memory, speedy in review and drill, and delib- 
erate in developmental phases of the lesson? Are assignments for 
study clear, definite, attractive, adapted to important individual dif- 
ferences, thoroughly checked ¢ 

Grammar—Achievement—How thoroughly have the topics of the 
course been covered? How quickly and correctly can pupils do tests, 
minimum essentials’ sheets or exercises? How fair and reliable are 
the teacher’s tests? What gain is revealed by examinations? What 
allowance needs to be made for intelligence and previous preparation 
of the class? Is there an evident attempt on the part of pupils to use 
good grammar in other work ? 

10-11. Oral and Written Arithmetic—Is the reason and purpose 
of the drills or exercises of the lesson apparent to pupils so that they 
can lend intelligent cooperation? Are outside interests in games, 
workshop, kitchen, ete., brought in? Are pupils and teacher genu- 
inely interested and attentive? Is the work socialized through proj- 
ects? Do pupils themselves assume some responsibility for progress ? 
Are games and other devices artificial, trivial, and impractical ? 
Does the teacher get concentrated attention, especially in oral work ? 
How well has the teacher succeeded in overcoming factors of fatigue 
and boredom? Are periods, especially in oral work, short and inten- 
sive? Do pupils know their former records and attainments and work 
to surpass them? To what extent has the teacher been able to give 
pupils a high satisfaction in success? Is a generous amount of work 
done, interest or no interest? Are drills in former topics repeated 
occasionally over long periods of time? Are inventory tests and other 








186 ELEMENTARY Scuoot PRINCIPALS 





means used to determine the material forgotten and needing to be 
relearned? Is objective material (measures, diagrams, pictures, 
models, objects, ete.) abundant, various? Does the teacher seem to 
know the subject thoroughly? Is the work adapted to individual dif- 
ferences by grouping, selective drill, assignments, ete.? Is every 
pupil responsible for all he is capable of doing? Are pupils learning 
arithmetic as nearly as possible in the form in which it will be used ? 
Are assignments carefully made and explained? Is the class period 
vastly more than a mere recital and correction of work done out of 
elass? Do pupils get adequate training in interpreting problems, 
planning solutions, making and testing comparisons, judging and 
deciding with some degree of independence? Are individual ditficul- 
ties sensed and remedied, as bridging tens in addition, zero difficul- 
ties in subtraction, carrying in multiplication, estimating quotients 
in division, ete.? Do the teacher’s questions come up to the standard 
as regards clearness, economy of time, appeal to reason, and the like / 
Are questions and explanations varied in form sufficiently so that 
pupils are not confined to one stereotype pattern of problem ? 

Oral and Written Arithmetic—Achievement—How much of the 
prescribed course has been covered? How much extra? Are indi- 
vidual progress records used? What do they show as to the gains of 
the class? What standard tests have been applied and with what 
results? Are teacher’s measures of achievement adequate? What 
showing is made in general tests? What objective work is available 
for inspection ? 

12. Science—Does the teacher “ set the stage” for the lesson by 
arousing general interest in and feeling of worth of the subject mat- 
ter or problem taught? “Is interest in activity and results, rather 
than in marks, ease, amusement, ete.? Is instruction well related to 
environment and experience? Doe’ the teacher seem to have a good 
understanding of the topic taught? Are immediate needs, activities, 
and interests of childhood utilized as well as those of adults? Is the 
teacher master of several forms of presentation (as pupil experiences, 
talks, stories, reports, experiments, excursions, demonstrations) and 
are all used as needed? Is pupil self-activity utilized in getting ma- 
terial, conducting demonstrations, ete.? Are the teacher’s questions 
good in respect to clearness, progress toward the goal, distribution 
over the class, lack of necessity for repetition of questions? Do pupils 
freely acknowledge need for light, or do they “ stall,” “ bluff,” ete. ? 
Are answers speedy in drill problems and cautious in thought prob- 
lems? How efficiently is a system of minimum essentials for slower 
pupils and supplementary work for brighter pupils administered ? 
Are mistaken ideas and odd statements given sufficient attention to 











— 


Tue Srxtn YEARBOOK 187 





set pupils right? Does the teacher utilize the abilities of the slower, 
duller pupils so as to secure general participation in the lesson ? 
Are test questions variously worded to make sure pupils really under- 
stand the principle when approached from various angles? Do teacher 
and pupils develop both sides of a subject (pros and cons)? Are 
answers containing crude statements and partial truths accepted 
with proper amendments? Does the teacher lead pupils to make a 
wider interpretation of experience gained? Do pupils criticise sug- 
gestions and think out possible consequences? Are pupils helped to 
become discriminating between useful and useless suggestions? Are 
pupils taught to verify conclusions? Is the outcome helpful, self- 
activity ? 

Science—A chievement—How thoroughly have the contents of the 
course of study been covered? How well can pupils reproduce out- 
standing features of lessons taught? What is the standing of last 
term’s class in their work with the next teacher? What objective 
work have the class to show for their work? What evidence appears 
of pupil contacts with library, museum, manufacturing plants, other 
industries, social service organizations, ete.? Has hygiene resulted in 
rare of the teeth? How many other lessons have been practically 
applied to the person and in the home? How much gain in informa- 
tion is shown by tests? How adequate are the teacher’s measures of 
work done? What evidence is at hand of pupils encouraged to present 
original ideas, unusual solutions, entertaining models, samples, ete. 

13-14. Art and Manual Training—Methods of imstruction—At 
the outset of each lesson, is its purpose clear to pupils as well as to 
the teacher? Is it motivated to meet the needs and interests of child- 
hood? Do pupils catch real appreciation of good workmanship and 
beautiful design from the real appreciation of the teacher? Does the 
teacher’s selection of lessons, projects, ete., show that he is alert to 
new ideas and improvements in the subject? Is drill, skill, and‘ech- 
nic subordinate to enjoyment? Are good models, demonstrations, 
etc., used in the presentation of new lessons? Does the teacher fix 
attention on good form, correct execution, ete.? Are difficult bits of 
technic demonstrated, analyzed, and practiced as needed? Does the 
teacher show keen appreciation of the needs and difficulties of indi- 
vidual pupils and give needed assistance without neglecting the gen- 
eral work of the class? Is rapid learning stimulated through pleasur- 
able results of suecess? Is liberal use made of pupil self-activity and 
initiative? What evidences can be found of wider application of 
projects in the home and elsewhere? Do pupils seem to realize the 
value of time, quiet, order, care of equipment ? 








188 ELEMENTARY Scuoot PrINncIPALs 





Art and Manual Training—Achievement—Has the teacher 
covered the course of study or work assigned? How much supple- 
mentary material has been included? What drawing and construc- 
tion has been applied in other school studies? What voluntary work 
have pupils done outside the classroom? What practical products 
are in evidence for the term’s work? What gains in skill? How 
does this gain measure up with other classes of the same age and 
grade, due allowance being made for intelligence, ete. ? 

15. Sewing—Method of wmstruction—Is the work effectively 
motivated? Is the teacher skillful in giving needed individual in- 
struction without interfering with class instruction? Is proper atten- 
tion paid to working equipment—thimble, thread, needles? Is the 
work good, 7. e., free from knots, pins at right angles to edges, thread 
fastened at beginning and end of seam, stitches straight? Does each 
girl keep good working position? Is the work kept clean? Is interest 
ereated in books, magazines, and other means of self-instruction? Are 
extra-curricular activities encouraged and assisted ? 

Sewing—Achievement—Is the course finished ? How much growth 
in skill is shown in cutting, pinning, basting, stitching, machine 
work? What percentage have applied lessons at home on their own 
initiative? Any useful correlations with art, dramatics, ete. ? 

16. Domestic Sctence—Methods of instruction—lIs interest moti- 
vated? Are lessons connected with pupils’ experience at home or in 
school? Are questions and answers in good form? Do pupils show 
interest and intelligence by asking relevant questions? Do pupils 
contribute independent thought? Is participation in lessons general 
Is time for various phases of the lesson wisely divided? Is effort and 
success commended ? Is a good lesson plan evident? Does the teacher 
make good selection of thought-provoking questions, illustrative 
material, stimulating projects? What evidence is shown that appre- 
ciations have been developed, self-reliance in laboratory work en- 
couraged, self-control increased by attention to own business or 
cooperation in group activities as needed? Is the laboratory clean 
and in good order? Was the work undertaken completed ? 

Domestic Science—Achievement—Was the proper amount of sub- 
ject matter covered during the term or period? Do the pupils turn 
out products of good quality? What note books or other evidences 
of work done are available? How does the class rank in the matter 
of home continuation of lessons taught? What supplementary read- 
ing, ete., has been accomplished in this department ? 

17. Music—Methods of instruction—Is the lesson skillfully intro- 
duced so as to create lively interest through pleasure to others, new 
skill, beauty, challenge to ability, ete.? Do pupils understand the 











Tue Srxtn YEARBOOK 189 





purpose of each step in the lesson, the point to be gained, or difficulty 
to be mastered, rather than following blindly and repeating aim- 
lessly ? Does the teacher evidence skill in what she is trying to teach ? 
Can she impart real appreciation and enthusiasm by contagion ? 
How general is pupil participation? Are materials suited to the stage 
of development of the pupils? Is enjoyment maintained in spite of 
need for drill? Is there a good balance between individual drill and 
chorus work? Is the teacher skillful in aiding individuals without 
unduly halting class activity? Are pupils stimulated to further self- 
activity in reading supplementary material, doing supplementary 
practice, assisting others, etc.? Is the teacher master of skilful tech- 
nic in handling flash cards, using blackboard and furnishing other 
rapid and economical means of technical drill? What musical 
projects are in evidence, as assembly programs, musical instruments, 
ete. ? 

Music—Achievement—How many songs do pupils know as a 
result of the term’s work? How many volumes of sight singing exer- 
cises have been finished? What is the standing of the class in a test 
of individual sight singing? What supplementary reading and out- 
side projects or activities have been taken up? What has been done 
in the study of musical form, works of the masters, and other lessons 
in music appreciation ? 

18. Physical Trainmg—Methods of instruction—Do pupils as 
well as teacher understand the purpose of each part of the physical 
training lesson, whether it is to obtain good posture, orderly, alert, 
accurate execution, develop vigor and endurance, learn forms of 
recreation or the laws of health? Is attention secured before com- 
mands or directions are given? Is the lesson planned so that a 
proper balance is maintained between corrective posture exercises, 
educational exercises, hygienic exercises, and recreative exercises ? 
Does the teacher seem to understand the principles she is teaching ? 
Is the teacher clear, concise, understandable? Are demonstrations 
accurate and vigorous? Is the instructor’s posture good? Are com- 
mands and manner stimulating and alert? Are corrections made in 
an intelligent, effective, and kindly way? Is the physical education 
period attractive and interesting, marked by a spirit of cheerfulness, 
and pride in work well done? Does the play period result in growing 
respect for rules, courtesy, self-restraint, honesty, loyalty, and unsel- 
fishness ? 

Physical Training—A chievement—How thoroughly are the special 
assignments of the grade covered? How much supplementary work 
has been added? How does the class rank in exhibition in compari- 
son with other classes of like age, etc.? What is their attitude and 








190 ELEMENTARY Scuoot PRINCIPALS 





reputation in games with other classes? What has the class con- 
tributed in way of exhibitions, entertainments, or other projects? 
How many pupils have been benefited by special prescription, corree- 
tive exercises, individual home activities, ete. 


ANALYsIS OF MANAGEMENT 
ROUTINE 


1. Records—To what extent are enrolment ecards, census ecards, 
health cards, examination reports, and other records neatly, promptly 
and correctly handled? Are report cards promptly and carefully 
marked (7. e., marks in scholarship not penalized for unsatisfactory 
conduct, scholarship marks not boosted for mere amiability of the 
pupil or influence of parents, not suddenly or capriciously changed 
by some single act or recitation, not rated by guess or snap judgment, 
based on proper balance between daily work and periodical tests, not 
rated low at the beginning of the term to frighten parents and pupils 
and later raised to counterfeit rapid improvement) 4 Do marks dis- 
tribute themselves according to the normal curve of distribution (7. e., 
in the proportion of 1 very high, 4 high, 6 average, 4 low and 1 very 
low in all subjects)? Is other correspondence with parents prompt 
and satisfactory ? 

2. Attendance—Is the register up to date and marked promptly 
at the opening of the session? Are absentees accounted for? Is the 
attendance officer properly notified of doubtful absentees and later 
of their return? Is interest and cooperation apparent in quarantine 
‘ases ? Are excuses for absence satisfactory? Is the tardiness record 
low? Is the register and monthly record handed in promptly and is 
it usually correct ¢ 

3. Supplies—Are names placed in books loaned to pupils? Are 
books carefully handled, strapped, ete.? Are supplies under lock or 
otherwise properly protected, economically used, and properly re- 
corded or accounted for? Are needs for week, term, etce., efticiently 
anticipated? Are soil, scrawls, or blemishes on desks, books, ete., 
removed and prevented? Are fines for damage collected ? 

4, Househeeping—Are wardrobes, closets, desks, tables, window- 
sills, shelves, chalk trays, and other furniture neat and free from 
litter? Are reference books, desk books, ete., in racks easy for jani- 
tors to move and dust? Are maps, music, charts, pictures, graphs, and 
exhibits neat, artistically arranged? Is there a system for storing 
materials which makes for quick and easy access? Is material on dis- 
play only while part of the season’s agtivity? Is woodwork and 
plaster free from nail and. tack holes? Are plants, fish bowl, nature 








Tue Srxtn YEARBOOK 191 





—_—_—_—— 


material, ete., so placed that no harm is likely to be done to tables, 
window sills, ete.? Are floors, desks, ete., free from litter? Is the 
general appearance neat, simple, cheery, and in good taste 4 

5. Hygienic conditions—Is there good cooperation with the jani- 
tor to keep the temperature always between 66° and 70°? Is proper 
ventilation constant at all times without dangerous drafts? Are 
washing facilities provided, including soap, paper towels, drinking 
facilities? Are pupils never prevented from going to the toilet on 
request ? Are sanitary inspections a part of the daily routine? Is 
there efficient cooperation with the janitor to have all seats promptly 
and properly adjusted? Are good sitting and standing postures main- 
tained? Does the teacher stand away from the windows so that 
pupils do not face a glare of light? Is the maximum of light pro- 
vided without direct sunlight? Are pupils never kept in at recess for 
punishment? Is there good cooperation with the school nurse, school 
physician, and physical training director to correct physical defects, 
as round shoulders, poor sight, hearing, adenoids, tonsils, teeth, 
speech, sleep, malnutrition, overwork, lack of cleanliness, ete.? Is 
the teacher herself an object lesson in the best practices as regards 
neatness and good taste ? 

6. Planning—lIs there good evidence that the work is carefully 
blocked out beforehand for the day, week, and term? Have need in 
matters of supplies and equipment been anticipated ? 

7. Program—ls the program in plain sight? Followed conscien- 
ciously ? Is it well arranged, with time proportional to the impor- 
tance of the subject, periods short enough to fit the age (interest 
span) of the class? Does it provide for diversified activity, all regu- 
lar activities, savings, talks, sales, ete. ? 

8. Time saving—Does all work begin with vigor and promptness ? 
Is everything moving at a brisk pace? Is the teacher able to dispatch 
business with principal, nurse, school physician, teachers, visitors, 
parents, messengers, janitors, etc., without needless loss of time? 
Was there evidence of careful advance preparation for the first day 
of school (e. g., program made, supplies ready, stage set for favor- 
able first impression) ? Is good economy of pupils’ time used at the 
close of the term? Do teacher and pupils seem to realize the value 
of time? Is oral recitation never sacrificed for the sake of written 
problems, lists, directions, notes, and other matter which would bet- 
ter be done by part of the class at a time for seat work, while the 
teacher devotes attention to profitable work with the remainder? Is 
there smooth precision in passing material, getting out books, putting 
on wraps, filing, ete. ? Is there a helpful monitorial system to assume 
the bulk of pencil sharpening, passing, collection, attention to shades, 








192 ELEMENTARY Scuoot PRINCIPALS 





— 


windows, etc.? Is the teacher skilful in accomplishing several things 
at once, such as conducting an oral lesson with one section while 
passing from desk to desk and glancing over the writing of another 
section ; or giving a necessary bit of individual help without stopping 
the work of the class? Does the teacher see that materials, books, 
written questions, ete., are at hand ready to begin immediately? Are 
papers corrected, bookkeeping and correspondence done, and errands 
dispatched in outside time, so as to leave class time for class instruc- 
tion? Is little time lost in allowing rapid workers to wait for slower, 
drilling on what is already well learned, repeating answers, too much 
talk by the teacher, indicating the answer to supposedly thought or 
problem questions? Is interesting and useful work provided for odd 
scraps of time for any pupils not otherwise occupied? Are no long 
lists of problems, outlines, ete., placed on the blackboard by the 
teacher or copied into note books by the children during the recita- 
tion period? Is duplicator or other time-saving device in use? Is 
little time wasted in copying examples, descriptions, etc., when equiva- 
lent material is immediately available in books? Are flash cards, 
charts, and other rapid devices briskly handled? When expedient, 
are small groups set to work together, and can they do so effectively ? 


CONTROL 


1. Order in the classroom—Do pupils work in a quiet, orderly 
manner, without wasting the time of fellow workers? Does the work 
of the class proceed without frequent interruption, with orders to 
“stop whispering,” “ sit down,” “ put that away,” “ pay attention,” 
ete.? Is there a minimum of rules and penalties? Are these few 
reasonable, compliance insistent? Are causes of disorder so far as 
possible avoided by removal? Are corrections quick, sure, natural, 
in keeping with the offense, harmless, without show of passion, offset 
sooner or later by constructive appeals and opportunities? As a 
judge, does the teacher handle cases with judicial fairness, dignity, 
impartiality, and friendly firmness, or are disciplinary measures per- 
sonal, haphazard, flustered, timid, or unreasonable? Are scholastic 
marks never used for disciplinary purposes and promotion? So far 
as possible, does the teacher depend upon himself for his own disci- 
pline, rather than by appeal to the principal, truant officer, neighbor- 
ing teacher, etc.? Is there entire absence of improper or illegal pun- 
ishment, as shutting in a close closet, frightening with threats of 
rats, policemen, ete., or physical torture of any kind? Is there com- 
plete absence of bluff? Does the teacher discuss disciplinary prob- 
lems and seek help and advice and help frankly with principal, 











>. a 
hy Tue SrxtnH YEARBOOK 193 















um total of the teacher’s efforts constructive, and 
1e formation of habits of courtesy and intelligent 
conduct of pupils looked upon as an opportunity to 
k in education ? 

e the classroom—lIs a generous share of responsi- 
'r the oversight of pupils in corridors, assembly, 
days, excursions, to and from school, ete.? Is there 
ion or stimulating interest in outside games? Does 
ence have a favorable effect even when the teacher 
is not present, asin case of substitute, attitude in the home, at enter- 
tainments, in spevial activities’ classes ? 

3. Spirit—Do teacher and class seem to “rub each other the 
wrong way ” or is there a courteous atmosphere of mutual considera- 
tion and good will? Is the spirit companionable, or that of the trained 
animal ring? Do directions take the form of requests rather than 
demands? Are threats, extra school tasks, taking away earned marks, 
personal indignities, sarcasm, ridicule, and other questionable punish- 
ment in evidence? Are necessary rebukes made privately? Is the 
teacher highly respected for impartiality? Are pupils serious or 
flippant, natural or constrained? Are ridicule, sarcasm, spite, im- 
pulsiveness and antipathy never in evidence? Are pupils allowed a 
certain amount of experimentation and trial and error in order to 
learn by experience the natural rewards of self-control, self-restraint, 
and consideration? Are individual differences taken into account, 
e. g., temperament, leadership, social attitude, ete.? Do pupils meet 
people naturally and politely? Do they show some sense of responsi- 
bility for the conduct on grounds, in hallways, to and from school, 
ete. ? Does “ discipline ” not make the offender an example before the 
school but afford him an opportunity to redeem himself, without hav- 
ing his weakness paraded before public gaze? Do disciplined pupils 
realize that the real wrong is in the attitude of mind which is willing 
to commit offense and that the only ameliorization is a change of 
attitude? Is one pupil never held up as a model to another, but 
mutual cooperation toward realizing ideals encouraged instead? Is 
respect. for the teacher shown through cheerful obedience, deference, 
consideration? Is well taught subject matter the chief element in 
good control ? 

4. Ethical training—Without waiting for some untoward event 
to arise, does the teacher give short talks or inductive lessons on per- 
sonal appearance, good turns, good manners, economy of materials, 
respect for others, how to be sure of getting to school on time, how 
to gain the good will of teachers, fellow pupils, and janitors, fair 
dealing on the playground, respect due to the aged, to women and 

5 


parents? Is th 
directed toward 
obedience? Is 
a piece of real 

2. Order out: 
bility assumed 
playground, fiele 
helpful particips 
the teacher’s in 








194 ELEMENTARY Scuoot PRINCIPALS 





children, courtesy at an entertainment or concert, conduct in a panie, 
the disecourtesy of loud, profane, or improper language, and so on 
according to the age of the pupils and the needs of the situation? Are 
pupils taught to appreciate the rational features of discipline and 
admit their justice? Are pupils brought to understand and appreci- 
ate that the object of discipline is helpful social behavior, and not 
merely penal atonement (pay) for wrong conduct? Are pupils taught 
how a teacher may, under certain circumstances, be perfectly just in 
wishing to handle different cases of discipline differently ? 


ANALYSIS OF PROFESSIONAL SERVICE 
PROFESSIONAL GROWTH 


1. Courses and travel—What professional courses have been taken 
in summer schools, extension work, correspondence courses? With 
what ratings? With what apparent. effect in the classroom? What 
informational or cultural courses (since last rating)? How exten- 
sive and how valuable have recent travels been? How much has been 
of service in actual teaching ? 

2. Reading, research, and writing—What private studies have 
been carried on and with what results in the teacher’s work? What 
special projects or educational experiments have been conducted ? 
Of what advantage have they been in the present position? What 
reading has contributed to outlook, information, professional im- 
provement? What writing for courses of study, teachers’ helps, 
magazines, books ? 

3. Meetings and visits—What local meetings have been attended, 
state, national? What educational benefit have they brought ? Num- 
ber and character of institutions visited? What demonstration les- 
sons? What helpful ideas have been adopted ¢ 


SCHOOL AND COMMUNITY SERVICE 


1. Teachers’ meetings and demonstrations—What offices has the 
teacher held? What committee memberships? What participation 
has the teacher had in making courses of study, ete.? What lessons 
has the teacher prepared for others to visit and criticise? What 
experiments and other contributions have been made for the general 
benefit of the system ? 

2. Assembly contributions and entertainments—What are the 
number and quality of the teacher’s offerings on school programs? 
What assistance has been given with music, dramatics, ete. ? What 
work has been done or assistance given for benefits, parent-teacher 
association, community festivals, ete. ? 








Tue Stxrn Yrarsnoow 195 





3. Home work, club work, work as pupil-adviser—What confer- 
ences with parents have been arranged? What assistance with visit- 
the-schools movements? What cooperation has teacher lent with gar- 
dens, and other home projects? What home visitation has been done ? 
With what effect? What assistance has been given with Audubon 
society, scouts, athletics, lunch room, parent-teachers’ association, 
camp-fire, exhibits, ete. ? Has the teacher been prominently connected 
with alumni activities? What personnel and follow-up work has been 
done with graduates ? 

4, How successful has the teacher been in promoting amity and 
good fellowship among colleagues? Is the teacher alert to see and 
commend merit in others? Does the teacher avoid useless destructive 
criticism of colleagues? Does the teacher assist by hearty coopera- 
tion in plans for the improvement. of the school? What ideas and 
ideals has the teacher initiated and how influenced others to adopt 
them ? 

SPECIAL STRENGTH 


Is the teacher’s work made especially valuable to the system because 
of unusual enthusiasm, initiative, poise, industry, cooperation, atti- 
tude toward honest criticism, ambition, courtesy, good taste, common 
sense, interest in others, effective aggressiveness, conscientiousness, 
promptness, progressiveness, responsibility, energy, originality, influ- 
ence with others in raising standards of service, initiation of reforms 
and improvements, leadership, helpful personal influence, sense of 
humor, regularity, friendly response, good bearing in trying situa- 
tions or petty annoyances, tactfulness, adaptability, securing the sym- 
pathetic cooperation of parents, pupils, or colleagues, handling diffi- 
cult situations without antagonism, non-partisanship, judicial atti- 
tude, seeming to enjoy work, reliability, accuracy, promptness, square 
deal for everybody, treating pupils with the same courtesy as grown- 
ups, seeing the bright side, enjoying the respect and confidence of 
the student body as a whole, frankness, cordiality, openness to sug- 
gestion, democratic spirit, responsibility shared willingly, personal 
preferences sacrificed gracefully, ete. ? 


SPECIAL WEAKNESS 


Is the teacher’s work seriously impaired because of nervous or 
mental disorder, ungovernable temper, discourtesy, gossip, personal 
untidiness, illness, cynicism, unreliability, laziness, lack of sym- 
pathy and tact, low mentality, treachery, dishonesty, insubordina- 
tion, violence, indifference, slander, inability to carry through, poor 
English, tardiness, disloyalty, over-conservatism, irresponsibility, 








196 ELEMENTARY Scuoort PrINcIPALS 





immorality, obstructionism, favoritism, acceptance of gratuities, 
waste, negligence, unprofessional conduct, insincerity, betrayal of 
confidence, whimsicalities, religious and racial prejudice, lack of 
effort, lack of interest, lack of energy, low standards, too many out- 
side interests, questionable companions and amusements, lack of sym- 
pathy with childhood, nagging habits, whining habit, silly extremes 
of ornament and dress, poor posture, habitual frown, petulance, 
sharply critical attitude, inconsideration, faultfinding, tense, high 
irritating voice, petty quarrels with pupils, parents, or associates, 
intolerance, weak academic preparation, poor language, inferiority 
complex, megalomania, dilatory, underhanded, jealous, combative, 
dishonest, unreasonable, partisan, weak, or indecisive character ? 








CHAPTER VI 
SCHOOL PUBLICITY 


Cuar_es 8. WINSLOW 
Principal, Wells School, Chicago, Illinois 


OO LONG have we school people chosen as our text, “ The Lord 
Trin provide.” This text should be revised to read, “ The Lord 
helps him who first helps himself.” 

The schools need publicity. We owe it to ourselves and to the pub- 
lic to tell what we are doing, what we are planning to do, and why. 
All of our support is drawn from public sources, chiefly by taxing 
those who have accumulated a little property to support themselves 
in comfort in their old age. The schools are assuming more and more 
of the responsibilities formerly borne by the home, and the end is not 
yet. The greater number of responsibilities taken over by the school 
and the higher cost of living call for increased expenditures. Natu- 
rally the taxpayer will not pay these increased charges unless he is 
convinced of their need and value. It is our task as school people to 
lay before him our problems and needs just as the business executive 
keeps his board of directors and stockholders informed as to the con- 
dition of their enterprise. The interested stockholder becomes the 
cheerful taxpayer. 

Beginnings in Chicago—School publicity in Chicago has been and 
is spasmodic. We have no consistent policy which we follow. About 
eight years ago the high school teachers started a movement in sup- 
port of a campaign for higher salaries. Other organizations cooper- 
ated. By contributing freely from their own salaries and soliciting 
funds from large corporations they secured a fund of several thousand 
dollars with which they bought advertising space in the daily papers 
on successive days for a setting forth of the school situation. The 
services of a publicity firm were secured to keep the situation before 
the people. One of the features of the campaign was the filming of 
the activities of a few of the schools and the displaying in the neigh- 
borhood theaters of these films, the schools being responsible for the 
cost of the film, the sale of the tickets, and the use of the receipts. 
The campaign was successful, a higher schedule of salaries was 
adopted and the activity ceased. 

Feature articles—Four years ago one of the elementary principals, 
with the approval of the superintendent, spent part of his time each 


[ 197 ] 








198 ELementary Scuoo.t Principats 





week in visiting different schools of the system and in putting these 
experiences into the form of short articles dealing in incidents and 
details of school technic. These were published daily throughout the 
greater part of two years. They were discontinued because it was 
felt that the principal’s time belonged to his individual school. 

Speakers’ bureau—For a long time there had been a feeling in 
the Principals’ Club that it was advisable to present the needs of the 
schools to the clubs and organizations, but many principals are not 
good speakers, so a small group of about twenty organized four years 
ago with one of the University of Chicago men as leader. Ilere we 
had an actual clinic, with some theory, many short talks by members 
of the class on special topics, and considerable sharp criticism. This 
group formed the nucleus of the speakers’ bureau. There were many 
ealls upon this bureau during that year, especially for talks before 
women’s organizations. 

Seven objectives—Two years ago the president of the Chicago 
Principals’ Club arranged with one of the afternoon papers for a 
daily article. Superintendents, principals, and teachers were asked 
to write these articles. The plan followed the seven objectives of 
education as developed by the Committee on the Reorganization of 
Secondary Education: Health, command of fundamental processes, 
worthy home-membership, vocation, civie responsibility, worthy use 
of leisure, and ethical character. 

General knowledge of the schools enabled the principal acting as 
editor to call upon certain schools and certain individuals for ma- 
terial along these lines. These articles dealing with the seven objec- 
tives appeared regularly on Mondays, Wednesdays, and Fridays. On 
the other days articles of a more miscellaneous nature were printed. 
Many of these were unsolicited. Toward the latter part of the year 
these articles were all illustrated with cuts of the authors. Many 
of the articles too were illustrated by pictures of the activities taken 
by a staff photographer. One series of articles was on Adult Educa- 
tion and included letters by foreigners giving their reactions to the 
opportunities open to them in the evening schools. Another series of 
twenty articles was on the work of the junior high schools. These 
were written almost entirely by the teachers, each article being 
descriptive of a different phase of the work. 

Children’s letters—On the children’s page of this same paper the 
letters written by the children about various phases of their school 
life were published each Saturday. During the second year these 
were usually written by the children of some one school and were 
descriptive each time of some special activity in which that school 
had been prominent. 








Se OS eee CD 





Tuer SixtH YEARBOOK 199 








Booklet on health—The work of the year closed with the publish- 
ing in booklet form of the articles that had appeared on the subject 
of health or the education of our children with physical handicaps. 
These included the work in the schools of the health department 
doctors and nurses and the education of the anemic groups, the deaf, 
the blind, the crippled, and the hospital patient. It also included the 
work in physical education and in the R. O. T. C. One of the pub- 
lishers more interested in the schools than in profits enabled us to 
varry out this enterprise. 

Radio—Under the leadership of another one of the principals a 
program was given over the radio by the children of some school each 
Friday evening. These were usually musical. Both high school and 
elementary schools participated in these programs. 

News writer—During the past year a different policy has pre- 
vailed. The editor of the daily newspaper felt that not all school 
people are good writers so he assigned one of his own staff to the 
schools. Almost. daily there is an article dealing with schools, usually 
from the point of view of the people in the down-town oftices—build- 
ing program, shortage of seats, superintendent’s policy, vandalism in 
the schools. The school people read these articles with avidity to 
find out what is happening in the central offices. The public gets 
little information of the inside of the work, the details of education 
which they need if they are to be intelligent and willing cooperators. 

Evanston—The public schools of Evanston have worked out an 
effective plan in cooperation with the local paper; one afternoon each 
week a special sheet is given over to the children. Each school has 
its own newspaper staff. From these is chosen a central staff to edit 
the daily material. This feature of the paper has attracted a great 
deal of favorable comment and the reaction upon the schools is de- 
cidedly good. The editor of the school sheet last year made such a 
favorable impression upon the staff of the paper that he was con- 
tinued throughout the summer as a special feature writer, though 
but a lad of fifteen. 

Problem—The problem in Chicago seems to be to develop among 
principals and teachers an appreciation of the news value in the 
daily occurrences of the schoolroom and an ability to express them 
in a style that will appeal to a newspaper reader—a style consider- 
ably different from that taught in the ordinary classes of composition. 











CHAPTER VII 


THE TESTING AND CORRECTION OF LANGUAGE 
ERRORS * 


CHARLES PoTTeR 
Principal of the Rainier School, Seattle, Washington 


COMMITTEE of one of the study clubs, composed of Seattle 
A elementary school principals, was assigned the task of work- 

ing out a battery of tests in language to parallel the course of 
study. The purposes of these tests as set forth were to be: (1) A 
means of helping the principal to know his school, (2) a means of 
facilitating the supervisory functions of the principal, and (3) an 
aid to the teacher in diagnosing her problem and improving her 
technic. 

The handling of this problem divided itself into three parts: (1) 
The assignment of certain words and phrases (commonly used incor- 
rectly in oral and written English) to each grade for teaching and 
drill (this first step was necessary because the Language Curriculum 
Committee had not completed its work when this study began), (2) 
to arrange a series of tests (one for each grade) to check the accu- 
racy with which pupils can detect errors in the use of words and 
phrases assigned to their grade, (3) to work out methods for the 
teaching and drilling upon the correct use of the words and phrases 
assigned to each grade. 

A review of the work done in this field by experts in education 
reveals that the most complete compilation of language error studies 
has been reported in the Sixteenth Yearbook of the National Society 
for the Study of Education by Professor W. W. Charters.” The 
classification of the nine studies reported shows that they appeared 
almost simultaneously and that they are widely separated geograph- 
ically; that eight are studies of oral errors, four of written errors; 
that teachers, with one exception, were used to collect oral errors, 
and that four of the studies were of grammatical errors only. 

The procedure was the same in each case. The oral grammatical 
errors were collected by the teachers for a week. All such errors 


*This chapter is a report upon the progress of a study which is being carried 
on in some of the Seattle schools for the purpose of devising a series of language 
error tests, one for each grade. The tests thus far worked out, and submitted 
herewith, will require further standardization. 

*7,W. W. Charles. Minimal essentials in elementary language and grammar, pp. 85- 
110, Sixteenth Yearbook of the National Society for the Study of Education, 1917. 


{ 200 ] 








Tur Stxtru YEARBOOK 201 





heard in the schoolrooms and around the school buildings were sup- 
posed to be recorded. In addition to this all papers, except dictated 
exercises, written during one month in the grades of Kansas City 
were preserved. 

Charters classified the oral errors of Kansas City under twenty- 
one heads, of which the following causes produced 90 percent of the 
errors: 


Syntactical redundance ...........ssseeeseees John, he did or I went and kicked 
et SIE ooo. cc. cis aicmnibocaciewccmowele I haven’t no pencil 

Minuse of present. Tenge ........icsccccdesccosese He come to school 

WHORE CASE I PLONOUAS. ......6:6.0.6.6.0:5 cscceccese It was him 

Non-agreement of subject and predicate...... They was 


Confusion of past tense and perfect participle. The boy has saw 


In the error studies made in Boise, Detroit, and Kansas City, 
85 percent of the errors produced by the confusion of the past tense 
and the perfect participle were caused by the verbs, “ see, do, come, 
go, run, sit, lie, give, begin, ring, write, take, break, sing, drink.” 

Professor G. M. Wilson * combined the ten most common errors of 
the pupils as shown in five studies, namely, Connersville, Kansas 
City (oral), Kansas City (written), Boise, lowa Consolidated 
Schools, and Cincinnati. This summary of the five studies gave the 
following twenty-eight most common errors: 


1. ain’t, hain’t 16. To, too, two (confusion) 
2. saw and seen (confusion) 17. There, their (confusion) 
3. Plural subject with singular verb 18, Sing. verb with plural subject 
4. Double negative 19. The, there, they (confusion) 
5. Have got : 20. An, and (confusion) 
6. Come and came (confusion) 91. And. and. and 
4 Git ‘ 22. Lots of 
8. Them and those (confusion) : ; at Bo 
‘ ‘ 23. Got for arrived, received, etc. 
9. Teach and learn (confusion) ~~ teen th 
10. Can and may (confusion) a ite me _ 
11. Do, did, done _ Is for are 
12. “and” for “to” with infinitive 26. A for an 
13. shall and will 27. I and my brother — 
14. Go, went, gone 28. Frank and me in the nominative 
15. Subject of verb not in the Nomi- case 


native case: Her did it. 


Making use of the language errors just referred to, Professor Wil- 
son, in 1922,” developed what is known as the Wilson Language Error 
Tests. These twenty-eight errors are worked into a story. The pupil 
is given a copy of the story in printed form with instructions to find 


1G. M. Wilson, Boston University, Locating language errors of children, Ele- 
mentary School Journal, pp. 290-296, Vol. XXI, No. 4, December, 1920. 

7G. M. Wilson, Boston University, Language error tests, Journal of Educational 
Psychology, September and October, 1922. 








202 ELEMENTARY Scuoor PRINCIPALS 





each error, draw a line through it, and write in the correct form. 
There are three parallel stories of equal difficulty. The test is in- 
tended for grades three to twelve. Fifty percent of the language 
errors found in all studies are included in these twenty-eight errors. 
The author claims that this test can be used to diagnose the language 
error situation in a city system, a single building, or a given grade. 

“Are the most frequent errors the most serious?”’ is a question 
which Professor Charters undertook to answer in a study made in 
Pittsburgh.’ The teachers of this school system were asked to list 
the ten errors which they considered ‘ worst.’ These were compiled. 
The relative frequency with which each was mentioned by the teachers 
and the proportional percentage which each was the total ‘ worst’ list 
were compiled. This percentage was compared with similar percen- 
tages of frequency of occurrence of error. It was found that the 
correlation between frequency and gravity was .63 measured by the 
Spearman Foot rule. This is fairly high and suggests in a general 
way that gravity follows the frequency when measured in this rough 
way.” 

Clyde A. Brown, principal of the Corkery School in Chicago,’ 
undertook to evaluate the language errors in his school in the follow- 
ing manner. The entire list of the twenty-eight errors of the Wilson 
Standardized Tests was included in short stories of simple vocabu- 
lary and natural situations. These tests were given to each grade. 
The tabulation of these tests furnished a statistical basis for the 
arrangement of the language errors in grade lists according to rank 
in difficulty. This means that language errors may be arranged in 
grade lists which assign for class attack those errors ranking high in 
difficulty and leave for individual attack, only, those which are 
missed by but a small percent of the grade. Errors were assigned to 
the grades according to difficulty as shown by the tabulations. 

Clare McPhee, Capitol School, Lincoln, Nebraska,’ undertook the 
solution of the problem, ‘‘ What language forms should be taught in 
the lower grades in order to eliminate the continuance of error?” 
Language errors compiled in the five studies * used by Professor Wil- 
son in his work were grouped as follows: Errors found in all five 
studies, in four studies, in three studies, in two studies, and in only 


*'W. W. Charters, Language and grammar curriculum, p. 278, Third Yearbook, 
Department of Superintendence, 1925. 

?Clyde A. Brown, Principal Corkery School, Chicago, Ill. Evaluating Lan- 
guage errors, pp. 380-385, Second Yearbook, Department of Elementary School 
Principals, July, 1923. 

*Clare McPhee, Teaching language forms, pp. 137-146, Elementary School 
Journal, Vol. XXVI, No. 2, October, 1925. 








Tue Srxtu YEARBOOK 203 





one study. A test on the thirty-nine language forms that had been 
selected for direct teaching in the various grades was then devised. 
Each item of the test contained a correct sentence and an incorrect 
sentence. The incorrect form was placed first as frequently as the 
correct. The pupils were directed to draw a line through the sentence 
that was wrong in each of the thirty-nine parts of the test. 

This test was given to all pupils in the elementary school from 
Grade IITA to Grade VIA, inclusive, for the purpose of determining 
whether the principles that had been followed in the placement of 
language forms in the different grades could be justified. Errors of 
greatest frequency for the most part were assigned to the lowest 
grades and to the other grades the errors of less frequency. 

Notwithstanding the fact that so many language error studies have 
been made, not much has been done to give the schools a workable 
plan for handling them. Brown’s work in Chicago and Clare Me- 
Phee’s study in Lincoln are the only two studies of which I know 
where an effort ha@been made to evaluate language errors according 
to difficulty and t@arrange them in grade lists. These two studies 
were confined to ge twenty-eight most common errors, derived by 
Professor Wilson. @fhese language forms account for only 50 percent 
of the errors madefy children. What shall we do about the other 50 
percent of errors mide ? 

The best classification and the most thoroughly organized attack 
on language errors Which we have at present is perhaps that of Sheri- 
dan and of Mahoney. However, these authors have not arranged the 
errors in definite grade lists. They assign “ seen,” for instance, to 
every grade from the first through the eighth, and according to their 
lists this error is ngt eliminated in the course of all the grades. 

The Five O’clock Club committee commenced its work at this 
point. The committee, from the studies herein mentioned, compiled 
a chart of the most frequent causes of errors. Since the Kansas City 
Course of Study in English was based upon the Kansas City study of 
oral and written errors, the committee accepted the language forms 
as listed by grades in this course of study. Errors found in other 
studies but not listed here were placed in the grades where available 
studies seemed to indicate that they should be placed. 

One paragraph, similar to the stories in the Wilson Language 
Error Tests, was written for each grade beginning with the third 
grade. Each story contained only the errors assigned to a given 
grade for drill in correct usage. Each paragraph was used to test 
the ability of pupils to detect errors which had been assigned to 
their grade. During the month of March, 1926, these tests were 








204 


ELEMENTARY Scuoot Princrpats 





given to 3155 pupils in eleven schools of the city of Seattle. Compila- 
tion of results indicated that adjustment should be made in the grade 
list of errors. Table 1 is the revised list of language forms assigned 


to each grade. 


TABLE 1—Lanauacr Forms ASSIGNED FOR PRACTICE 


First Grade 


saw—seen 
ate—eaten 
did—done 
come—came 
It was I 


Second Grade 
went—gone 


no—not—never 

isn’t—aren’t—not ain’t 

haven’t any—have not 

haven’t got—ain’t got no 

John and I (nom.) not John and me 
run—ran 


Third Grade 


teach—learn 

don’t—doesn’t 

see—saw 

give—gave 

can—may 

Edward and I (polite form) 
John did (not John he did) 


to—two 
for—four 

Fourth Grade 
lie—lay 
sit—set 
draw—drew—drawn 
write—wrote—written 


know—knew—known 
tear—tore—torn 
begin—began—begun 
throw—threw—thrown 
their—there 

there is—there are 

there was—there were 
off—from 

the—they 

Edward and me (polite for obj.) 
Avoid and so 

this—that (not that there) 
these—them (not them there) 
this—these—those (not them) 


Fifth Grade 
speak—spoke—spoken 
ring—rang—rung 
sing—sang—sung 
take—took—taken 
well—good 
who—which—that 
ask—asked 
no—know 
why—there was 
awful—very 
would of—could of 
bring—take 
to—too 
sure—surely 
new—knew 





Sirth Grad 
drink—drank—drunk 
freeze—froze—frozen 
break—broke—broken 
blow—blew—blown 
ought not (hadn’t ought) 
guess—think 
lend—borrow 
a—an 
where—were 
an—and 
laid—lay 
in back of—behind 


Seventh and Eighth Grades 


shall—will 
should—would 
between—among 
beside—besides 
in—into 

let—leave 

very—real 

lend (not loan) 

rise (not raise on toes) 
of—though 
funny—queer 

on for onto, into, upon 
up—upon 
unless—without 

by me—near me 
like—as—as if 

to—at 





i- 


@ 





Tue Srxtn YEARBOOK 205 





Each of the original tests has been revised, and an additional test 
including the errors listed under grades one and two has been made. 
Table 2 indicates the tests, the language forms used in each, and the 
grades for which each is intended. 


TABLE 2 
Contains language To be given at To be given at 
forms assigned to the beginning of the close of 
Tests grade grade grade 
WR has ind waulitin dai Slern ata ee enete 1 and 2 3 2 
Bi acids de sie btn Rawwa tar eee Sie 3 4 
Rr giwaawadan Nedediaaee aces as 4 5 4 
DF ciekap ean sides se eendle weal 5 6 5 
Oe Siucdeasenicnese areacweaesen 6 7 6 
DT Riicasiderckadsecnieniiseeee e 8 7 


It is assumed that the teacher will directly teach and drill upon 
the language forms assigned to her grade, that the pupils will become 
proficient in the correct use of these forms, and that they will become 
sensitive to the incorrect uses. Therefore, if the tests are given at the 
beginning of the grades indicated in the table, it will enable the 
teacher to tell which of the forms listed in the previous grades need 
further drill. If the tests are given at the close of the grades as indi- 
cated in the table, it will enable the teacher to check how perfectly 
the forms assigned to her grade have been mastered. Again the test 
may be given at the beginning of the year before the language forms 
assigned to the particular grade have been taught and drilled upon in 
order to diagnose the exact condition of her class and find out in 
advance what errors need stress put upon them. 

Test A—Form 1 which follows shows the form in which the test 
is given to the children. This mimeographed sheet provides space for: 
(1) Personal data concerning the pupil taking the test, (2) a sample 
story to be worked out first by pupils and teacher, (3) directions to 
the children to be read by the teacher, (4) the text of the test, (5) a 
key to the corrections which should be made. This form of a test 
makes use of real language situations. It is not based upon the alter- 
nate or guessing plan where two choices are indicated. The last part 
of the test, in addition to serving as a key in making corrections, will 
be found valuable in checking upon the class as a whole and in check- 
ing upon the individual pupils. The teacher should ask the pupils to 
check on this list the errors which he failed to detect in the paragraph. 
Each pupil can then see what errors he failed to correct. With all of 
the papers before her the teacher can easily determine the errors 
which are most prevalent in her class. One complete test is given 
and only the text of each of the others. 








206 ELEMENTARY Scuoo. PrINcIPALS 





FIVE O'CLOCK CLUB LANGUAGE ERROR TEST 


Test A—Form 1 
Number right .......... 


MR ae ei bb inrdaddad .... Sehool...... came MA 60 <5 Date.. 


SAMPLE STORY 


John come to school today. He brought the teacher a apple. And, he has went 
hom. 


Direction: To be read with the children by the teacher. 

This is the way you are to do this test. The paragraph which follows is a story 
which was written by a pupil just like you. We wish to know if you can first, 
find the mistakes; and second, if you know how to correct them. 

You will find the following kinds of mistakes. ‘ 


(1) Unnecessary words; draw a line through the unnecessary word. 

(2) The wrong form of the word; draw a line through the wrong form of 
the word and write in the correct form. 

(3) The wrong word; draw a line through the wrong word and write in 
the correct one. 

(4) Misspelled words; correct them. 


John has went to school with me yesterday. On the way, John and me seen 
a bird’s nest. It didn’t have no eggs in it. Ain’t that too bad. We run to school as 
fast as we could. The teacher asked, “ Who frightened the bird?” I said, “It 
was me.” John said, “ No, I done it.” The teacher said, “ You boys haven’t got 
any kindness in your hearts.” When we come home, we et our lunch. 


Foitp Unper Berore DISTRIBUTION 


1. omit has 6. run for ran 
2. John and me for John and I 7. It was me for It was I 
3. seen for saw 8. done for did 
4. no for any or omit no or didn’t have 9. omit got 
for had 10. come for came 
5. ain’t for isn’t 11. et for ate 


Test B—Form 1 (Text of Paragraph Only) 


Can I and Edward take our arithmetics home? Edward’s mother will learn him 
to do his arithmetic lesson. Edward’s father he gave him to cents because he had 
a good lesson. My father see me studying. He give me for cents. He don’t wish 
me to fail in my lessons. We did our lessons because we don’t want to fail. 


Test C—Form 1 (Text of Paragraph Only) 


Edward who sets behind me drawed two pictures and put them upon my desk. 
The lay their all day. And so I have wrote the boy about them. He knowed that 
I did not like them there pictures. There is too many boys in my school who 
began to waste time drawing pictures. Edward, also, took a drawing off me. One 
of the pictures is tore into small bits. He throwed it onto the floor. The teacher 
called me and Edward to her desk. 


Test D—Form 1 (Text of Paragraph Only) 


Why, there is no fun our family likes as good as camping. Every summer, we 
bring some people, which live on our street, with us. Father had just took us home 





nt 





Tue Srxrn YEARBOOK 207 





when we spoken to him about camping again. My little brother ask him, to. 
Father acted awfully queer. “I no you are joking, Billy,” said father. Father 
added, “ Anyone could of seen how glad you were to start home by the way you 
sung songs and shouted. The woods fairly rung. Sure, I was pleased that you 
new how to enjoy yourselves.” 


Test E—Foro 1 (Text of Paragraph Only) 


Thr ground had froze. Sleighing was fine. My father said, “I guess that we 
will have fine weather. Let us go to my old home.” My mother replied, “ We 
hadn’t ought to go unless our neighbors will borrow us some blankets.” During 
the second day, the wind blowed a gale. We stopped in back of a big barn. Our 
sleigh was broke. The people asked us to stay all night. The next day deep snow 
laid on the ground. We could not see were to go. After we had eaten a hearty 
breakfast and had drank hot coffee, we continued the trip. 


Test F—Form 1 (Text of Paragraph Only) 


The boys of Troup A took their lunches to the lake. James climbed on the 
diving board. All at once he acted funny. The next moment he was in the water. 
He called, “I will drown for no one shall help me.” He could not get out without 
someone helped him. Jack, the boy by me plunged in the water and soon brought 
him to the shore. Jack shouted, “ Leave go of me, you are safe.” Bill and James 
arranged the lunch. Bill said to James, Loan me your knife with which to open 
this can. Sam divided some lollypops between the boys. The boys talked of many 
things beside their games. Each boy’s last words were, “I had a real good time 
to-day.” 


These tests have not been tried under controlled conditions. There- 
fore, it is impossible to state at this time whether the grade place- 
ment of language forms is justified or not. Neither can we state with 
certainty if the stressing of a few language forms will insure the use 
of correct forms in oral and written English and a sensitiveness to 
error in both the oral and written form. 

Since this study started, the Seattle Course of Study in Language 
has been placed in the hands of the teachers. Practically the same 
language forms have been assigned to the grades for study and drill 
as are given in Table 1. This ought to focus some attention on this 
phase of language work. 

A word of explanation concerning the compilation is necessary. 
In March, 1926, the first draft of these tests was given to 3155 pupils 
in eleven Seattle schools. In December of 1926, the revised forms of 
these same tests were given in two schools to 781 pupils. About the 
same time, in the school where the tests were being worked out, they 
were given to 417 pupils. In March, 1926, the tests were given in 
grades as follows: Test B, Grade 3; Test C, Grade 4; Test D, Grade 
5; Test E, Grade 6; Test F, Grades 7 and 8. In December, a new 
test. was given to the third grade and the other tests were moved up 
one grade. In other words, the pupils were being tested upon what 
they should have learned in the previous grade. The figures in each 








208 ELEMENTARY Scuoor Princreaus 


eolumn represent the pereent of pupils who fail to correct each error 
in the test. The first column is the tabulation for the test given in 
March, 1926, the second tabulation is for the test given in Deceimber, 
1926, in two sehools, the third column is the tabulation for the one 
school. These tabulations indicate the language forms upon which 
stress needs to be placed in teaching. The percentages are lower in 
the third column because the teachers in this sehool are quite gen 


erally teaching the language forms assigned to their respective grades, 


Mar, 1926 Dee. 1926 
NE ONS o's c acne doses’ katt sacnexes Bais 146 63 
Test A Forms, Grape 3.......... Bel Soeune aerarand Re? (3) (3) 
EE ee ee rE Ir te bine - 46 22 
Mn NEE GD cos cies aac da ceaeaeds Seatac a 29 41 
a ae a 31 16 
BO [OF ONY... 66.50 RE BE er Nee eee rere oi 52 60 
ee Danas etemen ota Mk 43 43 
RN i, nag dene Oe wai Pee ere ese bl 20 23 
It was me....... ib: 0 Wael roa ae eer ora SA otis Sanat Pee 48 38 
re eee erates ig 50 41 
eae wie Daimeralsewa a maaines an — 69 63 
come for came...... ach Wane teak prada wantaias ed a mee 23 19 
gears co. ndciddnnemide hi Setar Ve taee eas 35 50 
I 00 PRI osc éikaanasedddvinvecaubewess 521 109 45 
Test B Forms, Grave 4................ Veereros, (4) (4) 
SD 8. Suieaia aca xaeeeen ize CHes inital ae 55 40 
ST ES oc cneak canis ahden beads eecaebee 46 37 18 
learn for teach........... Peers eee Aa Ate er 6% 55 15 
_ 2 es eee wd SPAS So Cem Ata ee 7 2 
hie. ay xd s ede oe Ras Oe 56 32 13 
od ie ras asi nvbck'e. wale oe hw a LA mea ad A 18 22 
NN rey Frere rrr er . 48 41 38 
RC CT ere Pea Wane 51 19 13 
don’t for doesn’t................ he iig Fea 58 29 
NW I inci cic accddnccsddvessendan 505 137 81 
Test C Forms, Grape 5...............-- tiraace (5) (5) 
0 FSS ey eee ears pir are en eh, erate 41 26 13 
drawed for drew........0..... ibtatanshe p aderstnae 38 38 9 
I ccs. cated eae aun wan be deem k veces (an 23 17 
I BE id. . sienSicdenws Saakwdeeese neues 79 57 41 
ea ds gecpig cine ade ieal Woe wei eae Sie 78 26 10 
IN a's lat See nn i a ae 65 56 25 
ere cavaeedeciesetcaet ee eee eee 22 7 
ERT RN eee RO Leo irre ure hg Slee 35 37 27 
SOND B0 TOP COTO BIC. 6 iin cc eccidac: sccccsccces 75 52 13 
IN Sash nia dod.c Ka RRO Mee oka Rima te: 19 58 53 
off for from........... PE Fe EE Pe OE 34 26 6 
Rie aidan ane con cqeen mares Chee ewes 64 51 25 
EN ik os tne a gun adda Sate. eee ek ma ead 28 12 
Ne as sacle pelea eniekomedaiod 80 72 75 


* Appeared in the sixth grade test originaliy. 











Tue Srxrn YerARBOOK 


ea UNI 55.5538 0b Ak ae a ade s AE Kea 


Tet Ey PORE, CADE Ging iikccicccaccennevesnee 


omit why ...... Sere 
good FOP WOE 0050 ctivas 
bring for take........ 
which for who............... 
ee ere 
spoken for spoke.... - 
ee er 
Ge OD cndnkw cases 


TE WONT ins saad eee emenanwns 


no for know coerce eseeeeece 
could of .... 

sung for sang........... Reis 
a ree 
sure for surely.... 

new for knew.... 


TREE GE DUNES 6h iio nnWidstciieenernwsutenaee 
Test ) Forms, Grape 7........... 

had froze ...... 

en eee 

ede CUBE 66 ica o 6d-<ev's 

borrow for lend.... 

BIQOWER ...cs06 

OE OT Beene ee 

DW ROG. ouivviwaawesannaas 


laid for lay.... 3 
were for where.... 


RIES IE oS eal nacs eietkie a As meee A 


PMNS: GE IN ee ndin acta wernewrsens Ke 


Test F Forms, Grave 8.... 


Oe Os oye oi how Shader es Naan auee 
funny for queerly.... ......... 

will for shall.......... cee asa aioe 
shall for will.... 

without, for unless.... 

ee PE a ios ba aS ks ne sce 
m for mto...... 

leave for let.... 

ee” ree: Aare 
Betweet, fOr BMONE. 6.6.5... eo csccons 
beside for besides... . x 

WOME. Wada ec tetas eecenke was 


*3 in third grade previous test. 4 
+5 in fifth grade previous test. 
¢4 in fourth grade previous test. 


44 in the fourth grade previous tvst. 


*6 in the sixth grade previous test. 


Mar. 1926 
599 
(5) 


55 
90" 3 
73° 5 


601 
(6) 


78 
75 
61 
16 
917 4 


90° 6 
57 
21 
73 
967 4 
44 
22 


46 
55 


49 


Dec. 1926 
112 
(6) 


19 
57 
58 
44 
36 
13 
27 
40 
44 
23 
50 
2 

18 
69 
27 


147 
(7) 


130 
(8) 


21 











210 ELEMENTARY Scuoot PrIncrpats 





BIBLIOGRAPHY 


Belser, Danylu. A point of view in language teaching, Elementary English Re- 
view, Vol. 3, No. 7, Sept., 1926, pp. 222-225. 

Bennett, H. E. Text as a factor in poor English, Elementary School Journal, 
Vol. 25, No. 4, Dec., 1924, p. 286. 

Brown, Clyde A. Evaluating language errors, Second Yearbook, Department of 
Elementary School Principals, July, 1923, pp. 380-385. 

Certain, C. C. A testing program, Elementary English Review, Vol. 3, No. 7, 
Sept., 1926, pp. 211-221. 

Charters, W. W. Minimal essentials in elementary language and grammar, 16th 
Yearbook of the National Society for the Study of Education, 1917, pp. 85-110. 

Charters, W. W. Language and grammar curriculum, Third Yearbook, Depart- 
ment of Superintendence, 1925, p. 278 ff. 

Cotner, Edna. Status of technical grammar in the elementary school, Elementary 
School Journal, Vol. 26, No. 7, March, 1926, p. 524-530. 

Detjen, Clara and others. Remedial work in oral and written language, Ele- 
mentary English Review, Vol. 3, No. 7, pp. 226-228. 

Kansas City Schools, Kansas City course of study in English, Jan., 1923, p. 90. 

Klapper, Paul J. Teaching English in elementary and junior high schools, 
D. Appleton Co., New York, 1925. 

Leonard, S. A. Follow up in English form, Elementary School Review, Vol. 3, 
No. 7, Sept., 1926, pp. 222-225. 

Leonard, S. A. Wisconsin test of grammatical correctness, Elementary English 
Review, Vol. 3, No. 7, pp. 231-232. 

McPhee, Clare. Teaching language forms, Elementary School Journal, Vol. 26, 
No. 2, Oct., 1925, pp. 137-146. 

National Education Association. Keeping pace with the advancing curriculum, 
Research Bulletin, Vol. 3, No. 4-5, Sept.-Nov., 1925, p. 146. 

Senour, A. C. Skirmishing versus concerted assault in language instruction, Ele- 
mentary School Journal, Vol. 24, No. 5, January, 1924, pp. 382-386. 

Shepherd, Edith E. An experiment in teaching English usage to junior high school 
pupils, The School Review, Vol. 33, No. 9, Nov., 1925, pp. 675-684. 

Sheridan, B. M. Speaking and writing English, Benjamin H. Sanborn Company, 
Chicago, 1918, pp. 60, 64, 79, 88, 102, 112, 123, 135. 

Sipple, E. M. Language activities, Elementary School Journal, Vol. 24, No. 7, 
March, 1924, pp. 523- 

Stanley, Mrs. Emma. Suggestive procedures in remedial work, Elementary English 
Review, Vol. 3, No. 7, p. 229. 

Wilson, G. M. Locating language errors of children, Elementary School Journal, 
Vol. 21, No. 4, Dec., 1920, pp. 290-296. 

Wilson, G. M. Second Yearbook, Department of Elementary School Principals, 
July, 1923, pp. 371-380. 

Wilson, G. M. Language error tests, Journal of Educational Psychology, Sept. 
and Oct., 1922. 

Wohlfarth, Julia H. Self help methods of teaching English, World Book Com- 
pany, Yonkers-on-Hudson, New York, 1926, pp. 116-118. 

Young and Memmott. Methods in elementary English, D. Appleton and Com- 
pany, New York, 1923, pp. 78, 79, 107, 134, 135, 149-152. 











CHAPTER VIII 
CLASSIFICATION BY CHRONOLOGICAL AGE 


F. T. Harpwick 
Principal, North Junior High School, Everett, Washington 


HENEVER the subject of homogeneous classification comes 

up for consideration, the question of the basis upon which it 

should be done always obtrudes itself. Should classification 
be based upon I. Q’s, mental age, achievement tests, or teachers’ esti- 
mates of ability? If not upon any of these, upon what should it be 
based ? 

The objection to most of the suggested systems is the amount of 
time involved and the expenditure of energy that must necessarily be 
made in the administration and the correction of tests before the 
required data are on hand. In contrast, the plan for classifying pupils 
in the junior high school, followed in the North Junior High School, 
Everett, Washington, is simplicity itself and has not only been ex- 
traordinarily successful in accomplishing the purposes for which it 
was intended but in addition it has a scientific foundation firmly 
based on intelligence and achievement tests. 

The principal purposes for which the plan is used may be briefly 
stated: (1) To obtain homogeneous classes of approximately equal 
ability that, in accordance with their need, may be accelerated, may 
be allowed to proceed at the usual rate, or may be subjected to reme- 
dial treatment; (2) to provide groups whose social congeniality offers 
the best basis for citizenship, for cooperation in the gymnasium, the 
auditorium, or the other special activities for which they may be 
scheduled. 

The writer of this article in an investigation of the growth in intel- 
ligence of pupils of the eighth grade, whose ages ranged from 11 to 
14—the results of which investigation were embodied in an unpub- 
lished thesis at the University of Washington—found that the young- 
est pupils in this grade not only had the highest I. Q’s, but also that 
their intelligence, as measured by the different factors of the test, 
was growing at a much more rapid rate than the intelligence of the 
older pupils. 

This investigation resulted in the formation of the idea that, in 
the junior high school, classes of approximately equal ability might 
be formed by grouping pupils in their grade according to their 
chronological age. 

[ 211 ] 








212 ELemMentary Scuoort PrINcIPALs 





As this idea may be strenuously challenged by many who might 
bring forward the objection that pupils of a given chronological age 
differ widely in mental ability, let us hasten to explain that we are 
dealing only with a selected group of a given chronological age. These 
pupils have been through the first six grades of a school system in 
which the younger pupils, who are the brighter, are the ones that have 
been accelerated, while the older pupils, who are the slower, have 
been retarded. 

In addition to being practical and possessing a scientific founda- 
tion, the system enables us to explain the plan of classifying pupils 
to the parents and to the general public without using the invidious 
term “ intelligence.” All agree that it seems a proper and natural 
method of classification. 

We shall first explain how classification is made by age and after- 
ward furnish data which will tend to show the scientific foundation 
upon which it rests. 

For making homogeneous groupings in the seventh, eighth, or 
ninth grades, a list of pupils for that grade is made in which the 
pupils are arranged in order of their chronological age, the youngest 
being placed first. If segregation of the sexes is planned, separate 
lists of boys and of girls should be made as above. The classes accord- 
ing to the number required may then be checked off, beginning with 
the youngest pupils, until the list is exhausted. If there are 100 
pupils in any list, there will be three classes, of which the class in 
which the youngest pupils are will be the superior one; the group 
next in chronological age will contain the normal pupils while for 
the most part the oldest group will contain the retarded pupils. 

In June, 1925, Terman Group Intelligence Tests and the Stan- 
ford Achievement Tests were given to between 800 and 900 of the 
pupils who were promoted to the seventh and eighth grades respec- 
tively and were expecting to enter the junior high school in the fall. 
The tables given below are made from the results of these tests. The 
results of the entering 7B and 8B only are given; the results of the 
7A and 8A are omitted to save space as they have the same significance. 

In September on entering 7B numbered over 400 and were di- 
vided into 12 classes according to the plan given above, making six 
classes of boys and six classes of girls, and very few changes were 
made in them at the end of the first semester. 

In Table 1 the I. Q’s of the boys of the entering seventh grade may 
be read from top to bottom on the left side and the chronological age 
from left to right. The table then reads: One boy between 15 years 
and 15 years, 5 months, and three boys between 14 and 15 had I. Q’s 
between 74 and 79. 











Tue Srxtu YEARBOOK 213 





In Table 2 the I. Q’s and the chronological ages of the girls enter- 
ing the seventh grade are arranged in the same way as the I. Q’s and 
ages of the boys in Table 1. 


TABLE 1.—I. Q.’s anp CHRONOLOGICAL AGE oF SEVENTH GRADE Boys 


Yr. Mo, Yr. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. 
14 13-6 lk 2-6 2 11-6 11 0-6 
5 15 13-11 13 -5 12-11 12-5 11-11 11-5 10-11 


“ww 


© 

bi 

© 

— 

a 05 eA 
Kwmww re > 
— mm CO oi aI 


SH mess 
On TO PDO 


me DOD hw OrNT OO Or 
ee DK we 
_ 


= oO 


150-154 
155-159 1 


In Table 1 it can be seen that only one boy between 10 years, 6 
months and 10 years, 11 months, had an I. Q. that was below 110. 
Again only one boy between 12 years, 6 months and 12 years, 11 
months, had an I. Q. that was above 120, and only one boy from 13 
years to 13 years, 5 months, whose I. Q. was above 105. It can be 
readily noted from the above that if this group is classified by 
chronological age, the first two classes of 35 each will include all 
the pupils 10 and 11 years of age. 


TABLE 2.—I. Q.’s aNpD CHRONOLOGICAL AGE OF SEVENTH GRADE GIRLS 
Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. 


14 13-4 13 12-6 12 11-6 11 10-4 
1. O 14-5 13-11 13-5 12-11 12-5 11-11 11-5 16-11 


DP hatiecesonenonasss 2 
Pe ekdcecnevascwesns 3 


me CO 


_ 


me 
_ © 
OFS F 
_ oO 
_ © 
c= 
on 
— eR CO co 
nwo PATO 


— 
wrerrnN WNP 
nor PD 


=e be 


145-149 1 








214 ELEMENTARY Scuoout PRINCIPALS 





In Table 2 we find only one girl between 13 years and 13 years, 
5 months, whose I. Q. is above 110, but on the other hand there are a 
few girls of the ages 11 years to 11 years, 6 months, whose I. Q’s are 
seemingly low. Investigation into such cases generally shows that 
such pupils possess good attitude and habits of application. 

In this case also the first two classes of 35 each would include 
all the ten- and eleven-year-old girls and also most of the girls be- 
tween the ages 12 years to 12 years, 5 months. 

Anyone accustomed to making correlation tables would see from 
the arrangement of Tables 1 and 2 that there is a negative correla- 
tion between chronological age and the I. Q’s of these pupils. The 


) ded 


coefticient of correlation for Table 1 is —.70 and for Table 2 —.77. 


TABLE 3 
Yr. Yr. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. 
15 14 13-6 13 12-6 12 11-6 
5. @. 16 15 13-11 13-5 12-11 12-5 = 11-11 
Ri 25s ins dice cmaseeted 1 3 
I or ini aka oon kate, Gare Sasa anes 6 8 2 1 
90-94 7 4 6 1 1 
Oe rn ee eee 1 2 9 8 4 l 
NE a hak i ne ak eR oe RN 1 1 8 5 4 
105-109 2 1 3 7 9 
110-114 3 8 4 
115-119 1 2 l 4 3 
120-124 2 2 1 
125-129 4 
130-134 l 1 ] 
135-139 l 
140-144 1 
The coefficient of correlation r= — .62. 
TABLE 4 
Yr. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. 
14 18-6 13 12-6 12 11 
z. 0 15 13-11 13-5 12-11 12-5 11-11 
Pas a5 6 ire gale REA ORO ED 1 
sh gw han aw eke aaa wae hea 3 
Re cis bie ade oleae anew Re wen 4 1 
os oa ea esis cudewepenvawy men sams 6 3 l 1 
a5. d 5.5 haw ew kW Sena Kek ee ea eae 6 6 6 l 
a Ls cad ae ein abe Rin A 7 y 7 3 
Ec cer ia tdueerkas heehee nesiead 2 7 14 7 
105-109 4 7 4 
110-114 1 2 5 1 1 
115-119 1 7 2 
120-124 2 1 2 
125-129 1 
130-134 1 
135-139 l 2 


The coefficient of correlation r= — 83. 








or UC a w 


\Y 





Tue SrxtH YEARBOOK 215 








Tables 3 and 4, which immediately follow, show the relation 
between the I. Q’s and the chronological ages of the boys and girls 
respectively of the entering eighth grade. 

Table 5 gives a summary of the results of Tables 1 and 2 and in 
addition gives a summary of the result of the Stanford Achievement 
Tests in Reading and Arithmetic. 

The same tendency may be noted in connection with achievement 
that was noted in connection with the I. Q’s, namely, that not only 
are the younger pupils endowed with the greater ability but that 
they are also better prepared in reading and arithmetic. 

For the interpretation of Table 5, it may be said that Column 1 
gives the age group, Column 2 denotes whether the group is boys or 
girls, Column 3 states the number in the group, Column 4 gives the 
median I. Q. of the group, Columns 5 and 6 the median scores in 
reading and arithmetic respectively (Stanford Tests, Form 1). 


TABLE 5 
1 2 3 4 5 6 
Median Score Median Score 

Age Sex No. Median I. Q. Reading Arithmetic 
10-6-10-11 Boys 10 135 187.5 197.5 
10-4-10.11 Girls 7 127.5 167.5 197.5 
11-11.5 B 11 135 197.5 237 .5 
11-11.5 G 17 113.7 197.5 182.5 
11 6-11.11 B 29 130 173.3 190 
11 6-11.11 G 27 107 5 172 175 
12-12.5 B 29 107.1 170 183.3 
12-12. 5 G 32 106.5 167.5 185 
12.6-12 11 B 27 100.7 170 181.6 
12 6-12 11 G 11 97.5 162.5 160 
13-13.5 B 21 94 167.5 183.5 
13-13 5 G 11 95.5 177.5 185 
13.6-13.11 B 17 91.6 156.6 167.5 
13 6-13.11 G ll 86 6 157.5 161 
14-15 B 8 83.3 137.5 167.5 
14-15 G 9 91 6 150 160 


The values of the median scores in reading and arithmetic in Table 
5 are interpreted in terms of the achievement ages in Table 6, and 
are then seen to be very significant. These achievement ages are 
derived from the tables in the end of the manual of the Stanford 
Achievement Tests. 

Table 6 shows in a striking manner that pupils of 10 and 11 years 
of age on entering the seventh grade have median achievement ages 
of 13, 14, and 15; while pupils whose chronological ages are 13, 14, 
and 15 have achievement ages of 12 and 13. 





216 ELemMentTARY Scuoot PRINCIPALS 


es 





TABLE 6 


Chronological Ages Reading Ages Arithmetic Ages 
10.6-10.11 14 yr. 4 mo. 14 yr. 0 mo. 
10.4-10.11 13 6 14 
11-11.5 14 9 15 8 
11-11.5 14 9 13 6 
11 6-11.11 13 +] 13 11 
11 6-11.11 13 8 13 2 
12-12.5 13 7 13 y 

13 6 13 7 
12.6-12.11 13 7 13 6 
12.6-12.11 13 3 12 4 
13-135 13 6 13 7 
13-13.5 13 ll 13 7 
13.6-13.11 13 12 7 
13.6-13.11 13 12 4 
14-15 12 l 12 7 
14-15 12 8 12 4 


Irom a consideration of the data given in the foregoing tables, it 
is possible to make the following conclusions in connection with 
pupils of the seventh and eighth grades: 

1. The youngest pupils, both boys and girls, tend to have the high- 
est I. Q’s and the highest achievement scores in reading and 
arithmetic, 

2. There is a high negative correlation between chronological ages 
and I. Q’s. 

3. Chronological age offers a good basis for grouping pupils in 
classes of approximately equal working ability. 











CHAPTER IX 


AN EDUCATIONAL DIAGNOSIS OF FIFTY INDIVIDUAL 
PUPILS 


t1cHARD Carro._i T. JAcobs 
Principal, Oran M. Roberts School, Dallas, Texas 


NE OF THE striking features of educational activities today 
QO is the development of methods of diagnosis. The use of tests 

to determine the intellectual status and acquisitional level of 
the individual has grown to remarkable proportions. 

This diagnostie study was undertaken in the Oran M. Roberts 
School of Dallas, Texas, in the fall of 1924 and the spring of 1925. 
There are approximately twelve hundred pupils enroled in this ele- 
mentary school. Grades I to IV are instructed in platoon groups 
and Grades V to VII in departmental classes. The teachers are 
guided in the work of instruction by an approved course of study and 
by competent supervisors. The work of the principal is also largely 
supervisory, and his desire to measure the abilities, capabilities, and 
attainments of his upper grade pupils prompted this investigation. 
(Tp to the time of this study no medical inspection of the pupils had 
heen made in this school; hence no data can be presented as to the 
physical condition of the subjects studied—vision, hearing, ete.— 
but the results of such tests and measurements as could be given are 
here presented. 

The purpose of this study is to investigate the mental and educa- 
tional composition of fifty seventh-grade pupils; to present the range 
of intelligence as revealed by mental tests, the degree of homogeneity, 
or its lack, existing in the class; to exhibit the pupils’ standing in edu- 
cational achievements, the rank of pupils in achievement, the 
amount of variability of the individual in the test, as well as in the 
teachers’ marks; to study somewhat the most erratic scores in this 
group of tests and the effect of these upon class and individual stand- 
ing; and to determine, if possible, what changes in grouping or 
methods of instruction should be made. 

No mental test or standard achievement test had been administered 
to this group of pupils previous to the time at which this study was 
hegun. In fact, none of the members of the group had ever taken 
this kind of test. They had, to be sure, taken the usual accuracy tests 
in arithmetic and such other city-wide tests as had been sent out 


[ 217 ] 








218 ELEMENTARY Scuoo.t PRINCIPALS 





from time to time from the central office, but no effort had ever been 
made to determine by means of intelligence or standardized tests 
the degree of homogeneity that existed among members of the class. 
Sentiment against mental testing, and especially against segregat- 
ing pupils into homogeneous groups according to their I. Q.’s existed. 
The slogan of the system was: “ Keep the classes homogeneous 
through good teaching, not by segregation.”’ Consequently the bright 
pupil was given only so much help and direction as the teacher be- 
lieved to be necessary for him but none was thrust upon him; while 
the slower pupil was given every possible assistance. The classes 
kept pace together until the slowest had obtained at least a passable 
degree of mastery in the unit or project studied. A slight change in 
the general policy gave the opportunity to test the results of the 
teacher’s efforts to make and keep the group homogeneous. In the 
fall of 1924 four standardized tests were administered to a group of 
one hundred pupils, and in the spring alternate forms of the same 
tests were repeated with the same group. On account of illness, trans- 
fer, migration, and absence from various causes, it was found when 
the scores were finally tabulated that only fifty of the group had taken 
all of the tests. 

The patrons of this school have been aptly denominated “ floating 
Americans.” There are very few foreign born among them, and in 
spite of frequent migrations of families and individuals, the Ameri- 
cans who move out are replaced by Americans who move in. These 
come from almost every state in the Union. It is clear that with any 
system the task of keeping the classes homogeneous is a rather diffi- 
cult one. The fifty pupils who took all of the tests are fairly repre- 
sentative of the entire group of one hundred who took one or more 
of the tests, but the present problem is the educational diagnosis of 
this representative fifty, without generalizing as to what might be 
the standing of the larger group, or what might be the proper educa- 
tional treatment to be prescribed for them. 

This study in educational diagnosis concerns itself chiefly with 
the results of the tests and with the marks given the pupils by the 
teachers in the different branches pursued by them. It is a first 
analysis of conditions in the seventh grade of an elementary school. 
There were one hundred pupils in the seventh grade of the school. 
No attempt was made to organize them for purposes of instruction 
into homogeneous groups, for the reason that segregation on the basis 
of mental ability was discouraged by those responsible for the organi- 
zation of the schools and for the policies that determined results. 
These four classes in department organization were all instructed 
by the same teachers, were given the same course of study, so far as 








AY wre So 





Tue SrxtH YEARBOOK 219 





possible, were held to the same standards of requirement, and all 
were marked on the same basis by the teachers. All moved at the 
same rate of speed, the slower being required to work over time and 
to put forth extra effort, while the faster learners of the different 
classes were permitted more freedom, either to do extra reading or 
to loaf on the job at times. This plan has its virtues, doubtless, but 
it is not within the province of this investigation to determine what 
they may be, but simply to test, to weigh, to exhibit data, and to 
present results in an orderly diagnosis. It was admitted that the 
classes were not homogeneous in mental ages, in intelligence quo- 
tients, or in educational achievements; but so far as the work of the 
class was concerned, it was the problem of the teachers to bring 
them to homogeneity and to keep them there through good teaching. 

One of the problems to be solved is: What degree of homogeneity 
as revealed by standardized tests really existed among members of 
the grade? For the purpose of answering this question the follow- 
ing tests were selected and administered; Otis Mental Ability, Na- 
tional Intelligence, Stanford Achievement, and Otis Classification. 
These tests were chosen because they are widely used and familiarly 
known and also because of their uniform value in measuring desira- 
ble traits. When the test papers were all scored, the results care- 
fully determined and tabulated, the fifty who made a score on all 
the tests were chosen for the purpose of this study. All of the pupils 
were ranked in their achievements in each test, and the ranks of each 
pupil in all of the tests were totaled. By ranging the ranks resulting 
from the averages of these total ranks into simple ranking, a single 
statistical statement was secured by which it was possible to state 
where, on the basis of achievement in all of the tests, each pupil 
stood in relation to each of the others of the group. The pupil with 
the lowest score on the basis of the test was ranked one, the next one 
above that, two, and so to the highest. The reverse of the usual prac- 
tice was chosen because it obviates statistical complications. The 
pupils were ranked the same way on the basis of the marks given 
them by the teachers; hence a comparison between their ranks in 
tests and in teachers’ marks could easily be made. 

The data for this study consisted of the scores of all fifty pupils 
in all four standardized tests, the teachers’ marks for the pupil for 
one year, the ages of the pupils, the rankings of the pupils in tests 
and in teachers’ marks, and their scores and ranks from a second 
series of testings with alternate forms of the same tests: these fur- 
nish the basis for this diagnosis. In administering the tests the 
instructions of the authors were followed with literal exactness and 
every effort was made to secure uniformity and accuracy in scoring. 








220 ELEMENTARY Scuoot PRINCIPALS 





K— 


While these tests were not known to have equally high value as instru- 
ments of diagnosis, in this case the data were handled upon the pre- 
sumption that they have, and the tests were given equal weight in 
determining ranks and results. If each of these tests is a valid 
measure of the pupil’s ability, then the weak or dull pupil will be 
consistently low in all of them, and his combined rankings will be 
correspondingly low. A few erratic scores appeared in which the 
pupil was high in one test and low in another—high in the fall and 
low in the same test repeated in the spring, or the reverse ; but these 
are unusual and probably the composite or average ranking indicates 
more precisely the pupil’s standing or rank than any one test alone 
has done. 

The pupils in this group range from eleven years and five months 
to seventeen years in age, and they were ranked in the reverse order, 
the oldest pupil, one, the next younger, two, giving the youngest pupil 
the highest rank. This order was chosen because the younger pupils 
in a grade are the brighter and because the age ranks were then 
comparable to the test ranks. 

The school marks of each pupil is an average of the average marks 
given by all the teachers to the individual pupil throughout the year. 
If the teachers’ marks indicate fairly well the intelligence, ability, 
and attainments of the pupil, there should be a high positive correla- 
tion between the scores and rankings of the pupils in standardized 
tests and in teachers’ marks. This rating from the teachers is com- 
monly accepted as the pupil’s rank in school or in his class. It is 
interesting to know whether the pupil’s rank in educational and 
psychological tests parallel, or in any measure coincide with this 
composite of the teachers’ ranking. What correlation is there between 
the two, and in very erratic scores, which ranking is nearer the pupil’s 
true ability? Which gives the surer diagnosis ? 

The original scores in each battery of tests, the total score in eachi, 
together with the average of the teachers’ marks for each pupil for 
the entire year were tabulated. The teachers’ marks are on the basis 
of 100 for a perfect score and the minimum passing grade is 70. 
From this original data was derived most of the statistical material 
for the secondary tabulations upon which the discussion is largely 
based. 

A comparison of the fall and spring scores showed that the indi- 
vidual pupil had scored higher in the spring than in the fall tests, 
and that the entire range of the class had moved up the scale. A 
rough average showed a rise in the high score of eight points, and in 
the low score fifteen points. This rise is probable due to the effect 














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Tue Srxtn YEARBOOK 921 





of mental growth, to practice, to previous experience in taking the 
tests themselves, and to good teaching with an effort to bring the 
pupils to homogeneity and to a high standard of attainments. These 


influences are worthy of further study. 


TABLE 1.—Rances, Mep1an Scores, AND Grape Norms 


Tests Ranges Medians Grade Norms 
Otis Mental Ability, Fall........ cwarannn 19- 65 44.23 42 
National Intelligence, Fall............. 66-163 129.50 117 
Stanford Achievement, Fall............ 51- 87 66.15 61 
Otis Classification, Fall...............6. 65-159 100.50 92 
Stanford Achievement, Spring.......... 57- 94 73.57 67 
Otis Classification, Spring.............. 72-160 117.62 102 
National Intelligence, Spring........... 104-179 156.67 124 
Otis Mental Ability, Spring............. 27- 73 52.77 46 


It may be noted in Table 1 that the grade norm for a given test in 
the spring is higher than the norm for the same test in the fall. This 
is because the fall test is the norm for a low seventh grade and the 
spring, a high seventh grade. The National Intelligence score is the 
only instance of the range being greatly narrowed in the spring test- 
ing. If Otis Classification were transmuted to the same scale it 
would show to be narrowed eighteen points. 

The frequency distributions were obtained and from them were 
caleulated the means, the medians, the standard deviations, and the 
semi-interquartile ranges. The data showed the median of this class 
in every test to be considerably above the norm for the seventh grade. 
The average number of points above the norm is eleven. Has the 
class been made and kept homogeneous through good teaching?” 
Have the high standards of teachers’ requirements segregated the 
pupils by failure or by elimination? Are there many high scores 
made by pupils who are of clironological or mental age in advance of 
their class ? 

In Texas the pupil is of public school age at seven. In Dallas the 
child may enter the first grade at six and a half by paying tuition 
until he is seven, but he is not under any circumstances allowed to 
enter any other class than the kindergarten earlier. If it be assumed 
that the entrance age is six and a half, the normal age for the com- 
pletion of the seventh grade is less than thirteen. The median age 
for this grade at mid-term is thirteen years and ten months, or an 
average retardation of a year. Continuing the assumption that these 
pupils entered school at six and a half years of age, reference to the 
data shows that there are only five pupils of normal age, one acceler- 
ated, and forty-four retarded. 








222 ELEMENTARY Scuoo.t PrIncIpPAts 





TABLE 2.—DistrivutTion or CHRONOLOGICAL AGES 


Age at Mid-term...... selaealeeeatelatok cia .ee-ee. IL 12 13 14 15 16 17 Total 
Number of pupils of each age................ 1 5 200 18 3 2 1 = 650 


If seven years be taken as the entrance age and thirteen as the 
normal chronological age for the group, there are still twenty-four 
pupils who are retarded, or above normal age for the group. This 
represents a retardation of 48 percent, 40 percent as of normal age, 
and 12 percent as of accelerated age. These figures indicate that 
the high scores have been attained through a large degree of retarda- 
tion. A survey of the data showing the mental ages of the group 
reveals an even larger number of pupils to be above the normal men- 
tal age for the grade than is above the normal chronological age. 


TABLE 3.—DistrisuTion oF MENTAL AGES 


A Oo nb. nu coc ne anced aces wes aaeks 11 12 13 14 15 16 17 Total 
Number of pupils of each age............... ; €¢€awe Ft Ss 3 50 
Number of pupils above normal age.......... .. aT sa oo ae 30 
Number of pupils below normal age.......... 1 6 .. .. .. 7 
Number of pupils of normal age............. .. RM is a Ra, See 13 
Median mental age..............02.02.000. 14 yr., 1 mo. 
MOI SII BIRD. goo nce icivcdeimiacereesas 14 yr., 5 mo. 


Sixty percent are above the normal mental age for the grade. 
Of these thirty pupils who have a mental development in advance 
of the norm for their class, 10 percent are below the normal chron- 
ological age, 50 percent are of normal chronological age, and 40 
percent are above the normal chronological age. Fourteen percent, 
or seven individuals, are under the normal mental age for the group. 
These pupils are in a class whose mental development is above their 
level. Four of these pupils are over age chronologically, two are of 
normal chronological age, and one is under the normal chronological 
age. Of the thirteen pupils who are of normal mental development 
for the grade, counting the entrance age as seven years, two are under, 
four are normal, and seven are over the normal chronological age. 
The data discussed in this paragraph were obtained by a comparison 
of the scores of each intelligence, or mental ability, test, with intelli- 
gence norms, which are usually designated “mental ages” by the 
authors of these tests, and by a comparison of the scores of the 
achievement tests with the norms as published by the authors of 
these tests, which are usually called “ educational ages.”” The general 
term “ mental ages” is here used roughly for both. 

The median attainments of this class are from 5 to 26 percent 
above the norms for the seventh grades. This norm is the average 
attainments for thousands of pupils in many different parts of the 








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Tue SrxtuH YEARBOOK 223 





country and in many different systems, some high, some low. The 
median in a superior system of schools would be expected to be 
higher than the norm. The high medians of this group may be the 
result of good teaching and superior advantages of other kinds in 
the system. This would appear to be true if the high percent of 
retardation did not more than overbalance that advantage. Pupils 
in a superior system should show either normal attainments at an 
age lower than the age norm for their grade, or superior attainments 
at a normal age. In this group the median of attainments is high, 
but the age median is also high, indicating that the pupils’ high rank- 
ing in attainment has been secured by retardation and elimination. 
While segregation has not been made in this school by the aid of 
mental or achievement tests, segregation has been made from grade 
to grade by holding the pupil back in the lower grade at promotion 
time upon the judgment of the teachers that he has not met the 
required standard for promotion to the higher grade. Individuals 
of the group have been required to repeat one or more grades, while 
special promotion of superior pupils has been very rare. Since there 
was no recognized accurate standard of measurement, no effort was 
made to advance a pupil to the group of the same level as himself if 
he showed exceptional ability by his attainments, but an effort was 
constantly made to hold pupils of a lower mental age on the same 
achievement level as the superior pupil. Consequently the superior 
pupil did not gain time through the grades, but the slower pupil lost 
time, and the total was a net loss to the group. 

One part of the investigation is to determine how the scores dis- 
tributed themselves from the lowest to the highest. Do they approxi- 
mate the normal frequency curve, or is there a wide variation from 
it? What do the frequency curves and histograms of the scores of 
this group of pupils indicate with reference to the homogeneity of the 
class? The extreme range of the scores shows that the spread on 
either side of the median is great and remains great throughout the 
testing. Although the spring scores have moved up the scale from 
those of the fall testing, there has been no change in the amount of 
variability, along the scale. This wide range of scores indicates a 
difficult teaching and a difficult learning situation. If the range 
were narrow on either side of the median, homogeneity would be 
indicated and a good working condition would exist in the group. 
Under the condition as it exists, the pupil at the upper end of the 
scale is a much more rapid learner and has a great deal more strength 
and ability than the pupil at the lower end of the scale; consequently 
it is difficult for the two to keep pace together. Besides a load that 
is quite beyond the strength of the weakest is too light for the strong- 








224 ELEMENTARY Scuoout PRINCIPALS 





est. The stride of the tallest is quite beyond the step of the short- 
est. One is likely to waste time in attempting to do what he cannot 
do and the other in doing tasks that are much too easy for him. 
The semi-interquartile range presents a striking analysis of the 
extreme variability of the mental strength and attainments of the 
group. In every case the Q indicates a wide spread from the median. 
If the class had been made and kept homogeneous by good teaching 
or by any other method, all the scores would have fallen close about 
the median, and the Q’s would have been much smaller in each ease. 


TABLE 4.—Means, Stanparp Deviations, MepIAns, AND QuartTILE Deviations 


Tests Mean St. Dev. Median Q 
Otis Mental Ability, Fali.............. 44 6 10.50 44 24 6.41 
National Intelligence, Fall............ 125.5 25 50 129.50 21.98 
Stanford Achievement, Fall........... 63 3 7.45 66.15 5.23 
Otis Classification, Fall............... 109.5 18.65 100.50 11.56 
Stanford Achievement, Spring......... 72.7 7.77 73.57 5 16 
Otis Classification, Spring............. 114.7 12 81 117 62 11 00 
National Intelligence, Spring.......... 155 7 12.75 156 67 9 52 
Otis Mental Ability, Spring............ 53 8 11.12 52.77 6 83 


The standard deviations also are large and show a wide spread 
from the means in the same way that the Q’s showed a wide spread 
from the medians. In all of the scores the mean is relatively high, 
and if there were no retardation or overageness among the members 
of the group the results of the present plan of organization might be 
desirable. Since the same principle has operated throughout the 
grades in an effort to make and keep the classes homogeneous, many 
of the pupils have been eliminated from the classes by failure, have 
dropped back to lower classes, and have finally left school. 

Since the indications are that the class is not a homogeneous group, 
the conclusion must be that good teaching did not secure a high 
degree of homogeneity, and probably could not do so. Uniform drill 
in such subjects as spelling and writing, if continued long enough 
would secure a high degree of uniformity among the members of 
the class, but it would be at a great loss to some of them. 

This study of group variability shows a very great degree of differ- 
ence in the powers, abilities, and attainments of the different mem- 
bers of the class, which leads to the question of how the individual 
pupil has registered his strength by the different scales or measures. 
Has it been fairly uniform, or has it varied to a considerable degree 
A study of the individual scores made by these pupils showed con- 
siderable variability of the pupils on a single battery of tests and 
also from test to test. The same pupil does not always score uni- 
formly on different tests of a battery or on the different tests as a 








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Tue SixtnH YEARBOOK 225 





whole taken at different times. They do not maintain their ranks 
evenly but vary widely from their own individual ranks in different 
tests as well as from one another in the same test. Reference has 
been made to the possibility that the composite or average rank indi- 
cates more precisely the relative standing of the pupil than any one 
test has done. Answering the query proposed above as to whether the 
individual pupil has registered his strength uniformly: Both the 
excellent pupil and the notably weak pupil are more uniformly high 
or more uniformly low than is the pupil of average rank; for in- 
stanee, the pupils whose average simplified ranks were forty-nine and 
fifty never fall below ranks forty-three and forty-six in any one of 
the tests, and the pupil who ranks one never acquires a rank so high 
as ten in any one of the tests. About 30 percent of the pupils regis- 
ter uniform strength in the different tests, about 30 percent, fairly 
uniform, and the other 40 percent vary widely in their scores from 
test to test. 

An interesting question arises as to how nearly the averages of the 
teachers’ marks for one pupil coincide with the averages of the 
scores made in the tests by the same pupil. The teachers’ marks 
remain constant because they are the averages of the marks through- 
out the year; the test scores are the marks attained in both forms of 
the tests administered in the fall and in the spring. The data show- 
ing the correlations of the tests with the teachers’ estimates were 
obtained by comparing the scores of the different tests, fall and 
spring, with the teachers’ marks for the year. Each of the tests shows 
a marked correlation with the teachers’ estimates as a criterion, and, 
consequently, a high correlation between the tests themselves is indi- 
cated. Since the correlation between the tests is higher than the corre- 
lation between the teachers’ estimates with each of the tests, there is 
indication that the tests are a better measure of the pupil than the 
teachers’ marks, and are, therefore, a more valuable diagnostic tool. 
Further analysis of the data showed that there are ten pupils whose 
rank in teachers’ mark and in test scores are the same or nearly the 
same, thirteen whose ranks differ by less than ten points, and twenty- 
seven whose ranks in each vary widely. 

The pupils making widely erratic scores take rank near the median. 
Their highest score would probably be the most accurate measure of 
their strength provided they have the power of prolonged concentra- 
tion of attention, or the will to put aside distractions and work uni- 
formly at the level of their utmost ability. A low score may result 
from accident or from carelessness, but it is hardly conceivable that 
a high score could result from such causes. Therefore the highest 
score is the best measure of the pupil’s strength; but the pupil who 

7 











226 ELEMENTARY Scuoot PRINCIPALS 





has only flashes of brilliance, or concentration, or will power, or 
native energy cannot very properly be classified as a uniformly gue- 
cessful pupil. Consequently he swings back and forth about the 
median and takes rank in school as “ about median or average.” The 
teachers have apparently recognized the ability of these pupils, in 
most instances, and have given them a higher rank than the average 
of their scores would warrant. These are the pupils who vary greatly 
from day to day in their class work, both in the preparation of the 
work and in the recitation. It is good work today, poor tomorrow, 
and fair the day following. This is the type of student that needs a 
fire built under him early and often. Tests would have been valua- 
ble instruments for diagnosis early in their school life, but the men- 
tal test should be supplemented with physical and medical examina- 
tions to determine if the pupils have physical or nervous handicaps 
that prevent them from doing work uniformly up to the level of 
their strength or capacity. If any such handicap exists every effort 
should be made to find and remove it. 

The question arises as to what should be the grade placement of 
these pupils so as to secure homogeneous grouping. In order to secure 
a single standard of comparison the averages of the mental and edu- 
cational ages attained in each test was referred to the table of grade 
status as given by Otis and by Stanford, and from the results of 
these comparisons the following table was compiled showing the 
grade status of the group: 


TABLE 5.—Grape Stratus or INpivinvat Puprits AccorpING To MENTAL AND 
EpucaTIONAL AGE Norms 


Distribution of Pupils in Grades Otis Stanferd 
ie EE 08 IEEE Wine kncccnccecececenaceccesesces 1 1 
Number of pupils in Grade VI................cceeeeseeeess 6 6 
Number of pupils in Grade VII...............cceeeeeeeeees 12 12 
Number of pupils in Grade VIII...............cecccccccees 13 14 
Peemeer GF WUBI te GHNe EA ooo 5 asec ccc cccceccesseccssess 9 8 
Ne Oe Ee Oe GD hndk es oo sven sees ph eeseccessee- 9 9 

ED sekchekddETaKcmsenewaSENSds Re ReeEONAD OAR RMON 50 50 


From this table it may be observed that according to both Otis 
and Stanford standards of classification, one of these pupils belongs 
to the fifth grade, six to the sixth grade, twelve by both to the seventh 
grade, thirteen by Otis norms and fourteen by Stanford norms to the 
eighth grade, nine by Otis and eight by Stanford norms to the ninth 
grade, and nine by both standards belong to the tenth grade. While 
it would not be advisable to place the pupils directly in the grades 
akove the eighth as designated in the table, it would be proper to 

















Tue Srxtrn YEARBOOK 227 





place pupils of higher grade status into special classes so that they 
could be prepared as rapidly as possible for the grades to which they 
are best adapted. It is also indicated that these pupils have been 
improperly retarded in the majority of cases, and that they should 
have received regular promotion, instead of being failed because of 
high standards. 

In an effort to arrive at a diagnosis of the intellectual ability, edu- 
cational attainments, and grade status of the members of the group, 
the foregoing study of fifty seventh-grade pupils on intelligence and 
achievement tests, leads to the following conclusions: 

1. The data exhibited indicate that the class is not a homogeneous 
group. 

2. Although the teaching was admittedly good, the class was not 
reduced to homogeneity by its effects, but the spring scores were 
advanced from the fall scores and were narrowed in range as a result 
of teaching and uniform drill. 

3. The median attainments of the class are high in all the tests, 
but to offset this advantage there is a high percent of retardation in 
the group. A large percent of the group are from one to four years 
chronologically and mentally beyond the normal age for the grade. 
Both the dull and the bright have been held to the same standards, 
causing loss of time to both; the bright, in that they have not been 
permitted to advance as rapidly as their abilities would warrant; the 
slow, in being required to repeat the work in an effort to reach the 
attainments of the swift. 

4, The range of the scores and the wide distribution of the class 
according to the grade status as derived from their mental ages indi- 
eate that a re-grouping of the class should be made. Those with the 
highest scores should receive special promotion. This fact is defi- 
nitely indicated since the investigation has shown that 40 percent 
of the pupils who are above the normal mental age for the class are 
also from one to four years above the normal chronological age. It 
does not appear that any of these pupils should be set off from the 
rest of the group by demotion, but the pupils of lower-grade status 
would require special individual attention until they arrive at a stage 
of maturity to do the work successfully. There should be such a re- 
sectioning of the group as to make possible a better adaptation of the 
work to the capacities of the pupils of the different sections, and 
every effort should be made to adjust the load to the strength of the 
pupil. Loss and failure would thereby be forestalled among the weak- 
est and leadership would be developed among the strongest. 

5. While segregation by mental tests was not practiced in this 
school system, segregation by failure and elimination did prevail, 











228 ELEMENTARY Scuoo.t PRINCIPALS 





and produced a certain degree of uniformity in drill work which 
resembled homogeneity in the quality of work. 

6. No one of these pupils is a problem case, but the results of the 
tests reveal the fact that maladjustment exists now within the group. 
In the light of this diagnosis, remedies should be applied before they 
are serious and to save those pupils who are likely to become more 
seriously maladjusted. 

7. It is not within the province of this study to prescribe remedies 
and it would not have been permissible, under the conditions of the 
system, to base any plan of reorganization upon the results of mental 
or standardized tests. However, the results of the tests put into thie 
hands of the teachers and the principal afford excellent material for a 
more successful personnel direction and guidance of the members of 
the class as to their social and educational welfare. This study makes 
possible a better adaptation of the technic of instruction. With the 
facts before them, those responsible should insure these adaptations. 








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CHAPTER X 


A STUDY OF CLERICAL HELP FOR ELEMENTARY 
SCHOOL PRINCIPALS 


Eunice Parr McGiiu 
Formerly Principal, Fannin School No. 12, San Antonio, Texas 


DUCATIONAL leadership cannot be developed through cleri- 
eal work which could be done by cheaper help, according to 
Frank W. Wright, state director, division of elementary educa- 

tion, Boston, Massachusetts. In his address before the Department 
of Superintendence held in Washington, D. C., he stated that the 
greatest change needed in the elementary field is release from clerical 
work. Leadership of teaching should be the main work of the ele- 
mentary principal; instead he is a “ glorified clerk.” 

Dean Henry Holmes, of Harvard University, states, “ The ele- 
mentary principal should be the real head of his school, and that 
means that he ought to know education thoroughly before he under- 
takes his work and that he should be given an opportunity on the 
job to spend the better part of his time in genuine educational 
direction.” 

Dean A. S. Whitney, school of education, University of Michigan, 
Ann Arbor, Michigan, states: 

Personally I am much interested in the development of the elementary school 
principalship. It seems to me the next important step in the evolution of our 
public school system. The status of the superintendent and the high school prin- 
cipal is fairly well defined at the present time, but the status of the elementary 
principal is still chaotic. In many respects the elementary school principal will, 
in my judgment, become the most important school official in connection with our 
public schools and therefore his office should be scientifically developed, publicly 
recognized, and adequately remunerated. He will be the expert supervisor, the 
expert technician, and in many respects will render the most valued service of all 
the public officials. He should be given large powers within his own school, and 
held accountable for results. General supervisors and general assistants should 
work through him and at his dictation. It is only in this way, as it seems to me, 
can the highest efficiency in our public schools be secured. 

Note how leaders in education are advocating that elementary 
principals “be given an opportunity on the job to spend the better 
part of their time in genuine educational directions.” 

What are the reasons why elementary principals do not “ spend 
the better part of their time in genuine educational direction ?”’ 
This question is answered in the Educational Research Bulletin of 
Ohio State University of February 3, 1926, in a series of articles 


[ 229 ] 








230 ELEMENTARY Scuoot PrINcIPALS 





entitled, “‘ The Influence of the Size of City upon the Work of the 
Elementary School Principal,” by F. Herrick Conners and J. Cayce 
Morrison. 


Clerical work constitutes an important problem for the elementary principal, 
The details of the office routine, unless alleviated in some fashion, impose an 
almost insuperable burden. Only 10 percent of the elementary principals have 
clerical assistance. The data presented in this article were obtained from a ques- 
tionnaire study made by the writers through the cooperation of the elementary 
school principals of Ohio cities and exempted villages during the year 1924-1925. 
Cities were grouped according to population. (Merely a fragment of the study is 
here reported dealing with cities of 30,000 population and over.) Class A repre- 
sents cities of 100,000 or more and Class C represents cities of 30,000 to 49,000 
population. In order to show the distribution of various duties which make claim 
upon the time and attention of the principal, a part of Table VII is here given: 


TABLE VII.—Mepb1an Percents oF THE ScHoo. Day Spent IN VARIOUS 
Types or WorkK 





Groups 
 _ — = 

A B 

100,000 or More 30,000 to 49,000 

Item Population Population 

SN 53 on os a a ond ie alae mate 19 19 
Administrative and organizing duties............ 30 20 
a iniihdss nae nda maenishieammaree eaimaniaew 13 38 
Classroom supervision ..........cccccccccccccccs 27 16 
Miscellaneous ...... Races GAC puacatahaias acnrneen aes 11 7 
MED bc ah cgi honed aceasta en eae aente 100 100 


Principals of Groups A and C devote nearly one fifth of their entire time to 
clerical work. Administrative and organizing duties demand 30 percent of the 
efforts of principals in Group A and 20 percent of those in Group C. Classroom 
supervision, which should be the paramount concern of the principal, does not 
receive the time to which it is entitled. 

A questionnaire recently sent to all superintendents of all cities 
in the United States of 75,000 population and over reveals condi- 
tions as they exist throughout the entire country. Forty-eight replies 
were received from twenty-six states. The replies indicate conditions 
regarding clerical help in 3638 elementary schools. Of these schools 
38 percent have a full-time clerk; 10 percent have a part-time clerk, 
and 52 percent have no clerk. This indicates that more than one half 
of all elementary schools has no clerical assistance whatever. 

In 52 percent of our elementary schools the principal is a “ glori- 
fied clerk.” This is a waste of money. Let us take a concrete example 
of a principal who receives a salary of $2600. According to a 
national survey conducted by Columbia University, elementary prin- 
cipals spend 39 percent of their time in doing clerical work. This 
means in the above example that the principal is paid $1014 for 
doing work which could be done by cheaper help. A clerk may be 
employed at $65 per month or $585 for the school year. Boards of 




















Tue Srxtu YEARBOoK 231 
Education are paying twice that amount to principals to do the cleri- 
cal work and at the same time “ genuine educational direction,” 
which means improvement of the teaching process, is necessarily 
being neglected by the principals. 

The question naturally arises: Do other cities which are educa- 
tionally progressive have a definite ruling as to which elementary 
schools are entitled to clerks? The answer is found in Table 1 which 
is a tabulation resulting from the questionnaire sent to all cities of 
75,000 population and over. 

TABLE 1—Is Tuere a Derinite Rute As to Wuicu ELs- 

MENTARY SCHOOLS ARE ENTITLED TO CLERKS? 
Number of 
Existence of Rule Cities Percent 
ME fd ha aia AGE REM e eee 26 74 
) ae re PLO tae eer me er Mri F 9 26 
TOtAE POWIGINS  oiik ke vcddide cnceeven 35 100 
} Read table thus: Of the 35 cities replying to this question, 26 cities, or 
74 percent, reported as having a definite rule as to which elementary schools 
are entitled to clerks; 9 cities or 26 percent, reported as having no definite 
rule. 
On what is the definite rule for assignment of clerks in elementary 
schools based? This question is answered in Table 2. 
TABLE 2—On Wuart Is THE DEFINITE RULE For ASSIGNMENT 
; oF CLERKS IN ELEMENTARY ScHOOLS Basep? 
Number Cities 
Bases for Assignment of Clerks Reporting Percent 
BeEhOOl ONTOIMENE 2....06060:06 000 isecess 15* 58 
Number Of tOACRers... o.i.0.c cc evee cess 9 35 
ee SS Si crak est eddaowsoke 6° 23 
Total number of cities replying.... 26 100 
, 1Two of these 15 cities stated this ruling was based on average daily 


attendance. 

2 Of the 6 replying, 1 based the ruling on number of divisions; 4, on 
number of classes; and 1, on types of work. 

Read table thus: Of the 26 cities replying to this question, 15 cities, or 
58 percent, reported ‘‘ school enrolment,” either wholly or in combination 
with other factors, as the bases for assignment of clerks, ete. While only 
26 cities replied to this question, some cities reported 2 or more factors. 
For example, El Paso, Texas, reported both ‘school enrolment’’ and 
**number of teachers” as the bases for assignment. This accounts for the 
fact that the figures in columns 2 and 8 do not equal the total. 





_— 





Table 2 indicates that the preferable basis for the assignment of 
clerks is school enrolment. 

The efficiency of clerks is dependent largely upon the source of 
supply. Table 3 gives the tabulation of source of supply in thirty- 
three of the largest cities in the United States. 





232 ELEMENTARY ScHOOL PRINCIPALS 





TABLE 3.—Wuart Is tHE Source or Suppty oF CLERKS IN 
ELEMENTARY SCHOOLS? 


Number of Cities 


Source of Supply of Clerks Replying or we 
Commercial department of high school. 14 42 
Private business colleges........... wwe © 15 
Experienced clerks in other positions... 7 21 
Teachers, normal graduates, and college 

IE docile Gacad Raman aceon ca 15 
COD fcceiawkannadcacavntiannnne 8 24 
RTI ood caccnscenexuak sarees 7 21 
BO Gefinite BOUTOL... 2.6... ccccccccces » « st) 

Total number cities replying...... 33 100 


Read table thus: Of the 33 cities replying to this question, 14 cities, or 
42 percent, reported ** Commercial departments of high school ”’ as source of 
supply of elementary school clerks, etc. While only 33 cities replied to this 
question, some cities reported 2 or more sources of supply of clerks. For 
example, Elizabeth, N. J., reported both ‘‘ Commercial department of high 
school ’”’ and “ Experienced clerks from other positions.’”’” This accounts 
for the fact that the figures in columns 2 and 3 do not equal total. 


The commercial department of high school’ furnish almost half 
of the clerks for elementary schools. Civil service is the next high- 
est source which insures efficiency. 

A salary schedule leads to stability of clerks especially if it pro- 
vides for an annual increase. Twenty-four cities over 75,000 quoted 
their salary schedule. Table 4 gives the number and maximum 
salaries and annual increases for elementary school clerks. 

Fifteen of the twenty-four cities provide an increase. 

Medians for the junior and senior high school clerks are given in 


Table 5. 
TABLE 5.—MeEpIan SALARY FOR JUNIOR AND SENIOR HicH ScHoot CLERKS 
Minimum Maximum Annual Increase 
Junior High School............. $900 $1400 75 
Senior High School............. 1000 1568 75 


Table 6 gives the Minneapolis salary schedule in detail. 


TABLE 6.—Satary ScHEDULE FoR ScHooLt CLERKS (TEN-MontTH SzErvVICE) 


Group Maximum Annual Increase 
ES xc ce in dane dperuet ee keene banae see $85 $5 
Sameee Tire, Aamistant... . . o.oo. cc ccccccccccvcces 100 5 
Mamer TE, PHImGipel...... 5. a ccccccccccccscccesecs 130 5 
Meee Tei, BOARS. 2.5.5. 5 onc cccccekcnccncsess 100 & 
er eer err re rey 130 5 


A study of Tables 4, 5, and 6 indicates wide ranges in salaries 
for school clerks. This is dependent to some extent on cost of living 
in various cities. However, it is evident that school clerks in some 








Srxtn YEARBOOK 


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234 ELEMENTARY Scrnoot PRINCIPALS 





cities are decidedly underpaid. Such a condition does not lead to 
efficiency. 

In summary, the plan of basing the amount of clerical help on 
enrolment adequately supplies clerical assistance in all elementary 
schools. The fact, that all clerks are taken from the eligible list of 
those who have passed the Civil Service Examination, insures their 
competency. The salary schedule for school clerks provides for an 
annual inerease which leads to stability. 














» Ma 


CHAPTER XI 
HEALTH EDUCATION IN A CITY SCHOOL 


Witu1amM FE. BurKarp 
Principal, George W. Childs School, Philadelphia, Pennsylvania 


HE FOLLOWING is an account of certain methods that were 
used in following up the problem of health education in the 
George W. Childs Public School in the city of Philadelphia. 
In order that the reader may have a proper conception of the prob- 
lem confronting the school a short preliminary sketch will be given 
of the school itself. 
The population of the Childs School based upon nationality of 
the parents may be indicated roughly as follows: 


NNN soos araiacecnca os ora sia ara gd eine rey ee icieeaereed 80 percent 
ee rena ace ianenenan se eo raaTE 10 percent 
IIRL cs 5 5iarcns carers cia mE eee erry re 5 percent 
Miscellaneous and Native................. 5 percent 

100 percent 


The neighborhood in which the school is located is characterized 
by the problems of congested population—small homes and large 
families, narrow unclean streets, and a general lack of the facilities 
for health in the home which one may expect to find in the average 
American home. 

The organization of the Childs School reflects this congestion. 
Thirty-four divisions and a total pupilage of 1600 are housed in a 
building originally intended to accommodate twenty-one divisions. 
The surplus pupilage is accommodated by the conversion of a single 
classroom into a two-class auditorium, with a rotating schedule for 
classes; by the conversion of two sections of the basement into class 
rooms for mechanic arts and domestic science respectively ; by the plac- 
ing of three small portable buildings each containing a single class in a 
school yard already restricted in area; by the placing of lower grades 
on part time; and by arranging for the housing of the intermediate 
grades by placing them on a duplicate school plan (early and late 
“shifts”). The seventh and eighth grades, of which there are four- 
teen, are departmentalized with physical training and health educa- 
tion directed by teachers who specialize in these subjects. 

It must be understood that, as an integral part of a large city 
school system, the Childs School was afforded certain advantages 


[ 235 ] 








236 ELEMENTARY Scuoont PRINCIPALS 





which come to it naturally as a part of that system. Under such a 
classification we should consider, perhaps, the courses of study used, 
the system of medical inspection, the nutrition classes for under- 
weight or over-weight pupils, the facilities of the school lunch, the 
speech class for speech defectives, and the after school playground. 
In addition to these there are other aspects of our work and of 
methods used which are perhaps characteristic of the individual 
school, “ voluntary” in character. Under such a heading we may 
consider the Little Mother’s League, the work of welfare and charita- 
ble organizations of various kinds which assist us in looking after 
the health and home conditions of certain less fortunate pupils, the 
efficient use of the school yard planned for a program covering the 
whole school day, the organization and operation of safety patrols, 
traffic squads, and sanitary squads, the organization of health clubs 
among the pupils, the use of health plays, dramatizations, and demon- 
strations for the educating both pupils and parents, the use of posters 
of varied types, health days, and particular emphasis on concrete 
applications in general health instruction. 


Tuer Coursr or Srupy, Grapes 1-6 

This course of study was recently finished after a three years’ 
study by principals and teachers under the direction of one of the 
district superintendents. The purpose of the work for the first three 
grades is the formation and development of correct habits. The 
imparting of information in these grades is very elementary in 
nature, and secondary in importance. The essential part of the work 
is “‘ doing ” on the part of the pupil rather than “ knowing.” Special 
stress is laid upon the example of the teacher in the matter of neat- 
ness and cleanliness. The general procedure for habit formation is 
indicated in three steps: (1) A clear idea of the habit to be formed; 
(2) a desire on the part of the pupil to do it; and (3) provision in 
school for opportunities of practicing these habits. 

Health habits may be developed through formal lessons, through 
incidental teaching (as the need or the situation arises), and by 
frequent inspection of pupils. Motivation for habit formation is 
furnished through stories, poems, memory gems, games, dramatiza- 
tions, and other class or group exercises. We have found the Bulle- 
tins on Health Education of the United States Bureau of Education, 
numbers 1 to 10 inclusive most helpful and suggestive. Dandill’s 
“ Health Training in Schools” is particularly valuable as a teacher’s 
reference book for this type of material. Particular attention is 
paid in the course of study to the requirements of individuals, or 
classes, in the latter case accounting for variations due to differences 








Tue SrxtH YEARBOOK 237 





in locality. Provision is also made in the course of study for the 
correlation of health work with other school activities. Such corre- 
lations as the following may be noted: 

English: Story telling, health rhymes and jingles, oral English, 
and dramatizations. 

Physical Training: Games and exercises. 

Music: Health songs. 

Hand Work: Paper cutting of fruit, vegetables, milk, bottles, 
glasses, ete.; clocks, showing time to go to bed; scrap books. 

Art: Health charts made from cut-outs from magazines, lettering 
of health slogans, illustrations of health habits, coloring by water 
colors or crayons of fruits, and healthful food. 

In the intermediate grades (4, 5, and 6) an elementary study of 
the parts and structures of the human body is begun. The aim of 
this introduction of physiology is to strengthen the health habits 
already formed and to amplify them where possible by presenting 
the physiological reasons. Teachers are warned, however, against 
presenting any technical detail which may be too difficult for the 
pupils of the respective grades, or which may have no significance 
for the formation of health habits. 

Throughout the course of study for Grades 1 to 6 there is empha- 
, repeated in each grade for (a) the need of teacher cooperation 
with the division of medical inspection, particularly for the detec- 
tion and correction of physical defects, and for the detection and 
prompt exclusion of possible cases of contagious disease; (b) teacher 
cooperation with the division of physical education, in particular the 
relating of former health instruction to outdoor work, exercise, and 
play, with special emphasis on the attainment of certain “ age-aims ” ; 
(c) the provision of a healthful environment in the classroom by the 
teacher, particularly as relates to the cleanliness of the classroom, 
the proper seating of the pupils, temperature, ventilation, and 


sis 


lighting. 


Coursr or Stupy—Grapes 7, 8, 9 


The aim of the course of study for these grades may be defined as 
follows: (a) To fix health habits, supervising those previously 
formed to prevent lapses, and to foster additional health habits pecu- 
liar to adolescence and maturity; (b) to give health information, by 
supplying more detailed information concerning anatomy and physi- 
ology, raising health habits to the level of consciousness. Particular 
effort is directed toward the dispelling of superstitions regarding 
health and disease with particular reference toward a study of condi- 








238 ELEMENTARY Scuoont PRINCIPALS 





tions to be avoided or remedied as reflected in a scientific attitude 
toward problems of health and medicine; (c) to develop a health 
consciousness, “ a will to health—a positive attitude of striving for 
more abundant life through increasing healthfulness, both physical 
and mental.” Provision is also made for correlation with other 
courses of study, particularly home economics (teachers of both food 
and clothing), physical education, science, and civics. 

Both courses stress the necessity of proper mental habits as con- 
tributory to good health. 


Mepicat INsPEcTION 


Philadelphia is blessed with a highly efficient system of medical 
inspection under direct control of the Board of Public Education. 
The medical inspectors are composed of fully qualified and con pe- 
tent physicians who devote their mornings to work in the schools 
under the direction of medical supervisors, who are in turn subor- 
dinate to a director of medical inspection, Doctor Walter S. Cornell. 
The medical inspector of this school spends from one to two hours 
in the school every day. He gives every child in the school a thorough 
medical inspection once each year and the results of this examina- 
tion are posted directly to an individual medical ecard for each pupil. 
This card is cumulative in nature, so that there is immediately availa- 
ble in the office of the school a thorough record of the child covering 
eyes, ears, nose, throat, teeth, nutrition, orthopedic defects, nervous 
weakness, heart, skin, miscellaneous (with a particularized section 
for clinical notes), available for the teacher and the principal. After 
a child has been given his routine medical examination, his parents 
are notified by the principal’s office of the existence of any defects 
or other conditions requiring medical attention. Parents are advised 
to consult their own physician, but if they so desire arrangements 
are made for free treatment of the children whose parents cannot 
afford the expense involved. The medical inspector also makes inci- 
dental examinations of any cases that need his advice or inspection 
on the occasion of his daily visit. A signal of his arrival is sounded 
in each classroom and pupils requiring his services are dismissed to 
visit him in the infirmary. He also makes decision in those cases 
where children exhibit symptoms which lead one to suspect the pos- 
sible presence of a contagious disease. 

The school nurse is also an employee of the Board of Public Edu- 
cation and is under the direction of a head nurse. This service is 
supplied to the Childs School for one or two hours each day, the 
exact length of service being dependent upon local conditions in this 





im 





Tue Srxtru YEARBOOK 239 





and other schools. The school nurse does the follow-up work on the 
physical defects and other conditions revealed by the annual routine 
examinations made by the medical inspector. She “ arouses the active 
cooperation of the child. . . . and does the detail social service work 
necessary to change the whole daily life of an ignorant family.” Upon 
proper authorization from the parents, and when necessary, the 
school nurse takes pupils to free clinics and dispensaries for treat- 
ment. The last official report covering the school year from Septem- 
ber, 1924 to June, 1925, shows the following record for the correc- 
tion of physical defects as revealed in the Childs School: 




















Major Defects Minor Defects Total Defects 
a --~ neem | = ~ 3 tf A 
Corrected Corrected Corrected 
r A— ™~ - ~‘ c ——* 
Defected Number Percent Defected Number Percent Defected Number Percent 
968 532 48.4 128 128 100 0 1096 660 60.5 


The figures from the year 1925 to 1926 are not yet available. It 
will be noted, however, that of the minor defects, 128 in number, 
our school nurse shows a record of 100 percent corrected. The attain- 
ment of a good percentage in the number of defects corrected is a 
source of good professional rivalry among the schools concerned. 

The Nutrition Class is conducted by the school nurse. It meets 
one afternoon a week immediately at the close of school. It is com- 
posed of pupils who are markedly (13 percent above, or below) over- 
weight or underweight for their age and height. Each school is 
equipped with standard scales with a device for measuring the 
height of the child at the same time that he is being weighed. In 
order to detect these cases the school nurse first conducts a survey by 
weighing and measuring the pupils of the various classes. The cases 
thus revealed as needing attention are assigned to the nutrition 
class and each week these pupils confer with the school nurse. They 
diseuss the rules for proper nutrition, particularly those that relate 
to diet, fresh air, exercise, rest, and proper elimination. The parents 
are urged to attend these discussions, and occasionally do so. Each 
pupil plots a graph, the rise or fall of the line indicating correspond- 
ing gain or loss in his own weight each week. Occasionally a little 
difficulty is experienced in getting parents to understand that a child 
is not in the nutrition class because “ he wasn’t getting enough to 
eat” but rather because there was some condition existing which 
prevented the child from getting the proper amount of nourishment 
from what he did eat. Such an explanation involves the thought that 
while the food consumed is an important factor, it is not the only 
factor. All of the cases placed in the nutrition class over a span of 
several years showed a marked improvement in their physical condi- 








240 ELEMENTARY Scuoot PRINCIPALS 








tion, and to this extent: that this year’s survey did not reveal any 
eases of marked malnutrition so that the organization of the class 
was not deemed feasible. 

Vaccination (as a precaution against the spread of smallpox) is 
compulsory in the Philadelphia Publie Schools. No child can be 
admitted unless he has previously been successfully vaccinated. The 
school medical inspector must give his approval to the admission of 
all pupils to school, based upon an inspection for evidence of success- 
ful vaccination. 

During this past fall (1926), a city-wide campaign was conducted 
in the public schools for the immunization of boys and girls of school 
age against diphtheria. Bulletins were sent to the parents advising 
them of the nature of the treatment and of the fact that this treat- 
ment would be free to school children. The school medical! inspector 
assisted by the school nurse proceeded to administer the three injee- 
tions required by the toxin anti-toxin treatment to those children 
whose parents had given us the proper authorization. Almost 1000 
pupils, or approximately 60 percent of our school population, was 
given this treatment. For certain reasons, it was deemed advisable 
to omit the Shick test. 


Tue Scuoot Luncu 


This phase of health work exists in most of the modern school 
buildings in this city and in many of the older ones where there is 
space that can be set aside as a lunchroom, and where sufficient de- 
mand exists. In a neighborhood of comparatively little financial 
resources like this community of ours, in many families both parents 
and all of the older children go out to work for the day, leaving the 
younger children to shift for themselves for lunch, and sometimes 
even for breakfast. The provision of a lunchroom in the school 
where pupils can buy wholesome food—hot soup and crackers, hot 
cocoa, milk in half pint bottles, and cakes and wafers of a wholesome 
character, becomes quite important. This lunch service is not sold as 
a concession under which circumstance might exist the possibility 
of exploitation of the pupil’s health and wealth. The service (selec- 
tion and preparation of foods, appointment of matrons, ete. ), is under 
a Director of School Lunches, and is carefully controlled by the Direc- 
tor and her supervisory assistants. Many of our pupils eat both 
breakfast and lunch at the school. The food is sold almost at cost, 
only enough of a margin being added to cover the cost of the salaries 
involved, so it is not conducted on a profit making basis. 








Tue SrxtH YEARBOOK 241 





Tuer Spreecu Cuass 


The speech class is conducted by a teacher especially trained in 
the detection and correction of speech defects, who is under the 
Director of Special Education. One teacher divides her time be- 
tween two schools. Our speech class meets every afternoon in the 
school library and the members of the class are obtained through a 
preliminary survey conducted by the speech teacher. The problem 
of correct speech, of course, involves both mental health and social 
health as well as the correction of a physical defect. The pupils 
are placed as far as possible in homogeneous groups according to their 
stage of advancement and to some extent according to their type of 
difficulty. The types include stammering, lisping, tongue-tied, loll- 
ing, and the like. The pupils are furnished with individual mirrors, 
and tongue depressors, and are also given lessons in correct breath- 
ing. When necessary, and with the written consent of the parents, 
the teacher takes cases to hospital clinies for minor operations with- 
out expense to the parents. 


Tue Arter Scuoot PLAYGROUND 


These playgrounds are conducted by the division of physical and 
health education in school yards after the close of the regular school 
session. It is supervised by one of the teachers of the school who is 
paid by the Board of Education for the extra time served. It is open 
from 3:30 to 5:30 during the spring and fall months of the year. 
Play activities suitable for children of all ages are organized, and 
for the pupils of the upper classes a regular schedule of interclass 
games is followed. Although this school participates in inter-school 
athletics, we prefer our inter-class games because they reach a greater 
number of pupils as participants, and the conditions under which the 
games are played, are subject to our control. This is not always true 
in games that are played “ away from home.” 


IntTER-Scuoot ATHLETICS 


A regular schedule of inter-school athletics for fall, winter, and 
spring sports is provided by the Department of Physical and Health 
Education. This school has participated in volley ball, games (both 
boys and girls teams), captain ball (girls), indoor track and field 
events (boys and girls, seniors and juniors), relay races, and outdoor 
track and field meets, and as a consequence has for the past two 
years received the heroic-bronze “ Patria,” a trophy awarded annu- 
ally to the school making the best all-round showing in inter-school 
athletics in the city. This is interesting in view of the legend of 


8 








242 ELEMENTARY Scuoot PRINCIPALS 





ee 


“ Nordic superiority,” and in further view of the limited play space 
available in our yard and the unfavorable section of the city in which 
this school is located. 


Ovur Scuoor Yarp 


The school yard is very limited in area and contains only 5 square 
feet of play space per pupil in comparison with the minimum stand- 
ard of 36 square feet per pupil. The smallness of the yard has made 
necessary the organization of a schedule for the rotation of classes 
which provides for the use of the yard throughout practically every 
minute of the school day for either organized play and exercises, or 
for recess. Every child is taught how to play, and the social aspects 
are emphasized as well as the physical. Every child is required to 
participate except those who are excused on the basis of medical certi- 
fication of their unfitness or disability. Some pupils are given cor- 
rective exercises for special defects. These corrective exercises are 
prescribed only by the supervisor of physical education. 


Tue Litrite Moruers’ LEAGUE 


These classes are for girl pupils ranging from 10 to 14 years of 
age and are designed to give little girls, especially those who have 
charge of baby brothers and sisters at home, practical information for 
the care of these babies. It is also hoped that this information may 
prove of value to these “ little mothers ” when they themselves become 
mothers. The class is a voluntary one and meets once a week in the 
school building under the direction of the Division of Child Hygiene 
of the Department of Public Health. The Philadelphia Child Health 
Society provides the demonstration equipment and the course of 
instruction which is used by the nurses. The class of the Little 
Mothers’ League which is established at the Childs School is only 
one of about 25 voluntary classes which give this instruction each 
year in certain of the public schools. Here are some interesting 
figures which cover the work done in the Childs School for the past 
three years (the figures for this year are not yet available) : 


2 wo 
Sé sé 
g 3 x4, Ps es 23 
z & Sey 3S2 SEs <8 2% 
FE &2 $63 $83 gsc ae as 
¢ §8 Gb2 G8" 42: EE 
g 5< g6< 32S Bae 53 Se 
eae 52 25 14 14 14 10-14 American and Italian 
ee 43 36 35 28 land 2 9-13 American, Italian, and 
Afro-American 
| err 60 41 31 15 15 10-14 American, Italian, and 


Colored 





ace 


ich 


f 


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we we “MS fy 


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Tue Sixtn YEARBOOK 243 





OrnerR SociraL ORGANIZATIONS 


In cases of extreme poverty or neglect, the principal often finds 
it advisable to call into conference the representatives of certain 
social and welfare organizations to secure a bettering of the condi- 
tions of home life which directly affect, often adversely, the health 
of the child. Often we have found a child to be suffering from severe 
eye defects which require prompt attention, and, failing to get the 
proper kind of cooperation from the home, we appeal to certain or- 
ganizations to assist us in protecting the health of the child. The 
most of these organizations are members of the Philadelphia Wel- 
fare Association, and the particular organization called upon for help 
varies with the specific nature of the call. We have in mind particu- 
larly, however, the Society of Visiting Nurses, the Society for the 
Prevention of Cruelty to Children, The Catholie Children’s Bureau, 


ete. 


Tue Sarety Patron. 


The Safety Patrol is composed of eighteen of the natural leaders 
of the older boys. No attempt is made to select merely “ good boys,” 
rather they are chosen on a basis of their natural leadership. Occa- 
sionally this involves the selection of boys at whom some teachers may 
glance with askance, but we find that, in the main, boys of such a 
type are generally steadied by a sense of responsibility, and the result 
is a much improved “ school citizen.”” The duty of the Safety Patrol 
consists in directing the flow of younger pupils across the streets, at 
corners, at times of admission and dismissal of pupils. They are 
specifically forbidden to attempt to direct vehicular traffic, although 
occasionally cases of reckless driving are reported to the school office 
for follow up. For their own safety, the members of the Safety 
Patrol are required to direct the movements of the younger children 
from the pavement. The older pupils are requested to cooperate in 
obeying the directions of the Safety Patrol as an example to the 
younger pupils. Indeed, both teachers and principal place themselves 
under the care of the Safety Patrol when crossing the street at such 
times, as an example to all pupils. 


TraFrric Seuap 


This group of twelve boys is in charge of the regulation of pupil 
traffic in the halls of the building at the change of periods. They are 
selected by the Students’ Council, and in a sense are representatives 
of the students themselves. Our building is an old one with dark 
narrow wooden halls and steps. The fourteen seventh and eighth 








244 ELemMentTary Scuoout Princrpars 





ss 


grades are placed on their own responsibility, during the three minute 
periods allowed for change of classes from one departmental room 
to another. The necessity for some regulation to prevent congestion, 
and possible injury to pupils, is obvious. We try to give the traffic 
squad training in the right kind of leadership—to respect the persons 
of other pupils, and to speak to them as they would themselves be 
spoken to. 


Sanitary SqQuaps 


There are two of such squads, one of boys and one of girls, of six 
pupils each. They make regular inspections of the fire escapes, and 
toilets. This inspection at the intermission periods tends to reduce 
the possibility of unsanitary practices in fire escapes and toilets. 
The boys squad reports the result of their inspection to one of the 
men teachers, and the girls to one of the women teachers. 


Tue Ciean-Up Crus 


For some time we had in this school a “ Clean-Up Club ” composed 
of the representatives of the various classes in the grammar grades. 
They were supplied with a button as insignia together with a piece 
of ribbon containing the school colors in order that they might be 
distinguished from their classmates. They rendered general assis- 
tance in matters of school cleanliness, making recommendations to 
the various classes through reports to the Students’ Council. They 
also reminded forgetful or careless classmates of their obligations to 
their school and to the other members of the school community. 
Their duties have more recently been taken over by a special commit- 
tee from the Students’ Council. This special committee also includes 
among its duties a rating of the cleanliness and the orderliness of 
the various classrooms after the pupils have been dismissed at the 
close of school each day. This rating, based on observation of specific 
points (shades, desks, floors, seats, ete.), is placed in the form of a 
percentage on the blackboard of each room, where it can be observed 
by the record class of that room next day. 


Heauttu Civuss 


At the present time health instruction is taught by the teacher of 
physical training in our departmentalized seventh and eighth grades. 
This is in accordance with the desires of the director of health and 
physical education for the effective presentation of the new course 
of study for the seventh, eighth, and ninth years. Previous to that, 
health instruction was given through the discussion of health prob- 





we Ce we — 


\ 





ER RSE 


Pr arr 





Tue SixtH YEARBOOK 245 





lems in the various classes. Each class at that time was organized 
in the form of a health club and the problems of health were dis- 
cussed several times a week under the guidance of the home room 
teacher. 


Usr or Heattu Posters 


We have found that attractive posters placed conspicuously in 
halls and classrooms are effective reminders to pupils. In particu- 
lar we have been pleased with the posters of the National Child Wel- 
fare Association of New York City. We feel that they are organized 
effectively, labelled conspicuously, and seem to be attractive to chil- 
dren both in picture and word. They are graded suitably for children 
of various ages and types. These posters were purchased from our 
school fund originally, although now they may be regularly requisi- 
tioned. A liberal supply, appropriate for the various grades and sub- 
jects was placed in the classrooms and in the halls of the building. 
We do not have any objective proof of the effectiveness of these 
posters, but the teachers feel that they were helpful aids in our cam- 
paign for health. Posters will last longer if they are mounted on 
card board or mounting board before being placed. Home-made 
posters can be made (a) by the teacher, (b) by individual pupils, or 
(c) from the contributions of an entire class on some given topic. 
The contributions are culled from many of the attractive advertise- 
ments, particularly the colored ones, cut from magazines. The cutting 
out of silhouettes lends itself to mounting on health posters. While 
only a few of the pupil contributions may rise to great heights as 
finished products, interest is aroused by the execution of individual 
and class projects of this nature. At the recent convention of the 
National Education Association in Philadelphia the entire course of 
study in health education, by topics and divisions, was illustrated by 
posters, used either as teaching devices by teachers, or the result of 
the efforts of the pupils. 


AnnvuaL Pray Days 


This is an annual event held on May 12, of each year in observa- 
tion of the birthday of the man for whom this school was named, 
George W. Childs. In connection with other exercises, a series of 
exhibitions, plays, dances, and competitive games for all the children 
of all the grades in the school is arranged. Because of the limited 
space in our school yard, this is run off in sections, and it generally 
takes the whole school day to do it. Parents and friends are invited 
to view this exhibition in our school yard. In the competitive games, 








246 ELEMENTARY Scuoot PRINCIPALS 





the pupils are divided into two sides, “ Blue” and “ Gold,” and a 
tally is kept of the points won by the respective sides and teams. At 
the end of the day, announcement is made of the winning side. All 
of the classes are divided, both boys and girls into “ Blues” and 
“ Golds,” with captains and lieutenants in charge of each team. This 
affords opportunity for leadership. A trophy is annually awarded 
to the winning side, the name either “ Blue” or “ Gold” is engraved 
on the silver cup with the date, and it is decorated with the ribbon 
of the winning side. 


Herattu Prays 


The Philadelphia Inter-State Dairy Council has a splendid selee- 
tion of plays suitably adapted to the pupils of the various grades, 
which are available for the use of teachers. These plays in general 
emphasize the ordinary rules of hygiene (drinking plenty of milk, 
exercising in the fresh air, getting sufficient and regular sleep, proper 
elimination, ete.). Such pldylets and dramatizations can be used 
effectively in correlation with the formal instruction in health. 
Other plays, more pretentious in nature but dealing with the prob- 
lems of health, are generally given a prominent place on the program 
of our Annual School Frolic (school entertainment). This is at- 
tended each year by approximately 1500 parents, relatives, friends, 
and pupils. Last year we had as this feature of the program “ The 
Cireus,” and this year a three-act play called “ The Scarecrow.” 
Both of these plays were very well coached, in a short space of 
time, and costumed, as well, without expense to the school by the 
Philadelphia Inter-State Dairy Council. 


Pustic DEMONSTRATION oF HeattH Work 


Enclosed herewith, is a program of a demonstration of the various 
types of health instruction given several years ago in connection with 
a visit to this school of the members of the College Club under the 
direction of one of our district superintendents, Miss Gertrude A. 
Golden. Every class in the school participated in some way and the 
program was arranged on a progressing schedule so that the visitors 
would have an opportunity of seeing many different types of work, 
as well as the variation in method used in the different grades. After 
the visitors had finished their inspection of the work in the school, 
they returned to the College Club where Miss Golden led a discus- 
sion on the problems of health education and answered any questions 
which the visitors may have had regarding the work that they had 
seen. The program, which follows, speaks for itself. 























Tuer Srxtm YErArRBooK 247 





A HEALTH PROGRAM 
(Demonstration of Public School Health Work) 
GEORGE W. CHILDS PUBLIC SCHOOL 


17TH AND TASKER Sts., PHILADELPHIA, PENNSYLVANIA 





GROUP I 


Room Grade Time 

P.1 1A 1.45-2.00—Prorer POSTURE ..........00.00.00- .....-Miss Scott 
P2 1A 1.45-2.00—CLEAN HAnps .......... 4 Satcher Miss James 
P3 O.B 1.45-2.00—Goop Menta Hasits............. Miss Posternock 
Yd. 8A’ 1.45-2.00—PHYSICAL TRAINING ...........-sccccee0s Mr. Collins 
ll 6B 1.40-2.00—CarE OF THE EYE........... sib cehiatena tater Miss Porter 
10 6A 1.40-2.00—CarkE OF THE Par................- Miss McLaughlin 
B2 8B* FENG ond ees diesienieanw ce stcdees Miss Stevenson 


Preparation of a model luncheon (from the standpoint of well-balanced diet). 


GROUP II 
Ln. 2.05-2.30—Littte Moruers’ LEaGue...... Mrs. Shelley (Nurse) 
(Bureau of Health) 
B.2. 8B 2.05-2.30—(Coox1nG)—as stated above 
1 Kgn 2.05-2.30—LuNcHEON (Kindergarten Class)...... Miss Mueller 
2 1B 2.15-2.30—Care or TEETH....... spieticarecceteoraentel ...Miss Kelley 
3 2A 2.15-2.30—Prorer Hapits oF SLEEP............200- Mrs. White 
4 3A? 2.15—-2.30—CLEANLINESS AT HOME..........2.00.0- Miss Sheetz 
5 3B ere ....Miss Dunton 
6 4A 2.10-2:30—Cane OF THE NAIIG. oo 606 csc ccccsccacccons Miss Belt 
12 4B 2.10-2.30—ELIMINATION OF WASTE..........0¢-0¢ Mrs. Vaughn 
GROUP III 
Lb. 2.15-3.15—CorRECTION oF SpeecH Derects.....Miss Ruffenach 
10 2B 2.35-2.50—Prorer CARE OF CLOTHING............2- Miss Smith 
11 3A° 2.35-2.50—HANDKERCHIEF DRILL .......... ...Mrs. Kilpatrick 
B.2 8B* 1.30-3.30—CookING (as previously noted) 
15 8B’ 240-3 10 —Fimattel Cie cnc cdcdd icwnsescese. Miss Gartman 
“The Value of Personal Appearance ”’ 
16 7B’ 2.40-3.10—CorrELATION-CIvics AND HEALTH.....Miss Simmons 
** What Philadelphia is Doing for the Health of Its Citizens ”’ 
17 8A* ee. | a re ra Mr. Gottlieb 
“Work, Play and Rest” 
18 8A? 2.40-3.10—CorrRELATION—ENGLISH AND HEALTH....... Mr. Hay 


HEALTH CLUB DEBATE: ‘“ Which is the more valuable, 
the sense of hearing or the sense of sight? ”’ 


19 8B? 546-316 Fe CRD ik oa nko pd veeuwrincasasapes Mr. Collins 


“* Disease Carriers and Prevention 


20 8A’ 2 40-3.10—CorRELATION—GENERAL ScIENCE AND HEALTH 
Mrs. Kienzle 


‘“*The laws of sound and the sense of hearing ” 








248 ELEMENTARY Scuoo.t PRINCIPALS 





3 CorrELATION—OrAL ENGLISH AND HfaLtH 
- a 2.40-3.10— Miss Gallagher 
Auditorium HEALTH CLUB PLAY: 
' » -240-3.10—] WEALTH CLUB FLAY: --...... } --.Miss Waldow 
1 7A “*The House the Children Built ”’ 
8 7A’ 2.40-3.10—HeattH Cius ....... eee ..+..+..Miss Rodgers 
** Proper Posture ”’ 
y 7B-A? = 2.40-3.10—Heattu Civus ....... Tale paca Shanes Miss Corson 
“Care of Skin, Hair, Nails ”’ 
13 7B’ 2.40-3.10—CorrELATION—LITERATURE AND HEALTH 
Miss O’Conor 


**Good Books and Mental Health ”’ 
14 7A 2.40-3.10—HEeALTH CLUB .............. .eeee.ee.Miss Wallace 
“* Ventilation ”’ 


GROUP IV 
3 3.00-3.30—NutriTION Ciass....Miss McBride (School Nurse) 
B2 1.30-3.00—CookINe (as noted previously) 
Yd 1B 3.10-3.30—PHyYSICAL TRAINING ............2.0005- Miss Kelley 
Yd 2A 3.10-3.30—PHysicaL TRAINING ............... ....Mrs. White 
7 5A 3.15-3.25— (Hearrm Pay ............ccccccceces. Miss Hirst 
Auditorium { 
7 5B 3.15-3.25— \“ Eatina MILK” ...... Ss rie, an Mr. Harris 


Suaerstions ReagarpiIng MEetTHop 


The points stressed in the demonstration lessons given in the fore- 
going program are in general the same as the points that should be 
kept in mind for effective everyday health instruction. They may be 
indicated briefly as follows: 

1. Tie the health instruction up with some common experience in 
the everyday life of the child. Talk about, for instance, the different 
shapes of bristles on tooth brushes that they have seen, and the proba- 
ble value of the type with irregular surfaces, ete. 

2. Give practical demonstrations whenever possible. In the mat- 
ter of washing the hands, for example, it can easily be demonstrated 
(with first grade children), that the hands can be made cleaner 
more easily by using warm water and soap than by using cold water 
only. Bring in a couple of basins and let them try it right in the 
classroom. Let the pupils themselves judge the effectiveness of the 
respective methods. 

3. Older pupils especially should be “ let in on the secret ”’ of how 
habits are formed; namely, and roughly: (a) Get a clear idea of 
what you ought to do; (b) repeat the idea until you are sure you 
know it; (c) start to use this idea—to practice the habit as soon as 
you can, begin today; (d) never miss a chance to practice; (c) always 
the same way; (f) never any exceptions. 











Tue Sixru YEARBOOK 249 





4. The school should be responsible for giving pupils an opportu- 
nity to practice desirable health habits in school, whenever possible. 
Adequate facilities should be provided for sanitary drinking of 
water; toilets that are fit for human beings to use; and facilities for 
the proper drying and washing of the hands, particularly in connec- 
tion with school lunchrooms. Additional extentions of this idea will 
no doubt suggest themselves. 

5. The morning assembly has been made the occasion for health 
talks appropriate for the day or the season of the year. Talks were 
given on such topics as the value of athletics, character formation in 
play and competition, the value of fresh air, the value of sunlight, the 
prevention of accidents, various aspects of personal cleanliness and 
of environmental cleanliness, the conscious use of method in the 
formation of habits, and health topics of current value (recent dis- 
coveries in the field of science related to health, health or civic cam- 
paigns—‘ Clean-Up Week,” “‘ Swat the Fly ” campaigns, ete.). The 
morning assembly was of great educational value in putting over the 
“immunization ” (against diphtheria) campaign noted previously in 
this article. In many cases the older children are almost the only 
contact that we had with homes where there was a condition of abso- 
lute illiteracy on the part of the parents, both in the native and in 
the foreign tongue. The principal is in a position to make a pecu- 
liarly effective appeal to large groups of pupils, appealing directly 
to the pupils themselves, and in some cases, appealing indirectly 
(through the pupils) to the parents. 

6. “ Follow-up” work by the teacher in the form of inspection of 
the observable and controllable health habits (clean hands, teeth, hair, 
nails, clothing, shoes, ete.) is a particularly necessary part of habit 
formation. Such an inspection may be made incidentally during the 
school day (e. g., during a written lesson), but such inspections should 
not be casual or sporadic. They should be constant in nature. It is 
well to vary the nature of the inspection from day to day, or from 
week to week, without previous notice of the change of emphasis to 
the pupils. The teacher can say, just before beginning the work of 
the session, ‘‘ Today we will look at the finger-nails,” or “ This after- 
noon, let us see your hands.” The inspection should be brief and 
decisive. It is an easy way to waste time; care must be exercised to 
prevent it. 

Teachers in the Philadelphia Public Schools are supplied with 
blank forms by the use of which they are enabled to keep a system- 
atic record of certain of the health habits of each child throughout 
the school term. This record is both descriptive and cumulative. It 
is of course obvious that while such records are desirable, they are 








250 ELEMENTARY Scuoo.t PRINCIPALS 





not necessary. A clever teacher can do efficient follow-up work with- 
out them. The indispensable factor from the standpoint of teaching 
method is the impression made on the mind of the pupil, that the 
teacher is checking up on his actual performance—that health habits 
are not only something that one reads in a book, or recites about in 
class. 














— 











CHAPTER XII 
VISUAL AIDS IN THE CLASSROOM 


Wituiam M. Grecory 


Director of Educational Museum, Cleveland Public Schools, Cleveland, Ohio 


Il. 
III. 


IV. 


VI. 


I. 


CONTENTS 


. Visual Aids and the Pupil 


Visual Aids to Be of School Use Require Organization 

The School Organization Necessary for Definite Results with Visual Aids 

1. Definite units in course of study 

2. Unit sets prepared as to cost and utility 

3. Distribution at the opportune time 

4. Classroom use of visual aids 

Illustrations of Course of Study Organization and Visual Aids 

Results of Definite Place of Visual Aids in Two Courses of Study in Cleve- 
land (Graphs of Circulation) 


Cost 


na 


Visual Aids and the Pupil. 


The visual aid assists the pupil in learning as follows: 


1. Gives concreteness to ideas 

2. Connects words with objects 

3. Visualizes factual conditions 

4, Economizes time in understanding the facts 
5. Interests pupils with objective materials 

6. Gives a substitute for the excursion 

7. Provides an approach to problems 

8. Creates ideals 

9. Stimulates imagination 


10. Gives materials for a center of activities 
Visual Aids to be of School Use Require Organization. 

The mere purchase of visual aids will not accomplish the 
required educational results. A scientific adaptation of the 
various visual materials to educational purposes is the vital 
part of a modern educational program. Definite research will 
determine the type, place, and time for the use of each visual 
device. Results must be tested by definite standards. The cost 
per pupil must be compared with other instructional expenses. 
Visual materials should be purchased by funds for instruc- 
tional supplies. Spasmodic purchases stimulated by high pres- 
sure salesmen delay the wider use of visual aids. The use of 
visual materials in class activities is a new vitalizing force in 


{ 251 ] 








ELEMENTARY ScHuoot PRINCIPALS 





ILI. 


education, but the results are meager unless the school execu- 

tive organizes the visual work on a large scale with high educa- 

tional standards. 

The School Organization necessary for Definite Results with 
visual Aids. 

In the use of visual materials in a small or large schoo] sys- 
tem, four agencies must cooperate effectively. The school ex- 
ecutive desirous of promoting and providing new stimulating 
materials for teachers and pupils finds each of the following 
agencies a vital factor in making visual materials a basic ele- 
ment in school activities: 

1. The modern curriculum must be organized about definite 
units of activities based upon visual materials. The units 
must be skillfully organized and an experimental school 
used to test the illustrative materials for each unit. 
The results of the experimental school must become part 
of the course of study. 

Unit sets of illustrative materials must be prepared under 
the following conditions: 

a. Cost. ; 

Costly visual novelties will retard progress in 
using the necessary visual aids. Regular expendi- 
tures, even in small amounts will give better re- 
sults than a large purchase of unorganized material. 

The teaching value should be determined by 
classroom tests before the purchase of any visual! 
aid. Schools frequently purchase expensive pro- 
jectors for motion pictures and neglect the larger 
field of exhibits, slides, pictures, maps, ete. 

Visual materials become a source of waste if they 
are purchased without careful testing as to results 
in class instruction. 

b. Units prepared by experts vs. purchase of commer- 

cial stocks. 

Each unit of study requires definite, up-to-date 
illustrative materials. Frequently commercial 
firms have organized sets that are extensive and 
out of date. School systems should have trained 
experts prepare unit sets of pictures, slides, ex- 
hibits, raw materials, ete. 

The visual materials need constant repair and 
reorganization that can be done only by a trained 
expert for each system. 


bo 








a) 


Tue SrxtuH YEARBOOK 25 








c. Graded Unit Sets. 

Too much attention cannot be given to grading 
the different visual aids to the different phases of 
school activity. Lantern slides and pictures for a 
school system should be so graded that the begin- 
ners in reading have definite visual aids and, also, 
other units for the advanced studies in the higher 
grades. 

d. The Visual Units must be listed in each course of 

study and cataloged. 

The visual aids must be listed in the course of 
study in connection with each unit. This listing 
gives the teacher a definite idea of the material 
that is available. A catalog of visual aids should 
be issued listing all units and the grades to which 
they are adapted. 

Distribution of the units of visual aids at the opportune 
time to the school for the activities of pupils in regular 
classroom lessons. 

It is most vital that the means for distribution of 
visual aids be low in cost and effective. If the lantern 
slide or picture collection is kept in a case in the school 
building, the materials should be arranged in definite 
units that are ready for immediate class use. A teacher 
will not take the time to cull out pictures or slides from 
a large miscellaneous collection, but prefers to have each 
unit of pictures or slides ready for quick reference in 
the schoolroom. 

In a large city collection of visual materials the units 
must be prepared for rapid distribution. Lantern slides, 
mounted pictures, raw materials, etc., should be arranged 
in unit sets that require a minimum of handling and 
checking. A regular delivery and collection route that 
brings to teachers the visual aid at the time needed is 
essential. 

The classroom use depends upon the teacher. 

a. Visual aids will not function alone. It should always 
be the teacher and the pupils plus the materials. 

b. A definite technique is required to secure desired 
results. 

c. The use of visual aids in the classroom requires a 
knowledge of the materials and a new type of teach- 
ing skill. Each school system should have a training 











254 


ELEMENTARY Scuoont PRINCIPALS 





LY. 


course for teachers in the classroom use of visual 
aids. Demonstration classes should be organized for 
the benefit of the teachers that wish to learn. 

d. Definite standards of attainment and tests for 
measurement must be evolved for the teachers’ use 
with each unit. Constructive work is needed to find 
by class experiments the visual materials best suited 
to each definite unit of study. 

e. The motion picture or any other visual aid when not 
closely related to the classroom activities should be 
excluded from the school, except when used for 
amusement. 


Illustrations of Course of Study Organization and Visual Aids. 
The correlation of visual aids with the units of the modern 

course of study is generally done in one of two ways, that is, 

lists or visual aids incorporated as part of each study unit. 


Lists. 

The practice that is generally followed in large cities 
is to make lists or catalogs of the visual materials. The 
lists include lantern slides, mounted pictures, motion 
pictures, exhibits, charts, diagrams, mounted specimens, 
science materials, historical objects, ete. The lists are 
sent to the teachers who make their selection. 

Many of these lists reveal why visual aids have not 
been more rapidly accepted in modern education. The 
motion pictures as listed in some of the cities and state 
universities contain about three quarters advertising film 
whose chief value is that of promoting a receptive atti- 
tude for the goods advertised. Their educational value is 
nil and the films are used largely because they are gratis. 
The lantern slide catalogs of city school systems contain 
many subjects that are quite unrelated to actual school 
activities. In a rapid survey of some ten catalogs of lan- 
tern slides, more than one half did not indicate any effort 
to adapt the slides to definite use in different grades or 
for distinct units of study. Listing visual aids in catalog 
form is only a beginning step to the scientific adaptation 
of visual aids in instruction. The teachers hesitate to 
use material about which there is an uncertainty as to its 
educational value. The temporary makeshift method of 
listing materials should be replaced as rapidly as possi- 
ble by the listing of visual materials in the units of study 
in the different curricula. If catalogs are issued the 











Tue SrxtH YEARBOOK 255 








1 2 rrmemeee 





b. 


definite units and the appropriate grades for their use 

should be indicated. 

How Visual Aids are made part of the Course of Study. 
Two Cleveland courses of study are used to illustrate 

the attempt to improve the units of study by incorporat- 

ing within each the necessary visual aids. 

The preliminary courses of study were formulated by 
committees of teachers and experts. The courses consist 
of definite small units, each of which includes a state- 
ment of the visual materials to be used. This plan enables 
the teacher to use the visual materials that are adapted 
to each unit. This plan saves the time of the teacher and 
places the visual aid in a position where it may serve for 
stimulating interest or give facts upon which to base the 
lesson. 


THE CLEVELAND COURSE OF STUDY IN GEOGRAPHY 


This course for grades three to six has definite units 
for all subjects of each division of the different grades. 
Each unit consists of objectives, suggestions for class 
activities, visual aids, and references. In selecting short 
excerpts from the above course, the title of the unit and 
the visual aids are given and the objectives, all class 
activities, standards, map work, and references have 
been omitted. Space permits only a few examples of the 
relation of visual aids to the units of study. 


FourtH GRADE 


NORTH AMERICA—THE LUMBERMAN 


Visual aids 

1. Mounted pictures 
(a) Lumbering (North) 
(b) Lumbering (South) 
(c) Lumbering (Pacific) 

2. Lantern slides 
(a) Lumbering on the Pacific Coast 
(b) Lumbering in the North Woods 
(c) Lumbering in the South 

3. Exhibits 
(a) Hard woods 
(b) Soft woods 
(ec) Tropical lumber 





256 ELementary Scuoot PrINcIPALS 





4. Moving Pictures 
(a) Lumbering in the North Woods 


NORTH AMERICA—THE HUNTER AND THE TRAPPER 


Visual aids 
1. Mounted pictures 
(a) The Beaver 
(b) The Fur Bearing Animals (N. A.) 
(ec) North American fur animals 
(d) The Trapper 
2. Exhibits 
(a) Furs 
(b) Work of the Beaver 
Lantern slides 
(a) North America Land Animals 
(b) Fur Bearing Animals 
(ec) Trapper 


7 * 
~~ 
. 


FirtH GRADE 
CORN RAISING 


Visual Aids 
1. Lantern slides 

(a) Corn 
(b) Meat Packing 
(ec) Prairie Plains 
Raw Materials 
(a) Corn exhibit 
(b) Packing house products 
Mounted pictures 
(a) Corn Cultivation 
(b) Meat Packing 
(ec) Hog Production 
(d) Illinois 
(e) Lowa 
4. Motion Pictures 

(a) Meat Packing 
5. Booklets 

(a) Corn 

(b) Hogs 


bo 
° 


a) 








bo 
or 
=~T 


Tue Sixtru YEARBOOK 





COAL MINING 


Visual Aids 
1. Raw Materials 
(a) Coal 
(b) Coke 
2. Mounted Pictures 
(a) Anthracite coal 
(hb) Bituminous coal 
3. Lantern Slides 
(a) Coal Mining 
1. Motion Pictures 
(a) Anthracite Coal Mining 


THE CLEVELAND ELEMENTARY SCIENCE COURSE 


The Elementary Science Course for grades one to six presents 
definite small units for each grade. Each unit consists of objectives, 
activities, and visual materials. All objectives, activities, and refer- 
ences are omitted, and only the visual materials about which each 
unit is organized are shown in the following brief excerpts: 


First GRADE 


THE COW 


Visual Ards 

1. Lantern Slides 
(a) Cow 
(b) Dairying 
(c) Leather 

2. Mounted Pictures 
(a) Cow 
(b) Dairy Industry 
(c) Leather 

3. Exhibits 
(a) Leather 


THE BLUE JAY 


Visual Aids 
1. Lantern Slides 
(a) Permanent Bird Residents 
(b) Blue Jay 


2. Mounted Pictures 


(a) The Blue Jay 








258 


ELEMENTARY Scuoo.t PriIncipPaAts 





3. Mounted Specimens 


(a) The Blue Jay 


Seconp GRADE 
COCOONS 


Visual Materials 

1. Lantern Slides 
(a) The Life of a Butterfly 
(b) The Mounted Butterfly 
(ec) The Monarch Butterfly 
(d) The Swallowtail 

2. Mounted Pictures 
(a) Butterflies 
(b) Moths 

3. Exhibits 
(a) Mounted Butterfly 
(b) Morning Cloak Butterfly 
(ec) Tiger Swallowtail Butterfly 


FirtH GRADE 


THE HONEY BEE 


Visual Aids 
1. Lantern Slides 
(a) The Honey Bee 
2. Mounted Pictures 
(a) The Honey Bee and Its Work 
3. Exhibits 
(a) The Honey Bee 
(b) Strained Honey and Comb Honey 
(c) Beeswax, ete. 
4, Motion Pictures 
(a) The Honey Bee 
The Results of the Definite Placing of the Visual Aids in the 
Teaching Units of two courses of study in Cleveland. 

The above brief excerpts from the two Cleveland courses 
illustrate very meagerly the attempt to adjust visual aids to 
the requirement of the school. It seems to be clear that visual 
materials must be collected and prepared for the school, other- 
wise the teacher will not have the time, opportunity, nor the 
inclination to use the necessary aids for class activities. The 
Cleveland plan needs refinement, but it is an attempt to use 
visual materials to secure definite educational results. The 











Tue SrxtuH YEARBOOK 259 





different agencies cooperate in Cleveland to interweave the 
visual aids into the study units. The results have been a 
gradual growth in the use of vitalizing materials. The accom- 
panying graph indicates a steady increase in the use of visual 


units. 


t Oct Nov Dec Jan Feb Mar Apr Ma Jun 





Ficure 1—The Growth in Use of Sets of Visual Aids in the Classrooms 
of Cleveland 


A. In 1924-25 a new course of study in Geography was completed. This course has study 


units, each with its definite visual aids. 
B. In 1925-26 a new course of study in Elementary Science was completed. The activities for 


the units are organized about definite visual aids. 
C. The uniform increase in use of definite sets of visual aids is due to the organization of 


small study units into which are interwoven the definite visual materials, 


VI. The Cost of Organized Visual Aids. 

The cost is a prime factor in the use of visual materials. 
Wholesale purchases of untested materials results in waste and 
accumulation of unused aids. The purchase of expensive mo- 
tion picture machines should be made only after there is an 
ample supply of other materials adapted for classroom lessons. 
The amount spent in Cleveland per pupil averages about fifteen 
cents each for the year. This includes a large capital invest- 
ment in materials that will serve over a long time of years. 





260 ELEMENTARY Scuoo.t PRINCIPALS 





The following comparative statement gives an idea of expen- 
ditures for visual education in several of the large cities. 


CoMPARATIVE Cost 


(1925-26) 


Cleveland St. Louis Chicago Pittsburgh 
Personnel .......... side a eos 5 13 10 7 
Total budget .................. $25,000 $31,000 $64,000 >... 
Salaries ..... ia ea ear $14,000 $25,000 $24,000 ...... 
Number of Lantern Slides Owned 15,000 10,000 200,000 18,000 
Number of Films Owned....... 120 300 200 94 
Number of Mounted Pictures 
RR ee 20,000 25,000 0 17,280 
Number of Lantern Slides Circu- 
OS eee . 154,000 79,450 607,182 519,703 
Number of Mounted ’ Pictures 
ree 216,000 253,000 0 7,690 
Number of Exhibits Circulated 2,841 671,931 0 1,664 


Number of Films Circulated... .. 933 2,544 1,307 5,888 








n- 








CHAPTER XIII 
A SPECIAL ROOM FOR PORTLAND SCHOOLS 


T. J. Gary 
Principal, Buckman School, Portland, Oregon 


N AUTOMOBILE out of adjustment may continue to run for 
A a time but with lessened efficiency and high cost of operation. 
To secure best results, every part should be in perfect coordi- 
nation. So with the school. If pupils are not fitted to work in har- 
mony with others of their classes, there will be a waste of energy on 
the part of both teacher and pupils. 

Every large school doubtless has one or more of the following 
classes of pupils: Those who have recently come from schools which 
have a different curriculum; those who have been absent from school 
for a considerable time; those who find one or two subjects especially 
hard; those who have been partially educated in foreign countries; 
those who have formed wrong habits of study; those who have excep- 
tional ability and are marking time. 

Many attempts have been made to solve this perplexing problem, 
such as having pupils come early in the morning or stay after school 
for special attention, or segregating such pupils and working with 
them while the others study, each of which taxes the energy of the 
teacher and lessens her efficiency. 

Ungraded or opportunity rooms have been established with some 
measure of success but with serious defects. In Portland, Oregon, 
a plan which is proving successful has been in operation for two and 
one half years. The idea, which especially adapts itself to platoon 
schools, provides that the maladjusted pupils shall remain in and be 
a part of a class in all home room work, thus maintaining their iden- 
tity as members of the class and partaking of the class spirit. 

It is the duty and privilege of the home room teacher to report the 
pupil’s needs to the adjustment teacher who arranges to take those 
who have common difficulties and work with them during the time 
of some of their special activities. 

It is a definite rule, strictly adhered to, that no pupil is to have 
this privilege unless he manifests a strong desire to be so favored. 
There is no stigma attached to this room because only those go who 
are ambitious; inferiority complexes, therefore, are not developed. 

The length of time spent in adjustment is determined wholly by 
the needs of the child. Some require a few days, while others (such 


[ 261 ] 








262 ELeMEenTARY Scnoot PRINCIPALS 





as foreigners and pupils who find certain subjects difficult) may con- 
sume weeks. In the opportunity room where children stay all the 
time only a few children receive the benefits, while in an adjustment 
room, several hundred are helped during the year. Accelerated 
pupils, instead of being “ skipped,” are permitted to take work in 
the adjustment room until they may be advanced without missing 
any of the essentials. 


Grade: 5B SB €A 6A 6B 6B 7A 7A 7A 7B 78 8A 8A 8B &B 


34 1 este @ © * 
33 l 2 ee & 6©@ &e He @ ££ FF € 
32 1 2 4 6 6 7 4 4 7, ww & 3 4 
31 

30 1 


29 3. 4 





2 





28 8th Crade Level 
27 


2 l 2 7th Grade Level 


22 3.1 1 6th Grade Level 
21 11 1 

20 1 x & x 

19 

18 

17 

16 

16 1 


Median: 27 26 28 28 29 29 30 31 29 28 32 31 32 32 32 
Ficure 1—Woopy-McCa.i Survey, JANuARY, 1927 


The method of procedure within the room varies from time to 
time as occasion demands. Tests are given to all problem cases to 
determine the I. Q. and the achievement quotient. Diagnostic tests 
are given to groups of children to determine the nature and extent 
of their difficulties. Best results are secured when the adjustment 
teacher and the home room teacher work in close cooperation. The 
adjustment teacher is of a very great help at promotion time because 





} 








ee 





Tue SrxtuH YEARBOOK 263 





she knows the weaknesses of the class and can immediately help start 
corrective work by issuing tests to those who need them. 

Diagnostic tests are often given by the teacher of the class and 
the adjustment teacher to determine the relative position of pupils 
in the class and the rating of the class in comparison with fixed 
standards, 

A graph is here given to show what has been achieved with funda- 
mentals in arithmetic. 

Many individual cases could be given to show what results are 
being achieved. Space will permit only one. When the room was 
established, four overgrown, overaged boys who had developed the 
feeling that there was no use trying because they would be failures 
anyway—you know the type—were made to feel that hard work and 
the help they would receive would bring success and graduation. All 
four graduated. Some are now in high school. 

Our experience has taught us that the adjustment room is valuable 
because: It helps those who want help; it helps the class by eliminat- 
ing the drags; it helps the teacher to do best quality mass instruction ; 
it gives maladjusted children confidence; it prevents repeating; it 
permits special pupils to stay with and be a part of the class; it helps 
to properly place new pupils; and it changes the attitude of both 
pupil and teacher. 








CHAPTER XIV 
CLASSROOM ACTIVITIES AND THE SCHOOL LIBRARY 


ANNE T. Eaton 
Librarian, Lincoln School, Teachers College, New York City 


THIRD GRADE boy once said to his teacher, “ You have 
A taught me the most wonderful thing in the world—reading 

books.” He did not mean the ability to interpret words on a 
printed page, some of that skill, at least, he had before he came to 
her, but he meant that through her help he had discovered that books 
were something for him, that between book covers, as his skill to read 
and power to choose grew, he could find that which spoke especially 
to his individual tastes and interests. And ‘“ you will perceive at 
once that what 1 mean here by ‘ reading’ is the capacity for silent 
reading, taking a book apart and mastering it; and you will bear 
in mind... . that great literature never condescends, that what 
yonder boy in a corner reads of a king is happening to him.” * 

The most important factors in developing a taste for reading in 
children are good books and association with people who love them— 
the right teacher and half a dozen volumes of real literature suitable 
for boys and girls will go far toward making children love to read— 
but we have increasing testimony as the years go on that given the 
sympathetic and intelligent cooperation of the teachers, the library 
in the school used as a center where boys and girls can find books 
and other people who love beoks and an atmosphere that encourages 
them to lose themselves in a world of imagination, of history, of 
adventure and exploration, is a very real aid in making book users 
and book lovers. 

While this side of the school library is the most difficult to de- 
scribe, it is the most attractive and inspiring and for that reason we 
are apt to hear about it, rather than about the more utilitarian ways 
in which the school library helps the classroom. These more utili- 
tarian ways, however, should have their due emphasis. The school 
library can aid the classroom activities of every grade in the elemen- 
tary school, not excepting the first grade. In the first grade, of 
course, library activities will take chiefly the form of making the 
children feel at home in the library by a story hour, by a class visit 


*Sir Arthur Quiller-Couch. Children’s Reading in On the Art of Reading, 
Putnam, 1920, p. 54. 


{ 264 ] 


Tuer Srxtu YEARBOOK 265 





to look at special picture displays of interest to them, and by picture 
books loaned to the classroom. 

Second grade children, as soon as their reading ability warrants 
it, may well become individual borrowers, choosing their books under 
close and careful guidance of librarian and teacher. This gives them 
a feeling of pleasure and personal interest in the library. When 
they add to the borrowing of books for home reading the experience 
of coming to the library to find the answer to such a question as, 
“What does a reaping machine look like?”; or, “ What kind of 
houses do Eskimos build?”, they gain an early realization that the 
library can help them by supplying necessary information. 

In the third grade more definite activities involving the use of the 
library may be planned. If the whole group is studying insects, for 
instance, or starting an aquarium, individual topics may be looked 
up in the library. Notified beforehand of the subjects on which 
information is desired, the librarian can collect the simplest material 
available and, when the class come to the library, teacher and librarian 
can give the necessary guidance in reading and note-taking. 

The following list of topics was sent to the library by a third grade, 
in the form of letters from individual children to the librarian. “ A 
book that would tell about making a siphon”; “how many times a 
week animals in an aquarium should be fed ” ; “ how land turtles live 
and what they like to do best”; ‘‘ about back swimmers”; “ some- 
thing about caddisfly cases”; “ how dragonfly nymphs turn into 
dragonflies.” Another third grade asked for the following: “a book 
about the Victoria Falls in Africa”; “a book telling what people 
make with the skins of animals”; “a book of animals, especially 
lions ” ; “‘ a jungle book about animals ”’; “ a book of lion adventures.” 

Of course the younger the group in question the more difficult it 
is to make hard and fast statements as to how the library may be 
used. Some classroom activities naturally lend themselves to library 
cooperation more readily than others and, obviously, the opportuni- 
ties increase from grade to grade. The teacher, however, who asks 
third-grade John where he can find out what flags ships fly, when he 
tells her he wants to put his ship in full dress, and adds, “ you go to 
the library to find out things like that,” is giving John, early in his 
school life a feeling of power, by showing him that he has resources 
at his command in addition to those around him in his classroom. 

In the fourth grade simple lessons in using library tools are a 
natural next step. During a study of salmon one fourth grade was 
first taught by the teacher how to use table of contents and index and 
thus find all the material in their geographies on this topic. The 
children then suggested what they thought might be additional 








266 ELemMentTARY Scroot PrINcrIPaAts 





sources of information and the librarian, happening to come into 
the room just at that time, found the following list on the board; 
“other geographies, encyclopedia, World Book, library books on 
science and fish.” A library lesson during their next library period 
was immediately proposed, and during the next two library periods 
the librarian explained where the World Book and Compton’s Ency- 
clopedia stand on the shelves, how the groups of letters on the backs 
of the volumes help in choosing the volume needed, how the books 
are arranged on the shelves in the library, and how the card catalog 
tells what books in the library contain something about salmon. It 
was several weeks later that one boy in this grade called the atten- 
tion of the librarian to something he was reading. On inquiring how 
he had happened to find the reference in a book whose title did not 
indicate that it contained anything about salmon, she discovered that, 
without asking help of anyone, he had used the card catalog, found 
the book on the shelf and the place in the book. Most fourth grade 
children will need more help and supervision than he did, but to all 
of them comes at least a partial independence and some initiative in 
using the library. 

This same fourth grade has a story hour every Friday when indi- 
vidual members of the class, who have given their names beforehand 
to the boy or girl who serves as chairman, read favorite stories or 
parts of favorite stories, or poems to the other. Nonsense verses 
became popular and, since nonsense anthologies are catholic in their 
inclusions, some of the selections were rather adult and sophisticated 
in tone. The teacher and librarian (the latter is present at these 
story hours whenever possible) arrived independently at the same 
conclusions as to what was needed. The result of their comparing 
notes was a list of really childlike nonsense verses posted in both 
classroom and library, and the books containing these verses brought 
together on a special shelf in the library in readiness for the grade’s 
next visit. In addition certain suggestions were made by the teacher 
and by the children themselves as to what is necessary to make the 
reading of poetry and of verses containing unusual words enjoyable, 
and then there followed a story hour when boys and girls read verses 
by Lear, Lewis Carroll, Charles Carryl, and Nancy Byrd Turner, 
to the genuine enjoyment not only of themselves but of the rest of 
the class, the teacher, and the librarian. 

Another fourth grade is learning in groups of two’s and three’s to 
find out if the library has books on definite topics, for example, “Are 
there books on toys and toy making?” or, “ Is there any information 
to be had about the-first factory in this country?”, (this was better 
answered by the encyclopedia than by using the catalog to find books). 








Tur Srxtn Yrarnoox 267 





In these cases, and this should be emphasized, the teacher acted as 
advance scout, looking up the questions herself before the children 
were sent, to see what material the library actually had and if it were 
within the children’s comprehension. To attempt to use the library 
in this way without such intelligent planning on the part of the 
teacher leads to disaster. 

Fifth grade children cannot only find material in the library on a 
given topic but can learn also to make a simple record of where they 
have found it. Sixth grade children with the right kind of guidance 
learn to use the resources of a library with an ease that may well put 
high school pupils and even college students in some institutions to 
shame. A sixth grade, in a unit of work called “ How Man Recorded 
His Activities,” has used the following books from the library: 
Arnold, Stories of Ancient Peoples; Baikie, Ancient Assyria; Baikie, 
Ancient Egypt; Baikie, Egyptian Papyri and Papyrus Hunting; 
Beard and Bagley, Our Old World Background; Botsford, Ancient 
History for Beginners; Bradley, Illuminated Manuscripts; Breasted, 
Ancient Times; Bridges, Book of Invention; British Museum, Guide 
to the Egyptian Collection; Budge, Egypt; Bulfinch, Age of Fable; 
Butler, Story of Paper Making; Carter, Invention of Printing in 
China; Chase and Clow, Stories of Industry, vol. 1; Clodd, Story 
of the Alphabet; Clodd, Story of Primitive Man; Cockerell, Book- 
binding; Doubleday, Page and Company, The Country Life Press; 
Fay and Eaton, Use of Books and Libraries; Forman, Stories of 
Useful Inventions; Goodspeed, History of the Ancient World; Gress, 
American Handbook of Printing; Haaren, Famous Men of the Mid- 
dle Ages; Hardin, Story of the Middle Ages; Hillyer, Child’s His- 
tory of the World; Hodgdon, The Enchanted Past; Holland, His- 
toric Inventions; Ivins, A Guide to an Exhibition of the Arts of the 
Book, Metropolitan Museum of Art; Kipling, Just So Stories (for, 
How the First Letter was Written and How the Alphabet was Made) ; 
Madan, Books in Manuscript; Maddox, Paper; Marshall, English 
Literature for Boys and Girls; Mitchell, About Old Story Tellers ; 
Morison and Holbrook, Brief Survey of Printing; Mowry, American 
Inventions and Inventors; Oreutt, Author’s Desk Book; Ragozin, 
History of the World; Early Egypt; Rawlings, Story of Books; 
Rocheleau, Great American Manufactures; Smith, History of Math- 
ematics, vol. 1; Smith, Number Stories of Long Ago; Stein, Gabriel 
and the Hour Book; Stories of the Middle Ages Retold from St. 
Nicholas; Stuart, The Boy Through the Ages; Tappan, Makers of 
Many Things; Towle, Heroes and Martyrs of Invention; Van Loon, 
Ancient Man; Van Loon, History of Mankind; Watt, Art of Paper 
Making; Wells, How the Present Came from the Past; Wells, H. G., 











268 ELEMENTARY Scuoo.t PRINCIPALS 





Outline of History, vol. 1; West, The Ancient World; Wilson, Liv- 
ing Pageant of the Nile; Winship, Gutenberg to Plantin; Winslow, 
Elementary Industrial Arts. 

These books are kept in the library on what are known as the 
sixth grade reference shelves; they are used in the library, or, in the 
classroom adjoining the library when group work is necessary, or, 
when more convenient, they are sent to the classroom itself. The 
record each child makes of information he has found results in a 
composite bibliography under such headings as picture writing; 
hieroglyphics; cuneiform writing; clay tablets; printing; manu- 
scripts ;’ alphabet; papyrus; ete. The following is a sample entry: 

Clodd, Edward. The story of the alphabet. How the alphabet originated. 
pp. 189-200. 


This grade has searched for and found illustrations in books, pic- 
tures in the library picture collection, descriptions in special refer- 
ence books and encyclopedias, to help them in planning dramatiza- 
tions of Egyptian myths and legends, and of “‘ Gabriel and the Hour 
Book ” (Stein), which grew out of their study of early records and 
of illuminated books and manuscripts. They visit, as a class, the 
children’s room of the public library, to see if they can find there 
information which supplements what they have already found in 
their own library. Each child comes back able to show a record of 
the book they examined, its author, title, publisher, and date, and 
whether or not it seemed to them to contain material helpful for their 
purpose. Children have several times made intelligent suggestions 
as to books they think would be useful additions to the school library. 
It is unnecessary, perhaps, to give more examples of the type of 
classroom activity in which the library can cooperate, but it may be 
suggestive to enumerate certain general tools and helps which the 
library can provide. A picture collection is constantly useful. To do 
beautiful and elaborate mounting is usually beyond the limited time 
of a school librarian but pictures after they have been grouped by 
subjects can be placed in manila folders, a folder for each subject, 
and the folders then arranged alphabetically in a vertical file or box. 
When sent to a classroom the pictures may be slipped into celluloid 
picture holders. 

Library assemblies may be used not only to call attention to inter- 
esting books and to stimulate reading but may serve as an outlet for 
various forms of creative activity, especially when planned by a 
library committee which enlists the interest and help of each grade. 
One of the book drives of the American Merchant Marine Library 
Association offered an opportunity for a library assembly which was 
followed up by a very businesslike and active campaign for books. 








Tue SrxtH YEARBOOK 269 





At the Assembly the librarian spoke of the purpose of the book drive 
which was to take place in the city, how the school could share in 
this, and described the need for books for the sailors and their use 
of them. From the Association headquarters we secured a number of 
printed notices so that every child in the elementary school could have 
one to take home. After the Assembly, the members of the Elemen- 
tary School Council distributed these notices in the classrooms. Book 
Week aroused much interest. Book boxes and signs were planned in 
several of the grade rooms. In a fourth grade room the children, of 
their own initiative, arranged a table to receive the books and placed 
a poster over it. The poster was made by the member of the Library 
Committee from that grade and an assistant chosen by the class. The 
books collected in this grade were listed by two of the children and 
the list brought to the librarian. The Elementary School Library 
Committee collected the books from the classrooms and brought them 
to the library, except in the case of the fourth grade just mentioned, 
they had collected sixty-five books and magazines and asked to be 
allowed to bring them to the library themselves. 

Good citizenship may be encouraged by means of the library for 
here is public property in the form of books, of tables and chairs and 
bookshelves, which children can feel a pride in taking care of. The 
following letter was sent to the librarian after the attention of the 
children had been called to the damage done to a volume of the 
encyclopedia which they had been using. 


Dear Miss 
We are very sorry that the book was injured. We have talked it over and will 
help to fix it if you will show us how. 
We shall keep the books away from our clothes so that the pages will not be 
torn. We will not mark up the pages or use pencils as bookmarks. 
Sincerely yours, 
FourtH GRADE 





A Library Committee (consisting of a fourth, a fifth, and a sixth 
grade child) proposed the following suggestions on “‘ How to Use 
the Library,” to be printed on a bookmark and distributed by the 
Elementary School Council. 


HOW TO USE THE LIBRARY 


We need quiet and order for working and reading in the Library, therefore 

1. Come in and out quietly 

2. Do not read aloud 

3. If it is necessary to say more than a few words go outside the Library 

4. Books like dictionaries and encyclopedias should be put back on the shelves 
after you have used them 

Books should be returned promptly on the date stamped on the back of the 
book or before 

6. Books should be returned in just as good condition as when they are taken 

out 
. Chairs should be left in place 


on 














270 ELemMentary Scuoort Princirpars 








A sixth grade has made library posters to call attention to the right 
way to treat books and use the library. These posters served as a 
means of connecting the work of the library and the work of the 
Art Department. Art teacher, librarian, and sixth grade teacher 
met with the sixth grade and discussed the various right and wrong 
ways of using books and the library. The class then made sugges- 
tions for posters which would call attention to overdue books, untidy 
library shelves, careless treatment of books, ete. Each child worked 
out his own idea and the completed posters were used in library and 
classrooms. 

In short, given a real library, which implies not only books and a 
room but someone who has time and interest to make these books 
and this room function as a live part of the school, there is hardly a 
form of school and classroom activity which the school library cannot 
share and help. 








S- ORGANIZING A LIBRARY IN AN ELEMENTARY SCHOOL 


CHAPTER XV 


Cuares A. Kent 
Principal, Garfield School, Chicago, Illinois 


I. THE PURPOSE STATED 


a A. Reasons for the Faith. 


Ss 3 


2. 


~ 
“IQ or 


8. 


Interest the prime element in modern education. 

Wells’s comment in “Sanderson of Oundel.” 

a. The new-type library a training ground. 

b. A new name would remove the handicap of complication. 
Youth mirrors the future caste of the race. 

a. Must prepare for adult citizenship. 

b. School age a period as an “ understudy.” 

Earlier relations of youth to books. 

a. Church mere textbooks only. 

b. Libraries were largely “ mausoleums. 


” 


. Progress of Science and Library work compared. 
. The “tools” a library should have. 
. Location of the library in the building. 


a. The Art room near, and closely affiliated. 

b. Quiet area, undisturbed by more “ vocal” departments. 
c. Artistic and home-like atmosphere. 

The library as a teacher of self-reliance. 


B. The Oxford- Cambridge examinations and the result. 


i 


9 


I. 


Iil. 


IV. 





Library users rise above normal studies. 


2. Mentality, not memory. 
3. 


Effect of expert direction and encouraged decisions. 


II. THE PROBLEM STATED 


Changed teaching methods 

1. Plurality of textbooks 

2. Abandonment of “ deferred values” in seeking results 
3. Socialized method more complex 

4. The modern school a center of life-activity 


. Uses of the school library 


1. Designed for pleasurable and recreatory reading 
2. Individual and class projects encouraged 

3. Class discussions of books and magazines 

4. Instruction in library organization and use 
Elementary school library objectives 

1. Supply life-equipment 

2. Skilful handling of library tools 

3. Encourage fair play, student spirit, ete. 

4. Teachers help to analyze pupil interests. 

5. Assemble wealth of pictures, posters, books, ete. 
Place and Purpose 

1. Assists in holding power over pupils 

2. Children’s choices studied 


{ 271 ] 











272 ELEMENTARY Scuoot PRINCIPALS 





V. Library organization—as a necessity in school life 
VI. Library support, financial, etc. 
1. Should be equal to any other department 
2. Special funds beyond and in addition to the regular budget. 
VII. Choosing a librarian 
1. Duly certificated, a good teacher, liking to work with young people. 
2. Choose assistant and student-helpers 
VIII. The library location 
1. In quiet section of the school building 
2. Enough shelving for books and seats for an entire class 
3. Future expansion provided for 
IX. Library technique, class use, etc. 
X. Book collections 
XI. Lessons on library technic 
XII. Curricular functions of the school library 
1. Guidance and exploration 
2. Pupil service, room representation, etc. 
XIII. The Library and Supervised Study 
1. Correlation with department needs and plans 
2. Testing room work in library 
XIV. Library extension, special days, etc. 
1. Posters, covers, bindings, etc. 
2. Cooperation with “ auditorium ” work, etc. 
XV. The library the functioning center of the school 
XVI. The library, and reading for pleasure and recreation 


Tue Purposrt STatep 


Interest—The prime element in all modern education is interest. 
We seek to cultivate the voluntary use of materials and courses set 
before children, and this purpose we cherish increasingly as the 
product of newer methods reveals their wisdom. What we would have 
children learn from the use of libraries is because they are interested 
in them. And that interest comes most freely through self-expres- 
sion, operating in an atmosphere of activity, of seeking for knowl- 
edge, of achieving through one’s own effort, and in fields that bring 
pleasure and encouragement to go ahead. 

English comment—H. G. Wells, in a recent book, Sanderson of 
Oundel and his great English boys’ school, finds that “ the modern 
library must be a training ground as well as an arsenal.” And it is 
certain that the library of today is only in name the library of yes- 
terday. It would be less handicap were the modern school library 
given a new name, one that would prevent our clinging to the ancient 
conception of a library as a depository or “ mausoleum” of books 
rather than an active, live organism, functioning more and more 
widely in the organic program of the school. 

Youth and the race—The teaching world is increasingly concerned 
these days with the preparation of youth to take its responsible place 
as useful citizens in the community. It is right to regard civiliza- 
tion as a phenomenon of flux and change, touching life at its adult 





ios 


wee USS 





Tue Srxtu YEARBOOK 275 





7 


circumference as the actors pass and repass on the stage, but the 
great “ under-study ” world of boys and girls is a plastic, expectant 
group that mirrors the future tidal sweep of the race—and the wel- 
fare of world society hinges on his proper introduction to his task 
as an adult-to-be. 

And the library movement shows a healthy alertness, and a sound- 
ness of policy, that foretokens much help to educational policy, where 
once it was deemed but a negligible adjunct. 

Earlier relations of youth to books—Under earlier conditions, the 
average boy or girl gained no acquaintance with or love for books 
other than as educational evils of doubtful necessity, except where 
the home and the home library were particularly well stocked with 
books carefully chosen. Science, by its strong interest appeal reached 
the youth and his teachers, and grew in their favor, as shown in 
better housing, better laboratories, and better equipment. The pos- 
sibilities of school libraries have long lain dormant and untried. Their 
ancient shelving held many a row of volumes of “ free ” endowment 
from unappreciative heirs of assiduous collectors of books, whose 
most worthy disposal of them found a way by willing them to the 
school: Presidents’ messages, ancient biographies, cyclopedias “ past 
the half-century mark,” travels where fancy and guesswork played 
up the thrills, heavy works on logic, religious contention, and specula 
tion on the limits of man’s mind! 

Progress of science affecting the library—With the great advance 
in science, came to the boy and girl a chance to use scientific instru- 
ments—test-tubes and machines. From meager and mixed accommo- 
dations the science side has seen better housing in our school systems, 
laboratories equipped, and a very wide and constructive use made 
of them. 

The library must receive like equipment and be of like use. 
Broadly speaking, the library, to function as newer standards agree, 
must hold enough books, and of the right kind, and enough boys and 
girls at one time, at work to use them. There should be space for the 
entire class to work comfortably and uncrowded. To serve its purpose 
adequately the library of the school should be a carefully selected 
collection of books, periodicals, pamphlets, clippings, and illustra- 
tive material, chosen to meet the needs of the average student, or- 
ganized according to modern library methods by a trained librarian 
who can devote his or her entire time to the work—and one who is 
interested in boys and girls. 

T’ools—No elementary school is properly equipped to meet the 
needs of youth through the critical intermediate years of school life 
10 











274 ELEMENTARY Scuoout PRINCIPALS 





that is not provided with adequate library facilities. It must be 
maintained by adequate annual appropriations, and must be at the 
disposal of every department of the school, for information, for 
awakening or stimulating interest in the various school subjects, for 
extra-curricular activities and for individual guidance and explora- 
tion. The library’s location, size, equipment, and furnishing should 
be on no less a scale than that of the senior high school, for, like the 
latter unit, the elementary school would carry the boy and girl 
through three years of training, years less mature and probably more 
critical, as affecting fundamental life-decisions. 

Location—Foremost authorities on junior high school administra- 
tion agree that the library should be the most attractive, the most 
home-like and inviting, the best appointed and the least “ school- 
roomish ” place in the entire building. It is not enough to install 
furniture, books, periodicals, supplementary aids of instruction, and 
the like—there must be the artistic and decorative atmosphere that 
lends itself to self-culture and self-respect, for every one entering 
its quiet environs. Not even the lure of the gymnasium, assembly 
hall, shops, arts, or social activities should prevent the library from 
wielding an influence for good, and affording a source of joy and 
companionship felt personally in the yearnings and ambitions of 
every elementary school girl and boy. Near at hand, if not a part 
of the library, proper, should be a room for art, where one could be 
able to find the pictorial masterpiece of any age studied, whether of 
persons, places, activities, or achievements. From such pictures or 
maps or charts much reinforcing detail would supplement careful 
reading and strengthen the impression. 

Since three fourths of the school children never reach the high 
school, leaving at the end of the sixth, seventh, and eighth grades, 
they must depend for future self-education on the impetus they have 
gained while yet in school. If in that time they have learned how 
to turn of their own choosing to the printed page, to the book, for 
information, for recreation, for inspiration, they have had placed in 
their hands powerful tools with which to hew out life’s future career. 

Lessons from using the library—There should be many books that 
appeal to the years of adolescent irresolution and faith. The librarian 
should be of that sympathy which would understand this excep- 
tionally difficult, but interesting age. Under a competent librarian, 
elementary school pupils are taught how to supplement their studies 
by the use of books other than their texts. The wise librarian will 
understand, however, that no child can accumulate while in school 
all the information he needs in life, as it would be a poor economy 
of time and effort. Far better be it to learn how to get information 


Tue Srxtn YEARBOOK 275 





when needed, to know where it may be found, and how to gain access 
to it quickly and with dispatch. Such training would enable a pupil: 
To use dictionary, handbook, yearbook, reader’s guide, and card 
eatalog; to find a reference, prove a point, or corroborate a statement 
made; to find data to add in problem solving; to use tables of con- 
tents, appendices, cross-references, and footnotes; to prepare bibli- 
ographies or problems or topics studied; to find collateral or illustra- 
tive material; to find and organize evidence bearing on validity of 
arguments; and to verify or validate conclusions drawn, by citing 
authorities. 

Examinations—The first Oxford-Cambridge board of examina- 
tions of library-using pupils was held in 1920. It was shown therein 
that boys who were weak in the ordinary tests tended to rise above 
their normal standards, affording proof that by such means they read, 
thought, and arrived at original conclusions under directed library 
opportunity. Such encouragement appeals not to memory, but to 
mentality; not to a purely physical faculty, but that of analysis, 
creative and constructive criticism. It is not too much to believe that 
educational work is on the threshhold of much more satisfactory 
achievement, having a trained expert to present knowledge in a form 
where the individual child may seek, linger over, ponder, and decide 
the solution of many questions he has hitherto been afforded scant 
or no time or advantage. By such process he learns to make decisions 
in an atmosphere where right decisions receive every encouragement. 


II. Tue Prostem Statep 


Changed teaching methods call for refined equipment. Single text- 
book instruction no longer satisfactory in teaching most subjects. 
New children’s interests call for wide use of books, pictures, lantern 
slides, films, and periodicals. Teaching is no longer done in terms of 
“ deferred values; children are afforded in the school opportunity to 
live and develop in a normal way just as they do in the home, and 
later in other social environment. The socialized classroom and 
method of recitation, with its training in social experience calls for 
more complex needs, chief of which is a department where the ma- 
terials of instruction may be assembled and distributed. Life- 
activity is far more concentrated within a modern school, where all 
the significant meanings and relationships of the social world are 
focussed, than without. 

The uses of a school library are: To lead to the desire to read 
books for pleasure and recreation; to provide material for individual 
and class projects; to strengthen class discussions of books and maga- 








276 ELEMENTARY Scuoort PRINCIPALS 





zines; to stimulate wider reading that will bring culture and a zest 
for research ; and to acquaint pupils in classes and individually with 
books as a definite factor in education, and to instruct in library 
organization and use. 

Elementary school library objectives are: (1) To supply a child 
with a life equipment through which he may become an intelligent 
and appreciative user of books. (2) To establish habits of intellectual 
use of reference material, bibliographies, indexes, and tables of 
contents. (3) To provide a demonstration of student spirit and ser- 
vice in the library which will enhance such social virtues as considera- 
tion for others, fair play, and cooperative working together as a 
school. (4) To enable teachers and librarians to analyze pupil-inter- 
ests, as reflected in their reading choices. (5) To assemble the wealth 
of picture, poster, photograph, diagram, and decorative print, with 
which skill and color in printing are beautifying homes and school- 
rooms in so increasing a degree. 

Place and purpose—The elementary school library takes a place 
in the holding power of education, in the lives of boys and girls of 
its period, and it must be adequately equipped with books and other 
materials, and likewise be supplied with trained administrative talent 
that understands not only the technique of library methods, but the 
technique of good teaching, and who studies sympathetically the point 
of view of children. 

If new purposes in education mean one thing more than another, 
we must realize this as a time when childhood is coming into its 
own. Their interests, their choices, their preferences are sought, 
analyzed, and acted upon as perhaps never before. And the school 
librarian, probably as much as any other agency in the school, is in 
position to build up in the ranks of both teachers and pupils a school 
spirit for better ideals. 

Iibrary organization—In former times, when the textbook was 
almost the only kind used, a school library may have been looked 
upon as associated with notions of luxury, but since teaching today 
is done so much with accessory materials, the library comes to be 
reckoned a necessity, and to fill a place a mere reference room or 
municipal library never did and never will. The general library 
should be for the adult and for the person of reading inclination who 
no longer goes to school. Moreover, if the school, through its library, 
builds up proper reading habits, the children will, on reaching adult 
age, demand community libraries, and pay for them. 

Library appropriation—1. Proportional support—It should be 
sufficient, in addition to payment of salaries, to provide for the neces- 
sary correlation of library work with all other departments. The 





~I 
I 


Tue Srxrn YEARBOOK 2 








annual increase should be in direct ratio to the library needs of each 
junior high school department, and should include budget amounts 
specifically levied for maintenance and operation. Incidental funds 
from entertainments or personal donations are acceptable to enrich 
the prospects and enlarge the library plans for the year, but the 
maintenance of the library should not depend on these alone. 

2. Floating funds—An executive fund should be at the service of 
the librarian, with which fund she may take advantage of special 
hook sales, to add to the library, or to secure new reference material 
required by the individual teachers on short notice, as such publica- 
tions are announced. 

3. Minimum appropriation—A sum should be provided for pur- 
chase of books, pictures, magazines, and newspapers, of a minimum 
of seventy-five cents per pupil each semester to meet the minimal 
needs of the library. 

Selection of librarian—The library of an elementary school should 
be directed by a duly certificated librarian with successful teach- 
ing experience, a college degree, and previous experience in essen- 
tial phases of library management. Her salary, and, in an elemen- 
tary school of 2000 pupils or less, that of one assistant, should be 
paid by the board of education, and she should rank as a member of 
the school faculty. Adequate help should be provided her in addi- 
tion to a regular assistant. To such purpose, certain privileges should 
be extended students in the junior high school classes, pupils of 
superior ability, character, and personality, from the upper class 
groups, and these, under the librarian’s personal direction, may 
assist, and learn through assisting, the elements of library vocation. 

The library room—a. Location—This department should be placed 
in the plan of the second floor, farthest from outer sounds, traffic on 
the streets, the gymnasium, the music room—thus assuring maximum 
quiet. 

b. Capacity—Enough seats should be provided at tables, size 3 x 8 
feet, six to a table, to seat forty-two pupils. It is counted that 25 
square feet of floor space is adequate for each reader. 

c. Use—The library should be strictly a reading- and consult- 
ing- room, where fairly quiet deportment is maintained at all times, 
and should never afford a meeting place where boisterous conversa- 
tions or disputes disturb pupils at reading tables. Citations given, 
under the plan of supervised study, should be given out in home 
rooms, by teachers, and looked up in the library with a minimum of 
confusion or distraction. ‘“ Silence” is a good motto. Cork carpet 
will deaden annoyances of heavy or careless feet. 








278 ELEMENTARY Scuoor Principars 





d. Future expansion—In a junior high school of 1200 pupils, 
shelving for from 8,000 to 12,000 books as an ultimate stock should 
be provided. A “repair and rebind” fund of perhaps 10 percent 
added to the annual appropriation should take care of books that 
become loose and damaged. Part of the instruction to assistants 
should be directing the care and salvaging of books of this nature. 

School technic as applied to the library—Near to or a part of an 
elementary school library should be a library classroom, seated with 
chairs at tables instead of at stationary desks. Classes to be instructed 
in the use of the library, or groups permitted to go into the library, 
come usually from the schoolrooms—academic, shop, music—actu- 
ated by some belief that they will find help they want in the library. 
Successful and constructive use of the library must find its keynote 
in the pupils’ purpose to read for information, for recreation, and 
for the pleasure in being permitted time and opportunity to do so. 
Groups are sent from classrooms to confer about dramatizing some 
historical incident, some program for a special occasion, about dis- 
puted points, a character to look up, a poem to quote from, ete. Such 
method has its advantages over bringing a whole class to the library 
as a school unit. 

Book collections—Books on permanent deposit, periodicals and 
newspapers, should be purchased by the board of education; books 
of a circulatory nature should be supplied by the public municipal 
library, as well as slides, graphophone records, films, mounted picture 
collections, loose-leaf clippings, pamphlets, and other material of an 
ephemeral character, to be supplied by the elementary school or pub- 
lic library, or both, so far as it is consistent with the equipment for 
such work and the policy of each institution to do so. 

Library book, study and service—1. To inform as to best handling 
of books as public property, series of lessons may be given by the 
librarian to small groups or large, in the library classroom, along the 
line of the proper “esprit de corps” to be maintained in care of 
books in one’s possession and use, as follows: 

a. History of bookbinding and printing—The art teacher or the 
librarian may take the pupils to study Alexander’s Evolution of a 
Book, a series of six lunettes found on the walls of most high schools. 

b. The make-up and binding of a book. 

c. Cooperation in care of books; bookplates, book covers, report- 
ing loose or missing sections or leaves of books. 

d. Cooperation with public institutions and officials, in securing 
the greatest benefits from visiting large book, art, and museum col- 
lections in the city. 


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Tue Srxtu YEARBOOK 279 





e. Visiting and examining rare or representative collections and 
exhibitions of books in the best and in ancient editions and bindings. 

f. Appreciation of cost of library books and equipment. 

g. Definite instruction, usually by the librarian, one day a week, 
for six or eight weeks, in 7th and 8th grades, offered in the school 
electives, or substituted for a day or week in some academic study, 
preferably English. The general theme could be library methods and 
cooperating procedure, use of library in concrete and progressive 
plan, with the notion of making the use of books easy and natural. 
Visits to the city library, to see its “ stacks,” its mosaic archways, to 
note its refinement, its decorum, should be planned for the more 
mature pupils of the school. A liking for good books will thereby 
be implanted in a manner boys and girls will like to be introduced to. 

Curriculum purposes of the library—1. By its appeal through 
choice books, the “ exploratory ” function of the school is carried on. 
Pupils who snatch free moments through the day to look between 
book covers after a bit of assigned work is finished, frequently run 
into “ finds” they wish to take home overnight. Such reading leads 
out into individual interests and creates the stimulus to study indi- 
vidual projects outside of all curricular limits, following particular 
“bents.” Such spontaneous activity flourishes in the library 
atmosphere. 

2. A within-the-school pupil service may be set up with a library 
“board,” made up of one “ librarian” chosen from each room, offi- 
cers named, cooperation with the librarian pledged, and pupil-offen- 
ders in the matter of treatment of books and in borrowing-delin- 
quency dealt with. 

The elementary school library and supervised study—This may be 
carried on under the direction of the librarian, working with the 
room teacher, particularly, as has been advised above, in the English 
department; also in the social studies, health, science, and guidance. 
Specific study tasks should be designed to test pupils in (1) ability 
to get information from the printed page in response to questioning ; 
(2) meaning of expressions found in book texts; (3) finding whether 
the pupil knows how to use a book; (4) ability to bring out impor- 
tant points in a paragraph, write intelligent questions about a para- 
graph, and collect information suggested by a simple outline; (5) use 
of chapter, section, and paragraph headings; and (6) proving state- 
ments by reference to textbooks. 

Library extension—“ Library Days” would prove interesting and 
profitable projects to work through: a. Poster work, largely the effort 
of art classes, where illustrated posters concerning titles or heroes of 
books figure prominently. Certain dramatic passages in literature, 


> 








280 ELEMENTARY Scuoor Principars 





the outgrowth of the use of the library by the English and “ audi- 
torium ” teachers may be effectively shown in poster form. 

b. Book covers and bindings—Since every month’s book output is 
rich in artistic cover-suggestion, a mounted collection of these will 
attract the interest of many pupils. These may be grouped by his- 
torical periods, occupations, inventions, modes of travel, heroes, archi- 
tecture, or fancy. Magazine covers also show an increasing attention 
to and encouragement of art through representation of social customs 
and activity-situations. 

c. The library of the elementary school, through the “ auditorium ” 
and English departments, should function to an immeasurable degree, 
in supplying suggestions for programs, references to extended re- 
search in working up public assemblies, and in presenting dramatic 
setting for very much of the program-content offered throughout the 
school year. Cycles of hero stories, of great painters and their can- 
vases, sculptors and their models, poets and their compositions, boy 
and girl life of times gone, and of children in all lands are a lasting 
theme and content in any library, and stimulate assembly work to 
a very satisfactory degree. 

A few decades ago where the school library existed at all it was 
settled in some small, dark room, usually inconvenient of access, the 
shelving too high, volumes unclassified, shabby and covered with 
dust. No wonder children did not cherish or repeat visits to it, and 
small wonder that many a principal, looking back over years of 
administration would, in regretful mien, admit that he “ never 
could make libraries go!” But, thanks to the insistence of library 
enthusiasts and school administrators who have ideas of their own, 
the school library is coming to be the functioning center of the teach- 
ing of the school. Library standards began to be set up, pointing to 
a better way, and their enthusiastic adoption by the National Educa- 
tion Association and the American Library Association, with ready 
cooperation by boards of education, architects, and publishers affords 
hopeful augury. Makers of furniture and office equipment, binders 
of books, and printers of cataloging accessories are joining in the 
movement to bring children to like to read books, and to bring books 
to the children through the agency of the schools. 

The school today is not doing a complete work that has not in its 
arrangements a well-equipped, well-administered library, filled with 
active, busy children. School libraries once were regarded merely as 
reference rooms, and it was not till the fine social effects of recrea- 
tional reading had been demonstrated that their place in educational 
procedure was recognized by teachers, children, and parents. Any 











Tue Sixru YEARBOOK 281 





feeling that the library, though desirable, is not indispensable, comes 
from the traditional place the school library has occupied purely as 
a reference room. 

In conelusion—If for no other reason, the school library has been 
found to be indispensable the moment reading for recreation, for 
appreciation, and for enjoyment were recognized as factors in the 
motivation of children’s interests, their hopes, their desires. The 
child’s “ worthy use of leisure combines moral growth and behavior 
with true happiness, and this may be brought about by attaining 
right reading habits and choices on the part of the child himself. In 
it all the child must be encouraged to want to read, if reading, 
according to one writer, “ offers the most pleasurable and profitable of 
all means for the enjoyment of leisure.” 








CHAPTER XVI 
IMPROVEMENT OF TEACHERS IN SERVICE 


Louise GraF 
Principal, 97th Street School, Los Angeles, California 


TTEMPTS have been made to improve learning activities through 

the following means: 

1. Interviews with teachers following visits to classrooms together with a 
cooperative plan for improvement. 

2. Professional reading of books and magazines. 

3. Reorganization or grouping of children. 

4. Meetings with groups of teachers having similar problems. 

5. Demonstration lessons by supervisors, other teachers, or principal. 

6. Intervisitation of teachers. 

7. Visits to supervisors’ office—principal sometimes accompanying teachers. 

8. Supervisors’ meetings—principal also attending. 

9. Improvement of environment or physical condition of classroom. 

10. Collection or reorganization of materials and equipment. 

11. Exhibits. 

12. Self-rating plans for teachers made partly by them, and by the principal, 
and by aid from superintendents’ office. 

13. Adaptation of Course of Study. 

14. Tests and assistance of counselor in diagnosis of individual differences and 
attempting to correct defects. 

15. Studies of special phases of work by a group of teachers. 

16. Building up a philosophy of education. 

In this article there will be an attempt to summarize only one of 
the methods mentioned. 

One of the many ways in which teachers at work may be inspired 
to be of greater service to the whole school as well as to the individual 
classroom is by allowing them freedom for self-expression. As the 
modern teacher now diagnoses the various qualities and abilities of 
the pupils, so the principal should note the individual differences of 
teachers with a view of capitalizing such talents, not only for the 
satisfaction of the possessor, but for the good of the whole. 

An elementary teacher, in attempting to teach all subjects, has little 
opportunity for specialization, but by the process of emphasizing 
some particular field, she can not only devote more time to the collec- 
tion of materials, but also to planning and operating activities. A 
teacher so doing can profit by similar research activities of others in 
different fields of endeavor. 

Usually a principal can observe through supervision what these 
special contributions on the part of teachers may be. However, it 


{ 282 ] 














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Tue Sixtn YEARBOOK 283 





sometimes happens that some can do almost everything in a superior 
manner, while others seem to have no outstanding qualities. By con- 
ferences and by questioning one can discover many admirable latent 
possibilities even in the retiring or excessively timid ones. 

It was noted that one teacher had a particular love for out-of-door 
life and things in nature. She organized a Nature Club composed of 
children usually above the third grade that seemed especially gifted in 
this field. This small group met for one half hour per week, decided 
upon a tentative list of subjects, began collections, and made obser- 
vations. Sometimes short excursions within easy walking distance of 
school were planned for one half hour or less in the morning, at noon, 
or after school to observe a humming bird’s nest, a swallow’s, or an 
interesting pet. In season a single wild flower of all possible varieties 
was placed in a vase on a table in the hall and properly labelled so 
that either teachers or pupils might enjoy and use them. Monday 
morning was usually especially interesting because all sorts of contri- 
butions by both teachers and pupils were to be expected as a result 
of week-end excursions. 

Interesting posters were displayed in the halls announcing the 
meetings and activities of the club in order that such work might be 
properly known and recognized by all. The collections made were 
numerous and were placed on display in glass cases for the use of 
everyone. Later, a Mineral Club was formed, a Bird Club was devel- 
oping so that the special tastes in the field of nature might be cared for. 
Pictures were mounted and books made which became a valuable asset 
in the field of visual education for the entire school. Children as well 
as teachers were “ discovered’ and some former cases of discipline 
ceased to exist. In addition to nearby excursions, there were others to 
the museums, parks, the zoo, the beach, the harbor—most of which 
occurred on Saturday. The teacher in charge with the cooperation of 
other teachers and supervisors soon had a rich collection, not only of 
nature materials and pictures, but also of books and magazines which 
pertained to her special field. She was constantly asked to identify 
everything and, if unable to do so, consulted experts in her field. 

Another two o’clock teacher organized an Art Club selected in a 
manner similar to those in the Nature Club. On Friday afternoon 
from 2: 30-3: 00 this small group met in her room—a most beautiful 
spot—where there were easels and all sorts of art materials. The 
children were assisted to illustrate those things which interested them 
most and gained in joy, confidence, and technic. They made fasci- 
nating posters for all kinds of special holidays, weeks, or activities 
and were called upon by various teachers to assist in many ways. 








284 ELEMENTARY Scuoo.t PRINCIPALS 





One teacher planned the citizenship work for the school by noting 
the special needs of pupils, the community, and by suggestions from 
pupils and other teachers. A simple subject briefly outlined was 
placed on the bulletin board each week or two and teachers throughout 
the building worked out the idea according to their special needs and 
viewpoints. This work was carried on largely through pupil activi- 
ties—simple plays, sand table work, booklets, or citizenship clubs. The 
results of this special contribution on the part of this teacher was not 
only seen but felt and pupils enjoyed working together on a specific 
problem for the good of the whole. 

One teacher did similar work in personal cleanliness and hygiene. 
While this is a part of the citizenship activity, it was such an ever- 
present need in the locality that it seemed necessary to place it by 
itself. Nutrition was included and there was close cooperation be- 
tween the teacher in charge of the cafeteria and this special subject. 
The needs in the home were studied and the children succeeded in 
educating their parents to a noticeable degree. Another teacher had 
charge of dramatics. One had a Library Club. Then there were 
glee clubs, an orchestra, Boy Scouts, and Camp Fire Girls. One 
teacher made a special study of visual material and posted notices 
regarding supplies to be had from the Visual Education Department 
and often sent in orders for them. She kept herself informed about 
what subjects were being or would be studied especially in the social 
studies and suggested materials to be used. 

A library representative did similar work in her field and kept in 
touch not only with the school library but also with the public library 
and its branches. One teacher took charge of supplementary material 
in the building and attempted to keep it active and well cared for. 

The teacher in charge of Thrift planned her drives at special times 
and kept the interest going in this field. One teacher planned contests 
in penmanship and attempted to improve the skill here. One teacher 
had charge of the school newspaper which was a single sheet of paper 
and was published at irregular intervals. This was mimeographed in 
the school office and thus could be distributed without cost. The 
various school activities received recognition and encouragement. 

The work of the Safety Committee, in charge of a teacher, was 
felt in the increasing friendliness and safety of the pupils both in 
the school and in the community. This committee was on duty in 
basements, halls, and on the grounds under the supervision of teachers. 
Through the school newspaper this committee suggested to both pupils 
and parents the necessary safeguards in street crossings and in river 
approaches. 








— ~~ LS ee ar 





Tue Srtxtu YEARBOOK 285 





An Art Committee composed of teachers made tours through all 
schoolrooms and grounds and posted the findings and suggestions. 
These included ways of mounting and hanging pictures, subjects 
selected, renewing of material, and general order and cleanliness. This 
committee did most helpful work and the increasing attractiveness of 
rooms bore testimony to that fact. The committee was called in to 
pass judgment on the arrangement of art and browsing tables, as well 
as on pictures and furniture. Books on the subject were studied and 
the art supervisors gave most helpful suggestions and references. 

It was the purpose of this plan to enlist each teacher’s interest in 
some special activity for the good of the whole and resulted not only 
in mutual helpfulness and the saving of time but in a feeling of unity 
and a spirit of cooperation. 








CHAPTER XVII 


THE NEW JERSEY ELEMENTARY SCHOOL 
PRINCIPALS ASSOCIATION 


LawrENcE S. CHASE 
Principal, Glenfield School, Montclair, New Jersey 


HE ELEMENTARY school principal in New Jersey has in the 
"Tw few years come into a new heritage as a person with a pro- 

fessional standing. He has evolved through the teacher, head- 
teacher, clerk, and supervisor to something akin to the manager of a 
plant. This development has for many years been unsteady in its 
progress and uneven geographically speaking. The situation in each 
locality is largely the result of the attitude of the community or the 
insight of the superintendent, rather than any definite standard for 
the principalship. 

About seven years ago, along with the national movement, came a 
desire in New Jersey, among a few principals, to organize themselves 
for the general good. These farseeing ones, at a meeting of the State 
Teachers Association held at Atlantic City, formed themselves into 
an Elementary School Principals Association. This was before the 
actual beginning of the Department of Elementary School Principals. 
No plan for any activities during the year were made, except the 
meeting held yearly as a department of the State Teachers Asso- 
ciation. The movement lacked enthusiastic leadership and nothing of 
importance was done during the year. 

Some of the leaders felt that little could be done with a statewide 
organization, as the position of principal varied so between the rural 
on one extreme and the metropolitan areas on the other. The belief 
was expressed that the problems of a large city principal were so 
different from those of the small school that little could be done 
for each in the same organization. Whether this has proved true will 
be discussed later. In 1923, Dr. W. A. Messler, now principal of the 
Jersey City Training School, was elected president and under his 
leadership the Elementary School Principals Association began to 
feel the sap rising. A booster dinner was held at Newark and con- 
siderable enthusiasm for the organization was aroused. The following 
autumn the Association became a factor at the annual Teachers 
Association Meeting held that year in Newark. An excellent program 
and dinner were among the plans carried out, and in generai the idea 
took root that the elementary school principals were alive. 


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At the Newark meeting new officers were elected, the constitution 
revised, and plans began to be agitated for more activities for the 
coming year. L. H. Dix, the new president, injected the idea that the 
group should stand for the scientific attitude in education, basing the 
policies and activities upon carefully prepared data, and a committee 
was appointed to begin the study of the testing movement in the 
schools of the state. The following spring a successful meeting was 
held at Rutgers College, New Brunswick, and the first committee 
report given. Many principals for the first time got a conception of 
the purpose of standard tests in the school, and some were surprised to 
learn that most of the schools of the state were still to try this new 
education tool. 

At the annual meeting in 1924, further vigor and interest was 
manifested. Miss Olive Jones, of New York, addressed the group and 
along with Ide G. Sargeant and others spoke enthusiastically of the 
possibilities of a state association and its relation to the newly formed 
Department of Elementary School Principals. L. 8. Chase reported 
that Editor Gist of the Elementary School Principals’ Yearbook 
would be glad of the assistance of New Jersey people in preparing 
articles for the 1925 edition. Mr. Chase, Miss Ann Troy, and others 
advocated the desirability of linking the New Jersey Elementary 
School Principal activities with the national group. Later in the 
meeting plans were launched to hold sectional meetings about the state 
for the purpose of centralizing and crystallizing opinions among the 
principals as to the needs for professional growth. 

Measured in results, the 1924 Atlantic City Meeting proved to be 
an important conference for the Elementary School Principals of 
New Jersey. Many apparently carried away the idea and the resolu- 
tion to make their organization a force in the state for the improve- 
ment of the elementary school principal in service and indirectly the 
schools of the state. 

The professionalization of the Elementary School Principal has 
thus become the slogan of the New Jersey members during the past 
two years. Early in 1925, representative principals came from all 
over the state to a meeting held at Newark and a morning was given 
to the discussion of problems of policy and organization. The general 
opinion seemed to prevail that important work needed to be done. 
Perhaps these statements would fairly well represent the conclusions 
of the meeting. 

1. Elementary education is the foundation stone of our American school 
system. 


2. The schools are constantly increasing in cost. 
3. There is an increasing demand that schools pay well on the investment. 








288 ELEMENTARY ScHoot PRINCIPALS 





4. The elementary school in the main is just about as efficient as the principal 
in charge of it. 

5. The elementary school principal must be ready for the task of professional 
and community leadership. 

6. A vital state organization would provide the ways and means for the prin- 
cipals to aid one another in a campaign for improvement. 


One principal said that reports taken back from the above meeting 
stimulated so much interest among the principals in her city that it 
might be said that the professional attitude of the principals became 
changed from that time. The report from this city among other things 
spoke of the enthusiasm for the group study of principals’ problems 
as one of the manifestations. Such groups have been organized with 
programs published for the year as one of the features. 

During the spring of 1925 the first sectional meetings were held 
and they created interest from the start. New Jersey is so constituted 
geographically that by dividing into three centers—northern, central, 
and southern— it is possible for most of the principals to attend one 
of these meetings without too great cost of both time or money. About 
two hundred attended the three meetings. Here is the program 
carried out at the Glasshoro Conference, held at Glassboro State 
Normal School. 


PROGRAM 

Ten-thirty. 

Chairman: Edgar E. Bunce, Supervising Principal, Mount Holly. 

Greetings: Dr. John J. Savitz, Principal, Glassboro State Normal. 

“ What the Elementary Principals Association is Trying to Do”: President Law- 
rence S. Chase, Montclair. 

“A National View of the Principalship”: Ide G. Sargeant, Secretary, Depart- 
ment of Elementary School Principals. 

“ Aims of the Round-Table Meetings”: Edgar E. Bunce. 

Business Meeting 11.30-11.45. 


Rounp-Tas_e Discussions 


Group No. 1 “ For Non-Teaching Principals.” 

Leader, Martha B. Lummis, Principal of Cassady School, Camden. 
Group No. 2 “The Principals Who Teach Part of the Time.” 

Leader: Martha Sayre, Principal of School No. 9, Morristown. 
Group No. 3 “ For Principals Who Teach All of the Time.” 

Leader: Caroline Le Coney, Helping Teacher of Burlington County. 
Cafeteria Luncheon 1.15 o'clock. 


That this program created interest and favor is evidenced by the 
fact that the following year over two hundred attended this meeting 
alone. As Glassboro is in a rural section many of the principals were 
from small schools and came considerable distance to the Conference. 
It will be noted that in some of the programs attention is given to 
problems both of the large school executive and the small school 





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Tue Sixtu YEARBOOK 289 





principal. They have much in common and have points of divergence, 
but at no time has it been impossible to interest both groups in the 
same meeting. Many schools are neither large nor small, and the 
principal has problems common to both small and large schools. There 
is no sharp line of cleavage. 

The results of the first sectional meetings were gratifying. The 
principals about the center began for the first time the process of 
getting acquainted with one another and with some of the principals’ 
common problems. Many had never attended a meeting devoted to the 
elementary school principal. Others for the first time made the 
acquaintance of prominent state officials and other leaders in the 
educational field. The president and some of the other principals 
attended all of the meetings and were thus able to get a statewide 
view of the principals’ problems and also to become acquainted with 
sectional leaders. 

Out of these activities has come a rather remarkable growth in 
two years, of what may be called morale and of group consciousness 
among the principals. So many proofs of this are at hand that these 
results cannot be doubted. The election of officers and other proceed- 
ings of the Annual Meeting at Atlantic City in 1925 were given large 
publicity by the press of the state, and the meetings, including a 
dinner, were well attended. The Commissioner of Education and 
other educational leaders accepted the invitation to the dinner and 
praised the work of the Association. 

During this past year the Association has apparently gained much 
ground. Four sectional meetings were conducted and all created 
interest, some of which bordered upon enthusiasm. A new center was 
established at Trenton and at the request of principals about that 
region. One of the programs of the 1926 season was as follows: 


AFTERNOON SESSION 


Chairman, Alexander J. Glennie, Miller Street School, Newark 
“Why We Need a Strong Elementary School Principals’ Association ” 
Edward H. Dutcher, Eastern and Stockton Schools, East Orange 
“Present Activities and Aims of the Association ” 
President Lawrence S. Chase 


Rounp TABLe 


A. “The Platoon School: Discussions of Its Virtues and Evils.” Chairman, 
James R. Floyd, Jefferson School, Plainfield 
I. Fifteen-minute papers: 
1. Stanley H. Rolfe, Hawkins Street School, Newark 
2. Dr. George I. Brinkerhoff, Webster Street School, Newark 
B. “Teacher Training: What Are the Essential Elements in Normal Training.” 
Chairman, Julia C. Harney, Elementary Supervisor, Jersey City 


11 





















290 ELEMENTARY Scuoou PRINCIPALS 








II. Fifteen-minute papers: 
“Viewpoint of the Normal School ” 
Adele Cazin, Supervisor of Practice, Montclair State Normal 
School 
“Viewpoint of the Elementary School Principal ” 
Alexander J. Glennie 
General Discussion 
“The Teaching or Rural Principal: His Problems” 
Chairman, Roy P. Stillwell, Supervising Principal, Morris Township 
Fifteen-minute papers: 
Lilla E. Payne, Helping Teacher, Essex County 
Thomas E. Hutton, Pompton Lakes 
General Discussion 


DINNER 


Down Town Club, Kinney Building, Newark 6.30 o'clock. 
Lawrence S. Chase, Presiding 
Musical Numbers—In Charge of John P. Herron, Newark 
Address—‘ Teacher Training ”"—Roscoe L. West, Assistant Commissioner of Edu- 
cation of New Jersey 

“Training for the Principalship ”"—Ide G. Sargeant, President, Department 

of Elementary School Principals 

Following these conferences, the Association published a bulletin 
in May, 1926, containing information about the organization ; its 
membership, now grown to well over three hundred; the result of 
study made by a committee of principals; and an address made at 
one of the meetings. The bulletin was mailed to members, state, 
county, and city school officials, and city superintendents. It has also 
been mailed upon request to any others interested. 

At the suggestion of the State Department a report, several pages 
in length, was published in the State Bulletin for June, 1926, giving 
some outstanding features of the past year activities of the Associa- 
tion. This bulletin reaches practically every school in the state, so 
it may be said that the reports given out by this Association and State 
Department have quite fully informed the principals of the state 
as to the activities of their own group. 

In October, 1926, the principals undertook an additional activity. 
Upon the invitation of Principal Harry Sprague, an all day program 
was planned for a school day at the Montclair State Normal School. 
the program, largely the work of Principal Sprague, was carried 
out jointly by the school and Principals Association, and proved a 
success in every way. In fact, it may be said to have been one of the 
most significant educational meetings held in this state in recent years. 
Over two hundred principals were in attendance and many of the 
leading superintendents came along with their principals as special 
guests. The Normal School, faculty and students made every effort 
to make the occasion a notable one and the visitors went away with a 
feeling that the day spent in observation of the teaching-training 








nal 


lu- 


ont 


in 
its 


of 








Se 





poe 





Tue Srxtn YErarsBoox 291 





group, model school classes, and conferences, was one of the most 
profitable possible. 

Some interesting results came immediately from the meeting. 
First, the appointment of a committee by the Principals Association, 
at the request of the Normal School Principal, to advise with him 
upon normal school problems, especially of curriculum. Such a sig- 
nificant liason between the elementary school principal of the state 
and the normal school may have occurred before, but the writer is 
inclined to believe it is one of the first of its kind. 

Another outcome of the meeting was to increase the belief that the 
state normal schools are among the best places to hold conferences 
of elementary school principals. It seems quite likely that normal 
schools will also find that elementary school principals are valuable 
allies as well as employers of the normal school output. 

In November, 1926, at the annual Teachers Association meetings, 
the elementary school principals conducted a conference which nearly 
filled the large auditorium of the Atlantic City High School. The 
principals had for their speaker Superintendent Washburne of Win- 
netka and it is estimated nearly three thousand heard his two addresses. 
Professor Kulp, of Columbia, spoke at the annual dinner held later in 
the day on “ What Has the Sociologist to Say to the Elementary School 
Principal?” These two meetings led several New Jersey school men 
to say to the writer that the meetings of the Elementary School 
Principals had become among the most significant of any held at the 
Atlantic City Conference of the State Teachers Association. 

This short history of the State Association of Elementary School 
Principals will serve to give those interested an account of the growth 
of this organization over its brief but active years. Just what place 
it has obtained, or is likely to obtain, for itself in the state cannot be 
judged so early. These are encouraging signs that the elementary 
school principals can have a place in the councils of community and 
state if they are capable and properly organized. 


RELATION WITH THE State DEPARTMENT OF EDUCATION 


As expressed above the State Department has shown a very helpful 
interest in the Elementary School Principals Association. At the 
request of the Association, courses for elementary school principals 
have been instituted at all the state summer schools, and the response 
has been good. Higher qualifications for the principalship has always 
been the subject up for discussion, and some kind of a policy will 
probably be suggested during the coming year. The purpose of these 
statements is not to emphasize the influence of the principals, but 












292 ELEMENTARY Scuoot PRINCIPALS 





rather to point out the willingness of the State Department of Educa- 
tion to work with any well-organized, professional-minded group. The 
State Commissioner has been a guest of the Association on more than 
one occasion and he has shown a desire for cooperation, while the 
Assistant-Commissioner in charge of elementary education has at- 
tended practically all of the meetings during the past year, both 
sectional and general, and has addressed most of these gatherings. As 
mentioned before, the State Department published in its monthly 
bulletin a report of the activities of the Association for the year 
1925-26. 


Tue Retation wiry Ciry SuPERINTENDENTS 


When the elementary school principals were first getting under way 
they did not have much to offer the superintendents in the way of 
cooperation. They were lacking in a safe, sane, forward-going policy. 
Some superintendents even looked with suspicion upon any such 
organization. This has now largely changed and a new era of coopera- 
tion between principals and superintendents seems at hand. As 
stated above, most of the principals were excused for a day to attend 
the October, 1926, meeting, and many of the superintendents came 
with their principals. At the annual meeting of this year of the State 
Teachers Association, the chairman of the superintendents’ section 
especially invited some of the principals to hear the address and dis- 
cussion upon “ The Elementary School Principal . . . . The Poten- 
tial Superintendent.” 

This perhaps more nearly represents the attitude of the superin- 
tendents of the new school. There are, of course, still some of the 
others who place principals in charge of large school plants and then 
proceed to treat them with a lack of confidence bordering upon suspi- 
cion. Verily such superintendents shall have their reward in poor 
principals and schools without morale. The impression is abroad that 
the superintendent of the future is going to give his principals 
authority to run their own schools and then look to them for results. 

This attitude of our educational leaders is but one proof that the 
elementary school principals are giving the impression of performing 
in the business-like and professional manner which invites confidence. 
The increased faith of the principals in their own possibilities is 
perhaps more significant than anything else. At the annual meeting in 
November, the Association voted, with little discussion, to raise their 
annual dues from one to two dollars. The Executive Committee did 
not officially recommend the change, but brought before the Associa- 
tion the idea that a change might be necessary in a year or so. The 








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As 


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Tue SrxtH YEARBOOK 293 





decisive manner in which it was settled suggested the confidence the 
members had that an extra dollar might be a good investment. Much 
more evidence could be noted to support the thesis that the elementary 
school principal has his face toward the dawn. 

It would be misleading, however, to give the impression that this 
movement has gained headway or will continue to gain except by 
hard work and patient planning. During the past year members of 
the Executive Committee have been present at every meeting, unless 
prevented by some worthy reason, and often attendance was possible 
only at considerable sacrifice. In no case, during the past year, has 
any principal fallen down upon any assigned task connected with 
the Association’s work. 

These things and many others lead the writer to believe that the 
elementary school principal can have a place of importance in our 
educational scheme, as yet not altogether realized. 











CHAPTER XVIII 


ANALYSES OF SKILLS INVOLVED IN WORK 
READING ACTIVITIES 


Bernice NEWELL 
Principal, Logan School, Minneapolis, Minnesota 


S A PART of its constructive program in the field of curriculum 
revision and improvement of teaching the Minneapolis Public 
Schools have been actively engaged in the improvement of in- 

struction in the field of reading. Results in citywide testing in read- 
ing from time to time have shown the Minneapolis children as ranking 
high in the abilities required in the Monroe narrative reading tests 
and the Burgess direction tests; but, since reading abilities are 
specific instead of general Minneapolis children were experiencing 
difficulty in preparing their lessons in the field of social studies, It 
was because of their inability to participate effectively in social 
science work that Minneapolis undertook a study leading to improve- 
ment in work reading skills. Minneapolis accepted as a definition 
of work reading the statement in the Twenty-Fourth Yearbook, 
“Whenever reading is not merely cursory, but is done for a con- 
scious purpose it is study. Every subject requires intensive read- 
ing, ete.” * 

Preliminary to the introduction of the work reading problem to 
the teachers in grades 3, 4, 5, and 6, a survey of existing conditions 
in this field was made by the principals under the direction of the 
Superintendent and the Instructional Research Bureau of the Minne- 
apolis Public Schools. Each principal received a detailed analysis of 
the following large objectives * in work reading: 

I. Ability to locate material quickly 

II. Ability to comprehend quickly 

III. Ability to select and evaluate material 


IV. Ability to organize what is read 
V. Ability to remember what is read 


Specific abilities necessary to the development of these large ob- 
jectives were indicated under each. The specific abilities noted as 


*The Twenty-Fourth Yearbook of the National Society for the Study of Edu- 
cation: Part I; Report of the National Committee on Reading. 

*? Horn and McBroom, A Survey of the Course of Study in Reading, University 
of Iowa. 


[ 294 ] 




















\ 
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Tue SrxtH YEARBOOK 295 





necessary to the development of the large objective “ ability to organ- 
ize what is read ” were: 
A. Ability to organize what is read requires: 
1. Practice in picking out central idea, which suggests: 
a. Reading an article and telling in one sentence what it is about. 
b. Reading an article and giving it a title. 

2. Practice in selecting main topics, which suggests: 

a. Reading a series of paragraphs and giving a topic sentence for each 
paragraph. 
b. Selecting everything that bears upon a certain topic. 

3. Practice in outlining, which suggests: 

a. Arranging in proper sequence a series of topics selected by the teacher 
from a given lesson. 
b. Outlining a short thought unit or an entire lesson. 

4. Practice in summarizing, which suggests: 

a. Reading articles of varying length and telling in one or more sentences 
what each is about. 

Similar specific abilities were noted under the other major 
objectives. 

With this summary in the hands of the principals a study was 
made of actual procedures in the classrooms. It is worth while to 
note that 53 percent of the lessons consisted of training lessons in 
four specific abilities, namely, ability to skim, practice in selecting 
main topics, practice in outlining, and acquiring a vocabulary of 
accurate meanings, the last largely in the form of answers to specific 
questions. Detailed descriptions of lessons revealed further valuable 
information. Classes were being introduced in a series of training 
lessons to a needed study ability with great disregard for the com- 
plexity of the particular specific ability. A training lesson in the 
outlining of a chapter or unit in the material of history and geogra- 
phy, undertaken with no thought of preliminary training in the 
skills necessary to effective outlining of these units, was not at all 
uncommon. 

In keeping with the policy of the Minneapolis Public Schools to 
solicit the services of members of the teaching force for intensive 
curriculum study, the writer undertook an extensive analysis of 
certain specific abilities in work reading. It was disclosed that for 
each specific ability there was a series of graded skills, ranging 
from the very simple or mechanical skills of the primary grades 
to the more complex skills required in the content subjects of the 
higher grades. It was also discovered that the fixing of each skill 
was necessary to the effective use of the further skills advancing in 
complexity ; and that, finally, the entire series of skills were essential 
to the effective use of the specific ability, as “‘ ability to outline,” “ use 
of table of contents,” ete. 





296 ELEMENTARY Scuoort PRINCIPALS 





The analysis, “ Skills Involved in Ability to Make and Use an 
Outline,” which is given below, is typical of analyses worked out for 
several other specific abilities in the work reading field. 


Sxitts Invotvep 1x Apiuity To MAKE Aanp Usk Aan OuTLINE 


I. Knowledge of purposes served by the outline: 
A. As a tool to aid recall or memorization in the study of the 
content subjects 
B. As an aid in selecting main characters and incidents in 
material of recreational nature; such aid to serve a definite 
purpose, as: 
1. Report on a library book 
2. Preparation of a story for dramatization, determining 
the settings, scenes, and events 
C. As an aid in oral and written composition : 
1. Planning of a short composition with each sentence con- 
tributing to the whole 


bo 


Planning of a longer unit, the outline with main topics 

and subtopics furnishing a “skeleton” or tool with 

which the composition is planned 

II. Knowledge of the structure of an outline involves: 

A. Ability to select in a given unit of content the main topies 
and supporting details 


» 


3. Ability to state topies in concise, summary form 


C. Ability to arrange topics in order of sequence 
D. Ability to use outline form: 
Roman numerals representing main topics, capital letters 
the subtopics, Arabic numerals the sub-headings 
I. 
A. 
1. 
2. 
I. Early skills involved in Ability to Outline (Primary Grades) : 
A. Mechanical skills 
1. Skills previously acquired 
a. Ability to read and write Arabic and Roman 
numerals 
b. Ability to read and write capital and small letters of 
the alphabet 
2. Familiarity with outline form; main topic and subtopic 
arrangement 








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Tue Srxtrn YEARBOOK 297 





B. Use and making of outline 
1. Selecting main characters of a selection 
2. Selecting main events of a selection, 7. e., name the things 
which happen in the story, and give them in the order 
in which they happen 
3. Selecting main characters, events, places, and time in a 
selection, 7. e., in the story of Cinderella, at children’s 
direction, list the following: 
Who Where What When 
Cinderella kitchen Cinderella helps sisters daytime 
II. Later skills in Ability to Outline 
A. The use and the making of an outline 
1. Selecting main topic of paragraph; given series of main 
topies to select one which matches the paragraph 
Illustrative approach: 
Material: ‘“ Learn to Study IL”: Horn and Me- 
3room;* “ Learning to Give Subject of Para- 
graph,” p. 119; “‘ Something to Do,” p. 163 
2. Ability to use an outline, consisting of main topics only, 
requires following skills: 
a. Match reading content with main topics 
b. Become acquainted with first steps in outline form; 
the use of Roman numerals for main topics 
Illustrative approach : 
Material: “ Geography for Beginners ”: Shepherd,” 
“ Lumber,” p. 11 
Procedure: After reading the article find paragraphs 
which describe: 
Cutting the trees 
Hauling the logs 
Sawing the logs 
Shipping the lumber 
These phrases give in a few words the important 
or main thoughts in this article. They are called 
the main topics. 
If we were to report on this article we would give as 
our first report ‘“‘ Hauling the trees.” This is the 
first main topic. We write the Roman numeral I 


*Published by Ginn & Co. 
* Published by Rand MeNally & Co. 





298 ELEMENTARY ScHoot PRINCIPALS 





before this topic to show that it is the first main 
topic. Will you write the Roman numeral II 
before the second topic, ete. 
3. Ability to select main topic of paragraph and arrange 
in outline form, requires the following important skills: 
a. Determine main topics of paragraph 
b. Use of Roman numerals for main topic divisions 


Illustrative approach : 


Material: “ Lincoln Reader, Book IV ”’: Anderson 
& Davidson;* “ The Monarch Butterfly,” p. 3 
Procedure: After reading the entire article, direct 
class to determine main topics for paragraph giv- 
ing each in brief, concise statements 
‘“‘ What brief statement or phrase can we form to 
give the main thought of the second paragraph ?”’ 
It would be expected to have given such responses, 
as: 
How the Monarch looks 
The Appearance of the Monarch 
4. Ability to select main topics of selection and arrange in 
outline form requires the following important skills: 
a. Determine main topics of a complete reading unit 
b. Arrange main topics as to sequence of topics 
c. Use of Roman numerals 


Illustrative approach : 


Material: ‘‘ Around the World with the Children ”’: 
Carpenter; * “ The Homes of Japan,” p. 48 
Procedure: 


In their journeys in distant lands, class is securing 
much information which they may wish to give to 
others. This necessitates reports which require a 
plan for preparing material for oral reports. 


Directing reading: 


Read this article to get as much information as 
you can about the Japanese home. You will be asked 
to report on one topic and give as much information 
as is possible about this one topic. 


* Published by Laurel Book Company. 
* Published by American Book Company. 








a 


Tue Srxtn YEARBOOK 299 











Outlining skills: 


As reports are given teacher lists information in 
concise form on board, as; no chairs, no beds, ete. At 
conclusion of reports, she questions as to the possi- 
bility of combining such topics, as “ no chairs,” “ no 
beds ” under one main topic given in brief form. It 
would be expected with teacher’s guidance to secure 
a main topic, “ How the home is furnished.” Further 
effort will result in combining other points resulting 
in main topics somewhat similar to these: 


JAPANESE HoME 

How lighted 

How heated 

How furnished 

How built 
The next step will be to arrange these topics in the 
sequence of the description given in the reading unit, 
assigning to each main topic its Roman numeral 
indicating its place in the outline. 


Application of skill: 


Using the outline report on topics as you would if 
you were reporting to children in another class. 


5. Ability to use an outline consisting of main topics and 
subtopics requiring following important skills: 


a. 
b. 


Match subtopics with material given in unit 
Become acquainted with the next step in outline 
form, the capital letter to indicate subtopics 


Illustrative approach: 


Material: ‘ Essentials of Geography, Book I”: 
3righam and McFarlane; ’* p. 39, par. 49 through 
51 


Procedure: 


Need: 

In a report yesterday on different means of trans- 
portation in the United States much information 
was given but it was not well organized. First; there 
was mention of transportation by rail, and air trans- 
portation, then further mention of rail transporta- 
tion. Let us develop an outline which will organize 
this report. 


* Published by American Book Company. 





300 ELEMENTARY Scuoot PRINCIPALS 





Question : 


What information does our geography text give on 
topic of different means of transportation as related 
to commerce ? 

Using this outline which I have on the blackboard 
to guide your reading, find information on these three 
main topics: 

I. Transportation by rail 

A. Electric railway 
B. Steam railway 

II. Transportation by air 
A. Aeroplane 
B. Balloon 

III. Transportation by water 
A. Steamship 
B. Canals and locks 

Do you agree with this outline that two kinds of 
rail transportation are discussed ? 

We call these topics about the main topics, sub 
topics. Note that subtopics are indented; also the 
use of capital letters to show the subtopic divisions 
of the outline. 

Read titles of subtopics under the main topic 
“ Transportation by air.” Skim the article to be able 
to diseuss this second main topic with its subtopics. 


Application of outline skills: 


Using this outline, report on topics as you would 
if you were giving a report on different means of 
transportation. 

6. Ability to select subtopics to be arranged in outline form 
requiring following important skills: 
a. Fill in subtopic heads 
b. Further acquaintance with subtopic divisions in out- 
line form 


Illustrative approach: 


Material: “ Lincoln Fifth Reader ”: Anderson and 
Davidson; “ Rubber,” p. 78 

Procedure: 

Need: 
In the previous lesson we said that it was necessary 


to select the important details or subtopics which 
explain the main points. In this lesson we shall select 











f 


~ 


Tue Srxtu YEARBOOK 301 











and state these subtopics that they will tell us briefly 
the points we wish to use. 
Directions: 

After careful reading of entire selection, direct 
class to look for the two or three subtopics under each 
main topic and fill them in in brief form. 


RUuBBER 


I. Where supply comes from 

B. 

II. Regions where rubber is grown 
A. 
B. 

III. How rubber is made 
A. 
B. 
C. 


Application of skills in use of outline: 


Use this outline to report on topic of rubber. 


Ability to select main topics and subtopics of selections 
and place them in a skeleton outline 


Illustrative approach: 


Materials: “ Lincoln Sixth Reader”: Anderson and 
Davidson ; “ Fruit is King,” p. 8 “ Human Geog- 
raphy, Book Two”: Smith;* p. 109 

Procedure : 

Need: 

Our work in geography, history, nature study, and 
hygiene calls frequent.y for special reports. Special 
reports are not as enjoyable to an audience if they are 
read. An audience does not get a clear understanding 
of a report if the important points are not made to 
stand out and are not explained with important de- 
tails. If important main topics and subtopics are not 
in order there is further misunderstanding. There- 
fore, there is a great need for well organized plan of 
report and the outline supplies this need. 

Using the skeleton outline given on the blackboard 
for the selection “ Fruit is King,” fill in the four 
important main topics and the two or three subtopics 
under each. 


* Published by John C. Winston Company. 





302 ELEMENTARY Scuoout PRINCIPALS 





Fruit 1s Kina 


I. 
A. 
B. 
C. 

II. 
A. 
B. 
C. 

Ill. 
A. 
B. 
C. 

IV. 
A. 
B. 


Application of use of outline: 
Using this outline, report on topic, “ Fruit is 
King.” 
8. Ability to make an outline requiring formulations of 
main topics, subtopics, and arrangement in outline form 


Illustrative approach: 


Material: “ Human Geography, Book [1 ”: Smith; 
“ Coal,” p. 130 


Procedure: 
Need: 


We have been discussing coal as an important 
factor in the industrial progress of the United States. 
You will wish to have the information as given in 
your “ Human Geography ” and will find an outline 
very valuable. You will select and state your main 
topics and subtopics under each main topic. It will 
be interesting to compare our outlines to see if we 
have selected the same number of main topics and 
subtopics. 


Application : 


Use your outline to report on topic of ‘ Coal.” 
9. Recognition of table of contents as an outline of material 
contained in book. 











— eS \w —_ s@ 














CHAPTER XIX 
AN EXPERIMENT IN CHARACTER TRAINING 


AGNESS BoysEN 
Principal, Lyndale School, Minneapolis, Minnesota 


URING the past years there has been a growing desire to include 
character training in our school curriculum. This desire has 
come from the fact that many of our school graduates are not 

making a success in the home or in the business world. In fact, some 
seem to be absolute failures. 

Many people have blamed the home which of course must bear the 
large burden of this responsibility, and there is no question that there 
are many homes needing a complete transformation; but what is to 
become of the boys and girls who come from homes where a transfor- 
mation is impossible due to the inherent lack of ability, or to the lack 
of desire? And we must not forget that education in its fullest sense 
goes on unceasingly and is quite as active during the hours when the 
child is not in his home as when he is. 

As teachers, we used to say that if the home would not assume the 
responsibility of building character, we certainly should not, but today 
we say that if the homes do not or cannot assume this responsibility, 
we must. 

How often we hear the remark that the future of this great de- 
mocracy lies in the hands of the public school teacher, and more and 
more are we realizing the truth of this statement. 

It has become evident to the majority of educators that one of the 
reasons for failures among our young people is the fact that tradition 
has taught us that education for life consists in the mastery of arith- 
metic, geography, reading, and writing, and other academic subjects, 
and that to be successful one needs a thorough knowledge of the 
fundamentals. 

This brings us to the definition of success, the understanding of 
which should be the foundation of education. The majority of think- 
ing people today, I believe, unite in the opinion that success means 
service and an adequate appreciation of the value of the best things 
that life has to offer. 

Unfortunately, we find in our penitentiaries many men who are 
experts in mathematics. This leads us to the conclusion that a knowl- 
edge of mathematics in itself does not necessarily fit one to live 


[ 303 ] 








304 ELEMENTARY Scuoort PrRINcIPALS 





correctly, and that there is something much more valuable to be 
gleaned from that study than mere accuracy and speed. 

A man may have a widespread knowledge of geography, but if he 
has not gained a deep sympathy and understanding of the problems 
of the other nations of the world and their relation to his own needs 
and experiences, his geography will be of little value. 

He may be a great student of civics, but if he has not yet learned 
to be considerate of his neighbor’s rights, if he does not see a necessity 
for conforming to and upholding the law, if he has not yet learned 
what real service to his country includes, his knowledge of civics will 
not especially benefit the world. In fact, we have heard from edu- 
vators continually that the mere gaining of facts and information, as 
such, is valueless as far as preparing one for life. 

However, pupils, teachers, and parents continue to work for marks 
in academic subject matter. Their mind and heart and soul have been 
fixed on the desire that the boy or girl must stand “ high” in the four 
fundamentals. This was largely due to the fact that school systems 
laid much greater stress on advance in the acquisition of subject matter 
than in anything else. 

Something needed to be done to change the standards of both the 
parents and those in charge of the school curriculum. Good teachers 
have constantly worked for character growth when time permitted, 
but when standards were set up that a certain amount of academic 
work must be covered and sometimes pressure in various ways was 
employed to accomplish this, it was deemed wise to sacrifice many 
ideals for the demands at hand. So it was necessary that some situa 
tion must be created for the teachers which would make it possible for 
them to turn their eyes from the desired gain in academic subjects to 
the realization that there was a greater and more desirable field to 
be covered. 

In an experiment of the kind which we have worked out at the Lyn 
dale School every teacher in the building must be in hearty coopera- 
tion and sympathy with such a movement. In fact, I can only use one 
expression which will cover it, they must be “ completely sold,” other 
wise the desirable results will not follow as they should. 

For two years in our various conferences, our group at the Lyndale 
discussed the needs of education before we took any definite action. 
We considered, first, the business world. We interviewed many promi 
nent business men, asking their opinions concerning the reasons that 
boys and girls were not making good. The following statements were 
among their answers. “‘ They lack in responsibility.” ‘* When they 
finish a job they expect some one to give them another, rather than 
being alert and finding one for themselves.” ‘“‘ They want to be told 








d 


d 
J 














po Sixtu YEARBOOK 305 


what to do and when ® do it.” “ It seems necessary for someone to 
stand over them con&nually so that they will not waste time.” 
Another reason given By practically all was “ They do not cooperate. 
If someone criticises them, they are disagreeable for the rest of the 
day. They object to taking orders and argue with the people who are 
directing their work.” Still another general criticism was “‘ They are 
not punctual. They walk in five or ten minutes late and begin to watch 
the clock at 4.30. They are very much afraid that they may work a 
minute over time.” Several remarked that they had no feeling of 
loyalty toward their employers and that they could not be depended 
upon; that if they were offered 50 cents a week more they would 
accept it at once, and often telephone in the morning that they would 
not return. I asked if they ever dismissed a boy because he was poor 
in arithmetic, spelling, or writing. They all smiled at this and shook 
their heads and asserted that if “ the boy was on the job and pleasant 
and not afraid to work, they were willing to take care of the other 
things.’ One man gave a specific instance of a boy who could not spell 
a word correctly, but said that because he was “‘ always willing, 
always ready, helped everyone who needed him, tackled the work of 
the people who were absent, arrived before anyone in the morning and 
was the last to go, he made himself so valuable that they could not 
get along without him.” 

After many such conversations we were convinced that the boy or 
girl going into the business world needed something more than a 
mastery of academic subject matter. 

We then discussed the home situation; we selected traits which we 
believed would make a harmonious, well managed home. We decided 
that these were a few of the necessary qualifications: the ability to 
organize and systematize, a knowledge of thrift; a love of the beauti- 
ful; the ability to get along with people at all times and under all 
circumstances; the ability to direct others reasonably and sensibly ; 
an understanding of one’s duties and responsibilities; and a constant 
desire to fulfill these efficiently. In fact, we discovered that a home 
may be very happy and successful even though its makers do not have 
a thorough understanding of the four fundamentals. 

At about this time, the teachers began to ask if it would be possible 
to add character traits to the report cards. I was glad to have them 
experiment. We added responsibility, service, courtesy, and leader- 
ship. These additions helped the children. The majority of parents, 
however, were still uninterested in the marks of these qualifications. 
This was not the first time that I had seen this tried without success. 
We saw that something drastic must be done to change the standards 
of us all. 


12 








306 ELEMENTARY Scuoort PRINCIPALS 





I opened the question of a report card with no marks in academic 
subjects and all marks in character traits. The teachers were of one 
mind and desirous of trying out this experiment at once. When school 
opened in the fall of 1925, they immediately expressed a desire to try 
out this type of report card. 

Knowing how thoroughly our superintendent believes in character 
training, I did not hesitate to lay my project before him. I wish to 
express my appreciation of his encouragement and support. He made 
many helpful suggestions as did also our assistant superintendent with 
whom I worked out several of the details. Their advice proved to be 
most beneficial. 

After receiving permission to go ahead, we began to make definite 
plans. At a building meeting we listed every desirable character 
trait and finally grouped them under the ten headings: Reliability, 
obedience, industry, self control, social attitudes, judgment, punc- 
tuality, initiative, personal habits, thrift. I then divided the teachers 
into groups to form committees to define these character traits in terms 
which the children would understand. 

These requirements were taken off with the mimeograph and each 
child as far down as the second grade made a booklet. Each page in 
this booklet is headed with a character trait and below are listed the 
ways of expressing it. For instance, the page on reliability begins 
with the notation, “ I must learn to think honestly ” and continues 
with eleven other requirements for expressing reliability. The page 
on judgment contains these sentences. “I must exercise careful 
judgment in crossing the streets. I must wear the proper wraps 
when needed without being told.” There are fifteen other require- 
ments for good judgment. No character trait has helped more in 
teaching pupils how to think and to take care of themselves than judg- 
ment. Dr. Frank MeMurry in “ How to Study and Teaching How 
to Study ” states, “ There are few circumstances in life that can be 
properly treated by rule of thumb. Good judgment is called for at 
every turn.” The first sentence under industry is “ I must begin work 
promptly upon arriving at school.” There are thirteen other require- 
ments under industry. Under thrift is listed “ I must not waste time. 
I must never waste paper or any other material.” Under initiative, 
“‘T must ask questions that are worth while. I must try to think of 
original problems that will help our work.” 

The kindergarten and the first and second grades have their indi- 
vidual booklets which they use as a basis for reading, language, and 
general work. 

After we had taken these preliminary steps, we called the parents 
together for the first Parent-Teachers’ Association meeting of the 











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Tue Sixtn YEARBOOK 307 





year and explained to them what we had planned to do, There were 
about three hundred fifty parents present and, as you may well 
imagine, they were much interested in the plan. A large majority 
were delighted, a few were dubious, and a very few were antagonistic. 

I asked them to cooperate with us for at least one term, and as usual 
they were willing to give me their cordial support. I gave them as 
many details that evening as I thought necessary and outlined situa- 
tions which might puzzle them. One thing I emphasized was that they 
must not expect too much of the children. I asked them to consider 
whether or not they, themselves, could be marked “A” in all of the 
character traits. I told them that I was sure that I could not be, and 
told them that it was unreasonable to expect children to do more than 
we could do. I suggested that they go over the booklets carefully with 
the children helping them to understand how to express these qualities, 
and when a child came home with a low mark instead of upbraiding 
him, to check up on the character trait, see where the difficulty was, 
and find ways to correct it. 

The children had been learning for some time about growth in 
character and so the subject was not new tothem . . . . Nevertheless, 
I had assemblies to discuss it and talked with the individual rooms in 
order to exchange ideas. I told the pupils that they might be asked 
many questions concerning this work and that they must be able to 
answer all inquiries intelligently and with conviction if they really 
were convinced that it was the proper system of marking. This, of 
course, was at the beginning of the project before they had their indi- 
vidual reasons. Today they would have no trouble in convincing 
anyone. 

At that time they told me that men were great and fine and success- 
ful because of strong characters. They said that Lincoln was great 
because of his courage, perseverance, fearlessness, and sympathy and 
not because of his knowledge of arithmetic and spelling, ete. I asked 
them if he had acquired a mastery of these subjects, and they said 
“ ves,” but that it was his industry and perseverance that made this 
mastery possible. They told that if one gains the desirable character 
traits everything else will follow. We found then that all great men 
do not possess all desirable character traits, but that the development 
of certain qualities have made their lives what they were. This started 
an interest in the lives of some of the great people and many interest- 
ing projects grew out of it. 

The day came when we sent out our first report cards. The teachers 
had stated previously that it would be impossible to mark these cards 
out of school hours as they had heretofore as they desired to mark 
them with the help of the children. I felt that this was a decided step 








308 ELEMENTARY Scuoort PRINCIPALS 





in advance. The teachers took at least two half days having individual 
conferences with the children. I wish I had space to tell you some of 
the desirable outcomes of these conferences. One teacher who was 
reluctant to break her program to do this work came to me and said 
that in all her years of teaching she had never become so well ac- 
quainted with the problems of her boys and girls and that she had no 
idea of the difficulties that they had to meet. 

For two weeks after the first report cards were issued, we did noth- 
ing but talk to parents. We had the pleasure of meeting some that we 
had never seen before. When a boy gets an “ F” in arithmetic his 
father regrets it, but an “ F” in reliability is quite another matter. 
He is either annoyed at the boy, or resentful at the one who gave the 
mark. In either case it produced some very satisfactory conferences. 
It would take too long to tell you the many happy results of these 
conferences. 

One man was quite upset because his daughter had an “ F” in 
initiative. In fact, he was so greatly upset that he lost his temper 
and made several disagreeable remarks to the teacher. Fortunately, 
we had decided that there might be some such situations to be handled 
and that during this period we should have an excellent opportunity 
to express some of our own character traits. This particular father 
remarked that he had an M. A. degree and that he knew all there was 
to know about educational methods. The teacher explained carefully 
that the little girl was retiring and timid, that she never expressed a 
new idea, that she was pleased to follow but refused to lead, and she 
told him that we felt it would be of great benefit to her if she would 
be willing to take certain steps herself. He was finally convinced and 
admitted that she was that way at home and that he would be glad if 
we could do anything in school to help her overcome this. He then 
apologized for losing his temper, said that it had been his bugbear all 
his life, that it had handicapped him in various ways, and that he had 
never been able to handle it. We concluded from this conference that 
there are some things lacking even in the acquiring of an M. A. degree. 
This man today is one of our most sincere advocates. If you could see 
his daughter, you would know the reason. She was one of last term’s 
graduates. She took the leading part in the little class play which they 
had written and directed the other characters. She has learned that 
she, herself, has many splendid ideas, and now she thoroughly enjoys 
giving them to others. 

As the report cards continued to be issued, we began to have the 
results of our labors in quite another way. Complaints grew less, and 
encouraging comments began to pour in. The comments which pleased 
us most were those which stated that the children had improved 








al 
of 
As 
id 


10 











Tue Srxtn YEARBOOK 309 





greatly at home. This we felt and continue to feel is the most satis- 
factory outcome of it all. It is not difficult to get children to do the 
right thing in a school building where a score of people are continually 
advising and directing. The real test is the conduct of boys and girls 
on the street, in the corner store, and at home. If the ideals we are 
teaching in the public schools can carry into these places, then we are 
indeed making a contribution. 

Parents stated that children were asking if they were reliable at 
home and were requesting to know ways in which they might express 
it. They were playing with brothers and sisters and neighbors har- 
moniously because their social attitude must be right. Those who had 
always refused vegetables were asking for them because it showed good 
judgment. They were insisting upon going to bed at 8.00 for the 
same reason. These are not a few detached cases. It began to be 
general over the entire building because we were giving just as much 
credit for work outside, as in school. Fathers asked for extra booklets 
to take on the road with them in order to study them and many said 
to me, “ These are just as good for business as school work,” which 
was the exact comment we were delighted to have. 

One boy came to me one morning with a little elephant cut from 
a cake of laundry soap. It was so perfect that I expressed great 
admiration and asked when he had done it. His answer was, “ Oh, 
my mark in initiative is low and I had to do something to bring it up, 
so last night at home I looked around to see what I could find.” The 
marking of industry has done wonders for the pupils who would not 
work. Boys and girls whom we had decided were retarded mentally 
suddenly surprised us by jumping to the head of the class. We dis- 
covered that most of these cases were not stupidity but idleness. 
Another group of pupils we reached were those who were bright and 
had managed to slip through the grades with a “ C,” who suddenly 
realized that it was their working habits more than their 100’s that 
made their progress. We found in that way a group of unusually 
bright boys and girls. 

No doubt some will be interested in what occurred in scholarship, 
and I am glad to say that the Lyndale advanced in scholarship beyond 
anything that it had ever done in the old system of marking. We were 
all so thoroughly convinced that growth in character would produce 
growth in scholarship that we were not surprised when this occurred. 

The children all keep individual grafts of their work that they may 
see their improvement. Room grafts are kept also not only in subject 
matter but in character traits. They enjoy noting how consistently 
their studies progress in proportion to their growth in character. 








310 ELEMENTARY Scuoort PriIncrpats 





It is not an uncommon thing for a boy to look in the office door 
and say, “ You should see how I have grown in self-control,” or, “ I 
have no more trouble in social attitudes. I can play with anybody,” 
or, “ Don’t you think I am looking better? I am trying to bring up 
my mark in personal habits.” You may think that this system makes 
children too introspective, but I know this is not true if handled right, 
for I have never seen a more normal group of children, and one may 
only read their little essays to see how they feel in regard to it. Here 
are a few typical ones: 


Character training has helped me to know right from wrong. It has taught me to 
be honest and truthful. It has taught me to do my duties at home and school 
and not to try to slip out of any work anywhere. It has helped me to learn to 
be kind and generous, to be punctual in handling my lessons and to be on time 
at school. The growth in my school subjects is proof that character training has 
helped me—Rosert BranuAM, Lyndale School. 

Since we have used this marking system I have tried to have more considera- 
tion for others. I have learned to criticize myself more and others less. The 
habits that I am forming now will follow me all through life. It is very neces- 
sary that they are good ones. I hardly think it would be possible for anyone to 
visit our school without realizing how happy we are, all because of our new mark- 
ing system—Sa.ty Sparks, Lyndale School. 

When I came to the Lyndale School I heard about the character trait system. 
I became more and more interested in it. The character marking has helped me 
most in judgment. It has helped me in initiative so that I am looking for things 
to bring in from outside of school. I am more industrious, and take more interest 
in my work. It has helped me to be considerate of others. In other words it has 
made me want to be as fine a woman as possible—Marcgarer WIKLUND, Lyndale 
School. 

Acquisition of subject matter is necessary but it must be the means 
to the end and not the end in itself. Dr. MeMurry in “ Elementary 
Standards” states, “ In instruction in the higher plane, facts are 
comprehended, remembered ; they cannot be neglected because they are 
the raw material with which instruction deals. But they are mainly 
the means, not the end in themselves. Efficiency on the part of the 
pupils is the goal; and facts are selected and presented with the object 
of making the pupils energetic and high-minded, judicious, forceful, 
self-reliant.” 

During the past month I have had three mothers come into the 
office and say that the Lyndale marking system has completely changed 
their homes. One mother wept because her little girl was leaving. I 
then explained to her that this system does not need to be limited to 
the Lyndale. Conscientious teachers with a vision have always believed 
in developing character and that all we have done is to give it first 
place instead of second and that she as a mother can continue to do 
the same thing in her home. She explained that children of that age 
are not so susceptible to the influence of parents as of teachers and 


she feels that it is quite out of the question for the parents to do this 








ww = 


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Tue SrxtH YEARBOOK 311 








work alone. This home is one of the best homes in the district and 
yet this mother expresses the need of this cooperation from the school. 
I am convinced more and more in my conversation with the mothers 
and fathers of the outstanding influence of the school in the lives of 
these children. 

We have had letters from every state in the union, also from China, 
India, and Egypt, showing that all educators are becoming more and 
more interested in finding ways and means to teach character building 
in the schools. 

The question is sometimes asked, “‘ Do you have a special period for 
teaching character training?” It is quite as impossible to have one 
period for teaching character training as it would be to have one period 
to express it. It must be taught and expressed every minute of the day. 

It has ceased to be an experiment with us. Results have been far 
too accurate to be in doubt any longer. Teachers sometimes express 
the fear that they may ever have to go back to the other system of 
marking as they feel it would be impossible. I agree with them. It 
would indeed be a difficult task to give subject matter its former 
importance. 

Educators in all ages have emphasized this need in education. 
Horace Mann wrote “ A man is not educated because he buys a book ; 
he is not educated because he reads a book, though it should be the 
very best book that ever was written, and should enumerate and 
unfold all the law of God. He only is educated who practices accord- 
ing to the laws of God.” 

We are glad to quote this statement from John Ruskin’s writings. 
“T am weary of seeing this subject of education always treated as 
if ‘education’ only meant teaching children to write or to cipher or 
to repeat the catechism. Real education, the education which alone 
should be compulsory, means nothing of the kind. It means teaching 
children to be clean, active, honest, and useful.” 

And the greatest teacher of all time said, “Seek ye first the 
kingdom of God and His righteousness and all these things shall 
be added unto you,” a statement as applicable to our present day 
needs as it was nineteen centuries ago. 








CHAPTER XX 


THE AUDITORIUM AS A SOCIALIZING FACTOR IN 
THE PLATOON SCHOOL 


C. R. Hottoway 
Principal, Lents School, Portland, Oregon 


SHALL ATTEMPT, in so far as I am able, to confine this paper 
| to the subject assigned. There is a great temptation to launch 

into a defense of or apology for the work-study-play or, as we call 
it, the platoon type of school. As administrators, we are of course 
interested in an organization plan which can, in a city the size of 
Portland, save $10,000,000 in our immediate building program. 
We are, as principals, however, more concerned with the educational 
aspect of the plan with its enriched curriculum and with the handling 
of the activities assigned to those who by special fitness or training 
are best able to conduct them. 

It is understood that I make no claim that the things I say repre- 
sent the body of principals of the city. I limit my remarks and their 
specific application to the school with which I am connected, concern- 
ing which I feel that 1 may speak with some assurance. What we 
are doing in the auditorium of the Lents school may not be at all the 
thing to do in other of the city schools; in fact 1 am certain that the 
time we allow for some parts of our program would be a mistake in 
some other communities. Particularly I have in mind the time and 
emphasis we give to music. I wish to go into our reasons for such 
emphasis later. 

We regard the auditorium as the center and focal point of the 
school’s life. We believe that in the semi-departmentalized organi- 
zation which we have in the platoon school such an unifying influence 
is desirable and probably necessary. One of the objections usually 
raised to departmentalization is that there is danger of the child’s 
experiences becoming isolated—unrelated—his day made up of'a set 
of happenings without connection—far from the coherent, harmonious 
development which is the process we call education. We find in the 
proper use of the auditorium the opportunity for bringing together 
most of the activities of the school in a way that gives the child a 
new viewpoint toward them. We think that all children in the school 
should appear regularly in the auditorium. The frequency with which 
they should appear seems to be the subject of considerable difference of 


{ 312 ] 








Aw Lor 


al 





Tue Srxtu YEARBOOK 313 





opinion in school administrators in cities which are using this plan. 
We are inclined to the notion that each child should go to the audi- 
torium each day. With our forty minute period and eight period day, 
however, this is not possible unless we drop from our curriculum some 
subjects. I am not at all sure that this latter alternative is desirable. 
The thirty minute period with a twelve period day would solve our 
trouble. 

In speaking of the fact that we think that each child in the school 
should appear in the auditorium, I think I might well pause to say 
a word concerning general organization. We are now starting our 
fifth term as a platoon school, having started one term later than the 
two pioneer schools of the city. The plan of school organization that 
we now have is the third that we have used. During our first term, the 
lower seven primary rooms were left as they were and the remainder 
of the school divided into a sixteen section group. This hybrid organi- 
zation proved unsatisfactory. Parents of primary children began to 
request that their children be given the advantage of the new plan. 
Still suffering from the misapprehension that it would never do to 
include the primary children with the upper group, we condensed, in 
the next term, our seven primary rooms into a special primary platoon 
of six sections and continued our upper sixteen section group. Each 
group carried on all the activities of a platoon school but there were 
no contacts whatever between groups. This plan was likewise unsatis- 
factory, largely, in my opinion, because of lack of unity and for the 
reason that too many teachers were dividing the special subjects. We 
were scattering our efforts. We were not securing the expertness in 
the special subjects to which we had looked forward. A year ago we 
organized the school as a single unit. We wish now that we had done 
it in the beginning. To those of you who are contemplating this 
change in organization, I wish to add that those teachers who were 
most positive that the primary children would be lost completely when 
required to find various recitation rooms about the building are now 
the ones who would least consider returning to their former plan. | 
say this because I am reasonably certain that you will encounter this 
objection in your own buildings. 

We were fortunate in having in our corps at the time we started 
our platoon school a teacher who was eager to undertake the direction 
of the auditorium. She had caught enough of the vision of its possi- 
bilities to know that in it she could do the things that she most wanted 
to do. Since the beginning the other teachers have been encouraged 
to cooperate and to work with and through the auditorium. We wasted 
some time in the beginning in learning what we could best do in 
establishing some ideals. We have tried some experiments that we 








314 ELEMENTARY Scuoot PRINCIPALS 





have discontinued. We have added things from time to time. We 
expect to continue to do just those things—drop some activities and 
add others. I think that all who are conversant with auditorium work 
will agree that practise therein should not be standardized. When its 
program loses its elasticity and spontaneity has departed from its 
work, I shall not want it longer. It then becomes to the child’s mind 
and in reality just another class to attend. 

The course by Miss Harter from the Gary schools given here last 
year during the summer session of the University of Oregon has in a 
large way created a finer conception of and understanding of the possi- 
bilities of the auditorium. She has left with us many time-tested 
programs and suggestions that will enable us to avoid the wasteful 
experimentation into which our inexperience might easily lead us. 
We feel that the auditorium program deserves careful planning and 
thoughtful care in its preparation. Some teachers seem to think that 
the work should not be definitely planned for more than a few weeks 
ahead. Our notion is to have the program for the whole term com- 
pletely arranged before the beginning of the term—sufliciently elastic 
in its intimate structure to permit deviation as occasion may require. 
Teachers are asked to submit lists of poems and stories which they 
wish their groups to use. Conferences as to the content of the material 
for the term extend to special and homeroom teachers alike. Related 
auditorium activities are made to keep pace with the progress of sub- 
jects in other classes as closely as possible. Particularly is this true 
in the visual education aids in the form of slides, still films, and 
motion pictures. A rather general analysis of the time distribution 
is taken from the program in use in our school during the past terin: 


Percent 
Reading, Language, and Literature..................... 12 
ae RIS IRL TS ean ne Pes Ere ee CS Pre 6 
sae ee tadicaeea pes aniaa &caracade nea 4 
ee MR ckn cdadcdmcdeesmdanenweces ohne 6 
Fe ot en ea rant Ps anne NaN SPN SES aR Ran errr 6 
RNIN i 6 ia Bhim abere nua cedeen ween seeks 8 
NIN i cir cid Ranandcce ab edie Ka Wikeme eee Ramee Aw mete 8 
Music and Music Appreciation.................2eeeeee: 50 


The amount of time we devote to music and related activities 
may appear too large. I feel that it would surely be so in many com- 
munities. However, most of the children in our school come from 
homes with little in the way of cultural background. Most of them 
know something of modern jazz. Our syncopated radio programs 
have seen to that. Such ability as they get in the understanding and 
appreciation of good music they will get from us in the school. We 
believe that such understanding and appreciation is a necessary part 














Tue SixtH YEARBOOK 315 





of that training for the spending of the leisure hours of adult life that 
is now a vital duty of the schools and will become more so. The trend 
of today is toward the shorter working day. In many industries we 
have even now the five-day week. In greater and greater degree it 
becomes our duty to fit our children to the means of profitable spend- 
ing of leisure time. Music is of course only one of the means at our 
disposal. Literature, nature, organized athletics are taken care of 
elsewhere in our organization. I can never pass the poolrooms and 
cardrooms of our north end without realizing that the men and boys 
gathered there have had no such training. That emphasis on music 
has produced some measurable results is shown in the fact that on the 
occasion of the last two Saturday morning concerts of the Portland 
Symphony Orchestra more student tickets were disposed of in our 
school than in any other in the city, according to word to us from the 
secretary of the orchestra. I mention this because, as you know, we 
are far from the center of the city and in many of the homes in the 
district carfare is a matter of considerable importance. I should also 
explain how this music time is employed. During half of each audi- 
torium period the music teacher and the auditorium teacher exchange 
places. The training teacher’s time with the class in the music room 
may be occupied in any one of several ways. There may be an effort at 
correction of speech defects or a group drill on better articulation. 
The time may be spent in training for a program to be given later in 
the auditorium. In the auditorium during this time the music teacher 
with the assistance of the auditorium director carries on group sing- 
ing, teaches rhythm and time and with the use of the phonograph 
acquaints the children with selections from the standard operas. They 
are brought to know the great composers and to identify selections 
from their works. A forecast of musical events in the city is given 
and the children are encouraged to attend. We have, of course, 
carried on a more complete correlation in our music than is either 
possible or desirable in other branches. 

It may be interesting, and, I trust of some value to show specifically 
how the auditorium correlates the work of the various departments 
of the school. I shall attempt no more than a brief outline, following 
the order previously used in setting out the time distribution: 


I. Language—Reading—Literature. 

We use the stories and poems as selected by teachers as readings, 
memory recitations or in dramatizations. The best of the book reports 
are brought in from the library. Conferences are held with teachers 
concerning pupils exhibiting marked deficiencies in oral language. 















316 ELEMENTARY Scuoot PRINCIPALS 





Il. Geography. 

The use of the visual education aids; the bringing in of outside 
speakers with stories of foreign lands which they have visited; very 
interesting dramatizations showing products, occupations, and. racial] 
customs. 


III. Nature Study. 

The use of the visual education aids; dramatizations; pet animal 
shows; Audubon clubs; bird house and other contests; speakers from 
the various governmental agencies which have to do with outdoor life. 


IV. Civies and Health. 

The use of the visual education aids; health and hygiene propa- 
ganda initiated by city, state, and national agencies; talks by the 
health and dental nurses of the school ; humane education ; the organi- 
zation of each group into a club with parliamentary rules and practise. 
V. History. 

The use of the visual education aids; American hero programs; 
dramatizations. 


VI. Section Programs. 

These are programs arranged through or by teachers, each of whom 
selects a section for which she is responsible for one program per term. 
Training for this may be done by her in her room, or, if she prefers, 
may be done by auditorium teachers during the auditorium periods 
in the training room. From this source we have had programs of wide 
variety and interest—language games—dramatizations of all sorts— 
recitations—gymnastic displays—instrumental concerts—craft ex- 
hibits, ete. 


VII. Miscellaneous. 

Patriotic days; various weeks to be observed; thrift and savings 
propaganda ; talks by the principal on school matters ; outside speakers 
on Near East Relief, Community Chest, ete. 


VIII. Music. 

Rhythm and time understanding for the primary grades; group 
singing, music appreciation and identification for all grades; study 
of the famous operas; visiting musicians. 

I doubt the necessity of writing much concerning the great value to 
be derived from the use of dramatization. There have been instances 
in which efforts in this direction have been carried to what in my 
mind amounts to absurdity; probably most of you have witnessed 
examples of its misuse. However properly adapted to the subject 
matter involved there seems to me nothing else that can so well com- 
mand the child’s interest and attention. I have in mind specific 




















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Tue Sixtu YEARBOOK 





instances in which participation in dramatizations have marked 
definitely the turning point toward better things of boys who had been 
disciplinary problems. The outline that I have given is, as I promised, 
brief. I regret that the space at my disposal makes it impossible for 
me to go into greater detail. In the early days of the platoon school 
here, the auditorium undoubtedly presented the problem with which 
we were most concerned. No one knew just what it was about, what 
should be presented in it and, I am sure, in some instances teachers 
found themselves at a loss in the matter of material selection and 
disposal. Those of us who have been using the auditorium for several 
terms have learned that the difficulty is not in finding material to 
present. The problem we have had to meet is the selection of the 
most valuable and suitable from the wealth of material available. 

A few of the factors that will make for success in the administration 
of the platoon school auditorium include: 

1. A teacher—director of agreeable and forceful personality—able and willing 


to cooperate with the rest of the corps. 
2. A definite program—each period’s work as carefully planned as any in the 


school. 
3. An acceptance of the value of the audience factor. Our best auditorium ses- 


sions are those in which the group consists of three or four sections. 
4. A conscious effort to prevent growing up in the auditorium the old class- 
room attitude. Nothing could well be more harmful to its success. 

On page 16 of the magazine * “ The Platoon School,” the first copy 
of which I received this week, is a drawing. The life of the school is 
shown flowing into and out of the auditorium. The other departments 
of the school are depicted as contributing to it and it to them. It 
presents in a concrete manner the things I have attempted to say. 


* Published by National Platoon Organization, Alice Barrows, United States 
Bureau of Education, Secretary. 








CHAPTER XXI 
JUVENILE DELINQUENCY 


E. H. Knocu 
Principal, Hazelwood School, Pittsburgh, Pennsylvania 


UVENILE DELINQUENCY is not indigenous to Allegheny 
J County, although a careful survey reveals the startling fact that 

there are between 3000 and 6000 boys and girls in the county on 
parole, who have at some time or other been before the Juvenile Court 
of Allegheny County, charged with some infraction of the law. 

Whether we accept 3000 or 6000 as the number of paroled boys and 
girls, this fact is patent: there are at present too many cases of juve- 
nile delinquency. So rapidly are the cases coming to the Juvenile 
Court that it is becoming increasingly more difficult for the court to 
handle them in a satisfactory manner, within the time now allotted it. 

To keep the docket clear, cases are pushed too rapidly through the 
court and too often there is a miscarriage of justice. It is imperative, 
then, that something be done to check this alarming increase in 
delinquency among the youth of this country. How may the school, 
then, as a starting point, materially help to prevent juvenile delin- 
quency? Has the school exhausted all its resources in solving the 
problem ? 

It seems clear from evidence obtained during this investigation 
that some principals of schools are too prone to pass cases of discipline 
on to the Juvenile Court. Too many trivial and petty cases thus find 
their way into Juvenile Court and clog the wheels of justice. To 
expedite matters and clean up the docket, the judges are too prone to 
pass over quickly all cases and to throw back upon the schools, on 
parole, offenders of all kinds. This procedure only aggravates a con- 
dition that is bad, and one which eventually becomes intolerable. 

To avoid, so far as the schools are concerned, the sending of so 
many cases into court, teachers should continue to be alert and 
attentive to their duties and more careful in the training of children 
in right habits of conduct and deportment. Principals of schools 
should refer to the Juvenile Court only such cases as involve vicious- 
ness, immorality, and the breaking of the Criminal Code. In other 
words only institutional cases should be sent to Juvenile Court. There 
are at present in most schools too many of these institutional cases and 


{ 318 ] 














Tue Sixtn YEARBOOK 319 





a general clean-up is badly needed. In this general clean-up the court 
must lend assistance. 

In these days of apartment homes, where the home life is more or 
less confined to a place for eating and sleeping, the danger for young 
people is greatly multiplied. True, we cannot prevent families from 
living in apartments, but society needs to recognize the defects in this 
mode of living. Hence the need of more convenient public play- 
grounds, settlement houses, branch libraries, social centers, ete. 
Society must now provide what the home lacks in places of wholesome 
amusement and play for the children. Conditions have changed and 
we have changed our modes of living from rural life to city life. Over 
half our population is now living in what might be termed congested 
city districts. Our great mass of foreign population came from rural 
sections of Europe. They flock to the great industrial centers for 
work. They are not accustomed to close confinement, and as a result 
home life never assumes its proper place in their modes of living. 
Children are simply running wild and soon find their way into 
mischief and thence into court. A general realignment in discipline 
and conduct on the part of parents, principals, and teachers will help 
somewhat to prevent delinquency. Not only must these agencies more 
carefully consider this problem, but more especially must the state 
and its agencies take a decided stand in handling delinquency. In 
fact we are sure that if the state did its part as it should, there would 
not be so much juvenile delinquency. 

The question of the frequency of probation is one which naturally 
suggests itself at this time. There are at present (Nov. 1924) 17 pro- 
bation officers in the county, covering 756 square miles or about 45 
square miles per officer. According to a statement given out by the 
Home Finding Department of the Juvenile Court, during the month 
of November, there were 1036 visits made to children, and 486 visits 
designated as professional visits, or a total of 1522 visits. This repre- 
sents about 90 visits per officer per month, or a trifle over three visits 
per day, which would not appear to be at all burdensome. Of course 
it is not to be presumed that this constitutes all of the work done 
by the probation officer as any one at all familiar with the work of 
the Juvenile Court knows, that the officer is always expected to 
investigate for the court each case arising within the territory allotted 
to this officer. A further study of this report (Nov. 1924) reveals the 
fact that only 38 new cases were added to the Home Finding Depart- 
ment and 16 discharged, making a net gain of 22 cases. November 
is one of the peak months of the year and it rightly represents an 
increase. It, however, could not be construed as excessive or 
burdensome. 








320 ELEMENTARY Scuoot PRINCIPALS 





Our investigation extended to the cities of Milwaukee, Kansas City, 
Los Angeles, Detroit, Cincinnati, Cleveland, and St. Paul. On the 
question of probation, perhaps the report from Milwaukee suggests 
one of the practical ways of meeting the issue. A child given pro 
bation in the city or county of Milwaukee must report in person each 
Saturday morning to the court to render an account of himself or 
herself, accompanied by a report from the principal or teacher of the 
school which he or she attends. In Milwaukee the burden is placed 
upon the delinquent, in Pittsburgh upon the court. No moral uplift 
or reformation will ever take place without effort. Therefore, it 
seems that the proper time and place to make this effort upon the 
part of the delinquent would be during his probation period. 
Mrs. Boyle, of the kidnapping fame of Billie Whitla, after being 
released from the penitentiary on probation has for a period of five 
years, although living in Chicago, made a monthly report to the proper 
authorities of Pennsylvania. Why are juvenile delinquents not re- 
quired to work out their reformation? Perhaps the method pursued 
in Milwaukee explains why Milwaukee only disposed of 45 cases, 
while Pittsburgh and Allegheny County numbers the cases by the 
thousands. The same system, having the juvenile delinquent make a 
personal report, prevails in Kansas City. 

One of the fundamental weaknesses of our Juvenile Court and all 
juvenile courts in our state, where the population is so large as to pro 
vide for more than one judge in a county, is the practice of assigning 
to the Juvenile Court one of their number for a limited period of 
time. No judge can successfully deal with the problem of juvenile 
delinquency without giving the matter the most serious thought and 
study. A successful juvenile judge, such as Judge Lindsey of Denver, 
would do better work in his second year than in his first year. 
Knowledge of the type of people in a given district, of the frequency 
with which certain families are brought into court, of the environ- 
ments surrounding certain neighborhoods, these and many others we 
might mention, are the background upon which a successful juvenile 
judge must rely in his decision. It is, therefore, imperative that we 
should have a separate judge for the Juvenile Court, one who could 
devote his whole time to this work. He would be able to direct 
his own probation officers, obtain his information first hand, devote 
as much time as he desired in the investigation of each case. The 
seriousness of the problem demands the whole time of the judge. 
Reduce juvenile delinquency and you naturally reduce adult crimi- 
nality as surely as day follows night. It may be necessary to change 
our laws or amend our Constitution, but whatever steps are necessary 
to provide this court with a separate judge for a period of ten years, 




















Tue Srxtu YEARBOOK 321 





let it be done. The problem demands the best talent, the best thought, 
and the largest heart that the county affords. 

For the past few years the frequency with which changes have been 
made in the judge presiding over our Juvenile Court has worked 
havoc with the system of probation. A child probated by one judge 
appeared again in court the next month before another judge and was 
treated again in the same kindly manner as a first offense case. Speed 
up the change of judges and theoretically we might never have a 
second offense case. All this makes probation a farce, justice a liar, 
and sends boys and girls to perdition instead of saving them for God 
and Country. 

In dealing with the question of delinquency, one frequently meets 
the argument of cost. “ It costs too much money to look after these 
truants, these delinquents.” To all such there is but one reply, “ Read 
the history of the Jukes family.” One truant or loafer through his 
descendants cost the State of New York during five generations, in 
pauperism and crime, more than $1,250,000. (From a study by 
Richard L. Dugdale.) 

Mr. Dugdale, in his study of the Jukes family consisting of over 
1200 names, sums up his facts as follows: 

310 of 1200 were professional paupers, these were in poorhouses or its equivalent 

2300 years. 

300 out of 1200 died in infancy from neglect. 

50 were bad women who had lived lives of debauchery. 
400 were physical wrecks by their own wickedness. 

7 were murderers. 


60 were habitual thieves. 
130 criminals. 


What a picture this study presents to any one seriously interested 
in the study of juvenile delinquency. Why quibble about costs? The 
Commonwealth of Pennsylvania is too rich to ever quibble about the 
cost of saving a child. The only question to be considered is, what is 
best for the child? Surely our great statesman and economist, 
Benjamin Franklin, was right when he said, “ A stitch in time saves 
nine.” If any fault were to be found in his accredited statement, we 
would say he was too modest. The investigation of your committee 
further brought out the fact that Morals Court should confine its 
activities to Domestic Relations and allow Juvenile Court to handle 
all the juvenile cases. 

The reasons for making this suggestion are: 

1. That Morals Court has no standing to enforce its findings. It 
can only recommend that certain things be done, but cannot go 
further than to turn the cases over to the Juvenile Court where the 
ease has to be gone over again from its beginning. Cases needing 


13 








322 ELEMENTARY Scuoort PRINCIPALS 





prompt and energetic treatment are frequently lost sight of and con- 
tempt for law is bred in the mind of the delinquent boy or girl. 

2. There is no follow-up work provided for by Morals Court and 
this is a fatal defect. The orders of any court are useless unless the 
court sees to it that they are carried out to the letter. Juvenile Court 
on the other hand has its probation officers to see that its decisions 
are made effective. 

When a child is sent home on its promise to be good and knows that 
no notice is taken by the court, he gets an idea that all courts are a 
joke and laws are made to be broken. 

The need of closer cooperation of the Attendance Department and 
the Juvenile Court is evident. The problem of what to do with the 
widow’s son who has become a truant while the widow is engaged in 
providing him with food and clothing is entirely too common in 
occurrence to be passed on as exceptional. Humanity decries the 
practice of assessing fines against the widow who is now overburdened 
with the whole care of a fatherless family of children, because of the 
truancy of this boy. The Juvenile Court must assume its just share 
of this problem. On the other hand, the court has a right to demand 
that school authorities have used every reasonable means at their com- 
mand before bringing the child into court. The practice or custom in 
some instances of assessing but one fine a year upon a parent whose 
children are habitual truants needs to be carefully considered. Fines 
should be made so severe and frequent that no one could long afford to 
pay them. A wholesome respect for the Compulsory Attendance Laws 
needs to be instilled in all parents. That will only be done by a 
strict and impartial enforcement of the law. 

The selling of papers on the streets by children of tender years 
needs careful supervision. The employment of children by shoeshine 
merchants and other irresponsible persons, without regard to the 
employment, needs more than a friendly warning. In too many in- 
stances it only means the firing of one boy and the hiring of another 
until the school authorities again complain. 

We realize the tremendous amount of responsibility and work 
involved in this undertaking. The need of care and supervision never 
ceases. It is because we realize the need of this help that we are 
asking for closer cooperation of the Juvenile Court and the Atten- 
dance Department. The object and purpose of each is the saving of 
the child for a useful life. Why should there not be the most cordial 
and sympathetic cooperation ? 

Not only should there be closer cooperation between the probation 
officers and the attendance officers, but all agencies dealing with chil- 
dren should mutually cooperate one with the other. This will include 











OO — ©O ~~ — OO 


wy 


— 

















Tur Srxtn YEARBOOK 323 





schools, various societies for helping the poor, Social Service Agencies, 
Mothers’ Assistance Fund, ete. Since the school is located in the 
center of the homes affected and deals more hours with the children 
than any other agency, it is a logical clearing-house for all agencies, 
and should therefore be ready to assist any and all agencies working 
for the betterment of the homes and lives of children. 

In view of all the foregoing and in light of the study we have made 
of other cities, and in behalf of the delinquent child, your committee 
begs to make the following recommendations: 

1. We ask all teachers, principals, and school administrators to 
consider carefully the need of a gradual realignment of the discipline 
in our schools, with the purpose and aim of preventing juvenile 
delinquency ; to consider carefully the question of a readjustment of 
our curricula to meet better, if possible, the needs of the child; to 
provide in some way for a more systematic training in morals and 
manners; finally, to be faithful, earnest, alert at all times so that the 
child may profit not only by precept but by example as well. This is 
not to be construed as a criticism of the schools but because of the 
weaknesses of our modern homes a greater burden is placed upon the 
schools, and until such time as society will readjust itself we must 
strain every effort to meet this additional burden. 

2. We commend to the careful consideration of all thinking people, 
the need of sustaining those ancient landmarks of our ancestral homes; 
a family council, not a family row; an evening hour for all children 
in the home, no members excepted; a certain definite responsibility 
for each child in the home so that, early in life, they may be trained 
into useful members of a family as a real preparation for useful 
citizens of city and of nation. 

3. We commend for careful consideration to His Honor, Judge 
Snee, the practice of some of our Juvenile Courts, of having each 
probationer appear at stated times before him or some one designated 
by him, for the purpose of learning just how well the probationer is 
living up to the promises made to the court. We unhesitatingly pledge 
the heartiest cooperation of all school principals and teachers in 
furnishing the court with whatever form of report he may desire from 
the schools. 

4. We command for careful consideration to His Honor, Gifford 
Pinchot, Governor of the Commonwealth of Pennsylvania, and to 
the Legislature of the same, now assembled, the question of pro- 
viding first-class districts in the state with a separate judge for 
Juvenile Court, and the possible extension of the jurisdiction of this 
court to include all cases relating to family life, such as desertion 











324 ELEMENTARY SCHOOL PRINCIPALS 





and non-support cases, delinquent and dependent children, ete., to 
provide for this court an adequate salary and for full time service. 

5. We wish to commend the County Commissioners of Allegheny 
County for expressing a desire to provide a separate home for 
delinquent girls along similar lines now provided for boys at Thorn 
Hill. We trust that they will prosecute this desire with such vigor 
that a home for girls will be built at an early date. 

6. We firmly believe in the good work done for boys at Thorn IIill 
but believe results would be more permanent and effective if a careful 
system of supervision or follow-up work were maintained. 

7. We believe all agencies dealing with children should mutually 
cooperate in order to conserve their forces and thus prevent dupli- 
‘ation of effort and useless expenditure of money. We, therefore, 
recommend that all such agencies carefully study this problem in 
order to see how they may more fully cooperate than they have in 
the past. 

8. We recommend the elimination of all juvenile cases ‘from 
Morals Court. That no children be taken to Morals Court except in 
so far as they may be required as witnesses on cases involving 
Domestic Relations. 

%. Your committee further recommends that in case this report 
meets with the approval of the club and is adopted, that it be printed 
and copies of same be sent to Superintendent William M. Davidson 
and the members of the Board of Publie Education; to His Honor, 
Gifford Pinchot, Governor of Pennsylvania, and the members of the 
Legislature from Allegheny County; to His Honor, Judge Snee, of 
the Juvenile Court; to Charles Reisfar, Jr., Director of Compulsory 
Attendance: to the Honorable Commissioners of Allegheny County, 
Messrs. Joseph Armstrong, Addison C. Gumbert, and James Houla 
han; to IHlis Honor, William A. Magee, Mayor of Pittsburgh, and to 
the Honorable Daniel Winters, President of Council. 

The above report was prepared by a special committee of the Pitts- 
burgh Principals’ Club and presented to the elub which unanimously 
approved and adopted the report. The committee is as follows: F. E. 
Fickinger, Langley High School; W. H. Weiss, Franklin School; 
W. G. Gans, Humboldt Sehool; (Miss) Alma Bartels, Larimer 
School: FE. H. Knoech, Hazelwood School. 


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CHAPTER XXIT 
WHERE GOES THE ELEMENTARY SCHOOL IN 
AMERICA? 


JACKSON GALLUP 
Principal, Concord School No. 18, Rochester, New York 


MERICA has seen the passing of the spinning wheel in thie 
A making of cloth and the flail in the threshing of grain. It has 
also seen the virtual passing of “ the little red school” of a 
generation ago as the trend of population is cityward from the farms. 
las the passing of the picturesque school of a generation ago, about 
which there are so many fanciful memories, made place for one that 
las grown to meet the needs that civilization of 1927 places upon it 
That it has grown in size is without dispute; that it has grown in 
other respects is also apparent; but has this growth been a more or 
less trial and error method of evolution, or is it the product of efforts 
to attain specific objectives that educators believe to be desirable in 
elementary education and practical in school administration ¢ 

Abraham Lincoln is credited with this story: He was asked, “ How 
long should a man’s legs be?” His reply was, “ Long enough to 
reach the ground.” Likewise, when the question of how large the 
elementary school in America should be, no better answer could be 
given than, of such size that it guarantee freedom to give a maximum 
of educational opportunity to the children enrolled under conditions 
practical for the communities in which these schools are located to 
maintain. Educational opportunity is regarded in its widest sense. 

This article is devoted largely to what the educators in the field of 
elementary education of America are doing and what they think are 
ideal conditions. Data here presented are drawn from a nationwide 
survey, through questionnaires answered by superintendents of schools, 
deans of schools of education in universities, and principals of ele- 
mentary schools. 

This study might have been undertaken from either of two angles, 
both of which should receive consideration. One would be to deter- 
mine what exists in the American elementary school and what condi- 
tions those in the field consider ideal. The other, growing partially 
from the first and supplementing it, might well be the setting up of 
ideal conditions in elementary schools of varying enrolment; present- 
ing the attendant advantages and disadvantages; and their personnel. 

[ 325 ] 








326 ELEMENTARY Scuoot PRINCIPALS 





To undertake the first seemed the wiser course and to recommend that 
plans be made at once to present the second in the yearbook of 1928. 
In general, the information sought in the questionnaires sent to 
superintendents, deans of schools of education, and elementary school 
principals was similar. Variation entered in those questions mainly 
where theory on the part of one group and practice on the part of 
another might furnish differing information. This was particularly 
true in schools of education in universities where it was assumed that 
theory might predominate quite naturally. Principals were asked in 
addition the enrolment of their present schools and deans of schools 
of education to describe briefly how their theory on size was developed. 
The questionnaire to superintendents is presented as typical: 


SUPERINTENDENT'S REPORT 
BN kkk cee ecaieeswas BD oxicancnnecwacees Superintendent ........ 


1. What grades should be included in the ideal elementary school? 
Kindergarten 1 2 3 4 5 6 7 8 9 (Circle proper grades) 


3. How many of each of the following persons should be on the staff of this school? 


Regular Full-time 
Principals........ Vice-principals........ Teachers........ re 
4.Check the educational advantages which a school of this size would offer: 
Better classification of pupils ......... 
Better segregation of pupils ......... 
More educational opportunities for pupils ......... 


More opportunities for development of the individual child ......... 

More efficient principals because of greater remuneration in larger schools. . 

More stabilizing of the elementary school principalship ......... 

Better means of departmentalizing some of the work ......... 

More office assistance, thus freeing the principal for important supervisory 
OE ka cases 

Other advantages ......... 


5. What are the disadvantages of a school of this size? ................... 


ee ee ee ee i a 


er 


What is the average pupil enrolment of your elementary schools?.. 
Remarks: 


IS 


Questionnaires were sent to superintendents in all cities of over 
30,000 and to a selected list under that figure. Approximately 425 
inquiries were sent of which 320 were returned. The highest maxi- 
mum usable was 316, or 74 percent of answers to inquiries sent. 

Less success was achieved with 102 deans of schools of education 
throughout the country. It failed to secure the opinion of specific 
colleges because the blank was frequently turned over to a visiting 
professor for an answer and because several colleges sent in an answer 
from three or four individuals. Therefore, the opinion of this group 





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Tue SrxtuH YEARBOOK 327 





must be taken as simply representative of a random selection of college 
professors. 

Out of approximately 2000 principals who are members of the 
Department of Elementary School Principals of the National Educa- 
tion Association some 1120, or 56 percent, replied. Of these replies 
1114 were useful. 

The data collected were grouped by geographic sections, represented 
roughly as New England, Middle Atlantic, East North Central, West 
North Central, Mountain, and Pacific. No specific presentation by 
section will be made unless radical differences of opinion seem to be 
confined to a particular section. Variations do exist because of differ- 
ing experience in urban and rural communities. 

Instead of presenting graphs and tables for each group, deductions 
will be drawn which indicate general trends of opinion. Many points 
of interest and individual comments must be omitted because of 
necessary brevity. 


TABLE 1.—Wuat Grapes SHOULD BE INCLUDED IN THE IDEAL ELEMENTARY SCHOOL? 
Ken.-6th Ken.-7th Kgn.-8th 1- 6th 1-7th 1-8th 
ae 


oy 
=D 74 ~ 74 - 4 = 3 = h ~~ ~ ~ 
Sh 2 S x = = = = = = = 4 = 
2 = © ‘= 2 = e = % = ¥ = y 
= 2. S © = G = © = 2) = o 5 a) 
= @ = Ps = Ps = = = = = = e = 
~~ ~ Y ~ L -” — - Nad = ~ = Y 
vA “A ov 4 A A oy A Au Zz aw A A 
Superintendents... 315 155 494+ 7 2 8 2.5 117 40 5 1.5 8 2.5 
Universities ....... 56 30 13.5 0 0 0 0 24 42.8 0 0 0 0 
Principals .....ecee 1114 518 44.7 39 3.4 127 11.4 247 22. 24 2. 97 8.7 


Interpreting the table, it is evident that in all three groups, the 
organization consisting of kindergarten through 6th grade is the most 
popular. Some confusion arose from the direction, “ circle proper 
grades.” The word “ grades” was interpreted by some to exclude 
kindergarten, therefore, the majority favoring an organization of 
kindergarten through the 6th grade was reduced somewhat. It is 
plainly evident, nevertheless, that this type of elementary school ranks 
first by a wide margin. 

Some believe that a kindergarten should not be included in every 
elementary school building but instead establish kindergarten centers 
to take care of children of more than one school district. Just how 


practical this may be is a question. 


TABLE 2—Wuat Number or Pupits Woutp se Most DesiraB_e FoR IDEAL 
ScHoot to Enrou? 


Number 300 500 700 900 1100 1300 
report- Under to to to to to to over 
ing 300 499 699 899 1099 1299 1999 2000 
Superintendents ....... 316 8 35 50 67 98 41 16 1 
Universities ........... 56 3 11 16 6 10 6 4 0 


PEE biveviveccess 1092 11 57 163 212 305 166 140 38 








328 ELEMENTARY Scuoo.t PrInciPats 





The mode shows a school of about 1000 pupils is favored except 
in universities, where about 600 is selected. A glance at Table 2 will 
show that the mode in every case represents the opinion of less than 
one third of those reporting. It would seem that more favor schools 
smaller than 1000 rather than those of larger enrolment. Examina- 
tion of replies reveal that schools of 1000 or more are in the minority 
in America. Perhaps it is not at all peculiar when observation reveals 
the tendency of a superintendent or principal to report favorably the 
size of school with which he is familiar that larger schools receive a 
minority endorsement. The majority sentiment of superintendents 
and deans reporting favor schools of less than 900. The reports from 
principals show a marked trend toward a larger school. It is signifi- 
vant that schools of less than 1000 pupils greatly outnumber all others 
and that the principals of such schools desire larger enrolment because 
of advantages which they believe are afforded. Nobody should assume 
from this statement that there are not those who believe that the 
larger school of 1100 is evil and that the evils increase at least if 
not more rapidly as size above that figure is permitted. Principals 
of large schools (1300-2000) favor in the main their schools where 
conditions are right. This matter of right conditions will receive 
attention later. 


Question 3.—How Many or Eacu or tHe Foittowine Persons 
SHOULD BE ON THE STAFF OF THE SCHOOL ? 


That there should be but one principal was unanimous. 

There was some tendency among superintendents to favor one vice- 
principal in schools enroling about 1000, with little question about 
the desirability in larger schools. Deans of schools of education and 
principals are agreed to the need of assistance in supervision in larger 
schools, one assistant in schools of 1000 and a proportional increase 
as enrolment ascends. Schools of 1400 to 2000 should have two or 
more assistants or vice-principals. 

The number of teachers for the school was based generally on an 
average of about 35 pupils per grade group. Extra teachers for special 
work are to be provided and not considered in determining average 
per teacher per grade. 

Full-time clerks prove to be most desirable. The consensus of 
opinion is for one such clerk, at least, in schools under 1000 and 
increased assistance above that size. Some seem to feel that there 
should be a clerk for every unit of 500-600 pupils. Probably the 
placing of service on a pupil unit basis should be considered with 
the assistants who deal with supervision rather than with clerks. 
Perhaps that was the intent of the persons replying. 








©. CERES S 





329 


Tue Sixtn YEARBOOK 





—_—— 


Question 4.—-CHEeck THE EpucationaL ADVANTAGES WHICH A 
Scnoon or Tuts Size Woutp Orrer 


This question seems to favor plainly a large school. Replies are 
interesting in that whatever the size of school chosen, most replies 
show that advantages mentioned are inherent. Just what should be 
inferred is problematical, although it is firmly believed that small 
schools permit acquaintance of principal with individual child, also 
that small schools do not permit flexibility afforded by larger enrol- 
ment. All groups are pretty firmly grounded in their opinions. Many 
mentioned economy in cost of building maintenance and operation 
as an added advantage favoring the large school. 


Question 5.—WuAT ARE THE DISADVANTAGES OF A SCHOOL OF 
Tus Size? 


Practically all believed that their ideal school has few disadvantages 
except within larger schools in thinly populated areas which would 
necessitate long distances to be traveled by young children. 

Questions 6 and 7 have been covered in substance in previous 
statements. 

Deans of schools of education in answer to the question asked of 
them in particular, ‘* How was your theory on size of school devel- 
oped ¢,”’ disclosed in the main that their institutions have no theories 
as such but that the opinion noted was personal with the one reporting. 
It has been developed generally from the individual’s own experience 
and through contact with students in the field. 

Something should be said in the way of general summary and 
comment. All who replied have shown a genuine spirit of hopefulness 
that something worthwhile may come from this nationwide effort to 
secure opinion concerning the elementary school. It is quite natural 
that there be a divergence of opinion because a school of standard size 
would not be practical in all situations but most desirable elements in 
organization and educational opportunities must be afforded in schools 
of a particular size. To venture the opinion that the replies to many 
questions were the result of guess and experience with a school of 
one size only may be quite unfair. Nevertheless, the time has come 
when leaders in education see certain values in the smaller school not 
inherent in the larger one and other values inherent in the larger 
school that are impossible in small schools. This points to the need 
of definite study and research on specific problems and that there be 
an end to further conjecture. 

The writer might be accused of favoring a large school, but is it 
fair to question the validity of the idea that opportunity for indi- 














330 ELEMENTARY Scuoont PRINCIPALS 





vidual pupil attention is possible in desirable form in smal! schools 
only ¢ There seems to be something egotistical, if not overmodest, in 
the prevalent idea that the principal of the school should be responsible 
personally for the supervision of all instruction that goes on within the 
school. May it not be possible that others, perhaps better acquainted 
with a given field of instruction, might supervise with the cooperation 
of the principal more advantageously than the principal himself ? 
There is no inference in this statement that the responsibility of a 
principal for supervision be reduced, but if the desirable features of 
the large school cannot be had in a small school and if they are really 
desirable, concerted action should be taken in the attempt to strike a 
compromise between the inefficiency of the small school and the 
unwieldy character of most larger ones. 

It is likely that the elementary school evolving as the fruit of 
specific research and practice in attempting desirable specific objec- 
tives will demand a type of principal trained for his job and not 
one promoted from the teaching ranks because of outstanding class- 
room teaching ability. The school will be built to serve particular 
purposes and of such a type of construction that units may be added 
to it to provide for increasing growth without cramping the functions 
to be carried on within it. It will be possible to convert it for com- 
mercial and factory purposes if the inroads of business cut down the 
population of a district until the school is no longer needed in a 
particular location. 

It is unfair to say in conclusion that we as a group—superin- 
tendents, deans of schools of education, and prineipals—do not handle 
the job of elementary education in such a way that we are ready 
to state that there are specific ends which every elementary school 
should serve and that the great majority of them can be attained 
through one or several types and sizes of school. Let us together meet 
the challenge, if there is one, during the coming school year. It might 
be desirable for the officers of this department to set up specific 
objectives and through the quarterly bulletin present the method of 
their attainment. The presentation of the large school by its pro- 
ponents and the small school by its proponents would be a fruitful 
field for constructive discussion. 

If this article should pave the way for some crystallization of 
opinion, those persons whose attitude is now that of hopelessness may 
feel repaid. 














shia: 2c te 


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 training of the child during its tenderest 

years, and to it we must look for that basic training upon which all 
future education must rest. Educators everywhere and our federal, 
state, and local governments are realizing more and more the responsi- 
bility placed upon the elementary school, but primarily it is the 
elementary school principal who must face these responsibilities inti- 
mately. 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 Educa- 
tion Association. 

Article IT. 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. 

(ec) The Executive Committee shall consist of four members besides 
the Chairman. These members shall hold office for four years, one 
member retiring each year. The member receiving the largest num- 
ber 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. 

[ 331 ] 

















332 ELEMENTARY Scuoo.t 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. 

(ec) 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. 

(ec) 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. Le 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 
to be paid from the funds of the Department. He shall collect and 


Pere 







Y EFARBOOK 





Tue Sixtu 


















































An have the custody of all the funds of the Department, which shall be 
the deposited in the name of the Department in an institution approved 
ers by the Executive Committee. He shall pay out such funds only on 
orders signed by the President and the Secretary. He shall be 
at ex officio member of the Enrolment Committee and shall give his 
receipt countersigned by a member of such committee to each mem- 
lar | ber of the Department for payment of dues. He shall keep the 
he accounts of the Department and his accounts shall be audited by the 
Committee on Audits before the annual meeting of the Department, 
in and at such meeting he shall make an itemized report in writing of all 
al 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 Exeeutive Committee shall be regarded as the administrative 
od body of the Department, subject to the call of the President, except 
is as otherwise provided for in the Constitution. To supplement and 
d. | 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 
Il President, which is provided for in the Constitution. The Executive 
it Committee shall prepare an advance program for each annual meet- 
I- ing of the Department not less than 30 days before such meeting con- 
Ss | venes. The Executive Committee shall prepare an annual report of 
rf the Department and shall send a printed copy of same to each member 
e of the Department. 

The annual report shall contain a list of officers and committees of 

aa the Department, a list of members of the Department, together with 
their addresses and such other matter as the Department and Execu- 

a tive Committee may direct. 

All bills before being paid shall be approved by the Executive 

2 Committee, and such action shall be placed in detail on the minutes 

2 of the committee. 

By-Laws 


oe oe 


Article IT—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 Civie Bodies. 

Article II. Organization and Conduct of Commattees—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 








334 Evementary Scnoo.t PriInciPats 





Constitution and By-Laws. Minutes of the proceedings of each stand- 
ing committee shall be kept in the minute book of such committee, 
and a copy thereof certified by the Chairman and Secretary shall be 
promptly furnished to the Secretary of the Department. Al! standing 
committees shall report to the Department in writing at the annual 
meeting. Vacancies in all committees except the Executive Com- 
mittee shall be filled by the President of the Department. 

Article IIT. 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 features 
of edueational progress as it may deem worthy of consideration. 

Article 1V. 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 Seeretary’s receipt, countersigned by a member of the committee. 

Article VI. The Committee on Cooperation with Civie Bodies— 
The Committee on Cooperation with Civie 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. 

Src. 2. All books, papers, records, and accounts of the Depart- 
ment and its officers, committees, departments, sections, and divisions, 
shall be open at all times to the inspection of the Executive Commit- 
tee or any member thereof. 

Src. 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. 





al 








Uy. ln ii 


Tue Srxtn YEARBOOK 335 











Article VIIT. 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* 


Akron, Ohio—Women Principals’ Club 
President, Neonetta Gladwin, Grace School 
Secretary, Nellie B. Haymaker, Forest Hill School 
Baltimore, Maryland—-White Principals’ Association of the Baltimore Public 
Schools 
President, M. Blanche Reindollar, Homewood Apartments, Charles and 31st Sts. 
Secretary, Judson Hunt, 3210 N. Calvert St. 
Baltimore Colored Principals’ Association 
President, John W. Woodhouse, 537 Presstman St. 
Secretary, Henry W. Ebb, 1539 Argyle Ave. 
Battle Creek, Michigan—Battle Creek Principals’ Club 
President, Eva N. Palmer, Library Building 
Secretary, Pearl Payette, N. 5 School 
Beaumont, Texas—Elementary Principals’ Club 
President, Effie Piland, Millard School 
Secretary, Louise Hobby, Ogden School 
Berkeley, California—Principals’ Organization 
President, D. L. Hennessey, 1009 Oxford St. 
Secretary, Mrs. Clara M. Partridge, 2413 Milvia St. 
Binghamton, New York—Executive Council 
A group composed of all principals and directors and the superintendent 
Birmingham, Alabama-——Elementary Principals’ Association 
President, James V. Pogue, 5104 First Ave. 
Secretary, E. M. Meadows, 5420 Sixth Court South 
Boston, Massachusetts—Boston Principals’ Association 
President, John F. McGrath, 478 Jamaicaway, Jamaica Plain 
Secretary, Frederick A. Guindon, 15 Wilcox Rd., Dorchester 
Buffalo, New York—Elementary School Principals’ Association of Buffalo 
President, Eli A. Rhodes, 432 Crescent Ave. 
Secretary, Charlotte A. Darmstadter, 562 Humboldt Parkway 
Butte, Montana—Butte Principals’ Club 
President, Ada F. Madden, 652 Phoenix Building 
Camden, New Jersey—Principals’ Association 
President, Martha B. Lummis, Cassady School, Third and State 
Secretary, Bessie D. Snyder, McKinley School, 35th and Mickle 
Canton, Ohio—Canton Women Principals’ Club 
President, Lina Ritterspaugh, 600 Fifth St. S. W. 
Secretary, Mrs. Katharine Mansfield, 3126 Tuscarawas St., W. 
Cedar Rapids, lowa—Principals’ and Supervisors’ Club 
President, Ruby M. Byers, 385 S. 15th St., E. 
Secretary, Inga B. Tapper, 348 Forrest Drive 








* Compiled by the Research Division of the National Education Association. 








336 ELEMENTARY Scuoot PRINCIPALS 





Charleston, South Carolina—Principals’ Club 
President, F. W. Wamsley, Simonton School 
Secretary, Simon Fogarty, Crafts School 
Charlotte, North Carolina—Charlotte Principals’ Association 
President, John M. Dunlap, 304 Kingston Ave. 
Secretary, Florence Jamison, 904 W. Fourth St. 
Chicago, Illinois—Chicago Principals’ Club 
President, Daniel J. Beeby, Oglesby School, 7646 S. Green St. 
Secretary, Walter J. Harrower, Harper Junior High School, 6520 S. Wood St. 
Cicero, Illinois—Departmental Principals’ Club 
No officers 
Cincinnati, Ohio—The Elementary Principals’ Club 
President, L. P. Stewart, Westwood School 
Secretary, Margaret Daly, Roosevelt School 
Cleveland, Ohio—The Principals’ Club 
President, Martha Stewart, Henry W. Longfellow School 
Secretary, Albertina Kolb, Waverly School 
Colorado Springs, Colorado—Colorado Springs Public School Principals’ 
Association 
President, Laura Leech, Columbia School 
Secretary, Augusta Kneip, Midland School 
Council Bluffs, lowa—Principals’ Club 
President, Nannie M. Hardin, 903 Fifth Ave. 
Secretary, Jessie M. Alworth, Apt. 12, Oakland Court 
Dallas, Texas—Supervisors’ and Principals’ Association 
President, Eva G. Pinkston, 5603 Richmond Ave. 
Secretary, James T. Whittlesey, 317 S. Marsalis 
Dayton, Ohio—Dayton Principals’ and Supervisors’ Association 
President, Lucia May Wiant, Beckel Hotel 
Secretary, Carrie B. Hilkey, Franklin School 
Denver, Colorado—Denver Principals’ and Directors’ Association 
President, Mary E. Morris, Baker Junior High School 
Secretary, R. H. Palmer, 414 14th St. 
Des Moines, lowa—Des Moines Principals’ Club 
President, C. H. Threlkeld, North High 
Secretary, J. O. Mitchell, 1371 E. Ninth 
Club includes both high and elementary school principals 
Detroit, Michigan—Detroit Women Principals’ Club 
President, Mabel Redman, Pierce School, 6131 Iowa Ave. 
Secretary, Lillian Morley, Ives School, 1146 Philip Ave. 
Duluth, Minnesota—Duluth Principals’ Club 
President, Andrew Meldahl, Grant School, Eighth Ave., E. and 11th St. 
Secretary, Anna B. Nelson, Park Point School, between 24th and 25th Sts. 
East St. Louis, Illinois—East St. Louis Principals’ Club 
President, J. E. Wesley, Hawthorn School 
Secretary, May E. Young, Froebel School 
El Paso, Texas—Elementary School Principals’ Association 
President, Gertrude Higgins, 1015 N. Florence St. 
Secretary, Lucy Claire Hoard, 1318 Montana St. 
Erie, Pennsylvania—Principals’ Association 
President, Emma L. Miller, Washington School, 21st and Sassafras Sts. 
Secretary, C. D. Whiteman, Hamilton School, Green Garden Court and Harvard 
Road 
Everett, Massachusetts—Everett Principals’ Association 
President, Carl D. Lytle, 23 Summer St. 
Secretary, Katherine E. Burns, 37 Chestnut St. 
Fall River, Massachusetts—Grammar School Principals’ Association 
President, Charles J. McCreery, 75 Shawmut St. 
Secretary, W. Henry Miller, 86 Richmond St. 








ils 





—~ 











Tue Srxtu YEARBOOK 











Fort Wayne, Indiana—Principals’ Club 
President, R. Nelson Snider, South Side High School 
Secretary, Mary B. Seaton, Hamilton School 

Gary, Indiana—Gary Council of Women Principals 
President, Ina E. Martin, 520 Madison St. 

Secretary, Elizabeth Leeds, 766 Jackson St. 

Grand Rapids, Michigan—Principals’ Exchange Club 
President, Meda Bacon, 731 Lafayette Ave., S. E. 

Secretary, Ada R. Fuller, 428 Lafayette Ave., N. E. 

Hartford, Connecticut—Principals’ Club 
President, Fred D. Wish, Jr., Municipal Building 
Secretary, Annie Fisher, Henry Barnard School 

Haverhill, Massachusetts—Haverhill Principals’ Club 
President, Florence I. Browne 

Holyoke, Massachusetts—Women Principals’ Club 
President, B. Frances Donahue, 138 Pine St. 

Secretary, Anna F. Sheehan, 177 Beech St. 

Houston, Texas—Houston Principals’ Association 
President, S. W. Dirickson, McGowan School 
Secretary, J. C. Perkins, Woodland School 

Indianapolis, Indiana—Principals’ Club 
President, E. U. Graff, 150 N. Meridian St. 

Jersey City, New Jersey—Jersey City Male Principals’ Association 
President, John M. Kerwin, School No. 32, Coles and Seventh Sts. 
Secretary, J. I. Henshaw, School No. 5, Third and Merseles Sts. 

Kalamazoo, Michigan—Elementary Principals’ Club 
President, Mrs. Mabel Read, Harding School 
Secretary, Mrs. Jennie Fouch, W. Main Street School 

Kansas City, Kansas—Grade Principals’ Club 
President, Myrtle Evans, 710 Troup 
Secretary, Ella Robinson, 821 New Jersey 

Knoxville, Tennessee—Professional Study Club 
President, R. H. Underwood, 710 W. Cumberland Ave. 
Secretary, Elizabeth Turner, 1642 Isabella Ave. 

Lansing, Michigan—Lansing Principals’ Club 
President, Edna Balderson, 223 S. Walnut 
Secretary, Inez E. Halladay, 414 W. Barnes 

Lincoln, Nebraska—Lincoln Principals’ Club 
President, C. L. Culler, Whittier School 
Secretary, Maude Rousseau, Randolph School 

Little Rock, Arkansas—Principals’ Round Table 
President, Emmie DeNeler, 3101 West 11th St. 

Secretary, Annie Ledwidge, 1414 Louisiana St. 

Long Beach, California—Principals’ Club 
President, John W. Wilson, 2149 Florida St. 

Secretary, D. O. Robinson, 211 Argonne Ave. 

Los Angeles, California—Elementary Principals’ Club of Los Angeles 
President, M. E. Peterson, 1353 E. 20th St. 

Secretary, Jessamine Crapser, 1758 West 35th Place 

Louisville, Kentucky—Louisville Principals’ Club 
President, Eva T. Mason, Cortlandt Hotel 
Secretary, Georgia M. Brown, 426 E. Oak St. 

Lynchburg, Virginia—Lynchburg Principals’ Club 
President, E. C. Glass 
Secretary, Helen D. Urquhart 

Milwaukee, Wisconsin—Milwaukee Principals’ Association 
President, Frank Kroening, Scott Street School, 26th Ave. and Scott St. 
Secretary, William Koepke, Island Avenue School, Corner Harmon St. 


if 





338 ELeMentTARY Scuoot PrRINcIPALS 





Minneapolis, Minnesota—Principals’ Forum 
President, Louis G. Cook, 2402 Johnson, N. E. 
Secretary, Gertrude Sutton, 1907 Lyndale Ave. 
Mobile, Alabama—Mobile County Elementary School Principals’ Club 
President, Leonore Jones, 1606 Monterey Place 
Secretary, Ora V. Cowan, 204 Dexter Ave. 
Includes members from both the city and county of Mobile. 
Mt. Vernon, New York—Principals’ Discussion Club 
President, Hugh H. Stewart, 40 Rich Ave. 
Muncie, Indiana—Administrative Club 
President, Mrs. Erma Christy 
Secretary, Miss Fern Mitchell 
Muskegon, Michigan—Principals’ Club 
President, Mrs. Mary E. Crane, 1267 Ransom St. 
Secretary, Margaret Cooper, 858 Terrace St. 
Nashville, Tennessee—Principals’ Association 
President, 8. T. Johnson, 1712 Ashwood Ave. 
Seeretary, J. O. McKee, Edenwold, Tennessee 
Newark, New Jersey—Principals’ Association 
President, Harold H. Phillips, Sussex Avenue School 
Secretary, Harry F. Stauffer, Franklin School 
New Bedford, Massachusetts—Primary Principals’ Club 
President, Mary E. Schwall, Elm St., So. Dartmouth 
Secretary, Emma L. Gartland, 9 Washington St., New Bedford 
New Haven, Connecticut—New Haven Principals’ Club 
President, Joseph A. Fitzgerald, Ivy Street. School, Ivy St. and Winchester Ave. 
Secretary, Elton Knight, Lincoln School, Gregory St. 
New Jersey—New Jersey State Principals’ Association 
Secretary, Alberta Johnson, Monterey Ave. School 
New Orleans, Louisiana—New Orleans Principals’ Association 
President, Virginia V. Leclere, P. O. Box 159, Metairie Ridge 
Secretary, Eva A. Brandao, 5207 Magazine 
Newport News, Virginia—Newport News Teachers’ Association: Group I, 
Principals and Supervisors 
President, Lamar Stanley 
Secretary, Marnetta Sanders 
New York City, New York—Brooklyn Principals’ Council 
President, Albert E. King, P. S. 3, Hancock St. near Bedford Ave., Brooklyn 
Secretary, Augustus Ludwig, P. S. 164, 14th Ave. and 42d St., Brooklyn 
New York City—Brooklyn Women Principals’ Association 
President, Mrs. Minnie Q. Ledwith, P. S. 140, 60th St., west of Fourth Ave., 
Brooklyn 
Secretary, Susie A. Griffin, P. S. 84 G, Stone Ave. and Watkins St., Brooklyn 
New York City—High School Principals’ Association 
President, Michael H. Lucey, Julia Richman High School, 68th St. and Second 
Ave., New York City 
Secretary, John M. Avent, Curtis High School, Hamilton Ave. and St. Mark’s 
Place, New Brighton, N. Y. 
New York City—RMale Principals’ Association of Borough of Queens 
President, Matthew D. Quinn, P. S. 5, Academy St., near Grand Ave., Long 
Island City, N. Y. 
Secretary, Martin Joyce, P. 8S. 97, 85th and Shipley Sts., Woodhaven, L. I., N. Y. 
New York City—Men Principals’ Association, Manhattan and the Bronx 
President, William Rabenort, P. S. 55, St. Paul’s Place and Washington Ave., 
Bronx, New York City 
Secretary, Abraham Smith, P. 8. 70, 75th St. east of Third Ave., New York City 





| 








Tue SrxtH YEARBOOK 339 





New York City—New York City Association of Men Principals 

President, William Rabenort, P. S. 55, St. Paul’s Place and Washington Ave., 
Bronx, New York City 
Secretary, Abraham Smith, P. 8S. 70, 75th St. east of Third Ave., New York City 

New York City—New York City Association of Women Principals 
President, Olive M. Jones, P. S. 120, 187 Broome St., New York City 
Secretary, Mrs. Josephine H. Sherwin, 78 27th St., Jackson Heights, New York 

Norfolk, Virginia—Norfolk Principals’ Association 
President, A. P. S. Robinson, 1230 Westover Ave. 

Secretary, Lucy Mason Holt, 121 W. 28th St. 

Oakland, California—Oakland Principals’ Club 
President, Elizabeth Sherman, 1425 Harrison St. 

Secretary, Ray O. Diether, 87 Linda Ave. 

Ogden, Utah—Ogden City Principals’ Club 
President, Ina E. Craven, 2561 Fowler Ave. 

Secretary, Florence G. Brown, Farnsworth Apts. 

Omaha, Nebraska—Elementary Schools Principals’ Club of Omaha 
President, Mrs. Cora S. Anderson, Park School, 29th and Woolworth Ave. 
Secretary, Edith Isakson, South Central School, 25th and L Sts. 

Oshkosh, Wisconsin—Oshkosh Principals’ Conference 
President, C. I. Yule, 110 Grand Ave. 

Secretary, D. H. Wright, 469 Jackson Drive 

Paterson, New Jersey—Paterson Principals’ Association 
President, William H. Wilson, School No. 15 
Secretary, Eleanor J. Mombert, School No. 14 

Perth Amboy, New Jersey—Perth Amboy Principals’ Club 
President, R. L. Predmore, Fords, N. J. 

Secretary, Ingaborg Oksen, 67 Catalpa Ave., Perth Amboy 
Philadelphia, Pennsylvania—Elementary Principals’ Section of the Phila- 
dephia Teachers’ Association 
President, Thomas J. Dobbins, 510 Midvale Ave. 
Secretary, Frances Bowers, 1906 W. Tioga St. 

Pittsburgh, Pennsylvania—Pittsburgh Principals’ Club 
President, H. G. Masters, Allen School, Allen and Excelsior 
Secretary, Bertha V. Law, Glenwood School, Second Ave. and Alluvian St. 

Portland, Oregon—Portland Principals’ Association 
President, T. J. Gary, 89 E. 18th St. 

Secretary, Mrs. B. M. Buchanan, 495 Greenwood 

Providence, Rhode Island—Primary Principals’ Association 
President, Mary D. Phillips, 104 Daboll St. 

Secretary, Francesca deS. Cosgrove, 258 Doyle Ave. 

Providence Grammar Masters 
Secretary, Victor Frazee, Point Street Grammar School 

Quincy, Illinois—School Masters’ Club 
President, W. E. Nelson, Quincy High School 
Secretary, R. O. Gibbons, Dewey School 

Quincy, Massachusetts—Parker Round Table 
President, David H. Goodspeed, 202 Taylor St., Wollaston, Mass. 

Racine, Wisconsin—Principals’ Sub-Council 
President, F. S. McCall, 1239 Arthur Ave. 

Secretary, J. G. Walvoord, 309 West Boulevard 

Rhode Island—Rhode Island Grammar Masters’ Club 
President, Earl C. Webster, 25 Prospect St., Auburn, R. I. 

Secretary, Herbert A. Wisbey, 62 Community St., Auburn, R. I. 

Richmond, Virginia—Richmond Principals’ Club 
President, Algar Woolfolk, 1215 Laburnum Ave. 

Secretary, Alvin L. Thoms, 1315 Nottoway Ave. 








340 ELEMENTARY ScHuoot PRINCIPALS 





Roanoke, Virginia—mRoanoke Principals’ Organization 
President, O. L. Huffman, Park School 
Secretary, Bertha Starritt, Crystal Spring School 
Rochester, New York—Rochester Council of Elementary School Principals 
President, George D. Taylor, No. 27 School, Central Park 
Secretary, Olive Paine, No. 29 School, Moran St. 
San Antonio, Texas—Elementary Principals’ Association 
President, Sarah King, 441 Delgado St. 
Secretary, Mary Belle McKenzie, 478 E. French Place 
San Diego, California—San Diego Principals’ and Supervisors’ Club 
President, Glen O. Perkins, San Diego High School 
Secretary, Mrs. M. Ellen Barber, Balboa School 
San Francisco, California—San Francisco Principals’ Association 
President, T. H. Rhodes, Francisco Junior High School 
Secretary, Susie A. Ward, Guadalupe School 
San Jose, California—San Jose Principals’ Club 
President, W. P. Cramsie, Office of Supt. of Schools 
Secretary, Anne Darling, Office of Supt. of Schools 
Seattle, Washington—Seattle Principals’ Association 
President, Charles Potter, Rainier School 
Secretary, Charlotte Graham, E. C. Hughes School 
Sioux City, lowa—Administration Club 
President, Harry J. Ludgate, Longfellow School 
Secretary, H. H. Foster, Everett School 
Somerville, Massachusetts—Somerville Schoolmasters’ Club 
President, Arthur L. Doe, Western Junior High School 
Secretary, Charles E. Brainard, Prescott School 
South Bend, Indiana—St. Joseph County’s Principals’ Club 
President, Edythe Brown, Kaley School 
Secretary, Elmo Swarm, Mishawaka, Ind. 
Spokane, Washington—Elementary Principals’ Association 
President, Margaret Richardson, Avalon Hotel 
Secretary, Florence Meyer, S. 1323 Browne St. 
Springfield, Missouri—Springfield Elementary Principals’ Club 
President, S. Nannie Tracey, 704 E. Grand St. 
Secretary, May Devereux, 225 W. Lynn 
St. Joseph, Missouri—Elementary School Principals’ Association 
President, Mabel A. White, 1955 Clay St. 
Secretary, Lillie B. Polk, 1804 Faraon St. 
St. Louis, Missouri—Principals’ Club 
President, Geo. L. Hawkins, 459 Fairview Ave., Webster Groves, Mo. 
Secretary, Walter E. Wilcox, 3971 Juniata St., St. Louis 
St. Paul, Minnesota—Principals’ Club of St. Paul 
President, Josephine L. Driscoll, Lafayette School, Kentucky and Fenton St. 
Secretary, Lulu R. Converse, Gorman School, Western Ave. and Forest St. 
Superior, Wisconsin—Superior Principals’ Club 
President, Agnes Burry, Bryant School 
Secretary, W. G. Campbell, Franklin School 
Syracuse, New York—Syracuse Principals’ Association 
President, F. F. Dunham, Madison Junior High School 
Secretary, A. S. Knapp, Porter Junior High School 
Tacoma, Washington—Administrative Group of the Tacoma Public Schools 
President, Jennie M. French, 1132 North Oakes St. 
Secretary, John A. Arnold, Steilacoom, Wash. 
Toledo, Ohio—Principals’ and Supervisors Club 
President, Jean Marcellus, 845 W. Woodruff Ave. 
Secretary, Jean Chinn, 2020 Glenwood Ave. 








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Tue SrxtH YEARBOOK 341 





Topeka, Kansas—Principals’ Club 
President, Nellie M. Langford, 612 Polk St. 
Secretary, V. R. Mellenbruch, 2415 Buchanan St. 
Utica, New York—Principals’ and Supervisors’ Club 
President, Mary E. O’Connor, Mary St. School 
Secretary, Harry H. Buxton, 13 Elizabeth St. 
Washington, D. C.—Administrative Principals’ Association 
President, M. Gertrude Young, Peabody-Hilton School, Fifth and C Sts., N. E. 
Secretary, Charles A. Johnson, Henry D. Cooke School, 17th St. between Euclid 
and Fuller Sts., N. W. 
Washington, D. C.—Elementary Grade Principals’ Association 
President, Mary A. Dilger, Gales-Arthur School, Massachusetts Ave. and G St., 
N. W. 
Secretary, Viola Offutt, Eaton School, 34th St. and Lowell Place, N. W. 
Wheeling, West Virginia—Principals’ Club of Northern West Virgina 
President, Levering Bonar, Follanbee, West Virginia 
Secretary, Opal Dietz, Cameron, West Virginia 
Wichita Falls, Texas—Principals’ Club 
President, Bessie Stewart, 1109 Burnett St. 
Secretary, J. T. Rundel:, 1630 Pearl St. 
Wilmington, Delaware—Elementary Principals’ Association 
President, Ellen Samworth, 1502 Lancaster Ave. 
Secretary, Sarah 8S. Devine, 421 W. 22d St. 
Winston-Salem, North Carolina—Winston-Salem Principals’ Club 
Chairman of Steering Committee, W. B. Clinard, City Public Schools 
Worcester, Massachusetts—Worcester Principals’ Club 
President, Alice H. Belding, 110 Elm St. 
Secretary, Julia A. Butler, 76 Paine St. 








LIST OF MEMBERS 


THE 


DEPARTMENT OF 


ELEMENTARY SCHOOL 


PRINCIPALS 


yn 


For tue YEAR 1926-27, 


CorrECTED TO Marci 31, 


1927 


Unless otherwise indicated those listed are elementary school principals. 


Aarvig, Bertha O., 1102 Fifth Ave., N., 
Fort Dodge, Iowa. 

anes, Annette, 1220 A _ St., Lincoln, 

Abbott. Carlotta G., 1624 Grant St., Den- 
ver, Colo. 

Abbott, Robert B., 1137 Bremer Ave., 


Fresno, Calif. 
Abel, B. L., School No. 45, 
Buffalo, N. 
Ackerman, Martha B., 238 W. Tenth St., 
Claremont, Calif. 


Auburn Ave., 


Adams, A. Virginia, E. Landis Ave., Vine- 
land. N. J. 
Adams, Ruby a 714 S. Kline St., Aber- 


deen, S. Dak 


Adamson, Belle, 116 Spring St., Marietta, 


Ohio. 

—_— Irwin Oliver, Box 1017, Madera, 
Calif. 

Adel, Mrs. Edna P., 25 N, 21st St., Colum- 
bus, Ohio. 

Adsit, Margery, Pomeroy School, Burling- 
ton, Vt 

Adsit, Ruth, Supvr., Elem. Tr. Sch., Col. 
of Educ., University of Wyoming, ‘Lara- 


mie, Wyo. 


Afflerbach, Calvin E., Rural Supvr., State 
Dept. of Public Instruction, Court 
House, Georgetown, Del. 

Ager, H. W., 1947 Hawthorne Ave., Port- 
land, Ore. 

Ahlstrom, Mabel, Franklin School, Eve- 
leth, Minn. 

Ainspaugh, George E., 1923 S. Throop St., 
Chicago, Il. 

Aitkens, Emma C., 1108 Napoleon Ave., 


New Orleans, La. 
Aiton, Maude E., Americanization School, 
Tenth and H Sts., Washington, D. C. 
Akin, Wayne M., Sargent School, Monte 
Vista, Colo. 
Albright, Hilda M., 25 
Oelwein, Iowa. 


Second Ave., §., 
West 


Alderman, Etta L., 42 Bliss St., 
Springfield, Mass. 

Alexander, Mrs. Alevia, 410 E. 55th St., 
Portland, Ore. 

Alexander, Carter, Asso. Prof. of Educ. 
and Research Asso., Div. of Field Stud., 
Tchrs. Col., Columbia University, New 
York, N. Y. 

Alexander, Hattie, 124 E. Morehead St., 


Charlotte, N. C. 
Alexander, J. A., 
I 


1h. 
Alexander, K. U., 
Washington, D. C. 
Allen, Amelia S., 440 Eastern Ave., 


Lynn, Mass. 
Allen, Mrs, Anna B., 1309 11th St., Aurora, 


Nebr. 
Allen, “Mrs, Charles D., 
Herndon, Ge. ; 
8i2 


Allen, Cora F., 
25 Bacheller St., 


Supt. of Sch., Windsor, 
1512 Swann St., N. W., 
East 


Teague School, 
S. Champion Ave., 


Columbus, Ohio. 
Allen, Grace A., East 


Lynn, Mass. 


Allen, Lillie E., Bache School, 22d and 

Brown Sts., Philadelphia, Pa, 

Allen, Lora, 99 W. Kansas, 
Kansas, 

Allen, Nell B., Box 35, Hoquiam, 

Allen, Pattie, 904 Ash Ave., Duncan, 

Allen, Rhoda E., 2327 E. Fourth 
Tulsa, Okla. 

Allen, Zella H., Harrison School, 
Wash. 

Allmendinger, Walter H., 
Detroit, Mich. 


Pittsburg, 
Wash. 

Okla. 
Place, 
Seattle, 


17501 Brush St., 


Allsop, Clara M., Harrison School, Tren- 
ton, N. J. 

Almy, Shirley D., Lapham School, 1432 
E. Dayton St., Madison, Wis. 

Alsterlund, Mabel A., 1843 13th St., 
Moline, Ill. 

Alt, Mary A., 1120 S. Beaumont, Detroit, 
Mich. 

Altamer, W. H., College Hill School, Cin- 
cinnati, Ohio. 

Alter, Harvey E., Thomas Street School, 
Rome, N, Y. 

Alter, Lilian V., 7719 Abbott St., Pitts- 


burgh, Pa. 


Altstetter, Mrs. M. L., 721 W. Colonial 
Drive, Orlando, Fla. 

Alvarez, Mabel L., 300 N. Lafayette St., 
Mobile, Ala. 

Alworth, Jessie, Apt 12, Oakland Court, 
Council Bluffs, Iowa. 

Amerman, Nona L., 35 Collings Place 
Houston, Texas. 

Ames, Rena, Lafayette School, Calumet 
and Sibley Sts., Hammond, Ind. 

Amundson, Minnie, Box 290, Bozeman, 
Mont. 

Anderson, Anna, 5482 Blackstone Ave., 


Chicago, Ill, 


Anderson, Mrs. Cora 8., 106 S, 25th St., 
Omaha, Nebr. 
Anderson, Elizabeth N., Kane School, 26th 


Philadelphia, Pa. 


and Jefferson, 
81 Main St., Potsdam, 


i ae Ellen R., 


Anderson, Emma C., 419 W. “6th St., Los 
Angeles, Calif. 
Anderson, Florence, 720 Indiana Ave., 


Mich. 
Route 4, 


South Haven, 


Anderson, J. H., Greenville, S. C. 


——, Jennie, Oak Grove Club, Flint, 
Mich. 

Anderson, Lena C., 131 Hudson Ave., Red 
Bank, N. J. 

Anderson, Nellie, 110 Austin, Brownwood, 


Texas. 
Anderson, O. A., Box 459, 
Anderson, Robert 8., 16 
Lansdowne, Pa. 


Ore. 
Ave., 


Vernonia, 
N. Rigby 


Andrew, Ellen B., Asst. Prin., Kilgour 
School, Herschel Ave., Cincinnati, Ohio. 

Andrews, Alice L., 40 Roselawn Ave., 
Warren, Ohio. 

Andrews, F. E., 1415 N. Garrison, St. 
Louis, Mo. 

Andrews, Frank A., 47 Clark St., Wor 


cester, Mass. 


[ 342 ] 














Cs iid 








Tue Srxtu 


YEARBOOK 343 





Andrews, J., Sec.-Treas., Eastland Busi- 
ness Cobege. Eastland, Texas 


Andrews, J. O., 2825 May St., Fort Worth, 
Texas. 
Andrews, John H., Itasca Station, Su- 


perior, Wis. 

Andrews, Mary A., 810 8S. Ross St., 
Ana, Calif. 

Andries, Ida K., 2000 Edison Ave., De- 
troit, Mich. 

Angland, Helen, School No, 7, Ramsay St., 
Paterson, N. J. 

Angus, Myra W., 2534 Lower Manoa Road, 
Honolulu, Hawaii. 

Ansley, Foster, Barrett School, 
ham, Ala. 

Anspach, Charles J., 
waukee, Wis. 

Arce, Mrs. A. V., Legarda Elementary 
School, Lealtad, Sampaloc, Manila, P. I. 

Archer, Ina, Public School 155, 1355 
Herkimer St., Brooklyn, N. Y 

Arehart, Claud A., Fulton School, 412 N. 
29th St.. Portland, Ore. 

Arguelles, Ethel, Box 400, 413 E. Howard 
Ave., Biloxi, Miss. 

Armbruster, Bertha S., 4152 West End 
Ave., Chicago, Ill. 

Armstrong, Cora, 319 McKinley Ave., S. 
W., Canton, Ohio. 

Armstrong, J. J., 715 Elm &t., 
town, Ohio. 

Armstrong. Mrs. Mary F., 1346 Wealthy 
St. S. E., Grand Rapids, Mich. 

Armstrong, ‘Nano E., 584 25th Ave., Mil- 
waukee, Wis. 

Arnold, David Ray, Signal Hill Elemen- 
tary School, Long Beach, Calif. 

Arnold, E. G., Alcott School, W. 41st and 
Tennyson, Denver, Colo. 

Arnold, Frank J., 622 Mansfield Place, 
Brooklyn, N. s, 

Arnold, John A., Oakland School, Tacoma, 


Wash. 
419 Q St., N. W., Wash- 


Arnold, L. G., 
ington, D. C. 

Arnot, Lida A., School No. 19, James St., 
Paterson, N. J. 

Arnson, Harriet, Third 
Niagara Falls, N. Y. 

Arrington, Mrs. Empress, 1122 N. El Paso 
St., El Paso, Texas. 7 
Ashton, Robert H., 723 Girard St., N. W., 
Washington, D. C. 

Askin, Bessie D., 362 
Pittsburgh, Pa. 

Assmann, E. C., Washington School, West 
Allis, Wis. 

Atkins, George F. B., Box 568, Bessemer, 
Mich, 

Atkins. Robert S.. Thomas N. 
South Boston, Mass. 

Atkinson, F. H., Henry Ford School, Sec- 
ond and Midland Ave., Highland Park, 
Mich. 

Atwater, Jane §., 
eago, Ill. 

Atwell, Lottie E., Shady Park School, 
North Braddock, Pa. 

Ault, J. W., State Teachers College, San 
Diego, Calif. 

Aultman, Mrs. Lela W., 
Hollywood, Calif. 

Auner, Celia R., 205 Michigan St., Win- 
field, Kansas. 

Austin, George R., 3648 Burke Ave., 
tle, Wash. 

Austin, M. J., 1468 Harvard St., N. W., 
Washington, D. C. 

Austin, Mary N., Miller Park School, 
Omaha, Nebr. 

Austin, W. L., Morse School, 
Sarah, Pittsburgh, Pa. 

Averill, W. A., Research Bureau, Ginn and 

Co., 15 Ashburton Place, Boston, Mass. 


Santa 


Birming- 


4713 Pabst Ave., Mil- 


Youngs- 


School, 


Street 


Stratford Ave., 


Hart School, 


6824 Harper Ave., Chi- 


6811 Leland Way, 


Seat- 


25th and 








Bowell School, Madison, 
210 N. Oxford St., Hart- 


Axtell, Annie D., 
Wis, 

Ayres, Alice M., 
ford, Conn. 
Ayson, EH. F., 
Rarotonga, Cook Islands, 


Resident Commissioner, 


Babbington, K., 78 I St., N. W., Wash- 
ington, D. C. 

Bache, Ada G. ., George Washington School, 
118 N. Cabel, Louisville, Ky. 

Bachmann, Sophie, Majeske School, 2139 
Trombly, Detroit, Mich. 

Bacon, Margaret H., 404 Sterling Place, 
Brooklyn, N. Y. 

Bacon, Meda, 731 Lafayette Ave., S. E., 
Grand Rapids, Mich. 

Bacon, Vivian, 1136 Union Ave., Chicago 
Heights, Ill. 

—— a 32 Cameron Ave., Babylon, 
™ «9 Ne . 

Bade, Edith M., High School, Ann Arbor, 
Mich. 

Badger, Abner A., 2234 Lavell Drive, Los 
Angeles, Calif, 

Baer, Mrs. Alice Hogge, ——/_ School, 
10414 §S. State St., Chicag Ill. 

Baer, Schanette, W hittier School, Toledo, 

Ohio. 

Bailey, C. S., 121 Main St., 

N. J 


West Orange. 


saird, James, 4725 Martin Ave., Detroit, 
Mich. 
Babe, Sadie, 1219 S. 26th St., Lincoln, 


Nebr. 
Saker, Bertha, Kensington School, 17th 
and Van Brunt Blvd., Kansas City, Mo. 
—— C. W., 926 San Gabriel Ave., Azusa, 


alif. 
Baker, h Helen T., 3322 Carter, 
a L. L., 1378 Tabor Court, Portland, 


re. 

Seen Mrs. Martha, 2031 N. Broadway, 
Knoxville, Tenn. 

Baker, N. A., 343 E. 46th St., S., Port- 
land, Ore. 

Baker, Nina, 
Saldwin, Agnes 
Buffalo, N. Y. 

Baldwin, Alice G., 
mington, Del. 

Baldwin, C. W., 2614 Kuahine Drive, Hono- 
lulu, Hawaii. 

Baldwin, Mrs. Jessie G., 
Dallas, Texas. 

— Paul, Baker School, Evansville, 
nd. 

3ales, Howard R., 314 W. Hubbard St., 
Mineral Wells, Texas. 

Ballard, Willa E., 1421 Fair Oaks Ave., 
South Pasadena, Calif. 

3allenger, Lou E., 1801 16th St., N. W., 
Washington, D. C. 

3amberger, Morris, Bergen Street School, 
Newark, N. J. 

Bancroft, C. A., 1414 B, 
Olympia, Wash, 

Bangs, Athlyn V., 
Mountain, Mich 

Bankes, W. J., Dean, Teachers College, 
University of Akron, Akron, Ohio. 

Banta, Fay M., 2618 N. Alabama St., In- 
dianapolis, Ind. 

Barber, E. Olive, 110 N. Main St., Glovers- 
ville, N. Y. 

Barber, Elon L., Basking Ridge, N. J. 

Barber, Gertrude L., McKinley School, 


Detroit, 


2509 Vine St., Lincoln, Nebr. 
M., 122 College St., 


206 E. Tenth St., Wil- 


4922 Worth St., 


Eighth Ave., 


Washington School, Iron 


1026 W. Fourth St., Coffeyville, Kansas. 
a Mary, 131 Franklin Ave. ., Morton, 


Barker, Mary C., 685 Myrtle St., N. E., 
Atlanta, Ga. 

Barley, 
Mo. 


Ida L., 3638 Summit, Kansas City, 








344 





Barlow, Carl J., 947 Seward Ave., Detroit, 
Mich. 

Barnard, Margaret, 716 W. Commonwealth 
Ave., Alhambra, Cali 

Barnes, Mrs. Abbie C., 
Joseph, Mo. 

Barnes, Harold, Supvg. Prin., Elem. Wduc., 
Girard College, Philadelphia, Va. 

Barnes, Jessie Baldwin, 419 E. State St., 
Long Beach, Calif. 

Barnes, Percival S., Supt. of Schools, East 


Ernst School, St. 


Hartford, Conn. 

Barnes, Thomas L., 39 New St., East 
Orange, N. J. 

Barnhart, Nat G., Meadowview Public 


Meadowview, Va. 

Prin., Oregon Normal 
Independence, Ore. 
Chat- 


School, 
Barnum, Mrs. W. A., 
Training School, 
Barr, Gertrude, 38 Elizabeth Apt., 
tanooga, Tenn. 


H. M., 440 BE, 42d St., N., Portland, 


Resnett, Ellen T., 4026 Baudin, New 
Orleans, La. 
Barrett, Jennie M., 710 Gorsuch Ave., 


Baltimore, Md. 
Barrows, Howard F., 
mouth, Mass. 


Box 85, East Fal- 


Barry, A. P., Twin Peaks School, Corbett 
and Iron Ave., San Franc ~ee Calif. 
Barse, Amy C., 5317 First Ave., S., Minne- 

apolis, Minn 
— Alma, ‘Larimer Se hool, Pittsburgh, 
Barth, Laura F., Keyser-Meehan School, 
Morris and Coulter Sts.. Germantown, 


Philadelphia, la. 
Barthold, Harold J., 


hem, Pa. 
Bartholf, Harriet, 842 
Shreveport, La. 
Bartine, Helen W., 
and Ontario Sts., 


636 Main St., Bethle- 
Prospect Ave., 


Cramp School, Howard 
Philadelphia, Pa. 


Barton, Lulu E., 679 Lorena Ave., Wood 
River, Ill. 
Ruby, 1030 Cherry, Springfield, 


Barton, 
M 


Henry C. Kumpf School, 
Kansas City, Mo. 
Dal- 


0. 
Bash, Eugene H., 
45th and Wabash, 
Baskett, Mrs. Fannie, 2917 Douglas, 
las, Texas. 


Baskin, Mildred. 724 Baltimore Ave., San 


Antonio, Texas. 
Bassett, A. F., Route B., Box 174, Sanger, 
Calif. 


Bassler, H. J., 58 McKinley Ave., Steger, 


Ilk. 
Bastian, Mamie S., 812 Bell Ave., Houston, 


Texas. 

Batchelder, Marion FE., Riverside, N. J. 

Bateman, Grace N., 2721 Gladstone Ave., 
Detroit, Mich. 

Bates, E. D., 329 Pioneer St.. Akron, Ohio. 

Bates, Elizabeth, 365 S. Highland Ave., 
Los Angeles, Calif. 

Bates, Guy, Davison School, 2800 B. Da- 
vison Ave., Detroit, Mich. 

Bates, Warner J., Whitney School, 
tramck, Mich. 

Bates, William Lester, 
West Newton, Mass. 


Ham- 


74 Putnam S8t., 


Batman, Anna C., 1426 D St., Lincoln, 
Nebr. 

Battle, Mrs. J. A., 605 Delaware, Bartles- 
ville, Okla. 

Bauerle, Martha M., 5559 W. Adams S8t., 
Chicago, Til. 

Baughman, W. L., Jefferson School, East 


St. Louis, Ill. 
a, Millicent, Public +——. 101, 151 


1llth St., New York, N. 
eum ‘eg L., 441 S. ALR, Ave., Glen 
oc q 
Bauserman, Nellie K., Franklin School, 


Denver, Colo. 


ELemMentTARY Scuoo.t PRINCIPALS 


Baxter, Bernice, 2558 Pleasant St., Oak- 
land, Calif. 

Baylies, Stella II., 
River, Mass, 


80 Hanover St., Fall 


Beach, Julia, 3440 Grand Ave., Des 
Moines, Iowa. 

Beal, Mamie G., 4510 S. 20th St., Omaha, 
Nebr. 

Beall, Ross H., Supt. of Schools, Bellevue, 
owa,. 

Beam, Mary t1., 188 Greentield St., Tiffin, 


Ohio. 
Beaman, Mrs. Blanche C., 
41, Royal Oak, Mich. 
Seun, Albert M., Junior High School, Cam- 
den, N. J. 

tenn, Florence Ordway, 11 
Brookline, Mass. 

Beard, C. E., Parker School, 


Route 504, Box 


Wellman St., 
Fort Smith, 


rk, 

Beardsley, Inez, 1412 Tenth St., Greeley, 
Colo. 

Beardsley, Oda Mae, 4313 
Los Angeles, Calif. 

Beattie, Grace E., 503 Medbury Ave., De 
troit, Mich. 

Beattie, Merle, 421 8. 
Nebr. 

Beavers, Sallie I 
N. C. 


Budlong Ave., 


15th St., Lincoln, 


, 601 Duke St., Durham, 


Beche, Grant, 1225 Sedgwick NSt., Chicago, 
I. 

secher, William O., 925 Grove St., Mil 
waukee, Wis. 

Bechmann, Albertina, ‘Twelfth 
School, Eighth and Melvin Sts., 
nati, Ohio. 

Beck, Julia F.. 704 
more, Md. 
Beck, Paul H., 
Park, Ill. 
Reckham, Blanche, 2721 M St., N. W., 
Washington, PD. ©. 
Beckner, . Penrle 


District 
Cincin 
Reservoir St., Balti 
706 S. Lombard Ave., Oak 


V., 403 Perry Drive, 


Marshall, Texas. 

Bedell. Bess C., 5018 Burt St., Omaha, 
Nebr. 

— J. C., 113 Cherry Ave., Houston, 
I: 

Re ie. Madge, Nampa High School, Nam- 


pa, Idaho. 
Bednar, Christine, 132 W. Marquette Road, 


Chicago, Il. 
Green St., Chi- 


Beeby. Daniel J., 7646 8. 
cago, Ill. 
Beers, George A., 3250 W. Adams St., 


Chicago, 
Beggs, V. L., 941 S. 
Park, tit. 
Belding, Alice H., 
cester, Mass. 
Bell, Nellie, 6238 
Tenn 


Bell, R. J., 121 S. 41st, 

Bellamy, W. S., 902 Stewart Drive, 
Texas, 

Bellows, Mrs. 
ton School, 


Grove Ave., Oak 
Greendale School, Wor 
Vine St., Chattanooga, 


Louisville, Ky. 
Dallas, 


Mabel Hutchings, Kensing 
Grand Rapids, Mich. 


selser, Birdie, 103 Lewis, Montgomery, 
a. 
Bender, Cora F., Washington School, Bak- 
ersfield, Calif. 


Benedict, Myrtle L., 1236 Westlake Ave., 
Lakewood, Ohio. 

senfer, Mabel C., 417 Osage Ave., 
ville, Okla. 

Benner, W. A., 
mont, Calif. 

Bennert, Lewis A., 825 
Paterson, N. J. 

Bennett, Birdenia, 37 Barton Ave., 
Haute, Ind. 


Bartles 
1670 Grand Ave., Vied- 
Madison Ave., 


Terre 


Bennett, John C., 1322 Rush, Houston, 
Texas. 
Bennett, Marie, 209 W. Locust St., Aurora, 
0. 








ee 


Tue Sixty 


Y EFARBOOK 345 





Bennett, U. J., Supervising Principal of 
Schools, Box 2538, Fort Lauderdale, 
Fla. 

Benning, A. Irene, 2047 Appleton St., 
Long Beach, Calif. 

Benson, Albert L.. Cleveland School, 
Cleveland and Athol, Oakland, Calif. 
Benson, Bertha, 321 N. Lockwood Ave., 

Chicago, IIL 

Benson, J. R., 2612 Wyoming St., St. 
Louis, Mo. 

Benson, Mary L., W. 1219 Ninth Ave., 
Spokane, Wash. 

Benson, Olga D., 1050 S. W. Sixth St., 
Miami, Fla. 

Benthack, Emil, Supt. of School, Arnold, 
Nebr. 

Bentley, Jessie, Junior High School, 
Louchapoka, Ala. 

Benton, George W., 100 Washington 
Square, New York, N. 

Berard, Elvina L., Com. “Sloat School, 
Ocean Ave. and Sloat Blvd., San Fran- 
cisco, Calif. 

Berghane, Frederick A., 9 Bayley Ave., 
Yonkers, N. Y. 

Berkaw, George R., 2211 Virginia Park, 
Detroit, Mich. 
tjerman, Samuel, William S. Peirce School, 
24th and Christian Sts., Philadelphia, 
Pa. 

Berns, Karl H., 400 Ninth St., N. W., 
Canton, Ohio. 

Beskow, Mrs. Mary, 418 N. Pleasant St., 
Hillsboro, Texas. 

Bestick, Grace V., 229 Wells St., Bridge- 
port, Conn. 

Bethany, C. M., P. O. Box 443, Bryan, 
Texas, 

Betten, I. N., 920 Wright St., Milwaukee, 
Wis. 

Betton, Florence, Askew School, 27th and 
Topping, Kansas City, Mo. 

Betts, Mary T., 2847 Madison Road, Cin- 
cinnati, Ohio. 

Bick, Anna, Wilkinson School, 7124 Can- 
terbury Ave., St. Louis, Mo. 

Bickler, Peter, 133 28th St., Milwaukee, 
Wis 


Biffer, Mary C., 1253 W. Fifth, Los An- 
geles, Calif. 

Bigelow, Gertrude E., 52 Columbia St., 
Brookline, Mass. 

Billings, Myra C., Rogers School, 1247 W. 
18th St., Chicago, Ill, 

Bingham, H. Beth, 215 KE. Third St., 
Mishawaka, Ind. 

Birdsall, D. P., 544 5ist St., Milwaukee, 
Wis. 

Birkam, George, 4875 Greenway Ave., De- 
troit, Mich. 

Birkenhauer, Louise, 3304 Wabash Ave., 
Kansas City, Mo. 

Birth, Marcia, 611 N. McKinley, Sand 
Springs, Okla. 

Bisset, Mary C., 2519 S. Garnet St., Phila- 
delphia, Pa. 

Biswanger, Wilhelmina A., Alex Wilson 
School, 46th and Woodland Ave., Phila- 
delphia, Pa. 

Bjorklund, Ethel M., 205 Third Ave., S., 
Oelwein, Iowa. 

Blackburn, Lulu, Benjamin Harrison 
School, Wallace and Independence Road, 
Kansas City, Mo. 

Blackburn, Mrs. R. E., Grade School, In- 
ternational Falls, Minn. 

Blackler, R. C., 924 BE. Everett St., Port- 
land, Ore. 

Blackmore, Ida, Monmouth Park School, 
33rd and Ames, Omaha, Nebr. 

Blackmun, R. M., 3617 Clarke St., Mil- 
waukee, Wis. 

Blair, William A., 2712 33rd Ave., S., 
Seattle, Wash. 


Blake, Katherine D., 101 W. 85th St., 
New York, N. Y. 

Blandford, Mrs. E. W., 360 E, 28th St., 
Portland, Ore. 

Blankenship, Mrs. Essie, 14 Providence 
Road, Charlotte, N. C. 

Blankenship, Ursula, 1210 S. Boulevard, 
Charlotte, N. C. 

Blanton, J. H., Route D., Box 236, San 
Antonio, Texas. 
Blessing, Louise, 4837 Lytle St., Pitts- 
burgh, Pa. 
Bligh. Anna M., 
ville, Ky. 
Blish, Elizabeth, Holmes School, 5525 8. 
Morgan 8St., rcpt Ill. 

Bliss, Carrie W., 233 Arnold St., New Bed- 
ford Mass, 

Blood, Benita, R., Fuller School, 48th and 
Harriet Ave., Minneapolis, Minn. 

Blough, H. B., 321 E. 22d St., Portland, 
Ore, 

Blumb, Joseph L., 1916 Woolsey St., 
Berkeley, Calif. 

Bockius, Susan A., 50 W. Penn St., Ger- 
mantown, Philadelphia, Pa. 

Boecker, Alexander, Public School 100, 
Coney Island, Brooklyn. Mi. Xe 

Boehnceke, Frieda C., 1320 N, Wilton, 
Hollywood, Calif. 

Bogan, L. E., Supt., Consolidated Schools, 
Okay, Okla. 

toland, Mary Frances, Mary W. French 
School, Decatur, I. 

Bolen, Elizabeth, South Vark School, St. 
Joseph, Mo. 

Bolenbaugh, George B., Fairview School, 
Cincinnati, Ohio. 

Boley, Arthur William, 700 Williams, 
Kewanee, III. 

Bolton, Belle, 1581 Dexter Place, Cleve- 
land, Ohio. 

Bomford, Mrs. Margaret A., 24183 Sunset 
Drive, Tampa, Fla. 

fond, Elizabeth, 1437 Sigsbee Ave., Salt 
Lake City, Utah. 

Bond, J. C., Franklin School, 14th and 
Washington, Kansas City, Mo. 

Bond, Mary E., 1860 Columbia Road, 
Washington, D. C. 

Bonfield, Q. Louise, 1208 Melbourne Road, 
Kast Cleveland, Ohio. 

tonfield, Susan, Douglas School, 3200 
Calumet Ave., Chicago, II. 

Bonner, Nettie O., 212 N. 30th St., Corsi- 
cana, Texas. 

Ronner, W. M., McClellanville, 8S. C. 

Book, Clare B., Y. M. C. A., New Castle, 
Pa 


*arkland School, Louis- 


Booker, Mrs. W., 348 Kenilworth, Toledo, 
Ohio. 

Boon, Sallie K., Rollins School, 41st and 
Main St., Kansas City, Mo. 

Boone, Mamie, 152 BE. 12th St., Dallas, 
Texas. 

Boone, W. V., 1217 Lawrence St., Tyler, 
Texas, 

Booz, Mary Convery, Columbus School, 
Brunswick Ave., Trenton, N. J. 

sopst, M., Columbia Street School, Cum- 
berland, Md 

torden, Nellie G., 715 N. Van _ Ness, 
Fresno, Calif. 

Borklund, C. Arthur, Public School 10, 
apactam, 242 E. 202d St., New York, 


N.. 2 

Bortle, Helen, 254 S. Monroe Ave., Apt. 7 
Columbus, Ohio. 

Bostian, Annie E., Henderson School, 
Salisbury, N. C. 

Botkin, Ethel, 102 E. 17th, Hutchinson, 
Kansas. 

Bott, Helen 12027 Pinehurst, Detroit, 
Mich. 

Boukofsky, Rebecca M., 605 Tenth Ave., 
San Francisco, Calif. 


<0) TEL 





546 





ELEMENTARY ScHoot PRINCIPALS 





Boutet, George H., Public School No. 3, 
Buffalo, | ie 2 

Bovee, Earl E., 1710 S. Palmetto St., 
Sioux City, lowa. 

——. D. C., 434 Colonial S., Detroit, 

Bowen, Warren R., 20 Pleasant St., Salem, 


Mass. 
Bowen, Ww ayne P., 
Bowers, Frances L., 
Philadelphia, Pa. 
Bowers, Jacob, Northwood School, 
bus, Ohio. 
Bowman, C. P., Minor School, 
Terrace, Ensley, Ala. 
Bowman, Calvin, 29 8. 
Crafton, Pa. 
Bowman, Samuel I.. 
Los Angeles, — f. 
Bowring, H. F., 133 
Calif. 
Bowyer, Vernon, 1070 W. 
Chicago, Ill. 
Boyce, Thomas W.., 
School, Cor. Kewaunee St., 
Vis. 


Boyd, Anna B., 
Louis, Mo. 
Boyd, Charles H., 
land, Ore. 
Boyd, M. E., 307 McAllister St., 
ville, Miss. 
Boyer, F. A., Coronado, Calif. 
Boyer, Martha E., 6420 N. 
Philadelphia, Pa, 
Boyer, Monta J., 
yers Place and 8. 
ver, Colo. 
Boyers, Lydia, 625 Arcadia Ave., 
Ohio. 
Boyington, Jo Mae, 1115 W. 
Spokane, Wash. 
Boylan, Lucille, 2014 E. Eighth St., 
lotte, N. C. 
Boyle, Minnie E., Public School No, 22, 
E. Seventh St., Paterson. N. 
Lyndale Se hool. 34th 
Minneapolis, Minn. 


Box 84, Compton, Calif. 
1906 W. Tioga St., 


Colum- 
Palmer 
Linwood Ave., 
6917 Converse Ave., 
High St., Modesto, 
Jackson Blvd., 


Cass Street Rotary 
Milwaukee, 
5330 Pershing Ave., St. 
1239 Rodney Ave., Port- 


Green- 


12th S8St., 


Alameda School, W. 
3annock St., Den- 


Toledo, 
Tenth Ave., 


Char- 


Boysen, Mrs. Agness, 
and Lyndale Ave., 


Bracken, Angeline, 4913 Chicago St., 
Omaha, Nebr. 
Bracken, John L., Supt. of Schools, Clay- 


ton, Mo. 
Bradford, C. G., 
Bradford, Flora B., 
ton, Mass. 
Bradlev, Anne M., 
Calif. 
~~. Florence, Bemiss School, Spokane, 
Wa 
meadies, Mrs. Maude, 
field, Mo. 
Bradseth, Alice M., 
Duluth, Minn. 
Bradshaw, Alice, 


tox ST. Coreoran, Calif. 
12 Iliggins St., Arling- 


412 63d St., Oakland, 
764 Cherry, Spring- 
Sixth St., 


Des Moines, 


1109 E. 
751 16th St., 


lowa. 

Brady, Mary L., Public 
hattan. Market and 
York, N. Y. 

Brady, William, Washington School, 
Orange, N. 

Bragg, : Elizabeth. State 
College, Springfield, Mo. 
Braine, Elizabeth M., Public 

Far Rockaway, N. Y. 

Brainerd. Charles E., 12 Pleasant St., 

El Dorado St., 


Man- 
New 


East 


School 177, 
Monroe St., 


Teachers 


School 39, 


Somerville, Mass. 
Brand, Mary R., 422 W. 

Decatur, Il. 
Branson, Mrs. Lilla T., 34 Union St., Mt. 

Holly, N. J 


Brasure. H. E., Sheridan School, Sheboy- 
gan, Wis. 

Bratton, Mrs. Anna M., Brown Park 
School, 19th and U Sts., Omaha, Nebr. 


Brawner, Mary Virginia, 4: 504 Douglas St., 
N. E., Kenilworth, D. C 


Breeding, Alice R., 643 W. Elmira St., 


San Antonio, Texas. 


Breen, Mrs. Arminta M., 1101 N. Stone- 
man Ave., Alhambra, Calif. 
Pittsburgh, 


Breeze, Mary P., 325 N. Craig, 
Pa. 

srennan, Alice M., 
Elementary School, 


Milwaukee University 
Milwaukee, Wis. 


Brennan, Fannie, 1015 Henry St., St. 
Joseph, Mo. 
Brennan, Katharine A., 182 Lloyd St., 


New Haven, Conn. 


Brereton, Jane, 1420 Goodale Ave., Toledo, 
Ohio, 

Brett, Anna, Public School 94, Queens 
Borough, Little Neck, ™ 2 


Brett, C ee J., 16001 F ernway, Cleve- 


land, Ohio. 
Breunig, Mrs. Emma P., 27 Bradley S8t., 


Bridgeport, Conn. 


Brewer, Eva, Hotel Utah, Salt Lake City, 
‘tah, 

Brewer, Jessie M., 28 State Ave., Pontiac, 
Mich, 

Brewer, John H., 215 Callender Ave., 
Peoria, Ill. 

Briarley, Mrs. Helen, Princeton, N. J. 

Brice, cilen, 1712 S. Boulevard, Charlotte, 
N. 

Bridgett, Alice E., North Colony Street 
School, Wallingford, Conn. 

Bridgland, L. A., Whittier School, Salt 
Lake City, Utah. 

Briggs, Arthur P., Shepard School, War- 
ren St., Lynn, Mass. 

Briggs, Elizabeth M., Robert C. Ingraham 


New Bedford, Mass. 
211 Forest Ave., 


School, 


Bright J. B., Cleburne, 


Texas. 

Brightwell, Mamie, 605 W. Fifth St., Fort 
Worth, Texas. 

Brimmer, Rose L., 119 College Ave., Dan- 
ville, Va. 

Brinkerhoff, George I, Webster Street 


School, Newark, N. J 

— Ira S., Supt. of Schools, Newark, 
Je 

Briscoe, Clara M., 651 Schiller Ave., Tren- 
ton, } 

srittan, Charles W., 
Chicago, Ill. 

Brodwater, Emma F., 
Philadelphia, Pa. 


5030 S. Wabash Ave., 


2605 S. Broad St., 


Broegger, Elsie J., 3730 Seminole, Detroit, 
Mich. 

Brook, Addie J., 1021 N. Emporia Ave., 
Wichita, Kansas. 

Brookes, Virginia J., 1308 N. Broadway, 
Oklahoma City, Okla. 


frookhardt, H. B.. Multnomah, Ore. 

Brooks, C. J., Madisonville School, Cin- 
cinnati, Ohio. 

Brooks, Daniel A., 2221 N. 
Philadelphia, Pa. 


College Ave., 


Brooks, Dorothy L., Roosevelt School, 
Ferndale, Mich. 
Brooks, 347 E. 37th St., Pater- 


Robert P., 
J. 


son, N. 

Brooks, Ross, Delaware School, Evansville, 
Ind. 

Brophy, John M., 1 Pequot St., Water- 
bury, Conn. 

Brossard, Julia E., 240 W. Argonne Drive, 


Kirkwood, Mo. 

Brous, L. E., Emerson School. Pacific and 
Tracy Sts., Kansas City, Mo. 
Browe, Herman J., 214 Worcester 
Detroit, Mich. 
Brown, Alice, 36 Halls Heights, 
town, Ohio. 
Brown, Anna R., 
burg, Kansas. 
Brown, Charles H.., 

Louis, Mo. 
Brown, Clyde A., Spry School, 2400 Mar- 
shall Blvd., Chicago, Ill. 


Place, 
Youngs- 
Pitts- 


715 W. Third St., 


2612 Papin St., S8t. 

















Tue SrxtH YEARBOOK 347 





3rown, Edythe J., 619 Park Ave., South 
Bend, Ind. 

Brown, — 759 HB. 27th St., N., Port- 
land, 

Brown, E ipee A., Kuhio School, Honolulu, 
Hawail. 

Brown, Mrs. Evelyn K., 1738 Phillips 
Way, Los Angeles, Calif. 

Brown, F. 8S., Box 127, Windsor, Colo. 

Brown, Florence G., 9 Farnsworth Apt., 
Ogden, Utah. 

Brown, Florence I., Walnut Square School, 
Haverhill, Mass. 

Brown, Georgia M., 426 E. Oak St., Louis- 
ville, Ky. 

Brown, Mrs. Jeannette B., 1224 Bates St., 
S. E., Grand Rapids, Mich. 

Brown, Lillian M., Woodward School, 
Kalamazoo, Mich. 

Brown, Lou, Perry Home, Westport and 
Belleview, Kansas City, Mo. 

Brown, Margaret, 704 E. Grand, Spring- 
field, Mo. 

Brown, Mary M., 1505 Field Ave., Detroit, 
Mich, 

Brown, R. H., 2317 Campbell St., Kansas 
City, Mo. 

Brown, Samuel Mortimer, Sumpter Street 
School, Mexia, Texas. 

Brown, Stanley 155 Camden Ave., Buck- 
hannon, W. Va 

Brown, W. ¥ Rennedy Siverton School, 
Cincinnati, Ohio. 

neem, Zadie, 72 Lenox Ave., Lynbrook, 
xn Y 


Browne, Emma, Leath School, Linden and 
Turley Sts., Memphis, Tenn. 

Bruce, Cecil, R. R. 3, Springfield, Mo. 

Bruce, Robert, Orcutt Union School, Or- 
cutt, Calif. 

Bruce, Wilma, R. R. 3, Springfield, Mo. 

Bruck, John P., 218 Potters Corners Road, 
Buffalo, N. 

Bryan, H, Eloise, 833 Cooper St., Beverly, 
N. 


3ryan, a. E., 1015 Sycamore St., Birming- 
ham, Ala. 

Bryan, James E., Supt. of Schools, Haddon 
and Newton Aves., Camden, N. J. 

Buchanan, Mrs. B. M., 495 Greenwood 
Ave., Portland, Ore. 

Buchanan, William D., 5511 Vernon Ave., 
St. Louis, Mo. 

Buchsieb, Carrie J., Siebert School, Co- 
lumbus, Ohio. 

Buckingham, B. R., Director, Bureau of 
Educational Research. Ohio State Uni- 
versity, Columbus, Ohio. 

Buckley, Dorothy, Angell School, S. Uni- 
versity Ave., Ann Arbor. Mich. 

Buckley, Mary E., School No. 7, 728 Bates 
St., Indianapolis, Ind. 

Buckley, P. G., Woodland School, Eighth 
and Woodland, Kansas City, Mo. 

Buckmaster, Stella, 4924 Bryan, Dallas, 
Texas. 

Budd, Francis H., 78 Montgomery St., 
Bloomfield, N. J. 
3udde, Charles A., District Superintendent 
of Schools, Skykomish, Wash. 

Buell, —— 679 Lincoln Ave., St. 
Paul, Min 

-_ Elizabeth, 9138 121st St., Richmond 


Hill 
Bullard, Helen M., 484 Concord St., Man- 
chester, N. H. 

Bapoe., A. R., Wiley School, Salisbury, 


Bullock Caroline M., Fifth Street School, 
Niagara Falls, N. 'Y. 

Bunce, Edgar F., Supervising Principal of 
Schools, Mt. Holy. N. J. 

Bunce, Helen J., 65 S. High St., New 
Britain, Conn. 

Bunting, Sarah L., McClean Ave., Ches- 
wick, Pa. 


Burch, Charlotte, 1437 Sigsbee Ave., Salt 
Lake City, Utah. 

Burch, Miriam A., Ames School, St. Paul, 
Minn, 

3urdge, Adelaide R., 62 E. Norwick Ave., 
Columbus, Ohio. 

Burdick, Annie P., 32 Lennox Ave., Provi- 
dence, R. I. 

Burghard, Minnie, 1018 Vineville Ave., 
Macon, Ga. 

Burk, Ellice E., 7805 Franklin Ave., Cleve- 

land, Ohio. 

Burkard, William F., George W. Childs 
School, Philadelphia, Pa. 

Burke, Catherine A., 6566 Yale Ave., Chi- 
eago, Ill. 

3urke, Hanna J., 222 8. Park Ave., Buf- 
falo, N. Y. 

Burke, James A., Garfield School, Spokane, 
Wash, 

Burke, Lottie, Riverside School, 176 Wis- 
consin St., Memphis, Tenn. 

Burke, Margaret E., 720 W. Poplar St., 
San Antonio, Texas. 

Burke, Sarah T., Rose Hill School, Lewis- 
ton, Maine. 

Burkett, Maude S., 26 Wyoming Ave., 
Audubon, N. J. 

Burkhard, Russell V., Armory’ Street 
School, Springfield, Mass. 

surkholder, Belle, 526 W. Fifth St., Love- 
land, Colo. 

Burns, Mrs. Lillian O., 111 W. Linden St., 
Rome, N. Y. 

Burr, Elsie D., Lincoln School, Devils 
Lake, N. Dak. 

3urress, Lida M., 1420 S. Vermont, Se- 
dalia, Mo. 

Burris, Frances A., 630 N. 23d St., St. 
Joseph, Mo. 

3ursk, J. W., Webster School, Findlay and 
Republic, ‘Cincinnati, io. 

Burt, Ethel V., 2460 Calvert Ave., Detroit, 
Mich. 

3ury, Agnes E., Bryant School, Station D, 
Superior, Wis. 

Buscher, Gertrude, 2928 Park Ave., India- 
napolis, Ind. 

3ush, A. S., 1550 W. Magnolia, San An- 
tonio, Texas. 

Bushnell, Nina, 507 Thomson St., Flint, 

ich 


Bustard, Joseph L., Chestnut Street 
School, Roselle, N. J. 

Butler, Margaret F., Webster School, St. 
Albans St., St. Paul, Minn. 

Butler, William F., Lamatine Street 
School, Worcester, Mass. 

Butterfield, Annie J., 114 Paine St., Wor- 
cester, Mass. 

3uttery, Nellie, 713 Webster Ave., Hous- 
ton, Texas. 

3utton, Arminda M., 2756 S. Broadway, 
Englewood, Colo. ; 

Byler, J. Frank, 5516 Hunter Ave., Phila- 
deiphia, Pa. 

Byrne, Clara R., Garfield School, St. 
Joseph, Mo. 

Byrne, Margaret H., Hendricks School, 313 
W. 43d St., Chicago, Ill. 

Cadwallader, Carrie V., Sartain School, 
31st and Oxford Sts., Philadelphia, Pa 
Cain, Emily, 1470 Warren Road, Lake- 

wood, Ohio. 
Calder, Jessie, 2100 41st Ave., Oakland, 
Cal 


Caldwell, A. B., North Grade School, Win- 
ston-Salem, N.C. 

Callan. Thomas F., 655 Mineral St., Mil- 
waukee, Wis. 

Callen, Sara, 203 Juneau Ave., Milwaukee, 
Wis. 

Cameron, Norman W., Superintendent of 
Schools, Chester, Pa. 


a eee 








348 ELEMENTARY Scuoou PRINCIPALS 





Camp, Frederick S., Supvr., Elementary 
Education, State Board of Education, 
Capitol, Hartford, Conn. 

Campbell, A. A., 1163 Haight St., Port- 
land, Ore. 

Campbell, A. C., Ward School, Crown 
Point, Ind. 

Campbell, Cora, Bancroft School, 48d and 
Tracy, Kansas City, Mo. 


Campbell, Cora G., 215 W. Sixth St., June- 
tion City, Kansas. 

Campbell, Elwyn G., 
haven, Mass. 

Campbell, Florilla, 825 N. Baker St., Stock- 
ton, Calif. 

Campbell, Henrietta, Thomas A. Edison 
School, 1449 Independence, Kansas City, 


84 Laurel St., Fair- 


Mo. 

Campbell, Mrs. J. D., 910 Bell Ave., 
Smith, Ark. 

Campbell, Mary A., Elihu Burritt School, 
New Britain, Conn. 

Campbell, Mrs. N. E., 929 E. 
Denison, Texas. 


Fort 


Texas St., 


Campfield, Olive, Indiana School, Toledo, 
0. 
oe J. M., Gunekel School, Toledo, 


0. 
Caradine, Jane, 1810 Bingham St., Hous- 


ton, Texas. 


Cardozo, Truman V., 714 Third St., Mod- 
esto, Calif. 

Caris, Belle W., Box 744, West Palm 
Beach, Fla. 

—— Elodie G., 1 Obey Ave., Crafton, 

Carlisle, O. L., Somerton, Ar 

Carls, Mrs. Rufina A., 114 — 
Drive, New York, N. Y. 

Carlton, A, L., 3929 Jackson St., El Paso, 
Texas, 

Carmichael, P. S., 209 Brevard St., Char- 
lotte, N. C. 

Carnine, Jennie M., Hawthorne School, 
Ninth Ave. and Fifth St., S., Fargo, 
N. Dak. 

Carothers, Alice, 1475 Grace Ave., Lake- 


wood, Ohio, 


Carpenter, Clara E., 570 S. Crest Road, 
Chattanooga, Tenn. 
Carpenter, Clarence, Neely School, St. 


Joseph, Mo. 
Carpenter, Harriet, 18} Third Ave., S. E., 
Aberdeen, S. Dak 
Carpenter, Mary, 1315 > Hillerest, Kalama- 
zoo, Mich. 
Ave., 


Carpenter, Nette, 426 Rigsby 
Antonio, Texas, 
a R. R., 982 W. Euclid, Detroit, 
Carraher, Rose G., Ss. W., 
Washington, D. 
Carraway, Alleen, David Crockett School, 


Corsicana, Texas. 
Carrier, Mrs. Alice Bingham, 65 


San 


504 Sixth St., 


Lemon 


St., St. Augustine, Fla. 

Carrigan, Rose A., 53 Sydney St., Dor- 
chester, Mass. 

Carrington, Ralph W., Bunker Hill School, 
Waterbury, Conn. 

Carroll, Agnes, 239 E. Palmer, Detroit, 


Mich. 
Carroll, May, 353 S. Marlborough, Detroit, 
Sara J., 768 25th St., 

8. 
Carroll, William L., Public pape 165, 462 


Eighth St., Brooklyn, 
Carson, Mary G., Ashland School, 29th 
Fresno, 


Mich, 
Carroll, Milwaukee, 
wi 


Ave. and Firth St., Denver, cae. 

Carter. C. C., 751 Cedar Ave., 
Calif. 

Carter, Charlotte, 329 BH. 30th St., India- 
napolis, Ind. 

Carter. J. L., 25 12th Ave., San Mateo, 
Calif. 


Cartledge, Franklin F., Sharswood School, 
Second and Wolf, Philadelphia, Pa. 
Cartwright, Priscilla, 1605 Waverly Place, 

Memphis, Tenn 


Case, Mary E., Beach School, Rocky River, 


0. 

Casey, William V., 820 Pine Sts., Boulder, 
Colo. 

Cash, Laurie, 1678 Forrest Ave., Memphis, 


Cass, Mary A., 27 Marion Ave., Water- 
bury, Conn. 
Cassel, J. U., W. SOth between First Ave. 


and Third Ave. N. W., 
Cassell, George F., 
cago, 


Seattle, Wash. 
2510 Kildare Ave., Chi- 


Cassidy, H. Alki School, Seattle, Wash, 
Cassidy’ Mabel M., 341 Union St., Jersey 

City, N. J. 
Rose, 510 S. First St., Rockford, 


( ‘assidy, 
It. 


Castle, L. E., Superintendent of Schools, 


Stuart, lowa. 
Com. Margaret, Box 470, Rock Springs, 
Caswell, Inez E., 13120 Wildemere, De- 
troit, Mich. 
Cavanagh, Mrs. Bertha F., Anthony 


Wayne School, Philadelphia, Pa. 
Cavill, Alice, Kendrick School, 38th below 
Powelton Ave., Philadelphia, Pa. 
Cech, Eleanor, Box 63, Schuyler, Nebr. 
Cecil, Ruth M., Webster School, Monroe 
and Summer Sts.. Minneapolis, Minn. 
Chamberlain, Ames, Public School No. 9, 
Jersey City, N N. J. 
Chamberlain, Mrs. Mary B., 
nue School, Long Beach, 
Chamberlain, Walter B., 
Union City, N. J. 
Chambers, A. Frances, 541 
Troy, N. Y. 
Chambers, Evelyn, Junior 
Iron Mountain, Mich. 
Chambers. Raymond L., 
Philadelphia, Pa. 


Atlantic Ave- 
Calif. 

Jefferson School, 
Congress St., 
High School, 


24 W. Logan St., 


Chambre, Marguerite, 22 Mountain Ave., 
Dover, N. J. 

Champine. Jennie L., Agassiz School, 
Fargo, N. Dak. 

Chandler, Maud, Chestnut Street School, 
Chattanooga, Tenn. 


Chandler, Mrs. Myrtle B., 


369 Lucas Ave., 
Los Angeles, Calif. 


Chandler, Turner C., 7814 Cornell Ave., 
Chicago, Il. 
Chapman, Edith A., 2441 Carter Ave., 


Ashland, Ky. 
Chapman, Emma J., 
lington, Vt. 
Chapman, Mrs. Virginia, 
Ave., Tampa, Fla. 
Charbonneau. Anna M., 
Detroit, Mich. 
Chariton, Laura, 


323 Pearl St., Bur- 
6401 Livingston 
2934 Clairmount, 


Junior High School 93, 


Manhattan, 98rd St. and Amsterdam 
Ave., New York, N. Y. 

Coaeees. Daisy I., The Lenox, Columbus, 

0. 

Chase, E. A., 1109 Eye St., N. W., Wash- 
ington, D. C. 

Chase, Ethel E., John Muir School, 912 S. 
Chevy Chase, Glendale, Calif. 

Chase, Inez J., 201 W. Abriendo Ave., 
Pueblo, Colo.’ 

Chase, Lawrence §&S., Glenfield School, 


Montelair, N. J. 
Chase, Margaret T., 

Sts., Detroit, Mich. 
Chase, Marie 8S., 2038 Master St., 

delphia, Pa. 
Chase, Robert R., 2426 


Cicotte and Clayton 
Phila- 


26th Ave., San 


Francisco, Calif. 
Chase, Sara E., Green Hall, 
Chicago, Chicago, III. 


University of 























Tue Srxtu YEARBOOK 349 
Chatfield, Hazen, Public School 67, Bronx, Cline, Anne V. 4 115 Francisco Ave., 
E. 179th St. and Mohegan Ave., New Rutherford, N. 
York, N. Y. Clinnen, joe Ma M., Pulaski School, 
Chedester, J. Victor, Morse School, 22d 2030 N. Leavitt Ave., Chicago, III. 


and Charlotte, Kansas City, Mo. 
Chenault, Robert N., Director, Dixie Port- 
land Memorial School, Richard City, 


Tenn. 
Cheney, Bessie B., Priest Street School, 
Leominster, Mass. 


Cherry, Myrtle B., 520 Clinton St., Grand 


Haven, Mich. 


Chestek, Abbie, 112 Sixth Ave. S., St. 
Paul, Minn. 
Chew, Hannah H., Supervising Principal 


of Schools, sBiverton, iM, ws 
, Sayler Park School, 





Chidlaw, W. Cin- 
cinnatl, nie. 

Childers, J , Collins View School, Port- 
land, Ore 

—- BE. %., 5749 Maple Ave., St Louis, 

Chinn, Mrs. Jean, 2020 Glenwo Ave., 
Toledo, Ohio. 

Cogeery, Martha W., 120 N. #2d St., 
Omaha, Nebr. 

Christie, Mary S., 425 Independewe Ave. 
Waterloo, Iowa. 

Christison, Clara C., 901 Second Ave., N 


Great Falls. Mont 
Churchell, Mabel E., 

cuse, N. Y. 
Churchill, 2 - ae Hawley, 


Creek, Calif. 
Civille, Mrs. Jessie, 163 E. 


“687 Allen St., Syra- 
Box 187, Big 


Pasadena St., 


Pomona, Calif. 
Claffy, Eleanor V., Northwest School, Race 
below 15th St., Philadelphia, Pa. 
Clampitt, Xenia C., 6805 N. 11th St., 
Philadelphia, Pa. 

Clapper, Mary A., 44 Glendale, Detroit, 
Mich. 

Clark, F. Leslie, Douglas School, 27th and 


Jarboe, Kansas City, Mo. 


Clark, Mrs. Mae T., 703 W. 15th St., 
Grand Island, Nebr. 

Clark, Marion T., Garfield Avenue School, 
Long Branch, N. 

Clark, Miriam I., Hiilside School, Med- 
ford, Mass. 

Clarke, Bertha. 24 Columbia Ave., Bing- 


hamton, N. Y. 


Clarke, Mrs. — G., Public School No. 5, 
Lakewood, N 

Clarke, cp By "4313 Jefferson St., Phila- 
delphia, Pa. 

Clausen, Josephine, 407 FE. Broadway, 
Council Bluffs, Iowa. 

Clay, Minnie, 622 Mynster St., Council 
Bluffs, Iowa. 

Claypool, Mary F., 2427 W. 22d St., Los 
Angeles, Calif. 

Clayton, M. B., 801 Packard Ave., Fort 


Wayne, Ind. 


Clayton, Mrs. M. F., South Side School, 


129 Carlisle St., Spartanburg, S. C. 
Cleary, Margaret E., Jefferson School, 
West Allis, Wis 


Cleavenger. W. C., 1028 Steuben St., Pitts- 
burgh, Pa. 
Clemens, K. F., Box 106, Wasco, Calif. 


Clement, W. W., William Cullen Bryant 


School, 57th and Wornall Road, Kansas 
City, Mo. 

Clements. Myrtle, 3634 Belmont St., Bel- 
laire, Ohio. 

Clemson, Mary W., 1224 Madison Ave., 
Columbus, Ohio. 

Clephane, U. D., Evanston School, Cincin- 
nati, Ohio. 

Cleveland, A. D., 2421 E. Illinois Ave., 
Spokane, Wash. 

Cleveland, J. Arlene, 118 Prospect St., 
Pontiac, Mich. 

Clickener, Sara H., 835 W. William St., 


Decatur, Ill. 


Cs Novella M., Byford School, Chicago, 


Clow, Jennie M., Hillger School, 8411 E. 
Forest Ave., Detroit, Mich. 

Clumpner, G. A., Box 304, Rosalia, Wash. 

Coates, Elizabeth M., Lapeer Road, R. D. 


No. 6, Flint, Mich. 

Cobb, Charles C., 666 N. Racine Ave., 
Chicago, Ill. 

Cobbs, Ansalem J., Springfield Township 
High School, Petersburg, Ohio. 

o- E. W., 1419 Elm St., Wilkinsburg, 

Cochrane, Mrs. M. A., Smith School, 
Gevers St., and Virginia Blvd., San 
Antonio, Texas. 

Coddington, Archibald O., Stockton Junior 
a School, 4430 Beacon St., Chicago, 

Cody, Janet, 314 S, Franklin St., Janes- 
ville, Wis. 

Cody, Mary E., 505-A W. Mercury St., 
Butte, Mont. 

Coffey, Julia C., Emerson School, San 
Francisco, Calif. 

Coffin, Myra, 121 Park St., Stoughton, 
Mass. 

Coffin, Rebecca J., 425 W. 123d St., New 
York, N. Y. 

Coffman, C. Louise, 8 Calvert Apts., Day- 
ton, Ohio. 

Cogil, Annie M. T., 1642 M, Apt. 3, Lin- 
coln, Nebr. 

Cogshall, Charles H., 1950 Francis Ave., 
S. E., Grand Rapids, Mich. 

Cohen, Flora, 204 Prospect Ave., Little 
Rock, 


rk. 
Colburn, Willis Paul, Park Street School, 


Milwaukee, Wis. 


Colby, Evelyn, Goodrich School, Chicago, 
Ul. 

Cc mine, Kate, 314 Third St., San Antonio, 
Te 


Cole, as ‘i, 4210 W. Belle Place, St. Louis, 
Mo. 


Cole, Ruhy, Burnett School No. 
tonio, Texas, 
Coleman, C. W., 
School, Lagrange, 
Coleman, Gertrude, 
Paul, Minn. 
Coleman. J. H., 
and Cherry, 
Coleman, W. 8. 


, San An- 
Southwest Lagrange 
Ga, 

2007 Selby Ave., 


19th 


St. 
Cherry Street School, 
Kansas City, Mo. 

1106 Horatio St., Tampa, 
518 Tornillo, El Paso, 


1633 E. 103d 


a. 
Coleman, William, 
Texas, 
Colerick, Mrs. Mabel S. B., 


Place, Los Angeles, Calif. 

— Helen, 1104 Second St., Portsmouth, 
Ohio. 

Coles, R. T., 2327 Lydia Ave., Kansas City, 
Mo. 

Coll, John J., 1010 Morningside Ave., 
Pittsburgh, Pa. 

Collard, Thomas T., 280 Summer Ave., 
Newark, N. J. 

Collier, Anne L., Wheatley School, 54th 
and Prospect, Kansas City, Mo. 

Collier, C. J., West Marshall School, Mar- 
shall, Texas, 

Collier, Genevieve L., Horton School, Port 
Chester, N. 

Collins, C. B., Wendell Phillips School, 


Boston, Mass. 
Collins, Henrietta, Benjamin Rush School, 
Fifth and Snyder, Philadelphia, Pa. 
Collins, Margaret E., Madison School, 15th 


St. and Fifth Ave., S., Minneapolis. 
Minn. 

Comes. Maude, Doty School, Madison. 
Wis, 





350 





ELEMENTARY Scuoot PRINCIPALS 





Collins, Robert A., Franklin School, Port 
Arthur, Texas. 
Colt, Elizabeth, 908 E. Howard St., Esther- 


ville, lowa 
, 2031 E. 72d Place, Chi- 


Comenees, W.H 
cago, Ill. 

Conboy, Elizabeth, Fernleaf and Eccles St., 
Pittsburgh, Pa. 

Condon, Anna A., Waterside School, Stam- 
ford, Conn. 

Conklin, Harold A., S. M. Jones Junior 
High School, Toledo, Ohio. 

a Minnie, 501 Detroit St., 


nd. 
Conlon, Mrs. Rebecca, 
Springfield, Mo 


La Porte, 


618 S. Gnant, 


Connell, Mary S., 290 S. Beacon St., Fall 
River, Mass. 

Conners, Mary F., Mott School, Center 
St., Trenton, N. J. 

Connor, Edith A., 5121 Brynhurst Ave., 
Los Angeles, Calif. 

Connor, Frances, Plainedge School, Cen- 
tral Park, Long Island, a 

Connor, June, Irving School, llth and 
Jennings, Sioux City, Iowa. 

Connor, Kathleen, 719 S. Seventh St., 
Council Bluffs, Iowa. 

Conrad, Susan E., 216 Fourth St., Red- 
lands, Calif. 

Conte, Lelia M., R. R. 1, Hot Springs, Ark. 

Converse, Lula R., Gorman School, St. 
Paul, Minn. 

Conway, Mary M., Public School 21, Port 
Richmond, Staten Island, N. Y. 

Cook, Louis D., 2 Morgan Terrace, New 
Bedford, Mass 


Cook, Nellie B., 1015 W. Main St., Elwood, 


n 

Cook, Selda, 5810 Clinton Ave., 
Ohio. 

Cooke, Edwin W.. Park Avenue School, 
Pleasantville, N. J. 

Cooke, Mrs. M. F., 3415 Knight, Dallas, 
Texag. 

Coon, Mrs. A. W.. Box 172, Firth, Idaho. 

Coon, James D., 24 Elm St., Gloversville, 


Cooper, Adelaide J.. 903 S. 
Los Angeles, Calif. 

Cooper, C. E., 1010 E. 
Sapulpa, Okla. 


Cleveland, 


serendo St., 


Hobson Ave., 


Cooper, E. J., Supt. of Schools, Gutten- 
berg, Iowa. 
Cooper, Elizabeth IT’... Daniel Webster 


School, Oakland, 
Cooper, Harry P., Minne- 
apolis, Minn. 

— Milton C.. 153 W. Washington 
Lane, Germantown, Philadelphia, Pa. 
Cogeens. Eunice D., 2020 Miller St., 

eattle, Wash. 


Calif. 
Seward School, 


—. Mrs. Catherine T., 610 Henry 
Brooklyn, N. Y. 

cumen Teresa M., 532 Salem Ave., Day- 
ton, Ohio. 

Cordell, Jane Thyra, Rogers School, Fort 
Smith, Ark, 

Corder, Mrs. Bethel, 836 S. Boulevard, 
Springfield, Mo. 

Cordingly, Elizabeth. Thatcher School, 
Denver, Colo. 

Corey, Clara = _School 35, Field St., 
Rochester, N. 

Corish, Gertrude L 86 Mill St., New Bed- 


ford, Mass. 
Cornish, Hubert R., 
Paterson, N. J. 
Cornish, Lydia R., 
ver, Colo. 
Cornish, William B., Center and Elm 
Street Schools, Stamford, Conn. 
Cornwright, Ethel M., 516 Revere St., 


Public School No. 4, 
35 Lafayette St., Den- 


Orlando, Fla. 
Correll, Edna E., 13 W. Preston St., Balti- 
more, 


Correll, Leo, Jefferson Park School, El 
Paso, Ill. 
Corrigan, Gertrude, Nobel School, 4127 


Hirsch St., Chicago, Ill. 
Cort, Ambrose, Woodmere, N. Y. 
> Katherine, 1750 Guion St., 
Ottaw 


Ill. 
Costello. . A., 240 Ninth St., Troy, 


Coster, Ethel M., 1432 Blavis St., Phila- 
delphia, Pa. 
Cotrel, Lucy. 3240 Clay St., San Fran- 


cisco, Calif. 
Cotter, Carl T., 


Ohio. 
Cotter. M. Elsie, Lazear School, 


2429 Fulton St., Toledo, 


Oakland. 


alif. 
Cottingham, Edith, 524 FE. First S&St., 
Bloomington, Ind. 
Cottingham, James M., Benton School, 


Kansas City, Mo. 

Cotton, Carl, ‘Superinte ndent of Schools, 
Derry, N. H. 

Couch, Mary D., 1130 W. Tenth, Okla- 
homa City, Okla. 

Couchman, H. H., 717 W. 80th St., Los 


Angeles, Calif. 

Coulter, Jane F., Cliffside School No. 3, 
Cliffside, N. J. 

Coultrap, H. M., 202 Logan St., Geneva, 

Courtney, Katharine, 1120 N. Cedar St., 
Colorado Springs, Colo. 

Cousins, Esther J.. 5924 Moran St., De- 
troit, Mich. 

Covey, Cora L., 110 Arch St., Akron, Ohio. 

Cowan, Ora V., 204 Dexter Ave., Mobile, 
Ala, 

Cowan, Rose E., 200 N. Rampart Blvd., 


Los Angeles, Calif. 
Cowden, Ann H.. Industrial Training 


School, Toledo, Ohio. 

Cox, Frederica, 304 W. Fourth St., Coffey- 
ville, Kansas. 

Cox, Helena, 4233 E. Market St., Warren, 
Ohio. 

Cox, Henley L., 2159 E. 24th St., Kansas 


City, Mo. 
Cox, Ora, Lincoln School, Medford, Ore. 
Cox, Philip W. L., Professor of Secondary 
Education, New York University. Wash- 
ington Square, New York. N. 3 
Craddock, Susan, 7411 Second Blvd., De- 
troit, Mich. 


Cragin, S. Albert, 58 S. Main, Reading, 
Mass. 
Craig, _ Christine, 14 Elm St., Whitesboro, 


ome Nell, 3114 Woolworth, Omaha, Nebr. 

Craighill, Susan R., Blair School, I between 
Sixth and Seventh Sts., N. B., Washing- 
ton, D. C. 

Crain, Ada N., 1128 Hammond Ave., San 
Antonio, Texas. 

Crakes, (. R., Central Grammar School, 
Moline, Ill. 

Crandall, J. Myrtle. 1615 Third 
Great Falls, Mont. 

Crane, F. E., Columbian School, 
nati, Ohio. 

Crane, H. L., Oakley 
Road, Cincinnati, Ohio. 

Crane, J. Ernest, Summer Avenue School, 
Newark, N. J. 

Crane, Mrs. Mary E., 1267 


Ave., N., 
Cincin- 
School, Madison 


Ransom &St., 


Muskegon, Mich. 

Crapser, Jessamine, i832 S. Mansfield 
Ave., Los Angeles, Calif. 

Craske, Fred H., Route 8, Box 425, Port- 
land, Ore. 

Craven, Ina E., Box 112, Ogden, Utah. 

Crawford, Ava, 418 Western Ave., Rocky 


Mount, N. C. 
Crawford, Mrs. Bertha T., 23 
St., Los Angeles, Calif. 


71 Portland 














— 





THE 


SIxTu 


a) 
Or 
—_ 


YEARBOOK 





709 N. 24th St., St. 
West 


Crawford, Cecil, 
Joseph, Mo. 
Crawford, Nina L., Newton School, 
Philadelphia, Pa. 
Crawford, Mrs. W. H., 
St., Pensacola, Fla. 
Creedon, Clara W., McCormick School, 
27 S. Sawyer Ave., Chicago, III. 
Creighton, Mrs. Isabella L., 1445 Kuau- 
moku St., Honolulu, Hawaii. 

Cressman, Elmer W., 540 S. Melville St., 
Philadelphia, Pa. 

Creswell, Cordelia M., 149 Goldsborough 
Place, N. E., Grand Rapids, Mich. 

Creys, Lavina, Harding School, Eighth and 
Lincoln Ave., Erie, Pa 

Crim, Gertrude, Roosevelt Sc hool, Toledo, 
Ohio. 

Crisp, Iva J., 735 S. Harvey, Oak Park, III. 

Crocker, Zillah M., Walbridge School, 
Toledo, Ohio. 

Cronan, Mary H., Church Street School, 
Chicopee Falls, Mass. 

Cronin, John, Lincoln School, 
Ohio. 

Crosby, 
N. ¥ 


422 E. Cervantes 


Cincinnati, 
Mary A., School No. 10, Yonkers, 


Crouch, Roy A., Florida State College for 
Women, Tallahassee, Fla. 

Croughwell, Anna T., 886 Ashbury St., 8 
Francisco, Calif. 

Crowe, Louise B., 887 D St., 
dino, Calif. 

Crudder, Lillian E., First Assistant Princi- 
pal, Duffield School, Detroit, Mich. 

Crumrine, M. Ella, 917 Chislett St., Pitts- 
burgh, Pa. 

Crutchfield, Elmer, 1205 Quintard Ave., 
Anniston, Ala. 

Cruver, Roy E.. 2502 N. W 
Tacoma, Wash. 

Crysler, Rose, 144 Longwood Ave., 
Mich. 

Culler, C. L., 2133 8. 22d St., 
Nebr. 

Culver, Mrs. Lola M., 7456 Laura St., 
Jacksonville, Fla. 

Cummings, Anna, 909 
Evanston, Ill. 

Cummings, Helen Ilowe, Charles R. Wilber 
School, Sharon, Mass. 

Cummings, Jennette, 325 W. Hudson St., 
Royal Oak, Mich. 
Cummings, Rena, 319 Malden, Seattle, 
Wash. 
Cummings, Rial W., Prin., Public Grade 
and High School, ‘Lambert. Mont. 
Cunningham, Lois, 787 Calder Ave., 
mont, Texas. 
Curd, William §S., School, Web- 
ster Groves, Mo. 
Curfman, Bessie, 

hio. 
Currier, William G., 
nis. Mass. 
Curry, A. R., 
City, Mo. 
Curtis, Eva M., 1030 Grand Traverse, 
Flint, Mich. 

Curtiss, Dale, 2986 Wreford Place, Detroit, 
Mich. 

Curtiss, Florence E., Bagley 
14th, Detroit, Mich. 

Cushing, Lena, 27 Fellows St., 
Mass, 

Cutler, J. Katherine, 
Chicago, III. 

Cutter, Annie, 115 E. Pine St., 

_ Texas, 

Cutting, Mrs. Amy P., 
Battle Creek, Mich. 


San Bernar- 


ashington St., 
Detroit, 


Lincoln, 


Michigan Ave., 


Beau- 
Lockwood 
Harris School, Akron, 
181 South St., Hyan- 


Hivde Park School, Kansas 


School, 2610 
Danvers, 
2839 Fillmore St., 
Palestine, 


129 Orchard Ave., 


Dacre, Emma L., 45 Henry St., San Fran- 
cisco, Calif. 
Da Hinden, Charlotte, 3033 Tuscarawas 


St., W., Canton, Ohio. 


Daily, Ada M., 12 Oakland Court, Council 
Bluffs, lewa. 

Dale, Archie, Dover School, Dover, Idaho. 

Dale, Etta D., 505 S. Rock Island Ave., 
El Reno, Okla. 


Dale, Ralph B., 1127 S. 52d St., Phila- 
delphia, Pa. 
Dalin, Judith H., 910 Third Ave., Rock- 


ford, Ill. 
Dalton, Katharine, 214 Stowe Ave., Troy, 
N. Y 


Daly, Margaret, Roosevelt School, Cincin- 
nati, Ohio. 

Daniel, Mrs. Belle D., 
Antonio, Texas. 

Daniel, Maud, Route 38, Box 50, 
Texas. 

Daniels, Blair E., 230 Christiania St., 
Brooklawn, N. 

Daniels, Mrs. Ella’ H., 


401 Kendall, San 


Waco, 


1202 Central, Jop- 


lin, Mo. 
Daniels, Laura A., 172 Euclid Ave., 
Springfield, Mass. 


Danks, Vina F., Junior High School Prin- 
cipal, R. KF.’ I). 1. Box 264, Ontario, 
Calif. 

Dannemann, Matie, 437 E. Maple Ave., 
Orange, Calif. 

Dannenfelser, T. M., Woodward Technical 
High School. Toledo, Ohio. 

Dansingburg, Eva, 1417 Tenth Ave., W., 
Seattle, Wash. 

Darby, Mrs. Isabelle, Box 5547, 
Station. Daytona Beach, Fla. 

Dardis, H. C., Washington School, New 
Orleans, La. 

Darling, Mrs. Emily D., 
Ave., Elkhart. Ind. 

Darnell, Callie M., 1622 Winfield St., Los 
Angeles, Calif. 

Darrow, Grace, Taft School, Boston and 
Gibson St., Youngstown, Ohio. 

Davenport. Florence, Angus Hotel, St. 
Paul, Minn. 

Davenport, W. 
Ore, 

Davidman, Joseph I., Publie Sehool_ 169, 
Manhattan, 107 Suffolk St., New York, 
N. Y 


Seabreeze 


409 W. Lexington 


A., Lincoln School, Salem, 


Davies, Olga, Sparling Hotel, Great Falls, 


Mon 

Davis, _oan A., 43 Beech St., Winchendon, 
Mass. 

Davis, Bertha S., 43 E. Emerson, Melrose, 
Mass. 

Davis, Besse Tohill. Lincoln School, Oak 
St.. Wyandotte, Mich. 

Davis, ig E., Senior and Junior High 
School. Falmouth. Mass. 

Davis. Courtland V., Franklin School, 


Plainfield, N. J. 
Davis, Eva Margaret, 
Webster and Chartres St., 
Texas, : ' 
Davis, G. H., Highland School, Cincinnati, 
Ohio. 

Davis. Grace L., Robert Fulton School, 
S. Fulton Ave., Mount Vernon, N. Y. 
Davis. Helen C., Prin. of the College Ele- 
mentary School, Colorado State Teach- 

ers College, Greeley, Colo. 

Davis, Irene C., 603 W. Gd. Blvd., 
Mich. 

Davis, Rose A., 6534 Fountain Ave., Los 
Angeles, Cal lif. 

Davis, Sara, 1018 Penn Ave., 
Iowa. 

Davis. W. B.. West End 
School, 1000 Heights Blvd., 


Longfellow School, 
Houston, 


Detroit, 


Des Moines, 


Junior High 
Houston, 


Davis, W. M., Supt. of Schools, College 


Davis, Mrs. Ww. P., 390 Park Ave., S. E., 


Atlanta, Ga 





352 Eve ENTARY SCHOOL PRINCIPALS 








Davison, George Millard, Junior High 
gy 199, 430 Dumont Ave., Brook- 
Dawley, Sara J., 
ville, Mass. 
Dawson, Robert L., 
Johnstown, N. Y. 
Day, J. A., Peabody 


Ark. 
Daykin, Mrs. Edna R.. 1456 Holmden Ave., 
S. W.. Cleveland, Ohio. 
Dean, Blanche, Jefferson School, 


City, Iowa. 

Desa. Katie, 412 S. W. Fifth Ave., Miami, 

Dearness, Fred W., Cin- 
cinnati, Ohio. 

De Atley, Glenn O., 442 Lorena Ave., Wood 
River, 


10 Pleasant St., Whitins- 
Montgomery School, 


School, Fort Smith, 


Mason 


Sands School, 


Houston, Texas. 
Ivy St., Pitts- 
burgh, Pa 
Philadelphia, Pa. 
1010 S. Laflin St., 
Chicago, Ill. 


Deaver, Arthur G., 7925 Kingston Ave., 

Chicago, Il. 

De Chaumes, Helen C., Taylor School, 

Decker, Mrs. Adelaide, 129 Orchard Ave., 
Battle Creek, Mich. 

Deevers, Roland G., 705 

De Graffe, Grace, 604 Sheffield Ave., Port- 
land, Ore. 

De Kalb, Ethel D., 2435 N. Fifth St., 

De Kraay, Henrietta, 18} Third Ave., S. E., 
Aberdeen, S. Dak. 

Delanty, Catherine M., 

Delmet, Don Thomas, 317 S. Bright Ave., 
Whittier, Calif. 

De Manigold, Mary i G., 1031 Wayburn 

Ave., Detroit. Micl 


De Neler, Emmie, 3101 W. 11th St., Little 
Rock, Ark 
Box 333, 


Leenel G., 

Densmore, David W., Kodak School No. 41, 
Lewiston Ave., Rochester, N. Y. 

De Raismes, Mrs. May B., Madison- Monroe 
School 16, Elizabeth. N. J. 

Derbyshire, Mrs. Anna H., 538 Asylum St., 


Pocatello, 


Flint, Mich. ; 

Derrig, Dorothae, 227 Carroll St., Akron, 
Ohio. 

Desmond, D. Giles, Box 94, Tariffville, 
Conn. 


Des Roches, Pauline, 1323 Woolsey St., 
San Francisco, Calif. 
DeVanna, Mary E., Center School, 
Canaan, Conn. 
Dever, Katherine T., 5710 Springfield Ave., 
Philadelphia, Pa. 
Devereux, May L., 225 W. 
field, Mo. 
Dewey, Mabel, 
Dexter, Mrs. Anna B., 
Rockford, Il. 
Dicken, Carrie L., 1109 
Arbor, Mich. 
Dickson, J. C., 
Seattle, Wash. 
Dickson, Mamie A., 
St. Louis, Mo. 
Dickson, W. A., 988 E. 
land, ‘Ore. 
Dietz, Charles E., School 


New 


Lynn, Spring- 


Adair, Iowa. 
1453 Andrews St., 


Wells St., 
Avenue School, 
Lambdin Ave., 
Ankeny St., Port- 


23, De Grasse 

St., Paterson, N. J. 
Diggins, S. Grace, McKinley School, W. 
125th St. near Lorain, Cleveland, Ohio. 
Diggs, E. W., 1908 Highland Place, India- 


napolis, Ind. 
Dilger, Pwd A., Gales School, Washing- 


Dilks, Bessie S., 
hurst, N. J. 

Dillingham, Evorie, 
man, Texas. 

Dimmick, seaten u., 


Ann 
Warren 


3045 


Lincoln School, Lynd- 
1012 Craycroft, Sher- 


349 Crescent Ave., 


Buffalo, N. 


Dimmitt, Beniah, Brighton School, Seattle, 
Wash. 
— Mary M., 612 


20 Ware St., Apt, 24, 


Egan St., Shreve- 


port, La 
a on Vivian A., 
Cambridge, Mass. 


Dirickson, S. W., 306 W. Main Ave., Hous- 
ton, Texas. 
Disher, L. L., 2364 Glenwood Ave., Toledo, 


Ohio. 
Dix, L. H., School 1 and 2, Woodbridge, 


Dix, William L., Jefferson School, Trenton, 
aXe oe 

Dixon, Florence E., 2624 Verbena St., New 
Orleans, La. 

Dixon, Laura ¢., 
New York, N. Y. 

Dobbins, Thomas J., 510 
Philadelphia, Pa. 

Dobbs, J. Lawrence, Supervising Princi- 
pal, mane Township Schools, Had- 
donfield, N 


1230 Amsterdam Ave., 


Midvale Ave., 


Doble, Fiora, Sherman School, Second 
Ave. and Grant St., Denver, Colo. 
Dodge, Olive J., Board of School Com- 

missioners, Mobile, Ala. 


Doerr, Loretta Rose, 1323 N. Rampart St., 


New Orleans, La. 


Doherty. Alice M., 19 Hancock St., Ever- 
ett, Mass. : 
Doherty, Mary C., 8788 Quincy Ave., De- 


troit, Mich. 
Dolan, Edith A., Mary 
St., Cincinnati, Ohio. 
Dolan, Elizabeth, 3215 
City, Mo. 


Dill School, 74th 


Wayne, Kansas 


Dolan, L. B., 820 W. California, Okla- 
homa City, Okla. 

Dolbear, Harriet, 965 N. Court St., Rock- 
ford, ‘6 

Dolton. Isabella, Farragut School, Chi- 
cago, 

Donahue, Mary F., Bryn Maur School, 


Russell Ave. and Cedar Lk. Road, Min- 
neapolis, Minn. 
Donald, Helen M., 
Mass. 
Donaldson, H. B., 
monie, Wis. 
Donecker, F. C., 
Chicago, Ill. 
Doniat, Thecla, 3149 N. 


May I., 


68 Pleasant St., Orange, 


1003 Seventh St., Meno- 


6228 Ingleside Ave., 


Lincoln, Chicago, 


Tl. 
Donnelly, 323 Pearl St., Burling- 
Theresa J., Logan School, 2258 
Chicago, Ill. 

203 Rivington St., 


on, 
Donnelly, 
N. Oakley Ave., 
Donohue, Mrs. Mary C., 
New York, N. 
Donohue, Mary Z.. 
Carteret, N. J. 
Doolittle, Laura M., 11 


Nathan Hale School, 


Grant St., War- 


ren, Ohio. ; 
Dopp, Mary, Revere School, 7145 Ellis 
psd , Chicago, Ill. 
Denia. Margaret, 439 Fulton St., Grand 


Rapids, Mich. 


Doran, Nora F., 758 W. Harrison, Chi- 
eago, Ill. 

Dorman, Hugh B., 134 FE. 55th St., Port- 
land, Ore. 

Dosdall, Bertha A., 1322 Dayton Ave., 


St. Paul, Minn. 

Doty, Nina E., 160 State Ave., 
Mich. 

Doud, Emma M., 1708 Pennsylvania Ave., 
Wilmington, Del. 


Pontiac, 


Dougherty, Burl Lee, 77 Estes St., Mil- 
waukee, Wis. 

Dougherty, Esther M., Rhoads School, 
49th and Parrish Sts., Philadelphia, Pa. 


Dougherty, Sada, 3200 Columbus, Minne- 
apolis, Minn. 
Douglass, A. E.. Switzer School, 18th 


and Madison, Kansas City, Mo. 














ew 
ve., 
ve., 


ici- 


ad- 
nd 


ym- 











Tue SrixtTu 


ons 


YEARBOOK 353 








Douglass, Mrs. Louise Wotipka, 1918 Rose- 
wood, Houston, Texas. 

Doull, Frances, Twenty-fourth Street 
School, Denver, Colo. 

Dover, Charlotte V., 403 Leconey Ave., 
Palmyra, N. J. 

Downing, M. J., 824 S. L St., Tacoma, 
Wash. 

Downs, S. U., 592 Stanton St., Portland, 
Ore. 

Doyen, Gertrude, 335 8S. Lakewood, De- 
troit, Mich. 

Doyle, Florence A., Logan Demonstration 
School, 17th and Lindley Ave., Phila- 
delphia, Pa. 

Doyle, Isabelle, 112 N. 39th St., Omaha, 


Nebr. 

Doyle, Mima C., Castelar School, 18th and 
Martha Sts., Omaha, Nebr. 

Draney, Mary E., John Burroughs School, 
Washington, D. C. 

Dreier, Grace M. “i Leland Street 
School, San Pedro, Calif. 

Dresser, Minnie, Seven Oaks School, 39th 
and Cleveland, Kansas City, Mo. 

Drew, Elizabeth, 440 8S. Sacramento, Chi- 
eago, Il. 

Drew, Mrs. Mina, Oral School for the Deaf, 
Ottawa Hills School, Grand Rapids, 
Mich. 

Drewry, Mamie M., 1524 S. Second St., 
Louisville, Ky. 

Dreyfus, Florence, Christine School, Mar- 
ket and Third St., Memphis, Tenn. 

Driggs, Joseph B., 2142 8S. State St., Salt 
Lake City, Utah. 

Driver, Emma McC., 36 Washington St., 
Beverly, Mass, 

Drohan, Gertrude, 2716 Portland Ave., 
Minneapolis, Minn. 

Druckenmiller, Myra, Intermediate School, 
Nazareth, Pa. 

Drysdale, Hazel, 2407 Baronne St., New 
Orleans, La. 

Du Bois, John W., D. A. R., Ashville, Ala. 

Dudley, Mrs. Dessalee Ryan, 154 W 
Prairie Ave., Battle Creek, Mich. 

Duffy, Fred H., Harding Junior High 
School, Steubenville, Ohio. 

Duffy, Isabel S., 146 Main St., Athol, Mass. 

Dugan, Mrs. Elva M., 609 W. Tenth, Wil- 
mington, Del. 

Dugdale, R. E., 2245 Glenwood Ave., 
Toledo, Ohio. 

Duggan, John N., 525 Armour St., Chi- 
eago, Ill. 

Dunbar, Sue H., 411 Hawthorne Ave., 
Oakland, Calif. 

Dunean, Anna M., Feltonville School, Ris- 
ing Sun and Rockland Sts., Philadel- 
phia, Pa. 

Dunean, Carl G., Central Bldg., Alamosa, 
Colo. 

Dunkle, M. B., Box 6, Avalon, Calif. 

a J. M., Kingston Ave., Charlotte, 


Dunlap, Mrs. Nona Udell, 1218 S. Elm St., 
Casper, Wyo. 

Dunn, Ethel C., 535 11th Ave... S., Clin- 
ton, Towa. 

Dunn, Mrs. J. H., 950 FE. Glisan St., Port- 
land, Ore. 

Dunn, J. K., 83458 Cheviot Ave... Westwood, 
Cincinnatl, Ohio. 

Dunn, Susie, 723 Sixth St., Port Arthur, 
Texas, 

Dunning, Flora C., 
Chicago, Il. 

Dunnington, Nellie F., 
fanchester, N. H. 

Dupont, Sophia M., Fuller School, School 
St., Taunton, Mass. 

Durbin, Lorene, Brier Hill School, Youngs- 
town, oa 

Durgan, Guy A., Boynton School, 730 Vis- 
ger St., Detroit, Mich. 


15 


5511 Lakewood Ave., 


569 Hanover St., 





Durham, M. E., Leschi School, Seattle, 
Wash. 

Dutcher, Edward H., Eastern School, East 
Orange, es 

Dutton, Mrs. Jean U., Standish School, 
Minneapolis, Minn. 

Du Valle, Lucie N., 1923 W. Chestnut St., 
Louisville, Ky 

Dyball, Mrs. Helen, 308 W. Witherbee St., 
Flint, Mich. 

Dyer, Mrs. Gussie, I’. O. Box 545, Hayden, 
Ariz. 
Dyer, L. E., 801 W. Seventh St., Blooming- 

ton, Ind. 


Eagleton, W. H., 2275 Elm St., Denver, 
Colo. 

Easley, J. D., 3220 S. Adams, Fort Worth, 
Texas, 

— Emma C., Box 2, Blackwood, 
N 


Eastman, Grace, 19 E. 11th St., Hutchin- 
son, Kansas. 

Eastman. Mrs. Helen B., Emmet School, 
5500 Madison St., Chicago, Ill. 

Easton, Norman S§S., 458 High St., Fall 
River, Mass. 

Eaton, Adelaide M., 32 Granville Apts.. 
432 E. Second St., Duluth, Minn. 

Eaton, Fannie, 1016 S. Boulevard, Char- 
lotte, N. ¢C. 

Zaton, Gertrude F., 1714 Jackson St.. 
Sioux City, Iowa. 

Zaton, Jeannette M., Belmar School, Lang 
and Hermitage, Pittsburgh, Pa. 

faton,. W. F., P. O. Box 416, Jerome. 
Idaho. 

Ebaugh, Effie M., 700 W. North Ave.. 
saltimore, Md. 

Ebert, Jessie D.. Union Pre-Vocational! 
School, Union St.. Schenectady, N. Y. 

~ Anna M., 208 BF. New St., Lancaster, 


— hr 


Eckard, Elizabeth T., Mott School, Sep- 
viva and Huntingdon, Philadelphia, Pa. 

Eckard, Norman R., 340 Equitable Bldg.. 
Baltimore, Md. 

Eddleman, Minnie L., Box 644, Casper. 
¥0, 

Eddy. Bernice C., 6318 S. Maplewood Ave.. 
Chicago, Ill. 
Edgar, George A., Franklin School, Oak- 
land, Calif. 
Edgar, Mary L., 435 N. Lake St., Madison, 
Wis. 

Edgar, Robert H., 531 Orchard Ave., Belle 
vue, Pa. 

Edmunds. Catherine. 2525 Oak Hill Ave.. 
Youngstown, Ohio. 

Edwards, Anne, Allison Street School. 
Norwood, Ohio. 

Edwards, Carrie B., 1115 Ave I, Nevada. 
Towa. 

Fdwards, EFlizabeth H., Maywood, N. J. 

Edwards. Jay C., 3151 Walnut St.. Chi- 
cago, 

Egan. Mrs. Anna H., 4111 Warwick Blvd., 
Kansas City, Mo. 

Egan, Nora IL., 2672 W. Grand Blvd., 
Detroit, Mich. 

Ehrenfeld, Abraham, 1307 Nelson Ave., 
New York, N. Y. 

Eichhorn, Louise W., 
Newark, Ohio. 

Eighmey, Edna, John Kerr School, Win- 
chester, Va. 

Eissler, Louise, Birney School, Ninth and 
Lindley Ave., Philadelphia, Pa. 

Elder, M. E., 60 Corey St., Everett, Mass. 

Elledge, Gladys Rodda, 6451 Santa Monica 
Blvd., Hollywood, Calif. 

Ellert, W. H., Webster School, Seattle. 


Ellett, Virginia, 4814 Webster St., Omaha. 


315 W. Church St.., 





354 





ELEMENTARY Scuoot PRINCIPALS 





Elliott, Mrs. Milton, 970 Prospect, Spring- 
field, Mo. 


Ellis, E. E., Vine Street School, Cincin- 
natl, Ohio 
— E lizabeth, Park Hill School, Denver, 


olo. 
Ellis. Nannie I., Riverside School, Decatur, 
It. 
Ellis, W. Daniel, 3400 Patterson 
Richmond, Va. 
Ellis, W illiam A., Duffield School, Detroit, 
Mich. 
Ellison, H. B., Whitman School, Wenat- 
chee, Wash 
* Cheltenham Se hool, Denver, 
Bakersfield, 


Ellison, we Ss 
Colo. 
meeet Laura, 2130 22d St., 

Elwood, Roby T., 201 S. Chapel St., 
Alhambra, Calif. 

Ely, Mary E., 2018 W. North Ave., Balti- 
more, Md. 

Emerson, Edith _ 
ton, Mass. 

Emery, Helen Ricker, Bradley School, Cor. 
Ts Ave. and Pine St., Asbury Park, 

Emig, G. C., McKinley School, 
Ohio. 

Emrey, Alvah J., 

Philadelphia, Pa. 

Emrey, J. Thornton, Thomas May 
School, 23d and Cambria Sts., Phila- 
delphia, Pa. 

Emrey, Miles L., Bryant School, 60th and 
Cedar St., Philadelphia, Pa. 

Enfield, O. D., 1557 W. Avenue 47, Los 
Angeles, Calif. 


Ave., 


Russell School, Arling- 


Cincinnati, 
6151 Columbia Ave., 


Pierce 


Engell, Annie G., 2311 S. 21st St., Phila- 
delphia, Pa. 

Engleman, F. B.. Whittier School, 11th 
and Indiana, Kansas City, Mo. 

Engleman, Rose L., 3741 Agnes, Kansas 
City, Mo. 

E nglish. A. F., 300 W. 17th Ave., Houston, 

‘xas. 

English, Elsie, 620 S. First St., Tacoma, 
Wash. 

English, Mildred, Assistant Superintend- 
ent of Schools, Raleigh, e. 

Ephraim, Janette. 705 Broderick St., San 


Francisco, Calif. 
Erb-Ritchie, Grace I., 1206 Lake Drive, S. 
Grand Rapids, Mich. 
Erdman, Rose, 108 E. North Ave., Balti- 


more, Md. 
Erdwurm, Lucy, Public School 174, Man- 
patian, 129 Attorney St., New York, 


Erickson, Emma §&., State Normal School, 


Bellingham, Wash. 
=——, Mary, Rose School, Pittsburgh, 
"a. 


Erwin, Joseph M., Boulevard School, Den- 
ver, Colo. 


Eskey, Nettie Dagley, Box 346, San Fer- 
nando, Calif. 

Esplin, Minnie L., 177 Drake Court, 
Omaha, Nebr. 

Estabrook, Ethel M., 328 W. Sixth Ave., 


Gary, Ind. 
Estabrook, Irene, 534 
gee, Okla. 


N. Seminole, Okmul- 


Euwer, Mrs, Ora, Clayton Scuool, Pitts- 
burgh, Pa. 

Evans, Abel J., 5215 Chester Ave., Phila- 
delphia, Pa. 

Evans. Bessie, 1005 McGowan St., Little 
Rock, Ark. 

Evans, E. H., 2026 Oakes Ave., Everett, 
Wash. 

Evans, Elizabeth, 656 Elm St., Youngs- 


town, Ohio. 
Evans, F. R., 
Evans, 
Mo, 


Palmer, Iowa. 
Fannie, 2102 Rogers, Springfield, 


Evans, Floyd L., Supervising Principal of 


Schools, Dayton, N. J. 
Evans, Katherine, Lincoln School, Fond du 
Lac, Wis. 


Evans, Martha E., 837 W. Lewis, Box 346, 
Vocatello, Idaho. 

Evans, Myrtle M., Abbott School, 15th and 
Troup Ave., Kansas City, Kansas. 

Evans, Roy C., Superintendent of Schools, 
Cassvilie, Mo. 

Everett, G. E., Superintendent of Schools, 
Lakeland, Fla. 
Eversull, Frank L., 

Louis, Mo. 


610A Dover Place, St. 


Everts, Florence Hazel, Palms, Calif. 

Ewan, Sylvia, Horace Mann School, Cin- 
cinnati, Ohio. 

Fagan, Charles, Cascade School, Seattle, 
Wash, 
Fagles, Abraham, Stevens School, 17th 
above Fairmount, Philadelphia. Pa. 
Fahey, Sarah L., 368 Doty St., Fond du 
Lac, Wis. 

Fahy, Mildred, Schneider School, 1103 
Pratt Blvd., Chicago, 

Fairbairn, Marion D., Ellis School, 5611 
Rich St., Detroit, Mich. 

Falke, Clara, 806 E. 41st St., Kansas 
City, Mo. 

Fallon, Minnie B., Sullivan Junior High 
School, 6620 Greenview Ave., Chicago, 


Ilt. 
Falls. Ida Lee, 302 W. Summitt Ave., 
Electra, T a 
Falvey, Stella K., 751 
troif, 
Farnsworth, Mabel V.. 
High School, Spokane, 
Farrar, Alice, Daniel Butler 


Collingwood, De- 


Stevens Junior 
Wash. 
School, Wav 


erley, Mass. 

Farrar. Frank, 4747 Fourth Ave., N. E., 
Seattle, Wash. 

Fassig, Elizabeth, 297 FE. Lane Ave., Co 
lumbus, Ohio, 

Fastenau, Anna, 707 W. 12th St., Sioux 
Falls, S. Dak. 

Fauset, Arthur H., Singerly School, 22d 


and Berks Sts.. Philadelphia, Pa. 
Faust, Wilda F., Earlington Heights 
School, 4829 N. W. 22d Ave., Miami, 
Fla. 
Fawcett, Blanche I., 1348 
Washington, D. C. 
Fawcett, Jessie G., 600 W. 
Minneapolis, Minn. 
Fee, Lena M., 710 8. 
S., Mich. 
Feinauer, 
Fels, Maurice, 
delphia, Pa. 


Euclid St., 
Franklin Ave., 
Oakley, Saginaw, W. 


Christine, 
4323 


Derry, N. 


EH. 
Spruce St., Phila 


Fennimore, Roland, Willow Street School, 
Fair Haven, N. J. 

Fenton, Mary M., Washington Manor 
Apts., Seattle, Wash. 


Ferguson, C, E., 829 77th St., N. FE., Port- 
lond, Ore. 

Ferguson, Grace L., 910 W. 
Island, Nebr. 

Ferguson, Mary B., 5615 
E., Pittsburgh, Pa. 


Second, Grand 


Stanton Ave., E. 


Ferguson, Walter A., 524 Forest Ave., 
Oak Park, Ill. 

Ferran, Rose, 930 N. Broad St New 
Orleans, La. 

Ferris, Olive, 813 Belvedere Apts., Salt 
Lake City, Utah. 

Fichtner, Katherine E., 100 Culver Road, 
Rochester, N. Y. 

Fielding, Minnie H., 12 Fairmont Place, 
Shelton, Conn. 

Fields, Clyde, Statesville, N. C. 

Fikes. Edith E., 472 Ocean, Santa Cruz, 
Calif. 

Fillips, Susan M., 97 Center St., Metuchen, 
N. J. 














du 








= 








Tue Srxtn YEARBOOK 








Finch, Adelaide V., 39 Howard St., Lewis- 
ton, Maine. 

Finchy, Katherine, Desert School, Palm 
Springs, Calif. 

Findley, W. C., 8225 Fifth Ave., Des 
Moines, Iowa. 

Fink, Jessie Alice, 1445 11th St., Greeley, 
Colo. 

Fink, Mrs. Jessie M., Buchanan School, 
Grand Rapids, Mich.; President, Depart- 
ment of Elementary School Principals, 
1924-25. 

Finley, Ella J., Packer School, Broad and 
Pike Sts., Philadelphia, Pa. 

Finnell. Mrs. Maud, 1419 E. Seventh 8t., 
Sedalia, Mo. 

Finney, Grace E., 1919 W. 
Angeles, Calif. 

Finnie, Mrs. Alice, 8264 S. Fifth St., 
Marshfield, Ore. 

Fischer, E. G., 154 Eighth St., Hartford, 
Wis. 


21st St., Los 


Fise her, Frances, 916 24th Ave., Tampa, 


Fish, "Ethel M., Manchester, Conn. 

Fish, Richard D., Falconer High School, 
Falconer, N. 

Fisher, Frederick W., 
Buffalo, N. Y. 

Fisher, G. Milton, Millbury Street School, 
Worcester, Mass. 

Fisher, G. N., 1012 Annis St., Fort Worth, 
Texas. 

Fisher, Grace B., 14119 Mark Twain Ave., 
Detroit, Mich. 
Fisher, Marion H., 

wood, Mass. 

Fitch, Mrs. Margaret, 1632 Wrightwood 
Ave., Chicago, Ill. 

Fitzgerald, Gertrude, Box 112, 
Utah. : 
Fitzgerald, J. E., 1821 Ross St., Sioux 

City, Iowa. 

Fitzgerald, Jessie J., Jackson Place School, 
Jackson Place and Fairmount Ave., 
Baltimore, Md. 

Fitzgerald, Marie, Field School, 4515 N. 
Ash St., Spokane, Wash. 

Fitz-gerald, Mrs. Mary M., 401 Fillmore 
St., San Francisco, Calif. 

Fitzpatrick, Jessie K., 936 Mapleton Ave., 
Boulder. Colo. 

Fitzpatrick, Katharine L., Maplewood 
Junior High School, Bridgeport, Conn. 

Fitzpatrick, Mary, 7810 Cedar Ave., Cleve- 
land, Ohio. 

Fitz Roy, Jennie E., 139 Beardsley Park 
Terrace, Bridgeport, Conn: 
Flagg. Sadie E., 36 Temple St., 

field, Mass. 

Flanders. Jesse K., State Normal and 
Training School, Oswego, N. X. 

Flaum, Harry, 76 ‘St. Nicholas Place, New 
York, N.. &. 

Flaven, Mary E., Clay School, Seventh and 
Ewing Sts., Kansas City, Mo. 

Fleagle, Mrs. Luneta, 512 Frierson Ave., 
Tampa, Fla. 
Fleischer, H. P., 
Seventh and Prairie Sts., 

Wis 


Fleischmann, Charlotte C., Box 153, 
Sharon Hill, Pa. 

Fleming, Jennie M., 1971 Longfellow Ave., 
Detroit, Mich. 

Flessa, H. L., Mt. Auburn School, Cincin- 
nati, Ohio. 

Fletcher, Elaine M., Prospect 
School, Shrewsbury, Mass. 

Flint, Robert S., 605 Hughes St., Hunt- 
ington, W. Va. 

Flintoff, Theodore W., Fairmount Park 
School, Grand Rapids, Mich. 

Flock, Mrs. Elizabeth C., 7 N. Bayou St., 

Mobile, Ala. 


499 Plymouth Ave., 


Colburn School, West- 


Ogden, 


Spring- 


Prairie Street School, 
Milwaukee, 


Street 





Flores, Mrs. Zella K., 
School, Brighton Colo. 
Wiese, Ida V., 530 E. 22d St., Baltimore, 


Md. 
vis, ae R., 714 Richmond St., Plain- 


field, N. J. 

Floyd, Mary L., 1018 Seward St., Holly- 
wood, Calif. 

Flynn, Lillian R., Ponce de Leon Apts., 
Atlanta, Ga. 

Fogwell, Bertha E., 59 Manton St., Fall 
River, Mass. 


Follis, Hattie, 1741 28th St., Ensley, Ala. 

Follmer Katherine, 1715 Pepper Ave., Lin- 
coln, Nebr. 

Folsom, H. B., Webster School, Salt Lake 
City, Utah. 

Folsom, Sovia A., 1380 Frederick St., San 
Francisco, Calif. 

Foote, Irving P., Professor of Elementary 
Education, Louisiana State University, 
Baton Rouge, La. 

Footman, Carrie E., 18 Seventh St., New 
3edford, Mass. 

Forbes, Elizabeth, Central School, Camas, 
Wash. 

Forbush, L. Mabel, 31A Spruce St., Walt- 
ham, Mass. 

Force, Anna Laura, Lake Junior High 
School, Denver, Colo. 

Ford, Annie G., Douglas School, Franklin 
and Dupont Sts., S., Minneapolis, Minn. 

Ford, Oren T., Box 267, Biggs, Calif. 

Ford, Stephen W., P. O. Box 305, Sunny- 

vale, Calif. 

Ford, W. 1., 573 E. 38th St., N., Portland, 


re, 
Forkin, Mary A., 3500 N. Hoyne Ave., 
Chicago, Ill. 
3211 Hazelwood Ave., 


Forner, Robert R., 
Brooks School, West 


Brighton Grade 


Detroit, Mich. 
Forster, Bertha E., 
Medford, Mass. 
Forsyth, Bessie M., 537 Bross St., Long- 
mont, Colo. 

Forsyth, Fannie, Windsor School, 34th and 
Martha, Omaha, Nebr. 

Fortney, Lura, North Fairmount School, 
Cincinnati, Ohio. 

Fosdick, Grace, 142 Auburn Ave., Pontiac, 
Mich, 
Foster, C., 
Wash. 
Pogtet, H. H., Everett School, Sioux City, 


Crown Hill School, Seattle, 


wa, 

eben Inez, 1609 Main Ave., San Antonio, 
Texas. 

Foster, Mary E., West Side School, 32d 
and U Sts., Omaha, Nebr. 

Foster, Nancy L., 1002 Park Place, Ham- 
mond, Ind. 

Foulkrod, Emily, Elkin School, Clearfield 
and D Sts., Philadelphia, Pa. 

Foulks, Frank M., 404 E. Ross Ave., 
Tampa, Fla. 

Fox, Guy, 1634 W. Cucharras St., Colo- 
rado Springs, Colo. 

Frail, Jennie A., Theodore Roosevelt 
School, Johnson City, N. 

Fraizer, Mary, 207 BE. Park, Enid, Okla. 

Francis, R. F., Rehoboth Beach, Del. 

Frank, Mary W., 1003 Otis Place, Wash- 
ington, D. C. 

Frankenfield, Ira M., 37 E. Union §&t., 
Bethlehem, Pa. 

Franklin, Mrs. C. H., 780 N. W. 42d St., 
Miami, Fla. 

Franklin, Fannie M., 2111 Hyde Ave., San 
Francisco, Calif. 

Franz, G. F., Carson School, Cincinnati, 
Ohio. 

Fraser, E. W., 744 Emerson Ave., Salt 
Lake City, Utah. 

Fraser, Gladys A., McFarlane School, 8900 

Ward, Detroit, Mich. 








~ 
i 
_ 

rs 


Ev LEMENTARY ( ScHoor PRINCIPALS 





Fraser, Mrs. Nina L. D., Kaiulani School, 
Honolulu, Hawaii. 

Frazier, Charles R., 4710 University Way, 
Seattle, Wash. 


Freed, Ellen S., 1539 Tenth Ave., Rock 
Island, Il. 

Freed, H. E., 1209 Herbert St., Philadel- 
phia, Pa 

Freel, A. O., 1042 Cleveland Ave., Port- 
land, Ore 


Vreeland, Grace A., 121 Summit Ave., 
Summit, N. J. 

Freeman, Elijah, 

French, Mrs. 
School, Tacoma, 

Frew, Margaret A., 
Pittsburgh, Pa 


Tuscarora, Md. 
Jennie M., Washington 
Wash. 

6540 Darlington Road, 


Frey, Albin_ J., Waverly Avenue School, 
Newark, N. Zz. 
Frick, Jess B., Lincoln School, 828 19th 


St., Rock Island, mm. 
Fritz. Sarah M., 1115 8. 
Saginaw, E. ’s., Mich. 


Washington Ave., 
Edith L., Willard School, 1401 
Oklahoma C ity, Okla. 

Makaweli School, Maka- 
219 N. Center St., 


Miami, Ariz, 
West Lynn, 


Fritzson, 
W. Second St., 
Frizelle, Fred R., 
weli, Kauai, Hawaii. 
Froelich, Dorothea E., 
Royal Oak, Mich. 
Fromhertz, Rozalee, Box 785, 
Frost, Annie M., 59 Mall St., 


Mass. 
Fry, Charles A., 40th St. N., Port- 
Pope School, 


land, Ore. 
329 Hansberry St., 


605 E. 
Fucik, Frank A., Chicago, 
Tl}. 


Fugate. Edwin L., Jr., 
Philadelphia, Pa. 


Fugett, Joseph R., 120 E. Miner St., West 
Chester, Pa. 

Fuhrman, Mrs. Mabel E., Washington 
School, Moline, III. 

Fulghum, Susan. ptate Department of 
Education, Raleigh, N, C. 

Fuller, Ada. Madison School, Grand 
Rapids, Mich. 

Fuller, Althea R., 830 Green St., Cumber- 
land, Md. 

Fuller, Milton L., Sawyer School, Glou- 


cester, Mass. 
Fullinwider, Kate, 
Palestine, Texas. 
Funk, M. Estelle. Curtin School, Musgrave 
and Horten Sts., Germantown, Phila- 
delphia, Pa. 
Funston, Clara, 2419 Cottage Grove Ave., 
Des Moines, Iowa. 
Furbish, Mrs. Frances H., 474 Elm St., 
i Quincy Place, N. E., 


713 S. Sycamore St., 


New Haven, Conn. 
Furmage, Mary I., 
Washington, D. 
Fynn, A. J., Died School, Denver, Colo. 


Gage, Bertha F., North Granby Grammar 
School, Granby, Conn. 

Gaines, I. A., 604 Bonita Ave., Webster 
Groves, Mo. 

Gainsburg, Jeeeph C., 821 Linden Blvd., 
Brooklyn, N. 

Gallagher, B. uo “Winfield Scott. School, 
Madison Ave., Elizabeth, N. J. 

Gallagher, Katharine, Webster School, 
Redfield, St., La Crosse, Wis. 

a Jackson, School No. 18, Rochester, 


Galter, Israel, 3133 W. 
Philadelphia, oe 
Galvin, Celia, 836 N. Rural St., 
2335 15th St., 


Columbia Ave., 
Indianap- 


olis, Ind. 
Galvin, Frances J., Troy, 
Galvin, Sadie, Washington School, Toledo, 


Gant, Minnie, Willard School, Long Beach, 


Gard, Clara F., Fairview School, 11th and 
Decatur St., Denver, Colo. 

Gardiner, Ana L., 18 E. Caramillo St., 
Colorado Springs, Colo. 

Gardner, Alice, 841 Franklin, 
Iowa. 

Gardner, Mrs. Ellen W., Jackson School, 
New Orleans, La. 

Gardner, Elizabeth M., 51 
South Pasadena, Calif. 


Burlington, 


5 El Centro St., 


Gardner, Emma J., 678 Wilson S&t., Mil- 
waukee, Wis. 

Garrison, Dora L., 1419 Third Ave., Los 
Angeles, Calif 

Garrison, Reid, Derita, N. C. 

Gartenback, Margaret, 3196 S. Morgan 


Ford Road, St. Louis, Mo. 
Garthe, Martha, 1632 Linden Ave.. Balti- 
more, Md. 

Gartland, Emma LI., 9 
New Bedford, Mass. 
Garver, Francis M.. Professor of Elemen- 
tary Education, 112 Bennett Hall, Uni- 
versity of Pennsylvania, Philadelphia, 

Pa. 
Garwick, Earl E., Livingston 
School, Columbus, Ohio. 
Gary, T. J., 89 E. 18th St.. 
Gaskins, Annette, 626, W. 
Fort Wayne, Ind. 


Washington St., 


Avenue 


Portland, Ore. 
Creighton Ave., 


Gates, Cecil R., W. Jefferson St., Morgan- 
town, . +a 
raus, Ottelie 3. 2915 W. 44th St.. Minne- 


apolis, Minn 
Gay, Mrs. Clara, 
Rapids, Mich. 
Geary, Ida B., 801 S. State Ave., 
olis, Ind. 
Gee, Etta Q., 
Ill. 


Coldbrook School, Grand 


Indianap- 


Evanshire Hotel, Evanston, 


Gee, Florence L., Page School, Minneapolis, 
Minn. 

Geer, Florence E., 6920 Sylvester, Detroit, 
Mich. 

yemmel, Fred M., Park Avenue 
Tacoma, Wash. 

George, Almina, 847 Central Bldg.. 
Ww 


ash. 
Georgie, H. W., 916 8S. 
hambra, Calif. 
Gepson, E. D., Kellom School, 
Nebr. 

Gerow, Aline, Public Sebel No. 
son St., Jersey City, N. J. 
Giacometti, Mrs. Emma P. 
Principal of Schools, Hilo, 
Gibbons, Elizabeth, 834 River St., 

Mich. 

Gibbons, Katherine, 
Paul, Minn. 
Gibbs, Mary S8., 350 W. Duval St., 

town, Philadelphia, Pa. 
Gibson, C. E., Ravenna School, 


School, 
Seattle, 
Wilson Ave., Al- 
Omaha, 
10, Pater- 
Supervising 
Hawail. 
Alpena, 
McKinley School, Sf. 


German- 


Seattle, 


Wash. 

Gibson, J. E., Montrose School, Houston, 
Texas. 

Gideon, S. E., 1906 Bennett, Dallas, Texas, 


G idinghagen, Walter, Humboldt School, 
11th and Holmes, Kansas City, Mo. 
Giffey, Hertha, 1525 S. Washtenaw Ave., 
Chicago, Ill. 
Gifford, Annie L., 

tle, Wash. 
Gifford, Emma L., 97 


saic, 
Gilbert, J. W., 1327 Walnut St., 
N. E. 


Longfellow School, Seat- 


Paulison Ave., Pas- 


Jackson- 
ville, Fla. 
Gumy. Abigail, 75 


46th St., Miami, 


a. 
Gilday, Margaret, 85 N. E. 46th St., 
Miami, Fla. 
Giles, Helen F., 112 N. Main St., Glovers- 
ville, Y. 


Fitler School, Seymour 


Gill, Margaret L., 
Philadelphia,’ Pa. 


and Knox Sts., 








rE 


GET NTIS 


PHP LTR PANO LI EN SHED st 


i ioctl al 





Tue SIXTH 


Gilland, Thomas M., Superintendent of 
Schools, Donora, Pa. 
Gillem, Joseph P., 1733 U St., N. W., 
Washington, D. C. 
— Richard H., 932 Westminster St., 
W., Washington, D. i 
callespie Maggie, 1007 West Ave., Austin, 
Texa 
Gillett, "eeee O., 7219 Paxton Ave., Chi- 
cago, Ill. 
Gilliam, M. J., 4369 W. Belle, St. Louis, 
Mo. 
Gilmore, Edith M., 2877 Folsom St., San 
Francisco, Calif. 

Gilmore, ss 404 E. 12th, Dallas, Texas. 
Gilmore, Katherine, 2130 Scottwood Ave., 
Toledo, Ohio. 
Gilnack, Clara §S., 

clair, N. J. 
Gingrich, William F., 3000 S. 
Ave., Chicago, Ill. 
Ginn, Flarra, 648 E. 
Mo. 
Ginsburg, Morris B., Forten School, Sixth 
St. above Lombard, Philadelphia, Pa. 
Ginty, Clara W., P. O. Box 303, Madison, 


is. 

Gish, Elizabeth, 2450 
Lynchburg, Va. 

Gist, Arthur S., B. F. Day School, Seattle, 
Wash, 

Given, M. E., 3 E, 
Md. 

Given, Margaret E., 29 Locust St., 
Mass. 

Givens, C. B., Helen Dickinson School, 21st 
and T Sts., Richmond, Va. 

Gladden, Theron A., Grayling School, 744 
Adeline St., Detroit, Mich. 

Gladfelter, Howard B., Manayunk School, 
Green Lane below Silverwood St., Phila- 
delphia, Pa. 

Gladwin, Neonetta, 268 HB. Voris St., 
Akron, Ohio. 
Glancy, Mary E., 

Mass. 

Glasgow, B. W., 
Texas. 

Glass, E. C., Superintendent of Schools, 
Lynchburg, Va 
Glassmeyer, Edw ard, 
Jersey City, N. 
Gleason, Charles H., Jr., 

Place, South Orange, N. J. 

Gleeson, Jennie A., 8304 
Cleveland, Ohio. 

Glenn, Fannie S., 653 
Bexley, Columbus, Ohio. 

Glennie, Alexander J., Miller Street School, 
Newark. N. J. 

Glover, Mrs. Ethel Peters, 236 Belmont 
Ave., Long Beach, Calif. 

Glover, O. K., 1811 Shelby Ave.. 
Wash. 

Godbey, C. E., 4474 Heights Blvd., 
ton, Texas. 

Godbey, Walter A., 
St. Louis, Mo. 

Godsman, Mrs. Charlotte J.. Montclair 
ot oie 13th and Quebec St., Denver, 
Colo, 

Goggin, William A., 
Beach, Calif. 
Gogin, Mrs. Florence M., 
St., Melrose, Mass. 
Gohmert, Emilie G., 303 W. 

San Antonio, Texas. 

Gold, Alma R., 32 Loomis Ave., 
Mass. 

Golden, H. W., 
Pa. 


62 N. Willow St., Mont- 
Ridgeway 
Monroe, Springfield, 


Rivermont Ave., 
Irving St., Chevy Chase, 


Everett, 


Harris School, Needham, 


2719} Fairmount, Dallas, 


54 Van Reipen Ave., 
199 Garfield 
Hough Ave., 


Euclaire Ave., 


Seattle, 
Hous- 


3840A Humphrey 8t., 


Burnett School, Long 
56 E. Emerson 
Locust St., 
Westfield, 
420 Dawson Ave., Bellevue, 


Goldenberg, Rachel, Louisiana Avenue 


School, Shreveport, La. 
Goldstein, Henry M., Public School 153, 
Ave. T and E. 12th St., Brooklyn, N. Y. 


YE ARBOOK 357 





Good, Ida, Troost Avenue School, 60th and 
Forest Ave., Kansas City, Mo 

Goodall, Margaret M., 1524 Agnes St., 
Louis, Mo. 

Goode, Lenna, Frances Willard Semest, 
50th and Garfield, Kansas City, 

Goodin, Emma B., 808 E, Adams, Muncie, 


Ind. 
Goodin, Mayme, 631 E. Okmulgee, Musko- 
gee, Okla. 

Goodrich, Mrs. Emma, 1219 S. 27th St., 
Lincoln, Nebr. 
Goodwin, Mary ‘'A., 
Richmond, Va. 
Gorbutt, Catherine, Wright Apts., No. D, 
El Paso, Texas. 
Gordan, Donald C., 

troit, Mich. 
Gordon, Grant W., 2275 La Motte Ave., 
Detroit, Mich. 
— Hattie M., 7 Hopkins St., 
a 


2142 K St., 


Patrick Henry School, 
15 E. Kirby Ave., De- 


Nashua, 


N. W., 


Gore, M. Florence, 
Washington, D. C. 

Gorham, Mary E., 523 Brandywine Ave., 
Schenectady, N. 

Gorman, Mary, 727 BE. Third St., St Paul, 
Minn. 

Goss, Mrs. Josephine, 
Grand Rapids, Mich. 

Grady, Mrs. A. J., 1020 N. Main St., 
ville, Va. 

Grady, Margaret, 109 S. Crawford, Dallas, 
Texas. 

Graebing, Mrs. Olive S., 1007 Davis Ave., 
N. S., Pittsburgh, Pa. 

Graether, Mrs. Anna, The 
Toledo, Ohio. 

Graf, Louise. 21386 W. 28th St., 
geles, Calif. 

Grafton, B. G., 3916 Worth, Dallas, Texas. 

Grafton, Elizabeth M., High School, Bar- 
berton, Ohio. 
Graham, Charlotte, 1733 15th Ave., Seat- 
tle, Wash. 
Graham, F. C., 
Graham, J. W., 
Wash. 

Graham, James, Gratiot Park School, 74 
Edmund Place, Detroit, Mich. 

Graham, John H., 35 Trowbridge St., Cam- 
bridge, Mass. 

Graham, = ay 48 S. Second Ave., Mt. 


Vernon, N. 

Graham, R. J., 818 Spruce St., 
Calif. 

Graham, V. O., 3542 
Chicago, Il. 

Gramling, Mamie, 109 W. Ross St., Tampa, 


Fla 
Grandy, Meta B., 615 38th St., Sioux City, 
Iowa. 
Granger, C. L., 
tuno, N. Dak. 
Grant, Mrs. Belle G., 
School, Hemet, Calif. 
Grant, Josephine, Cass School, 
Cass Sts., Omaha, Nebr. 
Graves, Mrs. J. B., 24 E. 
Jacksonville, Fla 


Sigsbee School, 


Dan- 


Scottwood, 


Los An- 


Horn Lake, Miss. 
6316 14th, N. B., Seattle, 


Berkeley, 


S. Washtenaw Ave., 


Principal of Schools, For- 
Hemet Grammar 
15th and 


Lomax St., 


Graves, Mary E., 101 Seventh St., S. E., 
Washington, D. C 

Gray, Caro M., 123 Stearns St., Bristol, 
Conn. 

Gray, Charles C., 4115 50th Ave., S., Seat- 


tle, Wash. 
Gray, Lou, 
Ohio. 
Gray. Mrs. S. E., 1840 Vermont Ave., N. 
Washington, D. C. 
danke Royden K., Central School, Middle- 


town, Conn. 
Green, Della, 743 25th St., Ogden, Utah. 
Green, Frank OB. Superintendent of 


Schools, Story City, Iowa. 


18 Richmond Ave., Dayton, 








ELeMEeNTARY Scuoot PRINCIPALS 








6189 Kingsbury Blivd., St. 


Green, Ae Eee 
Lou 


= Re" v., 410 E. 20th St., Indianap- 
olis, Ind. 
Greenbaum, Bertha, 318 Paris Ave., S. E., 


Grand Rapids, Mich. 

Greenberg, Benjamin B., Public < 11, 
320 W. 21 St., New York, N. 

Greene, Lucy B., 418 Jefferson a Po- 
mona, Calif. 

Greene, Myrtle, 239 W. Washington, Jack- 
son, Mich. 

Greene, Walter J., McKinley School, New- 
ark, N. J. 

Greening, Burton O., 2514 Third Ave., Los 
Angeles, Calif. 


Greenlaw, Evolyn A., 27 Conant St., Bev- 
erly, Mass. 

Greenman, Gladys M., State Normal 
School, Willimantic, Conn. 

een. W. C., 525 N. 11th, La Crosse, 

s. 

Greenwell, W. M., 1029 Oak St., Oakland, 

Calif 


Greer, Loula, 951 Washington Blvd., Beau- 
mont, Texas. 

Gregory, Lydia E., 1210 16th Ave., Rock- 
ford, Ill. 

Gremont, Helen C., 370 South Ave., Bridge- 
ton, N. J. 

Greves, Eulalia A., 
Pittsburgh, Pa. 

Grice, George D., Mitchell School, Charles- 
ton, i a 

Grier, Mary, Fisher Street School, Burling- 
ton, N, 

Griest, Mary Ruth, Train School, Sixth 
and Hickory St., Omaha, Nebr. 

Griffin, Anne, Public School 182, 2 Grace 
Court, Brooklyn, N. Y. 

om L. - M., 816 W. Ninth, Sioux Falls, 


D 
Griffin, Joseph T., Public School 114, Man- 
hattan, 43 Oak St., New York, N. Y. 
— Emily, 15: 24 Denver, 

Colo. 
Griffith, Grace, 
Omaha, Nebr. 
Griffiths, May, 1011 Oakdale Drive, Fort 
Wayne, Ind. 


Morningside School, 


Fillmore, 


Howard Kennedy School, 


Griggs, O. C., 48 N. Wheeling St., Tulsa, 

cla. 

Grigsby, Rall, Amos Hiatt Junior High 
School, Des Moines, Iowa. 


Grimes, James, _M., 50 Gramatan Ave., Mt. 


Vernon, N. 
— H ., 2150 47th Ave., Oakland, 


Calif. 
Grindstuen, Iver I., Superintendent of 
Schools, ‘Beach, N. Dak. 


Grine, Laura, 6500 Darlington Road, Pitts- 
burg h, Pa. 

Griswell, Lydia A., 37 Winona Ave., Nor- 
woo a. 

Grizzard, Eva F., Ferris Ward School, Box 
182, Waxahachie, Texas. 

Grizzard, Mabel Youree, 711 W. Main St., 
Waxahachie, Texas. 

Gronde, Franklin J., Bradley Beach School 
Bradley Beach, N. J. 

Grose, C. Herman, Ambridge Junior High 
School, Ambridge, Pa. 

Gross, Frances, Saratoga School, Omaha, 
Nebr. 

Gross, James E., Kulpsville High School, 


Kulpsville, Pa. 

Cores, Abbie C., 364 Main St., Haverhill, 
Mass 

— J. L., 247 Vine St., 

Grubbs, W. E., School No 
Ind. 

Gruber, Vernon F., 1312 Logan Ave., N. 

» Canton, Ohio. 


Grunder, Anne, J. B., Atkinson School, 
Louisville, Ky. 


Canonsburg, 


. 24, Indianapolis, 


2815 Duncan St., 





Guns, Bie M., Zimmerman School, Flint, 

) Cc . 

Gutiete m. M., Washington School, Ander- 
son 

oun i a 9014 Beverly Court, Detroit, 
Mich. 

Gunn, H. M., 1351 B. Lincoln St., Port- 
land, Ore. 

Gunnine. Agnes M., 379 Third St., Troy, 


aXe . 

Gutekunst, Louise C., 237 S. 
lington, Iowa. 

Guthrie, Mary G., Gale School, 
Terrace and Marshfield Ave., 


Eighth, Bur- 


Jonquil 
Chicago, 


Haag, Harriet, Standard School, Spreckels- 
ville, Maui, Hawaii. 

Hadley, E. J., 7925 E. 
land, Ore. 

Hafemann, W. F., 
School, ‘Savanna, 

Hagarty, Annie M., "50 Nantucket Ave., 
San Francisco, Calif. 

Hager, E. R.., 13 Elmwood Ave., 
dence, R. I. 

Hagerty, Jean B., Robert Morris School, 
27th and Thompson Sts., Philadelphia, 
» 


a. 

Hague, Edith McGrew, 
Columbus, Ohio. 

Hahn, William H., 484 
waukee, Wis. 

Hale, Mrs. Verna L. C., 


Salmon St., Port- 


“°° ene Township High 


Provi- 


1470 Fair Ave., 
38th St., Mil- 


4851 Carnegie St., 


Los Angeles, Calif. 
Haley, Jesse H., 4428 Van Cortlandt Park, 
The Bronx, New York, N. Y. 
Haley, a 1008 Court St., Saginaw, W. 
S., Mi 

Hall, Edith B., 418 E. 15th St., Indianap- 
olis, Ind. 

Hall, Ella, 542 Broadway, Paterson, N. J. 


Hall, Ethel, 209 N. Delaware, Mason City, 
Iowa. 

Hall, George F., Cliffside Park High School, 
Grantwood, N. J. 

Hall, praia, 288 Josephine Ave., Detroit, 


Mic 

Hall, O., 1436 E. Glison, Portland, Ore. 

Hall, W. R., Woodlawn School, Birming- 
ham, Ala. 

Halligan, Thomas C., Public School 186, 
448 W. 153d St., New York, N. Y. 

Halterman, Allie M., 11 Victoria St., Buck- 
hannon, W. Va. 

Hambert, Nona C., S. 311 Lincoln St., 
Gary Apts., Spokane, Wash. 

Hambright, John B., Maple Avenue School, 
Newark, N. J. 

Hamilton, Mrs. Alva R., 31 W. 52d St., 
Kansas City, Mo. 


Hamilton, Aymer Jay, Supervising Princi- 


pal, U niversity Element: iry Be hool, Rose 
and Walnut Sts., Berkeley, Calif. 
Hamilton, C. R., 1813 Schiller, Little 


Rock, Ark. 
Hamilton, Edward D., 4424 W. Belle Place, 
St. Louis, Mo. 
Hamilton, Ella V., 700 S. 
Springfield, Ill. 
Hamilton, Esther, Pattengill School, 
Northfield Ave., Detroit, Mich. 
Hamilton, Gertrude, Hale H. Cook School, 
74th and Penn, Kansas City, Mo. 


Seventh St., 
8411 


Hamilton, Kate, Columbia School, Ham- 
mond, Ind. 
Hamilton, Katharine, Assistant Superin- 


tendent of Schools, Endiott Bldg., St. 


Paul, Minn. 


Hamilton, speeneet, 519 N. 40th St., 
Omaha, Nebr. 
Hamilton, a J., 290 Kenwood Ave., 


Rochester, N. Y 
Hamilton * . Jr. 
bury, N. C. 


Ellis School, Salis- 








il 


0, 








NTU T 





a ie a SI 


LP RC ONE eo 


FOIL TERRIER 


Tue Srxtu YEARBOOK 





Ilamilton, W. A., 128 W. Brooklyn, Trinity 
Heights, Dallas, Texas. 

Hamm, Franklin P., Avon Avenue School, 
Newark, N. . 

Hammel, J. C., 842 E. 19th St., Oakland, 
Calif. 

Hammond, Mrs. A. M., 508 S. Oregon Ave., 
Tampa, Fla. 

Hammond, Ida M., 3004 Champion St., 
Oakland, Calif. 

Hammond, Josephine, 843 N. Fourth St., 
Steubenville, Ohio. 

Hammond, L. Daisy, 111 Oakwood Ave., 
Oakwood Village, Dayton, Ohio. 

Hampton, Clarence, 3535 N. 18th St., 
Philadelphia, Pa. 

Hampton, Mrs, Helen R., Saunders School, 
41st Ave. and Cass, Omaha, Nebr. 

IIanlon, Mary R., 1533 E. 67th Place, 


Chicago, Ill. 
55th St., 


Hanna, Mrs. Blanche E., 165 E. 
Iligh School, West Win- 


Portland, Ore. 
Hanna, Paul R., 
field, - 
Hanselman, (. F., Washburn School, Clin- 
ton and Linn, Cincinnati, Ohio. 
Hansen, Herbert C., 1045 N. 
Ave., Chicago, Ill. 

Hansen, Mrs. Mary, 242 W. William St., 
Decatur, Ill. 

Hansen, Meta, Blaine School, Minneapolis, 
Minn. 

Hanson, Minnie, 321 E. Washington Ave., 
Council Bluffs, Iowa. 

Hanson, Orlando M., 1922 E. 
tle, Wash. 

Hanson, Signe, 
N. Dak. 

Hanson, Theodore, 320 Walsh St., 
Forks, N. Dak. 

— ay, Fannie, Jefferson School, Helena, 


School, 2701 


Lockwood 


Lynn, Seat- 
710 13th St., S., Fargo, 


Grand 


Hardie, Anna M., Ward 
Shields Ave., Chicago, II. 
Hardie, Anne M., 1115 Arlington Ave., 
La Grange, II. 
Hardie, Jessie H., 317 N. Craig St., Pitts- 
Iiuntley, 814 Ross Ave., 


burgh, Pa. 
Hardie, Mary 
Wilkinsburg, Pa. 


Hardin, Laura, 208 N. P St., Muskogee, 
Okla 
Hardin, Nannie M., 903 Fifth Ave., Council 


Bluffs, Iowa. 

Harding, Elizabeth G., 23 Essex St., Bev- 
erly, Mass. 

Harger, Lena L., 2315 Irving Ave., S., Min- 
neapolis, Minn. 

Hargrove, William B., 
Bloomfield, N. J. 

Harker, Sara D., Lower Miss Harker’s 
School, Palo Alito. Calif. 

Harney, Julia C., 302 Pavonia Ave., 
City, N. J. 

Harney, Margaret A., Howard Park School, 
3altimore, Md. 

Harold, E. W., 405 S. Sixth St., Pocatello, 


serkeley School, 


Jersey 


Idaho. 

Harper, Thomas B., 500 Sixth Ave., Bel- 
mar, 

Harris, Daisy M., 1826 Valley Drive, Syra- 
cuse, N. Y. 

Harris, Edna M., 10 Breckenridge Ave., 


Meriden, Conn. 
Harris, Elizabeth S., 
lyn, N. Y. 
Harris, Ella M., 242 F St., San Bernardino, 


1622 69th St., Brook- 


1 Clermont, Dallas, Texas. 
550 Yale Ave., S Salt Lake 


liarris, J. K., Route F, Box 35B, San 
Antonio, Texas. 

Harris, Luella C. 

beth 


, 90 Westfield Ave., Eliza- 


os aes Be 











Harrison, Mrs. Florence, 1016 Ann Arbor 


St., Flint, Mich. 

Harrison, Ford O., 
W., Canton, Ohio. 

Harrison, J. V., Electra, Texas. 

Harrison, Lucille, 403 N. Belmont Ave., 
Richmond, 

Harrison, W. H., 21380 E. 24th St., Kansas 
City, Mo 

Harriss, Mrs. Esther H., Jefferson School, 
Muskogee, Okla. 

Ilarry, David P., Jr., Assistant Professor 
of Educational Administration, Uni- 
versity of Pittsburgh, Pittsburgh, Pa. 

Hart, Emma C., 626 13th Ave., N., Seattle, 
Wash. 

mee anions M., 4 Bond St., Claremont, 
N 


711 Maryland Ave., 8. 


Hart, Harry T., P. O. Box 55, Darien, 
Conn, 

Hart, Helen A., Chase School, Toledo, Ohio. 

Hart, John C., 538 Carey Ave., Wilkes- 
3arre, Pa. 

Hartill, Rufus M., Public School 87, Ridge- 
wood Station, Brooklyn, a ee 

Hartney, Eleanor M., 416 Eighth Bt, Ba 
Fargo, N. Dak. 

Hartung, Urban, Duffield School, Detroit, 


Mich. 

Hartwell, Mildred M., 50 Union St., Green- 
field, Mass. 

Ilarvey, Cora B., 227 Henry Ave., S. E., 
Grand Rapids, Mich. 

Harvey, Lida E., Van Horn School, 39th 
and Wyoming, “Kansas C ity, Mo. 

Harvin, Mrs. L. L., Box 132, “Garysburg, 

Harwell, Cc. A., 2626 Haste St., Berkeley, 
Calif. 

Hassell, T. C., 4714 Reiger Ave., 
Texas. 
Hatch, Henry D., 
Chicago, Ill. 
Hatch, Osman P., Lincoln Grammar School, 
Lincoln, N. H. 

Hlatcher, W. B., Superintendent of Schools, 
Baton Rouge, La. 

Hatfield, Walter R., 
Chicago, Il. 

Hauer, John S., Sixth District School, Cin- 
cinnati, Ohio. 

Hanusauer, a W., 92 Wallace Ave., Buf- 
falo, 4 

Hauselt, E iieabeth E.,. 2199 California. St., 
San Francisco, Calif. 

Hawes, Florence L., 475 Taylor St., Port- 
land, Ore. 

Hawkins, Florence, 
Toledo, Ohio. 

Hawkins, George L., 
Ave., St. Louis, Mo. 

Hawley, — M., 417 Broadway, Cape 
May, N. 

Hawley r. ‘Lucile, Washington Community 


School, Lynn, Mass. 
Hayden, pene C., Floral Park, Long 


Island, 

Hayes, G. L., Booker T. 
School, Indianapolis, Ind. 

Hayes, J. D., Box 335, Costa Mesa, Calif. 

Haves, Josephine A., 624 Orange St., New 
Haven, Conn. 

Hayward, Elizabeth T., 
Northbridge, Mass. 

Hayward. -Lucy M., 
Alhambra, Calif. 

Hazard, George Nathan, Warren, R. I. 

Heacock, A. B., 709 E. Windsor Road, 
Glendale, Calif. 

Healey, Anna T., Sherman School, 14th 
and Ellison Ave., Omaha, Nebr. 

Healey, John E., ‘Ir., 119 Hoosick St., 
Troy, N. ¥. 

Healy, E. Turner, W. H. Taylor School, 
Norfolk, Va. 


Dallas, 


1540 E. Marquette Road, 


6030 Kenwood Ave., 


Board of Education, 


4300 Morgonford 


Washington 


Rockdale School, 


324 La Paloma Ave., 








360 





eel. Oliver B., 13297 Lauder, Detroit, 

ch 

Heaslet, Mere. W. M., 211 EB. at., N. W., 
Miami, Okla. 

Heath, Mrs. Margaret, Box 114, Baldwin 


Park, 


Heath, Virginia D., Redding School, Pine 
and Larkin Sts., Sen Francisco, Calif. 
Heaton, O. E., Logan School, Spokane, 
Wash. 

Ilebal, E. L., 459 N. Lombard Ave., Oak 
Park, III. 

Heen, Elizabeth Lulu, Keahua School, 
Maui, Hawaii. 

Ifeermans, Martha, Hayden, Ariz, 

Heffernan, J. k., 2112 SS. Ninth St., 


Sheboygan, Wis. 


Ilefner, Joseph I., Campus Ward School, 


Longview, Texas. 

Heidinger, Blanche L., Wissahickon School, 
Blidge Ave. and Kalos St., Philadelphia, 
a 

Heidler, Samuel H.. 933 S. Fifth St., 


Springfield, Ill. 


Heilman, W. T., 49 Euclid Ave., Columbus, 


Ohio. 

Hein, Fred W., 511 Logan Ave., Mil- 
waukee, Wis. 

Heisser, Della B.. Box 27. Turlock, Calif. 

Heller, Anna E.. Whittier School, Spokane, 
Wash. 

Heller, Luther, High Sehool, Mountain 
Iron, Minn. 

Heller, Walter If... Thorn Hill Avenue 
School, Sharline, Ohio. 

Helmer, Mrs. Mina, 1814 Mable Ave., 
Flint, Mich. 

IIelms, H. A Pomona High School, 


Greensboro, N. C. 
Helms, W. T., Superintendent of Schools, 
Richmond, Calif. 
Hemstreet, A. Earle. School 40, Oneida 
near Fillmore, Buffalo, N. Y. 
Henderson, Grace, 1400 N. 40th St., Seat- 
tle, Wash. 
Henderson, Grace IT.. 
Lynn, Mass. 
Hlenderson, Helen A., 97 
Greenfield, Mass. 
IIlenderson, Mary, 1004 §., 
gomery, Ala. 
Hlenderson, R. H.. 369 8S. 
East Liberty Station, 


108 Essex St., East 
Franklin St., 
ITull St., Mont- 


Winebiddle Ave., 
Pittsburgh, Pa. 


IH{fenderson, V. M.. Peaslee School, Cincin- 
nati, Ohio. 

Ilenderson, W. Ii., 3519 Tularosa St., El 
Paso, Texas. 

Hendrie, William E., Public School 109, 
."* 213th St. and 93d Ave., Bellaire, 

Ilendry, Mrs. Robert, 1945 Kalia Road, 
Honolulu, Hawaii. 

Hendryx, Luella Theodora, 524 S. Seventh 


St., Escanaba, Mich. 
Henley, Ralph B., Nash 
Erie St., Chicago, III. 
Hennen, Mrs. Sarah M., 
Ave., Chicago, Ill. 
Henry, Anna, Fallon School, 
St., Chicago, Ill. 


School, 4837 W. 
5340 Woodlawn 


4174 Wallace 


Hepworth, Lydia G.. 11th and Vanango 
Sts., Philadelphia, Pa 

Ilerchenroder, Clara, 3023 S. 29th St., St. 
Joseph, Mo. 

Herman, PS E., 415 South St., Wood- 
stock, 

Hern, ia K., 1868 Ashand Ave., St. 
Paul, Minn. 

Herrick, Hattie L., 720 Second Ave., Rock- 
ford, Ill. 


Herriford, Joe E., W. W. Yates School, 
11th and Campbell, Kansas City, Mo. 
Herrig, Isabella W., 822 Adams St., Sagi- 
naw, W. §., Mich. 
Herrin; ton, Florence, 105 Franklin Blvd., 

Pontiac, Mich. 


Et EMENTARY Scnoor. PRINcrPaLs 


Herron, John S., 
Newark, 
Hersberger, Katharine L., 
Anderson, Ind. 
Herstrom, "Angela G., 
Denver, Colo. 
Heuermann, Minna §&., 
Oak Park, Ill. 


LaFayette Street School, 


227 W. 11th St., 
Berkeley School, 


520 Fair Oaks Ave., 


Hevenor, M. J., 6011 S. Rockwell St., Chi- 
eago, Ill. 

Hewitt, Mrs. Ida F., 532 W. 40th Place, 
Los as reles, Calif. 

oe ~~. 35 Goodwill Ave., Meri- 
den, Con 

Hickey, A «a Madison School, 1118 §. 
Seventh St., St. Louis, Mo. 

ne Mary K., 242 Second St., Ilion, 

Hicks, Edith M., 479 Chestnut St., Kast 
4ynn, Mass. 

Hicks, Elvis L., 1002 8S. Campbell Ave., 
Chicago, Il. 

Hicks, Mrs. Nellie A., McKinley School, 


Fargo, N. Dak. 


Higbee, R. C., Marshall Junior High 
School, St. Paul, Minn. 

Higgins, Annie, 1520 W. Travis St., Sta 
tion A, San Antonio, Texas 

Higgins, Edna R., Assistant 


Supe rv ising 
Principal of Schools, Franklin, d. 
Higgins, Ethel G., Hardy School, 
ton, Mass. 
Higgins, Gertrude, 1015 N. 
El Paso, Texas. 
Higgins, Thomas J., 29 
Worcester, Mass. 
Ililborn, Mrs. Clara M., 
Flint, Mich. 
Hildebrandt, Josephine E., 
St., New Orleans, La. 
Hilkey, Carrie B., 419 Grafton Ave., 
ton, Ohio. 


Arling 
Florence St., 
Stoneland Road, 
2005 Francis Ave., 
3650 Constance 


Day- 


Hill, Claudia O., 1105 N. Prospect, Tacoma, 
Wash. 

Hill, Edith, Clifton School, Cincinnati, 
Ohio. 

Hill, Ella, Caledonia School, East Cleve- 
land, Ohio. 

Hill, Fannie May, 529 N. Main St., Sand 
Springs, Okla. 

Ilill, H. D., Thirty-seventh Street School, 
Milwaukee, Wis. 

Hill, _— Martha, Davis School, Tucson, 
Ari 

Hilliard, R. C., Principal, Elementary and 
Junior High School, Valhalla, N. Y. 

Hillier, Wealthy, 434 W. Fourth Ave., 
Flint, Mich. 

Hillman, Jeannette C.. 417 Stockton St., 


San Francisco, Calif. 


Ililton, Marion W.. Garden City Public 
School, Garden City, L. I.. N. Y. 

Hinckley, Florence, 131 Jennings Ave., 
Patchogue, N. Y. 

inceemad, Laura J., School, 


Arrondale 
Great Neck, L. L., N. Y 


Hinds, J. B., 213 Second Ave., San Fran- 
cisco, Calif. 
Hinds, Marian, 537 Teller Ave., Grand 


Junction, Colo. 
Iline, Edith M., 
rington, Conn. 


106 Litchfield St., Tor 


Hinman, Harriet L., Board of Education, 
Toledo, Ohio. 

Hinman, Stanley T., 317 Dorian Court, 
Westfield, N. J. 

Hinson, Addie, 209 Central Ave., Char- 


lotte, N. C. 
Hirsch, Herman, 719 Ogden St., 
tonio, Texas. 

Hirsdansky, Simon, Public School No. 4, 
1701 Fulton Ave., New York, N. Y. 
Hisey, Nora, 502 Scottwood Apts., Toledo, 

Ohio. 


San An- 


Hoag, Gertrude B., 616 Third St., N., 


Fargo, N. Dak. 


‘hool, 
h St., 
hool, 
Ave., 
Chi- 
‘lace, 
Meri- 
8 S§8. 
lion, 
Kast 
Ave., 
hool, 
High 
Sta- 
ising 
ling- 
St., 
oad, 
Ave., 
ance 
Day- 
yma, 
nati, 
leve- 
sand 
1001, 
son, 
and 
r. 
\ve., 
St., 
iblic 
ive., 
ool, 
ran- 
and 
lor- 
ion, 
urt, 
har- 
An- 
4 4, 
do, 


N., 


Tue Srxtu 


Hoard, Lucy Claire, 1318 Montana St., El 
Paso, Texas. 

Hobby, Louise, 
mont, Texas. ; 

Hodges, E. B., Washington Union High 
School, Centerville, Calif. 

Hodgkins, George W., 1821 
Road, Washington, D. C. 

Hodgkins, Mrs. Wilhelmina, 203 E. Lytle 
St., lonia, Mich. 

Hoehle, Henrietta J., 2117 Bolling Ave., 
Louisville, Ky. 
Hoffman, Dora E., St. Josephs Home, 
Karnes and Penn, Kansas City, Mo. 
Hoffman, H, G., 3223 Ave., H, Fore Worth, 
Texas. 

Hoffman, J. T., 36 103 34th St., Tampa, Fla. 

Hogan, Ellen A. 39 Washington St., Nat- 
ick, Mass. 

Hogan, John J., Jobn R. Rollins School, 
Lawrence, Mass. 

Ilolbrook, Florence, 4429 Greenwood Ave., 
Chicago, Ill. 
Holcombe, Selma V., 822 8. 
Stillwater, Minn. 
Ilolgersen, Anne M., 
Zakersfield, Calif. 
Holland, Leo P., 22 Pleasant St., Water- 
ville, Maine. 

Holloway. Maggie E., 
ham, N. C. 
Hollowell, Rebecca L.. 46 Maple St., 
Danielson, Conn. 

Holm, Peter C., Bryant School, Denver, 
Colo. 

IIlulman, Elizabeth I., 209 Ek. Morgan St., 
Raleigh, N. 

Holman, Hilda, 
Mass. 

Ilolmes, C. M., Superintendent of Schools, 
Fayette, lowa. 

Holmes. Clara E., 634 E. Adams, McAles- 
ter, Okla. 

Holmes, Edith M., 2817 N. Sichel St., Los 
Angeles, Calif. 

Ilolmes, Mary E., 521 N. Carey St., Balti- 
more, Md. 

Ilolmes, Stella, Bancroft School, Eighth 
and Bancroft, Omaha, Nebr. 

Holt, Marx Ernest, Seward School, 4600 
S. Hermitage Ave., Chicago, Il. 

Iloltman, Edith (., 307 S. Ave. E, Oska- 
loosa, Iowa. 

Iloltzapple, Lillie, 1719 Bellevue Ave., 
Richmond Heights, St. Louis, Mo. 

Homer, Francis FE., 3526 N. 16th St., 
Philadelphia, Pa. 

Ilood, Mrs. Vivian P., 529 ‘Turner Ave., 
Drexel Hill, Pa. 

Hood, W. F., 1813 W. Sixth St., Racine, 
Wis. 

Hooker, Minnie L., Bristol School, 15th 
and Hedges, Independence, Mo. 

Hooker, Ora, 947 W. 30th St., Los Angeles, 
Calif. 

Hoole, Patricia, Roosevelt School, West 
Allis, Wis. 

Ilooper, C. L., 9022 S. Robey St., Chicago, 
It 


2125 Victoria St., Beau- 


Kalorama 


Second St., 


Hawthorne School, 


411 Cleveland, Dur- 


“walbot School, Billerica, 


Hoover, L. Mabel, 1771 Homestead St., 
Baltimore, ee 

Iloover, Mrs. 8S Whittier School, Tenth 
and Btn My ‘Oklahoma City, Okla. 

Hope, Nicholas H., 17 W. Pennsylvania 
Ave., Towson, Md. 

Hopkins, Amelia M., 561 Chrisler Ave., 
Schenectady, N. Y. 

Hopkins, C. G., 5139 Alverne Ave., Los 
Angeles, Calif. 

Hopkins, Mrs. Emma G., Oak Street School, 
Cor. Fifth St. and Oak, Flint, Mich 
Horan, Agnes M., Clymer School, 13th and 

Cambria Sts., ‘philadelphia, Pa. 
Horchem, B. J., 997 Locust St., Dubuque, 
lowa. 


YEARBOOK 361 


Horn, Ernest, Director of Elementary 
School, State University of Iowa, Iowa 
City, Iowa. 

Horn, Lizzie, Grenada, Miss. 

Horn, Mary A., Public School 42, Queens, 
Arverne, N. Y. 

Hornbaker, W. R., 6210 Kimbark Ave., 
Chicago, Ill. 

Horne, Henrietta, 1330 N. Garncey St., 
S., Santa Ana, Calif. 

Horrall, Pansy, Jefferson School, Spokane, 
Wash. 

Horton, J. M., Box K, Fillmore, Calif. 

Ilorton, S, C., Fifth Street School, near 
Hadley, Milwaukee, Wis. 

Hlosic, Frank E., Monroe High School, 
Rochester, N. Y. 

Ilosic, James F., Professor of Education, 
Teachers College, Columbia University, 
New York, N. Y. 

Iloughton, Alice C., 100 Niagara St., Bay 
City, Mich. 

Ilouston, Gabriel, 325 Second St., Clarks- 
dale, Miss. 

Ilouston, Josephine, 
Austin, Texas. 

Houston, Mattie, 1303 
Greenville, Miss. 

Howard, Clara May, Lincoln School, Vil- 
lisca, Iowa. 

Howard, Gertrude G., Queen Street School, 
Inglewood, Calif. 

Howard, H. B., Armstrong School, Dallas, 
Texas, 

toward, Mrs. Lily, 131 Newman St., El 
Paso, Texas. 

Howard, Margarette E., 121 Summit Ave.. 
Summit, | a A 

Howard, T. R., Van Zandt School, Mar 
shall, Texas. 

Howe, Edwin J., School No. 16, 939 Dela- 
ware Ave., Buffalo, | a 

Howe, Jennie Blenheim School, 7ist 
and Olive, Kansas City, Mo. 

Hlowe, Mercedes H., Swing School, 1701 

om Ave., Chicago, Ill. 
owell, Etta H., Roosevelt Se sng 

i Beach, Calif. School, Long 
owland, Stanley F., Horace Mann Schoo 

Bo. Beach, Calif. a Seem, 
owlett, Mary E., 12752 Ceds é 
Cleveland Heights, Ohio. " oo. 

Hoyt, Grace L., 605 W. Main St., Rich- 
mond, Ind. 

Hubbard, Alice, 400 W. 11th St., Van- 
couver, Wash. 

Hubbard, Frank W., 1823 Newton St., N. 
W., Washington, ‘Dp. & 

Huber, J. Edward, 1450 Norwood St., Chi- 
eago, Ill. 

Hudd, Nellie C., 2015 Lunt Ave., Chi- 
eago, Ill. 

= C, E., 759 59th St., Oakland, 

ali 

—_ a Ida, 819 S. 17th St., Fort Smith, 
Ark. 

Huff, Mrs. Myrtle N., 608 First National 
Bank Bldg., Fort Lauderdale, Fla. 

Huff, William F., 3020 Vista St., Long 
Beach, Calif. 

Huffman, W. H., 1625 Arlington Ave., St. 
Louis, Mo. 

Hughes, Florence L., 1013 Oak St., Jack- 
sonville, Fla. 

Hughes, R. L., 4300 Drexel Blvd., Chi- 
cago, Ill. 

Hughes, W. F., 354 S. Pacific Blvd., Hunt- 
ington Park, Calif. 

Hughson, B. E., 222 W. Sumner St., Port- 
land, Ore. 

Hulet, Arno, R. D. 3, Pontiac, Mich. 

Hull, Annie E., «04 W. Eighth Ave., Co- 
lumbus, Ohio. 


2508 Nueces S8St., 
Washington Ave., 








362 ELEMENTARY Scuoont PRINCIPALS 





Hulse, Henry S., Jr., 650 Parker St., New- 
ark, N. 

Hummer, Elisabeth, Wallach School, 
Washington, nm. ¢€. 

os H. Myrtle, 29 Wall St., Trenton, 

aay, Seongin R., Lincoln School, Scotia, 


Ilunter, Mrs. Abbie A., R. D, 8, Box 53, 
Peoria, Ill. 


Hunter, Adda Wilson, 911 N. Mariposa 


Ave., Los Angeles, Calif. 

Hurlbut, Ruth, 178 24th St., Milwaukee, 

is. 

Huston, Alice L., 118 S. Graham St., Pitts- 
burgh, Pa. 

Hutchings, Margaret J., 6 Elm Place, 
Glenbrook, Conn. 

Hutchings, Raymond R., 516 E. Arrellaga 


St., Santa Barbara, Calif. 
Hutchison, Susie, 502 N. 

Joseph, Mo. 
Hutson, W. E., 


llth St., St. 
Park School, Uniontown, 


Pa 
Hutt, Rebecea J., 617 
lumbus, Ohio. 


Dennison Ave., Co- 


Hutton, Mrs. George, 3212 Vine St., Lin- 
coln, Nebr. 

Ilutton, Lillie M., 556 Royden St., Cam- 
den, N. J. 

Hutton, Thomas J., Pompton Lakes, N. J. 

Hydorn, M. L., Supervising Principal of 
Schools, Frederica, Del. 

Ilyman, Beatrice C., 1400 Rosalie St., 


Evanston, Ill. 
Hyte, C. T., 317 
Haute, Ind. 


aa. Nellie T., 4642 Penn St., 


Crawford St., Terre 


Philadelphia, 


>a. 

Ilgen, V. Carl, 3625 Lee Ave., St. Louis, 
Mo. 

John J. Pershing School, 
Kansas City, Mo. 

Nathan Hale School, 

Sixth St., Mount 


Imhof, Matilda, 
59th and Park, 
Imrie, Margaret B., 
S. Fifth Ave. and 
, a 


Vernon, N. 
Irle, Maud, Groveland Park School, St. 


Paul, Minn. 
Irwin, maeeeee tox 161, Antioch, Calif. 
Isakson, Edith, 3209 Myrtle Ave., Omaha, 
Nebr. 


Isle, W. W., Superintendent of Schools, 
Duncan, Okla. 

Iversen, Ida Christine, 
Angeles, Calif. 


Hotel Trinity, Los 


Ivey, Edna M., 3525 Grand Blvd., East 
Chicago, Ind. 

Ivory, Anna, Apt. IH, Warner Apts., Coun- 
cil Bluffs, lowa. 


Jack, Mary E., Coventry School, Cleveland 


Heights, Ohio. 

Jackson, Alta M., 1923 M St., University 
Place, Lincoln, Nebr. 

Jackson, Halliday Rogers, 11 N. Wey- 


mouth Ave. Ventnor City, N. J. 


Jackson, Jennie, 601 Gandy St., Denison, 
Texas. 
er John Howard, 1211 Jackson St., 
Camden, N. J. 
Jackson, Luke J.. 443 Franklin St., San 
Francisco, Calif. 


Jackson, Mabel, 3343 T St., 
Jackson, Robert C., Hotel St. 
Paso, Texas. 
Jackson, W. E., 820 W. 
Spokane, Wash. 
Jacobs, Emilie V., 
~y Hunting Park Ave., 


a. 
Jacobs, R, C. T., 915 Parkview Ave., 
las, Texas. 
Jacox, D. G., 977 Washington Ave., Nor- 
folk, Va. 


Lincoln, Nebr. 
Regis, El 


Montgomery Ave., 


McClure School. Sixth 
Philadelphia, 


Dal- 


Jacques, Ida B., Hancock Ave., Medford, 
Mass. 
Jaeger, Ida L., Clinton School, 
Fairfield Ave., Chicago, Ill 
Jahn, Anna M., 1222 Shorb Ave., N. W., 
Canton, Ohio. 

James, Nelle N., Grund Hotel, Sixth and 
Ann Sts., Kansas City, Kansas. 

Jamieson, M. M., 2701 W. Foster Ave., 
Chicago, Il. 

Jamieson, Thomas C. M., Hibbard School, 
3244 Ainslie Ave., Chicago, II. 

Jamison, Florence, 904 W. Fourth St., 
nee oe n. 

Jamison, G, E., 799 Haight Ave., 
io 

Janes, Hattie FE., 
Fresno, Calif. 


6130 N., 


Portland, 


2439 Mariposa St., 


Janney, Mildred II., Sandy Springs, Md. 

Jansen, William, 1899 Billing sley Terrace, 
Bronx, New York, N. Y. 

Jarrott, R. A., 1707 Ninth, Wichita Falls, 
Texas. 

Jasperson, Lillian M., 600 W. Franklin 


Ave., Minneapolis, finn. 
Jaudon, Virgil H., Karnes School, 550 
Charlotte St., Kansas City, Mo. 
Jaynes, H. Gertrude, 2800 W. Fulton St, 
Chicago, Ill. 


Jedele, Ruth N., 93 Seward Ave., Detroit, 
Mich, 
Jeffrey, Robert G., 6921 S. Sangamon St., 


Chicago, Ill. 


Jelks, C. C., 509 Lincoln St., Sand Springs, 


Okla. 

Jenkins, Mrs. A. T., 308 Third St., Wal- 
lace, Idaho. 

Jenkins, Albion U., Public School 12, Vat- 
erson, N. J. 

Jenkins, Emma F.. Robert Treat Paine 
School, Blue Ilill Ave., Dorchester 
Mass. 


Florence S., 70 Maywood St., 
Mass. 
West End 


Jenkins, 
Worcester, 
Jenks, Elsie L., 
brook, N. Y. 
Jenner, IF. M., 
Orange and 


School, Ly n- 


School No. 17, 


Rochester, 


Whitney 
Saxton Sts., 


| ae 4 

Jenney, Charles A., Lincoln School, Brock- 
ton, Mass. 

Jewell, Edgar Guy, 104 Yale Ave., Glen 
Echo, Md. 

Jewell, Francis, 2632 Jefferies, Dallas, 
Texas. 

Johnson, A. Bessie, 109 Wayne St., War- 
ren, Pa. 

Johnson, Bessie I., 1302 Third Ave., 


Scottsbluff, Nebr. 
Johnson, Mrs. Emrie, 
Antonio, Texas. 
Johnson, Ethel M., 
Mass, 
Johnson, Helen M., 
First and Hudson Sts., 
Jobnson, Jennie U., 617 
Apt. 305, St. Paul, Minn. 
Johnson, Johanna, 302 Ingleside 
Tacoma, Wash. 


811 Howard St., San 
11 Burrill Ave., Lynn, 
Canton Platoon School, 
Saltimore, Md. 
Portland Ave., 


Apts., 


Johnson, John A., 641 E. 60th St., Chi- 
cago, Ill. 
Johnson, Mrs. Lois E., 415 16th St., 


Pacific Grove, Calif. 

Johnson, Lula, 259 l4th St., N. E., At- 
lanta, Ga. 

Johnson, Martha Louise, 
San Marcos, Texas. 

Johnson, Maude, 406 
Rockford, Ill. 

Johnson, Nettie, 
Paul, Minn. 

Johnson, Ruth F., Southeast School, 208 
Kk. Albert St., Torrington, Conn. 

Johnson, Sara G., Rand School, Montclair, 


aN. of 


411 Hopkins St., 
Kishwaukee St., 


1790 Wordsworth St., St. 





ford, 
DN, 
Wa 
and 
Ave., 


1001, 





SE 





Tue SrxtH 


YEARBOOK 363 





| Theophilus, 3938 56th St., Wood- 
side, N. Y. 


Johnson, Thomas C., 4540 N. Hamlin Ave., 
Chicago, Ill. 
Johnson, Virna B., 901 Ninth St., S., 


Fargo, N. Dak. 

Johnson, W. H., Manchester School, 15th 
and Winchester St., Kansas City, Mo. 
Johnston, Anna C., Public School 59, 

and Bathgate Ave., New York, N. . 
Cincinnati, 


Johnston, J. B., Oyler School, 
Ohio. 

Johnston, Kathryn, tox 738, Helena, 
Mont. 

Johnston, Laura A., 2025 BH. Sist St., 
Cleveland, Ohio. 

Johnston, Maude E., 204 Dorian Apts., 


Aberdeen, S. Dak. 


Johnston, Mrs. T. E., State Department of 


Education, Raleigh, N. C. ‘ 
Jones, Arthur C., Bird School, East Wal- 
pole, Mass. 


Jones, Bettie W., 124 E. Market St., 
Harrisonburg, Va. 

Jones, Clara Ellen, 6822 8. Broadway, Los 
Angeles, Calif. 

Jones, Mrs. Edna S8., No. 
son Ave., Roe hester, i ae 

Jones, Elizabeth J., 3220 Harrison, 
City, Mo. 

Jones, Etta F., 1044 Fairmount St., S. E., 
Grand Rapids, Mich. 

oo Eunice, 1401 Bush St., 


‘a 

pioey H. ; 
Ohio. 

Jones, Harriet M., 21 


113 W. Wood St., 


4 School, Jeffer- 
Y 


Kansas 


Santa Ana, 


1003 Prospect Ave., Toledo, 


S. Walnut §., Akron, 


nio. 
Jones, Isabelle V., Flint, 
Mich. 
Jones, Mrs. Kimball B., 419 Johnson St., 
Albany, Ala. 
Jones, Laura M., Hazel Ave., W. 
Philadelphia, Pa. 

Jones, Laura M., 623 Iowa St., 
Kansas. 

Jones, Lenore, Yerby School, Mobile, Ala. 

Jones, Mary F., 1209 West Chester Vike, 
Manoa, Upper Darby, Pa. 

Jones, Olive M., 52 Gramercy Park, N., 
New York, N. Y. 


4821 


Neodesha, 


Jones, R. B., Belle Grove School, Fort 
Smith, Ark. 
Jones, Mrs, Rosena C., East Salisbury 


School, Pittsville, Md. 
Jones, Virginia, Marlborough School, 75th 
and Tracy, Kansas City, Mo. 

Jones, William W., Box 126, Niland, Calif. 
Jordan, Mattie, 215 S. Newport Ave., 
Tampa, Fla. 
Jordan, W. Lee, 
Moines, Iowa. 
Jordt, Elsie B., 520 San Pedro Ave., San 

Antonio, Texas. 

Jourdan, Caroline C., 102 W. Main St., 
Branford, Conn. 
Joy, Helen E., 666 
Angeles, Calif. 


2830 Battleboro St., Des 


Carondelet St., Los 


Joyce, Charles W., Seneca School, Dist. 
No. 4, Irondequoit, N. Y. 
Judd, Anne D., Medary Avenue School, 


Columbus, Ohio. 


Judd, Harriet A., 51 Brighton Road, Co- 
lumbus, Ohio. 
Jung, Elizabeth, 97 E. Lane Ave., Colum- 


bus, Ohio. 
Jupp, Estelle §., 
erford, N. J. 


Washington School, Ruth- 


Kaasa, Elizabeth J., Northrop School, 16th 
Ave, and 46th St., Minneapolis, Minn. 
Kaefer, William, Raschig School, Elm and 
Central Park Way, Cincinnati, Ohio. 
Kahl, Henry, Madison Street School, Cor. 

Fifth Ave., Milwaukee, Wis. 


Kahlert, Florence, R. R. 4, Shively, Ky. 


Kaihenui, Frank, Mt. Happy School, Kalihi 
Hospital, Honolulu, Hawaii. 
Kaiser, Leon 8., 3017 Ocean Parkway, 


Brooklyn, N. 
Kaiser, Norton R,, 
Colfax, Wis. 
Kalp, William Law rence, 
Long Branch, 

Kane, A. B., Coiman "School, Seattle, Wash. 

Kane, Annie F., 37 School, Congress Ave., 
Rochester, N, Y. 

Kane, | Elsie R., 662 Tenth St., 

Kappelman, Mary, 235 36th St., Mil- 
waukee, Wis. 

Kaross, Ella B., 732 Maryland Ave., Mil- 
waukee, Wis. 

Karp, Esther, 624 Fourth St., N. W., Can- 
ton, Ohio. 
Kastner, W. G., 571 E. Oklahoma Ave., 

Milwaukee, Wis. 
Katz, Samuel, Public School 156, Sutter 
Ave. and Grafton St., Brooklyn, N. Y. 
Kay, Roy R., 1421 W. Ashley Place, San 
Antonio, Texas. 
Kearney, Rollena, Mercy 
pendence and Woodland, 
Mo. 


Colfax Public Schools, 
428 Bath Ave., 


Brooklyn, 


Hospital, Inde- 
Kansas City, 


Ke —__e Anna M., Bridge School, W. Byron 
and N. New E ngland Ave., Chicago, Il. 
Keating, Mary Elizabeth, 1824 Larkin S8t., 
San “Francisco, Calif. 
Keck, Christine, 1842 Sherman St., Grand 
Rapids, Mich. 
Keckefoth, Ethel H., 
Eighth Ave. and Sixth St., 
apolis, Minn. 
Keele, Charles H., 
McClelland Ave., 
Keeling, A. J., 11388 S. 
Okla 
Keenan, Vincent A., 59 W. 
West Roxbury,, Mass. 
Kell, Jane F., 622 Linden Ave., 
Kellar, Laura E., 12323 Oakland 
Shorewood, Milwaukee, Wis. 
Keller, Earl, Junior High School, Newark, 
Del. 

Keller, Elizabeth M., Rosedale School, E. 
lliff and S. Sherman St., Denver, Colo. 
Keller, Mabel, 3237 N. Capitol Ave., India- 

napolis, Ind. 


Washington School, 
S., Minne- 


1337 
Utah. 
Tulsa, 


Emerson School, 
Salt Lake City, 
Atlanta, 

3order Road, 
York, Pa. 
Ave., 


Keller, Theodore, c/o Board of Education, 
Toledo, Ohio. ; 
Kelley, Verna, 510 W. Third St., Pitts- 


burg, Kansas. 
Kelly, Elizabeth L., 
Queens, Rockaway Blvd. 
South Ozone Park, N. Y. 
Kelly, J. F., John H. Reagan School, Dal- 
las, Texas. 
Kelly, L. Maxine, 326 Queen Anne Ave., 


Public School 96, 
and 131st St., 


Seattle, Wash. 
Kelly, Mary M., 301 W. Third Ave., Flint, 
Mich. : 
Kelly, West Creek School, 


Ruth Bryan, 

West Creek, N. J. 

Kelsey, Ella, 609 S. Eighth St., 
Lake City, Utah. 

Kelsey, G. E., 317 Falkstone Courts, 14th 

and Fairmont Sts., N. W., Washington, 

dD. C 

Kemp, Maude E., Breitmeyer School, 8210 
Cameron Ave., Detroit, Mich. 

Kemper, Elisabeth R., Longfellow School, 
Salem and Superior Ave., Dayton, Ohio. 

Kendall, Mae Zubrigg, Supervising Princi- 
pal of Schools, Hartford, Wis. 

Kendell, Edith E., 917 Second Ave., Salt 
Lake City, Utah. 

Kendrick, Mary E., 
Francisco, Calif. 

Kennedy, Ella F., 
Paul, Minn. 


W., Salt 


420 Guerrero St., San 


741 Hague Ave., St. 








364 ELEMENTARY ScHooL PRINCIPALS 





Kennedy, Mrs. Lula R., 804 W. Main aAve., 
Knoxville, Tenn. 

Kennedy, Mary A., Public School 183, 
1339 Park Place, Brooklyn, N. Y. 

Kenney, Mrs. Lily, 1013 Bellecastle, New 
Orleans, La. 

Kensinger, Floy, 4816 Luverne St., Duluth, 
Minn. 

Kepner, F. B., Jason Lee Intermediate 
School, Tacoma, Wash. 

ee, L. E., 1203 8. Kighth St., Goshen, 
nD 


Kerlaouezo, Armand, Box 247, Plains, 
Mont. 

Kerlin, Nellie R., 211 49th St., Newport 
News, Va. 


Kerns, "Morey V., 2526 S. Cleveland St., 
Philadelphia, Pa. 

Kerns, Nancy M., 
City, Mo. 


539 Gladstone, Kansas 


Kerr, Mary C., 2130 Bolton St., Balti- 
more, Md. 

Kesler, A. B., 1227 S. 15th FE., Salt Lake 
City, Utah. 

Kessler, Florence, 2489 Taylor, Detroit, 
Mich. 

Ketner, Sarah P., Washington Park 


School, Miss. Ave. and S. Race St., Den- 
ver, Colo. 


Keyes, Jennie M., KR. D. 1, Southbridge, 


Kidney, Glenn H., 153 Spring St., Ossi- 

_ning, N. Y¥ 

Kiggins, C. M., 353 E. 43d St., Portland, 
re. 

Killefer, Lydia D., 234 N. Glassell St., 
Orange, Calif. 


Killian, N. Pearl, 1029 S. 
Chanute, Kansas. 

Kilton, Inez G., 102 Orange Ave., Long 
Beach, Calif. 

Kimber, Mrs. Grace W.. 5471 Pleasant Run 
Bivd., Indianapolis, Ind. 

a ta Myrtle E., Plumb School, Streator, 


Evergreen, 


- 4 « ae . M., 91 Forest Ave., Glen Ridge, 


King, Carrie, 309 S. Tenth, Clinton, Okla. 
King, Keo, c/o Northern Teachers College, 
Aberdeen, S. Dak. 
King, Margart M., 842 

Paul, Minn. 
King, woe 807 L St., N. 


Laurel Ave., St. 
W., Washing- 


ton, D. 
King, * Retha. 913 E. Division, Springfield, 
0, 

King, Sarah S., 441 Delgado St., 
tonio, Texas. 
King, William A.., 
Seattle, Wash. 
Kingsbury, Myrtice, 83 S. Main St., Tor- 

rington, Conn. 
Kinner, I. I., 1617 Third St., N. W., Wash- 
ington, D. C. 


San An- 
5010 18th Ave., N. E., 


Kinnie, Martha B., 817 Bruce St., Rock- 
ford, ‘ 

Kirk, A. W., Jackson School, St. Paul, 
Minn. 


Kirk, J. W., 509 E. 
Texas. 

Kirk, M. R., 1222 
Ind. 

Kirk, Mabel E., 
burg, Pa. 
Kirk, Nellie, 

N. Y 


Kirk, §. Elisabeth, Garrettford School, 
Drexel Hill, Pa. 
Kirkendall, E. R., 


Jefferson, Dallas, 
S. Governor, Evansville, 
400 N. Third St., 
250 Starin Ave., Buffalo, 


Harris- 


Navarre School, Toledo, 


0. 

Kirkley, Sarah A., Ryerson School, 646 N 
Lawndale Ave., Chicago, Il, 

Kirschman, Mrs. Winifred A., 22 Terrace 
Ave., Battle Creek, Mich. 


Kitch, R. L., 917 Virginia St., 
Iowa. 

Klaus, Bertha J.. 240 Downey St., San 
Francisco, Calif. 

Klein, Louise, Columbian School, Denver, 


Colo. 
Klene, Vivian, 
Beach, Calif. 
— Aaron, §21 E. 


Vashti, 1828 
Toledo, Ohio. 

Kling, M. J., 1512 Jacob St., Troy, N. Y. 

Knapp, C. E., 713 W. Grand Blvd., &., 
Springfield, "TL. 
Kneip, Augusta, Midland School, Colorado 
Springs, Colo. 
Knight, Harlan P., 
ville, Mass. 
Knight, Nellie D., 
land, Ohio. 
Knighton, Helen, 57 K St., N. W., 
ington, D. C. 

Kniseley, J. N., 6638 E. Green Lake Blvd., 
Seattle, Wash. 

Knisley, Mrs. Belle McConnell, 621 § 
Hickman Ave., Des Moines, Iowa. 

Knoch, E. H., 2825 Espy Ave., South Hills 
Station, Pittsburgh, Pa. 

Knooihuizen, Marguerite, Coit 
Grand Rapids, Mich. 

Knowles, Mrs. Jeannette B., 85 N, Holmes 
Ave., Indianapolis, Ind. 

Knowlton, Mrs. M. B., 3357 
Indianapolis, Ind. 

Knox, Margaret, Public Schoo) 15, Man- 


Sioux City, 


John Muir School, Long 


113th St., Chicago, 


Princeton Drive, 


Cutler School, Somer- 
9819 Pratt Ave., Cleve- 


Wash- 


School, 


Broadway, 


hattan, 728 Fifth St., New York, N. Y. 
Knuth, Mamie E., 3450 Scranton Road, 


Cleveland, Ohio. 
Knutson, K. J., T. T. Minor School, Seat- 
tle, Wash. 
Kober, Marie, 

City, Iowa. : 
Kobler, Buelah D., 1367 Downer Ave., Mil- 
waukee, Wis. 
Kocher, Lillian A., 


McKinley School, Mason 


620 E. Second, Casper, 
Wyo. : 
Kenube, William (., 1201 State St., Mil- 

waukee, Wis. 

Koerner, Grace E., 122 Milligan Place, 
South Orange, N. J. N 
Kohne, Emma M., 129 S. Graham S&t., 

Pittsburgh, Pa 
Kolb, Phillip, 396 Third Ave., 


Wis. 

Kolbe, Bertha M., 
Cleveland, Ohio. 
Koonce, B. E., 1112 

O 


Wauwatosa, 
Zolton Square Hotel, 


S. Quincy Ave., Tulsa, 


kla. 

Kottinger, E. W., Durant School, Oakland, 
Calif. ; 

Kottke, George G., Superintendent of 


Schools, Windom, Minn. j 
Kottnauer, Annette, Walker Street School, 
Walker and Greenbush, Milwaukee, Wis. 


Krassin, Annie E., 14 Common St., Mobile, 
Ala. 
Krauss, Luise H., 115 Palm Ave., San 


Francisco, Calif. 

Krieger, Mrs. Anna, George 
School, Louisville, Ky. 

Kriesel, C. A., 230 26th St., 
Wis. 

Kroening, Frank, 1140 National Ave., Mil- 
waukee, Wis. 

Krogstadt, Marie C., 4336 Aldrich Ave., 
S., Minneapolis, Minn. 

Krotts, J. Adelaide, The Mansion, Ken- 
wood, Oneida, N. Y. 

Krull, 8. W., 307 Wellington Road, Buf- 
falo, N. Y¥. é 

Kuehn, Nita B., 2708 Clark Ave., 
land, Ohio. 

Kuehny, M. S.. 4562 
Angeles, Calif. 


togers Clark 


Milwaukee, 


Cleve- 


Alumni St., Los 





—E 


‘ado 
ner- 
eve- 


ish- 


ay, 
an 
ad, 
at- 


on 








Tue SrxtTu YEARBOOK 





Kuhn, iepenee E., 5963 Cadillac ave., De- 
troit, Mich. 
Kulp, "Claude L., 
Ithaca, N. Y. 
Kurke, George, Public School 25, 330 Fifth 
St.. New York, N. Y. 
Kurtz, Elizabeth i 
Millville, N. J. 
Kurtz, S. Aaron, Irving 
School, Lorain, Ohio. 
Kusche, Anna E., 166 Waugoo St., Osh- 
kosh, Wis. 
Kuykendall, Jeffie, Cleburne, Texas. 
Kyffin, Alfred E., Box 266, Otis, Colo. 
Kyle, Roy E., 120 Willard Ave., Phoebus, 


Graham High School, Blue- 


Junior High School, 


120 Mulberry St., 


Junior High 


a. 
Kyle, Z. T., 
field, Va. 
Kyte, George C., School of Education, Uni- 
versity of Michigan, Ann Arbor, Mich. 


Lacey, Margaret E., Public School 114, 16 
Lefferts Place, Brooklyn, N. 

Lacy, Katharine A., Stokley School, 32d 
and Berks St., Philadelphia, Pa. 


Lacy, Mabel V., Territorial School for 
Deaf and Blind, 3440 Leahi Ave., Hono- 
lulu, Hawaii. 

Lafferty, Annie L., 6336 Jackson St., Pitts- 


burgh, Pa. 

Lages, Dora, 
Calif. 

Lahey, Mary T., Buena Vista School, San 
Francisco, Calif. 

Lahr, Marion, 628 Maple, 
Mich. 

Laible, Lavina, Principal, 
Grand Rapids, Mich. 

Laighton, Fay H., D. M. Brown School, 
Petersburg, Va 

Laing, Earl R., 
Detroit, Mich. 

Laing. Lucy I., 6454 S. May St., 


311 Lester Ave., Oakland, 
Sattle Creek, 


Juvenile Home, 


16479 Winchester Blvd., 
Chicago, 
Margaret, Public School 154, 11th 
Brooklyn, N. Y. 
Detroit, 


School, 


Laing, 
Ave. and Windsor Place, 

Lake, James, 2502 Baldwin Ave., 
Mich. 


La Mar, R. Esther, Roosevelt 
Okmulgee, = 

Lamb, H. L., 1541 W. Ninth, Texarkana, 
Texas. 

Lamb, Mary L., 4144 Spring St., 
City, Ind. 

Lamson, Mrs. Gertrude L., 
Ave., Battle Creek, Mich 


Michigan 


75 Woolnough 


Lander, C. H., Principal, Public Schools, 
Delray, Fla. 
Landis, Mrs. Frances, 329 Buena Vista 


Memphis, Tenn. 

965 E. 62d St., Chicago, Tl. 
Lane, Frederick, Claghorn School, 17th 
and Susquehanna, Philadelphia, Ta. 
Lang, A. E., Superintendent of Schools, 

Floyd, N. Mex. 


Place, 
Lane, Abby E., 


Lang, Katherine, 1485 Cohassett Ave., 
Cleveland, Ohio. 

Langford, Nellie, 612 Polk, Topeka, Kan- 
sag. 

Langley. Edna J., 2829 Harrison St., Kan- 


sas City, Mo. 
Langley, Ivy A., 
Iowa. 
Langley, Rosa, Sheridan School, Fifth and 
Freya, Spokane, Wash. 
Lannin, Jean, 15721 Warwick Road, Rose- 
dale Park, Detroit, Mich. 
Lanterman, Eva, Principal 


1410 Grove, Burlington, 


of Schools, 


Craig, Alaska. 

Lantrip, Dora B., 4525 McKinney Ave., 
Houston, Texas. 

Larck, Frank A., 2537 Smalley Court, Chi- 
cago, Ill. 

Larkin, Jane V., 46 N. Hamline Ave., St. 


Paul, Minn. 


Larking, Jane, 309 Fourth Ave., Joliet, Ill. 


365 





La Rowe, Eugene, Superintendent of Ele- 
mentary Schools, Maywood, Ill. 


Larrabee, Emma D., 315 E. 80th St., 
Seattle, Wash. 

Larrabee, Ernest A., Pleasant Street 
School, Marlboro, Mass. 

Latchford, Mary E., 578 Pleasant St., 
Worcester, Mass. 

Laudenslager, E. B., Hatfield Joint 


Schools, Dublin, Pa. 
Lauer, E. W., Petersburg, Mich. 
La Vance, Laura F., School No. 8, Dela- 
wanna, N. J. 
Law, Aura, 216 N. 
tawney, Pa. 
Law, Bertha V., 1427 Mervin Ave., Dor- 
mont, Pittsburgh, Pa. 
ia Mary E., 425 River St., 


Lawlor, Edward A., 24 Winthrop Ave., 
Lawrence, Mass. 

Lawrence, Alice J., Clark Street School, 
New Bedford, Mass. 

Lawrence, E. R., Mannford, Okla. 

Lawton, Edna B., 36 Hodges Ave., 
ton, Mass. 

Layland, Ethel E., 1107 Wyandotte Road, 
Columbus, Ohio. ; 

Layton, Margaret, School, Salt 
Lake City, Utah. 

Lea, Ada, Route No. 5, 


Jefferson, Punxsu- 


Paterson, 


Taun- 


Lowell 


North Chattanooga, 


Tenn. : 

Lea, Mrs. Aletta B., 1428 BD St., Eureka, 
Calif. 

George Sidney, 120 Hillside Avenue, 
Nutley, 


Leach, W. T., 315 8, Walker, Oklahoma 


City, Okla. 
Ledwidge, A., 721 N. Spruce St., Little 


Rock, Ark 


Lee, Ethel M., 101 Park Ave., Collings- 
wood, N. J. 
Leeds, Elizabeth, 766 Jackson St., Gary, 


Ind. 
Leenhouts, Laura N., 
Terrace, Miami, Fla. 
Lefferts, Walter, Hanna School, 
Media Sts., Philadelphia, Pa. 
Lefler, M. C., Superintendent of Schools, 
Lincoln, Nebr. 
Lehr, Clarence W., Meade S&t., 
Philadelphia, Pa. 
Leidy, Mrs. Emma B., 7 Scottwood Apts., 


1638 S. W. 14th 
58th and 


205 &E. 


Nortonia Hotel, 


Toledo, Ohio. 

Leigh, R. E., 3006 La Branch, Houston, 
Texas. 

Leiser, Else, 554} Delaware Ave., Mil- 
waukee, Wis. 

Leistikow, Lydia, 411 Sixth Ave., S. E., 
Aberdeen, S. Dak. 

Leistner, Mrs. Mary M., Box 107, R. D. 4, 
Vineland, N. 

Leland, Abby Porter, 60 W. Tenth St., 
New tore, y 3. 

Lemme, Carl W., Chestnut-Walnut School, 
Evansville, Ind. 

Lemon, Mrs. Mary F., 
Portland, Ore. 

Lendahl, ure. R. F. D. No. 1, Roslyn, 
4. Bs aN. 

Lenning, J. *.. Superintendent of Schools, 
Fort Benton, Mont. 

Lennox, Abigail N., 7411 Second Blvd., 
Detroit, Mich. 

Lenvig, Bessie C., 117 N. Ave. 55, Los 
Angeles, Calif. 

Leonard, Angela, Madison School, 29th 


and Wyandotte, Kansas City, Mo. 
Lerda, Stephen A., 37 Enterprise St., 
Glen Lyon, Pa. 
Levy, Matilda A., 519 Ellis St., San Fran- 
cisco, Calif. 
Lewis, Carl E., 
Poughkeepsie, N 
Lewis, Charles E., 
nomah, Ore. 


13 Eastman Terrace, 


e 4 
Hillsdale School, Mult- 








366 





ELEMENTARY Scuoo.t PRINCIPALS 





Frances, 260 32d Ave., San Fran- 
cisco, Calif. 
Lewis, H. P., 


Lewis, 


Superintendent of Schools, 
Conrad, Mont. 

Lewis, Mrs. John, 203 N. Delaware, Mason 
City, Iowa. 

Lewis, K. C., 2539 Georgia Ave., Wash- 
ington, D. ¢. 

Lewis, Mary J., 620 N. Eighth St., 
Smith, Ark. 

a Nellie K., 3863 Juniata, St. Louis, 

Lewis, Sara C., 1013 19th St., N. W., 
Washington, D. C. 

Lewis, Mrs. Virginia S S., B. Village School, 
Hopewell, Va. 


Fort 


Liggett, Blanche, Froebel School, Gary, 

nd. 

Light, Edith M., 2539 Jefferson, Ogden, 
Itah, 

Lightbody, 1689 Atkinson, De- 


William, 
troit, Mich. 
Lind, Nellie V., Stedman School, 29th and 

Dexter St., Denver, Colo. 
Lind, T. A., 3717 N. 2ist St., 

Wash. 

Linsdale, J. E., 405 S. 

Okla. 


Tacoma, 
Sapulpa, 
12th, Sioux 


Linden, 
Linter, Annamae, 707 W. 
Falls, S. Dak. 
Lipman, Maurice C., Irving School, 2140 
Lexington St., Chicago, III. 

Lipscomb, Mrs. Virginia, 703 Lipscomb, 
Dallas, Texas. 

Lisle, Herbert, School No, 1, Troy, N. Y. 

Lisson, Alfred C., Public School 74, Man- 
hattan, 220 FR. 63d St., New York, N. Y. 


Little, Mrs. Ella F., 404 N. Main St., 
Temple, Texas. 
Liveright, Alice K., 1208 N. Broad St., 


Philadelphia, Pa. 
Livingston, Mary B., Mann School, E. 80th 
St. and Chappell, Chicago, Il. 
Livingston, Ruby, Walker School, Grand 
Rapids, Mich. 
Lloyd, S. M., 4300 Roseland, Dallas, Texas. 
Llufrio, Mary H., 3211 Adams Mill Road, 
N. W., Washington, D. 


e. 
Loban, Myra E., 349 Vine St., Waterloo, 


owa,. 

Lochrie, Annabel, P. O. Box 434, Little 
River, Greater Miami, Fla. 

Lockwood, Cora M., 316 Hillcrest Court, 


Dundee, Ill. 

Lockwood, G. O., Furgason School, 
Rouge, Mich. 

Lockwood, Jessie M., John Muir School, 
Seattle, Wash. 


River 


Lodge, Mary F., Assistant Principal, 
Majeske School, 2139 Trombly, Detroit, 
Mich, 

Lodor, Memorial School, Pas- 


Charles F., 
saic, N. J. 
Loefller, John, 767 
troit, Mich. 
Loeper, Helen, 1508 N. 
dianapolis, Ind. 
Loewenstein, Fannie H., 
race, Louisville, Ky. 
Loewenstein, Roselyn J., 
race, Louisville, Ky. 
Loewinthan, ‘Past. 838 West End Ave., 


New York, N 
Euhie School 80, W. 17th 


Loftus, John J., 
St., Brooklyn, I 

Logan, Jack M., 5 of 
Schools, Eagle Grove, Iowa. 

Logan, Mary J., Whiting School, 
Mass. 

Logan, S. R., Skokie School, Winnetka, II. 

Logue, Leona W., Stewart Avenue School, 
Columbus, Ohio. 

Lokensgard, E. O., Superintendent of High 
School, Hector, Minn. 
Lokes, Frank C., 1116 S. 52d St., Phila- 
delphia, Pa. 


Rademacher Ave., De- 
Alabama St., In- 
82 Willow Ter- 
82 Willow Ter- 


Lynn, 





Loney, Maria C., School No. 20, Wilming- 
ton, Del 

Long, J. B., 633 Washington Ave., Green- 
ville, Ohio. 

Long, Ona, Lykins School, Kansas City, 
Mo. 

Longsdorf, Helen M., 630 Vark Ave., 
Omaha, Nebr. 


Longshore, W. T., Greenwood School, 27th 
and Cleveland, Kansas City, Mo.; Presi- 
dent, Department of Elementary School 
Principals, 1923-24. 

Lotz, Christine, No. 44 School, 
Rochester, N. Y 

Lotze, Amanda, 1115 S. 


nd. 
ew Mabel R., 
Sacramento, Chicago, Ill 


Chili Ave., 


17th, Terre Haute, 


Linne School, 3229 N. 


Louis, Hilda, 1724 Eutaw Place, Balti- 
more, 5" : 
Lounsbury, L., 3038 Rayford St., Jack- 


sonville, Ki la. 

Love, Mrs. Anna Burks, 11205 W. 
Oklahoma City, Okla. 

Love, M. Lily, 15 Paloma Ave. 
Terraces, San Francisco, Calif. 

Lovelace, Abigail, 4011 W Scat St., 


City, Mo. 
2039 New Hampshire 


19th St., 
Ingleside 
Kansas 


Lowe, Henry F., 

Ave., N. W., Washington, D. ¢ 
Lowe, O, H., 502 Bluff Ave., Sheboygan, 
Seattle, 


Lowman, J. Guy, Whittier School, 


Wash. 


Lowrey, S. L., 370 S. Negley Ave., Pitts- 
burgh, Pa. ; 
Ludgate, H. J., 4230 Garretson Ave., Sioux 


City, Iowa. 
Luebkert,  ¢ eatenee, 
Washington, D. C. 
Luening, Edwin &., 677 52d St., Mil- 

waukee, Wis. 
Lummis, Martha B., 
den, N. J. 
Lunak, Charles J., 
Chicago, Ill. 
Lusk, L. Elizabeth, 
Brookline, Mass. 
Lustnauer, Charles F., 
land Training School for 
Raven, Md. 
Lutz, Charles D., 
Gary, Ind. 
Lutze, Charles F., 801 8S. 
boygan, Wis. 
Lyddane, Margaret R., 1833 N., 
Washington, D. C. 
Lyford, Aimee E., 406 Prospect St., 
Ill 


Lynch, H. M., Seaboard, N. C. 

Lynch, John E., 9 Stoneland Road, 
cester, Mass. 

Lynch, John J., 
Mass. 

Lynch, Maria A., 
apolis, Minn. 


Cranch School, 


407 Cooper St., Cam- 
7700 Ingleside Ave., 
210 Winthrop Road, 


Mary- 
Loch 


Principal, 
Boys, 


Horace Mann School, 
15th St., She- 
Capitol St., 


Elgin, 


Wor- 
1158 Dwight St., Holyoke, 


Willard School, Minne- 


Lynn, Ethel, Rosehill School, Omaha, 
Nebr. : 

Lyon, Bessie C., 494 Lloyd Ave., Provi- 
dence, I. 

Lyon, Dora, 624 Oakland Ave., Council 
Bluffs, Iowa. 


Lyon, H. W., 95 N. Sierra Bonita Ave., 
Pasadena, Calif. 

Lytle, Annie, Miller School, Miller and 
Foreside St., Pittsburgh, Pa. 


tladvs M., 4300 Colfax Ave., 
Minn. 
2126 Prairie Ave., Chi- 


MeAlister, 
S., Minneapolis, 
McAllister, Abel J., 


cago, 

McBain, Mrs. Lenora M., 310 W. Van 
Buren St., Battle Creek, Mich. 

McBride, A. A., Southside School, 


yette, La. 


Lafa- 








a6, 
ide 


sas 











Tur Srxrn 


oo 
mp) 
~I 


YEARBOOK 





McBride. Annie, 602 Smiley Ave., Bethle- 
hem, Pa. 

McCafferty, Estella H., Jackson Oppor- 
tunity School, 12th and Ewing, Kansas 
City, Mo. 

MecCaine, Adelaide M., 1012 Fourth Ave., 
N., Fargo, N. Dak. 

McCall, Frank S.. 1239 Arthur Ave., 
Racine, Wis. 

McCall, Harold, Springdale School, Stam- 
ford, Conn, 

McCall, Ida G., 
3uffalo, N. Y 

McCall, L. C., 
gee, Okla. 

McCallister, Mabel, 5883 Enright, St. 
Louis. Mo. 

McCann. Mrs. Alma, 1608 Webster, Hous- 
ton, Texas. 

McCarthy, Julia A., Winslow School, 
Chanel St., Norwood, Mass. 

McCarthy, Stella L., 233 Middle St., New 
3edford, Mass. 

McCarthy, William P., 4761 Richardson 
Ave., The Bronx, New York, N. Y¥. 

McCaslin, E. E., 5027 Washington Blvd., 
St. Louis, Mo. 

McClean, Grace, Sherman School, Toledo, 
Ohio. 

McClellan, J. W., 23 Davis Ave., Rock- 
ville, Conn. 

McClellan, Mary F., J. J. Hill School, Ox- 
ford and Selby. St. Paul, Minn. 

McClelland, Bertha L., 3204 Winchester 
Ave., Ashland, Ky. 

McClory. Mary C., 15 Manor Road, Pater- 
son, N. J. 

McClure, Adela, Bromwell School, Fourth 
Ave. and Columbine St., Denver, Colo. 

McClure, Eliza, 1139 Piermont Ave., South 
Hills Station, Pittsburgh, Pa. 

McClure, Mrs. Martha, Reseda, Calif. 

McClure, Mary F., Isaac Shelby School, 
930 Mary St., Louisville, Ky. 

McClure. Worth, 850 Central Bldg., Seat- 
tle, Wash. 

McCoart, Rose L., 7903 Carnegie Ave., 
Cleveland, Ohio. 

McCollum, R. E., 1427 N. Elwood, Tulsa, 
Okla. 

McConnell, Clara E., 670 Pingree St., De- 
troit, Mich. 

McConnell, _e L., 108 Dubois St., New- 
burgh, N. ¥ 

McConnell, Ralph C.. Richmond Avenue 
School, Atlantic City, N. J. 

McConnell, W. G., North Side School, 
Montrose, Colo. 

McConville, Hannah C., 916 Ferry St., Ls 
Crosse, Wis. 

McCord, Jesse, 270 FB. 15th St., N., Port- 
land, Ore. 

McCorkle, Nelle, 4928 Live Oak St., Dal- 
las, Texas. 

er Alice N., 160 FE. 91st St., 
New York, N 

McCormick, Elizabeth R., Hotel Superior, 
Superior, Wis. 

McCormick, F. S.. Superintendent of 
Schools, Huron, Ohio. 

McCormick, L. R., 2222 Wilmington Court, 
Topeka, Kansas. 

McCormick, Susan, Public School No. 38, 
The Bronx, St. Ann’s Ave. and Roe St., 
New York, N. Y. 

McCoy, Evelyn R., Wasatch School, 530 
Third East St., Salt Lake City, Utah. 

McCracken, James, Jr., 39 Wilmot Ave., 
Llanerch, Pa. 

McCracken, Mary A., 11 Brushton Ave., 
Pittsburgh, Pa. 

McCreery, Charles J., 75 Shawmut St., 
Fall River, Mass. 

McCrory, Jesse E., Superintendent, Pleas- 
ant Lawn Consolidated School, Route 2, 
Mt. Pleasant, lowa. 


47 Manchester Place, 


Longfellow School, Musko- 


McCrystal, Mrs. Sadie, Lindell Hotel, 
Lincoln, Nebr. 

McCuen, B. F., Ann Vesger School, River 
Rouge, Mich. 

McCullough, Mary, 330 E. Fifth St., Okla- 
homa City, Okla. 

McCumber, Pearl, Clifton Hill School, 
Omaha, Nebr. 

MeCutcheon, Lyda B., 300 N. Negley Ave., 
Pittsburgh, Pa. 

McDade, James E., 8108 S. Green St., Chi- 
eago, Ill. 

MeDaniel, Lottie, 1824 S. Main St., Hop- 
kinsville, Ky. 

McDonald, George J., 2306 W. 21st St. 
Los Angeles, Calif. 

McDonald, R. R., Box 542, Greenville, 
Texas, 

McDonnell, FE. L., 3214 17th Ave. S&., 
Seattle, Wash. 

McDonnell, Susan J., May School, 512 §S. 
La Vergne Ave., ‘Chicago, Ill. 

McDonough, Margaret C., 98 Riverdale 
St., West Springfield, Mass. 

MeDougall, R. - C., 127 Kensington 
Court, N. W., Canton, Ohio. 

McElroy, Flora L., 1284 Ramona Ave., 
Lakewood, Ohio. 

McElvain, Margaret, 514 E. Rich St., Co- 
lumbus, Ohio. 

McEntee, Bertha C., Garfield School, Pitts- 
a, Pa, 

MeFarland, Adeline, 1313 Castle Court, 
Houston, Texas 

McFarland, Mrs. Blanche, Box 472, Rocky 
Ford, Colo. 

McGee, Mary, 1433 N. Penn St., Indianap- 
olis, Ind. 

McGee, R. R., Superintendent of Schools, 
Columbus, Nebr. 

McGillen, Elizabeth A., 4046 N. Leavitt 
St., Chicago, Ill. 

a Mary D., 226 Perry St., Pontiac, 
Mich. 

McGoldrick. Mary, 1237 Trumbull Ave., 
Detroit, Mich. 

McGovern, W. C. P., 1415 N. Fife St., 
Tacoma, Wash. 

McGowan, Margaret C., 2535 Atkinson 
Ave., Detroit, Mich. 

McGown, Jennie, 52 24th St., Wheeling, 


W. Va. 

McGrath, Elizabeth, Box 430, Coffeyville, 
Kansas. 

McGrath, Margaret, Crest Hotel, Spokane, 
Wash. 

McGregor, Lulie, Harrison School, Minne- 
apolis, Minn. 

McGregory, Lotta V., 159 Leicester Court, 
Detroit, Mich. 

McGrew, Eliza L., Logan School, Denver, 
Colo. 

McGuinness. Mae E., 1151 Merrick Ave., 
Detroit, Mich. 

McGwire, Olive J., Hamilton Hotel, 24th 
and Farnam Sts.. Omaha, Nebr. 

Mellravy, Frank D., Gatewood School, 
Seattle, Wash. 

McInnis, Katherine, 827 
Saginaw. E. S., Mich. 

McIntire, B. B.. 1014 N. Limestone St., 
Springfield, Ohio. 

McKean, Annie, 907 Poplar St., Erie, Pa. 

McKee, Mrs. Margaret J., Bryn Mawr 
School, 74th and Jeffery Ave., Chicago, 
I 


S. Jefferson Ave., 


ll. 

McKeehan, Charles F., Seward School, 
Seattle, Wash. 

McKenzie, Clara E., Fauntleroy School, 
California Ave. at W. Barton St., Seat- 
tle, Wash. 

McKenzie, Earl, Stanwood, Wash. 

McKenzie, Mary Pelle, 478 E. French 
Place, San Antonio, Texas. 

McKibbin, May E., 311 W. St. Joseph St., 
Lansing, Mich. 








368 ELEMENTARY Scuoot PRINCIPALS 








Melinier, Bertha, 3111 Parallel, Kansas 
City, Kansas. 
McKinney, Anson, 
cinnati, Ohio. 
McKinney, Willie, 325 N. 
Mangum, Okla. 

McLatchy, Gertrude, Elyton School, Sec- 
oy — and Center, S, W., Birming- 
am 

Mclaughlin, Visa, J. A. 
Chicago, Ill. 

McLean, Arthur L., Box 165, Sonora, Calif. 

McLean, Elfrida S., 467 W. Hancock Ave., 
Detroit, Mich. 

McLellan, Huber D., 202 S. Ash St., Crook- 
ston, Minn. 

McLeod, Lena E., 
M 


Harrison School, Cin- 


Carolina Ave., 


Sexton School, 


Clark School, Flint, 


cn, 
MecLindon, Lauretta, Lewis School, 1431 
N. Leamington, Chicago, Il. 
McLoughlin, Helen M., 


44 Mt. Pleasant 

Ave., Mamaroneck, N. Y. 

McMahon, Margaret C., 605 W. 
Green Bay, Wis. 

McMahon, Mary, Edgewater 
Chicago, Ill. 

MeMaster, J. F.. 347 W. 
Glendale, Calif. 

McMaster, William IHI1., 
Oakland, Calif. 

McMeen, George M., Swansea School, 46th 
Ave. and Columbine St., Denver, Colo. 

MeMichael, Belle, McKinley School, La. 
Ave. and S. Logan, Denver, Colo. 

MeMichael, Mrs. Madge S., 303 Miffin St., 
Butler, Pa. 

MeMillan, Ethel, Culbertson School, 13th 
and Everest, ae City, Olka. 

ee Helen, 712 E. 


City, Mo. 
MecMi len, Belle S., 347 S 
Pittsburgh, Pa. 
MeMillen, Clara F., 347 S. Atlantie Ave., 


Pittsburgh, Pa. 

McMullen, Charles B., 88 Whites Ave., 
Watertown, Mass. 

MecMyler, Delia, 3431 Center Road, War- 
rensville, Ohio. 

McNamara, Mary, 
Omaha, Nebr. 
McNee, John, Malthy School, Snohomish, 

Wash. 
McNeely, J. G.. Prine ipal, Lineoln Junior 
High School, Santa Monica, Calif. 
MeNeill, Elizabeth, 725 Ogden St., San 
Antonio, Texas. 
MeNeill, Flora, 725 Ogden St., San An- 
tonio, Texas. 
MeNichols, Anna E., 73 
Chicago, Il. 
McPhee, Clare, The Orlo, 14th and K Sts., 
Lincoln, Nebr. 
McPhee, Ellie E., 332 
cisco, Calif. 
McPherson, Rk. A., 


burg, ~ oa 

McRae, J. A.. Washington High School, 
Reidsville, N. C. 

McReynolds. J. L.. 2901 Morrison Ave., 
Houston, Texas. 

MecSkimmon, Mary, 20 
Brookline, Mass. 


Walnut, 
Seach Hotel, 
Garfield Ave., 


Rockridge School, 


33d St., Kansas 


S. Atlantic Ave., 


Senson High School, 


20 Lafayette Ave., 


# 21st St., San Fran- 


1809 17th St., Parkers- 


Clinton Road, 


McSwain, FE. T., 312 Murray St., Greens- 
boro, - 
McSweeney, Mary, 814 Putnam, Detroit, 


Mich, 
McSwiggen, Alice, Jefferson School, Mona- 
stery Ave., Pittsburgh, Pa. 
Mefamaey. M: ry Cecilia, 821 Lamberton 
Trenton, N. J 


MeT Wain, a, E T., Caldwell School, Greens- 


boro. 

MeVean, "erin M., 128 N. Forge St., Akron, 
Ohio. 

McVean, Gertrude, 327 Perry, Pontiac, 


Mich. 


Maag, Mrs. Mamie Norene, 218 W. Orange 
Ave., Monrovia, Calif. 

Maass, H. H., Horace Mann School, Minne- 
apolis, Minn. 

a F, D., 60 Grand Ave., Englewood, 

M: veart, Mary, 300 Philadelphia Ave., West 
Pittston, Pa. 

MacClenathan, Ruth, srooklyn School, 
30th and Ash St., San Diego, Calif. 


MacConkey, June H., Dante school, 840 S. 
Desplaines St., Chicago, Hl. 
Macfarlane, Isabel, 4144 l’arkside Ave., 


Philadelphia, Pa. 

Mack, Mrs. A. C., 2530 Chester Lane, 
Bakersfield, Calif. 

Mack, Helen A., 1330 State St., Alton, IL. 

Mack, Inez L., E. C. White School, Kansas 
City, Mo. 

Mac Kay, James I.., 108 W. Monroe, Kirk 
wood, Mo. 

Mackay, Mary B., 2531 Calvert Ave., De 
troit, Mich. 
Mackey, W. M., 

Ws ash. 

Mackintosh, John J., John Hay School, 
Seattle, Wash. 

MacKintosh, Margaret ©... Public School 
50, Manhattan, 250 Washington Ave., 
Brooklyn, 2 

Maclear, John F., 825 Wesley Ave., Oak 
» rk, 

MacMahan, Ruby L., 
Columbus, Ohio. 
Mae Millan, Emma, 120 Cramer Ave., 

Montgomery, Ala. 

MacMillan, Jean, 1525 Arlington Ave., Los 
Angeles, Calif. 

MacMunn, Fannie, Averill School, 723 
Seventh St., Beaumont, Texas. 

Macqueen, K. R., 2620 13th St., N. W., 
Washington, D. C. 

Macreading, Anna L., 
Bedford, Mass. 

MacVeagh, Wayne, 1209 
Coatesville, Pa. 

Macy, Mrs. Emma J., 4038 Amick Ave., 
Des Moines, Iowa. 

Mader, Clara E., 1110 E. Fifth Ave., Spo 
kane, Wash. ‘ 

Magee, Maurice, 2705 E. Tenth St., Tulsa, 
kla. 

Mager, Flora, 1121 Somerville Ave., Phila 
delphia, Pa. 

Magers, Ida R., 1801 Poplar Grove St., 
Walbrook, Baltimore, Md. 

Maher, Anna J., 1056 Lenox, Detroit, Mich 

Mahon, Ada J., 942 27th Ave., Seattle, 
Wash. 

Maine, Helen C., Davis School, 3014 W. 
39th Place, Chicago, Il. 

Major, Nannie J., Magnolia School, Green- 
wood, S. C. 

Majorowitez, Della Marie. Jane 
School, Long Beach, Calif. 

Mallon, Alice, Vice-Principal, School No. 
19, acne and Mercer Sts., Paterson, 


1112 N. Steele. Tacoma, 


Main Street School, 


33 Bonney St., New 


Stirling S8&Sf., 


Addams 


Malone. Kathryn J., 3011 Tuxedo, Detroit, 
lich. 


Maloy, Arthur II., Box 622, Maricopa, 
Calif. 

Mandell, Martha, 468 J St., Salt Lake 
City, Utah. 

Mandeville, James M., 5437 Vinewood 
Ave., Detroit, Mich. 

Mangum, Mantie, Washington School, 


Council Bluffs, Iowa. 

Manheim, Mrs. Sophie €., Public School 
71, Manhattan, 188 Seventh St., New 
York, mB 

Manley, Edna T. H., 2250} Whittier Blvd., 
Los ‘Angeles, Calif. 

Mann, Adda May, Greenfield School, Pitts- 
burgh, Pa. 


TEE ee 


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Tue SrixtH YEARBOOK 369 
Manning, ~ iy 4 an Maplewood School, Mason, Mrs. C. M., 405 E. Jean St., 
Maplewood, O Tampa, Fla. 


Manring, Minnetta, 1830 Main St., Elwood, 
d. 


Katherine M., 3126 Tus- 
carawas St.. W., Canton, Ohio. 
Mapes June, 2853 Parkwood, Toledo, 


h 
Mar, Frederic W., Public Geheol 108, 200 


Linwood S8St., Brooklyn, N 
Marbut, John w., 1140 End St., Wilming- 
Toledo, 


ton, Calif. 
Lincoln School, New 


ne 
Mansfield, Mrs. 


Marcellus, Jean, Wayne School, 
0. 
March, 
Brunswick, N. 
a Maud, 400 Montclair, Oakland, 
Cal 
Marker, Nettie, 333 Prescott, Toledo, Ohio. 
Markham, Myrtle L., 57 N. Main, Natick, 


Mass. 
Marley, Florence V., 1403 Harrison St., 
4436 


Grace E., 


Wilmington, Del. 
Maroney, Mary T., Graham School. 
S. Union Ave., Chicago, II. 
Marple, Mrs, Mattie, 646 S. Fourth St., 
Montrose, Colo. 
Marquette, Elizabeth, Lawton School, 26th 
and Elmore, Seattle, Wash. 
Marriett, Annie E., Chester A. 
School, 20th and Catharine Sts., 
delphia, Pa. 
Marschke, Emily R., 834 W. 
Meridian St., 


Arthur 
Phila- 


Huron St., 
Ann Arbor, Mich. 

Marsh, Christine L., 
Los Angeles, Calif. 

Marsh, Mrs. Lettie, Harrison Park School, 
Grand Rapids, Mich 


5657 


Marshall, Florence K., "2140 33d St., San 
Diego, Calif. 

Marshall, Irene, 8840 Second Blvd., De 
troit, Mich. 

Marshall, Isabelle, 1224 York St., Des 


Moines, Iowa. 


Marshall, J., 856 Warsaw Ave., Winnipeg 


Manitoba. 

Marshall, Jessica, 2229 Hollywood Ave., 
Toledo, Ohio. 

Marshall, Russell H., Parlin Junior High 


School, Summer St., Everett, Mass. 
Marston, C. E., Garfield School, Wabash 
and Amie, Kansas City, Mo 
Martin, A. G., 1140 Gordon a. Be%; 


Atlanta, Ga. 
Martin, Almira M. D., 11 Fairview Apts., 
Ogden, Utah. 
Martin, Arthur H., McCoy School, 16th 
and White, Kansas City, Mo. 
Martin, Earl B., Whitman School, Tacoma, 


Wash. 

Martin, Ella M., 1128 N. 
Stockton, Calif. 

Martin, Mrs. Frances, 202 Upton Ave., 
Battle Creek, Mich. 


Harrison St., 


Martin, Jane B., 733 Aiken St., Pitts- 
burgh, Pa. 

Martin, Marie A., Peck School, 58th St. 
and Springfield Ave., Chicago, Il. 

Martin, Martha, 1035 S. Eighth St., 
Goshen, Ind. 

Martin, 5 im L., Schiller School, Minne- 
apolis, Min 

— Paul, "5635 Rawson St., Oakland, 
ali 

Martin, Ralph, Kennedy School, Birming- 
ham, Ala. 


Martin, Thomas J., 
lulu, Hawaii. 
Marvin, Adeline R., 419 Sterling Place, 
Madison, Wis. 
Marx, Mrs. BE. M., 
folk, Va. 
Mason, Alfred D., 640 76th St., 


Mason Mrs. Bertha, South Division School, 
Grand Rapids, Mich. 


16 


Lincoln School, Hono- 


Henry Clay School, Nor- 


Brooklyn, 


Mason, Estelle J, Halcyon Club, Wake- 
field, Mich. 

Mason, Eva T., Eastern a 
School, Louisville, Ky. 

Mason, Kate, R. R. 1, Carm 

Massey. H. N., 2610 Milivia he ee 


Calif. 
1420 Beechview Ave., 


Masters, H. G., 

Pittsburgh, Pa. 

Mather, Helen, 2011 Third Ave., S., 
Minneapolis, Minn. 

Matheson, Anna May, 
Seattle, Wash. 

Mathews, C. B., E. W. Grove High School, 


Paris, Tenn, 

Mathews, Harold B., 118 Chestnut St., 
Brooklawn, N. J. 

Msthews, Mrs. Lulu B., Comenius School, 
Omaha, Nebr. 

Mathis, F. M., 120 S. Beverly St., 
Texas. 

Mattern, H. V.. 308 E. 50th, Seattle, Wash. 

Matteson, A, R., Waldwick, N. J. 

Matthews, Laura P., 5115 Grand Ave., Des 
Moines, Iowa. 

Mutthews, Marie, 1515 Park Ave., Omaha, 


Nebr. 
Matthews, Mrs. Nora, Sheldon School, 


Grand Rapids, Mich. 


Emerson School, 


Tyler, 


Matecnger, Lena, 1058 Selma St., Mobile, 
Ala 
Maurer, Charles, Wright Street School, 


56th and Wright, Milwaukee, Wis. 
Maxfield, Dorothy T., Franklin School, 
Barnum Ave., Stratford, Conn. 
a 849 Kilsyth Road, Eliza- 
eth, N, 


Maynard, Addie E., 54 Green St., Brattle- 
boro, Vt. 

Mayo, Frank, 6420 University Ave., Chi- 
eago, Ill. 

Mazurowska. Martha, Public School No. 
13, Buffalo, N. Y. 

Mead, Alice J., 1162 W. Macon S&t., 


Decatur, IIL. 
Mead, Georgia E., 
Meadows, E. M., 

mingham, Ala. 
Meck, Samuel R., 

Chicago, Ill. 
Mecker, H. H., 

Louis, Mo. 
Megargee, Alice J.. Bridesburg School, De- 

ecatur St. east of Frankford Ave., Phila- 

delphia, Pa. 
Megargee, M. Laura, Carroll School, Sal- 
mon St. east of Somerset, Philadelphia, 


610 A St., Lorain, Ohio, 
Gate City School, Bir- 


1621 Wabansia Ave., 
4946 Devonshire Ave., St. 


a. 
Meigs, Mrs. Mary S., Noble Apts., Annis- 
ton, Ala. 
Meinhardt, Anne W., Lakeside School, Du- 


luth, Minn. 

Melear, Grace, 1618 N. 15th St., Waco, 
Texas. 

Mellon, Tirzah O., Broadway School, East 
McKeesport, Pa. 

as Belle, 1221 Colby Ave., Everett, 
Yash, 

Memhard, Lillie A., 208 S, Chapin St., 
South Bend, Ind. 


Mendenhall, Clara, 1312 Van Buren S&t., 
Wilmington, Del. 

Mendenhall, G, §., 1010 Clinton St., Phila- 
delphia, Pa. 

Meneely, Margaret, 222 §. Catherine Ave., 
La Grange, Ill. 

Mercer, Elizabeth, 203 B, Mill St., Akron, 
Ohio. 

Merchant, Mary E., 
Morristown, N. J. 

Meredeth, G. H., Box 533, Marceline, Mo. 


Speedwell School, 








370 


ELEMENTARY Scnoot PRINCIPALS 





Meredith, Reva, 515 N. Fourth Ave., E., 
Newton, Iowa. 

Meriam, J. L., University of California, 
Los Angeles, Calif. 

Merklein, Mollie C., 90 Detroit St., Ham- 
mond, Ind. 

Merrill, John, Lingemann School, 1526 
Garland Ave., Detroit, Mich. 

Merriman, Lurena, 107 Olive Road, Tuc- 
son, Ariz. 

Merry, H. R., Lincoln-Grant School, Cov- 
ington, Ky. 

Mertching, R. A., Oradell, N. J. 


Metsker, Charles, University Heights 
School, Seattle, Wash. 
Meyer, Florence L., Hutton School, 24th 


and Plateau Road, Spokane, Wash. 

Meyers, Clara, 401 Park Ave., Council 
Bluffs, Iowa. 

Michener, Elmer B., 3642 N. Broad St., 
Philadelphia, Pa. 

Middleton, Effie, 120 S. Pleasant St., Hills- 


boro, Texas. 
Ovid High School, 


Midkiff, Fay Wren, 

Ovid, Colo. 

Mighell, Ida, 1018 N. Laramie Ave., Chi- 
cago, Ill. 

Miles, Elsie M., 21 Liberty St., 
Britain, Conn. 

— F., 292 Second St., Albany, 


Miles, Mamie E., Musser School, 24th and 
Olive, St. Joseph, Mo. 

Milholland, Maude E., 121 Newport Road, 
Wilkinsburg, Pa. 

Miller, C. L., Garfield School, Cincinnati, 
Ohio. 
Miller, Mrs. Eloise, Acting Principal, Con- 
tinental School, Elizabeth, N. J. 
Miller, Emma L., 544 W. Seventh St., 
Erie, Pa. 

Miller, Ethel M., Falls City, Ore. 

Miller, Florence M., 54 Bloomfield St., 
Dorchester, Boston, Mass. 

Miller, Mrs. Florence O., 1209 N. Main St., 
Dayton, Ohio. 

Miller, Georgie K., 626 St. Paul Ave., Los 
Angeles, Calif. 

a Mamie E., Box 26, Walterboro, 


New 


. 

Miller, as ~~ 1305 Wayburn Ave., De- 

» icd. 

Miller, Minnie, 871 Coatsville Ave., Salt 

y, Utah. 

Robert S., George H. Thomas 
School, Eighth and Clearfield Sts., Phila- 
delphia, Pa, 

Millett, Harold J., 36 Park St., Adams, 
Mass. 

Milligan, Alice, Spring Lane School, Mt. 
Oliver Station, Pittsburgh, Pa. 

Milliken, Orris J., 3600 W. Foster Ave., 
Chicago, Ill. 


Mills, Mrs. Clara S., 3005 S. 33d St., 
Omaha, Nebr. 
Mills, Jeannette, 1415 24th St., Des 


Moines, Iowa. 

Milroy, Anna, 3804 Farnam St., Omaha, 
Nebr. 

Milster, Ben C., 4531 Pennsylvania Ave., 
St. Louis, Mo. 


Miltonberger, Belle, 505 8S. Jefferson, 
Huntington, Ind. 
Miner, Benjamin C., Central Avenue 


School, Newark, N. J. 

Minnig, Etta, Van Asselt School, Seattle, 
Wash. 

Minore, Hazel B., 2109 Francis Ave., Flint, 


Mich, 

Minuse, John M., Thomas A, Edison 
School, Port Chester, N. Y. 

Mishler, Grace M., 1655 EB. Fifth Ave., 


Pomona, Calif. 


ee 


Mitchell, Mrs. Louise K., Turner School, 
Grand Rapids, Mich. 

Moffett, Caroline T., Henry 
penter and Greene Sts., 
Philadelphia, Pa. 

Moffett, L. B., 411 W. Blaine St., Seattle, 
Wash. 

Monahan, Julia A., Davenport 
School, New Haven, Conn. 

Monce, U. L., Morgan School, Cincinnatt, 
Ohio. 

Moncreiff, Mrs. Edna B., Emerson School, 
Maywood, III. 

Moneimneh, M. O., 
Kheirich, Al-Kantara, 

Money, Ella 
land, Ohio. 

Montayne, Edwin G., Warren G. Harding 
Junior High School, Philadelphia, Pa. 


School, Car- 
Germantown, 


Avenue 


Al-Makassed Al 
Beirut, Syria. 
B., 2904 Garden Ave., Cleve- 


Montgomery, Alice M., School No. 9, 
Rochester, N. Y. 
Montgomery, Rhoda, 5963 Cadillac, De- 


troit, Mich. 
Montillon, Adeline B., 1402 
W., Cedar Rapids, Iowa. 
Mooney, Frances A. C., Key Route Inn, 
Oakland, Calif. 

Mooney, Mary J., Barnard School, Derby 
Ave., New Haven, Conn. 

ae, Nell A., 976 N. Main, Springfield, 
Mo. 

Moore, Amy Ruth, 1122 W. Waldo, Inde- 
pendence, Mo. 

Moore, Dora, Corona School, Corona St. 
and Ninth Ave., Denver, Colo. 


Third Ave., 


Moore, Florence E., 227 Pope St., New 
Bedford, Mass. 
Moore, Harold I., 154 Grove Ave., Leo- 


minster, Mass. 
es Hattie A., 1115 15th St., Moline, 
Moore, Ida, Box 1192, Wichita Falls, 
Texas. 
Moore, J. F., Brookline School, Pittsburgh, 


a. 

Moore, J. R., P. O. Box 615, Blythe, Calif. 

Moore, Kate, 105 Park St., New Bedford, 
Mass. 

Moore, Loretta, 2038 Gen. Taylor St., New 
Orleans, La. 


Moore, Lulu M., 2002 Fernwood Ave., 
Toledo, Ohio. 
Moore, Mabel I., 35 Owen St., Hartford, 


Conn. 
Moore, Mary, 
Joseph, Mo. 
Moore, T. J., Alexander School, Slater, Mo. 
Moore, W. E., 440 66th St., Oakland, 
Calif. 
Moorhouse, Mrs. H. A., 1120 W. Cherokee 
St., Enid, Okla. 


2809 Sacramento St., St. 


Moorman, Attie, Jefferson School, 17th 
and Euclid, Kansas City, Mo. 
Morahan, Mrs. Lynn, Washington High 


School, Washington, Miss. 

Moran, H. A., Main Junior High School, 
Mishawaka, Ind. 

Morehouse, Helen B., Main S8St., 
Conn. 

Moren, Mrs. Flora, 1350 Beverley, Dallas, 
Texas. 

Morey, Anna A., School No. 14, Troy, N. Y. 

Morgan, Annie R., 1609 Hubbard St. 
Jacksonville, Fla. 

Morgan, J, B., Central School, Montrose, 
Colo. 

Morgan, —— W., 1112} Main St., Rich- 


nd. 

Morgan, L. H., Milwaukie, Ore. 

Morgan, Margaret, 21 Craig Apt., Salt 
Lake City, Utah. 

Morgan, Sheldon, Columbus Street School, 
Ashtabula, Ohio. 


Darien, 











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hool, 


Car- 
own, 


ittle, 
enue 
nati, 
hool, 

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leve- 


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Tue Srxrn 


371 


Y EARBOOK 








Morgart, Lena, 931 Edgmont Ave., Chester, 
> 


Annie B., Public School 
Brooklyn, N. Y. 
Toledo, 


a. 
Moriarty, Mrs. 
162, 275 Clinton Ave., 
Moring, Bertha, 505 Platt St., 
Ohio. 

Moring, Ida, 505 Platt St.. 
Morley, Christine (., Cedar 
Maryland Ave., Aldan, Pa. 
Morley, Lillian C., Ives School, 1146 Philip 

Ave., Detroit, Mich. 
Morley, Sallie G., Hl. C. Lea School, 
and Locust Sts., Philadelphia, Pa. 


Toledo, Ohio. 
Lane and 


47th 


Morrill, Elisa C., Rosedale School, Minne- 
apolis, Minn. 

Morris, C. W., 3420 University Blvd., 
Dallas, Texas. 


Morris, Mrs. Elizabeth, 11 Louiselle St., 


Mobile, Ala. 


Morris, Eva C., 503 Broadway, South 
Boston, Mass. 
Morris, Meman H., 823 S. Beacon, Dallas, 


Texas. 
Morris, Mylitta M.. 
Santa Barbara, 
Morris, Zeta. 223 W. 
Lake City, U tah. 
Morrison, Eva, 129 Iron St., 
Mich. 
Morrison, 


Edgerly Court Apts., 





North Temple, Salt 
Cyrstal Falls, 


Howard Dean, Junior High 
School 4, Trenton, N. J. 

Morrison, J. Cayce, Assistant Commis- 
sioner for Elementary Education, State 
Department of Education, Albany, N. Y. 

Morrison, R. H., Director of Extension 
Service, State Teachers College, Denver, 
Colo. 

Morrissey, Vangie, Lyon School, Welling- 
ton and Austin, Chicago, II. 
Morrow, W. J., 125 Graham St., 

Texas, 
Morse, Mrs. Alberta H., 901 
El Paso, Texas. 


Paris, 


Upson Ave., 


Morse, Alice C., 338 23d Ave., Milwaukee, 
Wis 
Morse, Florence, Crescent Park School, 


Sioux City, Iowa. 


27th and Myrtle Sts., 
J 1310 Military 


« Be ‘Amos Se hool, 

Ave., Detroit, Mich. 

se, Victoria E., 309 N. 
City, Mich. 

Morstatter, Catherine, 727 Winchester 
Ave., New Haven, Conn. 


Linn St., Bay 


Mortimer, Agnes O., 1412 B St., Lincoln, 
Nebr. 
Mortimer, Florence (., 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. 

a Lochie R., Kenilworth School, Ford, 
a. 

Mosse, Anna, 1131 W. Walker St., Deni- 
son, Texas. 

Most, Ida D., 607 Cleveland, Spokane, 
Wash. 

Moulthrop, Samuel I’., 40 Phelps Ave., 


Rochester, N. 

Mount, Mrs. Florence D., 625 BE. 
Ave., Glendale, Calif. 

a, R. H., Tioga High School, 
4a. 

Moyers, A. E., 
Sidney, Iowa. 

Moynahan, Kitty, Palms Apt., 
Jefferson, Detroit, Mich. 

Moynahan, Ruth F., 307 S. 
Antonio, Texas. 

Muldrow, Alice, 406 N. 
A, Dallas, Texas. 

Mulford, Mrs. Clara T., 
St., Bridgeton, N. 7 


Lomita 
Tioga, 
Superintendent of Schools, 
1001 E. 
Pinto St., San 
Edgefield, Station 


233 W. Commerce 


Mulholland, Mary, 848 Reed St., Kalama- 


zoo, Mich. 
Mullen, A. Reaga, 2615 W. Somerset St., 
Philadelphia, Pa. 

Mullikin, O. L., Prin., Bourbon County 
High School, ‘Millersburg, Ky 
Mumford, E. H. E., Ferris School, High- 

land Park, Mich. 


Mumm, Emma O., 1027A Felix St., St. 
Joseph, Mo. 

Munday, Minnie M., Ruskin School, Day- 
ton, Ohio. 

Munden, Edward. Sagamore Hill School, 
Route 4, Fort Worth, Texas. 

Munro, Mrs. Gladys P., Lanai City, Lanai, 
Hawail. 

Munson, W. B., 3822 Verrue St., Fresno, 
Calif. 

Murphy, Gertrude, 2714 High St., Des 
Moines, Iowa. 

Murphy, J. W., 2602 Broadway, Great 
3end, Kansas. 

Murphy, Lenore, 142 FE. Third St., Erie, 


Pa. 

Murray, Albert Sherman, 1242 W. Minne- 
haha St., St. Paul, Minn. 

Murray, Josephine H., Hitch School, Semi- 
nole and MeVickers, Chicago, Ill. 

Murray, Thomas H., 119 Union Ave., As- 
bury Park, N. J. 

Murray, V. E. M., 
Angeles, Calif. 

Muse, E. W., 124 N. 
Texas. 

Musgrave, Paul N., 601 Walnut Ave., Fair- 
mont, W. Va. 

eeen. Harry E., 


Ill 
Muthersbaugh, Mabel, 167 N. 
Ave., Decatur, III. 
Myers, Mrs. Edna R., 
cago, Ill. 
Myers, Edward T., 
Philadelphia, Pa. 


2111 Aubrey St., Los 
Edgefield, Dallas, 
Cicero School, Cicero, 
Fairview 
1018 Lytle St., Chi- 
5143 Oakland S&t., 


Myers, Fannie, 5844 Briggs St., Omaha, 
Nebr. 

Myers, Mary E., 85 S. Adolph Ave., Akron, 
hio. 


Myers, Maude M., 701 E. 38th St., Kansas 
City, Mo. 
Myers, Minnie T., School No. 3, Passaic, 


Myers, Robert S., Garfield School, Newark, 


Mygatt, Cynthia J., 956 Reed Place, De- 
troit, Mich. 

Myrick, Frankie B., R. 2, 
Ns. &. 


Box 11, Enfield, 


Nagle, Florence M., 142 W. Van Buren St., 
Battle Creek, Mich. 
Nagle, Mary I., 3103} 

Angeles, Calif. 
Najarian, Gladys, School Street, Rehoboth, 
Mass. 
Nants, J. S., 554 
Mo. 
Nash, Della, Floyd School, St.. 
Nash, Sue, 201 §S. Fulton St., 
m. €, 


Altura St., Los 


5 Cabowne Ave., St. Louis, 

Joseph, Mo. 

Salisbury, 

Neal, Elma A., 510 E, Dewey Place, San 
Antonio, Texas. 

Neal, Russell L., Bonners Ferry, Idaho. 
Needham, Muriel B., Chowchilla School, 
Chowchilla, Calif. 
ne Jane A., 1623 W. Park Ave., Chicago, 

Nellis, William M., Osceola, Wis. 

Nelson, G. W., Superintendent of Schools, 
Cottonwood Falls, Kansas. 

Nelson. H. G., 525 S, 
Calif. 


Ross, Santa Ana, 











372 ELEMENTARY Scuoout PRINCIPALS 
Nelson, Minnie, 1315 N. Tenth St., St. Nugent, Gertrude V., 8 St., 


Joseph, Mo. 
Nelson, Mollie R., 933 
Antonio, Texas. 
Netherland, Mrs. 
st., N. E., 


Waverly Ave., San 


Rosa Stokes, 613 Third 
Washington, D. C. 


Nettleman, Flora, 2271 Lawrence Ave., 
Toledo, Ohio. 
Nettleton, Lulie, Concord School, Seattle, 


Wash, 
Neubauer, Paul F., 534 Fourth Ave., Wau- 
watosa, Wis. 
Le ‘ster N., 5 Iona Place, Glen 


Neville, Mire’ Blanche C., Robert Fulton 
School, 49th and Vincent, So., Minne- 
apolis, Minn. 


Newby, W. B., Reagan School, Temple, 
Texas. 

Newcomb, Douglas A., Seaside School, 
Long Beach, Calif. 

Newcomb, Julia, 1550 S. 28th St., Omaha, 
Nebr. 

Newell, Aaron, Youngstown School, 24th 


Ave., S. W. and W. Genessee St., Seat- 
tle, Wash. 
Newell, Anna W., 21 William St., Wor- 


cester, Mass. 


Newell, Bernice, 2809 Park Ave., Minne- 
apolis, Minn. 

Newell, Elizabeth T., Osgood School, 
Fourth St., Medford, Mass. 


Newell, Lillian S., 890 E. 149th St., Cleve- 
land, Ohio. 

Newell, Minnie B., 119 N. Main St., Spring 
Valley, = 2 

Newkirk, Becket. Bancroft School, Sioux 
Falls, S. Dak. 

Newlean, Jeannette, 914 S. 36th St., 


Omaha, Nebr. 
Newman, Annie §S., 
N. Knox, 
Newton, Dora E., 
Island, Ill. 
Neylan, Mrs. Mary A., 
New York, N. 
Nichols, Dean G., 
land, Wyo. 
Nichols, Fred R., 
cago, Ill. 
Nichols, Walter 8S 
Milwaukee, Wis. 
Nicholson, Nell Grant, 6410 San Bonita 
Ave., St. Louis, Mo. 
Nickelson, Arthur M., 
Ave., Chicago, Ill. 


Mayfair School, 4626 
Chicago, Il. 

2809 Ninth Ave., Rock 
244 E. 86th St., 
‘School No. 2, Cumber- 
6200 Kenwood Ave., Chi- 


, Jefferson Street School, 


1614 S. Spaulding 


Noble, R, D., Supt. of Schools, Postville, 
Iowa. 
Noce, Lillian, Webster School, W. 36th 


and Lipan St., Denver, Colo. 

Nolan, Walter C., 571 Fourth Ave., San 
Francisco, Calif. 
Noonan, Kathryn D., 

and N. Fifth Sts., Paterson, N. J. 
Norris, Mrs. Edith B., 355 E. Sixth St., 
Jacksonville, Fla. 


School 17, Jefferson 


Norris, Forbes H., R. E. Lee School, Rich- 
mond, Va. 

Norton, Mrs. Alice R., Hampton Court 
Apts., 378 Golden Gate Ave., San Fran- 


cisco, Calif. 
Norton, Coral M., 1402 Franklin St., Boise, 
Idaho. 
Norton, H. B., 
ham, Ala. 


Robinson School, Birming- 


Norton, H. Franklin, Central Grammar 
School, Milford, Conn. 
Norton, — K., Director of Research, 


National Education Aevotetine, 1201 
16th St., N. W., Washington, D. C. 
Nugent, Elizabeth, Jefferson School, Fond 


du Lac, Wis. 


Andrew Road, 
East Boston, Mass. 

Nye, Frank H., 464 Potomac Ave., Buffalo, 
N. Y. 

Oakes, William J., 
San Diego, Calif. 


Washington School, 


O’Bannon, Mary B., 137 Ardmore Road, 
Berkeley, Calif. 
O’Boyle, Lila M., 829 Fillmore, Denver, 


( ‘olo. 

O’Brien, John L., 
Chicago, Ill. 
Obuch, W. A., Superintendent of Schools, 

Lamont, Okla. 
O'Connell, May, 
City, Mo. 


5868 N. Kolmar Ave., 


69th and Oak Sts., Kansas 


O’Connor, Frances, 48 Gordon St., Fram- 
ingham, Mass. 

O’Connor, Mary, 3925 Pierce St., Sioux 
City, Iowa. 

O’Connor, Mary, 2049 S. 19th St., Lincoln, 
Nebr. 

O'Connor, Mary, 501 Sassafras St., Erie, 
Pa. 

O’Dea, Lillian A., School No. 11, Market 
‘t., Paterson, N. J. 

O’Dea, Margaret, 330 W. Myrtle St., Fort 
Collins, Colo. 

Odom, I. N., 1429 S. Eighth St., Waco, 
Texas. 

O'Donnell, Helen M., 342 W. 89th St., New 
ook, N. Y¥. 


O'Donnell, James A.,, 


325 Bushwick Ave., 
Brooklyn, N. Y. 


Oechsler, Hazel, Newbury School, Toledo, 
Ohio. 
Oesau, Theodore, 906 Fourth St., Mil- 


waukee, Wis. 
O'Farrell, Mrs. 
Diego, Calif. 
Ogden, Mrs. Ruby 
Ashland, Ky. 
Oger, W. C., 4311 Dickason, Dallas, 
O’Hara, Francis J., Thorndike 
Cambridge, Mass. 
O’Hearn, Daniel F., 1256 S. 
Chicago, Ill. 
O'Keefe, Emma M., 
and Ave. B., 
O'Keefe, Mrs. 
Chicago, Ill. 


Mabel E., 24038 F St., San 
H., 550 Bellefonte St., 


Texas. 
School, 


IIoman Ave., 
School No. 8, 


Rochester, SF 
Mary W., 231 W. 


Conkey 


23d Place, 


O’Keefe, Nellie M., Jefferson School, St. 

_ Paul, Minn. 

Oliva, Eulogio, Pinamalayan, Mindoro, 
oe 

Olmstead, Helen M., 150 Oxford Ave., 
suffalo, N. Y. 


O'Malley, Mrs. 
Worcester, Mass. 

O’Malley, Margaret, 
coma and Parkside, 

O'Neal, C. C., 86 S. Keystone Ave., Har- 
wood Park, Upper Darby, Pa. 

O'Neil, Helen C., E. 603 17th Ave., Spo- 
kane, Wash. 

O'Neil, Mary R., 135 St. James Ave., 
opee Falls, Mass. 
O'Neill, Cordelia L., 
Cleveland, Ohio. 


Lena G., 41 Windham St., 


School No. 66, Ta- 
Buffalo, N. Y. 


Chic- 


1701 E. 81st St., 


O'Neill, Jennie M., 284 Hillside Ave., 
Waterbury, Conn. 

Oppermann, Alice F., Oradell, N. J. 

Orear, Pauline, Swope School, 55th and 


Kansas City, Mo. 
2018 Fell St., San Francisco, 


Cleviand, 
Orr, Anna C. 
Calif. 
Orr, Jane Calder, 
Angeles, Calif. 
Orr, Marie H., 652 Maryland Ave., 

burgh, Pa. 
Orris, Isabel, 105 Pearl St., 
Iowa. 


93154 Hickory St., Los 
Pitts- 


Council Bluffs, 


ux 











ST ee eR eum n 


SOR TEMES w 


PCIE oor Se RREIES ues IDE 


Tue 


Sixtu 


Y FARBOOK 373 





Orton, Robert E., 5312 Pine St., West 
Philadelphia, Pa. 

Osborn, Charlotte, 3248 Jackson St., Sioux 
City, lowa. 

Osborn, Virginia A., 559 Evanswood Place, 
Cincinnati, Ohio. 

Osborne, John F., Thacher School, Inde- 
pendence and Quincy, Kansas City, Mo. 

Osburn, William Q., 12954 W. 37th Place, 
Los Angeles, Calif. 

Osius, William F., A. FE. Burdick School, 
Station D, R. 2, Box 208, Milwaukee, 
Wis. 

Ossire, Cora A., 
near Wisconsin Ave., 


Curtis Ivde School, O St. 
Washington, D. C. 


Ossire, Mary, Fillmore School, 35th and 
S Sts., N. W., Washington, D. C. 
Oster, Stella W., 128 E. Lemon St., Lan- 


caster, Pa. 

Ostrom, Mrs. Ivy Douglas, 
School, 14th and Castro Sts., 
Calif. 


McKinley 
Oakland, 


Otis, Elizabeth, 178 Thomas St., Bloom- 
field, N. J. 

O'Toole, Margaret K., Lothrop School, 
Omaha, Nebr. 


Ottermann, Charles, Asst. Superintendent 
of Schools, Denton Building, Cincinnati, 
Ohio. 

ts ~ oo F., 130 N. 46th St., Camden, 

Outealt, Mrs. Adele M., 925 Robinson St., 
San Diego, Calif. 

Overholt, Mrs. Rosalind M. G., 919 Cerro 
Gordo St., Los Angeles, Calif. 

Owen, J. J., 24th and Madison Sts., 
mond, Ind. 

Owen, Reba E., 
Clairton, Pa. 

Owen, William F., Woods 
School, Thornton, Calif. 

Ozier, W. C., Moore Schvol, 
Ala. 


Ham- 


Miller Avenue School, 


Elementary 


Birmingham, 


Pace, James G., 2004 Jennings Ave., Fort 
Worth, Texas. 

Padfield, W. G., 
Louis, Ill. 

Padve, Meyer, 1309 E. Seventh St., Brook- 
lyn, N. y & 

Page, Pittsfield, 
Page, Florence, 2630 Hazelwood, Detroit, 
Mich. 
Page, J. E., 
between D and E, S. W., 

m—_ & 
Page, a A., 620 W. Jones St., 


Monroe School, East St. 


Dora E., 88 Main St., 
I. 


New Bell School, Second St. 
Washington, 


Raleigh, 


Pane, Ida C., 2220 Seabury Ave., 
apolis, Minn. 

Paine, Mae L., 131 W. 
geles, Calif. 


Minne- 


Ave. 42, Los An- 


Painter, W. C., 1801 E. Everett § - 
teu” One. erett St., Port 
Palmer, Eva N., 176 Summer St., Battle 


Creek, Mich. 
Palmer, Helen M., 
Haverhill, Mass. 
Palmer, J. Lee, 1415 E. 
kane, Wash. 
Palmer, Jasper T., 
Vernon, | i/o 
Palmer, Nirma E., 
Pueblo, Colo. 
Palmer, U. G., Supervising 
Schools, Verona, Pa. 
Pantall, Myrta, 515 S. Third Ave., Sterl- 
ing, Colo. 
Paris, Florence E., School 65, Skillen St., 
Buffalo, 2 


Fox District School, 
14th Ave., Spo- 
6 Rockridge Road, Mt. 
Columbian School, 


Principal of 


Eugenia B., Seattle Principals’ 
Seattle, 


Buffalo, 


Pariseau, 
Association, 850 Central Bldg., 
Wash. 

raw » aie R., 76 Buffum St., 

P 2.3 J. E., 2145 Avenue D., Wichita Falls, 
Texas. 

Parker, Isabelle C., S. 11 Cedar, Apt. F, 
Vallamont, Spokane, Wash 

— Sarah J., 706 Sproul. St., Chester, 


619 Rodney Ave., Port- 


5331 Rising Sun Ave., 


Philadelphia, Pa. 
Passe. Mrs, Belle L., 1847 Knowles St., 
East Cleveland, Ohio 


Parr, Cora A., 511 29th ‘St. Apt. 101, Des 
Moines, Iowa. 

Parris, Thomas G., 723 Church Lane, Ger- 
mantown, Philadelphia, Pa. 


Parker, William, 
land, Ore. 

Parker, Willis N., 
Olney Station, 


Parry, Samuel D., Third St. and Dun- 
eannon Ave., Philadelphia, Pa. 
Parsons, 6 S. Oak Park 


Caroline H., 31 

Ave., Oak Park, II. 

Parsons, Emily R., Harvey School, 1003 
Jenifer St., Madison, Wis. 

Parsons, George W., 2 Cross St., Medford, 
Mass. 

Partner, Nettie O., 619 S 
Ford, Colo. 

Partridge, Mrs. Clara M., 
Berkeley, Calif. 


. Main St., Rocky 
2413 Milvia St., 


Partridge, Edith A., 301 S. 33d St. 
Omaha, Nebr. 


142 Powell Lane, Upper 


2606 Uni- 


Paster, Mary L., 
Darby, Pa. 
Pate, Florence, Lawler School, 
versity St., Memphis, Tenn. 
Patten, David, 532 Belmont N., Seattle, 


Wash. 

Patterson, Carrie F., 108 W. Oak St., Chi- 
cago, , 

Patterson, George W., Public School 93, 
Brooklyn, 9464 Jackson Ave., Queens 


Village, N. Y. 
Patterson, M. J., 3220 Benton Blvd., Kan- 
sas City, Mo. 

Patterson. M. Rose, 631 Euclid Ave., Balti- 
more, Md. 
Patterson, Mrs. Mamie L., 514 W. Mis- 

souri St., El Paso, Texas. 
Patterson, Minna, 2235 Pingree Ave., De- 
troit, Mich. 


Patterson, Ollie, T., Wickersham School, 
Pittsburgh, Pa. 
Patterson, Thomas H., 131 Stearns S&St., 


Bristol, Conn. 
Patterson, W. Be. 


Patterson, Wilhelmina, 
Court, Salem, Mass. 
Pattison, Blanche L., West School, 14th 
and Farragut N. W., Washington, D. C. 
Patton, Anna M., 22 Pawling Ave., Troy, 


aN 


P. O. Box 143, Norwood, 
Suite 16, Temple 


Edward Everett 


Patton, Leonard M., 
School, Dorchester, Mass. 
Patton, O. M., Rothenberg Junior High 


School, MeMicken and Clifton Ave., Cin- 
cinnati, Ohio. 

Paul, Linda, 2015 W. Main St., 
Ana, Calif. 

Paulsen, Gertrude M., 410-A Sackett St., 
Brooklyn, N. Y. 

Paxton, Agnes M., 206} E. State St., Jack- 
sonville, Ill. 

Payette, Pearl, Bedford, Mich. 

Paylor, Ivey, 1006 Johnson S&t., 
Point, N. C. 

Payne, Mrs. Eunice R., 211 W. Rio Grande 
St., El Paso, Texas. 

654 L St., N. E., Wash- 


Ella, Eastwood Hotel, 


Santa 


High 


Payne, John C,, 
ington, D. C, 
Peabody, Mrs. 
Toledo, Ohio. 








ELEMENTARY OL NCIPALS 
ELEMENTARY ScuHoo.t PRINCIPAI 





Pearce, Milton O., E. S. Miller School, 43d 
and Ogden Sts., Philadelphia, Pa. 

Pearson, Mrs. Carolyn A., 321 E. Newall 
St., Flint, Mich. 

Pearson, Emelia, Apt. 1, Joyce Apts., 524 
N. 27th Ave., Omaha, Nebr. 

Pearson, Georgia King, 6 Lewis Parkway, 
Yonkers, N. 


Pearson, M. B., 1829 Monroe St., N. W., 
Washington, D. C 
Pease, Eva B., 17 Frederick St., Hartford, 


Conn. 

Pease, Mrs. Gertrude S., 
Ave., Chicago, Ill. 
Peasley, Florence E., 626 Putnam St., 

Kenosha, Wis. 
— A. W., 748 47th St., Milwaukee, 


is. 

Peckham, Elizabeth A., R. F. D. 1, Box 
139, Newport, R. I. 

Peddie, Mrs. Gertrude W., 128 W. 83d St., 
Los Angeles, Calif. 

Pedlow, Ella, 3147 N. California St., 
napolis, Ind. 

Peed, Julia A., 7 Pactola Apt., 
son, Kansas. 

Peffer, Ernest M., 
field, N. J. 

Bessie P., 
Bedford, Mass. 

Peirce, M. June, Box 566, Ogden, Utah. 

Pender, Elizabeth L., Wyoming School, 
Wyoming, R. I 

Third St., S., 


Pendleton, Della, 417 E. 
hs an Arthur, 332 Beard Ave., Buffalo, 


2945 N. Sawyer 


India- 
Hutchin- 
Plain- 
81 Bedford St., New 


Maxson School, 


Salt Lake City, Utah. 


veatenie. Emma L., 4808 Windsor Ave., 
Philadelphia, Pa. 
l’ennington, Dorothy, 31 The Blacherne, 


Indianapolis, Ind. 
Perkins, Mrs. Fannie M., 
Toledo, Ohio. 
Perkins, Mary I., 
Lynn, Mass. 
Perrine, Jessie, The Scottwood, 

Chio. 
Perry, Alvena, Box S87, Rapid City, S. Dak. 
Perry, Bella, Hawthorne School, Seattle, 
Washington. 
Perry, C. E., 1235 &. Pine St., 


re. 

Perry, Peter F., 25 Bange St., 
town, Mass. 

Pesta, Rose A., 11941 Parnell Ave., Chi- 
cago, Ill. 

Peterman, May B., School, St. 
Joseph, Mo. 

Peters, Florentine, 1543 Aberdeen St., Chi- 
eago Heights, Il. 

nes. Helen G., Garfield School, Toledo, 

0. 

Peters, Leone F., 2508 First Ave., S., 
Minneapolis, Minn. 

Peters, Thomas H., William Carter and 
Avery Schools, Needham Heights, Mass. 

Petersen, Edith Barney, Motley School, 
Dartmouth Ave. and Erie St., S. E., 
Minneapolis, Minn. 

Petersen, Mary, 723 
Council Bluffs, Iowa. 

Peterson, Alice C., 820 S. 
Nebr. 

Peterson, M. E., Twentieth Street School, 
Los Angeles, Calif. 

Peterson, Mozart E., 1209 N. 

Ave., Hollywood, Calif. 

Peterson, Russell S., Baker School, Ray- 
mond Ave. and Territorial Road, St. 
Paul, Minn. 

Petree, Addie M., 1225 N. Vista St., Los 
Angeles, Calif. 

Petterson, M. L., Horace Mann School, 
Fargo, N. Dak. 

Petteys. W. A., 4007 64th St., S. E., Port- 
land, Ore. 


Glenwood School, 
586 Eastern Ave., East 


Toledo, 


Portland, 


Province- 


Bliss 


Washington Ave., 


58th St., Omaha, 


La Brea 


Pettit, J. E., Mayfair School, 
land, Ohio. 
Peyser, Nathan, Public School No. 181, 


East Cleve- 


New York Ave. near Snyder Ave., Brook- 
lyn, N. Y. 

Pfeiffer, Anna, 484 Linwood Ave., Colum- 
bus, Ohio. 

Phelps, Grace C., 88 Linwood Ave., Colum- 
bus, 0. 

Phenix, Geneva B., Blue Valley School, 


12th and Crystal, Kansas City, Mo. 

Phillips, Byron A., Blaine School, 30th and 
Norris Sts., Philadelphia, Pa. 

Phillips, Ellen M., Public School 188, Man 
hattan, 131 Lewis St., New York, N. Y. 

Phillips, Genevieve, Central School, Ma- 
maroneck, N. Y. 

Phillips, Harold H., Sussex Avenue School, 
Newark, N. J. 

Phillips, Mrs. Jane E., 7 
Columbus, Ohio. 

= Mrs. Martha, 630 
Apt, 22, Omaha, Nebr. 

Phillips, Mary F., Battell School, 118 E. 
Battell St., Mishawaka, Ind. 


Auburn Ave., 


Park Ave., 


Phillips, W. M., Tolbert, Texas. 
Phipps, Ethel, Principal, School lepart 
ment, Institution for Feeble Minded 


Children, Glenwood, Iowa. 
Pickard, Anna B., 630 Park Ave., 
Nebr. 
|, Mrs, R. L., P. O. Box 97, East- 


Fla 
Pitketi, Lillian, 111 W. Flint, 
Lich. 
Mary_ R., 


Omaha, 


Baker St., 


Mic 
Piedalue, Edgewood School, 
Scarsdale, N. 
Piland, Effie. Millard School, 645 Magazine 
St., Beaumont, Texas. 
Pilcher, Ethel. | 1774 
Petersburg, Va. 
Pile, Fred M., No. 16 School, 
Rochester, N. Y. 

Pimper, Cora H., 1302 30th St. N. W., 
Washington, D. C, 
Pinhard, Estella M.., 
Cleveland, Ohio. 
Pinkston, Eva G., 5603 

Dallas, Texas. 
Piper, — M., 230 First 


ort, N. Y. 

Pitkin, Mrs. Virginia R., 457 S. Occi- 
dental Blvd., Los Angeles, C alif. 

Pittenger, C. E., 501 N. Calvert St., 
Muncie, Ind. 

Pittman, Jennie, 108 W. Mt. 
Ave., Philadelphia, Pa. 

Pitts, Lemuel, Central High School, Pu- 
eblo, Colo. 

Pitts, Lena, 407 N. Okmulgee, Okmulgee, 
Okla. 

Plagemann, Dora E., 1233 Masonic Ave., 
San Francisco, Calif. 

Plank, Carrie, 458 Second St., N. W., 
Grand Rapids, Mich. 

Plasket, S. B., Hoagland School, Hoagland 
and Butler Sts., Fort Wayne, Ind. 
Plumb, Alberta E., Crary-Lincoln School, 

Saginaw, E. S., Mich. 
Plumb, F. H., 2202 N. 44th St., 
Wash 


ash. 
he = Mae A., 909 Third Ave., 


Chuckatuck Ave., 
Post Ave., 


3706 Library Ave., 
Richmond Ave., 
Ave., Frank 


Pleasant 


Seattle, 
Longmont, 


olo 

Plummer, Ida M., Box 704, Mill Valley, 
Calif. 

Plummer, Margaret, 541 W. Hill St., 
Wabash, Ind. 

Pogue, James V., Gibson School, Second 
Ave, and 59th St., Birmingham, Ala. 
Polk, Lillie B., 1804 Faraon, St. Joseph, 

Mo. 
Pollard, Louise E., 401 Morris Ave., Eliza- 
beth, N. J. 
Pollock. C. A., 
Ohio. 
Pollock, Mary, 


Reeb School, Columbus, 


Hays, Pa. 


— 





ee ed 


Tue Sixty 





Pollock, Mrs. Merle, 222 Fourth Ave., S., 
Oelwein, Iowa. 


Pollock, Ruth, 2878 Newport Ave., Omaha, 
Nebr. 

Pool, Helen, 510 Walnut, 3eaumont, 
Texas. 

Pooler, Grace E., 11 Nay Court, Dexter, 
Maine. 

Poore, Margaret I., 5616 Ocean View 


Drive, Oakland, Calif. 
Popham, Thomas A., 1630 Courtland St., 
eusten. Texas. 
Maria R., 3549 
Minn. 


Porcher, 
S., Minneapolis, 


Dupont Ave., 


Porter, C. M., 215 N. Seventh St., Temple, 
Texas. 
Porter, Fannie, 1010 Jackson St., Oregon 


City, Ore. 
Porter, Sarah, 210 Ash Ave., Moundsville, 
W. Va. 
Porter, W. A., 5100 Lyndale Ave., S., 
Minneapolis, Minn. 
Peume, Charles, Rainier School, Seattle, 
Wa 

Potter, Mrs. Edna ss. 
Grand Rapids, Mich. 

Potter, W. C., Sam Houston School, Dent- 
on, Texas. 

Pottle, Annie C., 31 Floyd St., Waltham, 
Mass, 

Poulsen, Esther - 614 De La 
Santa Barbara, Calif. 

Poulson. 521 S. Ninth, E., Salt 
Lake City, U tah, 

Poulson, Fred N.., 
Lake City, U tah. 

Powell, Mrs. Kathryn, Church 
School, 750 Jackson Ave., 
Tenn. 

Powell, L. R., A. B. Hill School, Olive and 
Latham, Memphis. Tenn 

Powell, Nellie R., Frostburg, Md 


301 Dale St., N. E., 


Vista, 


1582 Richards St., Salt 


Home 
Memphis, 


Powell, Thomas E., 1134 24th St., Park- 
ersburg, W. Va. 

Power, Leonard, tryan Street High 
School, Dallas, Texas. 


Powers, Francis W., Public School 103, 
54th St. and 14th Ave.. Brooklyn, N. Y. 

Powers, Katherine B., 137 Northview Ter- 
race, Rochester, N. Y. 

Pratt, C. W., 613 Garden, 

Pratt, F. B., Empire, Ala. 

Pratt, Harry T., 527 Sanford Place, Balti- 
more, Md. 

Pratt. Velmer D., 2303 F. 
Ave., Madison, Wis. 

Pray, Cottie, 2105 
Smith, Ark. 

Preston, Alice M.. Farms and 
Schools, Beverly, Mass. 

Preston, C. W., 1450 Colorado Blvd.. Los 
Angeles, Calif. 


Peoria, Ill. 


Washington 
Grand Ave., Fort 


Cove 


Preston, Edith A., Dutcher Street School, 
Hopedale, Mass. 

Price. Isabel, Eastwood Hotel, Toledo, 
Ohio. 


Price, N. H., 
ham, Ala. 
Prideaux, A. J., 1575 E. 7 
land, Ore. 

Prior, Elizabeth F., Sawtelle Blvd. School, 
Sawtelle, Calif. 

Pritchard, Florence E., Alma School, 2660 
Bailey Ave., Buffalo, N. Y. 

Probst, Ella, 2444 First Ave., S., 
apolis, Minn. 

Promberger, William, 3ist Street School, 
3lst and Brown, Milwaukee, Wis. 

Propst, Katharine, Weaver School, Spring- 
field, Mo. 


Hemphill School, Birming- 


‘aylor St., Port- 


Minne- 


Proudfit, D. M., East Alamosa School, 
Alamosa, Colo. 
Prouty, Mrs. Edith F., 208 Turley Ave., 


Council Bluffs, Iowa. 
Provost, Mrs. se M., 
Hackensack, N. 


506 Summit Ave., 


¥. EARBOOK 375 





Pruett, Mrs. George, 708 N. Elm St., 
Ponea City, Okla. 


Pugh, L. L., 715 Harold St., 


sg ugsley, -— 
dena, Calif. 

Purer, Mary Bs 
eago, Ill. 

Pur inton, Estelle, 


Houston, 
728 Howard Place, Pasa- 
1314 Winnemac Ave., Chi- 


Holmes School, Cochran 
and Sharp Sts., Spokane, Wash. 

Purnell, John H., Turner School, 4235 W. 
Kennerly Ave., St. Louis, Mo. 

Purves, Lucy F., East Street School, 
Southington, Conn. 

Putnam, Clara A., 30 Washington Ave., 
Andover, Mass. 

Putnam, Kathryn, 115 Platner St., 
Bluffs, Iowa. 

Iyers, Donald, Rushsylvania, 

Pyrtle, E. Ruth, Mclinley School, 15th 
and M Sts., Lincoln, Nebr.: President, 
Department . Elementary School Prin- 
cipals, 1926-2 


Council 


Ohio. 


Quigley, Mary L., 810} W. Silver, 
Mont. 

Quirk, Margaret, 
Joseph, Mo. 

Quirk, W. A 
Ohio. 


Butte, 
Washington School, St. 


Guilford School, Cincinnati, 


Rabe, Anne, Rutherfordton, N. C. 
tabenort, William, 2 Washington ‘Terrace, 
New York, N. 

Birnie Road, 


a 
Radasch, Grace L., Long- 


meadow, Mass. 
Radley, Blanche, R. 2, Hood River, Ore. 
Rae, Margaret, 34 Jefferson Ave., Brook- 
lyn, 


Raine, Ida, 40 Frelinghuysen Ave., Battle 
Creek, Mich. 

Ramson, S. Gertrude, 
Scranton, Pa. 

Rand, Willis S., Bay 
Mercer Island, Wash. 
tandall, L. M., 3952 
Mich. 

Randolph, Corliss F., 83 Jefferson Ave., 
Maplewood, N. J. 

tandolph, Elizabeth C., Webster School, 
11th and Clinton, St. Louis, Mo. 

tank, Mrs. Mary J., Hill Street School, 
Frostburg, Md. 
ape Arthur O., 
I 


3715 Birney Ave., 
Parental School, 


Bewick, Detroit, 


7100 Yale Ave., 


Rarey, Mrs. Margaret M., 379 S. Ohio 
Ave., Columbus, Ohio. 

Rasmussen, Mrs, Eva Hale, Box 117, 
Auburn, Calif. 

Rathwell, Thomas R., 
Los Angeles, Calif. 

Ratliff, Lavada, Box 395, Seymour, Texas. 

Raup, Zura E., Central Grammar Bldg.. 
Milton, Pa. 

tawlings, Julia M., The 
Washington, D. C. 

Rawlins, William §S., 211 N. 
Salt Lake City, Utah. 


Chicago, 


4921 Cimarron St., 


Marlborough, 


First, W., 


———, Jessie, Box 406, Pocatello, 
Ida 

Ray, Mellie E., 624 S. Lake St., Orlando, 
Fla 


R aybold, Irving, 4524 Foutain Ave., Los 
Angeles, Calif. 

Raymond, Ward, 
Taunton, Mass. 

tead, Mrs. Mabel, Harding School, Pine 
St., Kalamazoo, Mich. 


Weir Grammar School, 


Reade, Anna R., 409 E,. 31st St., India- 
napolis, Ind. 

Reagan, W. A., Wylam School, Birming- 
ham, Ala. 

Reap, Edna M., 817 S. 33d St., Omaha, 


Nebr. 
Reaume, Rhoda, 
troit, Mich. 


6141 Stanton Ave., De- 





Exementary Scnoot Prrncrpars 








Reber, Charles ¥ Avenue 
School, Newark, 
Rebert, Ruth E., ion ‘Warren Ave., Youngs- 


town, Ohio. 


Abington 


Rector,’ W. G., 3477 Laurel, Oakland, 
Reddy, Joseph A., Master, Sarah Green- 


wood School, Boston 21, Mass. 
Redman, Jennie E., 1224 Main St., 
boro, Ark. 


Jones- 


Redman, Mabel M., 75 Avalon Ave., De- 
troit, Mich. 

Reed, Grace, Willard School, 4901 St. 
Lawrence Ave., Chicago, Il. 


meee. Kaa M., 3005 S. 11th St., Tacoma, 

‘ash 

Reed, Mabel, 4229 Douglas, Omaha, Nebr. 

Reed, Myrtle, 4008 Sunnyside Ave., S., 
Minneapolis, Minn. 


ae E. P., Windsor School, Cincinnati, 
Oo 
Beuses, Lester, Mann School, Tacoma, 


Public School 73, 165th 
The Bronx, New 


Baltimore St., 


as 

Regan, Mary A., 
St. and Anderson Ave., 
York, } A 

Regus, Milton L., 2240 W. 
Baltimore, Md. 

Reibert, Lydia, 1306 Highland Ave., Louis- 
ville, Ky. 

Reichert, C. Lorena, 2134 Keyes 
Madison, Wis. 

Reid, E. T., Superintendent, South Sanpete 
School District, Manti, Utah. 

Reigett. John F., 31 Euclid Ave., Yonkers, 


1420 Bragg St., Little 


Reindollar, M. Blanche, Homewood Apts., 
Charles and 31st St., Baltimore, Md. 
Reisse, George B., 5366 Wingohocking Ter- 
race, Germantown, Philadelphia, Pa. 
Remick, Nellie A., Steele School, Colorado 

Springs, Colo. 
Remley, Elizabeth, Johnson School, Mont- 
rose, Colo. 
Renaud, Flora V., 
S. Harvard Ave., 
Renfro, D. I., 1629 12th St., N. 
ington, D. C. 


Ave., 


Reiman, Emma, 
Rock, Ark 


Harvard School, 7525 
Chicago, Il. 


W., Wash- 


Rennick, Ruth Elinor, Noftsger Hill 
School, Globe, Ariz. 

Renshaw, Elizabeth, 829 N. Clementine 
St., Anaheim, Calif. 

Reppetto, Mary ¢ 2006 Warwood Ave., 
Wheeling, W. Va. 

Reszke, Felix E., Whittier School, Cin- 
cinnati, Ohio. 

Rex, Hazel, c/o Board of Education, 
Toledo, Ohio. 

Reynolds, Carolyn, 1120 Sylvania Ave., 
Toledo, io. 

Reynolds, Maud E., 215 W. Fifth St., 
ttumwa, Iowa. 


Reynolds, Rupert, 4602 Armstrong Ferry 


P., Knoxville, Tenn. 

Reynolds, Sadie, 3930 Berkeley Drive, 
Toledo, Ohio. 

Rhoades, Gertrude L., 171 Harris St., 


Revere, Mass. 

Rhodes, Maude A., 390 Park Ave., S. E., 
Atlanta, Ga. 

Rhodes, Sara L., Public School 28, 1001 
Herkimer St., Brooklyn, N. Y. 

Rhodes, Stuart W., Emerson School, Plain- 
field, N. J. 

Rboton, A. L., Box 403, State College, Pa. 

Rice, Clara, Millard School, Elkhorn, Wis. 

Rice, Klifford, 903 Octavia, No. P, El Paso, 


exas. 
Rich, Frank M., 94 Preakness Ave., Pater- 


son, N. J. 

a ~~ a J. P., 808 N. Gillette, Tulsa, 
Okla. 

Richards, Mabel, 87 N. Wabash, Battle 
Creek, h. 





School, 
Oakland, Calif. 
Richardson, Bertha, 30 Avon P lace, Spring- 


Richardson, Anna M., Santa ty 


53d and Market Sts., 


field, Mass. 
Richardson, Dio, Horace Mann _ School, 
24th Ave. and E. Cherry St., Seattle, 


Wash. 

Richardson, Ethel M., 4332 N. Paulina St., 
Chicago, Il. 

Richardson, Hattie E., Garfield School, W. 
1th Ave. and Yuma St., Denver, Colo. 

Richardson, Margaret, Cooper School, Spo- 
kane, Wash. 

Richardson, Mary E., 59 Walnut St., East 
Dedham, Mass. 

Richardson, Mattie L., 1310 W. 
Los Angeles, Calif 

Richmire, May E., 
Massena, N. Y. 

Richmond, H. C., Faxon School, 
Paseo, Kansas’ City, Mo. 

Ricketts. Blanche, 522 Arapahoe Ave., 
Boulder, Colo. 

Rickhoff, N. W., 806 S. Florence St., 
ville, Mo. 

Rickson, Mabel, Warren 
field, Mo. 


68th St., 


Pine Grove School, 


37th and 


Kirks- 


and Olive, Spring- 


Riddle, Marie, 1524 N, Sixth St., Waco, 
Texas. 
Ridge, W. W., 1826 Wallace St., Phila- 


delphia, Pa. 

Riechel, Adolphine, Lee 
Okmulgee, Okla. 

Riedel, L. R., Huffman School, Huffman 
Ave. and Fourth St., Dayton, Ohio. 

Riedell, Adaline M., John Ericsson School, 
Minneapolis, Minn. 

Rieger, George W., Jr., 
Philadelphia, Pa. 

Riegner, Rebecca W., 
Philadelphia, A 

Rielag, Corinne, 1722 N. 
ay nen tv Ind. 

Riely, Genevieve, 352 Islington St., 
Ohio. 

Rietzkat, Bertha, 3379 Scovel Place, De- 
troit, Mich. 

Riggins, Mildred E. Mogle, 
St., Los Angeles, Calif. 
Riggs, Cora M., Jefferson School, 

Rapids, Mich. 

Riggs, F. B., Headmaster, Indian 
tain School, Lakeville, Conn. 
Riggs, Ora M., Knickerbocker School, 2301 
N. Clifton Ave., Chicago, Ill. 
Riggs, Sidney N., Schuyler School, 


High School, 


2534 Diamond St., 
Elitwood School, 
Pennsylvania St., 


Toledo, 
1354 Wright 
Grand 


Moun- 


Kearny, 


Riley, Mrs, Etta, 3453 Montclair, Detroit, 
Mich, 
Rinehart, Mrs. Helen H., 700 Fourth St., 


Marietta, Ohio. 


Bingen, R. F., 1108 Clay St., La Porte, 
I 
Riniker, Amelia, 1615 Shorb Ave., N. W., 


Canton, Ohio. 


Riordan, Catherine F., Sheridan School, 
San Francisco, Calif. 
Riordan, James F., Eighteenth Street 


School, 18th and Cedar, Milwaukee, Wis. 
Riordan, Katherine A., 1425 Granville 
Ave., Chicago, Ill. 
Rishel, J. B., Whittier School, 
Marion St., Denver, Colo. 


24th and 


Risley, Gertrude, 1528 Westwood Ave., 
Lakewood, Ohio. 

Ritchie, Georgina D., 208 N. Fishburn 
Ave., Bell, Calif. 


Ritchie, Viola, Ely, Minn. 

Ritow, Herman, 258 N. 
cago, Ill. 

Ritter, B. T., Mount Washington School, 
1021 Independence Ave., Mount Wash- 
ington, Mo. 

Ritterspaugh, Lina, 600 Fifth St., 
Canton, Ohio. 


Leavitt St., Chi- 


Ss. W., 















ES ee 





Tue Srxri 


YEARBOOK 377 





Ritzma, Peter, 2524 S. Central Park Ave., 
Chicago, Ill. 

Roach, Mary M., 439 W. 
Decatur, Ill. 

Roark, M. O., Bancroft School, Monroe and 
Maxwell, Spokane, Wash. 

Roark, Myrtle B., 426 N. Lebanon, Leba- 
non, Ind. 

Robbins, S. P., 44382 Second St., 


C., 1633 Melrose Ave., 


Wood S8St., 


Chico, 
Calif. 
Roberts, E. Seattle, 

Wash. 
Roberts, Eulia S., 
telle, Calif. 
Roberts, L. D., 910 Bryce Ave., 


Roberts, T. R., Superintendent of Schools, 
High School, Independence, Lowa. 

Robertson, Edith Washington School, 
Green River, Wyo. 

tobertson, M. S., 842 Camelia Ave., Baton 
Rouge, La, 

Robertson, Myrl, 1304 Jefferson, Amarillo, 
Texas. 

Robeson, James A., Longfellow School, 
29th and Holmes, Kansas City, Mo. 
fobeson, Jessie A., Central School, Omaha, 
Nebr. 

Robey, Gertrude, 2134 Fark St., 
Nebr. 

Robinson, Beatrice, Jefferson and Jackson 
Schools, Everett, Wash. 

Robinson, Bruce B., 118 Mt. Pleasant Ave., 
Newark, N. J. 
Robinson, D. O., 
seach, Calif. 
Robinson, ‘Woaeheten ; 

Detroit, Mich. 

Robinson, Henrietta O., 417 W. 22d St., 
Pueblo, Colo. 

Robinson, Margaret, 1518 N. 15th St., 
Philadelphia, Pa. 

Robison, Alice E., 103 Hazlewood Ave., 
Detroit, Mich. 

tobison, C. L., Superintendent of Schools, 
Rainier, Ore. 

Robson, William K., Lincoln School, 20th 
and Fairmount Ave., Philadelphia, Pa. 

fodman, Mrs. Mary E., 1359 N, Calhoun 
St., Baltimore, Md. 

Roe, Warren A., Belmont Avenue School, 
New: — N. 

toemer, Edna, ‘Auburndale School, Toledo, 
Ohio. 

Rogers, Alberta, Boyd Junior High School, 
innoxville, Tent 

Rogers, Alex R., 
troit, Mich. 

Rogers, Don C., 1059 W. 13th St., Chi- 
cago, Ill. 

Rogers, Esca B., 121 Arbor St., 
zoo, Mich. 

Rogers, Ethlyn, 1547 
Colo. 

Rogers, Florence M., McKinley School, 
1351 W. Clifton Blvd., Lakewood, Ohio. 

Rogers, George Calvin, 190 Tradd St., 
Charleston, 8. C. 

Rogers, Mrs. Leroy A., McKinley 
Tacoma, Wash. 

Rogers, Lester B., Dean, School of Educa- 
tion, University of Southern California, 
Los Angeles, Calif. 

Rogers, M. A., Banning, Calif. 

Rogers, Martha A., 88 Chestnut St., Lynn, 
Mass. 

Rogers, 
Texas, 

Rogers, T. Guy, Collins Garden School, 
Harriman Place, San Antonio, Texas. 

Rohrer, Marie A., 3838 Irving Park Blvd., 
Chicago, Ill. 

Rolfe, Stanley H., Wilson Avenue School, 
Newark, N. J. 

Roling, Grace, Station D, R. 4, Box 5, 
Columbus, Ohio. 


10325 Orton Ave., Saw- 


Portland, 


Lincoln, 


Temple School, Long 


1660 Calvert Ave., 


1. 
14317 Hubbell Ave., De- 


Kalama- 


Gaylord, Denver, 


School, 


Minnie, 407 N. 12th St., Waco, 


we A. R., 189 Moss Ave., Oakland, 

Cali 

Romick, Nell, Columbine School, Colum- 
bine and 28th, Denver, Colo. 

Romig, Ida V., 1819 W. Ninth St., Coffey- 
ville, Kansas. 

Ronning, O. E., Westport, S. Dak. 

Rood, Mrs. Alice E., Murquette School, 
Madison, Wis. 

Roosa, Annette, 717 Kelley Ave., 
Lake, N. Dak. 

Rorer, John Alexander, J. E. 
School, Norfolk, Va. 

Rose, Mrs. Mason H., 
Sarasota, Fla. 

Roseborough, Linna, 615 Bellflower Ave., 
S. W., Canton, Ohio. 

Rosenthal, Aimee, A. L. Holmes School, 
Detroit, Mich. 

Ross, Agnes, 73 Chestnut St., 
Mich. 

Ross, Frank, William Levering School, 
Ridge and Monastery Ave., Philadelphia, 


Devils 
B. Stuart 


Bay Haven School, 


3attle Creek, 


Pa, 

Ross, Isabelle, 4810 Warrington Ave., 
Philadelphia, Pa. 

Ross, Margaret, 73 Chestnut St., Battle 
Creek, Mich. 

noes a. a, 2880 W. Grand Blvd., Detroit, 

Ross, Pete W., 3968 Park Blvd., San Diego, 


Calif. 

Ross, Whitfield, Dunbar School, 36th and 
Oakley, Kansas City, Mo. 

Rossman, Mabel, Washburn School, Duluth, 
Minn. 

Rouse, Jessie H., 2503 S. Washington Ave., 
Saginaw, E. 8S., Mich. 

Rouse, Mrs. L. E., 2331 Dracena St., Bak- 
ersfield, Calif. 
Rousseau, Maude, 
ecoln, Nebr. 
Roverud, Ella M., 642 Hague Ave., St. 

Paul, Minn. 
Rowell, Arthur B., 
Schools, Glencoe, Il 
Rowell, Mrs. E. W., 
Alhambra, Calif, 
Rowell, Mary Grace, 271 Oak Knoll Ave., 
Pasadena, Calif. 
Rowland, Marie E., 759 
delphia, Pa. 
— Clara, 5 Carney Terrace, Melrose, 
Mass. 
Rowley, Ruby Elizabeth, 
Evanston, III. 
Rowley, William C., 
Rownd, Nellie M., 
Falls, Iowa. 
Roy, Mabel V. 
Mich. 
Roys, Cassie F., 2609 Bristol St., 


1859 Euclid St., Lin- 


Superintendent of 


211 S. Cordova St., 
S. 15th St., Phila- 


Foster School, 


Ekalaka, Mont. 
1113 W. 23d St., Cedar 


508 Bates St., Birmingham, 
Omaha, 


Roys, Lineoln J., 215 Dodd St., East 
Orange, N. 
_— ne Il., 213 Park Ave., Oneida, 
Rudduck, Lillian W., 5670 Missour1 Ave., 
Detroit, Mich. 
Ruddy, Harriet E., 
Payne Ave. and E. 

Minn. 
Rudiboe, Mari B., Box 107 Metuchen, N. J. 
Rudy, Anna M., 222 E. Columbia, Colorado 
Springs, Colo. 
Rueff, Mrs. Katherine S., 


Phalen Park School, 
tose St., St. Paul, 


Nightingale 


School, 53d and Rockwell St., Chicago, 
Ill. 

Rugg, George, 35 Somerset St., Worcester, 
Mass. 


Rugg, L. S., 2023 Polk St., Alexandria, La. 

Ruhnke, Reinhard H., Albert E. Kagel 
School, Milwaukee, Wis. 

Rundell, J. T., 1630 Pearl St., Wichita 
Falls, Texas. 








378 


ELEMENTARY Scuoot PRINCIPALS 





Runyan, D. L., Hoffman School, Cincinnati, 


0. 
1, Maude L., 
ve. and Helena S8t., 
Rupp, “‘e B., 815 
aute, 

Rush, wy L, 
land, Ohio. 
Russell, Arlena Wis 

ton, Mass. 
Russell, Francis M., Douglass School, Alms 

Place and Chapel St., Cincinnati, Ohio. 
Russell, Iva M., Packard School, Brockton, 


Van Cleve School, Forest 
Dayton, Ohio. 
Maple Ave., Terre 


Ru 


Cleve- 


Brock- 


Watterson School, 


81 Newbury St., 


Mass. 

Rutherford, Mrs. R. B., 700 Laura St., 
Jacksonville, Fla. 

Rutledge, Sarah, Statesville, N. ¢. 

ayae, Estelle 'E., 22 Maryland Hotel, 
Great Falls, Mont. 

Ryan, Jane, 1096 Fulton St., San Fran- 
cisco, Calif. 

Ryan, Laura, 1828 N. Corona, Colorado 
Springs, Colo. 

Ryan, Lenora M., 429 Eighth St., Esca- 
naba, Mich. 

Ryan, Mrs, Willa M., 208 E. Dryden St., 
Glendale, Calif. 

Saam, Selma Louise, I[awthorne School, 
24th Ave. N. and Sixth, Minneapolis, 


Minn. 


Saavedra, Angel, Box 82, Ensenada, Porto 
School, 


Phila- 


co. 

Sabey, Mrs. Laura, Spreckelsville 
Spreckelsville, Maui, Hawaii. 

Sabold, E. Carrie, 6234 Ridge Ave., 
delphia, Pa, 

Sachse, T. J., Superintendent of Schools, 
Winsted, Conn. 

Sacks, Solomon, Phila- 
delphia, Pa. 

St. Clair, Robert, 
Louis, Mo. 

St. James, I. A., 
Mass. 

Sale, Mrs. Annie T., 
Columbus, Miss. 


4827 N. Tenth St., 
Laurel St., St. 
Pittstield, 


1344 
tussell School, 


Franklin Academy, 


Salmond, Elizabeth M., 1106 Oakmont 
Ave., Charleston, W. Va. 

Sampson, C. L., Humboldt School, 2516 8S. 
Ninth St., St. Louis, Mo. 

Sampson, Elizabeth H., Clifford Road, 


Plymouth, Mass. 


Samson, Ada C., 77 Cleveland Ave., Santa 


Cruz, Calif. 

Samuels, Ethel M., 115 N. Seventh Ave., 
New Brunswick, N. J. 

Samworth, Ellen, 1508 Lancaster Ave., 
Wilmington, Del. 

Sand, Anna, 27 W. 36th St., Minneapolis, 
Minn. 

Sanders, E. O., Pratt School, Ave. U and 

Pratt City, Birmingham, 


Fourth St., 
Al 


a. 
Sanders, Ellen M., 2337 N. 
Chicago, Il. 
Sanders, Grace S., 2775 Alameda Blvd., 
Baltimore, Md. 


Albany Ave., 


Sanders, Thomas E., 1037 College Ave. 
Racine, Wis. ‘ 

Sanderson, Anzonnette, 803 N. Eighth 
Ave., Valley City, N. Dak. 


Sandwick, R. L., Principal, Deerfield- 
Shields High School, Highland Park, III. 


— Helen M., Dewey School, Evans- 

on q 

Sanger, Ruth, 2257 Glenwood Ave., Toledo, 
Ohio. 

Sargent, William A., 74-A Harrington 
Ave., Rutland, Vt. 

Saunders, Josephine, Edison School, 


San Francisco, 
18 Engle St., 


Chureh and Hill Sts., 


Cali 
Saurman, Mrs. > om M., 


Englewood, 


Savage, Maude E., Box 443, Augusta, Kan- 
sas. 

Savoy, A. Kiger, 217 T St., N. W., Wash- 
ington, D. C. 

Sawyer, E. M., Hyde Park School, Cincin- 
nati, Ohio 

Saxton, M. Emma, 351 W. Magnolia Ave., 
Glendale, Cal 

Schader, Ernestine A., 800 Rector Ave., 
Little Rock, Ark. 

Schaefer, Louise, 110 Lexington Apts., 
Great Falls, Mont. 

Schaller, Amelia, Public School 1038, 49 
E. 119th St., New York, ! ; 

Schartung, J. A., 554 Dawson Ave., Belle- 


vue, Pittsburgh, ra. 
Scheel, Elizabeth A., 2013 
Philadelphia, Pa. 
Scheib, Ida E., Arlington, Mass. 
Schenk, Otto, 11110 Hermusa 
eago, Ill 
Scherer, Mary A., 380 Eddy St., 
cisco, Calif. 
Schiel, Louis M., 


Dinmond St., 


Ave., Chi 
San Fran- 


Twenty-third District 


School, Vine St. and University Ave., 
Cincinnati, Ohio. 

Schiff, Hannah, Mulligan School, 1855 
Sheffield, Chicago, Ill. 

Schimek, Cecelia B., 1850 S. Keeler Ave., 


Chicago, Ill. 


Schlotman, R. C., Twenty-seventh District 


School, Cincinnati, Ohio. 

Schmidt, A. W., P. O. Box 12, Tuxedo 
Park, N. Y. 

Schmitt, Elizabeth D., 18 W. Wetmore St., 


Ohio. 


Cuyahoga Falls, 
1014 


Schmitz, Alvina, 
Joseph, Mo. 
Schneucker, Elizabeth 
Schen ectady, | 4 


Felix St., St 


S., 808 State St., 


Schoolcraft, Pearl T., 1443 Forbes St., 
Kalamazoo, Mich. 

Schoonmaker, N. B., Pillsbury School, 
Minneapolis, Minn. 


Schrader, Augusta D., Principal, Roberts 


Special Center, 537 Adelaide St., De- 
troit, Mich. 

Schrepel, C. B., Jerome, Ariz. 

Schrite, J. Ellsworth, 28 Dudley Ave., 
Lansdowne, Pa. 

Schroeder, Esther L., Twenty-eighth Dis 
trict School, Cincinnati, Ohio. 

Schroll, Louise, Peterson School, 5500 N. 
Christiana Ave., Chicago, Ill. 

Schuh, Belle, 2104 Brookdale’ Road, 


Toledo, Ohio. 
Schultz, Frederick, 
, a 


9 Church St., Cortland, 
Prospect Hill School, 
Trenton, N. J. 
Dunbar 


Schuster, Marie H., 
440 Bellevue Ave., 


Schwall, Mary E., George H. 
School, New Bedford, Mass. 

Schwartz, Albert, Cummins School, Cin- 
cinnati, Ohio. 

Schwede, Charles W., McClellan School, 
3527 Wallace St., Chicago, Ill. 

Seorer, Sadie M., 2008 West St., Home 
stead, Pa. 

Seott, Alice E., 1850 Warren Ave., Chi- 
eago, Ill. 

Scott, Belle Torrey, 2522 Brentwood Road, 
Bexley, Columbus, “Ohio. 

© en I., P. O. Box 71, Hopewell, 

Scott, Cora H., Girls’ Parental School, 
57th S. and Holly, Seattle, Wash. 


Seott, Dorothea A., Montvale, N. J. 


Screen, Isabelle, 718 Hill Top Drive, Cum- 
berland, 
Scrivener, Emily, Park View School, 
Washington, D. C. 
Scudder, Augustine L., Northport Road, 
Huntington, N. Y. 
J. W., Bagley School, Seattle, 


Scudder, 
Wash. 














—E 


Sh RE EW 


Tuer Sixt 


Y EARBOOK 





Sealock, W. E., Dean, Teachers College, 
University of Nebraska, Lincoln, Nebr. 

Seaman, Georgia A., Bradwell School, Chi- 
cago, Ill. 

Seaman, Josephine, 706 
Utah. 

Searle, Edna i 
lington, R. 
acer Clair K., Peking Academy, Peking, 

China. 
Sears, A. G., Adams School, Seattle, Wash. 
Seekamp, Adelaide, 1634 Lucia Ave., Louis- 


ville, Ky 
Seidell, H: H., 836 Westwood Place, Kirk- 
214 Gross St., 


2ist St., Ogden, 


95 Maplewood Ave., Ar- 


wood, Mo. 
Seif, Louisa D., Pittsburgh, 
Pa. 
Sellman, W. N., 1547 S. 
Louis, Mo. 


Theresa Ave., St. 


Selke, Erich, Director, Teacher Training, 
State Teachers College, Mayville, 
Dak. 


Semer, Mrs. Barbara, 305 S. 
Escanaba, Mich 


Fifth St. 


Sempill, Ada B., 725 N. Lotus Ave., Chi- 
cago, l. 
Seran, Edith G., 20 Parker Road, Eliza- 


beth, N. J. 
Service, De r ass 
Angeles, Calif. 
Sessions, H. A., Elementary School, La- 
guna Laton, Caruthers, Calif. 

Sexton, L. J., Mason School, St. Louis, Mo. 

Shafer, Paul F., 235 Broadway, Hunting- 
ton Park, Calif. 

Shafer, Sydney D., Helena Apts. 10, Helen 
and Burnet Ave., Cincinnati, Ohio. 


3514 E. Second St., Los 


Shaffer, Charles G., Eliott Street School, 
Newark, N. J. 
Shaffer, Minnie A., 225 S. Vermont, 


Sedalia, Mo. 

Shamberger, J. 
Baltimore, Md. 

Shane, C. N., 5976 Keith Ave., 
Calif. 

Shanley, Jane, 
Melrose Sts., Sioux City, 

Shannon, James F., 3657 
Seattle, Wash. 

Sharpe, Mildred J., 2235 Brownsville Road, 
Mt. Oliver Station, Pittsburgh, Pa. 

Shattuck, Alice B., 15 E. Howard St., 
Pontiac, Mich. 

Shattuck, Bertha, 840 Courtland St., 
ton, Texas. 

Shaver, Charlotte B., 117 Barton Ave., 
Terre Haute, Ind. 

Shaver, Ida A., Cooper School. 


Hiram, 1654 Appleton, 


Oakland, 


Grant School, 18th and 


Iowa. 


Aurora Ave., 


Hous- 


1624 W. 


19th St., Chicago, Il. 

Shaw, Edith E., 6533 16th St., Detroit, 
— 

Shaw, L. J. B. Allen School, 66th and 
aly ‘Seattle, Wash. 

Sheads, Mary Elizabeth, 2000 16th St., 


N. W., Washington, D. C. 
sneative, C. C., 721 Huey St., McKeesport, 
Sheahan, Elizabeth, 2638 Robinwood Ave., 

Toledo, Ohio. 

Shebbeare, Elizabeth, School No. 31, N. 
Goodman St., Rochester, N. Y. 
Sheffield, Mrs. Frances L., 115 Garnett 
Ave., Mobile, Ala. 
Shellington, A. Mary, 


5304 
Niagara Falls, N. Y. 


Fourth St., 


mae, Maude, 1019 7ist St., Kenosha, 

is. 

Shemwell, Jeff D., Central School, Texar- 
kana, Ark. 


Shenstone, Anna H., 325 Burr Oak St., 
Kalamazoo, Mich. 

Shepard, | W., 900 Genesee Bldg., 
Buffalo, N. Y. 

Shepherd, F nal _® 


Superintendent of 
Schools, Passaic, N. J. 


Sheppard, Otilla M., 6420 
Road, Pittsburgh, Pa. 
Sheppe, Mrs. A. L., 519 Lee St., 


Darlington 
Bristol, 


a. 
Sheridan, Margaret L., Carr School, 1421 
Carr St., St. Louis, Mo. 
Sherman, Charles M., 915 8S. Third St., 
Tacoma, Wash. 

Sherman, Elisabeth, 1425 Harrison St., 
Oakland, Calif. 

Sherman, Lucile A., 146 N. Lawn, Kansas 
City, Mo. 

Sherwood, Esther, 3514 Irving Ave., N., 
Minneapolis, Minn 


Sherwood, H. M., 7 BE, 65th St., N., Port- 
land, Ore. 
Sherwood, Hollace C., Marion Township 


Consolidated School, Mitchell, Ind. 
Sherwood, Mrs. M. B., 214 E. Morgan, 
Raleigh, N. C. 
Shetlock, William, Supervising Principal 
of Schools, Coplay, Pa. 
Shine, Joseph B., 6241 Evans Ave., Chi- 
cago, Ill. 
Shipman, Gordon B., 
1ith and Moore Sts., 
Shirey, R. W., Longfellow 
3each, Calif. 
Short, George A., Rock Ridge High School, 
Wilson, N. a 
Short, Mrs. Mabelle I., 
Flint, Mich. . 
Shotwell, Fred C. 
of Schools, Franklin, N. J. 
Shove, Helen B., 3116 Clinton Ave., 
apolis, Minn. 


Francis Read School, 
Philadelphia, Pa. 
School, Long 


Washington School, 
Supervising Principal 


Minne- 


Shrader, J. C., 574 East End Ave., Pitts- 
burgh, Pa. : 

Shurtz, Emily, 2041 Putnam St., Toledo, 
Ohio 

Shute, “William C., Wyman School, 16th 


and Williams St., Denver, Colo. 


Sibley, Nita R., 9 Rockledge Place, Yon- 
kers, N. Y. : 
Sic a Edna F., 61 Pitman Ave., Pitman, 


Sickles, A a nt of Schools, 
New Brunswick, J. 
Sidle, Myrtle, 201 "Sumiet Ave., MN... Wa 
Canton, Oh 
Siehl, B. H., 
Ohio. 
Sifert, E,. R., Principal, Jefferson Junior 
High School, Minneapolis, Minn. 
Sigler, Mrs. Lou I., 1413 Bates St., 
Grand Rapids, Mich. 
Simmermon, T. L., Pleasant Ridge School, 
Cincinnati, Ohio. 
Simmons, Harry &., 
Newburgh, N. Y. 
Simmons, Myrtle T., Principal, 
High School, Monmouth, Ill 
Simmons, William F., Grand 
School, Milwaukee, Wis. 
Simonds, Charles A., 191 Darien Way, San 
Francisco, Calif. 
Simons, Mrs, Myrtle H., 67 Salem Ave., 
Burlington, N. J. 
Simpson, Charles E., 3626 N. 19th St., 
Philadelphia, Pa. 

Simpson, Genevieve, Barnum School, Den- 
ver, Colo. 

Sinclair, Katherine L., City 
Hopewell, Va. 

Sisson, Abbie M., 2715 South Dakota Ave., 
N. E., W ashington, dD. €. 

Skowlund, W. N., Lincoln — 17 Sara- 
toga Ave., Oshkosh, F 

Slavens, Leon E., 315 Tabor Opera House 
Bldg., Denver, Colo. 

Sleezer, Margaret M., Anderson School, 
1155 N. Lincoln §St., Chicago, Ill 

Slemmer, M. Gertrude, Allison School, 
15th and Norris Sts., Philadelphia, Pa. 

Slemmer, Maggie E., 915 W. Randolph, 
Enid, Okla. 


Hartwell School, Cincinnati, 
8. E., 
Liberty Street School, 


Junior 


Avenue 


Point Inn, 








380 


ELEMENTARY Scroot PRINCIPALS 





Columbia School, Columbia 


Sloan, Alla C., 
A Ohio. 


ve., Cleveland, 


Sloan, Isabelle P., 1514 Rebecca St., Sioux 
City, Iowa. 
Sloan, Mrs. Winnifred E., 2418 Pierce St., 


Sioux City, lowa. 
Slocum, June M., 4512 §. 22d St., Omaha, 


Nebr. 
Sly, C. M., Box 193, Chehalis, Wash. 
Small, Lillian G., Burrill School, Lynn, 


Mass. 
Harry, 611 June St., Fall River, 


Cherokee Lane, 


Smalley, 

ass, 

Smith. A. T., 103 S. Lodi, 
ton, D. C 

Smith, Anna F., 814 Washington St., Mon- 

Smith, Aubrey G., 2945 Rawson St., Oak- 
land, Calif. 
Syracuse, N. Y. 

Smith, C. Florence, 23 Wyman St., Ar- 


Smith, A. V., 1827 S St., N. W., Washing- 
roe, Mich. 

Smith, Augusta, oe 1719 E. Fayette St., 
lington, Mass, 


Smith, Caroline, 56 Florence Ave., Buf- 
falo, N. ¥. 
Smith, Edith, 154 Fitzhugh Ave., S. E., 


Grand Rapids, Mich. 


Smith, Effie E., Golden Gate School, San 
Francisco, Calif. 

Smith, Ella F., 112 S. Atkins Ave., Nep- 
tune, N. J. 

Smith, Ella J., Hi Mount School, Fort 
Worth, Texas. 

Smith, Ella L., 3206 Guilford Ave., Balti- 
more, Md. 

Smith, Elsie M., 5623 Florence Blvd., 
Omaha, Nebr. 

Smith, Emma 0O., 114 Coleman Ave., 


Macon, Ga. 
Smith, Eva G., 


Wash. 

Smith, Fanny R., 
eago, Ill. 
Smith, Florence E., 126 Englewood Ave., 

West Hartford, Conn 
Smith, Fred E., 3715 W. Polk St., Chi- 
Dorches- 


eago, Ill. 
Smith, George A., 19 Winter St., 
Hattie, 325 W. 


ter,Mass. 

Smith, 

Oak, Mich. 

Smith, Herman F., Latona School, Seattle, 
Wash. 

Smith, Mrs. I. M, C., 2218 I St., Sacra- 
mento, Calif. 

Smith, Isabel W., 13 
mit, N. J. 

Smith, John E., Superintendent of Schools, 
Webster City, Iowa. 


Longfellow School, Tacoma, 
1101 Foster Ave., Chi- 


Hudson St., Royal 


3 Summit Ave., Sum- 


Smith, Le Roy, 5817 Montrose St., West 
Philadelphia, Pa. 
Smith, Lila, Washington School, Spokane, 
Yash. 
Smith, Luna I., 1513 Ninth Ave., Greeley, 
Colo. 


Smith, Mrs. Margaret M., Maria Mitchell 
School, 32d and Lafayette, Denver, Colo, 

Smith, Maud M., 4904 Underwood Ave., 
Omaha, Nebr. 


Smith, Mrs. May Y., 893} Oak St., Bing- 
hamton, N. Y. 

Smith, Minnie H., 201 Center St., West 
Haven, Conn. 

Smith, Mrs. Rose Mann, 4218 W. Adams 


St., Los Angeles, Calif. 
Smith, Roy T., West Woodland School, 
Seattle, Wash. 


Smith, W. H., 114 S. Arlington Ave., East 
Orange, N. J. 
on. Virgil, Summit School, Seattle, 


Smithyman, W. 
nue School, 
waukee, Wis. 


Lincoln, Cold Spring Ave- 
Corner of 20th St., Mil- 


Smoot, Lucy, Norman School, 
Jefferson, Kansas City, Mo. 
Smoot, Viola, 2118 Byers Ave., 
Smyser, W. L., 
Plaines, Il. 
Smyth, Elizabeth A., School No. 13, Pat- 
terson Park Ave. and McElderry, Balti- 

more, Md. 

Snell, Harvey, Empire, Calif. 

Snoddy, W. T., Acipco School, 31st Ave, 
and 17th St. N., Birmingham, Ala. 

Snook, Mrs. Blanche Mosier, 923 Bell Ave., 
Des Moines, Iowa. 


36th and 


Joplin, Mo, 
803 Graceland Ave., Deg 


Snow, May E., 426 Oak St., Toledo, Ohio. 

Snow, Myra L., 4045 Eighth Ave., N. E., 
Seattle, Wash. 

Snow, Mrs. Sue, 2323 Lawrence Ave., 
Toledo, Ohio. 


941 Penn St., 


Snyder, George H., 214 N. 
Mechanieville, N. Y 


Snyder, Bessie D., Camden, 
N. J. 


Fourth St., 


Snyder, Grace, 330 Miriam Ave., Rock- 
~ ford, Ti. 
Snyder, Mary C., 4630 York Road, Phila- 


delphia, Pa. 


Snyder, R. W., 546 Rosal Ave., Oakland, 


Calif. 

Somerwill, Grace, 30 Monroe St., Warren, 
Ohio. 

Sorenson, Vio, 716 §S. Fifth St., Salt Lake 
City, Utah. 


Sorlien, S. O., Superintendent of Schools, 
Stanhope, Iowa. 
Soube, Amy, 707 W. 

Dak. 


Ss 


12st St., Sioux Falls, 


Souder, Alan W., 47 E. Third St., Potts- 
town, Pa. 
Souder, Elvin B., 36 W. Walnut St., 


Souderton, Pa. 
Soules, Gertrude F., 

Haute, Ind. 
Southall, BE, P., 222 


tural Route E., Terre 


Chestnut St., Nor- 


folk, le 

Southall, Maycie, Assistant Supervisor of 
Elementary Schools, State Department 
of Public Instruction, Raleigh, N. 

Spafford, ag M., 176 W. 105th St. 
New York, 

Spalding, Cartis 2. Springfield, Idaho. 

Spargo, John A., Ashland Se hool, 450 Park 
Ave., East Orange, N. J. 

Sparks, Elizabeth ie Frances Willard 
School, 35th and Orville, Kansas City, 
Kansas. 

Sparra, Annie, 517 Penelope St., Belton, 
Texas. 

Spears, Mrs. Cola, 891 Washington St., 
S. W., Atlanta, Ga. 


Specht, Louise, Public School 99, Queens, 
Kew Gardens Road and Mow bray, Kew 
Gardens, L. I., N. Y. 

Speerbrecher, Henry, 767 Mineral St., Mil- 
waukee, Wis. 

Speirs, T. E., Sunnyside School, E. 
and Yawhill, Portland, Ore. 

Spencer, Cornelia J., Portland Hotel, Port- 
land, Ore. 

Spencer, Mrs. Hattie A., P. O. Box 665, 
Imperial, Calif. 

Spencer, P. R., Superintendent of Schools, 
Superior, Wis. 

Spencer, Mrs. Teresa F., 
San Francisco, Calif. 

Spencer, W. D., Cole School, 
Union Sts., Piedmont, Calif. 

Sperle, Sara O., 810 Fourth Ave., 
Bluffs, Iowa. 

Sperling, Hugo E., 
Sheboygan, Wis. 

—— Mary E., 2313 Brown St., 

ti 


35th 


1455 12th Ave., 

Tenth and 

Council 

1311 Maryland Ave., 

Anderson, 
nd. 

Spindler, wo 
Berkeley, Calif. 


Spooner, Janet Gourlay, 2831 E. Davison, 
Detroit, Mich. 


W., 2609 Regent St., 





ti- 


ve., 


Lio. 
. 


dey 








Sea ae 


OR TERRE 


PONE SI 


THE 


Srxtit 


381 


Y EARBOOK 





Sprague, Elizabeth, 2030 E. 86th St., 
Cleveland, Ohio. 

Spreng, Ruth M., 101 S. Guadalupe Ave., 
Redondo Be ach, Calif. 

Sugeate. Marion K., 4845 Cedar Ave., West 
Philadelphia, Pa. 
Spuller, Minnie J., 219 BE. Market St., 

Akron, Ohio. 
Spurein, Lucy, 1416 Brook St., Louisville, 


spurgin, William H., 7855 S. Shore Drive, 
Chicago, Ill. 

Squibb, H. L., Superintendent of 
Selah, W ash. 

Squier, Harriet M., 

Stackhouse, Edith, 217 
Hightstown, N. 

Stafford, Bertha, 448 Kk. Elm, 
\ 


SLO. 
Stafford, C. M., 
Portland, Ore. 


Schools, 


Seotch Plains, N. J. 
Monmouth St., 


Springfield, 


1054 Killingsworth Ave., 


Stafford, E. H., Pacific School, Seattle, 
Wash 
Stafford, Helen Mary, 201 N. Ave. 52, Los 


Angeles, Calif. 
Stafford, Susie F. 
lington, N. C. 
Stage, Bertha A., W. 
field, Pa. 


., 511 E. Davis St., Bur- 


Fourth Ave., Clear- 


Stahle, Pauline W., 161 W. Broad St., 
Westerly, R. I. 

Staley, a E., 201 E. 40th St., Nor- 
folk, 

Stallings, Lila, 1017 Egmont St., Bruns- 
wick, 

Standard, so K., 29 Marshall St., 


Battle Creek, Mich. 


Staneruck, Bessie E., Joel Cook School, 


Manayunk Ave. and Green Lane, Mana- 
yunk, Vhiladelphia, Pa. 

Stanley, Elizabeth A., 747 N. E. Madison 
St., Minneapclis, Minn. 

Stanley, Mrs. Emma M., 211 Crescent 
Court, Louisville, Ky. 

Stanley, Mabel H., Emeline Whitney 


School, South Ashburnham, Mass. 


Stanton, Edgar A., 1908 29th St., S., 
Seattle, Wash. 

Stanton, George A., Washington School, 
Seattle, Wash. 

Stanton, Lottie, Jones Apts., Laramie, 
Wyo. 


Stapleton, Mrs. B. T., 503 South Dakota 
Ave., Sioux Falls, S. Dak. 
Stapleton, Mrs. Louise V., 1669 Plainfield 
N. E., Grand Rapids, Mich. 
Stark, "Clifford, 64 Rowley St., Rochester, 


Starling, Mabel, 8811 Quincy Ave., Detroit, 
Mich. 


Starnes, J. A., 2648 W. 
Antonio, Texas. 

Starrett, Chester E. A., 
Providence, R. I. 


French Place, San 


18 Overhill Road, 


Starry, D. Ralph, Evergreen School, Plain- 
field, N. 

Stauffer, Daisy, Hawthorne School, Day- 
ton, Ohio. 

Stauffer, Harry F., 92 S. Tenth St., New- 
ark, N.. J. 

Stearns, Lizzie J., 1520 Garfield Place, 
Indianapolis, Ind. 

Stearns, Oletha, 1524 Martel Ave., Holly- 


wood, Calif. 

Steel, H. J., Director of Training, ‘a 
State Normal School, Buffalo, N, 

Steele, Andrew B., Hamilton School, 16th 
and Campbell, Kansas City, Mo. 

Steele, Julia M., 267 Wakelee Ave., An- 
sonia, Conn. 

Steele, Laura, 102 Lewis St., San Antonio, 
Texas. 

Steele, R. R., 
land, Ore. 

Steffen, Leone M., 
Minn. 


1205 Hawthorne Ave., Port- 


Genoa School, Gilbert, 


Steffens, Alice M., Principal, Semi-Graded 
School, Racine, Minn. 
Steinberg, David L., 5138 N. Fairhill St., 

Philadelphia, Pa. 
Steiner, Fredericka, Public School 161, 
~ a maaan 18 W. 107th St., New York, 


“oo Gertrude V., 722 W. 


Eagle Grove, Iowa 
Stellwagen, Herbert P., 4543A Red Bud 
Mound St., Co- 


Ave., St. Louis, Mo. 

Stephens, Ada, 1328 W. 
lumbus, Ohio. 

aie “ae C. E., 5550 Page Ave., St. Louis, 
10, 


Stephenson, Zach T., 
ton, Texas. 


Broadway, 


Travis School, Hous- 


Sterling, Amanda G., 212 Fifth St., Lake- 
wood, N. J. 

Stermer, Henrietta, Box 304, Bend, Ore. 

Sterry, Nora, 2632 Ellendale Place, Los 


Angeles, ¢ ‘alif, 


Stetser, Margaret C. Upland St., 
Chester, Pa. 


Stevens, C., Dunlap School, Seattle, Wash. 


1602 


Stevens, E., Principal, Central Ward, 
Clarendon, Texas. 

Stevens, Eugene C., Stevens School, 11th 
Ave. and Columbine St., Denver, Colo. 

Stevens, Mrs. Myrtle H., Box 52, Rocky 
Hill, Conn. 

Stevens, Nellie M., Sitton School, Port- 


land, Ore. 
Stevens, Plowdon, Jr 
New York, N. Y. 


, 3032 Decatur Ave., 


Stevens, Roy, 2275 Phila., W., Detroit, 
Mich. 

Stevenson, Carlie A., 1417 Lake Shore 
Drive, Muskegon, Mich. 

Stevenson, Jessie, Sibley School, Grand 
Rapids, Mich. 

Stevenson, Stella, 635 Sherman Ave., 


Evanston, III. 
Stewart, Bessie L., 
Falls, Texas. 
Stewart, Clara A., 
Cleveland, Ohio. 
Stewart, E. B., Yellow Pine, Ala. 


1109 Burnett, Wichita 
1677 Crawford Road, 


Stewart, Hdith M., 39 Pleasant St., Ever- 
ett, Mass. 

Stewart, Mrs. Ema, 4319 Conner St., Hous- 
ton, Texas. 

Stewart, Mrs. Eva L., Box 14, Mount 


Union, Pa. 
Stewart, L. P., Westwood School, Harrison 
and Montana, Cincinnati, Ohio. 
Stewart, Laura E., 123 Agnew Ave., Mt. 
Oliver Station, Pittsburgh, Pa. 
Stewart, — B., 16 High St., Thomas- 
ton, Con 
Stidwell, Charles A., Box 163, Sandpoint, 


Idaho. : 
Stiles, Gertrude M., 816 Poplar St., Erie, 


309 Wall St., Spo- 
19th and 


a. 
Stinson, Maude M., 8S. 
kane, Wash. 
Stitt, Jessie A., Lake School, 
Lake Sts., Omaha, Nebr. 
Stock, Annie K., 64 North Park, LaGrange, 
Ill. 


Stockley, Callie L., 1817 Calhoun St., New 
Orleans, La. 

Stockton, Roscoe K., Bryant School, W. 
36th Ave. and Shoshone St., Denver, 
Colo. 

Stohlgren, Anna, 1918 E. 13th St., Des 
Moines, Iowa. 

Stoll, Caroline F., 416 W. Liberty St., 
Fairmount, Mo. 

Stolz, Rose C., Hotel Richelieu, Van Ness 
and Geary, "San Francisco, Calif, 

haat, Mrs. Fannie O., 301 E. Chestnut 

Glendale, Calif. 

nnd Mrs. Genevieve L., 1450 W. Minne- 
haha Parkway, Minneapolis, Minn. 

Stone, Grace, 1600 Summit, Waco, Texas. 








382 


ELEMENTARY ScHooL PRINCIPALS 





Stone, Louise K., 6614 Kenwood Ave., Chi- 
cago, . 

Stone, Lucy A., 57 Penna Ave., 
ton, N. 

Stone. Mary E., 15 Clarke Ave., 
Cc ity, N. J. 

Storing, Julia H., 
Akron, Ohio. 

Storm, Ollie, 417 Indiana St., San Antonio, 


J. W., West Side High 


Bingham- 
Jersey 
940 Oakland Ave., 


Storms, : Junior 


ee, 20th and Summit, Kansas City, 
Stott, Helen Maud, Thayer School, Frank- 
lin, Mass. 


Stough, Elizabeth, 2000 
N. W., Canton, Ohio. 
Stout, Grover C., 7601 Palmetto Drive, De- 
troit, Mich. 
Strachan, Mary G., 
Cleveland, Ohio. 
cuee. Caroline, 216 E. 


Cleveland Ave., 


4268 Warner Road, 
Routt, Pueblo, 


Strahan, Margaret, 5 Mount Vernon Ave., 
N. W., Grand Rapids, Mich. 

Strate, Nettie M., 3032 Colfax, S., 
apolis, Minn. 

Stratton, Mason A., 
Ridgewood, N. J. 


Minne- 


60 Kenilworth Place, 


Strauss, Bella, Public School No. _88, 300 
Rivington St., New bet N. 
Strickland, Mattie L.., 550 EF. Walnut, 


Springfield, Mo. 
Strickland, Rena, 616 W. 


Flint, Mich. 

Strickland, W. S., Kirby Road School, Cin- 

_ cinnati, Ohio. 

String. Robert C., 
delphia, Pa. 

Strite. Adelaide, S. 
Spokane, Wash. 

Strohecker, Henry 0., 
Charleston, S. C. 

Stromberg, Martha, 1 
more, Md. 

Strong, Clifford L.. Route 2, Canby, Ore. 

Strong, Ralph W., Lawrence Street School, 
Denver, Colo. 


Fourth Ave., 


416 Green Lane, Phila- 
3914 Latawah St., 
Bennett School, 


Taney Road, Balti- 


Stuart, Amy E., 5509 Willis Ave., Dallas, 
Texas. 

Stuart, Byron D., 601 Chestnut St., West- 
field, N. J. 

Stullken, Edward H., 1901 W. 35th St., 
Chicago, Ill. 

Stutz, Elsa, Hazelwood School, Bluegrass 


and Taylor. Louisville. Ky. 
Suchanek, Minnie M., 842 
South Bend, Ind. 
Sullivan, Katharine CC. V., 
Fall River, Mass. 
Sullivan, Mary C., 
Detroit, wine 


Marietta St., 
48 Almy St., 


$3219 Grand Ave., W., 


Summer, S. C., 211 Merriman Ave., Syra- 
cuse, N. Y. ; 
Summers, Jennie T., 407 Fountain Court, 


Louisville, Ky. 
Sutton, Gertrude K., 
Minneapolis, Minn. 
Sutton, Henry F., 638 S. Van Buren St., 

Green Bay, Wis. 
Swaim, Mrs. Clara C., 611 N. Olive, Bur- 
bank, Calif. 
Swaim, Laura G.., 
Maple Shade, N. 
Swan, Grace G., Grant School, Pittsburgh, 


Hamilton School, 


+: Aiea of Schools, 


a. 
Swann, Alicia, 1820 Montana St., El Paso, 


Texas. 
Swanzey, Linah, 115 E. Grant Ave., Pu- 


eblo, Colo. 
Swasey, Marion H., 58 Maple St., 


Bedford, Mass. 
Sweeney, Angela, 13 Oakland Park Blvd., 
Detroit, Mich. 


Pleasant Ridge, 
Sweeney, Ellen C., 146 Cottage St., 


Bedford, Mass. 


New 


New 


Sweeney, Thomas > 287 Elm St., Long 


Island C ity, N. 


Sweet, George H., a School, Fall 
River, Mass. 

Swindell, Minnie, 625 Woodlawn, Dallas, 
Texas. 


Swinehart, Blanche, 217 W. Pitkin St, 
Pueblo, Colo. 

Switzer, Ella, Smedley School, W. 42d 
Ave. and Shoshone St., Denver, Colo. 
Swope, Mary B., 514 Third St., N. W., 

Canton, Ohio. 
Sykes, Mrs. Mabel A., 
Francisco, Calif. 
Sykes, Marion, 5647 Dorchester Ave., Chi 

eago, Il. 
Sylvester, Emma, 
- a 61 


4551 Geary St., San 


Junior High School 91, 
Queens Ave., Flushing, 


Sype, George, Jackson School, 820 Sholto 
‘t., Chicago, 
Syphax, John E., N. W., 
ington, D. C 


1338 Q St., Wash- 


Taggart, Alice C., 46 Brooklyn Ave., Man- 
chester, N. H. 
Taliaferro, Sallie C., 3314 


Baltimore, Md. 


Elgin Ave., 


Tallman, H. C., 749 E. 63d St., N., Port- 
land, Ore. 

Tancil, Mary L., 424 Q St., N. W., Wash 
ington, D. 

Tanner, Blanche, South Park School, Seat 


tle, Wash 


Tantum, Emma U., 70 Grandview Ave., 
Plainfield, N. J. 

Tarlton, . A., 2923 Travis Ave., Fort 
Worth, Texas. 

Tate, Virginia, 220 Broadway, Madison 
ville, Ky. 

Tatum, Ellie, 447 N. Washington Ave., 


El Dorado, Ark. 
Tatum, H. Theo, Virginia Street School, 
Gary, Ind. 
Taylor, A. P., Box 58, 
Taylor, Clara D., 239 
Rochester, N. Y ; 
Taylor, Edith B., 1430 W. 
St. Paul, Minn. 
Taylor, Mrs. Ellen L., 
Louisville, Ky. 


Owensboro, Ky. 
Mulberry 5St., 


Minnehaha St., 


1300 W. Broadway, 


Ey ator. Emily F., 5931 Maple Ave., St. 
souis, Mo. : ; 
Taylor, George D., 392 Augustine St., 


Rochester, N. Y. 
Taylor, Jessie E., 
apolis, Minn. 
Taylor, Leo, Lafayette 
Calif. 
Taylor, Mary, La Salle School, 
St., Chicago, I. 
Taylor, Nell, 1201 N. 


3832 23d Ave., S., Minne 


School, Oakland, 
326 Eugenie 


El Paso St., El Paso, 


Texas. ; 
Taylor, Rosa, 227 Bond St., Macon, Ga. 
Taylor, W. F., 33 Quaboag St., Warren, 

Mass. 


Superintendent of 


Teach, Charles Elden, 
Bakersfield, 


Schools, Room 3, City Hall, 


Calif. 
Telfer, Vera M., Belvidere, N. J. 
Tennant, O., Quapaw Grade School, 


Quapaw, Okla. ; 
Tennis, Marguerite, 38 N. Harwood Road, 
Kirklyn, Upper Darby, Pa. 


Terrell, Madeline, 84 Cedar Ave., Patch- 
ogue, N. Y. 
Terrell, Nellie E., Girard School, Trenton, 
N. 
Route 2, Durham, 


J. 
Terry, Mrs. William S., 
N.C 


Tessmer, Etta H., 1121 Key 
Francisco, Calif. 
Thalheimer, Florence, Esplanade Apt., 2 C, 
Eutaw Place, Baltimore, Md. 
Tharp, Elizabeth, Coe School, Seattle, 
Wash. 


Ave., San 





f 
1, 


GIT 





a: EERO > 


SN a 


Tue SixtH 


Y EFARBOOK 383 








Theilgaard, ee A., 929 Hinman Ave., 
Evanston, 

Thelander, bt 817 E. Glisan St., Port- 
land, 
Thies, Lillian c, 
waukee, Wis. 
Thoelecke, Bertha, 4314 
Omaha, Nebr. 
Thomas, Alfred, Rockland Street School, 
Lancaster, Pa. 

Thomas, Catherine E., Friends Seminary, 
16th and Rutherford, New York, ; a 

Thomas, G. §S., Cleburne, Texas 

Thomas, J. Q., 419 W. Cherry St., Flag- 
staff, Ariz. 

Thomas, John S., 4875 
Detroit, Mich. 

Thomas, Lilla, 1114 N. Campbell St., El 
Paso, Texas. 

Thomas, Mrs. Lillie D., 
Portland, Ore. 

Thomas, Lily M., 85 S. Cassady Ave., Co- 
lumbus, Ohio. 

Thomas, Mary J., 305 E. Walla 
Walla, Wash. 

Thomas, Miles C., 6415 Jefferson St., Kan- 
sas City, Mo. 


524 Stowell Ave., Mil- 


Franklin St., 


Buena Vista, W., 


Congress Hotel, 


Birch St., 


Thomas, Oscar D., 6160 Webster St., 
Philadelphia, Pa. 

Thompson, Anna, 484 E. 23d St., N., Port- 
land, Ore. 

Thompson, Anna E., 1925 15th St., N. W., 
Washington, D. C. 

Thompson, Carrie A., Robello School, 


Honolulu, Hawaii. 
Thompson, Cecil T., 309 EI. 28th St., N., 
Portland, Ore. 


Thompson, Harriet S., 214 N. La Vergne 
St., Chicago, Ill. 

Thompson, Joseph C., 1310 §. Ashland 
Ave., Chicago, Ill. 

Thompson, Lou H., Fairwood Avenue 


School, Columbus, Ohio. 
Thompson, Lucy, 274 Piedmont Road, Co- 


lumbus, Ohio. 


Thompson, Marie, 1134 N. West Street, 
Jackson, Miss. 

Thompson, Mary A., 1111 McCausland 
Ave., St. Louis, Mo. 

Thompson, Mary D., 113 S. Kensington 


Ave., La Grange, III. 
Thompson, Paul, Sill School, 5000 30th 
St., Detroit, Mich. 


Thompson, Rollin W., Conkling School, 
Utica, N. Y. 

Thomson, Mrs. Margaret, 413 Penn St., 
Camden, N. J. 


Thgraet, Dillie F., R. F. D. 1, Metuchen, 

Thorne, Leona IL., 4531 Woodlawn Ave., 
Chicago, Ill. 

Thorne, Virginia S., 
Detroit, Mich. 

Thornley, Mary, 5 Somerton Ave., 
delphia, Pa. 

Thornton, Mrs. Eva L., J. C 
College Park, Ga. 

Thee. Lettie, 2014 School Place, Toledo, 

io 


Thuet, Emma, 1091 
Paul, Minn. 
Thune, Elmer T., 
coma, Wash. 
Thurston, I. P., 1925 W. 

Angeles, Calif. 
Tidrick, aga 2915 Tuscarawas St., Can- 


4744 Second Blvd., 
Phila- 


. Harris School, 


Goodrich Ave., St. 
Roosevelt School, Ta- 


21st St., Los 


ton, 

Tiefenthaler, G. E., 375 Mountain Ave., 
Wauwatosa, Wis. 
Tingley, Grace W., 
Holiywood, Calif. 
Tinker, Dorcas M., 
delphia, Pa. 
Tinkham, Marian L., George T. 
School, West Barrington, R. I. 


2610 Beechwood Drive., 
8208 Baring, Phila- 
Baker 


Tinsley, G. J., Rosenthal Grammar School, 
Alexandria, La. 

Tobin, Mary .E., 1820 Yeaton Ave., Chi- 
cago, Ill. 

Todd, Henrietta M., 
Evanston, II. 

Tolliver, R. E., 920 S St., N. W., 
ington, D. C. 

Tompkins, Ethel M., 
Pottersville, Mass. 

Toole, Lillie G., Overbrook School, 62d 
and Lebanon Ave., Philadelphia, Pa. 

sae, Sue B., Longfellow School, Erie, 


Tovrea, Effie, 13813 W. Oska- 
loosa, Iowa. 
Towne, Lillian M., 
srighton, Mass. 
Towne, R. H., Superintendent of Schools, 
Fairmont, Minn. 
Townsend, A. §&., 
Vernon, N. Y. 
Townsend, Clara V., James School, Scar- 
ritt and Topping, ‘Kansas C ity, Mo. 
Townsend, Salome, 520 E. Fourth St., 
Tucson, Ariz. 
Tracey, Nannie, 704 ©. Grand, Springfield, 


Greenwood Inn, 
Wash- 
Washington Ave., 


High Ave., 
64 Oak Square Ave., 


Columbus School, Mt. 


Mo. 

Traphagen, M. H., 15 Union Ave., Mt. 
Vernon, N, Y. 

Travers, Acstin A., 8 School, Cedar St., 
Garfield, 


J. 

Harriette Taylor, 6755 Ridge- 
Chicago, Ill. 

2201 San Antonio 


Treadwell, 
land Ave., 

Treanor, Gertrude E.., 
Ave., Alameda, Calif. 

Treat, Mabel, 3134 W. 25th St., 


land, Ohio. 
1156 Pemberton St., 


Treffinger, Jane, 
3046 Logan Blvd., Chi- 


Cleve- 


Pittsburgh, Pa. 

Tregellas, Ida M., 
cago, 

Trickey, Harold A. M., 65 Grant St., 
Bangor, Maine. 

Trippy, F. . Principal, 
Schools, Riverton, Minn. 

Troeller, Mrs. Edith §&., 
Lihue, Kauai, Hawa ii. 

Trott, John H., 92 Boynton St., Man- 
chester, N. H. 

Troy, Ann A., Park School, Nutley, N. J. 

Trumbo, Mabel, 3222 Lexington Ave., 
Kansas City, Mo. 

Tschippert, Olive, 106 Ravine St., Wood- 
lawn, Pa. 

Tudbury, Ethel W., 
Berkeley, Calif. 

Tufts, Mrs. Kathleen C., 
Fells, 

Turk, Genevieve, Scarritt School, Lexing- 
ton and Askew, Kansas City, Mo. 

Turmo, U. A., Obert, Nebr. 

Turnage, Mrs. A. J., Principal, 
High School, Richmond, Mo. 

Turnbull, F. A., 1812 W. Sixth St., Aber- 
deen, Wash. 

Turnbull, Lilian, 1609 Third St., N. E., 
Canton, Ohio. 

Turner, Elsie V. W., 
Modesto, Calif. 

Turner, Mrs. Mary I., 
Meriden, Conn. 

Turner, Maud C., Montooth School, Pitts- 
burgh, Pa. 

Tweed, Jean M., Hartranft School, Seventh 
and York St., Philadelphia, Pa. 

Tweedy, Ira, Superintendent of Schools, 
Rupert, Idaho. 

Twichell, William S., Lincoln School No. 
9, Paterson, + ee 

Twito, Helmer, Superintendent of Schools, 
Cogswell, . a 

Twohig, yf E., 970 Edgecomb Place, 
Chicago, Il 

Tyler, Elma, Deep River, Conn. 


Consolidated 


os 


P. O. Box 415, 


Washington School, 
Box 36, Essex 


Junior 


Washington School, 


Open Air School, 








384 ELEMEN 


TARY Scuoowt PRINCIPALS 





Tyson, .< -o R., 321 Trites Ave., Nor- 
wood, Pa 


Uihlein, Margaretta, 261 Bedford Park 
Blvd., New York, N. Y. 


ey Louis E., 548 35th St., Milwaukee, 
s 
2936 Brattleboro, Des 


Umpleby, Frances, 
1458 State St., 


Moines, Iowa. 
Underhill, ge = 
Schenectady, me Es 
Underwood, Franklin M., District Super- 
intendent of Schools, 3942 Connecticut 
St., St. Louis, Mo. 
Underwood, Myrtle, 310 W. Harget St., 
Raleigh, N. C 


Underwood, R. H., 710 W. Cumberland 
Ave., Knoxville, Tenn. 

Unger, J. C., Hugo, Colo. 

Unruh, Leah B., Lincoln School, S. Sagi- 


naw St., Flint, Mich, 
Upton, Anne Hale, 1625 W. 47th St., Los 
Angeles, Calif. 
720 Lorel Ave., 


— Harry §&., Chicago, 


VanArnum, Eugenia, 2151 14th St., Troy, 
VanArsdale, Mary M., 338 Bryant St., 
Buffalo, N. Y. 
Van Auken, William D., 102 Bamford Ave., 
Hawthorne, mM. ds 
Van Buren, Frances, 
Grand Rapids, Mich. 
VanCleve, M. R., 542 Arden Place, Toledo, 
Ohio. 

VanCott, Oscar, 1728 §, Salt 
Lake City, Utah. 

Vandegriff, Celia, 31 E. Lane Ave., Colum- 
bus, Ohio. 

Van De Mark, Della, Parker School, 78th 
and Ney Aves., Oakland, Calif. 

Vandeg Las, Mrs. Gertrude, 218 Second St., 

Oelwein, Iowa. 

veuhumeuat Mrs. I. W., 101 North 
Caroline Ave., S. E.. Washington, D. C. 

Van Dyk, Henrietta, Pingree School, 3917 
McClellan, Detroit, Mich. 

Van Gorder, R. C., 504 Arden Place, 
Toledo, Ohio. 

Van Ingen, apap, 109 Albemarle St., 


Rochester, N 
i 7 School, Pierpont 


Van Ingen, Mary, 
St., Rochester, N 
, 102 Walnut St., Hins- 
School, S. 


Van Liew, Helen F. 
Sioux City, 


Lafayette School, 


Main St., 


dale, li. 

Van Pelt, H. E., Washington 
Martha and Bushnell St., 
Iowa. 

Van Tine, D. T., 
land, Ore. 

Van Wagenen, Louise D., Honomu, Hawaii. 

Vaughan, Joseph T., Bush School, Bir- 
mingham, Ala. 

Vetting, Ida F., 1712 Summit Ave., Seattle, 
Wash. 

Vice, Mrs. A. V., 604 Pine St., Texarkana, 
Texas. 

Vieis. Ada B., Central School, Fayetteville, 
Vigles, Maude E., Washington School, 8S. 
Maffit St., Decatur, Il. 
Vines. H. D., 14 Balsam 


3675 Jefferson St., 


705 The Alameda, Port- 


Ave., Troy, 


Vining, Frances L., 
Kansas City, Mo. 

Vitalis, E. L., Superintendent of Schools, 
Ruthton, Minn. 

Voiles, Stephenia Hill, 173 N. 
Ave., Los Angeles, calle. 

Von Donhoff, i, oo We D. 2, Box 372, Louis- 


ville, Ky. 

Voorhees, Amanda L., 296 Redmond St., 
New Brunswick, N. J. 

Voorhees, James H., 3801 Pasadena Ave., 
Detroit, Mich. 


Mariposa 





Vorheis, C. R., 4335 Edgewood Ave., Oak- 
land, Calif. 

Wade, Mrs. Edith Van G., 539 Chilton St., 
Elizabeth, N. J. 

Wade, Francis A., 5327 N. 
Philadelphia, Pa. 

Wagner, Olive E., 409 W. 
Santa Ana, Calif. 

Waite, Ida M., 1003 E. Orange Grove Ave., 
Glendale, Calif. 

wee Margaret A., 


Walbran, Mary A., 424 Margaret St., Her- 
kimer, N. Y. 


Mervine S&t., 
Bishop St., 
76 E. 


Sixth St., Peru, 


Walcott, Helen, 46 The Terrace, Ruther- 
ford, N. J. 

Walden, Emmett S., Box 116, Blounts- 
town, Fla. 

Waldo, Ada C., 1204 Third Ave., Rockford, 
Ill. 

Waldorf, May, Sandison School, Terre 
Haute, Ind. 

Walker, A. T., 630 S, 22d St., St. Joseph, 
Mo. 

Walker, Belle, 305 E. Brown St., Iron 
Mountain, Mich. 

Walker, Mrs. C. L., 306 S. East St., Globe, 
Ariz. 

Walker, Hattie E., 1506 Waterbury Road, 


Cleveland, Ohio. 
Walker, James, Jr., 
Philadelphia, Pa. 
Walker, Mary I., Walton 
land, Ohio. 
Walker; Mary Irwin, 
ton, Texas. 
Walker, Mary V., E. 
ville, Ky. 
Walker, Minnie M., 
Moines, Iowa. 
Walker, Sadie A., 3 
Fargo, N. Dak. 
Walkup, Lydia, 
gee, Okla. 
Wallace, Maude, 
land, Calif. 
Wallar, Beulah H., 
Paul, Minn. 
Wallstein, D. Daniel, Public School 112, 
7ist St. and 15th Ave., Brooklyn, N. Y. 
Walsh, Frances, 136} 14th St., Milwaukee, 
Wis 


is. 
Walter, R. B.., 
Walters, R. J., 
ver, Colo. 
Walters, William Wade, 
Ave,. St. Louis, Mo. 
Walton, Ralph, General Delivery, 
Texas. 
Wamsley, Jessie M., 
Pitman, N. 
Wantke, Theodore, Raleigh, N. Dak. 


6039 Washington Ave., 
School, Cleve- 
409 14th St., Galves- 
Seventh St., Hopkins- 
1315 Maple St., Des 
Block, 


28 De Lendrecie 


Emerson School, Okmul- 
374 Hanover Ave., Oak- 


1596 Summit Ave., St. 


P.O. Box 696, Arcadia, Calif. 
2045 S. Clarkson St., Den- 


5798 Pershing 
Houston, 


Grant Avenue School, 


Ward, C. W., First Street School, District 
No. 86, Los Angeles, Calif. 

Ward, Clara, Franklin School, Grand 
Rapids, Mich. 

Ward, Evelyn, Fountain School, Grand 
Rapids, Mich. 

Ward, Susie A., 3640A 19th St., San Fran- 


cisco, Calif. 

Ward, W. H., Walterboro, S. C. 

Ware, Mary E., 529 Wyandotte Ave., Bar- 
tlesville, Okla. 

Warner, Frances L., 881 Collingwood Ave., 
Detroit, Mich. 

Warner, Helen E., Public School 119, Ave. 
K and 38th St., Brooklyn, N , 

Warner, Stanley F., IP. O. Box 553, Law- 
rence, L. L., N. Y. 

Warshaw, Harry A., Randall School, Ninth 
and Bainbridge Sts., Philadelphia, Pa. 

Washington, Mrs. Edna, 5329 Reiger, 
Dallas, Texas. 

Washington, M. L., S St., N. W., 
Washington, D. C. 


1012 





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Her- 
her- 
ints- 
‘ord, 
‘erre 
eph, 
Iron 
lobe, 


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mul- 
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Den- 


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SRE Ag RT 


Tue Srxru 


Y FARBOOK 385 





14th 
28th St., 


Washington, Ruby, Duval School, N. 
St., Fort Smith, Ark. 

Waterman, Mrs. Edna, 1334 S. 
Omaha, Nebr. 

Watkins, Lida E., Alameda School No. 2, 
Stiles and Gough Sts., Baltimore, Md. 
Watson, Mrs. A. E., 935 KE. Ankeny, Port- 

land, Ore. 


Watson, H. James, Lehr, N. Dak. 

Watson, Isabel, 514 E. Third St., Bartles- 
ville, Okla. 

Watson, Jennie, 330 W. Munson St., Deni- 


son, Texns, 


Watts, Lillie E., School, Denver, 


N. W., Can- 


Asbury 


, 1224 Tenth St., 
ton, Ohio. 


Watts, Winifred, Webster School, Okmul- 
gee, Okla. 

Waufle, Grace G., 1655 Portland Ave., St. 
Paul, Minn. 


Wenge, D. C., Clovis Grammar School, 


Colvis, Calif. 


Weakley, G. A., Supt., Crescenta Public 
School, Montrose, Calif. 
Wearn, Mrs. C, G., 310 Tenth Ave., Char- 


lotte, N. C. 
Weatherby, M. Emmett, 750 Burlingame 
Ave., Detroit, Mich. 


Weatherly, Mrs. Louise, East Leonard 
School, Grand Rapids, Mich. 

Weatherwax, Anna P., 424 Henry Ave., 
Grand Rapids, Mich. 

Weaver, Alice M., 139 Main St., Norwalk, 
Conn. 

Webb, H. E., 746 E. Tenth St., Portland, 
Ore. 

Webb. V. L., 604 Boyle Bldg., Little Rock, 
Ark. 


Webster, Mrs. A., 
Oakland, Calif. 

Webster. M. Rachel, 
New Haven, Conn. 

Weeks, Mrs. soreeee F., 
Long Beach, Calif. 

Weeks, C. W., 1640 Woodla nd Ave., 
Canton, Ohio. 

Weglein, David E., Superintendent of 
Schools, Baltimore, Md. 

— Rose, 2258 B St., 


1520 Wellington Ave., 
Prince Street School, 
Bryant School, 


N. W., 


Granite City, 


School 50, The 
Larchmont, N. Y. 
25th and 


ll. 
Wehle, Hanna, Public 
Bronx, Roosevelt Ave., 
Weibel, Elise, McFerran School, 
A, Louisville, Ky. 


Weisman. Frances, 2308 [anito Blvd., 
Spokane, Wash. 

Weisman, Sara E., 2308 Manito Blvd., 
Spokane, Wash. 

Welch, Carrie C., 530 Chestnut St., Terre 


Haute, Ind. 

Welch, Ine M., 9241 
Detroit, Mich. 

Weld, Mildred A., 1508 N. 
Indianapolis, Ind. 

Welday, Samuel O., 2117 
Santa Barbara, Calif. 

Welker, H. L., Eureka, Ill. 

Welker, Jean, Irving School, 
S. Dak. 

Wellenvoss, Nora F., 
Ave., Louisville, Ky. 

Welling, Jane Betsy, 
Roard of Education, 

Wells, Mrs. Annie L., 
Joseph, Mo. 

Ww gis, J. Evelyn, 4020 Garland, Louisville, 


Wells, 
Ill. 


Jefferson Ave., E., 
Alabama St., 
Chapala St., 


Sioux Falls, 


1612 Beechwood 
Supervisor of Art, 
Toledo, Ohio. 

1217 Powell St., St. 


Jennie, 1030 W. Main St., Decatur, 

Wells, Verna E., Roosevelt School, E. First 
St.. Santa Ana, Calif. 

Wenner, Dorothy, 1225 Churchman Ave., 
Indianapolis, Ind. 

Wenner, E. Virginia, West 
School, Brunswick, Md. 


Brunswick 


Wentworth, Florence A., 298 Elm St., 
Walpole, Mass. 

Werner, O. H., Professor of Education, 
University of Nebraska, Lincoln, Nebr. 

Wertman, Florence E., 2420 Lincoln St., 
sellingham, Wash. 

Wescott, B. Gordon, 
Nassawadox, Va. 

Wesley, J. E., 2949 Virginia Place, 
St. Louis, Ill. 

West, Ben, 14335 Green St., Harvey, II. 

West, Claude L., Newton Street School, 
Newark, N. J. 

West, H. C., Wilmington, N. C. 

West, Henry S., Professor of Education 
and Director of Teacher Training, Uni- 
versity of Miami, Miami, Fla. 

West, J. K., Milton Moore School, 
City, Mo. 

West, Nathaniel G., 

tochester, Lf 


Machipongo School, 


East 


Kansas 


Andrews School 9, 


West, Roscoe L., Assistant Commissioner 
of —_ ation, State Office Bldg., Tren- 
ton, N. J. 

West, Ruby, 609 Carson St., San Antonio, 
Texas. 


Westrem, Gudrid, 300 N. 
Alhambra, Calif. 
bad is Benton, Auburn School, 


alif. 
Wetzel. Marie C., 
Nebr. 
Weymouth, 
ver, Colo. 
Whatley, aa A., 
las, Texa 
Wheat, M. W., 
pa, Okla. 
Wheatley, Emily G., 
Cleveland, Ohio. 
Wheeler, Mrs. Ann Delker, George Wash- 
ington School, Owensboro, Ky. 
Wheeler, Effie J., 2930 Harrison St., Sta- 
tion D, Chicago, Il. 

Wheeler, Harriet E., 62 Sever St., Wor- 
cester, Mass. 
Wheeler, Roswell Park Blvd., Oak- 

land, Calif. 
Wheelock, Alice I., 713 


xyranada Ave., 
Auburn, 
192 Drake Court, Omaha, 
Edith M., 1032 Clarkson, Den- 
6283 La Vista Drive, Dal- 
1033 E. 


Line Ave., Sapul- 


2999 E. Tith S&8t., 


S., 3815 
18th St., Moline, 
Ill. 
Whelan, 


Lillian, 411 Belvedere Apts., Salt 


Lake City, Utah. 
Whelan, Mary, Miles Standish School, 
Cleveland, Ohio. 


Whitaker, Forrest M., 233 S, 
Los Angeles, Calif. 

White, Carl M., 230 Knight Ave., 
wood, N. Jd. 

White, F. U., Superintendent of Schools, 
Galva, Ill. 

White, Mrs. Henry R., 735 First St., N. 
E., Little Falls, Minn. 

White, Mrs. Julia M., Steele School, Den- 
ver, Colo. 

White, Mabel A., 
Joseph, Mo. 

White, Mariah D., 901 Cherokee St., New 
Orleans, La. 

White, Zada A., 107 W. 52d St., 
apolis, Minn. 

Ww ew E. M., Layton, Utah. 

Ww ger 5 , P. O. Box 112, High Point, 
N. 

Whitlock, Sarah O., 
New Brunswick, 

Whitlow, Effie H., 
burgh, Pa. 

Whitman, Helen I1., 
Ilartford, Conn. 

Whitman, Jessie L., 115 S. 
St. Paul, Minn. 

Whitney, Lucy G., Gladstone School, Elm- 
wood and Lakota, Kansas City, Mo. 
Whitney, Lura, 829 W. Woodruff, Toledo, 

Ohio, 


Griffin Ave., 


Collings- 


Sherwood School, St. 


Minne- 


Lord Stirling Hotel, 
i. ae 

13: 21 Nokomis St., Pitts- 
48 N. Main St., West 


Victoria St., 








ELEMENTARY Scuoot PRINCIPALS 





386 

Whitten, Sara J., Somers School, Somers 
and Webster, Pittsburgh, Pa. 

Whittlesey, James T., 317 S. Marsalis 
Ave., Dallas, Texas 


Wicker, Albert, 2430 Iberville St., New 
Orleans, La. 

Wickersham, Jessie B., 932 Valencia St., 
Los Angeles, Calif. 

Wickey, Rose, Director of Curriculum De- 
Speman, 202 W. Armour, Kansas City, 


Wickland, Arthur J., 463 Atchison St., 
Pasadena, Calif. 
Widemann, Grace V., Gonzales, Calif. 
bel ~~ Harvella, 374 Frank St., Adrian, 
c 
Wiedrich, J. C., Superintendent of Schools, 
De Pue. Ill. 

Wiener, Florence E., 252 S. Ann St., 
Mobile, Ala. 
Wievesick, Clara, 

City, Ore. 
Wiggs, Bessie, 5536 Franklin Ave., 
wood, Calif. 


Oregon 
Holly- 


Frazer Home, 


Wightman, ed S., 377 Hamilton Ave., 
Trenton, J. 

ei we rE in: Public School 125, Brook- 

Wilbur, “Howard, Box 500, Fall River, 
Mass. 


Wilcox, Walter E., 3971 Juniata St., St. 
Louis, Mo. 
Wild, G. P., Box 386, Webb City, Olka. 


Wildeman, Edward, Shields Schoel, Chi- 
eago, Ill. 

Wilder, Mrs. Mabel S.. Principal, Junior 
High School, Humboldt, Iowa. 

Wiles, Minnie G., 126 Bunker Ave., Meri- 
den, Conn. 

Wilkins, Emma T., 220 E. Laurel St., Fort 


Collins, Colo. 
Wilkinson, James G., Roosevelt School, 
New Rochelle, N. Y. 
Wilkinson, Sarah H., Howe School, 41st 
Ave. S. 36th St., Minneapolis, Minn. 
Willand, Alta C., 16 Monroe St., Man- 
chester, N. H. 
Willard, Addie I., Edwin B. Newton 
School, Winthrop, Mass. 

Willard, Frank E., 850 Central Bldg., Seat- 
tle, Wash. 

Willard, Mary F., 196 E. Delaware Place, 


Chicago, 

Willey, Edith 'W., 204 Rupton Ave., Wood- 
bury, — > 

Williams, Ann Carol, 743 Lake Drive, 


Youngstown, Ohio. 

Williams, Annie C., 3556 Benson St., Balti- 
more, Md. 

Williams, Clara Martin, 1322 N. Highland 
Ave., Los Angeles, Calif. 

Williams, Claude L., 2641 Calumet Ave., 
Chicago, Ill. 

Williams, Edward S., Banneker School, 
2840 Lucas Ave., St. Louis, Mo 

Williams, Fannie C., 2027 Seventh, New 
Orleans, La. 
Williams, J. D., Avondale School, Birming- 
ham, Ala. 

Williams, Mrs. Jeannette, 3415 Park Ave., 
Indianapolis, Ind. 

Williams, M. #&., Chambers School, East 
Cleveland, Ohio. 

Williams, M, Iola, 59 Rose Blvd., Akron, 
Ohio. 

Williams, Mollie, Belle Point School, Ft. 
Smith, Ark. 

Williams, R. R., 7830 Cornell Ave., Chi- 
cago, Ill. 

Williams, Winnie M., 278 A. Cabot St., 
Beverly, 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. 

Willis, Gay, 706 Worthington Ave., Char- 
lotte, N. C. 

Willis, Mabel, 2574 Monroe St., Toledo, 
Ohio. 

Willis, Minnie C., Emerson School, Tenth 
and Cascade, Erie, Pa. 

Willison, Mildred, 401 Decatur St., Cum- 


berland, Md. 
Willits, Charlotte A., 4133 
Detroit, Mich. 
Willoughby, Mary, 244 W. 
Columbus, Ohio. 
Wilson, A. M., Penn School, 42d 
Kansas City, Mo. 

Wilson, Adelaide M., 524 Greendale Ave., 
Detroit, Mich. 
Wilson, Albert =... 
Orange, N. J 
Wilson, Albert M., 3701 S. 

Louis, Mo. 


Lincoln Ave., 

Third Ave., 
and Penn, 
Nassau School, East 


Broadway, St. 


Wilson, aan 1038 Jefferson St., Ottum. 
wa, low 

Wilson, Cc. ik Avondale School, Cincin- 
nati, Ohio. 

Wilson, Earle E., Rogers School, Stam- 


ford, Conn. 


Wilson, Elsie E., Thomas Jefferson School, 


30th St., Newport News, Va. 
Wilson, Mrs. Ethel C., 308 N. Stoneman 
Ave., Alhambra, Calif. 


Wilson, Evelyn T., Washington School, 
Ferndale, Mich. 
Wilson, Florence, 


Orleans, La. 


Lafayette School, New 


Wilson, George H., Box 97:3, Narberth, Pa. 

Wilson, Harriet, Newark, Del. 

Wilson, Irvin A., 3937 Wilcox St., Chi- 
cago, Ill. 

Wilson, Isabel R., 110 Arch St., Akron, 
Ohio. 

Wilson, Josephine, 1203 Leighton Ave., 
Anniston, Ala. 

Wilson, John W., Edison School, Long 


Beach, Calif. 


Wilson, Lucile Rogers, 529 Chilton, Mar- 
lin, Texas. 

Wilson, M. E., 108 D St., S. E., Washing- 
ton, D. C. 

Ww ilson, a M., 110 E. 22d St., New 
York, } 

Wilson, Olive, 200 Seevel Apt., Vallejo, 
Calif. 

Wilson, W. A., 806 W. 14th Ave., Pine 
Bluff, Ark. 


Wilson, Mrs. W. F., 215 Hawthorne Ave., 
Houston, Texas. 


Wiltse, Anna E., 
Okla. 
Wimer, J. yo 


Plainfield, N. J. 
Wineman, Mrs. Catherine, 1099 Van Dyke 


Lincoln School, Tulsa, 


Washington School, 


Ave., Detroit, Mich. 
Wing, Clara B., 114 Kelso Road, Colum- 
bus, Ohio. 


Winger, R. C., 3208 Osborne Blvd., Racine, 
Wis. 


Winkworth, Jessie L., 220 Ninth Ave., 
Haddon Heights, N. J. 

Winne, Mary P., Principal, Punahou 
School, Oahu College, Honolulu, Hawaii. 

Winship, Chester D., 447 B St., Yuba City, 
Calif. 

Winslow, Catherine M., 
ham, Mich. 

Winslow, Charles S., 2125 Sherman Ave., 


Evanston, Ill. 
Wigetees. Clee, Winstead School, Wilson, 
Mae I., Park School 8, 


3210 W. 66th St., 


Box 260, Birming 


Winter, Casper, 
yo. 
Winter, Olice, Chicago, 
Ill. 
Winter, Pauline C., 4301 S. 23d St.. 
Omaha, Nebr. 














rsity 
Char- 
ledo, 
‘enth 
Cum- 
Ave., 
Ave., 


> 


enn, 
Ave., 
East 
, St. 
hum- 
\cin- 
am- 
ool, 
nan 
ool, 


vew 


‘on, 
ve., 


ng 


ng- 
ew 
jo, 


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yu 











— 


ae ai aS LE Bo 


Tue SrxtH YEARBOOK 





Lincoln, 
Madison, 


Winter, S. Adelia, 1642 M St., 
Wiewall, Zilla, Brayton School, 


Witcratt, R. O., 2141 Greenleaf Ave., Chi- 
cago, 3 

Witman, Anna M., 1932 Orchard Ave., 
Glendale, Calif. 


Witt, Elizabeth R., 534 Bosart Ave., India- 
napolis, Ind. 
Witteman, Anna M., 41 N,. Reid St., Eliza- 


beth, N. J. 
“a cS mt, 


Wivel, C. B., Tempe, Ariz. 

Wold, Ragna, Floyd School, 22d and Court 
Sts., Sioux City, Iowa. 

Wolf, Eva H., 1011 Central, Kansas City, 


, 5182 Maple Ave., St. Louis, 


Kansas. 

Wolf, Lily A., Pierrepont School, Ruther- 
ford, J. ; 

wolf, M. “Elizabeth, 223 S. Pacific Ave., 


Pittsburgh, Pa. 
Wolfe, E. A., Union Bridge, Md. 
—, H. Alena, Merritt School, Duluth, 


Min 
Wolfe, "hese M., 


8415 Euclid Ave., Kansas 
City, Mo. 
Wolfe, J. B., 1505 Lorraine St., Houston, 
Texas. 


Wolverton, Charles V., Carteret School, 
Grove St., Bloomfield, N. J 


Wood, Blanche, 1810} John Ave., Superior, 
Wis. 


Wood, Edna, 350 Havey, Springfield, Mo. 
Wood, Eva C., Public Se neol 4, 311 Wash- 
ington Ave., Brooklyn, N. Y. 
wees. Gertrude, 350 Ha ae Springfield, 
0. 
Woes. Jennie D., Huntington School, King 
Meriden, Conn. 


Ww seloean Aimie A., 85 Hale St., Beverly, 
Mass. 
Woodbury, Mrs. Florence M., Lincoln 


School, Maywood, Ill. 
Woodbury, Marjorie S., 73 Pleasant St., 
Manchester, N. H. 

Woodside, J. Barnes, Mentor, Ohio. 

Woodward, Adelaide H., Flanders Hotel, 
127 St. James Place, Atlantic C ity, N. J. 

Woodward, Mrs. Lovina M., Old Connecti- 
cut Path, Framingham, Mass. 

Woody, Ida Lee, 6112 Victoria Ave., St. 
Louis, Mo. 

Wool, Kate L., 128 Linn St., Ithaca, N. Y. 

Woolfenden, Grace F., 1395 Catherine &t., 
Detroit, Mich. 

Wooster, Caroline, 977 Noble Ave., Bridge- 
port, Conn. 

Worcester, Eleanor S., 
Club, Spokane, Wash. 

Worrall, Lillie, Mantua School, 
boro, N. J. 

Worthington, Harriet E., 2315 W. Lanvale 
St., Baltimore, Md. 

Wright, Mrs. Edith D., Hawthorne School, 
Houston Ave. and Bingham, Houston, 
Texas. 

Wright, L. Zenobia, 2339 La Harpe St., 


New Orleans, La 
Wright, Mrs. Lillian H., 426 N. Pine Ave., 


Chicago, Il. 

Wright, Louise B., 5800 Ellsworth Ave., 
Pittsburgh, Pa. 

Wright, Nackie, Charles Feilbach School, 
Toledo, Ohio. 

Wright, Norman A., South Avenue School, 
Bridgeton, N. J. 

Wright, Stella J., 90 Welton St., New 
Brunswick, N. J 

Wright, Theo R., 
ham, Ala. 

Wright, W. McK., 

ingham, Ala. 


Woman's Athletic 


Swedes- 


3arker School, Birming- 


P. O. Box 1726, Birm- 


Wright, Wendell W., Department of Educa- 


fom. Indiana University, Bloomington, 
nd. 
Wuenecke, Laura, Fourth Ward School, 


Grand Haven, Mich. 
Wuthrich, Maude G., 
Bartlesville, Okla, 
Wyatt, Mrs. Bella., R. F. 
shall, Texas. 
Wyatt, George W., Hyde Park School, Den- 
ver, Colo. 
Wyman, Paul H., 10003 E. 
t., Portland, Ore. 
Wynn, Mrs. Jessie D., Palm Beach Public 
School, Palm Beach, Fla. 


710 Delaware Ave., 


D. No. 3, Mar- 


Washington 


=e, Ida, 2727 Cherry St., Toledo, 

Ohio. 

Yenton, Clyde E., 1934 Aldrich Ave., S., 
Minneapolis, Minn. 


Yendall, Edith, The Wardell, 15 Kirby 
Ave., E., Detroit, Mich. 
Yeomans, Rosanna, 118 Atlantic Ave., 


Revere, Mass. 

Yerkes, Helen K., 4957 
Philadelphia, Pa. 

Yokom, Merle C., 
Detroit, Mich. 

York, Edna, 1005 Madison Ave., Grand 
Rapids, Mich. 

York, Mary G., Jefferson School, 
wood, N, J. 

Young, Mrs. Amelia D., Keating School, 
401 Dickerson St., Detroit, Mich. 

Young, Mrs. Ethel B., 148 Clifford St., 
Whitneyville, Conn. 

Young Frances, 514 S. 44th St., Phila- 
delphia, Pa. 

Young, G. A., 5722 Meridian St., 
geles, Calif. 

Young, Mrs. Josephine O., 1011 Boonville, 
Springfield, Mo. 

Young, Kate, 360 E. Ninth St., N., Port- 
land, Oregon. 

Young, M. Gertrude, 656 Mass. Ave., N. E., 


Washington, D. 
Froebel School, East St. 


Rubicam Ave., 


61 Clairmount Ave., 


Maple- 


Los An- 


Young. May E., 
Louis, Il. 

Young, Myrtle M., 3012 Bellefontaine, 
Kansas City, Mo. 

Young, Nora B., 3802 E. South St., Le- 
banon, Ind. 

Yona, Sarah L., 1006 Rose Ave., Oakland, 
‘alif. 

Tomas, Wayne, 2010 14th St., Port Arthur, 
‘exas. 

Young, William W., Part Time High 
School, 65th and 30th, Broadway, 
Seattle, Wash. 

Youngs, Mrs. Manta A., 42 W. 12th St., 
New York, N. Y. 

Zahn, Clara, Ridge Street School, Newark, 


Zick, Matie M., 911 Winder, Detroit, Mich, 

Zimmershied, Ada, Webster School, 17th 
and Wyandotte, Kansas City, Mo. 

Zinn, D. D., Hobson School, Sioux City, 


W., 357 Lincoln St., Denver, 


Zolman, Carrie P., 905 E. Jefferson St., 
Bloomington, Il. 
Zolman, Jennie C., 905 E Jefferson St., 

Bloomington, Ill. 
Zollman, Dora, Adams School, Chicago, Ill. 
Zollman, Mary J., 5346 Glenwood Ave., 
Chicago, Il. 
~~ Carl S., Atkinson School, Portland, 


ae 'D. E., 212 S. Oak St., Nokomis, IIL 





388 


ELEMENTARY ScHOOL PRINCIPALS 





Lange Library of Education, Haviland 
a! University of California, Berkeley, 
a 
Library, Pomona College, Claremont, Calif. 
Los Angeles County Free Library, 204 N. 
Broadway, Los Angeles, Calif. 
Administrative Library, School District 
ae 1, Room 322, 414 14th St., Denver, 
olo. 
State Board of Education, Hartford, Conn. 
Graduate School, Dept. of Education, Yale 
University, New Haven, Conn. 
Library, University of Hawaii, 
Hawaii. 
Library, Eastern Illinois State Teachers 
College, Charleston, Il. 
Library, State Normai University, Normal, 


Honolulu, 


Indianapolis Public Library, Indianapolis, 


Ind. 

Adminstration Librar Independent 
School District, 629° ‘Third St., Des 
Moines, Iowa. 

Kellogg Library, Kansas State Teachers 
College, Emporia, Kansas. 

Eusebio Quesada, Paete Elementary School, 
Paete, Laguna. 

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, Md. 

Administration Library, Board of Supts., 
15 Beacon St., Boston, Mass. 

Library, Graduate School of Education, 
Harvard University, Cambridge, Mass. 
Lipgery, State Normal School, Salem, 

Mass. 

Minnehaha School, 51st St. and 36th Ave. 
S., Minneapolis, Minn. 

Library, Board of Education, Minneapolis, 
Minn. 

Minneapolis Public Library, Order Dept., 
Hennepin Ave. and Tenth St., Minneap- 
olis, Minn. 

Library, University of Minnesota, Minne- 
apolis, Minn. 


Kansas City Public Library, Kansas City, 


0. 

St. Louis Elementary Principals Associa- 
tion, Divoll School, 2918 Dayton St., 
St. Louis, Mo. 

Free Public Library, 
Newark, J. 

Roosevelt School, Rahway, J. 

sy Grammar ay Li “net N. 


— York State Library, Albany, N. Y. 
Grammar School No. 11. William A. 
rd Prin., Poplar Ave., Buffalo, N. 


Bryson Library, 


5 Washington St., 


Teachers Colees Colum- 


bia University, New York 

Bureau of Reference, Research and Statis- 
tics, Board “ Education, 500 Park Ave., 
New York, N. Y. 

Library, East Carolina Teachers College, 
Greensville, N. C. 

Carnegie Library, Ohio University, Athens, 


Ohio 

Cleveland Public Library, Order Dept., 325 
Superior Ave., Cleveland, Ohio. 

re Ohio State University, Columbus, 

0. 

Library, Oregon Normal School, Mon- 
mouth, Ore. 

Oregon State Library, Salem, Ore. 

State Dept. of Public Instruction, 
burg, Pa. 

Fifth District Principals, Philadelphia, Pa. 

Pedagogical Library, Board of Public 
Education, Keystone Annex, 19th above 
Chestnut, Philadelphia, Pa. 

Library, University of Pittsburgh, 
burgh, Pa. 

Library, East Tennessee State 
College, Johnson City, Tenn. 
Library, State Normal School, 

Wash. 
Education Library. University 
ington, Seattle, Wash. 
Commissioner of Private 
tamiento, Manila, P. I 


Harris- 


Pitts- 
Teachers 
Cheney, 
of Wash- 


Education, Ayun- 

















Publications of the Department of Elementary 
School’{Principals since its organization 


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 Natienal 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 Duluth, Minn. (out of 
print) 


The First Yearbook of the Department of Elementary School 
Principals 
‘The Technic of Supervision by the Elementary School 


Principal.” Published at Washington (out of print) 
Bulletins of the Department of Elementary School Principals 
Vol. I, No. 5. May, 1922 


Vol. II, No. 
Vol. Ul, No. 
Vol. HI, No. 
Vol. HH, No. 


October, 1922 

January, 1923 

April, 1923 

July, 1923 (Second Yearbook) 


PPPS 


No. 
Vol. No. 
No. 
No. 


October, 1923 (out of print) 
January, 1924 (out of print) 
April, 1924 

July, 1924 (Third Yearbook) 


eYpe 


No. October, 1924 
January, 1925 
April, 1925 


July, 1925 (Fourth Yearbook). 


No. 
No. 


lt a 


No. 
No. 
No. 
No. 


October, 1925 

January, 1926 

April, 1926 

July, 1926 (Fifth Yearbook) 


wn = 


> 


: No. October, 1926 
January, 1927 (out of print) 
April, 1927 (Sixth Yearbook) 


July, 1927 


m& WIS -