J 








VOL. JANUARY, 1928 





Vil, NO. 2 


BULLETIN 


OF THE. 


Department of Elementary 
School Principals 
















The Principal and Supervision—Brown...........seeeeeeeees 67 
Conduct Education in the Elementary School—Lommen...... q1 


Interchange of Teachers Within the British Empire— 
PN driv se cataddousanouSewapecsegieeeeeneaa sauce 80 


The Denver Elementary Social Science Course of Study— 
BROS MODES EGG: ois ve'visin dvcsvcnesssseseceus 82 


CeCe TO OD 5.05 d5:50'00 sc0esansescbacdaspeemame 86 
The Responsibility and Opportunity of the Principal to the 


| HOmMe—FOrce 2... ccccccccccccccccccscccscccsccscccsece 100 
Effective Teaching of Thrift—Froula..............ceseceoes 105 
| Gist Tite and ead — Cpl o.oo ski ov cicccnscdssccseceenee 115 

Report of the Enrolment Committee—Potter..............+- 119 


A Survey of Arithmetical Problems Arising in Various Occu- 












a are ee er Pare nee ory rer ree rn ie 122 
BO, RIOR iia oad idancecutanddnenemsiessones sad center 124 
EERE Sos code daawadseaineneamaaeuinda nee ew eam eas 126 











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 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. 











BULLETIN 


of the 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


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

The payment of $3 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 per year; single copies, 50 cents; 1 
Yearbook, $2. r 
Members are requested to report at once any change of address, giving P 
old as well as new address. : 
Entered as secondclass matter November 20, 1922, at the postoffice f 
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. I 
peed cass easiness Si 5 pect a eee . ( 
Executive and Editurial Offices, 1201 Sixteenth Street Northwest, a 
Washington, D. C. oO 
a 

OFFICERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL M 
PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION st 

1927-28 

President, AntHUR S. GIsT th 

Frick School, Oakland, California th 

First Vicepresident, E. RUTH PyRTLeE th 

Bancroft School, Lincoln, Nebraska 

Second Vicepresident, WARREN A. RoE ; 

Belmont Avenue School, Newark, New Jersey It 

Third Vicepresident, Herpert C. HANSEN th 

Talcott School, Chicago, Illinois pl 

Fourth Vicepresident, Mrs. Jutta M. WuirTeE ce 

Steele School, Denver, Colorado to 

Fifth Vicepresident, MARTHA M. WILSON su 
Public School 9, New York City an 


Secretary and Editor of Bulletin, HELEN B. SHovE 
Longfellow School, Minneapolis, Minnesota 
Executive Committee on 

W. T. LoncsHore, Greenwood School, Kansas City, Missouri 


(Term Expires 1928) ea: 

Mrs. Jessie M. Fink, Buchanan School, Grand Rapids, Michigan Ca 

(Term Expires 1929) ha 

M. E. Peterson, Twentieth Street School, Los Angeles, California cal 
(Term Expires 1930) 

ExvizaseTtH McCormick, Howe School, Superior, Wisconsin os 

(Term Expires 1931) Wa 


wo 


co  —_ _ __ Ts _______ ___—_ gZ1Vv 


son 

















THE PRINCIPAL AND SUPERVISION 


Epwin J. BRown 
Stanford University, California 


F EFFECTIVE supervision is to be done there is just one person to do it. 
That person is the principal. True, there are schools which are fortunate 

enough to have a fulltime supervisor other than the principal, but these 
schools are so few, when the number of schools as a whole is considered, as 
to be almost negligible. The principal, regardless of the amount of his 
administrative duties—and these duties at times seem to be almost smother- 
ing—is faced with another responsibility which is a man-sized job in itself. 
That it is work which can be neglected does not lessen his responsibility. 
Supervision, the principal must do. 

In attempting to analyze the work of the principal as a supervisor one is 
forced to conclude that this work falls under two rather inseparable heads. 
The first might be called the methods and principles of supervision; the 
second, the personal and social nature of the work of supervision. The first 
leads to clear vision, logical analysis, constructive criticism, and effective 
aid ; the second leads to improved instruction through preventing the work 
of the teacher from becoming lifeless, listless, and routine. The first is 
analytical supervision. The second might be called creative or inspirational. 
Neither can succeed without the other. The purpose of this article is to 
state as briefly and concisely as possible the factors making up each type. 

Under the topic, ‘‘ Methods and Principles,” a summary brings to light 
the following principles which are agreed upon by writers in the field. From 
the viewpoint of the principal who feels his responsibility for supervision 
they are: 

Producing a unity of purpose for the entire staff 
itself in its attempt to work everything toward a common purpose, namely, 
the improvement of instruction that the child may profit. The supervising 
principal who has produced this desirable “ unity of purpose” has suc- 
ceeded in getting the cooperation of every teacher. He has deliberately tried 
to set up a goal toward which every teacher may be attracted. He has 
succeeded in moulding his faculty into a “happy family ” through the 
amalgamation of different groups and factions. He has kept in mind the 
“vision ” rather than the “ super ” when thinking of his job. 

Developing a broad general program while attending to the details of daily 
work—The principal who is carrying out a real supervisory program realizes 
early that he must be looking toward a broad, general plan while he is 
carrying on the details of daily work. This means first of all that he must 
have an organized, specific plan of procedure. It means that if he is to 
carry out his general plan that his daily work must be definitely planned 
and scheduled. It presumes that haphazard visiting and conferences are a 
waste of time. It means that he centers the thinking of the group, and the 
work of the group on the improvement of instruction in one subject for a 
given period of time. It infers measuring the results of this special effort in 





Supervision justifies 


some objective way. 


[67] 





68 NATIONAL EpucATION ASSOCIATION 





Making professional visits convey the feeling of personal interest in each 
classroom visiteda—To carry out this maxim the principal seeks to make his 
visits not only definitely professional but also significantly personal. He 
knows the names of most of the pupils. He takes an active interest in their 
games, their undertakings, their projects. ‘The principal who wishes to 
develop this feeling of personal interest on the part of teacher and pupils 
never forgets a promise made to either at the time of a former visit. He 
always sees some good and commends it although his eyes are not closed 
to weaknesses. He comes to sense that he is a welcome visitor in a room 
and counts this welcome as not the least of his successes. 

The principal aids the teacher directly in the application of the principles 
of good classroom work—This includes the arranging for demonstration 
lessons to be taught and witnessed by staff members; the aiding of the teacher 
in recognizing and planning for individual differences; it provides for aiding 
the teacher in clarifying her assignments and in seeing clearly the aims of 
instruction. With the young and inexperienced teacher it may. mear the 
holding of preteaching conferences that the plans of the teacher may be 
organized and the prevention of serious errors insured. This plan is often 
more economical not only of time but also of effort. It tends to prevent 
rather than to correct mistakes. If the teacher is really aided by the principal 
in the application of good classroom technic she is made to see that every 
piece of school machinery must give an educational account of itself. 

The efficient supervisor seeks out and makes recognition of efficient work— 
The principal who needs this rather insistent demand aids the teacher in 
setting up experimental situations. He aids the teacher in securing the publi- 
cation of the purpose, method, and results of the experiment as her work, 
not as his. ‘The principal arranges that his best teachers get places on state 
and county committees and programs because of their efficiency. He does 
not forget to mention especially fine work of a teacher when speaking to 
patrons of the school. He has determined the requisites and has developed 
the technic of writing a recommendation. 

The aims of supervision are made apparent to teachers—The efficien* 
supervising principal becomes a sort of training teacher for supervisors jus 
as the good administrative principal or superintendent is constantly training 
his assistants to occupy positions similar to his own in other school systems. 
The work of supervision is no mysterious power which vanishes when its 
aims and purposes are exposed to all. Every member of the staff should be 
conversant with the supervisory plans for the year. The problem of the 
year is set up as the big goal for every teacher. The good principal makes 
teachers believe in supervision. 

Good supervision directly improves the results of instruction—This state- 
ment has had its proof. The principal who is meeting this pertinent demand 
of supervision finds that the field of supervision as a whole is opened to him. 
More specifically, however, he finds himself providing a motive for study; 
helping the teacher organize materials; aiding the teacher in developing the 
different types of lessons; suggesting technic for her use in making her ov 1 








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ELEMENTARY SCHOOL PRINCIPALS 69 





lesson plans function better; and in developing devices for selfcompetition 
among the pupils. 

Good school management is promoted—This principle is a general one and 
may be considered from many aspects. Part of the principles laid down 
under other heads undoubtedly apply to this phase of supervision. Clean 
cut lines of cleavage are very difficult to make in any phase of educational 
theory or practice, and supervision is no exception to the rule. However, 
we may think of the work of the principal in promoting good school man- 
agement under these heads and not be far amiss: It routinizes classroom 
mechanics; it tends to make discipline creative in that the pupil becomes 
his own disciplinarian ; it arouses interest and pride in his school on the part 
of the pupil. School management might even be construed to allow for 
showing that clear aim is the big determinant in management as well as in 
method. It implies interest in the measuring field that the teacher may ques- 
tion the validity and reliability of her measuring devices. The supervisor 
who is aiding the teacher in improving her school management does not fail 
to., ve ker. the benefits of his visits to other rooms without implying any 
deficiency on her part. Last of all and in the opinion of the writer least 
important, although it is most frequently stressed, it aids the teacher in the 
handling of the seating, the heating, the lighting, and in making the best 
use of the ventilating appurtenances provided. 

Supervision promotes professional interest—To do this it calls attention 
to usable current literature and sees that the teacher gets it. The principal 
who is aiding in professional growth encourages afhliation with the local, 
county, state, and national professional organizations. He encourages sum- 
mer school attendance. He makes it possible for teachers to visit other 
teachers and to observe their work. He secures good pay for good services. 

The foregoing discussion has stated some of the dominating principles of 
supervision. It has said nothing about the supervisor. However, supervision 
is such an intimate, close-range, shared-relationship job, that to neglect men- 
tion of the personal and social qualities demanded of the worker in this field 
is to state the problem but partly. There is probably no work in the field 
of education where personality plays a greater part than in this same field 
wf supervision. No one can do really beneficial, constructive work without 
a.desire for improvement upon the part of the supervised. Creating this 
desire and providing the method for satisfying it tends to become a personal 
affair. The best trained supervisor, technically, can do little of value if 
he is distrusted and disliked by the persons with whom he works. This leads 
to an analysis of some of the qualities which the writer feels make up the 
personal and social side of supervision: 

Cleanliness in personal habits—This is generally taken for granted but 
failure in this all important item is not uncommon. The topic includes clean- 
liness of teeth, hands, and nails. It implies freedom from tobacco and other 
disagreeable odors. 

Neatness and trimness of appearance—Clothes clean and of fair quality; 


hair neatly trimmed and combed; shoes shined; the day started with clean 





70 NATIONAL EpucaATION ASSOCIATION 





linen, and a reasonable variety in clothing are a few items which come under 
this head. 

Interest in the work and play of the staff—This interest will be evidenced 
by teachers coming to the supervisor voluntarily for help. It will show 
itself in the way that teachers and pupils include him in their fun and by the 
enthusiasm with which pupils welcome him to the playground. The principal 
who fills this important social obligation aids in planning recreation for his 
teachers as well as in planning work for them. 

Modesty and unassumingness of the principal—The principal who is 
modest and unassuming measures his success only in terms of the group. 
He works as hard when he is the last named on a committee as when he is 
chairman of it. He submerges himself in the good of the school as a whole, 
and is the first to refuse credit which is not due him. 

Tactfulness in criticism—There are few things so deadening as untactful 
criticism. Criticism there must be but always accompanied by or preceded 
by commendation. The principal who supervises may know that he is tactful 
in his criticism if teachers like to show him the results of their work. It is a 
fair evidence of tactfulness on his part if teachers ask him to visit them when 
they are trying out new work. No one at such a time, if ever, invites destruc- 
tive criticism. If teachers ask him to suggest improvements for their work, 
and ask his opinion and willingly accept it or as frankly reject it, he may 
believe that his criticism is agreeably received. 

Energy and good health—There is no principal who underestimates the 
value of these qualities when hiring teachers. He should not underestimate 
the same qualities when evaluating his success due to personal and social 
factors. The principal who is always on the job; who can work hard six 
days a week and still be an enthusiast; who works as hard and as much as 
any teacher; who works overtime willingly; and, who plays as hard as he 
works, is apt to be the possessor of these qualities so essential to success. 

Courtesy and thoughtfulness—Here again we have a personal factor 
which comes as a sort of a second nature to some principals, and is conspicu- 
ous by its absence in some supervisors. The thoughtful, supervising princi- 
pal seizes upon every opportunity to lighten heavy loads. His professional 
meetings are economical of the time and the energy of his staff. He tries 
to accommodate as many as possible of his staff in planning for the regularly 
scheduled meetings. When an opportunity to do a “ good turn” for a 
teacher appears, he seizes it. He is as courteous to the teachers as he is to the 
city superintendent. 

He inspires hopeful, helpful, uplooking optimism—This is another per- 
sonal factor which is of significant importance. The principal who has this 
desirable quality is apt to believe that it is accidental. He probably feels 
that there is no methodology of inspiration or encouragement. However, 
the principal who never neglects to tell a teacher the good things which 
have come to him about her work, who is cheery and hearty in his greetings, 
who always commends the commendable, who deliberately offers encourage- 
ment, and who neglects to tell a teacher the things which can only hurt her, 








Ww 


st 
ol 











ELEMENTARY SCHOOL PRINCIPALS 71 








———_—_ 


is apt to discover that he has developed a methodology of encouragement. 
Very likely he discovers also that he has lost nothing in effectiveness by so 
doing. 

Unswerving loyalty to personal and professional ideals, to the group with 
whom he works, and to the institution which shelters and nurtures his pro- 
fessional growth—A blanket offering to be sure, but covering factors which 
if lacking would tend to make the best technical training worthless. The 
supervisor who meets these stern criteria indicates his loyalty in many ways, 
a few of which are: When out of the presence of his co-workers he keeps 
still when he cannot commend. His ideals are clearly defined in his own 
mind. He publicly expresses approval of the school system in which he 
works, seeing at the same time its weaknesses and seeking to improve them. 
When called upon he gives his honest opinion to those above him in rank, 
standing firm on what he believes when he knows they disagree, but carrying 
out orders loyally when the decision is against him. 

The factors enumerated make but a brief survey of the personal and 
social qualities which are essential to the success of the principal in his work 
in supervision. Many principals possess these qualities and do some fairly 
good work in supervision although their training in the theory of supervision 
is inadequate. Again, many supervisors are lacking in these personal qualities 
but are adequately trained in supervisory method. Their work, too, is likely 
to be classifiable as ‘‘ fairly good.” It is only when the supervisor or principal 
is found that possesses the combination of desirable qualities that a high 
degree of excellence results. The principal, by virtue of the fact that he 
possesses the personal and social factors for the exacting duties of an adminis- 
trator, is likely to have the best qualifications of a personal and social nature. 
For him the emphasis as a rule needs to be placed on developing the technic 
proper of supervision. 


CONDUCT EDUCATION IN THE ELEMENTARY SCHOOL 


GEORGINA LOMMEN 
Director of Training, Elementary School, State Teachers College 
Moorhead, Minnesota 


UCH HAS been written and said—more perhaps in form of criticism 

than in form of commendation—of the manner in which the elemen- 
tary schools are meeting the issue of character development among the youth 
of the land. Because the terms ‘“ character education,” ‘‘ moral education,” 
and “ citizenship ” imply a maturity of experience and a control of behavior 
principles that grow out of a wider and more varied experience than is com- 
mon to little children, the term “‘ conduct education ”’ instead of ‘‘ character 
education” is used for the caption of this article. The term “ conduct 
education” throughout this discussion will relate to the curriculum ex- 
periences in the schools rather than to the discipline of the school. What 
are, then, the dominant needs and purposes, some current practises, and the 





72 NATIONAL EpucATION ASSOCIATION 


desirable outcomes that must prevail in a school program that seeks to meet 
this new demand for a school day that shall carry within itself greater 
potentiality for the development of a more desirably integrated personality 
in childhood ? 

The elementary school of State Teachers College at Moorhead, Min- 
nesota, performs a double service in the community. We provide, first of 
all, a good school for the children who are entrusted to our care—there- 
after, we are a laboratory school where the best educational policies of the 
state may be observed, demonstrated, investigated, and practised by a group 
of prospective teachers in the course of their training for professional service. 

In one of the intermediate grades of this school is a child named Margaret, 
a fair-haired little granddaughter of Holland, whose parents were born in 
Holland. Physically she is a beautiful child; delicate and dainty, but healthy 
and wholesome in her development. She is extraordinary in application 
rather than in native ability; her manner is quaint, quiet, courteous as is 
traditional in the girls and women of her race. She has a soft, pleasing voice 
and a gentle influence upon us all. Margaret knows the right and instinc- 
tively she seems to choose the right. Her presence enriches the social atmos- 
phere of our entire school, and she thrives in the school environment we 
provide for her from day to day, from month to month. 

Her home life both supplements and negates the influence of our educa- 
tional program for the child. Her mother is timid, earnest, refined ; she has 
learned to speak our language quite well in the three years that we have 
known her. She loves America and reaches out eagerly to obtain for her five 
children the liberal education of our public schools. The father on the 
contrary is inclined to radical notions; he is not a little critical of democracy, 
especially the industrial and social democracy of America. This is a hasty 
sketch of the major influences at work in Margaret’s education in the 
schoolroom and at home. 

In contrast to Margaret is Adolph, a handsome boy with a quick, ready 
mind that races along ahead of his group, thereby releasing abundant energy 
with which to distract and annoy the immature young teacher who is prone 
to be engrossed with the mechanics of management rather than the moulding 
of child conduct through the use of matter. Adolph comes to school clean, 
and well-groomed at 9 A. M.; by noon his hair is disheveled, his trouser legs 
down, cuffs and shoe laces unlatched, his face and hands soiled. His voice 
on the playground is harsh, revealing indifference, perhaps defiance. He 
delights in annoying his playmates; he recently left the imprint of his teeth 
upon the rosy cheek of his boon companion without an excuse or an apology. 
He is often unreliable and almost always unresponsive to those same school- 
room stimuli that make Margaret blossom like the rose that she is. Adolph 
is an enfant terrible in his neighborhood ; mothers dread his influence upon 
the minds and conduct of their children, but his father, sympathetic with 
schoolroom problems, assures us that in the home where Adolph is an only 
child he is normally quiet, orderly, and obedient. The distress which the 

















ELEMENTARY SCHOOL PRINCIPALS 73 





child occasions in the neighborhood and frequently in the school community 
is quite beyond the father’s understanding or control. 

Is my picture overdrawn? Is it an exaggeration for effect? I believe the 
two types of children just mentioned are common to all schools, and between 
Margaret’s type and Adolph’s type are variations of personality problems 
as numerous as there are individuals in the group. What common learning 
environment shall we provide for children that in itself may best insure the 
conservation and further growth of the fine possibilities that already char- 
acterize Margaret’s development and yet at the same time shall effectively 
redirect Adolph’s misspent energies, without first reducing the matter of 
instruction to the present impossible plane of individual instruction? 

Granting that the problem of a more adequate program for conduct edu- 
cation does exist, the best solution will not necessarily come through radical 
readjustment or revolution; either of these types of approach have always 
been found to be wasteful of both endeavor and accomplishment. Let us 
review the existing educational principles now recognized and utilized in 
our school organization that carry within themselves the promise of conduct 
education. There are at least three of these principles operating in varying 
degrees of effectiveness in our public schools. 

First, we have derived from the social philosophers of our generation the 
instrument of a pragmatic educational philosophy, a philosophy that having 
taught us the present reverence for the personality of a child exhorts us to a 
schoolroom program that gives evidence not only of the faith but the practise 
of that reverence. We have escaped in the large the professional notion 
of the preceding generation that misbehavior on the part of a child is mani- 
festation of original sin; misbehavior is rather an urgent response to irrita- 
tions—mental, social, or physical—or to wrong habit formations both of 
which must be localized, analyzed, and treated by the teacher. 

No teacher who has been touched by educational literature or professional 
training in the last decade can escape the utilization of this principle at least 
within the limitations of our present schoolroom organization. The case 
of our present educational philosophy is a clear one for both teacher and 
child: the only justification for knowing the good, the desirable, is doing 
the good. 

The second principle is derived from a dynamic psychology. If the de- 
velopment of an educational science has brought us but a single discovery in 
the last generation, the application of the laws of learning is an inescapable 
professional obligation on the part of every teacher. To know that learning 
proceeds more favorably and positively when the materials and the conditions 
of learning are made interesting for the learner and that the most powerful 
drives to interest are the child’s own needs, urges, and desires does impose 
a new obligation upon each of us. Are teachers capitalizing the play im- 
pulses, the impulses to curiosity, to competition, to emulation, to ownership, 
to mastery, to creativeness in the measure which their importance deserves ? 
Finding just one of these little dynamos in an individual gives us the “ open 
sesame ” to his willingness “to play the game.” 





74 NATIONAL EpucaTION ASSOCIATION 





The third principle relates to the present concept of the curriculum as 
an instrument to social ends. We are but a decade from the interpretation 
of the curriculum as an artificial, formal, man-made instrument of desirable 
knowledge that must be somehow integrated with the child mind. The 
motives resorted to for accomplishing the integration were first, compulsion 
through fear, then compulsion through reward, and later through stimulat- 
ing device and fascinating teacher activity. 

The schoolmasters of the nation have recently defined the service of that 
instrument called curriculum in an important contribution to educational 
literature, the 26th Yearbook of the National Society for the Study of 
Education. Let the words of one of the foremost of our professional leaders 
define the present interpretation of the curriculum as a major factor in the 
larger educational process: ‘‘ Life and education are coincidental activities, 
education representing the conscious effort and procedure to increase the 
abundance of life and the power of experiencing life. From this conception 
of life and education it follows that the curriculum is fundamentally a 
succession of experiences by which one may learn the ways of life. ‘his 
definition of the elementary curriculum exalts the instrument to a tremen- 
dously important place in our national life as well as in our individual lives. 

A gentleman, who has been honored as dean among American school 
men and women, challenges our attention to the present disquieting feature 
of social life and calls upon our profession to scrutinize well whether 
the school curriculum of the last quarter century has had any part in: 

a. The widespread prevalence of juvenile crime in our nation. 

b. The spread of intolerance both racial and religious. 

c. The continued and apparently increasing dominance of our national life by 
materialistic ideals and standards. 

d. The probability that in proportion to our population and our opportunity we 
are not producing our share of creative talent in the field of socalled creative arts: 
music, literature.—26th Yearbook, Part II, p. 38. 


It is pertinent to ask ourselves: How great a responsibility for these con- 
ditions lies with the school now and in the future ? 

With this disconcerting challenge it is most reassuring to come upon a 
statement of specific aims underlying curriculum-making in one of our most 
progressive school systems: “In our thinking and in our selection of 
subjectmatter and activities in our equipment and in our planning, the 
specific functions of our curriculum stand out boldly: 

Our curriculum demands that every normal child master the knowledges and the 
skills he is going to need in life; that every child be given the opportunity to live 
happily and richly as a child; that every child be given a chance to develop fully his 
own individual talents; and that all the children be brought to the fullest possible 


realization that in the world’s good is one’s own good and in one’s own good is the 
world’s good.—Washburn, Part II, 26th Yearbook of the National Society for the 


Scientific Study of Education, p. 228. 


So far, then, as the present theory of education is concerned, the ele- 
mentary school teachers have never before been endowed with so liberal 











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ELEMENTARY SCHOOL PRINCIPALS 75 








an educational philosophy, so functional a body of psychological laws on 
which to base procedures, and such freedom in choosing the learning activi- 
ties and materials for the daily program. 

Three years ago the elementary school staff at Moorhead recognized the 
urgency of doing something local and something constructive in direct 
conduct training in its school community. During the interval of three 
years they have been consciously at work on the problem as an investigation 
and as an experiment in curriculum construction. It has been a modest 
effort but an honest one and is here presented on/y to make more concrete 
the program which is being urged. 

With Dr. Harry Emerson Fosdick we believe that the goal of all educa- 
tion and of all true religion, the finest thing that a home or a school can 
help a child to achieve, is effective and creative good taste. Our little school 
is perhaps not better, not worse than the typical grade school in matters 
of everyday manners but we began our experiment in conduct curriculum 
building in 1925 with the specific purpose to improve the levels of courtesy 
in our group. We took the entire year for the project.. The achievement 
was not distinctive nor remarkable, but it was educational both for the 
children and for the group of one hundred fifty or more student teachers 
who came under observation of the experiment. In 1926 we continued the 
study with a special consideration of how we might raise the levels of 
appreciation for the objects of beauty in our environment. Our curriculum 
studies and investigations in conduct education are still going on. ‘The 
emphasis for the year of 1927 is being placed upon increasing student respect 
for the qualities of scholarship and accuracy in everyday work and one other 
added element—the encouragement of creative abilities among children. 

It will be necessary to characterize but one of these experiments: the 
program for the development of courtesy in our group as a type of the 
technic employed. We selected our purposes carefully; we brought all the 
classroom activities, all the club and assembly activities, and all the play- 
ground activities that were found expedient to drive home the necessary 
knowledge, the necessary practise, and the desired ideals of courtesy in 
conduct. 

The objective of the undertaking, the nature of the activities, and the 
materials to be engaged in the program presupposed the employing of an 
appreciative rather than a didactic technic. The study involved the coop- 
erative effort of a staff of sixteen persons, about two hundred children, 
and approximately one hundred forty student teachers. It was agreed 
at the outset to organize our energies about six common problems: 

1. To secure an inventory of the positive conduct qualities with which the training 
school personnel was endowed as well as an inventory of those common needs felt 
throughout the school. ; 

2. To build up a positive program of activities to acquaint children with desirable 
conduct qualities based on the needs of each department. 


3. To formulate an intensive reading program in each department that should 
emphasize and enhance those character qualities we most prized. 








76 NATIONAL EpucaTION ASSOCIATION 





4. To develop in each department at least two “little morality plays” to be the 
product of the composition and the reading experiences of the children. 

5. To provide for each student teacher in the group some specific experience in 
case studies of desirable and undesirable conduct among children. 

6. To coordinate the whole program of the year in some concrete form that should 
have definite social and professional worths. This took the form finally of an all 
school pageant. 


The inventory of the everyday courtesies possessed and needed on the part 
of the children and the trainees was made by the trainees in the fall term. 
These were readily classified into related groups of health habits, manners, 
modes of expression, habits of selfcontrol and selfmanagement, and social 
attitudes. The list disclosed fifty-eight qualities of which a sampling will 
be sufficient: The use of terms “ thank you,” “ if you please,” and “ pardon 
me,” thoughtful courtesies such as opening doors for each other, recovering 
dropped articles, greeting fellows and teachers in friendly manner, eager- 
ness to be helpful, and consistency in covering coughs and sneezes. 

Among the needs revealed by the inventory were such habits as prompt 
obedience to directions, promptness in submitting work, keeping hands and 
objects from the face, attention to matters of personal cleanliness, self- 
control when unsupervised, and good posture in the schoolroom. Among 
the activities pursued throughout the year to expose the children to knowl- 
edge that underlies courtesy, to give practise for the development of skills, 
and to further the concomitant desires and attitudes toward courtesy need 
be mentioned only a few that are representative. 

The children of each department from kindergarten through the junior 
high school selected the everyday courtesies for which they personally as a 
group would be responsible. ‘These included friendly greetings, use of soft 
voices, quiet in classrooms and corridors, careful disposal of wraps and lunch 
containers in cloak rooms, special attention to strangers and visitors to 
the building, and unselfishness in use of the playroom and playground 
equipment. 

The primary department assembled their adoptions in the form of a little 
primary politeness book with preface, dedication, and all. The intermediate 
department assembled their list in the form of a daily checking list. The 
junior high school arranged their code in form of a report card to the home. 

Six club programs and three assemblies were given over to the dramatiza- 
tions of these courtesies: ‘The kindergarten children demonstrated for a 
group of several hundred adults the manner of friendly greetings, morning, 
noon, and night, at school, on the street, and in the home. The primary 
department demonstrated desirable behavior at table, at various times and 
under various conditions; the intermediate department demonstrated play- 
ground courtesies and club procedures. The discussions, wide reading, and 
the language preparations for these demonstrations were powerfully moti- 
vated by the central purpose and the opportunity to demonstrate their 
findings in the school assemblies. 














ELEMENTARY SCHOOL PRINCIPALS 77 





The little morality plays were juvenile classics to those of us adults who 
were permitted to see their development. There was an excellent adapta- 
tion of Pandora’s Box. The escaping host of evils was represented as the 
bad manners that rob childhood of its joy and its harmony. The junior- 
high-school civics, general science, and English classes cooperated on a 
“dream play” that taught a gripping lesson on the civic obligation of 
clean hands. The Knights of the Silver Shield adapted, costumed, and 
equipped by 36 intermediate grade boys was perhaps the most popular of 
the series, being presented four or more times with new interest and new 
appeal with each presentation. The gorgeous helmets, the colorful tunics, 
the shining swords, shields, and armour made by the boys themselves threw 
the lesson of “ loyalty to duty ” into a striking emotional pattern for us all. 

As for the reading program let me illustrate from one department only: 
From the readers on our shelves the teachers selected a twelve weeks’ reading 
program, oral—silent and recreatory—every selection of which carried its 
own obvious lesson in conduct. In the fifth grade the children read as study 
lessons: 

Daniel in the Lion’s Den with its lesson of bravery 

David and Goliath—courage that comes from the right 

Siegfried—fearlessness of the hard things 

Florence Nightingale—kindliness 


Susan B. Anthony—courage and persistency 
Dr. Grenfell—unselfishness 


ORAL READING APPRECIATIVE READINGS 
Soldier’s Reprieve The Knights’ Toast 
William Tell Abou Ben Adhem 
Saint George and the Giant Pippa’s Song 
Parts of the Life of Helen Keller Excelsior 
How Buck Saved His Master The Heritage 
Tolstoy’s Where Love is There God is The Trailing Arbutus 
Washington’s Rules of Behavior , Pied Piper of Hamlin 
Poor Richard’s Sayings Bell of Atri 

Columbus 


America for Me 


But the lessons were not ended with the readings. There was a 100-point 
test in the character qualities implied in the selections administered before 
and after to measure growth in the endeavor. Further literary values were 
derived from the memorization of a daily conduct motto: 


Good manners always demand that you 
remember the other fellow. 


Four things a man must learn to do 
If he would make his record true: 
To think without confusion clearly, 
To love his fellow men sincerely, 

To act from honest motives purely, 
To trust in God and Heaven securely. 








78 NATIONAL EpucCATION ASSOCIATION 





Have you had a kindness shown? 
Pass it on. 

’Twas not given for thee alone— 
Pass it on. 

Let it travel down the years, 
Let it wipe another’s tears, 

*Till in heaven the deed appears, 
Pass it on! 


Example sheds a genial ray of light 
That men are apt to borrow; 
So first improve yourself today 
And then improve your friends tomorrow. 


Be not simply good, be good for something. 


Life is not so short but that there is time 
for courtesy. 


Politeness is to do and say 
The kindest thing in the kindest way. 


Do unto others as you would have others 
do unto you. 


The gentle mind by gentle deeds is known. 


Whoever you are, be noble; 
Whatever you do, do well; 

Whenever you speak, speak kindly; 
Give joy wherever you dwell. 


He prayeth best who loveth best 

All things both great and small; 
For the dear God who loveth us, 

He made and loveth all.—Coleridge. 


Hearts like doors will ope with ease, 
To very, very little keys; 
And don’t forget that two are these: 
‘“‘T thank you, sir,” and “If you please.” 


Not least of all the activities were the case studies of individual children 
by the student teachers. A student teacher submitted the following state- 
ment in her study of child conduct, which is representative of the experiences 
of the trainees in their attempt at analysis of individual differences: 


A. B. could easily be repulsive because of her very untidy appearance, but her 
personality shines too much for that. She is sweet, pathetic in her wish to be 
loved. She is supersensitive, and that characteristic takes a queer turn; she becomes 
antagonistic, even impertinent. When I first knew her she would not accept criticism 
graciously; she would sometimes smirk at correction. I found that I must be very 
friendly toward her always, very gentle, or she would immediately draw into 
herself. When she had assured herself, evidently, that I appreciated every effort 
she made, she fairly beamed; she did her best. 





— > wee wm 45 4. 








ELEMENTARY SCHOOL PRINCIPALS 79 





Under the skilful direction of the physical director, a spring pageant, 
bound up all of these lessons and practises and outcomes into a beautiful 
whole, was presented for the college community in which every child played 
a part however minor. 

In closing let me quote from the report of one of our teachers of her year’s 
program for raising the levels of appreciation for the beautiful among her 
students : 

In all of our work we tried to stimulate the pupil’s interest in things beautifully 
done: exactness, precision, and accuracy of expression in English, spoken or written, 
are beautiful; good posture in walking or sitting is beautiful; the courtesies of 
everyday life offer opportunities for the manner which is beautiful; contributions 
from music and the fine and applied arts are beautiful. These are means of making 
our work and play more interesting and worthwhile. We may hope that by their 
humanizing and ennobling energy they have the power to make men better. 

Though we have our 1927 program well determined it has proceeded but 
two months with its strong central drive to get at any original or creative 
ability in our group. We have already discovered in the free period activities 
that one boy has a real passion for learning about insects, moths especially ; 
one child is interested in sea shells, is reading and studying about them in 
and out of school and is making a collection of shells. For a prairie child this 
interest is extraordinary. 

One of the little foreign-borns has a strong bent toward expression of her 
feelings in verse; another is rapidly developing real skill in easel paintings 
of frescoes that tell a story. The success of a series of illustrations of the 
Pied Piper of Hamlin has quite fired our enthusiasm for giving the children 
some opportunity at least in the school day to follow their own interests. 

The question is rightly asked, What assurance have we that the effects 
are carried over? Perhaps no certain assurance—we have as yet only a small 
measure of assurance that any of our elementary school learning “ carries 
over.” We are sure of but these values: 

We have a definite local purpose to do something about the whole matter of 
conduct education. We are building our own curriculum for conduct education. 

We bring the necessary knowledge to the children in as attractive and appealing 
activities as we know. 

We provide for the practise of the desirable habits implied under the most favor- 
able practise conditions that we can devise. 

We hope that in the primary and associate learnings there may be also the awaken- 
ing of some desirable attitudes, some tastes, some ideals of conduct, that may abide 
to “ humanize and ennoble”’ the boys and girls who have engaged in the experiences 
as related to this discussion. 





OFT educators have done us incalculable harm by belittling 
drill. They would ruin a soldier, a violinist, or a ball player. 
The children must be drilled to sense the combinations and the 
separations of numbers as automatically as they appreciate the com- 
binations of letters in words.—Supt. William McAndrew. 




















INTERCHANGE OF TEACHERS WITHIN THE 
BRITISH EMPIRE 


Dr. N. McDouGALi 
. Interchange Officer, Ontario Department of Education, Canada 


ITHIN the last three or four years the scheme for the interchange 

of teachers between the different parts of the British Empire has been 
established on a permanent basis. It was first foreshadowed at an Imperial 
Conference held in London, England, in 1907, under the auspices of the 
League of Empire, but the first organized exchange between Canada and 
England did not take place until 1913. The following year the war inter- 
vened and cut short the promising beginning that had been made, and, 
although the scheme was resumed two years after the close of the war, the 
difficulties connected with post-war problems, including the necessity for 
stern economy and the uncertainties connected with the employment and 
payment of teachers, rendered its working rather precarious. It was only 
through a determined struggle that the system of interchange was kept 
alive during the critical years of 1921 and 1922, and had it not been for 
the holding of the official Imperial Education Conference in 1923, it is 
possible that it might have been unable to survive. 

At the Conference held in that year representatives from many parts of 
the Empire were present and one of the main questions which they had 
before them was that of laying down lines on which the interchange of 
teachers between the dominions and the Mother Country might best be 
carried out in the future. These deliberations attracted considerable atten- 
tion and brought home for the first time both to the education authorities 
and to the general public the great potentialities inherent in the plan. There 
were three main difficulties which had to be overcome. It was necessary 
(1) that facilities should be given for mutual recognition of teaching quali- 
fications; (2) that service rendered during the year of exchange should 
be recognized as service for the purpose of increment; (3) that the year’s 
service should be recognized for superannuation purposes. 

As regards the first, the goodwill of the education authorities in the 
various parts of the Empire has succeeded in establishing a liberal attitude 
in respect to the recognition by one authority of the qualifications possessed 
by the teachers from the other authority. Each part of the Empire is now 
prepared to accept into its service, on exchange, a teacher who (a) possesses 
the standard qualifications laid down by the authority under which he or 
she serves and (b) is certified by the chief officer of that authority to be 
efficient. 

As regards the second, the Imperial Conference proposed that the teacher 
while serving overseas should be paid by the authority under which he or 
she was permanently employed, so that there might be no break in the 
teacher’s service. This proposal had the additional advantage that there 
would be no uncertainty as to the amount of salary payable, since each 
teacher would carry overseas the salary to which he or she was entitled at 


[80] 





ee ee 








ELEMENTARY SCHOOL PRINCIPALS $1 





home and would receive the benefit of sick pay allowances. It was only in 
the year 1925 that the authorities in the dominions and in the Home 
Country finally agreed upon a satisfactory method, and its adoption by 
all parties concerned has greatly facilitated the organization of exchanges. 

The final coping-stone, however, was given to the scheme in connection 
with the third, the question of superannuation. After prolonged effort, a 
Teachers’ Superannuation Act was adopted by the British Parliament, which 
permanently safeguards the right of teachers in the Home Country, to count 
for superannuation purposes a year spent in service in any part of the Empire 
under the system of interchange. ‘The way is now clear for an unfettered 
development of the scheme, and as it is established on a secure basis no doubt 
an everincreasing number will desire to participate in it. 

I have, during the past few years, had opportunities of conversing with 
teachers both from the dominions and the Mother Country, who have taken 
part in the interchanges arranged, and I can testify to the enthusiasm which 
these teachers have shown with regard to the scheme and their keen appre- 
ciation of the advantages which it has given them. Teachers from overseas 
have been able to visit the homeland and to see those historical places of 
interest of which they have hitherto only read in books; while teachers from 
the British Isles have been enabled to see something of the grandeur and 
romance of those great sister countries which have linked themselves indis- 
solubly with the destinies of Britain. Moreover, the year’s intercourse 
between representatives of the old land and representatives of the young 
lands has done much to stimulate the sympathy and to widen the outlook 
of the teachers in dealing with educational problems. 

And it is not only the teachers who benefit. The communities, of which 
the Empire is composed, are benefited also. The children, who will form 
the citizens of the future, learn from the lips of Empire teachers what a 
wonderful place the Empire is. Their sympathies go out towards the other 
children beyond the seas who are their kith and kin, and in their early years 
a link of fellowship is established which will serve to bind in ever closer 
bonds of affection the different parts of our great commonwealth of 
nations. 

The regulations accepted by the education authorities at home and over- 
seas provide: (1) That leave of absence with pay be granted to teachers 
accepted for interchange; such leave of absence to cover the period of travel 
outwards and homewards; (2) that service abroad of interchange teachers 
shall involve no disability in respect of salary, increment, seniority, super- 
annuation, or other privilege; (3) that no teacher be accepted for inter- 
change who is under twenty-five years of age, or has had less than five 
years’ teaching experience, or is over forty-five years of age; (4) all inter- 
changes are arranged through the education authorities or departments of 
education in the various parts of the empire. 

I might also point out that this plan can be applied not only to the 
interchange of teachers between various parts of the Empire, but also to the 
interchange of teachers between provinces in the same dominion. Each year 








82 NATIONAL EpucaTIon AssocIATION 





from twenty-five to thirty Ontario teachers are on exchange and the scheme 
is rapidly increasing in popularity. It has proved satisfactory not only to 
the teachers, but also to school boards and education authorities in general. 
The Ontario Department of Education has provided every facility possible 
for the arrangement of interchange with other provinces of Canada and 
with other parts of the Empire. 

At the recent conference of the World Federation of Education Asso- 
ciations held in Toronto, the following resolution was adopted: ‘That we 
believe the interchange of teachers to be a most effective means of pro- 
moting better understanding and goodwill among the peoples of the world 
and also to be of inestimable educational advantage. In this connection we 
recommend for careful consideration as a general basis for interchange the 
scheme for the interchange of teachers indorsed by the Imperial Education 
Conference at London, England, in 1923, and now in operation within the 
British Empire. 

Joan Wilcocke, assistant principal, Toronto, Canada, gives the view- 
point of one exchange teacher in the following words: “ We feel that we 
personally owe much to the exchange plan, which has given us such varied 
experience and broadening interests.” 


THE DENVER ELEMENTARY SOCIAL SCIENCE COURSE 
OF STUDY’ 
Erste W. ApAms, HELEN M. RosertTs, AND A. K. Loomis 


HE COMPOSITE course in social science for the elementary schools 

has been in use in Denver less than a year. It is too early to have 
any degree of certainty as to the value of the new approach to the science 
and art of getting along with people. In this description of the new course 
it will only be possible to indicate the nature of the content in large units. 
After outlining the course, two typical teaching units that have been used 
successfully will be briefly described. 

The general aim of the course is to give the child a background of ex- 
periences to help him in gaining a feeling of responsibility toward his asso- 
ciates, his community, his city, his country, and other countries; a desire 
to participate in the world’s work, economic, social, and civic; an attitude 
of sympathy and tolerance toward the various institutions and beliefs of 
all peoples; an appreciation of the foundation that the past has laid for 
the present; and a habit of investigating and evaluating before reaching 
conclusions. 

The grade by grade objectives are as follows: 

Grade I. To make the child conscious of social interdependence in the 


* Much assistance in preparing this paper was received from Helen R. Gumlick, 
supervisor of kindergarten, first, second, and third grades; Helen Allphin, supervisor 
of fourth, fifth, and sixth grades; Anna F. Lowe, chairman of the social science 
committee for the first, second, and third grades; and Florence E. Lyon, chairman of 
the social science committee for the fourth, fifth, and sixth grades; all of the Denver 
schools. 











ELEMENTARY SCHOOL PRINCIPALS 83 





family and to help him realize the necessity for cooperation and personal 
responsibility on the part of all members. 

Grade II. ‘To enlarge the child’s ideas of social interdependence so 
that he may recognize and interpret, in terms of benefits and responsibilities, 
such interdependence as is demonstrated in this community. 

Grade III. Yo awaken the child to a realization of the complexity of 
modern life as compared with primitive or simple life, and to make him 
conscious of world interdependence. 

Grade IV. ‘To increase the child’s knowledge of the inheritance received 
from the early settlers of his country, and to furnish the basis for his under- 
standing of the development of the nation. 

Grades V-VI. To increase the child’s acquaintance with the social and 
industrial progress of his city, his country, and the world, that he may more 
intelligently solve the problems in his own life. 

The general scope of the work of the various grades is as follows: 

Grade I. Home life—The first-grade child’s interests lie in his home 
and school. By following the daily happenings in such matters as the pro- 
vision of clothing, food, shelter, and recreation, his interests are widened to 
other groups near and far. 

Grade II. Group life—The second-grade child is ready to be gradually 
led to see something of the organization within the community and to 
understand the benefits and responsibilities derived from working together. 

Grade III. Indian life in America and child life in foreign lands—The 
child’s interest in the curious and unusual finds satisfaction in the study 
of other peoples. By contrasting primitive life with his own, he may be 
helped to feel that the present-day comfort that he enjoys has been evolved 
from similar beginnings. By comparing American life with that of foreign 
lands he may be led to a beginning of the feeling that “ We cannot quarrel 
with those we understand,” and that “ This is an age that requires pulling 
together.” 

Grade IV. Western movement carried on by the colonists and the 
pioneers—The vicarious reconstruction of the experiences of the colonists 
and pioneers leads the child to a respect and an admiration for those people 
who laid the foundation for the country of today. 

Grades V-VI. Interdependence—Grade V. Agriculture, irrigation, 
stock raising, fishing, lumbering, mining. Grade VI. Manufacturing, trans- 
portation, communication, inventions and discoveries, recreation, a survey 
of Denver. Increased knowledge of the methods used to satisfy fundamental 
needs affords comparisons between the present and the past and brings out 
the progress brought about by man’s ingenuity and inventive genius. 

As an example of the kind of teaching units that are being used in the 
lower grades, the following is given:* 


Our major problem in first grade social science is worthy home membership, with 
family life as the basis upon which to plan our activities. 





*From the paper read before one of the sections of the Colorado Education Asso- 
ciation by Elsie W. Adams of the Gilpin School, Denver. 








84 NATIONAL Epucation AssociATION 





After several days of discussion about our own homes, we decided to have a six- 
room house of our own, with living room, dining room, and kitchen on the first floor, 
two bed rooms and a bathroom on the second. 

I. Procedure 

Collection of boxes, measuring for doors and windows, making window and 
door frames 
Papering, painting floors 
Making and painting furniture 
Making rugs, draperies, bedding 
Much discussion of color and material 
Upholstering chair and couch 
Bathroom fixtures and kitchen conveniences 
Clay, experimenting with faucets and plumbing 
Making accessories 
Dishes, candlesticks, lamps, ornaments, and books for the tables; dresser and 
table covers 
Problem of each child’s work became easier as work progressed and more possi- 
bilities opened up. 
Sudden need felt for slanting roof gave an unexpected problem 
With coming of spring, need felt for grass and trees about house. Making of 
these, and of porch furniture. 
The completed house brought need for family. 
Providing and dressing dolls 
Home activities enacted with dolls 
II. Correlation with English and art 
a. English 
Discussions of needs and of procedure 
Informal conversations as we worked 
Group stories about our work put on charts 
b. Art 
Use of color 
Measuring 
Proportion and arrangement 
Illustrations for stories 


As to the outcomes—the goal toward which we had been striving. The children’s 
goal was completely attained when we had a six-room house completely furnished, 
even to towels on the towel rack in the bathroom and an ideal family occupying it, 
even if father’s coat was so large that it slipped off his shoulders unless fastened 
on with a safety pin. So enthusiastic were they that more fathers and mothers came 
to school to see that house during the last two weeks of the term than had come 
during all the rest of the year. These mothers and fathers were very appreciative 
of the value it had been to the children in the way of joy and interest, and I had 
the opportunity to explain to them how much more it meant than just the planning 
and making of that little house. The house was the concrete evidence of a purposeful 
activity carried through to satisfactory accomplishment, but if that was all our 
project had failed. We had to judge and estimate growth in such intangible qualities 
as attitudes and appreciations. We turn again to our list of outcomes and honestly 
ask ourselves whether these children have grown in such appreciations and attitudes 
as ideals of service, fairness, cooperation; appreciation of what makes a healthful 
and artistic home; and attitudes of responsibility toward the rights and pleasures 
of others. 

Working in groups or individually for an hour a day through twelve weeks we 
have learned how to help each other, how to cooperate, and how to play fair in the 
use of materials and tools. Cases needing discipline were rare, and the children 
showed a remarkable sense of justice and judgment in the way they chose their 
leaders, and in the way they would isolate, for the time, the one or two individuals 











ELEMENTARY SCHOOL PRINCIPALS 85 








who showed unsocial tendencies. We had numberless opportunities for showing 
regard for the property of others. If a tool or a bit of material were obviously needed 
by any one child, there were few disputes about it. One boy was allowed to use one 
of our treasured saws during the whole period one day because he was making a 
kitchen cupboard for which we had felt a great need. 

In the papering and painting of our house, and in the making of rugs and draperies, 
we had opportunity to develop appreciation of suitable materials and colors. The 
bathroom appointments and the kitchen conveniences helped to develop ideas of 
health and sanitation in the home. 

With the arrival of our family, we developed ideas of home responsibility, 
privileges, and pleasures. There could be nothing definite to judge by here, but 
how encouraging it was to find that “ Mother loves us,” “ Mother takes care of us,” 
“Mother tries to keep us well,” had taken the place of “ Mother cooks,” “ Mother 
sweeps the floor,” and that unhesitatingly the prettiest dresser cover, the least wobbly 
chair, the most effective electric lamp, were chosen for mother’s room. Our pictures 
of father showed us running to meet him as he came home from work. We put a 
table with a lamp upon it at the head of the couch so that he could lie down and 
read his paper with his head on a fat little pillow. While mother finished the 
supper preparations, sister laid the table, and brother wheeled the baby around the 
block. This was merely a beginning, but when little Mexican Mary confided that 
she had made the beds before she came to school, and Joe boasted that he could wash 
and wipe dishes all by himself now, the “ worthy home membership ” ideal seemed 
to be a very tangible thing. 

As an example of the kind of teaching units that are being used in the 
upper grades, the following description of the work done in a sixth grade 
is given:* 

This is a problem or project studied in 6B under the general head of manufactur- 
ing, particularly manufacturing in Colorado. The subject is beet sugar. The project 
had its initial motivation when one child brought in a sugar beet. It lay on the table 
for one recitation during which no reference was made to it. At the close of class, 
the child wished to show it, and it was suggested that it might be interesting to 
make sugar. 

The next recitation opened with requests to make beet sugar. Permission was given 
provided they could find a good recipe. The children consulted the card catalog and 
the many books relating to the problem were placed on the reference table. The 
references were put on the board and copied to save looking them up the next time. 
The class listed the questions which they wished answered, and these were posted 
to serve as a guide in the work. 

The class went to work hunting up a recipe. In the meantime our beet dump in 
the back of the room was nearing completion. By the end of the third recitation we 
had a fairly good recipe on the board. This was written on a chart for reference. 

Since it would take too long for everybody to do all the processes involved it was 
decided that we divide into groups, each group being responsible for one process. 
The following groups were organized: topping, weighing, washing, slicing, purify- 
ing, granulating, sacking. Each group chose a captain and set about to find out 
just what its group was responsible for. Over the week end many visited the sugar 
factory at Brighton; some called up friends who were working for the great Western 
Sugar Company; and a goodly number of clippings were obtained. The following 
Monday the actual work of boiling the beets took place. The first attempt was a 
failure, for the class worked too slowly, the weather was warm, and the beets molded. 
No suggestions as to what they should do next were offered but just the remark that 
it was to be hoped that such things didn’t happen in a factory. Someone volunteered 








*From the paper read before one of the sections of the Colorado Education Asso- 
ciation by Helen W. Roberts of the Columbian School, Denver. 








86 NATIONAL EpucaTIon AssocIlATION 





——__.. 


to see whether or not people were protected from just such things, and a report on 
the Pure Food Laws was made. 

Instead of being utterly discouraged by their failure, the class set to work again, 
this time working in larger squads. One child in the class left schoo! to go with her 
family to weed beets. This situation presented an opportunity for the class to find 
out what children who work in the beets do about being absent in the fall. A dis- 
cussion and study of foreign labor and the home conditions of the workers followed, 
Some beet seeds were procured to plant in the room. Questions concerning soil, 
moisture, and other growing conditions presented themselves. This resulted in the 
teaching of place geography. When the project was nearing completion, the children 
made out a checking list of facts which was supplemented by the teacher. A contest 
between groups for drill in fixing facts was taken care of in two recitations. A 
true-false test followed as a final check. 

The following outcomes were secured: 


Some appreciation of the value of a well developed industry to a community 
Some appreciation of the detrimental effect on children employed in raising 
sugar beets 


3. Realization of the power of cooperative efforts 
4. A realization of the interdependence of peoples, industries, and nations 
5. Some growth in the habit of recognizing a goal, then working steadily toward it 
6. Knowledge of the influence of geographic controls on the development of a 
country 
Some appreciation of the factors that determine the price of a manufactured 
article 


8. Some appreciation of the opportunities offered by Colorado for manufacturing 
9. Knowledge of the location of sources of raw material for making sugar 

The course of study is regarded as entirely tentative. Through the ex- 
periences of the teachers the committee will be able to revise it in the next 
year or two. So far the conclusion seems warranted that the composite 
course lends itself more easily to the use of purposeful activity than the 
former separate courses in geography, history, and civics. Citywide tests 
to measure the results of the new course have not yet been developed. Such 
tests in other fields have been very helpful in the continuous revision that 
has been going forward. It is planned to develop such tests for social 
science. 


SCHOOL MUSIC 


T. P. Gippincs 
Supervisor of Music, Public Schools, Minneapolis, Minn. 


USIC is a wonderful art but people are very apt to ascribe to it quali- 

ties that it does not possess. To many there is something mysterious 

about music and music study. This is one of music’s many charms but we 

who are shaping the educational destinies of the coming generation must 
not be led off the track by mysteries. 

Every subject in the curriculum must answer these questions: ‘ What 
does it do to you while you are learning it?” “ What is it good for after you 
have learned it?” It is not necessary to discuss the second question. Music 
is universally used. The first question is the vital one. 

School music is a comparatively new subject, still in the formative stage. 
It has many sides. So many, indeed that it is very difficult to decide just 





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ELEMENTARY SCHOOL PRINCIPALS 87 





which of these many sides the pupil would best study to make the time spent 
on music bring the best return. Music probably presents more invitingly de- 
lectable sidetracks down which the unwary supervisor may wander than 
does any other subject. Therefore, it is not at all surprising to find wide 
difference of opinion as to what school music is for, how is should be taught, 
and what the results should be. 

Rhythm, melody, and harmony—There are three elements of music: 
rhythm, melody, and harmony. All three are important and no music is 
complete without all three in varying proportion. The way different people 
hear and respond to these three elements varies greatly. The reasons for 
this and how to raise a generation of people able to hear all three elements 
of music in the right proportion is a vital question, that must be solved 
correctly before school music will function as it should. 

Rhythm developed first. It is the simplest and most apparent part of 
music. Everyone hears and responds to rhythm. Not everyone hears and 
responds to melody. Comparatively few really hear and enjoy harmony. 
The very fact that it is said that the world is “ jazz crazy ” proves that most 
people hear only rhythm, which is the principal ingredient of jazz. 

What shall be done about it?—To begin with, let us look on the bright 
side of the present musical state of the human race. Instead of deploring 
the fact that the world is jazz crazy, let us rejoice that the whole human 
race can hear and enjoy one of the elements of music even if it is the simplest, 
most apparent, and most easily taught. Is it not unfortunate that after 
nearly a century of music in the public schools a jazz-crazy world is the 
result? Does it not suggest that rhythm has been overdone and the other 
two elements of music slighted ? 

To bring about a different state of affairs it is only necessary to stress 
the other two and let up a little on rhythm. The one that is particularly 
lacking is harmony. That must be stressed greatly. Formal study of 
harmony is not meant at all. Something far more vital and something that 
begins down in the lowest grades is necessary. 

Status of vocal music—For a better understanding of the foregoing and 
to show more plainly what must be done, let us for a moment look at vocal 
music and its place in the musical scheme. Vocal music is the foundation 
of all music. It is the universal music made by the universal instrument. 
It is conceded by all that singing is the best foundation for all musicianship. 
The voice is such an intimate instrument, so closely connected with the 
musician that it might almost be said that the music one cannot sing he 
cannot really know. The best instrumentalists have a singing foundation 
in some form. Great orchestra conductors sing or whistle the music as 
they study it. 

After many years of vocal music in the schools, are we teaching it 
properly? Is it functioning as it should? Evidently not, as it has produced 
a “ jazz-crazy ” world. 

Should musicians read music?—This sounds foolish, and it is. When one 
thinks of an instrumental musician it goes without saying that he must read 











88 NATIONAL EpucATION ASSOCIATION 





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music if he is to be a musician. He cannot know music if he cannot read it, 
Everyone speaks scornfully of a certain class of musicians, saying, “ He 
only plays by ear.” Is this same attitude taken toward the singer who sings 
only by ear”? Not by any means. At a recent meeting of the Music 
Supervisors’ National Conference three nationally-known people gravely 
questioned whether we should try to teach music reading in the vocal classes 
in the schools. At the same time these three openly deplored the prevalence 
of jazz. It was to laugh. Now if it is true of instrumental musicians that 
they must read music, it is equally true of the vocal. Even more so, as will 
be seen later. 

A sad picture—Surveys of many a school system reveal lovely singing in 
the lower grades, not so fine in the middle grades, a distinct slump in the 
upper grades, and in the high schools a few glee clubs singing simple things. 
This state of affairs is reflected in the number of simple high school singing 
books on the market and the number of unison songs in the books for upper 
grades and high schools. 

Why is this? The explanation is simple. One can learn to sing single 
melodies by ear very quickly. It takes reading ability to sing parts. It cannot 
be done by ear to any extent. The statement made above that “ one knows 
only the music he can sing ” applies with vicious certainty here. If one cannot 
read music, he cannot sing in parts and if he cannot sing parts, he cannot 
hear them. The ability to sing parts does not always mean that a pupil can 
hear parts but it has been demonstrated many times that the ability to sing 
in parts is the best, if not the only foundation, for hearing parts. Many 
experiments have convinced me that here is the weak point in our school 
music. No amount of playing an instrument of any kind or listening to 
music made by others in any form can take the place of this foundation of 
part singing in the vocal classes. 

If a student cannot sing parts, he cannot hear them, and if he cannot 
hear parts in a simple four-part song, it is idle to imagine he is really 
going to hear harmony, save as a noisy blur accompanying a perfectly heard 
rhythm and a more or less vaguely -heard melody. The most pathetic spec- 
tacle in the world is the supervisor who has had kindergarten bands, 
rhythmic games and exercises in the lower grades, rote songs all the way 
through to keep the children happy, who has allowed the pupils to come 
up to the sixth grade unable to read parts fluently and then finds that 
harmony, the noblest part of music, is a closed book to his pupils. It is 
the old fable of the ant and the grasshopper in a new form. If they have 
done nothing but hop in the lower grades, what can be expected but musical 
grasshoppers in the high schools? 

Reading music the foundation—There is no getting away from the fact 
that to know music one must not only read it but must read it vocally. An 
exact parallel is language reading. One who cannot read language is an 
illiterate and we don’t expect him to know anything. It is just as true 
in music. We have been trying to get around it in various ways but that 
does not alter the fact. 








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ELEMENTARY SCHOOL PRINCIPALS 89 








Another pointer we might get from the teaching of language reading. 
They have numbers of books in the reading classes in every grade. How does 
the number of singing books compare with reading books? About one to 
twenty. How does the time compare? About the same. Yet the need is just 
as great in one as in the other if we are to get results. 

System—Granted that the above tells in a condensed form what is wrong 
with school music and what must be done to improve it, it follows that 
there must be some system devised to carry it to success. Various factors 
must be taken into consideration when evolving a system for vocal music 
teaching. 

First, what is the goal? That is stated above. Next, what are the various 
procedures and how are these to be taught and do they fit the pupils all along 
the line? Is the result good enough to be interesting at all times? Are the 
procedures such that the regular grade teacher can carry them on success- 
fully? What will be the effect on both teacher and pupil? Shall we make 
the mistake of thinking of the child as he is now and what he wants to do 
now, or shall we think of him as he is going to be and what he wants to do 
later in life? The answer is both. Can it be done? Yes, it can be done, and 
done by the magic word. 

Music—lf the teaching is what it should be, everything done in the vocal 
music classes in the schools may be music of the loveliest kind made by the 
finest musical instrument yet invented, the human voice. Not only can the 
music be beautiful at every step, but all the educational values can be present. 
All the life habits the pupil should develop through the study of music can 
be present in a proper and interesting proportion. There are various systems 
that have been devised to do this. One has been often referred to as the 
Giddings System. This would be flattering to the writer if it were true. 
It is true that I have been the instrument to gather it together and advocate 
its use. I use it myself and so do an increasing number of people who have 
been my pupils and those who read my writings. 

It should be called the Universal System as it applies to all music teaching 
and all kinds of books with equal ease. It leads to well-rounded musician- 
ship on the part of those who follow it from the kindergarten through the 
high schools. 

It means beautiful tone work and consequently lovely vocal music all 
along the line, from the simplest songs in the kindergarten to Bach in the 
high school classes. It means that there is “ music reading” in every grade 
from the second up through the high school; that the first time a class reads 
a new piece of music it sounds like vocal music; that beginning with the 
fifth grade two-part music is sung with beautiful tone quality, perfect into- 
nation, and balance of parts; that three-part singing is done in the sixth and 
seventh grades; and four-part music in the eighth, and eight parts occa- 
sionally in the high schools. 

There is no slumping to unison songs in the upper grades and high schools. 
Of course, an occasional popular song is sung in unison, but it is not done to 
interest pupils to “ try to read parts.” They learned that in the fifth grade. 


. 





90 NATIONAL EpucaTION ASSOCIATION 





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The ideal the system strives to reach is a perfect rendering, including ex- 
pression the first time a selection is sung. It does not mean that the classes 
sing only new music. A part of every lesson is used for reviewing, perfecting, 
and memorizing many of the selections. 

All this part singing means the stressing of the harmonic element of 
music until the pupils know and appreciate all the elements of music in the 
right proportion. Pure intonation, that most important and often neglected 
ingredient of harmony, is insisted upon all along the line from the kinder- 
garten up. There can be no real harmony without perfect intonation. ‘The 
careful listening required to make beautiful tones and get them perfectly in 
tune is the very best foundation for part hearing and music appreciation of 
all kinds. 

The system that is often laid to me is only different phases of good school 
teaching, direct, efficient methods that all good school teachers use, applied 
to the teaching of music. 

For years I have taught school. I do not sit in any office and plan things 
for others to do. I do some of that out of school time, but my school time 
is wholly spent in the schoolroom teaching classes of all kinds and watching 
others teach. I have visited many different school systems. In this way | 
have seen thousands of teachers teach music. Whenever one got good results 
I studied her method of doing it, took her idea, and worked over it until | 
could do it and was convinced that it was the best way to do that particular 
thing, and then I placed it in my “little brown book” and we all did it 
that way. This is the way the system we use in Minneapolis grew up. It is 
still growing. We are all on the lookout for something better, something 
new that will make our plan of teaching music more efficient and the making 
of music easier and more artistic with no waste of time. 

Last year two of our teachers made fine contributions that were incor- 
porated in the plan and are a great improvement over the old way. It is 
sometimes said that this plan crushes out the ingenuity and spontaneity of 
the teachers. It does just the opposite—it gives them a track for their spon- 
taneity to run on. It also keeps them from wasting their time on things that 
have already failed. Very often a teacher brings something to me that he 
has discovered and it is but a rediscovery. I tell him that it has already 
failed and that it will not help to experiment again. 

This system, far from spoiling the ingenuity of a teacher, is merely placing 
at her disposal the successful experiences of thousands of other teachers. 
It does not condemn her to go through all that experience for herself. ‘That 
would be a waste of time and it would be cruelty besides. It goes a little 
farther also. It compels her to use the experience of others. It shows her 
just what the easiest, best way is to the goal she is striving for. ‘The visiting 
supervisors also use the same plan and each teacher knows just what she will 
be checked upon. There is no uncertainty about that. It is also true that 
when a teacher does exactly what the plan calls for she will get lovely 
music in just the degree her artistry can call out. 











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ELEMENTARY SCHOOL PRINCIPALS 91 





Artist and artisans—The “little brown book ” referred to above is the 
“Course of Study in Music” for the Minneapolis schools. It contains the 
procedures for teaching music in all kinds of classes, vocal and instrumental. 
It is the consensus of opinion of thousands of successful music teachers. It 
is the artisans’ plan for building a musical machine. When the machine 
runs properly, the musical product is just as beautiful as the musical ideal 
the teacher has in mind. In other words, the teacher is ironbound in the 
way she carries on the lessons. In that, efficiency triumphs. On the art 
side she is left as free as air. Art cannot be put on paper. That is in the 
soul of the artist and no one has as yet been able to make rules for that. 

What this system does may be paralleled by the painting artist. ‘The 
paints are made for him. That is done by some artisan. How he mixes them 
and how he places them on the canvas is where the artistry comes in. For 
this there are few rules that help. The teacher of music is shown how to 
mix her ingredients or rather how to make her ingredients; how to get 
smooth tone; how to test voices; how to carry on a lesson in all its various 
functions. How well it sounds when put together is up to her. 

It has been noticed many times that the teacher who is a fine artist is 
seldom a good enough artisan to build a good music making machine. ‘This 
explains the seeming incongruity of the frequent failure of special music 
teachers. They do not build a machine capable of turning out a musical 
product. In the lower grades the regular teacher is most successful at this, 
under proper supervision. In the upper grades and high schools the artist 
has a chance to show what he can do with the machine the artisan grade 
teacher has built up. Thus, it is more and more the accepted plan for the 
regular grade teacher to teach the vocal classes through the first six grades 
and special teachers from the seventh through the high schools. 

Object of school music—lIt is often stated that the object of school music 
is not to make musicians but just to make listeners who can hear and enjoy 
music. The reason given is the fact that there will be few musicians but 
many listeners. This mistaken premise leads to failure in making intelligent 
listeners, and is wrong for several reasons. First, there is no telling who 
will be the musicians and who the listeners. At the outset we are confronted 
with an unsolvable dilemma. How to separate them and give the required 
course for each class must be solved before starting. 

It may help in planning a course to take a look at the world as it is. They 
say that in Italy everyone sings operatic airs. Consequently, everyone likes 
opera. When Paderewski comes to town the myriads of piano players go 
to hear him. A great violinist draws the violin players. These are the ones 
that can best enjoy the music made by these players. Many others go, too, 
but they listen best and enjoy most who have themselves tried to make music 
on these same instruments. 

The sensible way is just to admit the fact that it is the musician who 
appreciates the music made by others. So, as we do not know who the 
musicians are to be, let us just plan a course that will make musicians of 
all, as far as they go. Then we will be sure to have done our duty by 








92 NATIONAL EpuCATION ASSOCIATION 


the few who will later be the musicians. At the same time we will have 
done the best possible thing for those who will “ just be listeners” jf 
we take them as far along the road to musicianship as we can. 

With the above in mind let us begin with the kindergarten and take a 
swift survey of the different things to be taught in each grade, how and 
why they should be taught. 

Interest—To begin with, let us not bother about interest in music. It 
need not worry us whether they like music or not. That question will settle 
itself if we plan the work properly. Teachers often make the mistake of 
trying to interest pupils in music before they have given them the ability to 
make any that is worth being interested in. Any pupil is interested in any- 
thing he can do well. And if the pupil is to learn to hear music at all, he 
must begin by hearing what he can himself produce. This must begin in the 
kindergarten and we must at once teach him to produce vocal music that is 
worth being interested in because it is beautiful. 

Singing is not natural—Right at the beginning it will have to be faced 
that singing is not a natural process for any child. He can chirp, squeal, talk, 
and holler, and make noises of many kinds with his voice, but unless he has 
been very carefully taught he does not really sing. His singing resembles 
that of the talking that is called singing in the vaudeville houses in every- 
thing but the loudness and, if allowed, any child will make a good attempt 
at that. But if smooth, lovely singing is achieved, and it must be if the 
voice, ear, general musicianship, and appreciation are to be developed, there 
is no escape for the kindergarten teacher. She must teach her pupils to sing. 
Fortunately this can easily be done if the kindergarten teacher can be induced 
to lay aside her fears of doing some methodical work, a thing a kindergarten 
teacher often fears worse than a dose of hemlock. She hides behind the 
word mechanical and fears to crush the little souls intrusted to her care by 
asking them to do something definite that will produce definite results. 

A few years ago there was a world convocation of kindergartners in Min- 
neapolis, who visited our schools freely. “They saw many singing lessons. 
Some weeks later I asked a friend, a supervisor in a large eastern city, 
what his kindergarten supervisor thought of the music in the kindergartens 
of Minneapolis. “It was awful. Never saw such mechanical work.” 
“What did she think of the singing of the kindergarten children at the 
meetings?’ I queried. ‘‘ Never heard such lovely singing. Didn’t know 
that kindergarten children could sing so well.” I said, “ Did it ever occur 
to either of you to put those two facts together? ”’ 

We learned some time ago that if we were to have any real singing in 
the Minneapolis kindergartens we would just have to get down and teach it. 
We would just have to show each child just how to move his little abdominal 
muscles and his ribs to make a perfectly smooth musical tone, a tone that 
he could sing tunes with and make them sound well enough to be enjoyable, 
« tone that would be in tune, a tone long enough and smooth enough to 
train his ear to hear music. We found out long ago that if we were to 
train the pupil’s ears, there had to be something for him to listen to and 














ELEMENTARY SCHOOL PRINCIPALS 93 





that something had to be his own voice. With us it is voice first and when 
that goes properly, the ear has a chance. There is no sitting quiet and listen- 
ing to others. It is sing first, listen to your own voice, and then make it 
match with other voices. Also make tones long enough to allow the ear time 
enough to tell whether the tone is in tune or not. No piano is used until 
the songs are sung perfectly without. Then the piano is used as an accom- 
paniment and not as a cover for poor tone work. 

The voice not a rhythmic instrument—Many kindergartners and lower 
grade teachers have mistaken the capacities of the human voice. ‘They have 
tried to do too much with it on the rhythmic line and far too little on the 
melodic line leading to perfect intonation and harmonic use of the voice 
later. With misguided zeal they have tried to teach rhythm, that part of 
music that does not need teaching at all, with the voices of little children, 
with disastrous effect on the voices, and disappointment to the teachers 
themselves. “The musical results with voices used as rhythmic instruments 
are just about nil or a little less. 

To make this clear let us digress a little. Children like to do things that 
they can do well with little effort. They like the rhythm of music. Of 
course, they do, as that is all they hear in it. The psychologists tell us that 
every child goes through the development of the human race. Well, that is 
probably true and they are still in the savage state musically and just able 
to hear rhythm, the simplest part of music. Following the motherly wave 
that struck our schools some years ago, that tells us that we must keep the 
child amused, with its fiendish corollary that we might break his spirit if 
we made him work at something not amusing, an enormous number of 
rhythmic stunts and singing games have sprung up. 

We must keep the pupil interested, of course. We should remember, 
however, that he is too young to choose all of his interests and also that he 
will be interested in what he can do well with a little practise. Also that 
we want to see him happy later. If his present happiness in school clashes 
with the happiness that will come later, I am rather inclined to think the 
best kindness we can do him is to let the present happiness slide a little. 
Also, as he will have to work all the rest of his life, let us let him begin to 
find out what work is and let him be learning to like to work. Then we 
will have prepared him for his future. Let’s begin this sensibly in the 
kindergarten. 

To return to the rhythmic games, etc. It is all very well to amuse chil- 
dren in school. The question is how much of his school time should be taken 
up with this. Now, if there is time for the kindergarten orchestra and the 
various rhythmic games, marches, skips, and jumps to music that are in vogue, 
why, just have them, but do not put them in the music time. As physical 
culture, all right. As music, or even a preparation for music, it is a perfect 
waste of time, one of the worst invented, for it looks as though it were 
getting somewhere. This is the first inviting sideline down which the music 
supervisor often wanders. 








94 NATIONAL EpuUCATION ASSOCIATION 





Motion songs and singing games are very pleasing, but they are impossible, 
as no child can sing and “ game” too. He can chirp, squawk, and make 
lots of noises as he makes motions, but he cannot sing. If one part of the 
class will sing and the rest do the motions, these things can be done, but 
do not call it a part of the music lesson. The time given to that should be 
taken up with something that will help the child on his way to music. The 
thing here is to teach him to sing correctly many short, slow songs that will 
train voice and ear and will be childish vocal music, perfect of its kind. Here 
melody should be stressed and the rhythm, rhythmic accents, etc., should be 
greatly subdued. With the growing perfection of the vocal technic more 
rapid songs may be sung. This must be done without impairing the perfect 
Bel Canto. Later, the real rhythmic problem will be taught. It is not 
rhythm but the reading of rhythm that gives the trouble. That is quite 
another matter. 

First grade—More, longer, and faster rote songs. Same lovely childish 
tone quality. In the last half of the first grade the pupils will be able to 
sing songs from the books as they will be able to read the words while the 
teacher hums or whistles the tune. This will make them speedier in hearing 
and quicker in remembering, two most important abilities for the musician. 
At the beginning of the first grade there should be no monotones and very 
few out of tunes. At the end of the first grade, fewer still. Individual 
work should be a part of every lesson. 

Second grade—Begin sight singing. Sing pattern songs for not more than 
two weeks—just enough to give them a start on note reading. Then goodby 
forever to rote singing. The pupils themselves prefer it. Here is one of the 
most difficult parts of the whole course. If done correctly, it is wonderful ; 
if not, it is poor indeed. When reading new music there should be most 
careful attention to tone. The first time a song is sung the tone should be 
as perfect as ever. This will make it sound well even if many of the tones 
are wrong and much of the rhythm is incorrect. The mistake usually made 
here is helping the children and allowing them to sing the pattern songs 
too much. It should be remembered that reading music is done by the eye 
and not by the ear. The pupils should point to each beat and show the 
teacher that the pupil knows just where he is at every beat. 

After singing the notes of a song through once or twice, the words should 
be sung. The pupil should then point above the note so that the note is 
between his finger and the word. This will tell whether he is thinking the 
tone as he sings the word. ‘This very important point is often lost sight of by 
the teacher. The pointing finger, if closely watched, will tell exactly what 
the pupil’s mental process is. Many of the songs should be sung words first. 
Half of the time should be taken up with individual work. This should be 
so well organized that it will go swiftly and in perfect time. At least two 
singing books should be sung through in this grade—more, if possible. 

Lesson plan—In every grade a general lesson plan should be followed. 
First, some memorized songs; then a minute of drill on some form of 
written dictation with tone work, of course; then the new songs. Last, 
review and memorize songs previously sung. 

















ELEMENTARY SCHOOL PRINCIPALS 95 








Some routine is necessary for all lessons. These routines are plainly given 
in the course of study. Whenever it develops that some special drill is needed 
the routine stops and this drill is administered sufficiently to have the pupils 
know the weak point permanently. There are no drills that are required 
every day. ‘That would be a waste of time. The only drill that comes every 
day is the singing of new songs which contain drills of every kind just 
where they are needed and in the right proportion. 

Third grade—Practically the same as the second. Songs a little harder. 
Individual work half the time. Words first part of the time. Three books, 
at least, in this grade. 

Fourth grade—Same procedures as to tone, reading new music, plan of 
lesson, individual work, etc. Two new problems enter here—the divided 
beat and chromatic tones. Neither of these give any trouble if the pupils 
have read enough music in the two lower grades so that they can read 
rapidly. 

If the pupils have the smooth singing habit, chromatics will give no 
trouble. If they have pointed accurately, they will be able to read the rhythm 
as well. This last sentence touches upon the most difficult problem we have 
to solve. 

It was stated above that we did not need to teach rhythm. That is very 
true. Here in the fourth grade it becomes very apparent just what we must 
do with rhythm. It is not rhythm or time that bothers; it is reading rhythm 
that gives the trouble. One reads things with his eye. Everyone prefers 
to read rhythm by ear. It is easier for both teachers and pupils. But it does 
not solve the question. Pupils must be taught to read rhythm as well as 
to read pitch. 

Some time ago a supervisor visited my work. She said my rhythm was 
poor. I admitted it, but I said it was the best the pupils could do. Later 
I visited her schools. At the end of the day she asked, “ How did you like 
the rhythm of my pupils?” “I don’t know,” I replied. “ What do you 
mean?” said she surprisedly. “I didn’t hear any of your pupils’ rhythm. 
I heard yours all day and yours is fine for you are a musician.” She had 
counted aloud, batted on the desk with her pitch pipe, and swung her arm 
all day long, and so did every teacher in every room we visited. The pupils 
had had no chance to show what they knew about reading rhythm. This 
is typical of the mistakes made by many teachers of music and explains the 
poor time of pupils when required to read their own rhythm without help 
ot any kind. 

The second and third grade material contained no songs with divided 
beats. There was no need of teaching measures as the notes were enough 
and the pupil had but to decide whether to point once or more times to 
each note. Now enters a new problem. The measure must now be taught. 
No space need be taken here as to how it is done. If the music is well graded, 
it will be done easily. 

At least three books should be sung in this grade. 











96 NATIONAL EpucATION ASSOCIATION 





Fifth grade—Here enters another problem. Part singing. There are four 
hard places in the vocal music course: Beginning sight singing. “lwo-part 
singing is the second. Three-part singing is the third. Four-part singing is 
the fourth and worst. At each of these places a return to the simplest 
rhythms and tone progressions must be made anew. 

It has been stated on eminent authority that “ Music, rightly taught, is 
the best mind trainer on the list.” A brief analysis of the work the pupils 
have to do will show why music is ranked so highly. 

Teachers often complain that teaching music our way is hard. I reply, 
“ Of course it is. It is the only thing they have to pay attention to.” What 
I mean is that it is the only thing in the whole school day where steady 
rhythmic attention must be paid. Even in the kindergarten this is true if 
any real singing is to be done. In every other lesson a sort of grasshopper 
attention is all that is required. Indeed, many think that is all a child can 
do, just light for a second and then bounce off. That, of course, is all he 
will do voluntarily. The regular, steady, mud-turtle sort of attention must 
be taught. The simile of the hare and the tortoise applies here with a little 
alteration. The attention must be as steady as the tortoise and finally be as 
swift as the hare. Worse and harder yet, this same swift and steady atten- 
tion must be focused on many things at once. 

Here in the beginning of the fifth grade the pupil is suddenly called upon 
to do double the things he has done before and do them, not only with a 
number of people, but against a number of others. When two pupils stand 
to sing new two-part music, each has to read two parts, listen to and hear 
two parts, sing his own part with its perplexing symbols, words, etc. ‘This 
must all be done in time and with expression and fine musical effect. Quite 
a large order. Now, if there is anything else in the fifth grade day that 
calls for as much in so short a time, just trot it out and let us take a look 
at it. This is what President Eliot meant. It is in the reading of new music 
that none of the pupils have seen or heard before that the true educational 
value of music lies. Whether the skills gained in one thing pass on to some- 
thing else the psychologists regard as doubtful. The habits of speedy rhythmic 
attention surely carry over. 

If the pupils have good singing habits, steady, smooth tone, good intona- 
tion, can do individual singing without hesitancy, the introduction of two- 
part singing will give no undue trouble. 

The voices in this grade begin to change a little. “Those who cannot sing 
high should sing alto all the time. The rest should alternate. The voice 
range in this grade should be rather limited. At least three books should be 
sung in this grade. There should be a good deal of one-part music sung, 
of rhythmic types too difficult to be sung in two-part work. This should 
be in a limited range to accommodate all the voices. ‘T'wo-part dictation 
should be done in this grade. Here enters the harmonic element for the 
first time. The ear should have time to listen to two tones at once undisturbed 
by rhythmic problems. Perfect intonation here is vitally necessary. 

Sixth grade—In planning work for these upper grades the state of the 





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yoices must govern the material used. In our northern climate the voices 
do not change as early as they do farther south or as they do with a school 
population made up largely of south European stock. In our city the singing 
lesson in the first half of the sixth grade is carried on just as in the fifth. 
In the scond half of the sixth grade the voices usually have changed sufh- 
ciently to demand three-part singing. The voices are carefully tested and 
placed on the part easiest for them. They are watched constantly and 
changed to another part as the state of each voice indicates. 

Here arises a curious controversy about young voices. My experience has 
taught me beyond the shadow of a doubt that the voice that has sung quietly 
in a limited range through the changing period, not only need never stop 
singing, but will come out with greater power, longer range, and far 
greater beauty of tone finally, than the one trained in either of the other 
two current ways. One way is to stop singing for a year or two. The 
other is to use all the range of the voice all the time. 

When beginning three-part singing very simple songs are used at first 
as the new harmonic element complicates matters very much and the pupils 
must have time to adjust themselves to the new part. Three-part dictation 
and singing of the chords are in order that the ears of the pupils may have 
time to hear three parts at once, see three parts at once unhampered by 
rhythmic problems. 

Little if any unison singing should be done after pupils have begun three- 
part singing. The usable range of the voice is too short for safe use of 
unison songs save those of the most limited compass. The pupils them- 
selves far prefer the part singing when they do it well. If the voices are used 
correctly, the tone smooth, steady, and beautiful, the parts balanced, lovely 
musical effects are possible in this grade. This is the first harmony they 
have really heard. The accompaniments they have heard have made little 
impression and that of the vaguest sort. It is only after the pupils have 
been able to sing three parts that they begin really to hear harmony distinctly. 

Now it begins to be apparent whether or not the teachers in the lower 
grades have done their duty. Can these pupils read three parts, simple at 
first, rapidly and correctly enough to make it interesting? If they can, it 
is here that the teacher of music begins to receive the reward of the faithful. 
It is in this grade that the listener who can hear music in its true proportion 
will begin to enjoy it. Here are rhythm, melody, and harmony all present 
in a proper proportion. If the pupils have done the work well in the lower 
grades, they too will be able to hear music in its true proportion and the 
music will reach out and take hold of them. It is in these upper grades that 
when there is any spare time the pupils ask to sing. They more often than 
not ask to sing something new. It is here that the “ mechanical ” and the 
“ artistic’ begin to merge and the music supervisor begins to feel that he 
is teaching music in that he has raised some well-rounded “ musicians.” 

At least three books should be sung in this grade. Individual singing, 
perfect intonation, strict attention to all the details that make up a well- 
rounded lesson are the rule here, as everywhere. 











98 NATIONAL EpucATION ASSOCIATION 





Seventh grade—This is like the sixth with more difficult songs and more 
of them. The few changed voices that appear among the boys should sing 
with the eighth grade or if that is not possible, sit in the front seats and 
sing the second alto an octave lower. Under no circumstances should they 
stop singing. 

Eighth grade—Here enters the hardest complication of all. A fourth part, 
the bass, is now added. That would be hard enough as four-part music ‘is 
decidedly harder than three, owing to the use of a lower octave; but let us 
take a look at what is going to sing this fourth part. 

This recalls Miss B. She taught two eighth grade classes in singing. 
They were together in a large room. There she stood in the doorway, 
smart, amiable, understanding, experienced, all that an eighth grade teacher 
should be. She looked at the two rows of basses, turned to me, and said, 
“Look at them. Great big, lazy, dirty, sleepy things. I wish they would fall 
in love.” “ What an awful wish,” said I. “ It is the only thing that will 
wake them up and clean them up,” she rejoined. 

There you have it, and you may just as well face facts, roll up your 
sleeves, and wade in. Many supervisors just give up here and take refuge 
behind several old notions. The easiest one is to call them monotones and 
let many of them quit. Others just say, “ Your voice is changing. You had 
better not take music any more.” Later, in the high schools, when singing 
is often optional, these most important voices are not to be found in the 
classes. 

It is in the bass section of the eighth grade that all the retarded boys are 
to be found. They are too old for their grades or their voices would probably 
not be changed. ‘Then in addition to their mental troubles, they are called 
upon to use a new kind of voice, read a new kind of staff, read four parts 
instead’ of three, and worst of all, get used to a brand new octave of tones. 
This is a pretty tall order for boys of this age and usual mental type to fill. 
In spite of all one can do in the lower grades to get them ready for this 
change there will invariably gravitate to the bass part many of these poor 
students. 

In addition to the ones that come from other places where music has 
not been taught intensively the smartest boys show up mentally here. With 
all this in mind, what shall be done? 

Slow, simple music in four parts must be used. The basses will have to 
be taught over again to use their abdominal muscles strongly enough to 
make their thicker vocal chords sound. This is the first step. Much chord 
dictation and chord singing in four parts to allow the ears time to hear the 
new harmonies unhampered by rhythmic problems. Much individual work 
in four parts. Much polishing of songs until they are sung with fine ex- 
pression. Finally they will fall into line and they will sing new songs with 
finish and expression at first reading. Special attention to the testing and 
placing of voices must be paid here. Here is the grade where rapid changes 
are taking place in the voices of both boys and girls. 

Greater amount and variety of material should be used here. The material 





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ELEMENTARY SCHOOL PRINCIPALS 99 





should be carefully selected to suit the class. Lovely musical effects are 
possible here but they are harder to get. It is also true that these pupils 
are very critical and if the musical effects are not beautiful they lose interest 
rapidly and nothing is done. On the other hand, if the teacher holds them 
up to a fine type of finished singing they will be very enthusiastic over their 
singing. It is here that the supervisor reaps the reward of hard work in 
the lower grades. 

Ninth grade—This grade is very similar to the eighth and should be 
treated the same when in a junior high school. —The music may be harder 
and more of it sung. When the ninth grade is in a four-year high school it 
attends music classes with the pupils of the upper grades. 

High school—The high-school singing classes are the finest thing in the 
whole school system. Singing is required of all pupils and the classes are 
large, between one and two hundred. Larger than that, they are apt to be 
unwieldy. Smaller, they will not have the body of tone necessary. The 
parts are well balanced. These classes sing many of the great choral master- 
pieces. The lessons are like those in the grades. All the methods that go 
to make a successful grade lesson bring a larger return here. 

In Minneapolis we plan the high-school singing classes on a three-year 
basis. Pupils of all three years are in the same classes. ‘There are numbers 
ot different books and the same books do not go to the same high school 
eftener than once in three years. Pupils graduating from our high schools 
have sung at least six books of choruses and six or more oratorios or cantatas 
like the Messiah, Elijah, The Creation, Swan and Skylark, and the like. 

Other musical activities—While the vocal classes all through the school 
system are the most important part of the school music work, many other 
musical activities are carried on. ‘There is a complete instrumental course 
with instrumental classes of all kinds, beginners’ orchestras in all the six 
grade buildings, band and orchestras in all the junior and senior high 
schools. Some of these latter nearly approach symphonic proportions and 
play real symphonies. 

Credits for music study under outside teachers are allowed under an 
efficient system in the high schools. These pupils also study harmony and 
composition in school classes as part of their work. Many wonderful com- 
positions are composed by the pupils during the year and the yearly original 
composition contests sponsored by the Minneapolis Journal are a source 
of amazement to all who hear them. This work is carried on under the 
direction of J. Victor Bergquist. He is a composer of much success and a 
fine teacher of harmony. He thinks that composition comes first and a 
knowledge of harmony will come as needed for composition. This is 
following the true pedagogical path. 

Music appreciation—A well graded system of music appreciation is car- 
ried on from the kindergarten up. With the foundation of singing ability 
and the ability to sing and hear parts in the upper grades this course in 
appreciation functions as it should. As this appreciation course grows out 
of and is closely yoked up with the singing classes, it means more than 
if it were simply a detached course in listening to records. 











100 NATIONAL EpucCATION ASSOCIATION 





There are also glee clubs in all the high schools, both junior and senior. 
All these special musical activities meet in school time and are a part of 
the regular school work. Many concerts of all kinds are given, from simple 
programs in the lower grades to creditable performances of oratorio with 
chorus, soloists, and orchestra. Several of the easier grand operas have 
been given by high school glee clubs. 

How to judge your school music—Superintendents and principals are re- 
sponsible for all the work that goes on in their school systems. “hose who 
have not studied music often have a helpless feeling when confronted with 
the necessity of deciding whether the music department is functioning as it 
should. Music supervisors often have a bad habit of silencing criticism by 
saying ‘“‘ Music is different.’””’ Music is not different. Music teaching is 
simply good school teaching applied to music. If the superintendent or 
principal and the music teacher would just meet on the common ground 
of education they would understand each other better. 

All three often make the mistake of judging the success of the music 
system by the interest it excites. That is all very well, but the kind of 
interest excited would better be sharply scrutinized. Is it the interest of 
achievement and ability, or the interest excited by mere entertainment? 
In these days of reproduced music it is easy to excite the interest of enter- 
tainment and cal] it good music work. 

The real interest is only excited by achievement. The real questions are: 
How much music can they learn? How well can they do it all along the 
line? Is the achievement level higher or lower in the high school? How 
well the choruses sing or the orchestras and bands play certain selections 
are but a part of the test. The other and more important part is: How 
long did it take them to learn these selections? Not what you know, is 
the question, but how did you learn it? This will answer the first ques- 
tion in this article, ““ What did it do to you while you were learning it?” 


“THE RESPONSIBILITY AND OPPORTUNITY OF THE 
PRINCIPAL TO THE HOME” 


ANNA LAuRA Force 
Principal, Lake Junior High School, Denver, Colorado 


HE DEPARTMENT of Elementary Principals has from time to 

time presented to the teaching world comprehensive reports of the 
activities and responsibilities of the principal. These reports have been pre- 
pared by able men and women as a result of scientific study, personal contact, 
formal discussion, and an appreciation of the principles and policies that 
determine the kind of leadership necessary on part of the principal. 

It might seem that the last word had been spoken or written concerning 
the many responsibilities of this school official, but our best thinking is 
aroused when different points of view are presented. 

“ Life as we live today is not the life of yesterday.” With the growth of 
cities and the increase in factory production, more and more people are 











ELEMENTARY SCHOOL PRINCIPALS 101 








living outside the home losing fireside fellowship, cultural enlightenment 
and fraternity. Parents are confronted with serious problems due to changes 
wrought by scientific progress. The school must assume such leadership 
as will help the home to meet the needs of the boys and girls by providing 
a wholesome atmosphere, where they may develop into useful self-respecting, 
self-sustaining citizens. 

The average citizen today has a vague idea of modern school life. He 
judges it in terms of his own experience in school. Even editors of news- 
papers and magazines are not familiar with modern educational ideas and 
practices and are not inclined to give the subject serious consideration 
because everybody went to school. We ever have with us the believer in the 
old time school, the parent with the faultless child, the fad critic and the 
individual constantly finding fault with the policies of the administration. 
A modern teacher makes the following contribution to the critics: 


It is a strenuous world 

That has been wished on the present-day youth. 
Problems 

Industrial, political, moral, 

Surge in the air. 

Moving pictures, radio, and automobile 
Have helped to create an environment 

That, like a mighty rushing torrent, 

Is sweeping the world. 

The younger generation 

Knee-deep in its waters 

Is trying valiantly 

To utilize the energy of the current, 

While we stand on the shore, 

Wringing our hands, and criticize their bathing suits. 


The home should stand supreme as an agency to build character, mold 
sentiment, and promote human welfare. It has been wisely said, ‘“ Look 
well then to the hearthstone, therein all hope for America lies.” Parents 
are not worse than they used to be. Like the rising generation they are 
much maligned and misunderstood. One parent claims that while grave 
responsibility faces the parent he should not be publicly denounced any more 
than a teacher who would lose authority or prestige by such treatment. 

The one great hope of fathers and mothers is that their children shall 
grow up to be good citizens able to take their part in the struggle of life. 
In order to do this, those qualities must be developed in them which will 
make them honest, diligent, strong, and self-reliant, for it is only such men 
and women who are respected or loved in any community. 

The first need in character building is honesty. It is said of Washington 
that his word was as good as his bond. 

A tendency toward falsehood is found in many children. The school tries 
to correct this tendency when it insists on having from the boy or girl noth- 
ing but absolute truth in word and deed. When a child cheats by copying 
the work of another the teacher tries to make him understand that he is 
defrauding himself. Shame of exposure should be the last evil. Sometimes 








102 NATIONAL EpucATION ASSOCIATION 








parents interfere with the children’s welfare by doing school work for them. 
It is a great mistake at school or at home to do for the child what he ought 
to do for himself. 

Nothing is more important in the instruction of the youth than to cultivate 
the sense of responsibility. At school the required lesson must be ready at 
the specified time and the work done unaided by parent or teacher so far 
as is possible. Each pupil is expected to provide himself with what he needs 
so that he will not be tempted to borrow or steal. He must take care of 
the books furnished and he must not destroy or deface any school property. 
Such duties show a pupil his obligations to himself, to his schoolmates and 
to his school. If in the home boys and girls are held responsible for their 
several tasks they will not become lazy and shiftless men and women. 

Punctuality has much to do with man’s success in any kind of work. This 
habit formed while attending school follows him through life. If a pupil 
is not in his seat when the tardy bell rings, he is late. The fact is recorded 
against him. He can do nothing to change the record. Habitual tardiness 
on the part of any pupil is largely the fault of the home. The principal 
oftentimes discovers that bad conditions prevail in the home, and through 
help from the school, this slovenly habit is corrected. 

Obedience is the foundation of character. Obedience to authority, school 
regulations and to the parent develops in the mind of the pupil a regard for 
the ordinances of the city and the laws of the nation. It is claimed by the 
critics that young America is very irreverent. It is seldom that a boy or girl 
is “seen and not heard.” Parents often encourage this growing evil by 
permitting their children to argue about small matters pertaining to the 
home. Obedience to the common laws of courtesy make a pupil respectful 
to his elders and to those in authority. 

Idleness is an evil that the school tries to correct but outside influences 
too often counteract the effect of what is done by the teacher. We hold chil- 
dren to strict account of time. The work is so arranged that a pupil must 
be busy every minute he is in school. Frequently when he is dismissed, he 
spends much of his time on the street. This brings a long train of evils, 
also distaste for school, especially if the work is difficult. Juvenile delin- 
quency is often the result of idleness and laziness. 

We must not lose sight of the dangers that threaten our youth in the bad 
and unwholesome literature of the present day. Not only from home and 
school does the child get his ideals but also from good books. Boys and girls 
often unconsciously admire characters in books and try to fashion themselves 
into the same. The habits thus formed build a strong character through 
good literature. 

There is a certain amount of routine contact between the home and the 
school. If contact is made only by report card and attendance officer, often- 
times misunderstandings arise and parents do not support the policies of 
the school. If parents seldom visit the school unless some unsatisfactory 
situation has arisen, a wrong impression is given when a friendly visit 
is made. 








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ELEMENTARY SCHOOL PRINCIPALS 103 





There is always the problem of failures in scholarship and failures in 
conduct. ‘he emotionally disturbed child is to be reached only through 
change of environment. Badly dressed children take it out in misconduct. 
The principal should become acquainted as far as possible with the home 
environment. Clear understanding with parents is of primary importance. 
One very satisfactory way to reach the parent is by arranging a meeting at 
the school, afternoon or evening. Such conferences often result in better 
adjustment on part of the school to meet the needs of the child and a closer 
cooperation with the home in all matters that make the child physically and 
mentally fit to meet his daily tasks, besides securing on part of the parent a 
friendly attitude toward the school. 

The principal assumes leadership in bringing about a closer relationship 
between home and school through such agencies as the school nurse, visiting 
teacher, social worker and attendance officer. 

Educators are too prone to discuss their problems among themselves at 
educational meetings, local, state, and national. They must let parents know 
what is being attempted, what is needed, what values they plan to return to 
society by the right kind of school activity. 

Public opinion is molded through such agencies as the press, pulpit, 
picture, lecture, and now not the least of importance, programs of school 
exercises broadcast over the radio. There is still a wide gap between educa- 
tional knowledge and educational practice and only through attention to 
publicity that develops a loyalty to the school and confidence in the educa- 
tional program, can a better understanding be brought about. 

The life of the community must enter the school and reach out into 
the homes. Many experiments have been successfully carried out. School 
credits have been given for home tasks; school and home gardens, boys’ and 
girls’ clubs in rural communities have established new relationships between 
home and school. Wherever such conditions prevail the door is kept open 
and school alive and growing. 

The principal makes possible interest in cultural life and opportunities 
for the development of culture through use of the school plant for social 
gatherings, concerts, exhibits, and lectures. The school becomes the com- 
munity center, the center of interest in the neighborhood. 

There are many organizations that render valuable service to the school. 
Child guidance clinics, vocational and placement bureaus, men’s service 
clubs, visiting teachers, school nurses, are all helping to humanize the school. 
Physicians, psychiatrists, and psychologists, experts in special testing, and 
social workers, have opened up a new world not only to the child but to 
the parent. Through such service and intelligent and sympathetic coopera- 
tion of home and school the number of social misfits, mental wrecks, delin- 
quents, and dependents has been reduced. 

A desire on the part of parents to cooperate with the school has resulted 
in the formation of an association of parents and teachers which has aided 
greatly the effectiveness of the school. Next to the board of education this 











104 NATIONAL EpucATION ASSOCIATION 





organization stands closer to the school than any other official or non- 
official body. 

It is unnecessary to go into the history of this great movement which now 
has national significance numbering over a million members. It is a non- 
political, non-commercial, non-sectarian, organization, a real democratic 
force ready in every way to serve the boys and girls of America. 

The machinery of this great organization called the National Congress 
of Parents and Teachers has been most carefully worked out by able leaders 
in the national organization. The plan has been adopted by forty-seven 
states, District of Columbia, and Alaska. The states have presented it to 
the counties and locals are governed in the same way. 

Principals and teachers should study the plan and become familiar with 
the policies, and program of this organization. They will realize the tre- 
mendous force now created to support public school education. “ It means a 
saving to the teacher, a broadening of understanding to the parent, and a 
development of sympathy in both. It binds the parent and teacher into one 
great organization with common ideals, common understanding, and a com- 
mon purpose for the welfare of the children throughout the land.” 

“The policy of the Parent-Teacher Association is to reach in a helpful 
and intimate way two social institutions, the school and the home.” It 
is organized into departments and committees for effective work in more 
than a score of related fields, namely, child welfare legislation, students’ 
loan fund, scholarship fund, kindergarten extension, study circles, illiteracy, 
home education, child hygiene and development, study of the pre-school 
child, and all movements aiming to promote the interest of childhood and 
youth. 

Colleges and universities are offering special courses in Parent-Teacher 
work. The United States Bureau of Education offers reading courses for 
home education. Recognizing the importance of trained leadership in the 
service of the Congress of Parents and Teachers, colleges and universities 
are offering credit and non-credit courses in the work of this organization. 
The Iowa Research Station is an illustration. A representative of the Con- 
gress of Parents and Teachers has been placed in an office and awarded a 
scholarship in the university, the purpose being to develop a system of 
parent education based on the findings of the research station. 

Study outlines based on Wholesome Childhood, by Groves and Groves; 
Mothers and Children, by Dorothy Canfield Fisher ; Problems of Childhood, 
by Angelo Patri, are presented to 18,000 units through the Child Welfare 
Magazine (Home Education Circular No. 8, Bureau of Education, Wash- 
ington, D. C.). 

There might be greater cooperation and closer afhliation between the two 
national organizations, Congress of Parents and Teachers and National 
Education Association, through increased representation of both parents 
and teachers in the councils and on the programs of both organizations. 

The principal from the start should in a tactful way shape the Parent- 
Teacher Association of his school and direct it at once into useful lines of 











ELEMENTARY SCHOOL PRINCIPALS 105 





service. It offers an opportunity to the principal to bring to his aid a power- 
ful ally that will help him to carry out the educational policies of his school. 
The principal has an obligation and responsibility of leadership in this 
great movement. Through the interest and cooperation of parents, teachers, 
and the children, the Parent-Teacher Association becomes a constructive 
force and a fine community spirit is developed among his people. 

In the words of Angelo Patri, we might say of a principal, “ He is 
the gardener of men, shepherd of children whose field is as wide as life, 
than whose thought none must be broader, than whose faith none must be 
higher; who looks to send forth from under his hand, moulder of tomor- 
row’s life, socially conscious beings seeking and finding happiness in workable 
ideals of social and spiritual unity.” 


EFFECTIVE TEACHING OF THRIFT 
V. K. FROuULA 
Principal, Roosevelt High School, Seattle, Washington 
HE TEACHING of thrift is a new departure in our schools, prac- 
tically unknown previous to 1915. Occasional and incidental lessons 
on the value of thrift have been given by teachers, but teaching systematic 
saving as one of life’s potent policies is almost a novelty in our country. 
We are coming to the conclusion that an occasional dose of such teaching 
is not enough for the formation of the thrift habit; a steady diet is essential, 
just as for the cultivation of any other virtue. 

Although systematic training in thrift has hardly been introduced into 
the schoolroom, many teachers are ready to condemn it because it has not 
produced fruit an hundredfold. “ There is too much 100 percent banking 
and not enough 100 percent saving,” they tell us. But, may I ask, are we 
getting a 100 percent return on any subjects of study? Geometry is a science 
hoary with age. We ought to get 100 percent results in that study if any- 
where. But are there not too many students who memorize the theorems 
and not enough of those who learn them by a reasoning process? And what 
shall we say about the students’ ability to apply practically what they 
study in a geometry classroom ? 

Thrift, in its best and broadest meaning, has to do with moral qualities 
and those are always slow of development. Our age has witnessed wonder- 
ful progress in material things, but can we say as much about our moral 
and spiritual advance? In such matters progress is painfully slow. Now, 
the practicing of thrift requires a backbone and not merely a wishbone, 
and the average American, in that regard, has not even reached the wishbone 
stage. It will take time for him to learn to cultivate the kind of courage 
and grit for thrift that he has displayed in business and industrial enterprise. 

Furthermore, hosts of people, even teachers themselves, are a bit skeptical 
about the whole idea of thrift teaching in the schools. They are not quite 
sure that it has not been foisted upon the schools by bankers who want to 
get their clutches on more money for speculation. Mutual savings banks 











106 NATIONAL EpucaTIon AssOcIATION 





are not generally understood. The children of the land need to be taught 
that such institutions exist for the benefit of every depositor and not 
for the directors whose every act is scrutinized regularly and must comply 
with the minute prescription of law. 

In view of the newness of school savings and in view of the attitude of 
many people and even teachers toward the subject, the wonder is that 
such progress has been made in a single decade. There are nearly 4,000,000 
youthful depositors with a balance in excess of $39,000,000 to their credit! 

But you say that the number of depositors is no index of the value of the 
practice. It is not difficult to get young people to bank if the school wants 
them to do so. They will even go without lunch on bank day to save money 
for a deposit and uphold the good name of their school. Now, some of us 
have known many a student to skimp on his lunch in order to save the price 
of a football ticket That we call a “fine school spirit” and even urge 
others to emulate such school virtue. Let us be consistent. Self-denial 
manifesting itself in the interest of school savings is as laudable as self- 
denial practiced for the support of football. If the fostering of loyalty 
to the school through football is a worthy goal because we hope it will grow 
and broaden into loyalty to one’s community and country, then why is it not 
just as good to develop loyalty through school savings ? 

Then, too, the objection has been raised that teaching the saving of money 
is too materialistic for schools to engage in. ‘‘ The love of money is the root 
of all evil,” we are told. Yes, but thrift does not teach the Jove of it, but 
the use of it, and most of us know that the Jack of it is often a tremendous 
handicap. Orrin C. Lester of the Bowery Savings Bank of New York, 
where 40,000 interviews with depositors are held annually on all kinds of 
practical subjects, ranging from domestic troubles traceable to economic 
causes, as most of them are, up to the loss of entire family fortunes, through 
some fake scheme of speculation, speaks thus of this objection: 

I hope that you teachers will have the courage to stand up and be branded materi- 
alists, because I believe that from the practical standpoint, from the cultural, ethical, 
and moral standpoint there is no greater need in our national life now than that 
education should undertake for these young people what it neglected to do for you 
and me, namely, teach them income management with the school savings bank as a 
principal means to that end. 

Now, when we remember that women, who spend 85 percent of all the 
money made in the United States, have had practically no training in how 
to spend it, it is not surprising that maladjustments in the home are so 
numerous. Who will say how direct is the connection between this lack 
of training and our growing divorce menace with its accompaniment, juvenile 
delinquency ? 

Objections are also raised to the element of competition that is often 
introduced into school savings and thrift teaching. Of course, some kinds 
of rivalry may be resorted to that will do more harm than good. But to look 
down upon and condemn every form of competition that may be injected into 
the cultivation of thrift is to carry the objection too far, to say the least. 
Why is rivalry so reprehensible in the teaching of thrift while we do not 











ELEMENTARY SCHOOL PRINCIPALS 107 





hesitate to use it in so many other fields? Do we not freely utilize com- 
petition in striving for high class-standings, more perfect attendance, etc. ? 
Are our inducements in other schoolroom procedures always unimpeachable ? 
Some kind of an objection can be raised against anything we do in the class- 
room. So we may expect to hear objections to our ways of teaching what is 
perhaps our newest “ fad.” Time and experience will evaluate our methods 
and disclose their strong and weak points for our guidance. 

Two outstanding reasons for the need of the teaching of thrift in the 
schools of our country, and of using the savings bank as a principal means 
for that purpose are: 

1. We are a prodigal people. Extravagance is our national trait and 
heritage. 

2. A very large part of our people, including especially the professional 
classes, is gullible and easily duped. 

As to the first: Scientific experts are coming to our assistance. The 
by-product of the manufacturer is a forceful lesson. For generations we 
have not been making the most of the treasures of our gardens, like honest 
husbandsmen, but like robbers we have been scuttling storehouses for booty. 
Where the reckless axe of the lumberman does not ruthlessly destroy the 
forests, his carelessness completes the task by reducing them to utter deso- 
lation. The slag heap claims much of our precious ore, and a large per- 
centage of the heat of the furnace finds its way out of the chimney. No 
farmer in the world is so wasteful of the straw pile and so careless with 
his expensive implements as is the American. In the saw mill slabs and 
edges are carried by an endless chain directly to the fire dump. In the 
kitchens of America enough is wasted, we were told a few years ago, to 
feed a European nation. But our prodigality with material treasures is not 
one half of the story. Recklessness with worldly goods breeds contempt for 
higher things. If the fields of the countryside reveal rusting plows and 
mowers, and if the alleys of our cities are full of broken or half-broken 
vehicles, the main streets exhibit many specimens of broken-down men who 
have wasted the riches of mind and heart in riotous revelry. And then there 
are the patrician paupers supported not in poorhouses, but in palaces by 
indulgent parents or rich relations. ‘“‘ The economic loss through the non- 
productivity of 20,000 human wrecks is equal to one Chicago fire involving 
two hundred millions.” 

Now, as to the second main reason—our gullibility. And here the teacher 
plays an important part, for like the preacher, unaccustomed to money and 
the ways of the business world, he falls an easy prey to the promotion shark. 
The story of the young teacher who received his first salary check is in point. 
On presenting the check at the teller’s window, he was asked to indorse it. 
Looking a bit puzzled, he was assured the check was all right, but only 
needed his indorsement. The impecunious pedagog then stepped to the 
writing counter, and after racking his brain for awhile, proceeded to indorse 
his check in the following manner: “I respectfully subscribe to the senti- 
ments contained herein.”’ 











108 NATIONAL EpucATION ASSOCIATION 





This unvouched for story, however, is not so badly overdrawn as it appears, 
judging by the tales reported by officials in the Treasury Department. 
Many Liberty bondholders, they say, requested to be advised as to when 
and how to pay the interest on their bonds. No wonder such people offer 
a fertile field for the swindler. In our public debt statement published by 
the United States Treasury Department is an item entitled, “ matured 
interest obligations outstanding” amounting to $35,000,000. ‘This repre- 
sents interest due government security holders who are forgetting to present 
their matured coupons for payment. 

Furthermore, teachers and preachers are evidently not the only classes of 
citizens who have not learned the true meaning of a bonanza, which has 
been aptly defined as “a hole in the ground owned by a colossal liar.” The 
Postmaster General estimates that $1,000,000,000 is lost annually through 
mail order frauds and the National Association of Credit Men estimates 
that the losses in business frauds alone now reach $400,000,000. Although 
made in a spirit of drollery, the recent statement by Harry Daniel that this 
country has a gross production of 525,600 fools a year was probably not 
far afield in view of the gigantic scale upon which fraudulent transactions 
are conducted. Whether the fools are more commonly male or female you 
may judge from the further statement of the Treasury Department that 
men are eight times as gullible as women. A questionnaire investigation in 
New York University disclosed that 53.2 percent of all securities purchased 
in sixteen states of the Union proved utterly valueless. In the remaining 
states the investors were more fortunate by a scant degree. All this helps 
to account for the fact that 90 percent of our people over sixty years of 
age are dependent upon charity or relatives, also that 5,000,000 widows in 
the United States are forced to eke out a scanty sustenance by their own 
earnings. 

But there are other reasons for the importance of thrift teaching. Thrift 
embraces many major moral virtues. It implies industry, prudence, self- 
control and selfdenial. It has reference not alone to saving, but also to the 
more difficult art of wise spending. “ Saving is one of the foundation stones 
in building a thrifty character, but it is no more the sum total of thrift than 
one stone is the sum total in the foundation of a great house.” 

Indeed, the first step toward thrift is careful spending. Wasting money 
is an easy thing which any one can do. Spending it is an art. A wealthy 
man was asked what he was most particular about teaching his own son. 
“* How to spend wisely,” was his instant reply. It would be unfortunate, 
indeed, if thrift should concern itself with money saving alone. Many 
people through great patience and selfdenial are able to lay by a comfortable 
sum, only to lose it in the end through ill-advised investment. 

Now, how to introduce effectively the teaching of thrift is a task with 
which the N. E. A. Committee under Arthur H. Chamberlain is struggling. 
The committee is facing two serious handicaps: (1) Overcrowded cur- 
riculum, no room for training in thrift; (2) lack of properly trained 





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ELEMENTARY ScHook PRINCIPALS 109 





teachers. “The study of economics such as we are seeking for our children 
was not afforded present-day teachers. 

It is gratifying that in spite of these handicaps a serious effort to incor- 
porate thrift into the course of study is being made in some parts of our 
country. In Massachusetts, for instance, a state thrift committee determined 
upon the following objectives: 

1. To create a clear understanding of the true meaning of the term “ thrift.” 

2. To instil in the minds of children those economic principles which are basic 
in the development of the best type of citizenship. 

3. To conserve the money of the taxpayers to the extent that is in the teacher's 
power. With Dr. Payson Smith as Commissioner, the State of Massachusetts is very 
likely to evolve a course of study in thrift that will furnish inspiration to others. 


Provision for systematic study of thrift has already been made in the 
curricula of some of our cities. That is the next most important step for all 
schools to take. The study of economics is pursued by comparatively few 
in our high schools and is “ pitched too high” for the most practical pur- 
poses. And so the youth of the land are obliged to glean a knowledge of 
economic principles through chance experience after leaving school. The 
problem of income management, with the school bank as a convenient tool, 
should be made a part of regular thrift instruction. 

“To most people,” says Judd, “ money is a great and powerful machine 
which they can set in motion, but which they do not in the least under- 
stand. . . . . The school has been satisfied with a confused and inadequate 
treatment of one of the most important devices which man has invented to 
promote social and industrial cooperation. I, therefore, offer income manage- 
ment as a practical means of teaching the wise adjustment of one’s social 
and economic relations.” 

Now, in view of the fact that New York alone is spending $65,000,000 on 
charity, but not one cent on the teaching of income managemnt, it is 
encouraging to learn of the efforts along that line that some schools are 
putting forth. A nationwide study of thrift teaching was made in 425 city 
school systems by Arthur H. Chamberlain, educational director of the 
American Society for Thrift, and some interesting facts were revealed, a 
few of which I mention briefly: 


1. The work of the past eleven years, since the first conference, has yielded results 
more far-reaching than can be measured. 

2. Of the total of 425 cities reporting, 126 offer thrift instruction throughout all 
grades, from the first through the senior high school, a total of 1,453,487 pupils 
receiving such instruction. 

3. It is today a question only of what to teach, of how best to present the subject 
and where on the program it can most effectively be introduced. 

4. In 339 cities thrift is offered in one or more years of the school courses, affecting 
a total of 1,850,706 pupils. 

5. By a very conservative estimate the total school savings bank balances are 
now upwards of thirty million dollars and the number of depositors in excess of 
3,000,000, and the deposits for the last school year approximately nineteen million 
dollars. More than 10,000 schools had introduced the savings bank system when 
the report was made less than a year ago. 











110 NATIONAL EpucaATION ASSOCIATION 





6. The types of thrift taught are varied. Earning and saving is emphasized in 
305 of the cities reporting. Thrift of time is stressed in 216 systems. Health studies 
in thrift receive attention in 248 cities. The need of conservation of resources and 
the sinfulness of waste is brought out in 193 cities. 

In another study undertaken in Philadelphia an attempt was made to 
discover how far the savings habit represented selfdenial of the depositors 
which, of course, is essential to thoroughly salutary thrift instruction. In 
two junior high schools results showed that in only 40 percent of the cases 
did the savings represent genuine selfdenial ; the other 60 percent of deposi- 
tors drew on their allowances or on money given them specifically for that 
rurpose. The same study, on the other hand, revealed an encouraging fact, 
namely, that nearly one third of the pupils are saving for the purpose of a 
college education; one seventh for the purpose of setting themselves up in 
business; one tenth to buy Christmas and birthday presents; one fifth for 
summer vacations and other forms of recreation, and the remainder had in 
mind some immediate but wholesome end such as buying a bicycle, boy 
scout outfit, and the like. 

The carry-over value of thrift was tested in Duluth where a year ago last 
June 391 high school graduates, and last June 606, who had been systematic 
high school savers, requested to have their bank accounts transferred to the 
regular savings ledger. 

In Los Angeles each pupil is given credit on his report card for his thrift 
activities and that means much more than the saving of coins. Since money 
is allocated to each school in that city on the basis of daily attendance and 
since the senior high schools lose $1.50 per day per pupil for every day’s 
absence, it is easy to work for good attendance from that angle. Regular 
attendance has been greatly stimulated and, incidentally, the percentage of 
failures reduced. The Thrift Creed adopted by that city is worth reproduc- 
ing here: 

I believe in the United States of America. I believe that our progress depends 
upon the industry and thrift of her people. 

Punctuality—Therefore I will devote my time to worthwhile activities and save 
time by being punctual. 

Physical Training—I will preserve my health because without it I have less 
earning power. 

Conservation—I will conserve materials because materials cost money. 

Thrift—I will save my money because saving leads to independence and happiness. 

I will do these things for the welfare of AMERICA. 

Now, since the Seattle high schools make no curricular provision for 
the teaching of thrift, the problem of making the habit of school savings 
function in the lives of the pupils has called forth various devices more or 
less successful. In Roosevelt High School a Joint Thrift Committee of 
Boys and Girls is constantly on the job, seeing to it that the interest is not 
allowed to lag. Several projects undertaken by this committee have served 
to keep the matter alive and, as will be pointed out, to get the idea of thrift 
under the skin of many of the students: 

1. Thrift creed—This was a project carried out by a class in English. A 
considerable amount of “ research”? work was done in the entire school. 





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ELEMENTARY SCHOOL PRINCIPALS 111 





Facts were gathered as to what should properly go into such a creed. All 
this material was worked over into a “ decalog”’ and printed on a card in 
school colors and distributed to students to place on their study tables or 
dressers as a daily reminder. 

2. Booklet-—On ‘“‘ The Secret of Saving.’’ This was the work of the 
Commercial Department. It was called The secret of saving—As told by 
your teachers and schoolmates. This little book, containing sixteen pages 
of material, created a good deal of interest. The cover design, consisting of 
Mr. Thrifty’s dollar, divided into five parts, indicating how much is to be 
allowed for living expenses, how much for education, for recreation, benevo- 
lence and savings, tells the whole story in a nutshell. Since the entire 
Commercial Department worked on the booklet as a project, it became a 
topic of conversation about the school, and, like the Creed, was looked for 
with some expectation. 

3. Another project was the publication of a neat book of 24 pages which 
had for its purpose the task of interesting the parents of the boys and girls. 
It contains brief paragraphs by leading citizens in the community; the 
presidents of the Parent-Teacher Association and of the High School 
Council; a short sketch of the savings movement in the school since its 
inception. Also a graph of the school’s progress, and personal stories of the 
results written by some outstanding students, and two pages of “ Poor 
Richard Up-to-date.” Judging from the interest evinced by parents, and 
by the comments it brought forth from various sources, we are justified 
in believing that it was effective in creating an atmosphere of friendliness 
for the enterprise and in enlisting the support of the parents in its promotion. 

4. Still another effort was the Farewell Card sent by the Thrift Com- 
mittee to the last graduating class which had made an enviable savings 
record. he card reminded them of their good work and enjoined upon 
them the wisdom of continuing the practice with instructions of how to 
make the necessary transfer in their accounts. 

5. Bulletins—Regular weekly thrift bulletins gotten up by the committee 
serve as lesson helps. For example, let me state the contents of several of 
them in just a sentence. One emphasizes the cash value of a college educa- 
tion with convincing facts. Another calls attention to the fact that nine out 
ot every ten men reach old age dependent upon relatives or charity; that 
nineteen out of twenty fail to provide properly for their families, which 
explains why 8,000,000 American women have to work hard for a living and 
why every third widow is in actual want. Another enumerating twenty ways 
boys can earn money, advises them that jobs do not turn up in this world 
unless somebody goes out and turns them up. Another bulletin issued near 
the close of the school year, makes out a budget, naming some twelve items 
of vital concern to every student. ‘The budget includes the usual expendi- 
tures involved in participation in school life. 

Now let me speak briefly of the failure elimination project sponsored by 
the Parent-Teacher Association as a part of thrift teaching. A committee 














112 NATIONAL EpucATION ASSOCIATION 


of fifty of our mothers bound themselves to attend a study club for an hour 
before each P. T. A. meeting to study the causes of failure and help to 
reduce it. A set of resolutions relating to home-study, regular attendance, 
definite home program, no social engagements except on Fridays and Satur- 
days, and a set of study helps was placed in the home of every first and 
second year student. Causes of failure are studied, days for visiting the 
school are arranged to facilitate an activity that is not usually looked upon 
with favor by high school students. This effort is too new to enable me to 
speak with any facts in hand as to its value. 

Now, how does all this function in the lives of the students? What else 
does it do besides influencing them to bank a bit of money each week? A 
questionnaire placed before the entire school to which about 1800 responded 
reveals some interesting facts. Please note that the percentages cited here- 
after are based on totals answering any given question, as all students did 
not answer every one of them. 

The number of regular depositors is very high, close to 100 percent. Of 
these 663, or 47 percent, earn wholly all that they deposit, and 780, or 
53 percent, earn a part of the money that is placed to their credit. About 
504, or 32 percent, receive their money outright from their parents so that 
banking represents no effort and no selfdenial on their part. One of the 
most interesting items is the revelation that 1165, or 73.6 percent, are saving 
for some definite purpose and that the purpose is college education with a 
large number. Seven hundred fifty, or 48 percent, are making a systematic 
attempt to budget their incomes. Eleven hundred ninety-three, or 76 percent, 
are making a practice of going without some needless thing in order to bank 
regularly, and 1104, or 75 percent, feel that this practice is strengthening 
their selfcontrol. ‘To prove that the idea of saving extends beyond just -the 
regular deposit of money, 1082, or 71.4 percent, are making an effort to 
select their lunches with greater discrimination, and 1252, or 78.6 percent, 
feel that they are acquiring the habit of wiser spending. ‘The number who 
spend their savings on clothes and other necessities, thus helping to main- 
tain themselves in school, is impressive. Of these there are 982, or 61.6 per- 
cent. The twentieth question, which asked whether they believed that the 
habit of saving had a direct bearing on personal happiness might easily be 
looked upon as of little worth, if it were not for the fact that another ques- 
tion asked for a brief paragraph, giving any specific instance from their own 
experience on the value of saving. When the question with its answers is 
interpreted in the light of the illustrative paragraph, the total of 1331, or 
g2 percent, answering affirmatively is certainly significant. 

The specific examples or illustrations called for by the last question have 
been roughly summarized as follows: 


1. Those statements which included such illustrations of the value of saving as 
could be classified under the head of a sense of security, protection, meeting a special 
need or emergency. Of these there were 318. 

2. Avocational, including personal wants, books, entertainments, music study, 
musical instruments, recreation—159. 





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ELEMENTARY SCHOOL PRINCIPALS 113 





——— 


3. Vocational, including such items as would come under college preparation, 
further education, business and other planning for the future—223. 

4. Character development, including the cultivation of the habit of general saving 
and selfcontrol—72. 

5. Happiness, including the feeling of independence, satisfaction, health, and 


comfort—38r. 
6. Relief from worry and help to others and Christmas and birthday pres- 


ents—ro9. 

Still another attempt was made to get at the matter by asking a smaller 
number of students in certain representative English classes to write a per- 
sonal letter to the principal on the value of thrift as they saw it from their 
own experience. This proved to be a fruitful source of information. As the 
students were allowed to sign their letters by assumed names, they felt free 
to express what they believed. Not all of the writers approved of school 
savings, although practically all felt that thrift was a worthy subject of 
study in any school. A few undoubtedly reflected the attitude of the homes 
where there was a feeling of distrust toward banks. But most of the letters 
are suggestive and deserve more time for analysis than has been given them 
in preparation of this article. In the short time at my disposal I was unable 
to find any means of summarizing the data, but shall give you just a few 
ideas in brief taken from some of these letters: 

Death of the father found the mother able to carry on because of the 
saving habit of the family. 

Widow lost her position, daughter’s savings tided over mother and 
daughter. 

A boy hired a doctor and paid him out of his $30 of savings to attend his 
sick father. 

A girl is financing her graduation out of her savings. 

A member of the school band drew on his savings account to buy his 
uniform. 

A girl is paying for her singing lessons. 

A boy financed his trip to work in the Yakima apple orchards. 

Another contributed $25 to his church and bought bonds for $250 in 
local securities company. 

A girl thanks the “ habit ” of school savings for the acquisition of a much 
needed dress. 

A boy bought a radio for family enjoyment. 

A girl paid her dental bill out of school savings. 

Another used to run in debt on her allowance, but now has a balance 
of $85. 

An employer asked a boy if he banked—the boy, seeking a job, was glad 
to be able to answer affirmatively. 

Clarinet player in school orchestra saved $42, almost enough to join the 
musicians’ union. 

A girl’s father lost his job; her $100 in the bank enabled her to continue 
in school. Perhaps this is enough to serve as an illustration of the real 











114 NATIONAL EpucATION ASSOCIATION 





functioning of the school savings bank in the lives of many of these young 
people. 

I am tempted to tell you of one experience in some detail, because it is 
such a good illustration. Helen entered high school with no sense of the 
meaning of money. She had been known to put a quarter in the conductor’s 
box instead of buying tokens and to leave her purse on the counter when 
shopping. To count her change was too much trouble and she had to be 
reminded of banking the last moment on bank day. Desperate measures 
were determined upon. She was given an allowance of twenty cents a day 
for lunch and twenty-five cents a week for saving. This amount, $1.25, 
was paid her weekly and she was told no more would be forthcoming even 
though she went hungry. Knowing her mother, she believed. 

There was no school Labor Day—20 cents saved; a short session Tues- 
day—4o cents saved. She got fussed selecting her food Wednesday and 
bought only a butterhorn and milk—52 cents saved. The next Monday 
she forgot her purse and so went without lunch—72 cents saved. Presently 
she seemed to wake up to the fun of seeing money accumulate. She sug- 
gested taking a part of her lunch from home and began to make better selec- 
tion of her food. Thanksgiving and Christmas vacations gave her other 
chances to save. 

Most of her savings went for immediate needs in school, such as tickets 
for games, subscriptions, dues, and the like. But the twenty-five cents a 
week went regularly into the savings bank. Only once since has she been a 
spendthrift. She spent all her money one week, including the twenty-five 
cents for saving and had no lunch the last day. Her mother’s only comment 
was: “It is your problem and your money.” Helen has not gone on a 
spending spree since. She now banks automatically and with the new 
semester suggested putting away more than a quarter since she had heard 
that “ college takes a lot of money.” 

In one semester Helen has learned that there is a definite limit to the 
amount of money available; that there is just as definite a limit to the 
number of things this money will buy; and that greater desires can be 
satisfied if small ones are denied. She is beginning to glimpse the value of 
planning for future needs by small denials now. 





| YOUR WORK 


O YOUR work—not just your work and no more, but 
a little more for the lavishing’s sake; that little more 





which is worth all the rest. And if you suffer as you must, 
do your work. Put your heart into it and the sky will clear. 
Then out of your very doubt and suffering will be born the 
supreme joy of life—Dean Briggs. 











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GIRL LIFE AND READING 


H. M. CLYMER 
Director, National Committee for the Study of Juvenile Reading, 
1 Madison Avenue, New York City 

OR THE PAST two years, as a member of the National Committee 

for the Study of Juvenile Reading, I have been watching the develop- 
ment of the committee’s study of “ girl facts.’”’ Now that the first edition of 
this study by Henriette R. Walker, “ Girl Life in America—A Study of 
Backgrounds,” has been published and absorbed in three months by edu- 
cators, librarians, leaders of girls’ clubs, and others, it may be assumed that 
a considerable number of readers will be interested in learning not only 
more about the publication itself but its own background. 

I am one of those who believe that what a boy or girl reads is vitally 
important for good or ill in the development of attitudes and character 
habits. I am unshaken in that belief in spite of the fact that I was recently 
informed that a gentleman of worldwide fame in the educational field has 
offered his opinion that the reading in youth is forgotten and of no influence 
when adult life and action arrives. On this point I submit the testimony of 
Commander Richard E. Byrd, who says that his reading, at eleven or twelve 
years, about Admiral Peary’s efforts to reach the North Pole “ made me 
ambitious to be the first one to reach it.” 

If it be granted that what youth reads affects character and attitude toward 
life and environment, may not the environment have much to do with read- 
ing tastes and habits? It was with such questions in mind that the study, 
“ Girl Life in America,” began. What does the girl read? In what environ- 
ment does she read, if at all? What does she see and feel in daily life ccn- 
tacts with home, school, church, job, recreation? What is she and what 
makes her what she is? 

Large question! Let me hasten to assure my readers that the study does 
not attempt to hand down decisions or offer solutions but rather to provide 
fact material from which any interested person may develop his own think- 
ing and planning. It is a study which might be as helpful to the editors of 
the trash magazines which deluge our girls’ minds to the extent of perhaps 
eight million copies a month, as it would be to the editor of the non-existent, 
largely circulated, helpful magazine for girls. You may not need to be told 
that it was not for the former that the study was made but more in the hope 
that it might help to stimulate the latter into existence. 

For those whose work is with boys and who may therefore not have read 
“ Girl Life in America,” may I suggest that it concerns them, too, inasmuch 
as girls of today are the wives and mothers of tomorrow, sharing with 
today’s boys the final responsibility for character and citizenship of the 
future? 

Obviously a lifetime of research would not be enough adequately to 
answer the questions arising from so comprehensive an outline for study. 


[115] 











116 NATIONAL EpuUCATION ASSOCIATION 





Henriette R. Walter, who did the work and wrote the report, describes 
its general scope and considerations thus: 


In the first part of the study we have attempted to learn about the homes of 
the country; their social and economic conditions; the distribution of income; the 
inequalities in the standards of living it provides; the stability, or instabiliy, of 
present-day family relationships! and the educational and recreational influences 
in the home. We have explored the offerings of the schools in academic and voca- 
tional training to girls; what the schools give in physical preparation, in recreation, 
in stimulating the interests of girls in wholesome reading and in other special fields, 
Then we have followed through the entrance of girls into the working world and 
have scrutinized the conditions and opportunities of their wage-earning life. Round- 
ing out the picture have come the facts about the religious influences in their environ- 
ment; the church and Sunday school, and to what extent they touch the lives of girls 
today; and the other community facilities which are a factor in shaping their 
pleasures and interests. In the second part of the study we have attempted indirectly 
to picture the kinds of girls who are evolving out of this background; their atti- 
tudes, their interests, their activities, and the direction in which they seem to be 
headed. 

For sources it has seemed both desirable and necessary to rely in large measure 
- on authoritative studies already made by others. Fortunately, many agencies, both 
governmental and private, have interested themselves in various phases of American 
life as they affect young girls, and have embodied their research in published 
reports. The utmost use had been made of these resources in the preparation of this 
report. One of the primary tasks of the writer has been to analyze these studies and 
to fit together into one general picture the various parts which have been separately 
scrutinized by others. This report, and especially the first section, is largely com- 
posite of the findings of many social studies made by both official and private bureaus 
and committees and by individuals of recognized standing. More than a hundred 
such reports have been used as sources of the material of this study, and credit for 
the use of their data is given in the list of references at the end of each chapter. 

To provide information on points about which adequate or very recent material 
did not seem available, and also to check up on the accuracy of certain widespread 
impressions as to current tendencies, original material was gathered through question- 
naires. Three different questionnaires were sent out. The first went to about 1,300 
principals and deans in public junior and senior high schools located in every state 
in the Union, in both urban and rural districts, and to 700 elementary school 
principals in New York City. 

The second questionnaire went to leaders of Girl Scout and Camp Fire groups, of 
Girls’ Reserves of the Young Women’s Christian Association, and of the 4-H Clubs 
of the Extension Division of the Department of Agriculture, as well as to directors 
of summer camps for girls, personnel managers supervising girls in industry, and 
a limited list of private school principals and visiting teachers. 

The third questionnaire, dealing in greater detail than either of the others with 
reading habits and interests, was sent to a highly selected list of 200 librarians in 
public and school libraries in various parts of the country. 

The questionnaire study, then, is representative of various sections of the country, 
of cities of different size, and of small towns and rural districts, as well as of 
varied contacts with and points of view on the adolescent girl of today. The number 
participating, however, in each instance is limited, and the results must, therefore, 
be taken as a representative sampling of opinion and experience, rather than an 
exhaustive or comprehensive study. The material is also valuable as indicating 
fields for further and more intensive study. 


The data gathered from all sources make it possible to touch on many 
vital questions such, for example, as these taken at random from the various 
chapters. 








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ELEMENTARY SCHOOL PRINCIPALS 117 





What is the education and intelligence of American parents? 

Country vs. city schools? 

How girls find their first jobs? 

How long do their jobs last? 

What are the facts about religious education? 

What does commercialized recreation provide? 

How much leisure has the girl and how is it used? 

How permanent are girlhood interests? 

How much do girls read? 

When and how are reading tastes formed? 

What magazines do they like? 

Assuming that one has pondered over questions like these and given 
thought to the data submitted to apply on them, what next? Here are 
influences and conditions permeating home, church, school, and the work-a- 
day and play worlds. Is there some helpful influence that might be applied 
to assist the parent, the educator, the teacher of religion, the employer, the 
librarian and others who are concerned ? 

Let us consider the national influence of reading, or at least the circula- 
tion of periodical and newspaper reading. Say “ juvenile reading” to an 
adult and it is usually taken for granted that you refer to books and 
“recommended lists.” But children from ten or twelve years and older 
have more up-to-date knowledge of what juvenile reading really means. 
Before me is a summary of the report of 4033 elementary school giils in a 
large city. Exclusive of newspapers, they mention 184 different periodicals! 
In one group of 1060 girls all but 207 claimed that they read either news- 
papers or magazines. With reading as with measles, children catch much 
by contact. And into the homes of the nation 63,000,000 copies of general 
magazines and 50,000,000 copies of agricultural magazines find their way 
each month. Whether we like it or not we cannot confine our children’s 
reading to an aristocracy of books. 

Would we be wise to confine our children to book reading even if we 
could? In a recent letter one of the many school librarians who are doing 
valuable work in guiding children’s reading quotes her instructor at library 
school as saying, “‘ The heritage for children in the world of books is so 
rich—why a magazine?” 

What, then, are some of the special values of the well edited magazine 
for youth? Kingsley put the living man before the book when he said, 
“ Except a living man, there is nothing more wonderful than a book.” 
I would only add to the quotation, “ or a magazine like these boys have 
described.” (I speak of boys because they have been the favored ones in 
having high-grade magazines edited for them alone in all these years when 
we have had no great national magazine for girls.) Again and again boys 
describe their magazines in terms of livingness—“ real,” “ live,” “ my best 
pal,” “tells me things I want to know.” It is here that the magazine has 
much power. It gains some of the boy’s hero worship, becomes personalized 
as a welcome chum who knocks at the door each month or week offering 
delightful surprises in the variety of its pages from stories of the days of 
chivalry to the latest achievement in aviation. 











118 NATIONAL EpucaTIONn AssocIATION 





You win or lose as you get or fail to get attention and interest! If the 
book offered by the parent, teacher, or librarian fails to interest the young 
reader in its subject or even from lack of physical attractiveness, it is not 
likely to get a second chance. The magazine editor has many pages in 
which to meet the varying interests and moods of his young readers. He 
has also the advantages of big cover pictures and profuse illustrations. 

The magazine has a greater opportunity for service in the large numbers 
it can reach. In the boys’ magazine of largest circulation, the story or 
article which has a purpose for good, even though it must be well hidden 
by the writer’s craft, has an opportunity to reach upwards of 500,000 young 
readers each and every month in the year. Such national influence must be 
considered when we ask, “ Why a magazine?” 

The magazine has a big service to render the girls, boys and parents who 
cannot afford books, or who are beyond the reach of even the traveling 
libraries. On my desk is an excellent book for boys. It is priced at $1.75. 
This story, like many others, appeared first in a boys’ magazine selling for 
$2 a year. An examination of a year’s copies of the magazine will show at 
least eight such book-length stories. They would have cost the boy from 
$12 to $14. And he would still have been without all the short stories, 
editorials, the articles he wants about his radio, stamp collecting, sports, 
handicraft, and all the contributions that give him what he wants. Perhaps, 
after all, while the magazine is not a book it may be books! And books that 
the boy may choose for himself at the newsstand for his dimes and quarters, 
or still get in the most remote spot where the mails go. 

So far, however, there is no nonorganization magazine edited specifically 
for the adolescent girl which may be compared with The American Boy 
Magazine. Perhaps she is not so acutely conscious of her deprivation because 
the girl finds much to interest her in her mother’s magazine at an earlier 
age than her brother begins to borrow his father’s periodicals. And, again, 
many teachers and librarians report in distress that their adolescent girls 
are large readers of the magazines commonly described as the “ sex and 
confession ” publications. The mushroom growth of these publications which 
in a few years have attained a circulation of perhaps 8,000,000 copies a 
month is a phenomenon challenging attention. 

Magazines are being used for youth all over the world. The Junior Red 
Cross has chosen juvenile magazines as one effective means of training the 
children of the world in Red Cross ideals. More than fifty of these maga- 
zines are published in almost as many countries. ‘They can hardly fail to 
do an additional service by stimulating countries which for reasons of back- 
wardness or poverty are behind the rest of the world in providing periodical 
reading for their youth. 

Magazines and periodicals for youth! You'll find them all over the 
world—from the little My Journal in Poland reaching some 5,000 chil- 
dren, to the great Children’s Newspaper which, under the brilliant editor- 
ship of Arthur Mee reaches some 300,000 children of the British Isles each 
week. In Japan such periodicals are said to have reached the dignity of a 





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ELEMENTARY SCHOOL PRINCIPALS 119 





“ movement ”; Young China is turning to them to bring forward the masses 
of uneducated youth and in huge Russia there are 34 magazines and news- 
papers circulating among the 5,000,000 young people of the youth organiza- 
tions that are training for the Soviet brand of citizenship! 

It was the superintendent of schools of one of our largest cities who said, 
speaking of the periodical press: “There has not yet been invented any 
more competent means of enlightening public opinion, giving the knowledge 
useful in the practice of citizenship, qualifying society to discharge its duties, 
and informing citizens of what is going on in the world that they may help 
their part of it to go right. A living, therefore, a changing textbook must 
be used.” 

No, we cannot dismiss the magazines for children; we want better ones, 
more interest among parents and others in their increased circulation and 
then we may hope not only to serve more of our 25,000,000 youth of school 
age, but to develop more readers toward the rich heritage that lies in books. 


REPORT OF THE ENROLMENT COMMITTEE 


CHARLES POTTER 
Chairman, Enrolment Committec 


HE DEPARTMENT of Elementary School Principals of the 

National Education Association has made an enviable record during 
the first six years of its existence. It has brought commendation from 
superintendents and educators throughout the country. It has done much 
to enlarge the vision of the principal and has to that extent helped forward 
the cause of elementary education. The strategic position of the principal 
in the school system is recognized. The status of the elementary principal 
has improved. The strength of the department will lie in uniting all of the 
principals of the nation. Experience bears out the fact that growth in 
education associations promoted educational progress. 

The task before the Enrolment Committee is how to reach and bring 
the 50,000 principals in the United States into our organization that they 
may receive the benefits to be derived from the national association and in 
turn contribute their thought and study to the problems of the elementary 
principal. The chairman of your Enrolment Committee asked the Prin- 
cipals’ Associations, of which there are about 110, to enrol their members 
in the National Department. Many of them have responded with member- 
ships from the majority of their members, while others have not yet sent 
in their reports. Some associations, among which are Oakland, Toledo, 
Minneapolis, Canton Women Principals, and New Bedford Primary Prin- 
cipals have reported 100 percent enrolment. 

An Enrolment Committee composed of at least one member from each 
state has been appointed. Each of these members has been assigned the 
task of organizing the principals of his state to secure memberships from 








120 NATIONAL EpucaTion AssocIATION 





principals who live outside of the cities having associations. This work 
is being carried on successfully in many of the states. Memberships have 
been coming in rapidly. However, there are parts of some states which 
have not been touched by the membership campaign. In some of our more 
populous states there are many small cities, comparatively speaking, which 
have few or no members in the department. The last report from head- 
quarters made to the chairman was dated November 19. A compilation 
of the membership by states shows that 8 states have reported more than 
100 members each, 8 states have between 50 and 100 members, 10 states 
have between 25 and 50, 12 states have between 10 and 25, 7 states have 
between 5 and 10, and 4 states have less than 5 members each. Twelve 
memberships are recorded from Hawaii and 2 from the Philippine Islands. 
Membership from many of the above states should be tripled. 

An effort was made early in the campaign to have memberships taken 
at the state educational association meetings in just as many states as could 
be reached by your chairman after he received his appointment. Folders 
and membership blanks were sent to principals in each of these states. They 
were asked to set up a booth and to make an active canvass for memberships. 

A. J. Hamilton of Berkeley and O. D. Enfield of Los Angeles are planning 
to enrol 1000 members in the National Department from the state of 
California alone. If California can enrol 1000, then there are nine other 
states which ought to do equally as well. With this thought in mind, the 
states of Illinois, Massachusetts, Michigan, Missouri, New Jersey, New 
York, Pennsylvania, and Texas have been invited to enter into a contest 
with California. If each of the Enrolment Committee members in each of 
these states will go about the task as earnestly as Eva Pinkston has done, 
memberships will be pouring into Washington. Miss Pinkston has addressed 
a letter to every principal in Texas and has also written to every super- 
intendent under whom there are principals and has conducted a rousing 
campaign at the meeting of the state teachers’ association held in Houston. 

The matter of enroling the 50,000 in the United States does not rest 
upon one person, nor does it rest upon one committee member from each 
state but with the entire group of principals who are members of the 
Department of Elementary School Principals. You can help this member- 
ship campaign, whether you are a member of a committee or not, by direct- 
ing the attention of other principals to the work of the department and to 
its publications. Public announcements where principals are gathered will 
help. One of the problems which you must help solve is to awaken enthusiasm 
for the department in the localities where its influence is little known. If 
you have any information which will be of value to the chairman of the 
Enrolment Committee write to him at once. This is your department, and 
you who know its value must give of your time to keep it growing in numbers 
and power until all principals are a part of it. 





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ELEMENTARY SCHOOL PRINCIPALS 121 





MEMBERS OF THE ENROLMENT COMMITTEE 


ee rer BIER ME 65i 2s andi eoansidctaccoweeeee Birmingham 
DED is 6.6:0.6:6 nce I ee POO ices dicvgiwicanwaepaaied Tucson 
Arkansas .......... ORS Bes BNNs ie ae wada.rinceadumaeusmeneee Fort Smith 
California ......... Rc , t PN c s coe neiaa ee iccass cere Berkeley 
SO, IM iid ocd o tiereiesetaconianadon Los Angeles 
CREO 555566000008 Pe GN a5. 5.5:din.c pa dncasiey cuneate Colorado Springs 
Connecticut ........ Miss Margaret Kiely *.................... Bridgeport 
REE. ..s:<:5.x¢954 AER DR DOORS ook osticndicindiclcaasee ee Wilmington 
Dist. of Columbia...Miss Mary Sheads.................cceee0s Washington, D.C. 
WBE aaa: 0: e:ccoigic ck UE Rls OID o.  c6: 5 cesa ia sctreicm saree Keleee Miami 
EE 65cccccseey Ek Wee Bi Dia. n 6d chan nanpin dered nede Atlanta 
a ony. aig fac NT ee a ME se ota k'o Sk DSU Vache eaioe tee Pocatello 
BG, siscnenncceed PRON OIG, BI. ooo aii Sk eiseScerdce acca Bade dn Chicago 
errr Wilds Dita Menderegi se o.é05 ss. cscaicsics oaue Gary 
DE ya ex mewaten Be TE Oiee: Dy ONO sis bie ivasnidacanaued Sioux City 
RE ec cece adace DENG DERE C. TIORIOR Sooo oo. cccscedawens Kansas City 
eo 5:i00005c tee ie et CIs iad iveedeccarearianen Lexington 
Louisiana .........Miss Virginia V. Leclere*................. New Orleans 
i oo aaang 3 6 'are RON INN: TEM ig grace die dition ne aierdoears Portland 
Maryland «20.052. 
Massachusetts .....Mr. Charles J. McCreery *................. Fall River 
DEI oan os oe MER, TEE SNe oc oiesdie sce cegniedicdanene Detroit 
Minnesota .......-- a, a err Minneapolis 
Mississippi ........Miss Luella Varnads*..................4.. Jackson 
ESE ae a | a ae ee St. Louis 
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RIES ooo: 45s.5 40a Cs PE EPI a ie 6. ceeedannanceadacas Lincoln 
I acai sree dnd a Ts od Sab ace, aidchlo ap asbuparale dealer eae Elko 
New Hampshire <a John aston toa ford tis a cannare aides, Manchester 
New Jersey ....... BP Bn Oe RC oar sei eKetcdvemekenbon Montclair 
New Mexico ....... Me. George F.. Matchell ® .. 6:..0.4.3-6:86.00030000< Albuquerque 
a. x55 Oe ie ee I ai ab mip sss wn waren Shines Syracuse 
North Carolina ....Miss Elizabeth Holman............... ... Raleigh 
North Dakota ...... ROR NED SUNT s eesicndicneten-cntea vane Fargo 
a eer Rie: Bhi es We ON oii cick tindseseeenen East Cleveland 
IN aoa sissies I oss cA en eedanncpemeen Tulsa 
PR ck ccancaens RR NORE Fh TR evice nc tte teaxaccuanepene Portland 
Pennsylvania ...... Es Fe, Fs, AGNI 8:60:55 5 aa rike na ciaenen Pittsburgh 
Rhode Island ...... Miss Bisidted EB. Mose... <ssciceeacsccodsenes Providence 
South Carvolina ....:Mie. Geotee De Grtet sc sic scsiicsccscescus Charleston 
South Dakota ...... we | a Sioux Falls 
Tennessee ......... Oe 0 BN a hisitxadepievemuveieweaee Nashville 
MOON acacia nearer RNG Te PIR ooo so nb sinesenaveews. wen Dallas 
ME kn5 oss d:akwinscc op Re OR PEIN n.6:d.ons cutee eas oussetend Salt Lake City 
Te 
Virginia ..........Miss Elizabeth M. Salmond *............... Charleston 
Wisconsin ........ Miss Elizabeth McCormick................. Superior 
WE, astwisars NG HERE Es WEES inc cece dt caitiacdaeas sess Caspar 


* Persons whose names are starred have not yet accepted the appointment. These 
names do not include committee members from cities having principals’ associations. 











A SURVEY OF ARITHMETICAL PROBLEMS ARISING IN 
VARIOUS OCCUPATIONS 


CarL T. WIsE 
Principal, Lincoln Junior High School, Duluth, Minnesota 


ESPITE the wealth of scientific statistical data and valuable sugges- 

tive material now available, the public and members of the teaching 
profession are as interested as ever in the perplexing problems involved in 
content, methods of teaching, and results obtained in arithmetic. All investi- 
gations into pupil failure show that arithmetic holds a high place among 
the subjects in the number of failures. How to secure enough practical 
problems that are actually met in the daily affairs of life, involving mathe- 
matical principles that must be mastered, problems that are within the intel- 
lectual abilities and experiences of the pupils; and at the same time develop 
within them the power to advance in mathematical experience and ability— 
are among the perplexing questions confronting teachers and writers of 
arithmetic texts. 

Students of education generally agree that “ arithmetic is no longer taught 
chiefly because of the mental training which it gives but because of its im- 
portance in the economic and social affairs of men,” * and that “ it is wasteful 
to teach arithmetic without sufficiently emphasizing the application of the 
subject to life. ‘The study should help the pupils to interpret life from the 
quantitative point of view and unless it does this it is not fulfilling its pur- 
pose .... unless the facts of the classroom are interpreted in terms out- 
side of the classroom the teaching of the subject is not efficient.” * 

Among the more recent extensive surveys of problems encountered by 
parents is that reported by G. M. Wilson.” In the autumn of 1925, 
Dr. Wilson made a survey of the uses of arithmetic in Boston and vicinity— 
Roxbury, Dorchester, Jamaica Plain, Milton, Somerville, and Randolph to 
determine whether the practises in that area would show data different from 
the findings of other surveys. Data from 5463 problems seem to agree in 
general with earlier studies. 

Data on the four fundamental processes show a “ total of 81 percent of 
all problems are in the four fundamental processes and they show, as usual, 
that multiplication is the most used process.’’* This closely agrees with 
the writer’s data on 7345 problems, 85 percent of which may be classified 
under the four fundamental operations and their combinations. 


*J. C. Brown and L. D. Coffman. The teaching of arithmetic. Chicago, Row, 
Peterson and Company, 1924, 143 pp. 

* Ibid., pp. 96-97. 

*G. M. Wilson. 4 school pupil survey in arithmetic: A 1925 comparison. The 
Elementary School Journal, XXVII, No. 3 (November, 1926), pp. 187-93. 

*Carl T. Wise. A survey of arithmetical problems arising in various occupations. 
The Elementary School Journal, October, 1919. 


[122] 





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ELEMENTARY SCHOOL PRINCIPALS 123 





DATA ON FRACTIONS 











Wilson’s survey Wise’s survey 

a "a ae: ’ 

Fraction ‘Frequency Percent ‘Frequency Percent 
i la i ccecspcin iat dm Base aia wa 2,534 90.955 837 72.09 
Re esta aveiaiel scutes asain a 35 1.256 49 4.22 
PP eee a occle <aaceratorare: ined csarecn II 395 39 3.35 
ae, sefaraeieiacd lela Vcterank Waid neues 80 2.875 84 7.23 
| Pr ore eres 68 2.441 63 5-41 
AS ae rere ee rs 2 .072 5 43 
2 RA AR ar edocs keen 12 431 14 1.20 
2,742 98.425 1,091 93-93 


A comparison of data on fractions is especially interesting. Dr. Wilson 
reports the unusual fractions, 14/19, 15/16, and 7/15, each as occurring 
but one time. In this survey 11/14, 7/16, 16/17, and 1/36, each occurred 
but one time. Dr. Wilson’s survey shows that 98.425 percent of all frac- 
tions reported were represented by the fractions %, %, 74, 4, 34, %, and ¥&%. 
The same fractions represented 93.9 percent of all fractions reported in 
this survey. 

Considering the two surveys combined, data from 12,828 problems col- 
lected in widely separated sections of the United States show that these 
small fractions appeared in almost all problems involving fractions. In 
view of these findings it seems reasonable to conclude that the average 
citizen will rarely have need to use other than the simplest fractions. 

Students who are especially interested in the educational investig-tions 
on arithmetic will find many of these investigations summarized or re- 
viewed in the Third and Fourth Yearbooks of the Department of Super- 
intendence of the National Education Association. Some 320 of these 
articles are thus summarized by Charles H. Judd and Guy T. Buswell in 
Supplementary Educational Monograph No. 27, University of Chicago 
Press, June, 1925, entitled, Summary of educational investigations relating 
to arithmetic. 


| THE NATION’S GREATEST NEED 


DEPARTMENT of Education with a secretary in the President’s 

Cabinet is one of the government’s greatest needs stated Miss Mary 

| McSkimmon, former president of the National Education Association and 

principal of the Pierce School in Brookline, in an address before 300 mem- 

bers of the Teachers’ Economic Association at Springfield, Massachusetts. 

| “‘The Department of Agriculture can furnish us with information re- 

garding hog cholera or crop blight, but there is no department that can 

tell us anything when a child goes wrong or is going wrong,”’ she added. 

She told of yellow spots that had developed on small pine trees which she 

set out on her summer place in Maine and how three different opinions 

were given by the government as to the cause. ‘ Isn’t a child worth as 
much as little pine trees ?’’ she asked. 

There is need, Miss McSkimmon said, of a secretary of education whose 

utterances would be headlined as are those of Secretary Hoover. Then 

education would be brought more forcibly to the attention of the public. 











124 NATIONAL EpucATION ASSOCIATION 





BOSTON PROGRAM 
GENERAL SEssions—MecHANics HALL, Boston 


Tuesday Afternoon, February 28, 2 p. m. 


SOME GENERAL PROBLEMS 





Greetings—CorNeELiA Apair, President, National Education Association, 
Richmond, Virginia. 
The Principal and the Curriculum—Marcaret M. ALitrucker, Assistant 
Research Director, National Education Association, Washington, D. C. 
Tendencies in Supervision—JAMES R. McGaucuy, Teachers College, 
Columbia University, New York City. 
The Growth of Principals in Service: 
From the standpoint of the professional institution—JOHN C. ALMACK, 
Stanford University, California. 
From the standpoint of the superintendent’s ofice—L. Frazer BANKs, 
Assistant Superintendent of Schools, Birmingham, Alabama. 
Report of Committee on Standards and Training—W. T. Loncsuore, 
Greenwood School, Kansas City, Missouri. 


Wednesday Afternoon, February 29, 2 p. m. 


SOME SUPERVISORY PROBLEMS 


Greetings—J. M. Gwinn, President, Department of Superintendence, 
Superintendent of Schools, San Francisco, California. 
Evaluating Supervision: 
From the standpoint of the professional institution—W. W. CHARTERS, 
University of Chicago, Chicago, Illinois. 
From the standpoint of the superintendent’s ofice—A. L. ‘THRELKELD, 
Superintendent of Schools, Denver, Colorado. 
From the standpoint of the principal’s ofice—Eva G. PinxsTon, Prin- 
cipal, Cumberland School, Dallas, Texas. 
A Year’s Program in Supervision—H. O. GILLet, Principal, Elementary 
School, University of Chicago, Chicago, Illinois. 
A Plan for the Supervision of One Subject—Don C. Rocers, Principal, 
John M. Smythe School, Chicago, Illinois. 


BANQUET, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


HOTEL STATLER 


Tuesday Evening, February 28, 6 p. m 


This is one of the high lights of our department during the convention. 
We should have five or six hundred in attendance. $3 per plate. 








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ELEMENTARY SCHOOL PRINCIPALS 125 





BREAKFASTS, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


HOTEL STATLER, 7:30 A. M. 
Breakfasts, Monday, ‘Tuesday, Wednesday Mornings 


These breakfasts are for two purposes, getting acquainted and for brief 
reports of committees. Every elementary school principal is invited and 
urged to be present at one or all of these breakfasts. 


HEADQUARTERS, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


A parlor has been reserved at Hotel Statler for the use of Elementary 
Principals during the convention. Register, meet your friends, and identify 
yourself with your own group. 


A THIS ISSUE of the Bulletin goes to press word comes of 
the death, on January 8, 1928, of Charles Potter, principal 
of Rainier School, Seattle, Washington, and chairman of the 
Enrolment Committee of the Department. President Arthur 
S. Gist ordered a floral tribute in the name of the Department. 
The following telegram was sent by the Headquarters Staft 
of the National Education Association to Mrs, Potter: 


‘Word that your husband’s work was done came as a great 
shock to his friends at the Headquarters of the National 
Education Association and to the officers of the Department 
of Elementary School Principals. We join in extending to you 
heartfelt sympathy in your great loss. He was doing a great 
work for the Department of Elementary School Principals. 
Fine men such as he are rare indeed.” 














126 NATIONAL EpucaATION AssOCcIATION 





EDITORIAL 


HE N. E. A. COMMITTEE on Appointment of Delegates and 

Kindred Questions is the outgrowth of the Committee on Coinclusive 
Membership. It had its first sessions at Dallas during the convention of the 
Department of Superintendence. Discussion by members of the Committee 
at this meeting revealed that there were four outstanding problems to be 
considered: (1) The problem of bringing the bylaws into agreement with 
the charter; (2) the problem of clarifying and bringing into agreement and 
harmony the bylaws with themselves; (3) the problem of reducing the 
size of the Representative Assembly so that it may be a really deliberative 
body; and (4) the problem of providing a method for the selection of the 
delegates to the Assembly that will be fair and equitable and at the same 
time eliminate duplicate representation in the Representative Assembly. 


The most important changes incorporated in these recommendations are: 
(1) The so-called Pearse Amendment which would give each state the 
power to elect its N. E. A. director during the meeting of the State Asso- 
ciation. As it is now the state directors are chosen by the delegates on the 
first day of the national convention. (2) Invest the Board of Directors 
with many of the duties exercised by the Executive Committee. (3) Reduc- 


ing the size of the Representative Assembly. 


The recommendations were discussed at length in committees and sub- 
committees and presented to the Representative Assembly at Seattle. No 
action on the proposed changes was taken at Seattle, because there was not 
time for consideration, but it was suggested that recommendations be studied 
by local and state organizations and that suggestions be made to the chair- 
man, Dr. P. P. Claxton. The Committee will meet in Boston. 


The questions being studied by this committee are of vital importance to 
every member of the National Education Association. We are interested 
in harmonizing the charter and the bylaws, and in investing in the Board 
of Directors all the powers that they are capable of exercising and that are 
compatible with the efficient management of an organization as great as 
the National Education Association. We are interested in increasing the 
membership of the National Education Association and not in restricting it. 
Probably the greatest value of a teacher’s attendance at a convention is the 
personal contacts she makes, the new interests aroused through travel, and 


the increasing respect for her profession. 











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REMITTANCE FOR MEMBERSHIP 


To THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
1201 Sixteenth Street Northwest, Washington, D. C. 


I am a member of the National Education Association. I enclose my fee 
of $3.00 for membership in the Department of Elementary School Principals. 
This fee is to include a year’s subscription to the Department Bulletin and 
a copy of the Seventh Yearbook, to be issued in April, 1928. 


Address all publications to me at the address given below. 
rE coca iss eld lade cade aaa eae ate 
Fa DL OE LR Ne a 


My present position is . EL MEN ee a ; 
Make checks payabie to DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS,