INDEX Arrangement of topics based on the “ List of Educational Subject Headings ’ prepared by L. Belle Voeglein for the National Education Association Com- mission on Coordination of Research Agencies. The Ohio State University Press, Columbus, Ohio. Academic degrees, suggested standard, 152-154; supervising principals, 179- 180; teaching principals, 288-289; suc- cessful principals, 299. Academic courses, recommended by committee, 152-153; in miscellaneous training programs, 424-427, 430. Activity analysis. See Job analysis. Administration, emphasized in state laws, 142-148, 211, 213; in city rules, 143; recommended by committee, 154; definition of, 157; Hampton’s list of activities, 184-186; time con- suming duties, 189-190; composite list of duties, 198-200; emphasized in local board rules, 216-217; in cities over 100,000 population, 218-221; of teaching principals, 290; of success- ful principals, 301; courses offered by universities, 404, 405, 407, 408, 409, 411, 412, 413, 414, 415; in miscellane- ous training programs, 428-429; in training programs for principals, 438; content of courses in, 448-450; over- lapping, 453; sample course in, 455- 457. Age, supervising principals, 141; teach- ing principals, 146; of women super- vising principals, 171-172; of men supervising principals, 171-172; of women teaching principals, 286-287; of men principals, 286-287; of success- ful principals, 297-298; correlations with, 298. Architecture. See Offices. Art supervisors, included in definition of special supervisors, 157. Assistant principals, assignment, 144; selected by, 255; basis of selection, 255; experience of, 255; basis of as- signment, 256; distribution of time, 256-257; possibilities of, 257-258; supervisors of instruction, 338-339. Assistant superintendents, in defini- tions, 157. Associations, Educational, in growtli in service, 147; membership in N. E. A., 147; membership in Department of Elementary School Principals, 147; kinds of principals’ organizations, 147; purposes of local associations, 147, 351; growth of state associations, 147; contribution of the national or- ganization, 148; memberships re- ported by principals, 346-347; names of local, 352; frequency of local meet- ings, 352-353; meeting hour of local, 353-354; control in local, 354-356; local dues, 356; type of local meet- ings, 356; activities of local, 357-359; purpose of state, 359; number of state, 360; activity in state, 361; movements toward state organiza- tion, 361-363; purpose of national, 363; development of the national, 363-364; activities of the national, 364. Athletics, and pupil adjustment, 310- 311. Attendance, time consuming duty of principal, 189; checking pupils by clerk, 260; at professional meetings, 347. Auditoriums, in work, 323-324. correlating school 3achelor’s degrees. See Academic de- grees. Bells, a clerical duty, 260. 3ibliography, 523-559; see selected ref- erences at end of each chapter. Boards of education, principals’ duties in local rules, 143; assist in improv- ing principals, 209; duties of princi- pals in state board rules, 213; prin- cipals’ duties in local board rules, 215-227. 30oks and reading. See Professional books; professional growth. Boy Scouts, in community activities of principals, 251. [ 631 ] 632 ELEMENTARY ScHoot PRINCIPALS Building designs and plans. See Offices. Building inspection, administrative duty, 185; an essential duty, 199; in local rules, 219. Building principals, in development of the principalship, 164-165. Building programs, recommended by committee, 145; in the development, of supervising principals, 292. Building standards, suggested for prin- cipal’s office, 283-284. Bulletin boards, reported by principals, 270; in plans, 272, 274, 275, 276, 277, 280, 281; value of, 282; in essentials of office, 283. Bulletins, an aid suggested by teachers, 195. Case method, suggested for profes- sional courses, 150-151. Case studies, of successful principals, 310-318. Catalogs, as basis for Chapters XXI and XXII, 402-403. Certification. See State certification. Child psychology. See Educational psy- chology. Civil service examinations for clerks in Minneapolis, 263; should not appoint school clerks, 145, 266. Classroom visits, number of, 191-192; length of, 192-193; conferences after, 193-194. Clerical duties, emphasized in state laws, 142-143, 211-213; in city rules, 143; defined, 157; according to Hamp- ton, 187; time consuming duties, 189- 190; composite list, 200-201; empha- sized in local board rules, 216-217; in cities over 100,000 population, 221- 222; of teaching principals, 290; of successful principals, 301. Clerks, recommended assignment, 145; selected by school authorities, 145; number of clerks under supervising principals, 258-260; duties of, 260- 261; attitude of supervising princi- pals toward, 261; attitude of super- intendents toward, 261-262; ideal assignment, 262; practical bases of assignment, 262-263; training of, 263-264. Clocks, Program, in essential equipment of office, 284. Clubs, reported by supervising princi- pals, 252; value of, 253. Coefficients of correlation, salary and experience, 297; school enrolment and experience, 297; salary and age, 298; school enrolment and age, 298; size of city and salary, 299; salary and expenditures, 299. College degrees. See Academic degrees. Colleges of education, in analysis of training programs, 417. Committee on Standards and Training, members of, 132; recommendations of, 141-154; early sentiment for, 155; appointment of, 155; preliminary work, 156; cooperation with the Re- search Division, 156; purpose of, 156; limitations of work, 156; basic defi- nitions used, 156-157; sources of data, 157-158; arrangement of data, 157- 158. Community relationships, principles governing, 144; of supervising prin- cipals, 249-254; of successful princi- pals, 305; in case studies, 312, 314- 315; welfare work, 327. Conferences, Personal. See Interviews. Conferences and conventions, Educa- tional, attendance of supervising prin- cipals, 347. Continuous publicity, membership in clubs, 252-253; community work, 251- 252; school paper, 319-320; drum corps, 322-323; Parent Teacher Asso- ciations, 324-325; letter to parents, 326; school play, 326-327; welfare work, 314-315, 327; professional arti- cles, 349; professional organization, 351-366. Correlation. See Coefficient of corre- lation. Correspondence courses, in academic year, 1926-1927; 412-414. Cost of living, as criterion in salary scheduling, 486; as reported by prin- cipals, 486-487; as estimated in Chi- cago, 492. Courses, Professional, recommendations on number of professional courses, 149; recommendations on training programs, 149-150; recommendations on content of professional courses, 150; in academic year, 1925-1926, 407- 410; in summer of 1926, 405-407; in extension, 410-412; in correspondence, 412-414; of particular interest to ele- mentary school principals, 415; mis- cellaneous training programs, 417- nt S Tur SeventH YEARBOOK 633 431; training programs for principals, 431-441; content of professional courses, 443-467. Credit for advanced work, in Washing- ton, 373; in Newark, 376; in Boston, 377; in Philadelphia, 384. Curriculum, in training programs, 428- 429, 439, 441; analysis of courses on, 447-448; overlapping of courses, 453; sample course, 460-462; in essential training topics, 465. Custodians. See Janitors. Daily programs, authority for, 232. Degrees. See Academic degrees. Demonstration lessons, time given ac- cording to Hampton, 183; Hampton discusses need for, 188; not reported by principals, 189; suggested in Val- entine’s study, 195; reported by suc- cessful principals, 302. Department of Elementary School Prin- cipals, officers, 131; major purpose, 141; origin, 155; purpose of organiza- tion, 363; development, 363-364; ac- tivities, 364; percent of principals re- porting membership in, 305; mem- bers of, 577-625. Dependents of principals, 298. Deputy superintendents. See Assistant superintendents. Diplomas, awarded in training pro- grams, 422. Discipline, School, according to Hamp- ton, 185; time consuming duty of principals, 189-190; record system, 331-334; reported by successful prin- cipals, 301. Doctor’s degree. See Academic degrees, Duties. See Administration, supervi- sion, teaching, clerical, miscellaneous, elementary school principal, super- vising principal, teaching principal, ete. Economic position of the principal, 151, Chapter XXIV; importance of improving, 151; single salary princi- ple, 151; salaries reported by princi- pals, 468-474; principals compared with professional groups, 474-477; a professional wage for principals, 477- 481; cost of professional salaries, 481- 484; bases for scheduling salaries, 485-493. Educational associations. See Associa- tions. Educational measurements, recom- mended for principals, 154; in train- ing programs, 438-439; analysis of courses in, 446; sample course in, 458- 459; essential topics in, 463-465. Educational psychology, recommended for principals, 154; essential topics in, 465. Educational sociology, in training of principals, 463. Electives, in training of principals, 153- 154. Elementary education, yearbook a con- tribution to, 133; importance of supervising principalship to, 166-167; number of courses in, Chapter XXI; in miscellaneous training programs, 428-429; in principals’ training pro- grams, 438-441. Elementary school principalship, de- velopment of, 141, Chapter II; stages in development, 160; one teacher stage, 161-162; head teacher stage, 162-163; teaching principal stage, 163-164; building principal stage, 164- 165; supervising principal stage, 165- 167; official title, 169-170; proportion of men and women, 170-171; duties of according to Hampton; 182-188; time consuming duties, 189-190; super- visory activities of, 191-195; Valen- tine’s supervisory procedures, 195- 196; Dyer’s supervisory activities, 196-197; composite list of duties, 197- 201; duties according to state regu- lations, 210-214; duties according to local rules, 215-227; and the super- intendent, 228-236; and supervisors, 237-248; relationship to supervisors according to superintendents, 243- 244: relationship to supervisors ac- cording to college experts, 244-247; and the community, 249-254; and assistants, 255-266; the elementary school office, 267-284; teaching prin- cipals, 285-292; study of successful principals, 293-309; case studies, 310- 318; feature work, 319-342; improve- ment in service, 343-350; principals’ organizations, 351-366 ; local standards in selecting, 367-390; state certificates affecting, 391-401; available profes- sional courses, 402-416; training pro- grams, 417-442; content of profes- sional courses, 443-467; economic position of, 468-495; studies on, 496- 522; bibliography on, 523-559. 634 ELEMENTARY Scuoot Princrpars Enrolment of schools, under supervis- ing principals, 169; under teaching principals, 285; under successful prin- cipals, 295. Entrance requirements, of college train- ing programs, 418-419. Equipment, reported in _ principals’ offices, 270-271; essential items, 283- 284. Evaluation of credits. advanced work. Examination systems for principals, in Chicago, 374-375; in Newark, 375- 376; in New York, 380-383; in St. Louis, 387; summary of, 389. Executive ability, sought in candidates for the principalship, 372. Experience, suggested standard, 151- 152; of supervising principals, 172- 178; of teaching principals, 287-288; of successful principals, 295-297. Extra-Curriculum activities, according to Hampton, 186; in time consuming duties, 189; in composite list of duties, 201; in state laws, 210-211, 213; in local rules, 223. Extra hours, reported by supervising principals, 347. See Credit for Faculty meetings. See Teachers’ meet- ings. Files, in essential equipment for prin- cipals’ offices, 284. Finance, salaries paid to principals, 468-474; professional salary schedule for principals, 477-481; cost of apply- ing suggested schedule, 481-484. Foreign languages, in professional train- ing programs, 424-425, 426-427, 430, 441. Functional analysis. See Job analysis. General supervisors. See Assistant superintendents. Graduate work, for the principalship, 154. Growth. See Professional growth. Handbooks, of Oakland, 225; of St. Louis, 225; of Los Angeles, 225-226; value of, 226. Health club, in school health program, 334. Health education, nutrition, 334; class- room teaching, 334; health club, 334. Health Service rooms, in standard office suites, 278-284. Heating, of principal’s office, 283. Home and school, school events, 249- 250; community work of principals, 250-251; importance of contact, 253; personal visits, 310; in foreign dis- trict, 312; welfare work, 314-315; school paper, 320; fife and drum corps, 322-323; Parent Teacher Association, 324-325; questionnaire to home, 325; letter to home, 326; school play, 326- 327; school library, 327-328; health work, 334-335; teacher committees, 441. Hygiene, general topic, 154; topics, 465. specific Improvement in service. See Profes- sional growth. Individual difference of teachers, in supervision, 313. Initiative, according to personal rating scale, 306; importance of, 309; sought, by superintendents, 372. Interviews and conferences, according to Hampton, 185; hour of, 193; lack of uniform practice, 193-194; a tech- nic of supervision, 194; approved by teachers, 195; reported by Dyer, 196; in composite list, 198; in local rules, 217; time consuming duty of success- ful principals, 301; importance in supervision, 302. Janitors, inspecting work of, 185; time consuming duty, 189; in composite list of duties, 198-199; authority to direct, 229-230. Job analysis, value of, 142, 182; diffi- culty of, 182; technic used, 182; Hampton’s study, 182-188; Dyer’s study, 196-197, 562-566; by Charters, 201; Price’s study of state laws, 210- 214; local rules, 215-227. Kindergartens, under supervising prin- cipals, 168, 560-561; under teaching principals, 286; under successful prin- cipals, 295. Kiwanis club, principals reporting membership, 252; value of, 253. Laboratory method, suggested for pro- fessional courses, 150. Laws and legislation, analysis of those affecting principalship, 210-213; prin- ciples governing state laws, 214. ng Tue SreventH YEARBOOK 635 K Legal status, of principalship, in state laws, 210-214; in local rules, 215-223; state certification, 391-401. Length of service. See Experience. Libraries, starting, 327-328. Lighting, of principal’s office, 283. Lions Club, principals reporting mem- bership in, 253; value, 253. Literature, recommended by commit- tee, 152; in professional training pro- grams, 424, 426. Local school administration. See Ad- ministration and boards of education. Local standards in selecting principals, as to experience, 148, 368-370; as to age, 148; as to training, 148, 371-372; as to sex, 148, 370-371; as to per- sonality, 148-306; source of, 367-368; in Washington, 373-374; in Chicago, 374-375; in Newark, 375-376; in Bos- ton, 376-380; in New York, 380-383; in Philadelphia, 383-385; in St. Louis, 385-388; summary of city systems, 389. Magazines, Educational. See Profes- sional books and magazines. Manuals and handbooks. See Hand- books. Master’s degrees. See Academic de- grees. Mathematics, in professional training programs, 424, 426. Measurements. See Educational meas- ments. Members of Department of Elementary School Principals, 577-625. Men as principals, proportion of, 170- 171; age of supervising principals, 171-172; age of teaching principals, 286-287; dependents, 298. Methods and technic. See Teaching. Military drill, in professional training programs, 425, 427, 430, 441. Minimum essentials, in general train- ing of principals, 152-154; specific topics, 463-466. Miscellaneous duties, defined, 157; ac- cording to Hampton, 187; time con- suming duties, 189-190; composite list, 201; in local board rules, 216- 217; in cities over 100,000 popula- tion, 223. Modern history, recommended by com- mittee, 153; in professional training programs, 424, 426. Mottoes, of principal, 312. Music, recommended by committee, 153. Music supervisors, included in defini- tion of special supervisors, 157. National Education Association, ap- proves a department of elementary school principals, 155; memberships in, 305, 307, 308, 346-347; journal of, 304, 343-344; proceedings of, 364; salary tables of, 483. Natural science, reeommended by com- mittee, 153; in professional training programs, 425, 427. New type examinations. See Objective examinations. Newspapers and periodicals, school paper, 319-320. Normal schools, not included in analy- sis, 402. Note-taking, in class visitation, 193. Nurses’ room, in relation to the office, 278-284. Nutrition, classes and club, 334. Objective examinations, in selecting principals, 381-383. Observation of teaching. See Class visitation. Occupational analysis. See Job analy- sis. Officers of Department of Elementary School Principals, 131. Offices, minimum size, 145; importance of, 145; rooms in, 267-268; uses of, 269; typical equipment, 269-271; typical plans, 271-278; recent de- veloped plans, in San Francisco, 278-279; in Los Angeles, 279-280; in Denver, 280-281; in Fresno, 281-282; unique features in, 282-283; essen- tials of planning, 283-284. Oral examinations, in Chicago, selec- tion system, 374-375; in Newark, 376; in New York, 381; in St. Louis, 387. Oral English. See Public speaking. Organization. See Administration or associations. Outside work. See Extra hours. Papers, School. See Newspapers. Parent Teacher Associations, commu- nity activity of principals, 251; trained by principal, 324-325. Part-time clerks, reported by supervis- ing principals, 259-260. 636 ELEMENTARY Scuoo. PRINCIPALS Penmanship, inciuded in definition of special supervisors, 157. Periodicals, Education. See Profes- sional books and magazines. Personal equation, according to super- intendents, 293. Personal interview. See Interviews. Personality, importance of, 147; super- intendents on, 293-295; as shown in rating scale, 305-307 ; as shown in case studies, 310-318; according to par- ents, 325. Philosophy of education, recommended by committee, 154; topics in, 463. Physical education, recommended by committee, 153; in professional train- ing programs, 425, 427, 441. Physics, recommended by committee, 153; in professional training pro- grams, 425, 427. Placement, principals’ authority with teachers, 229; principals’ authority with pupils, 231. Plans. See Offices. Platoon schools, in case study, 315- 316; correlation in, 323-324. Plays, school, 326-327. Political science, in professional train- ing programs, 424, 427. Practice teaching, in college and uni- versities, 406, 407, 409, 410. Practice supervision, suggested for state certification, 401. Preface, 133. Principals. See Assistant principals, elementary school principals, super- vising principals, teaching principals, etc. Principals and supervisors. See Super- vising principals and supervisors. Principals, in community activities, 144; in making state laws, 214; in making local board rules, 223-225; in assigning clerks, 265-266. Probationary period, in New York ap- pointments, 383. Pupil government, 320-322. Professional articles, as aids in growth, 142; value of productive scholarship, 349. Professional books and reading, in professional growth, 147; of suc- cessful principals, 303-305; profes- sional magazines, 343-344; helpful books, 345-346. Professional growth, self-rating, 142; study, 142, 347-348; productive schol- 142; responsibility, professional contacts, 143; summer school, 147, 342-343; of successful principals, 303-305; professional magazines, 343-344; non-professional magazines, 344-345; helpful books, 345-346; professional organization, 346-347; professional meetings, 347; professional articles, 349; available professional courses, 407-416; training programs, 417-442; content of profes- sional courses, 443-467. Professional status. See Principals. Psychology, recommended by commit- tee, 154; number of courses in, 405, 407, 409, 411-415; in professional training programs, 429, 439, 441. Public speaking, recommended by com- mittee, 152; in professional train- ing programs, 424, 426, 441. Publicity. See Continuous publicity. Pupil, government, 320-322; adjust- ment, 310-311; classification index, 329-331. arship, 142; Qualifications of principals. See Local standards, state certification, per- sonality, recommendations of com- mittee. Questionnaires, use in study, 157-158; extent of broadcast to principals, 158-159, 560; to parents, 325. Rating scales, value of self rating, 142; applied to successful principals, 305- 307. Reading, Professional. See Professional books. Record systems, invoice of, 328-329; classification and promotion, 329-331; discipline, 331-334. Research, studies of principals’ duties, 141; needed studies, 151. Rules and regulations, analysis of state, 210-214; analysis of local, 215-223; principals’ authority to make, 230. Salaries of successful principals, 298- 299; of six hundred principals, 468; of city principals, 469; of rural prin- cipals, 470-471; nation-wide distribu- tion, 471-472; maximum salaries, 472-474; principals’ salaries compared with professional incomes, 474-477; proposed example of a professional schedule, 477-481; estimated cost of professional wage for principals, 481- 484; bases for scheduling, 485-493. _— ee OUTS Ture SeventH YEARBOOK 637 Science, recommended by committee, 153; in training programs, 425, 427. Secretarial training. See Clerks. Single salary schedule, as criterion in salary scheduling, 488-491. Social science, according to Hampton, 187. Social science, recommended by com- mittee, 153; in professional training programs, 424, 426. Sociology, Educational. See Educa- tional sociology. Special supervisors, relationship with principals, 144; definition of, 157. Standards suggested by committee, on kind of experience, 151; amount of experience, 152; on age, 152; on sex, 152; on academic training, 152; on professional training, 153-154. State boards of education, rules affect- ing principals’ duties, 213. State certification, special certificates affecting principals, 149, 393-401; states without special certificates for principals, 391-393; in Kentucky, 393; in Alabama, 394; in Wyoming, 394; in California, 395; in Utah, 395-396; in Connecticut, 396-397; in New Jersey, 397-398; in Maryland, 398-399; in North Carolina, 398; in Delaware, 399; in Indiana, 399-400. State laws, principals’ duties in, 210- 213. State universities and colleges, in analysis of professional courses, 402- 403. Statistical methods, recommended by committee, 154; topics in, 463, 465. Stenographers. See Clerks. Successful principals, differences as compared with unselected principals, 146; Chapter XIV; case studies, Chapter XV. Superintendents and principals, 143, 228-236; selecting teacher, 229; di- recting janitor, 229-230; school rules, 230; selecting supplies, 231; placing pupils, 231-232; daily program, 232; time allotments of studies, 232-233; content of studies, 233-234; prescrib- ing methods, 234; on factors in suc- cess, 293-295; and selected princi- pals, 303. Supervising principals, age of, 141, 171- 172; type of school supervised, 141, 168, 560-561; size of schools, 141, 169; experience, 141; training, 141; actual time allotment, 142; ideal time allot- ment, 142; duties shared with super- intendent, 143, 228-236; relationship to supervisors, 144; and the com- munity, 144; and assistants, 144-145; definition of, 157; total educational experience, 172-173; experience as principal, 173-174; years in present position, 174-175; number of previous positions, 176; kind of previous posi- tions, 177-178; schooling prior to col- lege, 178-179; college degrees, 179- 180; time consuming duties, 189-190; activities in supervision, 191-195; rating teachers, 191; class visitation, 191-193; individual conferences, 193- 194; actual time allotment, 204-206; ideal time allotment, 207-208; and special supervisors, 237-239; and gen- eral supervisors, 239-240; and com- munity, 249-254; and school func- tions, 249-250; hours in community work, 250-251; community activities of, 251-252; social-civie activities of, 252; assistants of, 255-266; assistant principals of, 255-258; clerks of, 258- 264; study of successful principals, 291-309; case studies, 310-318; feature work, 319-342; summer school atten- dance, 342-343 ; professional magazines read, 343-344; non-professional maga- zines read, 344-345; helpful books of, 345-346; memberships in professional organizations, 346-347; attendance at professional meetings, 347; outside of school study, 347-349; writing pro- fessional articles, 349; salaries of, 468-469, 472. Supervision, defined, 157; Hampton’s list of activities, 183-184; time con- suming duties, 189-190; reported by supervising principals, 191-195; teacher rating, 191; class visitation, 192-193; Valentine’s procedures, 195- 196; Dyer’s list of activities, 196- 197; composite list of duties, 197- 198; in local board rules, 216-217; in cities over 100,000 population, 217- 218; supervising principals and super- intendent, 228-236; in Seattle, 240; in Detroit, 241-242; by teaching prin- cipals, 289-290; activities of success- ful principals, 301, 302-303; in case studies, 310-311, 313-314; courses in universities, 402-416; in training pro- 638 ELEMENTARY Scuoot PrINcIPALS grams, 417-442; content of courses, 450-452; overlapping of courses, 453; sample course in, 457-458. Supervisors, definitions of, 157; and principals, 237-248; general and spe- cial distinguished, 237; special super- visors and supervising principals, 237- 239; general supervisors and super- vising principals, 239-240; in Seattle, 240-241; in Detroit, 241-242; super- intendents’ attitudes toward, 243- 244; college experts’ attitudes to- ward, 244-247; of instruction, 338- 339. Supplies, authority of principal to se- lect, 231. Summaries and conclusions, of year- book, 141-154; Chapter II, 167; Chapter III, 180; Chapter IV, 202; Chapter V, 209; Chapter VI, 213-214; Chapter VII, 226; Chapter VIII, 234- 236; Chapter IX, 247; Chapter X, 252-253; Chapter XI, 264-266; Chap- ter XII, 284; Chapter XIII, 291-292; Chapter XIV, 307-309; Chapter XV, 317; Chapter XVI, 341; Chapter XVII, 349-350; Chapter XVIII, 364- 365; Chapter XIX, 388-390; Chapter XX, 400-401; Chapter X XI, 415-416; Chapter XXII, 441-442; Chapter XXIII, 466-467; Chapter XXIV, 493-495. Tables, charts and figures, list of, 136. Teacher rating, purpose of, 191; fre- quency of, 191. Teachers’ committees, in research, 339- 340; in administration, 340-341. Teachers’ meetings, informal type, 335; lecture type, 336; problem type, 336- 338. Teaching duties, defined, 157; accord- ing to Hampton, 187; in local board rules, 216-217; in cities over 100,000 population, 223. Teaching experience, recommended by committee, 151-152; sought for by superintendents, 368-369; in state cer- tificates, 400. Teaching principal, size of school un- der, 145, 285; age of, 146, 286-287; experience of, 146; academic de- grees, 146; definition of, 157; early development, 163-164; type of school under, 286; total experience, 287; experience as principal, 287-288; years in present position, 288; col- lege degrees, 288-289; hours at school, 289; actual time allotment, 289-290; ideal time allotment, 291-292; sala- ries of, 469, 472. Terminology, Educational, importance ot agreement on, 454. Time allotments, actual for supervis- ing principals, 142, 204-206, Chapter V; ideal for supervising principals, 142, 207-208 ; actual for teaching prin- cipals, 146, 289-290; ideal for teach- ing principals, 146, 291-292; accord- ing to Hampton, 182-188; total school day of supervising principals, 204; according to miscellaneous studies, 206-208; of successful principal, 300. Training programs, for miscellaneous school positions, 149, 417-430; for principals, 150, 431-441. Travel, evaluated in Washington’s rat- ing scale, 373. Types, of schools under supervising principals, 168, 560-561; of assistant principals, 257-258; of clerks, 263- 264; of schools under teaching princi- pals, 286; of schools under successful principals, 295. Unit of administration, each school, 143, 228. Universities and colleges, in analysis of professional courses, 402-403. University extension, professional courses in, 410-412. Visitation, Class. See Class visitation. Vocational education, recommended by committee, 154; in professional train- ing programs, 429-430. Vocational guidance, recommended by committee, 154; in professional train- ing programs, 429-430. Wages. See Salaries. Welfare Work. See Social service work. Women as principals, proportion of, 170-171; age of supervising princi- pals, 171-172; age of teaching prin- cipals, 286-287; dependents, 298. Women’s clubs, community work of supervising principals, 252. Yearbooks, purpose of Seventh Year- book, 133, 156; of Chicago principals, 225; of Sioux City, 225.