VOL. VII, No. 3 APRIL, 1928 BULLETIN OF THE Department of Elementary School Principals THE SEVENTH YEARBOOK THE ELEMENTARY SCHOOL PRINCIPALSHIP REPORT OF THE COMMITTEE ON STANDARDS AND TRAINING FOR THE ELEMENTARY SCHOOL PRINCIPALSHIP PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS of the National Education Association of the United States 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second-class matter November 20, 1922, at the postoffice at Washington, D. C., under act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. CopyriGurT, 1928 By NatTionaL EDUCATION ASSOCIATION WASHINGTON, D.C. ALL RIGHTS RESERVED Tbe Lord Baltimore Press BALTIMORE, MD., U. 8. A. BULLETIN ; of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published quarterly in October, January, April, and July by the Depart- ment of Elementary School Principals of the National Education Asso- ciation of the United States. The payment of $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; Yearbook, $2. Members are requested to report at once any change of address, giving old as well as new address, Entered as secondclass matter November 20, 1922, at the postoffice at Washington, D. C., under act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. OFFICERS OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION 1927-1928 President, ARTHUR S. GIST Burbank and Whittier Schools, Oakland, California First Vicepresident, E. RUTH PyRTLE Bancroft School, Lincoln, Nebraska Second Vicepresident, WARREN A. ROE Belmont Avenue School, Newark, New Jersey Third Vicepresident, HERBERT C. HANSEN Talcott School, Chicago, Illinois Fourth Vicepresident, H. G. MASTERS Allen School, Pittsburgh, Pennsylvania Fifth Vicepresident, MARTHA M. WILSON Public School 9, New York City Secretary and Editor of Bulletin, HELEN B. SHOVE Longfellow School, Minneapolis, Minnesota Executive Committee W. T. LoNGsHoRE Greenwood School, Kansas City, Missouri (Term expires 1928) Mrs. Jessie M. FINK Buchanan School, Grand Rapids, Michigan (Term expires 1929) M. E. PETERSON Twentieth Street School, Los Angeles, California (Term expires 1930) ELIZABETH McCorMick Howe School, Superior, Wisconsin (Term expires 1931) THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS, NATIONAL EDUCATION ASSOCIATION COMMITTEE ON STANDARDS AND TRAINING FOR THE ELEMENTARY SCHOOL PRINCIPALSHIP W. T. Longshore, Greenwood School, Kansas City, Missouri, Chair- man and Member of Directive Subcommittee John L. Bracken, Superintendent of Schools, Clayton, Missouri Edwin C. Broome, Superintendent of Schools, Philadelphia, Penn- sylvania Mrs. Jessie M. Fink, Principal, Buchanan School, Grand Rapids, Michigan, Member of Directive Subcommittee George W. Frasier, President, State Teachers College, Greeley, Colorado Arthur S. Gist, Principal, Burbank and Whittier Schools, Oakland, California James F. Hosic, Professor of Education, Teachers College, Columbia University, New York, Secretary and Member of Directive Sub- committee Charles H. Judd, Director, The School of Education, University of Chicago, Chicago, Illinois William W. Kemp, Dean, School of Education, University of Cali- fornia, Berkeley, California Worth McClure, Assistant Superintendent, Elementary Schools, Seattle, Washington J. Cayce Morrison, Assistant Commissioner for Elementary Edu- cation, State Education Department, Albany, New York, J/em- ber of Directive Subcommittee John K. Norton, Director of Research Division, National Education Association, Washington, D. C., Member of Directive Sub- committee Leonard Power, Assistant Superintendent, Elementary Schools, Dallas, Texas E. Ruth Pyrtle, Principal, Bancroft School, Lincoln, Nebraska Ide G. Sargeant, Principal, Public School No. 10, Paterson, New Jersey, Member of Directive Subcommittee. (Deceased, Janu- ary 10, 1927) { 132 ] y- l- PREFACE HIS YEARBOOK is the report of the Committee on Standards pe Training for the Elementary School Principalship of the Department of Elementary School Principals of the National Education Association. The volume assembles material bearing directly and indirectly upon the standards and training for the office of elementary school principal. In dealing with this question the committee has had two objectives, first, to present reliable esti- mates of the conditions now existing, and second, to suggest desirable lines of future development. The report is principally based upon investigations conducted under the direction of the committee. Some sections include data from independent studies of the principalship. When material from such studies is used appropriate acknowledgment is made in each ease. The cost of the committee’s meetings and its investigations were met from appropriations by the Department of Elementary School Principals and by the National Education Association. The members of the committee listed on the opposite page have given much time to group conferences and to the criticism of the preliminary drafts of the report. Their work has been effective and unselfish. Acknowledgment is also due the following cooperators, not on the committee, who have read the report in manuscript form and offered many constructive criticisms: W. W. Charters, W. C. Reavis and J. R. MceGaughy. Results of important investigations concern- ing the principalship were furnished by: A. R. Curry, W. P. Dyer, W. O. Hampton, Laura §. Price, Elmer T. Thune, and M. R. Trabue. The Research Division of the National Education Associa- tion, working under the direction of the committee, conducted its investigations since October 1926, and prepared the report. Lack of space precludes listing the thousands of principals, superintendents, college professors and others who have assisted in the preparation of the report. The committee gratefully acknowledges the generous cooperation given by all such groups. A general view of the contents of the Yearbook may be obtained by reading the section headed, Summary and Recommendations. The reading of this section alone, however, is not an adequate basis for arriving at general conclusions. The committee issues the report as a contribution to elementary education and to the program of professional improvement and ad- vancement for the elementary school principalship which the Depart- ment of Elementary School Principals of the National Education Association has promoted since its organization in 1921. W. T. Lonasuore, Chairman [ 133 ] CONTENTS PAGR PN ga a ee tla 2 pe os aa val darals caer alomree ere somite aR nea siiueceaaee SuMMARY AND RECOMMENDATIONS........... Sb adis Hace nema So awins kes Cae CHAPTER FE sing caine sake dedeaebadueee ecu is Seer ee Il. THe DEVELOPMENT OF THE E:anenrany ScHOOL Parscipatanir.. . 160 III. Certatn Facts CoNcERNING SUPERVISING PRINCIPALS...... pace acece cae IV. THe Functions AND DuTIES OF THE ELEMENTARY SCHOOL PRINCIPAL AccorDING To RESEARCH STUDIES............. bapa reign ied eek V. DistrRIBUTION OF THE PRINCIPAL’S TIME..........cccccseeee ORO VI. Functions or ELEMENTARY SCHOOL PRINCIPALS AS Set FortH IN STATE Laws AND RULES oF STATE BoARDS OF EDUCATION..........e2e2004 210 VII. Tue Duties or ELEMENTARY ScHoot PrRINcIPALS ACCORDING TO THE Rutes or Ninety-Five CITis............ccseeee ddiateaaid alee aca: ee VIII. Tue PrinciraL AND THE SUPERINTENDENT.........-0000. jane carkisomy ae IX. THE PRINCIPAL AND THE SUPERVISOR.........+eee00: TOOT EE X. THE PRINCIPAL AND THE COMMUNITY.......+-e00. eieeean pe wee wee se XI. AssISTANTS OF THE SUPERVISING PRINCIPAL........-. Salvia maivahat ec nina ee XII. Tue Evementary ScHoou Principau’s OFFICE....... Rianne Kawai Rae XIII. Tue TeacHinG Principat oF ELEMENTARY SCHOOLS..........- sncee aie, XIV. An INVESTIGATION oF SuccessFUL ELEMENTARY SCHOOL PRINCIPALS. . . 293 XV. Case Srupies or OUTSTANDING PRINCIPALS........ nee wawe Siescaveieae eee XVI. Feature Work or SuccessFuL ScHoot PRINCIPALS....+....+00. eee XVII. Tue ImproveMENT oF PRINCIPALS IN SERVICE.......... Petrie verre XVIII. Tue OrcANIZATIONS oF ELEMENTARY SCHOOL PRINCIPALS........ ree XIX. Loca STANDARDS IN THE SELECTION OF ELEMENTARY SCHOOL PRINCIPALS. 367 XX. State CERTIFICATION OF ELEMENTARY SCHOOL PRINCIPALS.........+- . 391 XXI. Tue AVAILABILITY OF PROFESSIONAL COURSES......ccccccsccceces oven @0n ALE. PROPBBSIOWAL. TRAINING PROGRAMB . co 6:60:c.66c.c.c0060c.c00s0000800 ere | XXIII. Toe ConrenT oF PROFESSIONAL COURSES.......ccccccesccccccssoses . 448 XXIV. Tue Economic Position oF THE ELEMENTARY SCHOOL PRINCIPAL..... 468 XXV. Srupres ON THE PRINCIPALSHIP.......ceesscceccees a Gath sia ata sens Goa: ee SETS EI OE DOO eI PEER SEP IS Enna rte ey cre deb eieryies ee WON oie oy ig si a hrm bm ra dou dias dood clei Wine ao ewe a and a ee oA Siatbiaigareatere Naina SO; PUMA CGA IENTIOIEG goo... cine sc ck visa nedacesavacbeeddax éccaose: Mee State ELEMENTARY SCHOOL PRINCIPAL’S ASSOCIATIONS.......2+eeee0- eee NAMES AND ADDRESSES OF THE MiEMBERSHIP..........-+00+: hare toleiate a Gee a eC I OP I so vise s dio obese ois a. gas nee ese Ricas omen dics sere Ge elerecine si ocamea ee Mn OT IIS osc cinta So atc cva vin oa seus aise sia seein cae wake Stan hes aaa RM, 2s ca ee oo Soho av koiio ald sia ie eS Oe EE CEN oi ae sasha aaralers arn { 135 ] LIST OF TABLES TABLE PAGE 1. Enrolment of Schools Under Supervising Principals, by City Size....... 169 2. Official Title of the Head of the School................. cee ee cee eeeee 170 3. Percent of Men and Women in Supervising Principalships According to a kcinacdaveeteeuanisica nee Cea eenneses 170 4. Supervising Principals by Sex and Age.............. cee ceeeeeceeeeees 171 5. Median Ages of Supervising Principals by City Size................4.. 172 6. Total Years of Experience of Supervising Principals................... 172 7. Median Number of Years of Experience of Supervising Principals by CEE oa od can ome cae ea eae aut ba ekgiels6 ass eee Eee sinan nna 173 8. Comparison of Total Educational Experience of the High School Prin- cipal, Superintendent and Supervising Elementary School Principal.. 173 9. Years of Experience as an Elementary School Principal by Geographical PSR REE POC PUR et ete OTe 174 10. Median Years of Experience as an Elementary School Principal by a ga er ad Sins nara he maces cee eas lata a de Biaieiaracrm oh 174 11. Comparison of Experience of the High School Principal, the Superin- tendent and the Supervising Elementary School Principal........... 174 12. Number of Years in Present Principalship.....................22-e0ee: 175 13. Median Number of Years in Present Position by City Size............. 175 14. Number of Positions Held Previous to Present Principalship........... 176 15. Median Number of Positions Held Previous to Present Position by SE in ceed nt dadnenasS neds esessbhsneesnesons eden 176 16. Percent Having Held Certain Positions Immediately Preceding Present INI sau a gedit ws placeeeain a cudicaniciaee Red oc mia cidieepiie camara sw aia 177 17. Percent of Principals in Certain Positions Previous to Present Prin- ee ee ee eee Lacie te eh amtbeanees ee ths 177 18. Years of Schooling of Supervising Principals Prior to College........... 178 19. Number of Years of Collegiate Training................ 00.00 ceeceeces 179 20. Comparison of Median Number of Years of College Training of Ele- mentary School and High School Principals........................ 179 21. Percents of Supervising Principals with College Degrees................ 179 22. The Activities of Public School Principals with the Percent of Time Devoted to Each (Based on 2516 School Days of 130 Principals)..... 183 23. Frequency of Rating Teachers by Supervisory Principals............... 191 24. Number of Classroom Visits per Week by Supervising Principals....... 192 25. Length in Minutes of Classroom Visits by Supervising Principals....... 192 26. Time of Conferences as Reported Twenty-One or More Times by a a | eb dneucdbswsenenieoesewe 193 27. Activities Used by Supervising Principals to Improve Instruction....... 194 28. Number of Hours Spent at School by Supervising Principals............ 204 29. Average Percent of Time Devoted by Principals to Various Duties..... 205 30. Average Percent of Time Given to Duties by School Size............... 205 31. Actual Distribution of Principal’s School Day Reported in Several I ack. d ea. Ore d ae dee e hema Aly fwhis and ema are ak athe Wa ainuisicleennwdin sana 206 32. Average Percent of Time Principals Would Give to Various Duties Under Ideal Conditions by City Size.......... 00. cece cece eee ees 207 33. Average Percent of Time Principals Would Give to Various Duties Under Ideal Conditions by School Size.................0 cee ce ee wees 207 34. Ideal Distribution of Principal’s School Day Given in Several Studies... 208 35. Comparison of Actual and Ideal Allotments of Principal’s Time........ 208 36 . Types of Functions Prescribed for the Principal by State Laws and the I SI Is anaes cc oaseed had Ra Roca Ks Rb ce wick bad a ednebe 212 TA e393 ot che she 6,15 PS el lel \GE 69 70 72 72 73 13 14 PAGE TABLE 37. Number of States with Laws of the Various Types...........-..++++-++ 213 38. Number of Duties of Elementary School Principals Classified Under the Coes Pees OE Te Wc oc svt as cecsacsacececsdsaseuvensausace 216 39. Percent the Number of Duties in Each General Class is of the Total.... 216 40. Percent of Duties Under Each General Class.............cceceeeseeres 217 41. Selection of Teachers in Schools Under Supervising Principals.......... 229 42. Direction of the Janitorial Service in Schools Under Supervising Prin- RN. 5 5 :574 qyactid st Rd ROG he dee a Wik die SINS G aE a NS wR Ee re RA SE 229 43. Authority to Shake Rules for SahOol «.ocicic.. isc scckieccccscsssecescceces 230 44, Authority to Select ‘Textbooks and Supplies................0.eeseeree: 231 45. Authority for the Placement of Pupils in School...............0-eee0e: 231 4%. Authority for Making the Datly Program............06..06cccccccoecsasonsees 232 47. Authority in Determining Time Allotments................ceeeeeceees 233 48. Determination of Content of Studies of Elementary Schools............ 233 49. Determination of Specific Method to be Used in School.............06. 234 50. Summary of Authority on General Functions..............cceeeeeeeees 235 51. Is the Principal Responsible for the Special Subjects?...............0.- 238 52. Type of Supervising Principal’s Responsibility for the Special Subjects. . 239 53. Number of Supervising Principals Visited by General Supervisors....... 239 54. Relationship Between General Supervisor’s Work and That of Supervis- ER 6.cix:c bain caduuisnade as aadeadeessekteke 240 55. Number of Functions Held at Night in Schools Under Supervising ee Rr ee eee Pe re ey ee ALE 250 56. Hours per Week Devoted to Community Work by Supervising Principals 251 57. Number of Social-Civic Clubs for Principal................c0eeececeees 252 58. Number of Assistant Principals in Schools Under Supervising Principals. 256 59. Comparison of the Average Percent of Time Given by Assistant Prin- cipals, Teaching Principals, and Supervising Principals to Certain RR SI oie do, ahs eed doar dem eave tia oem waa eco 256 60. Number of Full-Time Clerks in Schools Under Supervising Principals... 258 61. Number of Full-Time Clerks by School Size..............ccccccccccees 259 62. Number of Part-Time Clerks Reported by City Size................06. 259 63. Most Important Duties Performed by Clerical Help.................6- 260 64. Attitude of Principals Toward Adequacy of Clerical Help.............. 261 65. Basis for Assignment of School Clerk in Cities over 100,000 Population.. 262 66. Number of Supervising Principals with Offices............ 00.00: eecees 267 67. Percent of Schools of Various Enrolments Having Various Numbers of SS Db Hee TEs his 5500. dnc ccanbasnasadncankenetedseadensouka 268 68. Number of Supervising Principals with Conference Rooms.............. 268 69. Purposes for Which the Principal’s Office is Used................+e0000: 269 70. Equipment of the Office of Supervising Principals..................00+- 270 71. Enrolments of Schools Under Teaching Principals.................000: 285 72. Type of School Under Teaching Principals...............c00..eececees 286 73. Median Ages of Teaching and Supervising Principals.................. 287 74. Number of Years of Experience in School Work.................0.0008 287 75. Medians for Number of Years as a Principal..............cccccceceeees 288 76. Median Number of Years in Present Position................00.eeee00. 288 77. Percentage of Principals with Degrees.............cccccccceceeseececes 288 78. Number of Hours Spent at School..............ccccecccscsceccssccces 289 79. Average Percentage of Time Given to Certain Duties by Teaching INNIS ay SOR Viekis veh. Wik GIT + AED no de eae a 290 80. Average Percentage of Time Under Ideal Conditions for Teaching PE dint iecdricoinwiomeinntsihth: hstabstapae cin ana eueieednm maa 290 81. Comparison of Average and Ideal Distributions of Teaching Principal’s BEE cine ceeuipaeaed aks anne sedukedadenned ah saedekcak ena 290 82. Type of Previous Work of Selected Principals...............00.00.000% 296 83. Range of Salary and Expenditures of Selected Principals............... 298 84. Percent of Principals Holding College Degrees.............0cceeeeceee 299 { 137 ]} TABLE PAGE 85. Comparison of Average Time Distributions..................... ie pe 86. Comparison of Averaged Ideal Time Distributions Diameter gigas oasaitad 300 87. Recency of Summer School Attendance by Supervising Principals accra 342 88. Professional Magazines Most Frequently Read by Supervising Principals. 343 89. Non-Professional Magazines Most Frequently Read Regularly by Super. Ce ED ticki cknddd eehcusseechedbbeeseastnesseesseere eee 344 90. Helpful Books Recently Read by Supervising Principals............... 346 91. Attendance of Supervising Principals at Professional Meetings During EE cing DESC ReneES CAO RMODRE RA REET E Seek TE ROkhs ake pmbe 347 92. Hours per Week Spent on Study or School Work in Addition to Regular IE ed I cass as teat stecaeiligie uaa are deal Midian wks wi des ercids 348 93. Median Number of Hours Spent on Outside School Work.............. 348 94. Types of Principals’ Organizations................ 00. ce ees eeeeeeeeees 351 95. Names Most Frequently Used to Designate Principals’ Organization.... 352 96. Frequency of Meeting of Principals’ Organizations..................4+. 353 97. Hours of Meeting of Principals’ Organizations. .....................206. 353 98. Method of Calling Meetings of Principals’ Organization............... 354 99. Driving Force Back of Principals’ Associations.....................+55 355 100. Persons Responsible for Program of Principals’ Organizations........... 355 101. Nature of Meetings of Principals’ Organizations............. BS ees oe 356 102. Amount of Annual Dues of Local Organizations...................... 357 103. Topics on Programs of Principals’ Associations.................00.46. 358 104. Extent of Data Collected on State Organizations.................00.0. 360 105. Professional Movement Among Elementary School Principals.......... 361 106. The Authority for the Selection of the Elementary School Principals eI ST IE os ainda was pwadinclcban anc ce chee ceceewaeeease 368 107. Kind of Previous Experience Required by Superintendents of Those Appointed to: Elementary School Principalships................... 368 108. Number of Years of Experience Required by Superintendents of Those Appointed to Elementary School Principalships..................... 370 109. Requirements as to Sex of Appointees to the Elementary School Prin- NEE 3. cotiuu cance nla coe ae eee me ea Rea Aa aes adaias Sense 370 110. Training and Degrees Required by Superintendents of Those Appointed to the Elementary School Principalship.....................0000005 371 111. Miscellaneous Traits Sought by Superintendents in Those Appointed to the Elementary School Principalship...................0000..00008 372 112. Universities and Colleges Replying to Request for Data on Professional EE ncn cncud wees sneanesskebenbeeneecadscedrdseterseseber wanes 403 113. Geographical Location of the Institutions Studied...................46- 403 114. Institutional Summary of Certain Courses Offered by One Hundred and Twenty-Three Institutions for the Summer of 1926................+. 405 115. Summary of Opportunities for Observation and Practice Teaching in SNE SII GE I, tncnccecsdcceheneccecenescenecedsnescenees 406 116. Geographical Summary of Courses Offered in One Hundred and Twenty- Three Institutions During Summer Session of 1926.................- 407 117. Institutional Summary of Residence Courses Offered by One Hundred and Thirty-Nine Institutions During the Year 1926-1927............. 408 118. Summary of Residence Courses Offered in One Hundred and Thirty-Nine Colleges and Universities During the Academic Year 1926-1927...... 409 119. Summary of Opportunities for Observation and Practice Teaching During the Regular Year 1926-1927. ............0ccceceeeeeceeceeees 410 120. Institutional Summary of Number of Extension Courses Given by Thirty Institutions During the Academic Year 1926-1927.................-+: 411 121. Geographical Summary of Extension Classes Offered by Thirty Institu- tions During the Academic Year 1926-1927..............002eeeeeeeee 412 122. Institutional Summary of Correspondence Courses Offered by Forty 123. Institutions During the Academic Year 1926-1927.................+- 413 Geographical Summary of Correspondence Courses Offered by Forty Institutions During the Academic Year 1926-1927...............204: 414 [ 138 ] TABI 124. 125, 126 PAGE 370 371 372 103 103 105 PAGE TABLE 124. Total Number of Opportunities for Selected Types of Professional NIN 6 6:55 wsaims. woven ailoreeceinaw.nnislee mantic ateeeaiaanaens acme aeraoine ae d 415 125. Requirements for Entrance Upon the Forty-Eight Training Programs, SRO © Spc 3a Wisencaeac ats oi nila 0s iene sa caewi deo tar ore ye aeepin a aera meee a oe 418 126. The Forty-Eight Training Programs Offered by Twenty-Five Institu- SEAR SI MINI 60a) corse ssioecid win ase aco. n Sraiw dey Mania a mca MER ata Re 420 127. Degrees of Certificates Awarded for the Completion of the Forty-Eight SE IG TOI inn 6.5.86 ca sissiainenceteenehsunadeawan 128. Degrees Awarded by Seventeen Institutions for Completion of Programs which Include Requirements on Academic Training..............4.. 423 129. Academic Courses Required and Recommended in Professional Training Programs According to Degrees Awarded—1926-1927..............- 424 130. Academic Courses Required and Recommended in Various Professional fy a |: sr re er re rr nr 426 131. Professional Courses Required or Recommended for the Professional "TIGGER PYORTRI—TOTO 65k 6ocidide cdctwnsancesaceesducaeawanes 428 132. Indication of Overlapping in Certain Educational Courses.............. 453 133. Annual Salaries of 614 City Supervising Principals in 1926-27........... 468 134. Salaries Paid Elementary School Principals in Cities in 1926-27......... 469 135. Median and Average Salaries Paid Supervising Elementary School Prin- GUD TG SS TINO RMI i oon. ssid ik eieiniccases cos smhnsacdeesawamans 470 136. Distribution of Salaries of Elementary School Principals in the United DUN ok cha cexstes scree asi onsccncentasicwnaenyieues cara nmeracene 472 137. Maximum Salaries in Schedules for Supervising Elementary School PI, IME | scisse- ciated a esisiesvcieddenea navomer esata aa eeenaee 473 138. A Tentative Professional Salary Schedule for Supervising Elementary Pe I skye a's inst wank hw eR A AL 478 139. Expenditures of Principals for Food, Shelter and Clothing.............. 487 140. Expenditures for Recreation and Travel.............00.eeceeceeseevees 487 141. Median Salaries Paid Principals in Cities in 1926-27...............0006 489 142. Yearly Living Wage for Professional Man and Family, Chicago, Illinois. 492 143. Purchasing Power in Subsequent Years of Various 1913 Salaries......... 493 144. States Chosen to Receive Principals’ Questionnaire...............00.6: 560 145. Number of Each Type of School Reporting in Each Geographical BONO, a5 bc5/6,uassncs’os ans cick bccn mre athcadhyinlewe Sie ate ia eiaiais ales eee ee age 146. Kind of School Under Supervising Principals by City Size.............. 561 LIST OF FIGURES FIGURE PAGE he Me EUNOE co's oratccemineis ace Sulereaveeie saiatetuhapaeeneerioe RT 328 2. Examination Record Form.......... 5 ap daanalcan adc Re'sud EEE et aa oe nee ee 331 ee ND Cs ic dcntwesccns soceneenegindebeeheeeee eee 331 i, GEOG TROGOUE GE DRACO yoo dic. oeie cwiecsasnesseceiessis siete ede oh aa ane ae 332 5. Pupil Record for One Week........ d ciecaca ane iobi ck Sepia ere RRO Ee 332 G. Home Baencel OR DeUavil consis cccccscccsadeasiccsis RP rr are ree 333 7. Record Form, St. Louis Public Schools..... ............... slistecracice at: 386 8. Evaluation Form, St. Louis Public Schools.................2..cceecees 386 9. Rating Form, St. Louis Public Schools................ pasrasienaiasaa cere ced 387 [ 139 ] ,@n oO ) SUMMARY AND RECOMMENDATIONS’ INCE ITS INCEPTION the Department of Elementary School S Principals of the National Education Association has had as a major purpose the elevation of the scholarship and administrative efficiency of the elementary school principalship. This report of its Committee on Standards and Training is a major contribution to the Department’s program of professional improvement. The development of the principalship—The elementary school principalship has passed through several stages of development all of which still exist in some communities. From the one or two teacher school, in which the clerical and administrative duties were incidental to regular classroom instruction, the office has developed in some com- munities until it now demands a technically trained executive of the highest order. The committee believes that the future advance of the nation’s public elementary schools will be largely conditioned by the extent to which the idea of the elementary school principal as a pro- fessional leader and skilled executive gains general recognition in practice. The facts presented in the Yearbook were assembled from a num- ber of sources. The report gives some attention to the teaching prin- cipal, but is mainly concerned with the supervising principal. Facts concerning supervising principals—Chapter III shows that the typical supervising principal is approximately forty-five years of age, and that he presides over a school enrolling approximately 600 pupils and including grades from kindergarten or first, through the sixth or eighth. His experience was gained in various types of edu- cational positions including ten years as an elementary school prin- cipal. The typical supervising principal has an equivalent of four years of collegiate training. Forty-six percent of these principals reported having an A. B. or higher collegiate degree. Supervising ele- mentary school principals possess maturity, experience and training. The principals’ duties according to research studies—Chapter IV presents the findings of several investigations which have classified the numerous functions and duties of the elementary school principal under such major heads as administration, supervision, ete. These investigations reveal the importance of carefully evaluating the work of the elementary school principal. Principals may well use this * This summary makes it possible for the reader to gain a general bird’s-eye view of the whole Yearbook. The reading of this summary alone, however, is likely to result in misinterpretations of the contents of the Yearbook. Before drawing general conclusions the chapters should be read in full. [ 141 ] 142 ELEMENTARY ScHOoOL PRINCIPALS chapter as a basis for evaluating the character of the work they per- form. Do the duties which I commonly perform contribute to in- creasing the fundamental social contribution of my school? Is most of my work clerical and semi-skilled, or technical and professional? What work should I perform and what should I delegate? Ele- mentary school principals should frequently ask themselves such questions. They should classify their work under such major heads as administrative, supervisory and clerical. The check list of Chapter IV can be advantageously used for this purpose. By con- stantly studying their work a better selection of activities and greater emphasis upon those of greatest significance will result. The prin- cipal is constantly threatened by the danger that the routine and immediate demands will crowd out the more important technical duties. The principal’s protection against this danger is the periodical self-rating of his work, continued study, productive scholarship and outside professional contacts. The principals’ time allotment—Chapter V presents information as to how elementary school principals divide their time between such major functions as supervision, administration, and clerical duties. Supervising principals devote approximately thirty-four per- cent of their time to supervision, thirty percent to administration, nineteen percent to clerical duties, four percent to teaching and thir- teen percent to miscellaneous duties. Other investigations have indi- cated a somewhat similar division of time, with variations due to differences in methods of investigation. The chapter also presents time distributions suggested as ideal by supervising elementary principals and various other groups. The average ideal distribution of time according to replies of supervising elementary principals is approximately as follows: fifty-one percent to supervision, twenty-five percent to administration, six percent to clerical work, six percent to teaching and twelve percent to other duties. The committee believes the actual and ideal distributions of time reported by the supervising principals in Chapter V offer the indi- vidual principal an excellent basis for checking his division of time against practice and theory. Wide deviation from the budgeting of time suggested as ideal is justifiable only on the basis of peculiar com- munity or local conditions discovered through individual or group investigations by elementary school principals. The principals’ duties according to state laws—State regulations affecting the elementary school principals’ work show a marked em- phasis on administrative and clerical activities. Fully thirty percent of ur an in th qu th tr ar su ac ul de per- ) in- most nal ? Ele- such eads > of con- ater rin- and ical lical and tion yeen ‘ical per- ion, hir- ndi- e to | by The sing cent t to ther ime ndi- ime y of oup ions em- ent Tue SEvENTH YEARBOOK 143 of the duties specified by law could be performed by a competent clerk, while an additional twenty-five percent could be performed by a clerk under the principal’s direction. The diversified nature of state laws and rules concerning the duties of the elementary school principal indicates little agreement as to the principles which should underlie these prescriptions. The committee recommends that the state should prescribe general qualifications for the principalship, but not detailed directions as to the functions of principals. The principals’ duties according to city rules—The rules and regu- lations of city boards of education indicate an emphasis upon the administrative and clerical duties of the principal. Many of the rules prescribe divisions of authority between school officials which are not supported by best educational theory and practice. The differences in local rules indicate little agreement as to what duties should be prescribed for elementary school principals. The committee recommends that local board rules should place emphasis upon the larger administrative and supervisory aspects of the principals’ work. These prescriptions should conform with best educational principles and with state regulations. The list of essential rules suggested in this report should prove of value in revising board rules although local communities should add or omit regulations in accordance with peculiar local demands. The principal and the superintendent—A study of certain adminis- trative powers exercised in a school system brings out the cooperative and complementary relationship existing between the principal and superintendent. According to a majority of the returns the situation is as follows: a. Full authority delegated to the principal. 1. Direction of the janitor 2. Making of building rules 3. Placement of pupils 4, Making daily building program 5. Determining specific methods of classroom b. Advisory authority with the principal. 1. Selection and assignment of teachers 2. Selection of textbooks and supplies 3. Determining time allotment of studies 4. Determining content of studies Superintendents are coming to consider each school and the com- munity around it as an “ operating unit.” Principals are being held accountable for the adjustment of their schools to the needs of this unit. The delegation of responsibility to principals is essential to the development of professional-minded principals. Particularly com- 144 ELEMENTARY ScHOoOoL PRINCIPALS mendable is the plan of school organization which makes the principal the responsible head of the school for this gives him the opportunity to grow and makes it possible for the superintendent to expect tangible achievement. The principal and the supervisor—Chapter 1X considers the rela- tionship between supervising principals and supervisors. Many prin- cipals do not seem to be sure of their authority in such relationships, Modern practice tends to convert the general supervisor into an as- sistant superintendent, deputy superintendent or similar officer with administrative authority from the superintendent. Under ideal con- ditions he works through principals in securing school improvement. The special supervisor is tending to become in progressive theory and practice an expert instructor of teachers and the technical adviser of principals. He may be a supervisor of writing, art, music, special classes, industrial classes or some other specialized activity. In school systems where the progressive theory indicated above is practiced the activities of principals and supervisors are more readily coordinated. Assistant superintendents direct, guide and advise prin- cipals in accordance with delegated authority. Special supervisors instruct teachers in better technic and advise with principals in reference to the supervision of their respective subjects. Conferences among groups keep all persons informed as to objectives and prevent misunderstanding. The principal and the community—Supervising principals indicate in their replies an interest in many community movements. The median principal devotes approximately two hours per week to com- munity work. A majority of the principals report that community meetings are held in the school. Community participation is an important phase of the elementary school principal’s work. The committee recommends that all prin- cipals engage in community activities subject to three guiding prin- ciples, (1) that preference be given to broad activities of general public interest, (2) that a principal should not assume obligations which interfere with his efficiency as the head of his school and (3) that these activities should contribute to his personal and school efficiency. The principal and his assistants—Chapter XI shows that relatively few principals are provided with assistant principals. The median enrolment of schools reporting an assistant principal was 740 pupils. Observation shows the three typical types of assistant principals to be the administrative, supervisory and teaching when characterized in terms of their primary work. of ar th ba eo cipal ity to gible rela- prin- hips. N as- with con- nent. and viser ecial ve is dily rin- sors 3 in nces vent cate The om- nity ary rin- rin- ral ons (3) 00] ely ian ils. to ed Tue SeventH YEARBOOK 145 The chapter also presents data upon the office clerks of supervising principals. The median enrolments of schools reporting one full-time clerk is 785 pupils. Part-time help is frequently assigned in situations where full-time assistance is not justified. Observation shows that the training of clerks varies considerably in different school situations from the untrained high school girl to the mature woman with both educational and clerical experience. The committee commends the practice of placing promising persons as assistant principals under skilled principals. This not only relieves the principal for larger problems, but provides a supply of trained persons for other principalships. The dangers of the situation are that the principal will not use to advantage the released time or that the assistants will not be given contact with the more technical prob- lems of the principalship. The committee believes that all principals require some clerical help if they are to give proper attention to the large administrative and supervisory problems. Previous to the assignment of help prin- cipals should be trained in the proper use of the assistance and should be held accountable for improved service after the help has been pro- vided. The possibilities for good service seem to be greater in the case of the office worker with training in educational theory and practice. The selection of these persons should be made by the local educational authorities who are best fitted to determine the adequacy of the train- ing and the personal qualities of the applicant. The stabilization of the training of this class of worker will probably be assured by state certificates issued to those meeting certain clerical and professional requirements. Principal’s office—Chapter XII shows that the elementary school principal’s office is used for activities which seriously interfere with administration, supervision, reception of school visitors and private conference by the principal. The chapter offers plans of well-arranged offices. For most effective work an elementary school office should consist of at least two rooms, (1) a general administration and waiting room and (2) a private room for conference and study. The equipment of the office should include a typewriter, program clock and other mini- mum essentials. A well arranged and completely furnished office is basic to the efficient functioning of the elementary school principal. Teaching principal—Replies were received from approximately 500 principals giving 25 percent or more time to teaching duties. The teaching principal is generally in charge of a school terminating with the sixth grade and enrolling approximately 288 pupils. The 2 146 ELEMENTARY ScHOoOL PRINCIPALS median age of the teaching principal is approximately 40 years. He has had about 20 years of educational service of which approximately 7 years has been as an elementary school principal. Not more than 20 percent of the teaching principals hold a college degree. The teaching principal’s school day approximates eight and one-half hours divided as follows: sixty-four percent to teaching, ten percent to supervision, ten percent to administration, ten percent to clerical and six percent to miscellaneous duties. Under ideal conditions the teaching principal would reduce the allotment to teaching to thirty percent and increase that given to administration and supervision. Teachers working under teaching principals receive too little super- vision. The committee recommends school building programs looking toward the development of the large school unit. These larger units would make it econon.‘eally possible and educationally profitable to employ supervising principals. Investigation of successful principals—Chapter XIV presents data collected from questionnaires and by observation of selected successful principals. The selected and the unselected principals differ on several items respectively as follows: (1) a median salary of $4093 as com- pared with $2714, (2) a median school enrolment of 1100 pupils as compared with 632 pupils, (3) more time to supervision as compared with more to non-technical work, (4) a majority with the master’s degree as opposed to less than half reporting the bachelor’s degree, (5) an active interest in community affairs as compared with a less active interest, and (6) more than 92 percent with memberships in the National Education Association as compared with 72 percent. The committee is unable to state how far these differences are cause and effect. In several of the differences the individual exercises little control. In spite of these uncertainties, the initiative of the individual principal is a potent factor in determining the recognition which he will receive. Case studies of outstanding principals—The case studies of ele- mentary school principals indicate something of the value of personal qualities in the principalship. The most important personal qualities shown by these case studies are: an interest in children, friendliness, modulated voices, friendly handling of children, sincerity, tactfulness, belief in the principal’s work, willingness to sacrifice personal con- venience, an open-mind toward new professional developments, an interest in the community and a sense of relative value of phases of the principal’s work. The committee recognizes certain intangible personal qualities as being of major significance in the success of an elementary school prin- cl] rel pr in: su Tue SeveENTH YEARBOOK 147 cipal. The person in charge of elementary school children must remember that he is a teacher of children and that his personality is a potent influence in the educational process. The emphasis on these personal qualities does not minimize, however, the importance of professional preparation, scholarship and experience. The improvement of principals in service—This chapter presents information on supervising principals as follows: (1) recency of summer school attendance, (2) kind of professional and non-profes- sional reading, (3) membership in professional organizations, (4) attendance at educational meetings and (5) writing of professional articles. More than fifty-one percent of the supervising principals report summer school attendance at least once during the past three years. Well-known books and magazines figured prominently in the reading of these principals. Over seventy-seven percent report membership in the National Education Association and twenty-two percent hold memberships in the Department of Elementary School Principals. Approximately fifty-eight percent report attendance at professional meetings outside of the local community during the past year. The median number of hours spent in home study and outside school work is 7.43 hours per week. The committee commends the effort of principals to keep abreast of best thought and practice through continuous improvement in service. Professional reading offers an excellent means of self-improvement. Periodic attendance at summer schools at least every three years is desirable until a broad training and depth of experience has been attained. Another important activity of principals is the preparation of articles on experiments, procedures and devices used in their work. The self-improvement activities of individual principals will do much to advance and maintain the professional status of the principalship. Organizations of principals—There exist three general types of pro- fessional principals’ organizations: local, state and national. Most local associations are directed by elementary school principals for the purpose of conducting business, professional and social activi- ties. Usually these organizations meet after school or in the early evening. The dues levied by a majority of the organizations are primarily for the purpose of meeting incidental expenses. The movement toward state organization of elementary school prin- cipals has progressed rapidly during the past two or three years. Between 1925 and 1927 the number of organizations has tripled until it totals approximately twenty. These are usually organized as sec- tions of the state teachers’ associations. 148 ELemMentary Scuoot Princrpars The Department of Elementary School Principals of the Nationa] Education Association has made a significant contribution toward improving the status of the elementary school principalship. Since its inception in 1921 the national organization has sought to stimulate individual principals and principals’ organizations to better realize the potentialities of the principalship. The development of principals’ organizations should continue until all principals have the benefits of association with others interested in similar problems. These organizations will wield a large influence in raising the standards among principals and the requirements for entering the position. Local standards in the selection of principals—Chapter XIX shows the standards and methods of superintendents in the selection of ele- mentary school principals. The superintendents varied widely as to the requirements specified for appointment to the principalship. Varied experience is desired of candidates, including experience in teaching and administration. The median number of years of speci- fied experience is a little over five years. The bachelor’s degree is the most frequently mentioned training requirement. Candidates are sought who possess personality, executive ability and leadership. Sex was not considered an important factor by a majority of the superin- tendents in the selection of principals. The chapter presents in detail the systems used by seven large cities in selecting elementary school principals. The committee recommends the establishment of more definite and higher standards in the selection of principals. Local communities will need basic standards in regard to the training, experience and personal traits desired in candidates. The systems for selecting prin- cipals as described in the report should be carefully studied. The technics developed in the larger communities could be modified for use in smaller communities. State certification requirements—Eleven states issue special cer- tificates affecting the elementary school principal. The other thirty- seven states either require the principal to hold a teacher’s certificate or have minor professional requirements amounting to little more than the teacher’s certificate. The types of certificates affecting elementary school principals are designated as: general administration and supervision, general ad- ministration, general supervision, elementary school supervision and elementary school principal. The teaching experience required for these special certificates ranges from zero to five years with the largest number at three years. nal ard its late lize ntil ted nee for OWS ele- 3 to Lip. in eci- » is are Sex rin- tail 001 and ties and rin- The for ites ars. Tue SEVENTH YEARBOOK 149 The college training requirements range from two to five years with the largest number at four years. Certificates are first issued for ap- proximately three years with renewals usually for life. Those stating requirements for professional courses indicated from fifteen to thirty units. The development of special certificates for principals will do much to raise the standards for this office. For the present the required academic and professional training should not be less than the bachelor’s degree or equivalent. Eventually this minimum should be increased to the master’s degree or equivalent. The training should include the requirements for the elementary school teacher’s cer- tificate, general administration and supervision courses, and addi- tional professional courses on the principalship. Opportunities should be available for apprenticeship training in administration and super- vision under skilled supervisors. This work should be no less care- fully planned and directed than the practice teaching required for the teacher’s certificate. The availability of professional courses—The tabulations of the courses in the catalogs of 139 institutions of collegiate grade revealed more than two thousand professional courses offered during the academic year 1926-1927. The summer session of 1926 offered an equally extensive tabulation of courses. Many extension and corre- spondence courses in education and allied subjects were given during the year 1926-1927. The majority of the courses offered by all institutions are classi- fiable as general in scope. So far as could be judged from the college catalogs the topics of the courses are presented without specific appli- cation to the elementary school, the high school or any particular school organization. The committee has serious doubts whether the overwhelming pro- portion of “general” courses as distinguished from specialized courses is a matter of deliberate planning. There is a need for schools of education to investigate the possibilities of more courses applied specifically to the elementary school, to the particular problems of the principal or to particular phases of education. General courses have a large place in the undergraduate training of all school workers, but with the gradual movement toward advanced training for elementary school principals the demand will be for more specialized under- graduate and graduate courses. Professional training programs—A survey of the catalogs of 139 institutions of collegiate standing resulted in the selection of 48 train- ing programs for further study. The academic courses most frequently mentioned in these programs are as follows: composition, public 150 ELEMENTARY ScHoot PRINCIPALS speaking, physical education, sociology, military science, foreign language, economics, hygiene and general chemistry. The professional courses most frequently mentioned by these 48 training programs are as follows: general administration, general administration and supervision, general psychology, history of edu- cation, elementary school methods, elementary school administration and supervision, child psychology and practice teaching. Five institutions offering training programs solely for elementary school principals are: University of Arkansas, University of Chicago, Teachers College of Columbia University, Indiana University and University of Washington. The professional courses most frequently mentioned by these five programs are: administration, tests and measurements, psychology, supervision, teaching technic, sociology, junior high school and the curriculum. The training programs frequently specify little more than a gen- eral list of suggested fields of study. Some programs are specific in requiring certain definite courses and periods of study. Many of the training programs aim to prepare students for several school posi- tions, while others prepare for a particualar type of work. The committee approves the arrangement of courses into training programs. Such an arrangement tends to aid the student in selecting the best courses in preparing himself for a particular school position. Several of the training programs endeavoring to prepare students for several widely different school positions need to be re-examined with the probability of narrowing the scope of the proposed training. Other training programs need to be developed so as to include both academic and professional courses. The courses in the academic field should be broad in scope. The professional work should include both general and specialized courses in theory and practice. Content of professional courses—Chapter XXIII presents infor- mation on the content of a number of courses in education and allied fields. The outlines examined show these courses to be designed for presentation to students in general terms without specific applications to schools of a given grade level. A further tendency was that of deal- ing with the same topic in several different courses. Data were shown to indicate this same conclusion in several similar studies. The committee believes that unnecessary duplication in the teach- ing of professional topics should be avoided. To this end it recom- mends to schools of education an analysis of the topics dealt with in the various courses, an agreement on certain terminology and allot- ment of topics to certain courses. Furthermore, it is believed that many courses in education need to adopt the laboratory, case study, problem, and practicum methods so as to make the courses practical for- lied for ions leal- own ach- om- h in llot- that dy, ical Tue SEVENTH YEARBOOK 151 and immediately useful to students. These methods are particularly recommended in the courses designed specifically to train elementary school principals. The economic position of the principal—This chapter shows the economic status of salaries of elementary school principals. Less than half of the principals receive an income that can be considered a pro- fessional wage. To place the elementary school principalship on a professional scale would directly increase the current expenditures for public elementary and secondary schools by approximately 1.6 percent. There is evidence that this is economically possible to do. The committee concludes that the attraction of men and women of first rate ability and extended training to the elementary school principalship involves placing the position on a sound economic basis. A reasonable relationship must always exist between the requirements for admission to the principalship and the economic return offered. It is further concluded that it is economically possible to raise the wages of the elementary school principalship to a professional level and it is recommended that there should be a general movement in this direction. Probably one important factor in bringing about this result would be the general adoption of the single salary schedule for principals. Research sudies on the principalship—The chapter on research studies on the principalship shows representative studies which have contributed greatly to the present concept of the principalship. There is a need for many more studies upon specific phases of the principals’ duties, training and technic of work. These should include ease studies extending over periods of time as opposed to the typical cross-section study. Subjects for further study are: . Adapting supervision to individual differences of teachers . Determining the needs which supervision can supply . Administrative duties which can be assigned to a clerk Relative importance of administrative duties Determining the efficiency of principals q = elementary school ; its buildings, grounds, equipment and teaching staff Summary of standards and training—1. Kind of experience—The data indicate that the previous experience of the candidate should be as varied as possible. It should include teaching, administrative and supervisory opportunities, preferably in the elementary school field. The committee believes that the experience of candidates for the principalship may be made as varied as possible in such positions as the following: (1) as an assistant elementary school principal under NO oe oot 152 ELEMENTARY ScHooL PRINCIPALS a competent principal, (2) as a teaching elementary school principal, or (3) as a “ directed principal” in a practical course in the profes- sional training program. 2. Amount of expertence—The median period of experience re- quired of appointees to the principalship according to superintendents is five years. A majority of the special state certificates agree upon three years. The committee believes that from three to five years of previous experience represents a practical operating basis in selecting candi- dates for the principalship. On the other hand, the personal factors in the individual case and the kind of previous experience may be such as to reduce the necessary experience to less than three years. 3. Age—The data on age of principals do not indicate that this is an important factor in determining the success of a principal. Superintendents or elementary school pricipals usually state approxi- mately thirty years as the best age for one to enter the principalship. None of the selected principals of this study was under thirty years of age. The median age at which these outstanding principals entered the principalship was thirty-three years. The committee believes that factors of maturity, ability to direct people, professional training and other qualities are more essential than any fixed years of age. Usually these other factors will auto- matically eliminate candidates too immature for the principalship. 4. Sex—The data show a predominance of women principals in both the teaching and supervising principalships. The replies from superintendents indicate that sex is not considered an important factor in selecting elementary school principals. The committee believes that ability to do the required work is the essential factor in selecting elementary school principals. 5. Academic training—The only data bearing directly upon this problem are those submitted from an analysis of the training pro- grams. The academic courses most frequently mentioned in the forty- eight training programs for principals, supervisors and allied groups are: composition, public speaking, physical education, sociology, mili- tary science, foreign language, economics, hygiene and general chemistry. The committee suggests a rearrangement of the academic courses and additions as follows: 1. Arts 2. English a. Fine a. Composition b. Industrial b. Literature c. Music c. Public speaking ‘ipal, ‘ofes- e@ Te- lents pon rious indi- tors y be this ipal. rOx1- hip. ears ered rect tial uto- 3 in rom ant the this )r0- rty- ups ili- ral Tue SEVENTH YEARBOOK 153 3. Foreign language 5. Natural science 4. Healthful living a. General chemistry a. Physical education b. General physics b. Hygiene c. General science d. Biology 6. Social studies a. Economics b. Modern history c. Sociology The above list is suggestive and is not considered inclusive of all academic subjects considered of value by the committee. A person preparing for the principalship should have as wide an experience with academic subjects as possible within the limitations of the whole training program. In the academic training the following general principles should be observed: (1) The academic training of candidates for the elementary school principalship should be broad in scope. (2) The courses required in the training should not be those de- signed to prepare subject specialists. In this connection the com- mittee recommends the revision and reorganization of the content of the academic courses for those students who are not interested in be- coming teachers or specialists in a particular subject. (3) There should be such concentration of effort by the student in one academic field as to develop the scholarship characteristic of educational work. (4) The academic program should permit some election by the student in fields of particular interest. 6. Professional preparation—The superintendents indicate that the bachelor’s degree represents the college degree most frequently re- quired of candidates for the principalship. The state requirements for special supervisory and administrative certificates show the ma- jority agreeing upon four years of training. The majority of the outstanding principals held the master’s degree or more. All of these degrees represent specialization in professional as well as academic courses. The committee recommends that the standard preparation for the elementary school principal should include four years of college plus a graduate year with a major in education. In view of present condi- tions, the committee recommends that the tentative standards for ad- mission to the principalship should be based on the bachelor’s degree or equivalent. The essential professional topics in these training programs have been listed immediately following this paragraph. The topics marked with an asterisk should be required for the bachelor’s degree or 154 ELEMENTARY ScHOOL PRINCIPALS equivalent. Topics not marked should be included in the advance training of the student. The essential topics are: *a. Philosophy of education i. Educational statistics and research *b. Supervision of instruction j. Curriculum c. Problems in supervision k. Public school finance *d. Measuring the results of teaching *l/. Educational psychology *e. Technic of instruction *m. School hygiene f. General administration n. Civic education *9. School management o. Principal and the community h. Building maintenance and equipment p. Vocational education and guidance The committee offers the above list * as suggestive, but not inclu- sive, of all fields of professional study. Students would find other elec- tives of value in supplementing their work as principals and these should be taken as time permits. A warning that the committee makes is against considering the college degree as the sole criterion in judging professional preparation. It is of greatest importance that the principal possess the right quan- tity and the best quality of preparation regardless of the kind or value of the degree. On the other hand, the degree may be tangible evidence of organized and purposeful preparation. Another warning is against any effort of schools of education to present the suggested training programs without due consideration of the ability, training and experience of the instructors teaching the professional courses. It is preferable that courses on the elementary school principal’s work be presented by persons intimately acquainted with the principal’s problems. *See Chapter XXIII for the specific items suggested under each of these large topics. ice 0 f 3 CHAPTER I INTRODUCTION N THE summer of 1920, there began at the University of Chicago q a movement to organize the elementary school principals of the country into one national organization. The committee formed for this purpose consisted of elementary school principals from many states enrolled in a course in supervision and administration." By February, 1921, the committee had organized a program and held its first meeting with the Department of Superintendence at Atlantic City. A small association was formed looking forward to the general summer meeting at Des Moines. At the Des Moines meet- ing a constitution was adopted, officers chosen, and the organization became a department of the National Education Association. It is of particular interest to the Committee on Standards and Training for the Elementary School Principalship that the Depart- ment from its inception had as a major purpose the elevation of the scholarship and administrative ability of elementary school princi- pals. Bulletin Number 1 of the Department stated : The quality of scholarship and administrative ability of principals of elementary schools should be as high as that of the principals of high schools. The quality of instruction given in the early years of a child’s life is quickly felt in the com- munity and in the high schools. It will help all of the schools for elementary school principals to raise the standard of professional service they render? In June of 1921 a second bulletin was issued by the officers, con- taining a suggested list of topics for investigation by Committees of the Department. Many of these topics were studied and were later used as a basis for some of the preliminary work of the Committee on Standards and Training. By 1924, sentiment had crystallized to the point where it seemed advisable to appoint a Committee on Standards and Training for the Elementary School Principalship. In appointing the committee, President Jessie M. Fink of the Department instructed the Commit- tee to conduct investigations needed to raise the entrance require- ments to the elementary school principalship. President Fink stressed the fact that the standards of training and compensation of the ele- ? Proceedings, Department of Elementary School Principals. Bulletin No. 18, p. 5, National Education Association. ? Bulletin, No. 1. Department of Elementary School Principals, May, 1921. [ 155 ] 156 ELEMENTARY ScHoo.t PRINCIPALS mentary school principalship were such that other phases of educa- tional work were drawing from this important place of service many of its representative leaders." During the two years the committee surveyed previous investiga- tions, conducted preliminary studies, and laid plans for additional work. At the Philadelphia meeting of the Department of Elemen- tary School Principals in July, 1926, President Ide G. Sargeant and Chairman W. T. Longshore were instrumental in arranging for the continuance of the investigations of the committee in cooperation with the Research Division of the National Education Association. The cooperative work began in November, 1926, and has continued under the general guidance of the committee and its chairman, W. T. Longshore. Frank W. Hubbard, Assistant Director of the Research Division, has given the major portion of his time since that date to the investigations planned and generally supervised by the Commit- tee. The material presented in this Yearbook has been carefully re- viewed by the members of the Committee on Standards and Train- ing for the Elementary School Principalship. Purpose of the committee—The work of the Committee on Stand- ards and Training for the Elementary School Principalship has three general objectives: 1. To bring to bear upon the work and training of elementary school principals the best of previous contributions to this field. 2. To describe the present status of the elementary school principalship and to discover tendencies characteristic of the development of this office. 3. To state the ideals in practice and theory which should guide principals, superintendents, and others interested in improving the professional status of the elementary school principalship. Iimits of the study—The study concerns itself principally with supervising principals in city school systems. The data presented, however, should prove of value to all elementary school principals. In delimiting this study the following definitions were decided upon by the committee: An elementary school is an organization of grades preceding the junior and senior high schools. An elementary school principal is the executive and supervising head of an elementary school who works under the direction of a superintendent of schools. Definition of terms—For the purposes of this study, it was neces- sary to define several terms used in different meanings in current educational literature. These definitions are not presented as repre- * Bulletin, Department of Elementary School Principals, Vol. V, No. 3, April, 1926, p. 177. Tue SEvENTH YEARBOOK 157 sentative of majority opinion nor are they recommended for stand- ard usage. These definitions follow: Teaching elementary school principal, the head of an elementary school who devotes more than 25 percent of his time to regular teaching duties. Supervising elementary school principal, the head of an elementary school who has 75 percent or more of his time free from regular teaching duties. General supervisor, a general supervisory officer to whom the superintendent delegates administrative authority over work carried on in certain grades or schools of a specific district. Under ideal conditions he works largely through the principals and relies upon his authority only as a last resort. In practice, the term is being replaced by such titles as, assistant superintendent, deputy superin- tendent, district superintendent, or director of elementary schools. Special supervisor, a specialized supervisory officer who is an expert on one or more subjects or specialized phases of school work. Under ideal conditions he does not exercise general administrative authority but serves as a trainer of teachers in cooperation with the principal. In practice, the term includes the super- visors of: reading, penmanship, music, physical education, special classes, indus- trial arts, and fine arts. Supervision, the activities of a supervisory officer directly aimed at improving instruction. The activities concerned vary widely from those which are obviously “supervisory ” in nature to those with administrative and clerical aspects. Administration, the executive activities of organization and direction of a school. Most of these duties are concerned with the more important phases in the management of the school as a unit. On the one hand, these functions shade off into the supervisory work, while on the other hand they overlap with the clerical duties. Clerical duties, the activities which a principal may delegate to a competent clerk. They not only include simple clerical duties, but some of the less re- sponsible phases of administrative work. Teaching duties, the regular obligation to instruct a group of children. Demon- stration teaching is not a teaching duty but a technic of supervision. Substitute teaching is an emergency administrative activity. Miscellaneous duties, those activities under community relationships, extra- curriculum duties, research and study. Sources of data—The data of this report were collected from a number of sources. Material is included from previously completed theses and research investigations. These were assembled from all possible sources. In each case proper citation is given when data from such studies are included. Some material is used from magazine articles, books and publications, the conclusions of which were largely based upon experience and opinion. Several questionnaires were cir- culated among principals, superintendents, college specialists and others during the course of the investigation. The most extensive of these inquiries was the one sent to elemen- tary school principals. This inquiry was circulated among principals in 17 states believed to be representative of all states." The distribu- *The states circulated with questionnaires to principals were: Massachusetts, Connecticut, Pennsylvania, Maryland, Virginia, North Carolina, Alabama, Georgia, Oklahoma, Missouri, Nebraska, Indiana, Michigan, Montana, Colorado, Arizona and California. 158 ELEMENTARY ScHoout PRINCIPALS tion to principals was made with the cooperation of superintendents and through their offices. Approximately 1200 blanks were returned by the principals directly to the Research Division. The replies were grouped in two classes for the purpose of tabulation. The first group was made up of principals having 75 percent of the school day free from teaching duties." The principals falling in this group are re- ferred to as “ supervising principals” in this study.’ A total of 617 blanks were received from supervising principals including replies from geographical sections as follows: New England 114, Middle Atlantic 59, East North Central 145, West North Central 35, South Atlantic 87, East South Central 16, West South Central 23, Moun- tain 42 and Pacific 96 replies.’ The second group of principals was those devoting 25 percent or more of their time to regular teaching. These are called teaching principals in reporting data in this Yearbook. Several other inquiry blanks were mailed to various groups and to individuals. These are reported on as to percent of return, extent of broadcast wherever the data have been presented in the text. Information concerning college courses was secured through a care- ful analysis of the catalogs and bulletins of the various institutions. These bulletins were obtained directly from the colleges or from the Library of the United States Bureau of Education. Arrangement of data—Tabulations of data were made separately for cities of each of the following sizes: Under 5,000; 5,001-10,000; 10,001-30,000 ; 30,001-65,000 ; 65,001-100,000; and over 100,000 in population. Where significant tendencies were revealed by present- ing data separately for each of the six city groups this was done. In other cases general summaries were given for the results of all cities. *The use of 75 percent of time free from teaching as the criterion for differ- entiating between supervising and teaching principals results in dividing the group into two relatively distinct classes; the first made up of those giving prac- tically no time to regular teaching, the second composed of those giving prac- tically full time to regular teaching. Of those designated as supervising principals according to the definition used in this study 768 percent reported devoting less than 10 percent of their time to regular teaching. Of those classified as teaching principals according to the definition used in this study 97 percent spend more than half of their time in regular teaching, 22.8 percent give 90 percent or more time in regular teaching. * Tabulations by geographical sections and city size show slightly different totals and medians because several replies could not be classified by city size. In some cases failure to answer questions resulted in different totals. Those not answering were omitted from the computations of the medians. *See page 560 of the Appendix for further detail as to types of schools and geographical sections. nts ed are up re- 1S. he r= he c= ils Tue SEvENTH YEARBOOK 159 Tabulations were made in terms of the geographical sections used by the United States Bureau of Education, as follows: New Eng- land, Middle Atlantic, East North Central, West North Central, South Atlantic, East South Central, West South Central, Mountain and Pacific. Whenever the tabulations of data for the separate geo- graphical sections revealed significant differences they were so presented. CHAPTER II THE DEVELOPMENT OF THE ELEMENTARY SCHOOL PRINCIPALSHIP HE PURPOSE of this chapter is to trace the larger phases of the American development of the elementary school principal- ship in the United States. Since the time of the early colonial schoolmaster, there have been several stages in the development of the elementary school principalship. These steps are most easily traced in some of the largest cities.” In these larger communities the evolution of the principalship has been most rapid and the tendency toward specialization greatest. While we may trace the principalship through several phases of development, as yet the office exists in its most specialized types only in large cities. Frequently several phases of development may be found in the same community. This chapter describes the period when the schoolmaster was the only teacher in his school, but this situation may still be found in many rural communities. The “ teach- ing-principal stage ” represents another phase in the development of the principalship, but today there are many teaching principals in our large cities. It is evident that the schools reflect the demands which the community makes upon them. From a study of the historical development of the principalship a community may know the stage of development which this office has reached in that community. Stages in development of the principalship—The various phases in the development of the principalship have been described by Me- Clure* and Crouch.’ The classification by Crouch is as follows: Stage Chief duty 1. One teacher Teaching 2. Head teacher Teaching 3. Teaching principal (part time) Teaching 4. Building principal (full time) Administration 5. Supervising principal (full time) Supervising * Data for this chapter were secured largely from studies by Crouch and McClure. Readers are referred to the bibliography for the complete references. Early school reports from certain cities not included in the studies of Crouch and McClure were discovered in the Library of the Bureau of Education. Material was used from these reports to amplify some points. ? McClure, Worth, “ Professionalizing the Principalship,” Elementary School Journal, Vol. 21, June, 1921, pp. 735-743. * Crouch, Roy A., “ Status of the Elementary School Principal,” Fifth Yearbook, Department of Elementary School Principals, July, 1926, p. 208. { 160 ] a ee | Tue Seventu YEARBOOK 161 One teacher stage—The only connection which the one teacher stage has with the modern conception of the principalship is that the teacher during this period was in charge of the building during school hours. He taught the pupils, kept records, assumed responsibility for the care of the building, and made required reports. A description of this stage as it existed in Baltimore in 1836 may be found in Mr. M’Jilton’s report to the Board: Morning. The bell rings at 9 o’clock (in the summer at 8) when the boys come into the school room and take their seats—whilst the boys are assembling, ten minutes are allowed for them to look over their tasks; after which they proceed to cyphering; those who cannot cypher make figures on their slates. At ten minutes after nine, I proceed to hear the morning tasks of the first class, from Alger’s Abridgment of Murray’s grammar, and Worcester’s Epitome of Geography, which requires from twenty minutes to half an hour’ M’Jilton continued for several pages describing in detail the hear- ing of lessons, the administration of the monitorial system and a hundred other things which one does when alone with similar re- sponsibilities. He emphasized the need for system in order to finish the necessary tasks, and expressed the belief that a rigorous program was not without value, as the Board might see by visiting the school. There came a time when one teacher could not teach all of the subjects demanded or else the number of pupils became too large for one person to handle. The appointment of a “ grammar master ” while “ writing and ciphering” was taught by a second person, re- sulted in a two master school in which neither individual was respon- sible for the whole school. There is evidence in Boston reports that this division of authority was not harmonious, but it continued to exist until after 1849. The first record of assistant teachers being appointed in Baltimore appeared in the 1839 report wherein the list of teachers showed a master and an assistant in every school with more than 100 pupils.’ In commenting upon this addition to the staff the Board stated in the 1842 report: The services of assistant teachers continue to give satisfaction. The advan- tages gained by this system of instruction are many; it is beneficial, not only by giving the smaller and less advanced scholars better opportunities, but it also affords more time for the principals to devote to the instruction of farther advanced scholars, under their supervision. The employment of assistants has contributed to the increase of scholars in all the schools.’ In the 1845 report in Baltimore the Board found it necessary to add second assistants “on account of the increase of pupils in our * Report of School Commissioners, City of Baltimore, Maryland (1836), p. 1 ff. ? Report of School Commissioners, City of Baltimore, Maryland, 1839, p. 7. * Ibid, 1842, p. 3. 3 162 ELeMentTARY Scuoot PRINCIPALS 1 female schools.” ‘The additional teacher was placed in all schools enrolling two hundred or more pupils. Head teacher stage—It soon became evident with several teachers in one building that someone should be in charge of the whole school. In Boston the problem became acute from the difficulties which arose between the writing and grammar masters. The Board studied the situation and in 1849 made the following recommendation : We do not recommend that any change should be made in the salaries of the present incumbents; but if the system is to be continued, let it be understood that every new writing master is to be elected, or appointed as Sub-master, with a reduced salary and to be subordinate to the grammar master, as the controlling head of the whole school. Such a course will dispose at, once of the question as to the divided and equal authority of two masters and will effect a saving in the school expenditures without doing any injustice? The title of the new head of the school varied from community to community according to Crouch: . . we find the terms head teacher, chief teacher, principal teacher, etc., in the early school reports. Teachers of subordinate rank were titled, first assis- tant, second assistant or sub-master. The exact title for these people was not the same in all schools; however, the work of these people was about the same in all schools. An idea of the principalship at this stage of development may be secured from the list of duties of the “ master” as reported in Boston in 1857: Master of the Grammar School 1. Admit individual pupils on examination 2. Visit the Primary Schools each year, examine the first division and give certificates of admission to the grammar school to all who were qualified 3. Give permission to classes to study the next textbooks when the year’s assignment was completed prior to the regular promotion time. Master of the Primary School 1. Admit qualified pupils 2. Require transfers and excuses for absences 3. When using a part of the Grammar School building to arrange recesses so as not to conflict with the older scholars. General duties 1. The principal teacher to keep a register of names, ages and place of residence of scholars 2. The master to examine all scholars of the building as often as necessary 3. The principal teacher to report semi-annually to the secretary of the Board as to the number of scholars in the school 4. The master to furnish to the Secretary of the Board the name, residence and similar information of every new teacher appointed to his building 5. The principal teacher empowered to exclude unruly pupils * Op. cit., 1845, p. 5. ® Report of Annual Examination of the Public School, City of Boston, 1849. *Crouch, Roy A., “The Status of the Elementary School Principal,” op. cit., p. 209. a abe eet of YP AWS a ee oO Tue SevENtTH YEARBOOK 163 6. The principal teacher empowered to suspend, expel and readmit pupils 7. The principal teacher to make rules for the use of the school premises 8. The master of each school to arrange classes so as to provide exercises midway in both the morning and afternoon sessions.’ Crouch found similar data in the 1859 report of Divoll in St. Louis: There is to be one principal to each building, all the other teachers being assistants, also but one set of registers and reports to be taken charge of by the principal. The principal is to be particularly responsible for the deportment of the pupils while they are in the yard during the recesses and intermissions; he is also to have a general supervision over the whole school while in session, in matters of discipline and instruction? Yet this designation of someone to handle certain general duties did not seem to meet the situation entirely. There developed a need for someone to help each teacher with the problems of instruction. Teaching principals—It is interesting to note that Dr. Johr D. Pilbrick, Superintendent of the Boston Schools, called attention to the need for assistance to teachers in his report of 1857. A considerable difference was observed in the amount of personal attention bestowed by the Principals upon the lower classes of their schools. In some schools, a portiow of each day, and in certain others, one or two half days in each week, are set apart for the inspection and examination of the lower classes. This, an excellent practice, should be encouraged. Every head assistant should be capable of managing and teaching the first division, during the master’s absence from the room, so as to allow him the necessary time for this most important work. This is the only practical method of securing a uniform and harmonious progress in a large school, instructed by a number of teachers* Superintendent Wells of Chicago in 1859 advised a similar pro- cedure: In several of the new school buildings the number of teachers and pupils is so large that a considerable portion of the principal’s time is consumed in attending to matters of general oversight, and in giving such aid to the other teachers as may be necessary to secure uniformity and efficiency in all the different parts. ... . I would suggest that it may be desirable to make some special provision by which the principals of the larger schools will be relieved from the immediate charge of their own rooms during a portion of each day for the purpose of attending to the general interests of their respective schools. In 1860 Superintendent Denman of San Francisco made the fol- lowing recommendation : Greater responsibility should devolve upon the Principal of the Primary Depart- ment. The classes should be so arranged, that each Principal could place her own division in the charge of one of her assistants while she is visiting and super- intending the whole school. In California, where there are so many changes among the teachers of our Public Schools, the Board of Education is often compelled to employ teachers who have had but little experience in developing thought and * Report of School Committee, City of Boston, 1857. ? Crouch, Roy A., op. cit., p. 209. * Superintendent’s Annual Report, City of Boston, 1857, p. 36. *Crouch, Roy A., op. cit., p. 210. 164 ELEMENTARY ScHOOL PRINCIPALS training the youthful mind. It is, therefore, exceedingly important that none but the more talented and experienced teachers should be selected as Principals, to superintend the whole school, and to initiate those under their supervision in the proper discharge of their difficult duties” : Seton of New York in 1863 advised his superintendents: I have been reminded again of the propriety and necessity of the principal being given large opportunities for frequent visits to all the classrooms, to correct all errors of discipline and management, by counsel and practical instruction to the inexperienced. Some of the principals, by being obliged to teach a class them- selves, are precluded from such useful efforts ....a proper attention to the school records will sometimes interfere with this more useful supervision by the principal if no aid is afforded him in keeping the books.’ These quotations indicate a growing consciousness of a need for supervision of the whole school. This meant relieving the head teacher of some of his teaching responsibilities. The free time thus secured served as “ the opening wedge of the elementary school prin- cipalship, as it is known today.” ° However, it must be remembered that proposals to relieve the prin- cipal from teaching duties were made in the largest cities. The bulk of people in the United States lived in rural communities where the children went to small schools. Here the principal continued to teach a full program. The same condition exists in many cities at the present time.* Building principals—The general movement toward a principal- ship with time for supervision was checked by the Civil War. The coming of the Civil War for a time checked almost all material develop- ment at the North, and almost completely closed the schools in the South. Up to about 1880 at the North, and 1890 to 1895 at the South, further development and expansion came but slowly; expenses were kept down, school buildings were kept simple and along established lines, few new features were added to the cur- riculum, and few new school supervisory officers were employed. After the Civil War cities began to grow rapidly and enrolment in the public schools increased. The people were more than ever com- mitted to the idea of a public school system. These factors led to larger schools with more complex organization. Better pupil account- ing became necessary, and records of all sorts came into use. Superin- tendents found it increasingly more difficult to visit all of the schools under their direction. These factors tended to increase the responsi- bilities of the teaching principal until it became necessary to relieve him of teaching duties. *Tenth Annual Report, Supt. of Schools, San Francisco (1860), pp. 46-47. ? Crouch, Roy A.., op. cit., p. 211. ® Ibid, p. 211. *See Chapter XIII. * Cubberley, E. P., Public Education in the United States, p. 253. rT Tue SEVENTH YEARBOOK 165 This quotation is from the 1864 report of Superintendent Tait of San Francisco: The greatest improvement, however, of which all of our large schools, with a single exception—the Denman School—are susceptible, is a provision for thorough and practical supervision of their classes by the Grammar Masters. In New York the Masters are entirely relieved of the charge of any one class, so that they may attend to the general interests of the school; and in Boston the Master has a special assistant who has charge of the school records and of the Master’s division when the supervision of the lower division renders his absence necessary. Our Grammar Masters are expected to prepare annually a class of forty pupils for promotion to the High Schools, and still find time to superintend the instruc- tion given in all the classes of the school and attend to all matters of discipline. The Masters realizing the impossibility of performing all these duties, attend to the wants of their own class, settle all cases of discipline for the school and then, having but little or no leisure, they often perforce leave their assistants dependent on their individual resources.’ Many superintendents had in mind definite supervisory respon- sibilities for the principal relieved from teaching duties. However, supervision as improvement of instruction had not yet received the emphasis which recent years have given it. It was natural for a teach- ing principal suddenly relieved from teaching and with little vision as to the significance of supervision to emphasize the more concrete administrative responsibilities. McMurray has described the prob- lem when he states that principals, who greatly desire to identify themselves extensively with instruction, admit that it is impossible to do so, owing to the more immediate pressure of other tasks. Every principal, for example, is held directly responsible for the correctnesz of all reports that issue from his school. Even in signing the salary sheet, he must certify that none of the regulations, by-laws, etc., has been violated or that all violations have been reported. He must report on the condition of the building, on heating, ventilation, cleanliness, repairs, seating, lighting, fire drills; must make out estimates of supplies needed, must see to their distribution and adjustment; must interview parents; must know absentees and follow up cases of truancy, and attend to other cases of misconduct. Besides all this, he must see to the execution of a large number of directions from higher school authorities. He must attend to all these matters and more, quite apart from those pertaining directly to instruction. Further, his efficiency as a principal, he believes, is likely to be judged by his superior officers primarily by his promptness and accuracy in regard to these more mechanical but tangible matters; for that reason he is almost compelled to consume his energies in things external to instruction? Supervising principal stage—In recent years a new conception of the principalship has developed. Individual tastes and chance cir- cumstances are becoming less potent in determining the duties of the principal. A national movement is making the principalship into a professional office calling for the exercise of high technical skill. The duties and responsibilities of the office are being intensively studied. *Annual Report, Superintendent of Schools, San Francisco, 1863-1864. *? McMurray, Frank M., Elementary School Standards, p. 186. 166 ELEMENTARY ScuooL PRINCIPALS One of the early recognitions of this movement is found in this quo- tation by McMurray: The manifold duties of principals should be classified into three groups: (1) those that are purely clerical; (2) those that concern instruction more or less, but that largely concern routine, and therefore require little special ability; (3) those that require the technical ability of the educational specialist. Such classification having been effected, the simpler tasks in (1) and (2) should be assigned to minor officials in such a way that the principal has very little respon- sibility in regard to them. Then a very definite understanding should be reached that the principal shall identify himself primarily with the duties listed in group (3). The principal should be made the real, not merely the nominal head of his school. To this end he and his teachers should take the initiative in making the curriculum in all subjects for their school. The syllabi should discuss methods in a way that will in no sense tend to tie his hands or those of his teachers. The idea should be established that a school is good to the extent that its individual conditions are met, not to the extent that its plan of procedure duplicates that of other schools. With this idea established, principals should be held responsible for developing a theory of supervision, and its contents should be revealed (a) to teachers by the effective manner in which they are aided through its means, and (b) to the superior school officials by reports on this subject.’ The movement which seeks to bring the supervising principal stage into full development is basically professional. Most of the previous stages in the evolution of the principalship were forced by the growth in numbers of children in school. These numbers required larger schools and more complicated school organization for their instruction. The freeing of the principal from teaching duties was a forward step in the solution of the problems of school organization and admin- istration. The next problem was the improvement of instruction, in- volving the training of teachers in service, and the improvement of instructional materials. Many superintendents have sought to handle the improvement of instruction through special supervisors and as- sistants working from the central office. An organization of this type tends to make these officials the key professional workers of the sys- tem and places the principals in the réle of semi-technical workers. Other superintendents conceive of each school as a unit under a trained supervising principal, furnished with professional assistance from supervisors and non-technical help from clerks and others. The two plans mean two different outcomes for the position of the elemen- tary school principal. Many principals have sensed the situation and are seeking the training and experience which will place the princi- - palship among the technical and professional experts. According to Dean A. 8. Whitney of the University of Michigan: In many respects the elementary school principal will become the most impor- tant school official in connection with our public schools and therefore his office should be scientifically developed, publicly recognized and adequately remun- * MeMurray, Frank M., op. cit., pp. 210, 211. oO —3 of oO” 33 QO, © FS of Pp Si mma~ hm @® of Mm ’ ; ) 2 l y Tue Seventu YEARBOOK 167 erated. He will be the expert supervisor, the expert technician, and in many respects will render the most valued service of all the public officials. He should be given large powers within his own school, and held accountable for results. General supervisors and general assistants should work through him and at his dictation. Only in this way, it seems to me, can the highest efficiency in our public school systems be secured.” Summary and conclustons—Ilt has been the purpose of this chapter to describe the outstanding stages in the development of the elemen- tary school principalship. The stages in the development of the principalship may be traced most easily in the larger cities where changes have been most rapid. The five phases of development are described under the following heads: 1. One teacher 2. Head teacher 3. Teaching principal 4. Building principal 5. Supervising principal. Many large communities have advanced in organization to the place where only supervising and building principalships exist. Other communities have many teaching principalships, while in many rural sections the one teacher type is still typical. The supervising principalship represents the most recent and high- est development of this office. At this stage of development the prin- cipal is a trained expert rendering a high type of professional service. He is relieved of all regular teaching and is furnished the technical and non-technical assistance necessary in the effective administration of a school. It is the belief of the committee that the “ supervising principal- ship” represents the stage requiring the highest personal qualifica- tions and the most advanced professional training. Every child is entitled to attend a school under the most capable leadership that a community can secure. There is a challenge here for parents and school workers. The greatest challenge is to each individual princi- pal to make his contribution to the developing status of the principal- ship through continuous self-improvement. ‘ SELECTED REFERENCES 1. Croucu, Roy A. “ The Status of the Elementary School Principal,” Fifth Year- book, Department of Elementary School Principals, National Education Association, pp. 207-214. 2. Cuspertey, E. P. Public Education in the United States, Houghton Mifflin, 1919, pp. 214-256. 3. McCuiure, Wortn, “ Professionalizing the Principalship,” Elementary School Journal, Vol. 21, pp. 735-743, June, 1921. * Bulletin, Elementary School Principals, April, 1926, p. 181. CHAPTER III CERTAIN FACTS CONCERNING SUPERVISING PRINCIPALS HIS chapter presents information on these points, (1) types and sizes of schools reporting, (2) the practice as to the title given to the school head, and (3) the age, sex, experience and training of the principals replying.’ The data probably represent con- ditions above the average due to the selective tendency of the ques- tionnaire method. Types of schools—The supervising principals of this study were in charge of various types of schools as to the grades included. The most frequently mentioned types were: kindergarten to sixth, 159; kindergarten to eighth, 102; first to eighth, 98; first to sixth, 96; first to seventh, 41; kindergarten to seventh, 33; and other combina- tions 79. A tabulation of the data as to grades included in elementary schools indicates that approximately 50 percent of those reporting from New England included grades from the kindergarten or first grade through the eighth. This type of organization was also most frequently reported for the West North Central section. The kinder- garten or first grade through the sixth was in the majority in the Middle Atlantic and the Pacific areas.” A tabulation of the types of schools by city size indicates the fol- lowing percents in each class which reported the sixth and eighth grades as the highest grades in the elementary school. Cities, 10,001- 30,000: 34.5 percent, sixth grade; 34.5 percent, eighth grade Cities, 30,001— 65,000: 48.6 percent, sixth grade; 21.6 percent, eighth grade Cities, 65,001-100,000: 65.3 percent, sixth grade; 26.7 percent, eighth grade Cities, over 100,000: 33.4 percent, sixth grade; 41.8 percent, eighth grade * Enrolment of the schools—The sizes of the schools reporting are important indications of the responsibility resting upon the prin- cipals. The enrolments of schools by city size are given in Table 1. *Tables tabulated in terms of city size show a total of 614 supervising prin- cipals because three replies could not be classified by city size. Other tables show 617 replies. * Table 145, page 560 of Appendix gives complete tabulations on this point. * Table 146, page 561 of Appendix gives complete tabulations on this point. [ 168 ] wi th Co WI as fo oe Tur SEvENTH YEARBOOK 169 TABLE 1.—ENRoLMENT or ScHooits Unprer SuPeRvVISING PrINcIPALs, BY City S1ze City Size School “Under 5,001 —-10,001~—«-30,001~=—«65,001.-—«s Over. Enrolment 5,000 10,000 30,000 65,000 100,000 100,000 Total os a ccs a oy ae Sia ‘i 1 ‘a 1 MCE obs0Gsetwsenas 1 7 5 4 8 25 EE viccanertcceas 4 48 33 21 42 152 ME ai skc aint e ew ti 1 3 37 28 33 62 164 MID ies dae cemace’s inj ae 25 20 19 52 118 DEE de scnnwncsoacie os Re 10 11 11 36 68 | Be ny ne 4 6 3 10 23 NEEM véceavaaeacses a Ree ne 3 2 5 10 renee ae “ ne $i 2 4 6 NEE sg cikcdnccnawcis ~? ie ae 2 ae 1 3 ee me “ ve ns is 3 3 2100 and Over .......... i, Zs 4 aa es 1 1 Enrolment not given..... 1 1 10 6 6 16 40 WEE Axes akacscc nels 6 11 141 114 102 240 614 ie ise cekew cas eave on ..... 362.50 375.00 407.29 431.82 48095 519.35 454.28 PN. acc lew Bea acenewe 425.00 500.00 556.76 610.71 633.33 700.00 632.32 Se seek anwes NE or eue eeu 487.50 666.67 750.00 842.50 836.84 922.22 848.73 Table 1 shows the enrolment of schools in relation to city size. It will be noted: 1. The range in enrolments of the median elementary school in the various city groups was from 425 to 700 pupils. 2. The median elementary school enrolled 632.32 pupils. This is considerably smaller than the so-called “ ideal school ” of 1000 pupils. Crouch found the median school of his group to be 595.55 pupils with an interquartile range from 374.12 pupils to 908.13 pupils. 3. Only 8 percent of all of the schools reporting enrolled as many as 1100 pupils. The “ideal school” of 1000 pupils could only be found among the upper quartile for all cities reporting. Official title of the head of the school—In practice the term “ prin- cipal ” is commonly used to include the “ head teacher” or “ teach- ing principal” as well as one relieved from teaching duties. The term “ master” was used only in New England, the term “ super- vising principal” was relatively more common in the Middle Atlan- tie states. Table 2 indicates the frequency with which certain titles were re- ported by supervising principals. It will be noted: 1. The title of “ principal” was reported by 74.7 percent of the group. 2. The title of “‘ supervising principal ” was reported by 17.7 per- cent of the total group. 170 ELEMENTARY ScHooL PRINCIPALS TABLE 2—OrriciaL TitLe oF THE HEAD of THE SCHOOL Title Frequency Percent DT. i.¢higubdndsdihcdbabeadadbnesthandtnabosdewnions 461 74.7 ORIEL ELE LEE POE PT OPT E EEE 109 17.7 Ue iat hh ed te ee teh na peaeeeae aa shbbs onins 7 11 Principal and elementary supervisor....................- 5 8 a tel ad ed dad ch cebk sa eemeiiecencewn 4 6 cet iis a each dee editné Sake Nence 3 5 Primeipal and paychologiat ........cccccccccccccsccccccces 1 2 I a ak ce cine 24 3.9 TT or Tuer SeveENtTH YEARBOOK 181 SELECTED REFERENCES . Connors, F. H., and Morrison, J. Cayce. “ A Contrast of the Preparation and Work of Men and Women Elementary School Principals,” Educational Research Bulletin, Vol. IV, No. 17, November 18, 1925. . Croucu, Roy A., “The Status of the Elementary School Principal,” Fifth Yearbook of the Department of Elementary School Principals, National Education Association, 1926, pp. 214-276. . Dovetass, Bennett C. “The Status of the Superintendent,” First Yearbook, Department of Superintendence, National Education Association, Feb- ruary, 1923. . Erxenserry, D. H. “Status of the High School Principal,” United States Bureau of Education Bulletin, 1925, No. 24. . Koos, Lzonarp V. The High School Principal, Houghton Mifflin Co., 1924. . Morrison, J. Cayce. “ The School Principalship in Ohio Cities and Exempted Villages,” Ohio State University Studies, Contribution in School Admin- istration, No. 2, May 15, 1926. CHAPTER IV THE FUNCTIONS AND DUTIES OF THE ELEMENTARY SCHOOL PRINCIPAL ACCORDING TO RESEARCH STUDIES HERE have been a number of studies of the duties and func- tions of the elementary school principal. None of these studies have completely covered the field. It will probably never be possible to assemble an ideal list of functions of the principal appli- cable to all situations. The problems vary in different schools because of the influence of community conditions, school size, pupil nation- ality, policies of the superintendent, training of the principals and other factors. In the exact classification of principal duties many difficulties are encountered, because these duties change classifications in particular situations. A supervisory function may become adminis- trative simply by a change of emphasis in its execution. It has been suggested that a careful classification or job analysis of the principal’s duties would accomplish these purposes: (1) It would tend to standardize the principalship. This may be an out- come of doubtful value, particularly since educational theory advises the principal to meet the needs of his community. (2) The job analysis has been suggested as a means of improving the principal’s work. By checking his work against a well arranged list a principal may improve his time allotment and discover obligations not hitherto recognized. (3) The list of duties may be used by the superinten- dent in developing policies for clerical help, division of staff respon- sibilities, evaluating the position of the principal and for training the principal in service. (4) The analysis of responsibilities should be of value to colleges and universities in developing a training program. The four purposes of this chapter are: (1) to present in some detail the findings of William O. Hampton’s study of the principal- ship, (2) to list the time consuming duties reported by principals, (3) to describe the functioning of principals in certain supervisory activities, and (4) to present a composite list of principal’s duties. Hampton’s Srupy or tHe Princrpatsure J The data collected in this study were secured from diaries kept by elementary school principals. From the notations made each day [ 182 ] for ass po na pa mi TA Li ie | we Tue Seventn YEARBOOK 183 for a period of several weeks many specific duties of principals were assembled. These duties were studied and classified as to their pur- poses and the percent of time devoted to each.’ Hampton’s classification of duties with the percent of time devoted to each is given in Table 22. This table is included to emphasize the nature of the duties listed. Its inclusion does not imply that this particular classification and time division is approved by the Com- mittee.” TABLE 22—Tue Activities oF Pusiic ScHoo, PRINCIPALS WITH THE PERCENT OF Time Devotep To Eacu (Basep oN 2516 ScHoot Days or 130 Princtpazs) Activity Percent of I. SUPERVISION OF INSTRUCTION Total Time A. Direct supervision of the instruction given by teachers Mictivity 1. Observation and criticism of teaching @.. FRRDOCAtION FOr CIBETVAUOR oo 655. 66iscccesccncesescasees il ©. CSCI VALION GE TUSTEUCTION yo. 665d sitios devscnise nee 14.05 c. Study dealing with observation.............sccescee: .09 d ‘CORMPGTENGS OR ODGEFVATIOR ...n6.0. cckcs deccssesseucseee .23 CG: BRAINS - Gi CRE VOI ais. 50.56. cd ran are adiamagera .06 f. Assisting teachers in the classrooms................++- .02 g. Checking teachers’ plan books.............. sascenaiereeree .02 fh, TORE SHOOT VINE” soc scnccascesdaesieesnaarnen .07 2. Demonstration teaching a. Preparation for demonstration teaching............... .00 b. Teaching demonstration lessons..............+eee0-0: .07 c. Observing demonstration lessons............eee-eeee .04 2 d. Discussing demonstration teaching................... .O1 Uy. Se SORE RIN ig caciccSicccenueterccvaursensecas .00 4. Conference (with teachers) on teaching.................. .52 Total for direct supervision of teaching..... 15.18 B. Stimulating professional study and growth 1. Study dealing with teachers’ problems a. Helping teachers to define their problems............. .00 b. Suggesting solutions of their problems................ .00 c. Sapmosting helotul readin’ «.o.c...66o6sisccccccsccsccecsee .00 2. Institutional study Bir PIII, Saviors in atinn cas iaivcandurdwaaeneeenn .00 D.C ID ni pase dtis.ccheearnredinendcainceneniels .18 C. SOPPROMCIOE. BIUEY oc nds a sc scsicecdscenvenionsonn .00 3. Leaves of absence TOR MAOITOTNL GUI oa noise cies cdctiicnncidicey yaoswcan .00 i EGE ckcaidng Seccenisa seven cuaieetou sas anienre aes .00 4. Rating teachers as to efficiency...............ccccceceees 00 Total for stimulating professional growth... .18 *Hampton, William O. How Public School Principals Use Their Time, doctor’s dissertation, University of North Carolina, 1926. (To be published.) For details as to the technic of this study see review on pages 507-508. *See Chapter V for the consideration of time allotment with particular refer- ence to the principal’s duties. 184 ELEMENTARY Scuoot PRINCIPALS Activity Percent of C. Improving conditions for teaching rt r4 f ° P evoted to 1. Analysis and classification of pupils Activity a. Selecting appropriate test..............:e cece eee eee .02 St | re ara Leena a actaietaratiys 1 27 PRIN 6 cok otek caninecunonaaenaxdnesn decenemie 42 @. Mecordine test pemilta. ... <5 occ. cccceccccncccscesiccess .40 e. Interpretation of test results................2.200000- 58 f. Follow up work after testing....................2205- 14 g. Conferences on testing.................++06- aha iecseaii .03 ee. Pe TN ioe go oi ccceec cn cecweld vie daesine 04 z. Studying teachers’ marks....................00 00000 .04 2. Revising the course of study a. Study of curriculum problems 1. Surveying social conditions....................... 28 2. Examining course in light of needs................ 00 3. Selecting special topics for emphasis.............. .00 4. Eliminating obsolete material..................... .02 5. Adapting to special abilities....................... .00 b. Providing materials for use D. Goede MAMURTIOIG cng aici nck ticdesce caves 16 2. Organizing and explaining materials............... .09 ie NN, NII oie i cchicreicsic nance cance asus Kawtqen 00 3. Conference and case studies a. With pupils By I MO ok cos a ea wn enews tecuneasscasuwe .57 2. Educational and vocational guidance............. 18 b. With parents 1. Concerning pupil’s school work.................... 25 2. Home conditions of pupil....................2006. 04 3. Other factors affecting study...................... .02 c. With visiting teacher or social worker................. .09 d. With psychologist or psychiatrist....... Mahia ibeaste iets .04 i Be I nt hadasctddesconicdoclacccesenuse .04 Total for improving conditions for teaching. 4 72 Total for supervising of instruction......... 20.08 , II. ADMINISTRATIVE ACTIVITIES OF PRINCIPALS A. Relating to supervision ’ 1. Employing and promoting teachers...................... ll 2. Assigning teachers ..............ee-ee0e- priate diala Ws oir .00 3. Securing and directing substitutes....................... 84 i, ccs nu cdda wad cccasceaweweene ——_ 2 &. Information for teachers. ...........ccccccccccccccccessvees 02 6. Transfer and promoting of classes...................--. . 64 7. Transfer and promoting of individuals................... 82 cain eibe ie see beuinen sues 27 9. Making or altering class schedules......................- 1.85 10. Organizing or administering special class................ 01 ee wee ~~ 94 12. Studying post-graduate records of pupils........ Te cohen etal 01 13. Scholarship honor system...............22-eeeeceeecees 08 14. Lecturing to classes..............0022-e00e- were eee 02 Total related to supervision............... 7.5 of me to THE SEVENTH YEARBOOK 185 Percent of sett ie: B. Care of the plant Activity DB CONE io. 5.6 oincc kaccie cs nndsdarcneeeaseweres 01 OD eee err eT the -01 3. Cleaning and beautifying grounds..................e00: .00 4. Inspecting building and grounds................eeeeeeeee 3.14 B. SE SONS WUE a. odie seins sd cna rekeesebamaaves 13 NE Os. 15 56: eine eis pce ale Wewiiaie aa pasa 13 7. Conferring with janitor and workmen........ FE Pere 1.82 Total for care of the plant........c6sscsdscces 5.24 C. Health and Welfare Work DIN CE ND a5. 0 a oierw ens 0k Re wre wiemcivemuarsicmenine 04 D.. POCA OE UII, os coiascntseos oeacsawn sie neasenae® .O1 Dy a ON a oss vcs.c cp daesatacecsenneuude sarees .00 4, Corme for papi’. WiRCHGONS:. «...<.6...605:5 ce secicssveasesivese 45 GW GE ORI CEO 6 o.oo asi ccccesacsetcueatanon teens .57 Ce Pe Bi 0 a oi sks scncdnn bdo eawersamsecnsssdbencea .03 7. Contagious disease examinations, pupils...............6. .O1 DB CR avira icracicsssinindags batwsiiancaunwamcene 01 9. Preparation for clinics or examinations...............06- .02 De Ee oe cic ccticn sco euscncmmmests sin snaipese via sslenees 01 Total for health and welfare work.......... 1.15 D. Programs and special exercises Ds 7 MN os asa: Gate i aid twat ec ola airs haww Toor coe aboed ast ee 3 30 2. Holiday and special day exerciseS..........ceeeee.ceeees .60 3. Commencement programs ...... sree eciediaa ee wine catherine piriees .50 i < NOON CINE EIRENE oo oss vs dca 4 3: s pa rerdiacnninyas Macmnttap as elalarare Af B.. EPO: ANG CUAIAUGGE 6 6.5 oo. sic tosins« ct case ews eee cene .03 Total for programs and exercises........... 4.60 FE. Conferences 1. With officials hi; TN gaia a ieieniele.si05's dad wav nade, Sad ele eames 1.18 ic. SOIGE Or CORIO 6 ose an emaes< veessapcee tases .00 i I NE 6. csi aies oe bh ares pcenapaaana Bhd aeeRS .20 d. Assistant principal or secretary...........seeee.eoree .19 e. Members of board of education.............ssecee-ee .03 2. With members of the staff a. Teachers 1. As individuals (a) Aone TRG WORE ccd acecasioveccsaeasamaes .12 CEs): FRI: oo ois a2. 50 5 csc ree ames eee 4.40 i MMO cra sahacic'a are ores ave vin nierarbiwe arcing Seana 2.80 ie. TO REN III 0) sa15.cc carn cks btornceas 4a cide Bann e Re 1.30 4. Parents and pupils (miscellaneous)..................+- 1.87 De IDG karan cenaneewauuseenaanane A” re 3 a 1 2 9 mS 28. North Dakota .......... 2 1 ~~ 1 7 1 SO. NebraGEA .. 2... ccccccess. 3 as aa ai o We, PO hokn oe cesicccccceces 1 1 wa Pe. 1 7 NE, ocosineccsiocnwae ea 1 ae ae og 1 Be, PRD, oon on ic iciccecscs 2 2 1 he i sp 33. Wyoming ...........e00. 1 ats ae ska 1 1 34. Colorado .........0.0005 ne ie a 2 ; ‘ DNR xi ad ns cnasncaseirees 2 ech ea aA rrr ss 1 2 1 “5 37. Washington ............. 5 1 1 3 38. Oregon ............ wean re 1 1 30. California .............. 6 4 1 , 3 Total frequencies ... 62 30 25 23 21 15 7 There were nine states with no laws specifically prescribing duties for the elementary school principal: Alabama, Mississippi, Arkansas, Illinois, Indiana, South Dakota, Arizona, Utah and New Mexico. All of the states do not have enactments affecting the principal which can be grouped under the seven general topics used in the analysis. The number of states with laws classifiable under the seven general topics has been shown in Table 37. AWS ra- ‘ulum ties 32S, pal the ven Tue SEVENTH YEARBOOK 213 TABLE 37.—Numser of STATES WITH LAWS OF THE Various TyYPEs Type of Function Number of States Dee SN oo 6 ies sR ahauvadsaacnen 24 SE MONE dsdeic'ad Was nede case cee tipseansasteanenen 19 S. General AAMMNIGHALION .. i6.065:6 i cccesevicccecsee 17 iy NI sn ig-c 3-2) stace.a odours adiara einem mediate anae 17 i II. oc wiicscin Ja ca-ccseunmeds cata eeneeneean 11 ©; Ree BIE CRMTIOI ooo cs ceic pcieccanaaegaes 9 Di IAIN hbo viv ascdcacianeissensbacdes 5 Anaylsis of state board rules—The rules of state boards were se- eured from five states: California, New Jersey, South Carolina, Texas, and Washington. An analysis was made of sections prescrib- ing functions for the elementary school principal under the four topics: administration, clerical, health, and instruction. Below is given the percent the number of prescribed duties fall- ing under each of the main topics was of the total number of items. It will be noted that the administrative and clerical duties far exceed those pertaining to instruction. Percent Function of, Total Administration ......... SiG thaconatited pentane ictasnatha 39.1 MN icing revcsoe sseraasaparweseNaiain Gehman Sate eee 30.4 Ps eo greene rates ree ee ney aams 17.3 OD. sin aos ok ccs os sae dx e danced puekaxeuwncmes 13.0 I ig pk er el nek ad, ore Re 99.8 Summary and conclustons—The data of this chapter are taken from a study listing the duties of elementary school principals as set forth in state laws and rules of state boards of education. (1) The state laws, analyzed under seven general topics, showed a total of 183 duties. The largest percent of these rules were con- cerned with school attendance, child labor, and general administra- tion. Only 8.1 percent of the duties had to do with instructional phases of the principal’s work. The general conclusions based on the state laws are: (a) Over 50 percent of the 183 legal functions of principals are devised to hold children in school. (b) A competent clerk could relieve the principal of 30.6 percent of the duties provided for by state law. (c) The few duplications between states as to prescribed duties indicated that there are no minimum essentials or stand- ards upon which legislation is based. 214 ELEMENTARY ScHuoot PRINCIPALS (d) Not more than 50 percent of the states had legislation on any one of the seven general topics used in classifying prin- cipals’ duties. (2) The analysis of state board of education rules included the following states: New Jersey, South Carolina, Texas, Washington, and California. The duties found in these rules were classified under the four general topics: administration, clerical, health, and instrue- tion. The conclusions on the state board rules were: (a) State board of education rules stress the administrative and clerical phases of the principal’s work. (b) The functions of the elementary school principal dealt with in state school board rules are of a type requiring little training and special ability. (c) The majority of state boards have not made rules con- cerning duties of the elementary school principalship. This chapter does not attempt to state the exact prescriptions a state should make concerning the duties of the principal. Detailed requirements would be a mistake particularly in relation to the pro- fessional functions of this office. The following statement from Cub- berley states principles which are probably as applicable to legisla- tion affecting the functions of the principal as to the other phases of school legislation : If we keep clearly in mind the fundamental theory that it is the business of the State to set standards, rather than to give minute direction; to fix by law the general minimum requirements that every community school should meet, leaving minor details to boards or executive officers to determine by uniform regulations; to open the way by authorization and stimulation to communities to exceed the minimum, or to undertake new forms of educational effort; to keep in mind, in all its school legislation, the rapidly changing character of all public educa- tion, and consequently to avoid rigid and inflexible requirements; to desire, above all things, results, rather than to force the following of any prescribed method or plan, and hence to grant large freedom to communities in the choice of tools and methods of work and forms of organization, so long as the desired results are obtained; and to have as the ultimate aim of all state school super- vision and control the transfer to subordinate units of supervision, as fast as they can be brought up to standard, the control of as many details of organi- zation and administration as can well be delegated—we can then formulate prin- ciples of state action in the matter of elementary and secondary education that will seem sound. SELECTED REFERENCES. 1. Cuppertey, E. P. State School Administration, Houghton Mifflin, 1927, pp. 309-315 2. Price, Laura 8S. “The Functions of the Elementary School Principal,” Year- book, 1923-1924, National League of Teachers’ Associations, pp. 46-50. Summarizes Master’s Thesis referred to in this chapter. *Cubberley, E. P. State School Administration, Houghton Mifflin, 1927, pp. 314-315. ition prin- the ston, nder Tue- itive lealt ittle con- 1s a iled pro- ‘ub- sla- 3 of ss of ’ the ving ons; ceed ‘ind, uca- sire, ibed oice ired per- ; as ani- rin- hat 927, ar- -50. 27, CHAPTER VII THE DUTIES OF ELEMENTARY SCHOOL PRINCIPALS ACCORDING TO THE RULES OF NINETY-FIVE CITIES HE rules and regulations of a city board of education embody to a considerable degree the policies of those in charge of the schools. One of the first duties of a new principal is to become familiar with these rules and regulations. There are two reasons for this: (1) The rules often constitute the only written instructions as to the principal’s duties in the local system, and (2) the rules include many legal requirements which the principal must enforce. The committee believed that an analysis of city handbooks would provide data of value in the consideration of the duties of an elemen- tary school principal. A request for copies of city rules was sent to all cities over 30,000 population and to a selected list of smaller cities. The total number of letters was 425. Of this number, 44 cities re- plied that they did not have printed rules or that the pamphlets were not available for distribution. Data were received from 95 cities repre- senting all city sizes above 2,500 in population. The rules were analyzed by itemizing and tabulating the frequency of the duties stated in sections on the elementary school principal. General sections of the regulations were read for provisions pre- scribing direct or indirect responsibilities for the principal. The main topics used in the tabulations were as follows: I. Supervisory III. Clerical A. Class management A. Supplies and repairs B. Instructional B. Reports C. Class visitation C. Records D. Pupil adjustment D. Teachers E. Supplementary supervision IV. Teaching F. Professional study A. General G. Curriculum B. Specific II. Organization and administration V. Miscellaneous A. Pupil control and administration A. Professional B. General management B. Extra-curriculum C. Teachers C. Parent-teachers D. Personal D. Community E. Janitor F. Fire drill The tabulations presented a miscellaneous collection of duties which were grouped to eliminate unnecessary duplication. After [ 215 ] 216 ELEMENTARY ScHOOL PRINCIPALS this refinement the number of duties * were arranged in terms of city size as shown in Table 38. TABLE 38.—Numser or Duties oF ELEMENTARY SCHOOL PRINCIPALS CLASSIFIED UNDER THE GENERAL PHases oF His Work City Size ‘Under 5,001 10,001 30,001 65,001 Over — All General Duty 5,000 10,000 30,000 65,000 100,000 100,000 Cities 5 3 3 18 23 9 36 92 Administrative .......... naan ae 25 115 147 83 164 554 EE Siig bk haediadewces maces 7 10 26 64 46 70 223 TE cndevcicncsscamacnns 0 0 1 6 1 2 10 Miscellaneous ................ 0 0 2 10 1 5 18 MEE cea vaddewtvannanae 30 38 162 250 140 277 897 Table 38 shows the largest number of the items under administra- tive duties and the second largest number under the clerical duties. The preponderance of routine duties is indicated by the percents in Table 39. TABLE 39.—Percent THE NuMsBer oF Duties IN Each GENERAL CLASS IS OF THE TOTAL City | Size ‘Under 5,001 10,001 30,001 65,001 Over. All General Duty 5,000 10,000 30,000 65,000 100,000 100,000 Cities Supervisory ........ 10 8 11.1 9.2 6.4 12.9 10.2 Administrative ..... 67 66 71 58.8 59.3 59.3 61.8 Clerical ............ 23 26 16.1 25.6 32.9 25.3 248 Teaching .......... 0 0 12 24 Bs 7 ti Miscellaneous ...... 0 0 6 4 be 18 2.1 , | Pere ar 100 100 100 100 100 100 100.0 Table 39 shows the percent of duties falling in each general class. It will be noted: 1. That 86 percent of the duties for all city sizes were concerned with administrative and clerical phases of the principal’s work. 2. That only a little over 10 percent of the statements had to do with supervisory work. 3. That approximately 2 percent of the duties were concerned with community work, extra-curriculum activities, ete. *This table is based on the number of different items and not on the fre- quency of each item for the whole group of cities. QO west ee tl COM nn — «4. | “ity FIED pies 2 4 “NN | GCOS Ww Tue SeEvENTH YEARBOOK 217 Table 40 compares the percent of principal’s duties specified by board rules falling under each general class as reported by Boggs’ and by this study. TABLE 40.—Percent or Duties UNpEerR Eacu GENERAL CLAss Percent in Each Class in: ——_ * General Class Boggs’ Study Present Study Supervision ........... alent aie 10.4 10.2 BGUMBIMPONION. oo. occo cctcscccucs 62.4 618 MON © 30s iy acd aaie wn dain eke ae 24.7 24.8 FI ns 6 20s access caw Pera 1.2 i RCOTINTIOOUS fc.6 iicccciccscvesces 12 2.1 MONE Soiasaedietnee sks seaneNs 99.9 100.0 The similarity of the percents of Boggs’ report and of the present study indicates the reliability of both. Boggs’ investigation based on a study of the rules of 30 cities gives a sampling of duties which is as representative as this study of 95 cities. The only advantage of the larger study is in the larger number of specific duties discovered. Ap- parently during the seven years between the two studies there have been no radical changes in school board regulations affecting the prin- cipal although the concept of the elementary school principalship has developed rapidly during these years. Regulations in cities over 100,000 in population—The duties pre- scribed for principals in cities over 100,000 in population were more detailed than those listed for any other city size. In the following list some duplications exist, but too many combinations would have eliminated the essential quality of the regulations. Duties Prescrizep For ELEMENTARY ScHOoL PRINCIPALS IN 25 Cittes Over 100,000 PoruLation Number of Cities Duties with this Item I. Supervisory A. Class management 1. Advise and assist teachers with discipline................. 1 2. Assist teachers in making daily program.................. 1 B. Instructional Rh. CME Od Oi CHRONO ois bck iiaecccasaesaueeennees 6 2. Give special attention to new teachers and substitutes.... 4 3. Aid teachers in making work more efficient.............. 3 4. Regularly supervise instruction..........cccccccccccceccs 2 5. Supervise instruction under direction of Superintendent... 2 6. Examine classes as often as possible.............00.e0ee0 1 7. Require one-half hour supervised study with pupils...... 1 8. Call teachers’ attention to deficiencies................6. 1 9. Show teachers the annual ratings.............cccccecccees 1 * Boggs, J. “School Board Regulations Concerning the Elementary School Principal.” The Elementary School Journal, Vol. XX, No. 10, pp. 730-742 (June, 1920). Percents computed after arranging the 77 duties according to the criteria of this study. 218 ELEMENTARY Scuoort PrINncIPAts Number of Cities Duties with this Item C. Class visitation 1. Spend time supervising classes. ..............+.eeeeeeeeee 3 2. Visit teachers as often as possible....................0. 3 3. Spend most of day in supervision..................000.05 2 4. Keep record of class inspection and conferences........... 2 5. Study grades under his supervision......................- 1 6. Check teachers to insure impartiality..................... 1 D. Pupil adjustment i EN I i ee ea ns easkééeos nas 3 2. Examine pupils from time to time................ paeiens 1 3. Examine teachers’ estimates of pupils.................... 1 4. Arrange promotions under o.k. of Superintendent......... 1 5. Cooperate in promotions with teacher.................... 1 6. Study individual, adjust school to needs............ 1 7. Study pupils through standard tests............0000. 1 E. Supplementary supervision B GROOURES WET DIGI UIIIII. 6c. occ nnccs ccvicivcccccseses 2 2. Cooperate with Superintendent in improving teachers..... 1 3. Confer with Superintendent and supervisors over school... 1 F. Professional study 1. Hold monthly teachers’ meetings.................+0-000: 4 2. Hold conferences with teachers.................-.eeeeees 3 3. Arrange visite for teachers. .........ccccccccccscvccsescs 2 4. Require written reports of visits from teachers am aecrceaa 2 5. Encourage professional growth in teachers................ 1 6. Report to Superintendent on teachers’ meetings........... 1 7. Encourage teachers in summer study................... 1 G. Curriculum 1. See articulation of subject matter............... sinde's iisies 2 2. Adapt course of study to community................... 1 II. OrGanizATION AND ADMINISTRATION A. Pupil control and management Be NE I ee cured dd taka bade caulacaccesrniwias oaks 18 2. Inflict corporal punishment..............eesececess scuiigieata 7 3. Witness or inflict corporal punishment................... 5 4. Exclude pupils suspected of illmess...................... 5 5. Provide place and supervision for early arrivals............ 5 6. Approve excuses for absence or tardiness............ soars, 7. No list of pupils to be given out............... 0022 eeee 4 8. Responsible for children to and from school.............. 4 9. Require tuition fee receipt of non-resident............... 3 10. Approve leaving school early. .........ccsccccccccsccces 3 11. Require pupils to pay for damages....................... 3 12. Require pupils not to loiter on school grounds............ 2 13. Inflict corporal punishment with parents’ permission..... 2 14. Admit non-resident students with Superintendent's ap- WOON. os en wennccde. ns an cene cde enkecamemnees Sanadie 2 15. Approve admittance of beginners.................2200000- 2 16. Notify parents of pupils making poor progress............ 2 17. Transfer exceptional children to special school........... 2 18. Classify pupils on admission to school.................... 2 19. Confer with parents of pupils needing adjustment........ 1 20. Notify parents two weeks before demotions.............. 1 21. Refer three-years retarded pupils to Superintendent...... 1 TE, Dee GI OF Bone ccdccescccsecccceccssscs. 1 23. Refuse admission to pupils with bad reputations......... 1 Tue SEVENTH YEARBOOK : Number of Cities Duties with this Item 25. Cooperate in furnishing indigent pupils with clothes...... 26. Supply indigent children with books................00.0% 38: Drop pupiie from roll for Cause. .6ccccciscccvnsoccessous 29. Investigate pupil absence or tardiness...............006- 30. Arrange medical aid for sick children................ce00- 31. Arrange free transportation for certain children............ 32. Require pupils to take physical education................ 33. Restrict delivery of mail to children at school.......... 34. Supply pupils with reports on attendance and work........ . General management . In charge of building, grounds and equipment............ . Responsible for general management and discipline........ Enforce rules and regulations of Board.................. Permit no advertising in the school................e0000: Permit no vendors or salesmen in the school.............. Assign teachers as necessary to control building..... ieerali Restrict the use of the telephone...........csscscccccees Permit no soeitation: Of TUNG. iss io iciceessinn se cecaawses Responsible for order and neatness...........02eeeeeeeees 10. Responsible for heating and ventilating.................. 11. Make rules necessary for building control............... 12. Permit approved lectures and exhibits only.............. 13. Responsible for wise organization and administration...... 14. May dismiss school in emergencies............eee.eeeeees 15. Responsible for sanitary conditions................ee000: 16. Require exits to be unlocked and halls cleared.......... 1%7.. Responsible for damages OF 1066. ...4..6...0.scseccnsecesis wee 18. Collect damages for school destruction............-.e00 5G: BODEOVE -CANODE VIMIOTE, oi6e ho 6icidccsindeaceegateseaseas 20. Forbid use of tobacco around school....:........2e-e0eeeee 21. Authority over all building employees................... 22. Shall regulate the building clocks...............-e2ee-00: 23. Provide for pupils on stormy days...........ececeeeeeees 24. May shorten schedule on rainy days............eeeee sees Se: ER RROD 6 soiree costes doa eanncammesaasasies Pe tee 26. Prevent unnecessary interruptions of school work........ 27. Announce beginning of school and recesses by bell......... 28. Know about and check on work done to building.......... 29. Sit with committee to review repair needs..............+-- 30. Keep school open one-half hour after dismissal......... Si. Plear Compas OF DOROUte sc 5 6 iscicsicewdscaas as coseanden 32. Arrange “ Patrons’ day,” Gach YEAR. ...60cceseciessccieee sie Sa. Parrott 0 GxGhaee Ol Mees iiic cis isics esieccsescgecders Se. Samer LE AONOOE GANG ic. 6iiisieiuccacdaessicaeseinenss 35. Require reading of rules beginning each semester.......... 36. Keep dogs off the school grounds................eeee088 37. Personally responsible for dismissals............0eeeeeeses 38. Test telephone by using it first thing in morning.......... 39. Keep copy of Board Rules immediately available......... 40. Designate one day for school savings................0+5 41. Open school and call roll of teachers at 8: 30.............. 42. Must see that flag is raised and lowered daily............ 43. Sale of tickets or candy at school by pupils forbidden...... 44, School not permitted to enter outside poster contests, etc.. PON AP whe a ee ee ee ee Sete ee i et te et et et i et et et eS DDN NNW NWN NWWWWR REINO ONO O©aT410 06 220 ELEMENTARY Scuoot PrINcIPALS Number of Cities Duties with this Item 45. Report thefts to Superintendent and police............... 1 46. See that desks are adjusted each year.................... 1 47. Enforce city ordinances on movie machines............. 1 48. Enforce state laws on health............ccesceceeeeeceees 1 49. Approve special entertainments and programs............. 1 50. Principal to become familiar with nurse’s rules............ 1 51. Cooperate with Health Department in athletics.......... 1 52. May establish boundaries within district.................. 1 53. Secure Superintendent’s approval on entertainments....... 1 54. Report to Superintendent each term on school progress... 1 C. Teachers 1. Report on all teachers to Superintendent................. 12 2. Make sure teachers are acquainted with Board rules...... 5 3. Require posting of daily program in classroom......... ce 4. Report negligent teachers to Superintendent............. 5 5. Secure substitute teachers...... SPINE er eRe ee 4 6. Report on efficiency of substitutes....................-. 4 7. Require posting of grade, teacher’s name, etc. outside class- DE: Sate nkcb MRA wAhhee KAdaemeweneesneeEnesees 3 8. Examine records being kept by teachers...... ia aris sisidanaica 3 9. Grant permission to teachers for interviews........... ie 10. Report accidents to teachers to Board.................... 2 11. Prevent exercise of sectarian influence................... 2 12. Assign teachers to respective grades................-.0004 2 13. Enforce the course of study.............cccceseeececeeees 2 14. Require neat and accurate reports..............0..0-00005 1 15. Inform Superintendent of vacancies on staff.............. 1 16. Report names of female teachers who marry.............. 1 17. Grant “ release slips” when teachers complete work....... 1 18. May excuse teachers from monthly institute............. 1 19. Sit in on conferences between parents and teachers....... 1 20. Approve communications between parents and teachers.... 1 21. Shall not permit teachers to sell supplies to children. ...... 1 22. Transmit Superintendent’s instructions to teachers........ 1 23. May require teachers to meet them prior to new term...... 1 24. Administer oaths to teachers...........ccceeseccesceeeees 1 25. Shall equalize housing conditions......................4. 1 26. Assign approximately 36 pupils to each room.............. 1 27. Assign approximately same number pupils to each teacher. 1 28. Report teachers willfully violating rules.................. 1 29. May assign teacher to special lunch duty................ 1 30. Exclude teachers with possible contagious diseases........ 1 31. Must register at 8: 30 a. m. and 12: 40 p. m. each day...... 1 32. Leave school with principal’s permission................. 1 33. Report on student teachers as required.................. 1 34. Dismiss inefficient substitutes.................. 0. seen eee 1 D. Personal 1. Be at school 30 minutes early in morning................. 7 2. Must secure Superintendent’s approval to leave building.. 5 3. Carry out the wishes of the Superintendent............... 4 4. Shall engage in no other employment.................... 3 5. Shall not coach pupils for money................00eeee eee 2 6. Designate teacher when leaving building.................. 2 7. Be at school 20 minutes early in morning.............. 1 8. Be at school 1 hour early in morning................... 1 9. Be at school 10 minutes early at noon.................. 1 ities em Tue SEVENTH YEARBOOK 221 Number of Cities Duties with this Item 10. Be at school 15 minutes early at noon.................. 1 11. Be at school 20 minutes early at noon...............05- 1 12. Hold office hours for half hour after school.............. 1 13. Designate and announce definite office hours............. 1 14. Remain at school until pupils are gone.................. 1 15. Remain at school until 3:30 P. M...........6...eeeeeees 1 2G. Meme ab geno: Unt 4 Bi. Whe. cisiidicdisnddvcsscvccces 1 17. Report for duty several days before new term............ 1 18. Report two days before new term...........ccccecccccces 1 19. Attend meetings called by Superintendent................ 1 20. Shall not use school time for reports...............0000: 1 21. Accuracy and neatness required in reports............... 1 22. Must be regular and punctual in attendance............... 1 23. Be familiar with rules and regulations................000- 1 24. Give official orderd Wi Writ ...6ciéciac ccs ceecccacecaces 1 E. Janitor 1. Under immediate supervision of principal................ 10 2. Report negligent janitor to Superintendent.............. 7 3. Enforce rules pertaining to jJanitor............ccceescees 3 4; Permit janitor to leave Duldin@sciciic:sccescccsssevacscces 1 5. Report on janitor’s work each month...............e00: 1 6. Require janitor to be familiar with Board rules.......... 1 4. Direct yanibor Wk MAINS TOOK. 6.66.6. 60 6.66s.9:50 650000 cbais 1 8. Require janitor to test fire hose every 60 days............ 1 9. Notify business office to send trainer for new janitor...... 1 F. Fire drills 1. Hold fire drill at least once a month..............0e00.0 11 2. Teach pupils how to move in fire drill.................00 5 BS. ERO Gre Cea Gwiee: COACH MOPED oo iiis.s ieee ssceisdwansaasiecin 3 Mi. Comdial Weerly BiG Gra ois ois ce devices sdcesnaveasivne tice 3 5.. Hold fire drill on first day of achool)..«.....i.6.650sccsissc000 1 6. Hold fire drill every week then every two weeks........... 1 4. HeOIG Gre Grill twice CnCh QUATbET 6.6. csiieccidseweccssaccies 1 8. Designate teachers to fixed posts of duty in fire drill....... 1 9. Post directions for fire drill in every room...............- 1 III. Crerican A. Supplies and repairs 1. Requisition books and supplies............... Basie dias aoe 11 2. File inventory of supplies and books..................06. 5 3. File: inventory of echool property. ....cccciecsccesesesces 4 4. Responsible for books and supplies...............00eeee 4 5. Notify central office of necessary repairs.............000 4 6. File annual estimate of required supplies, etc............. 3 7. Check and sign for supplies. ...........cccee. Re rere 3 8. Accountable for all supplies and equipment....2.......... 2 9. Shall see that books are stamped and numbered.*......... 2 10. Keep record of supplies distributed............... mwah 2 11,. Accountable for keys of building. 2... 00... 6ccsccssasvescs 2 12. Account for and issue textbooks............ (oak apenas 1 13. Forward bills for materials to office...............eeceeces 1 Se, SI TGNE SOP MAMIE. 5 bic sb ccdcecawoaccees oedweieexer 1 B. Reports 1. Notify parents and Superintendent of suspensions........ 14 2. Furnish any reports requested by Superintendent......... 13 3. Make payroll or monthly report on teacher attendance.... 11 4. Report corporal punishments to Superintenderm™......... 9 2292 ELeMEentTARY Scuoot Princrpars Number of Citie Duties with this Items 5. Report accidents to Superintendent..................... 6 IV. 6. Report suspected truants to attendance officer........... 6 iy I ED oe eae ead Eee he eden anGaseakeers 5 8. Report monthly on pupil attendance and school needs..... 4 V. 9. File a full report with Superintendent each year......... 4 10. Report absentees to parents... ........cccccccccccccccees 4 11. Report on fire drills to Superintendent.................. 4 12. Report annually on fees and school funds......... palaces 3 13. Report names of non-resident pupils................... 3 14. Report semi-annually on fees and school funds............ 2 15. Report on substitute teachers in time report............. 2 16. Report corporal punishment to parent and Superinte ndent 2 17. Mail transfers and data to new school.................... 2 18. Report absences to Division of Health.................... 2 19. Notify Superintendent of emergency dismissal............ 2 qu 20. Report school damage or loss to central office............. 2 me 21. Report regularly on school funds to Superintendent....... 1 al 22. File monthly report on receipts and outlays of school funds 1 ~ 23. Within two weeks make financial statement of school enter- inf DIE tists cdatioie cai aes wees occ end Kaos eree.ciwe 1 : 24. Keep funds and report to Business Manager See ee 1 (1 25. Notify attendance office of suspensions................... 1 26. Report inter-school transfer by telephone............... 1 wh 27. Report diseases to school physician.................200:- 1 to 28. Notify Superintendent when employee returns after ab- POE acnwa wnat at aaurigornnt Wana Cimaeeb a eas eeknes 1 29. Report names of pupils doing damage to school..... Ahan, ae res 30. Report to Superintendent unsatisfactory attendance officer. 1 rev 31. Notify parent of expiration of vaccination card........... 1 hoc 32. File daily schedule of school with Superintendent......... 1 33. File registration cards with Superintendent each year...... 1 hel 34. Make written request for rooms for night use............ 1 C. Records 1. Keep records requested by Superintendent..... iSelaaesie Siaecad 5 ( 2. Keep records of teacher attendance.................2000 4 | By ee Gn ND a oh ccdinatenceees 2 © Tue SreventH YEARBOOK 2277 SELECTED REFERENCES . Boaas, J. “Some School Board Regulations Concerning the Elementary School Principal,” Elementary School Journal, Vol. XX, No. 10, June 1920, pp. 730-742. _Cuicaco. Report of Education Committee, Bulletin No. 2, 1924, Chicago Principals’ Club. _Cuicaco. Report of Education Committee, Bulletin No. 1, 1923, Chicago Principals’ Club. . Cutcaco. Second Yearbook, June 1927, Chicago Principals’ Club. . Irmaca, N. Y., School Board Rules. . Lang, Rosert H. “A Workbook for Principals and Supervisors,” Publication No. 151, Los Angeles, California, September 1927. . OAKLAND. “ Organization and Administration of a Program of Supervision by the Principal,” Superintendents’ Bulletin, June 1927, Oakland, California. Sioux City. Yearbook of The Administration Club, 1924-1925, Sioux City, Towa. _ 8r. Louis. The Supervision of Classroom Instruction, Public School Messenger, April 15, 1927; September 1, 1927; September 2, 1927; St. Louis Public Schools. CHAPTER VIII THE PRINCIPAL AND THE SUPERINTENDENT SYSTEM of schools is a complex organization of teachers and supervisory staff for the purpose of educating children. Within this organization there are many relationships involving coop- erative action for the maintenance of the system at highest efficiency. Of these relationships one of the most important is that existing between the elementary school principal and the superintendent. The character of this relationship is determined in a large measure by the attitude of the superintendent toward the principalship. A pro- gressive attitude, held by many superintendents, is as follows: As a whole, the most important executive officer of the system is the one who, actually in the forefront of the work of the school system, directs what goes on in the field and on the firing line. In school parlance he is called the principal. Budgets, administrative systems, plans for selecting teachers, building programs, publicity plans—all exist to make the work of the school possible and the work. of the school is the work of its classrooms and its institutional educative contacts with the children. The school is accordingly the operating unit of the system and its head and chief is its principal.” The above opinion is substantiated in data received from 215 super- intendents of city systems which indicated that more than ninety per- cent of these officials considered the principal the responsible head of each school unit. When principals are not recognized as the responsible heads of their schools it is often due to their inability, either through lack of training or initiative, to assume the status which their superinten- dents would like to see them attain. At the same time there are some superintendents who neglect to train their principals to assume the functions which an ideal conception of the principalship demands. The questionnaire to elementary school principals sought to ascer- tain the relationship of supervising principals and superintendents - in exercising certain responsibilities. Most of these responsibilities are administrative in nature although several of them bear directly upon the supervisory functions of the principal. The subsequent paragraphs show existing situations as reported by approximately 600 supervising principals.” * Hunter, Fred M. “ The Principal and the Superintendent,” Bulletin of Depart- ment of Elementary School Principals, Vol. IV, No. 1, October, 1924, pp. 30-35. * The differences in totals for the various tables are due to the failure of prin- cipals to answer all of the questions. [ 228 ] > TD MN J 10, on al. of th its Tue SEVENTH YEARBOOK 229 —_—_—__ The selection and assignment of teachers—This responsibility re- fers to the selection and assignment of teachers to a particular school rather than the general function as exercised for the system as a whole. Some have questioned how far the superintendent may hold the principal responsible for school results if the principal has no voice in the selection of his teachers. TABLE 41—SeEtecrTion oF TEACHERS IN ScHOOLS UNDER SUPERVISING PRINCIPALS Number of Extent of Authority Replies Percent Principal has no voice in assignments..........-+.0.ee.eeceeeee 154 26.3 Superintendent and principal cooperate in some assignments.... 292 49.9 Superintendent and principal cooperate in all assignments....... 127 21.7 Assignment upon principal’s recommendation only............-. 12 2.1 MEE gp yicaudccc eins as ded eaadarenr nes case eeeessaaceeee 585 100.0 Table 41 gives the replies as to the selection of teachers. These points should be noted as to the principal’s authority: 1. Of the total group 26.3 percent reported no voice in the selec- tion and assignment of teachers to their schools. 2. Approximately 50 percent of the total group were consulted in some teacher assignments. 3. Cooperation in all assignments was reported by 21.7 percent of the principals. The replies as to the authority for teacher selections were tabu- lated by city size but the influence of this factor was not significant. Direction of the janitorial service—It is sometimes true “ that the most important individual about any large school building, after the principal, is the school janitor.” * Situations exist where it is difficult to tell whether the principal or the janitor is in charge of the school. In other cases “ over specialization ” of the work of building maintenance prevents the principal from requiring certain types of work of the janitor. It is unfortunate when division of duties exist to such an extent that the effective functioning of the school is handicapped. TABLE 42.—Direcrion oF THE JANITORIAL SERVICE IN SCHOOLS UNDER SUPERVISING PRINCIPALS Number of Extent of Authority Replies Percent ee 15 25 Principal advises, no authority to require improvement........ 150 25.3 Principal cooperates through one in charge of janitors........... 5 9 OE ae es 423 713 ee Te eR ere mT 593 100.0 *Cubberley, E. P. The Principal and His School, Chapter XI, p. 209. 230 ELEMENTARY ScHoot PRINCIPALS Table 42 gives figures on the responsibility of the supervising prin- cipals for the direction of the janitorial service. These points should be noted : 1. Approximately 71 percent of the total group reported that they had full authority over their janitors. 2. The first two groups, possessing little or no authority, consti- tute 27.8 percent of those reporting. No significant differences of the principal’s authority over the janitorial service were apparent in a tabulation on the basis of city size. Rules governing routine matters—In the control of the school unit it is necessary for the principal to make certain basic rules. These are frequently specific applications of general city rules to the par- ticular school. The need for broad discretionary powers in this regard is essential in the best conception of the principalship, and to the economy of the superintendent’s time. TABLE 43.—Avutuority to Make Rutes ror ScHooL City Size Under 5,001 10,001 30,001 65,001 Over Extent of Authority 5000 10,000 30,000 65,000 100,000 100,000 Total Principal may make any rules not in conflict with those of board or superintendent ............ 2 6 82 73 67 179 409 Principal may make some rules without consulting the central SE s5b6cb bb cdedneseeksentee 1 2 13 14 16 20 66 Principal may make rules ap- proved by the central office... .. 3 33 21 18 17 92 Principal cannot make any rules in addition to those from cen- WE ND bi ccecncccccscdence 1 ai 3 2 ea 4 10 TEE. Si dnsedesveadvnscennce 4 11 131 110 101 220 3-577 The authority of principals in the making of routine rules has been shown in Table 43. The points to be noted are: 1. Over 70 percent of the total reported that they had authority to make rules, providing they did not conflict with those of the central office. 2. The two middle groups of the table, those under considerable restriction, constitute 27.3 percent of those reporting. 3. It is surprising that some principals, particularly those in the cities over 100,000 in population, report no authority to make rules in addition to those of the central office. tex fre res Pri Pr Pr Tue SEVENTH YEARBOOK 231 Selection of textbooks and instructional supplies—The selection of textbooks and supplies is closely associated with the instructional phases of a principal’s work. Changes in technics of teaching depend frequently upon the availability of teaching materials. For this reason it is important that the principal exercise some authority in the selection of supplies and textbooks. The value of a central pur- chasing scheme is generally recognized. The problem is that of deter- mining whether practice limits the principal to the materials selected by the central purchasing agency or whether additional requisitions may be made. TABLE 44—Auvruority To Setect TexTBooKs AND SUPPLIES City Size Under 5,001 10,001 30,001 65,001 Over Extent of Authority 5,000 10,000 30,000 65,000 100,000 100,000 Total Principal limited to standard ma- terials furnished all schools.... 1 6 67 55 64 153 346 Principal may order subject to superintendent’s approval .... 3 4 54 40 23 46 170 Principal may order within fixed MORGUE TIO oe week siccs. os 1 4 7 4 16 asc icd od warritieReona 4 11 125 95 94 203 532 The situation concerning the selection of textbooks and supplies has been indicated by Table 44. It will be noted: 1. Over 65 percent of the principals were limited to the standard materials furnished to all schools. 2. Other groups, those possessing some discretionary powers, ap- proximate 35 percent of those reporting. The placement of pupils—The grading and placement of pupils are technical functions of school experts. As the head of the school the supervising principal should exercise this responsibility. TABLE 45—AvTHORITY FOR THE PLACEMENT OF PUPILS IN ScHOOL Number of Authority With: Replies Percent Prmcipal ......<. Peer eee era coureteene 403 69.7 RNIN 65 nc ooox c ocauisres oe weneeeas 119 20.6 Superintendent and principal............. 21 3.6 Supervisors ......... TE silenaea teres ee 16 28 Principal and supervisors........... Hee 11 19 Principal and teachers........ ea nraleaen ta 14 232 ELEMENTARY ScHoot PRINCIPALS The authority of principals as exercised in relation to placement of pupils has been tabulated in Table 45. It should be noted: 1. Approximately 70 percent of the total group reported that authority for pupil grading rested with the principal. 2. In 24 percent of the reports the authority was in the hands of the superintendent or the supervisors. 3. In six percent of the cases the principal shared the responsi- bility with some other school official. The tabulations of the data on pupil placement by city sizes did not show this to be an influencing factor. Authority for daily program of building—The arrangement of the daily program of the elementary school must be influenced by known facts of fatigue, the correlation of subject matter, and the general requirements of the central office. The principal should exer- cise the final authority for specific applications and adjustments of these general factors to the particular school. TABLE 46—Avrtuority ror MAKING THE DaILty Program City Size ‘Under 5,001 10,001 30,001 65,001 ¢ ver Authority With: 5,000 10,000 30,000 65,000 100,000 100,000 Total Teachers subject to principal’s ere ay ae 3 9 110 79 73 169 443 Principal only ...............6. 1 1 12 20 15 17 66 Superintendent’s office ......... .. a 4 3 4 28 39 Teachers, principal and superin- DD ciacknecebdessdeuben 1 e 7 4 6 4 22 Teachers, principal and super- ES atin ccarctincKadiaduimeuses wa i a 4 2 1 7 SEE nda bad ednenbamdhwemass 5 10 133 110 100 219 577 The report on the making of the daily program has been shown in Table 46. The points to be noted: 1. Approximately 76.8 percent of the principals approved the daily program prepared by their teachers. The first two groups, wherein the authority lies with the principal, constitute 88.2 percent of those reporting. 2. The authorization of the daily program from the central office was relatively more important in cities over 100,000 in population than in cities of a smaller size. Determination of time allotments—This obligation has shifted be- tween boards of education, superintendent and committees of prin- cipals until now it seems to be included in the work of curriculum nent that nsi- did of the er- of in Tue SEVENTH YEARBOOK 233 —— committees. It is doubtful whether the principal should be the final authority in this matter although he should be called upon: for suggestions. TABLE 47.—AuvtuHority IN DETERMINING TIME ALLOTMENTS Number Authority With: Replies Percent Superintendent’s committees ............. 171 34.1 Superintendent and staff................. 103 20.6 State and local authorities............... 70 14.0 Superintendent and principal............ 63 12.6 ME. Vox cacacans to ncsensregeaomecess 48 96 State law or state board..............0- 46 9.1 UM ao Soe neces es PRES Fire ee 501 100.0 Table 47 indicates the persons with the authority to determine time allotments. The points to be noted: 1. There is little agreement as to who should exercise this function. 2. The provision in state legislation for fixed periods in certain subjects explains the existence of the state groups in the table. A tabulation of the data on the authority to determine time allot- ments showed a marked tendency for superintendents’ committees to assume the responsibility in cities over 100,000 in population. Determination of content of studies—The determination of the con- tent of school studies is becoming more and more a fruitful field for research. Under most conditions, the principal has neither the time nor the training to conduct such investigations, although he should have the right to make certain adaptions to fit his own community. TABLE 48—DererMINATION OF CONTENT OF StupIEsS oF ELEMENTARY SCHOOLS City Size Under 5,001 10,001 : 30,001 65,001 Over Determined by: 5; 000 10,000 30,000 65,000 100,000 100,000 Total Teacher committees under super- MONE 5 Sidi vinsanereiwens 5 6 73 70 61 160 375 Superintendent only ........... .. 2 27 10 17 12 68 Board of education............. «. 7 14 4 7 19 44 Superintendent and principal.... .. ae 5 2 3 4 14 Board of education and superin- MEE cose ceutadaecseunane: ae 6 2 ne 3 11 RD os cc eagaandnadeen ee 3 2 4 1 10 Course of study department.... .. 1 - 1 7 9 PUNE GO occccccsessvecnes os 3 2 1 1 7 State and local authorities..... .. 1 1 1 3 ME Gate Ae wpb isiviathtea ha Stirs 5 8 133 93 95 207 541 234 ELEMENTARY Scuoou PrRINcIPALS The authority to determine the content of the school studies rests with many different persons according to Table 48. The points to be noted : 1. In a majority of the cases the authority has been delegated to committees appointed by the superintendent. 2. The development of course of study departments is indicated by the reporting of seven departments in cities over 100,000 in population. Determination of specific method—The right to determine the spe: cific methods to be used by the teacher bears closely upon the princi- pal’s work in improving instruction. The conduct of experimental work requires that the principal exercise this authority. TABLE 49—DererMInaTION oF SpEciFIC METHOD TO BE Usep In ScHOOL Determined by: Total Percent Principal and teachers................... 378 72.3 Superintendent, principal and teachers... 49 94 Superintendent only 30 5.7 Teacher only 24 46 I isa Sciatic acd adimervacenrasence 15 29 10 8 5 4 ee ey Superintendent and principal 19 Principal only 15 Committee on course of study 9 Supervisors, principal and teachers....... 8 ee Oe ee ria cat acai sesbrtemna aaa ease stesecnee Se 100.0 In Table 49 there has been indicated the persons authorized to determine the specific methods used in the school. The points to be noted : 1. That more than 72 percent of the principals exercised this func- tion in cooperation with the teachers. 2. The wisdom of the situations may be questioned where the superintendent, the principal or the teacher exercises the function without the cooperation of any of the other school workers. A tabulation of these data by city size indicated that the influence of this factor was negligible. Summary and conclustons—Table 50 gives a composite picture of the principal’s authority on the general powers discussed in this chapter. It appears that the supervising principal has full authority to direct the janitor, to make building rules and to place pupils. He has little authority in the selection of textbooks and supplies, in determining QQ fee OOO —-s @& b&w 68 ee Tue SEvENTH YEARBOOK 235 time division of studies and in deciding the curriculum content. The selection and assignment of teachers is shared with the superinten- dent. The determination of specific method and the making of the daily program is shared with the teachers. TABLE 50—Summary or AUTHORITY ON GENERAL FUNCTIONS Most Frequently Mentioned Person or Group Kind of Authority Exercising the Authority . Selection and assignment of teachers..Superintendent and principal cooperate in some assignments 9, Direction: OF janitors. s..c.cccccccecs Principal has full authority 3. Authority to make rules for school... Principal may make any rules not con- flicting with general rules of system 4. Selection of textbooks and supplies... Principal limited to standard supplies furnished to all schools — 5, Pincement Of pupil ...i.cc os cccce sce. Principal has full authority 6. Making daily school program........ Teacher with principal’s approval 7. Determining time allotments......... Superintendent’s committees 8. Determining content of studies....... Teacher committees under superinten- dent 9. Determining specific methods......... Principal and teacher In this summary we have a statement of some of the common prac- tices as concerned with the exercise of certain responsibilities by the supervising principal. The principal or head teacher origi- nally exercised little responsibility. His duty was to carry out, in detail, the activities assigned to him by the superintendent. Many principals have had and still have little voice in the selection of their teachers, in placing pupils, in determining methods of teaching and of curriculum content, or even in directing the janitor. Such conditions are no longer justified either in theory or by best practice. Elementary principals need the opportunities of advising and cooperating with the superintendent. This does not mean the placing of responsibility upon the principal before he is trained to accept it, but rather a gradual evolution through mutual understand- ing and cooperation. The essentials of this situation of mutual understanding have been described by Cubberley * as follows: The principal of a school and the superintendent of a school system hold some- what complementary positions in the administration of a system of public instruc- tion. The superintendent of schools is primarily responsible to the school board and to the people of the whole city for the successful conduct of the whole school system; the principal is primarily responsible to the superintendent for the suc- cessful conduct of a single school, or group of related schools. It is primarily the function of the superintendent to think and to plan and to lead; it is primarily the function of the principal to execute plans and to follow and to support. It is also the function of the superintendent of schools to pass upon and decide the more important matters referred to him from the schools and by the school board; it is the function of the principal to decide as many matters of a local nature as is *Cubberley, E. P. Op. cit., p. 19. 236 ELEMENTARY Scuoot PrIncIpPats possible, and to refer for decision only the more important questions to the central office above. A principal should be able to sense the superintendent’s policy, and to carry it out without bothering him continually for details. He should also note the results of the policy in action, and should be willing to call the attention of the superintendent to what seems to him to be needed changes or to danger ahead, Both superintendent and principal must be alike able and willing to shoulder responsibility, to be frank and helpful to one another, and at times each must stand firmly in defense of the other. SELECTED REFERENCES 1, Cuspertey, E. P. The Principal and His School, Houghton Mifflin Co., 1923, Chapter II, III, IV, and pp. 205-206. 2. Gostine, T. W. “Supervision Without a Supervisor,” The Journal of Educa- tional Method, Vol. I, April 1922, pp. 306-311. 3. Hunter, Frep M. “The Principal and the Superintendent,” Bulletin, Depart- ment of Elementary School Principals, National Education Association, Vol. IV, No. 1, October 1924, pp. 30-35. 4. Jupp, Cuartes H. “The Possibilities of the Principalship,” Bulletin, Depart- ment of Elementary School Principal, National Education Association, Vol. V, No. 3, April 1926, pp. 131-137. 5. Sarceant, Ine G. “Developing the Elementary School as a Social Unit,” Bulletin, Department of Elementary School Principals, National Educa- tion Association, Vol. I, No. 5, May 1922, pp. 16-19. tra] and 10te 1 of ad, der just 23, CHAPTER IX THE PRINCIPAL AND THE SUPERVISOR HE MOST RAPID and complicated variations in school organi- , oe have taken place in cities. It is here that the articulation of the work of the elementary school principal with such officers as the superintendent, the general supervisor and the special super- visor becomes a problem of major importance. It is the purpose of this chapter to present data on the relationship of the elementary school principal to the supervisors. Practice does not as yet clearly distinguish between the general and special super- visor. Usually, the general supervisor has complete oversight over all schools or a particular grade level of schools without limitation as to the specific subjects taught. He secures his authority directly from the superintendent and carries on his work chiefly through the principals. In practice he may be called an assistant superintendent, deputy superintendent, district superintendent, district principal, director or supervising principal. There may be variations in the authority of persons acting under these titles, but their relationship to the principal is in a general supervisory capacity. A new develop- ment along this line is the appointment of “ directors ” of elementary schools. Sometimes these officers are persons with administrative ex- perience in elementary schools and are thereby fitted to improve the elementary schools of a given city by working through the elementary school principals. The special supervisor is an expert in a specific field or subject of instruction who works directly with the teachers. In progressive edu- cational theory he does not have administrative authority from the superintendent, but serves as the expert advisor of the principal and instructor of teachers. In practice these persons may be called super- visors of art, music, penmanship, physical education, health instruc- tion, vocational education and so forth. The relationship between principals and special supervisors— There have been cases of incomplete coordination of activities be- tween principals and special supervisors. One cause of this condi- tion has been the lack of definite assignment of duties to the special supervisor. Thune reported on this point after a study of question- naires from supervisors as follows: Another noticeable feature about the replies of the supervisors is that the supervisor is quite free to assume whatever duties are deemed best. Being left [ 237 ] 238 ELementary Scuoot PRINCIPALS free to choose their duties, so frequently in accordance with their own conception of duties, shows that school administrators delegate broad discretionary power to the special supervisor to do whatever is necessary to produce educational results? The right to “ broad discretionary power ” has certain advantages, particularly in new positions seeking complete development. On the other hand this freedom has not worked out to complete satisfaction because it has not been guided into proper channels. Misdirected efforts have often prevented the complete cooperation which should exist between special supervisors and principals. Furthermore, broad discretionary power has contributed to the habit of many supervisors of engaging in administrative duties when they were employed primarily for supervisory work. Superin- tendent Cody of Detroit has reported: Sixty percent of the time of a supervisor is given to administrative duties, about sixteen percent to supervisory work, about twenty percent to research and adjusting courses. To discover the understanding principals have of their relation- ship to special supervisors the question was asked, “ Do you have any responsibility for the subjects for which special supervisors are employed?” Space was given for the principals to state the nature of the responsibility. All questionnaires were tabulated for super- vising principals in cities over 65,000 in population. TABLE 51.—Is tue Principat Responsisle FOR THE SpecIAL Supsects? School Size — ~ Number Under 501 1001 «1501S (Over of Answer 500 1000 1500 2000 2000 Replies* Percent WE ctasesvecesecvevesnsess . & 137 26 7 2 231 72.6 DE sceenesansencepavciabneenen 16 22 3 aa Pa 41 129 Be GED basesncesscesnsas 3 30 4 2 ee 39 123 eee re ths amend 1 6 we ive - 7 22 Pr ee neces 79 195 33 9 2 318 1000 Table 51 indicates the replies of supervising principals to the question of their responsibility for the special subjects. It will be noted : 1. Over 72 percent of the principals had some responsibility for the special subjects. 2. Forty-one or 12.9 percent felt no responsibility for the special subjects. *Thune, Elmer T. The Place and Functions of Supervisors of Special Subjects in City School Systems, M. A. Thesis, University of Washington, 1926, p. 42. * Cody Frank. “ Why Is A Supervisor,” Educational Administration and Super- vision, Vol. VI, No. 2, February, 1920. * Only 318 of the 617 supervising principals were in cities over 65,000 in popula- tion. tion r to Its? es, the ion ted ild ‘he en ies, ind or al in fo Tuer Sevento YEARBOOK 239 —_— 3. The remaining 14.5 percent were not sure of their responsi- bility or did not answer. TABLE 52—Tyre or Surervisinc Principau’s RESPONSIBILITY FOR THE SpeciaL SUBJECTS School Size rs Under 501 1001 «1501 Over Answer 500 1000 1500 2000 2000 Total Percent Carry out the supervisors direc- tions or policies....... piceiats 35 62 e 1 v 105 33.0 General checking of the teach- . dnascxennes aie tere 5 30 5 1 aia 41 12.9 DO ee eee ae 2 ba oe ae 5 16 COODETRIVG. hicssscsiscncnces 15 30 6 2 1 54 17.0 Principal fully responsible..... 1 32 10 4 48 15.1 BE asc cscsakaeeane Sate anc a oe 39 5 1 a 65 20.4 TOD cntesxcs vaesans ee 195 33 9 2 318 100.0 Table 52 indicates the type of responsibility supervising princi- pals reported for the special subjects taught in their schools. It will be noted : 1. Approximately 80 percent of the total group made some reply as to their responsibility for the special subjects. Twenty percent did not answer the question. 2. More than 30 percent of the supervising principals understood their responsibility as “carrying out the wishes of the special supervisor.” 3. The “cooperative” and “principal fully responsible” rela- tionships account for 102 or 32 percent of the group. The relationship between principals and general supervisors—A study of returns of the 318 questionnaires from supervising princi- pals indicates that the general supervisor is less likely to be disturb- ing to routine of the school than the special supervisor. Usually these general supervisors visit infrequently and by working through the principals are able to accomplish their objectives without disturbing the regular school program. TABLE 53.—NuMBER OF SUPERVISING PRINCIPALS VISITED BY GENERAL SUPERVISORS Answer Total Percent CS eae ; lapaceoeea daeeaaebse Sains racecar nano 244 76.7 Mes cece Gin eae ey Same ee ooietee 68 21.3 PENNE pus cs rcaie bam eeminmes cae ueaanitcan 6 2.0 TURN» asavita utes qaar Dakss ete aes 318 100.0 240 ELEMENTARY Scuoo.t PRINCIPALS According to Table 53, 244 or 76.7 percent of those reporting re- ceive supervision from general supervisors. Table 54 shows the rela- tionship existing between general supervisors and supervising prin- cipals. It will be noted: 1. Over 44 percent considered their relationship with the general supervisor as “ cooperative ” in nature. 2. Only nine principals considered themselves as “ final authori- ties ” in dealing with general supervisors. 3. Over 38 percent did not state their relationship to the general supervisor. A tabulation of these data by school size shows the influ- ence of pupil enrolment to be negligible. TABLE 54—RE.aTIONSHIP BETWEEN GENERAL SupeERvVISOR’S WorkK AND THAT OF SUPERVISING PRINCIPALS Relationship Total Percent Carry out supervisors directions or policies...... 37 116 Intermediary between teachers and supervisors.. 3 9 Adapt general plans to particular school........ 4 13 DEN nid cdubseo xekcneededebenastensecbansne 1 3 PE \. icciipedientinhpneseshateataewtaaes 142 44.7 Principal has final authority.................... 9 28 SEE. Scdbacecispdadaeenesiesiesseneus dasseenes 122 38.4 WEED Kdcdashapncavkscuseeonsseban sheen biaigied 318 100.0 A tabulation of these data by school size shows that none of the principals in schools enrolling more than 1000 pupils consider their relationship with general supervisor as that of “carrying out” instructions. A study of the preceding tables reveals a possible suggestion for improving the coordination‘of work between principals and special supervisors. Many principals understand their responsibility for the special subjects to be that of “ carrying out” instructions of the supervisor. With the general supervisors the principals understand their relationship to be “ cooperative” in nature. It should not be impossible to expect the application of the term “ cooperative” to the relationship between special supervisors and principals. To se- cure this would mean (1) that many principals should inform them- selves on the technics of the special subjects, and (2) that special supervisors should rely upon the judgment of principals in supervis- ing the special subjects. Seattle, cooperative supervision—Cooperation in the Seattle schools has been promoted by “the bi-weekly principals’ meetings called by Tr eo la- in- ‘al Tue Seventuo YEARBOOK 241 —_— the superintendent, and the regular monthly professional meeting of the Seattle Principals’ Association.” * At these meetings both principals and supervisors are given oppor- tunities to discuss frankly and in detail their many problems: Each supervisor had a meeting of her own at which she was to sell the work she is supervising to the principals. Outlines and charts were presented. The talks were exceedingly interesting and enlightening. The supervisors claim their profit was as much as, if not in excess of, that gained by principals. It resulted in their getting their work better organized and gaining confidence in themselves in being better able to defend it. The further working out of the meetings show that there are not many “taboo” or hushed subjects for discussion: The over zealous supervisor is here restrained. It is here that every principal knows personally as well as professionally every supervisor. He comes to realize more completely the problems of the supervisor, appreciating more fully the importance of the réles p'ayed by them. He loses the narrowness that is apt to be his if this opportunity of change of ideas is not provided. He is also more apt to give a supervisor a more respectful hearing on matters pertaining to his own building. It is this intimate acquaintance, this sympathetic and generous feeling toward each other that makes it possible to solve those overlapping functions in a manner quite generally satisfactory? The keys to the whole problem are: that discussion brings out facts, facts properly assembled make information, information leads to understanding, and understanding results in mutual cooperation. Meetings where frankness is not basic or where principals and super- visors are not sure of the plans of the other group do not meet the criteria laid down by this article. Detroit, a training program—T wo factors at work in Detroit which have changed the supervisory program, (1) the rapid growth of the city and (2) the organization of district principals. So it happened, as it has happened in other cities that the supervisory visits of the principal tended to partake largely of the nature of a tour of inspection in which the general condition of things were noted, suggestions of a general nature were offered, and occasionally a device or method observed elsewhere was passed along, while the actual improvement of instruction was by mutual consent turned over in large part to the supervisors of the various subjects. *Mcllravy, F. D., “ The Right Relationship of Cooperation Between the Ele- mentary School Principal and Supervisors,” Bulletin, Department of Elementary School Principals, Vol. IV, No. 1, October 1924, p. 37. *Mcllravy, F. D., ibid., p. 37. *Mcllravy, F. D., op. cit., p. 38. *Birkham, George, “The Right Relationship of Cooperation Between the Ele- mentary School Principal and Supervisors,” Bulletin of Department of Elementary School Principals, Vol. III, No. 3, April, 1924, p. 166. 8 242 ELEMENTARY ScHoot PRINCIPALS — With the growth of the city it became impossible for the super- visors to make enough visits, hence it became essential for the prin- cipal to assume more supervisory responsibility. With this in mind the administration proceeded to formulate plans to develop a set of objective standards in each subject whereby the quality of instruction might be judged and through the medium of the district principals to train the elementary principals of the city in the use of these standards. The initiative in the development of the technic of supervision in each case has been taken by the supervisor. She assembles those definite factors which seem to her to make for the success or failure of a recitation in her particular subject. She attempts at all times to avoid vague intangible terms and pre- sents only those items which are definite and observable. In penmanship, for instance, she does not ask us to draw upon our imagination to search out and capture that most elusive character in the realm of pedagogy, “ self-appraisal,” but she points out certain eye movements which tell us a volume concerning this important factor in education. After the supervisor has completed her “Items for Observation,” she pre- sents the material to the sixteen district principals, who after careful study and experimentation in their own building, suggest such changes, eliminations, or additions as seem advisable. The items are then revised to meet the criticisms offered and a series of observation lessons are planned at which the entire group of district principals under the supervisor and the head of the department of supervision apply the items to actual classroom situations. Following each lesson a meeting is immediately held in which the various points are considered, and an attempt is made to harmonize the judgments of the various members of the group relative to the evaluation of each item in the lesson? After the district principals have been trained they in turn must train the elementary school principals of their own district. In time this basic information is looked for among the teachers as evidence that the many principals have passed the training along. In this way the position of principal is dignified, his local school knowledge is capitalized and he is endowed with the confidence of preparedness. Nor does this arrangement as worked out in Detroit detract from the dignity of the position of supervisor. It rather enables her to use her time more economi- cally and to better advantage. She remains the expert in her field with a knowledge and grasp of her speciality that the principal cannot hope to have. Instead, however, of making the rounds from building to building and from teacher to teacher and instead of spending her time in rooms where she is not needed, she is now called in as the specialist to work only in that place or places where problems have arisen which are beyond the technical knowledge of the principal. By this saving of her time she is given the opportunity to apply herself to the larger phases of her work—namely, experimental research in methods and course of study material? The Detroit scheme has merit in the series arrangement of several factors: (1) the supervisors teach the principals to look for certain things in the special subjects, (2) through this knowledge principals *Birkham, George, op. cit., p. 166. * Birkham, George, op. cit., p. 167. * Birkham, George, op. cit., p. 168. —<~FrmpwrIasdkeo-so’ |= o =: © ao. oem @ a: a er- ‘in- slop tion the "ase Lich ular ore- ‘ion gy, 3 8 re- and or ms oup of son the not ces the Tue SevENTH YEARBOOK 243 are able to assume practically full supervision of their own building, (3) through this release from general supervision supervisors are able to become experts who are called upon only in the more technical situations. None of these shifts reduce the dignity of the positions concerned. The principal becomes more expert in his supervision while a great deal of the petty routine of travel, checking of teachers, and the like, is minimized for the supervisor. Attitudes of superintendents on the supervisor-principal relation- ship—Superintendent Fred Hunter of Oakland, California, has set forth his attitude as follows: The most difficult réle which the principal is called upon to assume is that of manager of special supervisors working in his building. A school system organized upon right lines places the authority of the local school under a single headship—that of the principal. All supervisors and special officers of instruction should come to the local school as technical experts in their respec- tive lines. They are the functionaires of the superintendent’s office in highly specialized fields. However, unless clothed by special order from the superin- tendent’s office with executive and administrative authority they have none in the local school. They are sent to become supervisory experts under the direc- tion of the principal while within his school. The principal is held finally respon- sible for the type of instruction in his school. He is expected to make full use of the technical experts provided by the school system in lines in which he is not so expert. It is the business of the supervisors upon going to his school to report to his office, and it is his fault or the fault of the relationship between himself and the superintendent if they do not. From that moment they are at his disposal to help in the development of curriculum methods and technic of instruction among his teachers and in the classrooms. At his suggestion they will make frequent use of demonstration lessons. Like the principal himself they will relieve themselves of the cloak of authority except in case of emergency. They will undertake the same réle of natural leadership that the principal him- self assumes. The principal should regard them as his best advisers along all technical lines represented by them. The superintendent so regards them. A large part. of the success of the school in its use of the very highly specialized curriculum which modern education has developed will depend upon the way in which the principal thus manages his special supervisory force.’ In Detroit the supervisor’s functions have to do with: research, training and field work. The functioning of the principal and super- visors has been described as follows: The plan for supervisory visits on call is based upon the assumption that the supervisors, with the assistance of teachers and principals will set up general and specific standards to be used by principals in judging the quality of the work done by teachers under their direction. In these activities of the principals, a distinction is made between teacher-direction and teacher-training. No principal is expected to have expert knowledge of the content and teaching technic of the various subjects or to give expert assistance to teachers. This is the province of the specialist. However, principals are expected to have such general knowledge of the technic of teaching, and of the content of the * Hunter, Fred M., “ The Principal and the Superintendent,” Bulletin of Depart- ment of Elementary School Principals, Vol. IV, No. 1, October, 1924, p. 33. 244 ELEMENTARY ScHoot PRINCIPALS various subjects as to give general direction and assistance to teachers, to judge the quality of work done, and to direct teachers to sources of information, or to examples of good teaching within the building, or within the district? Superintendent T. W. Gosling of Madison, Wisconsin, has sounded a warning in his statement that the principal should be held accounta- ble for results when he disregards the advice of supervisors. The statement of complete relationship is interesting. In a well-organized school system the principal is the direct representative of the superintendent in his school; he has full charge of the school and is respon- sible to the superintendent for his official conduct. The principal occupies 4 commanding position in the school system. He is the field officer directly respon- sible for the educational campaign in his district. Supervisors, on the other hand, are the special advisers of the superin- tendent in matters of policy relating to their departments. They are the experts to whom the superintendent must look for assistance in making decisions with regard to matters on which he needs technical and professional advice. The superintendent may assign supervisors to specific tasks in the various school buildings of the city. When a supervisor enters a school building, he comes within the jurisdiction of the principal of the school and should not under- take to make any radical changes or to introduce any policies without the knowledge and consent of the principal. It is only by an arrangement of this kind that a conflict of authority can be avoided. Just as the supervisor is the technical adviser of the superintendent so should he be the technical adviser of the principal. Both superintendent and principal will do well to lean heavily on their technical advisers. As the superintendent may disregard the supervisor’s advice because he is convinced that there is a better way to proceed than the one suggested, so may the principal disregard the advice of the supervisor. It should be clearly understood, however, that when the principal fails to accept the advice of the supervisor on those matters in which the supervisor is acting on the instruction of the superintendent, the obligation rests on the principal to explain his procedure and to show that his way is the better? Attitudes of college professors on the principal-supervisor relation- ship—According to Cubberley * the fundamental principles underly- ing the relationship of the principal and supervisor are these: 1. In the organization and administration of a school building the principal is in control, and changes in organization should not be made by special super- visors without his consent, and would best be made by his specific orders. 2. When the special teacher or supervisor enters his building to work, he or she comes under the professional supervision of the principal, and the relationship now established lies somewhere between that of a teacher in the school and that of a visiting superintendent. 3. The prime purpose of the special supervisors is to train the regular teachers, where this is possible, to do the special work, and to this end the special super- visor stands in much the position of an assistant principal whose function is that of improving instruction within the school. 1Spain, Charles L., “A Statement of Policy concerning the Supervision of Instruction,” The Detroit Journal of Education, Vol. 3, May, 1923, pp. 393-394. * Gosling, T. W., “The Adjustment of the Duties of the Supervisor to those of the Principal,” Elementary School Journal, Vol. 26, September, 1925, pp. 18-21 * Cubberley, E. P., op. cit., pp. 421-422. ate, ba tlOmlCO OM oe eX. idge » OF Jed \ta- The > of on- Sa On- rin- erts rith ous ler- the his uld pal ent 38 ard hat ers the his al py or ‘ip at Tue SEVENTH YEARBOOK 245 ——-— 4. The principal, conversely, should keep closely enough in touch with plans and work of the special supervisors to enable him to promote efficiency in the work, and to help his teachers in planning their teaching of the special subjects. 5. Special teachers who enter the building to do special teaching service, while in the building must be regarded as teachers in the school, and as subject to the same regulations and supervision as are other teachers. 6. The supervisor should usually reach the building before the opening of school, should inform the principal of his presence, should see that any changes in pro- gram desired meet with his approval, and in most cases should have a conference with the principal before leaving. If a teacher needs help, the supervisor should confer with her also. The above principles cover the basic relationships, but the usual difficulty is that such topics are not discussed freely between princi- pals and supervisors. Frequently the superintendent assumes that these principles are understood by the persons concerned simply be- cause they have been presented in a formal meeting. This assump- tion has no merit in fact for actual situations must be considered in order that the implications of the principles may be fully applied. It is this frankness of discussion which is basic to the successful rela- tionships attained in Seattle and Detroit. McGaughy has traced the line of school administrative authority from the people of the state through the superintendent to the prin- cipal. His statement of relationships between school officials of a local school system is as follows: School organization can be defended only if it is a means to an end, never if an end in itself. Always it must facilitate among teachers, principals and super- visors, that cooperation which is absolutely essential to good teaching and effec- tive learning in the classroom. If school organization is effected with this one end in view, the historic and alleged “ conflicts” between supervisors and building principals are completely impossible. Let us follow the line of authority as it should lead from the unit of government which has complete and final juris- diction in all matters of public education down through the several intermediate agencies. The courts have ruled repeatedly that education is a function of the state. The sovereignty of a state is vested in all of the people of the state. The will of the people of this sovereign state must be made effective through some body to which they delegate authority. This body is commonly known as a State Board of Education. It should choose its own executive officer who shall carry out the policies which the state board adopts. This officer and his staff of helpers constitute the State Department of Education. This is the adminis- trative unit which puts into effect the will of all of the people of the state. The major part of the authority and responsibilities delegated to the State Board and its executive Department is in turn delegated to the people of each local unit of school administration. Practically all state boards of education retain the authority to determine certain minimum standards which must be met by all of the public schools of the state. With the exception of these standards practically full authority for the organization and maintenance of public schools is delegated to the people of each local area. To local boards of education is delegated the authority in school affairs handed down to the local area by the people of the whole state. The policies of the local board must be put into effect by an executive officer. He should be trained 246 ELEMENTARY ScHOOL PRINCIPALS technically and professionally to work out the practical details of public school organization and procedure. This executive officer is the local superintendent of schools. The local board of education exercises the authority delegated to it by the state in three ways: (1) By determining the general education policies for the local area; (2) in choosing and supporting the superintendent of schools who shall make these policies effective; and (3) by assuring itself that the superin- tendent of schools carries out its policies successfully and practically. The super- intendent of schools in his official position as the sole executive officer of the local board of education therefore faces the necessity of administering the authority and responsibilities delegated by the people of the state to the people of the local unit of administration. The superintendent exercises this authority by delegating full responsibility for the educational program offered in each school building of the system to the principal of that building—subject, of course, to the educational and administrative safeguards necessary! to guarantee that the general policies of the board of education shall be carried out and that the school system shall function effectively as a whole and not as a group of small disjointed units. In order that the superintendent may be justified in holding the principal fully responsible for the success of the educational program in his building this principal must be given full authority over the classroom teachers who cooperate with him in making this success possible. If the school system is sufficiently large it will be found necessary for the superintendent of schools to have one or more administrative representatives who are commonly called assistant superintendents of schools. In such cities the line of authority passes from the superintendent of schools to the assistant super- intendent of schools and from him to the principal. In some cities there are corresponding administrative officials known as associate superintendents or deputy superintendents. Occasionally there is a deputy principal interposed between the assistant superintendent and the building principal. The organiza- tion of these administrative positions in no way changes the direction or “ single- ness” of the line of authority between the superintendent of schools and the building principal. The principal is then responsible to the superintendent of schools through one or two intermediate administrative agents. We now have established the straight line of authority which characterizes sound public school organization. It reaches directly from the people of the state or commonwealth as the sovereign group directly responsible for public education, through the state board of education to the people of the local area and their representative board of education, through the superintendent of schools and the building principal directly to the teacher and the pupil in the classroom. It is now our problem to determine where the elementary super- visor belongs in this organization. It is at once clear that the supervisor must not be given authority over the classroom teacher. In that case the teacher would have to endure the con- fusion and embarrassment of being responsible to two different authorities and neither the supervisor nor the principal would be able to hold her accountable for the success of her service. The same sort of reasoning precludes the possibility of placing the supervisor at any point in the single line of direct authority which must characterize sound organization. The most successful solution is that of organizing the elementary supervisors of the school system as a staff of the superintendent of schools. If there be an assistant superintendent in charge of elementary schools the elementary supervision staff will be directly responsible to that official. This staff of super- visors then acts as a service bureau to the superintendent or to one of his assistants just as the bureau of research should do. Under this organization the relationship of the supervisor to the building principal is conducive to supervision of the most constructive and effective kind. The supervisor is without power or authority to make demands upon the prin- cipal or any one of his teachers; the principal, therefore, cannot be embarrassed ate Gh tebe tun Oe —— —" i i — Oo OD 2 @ YS EE ie, ee oe | Jer ae od THe SEVENTH YEARBOQK 247 im ) or confused in accepting full responsibility for the qducational program within his school. The supervisor must be an adviser and sympathetic helper, working in full cooperation with the principal and the teachers if she is to succeed in her position. The relationship between a teacher and a good supervisor is most delicate and is subtly affected by conditions of apparently minor importance. The supervisor who is in a position to make demands or to exercise authority is at once placed under a serious handicap as an inspiring, constructive adviser and helper of either principals or teachers. It is in this sense that a “conflict” between a supervisor and building principal is completely impossible under a sound plan of organization. In the administrative sense, the principal can never be wrong? Summary and conclusions—This chapter has presented facts on the official relationship existing between principals and supervisors as reported by approximately six hundred supervising principals. The data of the chapter indicate that further research is necessary to establish the principles to govern the relationship between prin- cipals and supervisors. Present practice does not indicate any great amount of agreement as to what this relationship should be. According to the arbitrary definition of this report and ‘a certain percent of cities the general supervisor, also known as assistant super- intendent, ete., is usually a supervisory official with administrative authority from the superintendent. He works through principals in improving instruction. The special supervisor as defined in this report and as found in some cities is a technical adviser of the principal. Interviews with principals indicate that they want special supervisors without ad- ministrative authority to assist them in supervising penmanship, music, art, and other specialized fields. The majority of principals reported their work with general super- visors as “cooperative” in improving instruction. The most fre- quently mentioned relationship with special supervisors was “ carry- ing out instructions.” There were evidences in the replies of princi- pals of uncertainty as to the exact official relationship. One reason for lack of coordination between principals and super- visors has been the indefiniteness of the assigned authority. This has been particularly true of special supervisors who have assumed administrative authority belonging to- principals. Examples of cities were given where conferences between super- visors and principals have cleared up the delimitations of authority and coordinated the types of activities. The committee believes that such conferences would prove of value in most situations. 1This statement is from a communication of February 1, 1928, from J. R. McGaughy, Professor of Education, Teachers College, Columbia University, New York City. 248 ELEMENTARY ScHooL PRINCIPALS xr oOo on SELECTED REFERENCES . Ayer, Frep C. “The Principal and the Special Supervisor,” Bulletin, Depart- ment of Elementary School Principals, National Education Association, Vol. IV, No. 3, April, 1925, pp. 143-154. . Ayer, Frep C. “ The Rise of Supervision,” Yearbook of the National Conference on Educational Method, Bureau of Publications, Teachers College, Columbia University, 1927, pp. 3-21. . Barr, A. S. “An Analysis of the Duties and Functions of Instructional Super- visors,” Bureau of Educational Research Bulletin, No. 7, January 1926. . Barr, A. S. “The Duties of Special Supervisors in City School Systems,” Year- book of the National Conference on Educational Method, pp. 105-122. . Barr, A. S., and Burton, W. H. The Supervision of Instruction, Appleton, 1926, pp. 27-68. . Cuppertey, E. P. The Principal and His School, Houghton Mifflin, 1923. Chapter XXI. . Unperwoop, F. M. (and others). Supervision Series, Public School Messenger, April 15, September 1, and September 2, 1927. St. Louis Public Schools. CHAPTER X THE PRINCIPAL AND THE COMMUNITY ()*: IMPORTANT DUTY of the elementary school principal is the establishing of contacts with the community. Each year finds more superintendents looking upon the school as a unit and upon the principal as the directive head of that unit. The principal must know his school and his community if he is to influ- ence them in functioning effectively in child development. In the largest sense the principal is the connecting link between the school system and the parents of the community. The relationship has been thus described by Superintendent Susan M. Dorsey of Los Angeles: Perhaps the principal has never thought of himself as an interpreter, yet this is one of his most important functions. The many-sided relations with community, board of education, superintendent, teachers, and children create situations where it is possible for the principal to so interpret the board of education to the com- munity and the school; to so interpret the superintendent to the community and the school; and finally to so interpret the teachers and education itself, to the com- munity as to create an atmosphere of understanding or dissatisfaction. The principal who has the ability and disposition to interpret to the teachers in his school and to the community the policies and desires of the board of educa- tion in such manner as to secure acceptance and even approval has rendered a great service. Especially is this true when the controlling board is forward-looking and advocates advanced movements that call for more funds from the public and increased service from teachers; then the principal has his great opportunity to interpret the needs so as to win the approval and support of both teachers and community for the proposed forward movement.’ This chapter will deal with the community activities of approxi- mately six hundred and fourteen supervising principals.” It presents data on such activities of principals both inside and outside of their schools. Functions held in the school—The supervising principals were asked to state the number of school functions held at night in their respective schools. These evening meetings are frequently the only opportunities offered principals for contact with both the mothers and the fathers of the school pupils. *Dorsey, Susan M. “Principals as Interpreters,” Bulletin, Department of Elementary School Principals, Vol. V, No. 2, January 1926, pp. 90-93. Only 614 of the 617 replies could be tabulated by city size. [ 249 ] 250 ELEMENTARY Scuoot PRINCIPALS TABLE 55—Nvumser or Functions HeEtp at Nicut In ScHoots UNbER SUPERVISING PRINCIPALS City Size Number of Events Under 5,001 10,001 30,001 65,001 Over Each Year 5,000 10,000 30,000 65,000 100,000 100,000 Total No answer or none....... 3 6 55 34 16 68 182 ie seed ackessdecceness 2 1 33 17 16 51 120 eR cecetenseewauaenes =a 3 15 19 22 44 103 Se TMP saekesdascogeccase 1 17 15 11 27 71 Bn civekeeatenaceeces 5 10 4 5 24 PTE cin cncncodivencsas 5 6 12 18 41 ES Brrr Serre 1 2 7 6 19 ME Ghtiweesaseacnacme 2 2 3 2 9 SN ceaeaesdavenacdaas 4 2 6 7 19 DE aca chadssentasaasn 1 aa 1 2 PP aiwaekietedneciens 2 4 6 RR er err ree 2 2 6 11 DR cchdveconsepecwnea 1 1 2 4 MPO Scdsicsbcesdescecs 1 1 1 3 Total number of prin- OT ee er 6 11 141 114 102 240 614 Percent holding events 50.0 45.5 61.0 70.2 84.3 72.0 70.4 Table 55 indicates the number of school events held in schools in cities of various sizes. The points to be noted are: 1. Those reporting events constituted 70.4 percent of the total number returning the questionnaire. 2. The median number was 3.81 events for those answering the question. Data not shown in the tables indicated that approximately 51 per- cent of the principals had presided from one to fifty-five times at these functions. A study of the percent in terms of city sizes indicated _that the schools of the larger cities have more events. ‘ Time spent in community work—It requires regular devotion to community work to establish an effective relationship. The amount of time cannot be determined by arbitrary methods for the demands of each community must be met in terms of its own problems. The number of hours devoted by supervising elementary school principals to community work has been shown by Table 56. It will be noted: 1. Over 64 percent of the principals reported some time given to community work. It is surprising that 35.8 percent of the principals did not report any time given to community work. 2. The medians for the various city sizes range from 1.70 hours per week to 2.5 hours with a tendency toward smaller amounts of time in the largest cities. The median for the whole group was 1.96 hours per week. Tue SevenNtH YEARBOOK 251 TABLE 56.—Hovurs per Week Devotrep to CommMunriry Work By SUPERVISING PRINCIPALS City Size Under 5,001 10,001 30,001 65,001 Over. Hours per Week 5,000 10,000 30,000 65,000 100,000 100,000 Total No answer or none........ 1 2 53 34 37 93 220 Less than one............ - i aa 3 2 5 10 eae Sek ceencaseaamnanve + 8 60 40 35 94 241 BH Léiciauenccéceeseees =~ 1 21 21 20 33 96 Sy er a eee ry ee 2 5 5 6 18 EEE 64 sea nae een peso 1 i 3 yj 2 4 17 SPEED ci 4b edae wads ueesiesan a - pis 3 2 5 MEE dado ok Aas niaee a eS me aa 1 1 1 3 Be “sha is. 6 acacia aseaieie eas = ss be 2 2 Bi Ate Scactarbx tomiecuvarsckie beni ans a 1 ‘ie Se 1 De cwasmibesdiearedwoxes ac ite oe oa 1 1 Total no. of principals. 6 11 141 114 102 240 614 Median no. of hours... 2.5 2.31 1.88 2.5 2.03 1.70 1.96 Community activities of supervising principals—The types of ac- tivities in which the supervising principals participate are of interest. There were 125 more or less separate movements mentioned of which 68 were of general community interest regardless of race, creed or sex. These 68 activities could be grouped as follows: Frequency of Type of Activity Example of Type Mention Wo ER ern ere re Community Chest Drive........s0.00.ccccsses 24 MN. uisineanecalncsconen CTE RE, iis bisece aiid. s sie Sewn vars eeaen 15 Improvement ............. Chamber of Commerees.< oo 6os.csicccsevecs 15 Child Recreational ....... ONIN Sik vc dn dandansmiaaeeneseSesaraeneecen 9 pe | Parent-Teacher Association ..........+ee0. 3 NE Caw ikea ae Sas sons ED, STE 6S aceuaswianeseeeandauesa 2 68 The five most frequently mentioned movements of general interest were: (1) The American Red Cross, (2) The Community Chest Drive, (3) Parent-Teacher Association, (4) The Junior Red Cross, (5) Boy Scouts of America. Other prominently mentioned types of work were: church, church auxiliary, foreign relief and school alumni. None of these restricted groups were mentioned as frequently as the American Red Cross and the Community Chest. This fact suggests that the community activi- ties of the majority of principals tend to be broad in scope. The question asking principals to list general community activi- ties in which they were interested proved to be a “catch-all” for 252 ELEMENTARY ScHoot PRINCIPALS seven hundred and thirty items. It was almost impossible to classify these activities into related groups, but fully 30 percent of the six hundred principals mentioned work connected with their respective churches. Vv Social-civic organizations—Principals were asked to list the names of the social-civic clubs of which they were members. This question tended to overlap with the one on “ community work.” TABLE 57—Number or Soctrat-Civic CLuss ror PRINCIPAL Number Number per of Principal Replies Percent OP witda weiaciuanamaalneeaaweniamues 291 474 DP snuainsrdwhdied catnmaaiecaaeiueans 192 31.3 ID ae ski cos Aca e aren cheek once eevee eckaerecaachtics 79 12.9 __FROR RE ie erect rent a et nee Peed Ete eee 38 6.2 iD. g0bd0e eed dari aateecanesSeesonees 12 19 F c:inwen nace dcuaeeece mas amumaedad 2 3 Total number of principals.... 614 100 Median number of clubs...... 1.08 The number of social-civic clubs reported per principal has been shown in Table 57. More than 52 percent indicated membership in one or more social-civic clubs. The median for the total group ap- proximates one organization. A tabulation of these data by city sizes did not indicate significant influence by this factor. The six most frequently mentioned organizations were: (1) The Women’s Club, (2) Chamber of Commerce, (3) League of Woman Voters, (4) Women’s City Club, (5) Business and Professional Women’s Club, (6) Improvement Association. None of the most frequently listed clubs were for men only, although four of the six were restricted to women. Only two percent of the total group reported the names of service clubs such as the Kiwanis or Lions’ Club. The tabulation revealed that the men were scattered among clubs of many diversified names and interests while the women principals tended to concentrate in fewer organizations. Summary and conclusions—This chapter has studied the commu- nity contacts of elementary school principals as indicated by, (1) the number of evening programs held at the school, (2) the number of hours given to community activities, (3) the types of community welfare movements in which principals take part and (4) the mem- berships in social-civic organizations. A majority of the principals reported that evening meetings were held in their schools. More than fifty percent of these meetings were ==> wu ~ TR = =| —, fy ix ve es > = o> - ee Oo \ Tue SEvENTH YEARBOOK 253 __ presided over by the principal. A relatively larger percent of the principals in larger cities reported meetings in their schools than did the principals in smaller communities. The median number of meet- ings reported by the total group was approximately four events a year. The principals reported a median of 1.96 hours a week devoted to community work. A tabulation by city size showed the smallest median in the largest city group. The amount of time which should be given to community affairs cannot be determined finally by any general standard. In some communities principals will need to give more time to this work than in other communities. It is a sound principle that community work should not be so great in its demands that it interferes with a principal’s efficiency in his school. The majority of principals take an interest in many community movements. These include organizations of general interest such as the American Red Cross, and organizations of a specific interest such as clubs and churches. The committee believes an interest in activi- ties of broad scope is desirable. The information on social-civic organizations indicated that the median number of memberships per principal was approximately one. A study of the complete list of organizations showed the women principals concentrated in a few organizations, while the men held memberships in several groups. It was surprising not to find the luncheon clubs, such as Kiwanis and Lions’, mentioned by more prin- cipals. These organizations have given individual principals the ad- vantages of community contact, while providing the school system a means of disseminating school publicity. To emphasize the importance of community contacts to the princi- pal and through him to the schools in general we may quote again from Superintendent Dorsey.’ It is the peculiar responsibility of principals—and here I must add the teachers, also—constantly to interpret the function of public education. In no surer way can there be established in the minds of the people a conviction of the necessity of the American public school and the peril of any abatement of its activities. .... Every plan and undertaking, every proposed expenditure, should be matter of common knowledge and, what is more important, matter of perfect understanding, in order to secure the sympathetic cooperation of the public, or make sure that objections are reasonable. An attitude on the part of school people that theirs is the business of managing the schools; that it is hopeless to expect people in general to comprehend the aims and proposed outcomes of education, is a trifle presumptious, for a part of the business of educators is to make what they are doing comprehensible to all whose support is needed for the enterprise. * Dorsey, Susan M., op. cit., pp. 92-93. 254 Ex.ementary Scuoort Principars SELECTED REFERENCES 1. ANTHONY, JonN W. “The Principalship as an Educational, Moral and Civic Institution,” Bulletin, Department of Elementary School Principals, National Education Association, Vol. II, No. 3, April, 1923, pp. 87-92. 2. Cuppertey, E. P. The Principal and His School, Houghton Mifflin, 1923, Chap- ters XXVI and XXVII. 3. Dorsey, Susan M. “ Principals as Interpreters,” Bulletin, Department of Ele- mentary School Principals, National Education Association, Vol. V, No. 2, January 1926, pp. 90-93. 4, Kyte, Georce C. “The Reorganization and Administration of an Elementary School to Meet the Needs of a Community,” University of California Publication in Education, 1925, Vol. II, No. 2, pp. 77-144. 5. Sarceant, Ipz G. “The Principal as a Citizen,” Third Yearbook, Department of Elementary School Principals, Vol. III, No. 4, July 1924, pp. 232-242. > =e & © DD aa Tn we es SF Mm F&F CHAPTER XI ASSISTANTS OF THE SUPERVISING PRINCIPAL IRCUMSTANCES frequently force elementary school princi- C pals to devote time to duties which could be performed by per- sons with less training. Superintendents have sought to correct this situation by providing supervising principals with vice-principals or assistants to the principal, and office clerks. These assistants have been of material aid, although the complete solution of the problem will be brought about through, (1) the reduction of routine clerical work to a minimum, (2) the training of principals in the best use of assistance, and (3) the provision of adequate assistance. This chapter will present data concerning the assistant or vice- principal, and the office clerk. Selection of assistant principals—According to the replies of super- vising principals, assistant principals are usually selected by the superintendent acting alone. The order of authority in selection was as follows: (1) superintendent only, (2) principal, (3) school board, and (4) superintendent and principal cooperatively. This order of authority held consistently for all city sizes. There was a tendency in cities over 100,000 in population for school committees and assis- tant superintendents to participate in the selection. Basis of selection of assistant principals—The returns did not indi- cate concrete or well standardized requirements on the matter of selection. In cities under 100,000 in population the training required was “ that of the teacher,” while in cities over 100,000 in population there was a tendency toward a local or a state supervisory credential in addition to preparation for teaching. The preference in all city sizes was for women rather than men. The requirement as to type of previous experience was either “teaching ” or “ elementary school teaching,” while other types were not mentioned more than one or two times. Experience of assistant principals—The median age of those for whom data were submitted was 39.4 years. The median ages for principals were: teaching principals, 38.96 years for men and 43.15 years for women; supervising principals, 43.85 years for men and 48.45 years for women. The median number of years of experience of assistant principals was 12.25 years, or approximately half as many years as the median for supervising principals. [ 255 ] 256 ELEMENTARY ScHOOL PRINCIPALS Assignment of assistant principals according to school size—Super- intendents are often faced with the problem of deciding the school size which justifies the assignment of an assistant principal. Practice is one criterion in deciding what this assignment should be. Table 58 shows present practice in the assignment of assistant principals to schools under supervising principals. It will be noted: 1. The percents at the bottom of the table are not based on enough eases to draw final conclusions, but we may conclude that the larger schools are more likely to have assistant principals. 2. All schools with four or more assistant principals enrolled at least 1300 pupils. 3. The median school of those with one vice-principal enrolled 740.6 pupils. TABLE 58—Numpser or ASSISTANT PRINCIPALS IN ScHoots UnbeR SuPpERVISING PRINCIPALS Enrolment of School Number a % . of 100 500 900 1300 1700 = 2100 Assistant to to to to to and Principals 499 899 1299 1699 2099 Over Total DD Uedsascneceeesawepewe nes 14 55 24 4 4 1 102 Mite ckeden van Rees calc 5 6 4 0 0 0 15 SRE enema ree 0 3 3 2 0 0 8 i Sar dfara ai aca ka degen deacon ond aa 0 0 0 1 0 0 1 wadeninndeveced satncenes 0 0 0 0 1 0 1 ROE ee OEE rier BO mt 0 0 0 0 1 0 1 CD. is stone ws aod epic 19 64 31 7 6 1 128 Percent of schools with assistant principals... 106 22. % ay 45.8 100 100 222 Distribution of the assistant principal’s time—The authority to assign duties to assistant principals usually rests with the principal of the particular school. The persons most likely to possess this right in order of frequency of mention are: (1) principal, (2) superin- tendent and principal, and (3) superintendent. TABLE 59.—ComparIson OF THE AVERAGE PERCENT oF TIME GIVEN BY ASSISTANT PRINCIPALS, TEACHING PRINCIPALS, AND SUPERVISING PRINCIPALS TO Certain GENERAL Duties Super- Administra- Miscella- Type of Position vision tion Teaching Clerical neous Total I av dnnccapccoasnnnes 5.11 10.40 67.02 12.13 5.35 100.01 TEED, nciwicececaacaseced 9.89 9.78 65.39 8.99 6.14 100.19 Supervising ................. 33.94 30.02 4.18 18.94 13.45 100.53 The distribution of the assistant principal’s time directly influ- ences the time allotment of the principal. In specific instances the work of the assistant reflects the alertness of the principal toward the need of supervision. owe @ Ot TS OS USCS. per- 2001 tice » 58 3 to ger at led ING wa se ee ee Oe GS ae bal 1 )1 9 13 l- Tue SevenTtTH YEARBOOK 257 — Table 59 shows the average percent of time given to general phases of work by certain school officers. It will be noted: 1. A major portion of the assistant principal’s time is given to teaching duties. 2. A relatively high percentage of the time of assistant principals is devoted to clerical duties. 3. The comparison shows the teaching principal giving more time to supervision and less time to teaching, administration and clerical work than the assistant principal. Possibilities of the assistant principalship—The committee believes that the assistant principalship has two purposes (1) the assisting of the principal in such a way that certain functions of the elemen- tary school may be performed effectively and (2) the provision of a means for training future elementary school principals. From visits to a number of schools the field worker concludes that these two functions are only Pring partially realized in schools em- ploying assistant principals. Observations show that vice-principals may be classed as follows: (1) those doing chiefly supervisory work with some duties in administration, (2) those engaged chiefly in ad- ministration with some duties of a supervisory and clerical nature, and (3) those giving most of their time to teaching, but with admin- istrative and clerical responsibilities. The first type of assistant principal who does chiefly supervisory work, helps materially to improve the teaching work of the school as he is usually selected because of his teaching ability. This scheme of organization offers excellent possibilities for the performance of the directive work of the school as well as providing training for future principals. The danger, as shown by observation, is that prin- cipals will surrender all of the supervision to these assistants while devoting most of their time to routine matters. Perhaps as an evolu- tionary process this will not be preventable, but at the present time it means the deterioration of individual principals. The second type or administrative vice-principal offers to the prin- cipal considerable opportunity to devote time to supervision. At the same time the work under this plan can be made an excellent train- ing for future principals. The danger of this type of organization lies in the failure of the principal to assign worthwhile duties to his assistant. Cases have been observed where assistants spent a full day counting books, handing out supplies, answering the telephone and similar routine work. Superintendents may be expected to suggest that a clerk at a lower salary would be as effective in such situations. 9 258 ELEMENTARY ScHoot PRINCIPALS The third type or teaching vice-principalship offers possibilities for training future principals. This plan may be of limited value if the assistant does not have an opportunity to secure adequate ex- perience in the more intricate phases of supervision and administra- tion. In observation of practice, the field worker found teaching as- sistants carrying full teaching loads and with free periods or after school time given over to office work. Usually those office duties con- sist of petty administration and clerical duties which one could learn to do without special training. Number of paid clerical workers—The number of clerks which should be assigned to a school of a given size is often a perplexing problem. It is of value to know present practice in schools under supervising principals. TABLE 60—Nvumser or Fuut-time CierKs 1n Scuoots UNbeR SuperRvVISING . PRINCIPALS City Size Under 5,001 10,001 30,001 65,001 Over Number of Clerks 5,000 = 10, 30,000 65,000 100,000 100,000 Total! Percent ME Gece kicasepeckso 0 0 15 36 11 107 169 27.6 MN cicuncueseecwaemon 0 0 2 0 0 7 9 14 IN. aicicc aa ccennaakoke 0 0 1 2 0 0 3 5 “ none”. 6 11 123 476 £991 126 433° 705 No answer or WEEE. ketone sinvin 6 11 141 114 102 240 8 614 100.0 Table 60 indicates the number of clerks assigned to schools under supervising principals. It will be noted: 1. Over 70 percent of the principals did not report full-time paid clerks. 2. Only 1.9 percent of all those answering this question had more than one full-time clerk. 3. There is a marked increase in number of clerical assistants with an increase in city size. In cities over 100,000 in population 44.5 percent reported full-time clerks. The influence of school size is of more immediate interest to prin- cipals and superintendents, for in the large schools there are many duties of a routine nature which should be handled by a trained clerk rather than by the teachers or the principal. The percents at the foot of Table 61 are not based on enough cases to be taken as fully representative. However, the percents do show *Tables in this chapter are based upon the replies of 614 supervising principals which could be classified by city size. On Tw Thi fo sy re ties lue ex- Ta- ter on- ich ng ler a eS a a er id re Tue SEVENTH YEARBOOK 259 ———— a tendency toward a greater probability of clerks in the larger schools. Only 29.2 percent of the most typical and largest group of schools, those with 500 to 899 in enrolment reported clerks. TABLE 61—Nuvumpser or Futi-TIMe CLERKS BY ScHOOL S1zE School Size A Under 100 500 900 1300 1700 2100and Number of Clerks 100 499 899 1299 1699 2099 Over Total Eo gcay cvicaaewedan shake 21 80 44 7 4 i 156 UR cs dican bic psieao empace es bs 2 3 3 1 1 10 MN So xs nncoaPacomatacaaint as Po wi 2 ‘a a ar 2 No answer or “none”... 1 158 199 43 6 1 a 408 ME cictiadisddcqwes 1 179 281 92 16 6 1 576 Percent which num- ber with clerks is GF WORE sccccscess 0 117 292 583 625 83 100 292 In some cities, where full-time help could not be supplied, an ef- fort has been made to meet the need through part-time help. This system offers a solution for those situations in which the schools enroll relatively few pupils. TABLE 62—Nvumpber oF Part-TIME CLERKS ReporteD By Ciry S1ze Cit y Size Under 5,001 10,001 30,001 65,001 Over. Number of Clerks 5,000 10,000 30,000 65,000 100,000 100,000 Total Percent ae eaensinacoeKs 1 1 8 18 25 34 87 14.1 MM idee occadeoske 0 0 4 2 2 2 10 16 ME ca tcacevensanear 0 0 0 1 0 0 1 2 No answer or “none”. 5 10 129 93 75 204 516 84.1 OED de xsacaweasndan 6 11 141 114 102 240 614 100.0 Percent which num- ber with clerks is OO SOUND vc cewcsic sn 16.6 9.09 85 184 265 150 159 Table 62 gives data on the number of part-time clerks in schools under supervising principals. It will be noted: 1. Only 15.9 percent of those reporting are provided with part- time, paid clerks. 2. Assuming that none of these part-time workers are in the same schools with full-time clerks (which is not strictly true) we still have only 45.31 percent of the supervising principals with paid helpers. A tabulation of these same data in terms of school size brought out the fact that part-time help is most frequently employed for schools enrolling from 900 to 1299 pupils. 260 ELEMENTARY Scuoot PRINCIPALS Incomplete returns of hours per week given by these part-time workers did not show any significant differences between school sizes. The median was 11.84 hours or approximately two and one-half (2.38) hours per school day. In practice such an allotment would approximate a half day of employment in each school. Chief duties performed by clerical help—In most situations the assignment of duties to school clerks is in the hands of the principal. Principals vary widely as to the assignment of specific duties because of the differences in ability of the helpers and the differences of opinion as to how much responsibility a clerk should have. Tabula- tions in this section were based on reports of 294 supervising prin- cipals who mentioned 1020 items. After some grouping there resulted the twenty most frequently mentioned duties indicated in Table 63. TABLE 63—Most Important Duties PERFORMED BY CiericaL Heip Frequency Clerical Duty Mention 1. Supplies, books and stockroom........ Paiste ts 149 MI, oiiccdctloabeaad-wartwaroae Je aai ee cease aa 146 Be IIE eisai ce carats: corearéenweeias atch ede iassl 105 4. Typing and stenographic work................ 77 ED Sa dialeccdncbesecmennasae Saisie needins van Oe I chs gcaasnnunyos es en ke sca 59 7. Correspondence ............... fe Ren Oe Pee 56 IE aii 5 sik Sek pies ini cake dcinieinic 47 9. General office and clerical work.......... Cabetents 40 I aig diac gc ote alia ane anc naomana sinew iain 3 TE, DE in wcesces AES Pag Ree cot ihe Ae Te Oe, ee 33 NOE go See Ace eee ewe cle daaiende been nis 31 eI ia kee ess nara three ee eala nae 27 14. Milk program ......... Ra araldn kase co msd ek alk pecan 24 15. Receive callers and parents................20- 17 16. Library work ......... nn eases a “a i eee st Wie eiaee at acer aad Se tas cduis,c “ae 18. Cafeteria ..... Seeds erat ae Aa to er 10 19. First aid treatment.............. sh STs EE 9 20. Summaries and tabulations......... Ae ess 8 Morrison’* found in Ohio for all elementary school principals that the nine most frequently delegated duties were: 1. Attendance (6) 6. Answering telephone (3) 2. Correspondence (7) 7. Mimeographing (8) 3. Keeping records (5) 8. Filing (10) 4. Distributing supplies (1) 9. General office work (9) 5. Preparation of reports (2) The figures in parentheses show the ranking of these items in the present study. If the item “typing and stenographie work” in 1 Morrison, J. C., op. cit., Table 31, p. 40. ed © LS = ee. pe —_ ia. time izes. half ould the pal. Ause 3 of ula- rin- lted lat Tue SEvENTH YEARBOOK 261 Table 63 had been included with “ correspondence” the first nine items in both studies would have been the same. Attitude of principals toward adequacy of help—lIf principals themselves are not awake to the need for clerical assistance one can hardly expect to find the superintendent responsive in the matter. The attitude expressed by Table 64 does not seem reassuring in indi- cating a demand for more help on the part of supervising principals. It will be noted: TABLE 64—Arrirupe or PrincipaLs Towarp ADEQUACY oF CLERICAL Hep Answer Number of Replies Percent Present help not adequate........ 244 39.7 Present help considered adequate.. 233 379 TO MNNE aieic Se Race casamtsnxens 137 22.4 OE erase ee rier eatee mane 614 100 1. Although 70.6 percent of these supervising principals are with- out full-time assistants only 39.7 percent expressed dissatisfaction with the arrangement. Of the whole group 68.8 percent have schools enrolling 500 or more pupils and 74.2 percent are in cities over 30,000 in population. 2. More than 20 percent failed to answer the question. Attitude of superintendents toward clerical help for principals— Three general attitudes were found among superintendents on the problem of clerical help for principals, (1) the problem is not im- portant enough for immediate consideration, (2) principals would not make use of clerks commensurate with the additional cost, and (3) clerks should be provided in so far as conditions permit. The first two attitudes should be questioned. Clerical assistance is essential to the effective functioning of the principal. A principal who cannot use or does not need clerical help is probably functioning at a low level. A training program for principals should in time lift the character of their activities to the level where clerical help is essential. Superintendents may wisely work toward such an objec- tive. It should be the aim to provide assistance to principals as rapidly as they demonstrate their ability to use it effectively. Assignment of clerks in terms of school size—In Table 61 the median pupil enrolment of schools with one clerk is 785 pupils, for schools with two clerks it is 1299 pupils. Sargeant concluded in a study of clerical assistance that there should be a full-time clerk for every building with fifteen teachers* or an enrolment of approxi- mately 600 pupils. . *Sargeant, Ide G. “ Report of Committee on Educational Progress,” Bulletin, Department of Elementary School Principals, October 1923, p. 36. 262 ELEMENTARY ScHoot PRINCIPALS A tabulation of questionnaires in this study for cities over 100,000 in population shows the median school enrolment for one clerk assign- ments to be 791 pupils and for two clerks to be 1499 pupils. Ideal assignment of clerks according to superintendents—In 1927 a questionnaire was sent to city superintendents asking for their opinion as to the size of the ideal elementary school and the number of full-time clerks that should be assigned to this school. The replies from fifty-three cities of more than 100,000 population proposed ideal schools enrolling from 500 to 2099 with the median at 1055 pupils. Forty-two superintendents advocated one clerk, while eleven superintendents thought two clerks were essential in the ideal school. Thirty-nine superintendents proposed ideal schools of less than 1300 pupils with one full-time clerk in every case. Basis on which clerks are assigned to schools—In March, 1927, the Division of City Schools of the United States Bureau of Eduea- TABLE 65.—Basis ror ASSIGNMENT OF ScHOOoL CLERK IN Crttes Over 100,000 PoruLation Number of Determined by number of teachers: Cities Replying Less than 10 teachers...................000. 1 NE IE nok i cacicnccedcaananccannonsic 8 MM IIE ioc Ssine ca'eu puiaaeeac auido 4 EY NED hvndwecdvenswesendsueccccees 4 EE os caeto teens Jeee aren aad 17 Determined by number of pupils: EN Ficaradccadusiaine atta cbeiika meee 1 EY cricd vascna au dslaebamwemstins onsen 2 I 50 a15g-n qcciain Am ainisieama tin psesoks 2 PIII sndds 0:5: 4:4/ brute. bale, a btlaamecteiei me maidens 2 RRS ER Dire tira nore yay en BUC OMe 1 NEE Seuxiveakauaceewaaeeancansa néeains 8 Clerical assistance for all schools................ 3 PIMtOOR MONOOIS ODIY. 2.6 cc ccccccccccccececscess 1 PEE wacteedeakenbecdrdcicieen no eaeel ae ME dea Capea ccsk wroiea ou alkos eaten alae 15 OO BUTE, OR BO WOE oo nineic dic cc cncceccccscccnsecs 15 GN I visi co caaccansda tame 55 tion sent a questionnaire to fifty-five cities over 100,000 in popula- tion to determine the basis used in assigning clerks to schools. The 000 ign- 927 heir iber lies sed 055 ven ool. 300 27 ica- Tue SEVENTH YEARBOOK 263 returns from this questionnaire as to clerk assignment have been shown in Table 65. This table indicates eight cities assigning one clerk to every school with 10 to 15 teachers. There were two cities in which a clerk was assigned for each unit of 800 pupils. The me dian was 14.5 for those systems assigning clerical assistance on the per teacher basis. The median was 950 pupils for cities making assignments on the enrolment basis. The training of elementary school clerks—Experimentation will discover the best training for elementary school clerks. In general the three types of persons found in clerical positions are : (1) part- time high school pupils securing practical experience while attending school, (2) young women trained in commercial high schools or busi- ness schools, and (3) the teacher-clerk, frequently without business office training. (1) The part-time high school pupil assigned to the elementary school principal’s office frequently proves unsatisfactory. The girl forced by circumstances to accept this work at the pittance offered cannot be depended upon to be regular in attendance, nor qualified by training or personality to assume the responsibilities assigned. Observation of this system in practice has revealed a few promis- ing situations, but in the majority of cases the principal trains some- one for her next employer. It is questionable whether the advantages to the principal are worth the time given in making the clerk competent. (2) The trained office clerk, a product of intensive training in stenographic and clerical work, has proven successful in many places. Usually these people are chosen by the superintendent on the basis of training and personal qualifications. The assistance of a trained person is invaluable in the taking of dictation, typing letters, mul- tigraphing bulletins, as well as the many other responsibilities of filing, record keeping, making reports and managing the office.’ Minneapolis has a system for securing capable persons of this type which might prove suggestive to other cities. The system has been described * as follows: Students in the commercial courses of our senior high schools who are interested in the position of a clerk in the elementary schools begin to plan for this work during the last year of their school work. Classes in office training are maintained; and for those pupils who are preparing for school positions, the problems of the school office, the forms and reports of the school system, the routine of the school month, and the specific requirements of Civil Service examinations are taken up. Occasionally pupils in these classes have an opportunity of working in the office of the high school which they are attending, and still less frequently of going out into the adjacent elementary schools for observation and practice. * Quoted from a letter by Superintendent W. F. Webster, 1927. 264 ELEMENTARY ScHoot PRINCIPALS We have been successful in introducing an element which is not usual. Before clerks are allowed to take the examination, they must present themselves to a committee of principals who examine them in regard to their personal char- acteristics, and eliminate those persons from the group who they think would not make good clerks. Only those who promise success are allowed to take the technical examination for clerks in the city schools. School clerks are assigned to the elementary school buildings on the following basis: Number on Roll Days in School Weekly PD i268 Lduevaedened scavidseadpecuehineakeeees 1 EE ti van Gdcac aces Vet eaKRe ne abneR Kanes s 2 PE Nadancee sauescunieneonavardaaiennanecnnies 3 MEE. a Venatiecceauscmincedeniacencnamens emcees 4 PE GEE vannddntcdenkidescetibeaeediecesseses 5 (3) The teacher-clerk system is operating in many cities with varying degrees of satisfaction. Many school administrators believe this system to be most useful because the training of the clerks as teachers gives them a better understanding of the work of the school. In places where the system has been unsatisfactory the reason may be attributed to the constant shifting of persons from teaching to cleri- eal work and back again. Such moving about frequently makes a good teacher into a poor clerk. Dissatisfaction also results when teacher-clerks have not been trained to take dictation or perform other essential clerical work. It is not impossible to find a principal typing letters, while teacher clerks are administering the routine details of the school. Several of the largest cities require teacher-clerks with both pro- fessional and business training. Under such conditions the principal could not ask for better service, but in these cases the salaries offered are considerably higher than those paid to typical clerks. Summary and conclusions—This chapter assumes that superin- tendents are anxious to have elementary school principals give the maximum time to the technical rather than the routine work of the schools. More time could be secured for supervision and other tech- nical work by, (1) reducing the number of reports and similar de- mands required of principals, (2) providing principals with assis- tance in accordance with their needs, and (3) training principals to make full use of the help provided and to capitalize on the free time secured. The chapter presents data upon assistant principals in elementary schools. Superintendents have no generally accepted standards of selection for this position. The most common requirement is teach- ing experience, although large cities often require administrative ex- perience. The median assistant principal, according to the question- naires, is 39.4 years of age and has had 12.25 years of educational experience. “a et -—- 85 fore to a har- not the ving ith ve ol. ay ri- en er ng of ™ al od Tue SEVENTH YEARBOOK 265 The median school of those with one assistant principal enrolled approximately 740 pupils. The range of the middle fifty percent of the schools with one assistant principal was from 583 pupils to 1025 pupils. Schools with three or more assistant principals had a mini- mum enrolment of 1300 pupils. The time distribution reported in the questionnaires showed assis- tant principals devoting most of their time to teaching. The average percents of time devoted to certain general duties were: 5.11 to supervision, 10.40 to administration, 67.02 to teaching, 12.13 to clerical work and 5.35 to miscellaneous duties. On the basis of observation, the field worker concluded that there were three types of assistant principals when classified upon the basis of their primary function. These types are: (1) supervisory, (2) administrative, and (3) teaching. From the point of view of training future principals the first two types offer the greatest pos- sibilities. The classroom responsibilities of the teaching assistant often prevent him from participating in the technical phases of the principal’s work. The administrative assistant seems to be the most effective in releasing the principal for supervision. The supervisory assistant is best in terms of immediate classroom help for teachers. All of these plans for assistants assume the training of principals in making the best use of released time. The data of this chapter on clerical helpers indicate the tendency is to assign some clerical help to schools with fifteen or more teachers or in schools enrolling from 500 to 1300 pupils. Schools between 500 and 700 in enrolment are frequently given part-time help. Two clerks are found in schools enrolling between 1000 and 2000 pupils. Observation shows that there are three types of persons serving as school clerks, (1) young girls with little or no office training, (2) young women with secretarial training, and (3) teachers with or without office training. The opinion of principals expressed to the field worker was that teachers with secretarial training were the best office help, with trained stenographers as the second choice. Observation shows the lack of competent clerks in many cities to be due to the low salaries which make high training requirements impossible. A salary of $40 a month automatically limits a city to persons with little or no office training. A better plan is to pay ade- quate salaries and to demand trained candidates. Superintendents often find it convenient to adopt arbitrary sched- ules in assigning clerks to schools. This may not always prove to be a wise procedure. A clerk should not be assigned to a school because of the enrolment so much as the promise that the assistance will im- prove the principal’s work. The important steps in the development 266 ELEMENTARY ScHuoot PRINCIPALS of a program of clerical assistance are, (1) the principal must show a need for help, (2) the superintendent must assist the principal in capitalizing upon the new arrangement, and (3) the principal should be able to show the superintendent tangible evidence of improved work, The following statement may well become the goal of superin- tendents and elementary school principals: The school with an office clerk —Only the larger schools may be expected to be provided with an office clerk, but where such a helper is provided she can be made very useful. In a school of a dozen to fifteen teachers a clerk ought to be provided, beginning with those schools where there are principals who can use a clerk to the best advantage and gradually extending the plan. She can handle the supply room, deal with many pupil cases, get rid of callers the principal should not waste time on, answer the inquiries of many parents and make engagements for the principal with others, answer the telephone, reply to much of the mail, make and file records, fill out requisitions, compile many of the school reports, execute many directions from the principal as to work or people to call up and see, remind the principal of things to be done in case he forgets, and manage the office and answer inquiries in his absence. Of course the larger the school the more there will be to be done, but with a good clerk on the one hand and a principal who knows how to use helpers on the other, the principal ought on an average to give sixty Percent of the time the school is in session to educational and supervisory work. The committee desires to emphasize two points in regard to the training and selection of office clerks: first, the clerk should have stenographic and some professional training. Probably the ultimate solution of this problem will be courses in normal schools in prepara- tion for a state certificate. Secondly, the educational authorities should have the final authority in selecting office clerks. The civil service board of the municipal government should not appoint clerks. This board may assist by preparing a list of the most promising candi- dates, but the final selection, appointment and assignment should rest with the school board and the superintendent. SELECTED REFERENCES 1. Cuspertey, E. P. The Principal and His School, Houghton Mifflin, 1923, Chap- ter X. 2. Fisuer, Jessie G. “ Inquiry Into the Training of Assistant Principals,” Journal of Educational Method, Vol. V, No. 10, June 1926, pp. 429-433. 3. McGu1, Eunice. “A Study of Clerical Help for Elementary School Principals,” The Sixth Yearbook, Department of Elementary School Principals, Na- tional Education Association, Vol. VI, No. 3, April 1927, pp. 229-234. 4. Sarceant, Ipze G. “ Report of Committee on Educational Progress,” Bulletin, Department of Elementary School Principals, National Education Asso- ciation, October 1923, pp. 36-39. 5. Suroeper, Estuer L. “ The Status of the Assistant Principal in the Elementary School,” Fourth Yearbook, Department of Elementary School Principals, National Education Association, Vol. IV, No. 4, July 1925, pp. 389-400. * Cubberley, E. P. The Principal and His School, pp. 191-192. he & - OW ild red \- CHAPTER XII THE ELEMENTARY SCHOOL PRINCIPAL'S OFFICE HE PRINCIPAL’S OFFICE is a physical device used in the management of the school just as the blackboard is a device used in the instruction of children. If the blackboard is too small or otherwise unsatisfactory it renders the teacher’s work less effective. An office not suited to the principal’s work similarly handicaps his functioning. This chapter will present (1) data on offices as reported by super- vising principals, (2) plans and discussion of typical offices, (3) plans and discussion of standard offices, and (4) a statement of certain minimum essentials for the elementary school office. The rooms of the office—The questionnaire asked whether an office was provided. This question does not seem absurd after one has seen the desk spaces used by some principals. TABLE 66—NumMBER OF SUPERVISING PRINCIPALS WITH OFFICES City Size = =_ — Under 65,001 10,001 30,001 65,001 Over Answer 5,000 10,000 30,000 65,000 100,000 100,000 Total Percent MD iso staigassigieuia, aw Nals 5 11 140 114 99 238 607 98.9 MD ss thas ea eae wea 1 0 1 0 1 1 4 6 Pe OEE So oncccoscen, 0 0 0 0 2 1 3 5 ONE ctacecsigianeced 6 11 141 114 102 240 614 100 offices. It will be n@ed: 1. More than 98 percent of the principals were provided with an office. 2. Four principals reported that they did not have an office. The number of rooms in office suite is significant, particularly in a large school where the office activities tend to increase. The mini- mum number of office rooms we should expect in a school under a supervising principal would be two, consisting of a waiting room and a conference room. 2 Data based on 614 replies classifiable by city size. [ 267 ] Table 66 be ng the number of supervising principals with 268 ELEMENTARY Scuoot PRINCIPALS Table 67 shows the percent of schools of different enrolments with various numbers of rooms in the office suite. It will be noted: 1. Over 66 percent of the supervising principals replying had offices consisting of one room, although more than 69 percent of these principals were in charge of schools enrolling five hundred or more pupils. 2. Larger schools show a tendency to have more than one room to the office. 3. Approximately 27 percent of the schools had two rooms in the office. Morrison found 82.1 percent of the principals in Ohio with one-room offices and 16.5 percent with two rooms.’ TABLE 67—Percent or ScHoots oF Various ENronMEeNTS Havina Various Numsers oF Rooms IN Orfrfice SuItTE School Size A... Number of ‘Under 100 500 900 1300 1700 2100 and Rooms 100 499 899 1299 1699 2000 Seer Total DD. Giitarsieceake Ie 76.2 65.7 58.2 50.0 50.0 rAaee 66.9 ere 100? 19.2 28.4 35.2 37.5 33.3 100? 27.3 DD uitaticiade yee 29 5.4 6.6 6.25 16.7 said 49 i wwhwseas a 1.7 5 ae 6.25 mathe 9 Total .. 100 100 100 100 100 100 100 100 The conference room is of particular value to the supervising prin- cipal as a place for professional study as well as for private discus- sions. Elsewhere in this study the data have indicated that confer- ences with teachers, parents and pupils were outstanding duties of the principal. A private room is essential to satisfactory conferences. TABLE 68—NumMBER OF SUPERVISING PRINCIPALS WITH CoNFERENCE Rooms Answer Number of Replies Percent MD Rides can csarchewan videne hemes 284 49.1 DOO cineidecsesscsdaredsneamananes 295 50.9 EE acidanbetceeehuseraacens 579 100 Table 68 shows the number and percent of supervising principals with conference rooms. Although 69.3 percent of the whole group were principals of school enrolling 500 or more pupils only 49.1 per- cent reported private conference rooms. City size was not a significant influence in determining the possession or lack of private conference rooms. * Morrison, op. cit., p. 4, Table 32. * Only one school of this group replying, hence this percent is meaningless for schools of this size. = © 2 & vith had lese ore | to the ith i i 7 Tue SEvENTH YEARBOOK 269 Purposes for which office is used—Supervising principals were asked to report the use made of their offices. The answers to this question indicated very clearly the inadequacy of many situations. Those responsible for building plans should realize that while the omission of clinics and other special rooms ma: save a small sum of money, it renders the principal less efficient by crowding his office with activities which belong elsewhere. TABLE 69—Purposes ror WHICH THE PRINCIPAL’S Orrice 18 Usep Frequency Purposes of Mention De WR UII. song cba sce he dpe Se ore SO 420 2. Storage and supply room........ eee ee ee te ee 281 3. P. T. A. committee room.......... ee ree. 205 MRMOEER ou oes ncatancs ceahaweren Sania 204 5S. Medical room: .......<00s.s. Saree aig kee mah ot 180 G; Hest SOC. sicicccc.ccces See a ere te ite eaters 102 Fy, RE BND aaa ae 0d eeu x Sihrp wl torwlnra aides ares 101 S. General aGministFation «.....06 6s ccs cadsswendecs 73 BG ar IN sa = ricoh odes ive cosas kde enc area aie ee 18 10. Teachers’ meetings ............. ee eae steht tate 16 Dis RE RO CNONNE i 5.655.090 div caen nse Kamsibrediecats 5 PEPSMMNEES oh catnc cic du a aca een aces 3 Other items mentioned once were: truant officer, thrift machine, student teachers, personal books, assembly hall, kitchen and profes- sional study. Tabulations in terms of school size showed a marked reduction of undesirable activities in the principal’s office for schools above nine hundred enrolment. These larger schools are better equipped. Special rooms are available for clinics, library work, parent-teacher commit- tees, lunch and rest rooms. A “storage room,” while legitimately a part of the office suite, should be so placed as not to interfere with private conferences or study. The largest number of schools fall in the group with 500 to 899 enrolment. Of these 14.8 percent used the office for rest room pur- poses, 29.4 percent used it for P. T. A. committees, and 33.6 percent for library purposes. These activities should be provided for in special rooms separate from the principal’s office. Equipment of principal’s office—Furniture, typewriters, and other mechanical devices are essential office equipment. To the extent that a principal is not provided with such equipment his time is deflected from supervision to the more tangible demands of administrative and clerical work. ELEMENTARY ScHoot PRINCIPALS The most frequently mentioned articles of equipment for princi- pal’s offices have been shown in Table 70. It will be 1. Although there were 614 replies to this question mon equipment, the city telephone, was not available to 28 super- vising principals. 2. The slide rule and the calculating machine were mentioned fewer than 15 times although these are valuable tools administration and supervision. 3. Even the typewriter, so essential in a modern elementary school, was not immediately available to 271 principals. noted: , the most com- in present day TABLE 70—EquiPMENT OF THE OFFICE OF SUPERVISING PRINCIPALS Equipment paren MINI isa cs aes ag men eck adie clealdanin I inch 2d aie cage were eieenaeabarcanee wang ein NN: 5 Jie ng lace ene nnmeoekes Canoe w as . Bulletin board ............. YF ERE Ee Oe I 2 S527 ct wher degra wieder his 4a v orraeseredon SNR ors iain: siaigs cain Sach aries dome aie ne I si cack canterdcrtseptetnae nae eUik die ae CIN IN racg cnisccachrerola @aiaeraiuihale mse arma moiete . Building telephone ........... Phage hates ate DCM wicaeccctadenacendamesweaitave ccome age UME: cuca tian sigta wars miaR coisa ate hh aad bled eaabelkees ee III, io din dese csaccenuasdaenneoes i ND isd ce rae ow cee icee vibains wis aie aaine oe Pe EE ea occ haa asecdsuneswardesoncnendasesie® Be I N.S eeraiecenseeesemeinedcoencmedenine OHONOANROWnd = 1. Book case (2) 2. City telephone (1) 3. Bulletin board (4) 4. Typewriter (5) 5. Mimeograph (6) 6. Hectograph (7) 7. Building telephone (9) 8. Filing case (3) 9. Adding machine (12) 10. Mimeoscope (not mentioned) 11. Slide rule (17) The figures in parentheses indicate the rank for th in the present study. These same data were tabulated in terms of school size to deter- mine the influence of this factor. In the case of the there was no evidence of discrimination between schools of different * Morrison, J. C. op. cit., p. 41, Table 33. Number of Replies 586 530 455 406 343 278 Morrison * found in Ohio that the eleven most frequently men- tioned items of equipment were: ese same items city telephone — ~~ — FTP CUR nei- omn- per- day ool, on- ns T- 1e nt Tue SeventH YEARBOOK 271 sizes. All other items, such as filing cases and typewriters, showed a marked increase in number with increase of school size. The most adequate equipment was reported by schools enrolling nine hundred or more pupils. A conclusion from Morrison is appropriate at this point: One can scarcely conceive a professionally minded school principal who would not need a book case in his office. In this day a typewriter is essential even though there may be no stenographic assistant. To keep school records adequately, filing cases are imperative. A school without telephone service connection with its community scarcely belongs to this quarter of the 20th century. For the principal trained to make a scientific evaluation of his own work, a slide rule and calculating machine are invaluable. There is little doubt but that a principal’s efficiency is determined somewhat by the office equipment provided for him and the utilization he makes of it.’ Typical office arrangements—As a part of the field work study was made of the offices visited. It was expected that desirable office plans and standards of equipment would be found. After visiting forty-five elementary school principals in several large cities one is struck by the failure of school architects to observe minimum essentials as to the arrangement and location of offices. Some offices were found in the basement, while others were on the third floor. A majority of the offices were located somewhere near the front entrance. In several instances the location was at one end of the building some distance from the main entrance. This condition has been due to a failure of those in authority to realize the importance of the office and to consider its placement with the same care bestowed upon classrooms. After the classrooms have been located, the principal’s office shares with the supply rooms, stor- age rooms and janitors’ closets in utilizing vacant spaces. The primary uses of the office should determine its location and equipment. The office of the elementary school is used for admin- istrative and clerical work, supervision, receiving parents and visi tors, and study and work by the principal. The administrative and clerical functions involve record keeping the telephone and the general management of the school. It is desira- ble that such work be located near the center of the building. The supervisory work requiring more or less reflective judgment and un- hurried conferences could well be located some distance from the main stream of school activity. Contacts with parents usually involve comparatively short periods. It is more convenient for the visitor if the office is easily accessible from the entrance. The fourth function, study and work, requires a place of quiet and freedom from disturbance. * Morrison, J. C. op. cit., p. 42. 272 ELEMENTARY ScHoot PriIncipats It is clear that two purposes of the office would be fulfilled by an accessible location, while two would be best cared for by a more remote location. These conflicting demands can be met by having a centrally located office consisting of several rooms, or by having an administra- tive office centrally located and a “‘ workroom ” office located on the second or third floor. Plans indicating both arrangements are given and discussed in the following paragraphs. Twelve office plans will be presented with some discussion as to their merits and weaknesses, These are not offered as ideal plans but as examples of the better types founds in visits to forty-five elementary schools. Plan 1 is a one-room office which is located on a mezzanine floor directly above the main entrance. The school enrolls a thousand pupils. The plan has merit in that the office is located centrally, con- veniently arranged and has good lighting. The defects are the dis- Hall Entrance Hall PrinciPAL 6 FILES & lerk | ¢ mt F 4 Ph.o > OO § “Fence ” 8 cLocK. Cuern D Tower Glee 7 Principal Pho D KY Down To MAIN Ph ENTRANCE Playground HALL E HALL a o'tes 45 Fer Scdle. = O123s46Ferr PLtans 1 AND 2—TypicaL ONE-Room OFfFfices turbances of main entrance noises and the lack of privacy for con- ferences. The plan could be improved by replacing the fence with a glass partition which would not seriously reduce the light while giv- ing the principal a satisfactory conference room. We find in Plan 2 a general office room with a supply closet im- mediately adjacent. This office is located on the side of the hall oppo- site the front of the building and a few steps to the right of the main front entrance. The total pupil enrolment of the school slightly exceeds twelve hundred. In this plan we find a conveniently placed supply room; the central location of the office in the building and the counter and fence arrangement for the clerk. The defects are that the supply room should be on the other side next to the clerk and away from the principal, the waiting area does not permit any segregation of visitors and pupils, and the principal does not have Ce «= es .__ > ho rp es by an emote trally istra- n the given > will esses, etter floor sand con- : dis- r -on- ha giv- im- )po- ain itly ced ind are ork ny ive Tue SeventH YEARBOOK 273 privacy for conferences. The plan could be improved by substituting a glass partition for the fence. In the case of Plan 3 we have an office located on the first floor immediately opposite the main entrance. The main room of the office was large enough to devote one corner to the professional library. The school enrolment totaled eight hundred. The plan has some merit in that the office is conveniently located, the general arrange- ment is fairly satisfactory since there is no clerical assistant, and the glass partition between the hall and the office gives the principal some supervision over visitors entering the building. The defects are seri- CABINET Playqround Scales - ary 01234 6 FEET scale a ot2346Feer Pians 3 AND 4—Two-Room Orrice SvuITES ous in that the absence of a waiting room prevents privacy for con- ferences, and the main room is too large for practical purposes. If a glass partition were placed across the office so as to include the clock and the entrance to the supply room the arrangement would be improved for the principal. Plan 4 includes two rooms which provide for the clerks as well as the principal. The office is located on the first floor opposite one of the secondary entrances. The pupil enrolment of the school averages twenty-four hundred. The merits of this plan are, the convenient location near an entrance to the building, the provision of a private office for the principal, and the exit from the private office. The most serious defects of the plan are the inadequate waiting space, and the crowded working area for the two clerks. From the point of view of needed working space the two offices could be reversed with improvement. 10 274 ELEMENTARY ScHoot PRINCIPALS In Plan 5 we have an office on the first floor immediately to the right of the front entrance. The arrangement includes two rooms with supplementary spaces. This school enrolls six hundred pupils. SCALE ~— = o1'23 4 5 FEET Pitan 5—Two-Room Orrice SUITES The advantages of the two-room arrangement over the one-room plans presented previously are the private conference room for the princi- pal, and the additional space for those who are waiting. The defegts of the plan are the lack of sufficient light in the principal’s office én the single window, and the omission of a private exit from the prin- cipal’s conference office. Sonr ENTRANCE Hall Scale > at 0123465 Feer Scale : 012345 Feer Pians 6 AND 7.—Two-Room OrFice Suites The arrangement of Plan 6 has several advantages. It is located on the inner side of the first floor hall at a juncture of one of the wings with the main building. The building accommodates approxi- mately eighteen hundred pupils. The plan has merit in that the the oms ils, Tuer SevENTH YEARBOOK 275 principal has a private office, and adequate waiting space for pupils and visitors. The only defect of the office is its remote location from the main entrance. Plan 7 represents a good type of office for the elementary school principal. It is located on the first floor to the left of the main en- trance. The school enrolls approximately seven hundred pupils. The strong points of the plan are the location near an entrance, the use of glass in partitions, and the careful internal arrangement. The most serious defect is the entrance to the supply room which should open into the outer office rather than in the principal’s conference room. ENTRANCE Halt “SUPPLIES PRINCIPAL ) ee Ph.o = SCALE QO 123 4 5 FEET Pitan 8—Two-Room Orrice SuItTse In Plan 8 we have an office with the supply room opening into the reception room. This suite is located on the first floor near one of the main entrances. The school enrolment totals nearly nine hundred pupils. The merits of this plan are the private conference room for the principal, the waiting room space for visitors and pupils, and the exit from the principal’s conference office. There are no serious defects which make this plan unsatisfactory or impractical. 276 ELEMENTARY ScHoot PRINCIPALS Plan 9 represents one of the largest areas devoted to the princi- pal’s office of any of the plans presented. The school enrolls twenty- ENTRANCE Exit’ SuPPLies PRINCIPAL q | |p Li Vice PRINCIPAL’ TABLE SecA. ® &2@l™ ©'12345 FEET Pian 9.—Two-Room Orrice Surre four hundred pupils. The plan does not have any serious defects in arrangements. In location it is found to be somewhat remote from the main entrance though quite satisfactorily placed so far as the building as a whole was concerned. It would be better for the prin- cipal and vice-principal to have separate offices. The drawing submitted as Plan 10 represents an unusually attrac- tive office arrangement. This office is located on the outer side of the corridor of the first floor. The enrolment of this school totals eight hundred pupils. This plan is found to be practical and satisfactory so far as internal arrangement is concerned. The chief weakness of the arrangement is that the clerk’s office has to be lighted artificially or by means of a skylight. In this particular case the arrangement is being used in a one-story building where the lighting from above is feasible. One of the most complete offices visited is presented as Plan 11. This is used in a school accommodating two thousand pupils who are housed in a two-story building. The office is placed on the inner side of a corridor at the juncture of a wing with the main building. Plan 11 is found to be an entirely satisfactory arrangement, with the single exception that it would be preferable for the supply room door to open into the clerk’s office. The use of glass doors is commendable. THE SEVENTH YEARBOOK 277 SULLETINS PerinciPaL f te fur oPh. SUPPLIES Le) N wy N ba) ENTRANCE wor Wa BULLETINS 4 HALL — Scale 0 seer 0123845 Feer Pians 10 AND 11.—Larce Orrice SUITES VICE- see Vice PRINCIPAL pyaar [any Pho PRINCIPAL eee ENTRANCE Scale == 0:1234 5° Freer Pian 12.—Srupy aNp ADMINISTRATION OFFICES 278 ELEMENTARY ScHoo.t PRrRINcIPALS In Plan 12 we probably have the most ideal arrangement of all. The school enrolls two thousand pupils. This plan consists of one office for administration purposes on the first floor near the main entrance and one room for conferences and professional study on the second floor. The internal arrangements of the two offices are not unusually original although they are conveniently planned. The uniqueness of the whole scheme is the division of the offices in such a way as to capitalize more fully upon the principal’s time. Under such an arrangement of workrooms the principal could adhere to a sched- ule of office hours and work hours which would make his accomplish- ments more effective. The total space devoted to the two separate offices is not materially larger than that required for a two-room office suite. Recent developments of office plans—In recent years more atten- tion has been given to the internal arrangements and convenience of elementary school offices. In several instances committees of prin- cipals have designed standard office plans in cooperation with archi- tects, thereby combining professional and structural requirements. The product of this combined thought has been such a large step forward that it was considered wise to present illustrative plans. In the following section are presented several plans selected from a number made available by cities having large building programs in progress. These plans will suggest minimum essentials for the office of a modern elementary school. It is not expected that the plans will be used without modification in terms of local needs. The plan used in San Francisco has several desirable features. The advantages are a private conference office for the principal, sepa- rate office for the clerk, location of storage closets so they may be reached without passing through the principal’s office, the location of the clinic near the office for emergency cases, and the use of glass in partitions wherever possible. The particularly unique feature of the plan is the provision for the clerk to serve in the dual capacity of clerk and librarian. In schools where formal library classes are not held throughout the day the plan should prove feasible. Possible improvement of the San Francisco plan would be to move the clerk’s office toward the inner wall and alongside of the waiting room. The displaced closet would then be put next to the toilet. There would be a counter arrangement between the clerk’s office and the waiting room to facilitate the reception of visitors and to give better control over those waiting for the clinic. The door between the principal’s office and the waiting room should be moved three Tue SEVENTH YEARBOOK 279 feet toward the clinic where it would serve chiefly as an exit. The route for visitors would then be past the counter in the clerk’s office and into the principal’s office. Exit after conferences would be made from the principal’s office into the waiting room. This proposed change does not affect the clerk’s relationship with the library. HALL | Chos, CLOS. Boon. WAITING STORAGE | | ROOM x} (-Glass —y 5! ‘ (OC) ao! 3 LAV 4! ieee 8 Su PRINCIPALS & S *, OFFICE Ss 7 w CLINIC | TOILET ee ‘O) Scale == 012345 Feer Puan 13—San Francisco STanparp OFFICE The arrangement for the elementary school office which was re- ceived from Los Angeles has been used in several buildings with slight modification. The advantages of the plan are, the private office for the principal, the exit from the principal’s office, the counter arrangement for the clerk, the location of the supply room in rela- tion to the principal’s and clerk’s offices, and the second entrance or delivery door to the supply room. There are no serious defects in the Los Angeles plan from an ad- ministrative point of view. It is probable that the closet would be of more value as a part of the supply room. It is debatable whether the clinic should be located as a part of the administrative unit, but some provision should be made for first-aid cases. The office unit and clinic from the Denver schools have proven highly satisfactory according to reports from that city. The advan- 280 ELemMENTARY Scuoont PRINCIPALS Suppiy ROOM Principals COUNTER OFFICE Litrance tl Holl Scale- o1234a5 FEET Pian 14—Los ANGELES STANDARD OFFICE ExTen Puowe Vv PRINCIPALS OFFICE WAITING Room PUBLIC SPACE BULLETINS Scale =e 01234 5 FeEr Pitan 15.—DeEnver STANDARD OFFICE Tue SEVENTH YEARBOOK 281 tages of the plan are, the private conference office of the principal, the exit from the principal’s office, the counter arrangement of the clerk’s office, and the convenience of the clinic for first-aid cases. It would be an improvement on this plan to provide an entrance into the storage room which would eliminate passing through the principal’s office. This could be done by means of a corridor door into the storage space or by moving the storage room next to the pub- lic office with an entrance opening into this space. Either provision would eliminate possible interruptions of conferences by the clerk as well as keeping delivery workers out of the principal’s office. Receiving Surety Room y* 3 & z BULLETINS Y MAIL AND 3 R HALL SUPPLY BOXES) WAITING ROOM PRINCIPAL Scale: eet 012345 Feer PLAN 16.—FresNo STANDARD OFFICE The Fresno plan represents the combined work of school people and architects. It is designed primarily for schools enrolling from 500 to 1000 pupils. The general advantages of the plan are the com- pact and the convenient arrangement, the private office of the princi- pal, the counter arrangement for the clerk, and the convenient loca- tion of the medical room. Several unique features of the plan are, the teachers’ mail and supply boxes which can be filled by the clerk from the supply room side, the supply receiving room, and the omis- sion of the toilet from the office suite. 282 ELEMENTARY ScHOOL PRINCIPALS There were certain unique features of the standard plans which require further comment. These were: (1) the use of clear glass partitions, (2) the location of the clinic near the office, (3) the cork bulletin board in the waiting room, (4) the mail and supply boxes for teachers, (5) the supply receiving room, and (6) the elimina- tion of the toilet from the office suite. (1) The use of clear glass in office partitions has three advantages, (a) a better diffusion of light through the whole office area, (b) the improved supervision of the office by the clerk and (c) the elimina- tion of causes for criticism and idle gossip of private conferences. (See the San Francisco Plan.) (2) The location of the clinic near the offices gives the principal immediate supervision over emergency cases, while eliminating such work from the office. Most principals find that the inspection of chil- dren after accidents not only insures the proper care, but protects the school from charges of negligence. (Refer to plans of San Fran- cisco, Denver and Fresno.) (3) The bulletin board in the waiting rooms serves to keep the public informed as well as to convey directions to teachers and pupils. During the field work the investigator was struck by the practical value of the bulletin board in transmitting information to visitors and school. (See Denver and Fresno plans.) (4) The mail and supply box arrangement for teachers has proved particularly convenient. This consists of boxes approximately 10 inches high, 12 inches wide and 15 inches deep with locked doors on the waiting room side. The teacher carries a key to the box on the same ring with her room keys. Mail, supplies and notices are placed in the boxes by the clerk from the supply room side. (See the Fresno plan. ) (5) The supply receiving room is designed to save the time of the principal, the clerk and the school delivery men. When the school truck arrives with books or supplies the delivery men place them in the receiving room where they may be checked by the clerk at her convenience. The outside doors of the receiving rooms of all schools are keyed to the same master key which is carried by the delivery clerk. This arrangement makes it unnecessary for the principal or clerk to open doors and take time away from other work. (See Fresno plan. ) (6) Observation has shown many arrangements of the toilet facili- ties of principals’ offices to be such as to render them useless during the busy hours of the day. Unless a double room arrangement is planned, as in the Los Angeles scheme, it would be best for the toilet to be is do office. venie 1. Lo 3. Sps ee eg Tue SEVENTH YEARBOOK 283 to be omitted and a lavatory only provided. In schools where this is done, facilities for men and women teachers are located near the office. These extra toilet rooms provide for school visitors in a con- venient manner. ESSENTIALS OF THE PRINCIPAL’S OFFICE 1. Location of office. It should be easily accessible to the main entrance while conveniently placed for the administration of the school. The first floor front is recom- mended for the majority of schools. 2. Rooms of the office. No elementary school should be provided with an office of less than two rooms. One room should be large enough for the clerk, waiting space and general administrative purposes. The other room should be the principal’s private conference room. It is desirable that the supply and book storage rooms form a part of the administrative unit or be adjacent thereto. The clinic should be imme- diately available for eraergency cases. 3. Space of the office. Internal arrangement of the office is more important than total floor area. An area approximating the size of one classroom (23’ x 33’) should prove ample for schools enrolling from five hundred to one thousand pupils. Larger schools would require additional space for assistants, while perma- nently smaller schools could be cared for with a smaller office area. 4, Internal arrangement. The clerk’s area should be located so as to control the waiting room and entrance into the principal’s office. The principal’s office should provide for uninterrupted conferences. The conference office should be provided with a separate exit. The use of glass doors and panels in the administrative unit is recommended. Supply and storage rooms should be available through the clerk’s room and not through the principal’s office. The supply room needs a delivery door in addition to the one opening into the administrative unit. 5. Heating and lighting. The administrative unit should be provided with a separate auxiliary heating system in the clerk’s and principal’s offices. This would make those rooms comfortable after school and on non-school days. Windows of sufficient size to admit adequate light and close enough to the floor to permit a view of the street or playground. Adequate artificial fixtures to provide a minimum of ten lumens on the principal’s desk. | 6. Equipment. a. Built-in features. A wardrobe cabinet should be provided in both the principal’s office and the clerk’s office. A counter or fence arrangement would prove of assistance to the clerk in administering the demands on her office. Cork bulletin boards for announcements should be provided in the waiting room. Teachers’ boxes are recommended which open through the wall from the supply room into the waiting room. These may be filled by the clerk from the supply room side. A key cabinet for the room keys. 284 ELEMENTARY Scuoot PRINCIPALS b. Furniture and equipment. A flat-top desk, a letter file, a book case and several chairs for the confer. ence room. A typewriter desk, a small table, a vertical letter file, several record files and chairs for the clerk’s office. Minimum equipment: Typewriter, waste baskets, mimeographing ma. chine, city telephone, program clock and a slide rule. Other desirable equipment: A calculating machine and a safe. Summary and conclusions—This chapter has shown: (1) the in- adequacy of many elementary school offices, (2) the plans and dis. cussions of typical offices, (3) the plans and discussion of standard offices and (4) a summary of minimum essentials for offices. The purpose of the chapter has been to emphasize the importance of adequate facilities to the efficient functioning of the principal. One. room offices are frequently the center of so many activities which preclude their use for the more important purposes of conferences and uninterrupted study. Many principal’s offices lack the items of equipment long recognized as essential to economical work. The plans and discussions brought out some of the typical weak nesses and some of the essential merits in arrangement of office suites. The summary of minimum essentials in office planning should prove of value in improving existing offices and in preventing serious errors in the future. It is expected that these standard recommendations will be modified in terms of local needs. SELECTED REFERENCES 1. Morrison, J. Cayce. “The School Principalship in Ohio Cities and Exempted Villages,” Ohio State University, Contribution in School Administration, No. 2, May 15, 1926, pp. 41-42. 2. OAKLAND Pus.ic Scuoots. Book of Standards, May 1926, Oakland, California, p. 60. 3. Srrayer, G. D., and Encerwarpt, N. L. School Building Problems, Bureau of Publications, Teachers College, Columbia University, 1927, pp. 349-378. 4. Srrayer, G. D., and Encetnarpt, N. L. Standards for Elementary School Buildings, Bureau of Publications, Teachers College, Columbia University, 1923, pp. 38-39. of fe is us less will of s mad total all s than No. Tot sel Med sc 2 confer. Ord files ing ma- the in- id dis. indard tance , One. which rences ms of weak: suites. prove errors ations mpted ration, fornia, pau of 378. School ersity, CHAPTER XIII THE TEACHING PRINCIPAL OF ELEMENTARY SCHOOLS HIS YEARBOOK deals mainly with supervising principals, a term used arbitrarily in this study to designate those having 75 percent or more time free from regular teaching duties. The following chapter, however, is given over to a presentation of facts concerning teaching principals. The title teaching principal is used in this study to include those whose questionnaires indicated less than 75 percent of their time free from teaching duties. Data will be given for teaching principals as to their age, experience, types of schools presided over and division of time. Comparisons will be made with similar information for the supervising principals. A total of 479 teaching principals replied to the inquiry representing all sizes of cities, although a majority are from communities of more than 30,000 in population. TABLE 71—ENROLMENTS OF ScHOOLS UNDER TEACHING PRINCIPALS Geographical Sections _ New Middle East West South East West nec Number of Eng- Atlan- North North Atlan- South South Moun- Pa- Pupils land tic Central Central tic Central Central tain ciffe U.S. Under 100 ... 11 3 3 3 10 or ~ 1 4 35 100- 299 ... 38 26 43 12 11 6 5 11 35 187 300- 499 ... 21 36 26 15 8 1 8 4 16 =:135 500- 699 ... 6 15 7 4 5 2 3 1 4 47 700- 899 ... 2 2 1 1 1 1 1 ‘im 3 12 900-1099 ... = | oo 2 nF aa ad 1 a 4 1100-1299 ... “ & ina os 1 “ ‘ si ae 1 No answer .. 19 9 9 5 5 Pe 1 2 8 58 Total no. of schools .... 97 92 89 42 41 10 18 20 70 386479 Median no. of schools .... 247.37 369.45 272.09 346.67 245.45 266.67 387.50 245.45 254.29 287.70 Enrolment of schools under teaching principals—Table 71 presents by geographical sections the enrolments of schools under teaching principals. It will be noted: 1. The range in medians is from 245.45 pupils in the Mountain section to 387.50 pupils in the West South Central section. The median for the whole , roup was 287.70 pupils. 2. An item of interest is the number of teaching principals in charge of schools enrolling over 500 pupils. [ 285 ] 286 ELEMENTARY ScHOOL PRINCIPALS The overlapping is considerable between the school enrolments of Table 71 for teaching principals and the enrolments of Table 1 for supervising principals. The median pupil enrolments of schools under teaching and supervising principals were 287.70 and 632.39 respectively. TABLE 72.—Typsr or Scooot UNper TEACHING PRINCIPALS Geographical Sections New Middle East West South East West see: Type of School Eng- Atlan- North North Atlan- South South Moun- Pa- land tic Central Central tic Central Central tain cific U. §, Kindergarten—5 ..... 1 1 4 1 ee 1 2 10 NE cigeaneeias 3 13 3 1 5 me 2 5 32 Kindergarten—6 ..... 13 1 16 7 4 2 4 19 66 rere 23 31 19 22 5 3 5 3 16 127 Kindergarten—7 ..... .. cs 6 2 10 és ; 2 # SRS 10 18 13 1 9 2 2 “ 55 Kindergarten—8 ..... 3 - 3 3 - 1 6 6 Se re 14 3 4 4 1 2 5 2 8 43 Kindergarten—9 ..... 2 a és ne ae P ‘os oP os 2 neseancaacis 3 1 7 re pe = is - ve 4 Miscellaneous ....... 23 15 10 1 6 3 3 6 9 7% No answer .......... 2 9 11 1 1 1 3 8 WEE SG abxicbenes 97 92 89 42 41 10 18 20 70 479 Table 72 indicates the grade combinations of schools under teach- ing principals. It will be noted that: 1. Schools including the kindergarten or first grade through the sixth grade are the most frequent types. The same was true of schools under supervising principals. 2. The second largest group were those schools including the kin- dergarten or first grade through the seventh. In the case of the supervising principals schools terminating with the eighth grade formed the group second in size. 8. Only 25.2 percent of the teaching principals reported schools including the kindergarten. Supervising principals reported kinder- gartens in 51.6 percent of their schools. The age of teaching principals—Table 73 presents a comparison between the median ages of teaching and supervising principals. In eleven of the possible eighteen comparisons by geographical sections the median supervising principal is older than the median teaching principal. The ranges of the ages for the two groups were from 20 to 69 years for teaching principals and from 25 to 74 years for super vising principals. ay Wi tv ci be nts of 1 for *hools 32.32 ach- the ools — Seo = ia 2 n c&3 anes “) T- mn Tue SEvENTH YEARBOOK 307 of the total scores on all qualities for the forty-five principals was as follows: Number Total Score of Cases ier eta Seren eet Se eye Ge eet 1 I aalckr sini diecnie hited aioe aiatciocs srhye atone ro al akan alle ages eee 5 BRD e enn arr Anan PE eat eee ee sess a 10 ME oie aio 556 asec ae cot Sa raed eee Hee eae aIR Ma 17 APRA MENE CAEP EE Circe mren ys Me Rp ei i 7 WN tosses acids Sars. Ale sh bata cecbcn:cie oo X/tre bree areoate sete tusia are arte 3 MINS besa dr Kecthd ance cons ERAS BA aA wim lnedene ean Mem eae ela 1 PMG sii. ack shi rkak edna abc sle ARERR EERE Aaa ae 1 45 Summary and conclusions—This chapter has set forth data in regard to certain selected or successful elementary school principals. Through comparison of these data with similar facts from a large unselected group of principals it was expected that certain “ clues to success ” would be suggested. In summary we may present the following tabulation: Selected Unselected Items Principals Principals lL. Bise Of schioo! (media) 00.0.5. 60.0 scccscescowecs 1120 pupils 632 pupils 9. Type OF MEROOT GOGO) oo ok ke kosscceessas< Kindergarten Kindergarten through eighth through sixth 3. Total educational experience (median)...... 22 years 23.84 years 4. Experience as a principal (median).......... 10.57 years 10.14 years 5. Years in present position (median)........... 5.56 years 5.75 years 6. Number of previous positions (median)...... 4.21 4.15 , MES Sus aclawichcinnuaaonnéezeions 40.6 years 43.35 years 7. Age (median) WORE onc scceclaaaaanasivee 52.5 years 48.45 ae RR MINE, ck since cc datonenaneneewscem $4093.30 $2714.29 9. Cost of necessities (median)................ $2517.80 $1750 10. Cost for recreation and study (median)...... $777.50 $403.91 TA, Coatieme Gemreet: CGO) 6x oisiséciawrescaediaidnc ss M. A. A. B. 12. Holding of evening meetings (percent)...... 59.2 70.3 13. Hours in community work per week (median) 25 1.77 14. Membership in civic clubs (median)......... §.7 1.08 15. Department of Elementary School Principals, Dis Bs tes MOONE ip. cic cen vciauscases ees 66.6 22.1 16. National Education Association (percent)... 92.5 77.2 Other bases of comparison show that (1) both groups have practi- cally the same number of dependents, (2) the recent experience of both selected and unselected principals was an elementary school principalship, although most of the selected group had experience in high school work, (3) the members of the selected group give a larger 308 ELEMENTARY ScHoot PRINCIPALS percent of their time to supervision and administration and less to clerical work and teaching than do those in the unselected group, and (4) the selected group shows a more active interest in local, state and national professional organizations than the selected principals. The differences between the two groups was particularly noticeable in the percents of those who are members of the Department of Ele- mentary School Principals and of the National Education Association. It would be most unwise to attempt to draw general conclusions from each item upon which data have been submitted. For example, since we do not know the value of experience beyond a limited num- ber of years we cannot make conclusions on the basis of the differ- ences between the selected and unselected principals. There are, how- ever, certain facts worth noting: 1. The median school under the selected principals enrolled approxi- mately 1000 pupils as compared with a median school of 632 pupils under the unselected group. This factor may be over-emphasized for there are many outstanding principals in schools enrolling fewer than 1000 pupils. On the other hand, with larger enrolments, expen- ditures for equipment are more easily justified, clerical assistance is more likely to be provided, and opportunities for experimentation are more easily arranged. In other words, one may do many things with equipment and incentives to experiment which will place one among those persons achieving an unusual success. 2. The outstanding principals reported a median salary of $4093.30 as compared with $2714.29 for the unselected group. This difference may be due to many factors apart from a person’s value as an elementary school principal. At the same time, one who receives an adequate salary will be able thereby to provide himself with recent professional literature and summer school training. These two means are generally accepted as being among the best to lift one from mediocre performance. 3. The majority of the selected principals possessed the master’s degree while the most typical degree among the unselected group was the bachelor’s. The value of advanced training for elementary school principals has not been statistically measured, but every day observa- tion proves that wise training may improve the functioning of an educational worker. Advanced collegiate training is tangible proof of interest and of potential ability. 4, In the division of time, the significant difference was that the selected principals gave less time to clerical work and regular teach- ing than the unselected principals. This substantiates the generally observed fact that a principal secures greatest recognition through Em Dt tet OO Tue SEVENTH YEARBOOK 309 his achievements in supervision, administration and miscellaneous work (7. e., community activities). Good work in the clerical and regular teaching duties are essential to an efficient school, but these are not the primary functions for which principals are employed. The outstanding principals tend to reduce these activities to a mini- mum, in order to secure time for more technical supervisory work. 5. The selected principals took more active interest in community work than the unselected group of principals. This was shown by the amount of time devoted to community affairs and the number of memberships in social-civic organizations. Observation of several of these selected principals showed them making valuable contributions to their communities, while at the same time bringing their schools before the public in an admirable manner. These five general lines suggest ways in which an elementary school principal may achieve greater distinction. In the cases of salaries, size of schools and division of time the superintendent must give considerable assistance, but even in these problems and the re- maining two, the greatest need is for indivdual and cooperative work on the part of principals themselves. Data were not available for comparing the selected with the unse- lected principals on the rating scale, but there was considerable varia- tion between the selected principals themselves. It should be noted that two of the most important qualities among the 45 principals were “an interest in the lives of children” and “ sincerity in speech and action.” Principals should find considerable value in checking them- selves on the particular personal qualities as found among the first fifteen selected principals. The importance of these qualities among the outstanding principals should be suggestive to those who seek to improve themselves. SELECTED REFERENCES 1. Batepen, Leo B. “The Principal Factors Which Determine the Efficiency of An Elementary School,” Bulletin, Department of Elementary School Principals, National Education Association, Vol. III, No. 1, October, 1923, pp. 26-29. 2. Coarters, W. W. “A Technic for Trait Analysis,” Journal of Educational Research, Vol. X, No. 2, September 1924, pp. 95-100. 3. Freyp, Max. “A Graphic Rating Scale for Teachers, Journal of Educational Research, Vol. VIII, No. 5, December 1923, pp. 433-439. 4. Warner, H. E. “Some Qualifications Required of the Principal of a Modern High School,” Bulletin, Department of Elementary School Principals, National Education Association, Vol. V, No. 2, January 1926, pp. 101-104. 5. Wricut, Frank W. “Leadership in the Principalship,” Bulletin, Department of Elementary School Principals, National Education Association, Vol. V, No. 3, April 1926, pp. 140-146. ee a ee See ee CHAPTER XV CASE STUDIES OF OUTSTANDING PRINCIPALS N THE FOLLOWING chapter case studies of successful elemen- tary school principals are presented. These are one of the results of the visits by the field worker to forty-five elementary school principals designated by their superintendents as “successful” in the work. These reports are not complete descriptions but short exposures secured by one visit. An effort has been made to set forth the distine- tive quality, skill or work of the one described. Case Study 1—The school enrolled 780 pupils and had a faculty of 22 teachers. The district population consisted largely of Italians. Clerical help was not provided for the principal. He had experi- enced ten years of school work of which four years was in the capacity of an elementary school principal. The greatest contribution of this principal is that of adjusting the individual to school situations. Age, grade, studies, tests and measure- ments are all used with a philosophy which ties them together in a program of school improvement. In a letter to the field worker he wrote: I might start out by saying that school has closed and the pupils have gone home, but not far in the distance I can hear the din and hum of the Italian Village in which our school is located. This may not seem related to educational work, but it is a part of my philosophy to think that the sounds in our school and the community are like the sounds from the motor in a car. These sounds seem to be measures of emotional conditions and states in the school and in the individual. I do not like to ignore these seemingly little things. During the past four years an intensive effort has been made in the school to reduce retardation. Such efforts required the use of many standard tests to locate learning difficulties. The health pro- gram has been worked out for the purpose of correcting physical defects which might cause trouble. Frequently such effort has called for personal visits to parents and continued pressure until results were secured. In many instances results have been secured from knowledge gathered outside of school: I learn many things about our children on the street when I go to school and when I leave the building. The children who meet me and those who walk away from school with me frequently give the keys to their interests and their prejudices. Of course they would not tell about their teachers, but it sometimes seems that in an innocent and undirected conversation with a child, I learn more about the child’s teacher than I would in an hour’s visit at the teacher’s room. [ 310 ] Tue Seventy YEARBOOK 311 I have tried to point out a knowledge of pupils as we accumulate that knowl- edge apart from the classroom. I never feel that I know a child until I know that child away from school and until I know about his home. In my work I meet frequently and in close relationship at least one hundred and fifty children outside of school. I coach all sports, and I learn much when my baseball teams sneak me down some back alley to a baseball diamond. Then our track teams and dodge ball teams bring us into close understanding. We have a squad of fifty basket ball players, and in my schedule of activities this fall, I find that I have officiated at one hundred games of basket ball. Here is a wonderful oppor- tunity to know the boys. The principal has retained a close contact with classroom activi- ties. He has thought of himself as a teacher even though called a principal. As such he had to be in a position to help the teachers with individual pupils and specific situations: My original assumption is that I must know what these individuals do in the classroom, and I check the results of many tests every week. I have this very day evaluated the results of specific reactions of individuals to at least two hundred tests. These specific reactions may be nothing more than marks for individual pupils on spelling tests, or they may be results of objective tests on our courses of study in any subject. The medians of these tests alone mean little. I must weigh and consider the result of each test for each pupil. Much of this can be done hurriedly but some has to be done very carefully. If there is any place whatever for praise or condemnation it must come after reflec- tion, consideration, deliberation, and conference, and then too we must not forget that the pupil has a sense of justice, We must remember that face values alone on tests could kill our individual and so we look farther for underlying causes and conditions. Case Study 2—The school enrolled 2000 children under the direc- tion of 58 teachers. The district was heavily congested with a popu- lation of Jewish and Polish people. Two teacher-clerks had been as- signed to assist the principal. The principal was a woman who had served in educational work for 41 years, with the last 26 years as an elementary school principal. This principal is enjoying the dividends which come to a woman who has dedicated herself unselfishly to a school for over twenty-five years. She might well have been the one described by Edwin Mark- ham when he wrote: They who can smile when others hate Nor bind the heart with frosts of fate, Their feet will go with laughter bold The green roads of the Never Old. Over twenty-five years ago she took charge of this school in a dis- trict where there were “myriads of children on narrow streets crowded with pushcarts, and houses filled with foreigners speaking an unknown tongue.” At that time: “it was a wee bit of a school. We only owned for ourselves ten rooms on the first floor and six rooms in the annex where more than fifty boys were crowded into that small ill-lighted place.” 312 ELEMENTARY ScHOOL PRINCIPALS The school grew so rapidly and a new building was constructed next door. Special methods, new curriculums, special classes came into vogue and were fitted into the scheme. Today the school repre- sents “a large public school in all of its varied activities—reading, writing, arithmetic, music, drawing, dancing and the drama. It mat- ters not which topic of the curriculum is the popular one, we have always been ready to step out upon the stage for exhibition.” During the years the steady influence of the school has permeated through the children to the parents of the community. The Junior Red Cross has been one avenue through which contact has been made. The actual value of such guidance cannot be estimated, though it is significant that these foreign parents paid more than $250,000 for Liberty Bonds largely because of the school’s stimulation. The more lasting influences of peace-time have proven more difficult to measure though they should be none the less real. The personal qualities of this woman have made possible her great service to this school. These qualities come out in a letter to the children, parents, and teachers from their “ principal ” friend: And from a “golden haired” principal my labors have brought me without sorrow to the end of twenty-five years, and with silver hair to match the brightness of the years that we have spent together—Our School and I. I wish this issue of “Our School” could afford to print the history of our days’ work, as the many days have rolled by filled to the brim with busy-ness and happy-ness and hopefull-ness. I wish that I might take you with me as my thoughts travel from one year to the next, and remind you and myself of the people we have met, the places we have been, and the pageants we have prepared. The procession would be as gay as any happy caravan could be, traveling out into the world with high hopes and plenty of courage and enthusiasm. My journey with “Our School” has been a happy one, gay with the bright colors of success, and comfortable because of the complete understanding that has always existed among us all, children and teachers and parents. We have understood one another and have never wasted any of the precious days in brooding over imagined wrongs. I sometimes think when the hours are filled to the brim with the irritating concerns that keep a principal busy, that it would be pleasant to close the office door and shut out these irritating concerns: But, oh, how much I would have missed! How little of the child life of this big school would I have known, how different would have been my knowledge of the hope and fears and aspirations of the teachers. And so I close this personal reminiscence with the words of our office motto. It is so true that I want every one who knows “ Fifteen” to know the secret of the happiness of its twenty-five year old principal. She believes that, God is the only employer, and that Work is divine expression and Infinite love recompense. Case Study 3—The school population amounts to 3000 pupils in grades from the kindergarten through the ninth. The teaching staff consists of ninety persons including two teacher-clerks in the office. Tue SEVENTH YEARBOOK 313 The school district contains many negro and foreign families who reside under congested living conditions. The principal has been in public school work for 44 years during which time he has served 24 years in his present position. Over thirty-three years ago as a young man he assumed his first elementary school principalship. Today he is principal of a large metropolitan school, teaches a Sunday class of men and participates in many community activities. His hair is now white but he moves with vigor and decision befitting a man of fewer years. According to his own words the most important thing for his own personal happi- ness is daily prayer. Simply a request to do a little better today than in the past and to make the world a little better place for all. Without doubt the personal life of this principal is reflected in his daily contacts. As we moved about the school he seemed like a kindly parent who sympathizes with one child, questions another, and casts a benediczion over all which was returned in the smiles of the children. His school fairly overwhelmed one by its size and complexity, yet there were many evidences of good organization. The pupil account- ing system was one of the best of any school visited. Almost any item of personal data or school data which one might wish about a child may be brought to sight from the card catalogue. But even if the catalogue failed the principal’s memory probably would not for he was able to interpret several card records by recalling that John’s poor record several years ago had been due to an attack of measles. The devices which he used in supervision may be listed as follows: Room visitation; not according to a schedule. Inspection of teaching plans. Individual conferences. Subject conferences. Small group conferences. Departmental conferences. General staff conferences. Written suggestions a. Books to read. b. Policy to be followed. c. Tests to be given. d. Encouragement of cooperation. PMA PP hr In discussing supervision and the successful management of an elementary school he said: Our highest success will depend upon the development of the individual teacher and the intelligence and faithfulness with which our school plans and methods are followed. He emphasized the necessity of building up the individual teacher. In education generally we have admitted the individual differences 314 ELemMEnTARY Scuoot PrRINcIPALS between pupils, and this should suggest to principals the differences between teachers. Methods or devices which prove successful with one teacher do not necessarily succeed with another teacher. The suc- cess of an elementary school principal depends greatly upon his assis- tance to the individual teacher. Case Study 4—The school included grades from the kindergarten through the eighth with an enrolment of 1800 pupils. There were 50 members of the teaching staff. The principal was assisted by a supervisor of instruction and two office clerks. The community was a mixture of many nationalities living under conditions involving many moral hazards. The principal had served in the elementary school field for more than 28 years. The school has rendered remarkable service to the community in which it is located. Faced on every side by “ Little Italy,” “ Little Russia ” and many other racial groups it has tried to lift the children and parents from their old nationality into the new American citizen- ship. To outward appearances it is a typical, well administered city elementary school with its achievement tests, modern textbooks, spe- cial classes, lunch rooms and other facilities. The complete effect of a school, however, must be judged by the technic of its application to the community in which it is located. The educational rights of children were insecure in this commu- nity where moral law has been constantly violated. Boys and girls of immature age have been permitted to drift into various forms of vice and crime. Parents have become lost in the meanness of their own status and have forgotten the possibility of providing an im- proved status for their children. In remedying such a state of affairs this principal has given heavily of his time and energy. The children were observed closely by their teachers for signs of poor health, abuse or lack of sleep. When evidences of these were discovered the case has been followed by the principal into the home and where necessary he called upon the services of the police, juvenile court, health nurse and other officials. For over two hours this man recounted story after story illustrat- ing the opportunities which he had experienced in settling divorces and quarrels which threatened to divide homes. The educational rights of children had been saved in many instances. Naturally, the question arose as to whether the regular social agencies should not have been expected to do this work. The principal felt otherwise, for many of the agencies were so swamped that the necessary immedi- ate action would not have been forthcoming. Furthermore, the inter- est of these agencies was largely impersonal and was concerned chiefly Tue SeventH YEARBOOK 315 with the adjustment of adults. The principal on the other hand moved quickly upon a given situation with the rights of the child foremost in mind. Adjustments were made in terms of improved opportunities for children. One cannot always select a single personal trait in an individual which has made him eminently successful in a given position. This principal had the personal wisdom and the school facilities so that he was free to devote himself to the community work. However, there was something in the way he impressed one with his absolute sincerity, tolerance of sinners and human understanding. Such quali- ties of personality could only be the result of many years of experi- ence and reflective thinking. He had taught school since he was six- teen years of age with every type of school forming a part of his total experience. While in the university Harry Thurston Peck, the brilliant teacher of classics, exerted a profound influence on his life. Perhaps in the following quotation we may find something which explains the secret of his influence: Life is so important that we cannot overestimate its value. Everyone should make the best possible preparation for life and self-development, but in this preparation there are no short cuts. Case Study 5—The school enrolled about 1000 pupils under one form of the platoon school organization. There were 31 members of the faculty. The school community represented a typical residential section of a large city with few foreigners. The principal was a woman who served many years in various capacities in the elemen- tary school field. The platoon school organization had been adopted by this woman principal as the best for her school and community.’ She became a thorough believer in the system, but was not blinded to the necessity of constantly improved organization. She recognized as one of the objections to the platoon organization, the possibility of emphasizing subjects in place of the development of children. The best preventive of this condition has been “ correlation ”—or the pooling of all sub- jects in the interest of child development activities, Committees of teachers were organized to suggest ways of room cooperation. Many printed forms have been used which bring the library reading, classwork and the auditorium into mutual work- ing conditions. A correlation chart in the hall was designed to keep everyone informed of the activities which were going on. Every teacher has realized the dangers and has tried to anticipate mistakes. The result is a successful school where splendid opportunities are offered for varied experiences. * This statement is not an argument for or against platoon schools. acelin titre be Bd EE PSI p09 AE cto ete a at eT se Sods 316 ELEMENTARY ScHoot PRINCIPALS There were evidences that the principal employed similar methods of work in other phases of her meny, activities. Briefly the steps which she has proven effective are: (1) Study the new device, (2) be- lieve in it after it has been adopted, (3) learn all about it in current literature, (4) adapt it constantly to the situation, (5) recognize its weaknesses and compensate for them, and (6) check the results. Case Study 6—The enrolment of the school totaled 700 pupils. There were 19 teachers on the faculty and one full-time clerk. The community was populated chiefly with typical American families. The woman principal had served 24 years as an elementary school principal out of a total teaching experience of 34 years. At first she would not tell about herself or the work of her school, evidently awed by the fact that the interviewer had come from a dis- tance. Then gradually she drifted into her favorite subject—chil- dren. She told how wonderful it was to be a teacher. It was particu- larly satisfying to thrust responsibility upon children and see them meet expectations. It was this principle, “the development of responsible citizens through responsibility,” which led this woman to establish a system of school government. Her school needed someone to plant flowers, to improve the walks, to control traffic, to enforce good behavior and to help with a hundred other problems. These duties were not thrust back upon the classroom teacher nor did the principal attempt to as- sume the full load herself. Rather she taught the fifth grade pupils the essentials of self-government and so on down until even the first grade carried a participating membership in the school community. This pupil government was not artificial, for as we moved around the school several pupil officials asked for advice on certain problems. Her usual answer was: “ That is your responsibility. Call together your staff and after you have your plans I shall be glad to help you put them into effect.” It would have been easy in most cases to have given definite instructions for the child-problems were trivialities to an adult, but she practiced the principles of her preaching. It is easy for one to talk about “ no impression without expression ” to teachers and parents, while failing to follow this principle in practice. The working out of the system was pleasant to see. When one washed his hands in the lavatory a boy stepped up with a paper towel. After thanking him for the courtesy I inquired why he had done this. He answered: I am a member of the committee on school supplies. It is my work to teach the boys who use this room that they must take only one towel. Then when they finish to throw the towel into the waste container. » i tai. em ds ps be- nt its Tue SeventH YEARBOOK 317 This was typical of the answers of a score of children whom I inter- rogated away from the hear:ug of their principal. They liked the freedom from teacher-made rules, they liked the chance to show what they could do and more than anything else they enjoyed the trust which was placed upon them. At first one might think that there was nothing remarkable in this school and its administration. Yet many schools are so machine-like that self-governments exist only in name and attractive schemes lack vitality. A device can be most successful in producing changes among humans when it is “ made alive” by personal touches. The key to the suecess of this system of school government and of this attitude of freedom among children was the spirit of the principal. She stands back of everything, not actually carrying the responsibility, but guiding, influencing and encouraging until the pupils proceed with confidence born of a developed sense of responsibility. Her school was an example of a school reflecting its leadership. Summary and conclusions—The purpose of this chapter has been to indicate something of the personal elements encountered by the field worker in his contact with elementary school principals. The persons described could be duplicated many times in communities throughout the United States. It is a wonderful thing for education that personalities exist who may give to children many appreciations and values not secured in ordinary instruction. On the basis of a rating scale’ the outstanding personal qualities of these six individuals were: . An interest in and love for children. . Friendliness—easy for adults to approach. . Modulated voices, but distinct speech. . Friendly and unhurried with children. . Sincerity in speech and manner. . Tactfulness. There were several other personal qualities which were observed in the interviews: 1. A belief in the value of the principal’s work. 2. A willingness to sacrifice personal convenience. 3. An open mind toward developments in scientific technics. 4. An interest in the local community. 5. A recognition of the most important phases of the principal’s duties. The schools under these principals had these characteristics: 1. The evidences of good organization and administration. 2. A cooperative spirit among the teachers. 3. The evidences of adjustment to community demands and needs. 4. The use of progressive school methods and technics. Principals should consider these items of value in checking their own schools for worthy objectives for future effort. ~ 1 See Chapter XIV for a further discussion of the personal rating scale. oof. Wh 318 ELEMENTARY ScHoot PRINCIPALS SELECTED REFERENCES 1. Crasrree, J. W. “Personality in Supervision,” Proceedings of the National Education Association, 1915, pp. 516-519. 2. Frazier, R. P. “The Ideal Principal,” The Fifth Yearbook, Department of Elementary School Principals, National Education Association, yy 1926, pp. 205-206. 3. Gist, ArtHur S. Elementary School Supervision, Scribners, 1926, Chapters II and XV. 4. McSxrmmon, Mary. “Characteristics of an Efficient Elementary Scgol Prin- cipal,” Proceedings of the National Education Association, #926, pp. 694-700. 5. Ryan. Bette M. “The Elementary School Principal,” Bulletin, Depariment of Elementary School Principals, National Education Association, Vol. III, No. 1, October 1923, pp. 21-26. ro we & = ~*~ 4 p> onal t of 926, 3 II pp. , of IIT, CHAPTER XVI FEATURE WORK OF SUCCESSFUL SCHOOL PRINCIPALS S THE FIELD worker went from school to school he noted A methods of organization or ways of doing things which he ob- served. Many of these which should be helpful to other prin- cipals have been described in this chapter. Every school principal is anxious to know how things are done in other schools. It is to help answer this spirit of inquiry, not to suggest ideal standards, that the following brief descriptions are submitted. A school paper—A school paper may be a strong unifying force. With this thought in mind the principal gathered together a group of interested children and a class teacher for the purpose of launch- ing a project which would make this contribution to the life of the school. To get the work under way the principal and teacher selected the staff for the paper from among members of the 5th and 6th grades. Each year a new staff is selected in the same manner excepting in the case of the editor-in-chief who must have served as an assistant editor. The assignments on the staff are as follows: Editor, Assistant Editor, News, Sports, Literary, Music, Who’s Who, Exchange, Art, Business Manager and Circulation managers. One or more pupils are assigned to each responsibility according to the need. Material for the paper may be written by the staff, teachers or pupils. It is gathered together by the staff from all of these sources although many articles are delivered to the “ contributors’ box” which hangs near the principal’s office. The staff and advisory teacher review the material before sub- mitting a sample edition to the principal. He may make any desira- ble changes before turning it over to his clerk for mimeographing. The paper is published every calendar month of the school year with some particular holiday of the month as the basic motive. The sub- scription price is twenty-five cents per year and brings in approxi- mately one hundred dollars which is spent for paper, stencils and miscellaneous materials. This money is banked in the name of the school and may be drawn on by the principal. Samples of contributions are as follows: (Under Who’s Who) In Miss Hill's class the only one to get 100 on Mr. Michael’s spelling test was Madeline Cooke. [ 319 ] 320 ELEMENTARY ScHooL PRINCIPALS (Under Sports) The classes of 6A2 and 6B1 played a game of dodge ball on December 2. The score was 5-0 in favor of 6Bl. The game was won fairly and squarely. Good sportsmanship was shown by both classes. Judging from the contents of the paper it serves the following purposes: (1) A motivating force for class work, (2) a medium of expression for groups and individuals, (3) a stimulating device for the teachers and (4) a unifying force through various appeals to the whole school. The parents appear to be much interested in the paper and look forward expectantly to each issue. It has helped materially in de- veloping a community pride as well as a community consciousness and has developed a closer contact between the school and the home. The paper has been an influence in stimulating the pupils to greater endeavor, especially in the subjects of Fine Arts and English. Through its general appeal and popularity it has become one of the most useful projects developed by the school in recent years. Pupil government—School situation—over 600 pupils from a typically American community. Relatively few children from foreign families. School organization of the traditional type without de- partmentalization of subjects. Pupils in attendance from the kinder- garten through the fifth grade. The form of government resembles the commission type of city government with the Mayor and representatives of the various func- tions. The elected officers are as follows: Mayor, Tax Commissioner, Street and Bridge Commissioner, Fire and Police Commissioner, Water Commissioner, and Judge. This group forms the Council and with the principal forms the directive body for the appointed officers. Any child who wishes may turn his name in as a candidate. If the teacher of the room approves the name is sent on to the office where the principal’s approval entitles it to be printed on the ballot. An effort is made to see that there are at least four candidates for each office. After candidates have been approved, a week is devoted to the campaign and election. Candidates make speeches at assemblies, during the oral English period and sometimes on the school yard. Posters and placards are made during the art period. One candidate was able to get together enough amateur musicians to form a band. On election day school starts about half an hour early. Ballots are passed to each room or precinct where they are distributed to quali- fied voters. In order to be a qualified voter one must have paid the five cent poll tax. This tax serves to remind parents to pay the state poll tax The 100d ing | of for | to ook 138 me. to ish. the ity nc- er, er, the ay ves val 1at he eS, ite Tue SEVENTH YEARBOOK 321 as well as providing the school with an emergency fund. After bal- lots have been distributed the teacher explains how a ballot should be marked. The following indicates a sample ballot: OFFICIAL BALLOT FOR THE NOMINATION OF ELECTIVE OFFICERS Pence: I am a citizen-pupil of Eastwood School, and pledge myself to abide by the decision of the election, and to support the nominee. Mayor 1. Billie Lathy 2. Gwendolyn McPherson 3. Jack Buck 4. Jack Mayer Tax CoMMISSIONER 1. Antoinette Martin 2. Kathrine Hogan 3. Arlene Kelley 4. Virginia Lake (And so on for other offices) When the voting is completed the ballots are sent to the principal. One room assumes responsibility for the counting under the super- vision of the principal and the candidates. Officers are installed at a school assembly near the end of the week. The total time given to the nominations, campaign, election and installation takes most of the free time of the first week of each term. Shortly after the election the Mayor calls a meeting of the Council to approve the list of appointed officers. The proposed list of ap- pointed officers is made by the principal and Mayor, from among those defeated for the elective offices. The following includes the appointed officers of the school: 1. Physical education assistant, one of each sex to help teachers in exercise periods. 2. Lunch room managers, two for each lunch period who keep tables in order and assist in administration of the lunch room. 3. Emergency assistant, usually a Boy Scout, to give first aid treatment to the injured. 4. Business manager, makes any small building repairs. 5. Street superintendent, constructs sidewalks on the school yard. 6. Park superintendent, plants, arranges and cares for shrubbery of the school yard. 7. Health officer, one of each sex who supervises care of toilets. 8. Captains of police, maintain order on school ground. 9. Special police, messengers for the principal. 10. Traffic officers, assist in controlling the streets around the school. 11. Sanitary officers, responsible for yard and building neatness. 12. Secretary, appointed by Mayor to keep the minutes of the Council. The above group of appointed officers meets the last period every Monday with the Mayor and commissioners. Problems of school dis- 13 322 ELEMENTARY ScHoot PRINCIPALS cipline, community projects and special activities may be brought before this group by any teacher or child. Frequently cases of diso- bedience to school rules are brought before this group for reprimand. Usually the principal is present at the meetings although business may be conducted in her absence with the understanding that she exercise final approval. The system has been in operation for eight years. Teachers and pupils expressed satisfaction with it, feeling that it was far better than full faculty control. The interviewer talked with several of the officers when no one else was present to influence their opinion. In every instance the pupil seemed to know the duties of his particu- lar position and was interested in discharging them in a most satis- factory manner. All evidence pointed to a well controlled school with unusually varied opportunities for expression in concrete civic enterprises. Fife and drum corps—An interesting device in the hands of a wise principal is a fife and drum corps which appeals to the “ make believe’ tendency in boys. This particular organization consists of fifty boys distributed from the third grade to the eighth grade of a large elementary school. The corps is fully uniformed in white duck sailor suits, white leggings and white sailor (pancake) hats and black silk ties. The uniforms were made in the school by the sewing classes under the supervision of the domestic art teacher, the board of education fur- nishing the material. The material for the fifty uniforms cost about $200 but the girls of the school saved at least $400 on labor charges alone, in making the suits. All boys are eligible provided they are interested enough to make good. Each boy must buy his own bugle, which costs about $3.50 or his own fife which costs $2.00. The drums are the property of the school. The cost of these was $75.00 for six kettle drums and one bass drum. The class meets for instruction one day a week after school. A professional instructor is engaged to teach the fifers and drummers at $5.00 for each class session. The buglers are instructed without cost by the principal. The money for the instruction on the drums comes from the general school fund raised by entertainments. The corps has participated in public parades for the past six years, such as Armistice Day, Memorial Day, Flag Day, and Boys’ Day. In one of the Rotary Club parades the corps won two first prizes. On several occasions the organization has been called upon for munici- pal celebrations and school or playground events. ee ught liso- and. ness she and tter l of ion. ‘iecu- atis- hool ivic yf a ake sists of a hite The the fur- out rges ake ) or the ASS 1ers out ims ars, ay. Ze3. ici- Tue SEvENTH YEARBOOK 323 —_—_ The value of the corps has been summarized by the principal as follows: 1. It has helped to establish a school spirit. 2. It has given all pupils a pride in the school. 3. It has served to advertise the school. 4. It has drawn the parents close to the school and made them feel proud of its work. 5. As the corps is called upon to serve the community, the lads are taught to appreciate the privilege of serving, as all good citizens should. 6. The corps is trained to play for drills of the entire school in physical training work. 7. Members of the corps graduate but return from high school to join in all parades, thereby giving an opportunity to display their loyalty. 8. Two hundred girls participated in making the uniforms; pupils of the art classes designed and painted the drum bands. 9. Some splendid musical talent has been discovered through the pupils’ work in the corps. 10. Problem cases of discipline have been solved through interesting lads in the corps. Once a lad has become interested, a threat of suspension is effective. Correlation in a platoon school—A school organized on the pla- toon basis with several teachers for each class may lack unity between departments both as it concerns individuals, classes and the school as a whole. Some principals recognizing the difficulty have set up vari- ous administrative schemes to secure complete correlation. The plan described below is the best scheme of those seen by the field worker. Devices To Arp In CoRRELATING THE WoRK OF THE SCHOOL 1. Correlation Committee—This committee consists of teachers from every grade level of the school and from the special subjects. The chairman of the group is the director of the auditorium. From time to time the committee meets with the principal to discuss ways and means of uniting the school. They are responsible for the selec- tion of the school motto which serves in a practical way to motivate the work in all rooms. 2. Correlation chart—A piece of wall board, ruled into appropri- ate spaces and decorated, serves as the school bulletin for correla- tion purposes. Space is available for every room to show on a small note just what it is doing to contribute toward the school motto or what contribution it is making to the work of another room. Teachers are not required to put anything on the chart, but the demands of the pupils usually result in compliance. Examination of the notes dis- closed the recency of the helpfulness between rooms and subjects. 3. Printed forms—(a) Report to auditorium—A report form, 84” 11”, is issued to every teacher weekly by the director of the auditorium. On this report the teachers indicate work that is ready 324 ELEMENTARY Scuoot PRINCIPALS or in preparation which might be of value to the auditorium work. These offers are worked into the auditorium activities and schedule for the following week. When the particular class comes for its auditorium period the auditorium teacher capitalizes upon the train- ing of the special or home room. In a similar way the regular class teachers are often able to use the projects from the auditorium in their own work. The important thing is that the various activities are written down on paper and receive definite scheduling. (b) Report to the library—Blanks are furnished to each teacher upon which requests may be made for library assistance. With these blanks the librarian knows the subjects and problems in which each class is interested. As each class comes to the library she is able to make available the useful references and to be of assistance to the pupils in supervising their study. This report also assists the librarian in working with the teacher. Frequently the librarian is in position to suggest the use of mounted pictures, slides and supplementary material which the regular teacher would find helpful. It is the printed form which makes this correla- tion organized and continuous. Training the Parent-Teacher Association—In many schoo] situa- tions the Parent-Teacher Association is left to its own devices as long as it does not interfere with the principal and his policies. One principal conceived the idea that he was not only responsible for the training of teachers in service but for the training of his parent- teacher association for service. The first step in such a program was to make himself an active participating member. He became a mem- ber of the Executive Committee from which strategic position he was in touch with the policy formation. Through this position he arranged for a series of meetings based on the following: (1) To outline a program of discussions covering three or four years. (2) To consider practical phases of present day education with a view of developing an understanding of why many things are done now which were not done a few years ago in the schools. This involves a consideration of: (a) New movements in education. (b) The relation of the present school organization to education. (c) Classroom procedures with their implications to the home. (3) To consider the larger general objectives of all education as shown in educational theory and philosophy. Where outside speakers were avagjable these were secured but in many instances the principal weleqfhed the idea of presenting the subject himself. The plan has been @ successful in increasing paren- vork. 2dule r its rain- class n in "ities cher hese each le to | the her. nted cher rela- tua- 3 as One the ent- was em- he he ‘our ha one ‘his as in the en- Tue Seventn YEARBOOK 325 tal interest in the school work of their children that the same type of program is contemplated for the future. Basically, the idea aims to eliminate ignorance on subjects which might result in misunder- standing between the two mutually dependent forces—the home and the school. Personal trait questionnaire to parents—Believing that the parents have something to offer in the education of their children and desir- ing to arouse their interest in the work one principal sent the fol- lowing letter to the school patrons: An Unusvat Catut For Your Aw Perhaps you have never been called upon for help of the kind asked for in this letter. I hope that you will read this letter through to the end so that you will understand just what we would like to have you help us do. You rightfully expect your child to be taught reading, writing, arithmetic, spelling, language, geography, drawing, music, etc., but the school aims to do more for the child than merely train him in these subjects. There are other ele- ments in the training of a good citizen that we are at all times stressing. Just here is where you come in and this is the reason for sending you this request. What are some of the most important qualities of character that you would like your child to have developed? Will you help us make a list of desirable traits of character we should train in the school? In order to make the meaning clear I will start the list with honesty, dependability, etc. The responses from this questionnaire were tabulated for presen- tation at a meeting of the Parent-Teacher Association. This was followed by a discussion on the part of those present. The five quali- ties named most frequently by the parents were: obedience, truthful- ness, cleanliness, respectfulness, and kindness. There was a total of 94 traits mentioned. From these data the principal expects to make a revised list which will be sent to the parents for them to rank in the order of impor- tance. The results of this second response will be tabulated with suggestions to both parents and teachers as to ways in which the home and school may cooperate in the work. Another outcome of this will be a rating scale of personal traits which will be used to supple- ment the regular report cards. Someone has said that one of our greatest needs is the “ twenty- four hour” school. Not twenty-four hours of formal school work, but twenty-four hours in which nothing would be permitted to de- stroy the constructive things which the school was setting up. In other words, the home and school must be brought into a mutual understanding of the work of child development. The basis of this understanding is largely information. 326 ELEMENTARY ScHOOL PRINCIPALS Keeping parents informed—One principal desiring to capitalize parental approval of the school work of the children of his school has devised several letters to keep parents informed. These letters sug- gest ways in which the parents may be helpful with the school work. A sample of this type of letter is as follows: MY DEAR ............ We desire to congratulate you upon the fact that ............ has been elected to membership in the Good Writing Club of the Emerson School. We think that this distinction is worthy of your attention. To belong, to this club a child must keep his writing up to or better than the standard for his grade. Continuation of membership in this club depends upon the improvement in writing as progress to higher grades is made in the regular studies. We are sure that you will take pleasure in assisting us in this method of encouraging your child to become a good writer. Very truly yours, phe uOb eRe eee RENias Teacher pustsnwnciac aan eekoes Principal A school play—aA school play is written each year by the 6th grade as a part of the regular work in English. The project involves a great deal of reading, searching for materials, and written composi- tion correlated in a most interesting manner. After deciding upon the topic, the character, or phase of history to be dramatized, the entire group reads and gathers together all available material, such as books, references, pictures, etc., bearing on the topic. The entire story is briefly discussed by the class, and the play planned. The possibility or the impossibility of dramatiz- ing the various parts of the story, as well as the best method of por- traying the selected phases, are considered. The central and the sup- porting characters are then enumerated as well as the general out- line of the plan, with the consecutive scenes so arranged as to bring out the plot of the story, gradually working up to a climax which the children expect to be the most exciting point. Having finished the outline of the play as a whole, the first act or scene is then discussed as a group project. The purpose of the intro- ductory scene, as well as the number and type of characters necessary to realize the purpose, is then discussed and each individual is assigned the task of planning the action as he or she thinks it should be. Then follow the lines, or speaking parts, of each character. These are written each night by the pupils as home work and each pupil works out the scene as he thinks it should be. The next day the pupils read the scene as they have written it. The work of indi- viduals is discussed until the class is prepared to write the scene as alize | has sug- rork, been We 1 the it in d of e i] i- Tur SEveENTH YEARBOOK 327 an oral exercise. This procedure involves both oral and written English. Each scene is constructed in a similar manner. After the 6th grade has written the play in final form it becomes a project for the whole school for purposes of dramatization. Usually the composition work is completed in the first half of the second semes- ter of the 6th year and the play is prepared for production by June. When “ Richard, the Lion-Hearted” was produced, there were over one hundred and fifty children in the cast. Costumes were made by the sewing classes. Weapons of warfare were made by the boys in manual training or borrowed from interested lodge organiza- tions. Before the project was completed many outside agencies of the community were actively interested or serving in an advisory capacity. The art classes devoted a great deal of time to designing costumes, scenery and posters. Composition classes wrote articles for the school and the city newspapers. In every conceivable way the work of the classrooms was motivated by the play. This resulted in a school interest which has been of such value that the idea has become established as an annual event. The principal and community relationships—The principal of a school attended almost entirely by colored and Italian children, be- came conscious of acute social maladjustments among the pupils of his school. The problem led him to work with and interest several organizations in the improvement of conditions. For instance, the Junior League, a group of young society women, was induced to establish and finance a Community House for the neighborhood, under the direction of a trained worker. The center was located directly across the street from the school and the principal was made the general adviser of its activities. Fortunately in this particular city the representatives of the vari- ous welfare organizations met in a central committee through which all activities were directed. Through his membership in this group the principal has been able to render expert service. So valuable have his services become that recently he was elected president of this directive group. This serves not only as a personal reward but gives to the group a broader and less biased leadership than could be ren- dered by any representative of a particular organization. Starting a school library—The school library has been found in many places to be an important tool in the teaching process. Many schools have found it to be more difficult to obtain funds for the work. In this particular case the school is located in a so-called “ poorer ” section of the city where most of the population is Italian and colored. In studying the intellectual needs of the children the lack 328 ELEMENTARY ScHOOL PRINCIPALS of good books became evident. A survey conducted by the school showed that there were practically no worthwhile books for children in the homes. The funds available for this work, as in most schools, were not equal to the needs. The platoon teacher of literature agreed to become responsible for the library and joined with the principal in an effort to add to the number of books. Through his contact with various community agencies the principal was able to interest one organization in col- lecting books from among its members. These books were carefully checked and unsuitable volumes discarded by the teachers. The interest aroused in the organization which had made the donation of books increased until they were willing to contribute over one hun- dred dollars per year for the purchase of new books. The money from this source has been used by the principal in building up those sections of the library which were needed in the work of the school. Through these gradual additions a library of over 3000 volumes has been gathered together. A card invoice—A principal who has received an envelope con- taining only a part of the records of a recently transferred child will appreciate the value of receiving a list of the records available. In this city each child has seve cumulative record cards. When the child transfers to another loc§l school these records are placed in an envelope and mailed to the new school. FIGURE I.—Carp Invoice Card Has None 4. A. P. Card ..... hss. aes a toate eae ae . Intelligence Card ............ een aaa . Orthopedic Card .......... ademas aigteaiee . Health Card ....... Seid aaaietetacan oa sraetniatacd . Weight Card ..... RPDS eae on oe | PP TE scccccchesvecsbushueunnees | | PRE CINE ci sicincecdeandnousstpientes | NOE iii.ct ake ndied maibacanbeee maaan SE INE oo cancinincns «= 4 & oe Aw =—=lUe Tue Sreventu YEARBOOK 335 similar activities the idea of healthful living is kept before the whole school. Informal teachers mceting—For a principal to change the conver- sation of the lunch period from a discussion of personal affairs to the consideration of professional problems is an achievement. Par- ticularly is this true where the teachers enjoy the new topics although not feeling bound to refrain from a certain amount of social talk. One principal has felt for sometime that it was a good thing for teachers to reconsider some of the basic principles of teaching which they had learned in teacher training institutions. For example: What does the statement ‘‘ No impression without expression ” mean to us today? What illustrations from our daily work show the prac- tical working of this principle ? With this thought in mind the idea was presented to the teachers. It met with their approval and a committee of three was appointed to discuss the matter further with the principal. The committee recommended a course of action which was adopted: 1. The faculty was divided into four groups of approximately six teachers each. All groups contained a miscellaneous assortment so far as grades or teaching subjects were concerned. 2. These groups were assigned to the same table every day for lunch. At the first meeting of the groups chairmen were chosen to preside over the discussion at each table. 3. It has been the business of the chairman to start the discussion, change its direction, stir up non-participating teachers and to sum- marize conclusions. 4. From time to time the principal may call together the chair- men for a discussion of the functioning of the scheme. 5. All groups to finish the discussion by 12:30 p.m. This should permit at least 10 minutes for the work. At the first meeting of the chairmen various books and possible plans of procedure were considered. Final decision was for the Uni- versity of Wisconsin pamphlet “ Better Teaching” which presented brief, clear statements of basic teaching principles. Every teacher was provided with a copy of the pamphlet and was expected to read the next assignment, averaging about one page, prior to each discus- sion. At the lunch table everyone was given an opportunity to tell what the principle under consideration meant in terms of her grade and to cite examples of the same. The interviewer participated in one day’s activities, to find the scheme working admirably. Comments were rapid, varied and brief. Discussion was thoroughly informal with a resulting eagerness to participate on the part of the most reticent teacher. 336 ELeMentary Scuoout Princrpars Lecture course for teachers—In addition to monthly meetings held chiefly for administrative purposes and sectional meetings held at irregular intervals, one principal gave a lecture course each semester. Attendance on the part of the faculty was not compulsory. The pro- gram for the Fall semester 1926-27 was as follows: Lecture OUTLINE OF OBSERVATION AND Criticism Course SEPTEMBER-JANUARY 1926, THuRspAy 4: 10-5: 55 p. m. . Sept. 30 Organization. Course Outlined Assign- SII. a siiinniced sua edt anwdecwads The Principal II. Oct. 7 Basic Principles of Teaching and Learning ..... aot ace tateaeiae wee ee The Principal BEE. Gut. 16 Greentietine onc ccccccccccccccccccess The Principal IV. Oct. 21 Lesson Types; Teaching Standards; Evaluation of Results.............. The Principal V. Oct. 28 Reading. Oral Reading in Primary Grades Oral Reading Demonstration........ Teacher 1B Oral Reading Demonstration........ Teacher 3B VI. Nov. 4 Reading. Silent Reading in Primary Grades Silent Reading Demonstration........ Teacher 2B VII. Nov.11 Reading. Teaching of Poetry and Memory Gems Teaching of » Poem Demonstrated... Teacher 4A VIII. Nov.18 Reading. Speed in Silent Reading Speed Lesson in Grammar Grades LT Hey ee Teacher 5B IX. Dee. 2 Comprehension in Silent Reading Comprehension Lesson Demonstrated. Teacher 6B X. Dee. 9 Reading. Organization in Silent Read- ing Organization Lesson Demonstrated... Teacher 5B XI. Dec. 16 Reading. Test Lessons in Silent Read- ing Test Lesson Demonstrated........... Teacher 8A XII. Dee. 23 Vocabulary in Reading Vocabulary Lesson Demonstrated.... Teacher 7B XIII. Jan. 6 Spelling. Test Lesson Demonstrated... Teacher 6B Study Lesson Demonstrated.......... Teacher 5A ee Oe ER SIRE is cikccdccs caweeiccccacce Teacher Demonstrator Lesson Demonstrated .............-. From a book company mew. me. ED COMBO ano ons 5 ccd ckcc acces nes The Principal EE , EE MAUI 5k. c.d nbc ccccaccescseasx case The Principal Training of teachers in service—The training of teachers in ser- vice is based on these assumptions: (1) That the principal has by the nature of lis position and training a comprehensive perspective of the school as a whole, and (2) that the sharing of experiences will be mutually beneficial. ~~ wT. & wet Cee Tue Seventu YEARBOOK 337 At the beginning of the term, the teacher finds in her mail box a list of meetings scheduled for the term. This list contains the sub- ject selected for each term, the date of the meeting, the hour and the place. These meetings are planned to cover professional subjects and are not administrative in character. Administrative problems are dealt with through mimeographed bulletins or special meetings called for the purpose. Care is taken to make the list of topics selected inclusive enough to be of value and interest to all teachers, whether kindergarten, primary, or grammar. The purpose of outlining the meetings in advance is two-fold: (1) To acquaint the teacher with the subjects and their sequence, (2) to allow her opportunity to prepare material that relates to the assigned topic. The ordinary interval between meetings is two weeks. Outlines for the succeeding session are distributed at the conclusion of each meeting. These serve to guide and stimulate thought along definite and desired lines. A stenographic report is made of each meeting, which is summarized and mimeographed for each teacher. Meetings are held at 12 o’clock. They were originally scheduled for immedi- ately following the close of school, but results showed that teachers who had spent one hour in traveling to school and seven hours in the school building (all teachers remain in the building during lunch period) were in no condition either to stimulate or be stimulated. Often one topic is scheduled to cover two and sometimes three meetings. When this is done particular effort is made to see that there is sufficient interest and material to make each session of value. The primary purpose of the meeting is to stimulate discussion and participation. Obvious ways and means are used to accomplish these ends. On one occasion the following was handed to each teacher: John, a member of a “gang” has been very troublesome in school. He is lazy, often impudent, and on one occasion swore at his teacher; plays truant and has been troublesome in previous grades. His teacher declares he is a nuisance and that he should be expelled from school. What do you think? ” (Stark’s Every Teacher’s Problems.) The subject of the meeting was “ Boys and Their Gangs, and School Spirit.” At another meeting the subject of which was “ School Attend- ance”’ the following question was on the board when the teachers entered the room: “ Should a teacher be willing to be rated on the attendance of her class ? ” When the occasion warrants it, sub-committees are appointed to investigate further. Results have been satisfactory. A school pride has been developed and professional interest stimulated. Teachers seem to enjoy the exchange of viewpoints, participation and discus- 14 338 ELEMENTARY ScHoot PRINCIPALS sion are quite general. A direct result is that more teachers are en- rolled in university work this year than ever before in the history of the school. Supervisor of instruction—The problem of proper assistance for the elementary school principal has been met in a unique way in one city by the appointment of a supervisor of instruction in each large school. Usually a woman experienced in teaching in grades one to four is chosen for the work. Her training may or may not include higher academic degrees but in all cases must be more than that of the typi- cal elementary school teacher. Selection of the supervisor of instruction is made by the superin- tendent from among superior teachers. These may or may not be actually teaching in the system at the time they are chosen. Up to the present the policy has been to place them in school with pupil enrolment of 700 or more. Usually the exact assignment of work is left to the principal of the school but with the distinct under- standing that administrative and clerical duties should be reduced to a minimum. With this freedom of assignment most principals have chosen one of the following divisions of the work: Principal Supervisor of Instruction 1. All administration. All supervision. 2. Administration of whole school and Supervision of kindergarten and grades supervision of grades, 4, 5, and 6. 1, 2 and 3. 3. All administration and supervision Supervision of reading, geography, his- of school with particular responsi- tory and language work for whole bility for arithmetic and special school. subjects. The above represents types, but does not include all of the possible combinations, particularly with reference to subject assignment. One principal has described his division of duties as follows: Regarding the division of duties between myself and the supervisor of in- struction in the building it is difficult to be exact. In general the principal attends to all matters of administration, the supervisor to all supervision. For instance, I have not entered a classroom in three years for the expressed pur- pose of supervising except at the special request of some teacher to see special work. There are some duties where both supervisor and principal work together, such as making out examinations, classification and promotion, teacher rating, ordering of supplies and books, and faculty meetings. The supervisor in my building is experienced and trained in the making of and arrangement for programs for public presentation at assembly periods. Conse- quently she takes all responsibility for that work. She also is responsible for the school part of the program in the Parent-Teachers’ Meetings. She also has all the work in connection with the written plans of teachers. met e+ «+. eS an an oa FO *ClUC OU Tue SEvENTH YEARBOOK 339 The principal takes entire charge of the assembly; all routine matters in con- nection with repairs and maintenance of grounds and building; all matters of discipline outside of the classroom; relations with parents, and other outside institutions; supervision of janitorial force; arrangement of schedules; all matters pertaining to the teaching force in the school in their relations with each other; school boy patrol; etc. A great deal depends on the character and ability of the supervisor assigned to a principal. Administration and supervision of a school—In one school the principal has divided the responsibility by assigning detailed super- vision to the vice-principal while the principal is responsible for the administration and general supervision. The vice-principal spends most of her time in strictly supervisory work. Petty administrative and clerical duties are taken care of by the teacher-clerks who have been assigned to the office. In improving instruction the vice-principal keeps in close touch with the principal. If after several observations it seems wise to re-organize certain grades or to re-assign teachers the two leaders meet for a conference. Ways and means for improving the situation are discussed until a plan of procedure has been decided upon. This plan is executed by the vice-principal. Under this scheme the bulk of the supervisory work falls upon the vice-principal. In this particular case the principal maintains a close contact by means of frequent conferences. With the time thus released the principal devotes much thought to the solution of social and community problems which are pressing in his particular school. Teacher committees—Many principals use teacher committees in the solving of problems in connection with the elementary school. Most of these committees have assignments in regard to (1) the ad- ministration of the building or (2) the revision of the teaching materials. One principal has adopted slightly different tactics of developing committees which will contribute more specifically to the learning process. Among these committees was one to improve the study habits of the pupils of the school. Besides a report at teacher’s meeting with many helpful suggestions the committee developed a list of “study helps ” for the use of pupils. These follow: Study Helps—If you will follow carefully the suggestions given below, you will save time in getting your lessons, will understand your work better, and will remember what you learn longer. I. Have a definite time and place for studying. Your study room is sacred to your work. Make yourself and every one else understand that. II. Be sure that your room is well ventilated. Avoid having the light shine directly into your eyes. III. Have nothing on table but necessary tools. Do not play with them. IV. Understand lesson assignment. 340 ELEMENTARY ScHooL PRINCIPALS V. Start work promptly and vigorously. VI. Read the lesson through carefully, picking out the important topics before beginning your study. Fix these topics in your mind, grouping the essential details around each thought. VII. Remember that each day’s lesson is only a part of a greater whole, there- fore, review, #eview, review! VIII. Use study helps, dictionary, maps, illustrations, reference books, foot- notes, etc. IX. Do n that you ca X. Be ind vaste time over what you cannot understand; but first be sure understand it. dent. Individual study is honest study.’ Teacher @rticipation in administration—It has been urged from various sourtes that the classroom teacher should voice some opinion in the organization and administration of the school. One principal tries to get this result through special assignments. Every teacher has several assignments of both a teaching and administrative nature. For example: Miss Smith is the regular teacher of section one of the low first grade, the “ model teacher ” of silent reading for the first grade and a member of the school committee on Teacher Social Activities. Another teacher may be the home room teacher of section three of the high seventh grade, a teacher of history in the departmental- ized classes, the “ model teacher” of history for grade seven and eight and a member of one or more school committees. Every teacher has a regular teaching assignment either by grade or subject. In addition to this she is made a “ model teacher” for one subject of either grades 1 to 3, 4 to 6, or 7 to 8, depending on the regular teaching assignment. As a “model teacher” she is ex- pected to become versed in the technic, vocabulary and research of that particular field so as to present demonstration lessons upon demand. These demands may be for the benefit of a weak teacher, the general teachers’ meeting or for the benefit of visitors. In addition to these teaching assignments, she may be assigned to committees of the school charged with some administrative responsi- bility. As such she functions as a committee member along with several other members of the faculty. Several of the committees in the school are: General Organization, Monitors, Service League, and Banking. The group meets with the principal, who is ex-officio, a member of all committees in deciding school policies or in laying out a plan of action for the whole school. Through this type of organi- zation no teacher need feel that her own classroom represents the limits of her endeavors. *A full development of several of these helps will be found in Whipple’s, How to Study Effectively, Public School Publishing Company (1927). a i i = _— ——— Tue Seventu YEARBOOK 341 Faculty committees—One principal has organized his faculty into committees for active participation in the administration of the school, as he said: “ to help them think in terms of the whole school.” The principal appoints every teacher to a committee according to her fitness for the particular work. These committees meet at the eall of the chairman, discuss school problems and report in writing to the principal. Where the problems merit wider discussion the committee may be asked to present their recommendations at a teachers’ meeting. Problems originate in teachers’ meetings, with the principal, with individual members of the faculty, or with the committee. Unless the matter is of an emergency nature it is referred to a committee for consideration and recommendation. The principal reports that the system has been of considerable assistance. Several committees have not been active, but those which have taken the work seriously have made splendid school cooperation and improvement. The following committees are found in this school: Management and Behavior—Programs, attendance, classroom management, discipline and character education. Professional Advancement—Extension and Summer Schools, edu- cational meetings, book and magazine reviews, teachers meetings. Social—Pupil welfare, P. T. A., flower fund, Campfire Girls, Boy Scouts, ete. Financial—Thrift, auditing school accounts, ways and means of raising and spending money. Building and Grounds—Care of building, decoration, playgrounds. Health—Health habits, Health Club, safety, school lunches, sani- tary conditions. Entertainment—School entertainment, special day programs, graduation, concerts, ete. Athletics—Games, track, badge tests, playground games, showers. Summary and conclusions—The chapter presents a number of examples of how principals have organized phases of their work or have initiated special school activities. These include special class activities, democratic school administration and supervision, school projects, teachers’ meetings and other problems in the multiple func- tioning of the principal. The examples given do not necessarily represent ideal practice in every case. It would be a mistake for a principal to attempt to apply these precedures without preliminary consideration of the special conditions of his school. The descriptions given should be suggestive to the principal who is anxious to discover new ways of increasing the social contribution of his school. CHAPTER XVII THE IMPROVEMENT OF PRINCIPALS IN SERVICE ITH A PROFESSION making as rapid advances as educa- tion it is becoming increasingly important to keep in touch with new developments of school technic. An idea of how supervisory principals keep this contact may be secured by tabula- tions showing (1) recency of summer school attendance, (2) profes- sional magazines read regularly, (3) professional books read during the past year, (4) general magazine reading, (5) educational meet- ings attended outside of the city, and (6) the number of hours spent on home study or school work. Recency of summer school attendance—The remarkable growth in summer school enrolments during the past few years has been a source of pride to educators.’ It evidences keen interest in personal improve- ment among members of the profession. Elementary school princi- pals should be interested in the part which their group is taking in this general movement. TABLE 87.—Recency or SUMMER ScHoo, ATTENDANCE BY SUPERVISING PRINCIPALS ss Recency Replies Percent WEEE OP ONE, oc aca cdsicscccdese 320 51.9 4, 5 and 6 years............. scarica 75 12.1 Over 6 years......... ealeticae as - 14.8 DUE. ce acc ware pncsecs ere? 131 21.2 : | eee ee eg od erie ee 617 100.0 Table 87 shows the recency of attendance at summer school by the supervising principals’ of this study. It will be noted: 1. Over 51 percent of the total group had attended summer school within the past three years. 2. Approximately 21 percent failed to answer the question. 3. A total of 64 percent had been in summer school within the past six years. *See table page 257 of Journal of the National Education Association, Novem- ber 1927. * Tables in this chapter are based on the replies of 617 supervising principals. [ 342 ] ae a i- ta > ct THE SEVENTH YEARBOOK 343 A tabulation of these same data by city size did not indicate any positive trend toward more or less attendance by principals in the larger cities. A tabulation by geographical sections indicated no sig- nificant influence of this factor. Professional magazines read regularly—Many principals keep con- tact with educational progress through professional reading during the school year. The opportunities along this line have extended so rapidly that there is scarcely a specific interest which has not been met by professional literature. There were 576 principals who listed 2061 titles of magazines. A tabulation by city sizes of the number of magazines mentioned per principal shows similar distributions and medians. The median number was 3.99 magazines. Sixteen professional magazines with national circulations men- tioned eighteen or more times have been tabulated in Table 88. TABLE 88.—ProressionaL Macazines Most Frequentty Reap sy SUPERVISING PRINCIPALS Frequency of Name of Magazine Mention 1. Journal of the National Education Association..................2.- 355 2. Diomentary Bchodl JOUrMal ..«). .2 26006. sccsscvaees ease anette .2- 249 3. Journal of Educational Method.......... Rete hpi skip k ecduaiekee ta aoe 115 4. Normal Instructor and Primary Plans............... Re ee 114 ee RO Pee ee re Tne 85 6. Bulletin, Department of Elementary School Principals.............. 80 7. Amonean Educational Digest... ...i0<...sssccesscicsswsessios epiciree Wee 74 a ne TNs oa bok kien cnknce ds ivcdosccenaermasae ec 9. Primary Education—Popular Educator ee scrdoo ic acces Rs piceeseh meaaw an ese 58 10. Journal of Educational Research................... Adalshapateenes oa 35 11. Childhood Education ......... PR Pero or ree re aka aigieinticoe 27 PE I, acs caic cis o/s ccd washes dim oiacaen Spienn Bras ome OO usieeaciannte: ae 13. Journal of Geography ............. Ne a dieu peedea id gid aeiucheacdeirass tea ‘ates gaan 14. School and Society..... 5 aaah RRL Ai Gcx vie esl Gan OD RR a eee teres 21 BE.. OE POO TEC VIOW sooo ic oo vee irk 855 0080855 eee 20 Be Re PIS ia oe cence ence seis aksnrinindsdhne Maewans rns 18 Table 88 gives the names of the professional magazines read by supervising principals. It will be noted: 1. The Journal of the National Education Association was taken or read regularly by 57.5 percent of the supervising principals re- turning the questionnaire. Morrison reported 33 percent for Ohio.” Crouch reported 94.2 percent for the principals included in his study but his questionnaire was sent only to members of the Department of Elementary School Principals.’ * Morrison, J. C. op. cit., p. 32, Table 21. ? Crouch, Roy. op. cit., p. 250, Table 49. 344 ELEMENTARY ScHOOL PRINCIPALS 2. The Elementary School Journal was second in popularity with 40.2 percent. Morrison found that it was being read regularly by 25 percent of the Ohio principals.’ Crouch reported 74.0 percent in his study.” 3. The present study indicates the Journal of Educational Method as being third in frequency of mention with 18.6 percent. Crouch shows it in fourth place in his study with 44.4 percent.’ The seven most frequently mentioned professional magazines of national circulation in Morrison’s study * in Ohio were: 1. Journal of the National Education Association...... (1) D. Nowmnal Tastrneter nc. .oicccc dccccccccccecsccvvcccesce (4) 3. Elementary School Journal....................00005 (2) 4. Journal of Educational Research........... ame mmeale (10) 5. Journal of Education.............cccccccccccsccccs (5) G. Primary TEducation .o..oc cscs ccssscccccccesccece (9) 7. Popular Education (now with Primary Education). (9) The figures in parentheses indicate the rank of these magazines in this study. A tabulation of these data by geographical sections indicated wider reading in New England, East North Central, South Atlantic and Pacific areas. Non-professtonal magazines taken or read regularly—An addi- tional clue to activity of the principal in keeping up with community affairs is indicated by the non-professional magazines read regularly. There were seventy-eight principals who failed to mention any magazines, but the 539 who answered the question named 1920 titles. TABLE 89.—NoN-PROFESSIONAL Macazines Most FrequeNTLY Reap REGULARLY BY SUPERVISING PRINCIPALS Frequency of Mention Name of Magazine Number of Replies Di SN. es.cncenianesoedseksekcoeeh ate 284 2. National Geographic Magazine ................. 226 3. American Magazine ............ceeccescceee ta ae 4. Saturday Evening Post ...............-ee.ee-e 122 5. Atlantic Monthly ........ aaa eahhaaie wea aba 109 G. Elarper’'s BEGGAGIMS o.oo ccc ccccccceccccsccsvess 69 4. GEOOG TIGUROROOITIE acon c. scsisccc ccccsccsecees 67 Bh dig dc rniercin nistncaigamren bo acion clase 65 9. Ladies’ Home Journal ...............-200- cece 60 10. The Nature Magazine .................eeee0e0 46 Table 89 shows the non-professional magazines subscribed for or read regularly by supervising principals. It will be noted: * Morrison, J. C. op. cit., p. 32. *Crouch, Roy. op. cit., p. 250. * Morrison, J. C. op. cit., p. 32, Table 21. ith 25 od ch of Tue SEvENTH YEARBOOK 345 1. The Literary Digest was read regularly by 46.03 percent of the supervising principals returning the questionnaire. Morrison re- ported 44 percent for Ohio." 2. The National Geographic Magazine was read by 36.6 percent of the principals. In Ohio it was read by 46 percent.’ 3. The American Magazine was read by 29.2 percent of the group. Morrison reports 56 percent for Ohio principals.” A tabulation of these data by geographical areas showed certain sections of the country reading more widely than other sections; these were: New England, East North Central, South Atlantic and Pacific. In Ohio, according to Morrison’s study,’ the following non-profes- sional magazines were most frequently read: lL. The American Magasine..oiooccsiiciscsccicccnsaeas (3) 2. The National Geographic................eeeeeee (2) ne I IN 3 icc tinnneeds ddedeteeanna (1) 4. The Saturday Evening Post...............2.000 (4) BS. Tine Attamtis DEGRA... soos ccccvccecevcencesssis (5) 6. The kadiew Home Journal oc ...c 650i cccccs.c sense (9) 7. The Pathfinder ....... she sib edpacenmoneeaes (27) BG TN a ao ics are cakes ncnaseadiwan (7) 9. The Woman’s Home Companion............... (15) Be, ee ee ihn bk cb dnacedssenesntdctans (8) The figures in parentheses indicate the rank of these same maga- zines in this study. Most helpful books read during the past year—Another index of the professional interest of elementary school principals is the list of most helpful books read during the past year. Since the question- naires were mailed early in the calendar year 1927 this would in- clude the school year 1925-1926 and up until the early months of 1927. Of the total group of 617 supervising principals only ten failed to name any books. The total number of individual books named approximated three hundred and the average named per individual was two. When tabulated by city sizes the median number of books ranged from 2.63 to 3.00 without any tendency in favor of cities of a par- ticular size. The median for the whole group was 2.79 books. Table 90 lists the books reported as useful by supervising princi- pals. It will be noted: 1. More than 17 percent of the principals had read “ The Princi- pal and His School,” by Dr. Ellwood P. Cubberley. * Morrison, J.C. op. cit., p. 33, Table 22. ? Ibid. 346 ELEMENTARY ScHooL PRINCIPALS TABLE 90—Hewrrut Booxs Recent.ty ReaD By SUPERVISING PRINCIPALS rey Name of Book Sention 1. Cubberley, The Principal and His School..............-.0.0+-ees0e 94 2. Gist, Elementary School Supervision ...........se+eeeeeeece ee eeeee 85 3. O’Shea, The Child: His Nature and His Needs................. ei 4. Anderson, Barr and Bush, Visiting the Teacher at Work........ ices aa 5. Barr and Burton, Supervision of Instruction...............-0++e00% 33 6. Kilpatrick, Foundations of Method...............ceeeeceeeeeceecee 31 7. Burton, Supervision and the Improvement of Teaching.............. 33 8. Buckingham, Research for Teachers ...........eeee0-e0-0% ea ae 16 ©. Burnham, The Normal Mind .... oo .cccccccsccccsccccesssccscsscc 16 10. Bobbitt. How to Make a Curriculum .................ee cece eeeeee 13 11. Stark, Every Teacher’s Problems...............2+-e0. e000: Pe aati 13 12. Cubberley, Public School Administration ..........00..eeeeee eevee 13 13. La Rue, The Child’s Mind and the Common Branches.............. 12 ps eg | a we «=O 15. Parker, Types of Elementary Teaching and Learning........ idiasatecs 10 16. Stone, Silent andyDral Reading ........ a eis ard. os atid conic aedlee Chiu, oe 2. The five m@§t frequently mentioned books were published in 1923, 1926, 1924981925, and 1926 respectively. In Ohio, Morffpon* found the five most helpful books for the school year 1924-925 were as follows: 1. Cubb@@ey, The Principal and His School 2. Stark Bivery Teacher’s Problems 3. Stone#Pral and Silent Reading 4. Burto#€t Supervision and the Improvement of Teaching 5. Wilsoj, Kyte and Lull, Modern Methods in Teaching All of these bo@ks, excepting the last one, were among the fifteen most frequently rentioned books of this study. The last book was listed by four supervising principals in this study. Membership in professional organization—The purpose of profes- sional organizations is to improve the attitudes and resources of the individual. Throwgh personal contacts and exchange of information it is possible to regeive a type of training hardly procurable in school or by other means. There were fivé hundred and ninety-seven principals who men- tioned one or more professional organizations of which they were members. Altogeffer there were two thousand five hundred and eighteen names m@tioned or an average of over four organizations per individual. These organizations included every type from the local reading association through state organizations up to the national associations. * Morrison, J. C. op. cit., p. 31. a en ee ee awn om — ~_~ — Tue SreveNtH YEARBOOK 347 The three most frequently mentioned local organizations were: The teachers’ association, the principals’ club and the local parent- teacher association. The two state groups most frequently noted were: The state teachers’ association and the state principals’ organ- {zation. There were 461 or 77.2 percent of those reporting who were mem- bers of the National Education Association. The Department of Elementary School Principals of the National Education Association was mentioned by 22.1 percent of the total group. Other groups men- tioned were: The National Society for the Study of Education, Na- tional Association of Parents and Teachers, and the Department of Superintendence of the National Education Association. Attendance at professional meetings outside of city—Professional meetings offer to school workers many opportunities to keep abreast of progressive movements and new developments. Attendance at meetings outside of the city was taken as another index of profes- sional attitude among supervising principals. TABLE 91.—ATTreNDANCE OF SUPERVISING PRINCIPALS AT PROFESSIONAL MEETINGS Durinea 1925-1926 East West East West New Middle North North South South South Eng- Atlan- Cen- Cen- Atlan- Cen- Cen- Moun- Pa- Type land tic tral tral tic tral tral tain cific U.S. COUT se iiss ses 11 6 8 0 12 0 5 1 0 43 NE cib ieee kis ae 34 15 88 13 39 7 16 20 10 242 ie 11 6 35 12 16 5 8 4 6 103 oe 1 0 1 1 1 0 0 0 0 4 Non-classified ... 4 2 2 1 2 0 0 0 2 13 No answer ...... 56 35 36 13 35 7 3 21 67 276 LC” Eerie 120 64 170 40 105 19 32 46 85 681 Table 91 indicates the attendance of supervising principals at educational meetings outside of the city. It will be noted: 1. The state meeting is the type most frequently mentioned for the group as a whole. 2. Of the group returning the questionnaires 58.2 percent attended some type of meeting held outside of their local community. A tabu- lation of these data by geographical sections did not show that the influence of this factor was significant. The time spent on study or school work outside of school day—lIt has been generally recognized that the classroom teacher’s time for work does not stop with the closing of the school day. Is this also true for principals ? 348 ELEMENTARY ScHOOL PRINCIPALS TABLE 92.—Hovrs per WEEK Spent on Stupy or Scooot Work 1Nn ADDITION To Recuiar ScHoot Day City Size Number of Under 5,001 10,001 30,001 65,001 Over. Hours 5, 000 10,000 $0,000 65,000 100,000 100,000 Total? No report or none........... 0 0 18 15 14 21 68 RE ace 5b Gahan kw Sigua 3 7 56 27 30 51 174 MR acti crddaa'e-wcaceowsale ean 47a 2 2 38 43 42 100 227 EN ceca aennasa ances 0 1 18 19 11 43 92 BIG wainacaescinseenensnar 0 0 7 8 3 16 34 ER ey 0 1 1 1 1 6 10 I dx nucle ncacaalenaes ss 1 0 1 0 1 1 4 Ecc icns se cas meeaens 0 0 2 1 0 2 5 MN oc id vids odmeleea ee 6 11 141 114 102 240 614 PN, oi cdsanasananagce 600 493 569 7.74 683 840 7.43 Table 92 shows the number of hours spent on study or school work outside of the regular school day. It will be noted: 1. The median supervising elementary principal spends 7.43 hours per week in study or school work in addition to the regular school day. According to Chapter V, Table 28, the median school day is 8.68 hours which would make the daily time devoted to school work approximately ten hours on a five-day basis. 2. At least 88.9 percent of the whole group devote extra hours to school work. 3. There is some tendency for the principals in the larger cities to devote more time to extra work than the principals in smaller cities. A tabulation of these same data by school size shows the medians indicated in Table 93. TABLE 93.—Mep1an Number or Hours Spent on Ovutsipe ScHoot Worx School Size Up to 500 900 1300 1700 and 499 899 1299 1699 up Total DL Gncnsdwesnceacasacedaascs 742 781 6.74 6.63 8.40 747 This shows a tendency for the principals of the largest schools to devote more time on work outside of school hours. However, the dif- ferences between schools of various sizes is not great. Morrison ’* reported that the median elementary school principal in Ohio gave 9 hours per week to professional study and school work. This is 1.6 hours more than reported by the supervising principals of this study. * Only 614 of the 617 replies could be classified by city size. * Morrison, J. C. op. cit., p. 46, Table 38. er mm en tate mec tac aX £4 £4 le rh ae Tue SEVENTH YEARBOOK 349 Professional articles—Statistical data are not available on the number or kind of professional articles written by principals of this study, although observation shows that outstanding principals con- tribute to professional magazines as a means of self-improvement. Superintendents realizing the value of written statements fre- quently require principals to submit detailed descriptions of the work of their respective schools. The Long Beach schools require principals to report periodically upon their supervisory activities. In Phila- delphia principals file statements of their own activities and the work in the buildings under their direction. Data from these reports are used by the superintendent in a newsletter circulated among all principals. Professional magazines are constantly searching for well-prepared articles of interest to elementary school principals. Editors of pro- fessional magazines report a scarcity of worthwhile articles on ad- ministration and supervision. Summary and conclusions—The chapter has presented data bear- ing upon the means the elementary principal may use for the purpose of self-improvement. These are, (1) summer school work, (2) read- ing of professional and non-professional literature, (3) membership in professional organizations, (4) attendance at educational meetings, and (5) writing professional articles. Of the supervising principals of this study 51.9 percent had been to summer school within the past three years. The median principal subscribes for or reads regularly approximately four professional magazines. The three magazines most frequently mentioned were, (1) The Journal of the National Education Association, (2) The Elementary School Journal, and (3) The Journal of Educational Method. Non-professional magazines are of value to school people in keep- ing them in contact with the public as well as providing diversion from more technical literature. An average of two such magazines was mentioned by each principal. The two magazines most fre- quently mentioned were, (1) The Literary Digest, and (2) The National Geographic. Approximately three books were mentioned per principal in reply to the request for the names of the most helpful books read during the past year. The three books mentioned most frequently were: “ The Principal and His School” by Cubberley, “ Elementary School Supervision” by Gist, and “The Child; His Nature and His Needs” edited by O’Shea. 350 ELEMENTARY ScHOOL PRINCIPALS Membership in professional organizations indicates professional interest and desire for growth. Only 17 supervising principals of a group of 614 failed to mention at least one professional organization. Local teachers’ associations, principals’ clubs and the parent-teacher association were among those prominently listed. Over 77 percent of the group held memberships in the National Education Associa- tion; 22.1 percent were members of the Department of Elementary School Principals of the National Education Association. Attendance at professional meetings outside of the city was re ported by 58.2 percent of the supervising principals. The majority of these meetings were state-wide in scope. Home study and school work done outside regular hours amounted to 7.43 hours per week for the median principal. On the basis of a five-day week this would make the total day of the principal, includ- ing the lunch period, equal to approximately ten hours. The number of extra hours of service increases slightly in the larger communities and school enrolments. The committee calls the attention of elementary school principals to the desirability of writing professional articles. Principals should not become so absorbed in routine activities as to fail to set down in writing the procedures and results of research. The necessity of describing experiments in concise and understandable statements is excellent personal training and tends to clarify thinking. Further- more, first-hand, practical articles of this sort are among the most potent factors in improving the work of other principals. SELECTED REFERENCES 1. Coser, E. W. “The Principal and His Professional Growth,” The Third Year- book, Department of Elementary School Principals, National Education Association, Vol. III, No. 4, July 1924, pp. 219-229. 2. Cuspertey, E. P. The Principal and His School, Houghton Mifflin, 1923, Chap- ter XXVIII. 3. CuTricHt, Prupence, “The Use of Research in Supervision and Curriculum Construction,” Yearbook of the National Conference on Educational Method, Bureau of Publications, Teachers College, Columbia University, 1928, pp. 157-175. 4. Gist, A.S. Elementary School Supervision, Scribners, 1926, Chapter XII. 5. McCuiure, WortH. “ Helping the Principal to Grow Professionally,” The Ele- mentary School Journal, Vol. X XVI, No. 5, January 1926, pp. 339-344. ee nal fa on. ler nt ry CHAPTER XVIII THE ORGANIZATIONS OF ELEMENTARY SCHOOL PRINCIPALS N THE PRECEDING chapter data have been presented as to ways elementary school principals improve themselves in service. This chapter discusses professional organizations as a factor in professional improvement. The movement will be discussed under the following three heads, local, state, and national. LocaL ASSOCIATIONS Purpose of local organizations—One of the most promising means of developing and training principals in service is the local princi- pals’ association. Such an organization offers the individual prin- cipal opportunities for training, service to the profession and per- sonal study. The making of every principal a student of his work assures the improvement of instruction as nothing else can do. This purpose has been stated in many forms in the constitutions of the local organizations. One good statement is from the Omaha constitution : The purpose of this organization shall be: (1) to promote the cause of edu- cation and to make a contribution thereto; (2) to stimulate professional growth and good fellowship among school people; and (3) to provide ample opportunity for discussion and experimentation in the field of pedagogy. Sources of data—A circular letter was sent to all cities over 30,000 in population to discover the extent of local organization. Replies indicating some form of organization were received from TABLE 94.—Trypes or PRINCIPALS’ ORGANIZATIONS City Sizes Under Over Type of Organization! 100,000 100,000 Totals Elementary School Principals............. a enmetaae a disce eaters 14 17 31 Elementary-Junior High Principals........... ert ere. 7 3 10 All principals of city........0.0.ccc0e Suara saiapdceemercesieoai 21 22 43 OE oo nck oe Gckes aL We Lohadesapecdess oma lmae ese 42 42 84 123 out of approximately 300 cities. Clubs apparently open to any- one engaged in the school work were eliminated, reducing the list to 116 organizations primarily for principals. A questionnaire was sent *In subsequent tables the terms “elementary,” “elementary-junior high ” and “all” are used to designate types of organizations given in Table 94. [ 351 ] 352 ELEMENTARY ScHoot PRINCIPALS to this group of 116 to ascertain the form of organization, nature of meetings and other information. The following material is based upon a total of 84 replies or a 72 percent return. Names of associations—There were 13 varieties of names among the combined elementary-junior high groups and 13 kinds among the organizations for all principals. TABLE 95—Names Most Frequentty Usep to DesiGNaTe PRINCIPAL'S ORGANIZATION City Size Under Over Name 100, 000 100, 000 Totals I. Elementary School Organizations Elementary Principals’ Club.....................05- 3 4 7 Elementary School Principals’ Association.......... 1 3 4 Elementary Principals’ Association .................. 2 1 3 Elementary School Principals’ Club ................ 1 1 2 i SD an cai galed piasik peamadae sakes 2 1 3 EY PMI onc ccigadansuaeedcotaimaoeod obec ai 2 2 4 II. Elementary-Junior High Organizations Premeipele’ AmOGistion «oo. 6... csccececcccceaccsas 2 2 4 SINE, MEME Sie cca & dineneid cadre dcmeneauma mies Laat 1 is 1 Elementary School Principals’ Council..... Pec baat aS 1 1 III. All Principals Principals’ Club ........... Pe gala ae aden eaeiins 8 10 18 Primeipals AGSOCiIAtION ..o..6 cccccsccscccceceseccese 3 7 10 Principals’ and Supervisors’ Club................... 2 si 2 Table 95 indicates frequent use of the term “ elementary princi- pals’ club” instead of “elementary school principals’ club.” The former term is shorter but the omission of the word “ school” is not desirable. The term “ principals’ club ” is the one in greatest favor in organi- zations including all principals. City size does not significantly influence the name of the organization. Frequency of meeting—The frequency of meeting is indicative of the degree of professional interest and the opportunities for growth. Meetings held once or twice a year can hardly provide the stimula- tion needed. In addition to those in Table 96, the other periods of meeting mentioned were five times a year, six times a year, when called, two times a year, eight times a year, and every two months. i yr ay ~ > of sed ng the tals —_— we i WA ee ST Vw Ve Tur SEVENTH YEARBOOK 353 TABLE 96.—Frequency oF MEETING OF PRINCIPALS’ ORGANIZATIONS City Size Frequency of Under Over Meeting Type of Organization 100,000 100,000 Totals ETA OC Ee re 8 13 21 1 a month......... Elementary-Junior High ........... 5 1 6 BD ing was dian Rae e ake euse ena 11 14 25 TIE oss vaicsuennsc mane caen 1 ne 1 Sa MOREE... 56500 Elementary-Junior High ........... ¥ a 1 NS siedca bac wakianks eae sueakensed 6 1 7 Elementary ...... So ee ee Pree ees 1 3 4 times a year..... Elementary-Junior High ........... ae es ss MD cujianiedscesoaasesseckeraavsen ae 2 2 UMD, aca abcd acd eared ware aas cease 33 33 66 Table 96 shows that twenty-one of the thirty-one elementary school principals’ organizations prefer the monthly meeting. Approxi- mately the same preference exists for the more general principals’ associations. The influence of city size upon the frequency of meet- ings is negligible. Hour of meeting—The hour of meeting may limit the attendance of professional organizations. Not many replies indicate that prin- cipals’ meetings are considered of sufficient professional importance to warrant the use of school time. TABLE 97—Hovrs or Meerina or PRINCIPALS’ ORGANIZATIONS City Size Under Over Hour Type of Organization 100,000 100,000 Totals BACIIOMUAEY | .6.504:6 eicciseceee eee 1 1 2 SOOO cocoon oe. Elementary-Junior High .......... Pe se coe & MM ican daca eK sisewanecmaaaas 1 2 3 ON RPE ee emer 1 2 3 SEP ovate. Elementary-Junior High .......... 1 a 1> 8 PE hs danas ie cata eee loeare) ute aarapiais eee aren 2 2 4 POMMONN nec ecencacwnnticlonens 3 4 7 WOON: Baccueces Elementary-Junior High .......... 2 a 2-18 FR ci cain te enw eal tet mueniaa 3 6 9 POE ic cccinn ac annd aucme was 1 3 4 SOIE cadavante 4 Elementary-Junior High .......... sie 2 2} 9 ON, Siaadaicciakcedavesseiaesiebess 3 is 3 [ BEN ica scurnecisadmesss 3 2 5 SU sivcnoneed Elementary-Junior High .......... 1 1+ 18 jan RuccainSa wipreencha ereermaraMna miaeNdinanenies 6 6 | SE eee eee er ii Evening ...... Elementary-Junior High .......... 1 if 5 | ER ee ee eer ree 3 1 4 RE es cciuccssinscedenwele on 1 1 WO. kcsaance Elementary-Junior High .......... a a WE nhekacsumessoconeeessviesasees 2 2 354 ELEMENTARY ScHoo.t PRINCIPALS In addition to those in Table 97, other hours mentioned were “11:00,” “1:30,” “2:30,” “5:00,” “5:30,” and “ Saturday morning.” This variety indicates an attempt to adjust the time of meeting to the wishes of the principals of each community. The most frequently chosen hour for afternoon meetings is 4: 00 p. M. with 4: 15 p. m. as second preference. These hours indicate an “ after school” meeting which must be limited by the approach of evening activities. The evening and noon meetings are an interesting development. In most of these cases the meeting begins with a meal followed by a program of considerable length. Such meetings have the advantages of stimulating attendance, good fellowship and an unhurried period for the program. School system control over the local associations—The control of the local superintendent and board over the principals’ organizations varies between communities. Data were sought on this point through the following questions: 1. How are your meetings usually called? 2. What is the real “ driving force ” back of the organization? 3. Who arranges a typical program? TABLE 98.—Metuop or Cattinc MEETINGS or Principats’ ORGANIZATIONS City Size pm. Under Over Meeting Called Type of Organization 100,000 100,000 Totals Elementary ........... 11 9 20 Regular schedule ........ Elementary-Junior High 5 1 6 > 56 __ Se SRR ere 15 15 30 Elementary ........... 2 7 9 By association officers....4Elementary-Junior High .. 2 2) 23 Sees Serer 6 6 12 Elementary ........... 1 1 On schedule and deputy Elementary-Junior High a superintendent ........ All .. (Elementary ........... 1 ‘ca 1 On schedule and superin-] Fementary-Junior High .. ie “> tendent ..........R..-. i ackciae enamine detes Elementary ........... - ng ee By superintendent ..#...JElementary-Junior High 2 al 2: 3 . Gaienakn cee ecawe as oo 1 1 Table 98 shows Ghat there were only three cases where the super- intendent’s office assumes responsibility for calling meetings of the principals’ organizations. This is an indication that the organiza- tions reporting are sufficiently strong to arrange their own meetings. The most common procedure is to have a regular schedule of meet- ings. In a considerable number of cases the association officers “ call” the meeting which implies irregularity in the holding of meetings. 7ere day » of 00 , an of ing eal ave an of ons igh Tue SEvENTH YEARBOOK 355 TABLE 99.—Dnrarvina Force Back or PrIncrpPats’ ASSOCIATIONS City Size Under Over Real “Driving Force’”’ Type of Organization 100,000 100,000 Totals Elementary oscccciesacs 9 13 22 Officers of association..... Elementary-Junior High 3 3 6 > 59 BD sikiwcsneeseihcumeies 13 18 31 Superintendent and officer Elementary .. tetas vee 2 1 3 of emma ...0<.000. Elementary-Junior High ; Pay BOE. otadewensxaenaesaen 4 és 4 BOMOntary 5 s.06450.0: 2 2 4 Members and officers....4 Elementary-Junior High 1 an , 8 {e pene dj breea areata Saree 1 2 3 BIGMOMIATY ..o6ckceses 1 ‘a 1 Superintendent .......... Elementary-Junior High 2 ev 2+ 7 Me as ckeevanaumeatanne 2 2 4 \ Table 99 shows the officers of the local association are the prepotent influence in the organization. It indicates that the superintendents are in the background. The leadership comes from the principals. TABLE 100—Persons ReEsSPoNSIBLE FOR PrRoGRAM OF PRINCIPALS’ ORGANIZATIONS City Size Under Over Who Arranges Program Type of Organization 100,000 100,000 Totals Elementary ........... 9 12 21 CGMTAINS | ok chicdedeccx Elementary-Junior High 5 - 5 55 WE) -siiGde oie csumaveeuds 14 15 29 Elementary ........... ae 2 2 Officers of association..... Elementary-Junior High 1 1> 8 {p meteieaies tee en as ; BlOmentAry o..6scs0c0< ae 1 1 Officers and committee... Elementary-Junior High .. a a ME Sasavtiess ceees 1 2 3 Elementary ........... 2 2 Superintendent .......... Elementary-Junior High 2 2+ 6 NAY. kw wie ertpai oa a esad 2 : 2 Superintendent and com- Elementary .. se eeeeees 1 1 2 DRIED cscs ccaswnnens Elementary-Junior High fp 2 EM Swen cdi pra sien es Blementary «..006600. 1 - 1 Superintendent and officers) Elementary-Junior High .. mm ME bavsindacitaecvneos 2 ‘ 2 Aenietens a Reet Shaan ne 1 : eth ennai «<<. «usc Elementary-Junior High .. ci ST MD Scecixesiunccisidaukis sa i 6 Elementary ........... se 1 1 NO QRSWEP ....cccccccove Elementary-Junior High 1 1 | 5 PR oie aa Siendiererskpeaonioloneisy 2 2) 356 ELEMENTARY ScHooL PRINCIPALS Table 100 confirms the preceding conclusion as to the relationship of the superintendent of principals’ organizations. It indicates the existence of leadership and the exercise of responsibility among the principals themselves. In general, we may conclude from Tables 98 to 100, that the organizations reporting are motivated by and function for the de- velopment of principals. They are not merely a part of administra- tive machinery of the superintendent. Type of meeting—The predominating activity of the meetings of these organizations is indicated in Table 101. TABLE 101.—Nature or MEETINGS oF PRINCIPALS’ ORGANIZATIONS City Size Under Over Kind of Activity Type of Organization 100,000 100,000 Totals Elementary ........... 5 3 8) Professional ............. Elementary-Junior High 3 1 4} 24 WE ieiusenwscaucceaees 7 5 12| Elementary ........... 1 1 2 BED cdcccnacsaunsses Elementary-Junior High 1 “I 5 ED. citieinchia wee needa dies 1 1 2 | Elementary ........... 8 13 21 NE Ch racic wanamaden Elementary-Junior High 3 1 ‘ 53 iD tthe. dtaphninbbes 13 15 28 Elementary ........... fe 2 ! EE Actenbéukavksceebene Elementary-Junior High 1 os 1} 2 {p [as peteeseanwnansi - 1 1} Purely professional meetings, and meetings of the “ mixed” type predominate. It is possible to divide meetings between business and professional activities, but the hazards of such divisions are great. Too often routine which could be settled by written or phone commu- nication is allowed to consume time at meetings reducing the enthu- siasm available for the professional program. The meeting wholly given over to a well prepared professional program promises the greater return in most situations. Two organizations exist for social purposes only. In one ease the group meets with the superintendent for professional study, but with- out formal organization. Annual dues—The financial status of an organization determines the extent and kind of its activities. Small fees usually mean a treasury designed to meet the petty expense of notices of meetings, programs and so forth. Substantial dues permit the financing of research studies, the publishing of reports and similar activities. — ship ; the ' the the de- stra- ype at. 1u- 1u- he es , 38; of a ae Tue SEVENTH YEARBOOK 357 TABLE 102—Amount or ANNUAL Dues or Locat ORGANIZATIONS City Size Under Over Amount of Dues Type of Organization 100,030 100,000 Totals BICMORtATY .o6.6006i50.5-0. 3 1 4 Less than $1.00 .......... Elementary-Junior High .. e a oe MS SRGAG can eee eae ewes 3 ‘2 3 Elementary ........... 4 6 10 Ere inerirer eS {Flats High 2 a ‘1 22 WE chsienmcaaisbetees 4 6 10 Elementary ........... 7 1 1 Meee ssiinbvaddumaccases Elementary-Junior High 1 1 2+11 MD vacctnacdianenecwens 3 5 8 Elementary ........... 1 Sa 1 Es asanancesveunana Elementary-Junior High .. ? : 1 3 Ee sabdsitcdinicabuaens ss 2 2| Hlementary ..cccccscss Sr : | | RAE Ae ee oe ee ar Elementary-Junior High a my ae | NP sua atcle resi lochern seers 1 1| PICMONEATY . ..ccs.cc08 4 4 Be atcdsincnkoadane .-~Elementary-Junior High .. 1 i 8 BE Siudhateduesaseueros 1 2 3] (Elementary ........... 2 " PE a Kanciteenacaulaeens Elementary-Junior High .. oof 5 PR ogee Rar eneereies 1 2 3} Elementary ........... - 1 1 Proportionate to income..4 Elementary-Junior High .. bee ae PE aitsawewmascawemaniets 2 ie 2 According to Table 102 there were 24 organizations without dues of any kind. Several of those listed as “less than $1.00” collect a small assessment from time to time. The majority of the treasuries could not finance any considerable program of study or investigation. In most cases the incidental ex- penses of the organization probably consume most of the income. The smaller fees predominate in the cities under 100,000 in popu- lation. The elementary school principals’ organizations do not have large fees of $5.00 and more excepting in cities over 100,000 popu- lation. Some organizations levy a due in proportion to income. An exam- ple of this was one requiring “ one-eighth of one percent of the yearly salary ” which is probably fairer than a fixed due at the present time. When salary schedules make fewer distinctions between school sizes and type of schools a fixed due for all members is justified. Activities of local associations—The activities of a local associa- tion are indicative of the value of the organization to the individual member. Most groups are engaged in discussing or investigating problems relative to the work of the elementary school principal. 358 ELEMENTARY ScHoot PRINCIPALS The answers to a questton as to the topics of programs could not be tabulated by individual items. The replies are grouped under gen- eral headings in Table 103 according to the frequency of mention. TABLE 103.—Toprics on ProGRaMs oF PrinctpaLs’ ASSOCIATIONS Total Total Each Grand Each Grand Topics Item Total Topics Item Total 1. Curriculum .......... 18 18 5. Parent-Teacher Ass’n.. 1 1 2. Health work ......... 3 3 6. Administration and or- 3. Supervision .......... 146 53 ganization ....... - 25 a. Use of tests........ ms a. Card systems ..... 4 b. Pupil adjustment .. 9 b. Management ...... 7 c. Methods and devices 7 c. Physical equipment. 3 d. Teacher rating ..... 3 d. Clerical help ...... 4 e. Promotions ........ 3 ae e. Length of school f. Guidance .......... 3 ‘a SBMA eae 2 g. Character develop- f. Platoon schools .... 3 NR iio, tsseea cece 4 i g. Lunch rooms ...... 1 h. Relationships with h. Attendance ....... 1 as supervisors ...... 2 ie 7. General welfare ...... ma 11 i. Faculty meetings .. 1 és a. Salary schedules .. 4 4. Extra Curriculum .... 1 3 PS cccccsces. 3 SBD dneecsenes 1 as c. Professional ethics . 1 b. School publicity .. 1 oe d. Legislation ........ 3 & General dation cof Prin. 3 3 Supervision is the item most frequently mentioned with curricu- lum second. Other outstanding topics are problems of pupil adjust- ment, methods and devices, management, and use of standard tests. In a larger sense these are all phases of supervision and by their frequency of mention indicate the present trend of elementary school thought. Typical programs collected from many cities show an interest in similar problems. An important characteristic of these programs is that the principals themselves lead the discussion of the various problems. This is an application of the teaching principle that “ there is no impression without expression.” An interesting program, showing the balancing of professional and social interests, is one of Council Bluffs, Iowa: November. Business meeting. December. Social meeting. January. _ . Supervision time spent in supervision and the improvement of teachers. . Discipline. . Current problems of the month. oo bo February. . Self-improvement through self-rating. . The retarded child. . Current problems of the month. on-_ not en- ind tal Tur SeventH YEARBOOK 359 March. 1. Measuring the results of teaching. 2. Methods and devices. 3. Current problems of the month. April. 1. Public school problems. 2. Rating and ranking of teachers. 3. Current problems of the month. May. 1. Social meeting with Superintendents and high school principals. 2. Dinner. 3. Dramatization: ‘“‘ Modern Phraseology of Pedagogy.” Some organizations have supplemented their discussions with re- search investigations in which each member has assisted in collecting data. In Sioux City, a study .was made of the nationality of school children with the purpose of locating the extent and need for Ameri- canization. The principals of Canton, Ohio, made a study of depart- mentalization of classes below the ninth grade in other than platoon or junior high schools. In Dayton, Ohio, the group made a study of their needs in record keeping, office hours, clerical help, assistant principals and office equipment. Other organizations reported simi- lar activities the results of which are of general value if issued in printed or mimeographed form. A loss results when studies by prin- cipals’ organizations never reach a form suitable for distribution. To eliminate this loss of valuable data, several organizations have begun to publish yearbooks.’ Other avenues of publication are the educational magazines most frequently read by principals and particularly The Bulletin of the Department of Elementary School Principals of the National Eudea- tion Association. Strate AssocraTIONS Purpose of state organizations—Most state organizations for ele- mentary school principals have three purposes: (1) To multipy the opportunities for individual responsibility and service to the profes- sion, (2) to furnish the individual member with information and tools for his work and (3) to stimulate the organizations on both sides—local and national. The importance of these lines of activity from the state point of view has not been fully realized although the situation improves each year. If there is truth in Dr. Winship’s statement that, “the best chance of improving the elementary schools of America is to improve the elementary principals of America,” then the state organ- ization has an important contribution to make. *See page 225 of this Yearbook. 360 ELEMENTARY ScHooL PRINCIPALS Sources of data—An inquiry was sent to all secretaries of state teachers’ associations to secure information on the state elementary school principals’ associations. These letters endeavored to discover whether elementary principals’ associations existed or whether there was a movement in this direction. Number of state associations—State associations of elementary school principals are in process of formation throughout the country. According to Table 104 the outlook is brighter in 1927 than reported by Chase in 1925. Chase was able to say that “it appears from the returns that five or six states have some kind of associations for ele- mentary principals.” * The increase from “ five or six” to eighteen organizations is significant. TABLE 104.—Extent or Data CoLLecteD ON STATE ORGANIZATIONS Number Number of Number Without of Elem. School an Elem. Prin. No Infor- Geographical Section States Prin. Organ. Organization mation New England ................ 6 3 3 0 Middle Atlantic .............. 1 2 0 East North Central........... 5 3 1 1 West North Central........... 7 3 2 2 South Atlantic ............... 8 3 5 0 East South Central............ 4 1 2 1 West South Central........... 4 2 2 0 ED, Giceak ab nidncwenitaie 8 0 8 0 PT Seth cpeke eansssineeedes 3 2 1 0 United States ................ 48 18 26 4 In the states without formal organization there were five replies which indicated activity among elementary school principals either in the state section on elementary education or the general organiza- tion for principals. After an investigation of state organizations in 1925, Chase reported : Our school systems are state in origin and state in control and are likely to remain so. Our laws and standards are from the state. Does it not follow that our most effective form of principals’ organizations should be state-wide? We shall need the inspiration and support which can come from the great national body, but the state groups should represent the power to accomplish changes, because our schools are state-controlled. Unquestionably, the difficulty of such a task would vary in different sections. I believe the need for such a group of principals working together is the same everywhere—what could be accomplished would doubtless vary more than the need.” *Chase, L. S. “The Importance of State Elementary Principals’ Associations,” Bulletin, Department of Elementary School Principals, October 1925, pp. 29-30. ~ ate iry yer re t 1 Tue SEVENTH YEARBOOK 361 Professional activity in the states—The question was asked as to professional activity in the states among elementary school princi- pals. In other words, although there may not be an organized asso- ciation the presence of a marked professional movement toward or- ganization should be a hopeful indication of greater professionali- zation. TABLE 105.—ProressionaAL MovEMENT AMONG ELEMENTARY SCHOOL PRINCIPALS Any Organized Pro- fessional Movement in State? Number of r — ~ No Geographical Section States Yes No Report pS Beer rrr ce 6 3 3 0 Middle BURGE .o...cic cscs 3 1 1 1 East North Central........... 5 3 1 1 West North Central........... 7 4 0 3 Be BURG io occkcaccee nes 8 4 1 3 East South Central............ 4 1 2 1 West South Central........... 4 2 1 1 MIL, Sis cena c6d weetinaees 8 3 5 0 MM, Pee tacts Cask as ase ec es 3 3 0 0 MNO OND eis ciescacocan cas 48 24 14 10 Table 105 indicates that at least fifty percent of the states are being touched by some organized movement among elementary school principals. Six states reported that state organization would be reached within a short time. Statements of leaders—Those named as active leaders by the state secretaries were asked to describe the work in their states. It is not possible to quote these at length but the following is indicative of what is going on. From Virginia: The movement toward professionalization in Virginia has not gained very much headway. Several of us have been working for a Department of Elemen- tary School Principals in our State Association but have been unsuccessful thus far. However, I believe we shall succeed very soon. I think such an organization would do more than anything else to speed up professionalization. Minnesota seems to be placing emphasis on supervision: The movement in Minnesota seems to be toward educating principals to be supervisors of grade work. By this I mean, the preparation of principals to become supervisors in fact as well as in name. Our principals are taking work at the University and through correspondence courses which will eventually make them good supervisors in all grade subjects. The tendency in the past had been that principals were such in name only and had very little supervising ability. The principal, to hold his position successfully, will have to know school methods thoroughly and know something also of mechanics of school finance. Organization is well under way in North Carolina: The organizing of the elementary principals of this state into a State Associa- tion has not only caused the principals to realize more seriously the many 362 ELEMENTARY Scuoo.t PRINCIPALS problems confronting them but has helped to increase interest and fellowship. There are, at present, four district units of the State Association. The district units have been holding mid-winter conferences and from information furnished, have been doing a very fine piece of work, from the standpoint of professional study and research. After our State Meeting in Raleigh, the second in the life of the Association, there will be a more progressive and systematic program of work. From California* there comes the following report: For several years there has been agitation for a state organization of ele- mentary school principals, working along similar lines to that of the high school principals association. Last May (1927) in Fresno a representative group of ele- mentary principals met to discuss plans for organization. A proposed constitu- tion was adopted. The State Council of Elementary Principals will hold its first meeting during the pre-Easter week of 1928. South Dakota has made splendid progress: In November, 1925, at our state meeting held at Mitchell a group of about thirty principals met to discuss plans for organizing a department of elementary principals and supervisors in connection with the State Association. We organized and elected officers. The first meeting was held November, 1926, at Sioux Falls. Dr. Blair, president of the N.E.A., was our guest at luncheon and talked on the opportunity such an organization provided for furthering professional growth among its members. The Elementary School Principals’ and Supervisors’ Round Table is now a part of the State Educational organization with a place on the official program. Oklahoma is looking forward to some definite activities: Our state meeting has just closed. An excellent program was planned and carried out for the Principals’ Section. During the program ... . urged that we plan for a year’s program that might be so organized and executed as to be a real contribution in the field of education. That for the exchange of such ideas that might thereby be developed a Yearbook be published. A committee was appointed to forward this thought. Alabama is making progress in spite of the fact that most of her principals are regular teachers: In our State Association meetings we are getting a little way with discus- sions and orations. We are just in the beginning. Birmingham has taken the lead and is working as fast as a following can be developed. . - > | . . . In Michigan“ the movement has resulted in a state organization: Superintendents are more and more looking to the elementary school princi- pals as being responsible for all the activities of their respective schools. They are expecting the principal to know the needs and to have in mind real ways in which the supervisor may assist. Elementary principals are being looked upon as the local representatives of the superintendent and the Board of Education. They are conducting studies in which progress made by experimental groups is being compared with that made by controlled groups and the best procedure ascertained. The elementary school principals, realizing their big field of service, have organized a State Association. They will have a program on January 14, and another on April 29, and they are working on a Yearbook. 1 Sierra Educational News, “Elem. Sch. Prin. of Calif.,” Vol. XXIII, No. 10, December, 1927, p. 591. * The first yearbook of the Department of Elementary School Principals was issued in August, 1927, under the editorship of Jessie M. Fink. —. ship. strict shed, ional fe of york. ele- hool ele- hitu- first out ary zed alls. the wth ind the ind we DA PAs yas er Is- he Tue Seventy YEARBOOK 363 New Jersey has a strong state organization which is making some definite contributions: The Elementary School Principals of New Jersey are taking some definite steps to make some definite advance in the matter of standards and training for the elementary school principalship. Our state association has definitely gone on record as favoring at least one year’s special training for the elementary school principalship above the two-year normal course. North Dakota illustrates Chase’s statement that local conditions would determine the actual development of the movement: It is in a pioneer stage in our state due perhaps to the newness of the state itself and necessarily its development along educational lines. The school systems as yet are so small that the need of special grade training has scarcely been felt. A report * from Nebraska indicates recent organization: A group of very enthusiastic principals from various parts of the state met at the Chamber of Commerce rooms in Lincoln for luncheon December 10. Out of this meeting developed a Nebraska branch of the Department of Elementary School Principals of the National Education Association. Though the reports from some states are not so optimistic as might be desired, fifty percent of the states are being influenced as a whole by some form of professional activity among elementary school prin- cipals. More than one third of the states have a_ state section or organization specifically designed to further the professional study of elementary school principals. Tue Nationat ORGANIZATION Purposes of organization—The national organization exists for three purposes, (1) the stimulation of the individual principal in self improvement, (2) the fostering of local and state organizations, and (3) the welding of all elementary school principals into a self- respecting, trained group. Development of the organization—Prior to 1920 a national organ- ization of elementary school principals existed only in the dreams of a few leaders. During the fall of 1920 and the early winter of 1921 groups of principals in New Jersey, Texas and The University of Chicago gave serious consideration to the formation of a national organization. Representatives of these groups met in February, 1921, in Atlantie City at the convention of the Department of Superin- tendence. The preliminary organization at Atlantic City was ap- proved the following summer when the National Education Asso- ciation at Des Moines admitted the new group as a department. * Nebraska Educational Journal, “ Elem. Prin. Organization,” Vol. VIII, January, 1928, No. 1, p. 29. The temporary chairman was Miss E. Ruth Pyrtle, past presi- dent of the Department of Elementary School Principals of the National Edu- cation Association. 364 ELEMENTARY ScHOOL PRINCIPALS Activities of the organization—The activities of the Department of Elementary School Principals have increased in value and signifi- eance each year. Briefly, the general types of activities have been, conventions, publications, and committee investigations. (1) The Department has met as a part of the National Education Association each summer and again at the winter meeting of the Department of Superintendence. These meetings have been char- acterized by well planned general assemblies, discussion groups, com- mittee reports, and social events. (2) The publications of the Department have received wide-spread acceptance for the contributions they have made to the field of elemen- tary education. The two regular publications are: The Bulletin, which is issued quarterly in October, January, April and July; and The Yearbook, which is the April edition of the Bulletin. Both pub- lications contain a wealth of general and specific material on the work of the elementary school principal. (3) The committees of the Department have made excellent con- tributions to the gtneral work of the organization and to the think- ing of the individual members. The following committees have been active: (1) The Committee on Educational Progress, (2) The Com- mittee on Enrolment, (3) The Committee on Cooperation with Civic Bodies, (4) The Committee on International Relations, and (5) The Committee on Standards and Training. The work of these commit- tees may be traced through the reports in the Bulletin and in the Proceedings of the National Education Association. ScumMARY AND ConcLusIons General—This chapter has presented data on local, state, and na- tional organizations of elementary school principals. The primary purposes of these groups are: (1) To give opportunities for indi- vidual expression, (2) to increase professional interest and personal study, (3) to broaden individual and group view-points and (4) to weld individuals and groups into a self-respecting body. In addition, all three organizations exist to discover the truth and to spread that truth as widely as possible. Local—The majority of the local associations, replying to a ques- tionnaire to cities over 30,000 in population, were for combined groups of elementary and high school principals. The most fre- quently mentioned title was either “ The Principals’ Club ” or “ The Elementary Principals’ Club.” Meetings are usually held once each month under the direction of the officers of the organization. The a lent nifi- en, ‘ion the lar- oad en- in, nd ub- the yn- 1k- en m- he it- he Tue Seventu YEARBOOK 365 most frequent hour of afternoon meetings is 4:00 Pp. M., and that for evening meetings is 6:00 p.m. In the majority of ihese evening events the program includes a dinner or a part of the time is given to social affairs. The most common type of meeting consists of a mixture of busi- ness, professional and social activities. The second most frequently mentioned type of meeting was the strictly professional type. In these meetings the most frequent subject of discussion was some phase of supervision. Dues of the local associations range from a few cents to approxi- mately ten dollars. In most cases amounts of this nature have been levied for miscellaneous purposes and not with the idea of furthering extensive study or research projects. Reports were not complete as to the special activities of local asso- ciations. Incomplete returns reveal some research projects and pub- lications of considerable merit. One apparent need is to make the reports of these investigations available for general distribution. State associations—State elementary principals’ associations are being rapidly developed. In most instances the group exists as a section of the principals’ department or as a part of the elementary school division. It was reported in 1925 that approximately six state elementary school principals’ associations had been formed as com- pared with eighteen associations in 1927. Up to the present the activities of the organizations have been limited chiefly to annual programs and discussion. With some of the stronger groups, such as New Jersey, Ohio, and Michigan, an official bulletin is published which contains reports of committees, results of investigations and data of general value to elementary school prin- cipals. When this stage of development has been reached by more state organizations the stimulating influence of the principals or- ganizations will be continuous from the local through the state to the national association in improving the professional status and training of elementary school principals. National organization—One of the most rapidly growing depart- ments of the National Education Association is the Department of Elementary School Principals. From its inception in 1921 it has sought through meetings, publications and committees to arouse edu- cational workers to the potentialities of the elementary school prin- cipalship. Its leadership has constantly summoned the membership to “ work unselfishly in the interest of all principals.” * *Gist, Arthur S. “The President’s Message,” Bulletin, Department of Elemen- tary School Principals, Vol. VII, No. 1, October, 1927, p. 3. 366 ELEMENTARY ScHOOL PRINCIPALS SELECTED REFERENCES 1. Fink, Jessie M. “ The Relation of the Local Association and the Department of Elementary School Principals,” Bulletin, Department of Elementary School Principals, N.E.A., Vol. II, No. 3, April, 1923, p. 95. 2. Knisevey, J. M. “Professional Study by Local Principals’ Organizations,” Bulletin, Department of Elementary School Principals, N.E.A., Vol. Il, No. 3, April, 1923, p. 109. 3. LoncsHorpn, W. T. “Establishing the Local Organization of Principals,” Bulletin, Department of Elementary School Principals, N.E.A., Vol. Il, No. 3, April, 1923, p. 93. 4. LoncsHorrE, W. T. “Local Principals’ Associations in Forty-three Cities,” The Fifth Yearbook, Department of Elementary School Principals, July, 1926, p. 333. 5. Micuican. First Yearbook of the Department of Elementary School Princi- pals, Michigan Education Association, August, 1927. 6. Ou10. Bulletin of the Department of Elementary School Principals, Ohio State Teachers’ Association, December, 1927. 7. Pesta, Rose. “ The Professional Growth of the Principal from the Standpoint of the Principal,” Bulletin, Department of Elementary School Principals, N.E.A., Vol. IV, No. 2, January, 1925, p. 74. 8. SarGEANT, Ipz G. “ Past, Present and Future of the Department of Elementary School Principals,” Bulletin, Department of Elementary School Prin- cipals, National Education Association, Vol. VI, No. 1, October, 1926, p. 4. Re egy oo nent tary ns,” als,” s ies,” als, NCi- Jhio dint als, ary rin= ». 4, CHAPTER XIX LOCAL STANDARDS IN THE SELECTION OF ELEMEN- TARY SCHOOL PRINCIPALS TANDARDS AND SPECIFICATIONS for the selection of ~ elementary school principals have received careful study in recent years. We are more fully realizing the truth of the oft repeated phrase “ the school reflects the principal”. One of the major avenues for improving the elementary school is that of raising the quality and training of elementary school principals. The improved status of elementary school principals will come about through the voluntary development of a high professional spirit by principals and the imposition of advanced requirements on the part of local and state authorities. This chapter’ reports the local standards for the selection of ele- mentary school principals in cities of the United States. GENERAL Data on Locat STANDARDS Source of local standards—In considering local standards it is of particular importance to know the source of the standards. Present day educational theory states that elementary school principals should be directly responsible to the superintendent of schools. It naturally follows from this that the superintendent should be the one to select the people who are to administer the schools. Table 106 shows the present practice in assigning authority for the selection of elementary school principals. It will be noted: 1. That 34.8 percent of the superintendents replying select their elementary school principals without assistance. 2. There were 50.5 percent who shared this responsibility with the Board of Education. 3. Without doubt many superintendents confused the term “ se- lect” with “elect” which are the two steps in choosing a new em- ployee. Usually the superintendent recommends (or selects) a candi- date who is formally approved (or elected) by the Board. In this light, the combining of the first two groups of the table would indi- cate that 85.3 percent of those replying actually choose their ap- pointees with the Board confirming the action. *Data secured from 215 questionnaires representing all city sizes and states. In some instances only 198 were answered so as to lend themselves to statistical treatment. { 367 ] 368 ELEMENTARY ScHOooL PRINCIPALS TABLE 106.—Tue Avutuority ror THE SELECTION OF THE ELEMENTARY ScHooL PRINCIPALS ARRANGED BY City SIZES City Size Under 5,001 10,001 30,001 65,001 Over Place of Authority 5,000 10,000 30,000 65,000 100,000 100,000 Total ERED ccccndnncvesexeses 6 4 12 29 4 14 69 2. Board on Superintendent’s nomina- ME acai Gs 6 ic iphchs vdiseeaaral oeecd ward eee 5 5 27 32 15 16 =100 3. Board and Superintendent from list made by city examiners.... 0 0 0 0 0 5 5 ins nail eae ea asie 0 0 1 2 0 0 3 5. Board upon recommendation of Committee on Teachers and Superintendents ............... 0 1 1 1 1 0 4 6. Board and Superintendent upon recommendation of Ass’t Supt... 0 1 2 2 0 1 6 7. Superintendent and staff......... 0 1 0 1 0 7 9 7 PE acccuecunseanasadonnees 0 1 0 1 0 0 2 Eo wisia weaieaianwaswakads 11 13 43 68 20 43 198 4. In the larger cities the superintendent tends to have assistance from subordinate officers or a board of examiners. 5. In general we may conclude that the selection of appointees for the elementary school principal in the majority of the cities is a duty of the superintendent. Hence, the superintendent should be the one to know most intimately the standards used in the selection of candidates in his city. In considering the matter of standards the following divisions were used: (1) Kind of previous experience, (2) number of years of experience, (3) degrees and training, (4) sex, and (5) other quali- ties. Superintendents were asked to note under the various headings the requirements used in their system. Requirements as to type of experience—Superintendents were asked to indicate the type of previous experience required for candi- dates for the elementary school principalship. TABLE 107—Kinp or Previous ExperieENcE ReQuirRED BY SUPERINTENDENTS OF TuHose APPOINTED TO ELEMENTARY ScHooL PRINCIPALSHIPS City Size . amenes oe } Under 5,001 10,001 30,000 65.901 Over Kind of Experience 5,000 10,000 30,000 65,000 100.000 100.000 Total 1. Varied experience of all kinds. 0 0 2 2 2 6 12 2. Successful teaching ..........:... 1 1 12 11 1 11 37 3. Elementary teaching ......../... 4 3 14 12 3 4 40 4. Teaching and Administration..... 2 2 7 17 7 11 46 5. Administration ............... a 3 3 11 3 4 25 6. Teacher training ................ 0 0 0 0 0 1 1 7. Normal school or college gradu 0 0 2 0 2 4 8. No requirements ............. 1 3 8 2 2 18 DO Pr rr 2 2 5 3 0 15 er oon 12 43 68 21 41 198 egy nes HOOL otal 69 a oo or — colwnwoa nce ) for 3 a ion ns Ars ) li- gs re di- Tue SeventH YEARBOOK 369 Table 107 gives the replies. It will be noted: 1. The first four groups considered under the general heading of “teaching experience ” amount to 63.1 percent of those replying. 2. That 20.2 percent require that this teaching experience be in the elementary school field. Candidates with high school experience are not mentioned specifically.” 3. Teaching and administrative experience together was men- tioned by 23.2 percent of the replies. 4, Administrative experience is required by 35.9 percent of those answering. 5. Apparently college or normal school graduates without experi- ence are not in demand. Only four superintendents mentioned this as a source of supply for elementary school principals. 6. One sixth (16.7 percent) of the superintendents do not have any requirements as to previous experience judging by those answer- ing “ nothing definite” or failing to answer at all. 7. The fact that with all of the city sizes the distributions are scattered over the various kinds of experience would indicate that superintendents hold similar opinions regardless of size of cities. Requirements as to number of years of experience—There has always been debate as to the amount of experience one should have before entering a principalship. No research studies have come to the attention of the committee which would answer this question for the principalship. Some would agree with the following state- ment: I yield to no one in respect for skillful teaching, but I am quite certain that long and successful experience as a teacher not infrequently constitutes a real disqualification for the principalship? Table 108 indicates present practice as to number of years of experience required of appointees to the elementary school princi- palship. It will be noted: 1. There were 49 superintendents or 42.2 percent of those requir- ing experience indicated five years was their standard. This amount of experience is the only one mentioned by all city sizes. 2. Nearly three fourths (74.1 percent) of those stating require- ments specified from two to five years of experience. Most states with specific standards for elementary school principals, require from zero to five years of experience. *See Chapter XIV in which it was shown that a majority of the outstanding principals had secured their teaching experience in the high school field. ? Judd, Charles H. “The Possibilities of the Principalship,” Bulletin, Department of Elementary School Principals, April, 1926, p. 131. *See page 400 of this Yearbook. 16 370 ELEMENTARY S*®HOOL PRINCIPALS 3. The median is 5.30 for t% whole group of those specifying from 1 to 10 years. 4. There were 41.4 percent t. did not state definite require- ments or failed to answer the que*tion. This indicates a large group without minimum requirements Y fixed opinions. TABLE 108—Numser or Years or Experience Requirep By SUPERINTENDENTS OF THoseE APPOINTED TO ELEMENTARY ScHooLt PRINCIPALSHIPS City’ Size Under 5,001 10,001 30,001 65,001 Over Years of Experience 5,000 $10,000 30,000 65,000 100,000 100,000 Total 1. Varied (several, etc.)............ 0 0 0 2 2 3 7 2. 10 years, at least.........ccccecces 1 0 0 2 2 2 7 i OE TOON. occcciscnucce 0 0 0 1 0 0 1 i ee ern 0 0 3 0 1 2 6 B. 7 Pebes, Ob Weetbniccviccsccccccs 0 0 0 0 0 2 2 ©. © POare, Sb BASE... ncdcccccsscse 0 0 1 3 0 1 4 i ee ere re 2 3 12 20 5 7 49 © WOO OF MOM. «ko dcicnccccces 0 0 3 3 0 4 10 ee ee ee rrr 0 0 4 5 1 2 12 er ere 2 3 4 4 0 2 15 Be. BORE, BE WOR. oo ki cciccccaccs 1 0 0 1 0 1 3 12. No requirements ................ 4 5 15 25 6 9 64 Be ee OE gai cwacicnacer cuedccens 1 1 4 7 1 4 18 NE a A cask erhicore iememuneia ton 11 12 46 72 18 39 198 Requirements as to sec—Studies made in various parts of the United States indicate that the majority of elementary school prin- cipals are women.’ The replies of superintendents do not indicate any general tendency to limit opportunities to the principalship either to men or women. TABLE 109.—RequirEMENTS AS TO SEX oF APPOINTEES TO THE ELEMENTARY Scuoo. PRINCIPALSHIP City Size Under 5-001 10,001 30,001 65,001 Over & Sex Preferences 5,000 10,000 30,000 65,000 100.000 100,000 & Either (or both) ..... RE ee 3 7 25 34 16 31 116 DE gina tee ccseweks digtaahanpatats ones 2 2 0 8 0 2 14 Men preferred ..............00-eeeee 1 0 3 4 0 1 9 oie cde y nahn lace mkeineees 3 2 6 3 1 1 16 Women preferred .............ee0005 0 0 0 1 0 0 1 IN ic Sait d-edstaigcaiaic de taredaceecs 1 1 3 4 4 4 17 POPE SE errr tose ae 0 6 14 0 2 25 i a ay asa tie cca ccallas ra 13 12 43 68 21 41 198 * Morrison, J. Cayce. “The School Principalship in Ohio Cities and Exempted Villages,” Ohio University Bulletin, May, 1926, pp. 14-15. Martin, Wm. H., “ The Status of the Elementary School Principal in New England,” unpublished report New England Association of Superintendence, November, 1923, p. 7. S OF 5 4 ] 5 l y ) 3 oO 2. he ort 371 Tuer SeventH YEARBOOK Table 109 indicates the practice of superintendents on this point. It will be noted: 1. Of those answering the question, 76.9 percent stated “ either” or “not definite” which would indicate emphasis on individual merit regardless of sex. 2. The number with fixed opinions were about equal with four- teen for the men and sixteen for the women. 3. An inspection by city sizes of those with preference for one or the other groups does not indicate the existence of a preference for men in the larger cities. Requirements as to training—Emphasis on training has improved the work of classroom teachers. The same purpose is back of the emphasis on sound training fcr elementary school principals. TABLE 110—Traininc AND Decrees ReQquireD By SUPERINTENDENTS OF THOSE APPOINTED TO THE ELEMENTARY ScHOOL PRINCIPALSHIP City Size Under 5-001 10,001 30,001 65,001 Over. 3 Type of Training 5,000 10,000 30,000 65,000 100,000 100,000 & Normal school or college graduation Oo ae PN oon cdc mracenaewes 3 5 20 26 7 13 74 Normal school or college graduation plus professional training.......... 0 0 5 4 1 3 13 BaOnCIOF Oe CORTES 66 oie or nsti- lude onal the fes- tifi- ved tion and , or nis- ate, hen Se ETS RO ITT REE te eR Tue SEvENTH YEARBOOK 399 Delaware has a certificate for elementary school principals in all schools with three or more teachers, including the principal. It is not issued to other school officials. The requirements follow: I. General requirements 1. Minimum age 20 years; 18 in case of candidates for provisional certificates 2. Physician’s certificate of freedom from disease. II. Special certificate requirements A. Elementary school principal’s certificate 1. Training required: a. Two years of standard normal school plus one-half year of pro- fessional courses (includes work in elementary school methods, supervision and administration) at a recognized college or uni- versity b. Equivalent academic or professional work in a recognized college or university 2. Three years of teaching experience 3. Valid for 3 years 4. Renewable for 3-year periods on evidence of successful experience and professional spirit The requirements in Indiana are among the most differentiated and exacting of the states with special requirements. In schools with fewer than eight teachers a first grade elementary teacher’s license is required for one acting as principal. Schools with more than eight teachers require a principal with some form of an elementary school principal’s license. These certificates are issued only for the position of elementary school principal. The requirements follow: I. General requirements—Proof of good health II. Special certificate requirements A. Elementary school principal’s license—3rd grade 1. Training required: Completion of 3 years’ work in standard or ap- proved university, college, or normal school, specializing in ele- mentary school administration and supervision and first-grade ele- mentary school teacher’s license or qualifications therefore. Subjects for professional study: 12 semester hours in elementary school administration (including records and statistics), elementary school supervision, tests and measurements, psychology of childhood, In- diana school law 2. Two years of teaching experience within last preceding 10 years 3. Valid for 2 years 4. Renewable for 2-year periods on evidence of 1 year of experience, professional spirit and additional school preparation B. Principal’s license—2nd grade 1. Training required: Graduation approved 4-year university, college or normal school course, including specialization in elementary or ele- mentary and high school administration and supervision and first- grade elementary teacher’s license or qualifications therefore. Sub- jects for professional study: 15 semester hours in publie school administration, elementary school administration (including ele- mentary school records and statistics) elementary school supervision, tests and measurements, psychology of childhood, Indiana school law 2. Two years of teaching within last preceding 10 years 3. Valid for 3 years 4. Renewable for 3-year periods on evidence of 1 year of successful experi- ence, professional! spirit and additional school preparation 400 ELEMENTARY ScHOoOL PRINCIPALS C. Principal’s license—Ilst grade 1. Training required: Graduation from approved 4-year university, col- lege or normal school courge, and 1 year of graduate study, speciai- izing in elementary or elem@ntary and high school administration and supervision, and first grade elementary school teacher’s license or qualifications therefore. Subjects for professional study: Graduate study: 18 semester hours in elementary school administration (rec- ords and statistics) and 2 semester hours of public school adminis- tration, elementary school supervision, tests and measurements, psy- chology of childhood, and Indiana school law 2. Three years of experience wihin last 10 years 3. Valid for 5 years 4. Renewable for life on evidence of three years of experience and pro- fessional spirit Summary and conclustons—The chapter has set forth data con- cerning state certification requirements affecting elementary school principals. According to letters from the various state departments there are few states in which state requirements exist for elementary school principals in addition to those ordinarily required of teachers. There are two conditions, (1) states with no special requirements for the certification of elementary school principals or where there exist minor prerequisites such as the highest teacher’s certificate and minor professional study requirements, and (2) states in which special certificates have been established which affect the elementary school principal. In the states with special certificates there are five general types, (1) administrative and supervisory, (2) general administrative, (3) general supervisory, (4) elementary school supervision and (5) elementary school principals. The tendency has been to estab- lish several grades of certificates so as to take care of those in service who cannot meet advanced professional requirements. The gradual elimination of these minimum requirements will make it possible to raise the general standard. A tabulation of the special certificates * issued by eleven states re- vealed certain tendencies. The tendencies were: 1. Teaching or administrative experience is required in the ma- jority of cases. The range is from zero to five years, with the largest number at 3 years. 2. Certificates are valid for a period ranging from 3 to 6 years with the largest number at 3 years. ' 3. Renewals tend to be for life after one has shown evidences of successful experience and professional spirit. Those specifying pro- fessional courses for renewals did not require more than 10 units. *The special certificates analyzed were the only one or the highest from each of the eleven states. The second highest certificate was chosen for study when the highest form was of the permanent or life type. S & ss ces m ~ col- ‘iai- and or late rec- nis- sy- on- ool nts ry Ts. nts ere ate ich ry es, ve, nd ab- ice nal to ach hen THE SEVENTH YEARBOOK 401 4, College training requirements varied from 2 to 5 years with the largest number at 4 years. 5. The number of units of professional courses was not stated by more than 50 percent of these states. The range as to the number of prescribed units was from 15 to 30 units. A majority did not specify the type of required professional courses. Those stating types were usually less specific than Indiana which was as follows: 18 semester hours in elementary school administration (records and statistics) and 2 semester hours of public school administration, elementary school supervision, tests and measurements, psychology of childhood and Indiana school law. The movement in the direction of requiring a special state certifi- cate for the elementary school principal promises much for the ad- vancement of this key office. As rapidly as states attain the type of school organization and the level of compensation for their school heads which are essential to the development of the professional elementary school principal special certification should be made effective. The analysis of the special certificate requirements now in exis- tence does not indicate as much agreement on the professional train- ing as upon the period of validity and similar tangible points. The general requirements for health and citizenship should be supple- mented by: 1. Academie and professional training approximating that re- quired for the standard bachelor’s degree. Eventually this should be increased to the master’s degree or equivalent training. The program of training should include broad academic courses, the professional training required for the highest grade of elementary school teach- ing certificate and courses specifically designed to prepare for the professional principalship. 2. Experience in teaching and administrative work under proper supervision. The directed administrative experience should be ob- tained under conditions not less carefully supervised than is the “ practice teaching ” for the teacher’s certificate. SELECTED REFERENCES 1, Lewis, E. E. Personnel Problems of the Teaching Staff, The Century Co., 1925, Chapter VI. 2. Hart, Frank W. “Special Certification As a Means of Professionalizing Edu- cational Leadership,” Teachers’ College Record, Vol. XXVII, No. 2, October, 1925, pp. 121-128. 3. Unrrep States Bureau or Epucation. Bulletin, 1927, No. 19, “ State Laws and Regulations Governing Teachers’ Certificates.” 18 CHAPTER XXI THE AVAILABILITY OF PROFESSIONAL COURSES S A PART of the work of the Committee on Standards and Train- ing a study was made of the opportunities for elementary school principals to secure professional training in different sections of the country. Facilities did not permit an analysis of the training offered by every educational institution in the country. It was decided to secure data describing the training programs of the following institutions: 1. All state universities, using as a basis the U. S. Bureau of Edu- eation’s directory of state universities.’ 2. All state colleges” using the list printed in the directory re- ferred to above. 3. Fifty-six of the semi-public and private universities and col- leges selected from a directory of heads of departments of education published by the United States Bureau of Education.’ Extent of survey—A survey was made of the courses offered by the above institutions which would be of value in training elemen- tary school principals. The extent of the survey was as follows: 1. Opportunities available through residence instruction during the academic year 1926-27. 2. Opportunities available during the summer session of 1926 wherever such session was held. 3. Opportunities available through extension class instruction dur- ing 1926-27. 4, Opportunities available through correspondence instruction during 1926-27. Sources of data—The material needed for the study was secured from registrars, directors of summer sessions and the directors of extension divisions of the selected institutions. An attempt was made to secure the bulletins needed for a detailed analysis of the courses in education, 2. e., announcements of courses for the year 1926-27, issued by departments of education, graduate schools and liberal arts *United States Bureau of Education, Statistics of State Universities and Colleges for the Year ending June 30, 1924, Bulletin, 1925, No. 12. * Colleges of agriculture, industrial arts, mechanical arts, etc., but not including medical, textile, scientific, forestry, military, mining and library schools. *United States Bureau of Education, Educational Directory, Bulletin, 1927, No. 1. [ 402 ] RATT ES erg ain- ary ent the It the du- re- col- ion by en- ur- ing 27, Tee TNL TREN RTT tated Tue Seventu YEARBOOK 403 colleges. Some of the documents needed were secured through the United States Bureau of Education. Tabulations were based on the returns indicated in Table 112. TABLE 112—Uwnrversities aNp Cotiteces Repty1ne to Request ror Data on PROFESSIONAL CouRSES Replies on Total num- Replies for | Correspon- ber of Repliesfor Replies for Extension dence Insti- Academic Summer Ses- Class Instruc- Courses Type of Institution tutions Year 1926-27 sion of 1926 tion 1926-27 1926-27 State universities ........ 48 48 46 19 31 State colleges ............ 40 36 35 3 5 Semi-public and _ private colleges and universities 56 55 42 8 4 NE os sips eoxuee 144 139 123 30 40 The location of the total group of institutions by geographical sections is shown in Table 113. TABLE 113—GeocraruicaL LocaTION OF THE INSTITUTIONS STUDIED State Private State Section of Country Universities Universities Colleges Total DN IN 6 inh dxccasee cimncs 3 10 3 16 DRCOG BUA. occiciccccescecces 2 14 1 7 Bast North Central). .i.6.660s00600 8 13 1 22 West North Central.............. 7 3 4 14 UE EI ic osc cdcicwecciadves 8 5 10 23 East South Central. .........0.00¢ 4 2 4 10 West South Central.............. 4 1 7 12 NEE og i teeinecs cacacenes 8 3 4 15 WUE Gigtcurasan duke camenee wean. 4 4 2 10 BE Boag Semacsntowaesee ees 48 55 36 139 Courses tncluded—The study aims in general to include the fol- lowing types of courses: 1. Courses offered by schools or departments of education 2. Courses of a professional nature in allied departments as given below: a. Psychology: 1. Such introductory or general courses as are prerequisite to work in psychology or education 2. Courses relating to: a. Child nature and development b. Adolescence c. Abnormal states d. Mental measurement b. Sociology: Courses bearing directly upon education or listed as “ edu- cational sociology ” c. Professional courses in additional departments of instruction relating to: 1. Religious instruction 404 ELEMENTARY ScHOOL PRINCIPALS 2. Civic education; moral instruction, ete. 3. Health education 4. Art education 5. Music education Courses excluded—With the purpose and scope of the study in mind the following material was omitted: . All courses in higher education . All courses in vocational and educational guidance . All courses in vocational education . All non-professional courses in agricultural or industrial education . Teachers’ method or contest courses outside the education department . Non-professional work in departments and schools of education (7. e., his- tory, theory, appreciation and application of music, specialized work in manual arts, fine arts and physical education, etc.) 7. Teachers’ certificates cours in departments of political science or history 8. Teachers’ review courses aQumr WN Classification of courses studied—The nature of the various courses was determined on the bagis of (1) the descriptive paragraphs on each course, (2) the sectien headings and (3) the course title, as given in the college catalogg. After determining the nature of the course on the above bases it was classified under one of several general headings. The general scheme of classification was. as follows: 1. Elementary school principalship—includes courses specifically applied to problems of the elementary school principal. 2. General course in the principalship—includes courses on the principal’s work without reference to a specific type of school. 3. Elementary school administration—includes courses on the routine manage- ment of elementary school. No references made to the specific work of the principal. 4. Elementary school supervision—includes courses on supervision of elemen- tary schools. No reference to the specific work of the principal. 5. Elementary school administration and supervision—includes courses con- taining a mixture of administrative and supervisory topics. Also, courses on the elementary school curriculum and on elementary school tests and measurements. 6. General principles of elementary education—includes courses in principles of elementary education, methods, psychology of elementary school subjects and other general courses relative to the elementary school. 7. General educational administration—includes courses on the general theory of school administration, school management, finance, and publicity without refer- ence particularly to the elementary school. 8. General educational supervision—includes courses on supervisory organiza- tion and technic without particular reference to the elementary school. 9. General educational administration and supervision—includes mixed courses not classifiable under 7 and 8 above, general research courses, seminars and gen- eral courses in measurement. 10. History of education—includes courses on the history of education. 11. Theory and philosophy of education—includes courses on general educa- tional theory. 12. History and theory of education combined—includes general courses not classified under 10 and 11, introductory courses in education and comparative education. in his- ual ory es on it ral ork ge- the Pn- n- ot ve Tue SEVENTH YEARBOOK 405 13. Educational sociology—includes courses described as educational sociology. 14. Character and civic education—includes courses in character, moral and civic education. 15. General psychology—includes general courses in psychology not classifiable under 16, 17, 18, and 19 below. 16. Child psychology—includes courses in the growth and development of children with the psychological implications. 17. Psychology of adolescence—includes psychological courses limited to this particular period of child development. 18. Abnormal psychology—includes all courses on feeble-mindedness, insanity and other abnormal states. 19. Mental measurement—includes courses in individual and group mental testing. 20. Practice teaching—includes courses in directed teaching for regular studies, special classes, physical education, agriculture and vocational training. 21. Observation—includes courses limited to observation of model teachers for the regular studies, special classes, physical education, agriculture and vocational training. Courses OFFERED IN SUMMER ScuHoots oF 1926 Tabulation by institutions—In terms of the criteria of the intro- ductory paragraphs Table 114 indicates a summary of certain courses for the summer sessions of one hundred and twenty-three institutions. TABLE 114—InstitutTionaL SUMMARY OF CERTAIN CouRSES OFFERED BY ONE HuNDRED AND TWENTY-THREE INSTITUTIONS FOR THE SUMMER OF 1926 Type of Institution (Figures in Parentheses Refer to Number of Institutions Reporting) AW State Private State Universities Universities Colleges Totals Name of Course (46) (42) (35) (123) Elementary school principalship... . 8 10 1 19 General course in the principalship. 3 4 3 10 Elementary school administration. . 6 10 2 18 Elementary school supervision..... 21 7 0 28 Elementary school administration SUG GAPCPVIGION 6. ccc ciasecicens 51 44 18 113 General principles of elementary CIE i ietd ce esands Senauixnes 70 51 61 182 General educational administration 171 82 33 286 General educational supervision.... 42 23 21 86 General educational administration ONG SUPCEVIMION 66 66sec scinccese 239 108 76 423 History of education............... 50 9 16 75 Theory and philosophy of education 41 24 15 80 History and theory of education Ere ene ree 48 44 19 111 Educational sociology ............ 73 45 16 134 Character and civic education..... 13 12 2 27 General psychology .............+- 195 83 62 340 Child psychology ...............+. 38 35 21 94 Psychology of adolescence......... 12 15 4 31 Abnormal psychology ............. 41 26 4 71 Mental measurement ............- 24 13 5 42 Total courses tabulated........ 1146 645 379 2170 406 ELEMENTARY ScHOOL PRINCIPALS Table 114 shows the courses in education offered in the summer sessions of 1926. The data have been arranged by type of institution to indicate: 1. The practice of all types of institutions as to giving “ general ” courses in education. 2. The state universities and private universities offered 19 courses specifically bearing upon the elementary school principal’s work. 3. The state colleges reported relatively few specific courses in education. . 4, Courses in “ general educational administration and supervi- sion” were given in larger numbers than any other single type. The opportunities for observation and practice teaching during the summer of 1926 has been indicated in Table 115. TABLE 115—Summ™ary or OpPoRTUNITIES FOR OBSERVATION AND PRACTICE TEACHING IN SUMMER ScHOOLs or 1926 Type of Institution . = ‘State Private State Universities Universitives Colleges Total Field of Study Obs. P. T. Obs. P.T. Obs. P.T. Obs. P.T Elementary school ............ 29 13 14 6 15 13 58 32 Secondary school ............. 19 16 9 6 9 8 37 30 Junior high school............. 5 1 11 2 2 2 18 5 Senior high school............ 4 1 4 1 2 3 10 5 Special classes ...............- 4 4 5 1 0 0 9 5 Unclassifiable ................- 1 6 0 3 1 1 2 10 MME cca i ettadacsnoeusac 62 +: 41 43 19 29 27 =134 87 Tabulation by geography—A tabulation of the summer session courses by geographical sections is of considerable interest. Princi- pals in service are frequently limited in the distance which they may travel for the purposes of training. This condition suggests the desirability of wide-spread opportunities for study. Table 116 indicates the summer session courses arranged by geo- graphical sections. It will be noted: 1. There were nineteen cours given specifically upon the work of the elementary school principal, but the New England and the Mountain sections did not offer ‘auch courses. 2. The East North Central s§tion offered the largest number of courses but the Middle Atlantic $ffered more courses per institution. 3. The sections of the country offering the greatest variety and number of courses in the danies school field were: The Middle Atlantic, the East North Central and the South Atlantic. — mer tion al ”? 19 al’s in ‘vi- the a a ae ee epee oo re Tue SEveNtH YEARBOOK 407 TABLE 116.—GerocrarHicaL SUMMARY OF CouRSES OFFERED IN ONE HUNDRED AND TWENTY-THREE INSTITUTIONS DurING SUMMER SESSION OF 1926 Geographic Section (Figures in Parentheses Refer to Number of Institutions Reporting in Each Section) = East West East West ‘ New Middle North North South South South Eng- Atlan- Cen- Cen- Atlan- Cen- Cen- Moun- Pa- land tic tral tral tic tral tral tain cifie U.S. Type of Course (11) (2) qs) (13) (25) (9) (13) (13) (9) (123) [Elementary school | ee 0 3 4 2 5 1 1 0 3 19 General course on the principalship ...... 0 4 2 0 3 0 0 0 1 10 Elementary school administration .... 1 8 4 0 3 2 1 0 0 18 Elementary — school supervision ....... 0 1 9 6 4 1 2 0 5 28 Elementary school administration and supervision ....... 2 21 28 13 15 2 9 4 19 113 General principles of elementary educa- tion 5 32 22 17 53 13 17 15 8 182 General educational administration .... 4 44 54 51 37 17 25 27 27 = 286 General educational supervision ....... 4 17 8 13 12 6 9 8 9 86 General educational administration and supervision ....... 16 61 69 53 66 History of education 4 9 12 13 10 Theory and_philos- ophy of education. 2 23 10 12 10 0 9 6 8 80 Combined history and theory of edu- GORE ccwie sd cveeee Educational sociology Character education, 26 58 52 423 12 7 2 75 i) &> bo 111 6 9 12 13 134 a> & i) Np — et ont — W bo nN po om ees ~I ~J — or civic education ... 3 7 2 3 1 2 1 1 7 27 General psychology . 15 45 53 55 63 19 28 29 33 ©6340 Child psychology ... 3 12 18 15 17 3 6 6 14 94 Psychology of adoles- er an 2 6 7 2 3 1 5 1 4 31 Abnormal psychology 0 17 15 7 6 0 5 9 12 71 Mental measurement 2 3 12 8 2 2 6 3 4 42 Practice teaching .. 4 14 11 2 15 6 9 12 4 87 Observation ........ 11 22 22 31 4 14 12 4 134 Ae 88 400 398 321 405 117 201 217 244 2391 RrstpENcE Coursrs or THE AcapEeMIc YEAR, 1926-1927 Tabulation by institutions—A tabulation was made of the courses offered during the regular academic year of 1926-1927. This infor- mation, includes residence courses only. 408 ELEMENTARY ScHoot PRINCIPALS TABLE 117.—InstirutionaL SumMMary oF ResipENcE Courses OFFERED BY Ong HunpbRED AND TuirtTy-NINE INsTITUTIONS DurING THE YEAR 1926-1927 Type of Institution (Figures in Parentheses Refer to the Number of Institutions Reporting) State Private State Universities Universities Colleges Total Type of Course (48) (55) (36) (139) Elementary school principalship... 8 8 0 16 General course in the principalship. 0 4 2 6 Elementary school administration. . 11 11 2 24 Elementary school supervision..... 32 15 2 49 Elementary school administration and supervision ................ 56 84 27 167 General principles of elementary DL. ccctpedksnsadenam eens 50 67 33 150 General educational administration 169 119 28 316 General educational supervision.... 34 34 14 82 General educational administration and supervision ................ 189 250 91 530 History of education.............. 87 30 21 138 Theory and philosophy of education 55 63 27 145 History and theory of education, MINE pakcdiesnataccuavanca 48 136 35 219 Educational sociology ............ 77 83 35 195 Character, civic education, etc...... 8 23 4 35 General psychology ............... 189 191 107 487 Child psychology ................ 57 69 20 146 Psychology of adolescence......... 23 11 6 40 Abnormal psychology ............. 76 83 7 166 Mental measurement ............. 59 35 6 100 Total courses tabulated........ 1228 1316 467 3011 Table 117 shows a tabulation of the residence courses offered dur- ing the academic year by 139 institutions. It will be noted: 1. There were 16 courses designed particularly for elementary school principals. 2. Since the state colleges did not offer courses specifically for the elementary school principal it may be concluded that, (a) there was no demand from students for this training, or (b) the college be- lieved in “ general” courses for training principals, or (c) the col- lege was unable to provide the training. 3. The summary indicates considerable similarity between the types of courses offered by state universities and the private uni- versities. 4. The “general” type of course was typical of all types of institutions. 5. There were 262 courses in elementary school administration and supervision of which 16 were specifically concerned with the principal. NE 39) 6 6 4 9 tal ™ we r- eal eRe er oT - a Tue SeventH YEARBOOK 409 Tabulation by geography—Table 118 indicates the course offered in the regular year 1926-1927 in terms of geographical sections. TABLE 118—SumMmMary oF ResipENcE Courses OFFERED IN OnE HUNDRED AND Tuirty-NINE CoLLEGES AND UNIVERSITIES DuRING THE ACADEMIC YEAR 1926-1927 Type of Course Elementary school principalship ...... General course in the principalship ...... Elementary school administration .... Elementary school supervision ....... Elementary school administration and supervision General principles of elementary educa- Re eee General educational administration .. General educational supervision ....... General educational administration and supervision History of education. Theory and philoso- phy of education.. History and theory of education, com- eR eee Educational sociology Character education, civic education ... General psychology. . Child psychology Psychology of adoles- cence Abnormal psychology Mental measurement Practice teaching ... Observation eeeeeee ee eee ee ene East New Middle North Eng- Atlan- Cen- land tic tral (16) (17) (22) 0 2 1 1 2 0 0 8 6 3 9 7 9 49 27 4 22 26 19 50 70 4 14 13 36 =: 110 90 13 14 37 14 26 22 20 60 39 12 57 29 0 9 8 47 79 85 14 27 32 2 2 11 13 37 33 5 17 22 18 26 43 14 25 35 248 645 636 Geographic Section (Figures in Parentheses Refer to Number of Institutions Reporting in Each Section) —_— = rc West North South Cen- Atlan- tral tie (14) (23) 1 6 1 1 3 0 13 2 15 14 22 23 55 22 16 14 78 55 28 11 20 21 20 21 19 24 4 1 60 69 21 15 5 2 22 16 13 8 24 28 19 25 459 378 East West South South Cen- Cen- tral tral (10) (12) 1 1 0 0 1 2 3 3 8 14 3 29 9 32 2 5 26 35 14 9 4 11 9 14 12 8 2 2 26 36 8 8 3 6 3 10 2 9 10 14 8 16 154 264 Moun- tain (15) 14 16 25 15 13 14 Pa- cific U. 8.1 (10) (139) 3 16 0 6 0 24 6 49 17 167 5 150 34 86316 8 82 58 530 6 138 12 145 23 + =6219 20 = 195 8 35 44 487 12 146 4 40 22 ~=«166 10 = 100 15 196 7 165 314 3372 * Total includes courses in observation and practice teaching. 410 ELEMENTARY ScHooL PRINCIPALS Table 118 indicates the following points: 1. There were 3372 courses of the types tabulated. This would be an average of more than 23 courses per institution. Many institu- tions did not give this number of courses while others gave many more. 2. The sections offering the largest number of courses on the ele- mentary school principalship were the South Atlantic and the Pacific. 3. The sections offering opportunities in all types of elementary school courses were the Middle Atlantic and East North Central areas. 4, All geographical areas held rather consistently to the “ gen- eral” type of course. Table 119 presents the results of a tabulation of opportunities for practice teaching and observation during the regular year 1926-1927. TABLE 119—SummMary oF OpPoRTUNITIES FOR OBSERVATION AND PRACTICE TeacHiInG Durina THE Recutar YEAR 1926-1927 Type of Institution A ‘State Private State Universities Universities Colleges Total gniccalaaint, gemnnnnn ann Field of Study Obs. P. T. Om FF. Ge PF.T Obs. P. F Elementary school ............ 19 24 14 18 8 9 41 51 Secondary school ...... EL 36 =—s 41 24 32 13 13 73 86 Junior high school........ tla anna 10 5 6 1 2 14 18 Senior high school............. 5 8 4 3 1 2 10 13 Special classes ................ 3 4 2 2 0 0 5 6 Unelassifiable ................ 3 5 16 12 3 5 22 22 FE - PaciSikw tlawialeneamataa 74 92 65 73 26 3l 165 196 Extension CourskEs oF THE ACADEMIC YEAR, 1926-1927 Tabulation by istitutions—Data concerning extension classes were not available from all the 144 institutions. The number of each type of institution sending useful data were: State universities, 19; private universities, 8; and state colleges, 3. Table 120 presents a tabulation of the data from these 30 institutions. Table 120 indicates the extension courses offered by 30 institu- tions of collegiate grade. It will be noted: 1. That relatively more courses were offered by the state universi- ties than by private universities or state colleges. 2. There was only one course offered specifically on the elemen- tary school principalship. 3. The tendency toward “ general ” courses holds true here as with summer session and residence courses. a tu- ny sle- fic, Ty ral en- for ot ae eae ee er oad n- th ard Tue SEvENTH YEARBOOK 411 TABLE 120.—INnstituTIONAL SUMMARY OF NUMBER OF EXTENSION CourSES GIVEN sy Tuirty Institutions Durina THE ACADEMIC YEAR 1926-1927 Type of Institution (Figures in Parentheses Refer to the Number of Institutions Reporting) A... ‘State Private State Universities Universities Colleges Total Type of Course 9 (8) 30) Elementary school principalship... 1 0 0 1 General course in the principalship. 3 0 0 3 Elementary school administration. . 2 1 1 4 Elementary school supervision..... 6 0 0 6 Elementary school administration ONG SEUOTUINIOE: iiscd doicccncaeex 17 2 6 25 General principles of elementary CR Pe eee rr rere 12 4 22 General educational administration. 14 2 2 18 General educational supervision... 1 0 1 2 General educational administration EE DRDUE TINIE nk dk ocice i. c0-s0 000 40 10 8 58 History of education.............. 4 0 3 7 Theory and philosophy of education 14 2 3 19 History and theory of education GUO SS cpcccccataeuieeseaes 3 8 4 15 Educational sociology ............ 15 1 5 21 Character, civic education, etc..... 3 6 1 10 General psychology ............... 26 8 7 41 Child psychology .............000. 8 8 2 18 Psychology of adolescence......... 3 0 1 4 Abnormal psychology ............. 1 5 1 7 Mental measurements ............. 4 1 0 5 Total courses tabulated........ 177 60 49 286 4. The two types of courses offered most frequently were: “ gen- eral education administration and supervision,” and “ general psy- chology.” Tabulation by geography—Table 121 giving the extension courses by geographical areas should indicate whether this type of work is more popular in certain areas. Table 121 indicates the extension courses by geographical areas. It will be noted: 1. Some sections of the country are not attempting a great deal in regard to extension classes. New England, East North Central and West South Central sections did not offer many courses in terms of the number of institutions. 2. The areas of greatest activity in extension work were the Pa- cific and the Middle Atlantic sections. 3. General school administration and supervision, and general psychology were offered in nearly every section of the country. 412 ELEMENTARY ScHoot PRINCIPALS TABLE 121—Geocrapuica, SumMarY oF Extension CLasses OFFERED BY THIRTY INSTITUTIONS DuRING THE ACADEMIC YEAR 1926-1927 Geographic Section (Figures in Parentheses Refer to Number of Institutions Reporting in Each Section) c ——_— a, East West East West New Middle North North South South South Eng- Atlan- Cen- Cen- Atlan- Cen- Cen- Moun- Pa- land tic tral tral tic tral tral tain cific U.S. Type of Course (2) (5) (2) (3) (3) (4) (3) (5) (3) (30) Elementary school principalship ..... 0 1 0 0 0 0 0 0 0 1 General course in the principalship .... 0 0 0 0 1 0 0 0 2 3 Elementary school administration .... 0 2 0 1 0 0 0 1 0 4 Elementary school supervision ....... 0 0 1 0 1 2 0 0 2 6 Elementary school administration and supervision ....... 0 8 0 3 5 2 l 1 5 25 General principles of elementary educa- Ree 0 7 0 1 2 6 2 2 2 22 General educational administration .... 0 4 1 1 3 2 0 3 4 18 General educational supervision ....... 0 0 0 1 0 1 0 0 0 2 General educational administration and supervision ....... 1 13 0 4 7 7 9 14 58 History of education 0 1 0 1 0 1 1 1 2 7 Theory and philoso- phy of education.. 0 5 1 1 4 3 0 2 3 19 History and theory of education com- BOE cacieaceaeas 1 9 0 1 1 0 1 1 15 Educational sociology 1 3 0 1 4 1 0 6 21 Character education, civic education ... 0 2 0 0 0 0 1 5 2 10 General psychology . 0 10 1 6 13 3 0 2 6 41 Child psychology ... 0 6 5 0 0 0 2 5 18 Psychology of adoles- | AEE ree 0 1 0 0 0 0 0 0 3 4 Abnormal psychology 0 6 0 0 1 0 0 0 0 7 Mental measurement 0 0 0 2 0 0 0 0 3 5 NE cadscwnee 3 78 4 28 43 31 10 29 60 286 CoRRESPONDENCE CouRSsES OF THE ACADEMIC YEAR, 1926-1927 ? Tabulation by institutions—The correspondence course reaches many people in service who are not able to secure other types of instruction. Replies with data were received from 31 state universi- ties, 4 private universities and 5 state colleges. Many of the private universities and the state colleges reported that they were not offering courses in education by correspondence. HIRTY U.S. (30) 25 22 18 THE SEVENTH YEARBOOK 413 TABLE 122.—InstituTIONAL SUMMARY OF CORRESPONDENCE CoursES OFFERED BY Forty Institutions Durinc THE ACADEMIC YEAR 1926-1927 Type of Institution (Figures in Parentheses Refer to the Number of Institutions Reporting) Pim ‘State Private State Universities Universities Colleges Total Type of Course (31) (4) (5) (40) Elementary school principalship... 2 0 0 2 General course in the principalship. 3 0 0 2 Elementary school administration. . 1 1 0 2 Elementary school supervision..... 3 0 0 3 Elementary school administration SEG GUDETVIBION o.6 5 occ ics ccsace 21 2 1 24 General principles of elementary IND, act assia ne wasorcn aetna 15 5 3 23 General educational administration. 39 1 0 40 General educational supervision... . 6 0 3 9 General educational administration RU MUIPEL VIMO: 6 osccccs cvcceans 46 6 6 58 History of education............... 28 2 2 32 Theory and philosophy of education 18 3 3 24 History and theory of education III, a sinc.cce-tcwanaeca cesar 28 5 3 36 Educational sociology ............. 19 3 4 26 Character, civic education, etc..... 1 0 2 3 General psychology ............... a2 5 9 86 Child PSVEhOlOSY 2.20. 6ccccccccces 18 4 1 23 Psychology of adolescence......... 8 0 1 9 Abnormal psychology ............. 8 1 0 9 Mental measurement ............. 7 1 0 8 Total courses tabulated........ 342 39 38 419 Table 122 shows the correspondence courses in terms of the types of institutions. It will be noted: 1. The correspondence course plan has found greatest favor among the state universities. 2. Only two courses were offered on the elementary school prin- cipalship. 3. The two types of courses offered most frequently were “ gen- eral psychology,” and “ general school administration and super- vision.” 4. The “ general” type of course was the most typical for all insti- tutions. Tabulations by geography—Table 123 shows a tabulation of the correspondence courses offered in 1926-1927 by 40 institutions. In Table 123 there has been indicated the correspondence courses according to geographical sections. These points should be noted: 1. The correspondence plan seems to be most popular in the Moun- tain section of the country. ‘ 414 ELEMENTARY ScHoot PRINCIPALS 2. The two courses on the elementary school principalship were offered in the Pacific area. 3. “ General psychology ” and “ general courses in administration and supervision ” were the ones most frequently offered. TABLE 123—GrocraPHIcAL SUMMARY OF CORRESPONDENCE CoURSES OFFERED BY Forty Institutions Durinc THE ACADEMIC YEAR 1926-1927 Geographic Section (Figures in Parentheses Refer to the Number of Institutions Reporting in Each Section) — ' ¢ ———, East West East West New Middle North North South South South Eng- Atlan- Cen- Cen- Atlan- Cen- Cen- Moun- Pa- land tic tral tral tic tral tral tain cifie U.S, Type of Course (1) qd) (4) (7) (5) (4) (6) (8) (4) (40) Elementary school principal ......... 0 0 0 0 0 0 0 0 2 2 General course in the principalship ..... 0 0 0 0 2 0 0 0 0 2 Elementary school administration .... 0 0 0 1 0 0 0 1 0 2 Elementary school supervision ...... 0 0 1 1 0 0 1 0 0 3 Elementary school administration and supervision ....... 0 0 6 0 5 7 3 3 0 24 General principles of elementary educa- Re ere 0 0 6 3 1 0 6 5 2 23 General educational administration .... 1 0 3 11 3 5 7 7 3 40 General educational supervision ....... 0 0 2 1 0 0 3 2 1 9 General educational administration and supervision ....... 2 History of education. 0 Theory and philoso- phy of education.. 1 0 2 5 2 1 2 9 2 24 History and theory of education com- errr 1 Educational sociology 0 0 3 4 6 3 2 6 2 26 Character education, 12 10 9 4 8 8 5 58 5 5 2 4 6 8 2 32 oo re) >) on _ wo on Ja) oo S civic education ... 0 0 0 0 0 0 3 0 0 3 General psychology . 5 0 9 13 16 9 11 13 10 86 Child psychology ... 0 1 3 5 2 1 5 1 5 23 Psychology of adoles- UE esccunnnanee 0 0 0 2 1 1 3 1 1 9 Abnormal psychology 0 1 0 0 0 1 5 1 9 Mental measurement 1 1 1 0 0 1 1 1 8 are 12 2 61 67 53 38 67 79 40 419 were ation ED BY U.S. (40) nN 24 23 40 58 32 24 36 26 86 23 Soe 419 Tue SeveENTH YEARBOOK 415 Summary and conclusions—The committee has presented evidence showing the opportunities for professional courses in 139 institutions of collegiate grade. These institutions included 48 state universities, 55 semi-public or private universities and 36 state colleges. The technic of investigation involved an analysis of the catalogs of these institutions and the tabulation of educational courses and allied courses under appropriate headings. These tabulations were made for residence, extension, and correspondence courses for the academic year 1926-1927. The summer session courses of 1926 were tabulated in a similar manner. A summary of the total number of courses of particular interest to elementary school principals has been made in Table 124. TABLE 124—Torat Numser or OpprorTuNITIES ror SELECTED TYPES OF PROFESSIONAL COURSES Correspon- Summer Residence Extension dence Session Courses Courses Courses Type of Course 1926 1926-1927 1926-1927 1926-1927 Total Elementary school principaship.. 19 16 1 2 38 General school principalship..... 10 6 3 2 21 Elementary school administration 18 24 4 2 48 Elementary school supervision... 28 49 6 3 86 Elementary school administration SG GAIDETVIMIOD. oo. .ccs wicccsices 113 167 25 24 329 Principles of elementary educa- RR ee Se rrnen ney ere 182 150 22 23 377 General psychology ............. 340 487 41 86 954 Child POVEROIOEY, oo. occ cccc secs 94 146 18 23 281 Mental measurements ........... 42 100 5 8 155 Practice teaching (Elementary WUIMAUEE wo dkccuhsig Wn aivicxaaseasaus 32 51 re oa 83 Observation (Elementary school) 58 41 a - 99 NE os v stn thn nataacankoes 936 1237 125 173 2471 Other general points brought out by the tabulation were: 1. The majority of the courses in all institutions must be classed as “general” in scope. For example, topics in a course in supervi- sion would be handled as “ school supervision ” rather than as “ ele- mentary school supervision.” 2. There were encouraging indications of an increasing number of courses particularly for elementary school principals. The sec- tions showing greatest activity in total number of courses offered were the South Atlantic and Pacific areas. 3. The correspondence course plan has found greater favor with the state universities than with the private universities or state col- leges. The East North Central section of the country offered more 416 ELEMENTARY ScHOOL PRINCIPALS courses in proportion to the number of institutions than any other geographical area. 4, Extension class work was offered most frequently by state uni- versities. The areas of greatest activity in terms of total number of courses were the Middle Atlantic and the Pacific sections. 5. The same general types of courses are offered in summer school as during the regular session. SELECTED REFERENCE 1. Hosic, James F. “ College Courses for Elementary School Principals,” Teachers College Record, Vol. XXVII, No. 9, May, 1926, pp. 792-798. pov ther uni- r of hool thers CHAPTER XXIT PROFESSIONAL TRAINING PROGRAMS HE CATALOGS of one hundred and thirty-nine institutions of collegiate grade were searched for the data presented in this chapter. Basic to this survey were the following defini- tions of terms: Course—a unit of instruction for the completion of which a given number of semester units or credits is awarded. Academic course—a general cultural, or non-professional course. Professional course—a course in education or allied fields particu- larly designed to prepare for teaching and other school positions. Training program or curriculum—a group of courses, usually both academic and professional, preparing students for teaching and other school positions, such as elementary school principal, ete. Degree—a college award for the completion of certain require- ments, usually a given number of both academic and professional courses. Certificate, license or diploma—a college award for the completion of a training program or group of courses preparing for teaching or other educational positions. This chapter will present summaries of an analysis of the 48 train- ing programs selected from the 139 institutions and an analysis of the 5 training programs limited solely to elementary school principals. Summary of training programs—The catalogs of the 139 col- leges and universities included 25 institutions’ which group their courses in the form of training programs. These 25 institutions in- cluded 15 state universities, six semi-public or private universities and four state colleges. A majority of the institutions offering training programs were organized as “ schools of education,” four as “ colleges of education,” four as “ teachers colleges” and two as “ departments of education.” A part of these training programs began with the first year of college, while other programs did not start until the student had *Including the following universities and colleges: Arkansas, Boston, Chicago, Columbia (Teachers College), Florida State, Harvard, Indiana, Iowa, Louisiana, Miami, Minnesota, Missouri, Nebraska, North Dakota Agricultural, North Dakota, Ohio, Ohio State, Oregon, Pittsburgh, Stanford, South Dakota, Rutgers, Washington, Washington State, and William and Mary. 19 [ 417 ] 418 ELEMENTARY ScHOOL PRINCIPALS been in attendance for one or two years. This difference in require- ments for entrance upon the training programs has been indicated in Table 125. It will be noted: 1. That 27 of the 48 training programs require high school gradu- ation or equivalent training. 2. Fourteen required two years of college work as preliminary to the organized curriculum. 3. Seven programs required teaching experience. The two year minimum in five cases would tend to exclude all but the mature students. TABLE 125.—RequimreMENTs For ENTRANCE Upon THE Forry-Eicur TRAINing ProcraMs, 1926-1927 : r Additional Basic Requirements Requirements ¢ ~ A SER S¥ og ate ——_ « £x4 es 28 <3? ase @ ose se gg. Bs « 3 a4 Ps ce ES me .S2 HBO Sse. #8 fsa 4 = 2°38 358 = “Gn8 Sa b “OS 0 $5 ESO #85 $8 S88a 328 § Training Program ew Rn e a o aS = oa 1. Elementary school principal ......... 5 1 1 7 2. Superintendent and elementary school principal ......... 1 os re és - 1 3. Elementary teacher, supervisor and prin- rrr rrr 1 i zits ate ne 1 4. Elementary school supervisor ........ 2 ¥ 3 sn es 5 3 - 3 5. Elementary school principal and ele- mentary school su- PEPVIBOF ....cccces “a r 2 aie 1 3 1 wi 1 6. Elementary school teacher, high school normal teacher and elementary super- WE ns acetwnccans 1 ia ee = we 1 7. Elementary school supervisor, high school normal di- rector and critic teacher ........... 1 ne or ss wa 1 8. Elementary school administration ... .. a 1 - des 1 ws 1 1 9. Elementary school supervision ....... 2 ne 1 in ais 3 10. Elementary school teaching and super- UE. sac cawan awe 1 6 ite aia cs 1 1! wo Kp, © 7D, [oF quire- icated yradu- ary to ) year lature AINING al ents a, Total THE SEVENTH YEARBOOK 419 Additional Basic Requirements Requirements $83 ne ee) eos 2 be ge Bf Le wee a Ee gs fh “se 239 dus. FE aeaA of = POD see ~ PES se wh, B28 oS ExS SES 2 of¥S BE F Training Program hd "a “ as Z S = é ii r= & 11. General school prin- ME, etccnnnecces cues 2 2 12. General school super- WE cwdscceanens 2 i a si ve 2 me 1 1 13. Supervisor in city sys- MND a.cioe wen scmees 1 a8 es ae és 1 ae 0 ss 14. Supv. of rural schools .. ¥ 1 za Pe 1 1 eo 1 15. Supv. of special classes .. ” 7 a 1 1 16. Teacher and _super- visor of special NONE ogc csr sheen a i aa ie 1 1 17. General school super- visor and superin- SED acnedacnes 1 ‘ we a i 1 18. General school prin- cipal and superin- WORE oc sissicscss 1 - 1 2 19. General school princi- pal, supervisor and superintendent ... 1 ss ci ba nm 1 20. General school prin., supv. and sr. high school teacher .... 1 5 = Ss ae 1 21. General school ad- ministrator ...... 1 wa ns ee a 1 22. General school ad- ministration ...... 1 1 2 1 5 23. General school super- WEEE. ccsivescevernn in a 3 . 9 3 24. General school ad- ministration and su- rae 2 xe = ne Ye 2 RE hd is oreo 0% 27 1 14? 1 5 48 5 2 7 The 25 colleges and universities offered 48 training programs. Several institutions offered clearly differentiated programs for sev- eral types of school workers, while others recommended one program for several positions. The types of programs offered during the academic year 1926-1927 have been indicated in Table 126. *Five training programs permit sophomores to enroll in a course in the intro- duction to education. 420 ELEMENTARY ScHOOL PRINCIPALS Table 126 shows that the 48 training programs’ fall either within the elementary or certain general school fields. Programs solely for TABLE 126—Tue Forty-EicHt Traininc Programs OFFERED BY TWENTY-F vg INSTITUTIONS IN 1926-1927 Type of Institution in Which Offered < Semi-Public and Private State Colleges and State Training Program Universities Universities Colleges Total 1. Elementary school principal........ 5 2 6 7 2. Superintendent and _ elementary school principal ..........2cesse. 1 ca re 1 3. Elementary teacher, supervisor and SS BRS ee eee 1 6 5 1 4. Elementary school supervisor...... 2 3 ea 5 5. Elementary school principal and ele- mentary school supervisor....... 1 2 ‘ni 3 6. Elementary school teacher, high school normal teacher and ele- mentary supervisor ............. 1 es ‘i 1 7. Elementary school supervisor, high school normal director and critic NN ici! cea wi erbiciee indian Gian alate 1 rd int 1 8. Elementary school administration... .. 1 9. Elementary school supervision...... ay 3 10. Elementary school teaching and rr ee a ree 1 11. General school principal............ 1 12. General school supervisor.......... 1 13. Supervisor in city systems.......... 14. Supervisor of rural schools......... 15. Supervisor of special classes........ 16. Teacher and supervisor of special MIE ana wid eet sien siaraohadacs oe 1 ‘hi 1 17. General school supervisor and super- NL a tcuneiausekinncunKae 1 re aie 1 18. General school principal and super- ID, caiuicivacaians wanwennes 1 bi 1 19. General school principal, supervisor and superintendent ............. a - 1 1 20. General school principal, supervisor and senior high school teacher... _... i 1 21. General school administrator...... 1 dis as 22. General school administration...... 1 3 1 23. General school superv4ion......... ae 3 24. General school administration and IFO asin siiccddcccssdsccs 1 es 1 2 BED nec cessideuciecsoeniond 20 23 5 48 wo — tt ee — es — DRO RD tr ouwre *In several states the training programs of one institution were taken to be representative of the programs of several institutions conforming to various state requirements. For example, Stanford University was used to represent the re- quirements for California as several universities offer programs based upon the state requirements for certain credentials. ithin y for y-F ive Total on — ee DO RD Ture SEVENTH YEARBOOK 421 high school principals and other groups were omitted from the study. The following points are of particular interest: 1. There were 7 training programs intended solely and specifi- cally for elementary school principals. Five of these were given in state universities. 2. There were 2 programs for the “ general principalship.” 3. The majority of the training programs were general in nature as indicated by such titles as “ general school administrator” or “elementary teacher, supervisor or principal.” Table 127 indicates the various training programs with the degrees or certificates granted at the end of the training. It will be noted: 1. In regard to the types of certificates or degrees: a. Some of the curriculums are organized with reference to one particular academic or professional degree. Others may lead to more than one of a number of academic or professional de- grees. In several cases the curriculums are not organized so as to lead to any particular degree. b. Practically all of the curriculums are organized with refer- ence to undergraduate degrees. c. Recommendations for school credentials, an elementary school principal’s license, a principal’s certificate and a certifi- cate in administration and supervision are awarded separately or along with university degrees. 2. With reference to the special training curriculums: a. Of the seven programs for the elementary school principal, three lead to an elementary school principal’s license, one to a Teachers College Diploma awarded with an advanced degree, and three to either the Bachelor of Arts or Bachelor of Science degree in Education or the Master’s degree. b. Of the two programs for the general school principal one leads to a Principal’s certificate with the Bachelor of Science in Education; the other was not organized directly with refer- ence to a particular degree. c. Of the five programs for the elementary school supervisor, one leads to the Bachelor of Science in Education, three to a Teachers College Diploma awarded with the Bachelor of Science or advanced degree, and one to either a University Teachers Certificate with the Bachelor of Science, or the Master’s degree with a certificate in administration and supervision. d. Of the two programs for the general school supervisor, one was organized with specific reference to the Bachelor of Science in School Supervision; the other was not organized with direct reference to a particular degree. 4292 ELEMENTARY ScHoot PRINCIPALS TABLE 127—Decrees or CerTiIFICATES AWARDED FOR THE COMPLETION OF THE Forty-E1gHt TRAINING ProcramMs—1926-1927 Degree or Certificate 3 3 = F t © io | eo Zlaele | 8 oe a8 (3° 129 Js [2 eal ° ~ & 6 10 [th eo e o De - ise Coad oe #08) es BS a <9 Fi 3 50/2 (28 [ol8 eiina [Peles | 283.5 Fly [2 ee |tle |BSalae lessen [asa ans | § [Meld [38 [518 PSESS |gecias |s8 eh |e ~ od SA8\5 Sac ac 2 3 4 & & |eis Bogie sink ao =z ° 4 | Olen ie o C1 ae |so Sale ie 3 Professional Training § lise [ae Jele jessica] [Seciss |Ses aa g's Pregmn Below selesigi2 |gesice| |p2%|\pd |S8slac oss s. SSeSESls [dele] o| Sno. |azdl onl gas 4 Belegsials Onl col simodjne | Ad -F By Be Pal ‘age ng a we Bs? lon uy ceitinuas te seheelshysls 29) SO¥siod | hod) fa) HO eo BA Ps] paper Pd el Ten alets| Pegl selves gk as 6s\Sseleisaioss NSM? do SS8 S1Slgs Be ' £9 /eas\e~ [eeg!s[s bles] se] Sas 286] 233) 01) 88a 88! aolgae elgaalg eSiaet ice 2 saelegs teslee Saal es| ? ad ° ASS ov] A [rad [od od] O-208| aoelea fad be 1. Blementary school principal -j- 2} 1i-j- ole 1 o jo |$} « 7 2. Superintendent and elementary school principal - - - = lel] - 1 al<-| «- - - -je| z - - ~ - - - - ~ - - ~ - y 2 2 f£140m0u0F$24 euvtTd z 0 z * e * ° * “ ” - - - - - 2 - 2 weiqesty t 0 t - ~ ~ ~ - ~ - ~ - - - T - t fqdosottud t 0 t - - - - - - - - ~ - - - t - T fkydvs90e2 oywouocg T 0 t - - - T Tt - - - - - - - - - asourwusy OTTQNd 4 ) Z t - t t - t 2 - 2 - - - ¢ - € soymouocy t 0 t - - - - - - - - - - - - T - t e18z{em PITT t 0 t eo oe o o @ - - - - - - - t - t @matqoid £4 punamog n 2 0 x - - - - - - - - - - - - FA - 2 /% eomeTOe TeTZI0¢g re} ot T 6 Tt - T - - - 2 - 2 - - - 4 T 9 Hoyopoos 4 2 0 2 « - - ~ - - - - - ~ - - 2 - 2 Moyopoos Teiny Ay € t) ¢ Tt - Tt T - I - - - - - - T - T /2 £403838 — 2 0 2 « @ - - - ° - - - - - - 2 - 2 £1048}4 weodormg o t t 0 ° « ° ° - ~ « * e e ~ - t t - puetgug Jo £1038 5H a) t 0 t - - - - - - - - - - - - T . U fowr20owep uy ewatqorg f=} ¢ 0 € e © ba ° - - 2 ° r-4 t od T - - - quewureAOd UOT JoUy Ay ¢ t z - - - - - - - - - - - - ¢ Tt 2 Ai0y8Ty 893%g pezTUD ¢ 0 c - - - - - - - - - - - - ¢ - € £10383q uvotiony 2 S r) g o - - - ~- - y - e - - - t - t £1038 Ty usepom 5 t t re) - - - - - - - - - - - - T T - Woy ZVsETFATO 5 £1 G10dviayuod puw usapow 04 woTZonposzul be t t 0 - - - ~ - - - - - - - - T T - ewog Jo £1038 ;H O t t 0 - - - - - - - - - - - - t t - e00019 Jo £1030TH BD 8 t L t e t t ° 1 o ° « pa e * 4 I 5 /2 e@eauey wPte204 Tt t 0 - - - - - - - - - - - - Tt T - (Soyouztu uvwog pure yoo1n) ate by 2 0 Z « ° ° © ° © 2 bad 2 - ad © - - - uuIep 20 Youelg ne 2 i) 2 - - - t - t - - - t - t - - - WoT i;eodmoo pre oF s030e"UR 4 at 2 ot - - - 2 - z T T - Tt - T 8 T 4 Supxvods oTTqnd PS 2 () 2 - - - - - - - - - - - z © 2 pouyem f282q57 7, 2 t T - - - - - - - - - - - - 2 I I /2 wrtd0g 3 gt 0 9t t t t cd T 2 « 2 a ok WOT3;eodmog os v 0 v pas - ‘e ~ - - - - - id da O1N38103TT YOTT2Ug a Tt oO tT - - - - - - - - - @INZVIOPTT UVO] Jouy < ¥ 0 ¥ t - t t - t - - - - - - 2 - Fa @1N4UI04FT Tereuen ic Te70y an perTnbey| Tvz03, a perndey | tv303, canon paznbeq T*80, |e otoen peztndey| Teo anata peatnbeg |te30y, ene peatnbay uoystaArodns @eemon Wrywonpy” uty UoTzUmMpy UT puy woTyeiyefuyupey woyeyarodng seeideq Tly 407 @MeTos JO ToTeyOuT S3ty JO sOToyouT | UE oyvoTZTZI00 puY “[oouds UF woTyvoNp, UF 20 S3ty JO JOT eYyoOu"g 20 Gyiy JO JOT SeYyoR"g eei30p 8,4eqeum 10 @NNeTo9s Jo 10TeYyoOu"g eouetosS Fo sOTeqORUg eoueTos JO JOT SYOR" - 1261-9261 nA —dadqavaMy Saqupaq OL ONIGHOOOY SWvuD0Ug DNINIVU]T, ‘IVNOISSHAOUT NI GAGNAW WOODY ANV cau ndoay Sasunoy OINAdvVOY— 671 AIAV.L = Ve) a NTH YEARBOOK u Tue Sev euo squesoidey /F *epem 24 03 BT GOTAOOTOS QOTWA MOL pequesead gpreys OT JyOedS SseuTT Texous) JuoTe suoTywpucUMODEY fz *42Da 8,4e0f e10u 10 *OCT CTQ¥L 03 teze4 st ef[eue peTle yop e10m 40g /t get is avi 6 9 6 et ° et ve 2 cr a 0 4 é2t s¢ 26 Tews Netter Att AAAA Oo Cae] ee AQANAMAORKRHAAHABOCCeOOrMONWHOMOCO moocecocor AKCK HK PHAM HANANANAAME ct rt Dt oO SOCCHACKOOCHAANNOHOAHAHOrtN SHCOERMEDPECHCOCCEDCeC EAC OMS SVCCOHMACSCCHAHC VECO CCS CMS SPC ECESCHHS?CCECCO CEE 2.8 oo 0 sess FF ete. ese 8s Ctetttert terre eee eee tet tt tenes CeCe ESBPOCBACCECOe CE ee EO ® Cette tere ete eee et bei t tenes sees € 8 eee e2.eees Pei ee Fee ee FCC Ce ee me ee ee C2 2S metreeereeererereree ee emt tane CERES ESSCVESCSECEASeCHC SH CEES metretroevevpereerpeereresermsedserme CHEECHCMERAEACE CHSC POMS CORO CCK ETCE CCHS CS DS Comes 80.m Oe, aeuysoly etara spoos Are, usweTy Buyq,oTo frequemeTg Suymerp pueyeosy ArvquoweTaZ wsep 4184 0pweTZ eanzooysuose Jo £1038TH uoyyeosoes £4, 0muM00 pus soy zyay3oe puncasfetd * saurep (*03@ *xTO, *Temmgeu) Juyoued /E wo ywonpe Teoyehid /E eoucsyos ATeyt IIA er30 PTITGO pues UITeOH 3010; shud euet34y SS80Toos 20 fue30g 3610072 Teseuep fz eopetud soeu9 pase spttos ‘sptnbrT Jo sopmeqoon UST pus punos *4veH ustieusem pus £470,2300TR sopetyd Tereuep fqdes3008 yo setdyoutag eqnms pues seer], SZTT WOesuT 20 LF0TOURTUIO £pnye ermyeu pue AFTON ;A10 [/g eusyos s2,87meG) Te18u098p soyuegne pue 43; pe10H @noTqoid woyyntoag /Z eousyos [eoyZo OTE /% eoucyos Temmqeg NtrtcttaAne tt Attract t wee 6¢ @ 2 88 CNL Ii PAA A AHA NNNMBM ANTI AMON Cet ttt ERAN NN PetPets IN CNP rOtatrtst ter ttttinmererawne pepacw TP905) nooay [POTN OH |TeIOg pepusa mooey |P*tabou Gepu T8305 anes porpabey |Te30L pepuac 00y pepuea 21000 peatnboy porpubey |Te301 pepuen 0004 pestnbey Te30L se0r3eq ITV 204 WoT yeoOupe UT @0uesyeg JO AOTSYONT 40 sz4y JO JOTOYORg wOTpEONPpS Uy sity JO s0TSYORg 40 Syty JO AOTSYyO"E uot syaredns pus uo, sip sTupupe Uy S7FBOT ZI IAe0 pus eoep 8,10 sey 10 @OUEeTOg JO JOTeYOUg uot staredng Tooyos ut @0UETOS JO sOTeYORT so81n09 toy ywoupe uy @oueyos JO s10TeNORg panurjuo Q—LZ61-9Z6T —daduvVMY SaauDaq] OL ONIGNOOOY SWVaDOUT ONINIVUT, TWNOISSAA0UT NI dgqgNGWWOOdY INV aquinday sasunoy SINadVOY—é6ZI WIAV.L ELEMENTARY Scnoot PRINCIPALS Ses.moy pepucs -wocey pay perrnbddy [e303 SAPFONNNNNAH AH _ = aArnnae anh ae Seernoy) pemiommooey TIO] le CODD HAONCOAA AA eosoooSo esooo @esmog peipnder TVR0y SHeeOnnonno@egoco = = " Naren anead uotetasedns puv mop yess -syupwpY ToousSs Teiseueg 2 Woyzesy “stupapy Toogos Tereueg 19 103823 “stuTmpy Toogos TeteueD 18 sayovay Tooyos WH ed} Sars foouss p= | 17 p; | ayotet steuetnaacst 16 ot) opuequtsednc puy T 15 “Uyig Tooyss Twieueg 14 sosta stodng Tooyds T¥19ueD 13 etm tweet tenrene eeteteermeetwent wat tt eee ee teres wae et ee totes teeteoevevepupenes ah a ee emt eto teen) woreta -redMcg pus FupyoOVe! pe bn Pr irwaueuots ll Y yeouos ay 205 ° i= Reqe| Reos| Reqe*| Beq.>| Req. a Req. |Req. |Req. | Rec. | Req.| Heq.*| Reo. 10 a esoeyl era , MK TOOUSS WITH soups ng A Oo Tsang YOee> ftrejuswetg zostarednc veoy s2vjuemetg pus Tt a oe ai 3 3 a a8 o2 09 eoeo4 fh HaO ond a Omhaik cet Qe os Kunt “a B+ & fot cas @gv ah =EBa awn VEndoe 88éa8E aoconmn Urban communities Rural conmnities Economics 2 ee eer finance Economic geography Public lt “ 9 S fe < Ps a = Zi fs > a 2) fa = eH SxyUITOA JO META UT PEIDeTES 0q 03 seaTzOETT /Z *pozuesoid ommzeu [eL0UGe = JO SUC; YwPUEMMODeL [TeUCTITPPY /T *uoyieonpe Teoysfud a9 /t *£aystmoyo 10 ft *fyudesdoog *Tz uoT WwoNPAR YI; JuorTe uoyzydo uy ft *eoneyos £10;,8L0QBT @ 10 [fs *soyyeumoyzeu 30 BP *ejenJuel udtesoz pucces B 40 * sot qomoyjzem* £1038TH / *@INZVL93T TI USTTZu_ ay sosanoo yitm uote Juyyveds oyTqnd uy esmmod we yt BuoTe Tuuoyydo uy Pp *yusT[zuq Toouds yJtTy jo savek anoJ pey eawy CUM szUepNiS so porynbes yoy /{ *faj00g Aanqued yYWUESQoUTA UT sesmoD Om, JO EO IO E014 &.mjzued YWWeOZOUTN UT es1nod ouo 4Q /G *xHLOm Sivek e10M 10 OUO szUEseAdey /G ‘ope OQ 07 ST UOTIOETES qoTYm mous poqueserd sproTy OT sTOeds [Ter9eA0s SeouTT [e190Ued YuOTe suo] pepucUMODOY it *STOOYOS pues saeT[OO snoyaea our £q pesezzo sosinod ey wory uesOYyo oq few seatyzoeTA /E *syuomeatnbes souTu *uM[NOTAINo uy pepuauuooes sesinog *00u *un[NoTAaIno uy pert~nbez sesanog *bey ? st} 6 ’ ct} et] 6 g T 45 é Se g 4 ST ee " 3 4 a tt 2 2 | eat It 2s a AeA Att tet memoocoeooo- ‘ ' ' ' ' ' ' ' ] ' ' te ee ' fOoOCn Kr rea tO ' ‘ ' ' ' ' ' ' ' ' ' ~ ' = co ' ' | al - tae at 7 ' ' ' ‘ ‘ - ' ' ' t-t ' ec twtr tee ' ee ' et ' 8 ‘ te ' we oe a6 of es 's 6.60 ¢ er es rf et Lia) Pt tietetett tCeeraenrnes ' ' ' ' ' uu - © ' ' - ' t - ' ' ' ' ' ' ' ' trance - ' ' ' ' ' ' ' ' ' ' ' ' ' ' teat ' ' ' PONANE NNN FARM RM OOCCOOCOHON CH On CO ' ” ' ' n ' ' POANN FH NNN HK K PRR K PF BRAN N RK MNP BRD SCCSCOONOC KR OCC OK COC HH FANNNOHMOFK OH OHM 6s. 0866065 $8686 Os teats ' tae Stet ‘ ine - ' ' ' ' ' tent ‘ ' a ee tet teats ses ' ' - tare ' - ' «t tenet tae Te30L GaIn{oo, WeuNselg erat spooz Axrequcue1g Bupy,01o Aaequowerg Buyaerp pusyessy faequoue,g uUstsep Arc queNeTZ ernjzoestyoze zo £109 8TH Syre Sula 64ae TeOT ORI uotyworoes £4; uTMM0D PUS SeTITAT}OB punowsfetd * souep (XTOJ *Teanqeu) Butowed fs woTzeonpe TeoT sfug* /S eouctyos fava TIN e189 PTTYO pus UITeay ABototsfud eueysfy Ssoroos a0 fuv,0g ABoToos Tersueg /® soyshud sosed pues sprios *sprnbyT zo soyusyoey WITT Pue ‘punos *4vey usj ,oudem pue £47, 0741300Tg soyefyd Te1z08ue9 fudess0e3 zo setdyouyag fayspueyo Tetouep sqnrys pue seers, @ZTT WOoeuy zo AZOTONITUI0 £pnye eamyeu pue AJoTouspusO /@ eoucetos soyuedne pue £4;pes6ey sueTqoad woz yntoag /®¥ eousyos TeoTsoTOTE /¥ eouetos Temmjeg /¥ soy yeneuzay sot eT IweIS £2,qmou03t24 euetd eaqesty fydosotyud queums0e4023 TeolJery eoueToS TROTITTOd © nN w N =< “ £z cz} te | 02 6T} et) 2T} OT gt ot et} zt | tt a 7 Ld rtiettiet siequmm mmnTOD Se we a ete ames is mt eran aaULaAbayy SasunoyD SIMaavoOyY—OEI ATAV.L 428 ELEMENTARY ScHOOL PRINCIPALS TABLE 131.—ProressionaL Courses Requirep on RECOMENDED FOR THE PROFESSIONAL TRAINING ProcgRaMs—1926-1927 Sesmoy pepummocey WW pestnbey Hog | KY“ “HY QAR "AAS" SR gor“ a--925,9-° Seemmoy popummocsey [w30) t200e ge NVR enea oO Br ocovoneannae seamen pertntey toy | OWS FE Cogaryge « o guengquogggeon Kz)@peptazedne pare woTyeszeTupEpY TOOyds TeisUen |. eee ta Ce eerme 6 mbes tiaotnmas $ eee we Cee eam 6 Maree headers (s) aores s te st a eree ee ereereet meteteeeetepar éo) worses _ 3 ee ce Ce oro ee) . - . ’ ed ® eee wt theeame 6 ee oe ee) (1) s03ez32;uTEpy ToouDs TeZeTV | een 0 Beewvene 8 Mier erentaene AT) 2eqowey ToouDe WITH pee sospazednc*tedsouszd | 2 pene ts eeonnees ‘ Cr eee ee) (1) wwepuequtsedag pre s0s;aredng “Tedzouzad | 4 bree @8 tentemn 6 Ata ttinnwnns 3 Cbd ot ttt te ot Meee rtreeennee (2) suope e me reltoutss F eeee oe ptrrerne ' od ee eo) (1) saepucyupsedne pre soepasadns | o hte wt theme 8 abi twt tt nnee Si tthe te thee 8 eeereeennnnene Goeesvto Teyoeds jo aces iting wv seyo"e, a a peee Oa) eet eente ‘ eee eet bettors (t) eeeevto Tesoeds uy s0ssasedng —_————__—__-——_———_+} at eee tf ee ee ee SECS CECE EES 3 eta um eeveenee ‘ SRHROCCROAECBH OOS eam yasedng shaaihanciail bain af sree 8e teeeeee 8 were reeeeeans (1) swozete £359 ut s0spasadng | > 0b ate Metts ‘ ee ee ee ee 4 \Y ere we Comet tee ‘ el ee ee ee (2) 20stasedng yoogos Twseusg | 2 a sree oe ternne ' i ee 3 Peet Met totter Matt bi teatita (z) Tedpougag TooyDg Tez8UED EI a ene oe evaeensn ‘ Co ee ee ee v 2 seee se tm tttnn ' od ee ee oe | woyeqa wing pers Supqowes {Soyos Lavguacety | = tent we Ptamene ‘ peewee twaees g ttm Mt Mt etttnt ‘ aati mint te tne (¢) woyezazedng yooyo, & ty = a pete ta @vrreeoe f@ wore e eee teemanne (1) wossezseqapmpy Toys Lreymusty |S wttia ta pee tenres ‘ AOCRECR Od8 080) qocnts tunzen £ » SMetamans Eitpederts I~ ttiwe ee tn re@ann ‘ Mee emi tase ene "AY 2 oboe os ‘ moins ' ‘ ane ‘ wa 4 i ee oe a ‘ eee ee one La Bivreere ee eat tet 6 Gee 84 C CECE ¢) t0cj;a w TOOYde Areywoots yo tedroufit Tooteg favyussets fs Pte ae ttt twee wrpetehtimtreene ° i - 2 peta tin i roe) ' merenwetremetee ts) atstemihy wore ~ oe frre ON toetannne 18 were ee imttwee gus seezaseing °2 A Fy Pere Fh theme 8 ae ee on ee) rs sree ee seece ds 6 S@eaooceeeeos £8 (t) Tedpouszg regu paw qu aadng | = a eens ee Creer 86 Ce ee ee ee yl4) Tedzoupsd Tooqeg favgmeetyg |p] per oH mnsiina 4 CHASINDIAINadeR “ es oO 7” “=se cs hed - 7s sss 3 3 B . - #83 Gs 1233 3 o U gteeette FE * 2 33 3 Ze -”_ - + Hes * aa 8 8 oO P32 Se235 + ° a 2s oO gees © 3°S #£2°S55 & £85 $ $2 of Sae85 Sr re | ve 4° * 56 2 se « : qaese 25 93% seit. & *s5.8 34 Fe bod ass s z 53 . ga2tee ms a qseta £3 322 dagat 9 §25ads st 2s é 2934 Be sbagtste S$ 28sesgersnc3 as r] ste: 3 -& ee@3Sa 833 Saace ga 28-8025 33 gat speseee 8-3 $~ BESsScss tees CM sShES zeus 923 2 sSeeee is 2 seuie*25asse egSe8 88 ss299 e788 9 Sees Fleas ess Sno Exposes salsse so oags. po PPrspg asbstseilazilas.Ssgdige $599 925953 2038559585585 85572 2 Pek peeqacisetaieiiacaaisseacaiesas? Seahdsdigszaziissigiseteiisezi ies Bo mee ERE SERE SS SSS ES ES SS SER EE BEBE os ee sees se © & Sees eee \ i $26 d865 £2 6 & £EE88 426 aA anes e oe s © side THe SEvENTH YEARBOOK 429 d nue 1 RAMS—1926-1927—C ont ee ae Mel Hs el ied Kell iat) Mia Me QUIRED OR RECOMMENDED FOR THE PROFESSIONAL TRAINING Proc ui IONAL Courses Re ss uC PROFE 31. l 7 4 TABLI S2eMog pepusmmocog puw parzndey Te05 RAP LEO A ger anngnaannsnanan anata S28INOD POPUSMMOTER THO, |MSAKH HD QOMOUMHHOMMONMONMS COOMH . cs @esmmoy peitnbdey Teo RIAHCts Snow HoKnconoNnacoen canes ae (Z) Gopstssedng pow uopperyerurapy Tooyss Twssued s[ mast tes Hetero eh ements bee a g (¢) eopezrzedng roouos resoued! & CR OMEOe CECC OKO ROMERO OOS 8 FOP OTe FCS VCese CACC TC KCTS Fevers (9) worsezzesusepy Toouog Tezaue giraimras DAFT OCCNCIOT EECA OH BEDI CES a weeeee mete teste eee ene teeta {(T) 20;~23¢TUFEPY Toouss TwroUED| spor renee C0 6406646 06.99 @P 6 3 (T) 29yS"es Toorss GIA TAY sartasodng ‘Tedyoutag] spar tse $eeoreomes teed £468 eeeteteta (1). suopmeguzsodng pre sosjasedng ‘Tedyoutzg] |Meat es Co tertete oss wemenensaine wn tet a Pritt ater eeeeeretete seer ta 2 ouyag ad an” st Fee Se eta teretretevreneene petroeta (1) suepueyazzedng poe s0sjas0edng} ¢ Oe ett e te water eet ete ee serrata (T) sesevto Tep0ads Jo s0stazedng pre soqoweL} ¢ ee ee ee (1) e0sento Teroods ut s08pazedn a teetrtenue ALB RAARAAN EA 2 ae 76 ¢@8 n .° geese 8 8 CCS EC CUC EEC CRS eee setrestTo (1) etooyos 7 or sete E ee one wve CCC OCCA OCHEHO CED EES eepeneeoe a *) $I S S SOCC CePA Set. seetetTa (1) smzcks £479 wy scepasodms] |! PTE Ft eee eee eee tea a tree ee ame rere eters eres teen de SF SES re ese s ee oCHR CCAM AC Cee CCS ef 3 Mtetntene uminrtreeeteeeennue ee +6 4 3 oUTtg Tooyss aue ee ne seeeee 'eP Somer Cee Pe Cee Se reerpretoa t ang ou e gjrttrrens CoV CO OAS PO CR eee aes seeene woystase we Oey, ToOYD: 3 ae oye ° oe ee = i? tetretts (¢) uo ang 1 t Qprivreene Sew. ro@epeesroaees os eveceocig woys fata: oye reuse ° s id oC VveRv CV OSC eer eee Se Ah OK (1) worseszesutupY Toouss Arey awotg] 8 eeoed 0 46 00C 06666796076 144 terttteo yooues tumsog ung !Pajassdns PII of woe ee 8 ed ed ee | (1) 2a yazodng puw sayowoy Temog| pm tit tt Pee reer te tet totes seventy Toowds GTR ‘sayovO, Twrny ‘zeyouo, Lavy owetg = cai: dadtaeien senate tat trenee ese ovee C enme0/_dc 08 £09 re o Areyucwetgz pre Todyoutsg Toousg frwyuswoTy alll Sic il die CUCHHE POC CP eere eS ‘eres € k CRM Ce eee eee ee seeeeclg 408 ,al9 oo 494. usu (s) SAOeONS: TeeNeS . id 2 Ce treet ete eet toe eene secrete eimenree een CO CCC CRC OCR VCE Ss teeetttatie pre s0sjsz0dng *soyouh}) Wehsub td “ = 5 ° (tv) Tedyoutag favquemerg pue quo puequtzadng 8 trereeenete oe rteeet et 6 @ tt tatoee (ttn 7? 3 fie t tae en oe od ee | sauvee 2 a x (4) Teltouzsg tooyog frequemetg Gite rare ee ee er ] penne . oS to — = a g s § g E 2-3 3 see? * 5 4 64,% gee 2 3 ; 62 eon > 2: a s Rav (698 7 Sas Sia oe8 Fe F . 2 S283 aoa ry 7 = f a Sfoe § sfa sek « es: : qZeee $< sat bel e Asses deseun SHS = © £ aa | eSS85%3 SES 2 § 2 =| & : 2553 tasn3 feo .2 § 3) & S case gecsSh “2, 85 cee 5 « 2] - . p Bekd@s ecesh cy 83 G88 5 2 : cy ° 5S? 5 s $33 © ool s = ARSaSSSS Zoassak Se 238 rc) = s 6228888 8 s8e8eeue ty 335.5 = 3 3558388208582 Sashes. E 2 cteas pbs] | F m2 3 e 3 aess . 2B Sésxe & 2 = rs BR Ss pn pe nd asp a RS SEGagEs 223] | & PaGRORPOSES obs gaeses basa esa - or hodddgts-sessae ees eaesed ete] | 3 fe -a ESBese ere ORY & +e he Ss eesessssesccsegessescelesezes| | 3 SSaSSS 5 osasesSLRSESESES GSE REZ! | 6 ‘2 2 2 es see eeeeee esses = ae2o¢ @¢ 2een0epod afo000 & : see . . ees ee eee be) S585 8 ARSLISESS > 430 ELEMENTARY ScHoot PRINCIPALS programs terminating in certificates were only concerned with re- quired and suggested courses of a professional nature. It will be noted in Table 130, that: 1. Seventy-four courses of study appeared in the 18 programs. 2. The 74 fields of study were mentioned a total of 199 times, as required 162, and as recommended 37 times. 3. The courses of study appearing most frequently were: Com- position 16, public speaking 12, physical education 11, sociology 10, military science 9, foreign language 9, economics 7, hygiene 7, and general chemistry 7. In Table 131 there has been summarized the required and sug- gested professional courses in the 48 organized training programs. It will be noted: 1. A sum total of 568 courses ; in the forty-eight training programs analyzed. 2. Of the 351 required courses (Jose appearing most frequently, and their frequency of mention, arg: General educational adminis- tration 42, general educational adr&inistration and supervision 31, general psychology 30, history of education 21, elementary school methods 18, practice teaching 17, history and theory of education combined 16, elementary school supervision 14, elementary school administration and supervision 14nd child psychology 14. 3. Of the 217 recommended courses, those appearing most fre- quently, and their frequency of mention are; general education ad- ministration 21, general educational administration and supervision 19, elementary school administratien and supervision 15, secondary school administration and supervision 10, elementary school curricu- lum 9, elementary school supervision 8, history of education 8, theory and philosophy of education 8, child psychology 8, secondary school curriculum 8, and vocational education and guidance 8. 4. Of the eighty-three courses stated as required by seven training programs requiring courses for the preparation of the elementary school principal, the largest number was in the field of educational administration. 5. A course in the elementary school principalship is recommended in training programs preparing for: Elementary school administra- tion, elementary school principal and elementary school supervisor, supervisor and teacher in special classes and general school adminis- tration. There were no required courses on the elementary school principalship for training programs preparing for that position. 6. There was one course in the general school principalship re- quired in preparation for the elementary school principalship. ee DPD SD ett J ee Le Tue SEVENTH YEARBOOK 431 Examples of training programs—In the previous section a sum- mary was given to indicate the general nature of the courses offered in the miscellaneous training programs. It is the purpose of this section to present examples and information on the five training * pro- grams organized specifically for elementary school principals. This study does not include the programs which were designed for both ele- mentary school principals and superintendents. According to the university catalogs the institutions with organized curriculums for elementary school principals were: University of Arkansas; Uni- versity of Chicago; Teachers’ College, Columbia University; Indi- ana University; and the University of Washington. UNIVERSITY OF ARKANSAS (General Work in Education Leads to the Bachelor of Science in Education) Specialization Requirements *—Prospective teachers should decide as early as possible the field in which they wish to teach, and prepare themselves accordingly. In general students will not be recommended for teaching positions in a particular field unless they have pursued the following courses or their equivalents in that field: Elementary School Principals—Courses in Education to be pursued: Education Administration, 103 Classroom Administration Education Administration, 203 Elementary Tests and Measurements Education Administration, 313 The Principal and His School Education Administration, 323 State School Systems Education Administration, 353 School Supervision Education Administration, 383 Educational Surveys Educational Methods, 103 Technic of Teaching Psychology, 203 General Psychology Psychology, 243 Educational Psychology Psychology, 252 Psychology of Elementary School Subject University oF Cuicaco CoLiece or EpucatTion Professional courses for superintendents and principals*—The College of Edu- cation believes that the student in training should view professional preparation for specialized positions in terms of the aggregate education, training, and experi- ence required adequately to fit an individual for a particular type of profes- sional service rather than to view such training in terms of degrees or certifi- cates. To this end the total training of superintendents and principals is divided into four phases. Every student who elects to prepare for a superintendency or principalship should be guided by the educational adviser of the college to make the broadest and most thorough preparation possible in each of the phases. * According to Table 126 there were seven training programs for elementary school principals. In this section the two minimum programs, out of three offered by Indiana University will be omitted leaving five programs for discussion. ? (General work in education leads to the Bachelor of Science in Education.) Taken from the Bulletin of the University of Arkansas, April, 1926, p. 121. *Taken from mimeographed sheets recently issued by College of Education, The University of Chicago. 432 ELEMENTARY ScHOOL PRINCIPALS I. General education including the various elements of training necessary to provide the individual with the knowledges, habits, skills, attitudes, and ideals regarded generally as essential to clear thinking, forceful expression, and right conduct. _ The University aims, through the requirements which it imposes on entering students in the colleges and through its junior college requirements, to admit to candidacy for its degrees only those who have had a broad general education. There are two general principles which are expressed in these requirements. The first is that no one is educated who has not had direct contact with all of the major fields of human knowledge. The entrance requirements are so formu- lated as to require that each student shall have made some critical study of the vernacular and its literature, and shall have had courses in the language and literature of at least one other nation, and also courses in the mathematical sci- ences, in natural science and in social science. The second principle is that no one is educated who has not followed a sequential course of study in several lines long enough to become familiar with methods of advanced thinking in some fields. The first principle of distribution is thus supplemented by the second prin- ciple of concentration. The aims of the university in setting up the requirement that students shall have a background of general education are in some measure defeated by certain clearly recognizable causes. Students go through the required courses but do not cultivate the spirit of the disciplines to which they are exposed. The admis- sion of students to advanced standing of various grades complicates and often defeats the administration of the requirements. Especially is it true that in com- mand of the vernaculur and in knowledge of the historical background of present- day institutions many of the students in education are lamentably deficient. It is certainly true that no one can assume a genuinely influential position in education unless he or she has a broad intellectual background. If students are in any degree deficient they ought to be required to take definite steps to over- come the deficiency. It is, therefore, recommended that in each case of a student in education careful examination be made of his record and attainments in general knowledge in the five major fields of human experience specifically covered in the requirements laid down by the university. Where deficiencies appear, steps should be taken in the early stages of the student’s training to correct the deficiencies through courses or through required individual study. II. General professional training and experience which should be received by students preparing for educational service irrespective of the particular type of work chosen. Five majors selected from the following courses or their equivalent * Course Titles . Introduction to education . General methods of teaching in elementary schools . General methods of teaching in junior and senior high schools Class organization, management and testing in elementary schools Class organization, management and testing in junior and senior high schools . Educational psychology on the elementary school level . Educational psychology on the secondary school level . Special methods of teaching . Practice teaching . History of education . School hygiene KH SOON AA whe — pj *Taken from mimeographed sheets recently issued by College of Education, The University of Chicago. F Fc its ols ‘he wore THe Seventu YEARBOOK 433 III. Specific Professional Training in Education Nature of Courses For general overview of fields........ For general overview of fields........ For general overview of fields........ For managing the school population. For an understanding of psychological DEED sidsexntdestedasadasaneees For an understanding of psychological MED sicnncntncssvcnncdtinewexe For an understanding of psychological problems For an understanding of psychological problems Ce For directing teaching methods...... For directing teaching methods...... For directing teaching methods...... For organizing curriculums.......... For organizing curriculums.......... For organizing and administering SEE b.dnnccccedtevsteasns For organizing and administering re Pe eee For supervising the teaching staff.... For supervising the teaching staff... . For supervising the teaching staff.... For teaching and supervising special majecte GF OF &).....ccccccccccsss. For teaching and supervising special NED GE GF OP ha nk cccdccccccccss For teaching and supervising special ND GE Gis cnccacsavincccas For teaching and supervising special SEN EE Wo. dndnsegedsesasies For teaching and supervising special SE Oe OF Bi bicctccandeccvascs For teaching and supervising special SN OP ck sndicncadoesubs For directing health agencies........ 20 Elementary Schoo! Principal 310, Educational Sociology 342, The Curriculum 350, Introduction to Educational Psy- chology 328, The Administrative Management of Pupils 354, Psychology of Elementary Educa- tion 357, (357A The Psychology of Learning) 363, Mental Tests 359, The Psychology and Treatment of Exceptional Children 366, General Technic of Instruction in the Elem. School 370, Investigations of Study Habits 371, Methods of Teaching Ideals 344, (344A The Junior High School Cur- riculum) Kindergarten-Pri. 320, Problems in Cur- riculum Making 332, (332A The Administration of the Teaching Staff) 332, (332B The Supervision of the Teach- ing Staff) 213, Practice Supervision Kindergarten-Pri. 320, Kindergarten- Primary Supervision 390, Investigations in Reading 391, Investigations in Spelling and Arith- metic 392, Investigations of Problems in the Teaching of History and other Social Studies 393, Investigations of Problems in the Teaching of Eng. 395, Investigations of the Problems of Science Teaching 396, Investigations of Problems in the Teaching of Geog. Kindergarten-Pri. 305 The Supervision of Language and Reading in Grades I-VI 209, (209A School Hygiene) 434 ELEMENTARY ScHoot PRINCIPALS Nature of Courses For teaching and supervising special subjects (2 or 3).........e.eeeeee- For guidance, case study and per- IEEE WEE. 6 vn cc cicdcccicccceccis For measuring abilities and achieve- DD RAK SA 64 56605 0ns0see Ra wenes For measuring abilities and achieve- EE wa vckdatiesucds coseenaeeces For measuring abilities and achieve- ments ee ee ee ee ee For the statistical treatment of facts. For a unified view of professional BEE eak6chhexes scondnueneneeees For a unified view of professional | re ari rerencn. Maken elon For a knowledge of other specialized EE Giaddinkasandsubesbecpasens For a knowledge of other specialized duties ee Elementary School Principals Kindergarten-Pri. 310 Investigations in the Teaching of Community Life, History, and Civics in Grades I-VI 329, Occupational Information, Guidance and Placement 363, Mental Tests 364, The Use of Tests in Improving In- struction 340 (Kindergarten-Pri. 340A Tests for Kindergarten and Primary Grades) 307, Statistical Methods Applied to Edu- cational Problems 340 (340A The Administration and Su- pervision of Elementary Schools) 338, Junior High School Organization and Administration 318, Constitutional and Legal Basis of Public School Administration 323, School Costs IV. Specific Professional Training in Related Academic Departments Nature of"Courses For an understanding of economic and political institutions .............. For an understanding of individual and social behavior............... For an understanding of individual and social behavior ............... For a knowledge of social forces and institutions For a knowledge of social forces and institutions For an appreciation of American I ican add ld stuck ua acon ear For an understanding of the problems of community life................. For an understanding of the problems of community life..............66- For an adequate mastery of the con- tent of 2 or 3 special fields which are to be supervised............... ee Elementary School Principal Pol. Sci. 357 American Political Theories Psy. 101 Introductory Psychology Psy. 251 Elementary Social Psychology, etc. Soc. 551 The Family Soc. 270 Social Pathology Phil. 218 American Philosophy Soc. 363 Urban Communities Soc. 366 Rural Communities Such subject courses in History, English, Science, Geography, Mathematics, Foreign Languages, etc., as may be recommended by the appro- priate Departmental advisors ce n- es ys sh, cs, ay o Tue SEVENTH YEARBOOK 435 V. The following types of undergraduate students may be encouraged to pre- pare for the superintendencies and principalships: * (a) Undergraduate students with two or more years of teaching experience who have completed two years of normal school or college work and who can con- tinue their training for two or three years until they are judged adequately pre- pared by a faculty committee. It is desirable that they have completed their general education and made an introductory study of professional problems. Deficiencies in these connections must be made up early during their residence work, (b) Undergraduate students without teaching experience who have completed a broad comprehensive general education and have taken at least one introductory course in education. It is understood that such students will continue their work toward the baccalaureate with emphasis largely on content subjects and with suffi- cient professional training to enable them to teach for two or three years. At the end of this period, they should continue their training along the lines specified for the particular kind of work which they have elected to prepare for. TEACHERS CoLLeGceE, CoLUMBIA UNIVERSITY Courses in Elementary Education *—Students with major interests in this group are advised to devote one third to one half of their time to subject-matter courses, such as those listed in Group C. Curriculum making, which is possibly the most prominent of all the problems connected with elementary instruction, is as dependent on knowledge of subject-matter as on knowledge of method. Students have too generally been inclined to overlook this fact in their selection of courses. GROUP A The courses in Elementary Education below are designed to meet the needs of students with major interest in any field of Elementary Education. Successful teaching experience in elementary school is prerequisite for all Teachers College diplomas in Elementary Education. In the case of students with little previous experience in the field of the particular diploma desired, the degree may be conferred, but the diploma will be withheld until after the candi- date has had one or more years of satisfactory experience in that field and has demonstrated ability in the work. Principal of Elementary Schools, awarded only with an advanced degree. At least one year of study to include (1) Education 233M—234M—Elementary education and supervision (Major course for principals and supervisors of ele- mentary schools and of primary grades) ; (2) Supplementary courses, to be selected as indicated by previous experience, from subject-matter courses and the fields of kindergarten, junior high school, school administration, educational measure- ments, hygiene and health education, and others; (3) Courses in the general fields of education as required for the degree for which the student is a candidate. GROUP B The courses in Elementary Education below are designed to meet the needs of (a) students with major interest in other fields; (b) students with major interest *Taken from mimeographed sheets recently issued by College of Education, The University of Chicago. * These are for Principals and Supervisors and leads to Teachers College Diplo- mas (Grades one to eight inclusive). From Teachers College Bulletin, Columbia University, 1926-1927, pp. 58-65. ELEMENTARY ScHOOL PRINCIPALS in Elementary Education, and (c) stud of Elementary Education other than as ts who are specializing in some phase ‘ovided for in the regular major course. Education 111F—The Curriculum Education 112F—The Curriculum Education 112F a—Administrative Education 112F b—Elementary Sc Education 112F c—Junior High C Education 112F d—Senior High Se Education 111Fx and 112Fx—Curri Education 133U and 134U—Metho Education 133F and 134F—Teachingfi Education 118D—Teaching Industr: Education 233U and 234U—Probleng in Elementary Education Education 233T and 234T—Measureffent in Elementary Education Education 234Y—General Elementa¥ Method Education 233F and 234F—Activities in Primary Grades Education 233G—Socializing the Elementary Curriculum Education 233N—Elementary Schoo] Management Education 2340—Improvement of Elementary Instruction Education 233T and 234P—Elementary School Supervision Education 233H and 234H—The Primary School. Education 233I and 234I—Reading in Elementary School Education 233R—Reconstruction of Elementary Curriculum Education 227MG and 228MG—Training School Problems Education 227H and 228H—Materials of Instruction Education 208G—Psychology of Elementary School Subjects Education 161W—School Library ocedures in Curriculum Construction Arts in Elementary Schools GROUP C The courses grouped below include subject-matter of value to those specializing in the field of Elementary Education. Education 169E and 170E—Elementary School Science, Methods of Teach- ing and Supervision Education 162E—Literature of Upper Grades Education 161F and 162F—Literature of Primary Grades Education 166H—American History for Schools Education 165I and 166I—World History for Schools Education 167H—Teaching of Arithmetic Education 187A and 188A—Industrial Arts for Elementary Grades Education 187B—Industrial Arts for Primary Grades Education 187E and 188E—Elementary Industrial Arts, Experimental Problems Education 270X—Regional Studies in Science Geography 163A and 164A—Fndustrial and Commercial Geography Geography 263A and 264A—General Geography Education 263F and 264F—Essentials of Geography Education 365E—Literature of American History (Colonial Period). Education 366E—Literature of American History (1789-1926). InDIANA UNIvERSITY—ScHoo. or EpucaTion Elementary School Principal’s License—All elementary schools, separate from a high school, having eight or more teachers, including the principal, shall have a principal holding an elementary school principal’s license. In an elementary school a ceed ha\ act hea SO | sect be II III IV. kn the sen hay sup yea suc sur sen Ppp. ise se. on ing ch- aa 2 8 ool Tue SEvENTH YEARBOOK 437 having fewer than eight teachers, one of the teachers shall be designated as acting principal. This acting principal shall be the administrative and supervisory head of the school and shall perform the usual duties of a principal. Such teachers, so designated, shall hold an elementary school teacher’s license, first grade. Three grades of elementary school principal’s licenses are authorized: First, second, and third grades. For detailed description of these licenses see Chapter XX. A. REQUIRED PROFESSIONAL COURSES Eighteen semester hours (or three-fifths of all graduate credits presented) should be in not fewer than three of the following lines of work, always including I: oe ours I. Elementary School Administration (including Elementary School Records and Statistics) The Administration of the Elementary School.............. Ed. 59 2 II. Public School Administration 1. General SRN, AMUN, asics ic ns odio mieie ns ew ccdidwsBemnaweee Ed. 15a 3 Problems in State School Administration.................. Ed. 78 2 I NE IO i.e kc sii aieVaenesoecadnasasoon Ed. 67 2 School Administration for County Superintendents....... Ed. 64 5 Development of Vocational Education...............ee00- Ed. 20a 3 CIS DOGO. a oasis hbk whe cisadeceridnisadanwese Ed. 8 6 Study and Analysis of Occupation............cccecccccees Ed. 83 3 III. Elementary School Supervision The Supervision of the Elementary Curriculum........... Ed. 44 3 The Supervision of Instruction in the Elementary Schools..Ed. 45 3 IV. Tests and Measurements Baducational Measurements .. 2... .icciccciccssecesscecceses Ed. 23 2 NE NS oo oo. ini tissin sxc nenck ed ce dawdcderwienoedl Ed. 9 2 UNM OOO asd. c.kcass nn cc ee cwacas obeeedacweene Ed. 9b 2 Endivideal Montel Testing «.....2ccccccccccccccsecescesocs Ed. 9c 1 Statistical Method Applied to Education................. Ed. 25 6 We I Gir CIID 6500s iiccnesees scrensieenee seceded Psy. 58 2 We I BI So idiwncnenudinssencassdsebadeenssabelene Ed. 48 1 B. ELECTIVE COURSES The additional twelve semester hours required may be in any other two fields of knowledge, or may be in education courses other than those previously taken and those required and elected in the list given under A above. For these twelve semester hours, candidates for the first grade elementary school principal’s license have a freedom of election corresponding to that of candidates for the first grade superintendent’s license. Validity—An elementary school principal’s license, first grade, is valid for five years, renewable thereafter for life on presentation of evidence of three years of successful experience and professional spirit, and is good for administration and supervision in any elementary school or elementary and high school (junior or senior) combined.’ *Taken from Indiana University Bulletin, Vol. XXIV, No. 12, December, 1926, pp. 72-76. 438 ELEMENTARY ScHoot PRINCIPALS UNIVERSITY OF WASHINGTON Distribution of courses in education in preparation for the position of grade school principal.’ 1. Requirements for bachelor’s degree Course Units } Introduction to the study of education......... 5 Psychology of teaching method............... 5 Secondary education .................00.0000: 3 Teachers’ course in special subject............ 2 Practice teaching .................00eeece: sige Educational measurement ................... 3 | Electives in education................ t Weisiales 2 oo ) 25 2. Additional requirements for the master’s degree Course Units NS os ci a eannadacnsadidera KXKXKX KKK KKXKXK > KXXXKXX (amar Bm MS xX: x x XXX &X Km MMM KM OMS aS ee PN is teacinsletacanien 6 14 19 *Monroe, Walter S. “The Undergraduate Curriculum in Education,” School and Society, Vol. XXIV, No. 606, August 7, 1926, pp. 177-181. 454 ELEMENTARY SCHOOL PRINCIPALS In the forty-five courses studied in the preceding sections of this chapter there existed considerable overlapping. Since tabulations were made of the larger headings only, the full extent of the duplica- tion is not apparent. Table 132 gives some idea of the extent of the overlapping. Courses on the principal’s work seem to be the worst offenders. Such duplication may be due to the recent development of this type of course with the tendency under such conditions to borrow from established courses. According to Table 132 the borrowing has con- sisted of: Seven strictly administrative topics, two supervisory topics and ten topics claimed by several fields. Courses in the curriculum do not overlap to any considerable degree with other courses because this subject has developed most of its own content within recent years. The testing and measuring courses have a relatively clear field, although they duplicate somewhat with the courses on the prin- cipalship. There is further evidence of overlapping of professional courses, particularly those in psychology, according to a report in 1927 Year- book of the American Association of Teachers Colleges.’ This was a detailed study of 144 normal schools or teachers colleges. It was found that such topics as original nature, laws of learning, individual differences, habit formation, and many other of a similar nature were to be found in several types of courses. Three of the conclusions were: There is a vast amount of subject matter common to so-called general psychol- ogy, educational psychology and child psychology. There is a great variety in titles in courses in psychology. Although no data are given in this report to indicate the fact, it was found upon analysis of topics considered that the courses do not vary in content to as great a degree as they vary in title? Monroe has reported upon the undergraduate courses in education offered by 162 institutions in The North Central Association.” His report showed (1) that titles to courses were not reliable indices of content, (2) that there was considerable overlapping and “ padding ” in educational courses, (3) that there were evidences of departments offering more courses than the field warranted and their staffs could adequately teach. Suggested recommendations included (1) a limita- tion in the number of courses offered, (2) an agreement on common terminology and (3) an agreement on sustained relationship between courses to prevent duplication of effort. * Yearbook (1927), American Association of Teachers Colleges, p. 117. ? Ibid., p. 118. * Monroe, Walter S., op. cit. this ons ica- _ of ers. ype ‘om on- ies um use i's, ld, 3e3, ‘ar- $a vas ual ere re: 101- 0n it a on lis ” its ld on en Tue SEVENTH YEARBOOK 455 Outlines of a few courses—In this section will be set forth outlines of courses given in various colleges and universities. Some of these courses were given in regular sessions, others during summer schools. These courses are among the best organized of the 45 courses studied. Other equally well-organized courses probably exist, but a request for outlines of these courses brought no tangible results. The first outline * represents three courses in educational adminis- tration which together cover the topics usually found in this field. The three courses correspond to the large divisions of (1) general organization, (2) local management and (3) school buildings. Many of the sub-topics were omitted for the sake of brevity. EpucaTIONAL ADMINISTRATION I. General organization A. Development of educational administration 1. Changing conceptions of education 2. Changes in social and economic conditions 3. Changes in attitude regarding the administration of public schools Federal government and education 1. Constitutional provisions concerning public education 2. Early indications of federal interest in education 3. Present responsibilities of federal government for education 4. Current attitudes regarding federal responsibility for public education Development of state control of education 1. Development of state school system 2. The evolution of state departments of education 3. Principles of educational administration . Organization of state departments of education 1. State departments of education 2. State boards of education 3. Commissioner of education 4. State department organization Organization of local units 1. The political unit and school unit 2. Specialized school district units (7.e., union) 3. Modern tendencies 4. Factors involved (7. e., wealth) . The function of the local board 1. The school board 2. Organization of the board 3. How shall a school board be organized? The superintendent of shcools 1. The evolution of the office 2. Selection, qualifications, and tenure 3. Duties and responsibilities 4. Relationship between superintendent and the school board The organization of a local school system 1. Write down the fundamental principles which should govern such a system *Qutlines submitted by Fred Engelhardt, University of Minnesota, Courses in Education, 124, 125, 126 (1926). 456 ELEMENTARY ScHOOL PRINCIPALS K. 2. Study the surveys listed below 3. Plan diagramatically an organization for a city of ten thousand . Organization for health education 1. Relationship of health and education 2. Medical inspection 3. Organization of staff of health service 4. Various forms of health education Functional organization of the school 1. Organization for the efficient conduct of business affairs 2. The attendance service 3. The school library 4. The professional library 5. Special activities Teacher tenure 1. Present state laws on teacher tenure 2. Principles which should govern teacher tenure laws with respect to: probationary period, method of dismissal, features to be embodied to safeguard the interests of school children 3. Arguments for and against tenure law for teachers 4. Employees who should be included II. Local management A. wo SOOMNAMR WDE by SOR ON C. Child accounting . School population (7. e., measures of) . Historical aspects of child accounting (7. e., aGendance) Classification of children (i. e., age, grade, stug§es) Progress of children (7. e., grade, progress, studies) Various attempts to adjust curriculum and yschool organization to the child (7. e., Dalton plan) x ecords Minute book Scrap book Standards for records Application of principles to child accounting records Uses to be made of records Various systems of records Health records (7. e., dental chart) . Teacher records (i. e., applications) Text-book records Business records (2. e., insurance) . Other records (i. e., janitor) Rules, regulations, and written instructions and reports 1. Rules, regulations, and written instructions defined 2. Preparation of rules and regulations 3. Preparation of written instructions 4. Preparation of reports _ _ . Office practice and office arranagement 1. Organization of the superintendent’s office 2. Organization of offices of other school officials 3. Clerical service 4. Planning office routine 5. Office equipment and devices Personal management The superintendent as manager Study of administrative problems Teachers’ meetings Methods now in use for selecting teachers General principles which should apply in the selection of teachers oF > 929 fo = to: ied Ture SEVENTH YEARBOOK 457 Ill. School buildings A. The school plant 1. What is the school plant? 2. Relationship of school plant program to the educational program 3. Relationship of plant to general educational and social welfare 4. Responsibilities for plant State supervision and control 1. Responsibilities assumed by the state in regard to buildings and grounds 2. State offices held responsible 3. Enumerate the principles which should govern the placing of the state’s responsibility for school plant supervision School site 1. Selection of sites 2. Location of building on site 3. Development of site 4. Care of grounds School building standards 1. Ventilation 2. Sanitation, plumbing, protection, and general hygiene 3. Other service features 4. Special rooms . Planning the school building 1. Selecting the architecture 2. Responsibility of superintendent 3. Selection of equipment 4. Approval of plans 5. Supervision of construction The plant program 1. Relationship of plant program to general educational program 2. Methods of determining plant needs 3. Relationship of population growth to plant program 4. Forecasting population growth 5. Selection of sites School publicity 1. Historical development of publicity 2. Means used to bring schools before public 3. The occasional publicity program 4. The continuous publicity program 5. Maximum use of all community organizations . The annual report 1. What shall the annual report contain? 2. How shall the report be organized? The courses in supervision varied widely as to the definiteness of the outlines. The outline * presented below is representative of courses in general elementary school supervision. SUPERVISION AND THE IMPROVEMENT OF TEACHING IN THE ELEMENTARY SCHOOLS I. The supervisory function—in what it consists and some requisites for its successful discharge 2 Outline from James F. Hosic, Teachers College, Columbia University. 458 ELEMENTARY ScHOOL PRINCIPALS II. The democratic concept of supervision A. The philosophy underlying it B. The psychology involved C. Specific enabling factors III. Problems of supervision and teaching . Characteristics of good teaching . Provision for individual differences Courses of study as instruments Selection and use of textbooks Observation and criticism of teaching Analysis of such newer types of teaching as project method, problem method, individual method Examinations and “ marks” A critical study of newer tendencies in lesson plans A program for the improvement of the teaching of school subjects roblems of supervision and administration Conferences with teachers Committee work and investigation . Demonstration teaching Visiting days for teachers Professional reading and study Organization and machinery for course of study revision Programs of achievement testing Community contacts, “ drives,” cooperation with art clubs, etc. Relations with other supervisors and with special teachers The supervisor’s program V. The growth of the supervisor himself A. Attitude and equipment of the supervisor B. Standards of efficiency in supervision C. Provision for experimental centers D. Cooperation with groups of teachers acting as clearing houses of new ideas E. The continued growth of the supervisor HHO smvOmp IV. a") Se Om OO he The courses on tests and measurements varied as to whether the emphasis was upon the testing or the statistical aspects of the work. Most of these courses did not go beyond the elementary phases of statistics. The outline’ printed in the next section represents develop- ment of both the testing and statistical topics. MENTAL TESTING I. Introduction: Present status, meaning, and fields of application of mental tests II. Early experimentation with tests Ill. The application of the correlation method IV. Age scales: the Binet scales and their revisions V. Tests for the analysis of mental capacity VI. The early development of point scales VII. Survey of group point scales VIII. Tests of personality traits IX. Technic and theory of mental tests: (a) Subject matter of tests and related problems * Outline from Frank N. Freeman, University of Chicago, Course in mental tests. a! to} Tue SEVENTH YEARBOOK 459 X. Technic and theory of mental tests: (b) Problems related to the selec- tion and organization of items of a test XI. Technic and theory of mental tests: (c) Problems relating to scores and norms XII. How to tabulate the results of tests XIII. The bearing of tests on mental growth XIV. The educational uses of tests XV. The application of mental tests to vocational guidance and selection XVI. Relation of intelligence to delinquency XVII. Interpretation of intelligence tests XVIII. The nature of intelligence The courses on the principalship were chiefly administrative in content although in several instances they touched upon the super- visory aspects. The next outline * represents a balanced outline of topics on the work of the principal. Tue ELEMENTARY ScHOOL PRINCIPALSHIP I. The conception of education as a democratic cooperative enterprise II. Forms of school system organization—common elements and basic principles III. The function of the elementary school and its relations with other divisions IV. The principal in relation to the system organization V. The principal as head of the school, responsible to the higher administrative officers and the community VI. Job analysis of duties and their classification VII. Problems and technic of organizations A. As indicated by the conditions in the particular school B. As determined by the particular system C. Forms of organization—platoon, companion class, etc. D. Personnel adjustments—teachers’ lead, ete. E. Program making and use of the plant—a cooperative procedure under principal’s leadership, taking account of educative values involved } VIII. Problems and technic of administration A. Business “system” and “ efficiency” in the school office, cooperation and economy in handling budget, supplies, records and reports B. Building “ housekeeping ”—cooperative, safety, sanitation, the janitor C. School spirit, school “ civics,’ democracy in discipline, educative features IX. Problems and technic of the supervision of instruction (Limited to general i principles and illustrative specific applications to concrete situations) A. Planning supervision; supervision as the most significant duty of the principal . Pupil classification and progress, homogeneous grouping, special classes, standards of promotion . Curriculum interpretation—cooperative curriculum making . Personnel problems: The teacher in her position, new teachers, the “ special ” teacher, supervisors of subjects. Adjustment of individuality the critical problem E. Ways and means of improving teachers in service: Meetings, confer- ences, visitation, suggested reading, extension and summer courses, rating schemes, etc. F. Tests and measurements *Qutline from G. M. Gill, New York University, The Elementary School Principalship (1925-1926). 5aQ ww 460 ELEMENTARY Scuoot PRINCIPALS X. The school and the community A. Extra-curriculum activities (so-miscalled) B. School and community organizations C. Parent, teacher and patron organization The outlines of courses on the curriculum usually represented rather brief and superficial study of the general administrative prob- lems in revision. There is need for many more specific applications, particularly as the part to be played by the principal, as experts dis- agree as to the extent of the principal’s participation. The next out- line* is one which has been used with practical workers in the field. Masor Issues IN THE FIeLtp oF THE CURRICULUM I. Why the curriculum commands national attention . The new conception as to the function of the public school Rapidity of change in modern life—its relation to curriculums . Complexity of modern life—its relation to curriculums Increases in school attendance and pupil heterogeneity—their rela- tion to curriculums . Advances in educational science and psychology—their relation to curriculums gencies at work on curriculum building Department of Superintendence of the National Education Association National Society for the Study of Education National Association of Secondary School Principals, and Other Sec- ondary School Groups The Commonwealth and other Foundations Higher Institutions of Learning (Examples) State, County, and City School Departments (Mxamples) III. Educational theories affecting curriculum building A. Theory of repression 4 B. Theory of expression C. Intermediate points of view IV. Ways and means of determining what shall be taught A. Bobbitt’s approach B. Kilpatrick’s approach C. Charters’ approach 4 D. Bruner’s and Stratemeyer’s approach V. Seven approaches to curriculum building . Acceptance of tradition Imitation of paste-pot and scissors . Acceptance of prevailing-style-as-shown-frequency-of-occurrence Determining activities through occupational or job analyses Statement of adult activities and selection of pupil experiences neces- sary to their acquisition Study of children and their normal activities . Study of errors . Summary and reconciliation of curriculum theories Summary of curriculum theories necessary and possible VI. Research and the curriculum in handwriting > > pw Daw II. i Obt> Bo Et HOOm> *Qutline from Margaret M. Alltucker, Assistant Director, Research Division, National Education Association, used at the University of California, Summer Session, 1927. en X — ogo — Tue SEvENTH YEARBOOK 461 VII. VIII. IX. . Research and the curriculum in language and grammar XI. XII. XIII. XIV. . Some decisions preliminary to the launching of a local program of curric- XVI. XVII. XVIII. XIX. Research and the curriculum in arithmetic Research and the curriculum in spelling Research and the curriculum in reading Research and the curriculum in social studies Research and the curriculum in home economics Research and the curriculum in art Research and the curriculum in music ulum revision Shall the curriculum be built from the outside or the inside? Should the classroom teacher participate? In what ways can the teacher give and receive help? What part should the principal play? How may the entire teaching corps be interested? Should courses of study be suited to the abilities of teachers as well as pupils? . How may the local community be interested? What part should the outside curriculum specialist play? What to do first in initiating a local curriculum revision program A. Survey of strong points and weaknesses of present local course of study B. Organizing the teaching corps for study and discussion C. Illustrations of “ first steps” which have been taken in local programs Illustrative case studies of local curriculum revision programs in school systems of various sizes Some problems which often arise in local programs and suggestions for meeting them > HO sad . How to interest the conservative element in the teaching body . How to prevent the regular school work from suffering during an intensive program of curriculum revision How to avoid undue publicity How to secure uniformity of style throughout all course of study bulletins How to select the people best suited to work on local course of study committees How to secure articulation of subject-matter . How to gain proper correlation between subjects How to deal with the committee member who develops a hobby How to keep up the morale during the entire program How to secure the best bibliographies How to secure help from outside agencies How to divide responsibility between the director of curriculum revi- sion program, the supervisors, principals, and teachers, so that harmonious relationships prevail M. How to avoid one-sided leadership N. How to justify the expense incurred in a curriculum revision program O. How many and what types of reviewing committees should pass on the manuscript of each course of study bulletin? P. How to secure the greatest help from intelligent and interested laymen Suggested ways of putting revised courses of study into effect A. Distribution of multigraphed copies of tentative courses to classroom teachers B. General meeting to discuss ways in which tentative courses are to be used and tried out PRawtos fs SO wp 462 ELEMENTARY ScHOOL PRINCIPALS C. Formulation of tests for testing subject-matter in new courses of study by subject-course committees under general direction of curriculum chairman D. Meeting of grade committees and all the teachers of a particular grade with supervisor to discuss the weak spots in the new course and ways of improvement E. Giving of diagnostic tests to pupils by classroom teachers, according to printed instructions of each subject-course committee; sum- marization and analysis of test results by the curriculum chairman with the aid of subject committees Holding of general meeting of the teachers by grades to discuss the method of testing, and the results revealed by the tests . Handing in of written suggestions by all classroom teachers as to ways and means by which tentative courses of study should be improved . Meeting of subject committees to plan revision of tentative courses of study Groups of teachers invited to demonstrations of model lessons put on by the supervisor on one of the most progressive and capable local teachers, so that every teacher gets an idea of what the curriculum revision committees are working toward J. Giving of second set of diagnostic tests The aim of these tests is to show the weak spots in the new course of study, and to show the teachers and the course of study committees what points need more emphasis in teaching K. Presentation of revised copies of the course of study to the teaching body or the teachers’ council for its adoption XX. Future trends in curriculum building XXI. The place of the junior high school in the American program of education XXII. The junior high school program of studies xe HQ Basic topics for professional courses—In developing a list of basic topics for the professional training of elementary school principals the committee started with a list of education subjects prepared by Arthur S. Gist.’ Gist has submitted his list to a group of 132 prin- cipals and superintendents for the purpose of evaluation as to the worth of the topics in the training of an elementary school principal. The topics suggested by Gist were checked against the indexes of outstanding professional books* for sub-topics and additional main subjects. A further comparison was made with the forty-five courses as presented in the preceding pages of this chapter. A third check was made against the proposed basic training topics suggested by Worth McClure.’ On the basis of this procedure many additions and eleminations were made in the topics of Gist’s original list. The results are pre- sented as a tentative list of essential topics in the professional train- *Gist, Arthur S. Elementary School Supervision, Scribners (1926), pp. 297-304. *See Appendix, p. 561. * McClure, Worth. Journal of the National Education Association, December, 1927, pp. 283-285. Su M: Te THE SEVENTH YEARBOOK 463 ing of elementary school principals. This list is intended to be sug- gestive rather than inclusive and final. EssenTIAL Topics IN THE PROFESSIONAL TRAINING OF PRINCIPALS Philosophy of Education Need for a philosophy of education Outstanding theories of the past Contributions of certain personages Present-day trends . Possible future developments of education . Educational sociology Applications of theory to practice Supervision of Instruction 1. Meaning of supervision 2. Value of supervision 3. Organization for supervision 4. Relationship of school officers in supervisory work 5. Work of the principal in supervision Problems in Supervision 1. Distribution of time 2. Conferences with teachers 3. Demonstration lessons (theory and practice) 4. Teacher visitation and observation (theory and practice) 5. Visits by teachers 6 7 8 9 Labshelsheees . Teachers’ meetings . Evaluation of instruction (theory and practice) . Teacher committees in supervision . Professional study in service 10. Adaptation of course of study 11. Selection of textbooks 12. Correlation of instruction in various studies 13. Promotion and classification of pupils Measuring the Results of Teaching 1. School marking systems 2. Use of standard examinations a. Intelligence tests b. Achievement tests c. Personality tests 3. Construction and use of informal tests 4. Score cards and rating scales on pupils’ activities Technic of instruction General principles of teaching Evidences of good teaching The criticism of teaching The improvement of instruction Case studies in teaching methods General methods in teaching a. Project b. Problem c. Drill d. Appreciation 7. Devices in teaching a. Recitation b. Questioning c. Examinations and review d. Drives > St & G8 fee 464 ELEMENTARY ScHOOL PRINCIPALS . Supervised study Homework . Textbooks and supplies . Assemblies Lesson plans Lesson assignments . Visual education Extra-curriculum activities m. School library MFP Sf FQ we General Administration 1. 2. 3. National organization and aid for schools Responsibility of the state for education a. Organization of state system b. School law and state board rules Local responsibility for schools Forms of local organization Theories of relationships of school officers Personnel work with teachers Office practice and management Child accounting Forms of school organization General work of the principal in administrative and clerical duties ars Roos School Management 1. 2. General principles of school control Discipline a. Types of misbehavior b. Teacher and principal cooperation in discipline c. Use of punishments and corrective devices d. Relationship of discipline and school morale . Janitor a. Placing responsibility on janitor b. Reasonable standards of work c. Checking the work d. Administrative principles of handling the janitor . Supplies a. Determination of needs b. Management and distribution of supplies c. Use of textbooks and supplies . Attendance Legal requirements of the state and community Causes of irregular attendance Principles of dealing with problems Devices for stimulating attendance Compulsory methods in attendance f. Measuring attendance a &o os . Records a. The importance of records b. Examples of necessary record forms c. Uses of records . Programs a. Principles underlying program-making b. Value and uses of programs c. Types of programs . Teachers a. Adjustment of teacher load b. Rating of teachers for administrative purposes c. Teacher committees in administration we eee, Tue SEVENTH YEARBOOK 46 Building Maintenance and Equipment . Predicting school population growth and needs . School-house planning Safety and sanitation problems Heating and ventilating problems . Adjustment of furniture to teaching Larger use of the school plant . Playground needs and administration Educational Statistics and Research 1. Meaning of terms 2. Methods of using statistical devices 3. Limitation of statistical procedure 4. Interpretation and use of research results 5. Preparation of data for publication 6. Training of teachers in the use of research methods 7. Need for continuous investigations Personal value of continued professional study Public Speaking 1. Mechanics of public speaking 2. Organization and adaptation of talk in terms of the audience 3. Practice in speaking Curriculum . The purposes of a course of study . Types of curriculum Construction and revision of curriculums Principles to be used in selection of materials . Adjustment and differentiation of curriculums . Teacher participation in curriculum work . Administration of the curriculum . Work of the principal in curriculum construction Public School Finance 1. Sources of school revenue 2. Types of taxation methods 3. Meaning of the cost of education Educational Psychology 1. Study of intelligence Laws of learning Practical applications to teaching Development of the child mind Relation of physical and mental growth Atypical children—bright and dull Problems of individual differences Abnormal developments and juvenile delinquency Applications of principles to social, prevocational, and educational prob- lems of childhood School Hygiene . Minimum essentials in content . Organization of the work and workers Cooperation with parents . Health surveys a. Weight and height b. Posture c. Good habits . Nutrition work . Exercise and games Epidemics and disease control in the school . First aid 22 MID ore 88 tO 2 WNOAP WN (> 99 bo 99 NS St > 99 bo COND ON 466 ELEMENTARY Scuoou PRINCIPALS Civic and Character Education 1. Basic social habits and ideals 2. Content and methods of instruction 3. Checking the results of teaching 4. Case studies Principal and the Community 1. Importance of community contacts 2. Types of contact a. Parent-teacher work b. Welfare work c. Civie clubs d. School meetings e. Visiting-teacher work f. School nurses 3. School publicity a. Newspaper contacts b. Miscellaneous (7. e., letters, bulletins, etc.) Vocational and prevocational 1. Knowledge of many vocations 2. Methods of vocational guidance 3. Technic of prevocational activities Summary and conclusions—It has been the purpose of this chap- ter to present data which may prove of value in the improvement of the content of professional courses in education. The data included (1) general data as the content of 45 courses in education, (2) infor- mation on the overlapping of topics in professional courses, (3) de- tail content of well-organized professional courses submitted to the committee, and (4) a tentative list of essential topics in the training of elementary school principals. (1) The analysis of 45 courses given in college departments of education showed a large number of topics. A comparison with the early courses in pedagogy would prove the tremendous advance which these courses represent in content. The outstanding weakness of the courses analyzed is the inclusion of considerable “ general ” material and the apparent failure to focus in terms of specific situations. General courses have a large place in providing background in the training of principals, but when courses consist of little else then there must be considerable question of its value. The assumption that students will make applications of general information to specific problems is one that does not neces- sarily follow. (2) The overlapping of content in educational courses is another weakness. Courses in supervision include material which belongs in those in administration. Administration courses frequently borrow heavily from psychology, testing courses and statistics. Doubtless, there will always exist a need for correlation and application of material common to several courses, but the extent of duplication a eee — Tue SeEvENTH YEARBOOK 467 now existing must be questioned. The evidence presented as to over- lapping is in agreement with other studies of this subject. In the report on the North Central Association, Dr. Walter S. Monroe suggested several remedial steps: (a) limitation in the number of courses which any department should attempt to offer, (b) an agreement on common terminology, and (¢) an agreement on the sustained relationship existing between courses of a given department. (3) In presenting certain sample courses the committee recog- nizes the possible existence of many equally worthy courses. Those presented in the text represent some of the best of those received. The points of value of these courses are (1) the complete and well- arranged nature of the topics, (2) the general background content and the practical application of many topics, and (3) the variety of the topics which require extensive and intensive reading. (4) A list of the basie topics upon which a principal should re- ceive training was evolved from the opinion of qualified persons and present day practice. Intensive study of the topics listed would give one the necessary general and specific professional training for the elementary school principalship. This list of topics is not final, but should prove suggestive to persons interested in this particular problem. SELECTED REFERENCES 1. Gist, ArtHUR S. Elemeniary School Supervision, Scribners, 1926, Chapter XVI. . MacDonatp, M. E. “A Catalog Study of Courses in Psychology in State Normal Schools and Teachers Colleges,” Yearbook, 1927, of the American Association of Teachers College, pp. 110-118. 3. McCiure, Worth. On Professional Preparation of Principals Reported in Gist’s Elementary School Supervision, Scribners, 1926, pp. 291-293. 4. Monroz, Water S. “ Undergraduate Curriculum in Education,” School and Society, 24: 177-181, August 7, 1926. 5. Strayer, ENGELHARDT, AND OTHERS. Problems in Educational Administration, Bureau of Publications, Teachers College, 1925, Introduction, pp. v-ix. bt CHAPTER XXIV THE ECONOMIC POSITION OF THE ELEMENTARY SCHOOL PRINCIPAL HE OFFICE OF elementary school principal as it has been defined in this Yearbook calls for professional leadership of a high order. The specifications set up for this service can be met only by men and women of first rate ability and extended tech- nical training. If such people are to be attracted to and held in this position, it must rest upon a solid economic basis. There must always be a reasonable relationship between the requirements for admission to a service and the economic return promised. What economic return does the elementary school principalship now offer? Does this office offer a professional wage to those who qualify for it? What would it cost to place the elementary school principalship on a professional economic status? What criteria should guide those responsible for fixing scales of remuneration for elementary school principals? This chapter will deal with these four questions. Tue Present Economic PositTion oF THE ELEMENTARY Scuoot PrINcIPAL Salaries of six hundred principals—Six hundred and fourteen supervising principals of elementary schools replying to the inquiry of the committee gave their salaries for 1926-27. Table 133 indi- TABLE 133—Annvav Sataries or 614 Crry Supervistna Princrpats in 1926-27 City Size Under 5,001 10,001 30,001 65,001 Over Salary 5,000 10,000 30,000 65,000 100,000 100,000 Total Under $1,500 ..... ree pabid 1 gic shies gar 1 $1,500-$1,999 ..... 2 3 31 15 6 tata 57 2,000- 2,499 ..... 2 8 53 37 43 32 175 2,500- 2,999 ..... 1 Sein 40 22 38 52 153 3,000- 3,499 ..... con ree 11 22 8 84 125 3,500- 3,999 ..... pas eee 2 12 2 44 60 4,000- 4,499 ..... BS ears ree 3 5 9 17 4,500- 4,999 ..... acne ont aii 1 are 14 15 5,000 and over... .... re wee 1 Pere 3 4 No answer ...... 1 acta 3 1 iauke 2 Yj J) rr 6 11 141 114 102 240 614 Median ..... $2,050 $2,150 $2,411 $2,590 $2,550 $3,133 $2,710 [ 468 ] or Lae hl lUtehlCU CO —_— ~_ ii>rm _in fm ).2? = er F ket i tale ~s as &. TF hUrS!thlCOKt CU i - - a. tee ie, Tur SEvENTH YEARBOOK 469 cates the figures reported. They extended over a wide range. Generally the larger salaries are found in the larger cities. One principal re- ports a salary of less than $1500, four report salaries over $5000. The medians * for the various population groups range from $2050 to $3133. Salaries of city school principals *—Table 134 gives the median salaries paid teaching and supervising principals of elementary TABLE 134—Sararires Pain ELEMENTARY ScHOOL PRINCIPALS IN CiTIES IN 1926-27 Teaching Principals Supervising Principals Median Estimated * Median Estimated Population of city Salary Number Salary Number BIO GD ccccccescse $1,485 1,390 $2,319 268 SOO 10000 «2... .0ccc008 1,517 1,573 2,229 412 10,000- 30,000 ........... 1,722 1,938 2,250 1,094 30,000-100,000 ........... 1,977 880 2,536 1,476 Over 100000 .........00 2,449 620 3,437 3,877 WOU 53. is4 Sediwaens neces 6,401 aes 7,127 schools in cities of various populations in 1926-27. The medians of this table are based upon a representative report for all principals in cities of the sizes indicated. The table shows that 6401 teaching principals and 7127 supervising principals are employed in the cities of the United States over 2500 in population. The median salaries of the groups of Table 134 range from $1485 to $3437. The median salaries of the various groups of supervising principals in Table 134 are approximately the same as those reported for this group in Table 133. The medians of the latter table in but one case differ by as much as ten percent from those of Table 141. *The median rather than the average salary is generally used in this chapter since it is a better single indication of the salary received by the groups dealt with. It tends to reduce the influence of a few exceptional salaries and also reduces the effect of part-time salaries and other inaccuracies which frequently creep into salary data collected by the questionnaire method. All principals should be familiar with the term median. For most practical purposes it has about the same significance as the familiar “ average.” More specifically 50 per- cent of a group receive a salary equal to or above the median salary of the group, and 50 percent receive a salary equal to or below the median. * Figures of this table assembled from tables 6, 16, 26, 36, and 46 in Research Bulletin of National Education Association, March, 1927. The distinction made in the March Bulletin between teaching and supervising principals is somewhat different from that of this Yearbook, as given in Chapter I. The Bulletin upon which Table 141 is based defines teaching elementary principals as “ those doing some regular classroom teaching”; and supervising principals as “those giving full time to administration and supervision.” 470 ELEMENTARY ScuHoot PRINCIPALS Salaries of rural principals ’—An inquiry of the U. S. Bureau of Education makes figures available as to salaries paid in villages and rural communities under 2500 in population. In the Bureau study a principal was defined as a person with one half or more of his time free from regular teaching duties. Estimates based on this study indicate that the 1123 rural principals in schools enrolling elemen- tary pupils only, receive a median salary of $1860. There are 5115 rural principals whose schools enroll both elementary and high school pupils. The median salary of this group is $2063. Salaries of principals by states—Table 135 gives the median sala- ries paid various groups of elementary school principals in the dif- TABLE 135—Mepian AND AVERAGE SALARIES? Pamp SupervisINc ELEMENTARY ScHoot PrINcIPALS IN THE UNITED STATES Schools in village and rural communities under 2,500 City population Both high and A ~ Elementary elementary States 10,000-30,000 30,000-100,000 Over 100,000 pupils only pupils 1 2 3 4 5 6 United States ........ $2250 $2536 $3437 $1860 $2063 Alabama .......... 1350 1860 3015 1630 1405 BOMBGR cecescsiccss 2494 sac sient 2377 3164 Arkansas .......... 2200 Meee ‘ae 850 1630 California .......... 2537 3034 3454 2411 3158 Colorado .......... 2350 2317 3346 1681 2222 Connecticut ....... 2700 2650 2925 1990 2725 Delaware .......... ee nwa 2275 1300 2031 Dist. of Columbia... .... Pree 3142 oe oe | 7 rr Sante 1850 acieh 1261 1773 PE Snsencenene onan 2075 ates 1070 1532 SE cucetvnesadqa Bere ‘sae Sarat 1600 2001 Illinois ............ 1933 2559 4800 2118 2382 Indiana ............ 1967 2600 2850 1472 1978 SE i clnsineun +6 onan 2060 2410 2694 1775 2233 pO errr ree 1683 pines ete: 1627 2215 Kentucky ......... domed 1967 2127 1850 1704 Louisiana .......... Rela See 2612 2400 2135 DON anaceccessese Tes 2575 ae 1370 2150 Maryland .......... acs aes 2619 2268 2157 Massachusetts ..... 2250 2389 2817 1725 2275 1 The figures given in this paragraph and other places in this chapter for village and rural school principals are estimates derived from data made available through the courtesy of the Rural School Division of the U. S. Bureau of Educa- tion. These figures were collected by the Bureau for the school year 1924-25. * Figures of columns 2, 3, and 4 are medians based on data of Research Bulletin, Volume 5, No. 2, March, 1927. Figures of columns 5 and 6 for states are averages of the U. S. Bureau of Education, except that the figures $1860 and $2063 given for the United States in columns 5 and 6 are medians independently estimated, based on the distributions of columns 4 and 5 of Table 137. Tue SEVENTH YEARBOOK 471 City population y= States 1 2 Michigan .......... $1850 Minnesota ......... 2233 Mississippi ........ 1567 WEEE sk kee dieicns 1667 PRGHIENA. ..660cc0s 2075 WARIREEE (6.csc00des er ee New Hampshire ... .... New Jersey ......:. 3021 New Mexico ....... New York. «<6... 2400 North Carolina . 2272 North Dakota ...... Pareree _ | RAISE orrarenp er 2510 CRIAROMA. 2.006655 2033 SINE. a ves sicacnulorns 1565 Pennsylvania ...... 2017 Rhode Island ...... South Carolina .... .... South Dakota ...... 2050 Tennessee ......... MY (sae acnwamaes SEER SO cs WOPMORE oes scacs becker WHE 5 dnp sbaacen 2025 Washington ....... 2250 West Virginia ...... 2457 Wisconsin ......... 2250 Ce 2350 $2250 2617 2200 2400 2169 3600 2644 2438 2631 2456 2608 2817 2108 2144 2450 1972 2489 2550 2725 10,000-30,000 30,000-100,000 Over 100,000 3 4 $3392 2775 3843 2717 3983 4608 3201 3439 3874 3800 2450 2730 2850 3015 3218 4100 ~ Schools in village and rural communities under 2,500 Both high and r Elementary elementary — only a $2050 $2193 2094 2408 1050 2218 1121 2131 2886 2420 2050 2319 2800 2883 1350 2380 2173 3052 1593 1700 2212 2501 817 1980 1250 2014 2023 2195 1788 1721 2278 2488 2550 salons 1800 1750 2122 1550 2284 1700 1741 980 1911 1990 2225 Seats 2237 1164 1694 2477 2631 2238 2127 2172 2422 1297 2800 ferent states.’ The range in the medians of this table is wide, extend- ing from $817 to $4800. Distributions of salaries of principals—The preceding paragraphs indicate the median or middle salaries of various groups of elemen- tary school principals. Table 136 gives complete distributions of *Table 135 is based upon the two sources of information cited above. Medians are not reported in some states for certain groups, since the replies were not repre- sentative, or because no cities of the population indicated exist in the state. 472 ELEMENTARY Scuoot PRINCIPALS salaries paid the 19,766 elementary school principals in the United States." The salaries of principals in cities range from less than $1200 to $5500 and over. The salaries of rural elementary school principals range from less than $1200 a year to $4000. TABLE 136—DisrrisutTion or SALARIES OF ELEMENTARY SCHOOL PRINCIPALS IN THE UNITED SraTEes Elementary School Principals in Villages Principals in Cities and Rural Communities over 2,500 in Population — Hh —, — —-* ‘ Elementary Both elementary Salary Classes Supervising Teaching pupils only and high pupils Total 1 2 3 4 5 6 $5500 or over....... 10 sie ioebs ones 10 5000 to $5499...... 246 pains ane peas 246 4800 to 4999...... 204 Pea ree re 204 4600 to 4799...... 283 ares meatal wie 283 4400 to 4599...... 102 pee aan wer 102 4200 to 4399...... 92 eae wees siaraich 92 4000 to 4199...... 229 Gene ees 8 237 3800 to 3999...... 268 eka baad 20 288 3600 to 3799...... 354 7 14 50 425 3400 to 3599...... 354 8 9 75 446 3200 to 3399...... 386 25 22 81 514 3100 to 3199...... 243 8 10 64 325 3000 to 3099...... 387 28 25 120 560 2900 to 2999...... 208 46 11 31 296 2800 to 2899...... 326 22 19 72 439 2700 to 2799...... 334 119 47 175 675 2600 to 2699...... 400 80 16 119 615 2500 to 2599...... 401 105 53 301 860 2400 to 2499...... 406 94 54 392 946 2300 to 2399...... 226 121 18 159 524 2200 to 2299...... 353 215 55 368 991 2100 to 2199...... 269 301 42 258 870 2000 to 2099...... 284 348 79 709 1420 1900 to 1999...... 207 373 44 230 854 1800 to 1899...... 195 592 108 660 1555 1700 to 1799...... 99 500 48 142 789 1600 to 1699...... 78 619 61 259 1017 1500 to 1599...... 85 677 55 182 999 1400 to 1499...... 38 543 31 125 737 1300 to 1399...... 27 621 62 116 826 1200 to 1299...... 15 418 54 121 608 Below $1200 ....... 18 531 186 278 1013 EE: seaddapee 7127 6401 1123 5115 19,766 Medians ....... $2839 $1666 $1860 $2063 $2107 Maximum salaries of principals—The maximum salary paid by a position wields an important influence in determining its economic attractiveness. Table 137 gives a distribution of the maximum sala- The distributions of this table are independent estimates based upon the two sources of information cited previously in this chapter. ee rie pr sel TA ww wo © te a fe 3 So ere Tue SreventH YEARBOOK 473 ‘ ries fixed by 1926-27 schedules for supervising elementary school principals in 228 cities of various sizes. The maximum for this selected group of principals, those holding the supervising status in TABLE 137—MaximuM Saaries IN SCHEDULES FoR SUPERVISING ELEMENTARY Scuoont Principaus, 1926-27 Number of cities with population indicated having each maximum A. Amount of Maximum ‘2,500 to 5,000 to 10,000 to 30,000 to Over % All Salary 5,000 10,000 30,000 100,000 100,000 Cities i 2 3 4 5 6 7 $5400 to $5599.......... hecera eee ‘awe ere 2 2 GB00 16 GRUB. ok nce cee oe bees eae 1 1 2 5100 to SI90.......... ater rere ee 1 aia 1 ee er ree aecate can 1 2 3 i | oe eaten waa ere toe ae 4800 to 4899.......... sade vei yee eer 1 1 co ae <) | | ae aia Para ites 1 err 1 G08 to SGBD.....cccccee bires ae bee 1 ay 1 a | rr gta Pane mare ene 3 3 4400 to 4499.......... 2 seca 1 1 2 6 4300 to 4389.......... ban nee ian a ats ne GG to SIOG... cscecieas aise Beis oe S008 to. $4108 ....0.0:0<¢05. re ae asad 2 1 3 BOGO to SURO. 6.0 c.0cas 2 1 1 1 4 9 SOGD to BOOB. ..0..5.0000% aiiece vee 1 2 2 5 ee eres Peat oie soarers 1 5 6 BIO GO BIBB oo wc sccs Liars wen 1 1 2 3600 to 3609.......... 1 1 1 + 7 3500 to 3599.......... 1 2 2 5 3400 to 3499.......... 1 1 2 1 5 3300 to 3300.......... 1 1 4 3 9 ie) 1 2 4 6 13 BIOO tO SIGB..ncc cv scccs pie sae 1 1 2 3000 to S009......... 4 5 3 12 6 30 - 2 a. Serer as oe 2 1 3 6 TSGD tO. FOOD. cs ccccccis 1 3 2 9 ane 15 FICO UO BIDB so osc cess 1 1 4 3 2 11 BOOG BO BOO cc ciccsces 2 ac 2 2 6 2500 to 2509.......... 1 1 5 6 13 2400 to 2499.......... 5 3 3 6 17 ZIG to FaOB. 2... .00500 oer 1 2 ica 3 ys i”: re 1 5 3 2 11 7 ke See ; 1 2 1 4 yi i i. | | ear 3 1 4 11 Below G2000 2... .ccc0es 1 5 8 1 15 WME cisaveswerccen 23 34 45 74 52 228 SE -aiikndénmekes $2625 $2467 $2570 $3017 $3650 $3007 cities, range from less than $2000 to $5400 or more. Table 137 is based on figures for 1926-27. Since that time the maximum for ele- mentary school principals in New York City has been increased to $7000. 474 ELEMENTARY ScHOOL PRINCIPALS No figures are given in this chapter as to the maximum salaries scheduled for teaching principals in cities, and elementary school principals in villages and rural communities. Some information as to the maxima scheduled for city teaching principals may be found in the March, Research Bulletin, previously cited. The U. S. Bureau study of rural salaries did not collect information as to salary schedules. It is probable that comparatively few rural communities have adopted definite schedules for their principals since there is frequently only one or two in a community. Sataries OF Principats aND IncoMEs OF PROFESSIONAL Groups How do the salaries of elementary school principals compare with incomes of professionally trained workers in general? To answer this question it will be necessary to have some estimate of the incomes generally received by workers in the professions. With this estimate and the figures of the preceding section as to principals’ salaries, it will be possible to answer whether the elementary school principal- ship has achieved a professional economic status. Figures as to the incomes received by professional people are meagre and incomplete. Two sources of information offer some indi- cation of such incomes. These are the distribution of incomes re- ceived by the nation’s 44,600,000 gainfully occupied persons, and the scales of compensation for various classes of professional workers fixed by the federal government. Salaries of professional workers of federal government—Profes- sional workers in the government service are classified into a num- ber of groups each with a beginning and maximum salary. The train- ing and experience required and responsibilities involved differ in each class. The following paragraphs give a general indication of the duties and qualifications of professional employees in the U. S. Government service, as distinguished from those of sub-professional and clerical status. Third class professtonal government employees'—The type of service involved is the performance, under immediate or general *The figures given for the three groups of government workers subsequently described are based on salaries paid as reported in The Budget for the Year 1927, Government Printing Office, Washington, D. C., 1925. The descriptions of the three groups are based upon a study of Class Specifications for Positions in the Departmental Service as prescribed by the Personnel Classification Board in accordance with Section 3 of the Classification Act of 1923, Government Printing Office, Washington, D. C., 1924. The grades described represent a combining of from two to three classes which are separated according to the government classi- fication scheme. $0] Tl $3 ic pr ak ac te of al iz te te fic cl, —_— ee \‘y ae Tur SEVENTH YEARBOOK 475 supervision of work of a professional, scientific or technical charac- ter, requiring in some cases the exercise, to a limited extent, of inde- pendent judgment, and ability to supervise a small number of sub- ordinates. The training required is that represented by graduation from a college or university of recognized standing and in some cases additional practical experience.’ The average yearly salary of this group of workers in 1926 was $2334. The minimum salary paid by the government for this type of work is $1860, and the maximum $3000. Second class professional government employees—The type of service involved is the performance, individually or with a small number of trained assistants, under general supervision of work re- quiring the exercise of considerable independent judgment and in some cases the assumption of responsibility for results or for the administration of a small scientific or technical organization. Ex- tended professional or technical training equivalent to graduate study of several years and considerable practical experience is required.’ The average yearly salary of this group of workers in 1926 was $3910. The minimum salary paid by the government for this type of work is $3000, and the maximum $5000, unless a higher rate is specifically authorized by law. First class professional government employees—The type of serv- ice involved is the performance of work requiring a high degree of professional or technical training and first rate administrative ability. It involves the organization of original research or develop- ment work in a professional or scientific field, and in some cases the administration of a major professional or scientific bureau. Ex- tended practical experience and training equivalent to several years of graduate work in the field concerned is required.” The average yearly salary of this group of workers in 1926 was $5675. The mini- mum salary paid by the government for this type of work is $5200, and the maximum $7500, unless a higher rate is specifically author- ized by law. Above the preceding class are a small number of professional and technical government workers, not classified under the civil service, *The grades involved in this class are according to government classification terminology: junior professional and assistant professional. * The grades in this class are according to the terminology of Government classi- fication: associate professional and full professional. *The grades in this class are according to the terminology of the Government classification: senior professional, chief professional and special professional. 476 ELEMENTARY ScHoot PRINCIPALS who frequently receive salaries above those indicated in the preceding paragraph. Significance of government schedules—It is known that the federal government, whatever may be true for its clerical and sub-profes- sional workers, pays those performing its highly skilled service sala- ries which are lower than comparable service commands in the open market. The turnover among the government’s able technical work- ers is high. Such people are seldom willing to work for the com- pensation provided by the federal schedules for more than a few years while they gain experience and supplement their technical training. This experience and training gained, they resign to accept positions in private and public service at beginning salaries substan- tially larger than those paid by the government. It seems reasonable to assume that the average and maximum salaries received by the three professionally qualified groups of government workers de- scribed above—namely, $2334 and $3000; $3910 and $5000; $5675 and $7500—are probably lower than the incomes commonly earned by such people. Incomes of gainfully occupied persons—There are approximately 45,000,000 gainfully occupied persons in the United States at the present time. A study of the distribution of the incomes of these people reveals these facts.’ 1. The average income of all gainfully employed persons is $2010. 2. Of the 44,600,000 gainfully employed persons in the United States, 15,565,250 or 34.9 percent earn $2000 or more. 3. There are 15,053,097 incomes between $2000 and $8000; this is 33.8 percent of all gainfully employed persons. 4. One employed person in every six has an income of $2500 or more; one in every 25 has an income of $4000 or more, and one in every 75 has an income of $7000 or more. What is a professional wage?—Considering the foregoing figures it seems reasonable to propose that the mass of professionally trained workers in the nation receive incomes somewhere between $2000 and $8000. This approximation of the range of professional incomes has these considerations to recomniend it. First, it is defensible in the light of the schedules of the federal government, which are recognized as being low for professional and technical work. Second, it assumes that professional people generally receive incomes equal to or above the average incomes of all gainfully *A table on page 146 of the May, 1927, Research Bulletin of the National Edu- cation Association gives a distribution of the incomes of the nation’s 44,600,000 gainfully occupied persons in 1926. oc re co. pr of ing ral en i i EE | Tue SEVENTH YEARBOOK 477 occupied persons, which was $2010 in 1926." This assumption seems reasonable. Third, it does not unduly encroach upon the higher in- comes of the nation, those over $8000 a year, which are probably principally the result of unusual business success or the inheritance of wealth. There are a total of 512,153 incomes over $8000. Basing the estimate upon the 1920 Federal Census, and excluding teachers from consideration, there are approximately 1,500,000 workers in the professions. It one person in every ten of the 15,053,- 097 who received between $2000 and $8000 in 1926 is a member of a profession, the incomes of all professional workers would be ac- counted for. Accepting $2000 and $8000 as the limits of the incomes of the mass of professional workers, what may be said of the salaries of the nation’s 19,766* elementary school principals. The data given in Table 137 and elsewhere in this chapter justify these conclusions: 1. Of the elementary school principals of the country, 42.4 percent receive salaries below $2000. This is less than the lower limit of what has been suggested as a professional wage, and less than the average income of the nation’s gain- fully employed persons. 2. Although 68 percent of the elementary school principals receive salaries above $2000, it cannot be said that this percent is on a professional wage scale, since they reached this salary only after long years of service, rather than beginning at $2000 and progressing from this beginning toward the higher rates. 3. No principals receive salaries in the $6000, $7000, and $8000 classes* suggested in this chapter as approaching the upper limits of the incomes earned by the nation’s professional workers. The conclusion seems justified that the incomes of elementary school principals compare unfavorably with those generally received by professional workers. The elementary school principalship at the present time does not rest upon what may be called a professional economic foundation. A ProrressionaL WAGE FoR ELEMENTARY ScuooL PRINCIPALS Many elementary school principalships do not offer a professional wage. This situation offers two alternatives. The specifications for *See: Research Bulletin of the National Education Association, May, 1927, page 146 and following for the source of this figure. ?None of the thousands of rural school principals who teach more than half time are included in this figure. This figure represents a summation of the groups of principals included in Table 136. The definition of these groups has been dealt with elsewhere in the Yearbook. *In 1927-28 the maximum for principals of the larger schools of New York City was advanced to $7000. 478 ELEMENTARY SCHOOL PRINCIPALS a considerable percent of the nation’s elementary school principals can be kept low. Such principals generally can be expected to fune- tion principally as clerks and manipulators of routine administrative activities. The second alternative would be gradually to lift the specifications for principals to the professional and technical level advocated in this report and concurrently to provide the scales of compensation for this office which would of necessity accompany such increased standards. Wise public policy calls for acceptance of the latter alternative providing it is economically practical to do so. This section in dealing with this problem will ask: Is the nation economically able to afford the cost of paying professional salaries to all elementary school principals ? A professional schedule for principals—Before it will be possible to estimate the cost of professionalizing the wages of elementary school principals, it will be necessary to determine the rates of a professional schedule for this office. In suggesting such a schedule certain warnings should be given. No one schedule can be satisfac- tory for the various state and many local school systems of the nation. TABLE 138—A Tentative PROFESSIONAL SALARY SCHEDULE FOR SUPERVISING ELEMENTARY ScHOOL PRINCIPALS Years of academic and professional training beyond high Years of experience school r A— ’ School enrolment Classes graduation 1-3 4-6 7-9 10-12 13-15 16-20 21 or over Below 500 ..... I-A 4 $2000 $2250 $2500 $2750 $3000 $3000 $3000 I-B 5 .-.. 2750 3000 3250 3500 4000 4000 I-C 6 ..-. 3500 3750 4000 4500 5000 500 to 999...... II-A 4 2500 2750 3000 3250 3500 3500 3500 II-B 5 .... 38250 3500 3750 4000 4500 4500 II-C 6 ---. 4000 4250 4500 5000 5500 1000 to 1999....III-A 4 3000 3250 3500 3750 4000 4000 4000 III-B 5 .-.. 3750 4000 4250 4500 5000 5000 IlI-C 6 .... 4250 4500 5000 5500 6000 2000 to 2999....IV-A 4 3500 3750 4000 4250 4500 4500 4500 IV-B 5 4250 4500 4750 5000 5500 5500 IV-C 6 ---. 4750 5000 5500 6000 6500 3000 and over.. V-A 4 4000 4250 4500 4750 5000 5000 5000 V-B 5 --+- 4750 5000 5250 5500 6000 6000 V-C 6 .... 5250 5500 6000 6500 7000 The rates of the proposed schedule are lower than will be necessary in some communities in order to provide an adequate economic basis for professionalizing the elementary school principalship. They are higher than will be necessary to accomplish this in other communities. mreowoo»own w nRnaoe @ a iiattl ODOC eee eee pals ine- tive the vel ; of uch the ion ries ble ary fF a ule on. ING Tue SEVENTH YEARBOOK 479 The proper procedure in determining the salary schedules for an individual school system are dealt with later in this chapter. The presentation of the professional schedule for elementary school principals of Table 138 has two purposes. First, it offers a basis for arriving at an approximation of the cost involved in lifting the com- pensation of elementary school principals to a professional level. Second, it offers an opportunity to illustrate certain features of salary scheduling which might profitably be considered for adoption in scheduling principals’ salaries in a local situation. These are among the features of the proposed schedules: 1. It places the beginning salaries for elementary school principals at $2000. This is the lower limit for professional incomes suggested above. Some would be inclined to call this too low. It is slightly below the average income for the nation’s gainfully occupied persons, of all types—skilled, semi-skilled, and unskilled. It is only $140 above the beginning wage of the third class professional workers of the government. Many communities have already put into effect a schedule for elementary school principals with a higher beginning salary than $2000. These facts are recognized. A minimum salary of $2000 for elementary principals would be too low for many school systems. This figure as a minimum is suggested only for the smaller schools, those under 500 in enrolment. On the other hand, such a minimum if put into effect today would increase the salary of over forty percent of these officers. It would represent in thousands of communities a decided advance in the direction of placing this office on a solid economic basis. Some might be inclined to consider $2000 too high a beginning professional minimum. These should have in mind that this figure is proposed as the beginning wage for a selected group of a profession, who have generally served several years with success as teachers, assis- tant principals, or in other school positions before they qualify for an elementary school principalship. The beginning elementary school principal has a different status than beginning or unsuccessful lawyers, doctors, or engineers, many of whom doubtless earn less than $2000 a year. The elementary school principal is neither a professional failure nor a beginner in his profession.’ It is probable that the great majority of successful professional people earn considerably more than $2000 after several years of work in their chosen calling. 2. The schedule places the maximum at $7000. Such a maximum would represent progress for most cities. The high cost of living *See data of Chapter III. 480 ELEMENTARY SCHOOL PRINCIPALS and other factors in some cities might justify a higher maximum, A maximum of $7000 is below the maximum for first class profes- sional workers in the government. At the present?time 645,653 people in the United States have incomes of $7000 more. This maximum salary has already been realized for elempntary school principals in one city. It is not too large to proposeMor a man or woman with six years of technical training beyond higiyschool gradu- ation who, after several years experience as a teacher or assistant principal and twenty years as a supervising wan ey possesses the unusual ability which justifies his being placed % charge of a school of 3000 or more pupils, with a faculty of 75 orffiore teachers. 3. The progress of the schedule from beginning¥to maximum salary proceeds at a rate somewhat slower than is the general prac- tice, and the maximum is consequently not reached until after twenty years of service. This would mean that a man or woman qualifying for an elementary school principalship at 30 would reach the maxi- mum at 50. This feature of the schedule accepts the principle that low beginning salaries with smaller increases over a longer period of years, rising to a substantial maximum, are preferable to higher beginning salaries rising by comparatively large increases to an earlier and less substantial maximum.’ 4, The schedule accepts the principle that the amount of training possessed should be one criterion in determining a salary. It is not intended to imply that this should be the sole criterion for dif- ferentiation between the three groups in each school enrolment class. In order to pass from the A to the B and from the B to the C class, a principal should be able to demonstrate that he has done something more than serve time in a certain number of college courses. He should be able to prove that his added training and experience are functioning. His leadership should reveal itself in the form of a professionally alert and improving faculty. His influence should have extended beyond his school and be a force for educational ad- vance in the community. A second requirement for passing from one class to the higher should be the ability to pass a stiff professional examination of the type already used with success in some cities.’ The schedule would give the increased salary based upon five years of professional training only after three years of service, and that indicative of six years of training only after six years of service. *In this connection see, “A Salary Schedule Basis,” page 665 in: Cubberley, E. P., State School Administration. Houghton Mifflin Co., Boston, 1927. ?See Chapter XIX, dealing with principals’ examinations now used in some school systems. 1oewjwer Ores =o lat ier an ey; ne A PRR Tue SEvENtTH YEARBOOK 481 Such a plan is designed to encourage a well planned leisurely sup- plementing of one’s professional training through well selected courses, rather than hurried progress through a given number of courses, some of which may be taken as much to earn units as to increase one’s professional knowledge. 5. The salary increments cease if after a reasonable time a prin- cipal is not able to demonstrate professional progress. Those with but four years of training cease to progress after 12 years until addi- tional training is obtained. The same principle applies to those with five years of professional training, after sixteen years of service. 6. The differentiation between the schedules for schools of different enrolments is less than many schedules provide. The theory is that even though a child may have to attend a relatively small school he should have the opportunity that only a school with a first rate prin- cipal can offer. The smaller the schedule differentiations on the basis of school enrolment, the less it will be necessary to promote a princi- pal out of a district where he is rendering effective service, because his school is not as large as some others. The cost of applying the schedule—The first item of cost in putting the foregoing schedule into effect would be an increased expendi- ture for principals’ salaries. The present yearly expenditure of the nation for salaries of elementary school principals, basing the esti- mate on Table 136, is $45,201,850. How much more would be re- quired if the suggested professional schedule were put into effect ? An approximate answer to this question may be attempted. The general adoption of salary schedules for elementary school principals similar to Table 138 will not be brought about in a year. The progress toward such a schedule should be concurrent with a number of other movements affecting the elementary school. One of these should be a gradual lifting of the standards of preparation and performance required for this office. Another should be an increase in the enrolment of the typical elementary school unit. The sole objective should not be “ better salaries,” but “ better salaries for better principals in better schools.” Let us assume that the movement for a professional wage for principals was accompanied by a policy of increasing the size of the elementary school unit, and more specifically, that this policy resulted in a decrease of one-half, or from 6401* to 3200, in the number of city elementary schools with teaching principals.’ Let us suppose *The number of principals given in each group is from Table 136. *The median enrolment of schools with teaching principals who reported in this study, page 285, was 288. If the number of such schools were reduced by half, the median enrolment would be 576. 23 482 ELEMENTARY SCHOOL PRINCIPALS that this same policy applied to schools with supervising principals reduced their number by one-third, or from 7127 to 4752* Assume that consolidation in rural communities reduced the number of prin- cipalships by one-fourth, so that instead of the 6238 rural principals listed in Table 136, there were 4678. The final result of the policy of consolidation would be to reduce the total number of elementary school principalships from 19,766 to 12,630. Let us also assume that all of these school offices became supervising principalships, with full time to supervision and admin- istration and none to regular teaching. Guided by data given in this Yearbook as to school enrolments, and assuming the consolidations suggested in the previous para- graphs, it is estimated that the following percents of the 12,630 prin- cipals would fall in various school enrolment groups: 30 percent or 3789 in schools under 500 enrolment 45 percent or 5684 in schools from 500 to 599 in enrolment 20 percent or 2526 in schools from 1000 to 1999 in enrolment 4 percent or 505 in schools from 2000 to 2999 in enrolment 1 percent or 126 in schools from 3000 and over in enrolment Let us assume that within each enrolment group the principals were distributed as to training possessed beyond high school as follows : 25 percent with 4 years 50 percent with 5 years 25 percent with 6 years Finally, assuming the 12,630 principals to be distributed among the twelve classes, IA to VC of Table 138, in accord with the two estimates just preceding, and guided by the experience data in Table 9, page 174, of this report, it is estimated that the distribution of the twelve classes of principals among the seven experience groups of Table 138 would be as follows: 12.5 percent in the beginning and maximum groups 15 percent in each of the other five experience groups. When the calculations are carried out as to the salary costs for the 12,630 elementary principals, distributed on the scale of Table 138 as suggested in the foregoing paragraphs, the amount arrived at is *The median enrolment of the schools of supervising principals who reported in this study, page 169, was 632. The consolidation of these schools as suggested would raise this median to 948 pupils. *See Chapter III, Table 1, and Chapter XIII, Table 71. Where rural schools are involved it is assumed they have enrolments distributed similarly to those for city schools with teaching principals. ipals ume prin- ipals duce 16 to came min- 2 ents, para- prin- ipals ol as mong > two ‘a in ution roups r the » 138 at is ‘ted in gested ols are or city Tue SEVENTH YEARBOOK 483 $46,597,000. The expenditure for the salaries of the 19,766 elemen- tary school principals at present is $45,201,850. The difference between these two figures is $1,395,150, or an increase over present salary costs of three percent. Cost of additional teachers’ salaries—In carrying out the provi- sions of the preceding sections additional expenditures would be required for salaries for teachers to do the teaching now done by teaching principals, since it is assumed that all principals would be given supervisory status. City teaching principals at present devote two-thirds of their time to teaching, and there are 6401 such princi- pals. To do the teaching performed by these principals 4267 teachers would be required, and the yearly cost, if each teacher received the typical city elementary school salary of $1702, would be $7,262,484. The rural principals concerned in this chapter devote half or less of their time to teaching. Assuming that the 6238 rural principals average one-fourth time to teaching, 1560 teachers would be required to replace them. If these teachers received the typical salary of rural elementary teachers of $906, the cost would be $1,413,360. Combining the additional amounts for principals’ and teachers’ sala- ries, the added cost involved in placing the elementary principalship on a professional wage scale would be $10,070,944. Cost of additional clerical assistance—It is poor economy to pay a technically trained, supervising principal a professional salary, and then to place him in a situation where he must spend a considerable portion of his time doing work which a moderate priced clerk can better perform. The adoption of the foregoing program should, there- fore, involve some additional clerical help. Let us assume that the 12,630 supervising principals were pro- vided with clerks as follows: A half-time clerk in schools below 500 in enrolment One clerk in schools 500 to 999 in enrolment Two clerks in schools 1000 to 1999 in enrolment Three clerks in schools 2000 to 2999 in enrolment Four clerks in schools 3000 and over in enrolment A total of 14,650 full-time clerks would be required for 12,630 supervising principals according to these allotments. The cost for salaries at the average salaries paid clerks in principals’ offices, $1350 according to the salary tables of the National Education Association, would be $19,777,500. If from this sum is subtracted the estimated sum at present expended for the salaries of clerks, which is $3,655,- 800, the added cost for clerk hire would be $16,121,700.’ *This is probably an overestimate since it assumes no clerical help is at pres- ent provided city teaching principals and rural principals. 484 ELEMENTARY ScHOoOL PRINCIPALS Total added cost—Combining the additional amounts for salaries of principals, teachers and clerks, the total added cost would be $26,192,644. This sum is 1.6 percent of the current expenditures for public elementary and secondary schools in 1926 in the United States. Other costs—The lifting of the principalship to the professional and economic status suggested in this chapter would doubtless lead to the enrichment of the elementary school course both in regular class and out of class activities. Such a program would involve some additional cost. No estimate of this is attempted here. Such cost would be partly or wholly offset by the affect of the larger school unit in reducing the average cost per pupil.’ Such a program would probably carry with it the necessity of increasing to some extent the salaries of other groups of teachers. If this could be accomplished by better plans of school organization, no additional cost would be involved, otherwise the cost would be large. This cost factor is recognized but not evaluated. The achievement of the program suggested in this section would require several years or decades. School enrolment will probably con- tinue to increase. The additional cost added by this factor is ignored, since it would be encountered whether the suggested program for professionalizing the principalship were adopted or not. A professional wage for principals is practical—The conclusion from the data presented in this section is that it is economically prac- tical to place the office of elementary school principals upon a profes- sional economic foundation. The resources of the country are ade- quate to bear the increased cost.” The committee recommends a gen- eral movement in that direction. The general adoption of an elementary school unit of larger enrol- ment, the requirement of higher standards of preparation and _per- formance for the office of elementary school principal, and the placing of this office on a professional economic foundation can all be accom- plished. Few educational achievements would wield greater influence in the direction of increased school efficiency. *See page 87 of: Curry, Alva R., The Relation of the Size of Elementary Schools to Pupil Costs. Unpublished Master’s Thesis—University of Missouri, 1926. *See “Economic Resources and School Costs by States in 1926.” Journal of the National Education Association, February, 1928. ee laries ld be itures nited ‘ional lead cular some - cost unit ty of hers. ‘tion, d be rould con- ored, | for 1si0n prac- ofes- ade- gen- nrol- per- cing -om- ence rtary ouri, al of Tue SeventH YEARBOOK 485 Basres For Scueputine Princrpats’ SALARIES In presenting the proposed professional schedule for principals in the preceding section, it was stated that this schedule would not be applicable without modification to particular school situations. The proposed schedule attempts to approximate what should be the aver- age of many local schedules. These schedules would necessarily differ widely due to the varying conditions existing in local communities. In discussing bases for the scheduling of elementary school prin- cipals’ salaries it is not intended to imply that it should be the gen- eral practice to consider the needs of any one group of school em- ployees separately and without relationship to those of other groups. Piece-meal scheduling is unwise. The salary scales of a school system should be the subject of peri- odie investigation in every community. The schedules of all groups of school employees should be considered at these times. The quali- fications and specifications for each group should be clearly defined.’ The final schedule should reflect the school board’s policy with refer- ence to the economic compensation of those responsible for the schooling of the children of the community. Its provisions should be based upon a careful balancing of matured experience, the indica- tions of the best available statistical data, and an intelligent attitude toward the welfare of the community as it is bound up in the lives of its children.” The drafting of such a salary scale is unlikely to result if sched- uling proceeds on a piece-meal basis. This does not mean that it is unnecessary to study each group of employees separately. Each group of school employees differs from every other group and will present special problems as the various criteria for scheduling are applied.’ This section will list some of the frequently used bases for salary scheduling and consider them with particular reference to the salaries of elementary school principals. *See: “Guides to Salary Scheduling,” Research Bulletin of the National Edu- cation Association, May, 1927, pages 159 to 164. * The following reference may well be consulted in this connection: McGaughy, James R., Teachers’ Salaries in New York City. Report of Citizens’ Committee on Teachers’ Salaries. Bureau of Publications, Teachers College, Columbia Uni- versity, New York City, 1927. *See: “Bases for Fixing the Rates of Salary Schedules,” Research Bulletin of the National Education Association, May, 1927, pages 164 to 180. 486 ELEMENTARY ScHooL PRINCIPALS The criterion of common practice—Acceptance of this criterion would fix the salary rates for elementary school principals to agree with those in comparable communities. This criterion brings to bear the advantage of mass judgment. It is of some value and deserves consideration. There is no guarantee, however, that common practice is best prac- tice. Progress is made by trying something different from the ordi- nary. Common practice in the scheduling of principals’ salaries has generally been based on a fallacy. It has been assumed that a prin- cipal is first a teacher, and incidently a clerk and executor of minor administrative matters arising in school routine. Consequently many principals’ schedules are derived by adding a few hundred dollars to those of teachers. This is poor procedure. The schedule for elementary school principals should rest on its own base. This base should be the specifications set up for this office, and knowledge of the characteristics expected in those who fill the office. Those wishing to employ common practice as a criterion for scheduling principals’ salaries will find ample data in the salary bul- letins and tabulations issued by the National Education Association.’ The criterion of the cost of living—The acceptance of this criterion means that the cost of living of a group will exercise influence in determining the rates of the schedule for that group. By cost of living is not meant the amount necessary to bare existence. It is the amount necessary to meet a specified and acceptable standard of living for a particular group. This criterion has been used as one basis for scheduling by several cities.’ The cost of living of principals is increased due to their depend- ents. The questionnaires sent out by the committee reveal that 328 of the 614 supervising principals report one or more persons de- pendent upon them. The median number of dependents for the men principals was 2.59 which the addition of the principal himself would make a family unit of 3.59 persons. The median number of total dependents for the women principals was 1.01 which added to the principal herself makes a family unit of 2.01 persons. The median for the combined groups was 2.4 which added to the principal concerned would make a basic unit of 3.4 persons. Information as to the number of those dependent upon the princi- pals of a school system should exist as one basis of scheduling. Men *See: Research Bulletin of the National Education Association, March and May, 1927, particularly page 191 of the March Bulletin. *?See: May, 1927, Research Bulletin of the National Education Association, page 166 and following. _ ~*~ ss Cr oF MR Crs chk £1.59 FOO oe + pws _ n* PR Tue SEeveNtTH YEARBOOK 487 and women of maturity and family responsibility will be barred from this office if the salary schedule is sufficient only to meet the needs of a single person without dependents. TABLE 139—ExpenDITURES OF PRINCIPALS FoR Foop, SHELTER AND CLOTHING City Size ‘Under 5,001 10,001 30,001 65,001 Over Expenditure 5,000 10,000 30,000 65,000 100,000 100,000 Total Less than $1000....... 1 1 14 9 7 3 35 $1000-$1499 .......... 3 7 48 27 34 34 153 B= TI sce nccavas 2 2 41 34 31 42 152 BO BOE hasanedcas Pirie 1 10 18 10 69 108 I NE is ha srecsinns waeie rear 3 12 5 29 49 Ee GE cissieacac Spe Rae he 2 3 17 22 SHOUD SOOO .. cesses Lae hare Sie 2 sia 2 4 4000 and over....... eolaes eee ane pee re 3 3 More ancciccas Sotke aaah 25 10 12 41 88 Eee 6 11 141 114 102 240 614 rere re $1333 $1321 $1458 $1735 $1565 $2149 $1747 The cost of shelter, food, and clothing indicated by the supervising principals replying to the committee questionnaire is given in Table 139. The medians for the various city groups range from $1333 to $2149. The report of the Citizens’ Committee in New York ’°* indi- eates that the cost of food and rent alone for married teachers with a family of three clustered around the figure $2169. Detailed data should be available as to the cost of living of principals in individual communities as one basis for salary scheduling. TABLE 140—Expenpitures ror REcREATION AND TRAVEL City Size Pe , Under 5,001 10,001 30,001 65,001 Over Expenditure 5,000 10,000 30,000 65,000 100,000 100,000 Total eae 1 2 4 9 7 6 29 a, 1 1 18 9 9 21 59 IE siccnccsanves 2 2 25 24 19 23 95 a, eee 2 22 22 11 26 83 WE nc ziatesca sa oaie 17 10 11 26 64 We ON cisac.cnecwa 1 2 18 14 20 40 95 600- 699 ............ 1 1 3 5 18 28 RUE Ghia hicncasicn 5 1 bole 11 17 ote... EEO Ore 2 2 5 12 21 ES ne 1 2 1 1 5 1000-1099 ............ 1 1 3 3 2 10 20 RS rrrre Oe ches aes Stars biekis oer 0 1200 and over......... ates aes 6 5 1 9 21 BE Sia dite ane baie eres 19 10 11 37 77 . are 6 11 141 114 112 240 614 BOL. Sivénsaenss $250 $325 $364 $345 $395 $498 $404 * Cited on page 485. 488 ELEMENTARY ScHOOL PRINCIPALS The questionnaire to supervising principals collected figures as to the expenditures for recreation and travel. The results are given in Table 140. The median expenditure for the group is $404 annu- ally, the range for various sized cities being from $250 to $498. The 614 supervising principals reported as to money earned in addition to salary. There were 61.2 percent who reported no money earned in addition to salary. The remainder reported a median in- come of $308 in addition to salary. About 40 percent of the prin- cipals find it necessary or desirable to supplement their salaries by additional earnings. Further investigation should discover to what extent outside work indicates a legitimate need for a larger income than the salary pays, and to what extent it represents a deflection of energy which should be devoted to school work. The criterion of training—The schedule should take account of the training specified for qualification as a principal. If graduation from a two-year normal school or less, plus teaching experience is the requirement, different rates will be necessary than if all princi- pals are required to have four or five years of professional training beyond high school. Training costs money. It must be paid for in any field. The single salary principle—Emphasis has been given to the train- ing criterion, as it affects classroom teachers, by the adoption of single salary schedules by a number of cities. At least 153 cities have single salary schedules affecting classroom teachers according to the 1926-27 report to the Research Division of the National Education Association. These cities were distributed in population as follows: City Size Number ED nik og Sanh nad ag han eas eambieehh baked 34 ED haa bb gincacediewadeddcanenasercacevea 36 I IID 55 saccc oa 5: ot are areca area become armel Swe ele Hae 34 ED xiicdn da cmanedadenbiccdgeeesineciceces 40 RE MI no s-0 ah thease oe ckeebinedwawadewaeeare 9 153 As it has been applied to classroom teachers a single salary sched- ule has been defined as one which pays equal salaries to those with equivalent training, experience, and other qualifications, regardless of whether they teach in elementary, junior, or senior high school. A limited application of this idea to elementary school principals has already been made with apparent success in Minneapolis.’ It has been proposed that the single salary idea should be extended to include all principals. * Webster, W. F., A Single Salary Schedule for Principals, Proceedings of the National Education Association, 1926, pp. 488-493. n Tue SEVENTH YEARBOOK 489 Hosic stated in 1924 that: The considerations which have led to the introduction of the single salary schedule for teachers will inevitably lead to the establishment of similar schedules for principals. .... The salary schedules of elementary school principals will not long continue to end where those of high school principals begin? Ide Sargeant stated in 1925 that: The salaries for educational positions, professional qualifications being equal, must be based upon the necessary scale of living and not upon the grade of the position in a given system. There are certain duties, responsibilities, administra- tive positions for which allowances should be made when writing salary schedules. But aside from these modifications, there should be a single salary schedule based on equal educational qualifications and years of experience. With such single salary schedule men and women can be kept in positions where they are eminently successful rather than be tempted away to a new line of work because of its greater compensations. There is absolutely no defense in justice, logic, or sound economics for the policy which pays a college-trained man of thirty-five with a wife and two children $3000 as a grade teacher, and $4000 as a high school teacher; or that pays $6000 to the principal of an elementary school and $7500 to the principal of a high school; yet most salary schedules have been worked out on some basis of this sort and this very thing is the chief factor in making the teacher’s position one of such constant change? The practice at present is to make substantial differences between the salaries paid elementary and high school principals. The extent of these differences is revealed in Table 141. TABLE 141—MeEp1An Savaries Parp PRINCIPALS IN CITIES IN 1926-27 Supervising elementary Junior high Senior high Median Estimated Median Estimated Median Estimated Population of city salary number salary number _ salary number 1 2 3 4 5 6 7 2,500 to 65,000....... $2319 268 $1779 268 $2333 903 5,000 to 10,000....... 2229 412 2068 207 2821 607 10,000 to 30,000....... 2250 1094 2609 227 3424 497 30,000 to 100,000....... 3017 1476 3580 271 4438 233 Over MBBED ...ce cece 3650 3877 4238 247 5010 403 Approximate number in ED Siseatdndscense 7127 1220 2643 The differentials between the salaries of principals of schools on the various grade levels have been defended on several bases: (1) Sizes of schools—According to data of the United States Bureau of Education elementary schools in cities over 10,000 in population average approximately 500 pupils while high schools average 1000 pupils.” Of the 18,000 high schools of the country in *Hosic, James F., The Single Salary Schedule in Practice, Proceedings of the National Education Association, 1924, pp. 376-377. * Sargeant, Ide G., “ Report of Salary Committee,” Bulletin of Department of Elementary School Principals, Vol. V, No. 1, October, 1925, p. 37. *United States Bureau of Education, Statistics of City School Systems, Bulle- tin, 1925, No. 41. 490 ELEMENTARY ScHooL PRINCIPALS 1926 for which data were available, 11,000 had enrolments of 100 pupils or less. There were but 767 high schools with enrolments over 1000.’ There exists, therefore, considerable overlapping between elementary and high schools as to enrolment. The successful prin- cipals reported in another chapter were in charge of schools centering around a median of approximately 1000 pupils. The largest elemen- tary school reported in this study enrolled more than 4000 pupils. These facts indicate that there are many elementary schools which offer in terms of size, responsibilities comparable to those of the largest high schools. (2) Complexity of school organization—The argument is ad- vanced that the high school is more complicated in organization than the elementary school. The implication still persists that ‘“ anyone with a little gumption, ability to do the rule of three and pronounce words correctly is ready for such an elementary task as the elemen- tary school principalship.”* It is often forgotten that tests, classi- fication of pupils, programing, and innumerable other functions have become a part of elementary school management and call for training far in advance of that formerly necessary for the principal of this institution. According to Eikenberry* the typical school day of the high school principal is 377 minutes which together with an hour for lunch would make the total day approximately 7.28 hours. The median day for supervising principals in this study was more than eight hours. It does not appear that the complexity of high school organization requires more of a principal’s time than does that of elementary schools. (3) Experience for the work—Within limits, experience in edu- cational work is usually considered an advantage. On this item the elementary school principal can offer a record that compares favor- ably with the high school principal. The medians reported by Eiken- berry on the high school principal and those reported on the super- vising elementary school principal in this study were: Elementary SchoolPrincipals —= High School c — Principals Supervising Teaching Total years in educational work....... 11.1 28.82 20.44 Total years as a principal............. 45 10.14 6.83 Total years in present position........ 3.0 5.49 4.59 *Sixth Yearbook of the Department of Superintendence. The Development of the High School Curriculum, National Education Association, 1928. ? Webster, W. F., op. cit., page 488-493. * Eikenberry, D. H., op. cit., page 52, Table 53. Tue SEVENTH YEARBOOK 491 (4) Professional preparation for work—On this point the high school principal holds the advantage shown below: Elementary School Principals A. High School Principals Supervising Teaching No ome? OF HOME. cos dice ie cciccades 12.3% 53% 80.3% TE CRI 2c oe. re oad oa plae aa aie 1d 1 2 Bachelor’s degree ...........ccccscese 67.2 30 17.5 I CINE 56 is tars caieenwineness 18.0 15 1.6 IGE NINO. oc. uc cock ca neeeevaneyen 1.4 1 A 100.0 100 100.0 The training recommended for elementary school principals would place them on an equal footing with high school principals in this regard. (5) Difficulty of managing children—Some contend that high school children are more difficult to manage, and involve a heavier burden of responsibility than those in elementary schools. It is prob- ably true that a poorly administered elementary school will attract less attention than a similar high school. This does not mean, how- ever, that the social results of poor management are any less serious in one than in the other. Child study shows more clearly each year the importance of habit and attitude formation, and of emotional development in the elementary school years. High school difficulties could frequently be prevented if those in charge of elementary schools were properly trained. The committee believes that efficient elementary principals, with sound professional training, and in charge of large elementary schools should generally enjoy a first rate professional wage for their service. Nothing less will place properly qualified men and women in the nation’s elementary school principalships. Traditional practice as it relates to differentiations in principals schedules should not stand in the way of this socially desirable achievement. The criterion of the incomes of other professions—A previous section of this chapter gave some indication of the incomes of pro- fessional workers. In Chicago a citizens’ committee obtained a num- ber of intelligent estimates of a living wage for a profesional man. Four experts in economics also prepared budgets. Guided by these figures the committee submitted estimates for a professional worker in that city. The results are given in Table 142. Facts should be available as to the incomes commonly earned by professional workers in a city as one basis for scheduling the sala- ries of elementary school principals. The office of elementary school principal at its best requires training, exercise of responsibility, and 492 ELEMENTARY ScHOOL PRINCIPALS possession of a professional attitude comparable to the demands of other professions. It is fruitless to expect elementary school princi- pals to possess professional qualifications if the economic return for this service is significantly lower than that commonly received by professional workers. TABLE 142—Yearty Livine WacE For ProressionaAL Man AND FaAmMiIty— Cuicaco, ILLINOIS Average of four budgets made by Committee’s Average of experts in recommen Items 26 budgets economics dation Te ener Pate ere ee $1079 $1110 $1000 Electricity, gas, telephone.................... 103 115 125 I MS MG abs bhuicawdne aa ucawawe neces 905 742 900 Replacement of furniture and equipment...... 120 90 100 Laundry and domestic help (occasional)...... 182 275 200 Clothing and ite Care... cccccccccccsccccess 577 871 600 Newspapers, books, periodicals............... 45 45 50 Church, charity, public spirit................. 101 134 240 Clubs, organizations, social expense........... 71 86 75 Amusements, theater, opera.................. 69 84 75 NNO . vo6.cdvcnnedwasienedce daaiakoansis 90 86 90 CNA, dh can cad pas Haman deamon anes OE 183 235 200 Health, doctor, dentist, medicines, sports...... 101 82 75 Insurance premiums: Life, fire, liability...... 206 261 170 Conventions, subscriptions ................... 47 44 50 Saving for investment, home owning.......... 457 457 450 Provisions for higher education for children. ... 123 197 270 UII cr'6 crews xa dccicanceean eekatacnawas 272 48 150 Total annual income.................+02- $4827 $4995 $4730 The criterion of the real wage—The acceptance of this criterion involves the adjustment of salary schedule rates so that they do not lose in purchasing power due to fluctuations in the value of the dollar. During recent years the value of the dollar has changed rapidly in purchasing power. It required $208 in 1920 to purchase what $100 bought in 1913. In 1927, $173 was required to purchase what $100 bought in 1913. The necessity of adjusting salaries to off- set the effect to fluctuations in the purchasing power of the dollar is evident after consulting Table 143. This table shows, for ex- ample, that a salary of $3000 unadjusted between 1913 and 1927, in the latter year purchased the same as $1730 bought in 1913. One receiving a salary of $3000 throughout this period would have lost in purchasing power $14,630 due to the depreciation of the dollar. The salaries of principals in many communities, although substantially increased in recent years as to their face value, have less purchasing power than before the war. Tue SEeventH YEARBOOK 493 TABLE 143—Purcuasina Power In SussequentT YEARS OF VARIOUS 1913 SavarrEs Index of Amount of Salary Cost of — — ‘ Year Civing $2000 $3000 $4000 $6000 $7000 NN Gead Rares Mareeiamermocenne 100.0 $2000 $3000 $4000 $6000 $7000 BE an iaiderndsesemeaecrtl 103.0 1942 2913 3884 5825 6796 aad Bees o es tie ae ect 105.1 1903 2855 3806 5709 6660 I ocx gta ok hs on are ene ark aa 1183 1691 2536 3381 5072 5917 BY asi boo cua aca Geese 142.4 1405 2107 2809 4214 4916 RS ttl onsen, bs Gama eed 174.4 1147 1720 2294 3440 4014 DE ae been cca sisal chatacters 188.3 1062 1593 2124 3187 3718 EE Re tee ote 208.5 959 1439 1919 2878 3357 BE ou are Dac kry cs Sesh camer 177.3 1128 1692 2256 3384 3948 ME dae cadseeine xe eca 167.3 1196 1793 2391 3586 4184 Ms conikdrOs sea cantmncaes 171.0 1170 1754 2339 3509 4094 BE sei het pie eee een 170.7 1172 1758 2343 3515 4101 WII 0s a Sidhe eves area ucts Sietadere Shs 175.7 1138 1708 2277 3415 3984 ME ro sidahus ala cuacaen 175.2 1142 1712 2283 3425 2996 EF. get Sicee xk Reawteaehaes 173.4 1153 1730 2307 3460 4037 Accumulated loss for 14 GUE ciples ak Gana $9792 $14,609 $19,587 $29,381 $34,278 The criterion of the standard of living—A number of reliable sources of information indicate that the standard of living is in- creasing in the United States at a relatively rapid rate.” In those communities where principals’ salaries have been adjusted in recent decades merely to keep pace with the increased cost of living, this group has lost ground economically. Their standard of living has stood still while that of the nation’s gainfully occupied in general has substantially increased. Summary and conclusions—This chapter asks these questions: What economic return does the elementary school principalship now offer? Does this office offer a professional wage to those who qualify for it? What would it cost to place the elementary school principal- ship on a professional economic status? What criteria should guide those responsible for fixing scales of remuneration for elementary school principals ? In answer to the first question, data are presented as to the salaries received by various major groups of elementary school principals. The typical salary of elementary principals in rural schools is $1860. The salaries of principals in city school systems vary according to *See page 173 and following of the May, 1927, Research Bulletin of the National Education Association. 494 ELEMENTARY ScHOOL PRINCIPALS size of city. Supervising principals in the smallest cities receive a median salary of $2319. Those in the largest cities a median of $3437. The range between different states is still wider. Principals have reached a salary as high as $5000, and one city is already paying a maximum of $7000. In answer to the second question, figures are presented as to the incomes received by professional workers. It is suggested that the mass of the incomes of professional people fall within the limits of $2000 to $8000. Over 40 percent of the 18,000 elementary school principals of the country receive salaries less than $2000 a year, which is below the lower limit suggested as a professional wage, and less than the average income of the nation’s 45,000,000 gainfully occupied persons. Many of the principals receiving salaries of $2000 and more have reached this lower limit of a professional income only after many years of service. Few principals have reached salaries above $5000, which is $3000 below the upper limit suggested for professional incomes. It is concluded that elementary school princi- pals are in an unfavorable economic position as compared with other professional workers. In answer to the third question, a professional schedule for ele- mentary school principals is proposed. The schedule begins at $2000 and rises to a maximum of $7000. The various beginning and maxi- mum salaries are based upon such factors as school enrolment, amount of professional training possessed, and length of service. It is estimated that if professional schedules for elementary school prin- cipals were placed in force throughout the country with rates which on the average approximate those of the proposed schedule, the in- crease in cost involved for principals’ and teachers’ salaries would be $10,070,944. It is assumed that the gradual development of such schedules would be accompanied by a concurrent lifting of the stand- ards of training and performance required in the office of elementary school principal and by an extension of the policy of increasing the enrolment of the typical elementary school community. The com- mittee concludes that it is economically practical to place the office of elementary school principal on a sound economic basis and recom- mends a general movement in this direction. In answer to question four, various criteria are suggested for study in fixing the rates of the salary schedules of elementary school prin- cipals in a particular community. Tur SeventH YEARBOOK 495 SELECTED REFERENCES 1. Hosic, James F. “ The Single Salary Schedule in Practice,” Proceedings of the National Education Association, 1924, pp. 371-377. 2. McGavauy, James R. Teachers’ Salaries in New York City, Bureau of Publi- cations, Teachers College, Columbia University, 1927, pp. 102-178, 181-195. 3. Researcn Buttetin, “Salaries in City School Systems,” Research Bulletin of the National Education Association, Vol. V, No. 2, March, 1927. 4. ResearcH Butuettn, “ The Scheduling of Teachers’ Salaries,” Research Bulletin of the National Education Association, Vol. V, No. 3, May, 1927. Con- tains a bibliography on salaries and salary scheduling. 5. Wesster, W. F. “A Single Salary Schedule for Principals,” Proceedings of the National Education Association, 1926, pp. 488-493. CHAPTER XXV STUDIES ON THE PRINCIPALSHIP HIS CHAPTER aims to summarize certain studies relative to the elementary school principalship, the general school princi- palship, and related subjects which have a bearing upon chap- ters of this Yearbook. Additional references on the principalship may be found in the annotated bibiliography. Insofar as the data permitted each investigation has been treated under the topics: Problem, Method and Findings. The studies have been grouped under the following headings: Status of the Principalship Duties of the Principalship—General Supervisory Activities Administrative Activities STATUS OF THE PRINCIPALSHIP Study No. 1. Conners, F. Herrick. The Status of the Ohio Elementary School Principal. Master’s thesis. Ohio State University, Columbus, Ohio, 1925, 104 p. Problem—To determine the nature of and conditions surrounding the work of the elementary school principal; and his social, economic and professional status, with a view to indicating bases for improvement. Method—Data were secured by means of a questionnaire for superintendents in 65 cities of from 5,000 to 100,000 population and over, and superintendents in 13 exempted villages of 3,000 to 5,000 population. The study also presents data for 383 elementary school principals in Ohio, 243 of whom were women, and 140 men. Findings—The study was divided into seven parts. The facts appearing for each were as follows: 1. Generai data concerning present position: a. Sixty-three percent of Ohio elementary school principalships are held by women b. The average principal had held his present position 6.2 years c. The median number of teachers supervised is 12 d. The school under his control consists of grades 1-8, enrolling 415 pupils 2. Preparation and experience: a. The Ohio elementary school principal has had 6.2 years preparation beyond elementary school, and is a high school graduate. A large percentage of the women received their professional equipment at the normal school. Many of the men have the same type of training, but more attend college or university b. The Ohio elementary school principal has had 17 years of experience c. Elementary school principals are chosen largely from the teaching ranks; the position of principalship is a reward for meriterious service 3. Personal data: a. His median age is 47.1 years; the median age for women is 1.2 years higher than for men b. The majority of the men are married, whereas such is the case with but one out of ten women [ 496 ] ~J - th a a in to to up- ip ed ive 01 us, its its its id ch a r it fd Tue SEVENTH YEARBOOK 497 c. The men have on the average over two persons totally dependent upon them for support; the median for women is zero d. The average yearly salary is $1850 e. They evince an interest in civic community welfare 4, Clerical help, office facilities, and equipment: a. The Ohio principal is hampered in his duties by inadequate clerical help 5. Distribution of time: a. The average time devoted to the five major functions is: Clerical work 14 percent, administration and organization 18 percent, teaching 60 per- cent, supervision 17 percent, other duties 6 percent. Taking the median for each function, an ideal day would include: clerical work 8 percent, administration and organization 21 percent, teaching 20 percent, super vision 37 percent, other duties 9 percent. b. Nine hours per week are spent on school activities at home c. Community activities take up about four hours per week d. His school duties make up an eight-hour day 6. Supervisory functions: a. Less than ten supervisory visits are made by the principal during the week The period of observation averages about sixty minutes b. Less than half these interviews are followed up by personal conference c. Only one fourth file a record of such observation 7. Administrative relationships to superintendent: a. The superintendent advises with principals concerning most assignments of teachers b. The principals have little reai power in the supervision of janitorial service c. The principal has control of assignment to class groups d. He may make regulations governing routine matters as long as these are in conformity with policies of the board and the superintendent e. For texts and supplies he is limited to those adopted for the system as a whole Conclusions—Analyzing the situation revealed in the returns, the writer com- mends points of strength such as desire for professional growth and advancement, the erection of experience prerequisites for the position, indications of consistent salary increases, support of professional organizations, recognition of the fallacies existing in the present distribution of the principal’s time, evidences of supervisory cooperation and harmony, democratic trends in administrative relationships. Study No. 2. Hart, Frank W. “Special Certification As a Means of Profes- sionalizing Educational Leadership.” Teachers College Record, Vol. XXVII, No. 2, October, 1925, pp. 121-128. To reveal the lack of professionalization of the elementary school principals for “one of the educationally progressive states in the union.” Based on returns assumed to be from the upper 25 percent, more than one third had no professional training courses in theory or philosophy of education and history of education; 45 percent had had no educational psychology, 55 percent no training in tests and measurements. Educational experimentation was missing in 81 percent of the cases, and approximately half had never taken training courses in the field of educational administration. Seventy-three percent had had no professional training courses in supervision. A body of technical knowledge is a necessary condition of professionalized edu- cational leadership. Such material, organized into professional courses includes: 1. Knowledge of the constitutional and legislative status of the public schools 2. Knowledge of organization best serving the interests of education 3. Knowledge of the relative success of various philosophies and systems of education as revealed in historical and comparative education 4. Knowledge of the detail technic to be employed in programming and pro- jecting established educational policies 24 498 ELEMENTARY SCHOOL PRINCIPALS 5. Knowledge of the relative merits of the means of evaluating the educational output 6. Knowledge of the research contributions to education and their practical implications 7. Training in the use of and command of the tools of research 8. Command of the technic that will provide for adaptation of the schools to the advancing educational goals 9. Knowledge of the physical and material sides of the school system and of their influence upon the educational outcomes, health, happiness, and efficiency of pupils and teachers 10. Command of the technic that should be employed in the fiscal and business administration of the schools. 11. Understanding of effective and ethical means of keeping the public behind the educational program 12. Knowledge of standards to be employed in the selection and promotion of staff 13. Command of ways and means of improving staff members in service 14. Command of the technic of supervision Such a body of technical knowledge is available, as shown by a survey of the literature, inspection of the catalogs of schools and colleges of?education, and an acquaintance with the men engaged in training educational administrators. In conclusion it is stated that specialized certification will tend to place edu- cational leadership on a professional plane. Study No. 3. Martin, William H. “The Status of Elementary School Prin- cipals in New England.” Report to New England Association of Superintendence, November, 1923. Data from this study may be found in different chapters of this Yearbook. Study No. 4. Morrison, J. Cayce. “The School Principalship in Ohio Cities and Exempted Villages.” Contribution in School Administration, Volume II, No. 17, May 15, 1926, 71 p., University Studies, Ohio State University, Colum- bus, Ohio. A study of the status of the principalship. Data from this study are presented in a number of chapters of this report. Study No. 5. Morrison, Robert H. “ Qualities Leading to Appointment as School Supervisors and Administrators.” Educational Administration and Super- vision, Vol. XII, No. 8, November, 1926, pp. 505-511. Problem—To determine the qualities needed by the public school supervisor or administrator. > Method—The findings are the result of interviews held with superintendents and school board members concerning the qualities leading to appointment as supervisors or administrators. Findings and conclusions—The following table is presented to show the rank, frequency, and percentage distribution of the first ten qualities as listed in forty interviews with employers of teachers. Rank Quality Frequency Percentage I oon c.aisc camcnascase ne woke cates 25 62.5 PE tchennh a lenecbatineasi ee ehek Nwas in kbs $ ab en 16 40 ee ee Ro dewaceccsacdeseneweeseeeenne 15 37.5 4 Broad experience and training....................... 12 30 5 Ability to get on with people........................ 10 25 ee I SE oo ccc eenac cde asesces coewsscmecus 6 15 6.5 Student of educational problems..................... 6 15 8 Willingness to assume responsibility.................. 5 12.5 ED. nc ccc desdaweedenae Mumwae vets Pk tee ce Koss 4 10 9.5 Personality which inspires confidence................ 4 10 onal tical 1 of and ness Lind staff the and du- rin- ok. sles II, im- ted as er- ee Tue SEVENTH YEARBOOK 499 Detailed statements included for the first two general qualities are as follows: 1. Executive Ability (1) No one can be an executive who cannot cooperate with the majority of people. This means cooperation with both administrators and teachers (2) The executive must have a general idea of all phases of the work (3) The principal must be able to plan a program for the entire school (4) He must delegate tasks to others and follow up to see that these tasks are accomplished (5) He keeps everyone working in harmony (6) He knows how to pick out teachers who will “ put across” extra-curricu- lum activities (7) He is friendly but never familiar (8) He keeps the parents informed (9) He assumes responsibility for his own mistakes (10) No material is wasted in his building (11) He does not permit teachers to neglect some phase of their work and devote all their time to some hobby (12) He weighs carefully all actions before creating a precedent (13) He has an untiring willingness to learn the problems of the subordinate teacher and an equally untiring willingness to help solve them (14) He speaks when authority must be asserted (15) A principal must be willing to do anything he demands of his subordinates (16) A principal must have a faculty of knowing when “to let well enough alone ” (17) The principal must be able to handle difficult cases of school discipline (18) An executive uses other people to get things done (19) He manages both people and details 2. Leadership (1) A leader proposes new plans (2) He can adapt ideas suggested by others and use them to develop his plans (3) He never quarrels with the parents, yet he wins his point (4) He serves upon executive committees for community affairs (5) He commands work well done (6) He keeps physically fit and conserves his energy for big things (7) He is not critical of colleagues or subordinates (8) He is always courteous (9) We promote teachers to principalships who have in earlier experiences proved themselves good followers (10) He encourages suggestions In summary, the writer states: 1. Appointment to positions as school super- visors and administrators is largely determined by character traits of the appli- cant. 2. Not all successful teachers make successful supervisors. 3. Teachers not fitted for administrative positions should be advised to remain classroom teachers. 4. Adequate salaries and more stable tenure of office will encourage preparation for administrative positions. Study No. 6. Pollich, R. E. “ Superintendents’ Standards and Policies in the Selection, Appointment, and Promotion of Elementary School Principals.” The Elementary School Journal, Vol. XXVI, No. 2, October, 1925, pp. 107-111. Problem—To determine the standards for the selection, appointment, and pro- motion of elementary school principals. Method—The data were secured by a questionnaire from superintendents in forty large cities located in twenty-five different states. Findings 1. Eighty-seven percent of thirty-nine cities replying on this point indicate that elementary school principals are selected by the superintendent, sub- 500 ELEMENTARY ScHOOL PRINCIPALS ject to the approval of the board of education. In the thirteen percent remaining they are selected by examination boards; in these cities the superintendent is either chairman or a member of the board 2. The common methods in determining the qualifications of candidates for elementary school principalships are: (1) Superintendent’s knowledge of candidates, (2) credentials presented by candidates, and (3) the results secured through written examination 3. With one exception, all of the thirty-six cities demand at least normal schoo] } graduation of candidates for elementary school principalships. Fifteen or forty-two percent do not consider candidates who are not graduates from a regular four-year college 4. Thirty-five superintendents indicated that a minimum of at least two years ( of experience as teacher, supervisor, assistant principal or principal was required for a person to become an elementary school principal. More than one-half of the cities reporting demand two to ten years of teaching experi- } ence in the elementary grades 5. All the large cities seemed to have some scheme for classifying elementary school principals. In most cases this grouping is based on the number of teachers supervised 6. Thirty-seven city school superintendents indicated that about one-half ap- point only persons from within their own school systems to elementary school principalships. Those appointing from other systems as well as from their own report appointing 20 to 25 percent of their principals from } outside 7. It appeared that elementary school principals in the large cities are no longer expected to teach classes 8. Recommendation of the superintendent is the most important criterion for promotion of school principals. Evidence of progress, including travel, professional reading, university courses is given second place. Reports from twenty-seven superintendents show that the common practice is to pro- mote principals with the growth of their schools. Only one of the twenty- seven reported that principals are demoted in case of decrease of attendance ) 9. In the large cities principals are rarely demoted for causes other than de- crease in the size of school 10. Ninety-five percent of the superintendents reporting state that elementary school principals are promoted to junior high school principalships. About two-thirds of the cities replying on this matter report that they do not appoint principals from elementary to senior high school principalships. Though one-third report a policy of promoting elementary school princi- pals to senior high school principalships, only one-half of this number, or } one-sixth of the whole, have ever made any such promotion DutTIFs OF THE PRINCIPALSHIP—GENERAL | Study No. 7. Bates, Guy. “Functions of the Elementary School Principal.” The Journal of Educational Method, Vol. IV, No. 5, January, 1925, pp. 178-184. Problem—To determine the nature of the principal’s work in actual practice and in what respect it differs from the ideal as viewed by them. ) Method—The material of the study was secured by a questionnaire distributed to 112 principals. The principals were asked to record in detail each activity carried on by them during the day for an entire week, noting the time spent on the activity in each case. Findings—Data are presented to show the percent of school day spent on gen- eral functions, as follows: Administration 51, supervision 36, clerical 10, com- munity leadership and professional study 3. The median enrolment and median ent the for . of ults 100] or ars was han eri- - of ap- ary as om ger for vel, om Tro- ty- de- ary out not ips. ci- * ag 84. ice ted ity n- m- Tue SEVENTH YEARBOOK 501 number of minutes per week spent on the various duties of the principal in fifteen schools having clerks, and fifteen schools having no clerks appear in the table below: Enrol- Adminis- Supervi- Schools ment tration sion Clerical Fifteen schools having clerks............... 900 963 613 62 Fifteen schools having no clerks........... 550 613 588 325 An estimate made by the principals of the proper amount of time that in their judgment a principal should spend upon the functions under ideal conditions gave the following median percents: Administration 22, supervision 46, clerical 10. The principals were asked to rank the five functions usually performed by them. The results are given below: Rank 1 2 3 4 5 Fe ee ee ener ener area ~ ww 56 21 15 0 II Souk gS Sec ceGaecessa nue e rae ee 66 37 7 2 0 REN pin gnceae ae cuay eta wet ated sca er 0 0 1 4 107 Community Leadership.................... 1 2 35 72 2 POGECORMONEAD THUY a 5 occ o noose cede sincscas 24 18 50 18 2 In conclusion the analysis of the reports of the individual principals indicates little or no uniformity of practice among them, and that this is an indication of a difference of opinion as to what is of most importance to the successful operation of a school. Also, that the principal himself, rather than size of school, type of neighborhood in which the school is located, or the question of clerical assistance, determines the amount of time necessary to be set aside for administrative functions. Study No. 8. Benson, J. R. “The Division of the Principal's Time.” The Ele- mentary School Journal, Vol. XXVII, No. 2, October, 1926, pp. 94-100. Problem—To determine how the elementary school principal spends his official day. Method—The data were secured from records of eight St. Louis principals on the manner in which they spent their official day. Twenty days consisting of six hours each (no record was asked of time before 8: 30 a. M., after 3: 30 Pp. M. or during the noon hour) during January were included in the separate records. Division of time was made among duties under five headings according to the activity in which they engaged—supervision, administration, community relations, clerical work, and personal matters. Findings—The median amount of time spent daily by principals in the per- formance of specified activities is shown below. Activities, Etc. Median Number of days involved......... pile ehh ana anata tian 20 Average number of minutes....................... 364 Average number of minutes devoted daily to PN 5 aid aiisas arava lar vcard drdiennatabve ac aietor a abaisiats 125 Re OEE TRON Oe ete ee ae 147 CIN POCO IOER oi iiok cncwawinascaiennsuraans 24 I TUNE esse dng ere vida daa Dadeuins Maecatsoniets 50 WORM TOONS. a6. osc 0 6 bs che araiaid Pe ee 34 Average percentage of minutes devoted daily to PII 55. iectaacansacuedinageenebemeanecuns 34 Sh vucansecaaddesdeensspaisgiites 40 CI COMO oo. issn dre ssateiscenee hens 64 NPN ooo iis ccorstnjares eters ernidnnnama aeernetee 124 PE IEE oo sia sii ciwnsvinc thing siasecsdcanen Meats 502 Exementary Scuoou Principats Conclusions of the writer were as follows: 1. Less than 34 percent of the time was spent. by these principals in supervision 2. Twelve and one-half percent of the principal’s time was spent in clerical duties 3. No little time seemed to be spent by teachers of some schools in clerical work in addition to the time spent on records pertaining to their own pupils 4. Time spent in community problems was reported by every principal Study No. 9. Bobbitt, Franklin. “ Mistakes Often Made by Principals.” The Elementary School Journal, Vols. XX, XXI, Nos. 5 and 6. January and February, 1920, pp. 337-346, 419-434. Problem—To ascertain the nature of mistakes frequently made by principals. Method—A list of mistakes that a principal might make was assembled by drawing on the experiences and observations of several hundred superintendents, principals and teachers. Findings A. In regard to his directorial function, the errors were as follows: 1. Autocratic and arbitrary direction of work and of the general affairs of the building Taking care of matters personally that ought to be delegated Trying to take care of too many things at once Lack of interest in teachers’ experiments Unconsciously creating weaknesses in teachers by withholding responsibility Taking to himself credit for all successes in the school Feebleness or absence of directive effort caused by virtue of his position, professional timidity, or general professional failure to develop a technic of organization and management . Frequent change of policy n regard to his performance of the inspectorial function, among the errors are: Insufficient amount of time given to the work of inspection Inspection of the work of the building on arbitrary standards Inspection of the work on the basis of ill-defined standards Inspection on the basis of fluctuating standards . Inspection without definite purpose, and failure to utilize the results of the inspection “TS orm G9 bo Ot = 08 BO Pm FH 00 6. Failure to report inspectional findings to the teacher whose work is being inspected 7. Permitting the inspectional findings to be influenced by the personal element 8. Critizing teachers in conversation with other teachers 9. Secretly spying upon teachers 10. Failure to organize and coordinate the work of the building. It was sug- gested that the principal could prevent himself from becoming absorbed in office routine by careful planning of a schedule of work and a con- tinual study of the educational objectives aimed at in each portion of the program and the means of attaining them 11. Virtual abducation of the position of professional leadership for the sake of taking care of the routine and the simple miscellaneous duties con- nected with the operation of the building 12. Failure to inspire and energize teachers :nd pupils 13. Failure to develop an esprit-de-corps 14. Weakness of initiative 15. Aloofness from teachers and pupils 16. Unsympathetic attitude toward teachers and pupils 17. Failure to establish discipline and order within the building 18. The closed mind; contentment with the aims and practice which through long habit have become second nature; refusal to believe that either ends or practices under present conditions should be rather rapidly changing and improving. Professional timidity ision ities vork The ary, vals. nts, 3 of lity ion, nic ire: of ing nal ug- ed oh er lly cr r=) co Tue Seventy YEARBOOK 19. Excessive independence of action 20. Attempting innovations of important character without having previously made sufficient preparation for them 21. Failure to train teachers during service 22. Aloofness of the principal from community life 23. Partiality in the treatment of teachers, pupils, or parents. Study No. 10. Boggs, J. “ School Board Regulations Concerning the Elementary School Principal.” The Elementary School Journal, Vol. 20, No. 10, June, 1920, pp. 730-742. Problem—To summarize the prescriptive requirements concerning the elemen- tary school principal in thirty American school systems taken at random, in an attempt to reveal the functions currently thought to belong to the school prin- cipal and to indicate those considered of major importance. Method—The study was prepared from the analysis of school board manuals of the 30 cities. The examination was carried on until it was felt that analysis of further manuals would not materially extend the aggregate list. Findings—As found from examination of school board manuals, the prescribed duties of principals, numbering seventy-seven in the aggregate are as follows, listed in the order of their frequency: . General supervision over his school 25 . Care and protection of the physical property 25 . Suspension of pupils for disciplinary purposes 22 Care of neatness of buildings and grounds 22 General control over discipline 22 . Monthly reports to the superintendent 21 . Keep record of attendance of teachers 19 . Annual inventories of supplies and equipment 19 . Visit and assist teachers in their instruction 18 10. Supervision of janitor 18 11. To enforce directions of board and superintendent 17 12. To hold fire drills 17 13. To be on duty at specified times 17 14. To report inefficient teaching to the superintendent 17 15. Make requisition for supplies 16 16. To direct and supervise all assistants 15 17. To receive, classify, and promote pupils 15 18. To keep, or to supervise registers of pupils 15 19. ‘To supervise the heating and ventilation 13 20. To check up all supplies delivered to his building 21. To hold teachers’ meetings 11 22. To notify all teachers of school board orders 10 23. To report general conditions to superintendent 10 24. Use or control of corporal punishment 10 25. To hold the work to course of study 9 26. To report time and quality of substitute teaching 9 27. To teach one or more classes a day 9 28. To confer frequently with the superintendent 9 29. To make requisition for repairs 9 30. To make or direct measurement of results 7 31. To cooperate with the attendance department 7 32. To bar agents, collectors, advertisers, etc., from building 6 33. To make out class schedules 6 34. To keep doors unlocked during school hours 6 35. To direct and supervise records made by assistants 5 36. To report the deportment of pupils to parents 5 SCONOoOrWN — 3 ~ 504 ELEMENTARY Scuoot PRINCIPALS 37. To oversee pupils during noon period 5 38. To care for books owned by the school 5 39. To report pupil transfers and all tuition fees 4 40. To post teachers’ names and programs at the doors of classrooms 4 41. To make and send daily programs to the superintendent 4 42. To hold daily program to prescribed schedule 4 43. Monthly reports concerning supplies 3 44. To see that American flag is raised daily 3 45. Prepare building for summer vacation and turn in keys 3 46. To have personal charge of the school library 3 47. To transmit school board orders to assistants 2 48. To supervise the use of the school telephone 2 49. To hear complaints from parents 2 50. To report at the building in the autumn a week or two early 2 51. To supervise ringing of the bells 2 52. To guard against contagious diseases 2 53. To dispose of out-worn books, equipment, or supplies 2 54. To direct all athletic affairs 2 55. To bar all sectarian teaching 2 56. To provide for teacher—visiting of teachers 1 57. To keep all reference books available during school hours 1 58. To keep record of all gifts to the school 1 59. To report unregistered children of legal age 1 60. To report indigent children and their needs 1 61. To make regular report to medical officer 1 62. To direct the testing of fire hose 1 63. To keep vaccination certificates of children 1 64. To keep record of visitors to school 1 65. To procure substitute teachers when needed 1 66. To bar all animals from the premises 1 67. To bar tobacco from the school premises 1 68. To keep convenient a continually revised teachers’ directory 1 69. To act as time clerk on work done at the building 1 70. To care for the school savings bank 1 71. To report serious accidents to superintendent and parents 1 72. To keep reports of school physicians 1 73. To notify parents of pupils’ absences 1 74. To approve all notes from teachers to parents 1 75. To order all fuel for the building 1 76. To grant half-day sessions to weak children 1 77. To advise with superintendents and board in hiring janitors 1 Conclusions—The frequency with which the duties were mentioned indicate which were considered the most or the least necessary for principals to perform. The duties prescribed seemed to be of a clerical or routine nature. Regulations should pertain to supervisory functions, and such regulations would inform and direct principals in their work. Study No. 11. Bryan, C. M. Duties of the Elementary School Principal. Mas- ter’s thesis, University of Pittsburgh, Pittsburgh, Pennsylvania, 1925. Problem—To analyze the activities of the elementary school principal. Method—The data were collected by means of a questionnaire supplemented by personal interviews. Those to whom the inquiry was sent asked to list the specific duties performed and problems encountered in their work in an) one day outside and inside school hours. The analysis was based on replies from twenty-five representative elementary school principals in Western Pennsylvania. S- od iy Tue SreventH YEARBOOK 505 Findings 1. The replies showed an aggregate total of 720 specific duties performed by the principals during the school year from July 1, 1924, to July 1, 1925. This does not include all the possible duties performed by principals 2. The following table shows the duties performed by the principals, arranged in order of frequencies as to their greatest totals and percents of the whole number tabulated No. of Percent of Name of Heading Dut ies Whole General administrative ............. 462 64.1 RGU ia inepe air ries Serdar Bese is 10.9 MRIS 5 ots aaa ccaeiceneniee 61 84 Supervision of instruction........... 48 6.6 NEE adic Kacidacenesnes Poe Wsaheete 36 5.0 WN ds ec eta e ane eaee 27 3.7 Instructional (teaching) ........... 7 9 TEMG oda cdg Wesnncaaoamuate 720 99.6 3. The following data appear in a discussion of the average number of duties performed by principals of three classes of schools: No. Principals Class of Pupil Average Number of Reporting School Enrolment Duties 5 A 1000 or more 618.8 12 B 500-1000 537.7 8 C Under 500 528 Unless there is some other contributing factor present, the number of pupils in a school is a factor increasing the number of duties of principals in charge. Data were compiled to show factors with which principals have to contend in their daily routine work. Tables relating to these factors (such as number of grades in school, number of pupils enrolled, class of school from the point of the number of pupils in it, the schools which have departmental work, the schools which have the platoon organization, the number of teachers in a building, the schools which have clerks, the principals who teach) were made up without analysis or comment. Study No. 12. Buckingham, B. R. “An Analysis of the Job of the Elementary Principal.” Educational Research Bulletin, Ohio State University, Vol. II, No. 15, October 17, 1923, pp. 243-246. Problem—To analyze the work of the elementary school principal and discover ways in which the various activities might be more effectively performed. Method—The study of the job of the principal was made by a group of students enrolled at Ohio State University, including principals of elementary and junior high schools and a few graduate students. A list of duties was made from time analyses of activities by members of the class in actual service and obser- vations and recollections of the class members. Questionnaires were sent to superintendents in the larger cities throughout the country, to principals (these were confined mostly to Ohio city systems), and to a few teachers. Findings—Study of the replies to the questionnaire revealed a discrepancy (1) between the amount of time devoted to certain activities by the principals and the importance assigned to these by superintendents, and (2) the importance assigned to various activities by principals and by superintendents, Superin- tendents might well become better acquainted with the activities of principals under their supervision, activities which make up the daily routine but do not come to the superintendents’ attention. 506 ELemMentary Scuoo.t Principars Many principals are required to perform duties which should be done by assis- tants, while others have lost sight of leadership in the press of office routine. There did not appear to be any working knowledge of the principal's job on the part of either principal, superintendent or teacher. Study No. 13. “Elementary School Principals Problems.” American Educa- tional Digest. Vol. 44, No. 6, February, 1925, pp. 243-245, 269-272. Problem—To ascertain the most important and trying problems encountered by elementary school principals. Method—The conclusions as to the nature of the problems were based on statements received from 573 principals distributed through forty-one states. Findings—The twelve biggest problems in order of frequency of mention were: Lack of time for supervision....... Se EON eaet ENT 348 Not sufficient office help...............0.0eeeeeees 311 No voice in selecting subordinates................ 191 BO CD Hc encciccstvcccusscesccss 167 No voice in budget making...................... 163 Little authority to shape course of study........... 126 Divided authority in administration.............. 52 Little or no voice in administration............ icine Teachers resent suggestions....................-.- 46 No power to enforce directions.................... 31 Supervision done by superintendent............... 27 Poor cooperation by superintendent............... 21 Study No. 14. Flowers, Ida V. “The Duties of the Elementary School Princi- pal.” The Elementary School Journal, Vol. XXVII, No. 6, February, 1927, pp. 414-422. Problem—To determine how elementary school principals spend their time. Method—The data were assembled from the diaries of 67 principals kept dur- ing January. Replies represented 25 schools in Baltimore and 42 schools in other cities. Findings—Data on the percentage of time devoted by principals in schools outside of Baltimore showed the following total percents: Administrative duties 44.8; supervisory duties 30.0; clerical duties 16.0; community and miscellaneous 7.5; teaching own class and planning for teaching 1.7. The percentage of time devoted to various duties by the principals of schools in Baltimore showed total percents as follows: Administrative duties 41.1; supervisory duties 29.8; clerical duties 20.6; community and miscellaneous 5.2; teaching own class and planning for teaching 3.3. The total number of minutes spent by each principal during the fortnight was: For principals outside of Baltimore a range of from 5.0 to 83 hours per day with the median at 6.8 hours; for the principals in Baltimore the median time was 7.4 hours a day, the range was from 6.5 to 8.0 hours per day. Examination of the items under the general phases of work showed that of the time devoted to administrative duties, the greatest amount is given to super- vising the playground, exits, ete., conferences with teachers occupying second place. In supervisory duties, the greatest amount of time is given to classroom visitation. In spite of the amount of time spent in classroom observation, only a little more than 3 percent of the time is spent in individual conferences with teachers, with a very small additional amount devoted to group conferences. Conclusions are: (1) That the average principal is finding it impossible to devote 50 or 60 percent of his time to supervision as urged by writers in the field; (2) that principals may well subject to careful analysis the way in which they spend their time in order that they may increase their efficiency; and (3) that boards of education and superintendents should do all in their power to relieve principals of some of the minor duties in order that their best efforts may be devoted to the improvement of instruction. Sis- ine. the ca~ red on "e+ n na SB eet eet CD Tue Sevento YEARBOOK 507 Study No. 15. Gist, Arthur S., and King, Wm. A. “The Efficiency of the Principalship from the Standpoint of the Teacher.” The Elementary School Journal, Vol. XXIII, No. 2, October, 1922, pp. 120-126. Problem—To investigate the views of teachers on the possibilities of the prin- cipalship. Method—lInformation was secured from 300 replies to a questionnaire sent to 1,500 teachers. The questionnaire called for answers to the following question: How may the principal be of most help to the teacher? I. In a professional way (professional leadership, course of study, the excep- tional child, etc.) II. In an administrative way (general building régime, furnishing, equipment and supplies, etc.) III. In personal relationships (mannerisms, temperament, personal qualities, etc.) Findings I. Professional 1. One hundred-four teachers indicated that valuable assistance could be given in the work with the exceptional child 2. Eighty-three indicated that the principal could help with the course of study. Sixteen asked for some freedom in applying the course of study to local situations 3. Fifty-eight teachers indicated that the principal could be of assistance as a professional leader. Fifty-one suggested that the principal call their attention to the best current educational literature. Thirty-one asked for some pedagogic advice. Twenty-two indicated that the prin- cipal should be inspirational in the classrooms, in meetings, and in conferences. Twenty indicated that the principal should hold meet- ings where discussion is free, with the teachers often leading. Seven- teen suggested that the principal do some demonstration teaching II. Administrative 1. Fifty percent of the teachers indicated that supplies should be on hand when needed, especially at the beginning of the year, and be delivered to the teacher without delay 2. Twenty-eight percent pointed out that the principal should be a good manager. The building régime should be well defined and well under- stood by both teachers and pupils 3. Thirteen percent said that each teacher should assume her part of the responsibility in regard to the building load 4. Nine percent urged against interrupting regular class sessions 5. Five percent agreed that conferences should be short, definite and worth while, and regulated as to number 6. Three teachers suggested that a course in school administration be re- quired of all candidates for elementary school principalships III. Personal relationships 1. The importance of the higher human qualities (justice, courtesy, ap- preciation, etc.) was emphasized by sixty percent 2. Sixteen percent indicated that they welcomed prompt and constructive criticism 3. Seven percent gave suggestions for maintenance of poise by the principal Study No. 16. Hampton, William Oscar. How Public School Principals Use Their Time. Doctor’s thesis. University of North Carolina, Chapel Hill, North Carolina, 1926, 141 p. Problem—To show the manner in which public school principals distribute their working time among various types of activities. Method—One hundred and thirty principals listed by ten-minute periods during each day each specific activity to which attention was given. The record, was to be kept for thirty days or six school weeks. 508 ELEMENTARY Scuoo.u PrINcIPALs In tabulating the records each specific activity was classified under some general head in an outline previously prepared from a study of books and magazine articles on the principal’s work. (This outline was enlarged as the work proceeded.) The specific duties were recorded in sufficient detail to insure a complete analysis of all activities, and the actual number of minutes devoted by each principal to each activity was tabulated. The data were interpreted to analyze as fully as possible the activities of the principal and show the relative importance principals place upon various duties. The findings were reduced to a percent basis for comparison with other investi- gations and a comparison of the importance of different duties as they appear in the time budgets of school principals. A means was sought of giving a cross- section of actual work of the school principal. The first step was to take the total amount of time reported by all principals. The second was to find the total amount of time devoted to each item of activity listed in the outline. The percent of the total time used in doing each type of work was then calculated. Findings—The principals keeping detailed diaries for the investigation spent from five to eight and a half hours per day at their professional work. The average for the one hundred and thirty principals was approximately six hours per day. The range of the middle fifty percent was from five and a half hours to seven hours and forty-two minutes per day. Conclusions A. In general 1. Public school principals as a group are not distributing their time wisely among the various activities open to them. They are so busily engaged by a vast swarm of petty details that they have no time for planning the major professional activities 2. One of the most noticeable features of the work of the principals is the variability in the work of different principals. Principals do not have well adapted or uniform procedures for doing different tasks. No agree- ment exists in practice as to the time to be consumed by different duties 3. Principals develop independently whatever methods they employ. (The suggestion is made that as improved methods are developed they should be disseminated and adopted) B. In regard to classes of activities 1. The amount of time devoted to supervision is insufficient and the time devoted to supervision is used unwisely. Inspection rather than the im- provement of teaching seems to be the primary aim of the supervisory work. There was in general a neglect of follow-up work 2. It would appear that principals are not employed for their supervisory ability—success in organizing and administering the work of the school has been the basis upon which success has been judged Principals are doing work that should be done by others under their supervision. The writer suggests that the principal’s problem is one of selecting the duties that should be allowed to consume his time and of doing these as effectively and quickly as possible in order to make his time count . Superintendents and principals tend to give too little time to wholesome school publicity 5. From a study of the principal’s clerical work, the writer recommends that the principal delegate as much routine work as possible, and that con- sideration be directed to the question of the value of activities . The principals are inactive in the social affairs of the community outside the schools 7. The writer states that “the most discouraging item in this and other re- ports of the principal’s time distribution is the lack of professional study ” o os > ome and the sure oted 1 to tive 2sti- r in Oss- otal otal [he ent [he urs urs ely red he ve C= es ld Tue SreveENtTH YEARBOOK 509 Study No. 17. Horrall, A. H. “The Elementary School Principal from the Teachers’ Point of View.” The Elementary School Journal, Vol. XXIV, No. 10, June, 1924, pp. 742-746. Problem—To determine the characteristics of the successful elementary school principal from elementary school teachers. Method—Through the cooperation of superintendents of schools in Washing- ton, Oregon, Idaho, and California, data were secured by means of a questionnaire answered by a representative number of elementary school teachers Findings—One hundred six teachers of the 494 replying had taught under men principals, fifty-four under women and 334 under both. Of the 494, one hundred sixty-five expressed a preference for men, sixty-four for women. Of the two hundred sixty-five expressing no preference, nearly all made a statement to the effect that “ personality, not sex, counts.” An analysis of the answers of those teachers who prefer men principals shows the following factors mentioned most frequently: “ Broad-mindedness,” “does not harp on little things,” and “ more impersonal in criticisms.” Most of the teachers showing preference for women principals stated that they are “more sympathetic and systematic.” The gen- eral opinion seems to be that the best type of women is attracted to the elemen- tary school principalship, which is not true in the case of men. As chief characteristics suggested for a good elementary school principal, a majority mentioned tact, ability to discipline well, and an appreciation of the point of view of the parent, the teacher, and the pupil. In regard to character- istics that most elementary school principals lack, the five characteristics men- tioned most frequently were: Tact, impartiality, sense of humor, ability to get the point of view of the teacher and the pupil, and sympathy. Study No. 18. McClure, Worth. “The Functions of the Elementary School Principal.” The Elementary School Journal, Vol. XXI, No. 7, March, 1921, pp. 500-514 Problem—To determine the importance in theory and practice of the functions of the elementary school principal. Method—Data of a theoretical nature were secured by means of questionnaires distributed to: Superintendents of the thirty largest cities in the United States, sixteen university professors of education, and the elementary school principals of Seattle. The questionnaire set up a classification of the principal’s functions for evaluation by professors of education and by city superintendents according to the percent of time they expected the principal to give to clerical, administra- tive and supervisory tasks. In regard to actual practice, data were secured: (1) From the daily time records of forty-three Seattle principals for one week in March, 1920, (2) a ranking of the functions by thirteen university professors in accordance with their personal observation of the importance attached to the respective items in the present practice of principals, and (3) a study of current literature of problems of the principalship. Findings and conclusions 1. The functions of the elementary school principal may be classified in accord- ance with educational theory in five classes in the following order of impor- tance: Supervision of teaching, administration, community leadership, pro- fessional study and growth, clerical work 2. The principal should be the leader of his school community, and possess ex- pert ability and professional ideals 3. Study of current practice shows that the principalship falls short of its ideal, the order of importance being ranked as follows: Judgment of Practice of Ranking University Men Seattle Prin. eee Administration Administration ae Clerical work Supervision ere Supervision Clerical work eae Community leadership or professional study ...... 510 ELEMENTARY Scuoot Princrpars 4. Reasons suggested for discrepancy between theory and practice are: a. Lack of understanding by principals and superintendents as to the fune- tions of the principal and their relative importance Inadequate training facilities and literature on the principalship Slow evolution of the principalship as an educational organism Lack of professional technic Inadequacy of salary, making the position financially unattractive and improvement in service difficult aha Supervisory ACTIVITIES Study No. 19. Barr, A. S. “An Analysis of the Duties and Function#f Instruc- tional Supervisors. A study of the Detroit Supervisory Organizati@™.” Bureau of Educational Research Bulletin, No. 7. January, 1926, University o%§Wisconsin, Madison, Wisconsin, 179 p. Problem—To offer an analysis and definition of the functions of supervisors for one school system. Method—The investigation is introduced with a discussion of the system of organization and the guiding principles operating in the Detroit plan of coopera- tive control of supervision. A summary list of activities normally engaged in by supervisors is presented. The main outlines defined in specific activities given for illustration. A study is made of the time spent by supervisors in the activities in which they engage. This is based on: (1) A tabulation of the frequency of occurrence of certain supervisory activities, as secured from approximately five thousand regu- lar weekly reports of supervisors; (2) two time-card studies, (a) one based on daily time records over a two-year period, to show the distribution of supervisory time among general classes of activities, and (b) a more detailed study of time- cards over a five-month period which classified supervisory activities according to general headings, attempted a time distribution for each of the various agencies with whom supervisors work, and described the manner in which the work was carried forward. Findings—The principles in effect for Detroit supervisors were that supervision must be democratic and scientific. Principals were responsible for supervision in their own buildings. The distribution of certain supervisory activities over a period of two years 1921-1923, appearing from a tabulation of frequency of mention in the super- visors’ regular weekly reports, is shown by figures presented in connection with a diagram: Activity Frequency Percent ee ee rr re 364 1.9 2. Study of supplies, equipment and buildimgs............. 744 38 3. Assistance in selection, appointment, assignment, and Ce Gr SOI co cca cesvccecbeseaesoevannvnact 451 23 4. Community activities ......ccciicccsccccces Sinchuiavasn desea 21.6 5. Field work ....... eaeennns pangs alee aeons wack 1,662 8.6 i IONS onc nndacccmeneess«saccensed ones .eo. 3200 11.9 7. Surveys, reports, records, schedules................ seve Oe 5.3 8. Preparation of instruction materials............ Saabs . 2,016 10.4 9. Research .............. Ee Ne EERE eT HEE Poa Oe 1,784 9.2 Pi IIIS GOING 5 oisicdc iccitsiccasincesesasesseonsce 716 3.7 Bi. Bitioatiomial Pablicity sinc. cc cccccccccssscccsevecacces 612 3.1 12. Survey of educational progress..................22-000: 404 2.1 13. General administration ........ sheese a Wate ca aurea Pe 15.4 19,356 100.0 Inc- and us ne in rs r- Tur Seventu YEARBOOK 511 The time analysis covering daily records for the five-month period, January to May 1921-22, revealed the following statements: Supervisors spend about 20 percent of their time in working directly with teachers, 2.7 percent with ad- ministrative officials, 5.2 percent with staff, 5.4 percent with other supervisors, 16 percent with district principals, 2.6 percent with principals, and 3.7 percent with outside agencies. Supervisors spend 6 percent of their time in conferences, 9.5 percent in meetings, 5 percent in committee, 15.3 percent in visiting schools, 7.5 percent in correspondence and telephoning, 38.9 percent in research and study, and 14 percent on routine matters; 31.8 percent of a supervisor’s time is spent in the direct preparation and plans for the use of materials, 19.7 percent in putting these plans into operations, 35.1 percent in general administration, 13.4 percent with routine matters. The study of the time distribution of supervisory activities shows that super- visors seem to assign to their duties the following relative importance: (1) Com- munity activities; (2) training activities; (3) general administration; (4) prepara- tion of supervisory materials; (5) research in and the experimental study of in- structional problems; (6) field work; (7) study of supplies; equipment, buildings, and budgets; (8) surveys, reports, records, schedules; (9) selection of instructional materials; (10) professional activities; (11) assistance in selection, appointment, assignment, and transfer of teachers; (12) publicity; (13) reports upon educational progress. (1) A study of the activities of supervisors leads one to believe that they can be performed most economically and expeditiously when done by a service de- partment independent of the several administrative units and serving all of them, (2) the activities of supervisors are, for the most part, in the nature of special- ized service rather than administrative. While supervisors are responsible for the general instructional conditions within their several fields, they are not ad- ministrative officials. Their functions are instructional and not administrative. Study No. 20. Crabbs, Lelah Mae. “ Measuring Efficiency in Supervision and Teaching.” Teachers College, Columbia University, Contributions to Education, No. 175, New York City, N. Y., 1925, 105 p. Problem—The study aims: (1) To evolve a technic of supervision based on measurement; (2) to evolve a technic of measuring the efficiency of this super- vision; (3) to apply the AR technic of measuring the efficiency of teaching in both rural and urban school systems. Method—In October, 1922 a measurement program was conducted in grades three to eight inclusive in a residential town of about 10,000 population. Tests of intelligence, reading, arithmetic, spelling, composition, and penmanship were applied, and the crude scores for the pupils converted into mental ages, reading ages, etc. The results were presented at general and group teachers’ meetings, and the measurement program repeated in October, 1923. The whole supervisory program, which also included testing for formation of special classes, parent inter- views, improvement of teachers’ examinations, was evaluated in the light of: (1) Evidence of work in testing following completion of the study, and (2) the total gain or loss in subject age units during the interval between the two periods of measurement. The Franzen AR Teaching Efficiency formula (AQ or AR = Subject_age X< 100 mental age or Teacher Efficiency = Final AR — Initial AR) was applied to the above tests and to tests administered in two periods six months apart in one-, two-, and three- or-more-room schools of Queen Anne’s County, Maryland. Subject efficiency measures computed for each teacher were correlated and a composite measure of teaching efficiency determined. The urban and rural teachers were ranked by supervisors on 1. ability to teach reading, 2. ability to teach everything except character and 3. ability to teach character. These estimates were correlated with ’ 512 ELEMENTARY ScHoot PrIncrpats objective measures of teaching efficiency. The rural teachers were tested for professional knowledge, and the scores correlated with composite objective effi- ciency scores. Findings and conclusions I. In evaluating the program of supervision 1. Following the investigation steps were taken by various members of the school system to continue the testing work, and, to provide for study of test administration and interpretation, and the instruction of prob- lem children 2. As the measurement program appeared to be the only significant new element in the situation, it was felt that any differential gain or loss could be ascribed largely to it II. Some of the conclusions concerning the application of the AR technic 1. In the rural schools there is a general tendency for efficient teachers of penmanship to be inefficient teachers of reading, arithmetic, and spell- ing. This tendency was not found for the urban teachers 2. There is a general tendency for inter-correlations between objective effi- ciency measures to be higher for urban teachers than for rural teachers 3. In general, a teacher’s ability to teach a narrow skill can be predicted more accurately from knowledge of his ability to teach a wider skill than from knowledge of his ability to teach another narrow skill 4. In general, a teachers’ ability to teach a wider skill can be predicted more accurately from knowledge of his ability to teach another like type of skill than from knowledge of his ability to teach a narrow skill Conclusions arising from the application of the AR technic were: 1. Teaching efficiency cannot be judged by supervisor’s accurately enough to be of any practical value 2. Teaching efficiency cannot be determined by testing a teacher’s knowledge of modern educational ideas and practices 3. Teaching efficiency in special fields can be measured accurately by means of the teaching-efficiency formula without making much, if any, allowance for pupils’ IQ’s or initial AR’s 4. This study shows that many aspects of teaching must be measured by the teacher-efficiency formula before a sufficiently accurate measure of teacher- efficiency for practical purposes can be secured. Study No. 21. Dyer, William P. “Activities of the Elementary School Prin- cipal for the Improvement of Instruction. The Kind of Supervisory Program which a City Superintendent of Schools Should Set up for His Elementary School Principals.” Teachers College, Columbia University Contributions to Education, No. 274, New York City, N. Y., 1927, 109 p. Problem—The study aims to determine: 1. The activities which elementary school principals in city school systems most frequently report for the improve- ment of instruction; 2. The influence, if any, of the training, experience and school conditions of the principals upon the activities undertaken; 3. The rela- tive importance of activities carried on for the improvement of instruction. It also purposes to set up a program of such activities, which could be recommended to boards of education, superintendents, principals, and teacher training institutions. Method—The data were assembled by means of a checking list, made up of 208 activities, classified in six sections relating respectively to the improve- ment of: 1. Technic of Teaching, 2. Teachers in Service, 3. Classification and Promotion of Pupils, 4. Curriculum, 5. Selection and Use of School Supplies, and 6. General School Conditions. The principals were asked to give information on their education, professional training, educational experience, hours devoted to regular classroom teaching, = — pew Se Ff VS ame or FF mee FOS — ee tf > 7 Tue SeventuH YEARBOOK 513 number of teachers under their supervision, numl zr of assistant principals, num- ber of office clerks, grades included in sch ‘ organization, school officials act- ing as supervisory advisers, and yearly sala. s. In addition, forty-three educational specialists were asked to rate the activi- ties included in the checking list on a five-point scale. They were also to select those which they believed should be included in the work of the principal. Findings—The activities most frequently reported by principals under the six general headings are as follows: A. Improving Technic of Teaching: Suggests how to adapt methods to indi- vidual differences—80.5 percent; gives educational tests in 3d, 4th, and 5th grades—73.4 percent; same in 6th, 7th, and 8th grades—70.8 percent; dis- cusses special methods—68.9 percent; suggests how to guide pupils in planning projects—68.6 percent; suggests how to conduct types of lessons— 68.8 percent B. Improving Teachers in Service: Encourages professional organizations— 95.1 percent; holds individual conferences—92.5 percent; sends teachers to visit—79.1 percent; holds group conferences—72.4 percent Improving Classification and Promotion of Pupils: Makes special promo- tions—76.2 percent; arranges for physical examinations—71.4 percent; gives educational tests to classify pupils—70.3 percent; suggests how to improve attendance—69.7 percent D. Improving the Curriculum: Suggests parts to be emphasized—53.7 percent ; suggests minimum essentials—52.5 percent; informs of changes which pro- fessors suggest—48.0 percent Ek. Improving Selection and Use of School Supplies: Suggests how to use sup- plies—73 percent F. Improving General School Conditions: Suggests how to improve discipline— 79.6 percent; suggests how to make program schedules—74.8 percent; sug- gests how to improve appearance of rooms—74-3 percent. The largest percentage of activities reported was classified under Technic, the smallest under Supplies, and Curriculum. The educational specialists rated 49.1 percent of the activities as of major im- portance, 46.6 percent of average importance, and 4.3 percent of minor importance. Activities under technic stood highest in the average rating. At least 70 percent of the specialists included 90.4 percent of the activities in the work of the prin- cipal. They approved of the participation of the principal in activities named under all sections of the “ checking list” except curriculum. Analysis of data submitted by the principals showed: The most favoring quali- fications were found to be graduation from a college of education, and at least two years of experience as a principal. The school conditions possessing the greatest advantages were pointed out to be size of school, twenty-eight or more teachers, no regular teaching duties, and at least one full-time clerk. A list of 174 activities was made up to represent the program of the elementary school principal in improving instruction, the number of activities being dis- tributed as follows: Improving Technic of Teaching 53; Improving Teachers in Service 32; Improving Classification of Pupils 36; Improving Curriculum 13; Improving School Supplies 10; Improving General School Conditions 30. Study No. 22. Maxwell, C. R. “Analysis of the Work of the Supervisor ” School and Society, Vol. XVII, No. 419, January 6, 1923, p. 28. The article reports an analysis of the work of the supervisor in relation to other persons in the school system as worked out by a group of principals and supervisors during a summer term at the University of Wyoming. The analysis is as follows: I. Cooperative work of administrator and supervisor A. Outline of general aims and plans 1. Deciding on relative emphasis to be placed on different departments 2. Coordination of units in the system 25 fo) 514 ELemMeEentTARY Scuoor Princrpays II. ITT. IV. B. Course of study 1. Formulation of general aims 2. Approval of supervisor—teacher conference C. Textbooks, supplies, equipment 1. Approval of recommendations of supervisor and teacher D. Selection and placement of teachers 1. According to special aptitudes 2. Rating of teachers E. Securing best physical conditions F. Promotion of community interests 1. Parent-teachers’ Association 2. Literary and musical societies 3. Educational and athletic contests 4. Exhibits of school work G. Securing professional recognition for teachers Cooperative work of supervisor and teacher: A. Course of study 1. Formulation of course of study for approval by administrator B. Textbooks, supplies equipment 1. Determine needs 2. Make recommendations C. Grading and placing of pupils 1. Normal children 2. Sub- and super-normal children D. Carry into effect the program for community interests outlined by admin- istrator and supervisor E. Raising prestige of teacher in community Work of supervisor in relation to teacher: A. Formulation of general method of supervision 1. Self-analysis of work of inspection 2. Conferences a. Before visits to discuss plans and aims b. After visits to discuss work done B. Evaluation of work of pupils and teacher 1. Observation 2. Standard tests 3. Reaction of pupil to school and society a. Ability of pupils for self-government b. Attitude toward public property c. Attitude toward school work C. Improvement of teachers 1. Development of professional spirit and efficiency a. Teachers’ meetings: local, state, national b. Demonstration teaching (1) By supervisor (2) By teacher Development of professional code . Directing observations of expert teaching Professional reading Talks from outside talent 2. Constructive criticism a. Judicious commendation b. Suggesting improvements (1) Privately (2) In teachers’ meetings Final report to administrator. PAO — ->®o on — Or Tur Seventu YEARBOOK Study No. 23. Mead, Cyrus D. “The Supervisor’s Job” The Journal of Edu- cation Method. Vol. IV, No. 7, March, 1925, pp. 270-272. According to the opinions of a group of eighteen teachers, supervisors, and prin- cipals in a 1923 Elementary Education seminar, the cardinal duties of a supervisor, or an elementary principal acting as supervisor were outlined in the following form: 1. To inspire and lead by: a. A thorough academic and professional training b. Sympathetic, human, friendly association c. Being ever ready to give 2. To improve instruction by a. Knowing what constitutes good teaching b. Observing and constructively criticizing lessons c. Demonstrating 3. To improve curriculums by a. Knowing how to gather purposeful material b. Cooperating with teacher committees c. Keeping in touch with results in classrooms 4. To evaluate text material by a. Keeping in touch with life demands b. Familiarity with best educational theory c. Knowing how to score, weigh and judge various texts 5. To administer approved mental and educational tests for a. Classifying pupils b. Diagnosis and prognosis c. Evaluating teaching materials and methods 6. To strengthen the teaching staff by a. Selection of teachers b. Rating for promotion and advancement c. Inspiring to professional and academic growth Study No. 24. Morrison, J. Cayce. “ Methods of improving Classroom Instruc- tion Used by Helping-Teachers and Supervising Principals of New Jersey.” The Elementary School Journal, Vol. XX, No. 3, November, 1919 pp. 208-216. Problem—To determine a definite method of procedure for supervising princi- pals in most effectively improving classroom instruction. Method—The study was undertaken by a committee on the Department of Supervision of the New Jersey State Teachers’ Association. Data were secured by means of a questionnaire sent in May, 1918, to all supervising principals and helping teachers in New Jersey. Findings A. From an analysis of eighty-seven out of one hundred replies the following list of methods was compiled: 1. Personal conference a. Offering encouragement and inspiration b. Pointing out teacher’s errors or faults c. Offering new plans, methods d. Leading the teacher to recognize his own weakness and to seek improvement e. Leading teacher to exercise initiative and to undertake new projects 2. Teaching the class a. Teaching the class while the teacher observed b. Supervisor discussing the purpose and methods of his demonstration with the teacher before and after the class period c. Supervisor taking the class during or at the close of the period to correct errors noted during observation 516 Exvementrary Scuoou Principays ws “I ad 11. . Having teacher visit other teachers a. To observe good teaching b. To seek help on certain specific problems c. For specific purpose with results checked by supervisor By directing professional study a. Suggesting reading b. Noting improvement through suggested reading and professional study c. By directing or encouraging normal, college, or university work By improving classroom management Program Lesson plan and reports Discipline control Pupil activity e. Personal appearance ae oP . Teachers’ meetings a. General b. Discussion of indirect problems of instruction c. Discussion of direct problems of instruction By model or demonstration lessons a. Merely mentioned b. Followed by group or general discussion c. Preceded by teachers’ preparation for the lesson and followed by super- visor’s checking results on basis of conclusion reached in the discussion By contact with pupils a. Written tests b. Reading pupils’ papers c. Questioning pupils in class d. School exhibits, and competition By provision of materials, books, class aids Use of standard measurements a. With teachers’ cooperation b. Without teachers’ cooperation Letters or bulletins to teachers a. To meet needs seen by supervisor b. To meet needs proposed by teachers B. With regard to the rating of teachers, it was found that eighty-seven supervisors of 2,880 teachers reported 9 percent “poor,” 39 percent “average” and 47 percent “very good.” Approximately 35 percent of the super- visors reporting gave the larger amount of their time to the “ poor” teachers. Only 8 percent gave the larger part of their time to the “good ” teachers. C. There appeared wide variation in the use made of anyone of the eleven 1. 2. methods of supervision listed above The personal interview was the most commonly used method of improving classroom teaching A good deal of demonstration teaching was being done either by supervisors or good teachers Criticism of the teacher in the classroom before the pupils seemed to be largely disappearing . The use of observation of good teaching for improving instruction con- sisted in too many cases of trusting to luck for good results . Improvement of classroom management was brought about largely through personal conference, and indirectly improves classroom teaching There appears a tendency for teachers meetings to be less general and to deal with specific problems of classroom teaching Use of standard measurements may be made effective means of improving classroom instruction tn on =~J er- ion Tue SeventH YEARBOOK 517 Study No. 25. Perrin, H. Ambrose. “ The Local Status and Activities of General Supervisors in City Schools.” The Elementary School Journal, Vol. XXVI, No. 5, January, 1926, pp. 345-356. Problem—To determine the status of general supervisors of grade work in city schools, and the activities of such supervisors. Method—The conclusions are based on replies received to a questionnaire sent to supervisors in various parts of the United States. The replies were tabulated to show tendencies by cities of different sizes. Findings—The findings may be summarized as follows: 1. The general supervisor is usually known as the elementary or grade supervisor. The terms “ primary supervisor ” and “ assistant superintendent ” are much less frequently used, and the term “ director” is limited to cities of more than 50,000 population. In cities of 100,000 or more the title “ assistant superintendent ” is commonly used The unit of supervision is from the kindergarten through the sixth grade. Supervision from the kindergarten through the third grade is a close second 3. General school supervisors do not visit on a regular schedule 4. General supervisors tend to visit each teacher once in four weeks; many visit “ according to need.” The tendency in the smaller cities is to visit frequently; in the larger cities, infrequently The observational visits to the classroom are commonly thirty minutes in length, “ according to need,” or twenty minutes. The replies indicate that the visit ordinarily is the length of a class period. There is no appreciable variation in the cities of different sizes 6. General supervisors ordinarily keep a record of the visits made, but they do not use a form blank for reporting to the teacher 7. The best follow-up device after a classroom visit is a conference with the teacher. The return visit for comparison ranks second 8. The general supervisor carries on many activities in connection with her classroom visits. The most important are: Evaluating lessons, suggesting remedial measures, checking on previous suggestions, noticing physical con- ditions, instigating projects, suggesting devices, teaching for demonstration, examining plan books, giving standard tests, and making special promotions. Activities ranking high or low for the cities in any class generally rank similarly for the cities in the other classes 9. Certain activities other than classroom activities are carried on in the building visited. Conferences are held with the principal regarding general and special problems, the classification of pupils, the making of programs, and the improving of instruction. Conferences with both the principal and the teachers have to do with arranging visiting days for teachers, inter-room activities, and needed supplies. The supervisors generally attend building entertainments, and many of them attend after-school building meetings te o Study No. 26. Power, Leonard. “Plan for the Supervision of Instruction by the Principals of Elementary Schools.” The Elementary School Journal, Vol. XIX, No. 6, February, 1919, pp. 408-18. Suggests a plan for the supervision of instruction that might prove practical for principals willing to devote some time to this particular work. As the article aimed to build up a technic, a schedule actually used with reference to the super- vision of geography was presented: The first part of the schedule calls for visits to the teachers by the principal. The teachers were not informed as to the time of the visit or the points on which they were to be rated, but they were told what subject was under careful super- vision. The particular schedule followed gave two visits to each teacher within a week of time and included the study period, when supervised by the teacher. 518 ELEMENTARY Scuoot PRINCIPALS Notes were made mentally, and at the close of the visit a letter was prepared for the teacher, stating the following: 1. Name of teacher, grade, subject taught, lesson topic and time of recitation 2. Lesson type: Development, drill, review, or study 3. Recitation: Oral or written, a brief review of actual order of procedure dur- ing the recitation 4. Preparation on the part of the teachers, as shown by materials at hand, writ- ten questions on the blackboard, and in directions for study given to pupils 5. Assignment 6. Position of teacher: Seated or standing, in front of or to one side of class 7. Suggestions with commendations. (It is well to stress the strong points in making suggestions) Copies were made of these letters and distributed to the teachers included in the study. Conferences usually followed the letters. By keeping in mind that the letter was for all, and making the suggestions practically free from very adverse criticism, the principal avoided arousing antagonism and won approval from the staff. The second part of the plan involved visits by the teachers themselves. Each teacher who had been under the observation of the principal was given an oppor- tunity to visit one other teacher and was visited by another. The visiting teacher was asked to take careful note of what she observed and to make a careful record for possible reference. Such record was to contain the points covered by the principal’s letter, except the suggestions. While the teacher was visiting, the principal was to teach in her room. This gave him a chance to check up on the work of the class and served to keep him constantly alive to classroom problems. The group meeting of the teachers concerned formed the last part of this plan. The aim of this meeting was to crystallize, in a few general suggestions, methods for improving instruction, the teachers themselves doing most of the talking. Study No. 27. Tarbell, R. W. “Job Analysis of the Principal as a Supervisor of Instruction.” American School Board Journal, Vol. LXX, No. 3, March, 1925, p. 54. The article presents the following problems and suggestions for their solution, as a guide in matters of daily routine and a means of discovering better working methods: Major Problems Ways and Means of Solving the Problems 1. Define a goal for teachers and set up standards.......... (a) Faculty conferences at beginning of year (b) Issue bulletins on results desired (c) Have noted educators speak on aims and ideals 2. Classroom visitation to ob- serve teaching ........... (a) Definite program as part of schedule (b) Visiting upon request of the teachers (c) Emergency visitations 3. Rating of pupils............ (a) Use standard tests (b) Committee of teachers to judge pupils’ work (c) Compilation of different gradings for comparison 4. Rating of teachers.......... (a) General reaction of pupils (b) Comments from parents (c) Attitude, personality, etc., of teacher for ur- ‘it- ils Vy 10. 11, Tue SEvENTH YEARBOOK 519 Major Problems Selection of texts........... . Training of new teachers.... . Directing changes in curricu- MO, 2S citaaeda wameet cep Demonstration teaching .... . Securing of devices, books, materials, maps, etc., which eS nee Disseminating best profes- sional thought and litera- ture among teachers...... Holding faculty meetings for discussion of instructional problems (d) (e) (a) (b) (c) (d) (a) (b) (ce) (d) (e) (f) (a) (b) ~ (ec (d) (a) (b) (ec) (d) (a) (b) ~— (c (d) (a) (b) (c) (d) (a) (b) (c) Ways and Means of Solving the Problems Professional improvement effected by teacher Study of gradings made by pupils in that room Principal may judge, if capable Committee of teachers to judge with principal Study book reviews in magazines Get advice from experts in the field Individual work with teachers, as a result of classroom visitation Faculty meetings Directed study Summer school work Correspondence courses in education Public lectures Get ideas from educational journals Conferences with teachers on proposed changes Experimental changes when some change appears to be needed Confer with school board as to changes Definite schedule for each room at stated intervals Special work where needed Have expert teachers do this occasion- ally Arrange for poor teachers to visit rooms where expert teaching is being done Have budget allowance to cover cost Get permission from board to buy as needed Teachers to requisition supplies in ad- vance Provide space for storage of material cataloged Place leading educational magazines in office for teachers to read Assign parts to teachers for study and report at faculty meetings Encourage all to read, individually Have outside people address the faculty Faculty meetings at regular intervals Definite program for each meeting to effect a dynamic coordination with problems of instruction Put teachers on the program frequently 520 ELEMENTARY Scuoo.t PrRInNcIPALs Major Problems Ways and Means of Solving the Problems 12. Perfecting suitable building arrangements for efficiency of instruction ............ (a) Study best literature in the field on subject (b) Make minor alterations, if possible and necessary (c) Appoint a committee of teachers to col- lect ideas from faculty on needed changes (d) Confer with school board as to advisa- bility and possibility of making changes 13. Delegating work to other teachers; building up an informal system of super- vision under him......... (a) Start with minor matters. Have teachers gradually take on added responsibili- ties, outside of regular program (b) Make each teacher responsible for some one item in the building, and be an expert in that duty Study No. 28. Valentine, P. F. “A Job Analysis of Elementary Supervision.” The Journal of Educational Method, Vol. V, No. 7, March, 1926, pp. 279-282. Problem—To ascertain what several supervisors do in the actual process of elementary school supervision; and to secure the personal reactions of teachers with regard to those activities. Method—A list of 36 specific activities performed was made up from records of personal conferences with ten people experienced in general elementary super- vision, both rural and urban. This was sent to teachers familiar with teaching under supervision who were asked to indicate which of the activities were approved by them, and the ten they considered most desirable. The report is based on 98 replies from teachers in rural, small town, and city schools in five countries of California. The writer concluded that the teachers seem to prefer a supervisorial service that is marked by friendly and tactful attitudes and which contributes a real help in the classroom. Direct services were more valued than enterprises relating to the cultural or professional improvement of the teaching staff, experimentation, curriculum studies, or the like. ADMINISTRATIVE ACTIVITIES Study No. 29. Bowden, A. O. “A Faculty Self-Rating System.” School and Society, Vol. XXIV, No. 617, October 23, 1926, pp. 527-28. The article aims to present a method of aiding teachers to appraise their pro- fessional and social standing in the school community. A scale was prepared on which teachers could estimate each other as superior, good, poor, or very poor, in the following qualities: 1. Standing with Faculty; 2. Standing with Student body; 3. Standing in Community; 4. Ability to Teach; 5. Cooperation with Faculty ; 6. Cooperation with Students; 7. Loyalty to School and Administration; 8. Loyalty to Community; 9. Professional Growth. An effort was made to insure freedom of expression by having the estimates submitted unsigned and sealed. The results were tabulated and graphs constructed showing the standing of the faculty as a whole and giving the highest points scored by the faculty, the lowest points, and the average. Super-imposed was a line indicating the standing a te i on id )]- ~~ Tue SreveNTH YEARBOOK 521 of each teacher. The plan where the system was tried out the same operation was to be repeated several months apart for comparative purposes. A marked improvement was observed in most of the faculty members on the points where they received a low rating. Study No. 30. Curry, Alva R. The Relation of the Size of Elementary Schools to Pupil Costs. Master’s thesis. University of Missouri, Columbia, Missouri, 1926, 103 p. Problem—To determine the relation of size of elementary schools to pupil costs in cities of the United States of 100,000 and above population; and to suggest a plan whereby a more intensive study of this problem may be made. Method—Data were assembled by letters sent to superintendents of all the cities of the United States of 100,000 and above population asking for financial publications of recent date showing current expenses for each elementary school for the school year, and the size of each elementary school. In answer to 67 letters, 41 publications and tabulations were received, 15 of which contained the required data. Findings—A study was first made of the effect of size of elementary schools upon pupil costs in each of the fifteen cities submitting the necessary data. Study of the data for the fifteen cities as a whole revealed: 1. In eleven of the fiiteen cities the pupil costs showed a marked tendency to decrease as the schools increase in size. (Chicago, Philadelphia, St. Louis, Denver, Louisville, Oakland, Birmingham, Salt Lake City, Fort Worth, Spokane, Duluth) 2. In two of the fifteen cities the pupil costs show a slight tendency to decrease as the schools increase in size, but with little regularity. (Kansas City, Omaha) 3. In two of the fifteen cities the pupil costs show practically no change as the schools increase in size. (Newark, Seattle) In analysis of the data to determine the effect of size of elementary school upon pupil costs: 1. When all of the cities are combined: a. Pupil costs show a marked tendency to decrease as the schools increase in size up to schools having an average daily attendance of 800-899 b. There is a slight tendency for pupil costs to increase in groups 800-899 to 1500-1599 inclusive c. There is little regularity in the increase or decrease of pupil costs in schools above the 1500-1599 group 2. When cities are grouped according to the city average pupil costs the following is shown: a. Group I (Birmingham, Fort Worth, Salt Lake City, Louisville, and Phila- delphia. The range of city average pupil costs was $56.30-$69.68) 1. Pupil costs show a marked tendency to decrease as the schools increase in size until the schools reach an average daily attendance of 800-900 2. Pupil costs show a slight increase in the groups 800-900 to 1600-1699 3. Pupil costs tend to decrease in groups 1600-1699 to 2400-2499 inclusive b. Group II. (St. Louis, Oakland, Newark, Spokane. The range of city average pupil costs for this group is $70.61-$79.17) 1. Pupil costs decrease as the schools increase in size until the schools reach an average daily attendance of 1100-1199 2. Pupil costs show an increase in groups 1100-1199 to 1900-1999 inclusive c. Group III. (Omaha, Kansas City, Seattle, Denver, Chicago, and Duluth. The range of city average pupil costs for this group is $81.61-$86.99) 1. Pupil costs decrease as the schools increase in size until the schools reach a daily attendance of 600-699 2. There is no regularity in the increase or decrease of pupil costs above the 500-599 group 522 ELEMENTARY Scuoot Princrpars Study No. 31. Tiegs, E. W. “ The Rating of Principals.” American School Board Journal, Vol. LX XII, No. 3, March, 1926, pp. 43-45, 144. The writer points out that the present unsatisfactory situation with regard to the status of principal-rating may be explained by the inadequacy of existing rating scales, the fact that many educators are unaware of the necessity for a constant rating of professional service on an objective basis, and that rating scales had hitherto been used as checking devices, rather than as tools for the improvement of service. Refers to scales revealed in a survey by McClure (See Fourth Yearbook of the Department of Elementary School Principals), and those developed by Rugg, Connor, Courtis, and the Department of Classroom Teachers. The writer bases his criticism of scales for principal-rating on the absence of defined units of measurement, and the unreliability of the results. A good rating scale should measure in terms of the opportunity to achieve results, and also measure the methods by which the results were obtained. A tentative scale for rating principals was presented. The development of a rating scale involves: First, the choice of rating factors. The second element in the development of a rating scale is the definition of the chosen factors. BIBLIOGRAPHY HE BIBLIOGRAPHY was selected after a survey of current y jportonnene magazines since 1921, Proceedings of the National Education Association since 1921, the six Yearbooks of the De- partment of Elementary School Principals, all Bulletins of the De- partment of Elementary School Principals since 1921 and all volumes of the Journal of the National Education Association. Other refer- ences are to miscellaneous books, bulletins and pamphlets referred to in the text of the yearbook. References in the bibliography marked with an asterisk have been reported in detail in Chapter XXV. GENERAL DISCUSSIONS OF THE PRINCIPALSHIP 1. ANTHONY, JoHN W. “The Principalship As an Educational, Moral, and Civic Institution.” Bulletin of the Department of Elementary School Principals, Volume II, No. 3, April, 1923, pp. 87-95. Emphasizes the universality of schools and the demands on principals. . Baispen, Leo B. “The Principal Factors Which Determine the Efficiency of an Elementary School.” Bulletin of the Department of Elementary School Principals, Volume III, No. 1, October, 1923, pp. 26-29. The opinions of principals on the relative importance of the factors determining school efficiency. 3. Bartey, Ina L. “The Principalship As an Administrative Office.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “The Elementary School Principalship—A Study of its Instruc- tional and Administrative Aspects,” Chapter XXII, pp. 385-388. The responsibilities of the school principal as an administrator in relation to the central office. 4. Benson, A. F. “The Public School Principal.” The American School Board Journal, Volume 64, No. 3, March, 1922, pp. 48-49. The Principal as business and educational executive and educational leader. 5. BLAKE, KATHERINE D. “ The Principal As an Economic Expert.” Proceedings of the Department of Elementary School Principals, 1921. Bulletin No. 18, pp. 11-12. Would have principals bring the facts of educational expenditures before the people. 6. *Boppirt, FRANKLIN. “ Mistakes Often Made by Principals.” The Elemen- tary School Journal, Volume XX-XXI, Nos. 5 and 6, January and Febru- ary, 1920, pp. 337-346; 419-434. 7. Botton, Eur B., and Howarp, Ciara. “ Duties of the Elementary School Principal.” Peabody Journal of Education, Volume III, No. 3, November, 1925, pp. 139-145. Discusses leadership in particular phases of the principal’s work. 8. BrinxerHorr, Geo. I. “The Principal As a Professional Man.” Bulletin of the Department of Elementary School Principals. Volume VII, No. 1, October, 1927, pp. 46-47. Discusses principal’s work and need for training and experience. [ 523 ] bo 524 ELEMENTARY Scuoot PRINCIPALS 9. BuckincHaM, B. R. (and others). “A Review of National Education Progress and Problems.” Educational Review, October, 1927, p. 141. The greater emphasis on principal as the main center of responsibility for public-school service. 10. Cuarters, W. W. “ The Principal’s Main Chance.” Journal of Educational Research, Volume VII, No. 2, February 1923, pp. 109-116. (Address given before the Ohio State Educational Conference, March 25, 1922.) Believes that the principal should be chiefly interested in human development of teachers and pupils. 11. Cuass, Lawrence 8. “The Principalship in New Jersey.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 1, Octo- ber, 1926, pp. 37-39. Recommends that principals should have at least a year of specific training and a good many years of successful teaching. 12. Crank, R. C. “As Is the Principal.” The American School Board Journal, Volume 75, No. 3, September, 1927, pp. 49-50. A discussion of the essential qualities of the principal. 15 Coser, E. W. “The Principal and His Professional Growth.” The Third Yearbook of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Prin- cipal,” Chapter II, pp. 219-229. Points out a need for professional growth of principals in administra- tive duties, community leadership, and professional study. Suggests means of professional study. Suggests means of professional growth. 14. Compton, C. V. “Functions of the Principal.” Journal of Education, Volume CV, No. 2, January 10, 1927, Boston, Massachusetts, pp. 37-38. Classifies the principals’ functions as clerical, managerial, and super- visory. Makes suggestions on the conduct and topics of faculty meetings. 15. Cook, Wimu1aM A. “ What Is Effective Supervision? ” The Journal of Edu- cational Method, Volume VI, No. 7, March, 1927, pp. 288-291. Distinguishes between administration and supervision. 16. Corson, Davi B. “The Elementary School Principal from the Viewpoint of the Superintendent.” Bulletin of the Department of Elementary School Principals, Volume I, No. 5, May, 1922, pp. 9-16. (See: School News of New Jersey. Volume XII, No. 3, November, 1922, pp. 9, 28, 31, Newark, New Jersey.) Discusses the administrative and educational work of the elementary school principal. 17. Crasrree, J. W. “The Biggest Ideals.” Bulletin of the Department of Ele- mentary School Principals, Volume VII, No. 1, October, 1927, p. 64. States that the principal must know and appreciate the viewpoint of teachers, pupils and public. 18. Diemer, Geo. W. “The Elementary School Principal As a Leader Among His Teachers.” Bulletin of the Department of Elementary School Prin- cipals, Volume III, No. 2, January, 1924, pp. 72-76. Suggests the lines along which the elementary school principal should be a leader among teachers. i 19 Dix, L. H. “The Principal and His Health.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “The Elementary School Principalship—A Study of Its Instructional and Administrative Aspects.” Chapter XXVI, pp. 411-416. Considers good health essential for effective work as a principal. ‘20. Dorsey, Susan M. “ Principals as Interpreters.” Bulletin of the Department of Elementary School Principals, Volume V, No. 2, January, 1926, pp. 90-93. States the peculiar responsibility of principals is the interpretation of public education to community, teachers and children. ' Tue SevENtTH YEARBOOK 525 21. 22. 23. 24. 25. 26. 28. 29. 30. 31. 32. Durry, Fren H. “Report of the Committee on Educational Progress.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 4, July, 1927, p. 443. Present-day educational movements including the demand for profes- fessional elementary school principals. Durry, Freo H. “ New Type of Principal.” American Educational Digest, Volume 46, No. 8, April, 1927, p. 349. Points out the disappearance of the office-clerk type of principal and the movement toward a professional elementary school principal. Durry, Frep H. “ The Principalship.” The Ohio Teacher, Volume XXXVII, No. 11, June, 1917, pp. 438-439. Suggests means by which the principal may become a prominent worker in social and reform movements in his community. “ Duties of the Elementary School Principal.” The Journal of Educational Method. Volume VII, No. 1, September-October, 1927, pp. 49-50. An outline of duties by principals to prove the need of supervising principals in elementary schools. Fink, Jesse M. “ Proper Attitude Toward the Principalship.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 82-83. Necessity o2 a public attitude to relieve principals of less important work. Frazier, RayMonp R. “ The Ideal Principal.” The Fifth Yearbook of the Department of Elementary School Principals, 1926. “Studies in the Elementary School Principalship.” Chapter I, pp. 205-206. Points out the qualifications and personal attributes of the ideal prin- cipal. Includes initiative, power of analysis, executive ability and knowl- edge of human character. . Ganvers, Harry S. “ Prestige, Loyalty, Popularity, and Other Accompani- ments of Leadership.” Education Review, November, 1927, pp. 205-208. Discusses the characteristics and responsibilities of leadership. Guim, M. J. “The Principal and a Democratic Régime.” The Third Yearbook of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Prin- cipal,” pp. 379-383. The principal should be the harmonizing influence in the community. Gist, ArtHur S. “The Evolution of the Principalship.” The Third Year- book of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Principal,” Chapter I, pp. 205-215. Discusses aspects in the professionalization of the elementary school principals. Gray, Wo. S. “ Possibilities of the Elementary School Principalship from the University Point of View.” Bulletin of the Department of Elemen- tary School Principals, Volume III, No. 1, October, 1923, pp. 3-8. Discusses opportunities of principals in securing fundamental reforms. Hiutuecas, M. B. “ The Elementary School Principal and His School.” Bulle- tin of the Department of Elementary School Principals, Volume II, No. 2, January, 1923, pp. 44-46. Recommends that principals be responsible for school achievement and suggests ways of improvement among principals. Hines, Hartan C. “The Teacher as an Administrator. Part I—In the Ca- pacity of Principal.” The American School Board Journal, Volume 73, No. 5, November, 1926, pp. 47-48. Considers the principal the superintendent’s representative and de- scribes some of his administrative, supervisory and social duties. 526 ELEMENTARY Scuoor Principats 33. * Horratt, A. H. “ The Elementary School Principal from the Teachers’ Point of View.” The Elementary School Journal, Volume XXIV, No. 10, June, 1924, pp. 742-746. 34. Hosic, James F. “ Reforming the Principalship.” Bulletin of the Depart- 37. 40. 41. 42. 43. 44. 45. ment of Elementary School Principals, Volume V, No. 3, April, 1926 pp. 137-140. Points out a nation-wide movement for the improvement of the status of elementary school principals. Hosic, JaMes F. “ The Concept of the Principalship I-II.” The Journal of Educational Method, Volume III, Nos. 5 and 7, January, 1924, pp. 200- 203, March, 1924, pp. 283-285. The principalship with supervision as the primary function. . Hunter, Frep M. “The Relation of Supervision to the Attainment of the Major Objectives of Elementary Education.” Volume of Addresses and Proceedings of the National Education Association, 1924, pp. 908-914. Discusses the relationship of supervisor, principal and superintendent. Hunter, Frep M. “ The Principal and the Superintendent.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 1, October, 1924, pp. 30-35. (Address given before the department, Chicago, Febru- ary 27, 1924.) Discusses principal’s place as leader of teachers, pupils and public. . Jones, Otrve M. “ The Principal’s Multiple Functioning.” Bulletin of the Department of Elementary School Principals, Volume II, No. 3, April, 1923, pp. 133-139. Discusses administrative, pedagogical and miscellaneous functions of principals. . Jones, Ottve M. “A Challenge to the Principals.” Bulletin of the Depart- ment of Elementary School Principals, Volume III, No. 3, April, 1924, pp. 172-177. Lists challenging problems for principals in improving their status. Jupp, Cuartes H. “ The Possibilities of the Principalship.” Bulletin of the Department of Elementary School Principals, Volume V, No. 3, April, 1926, pp. 131-137. Considers the position of principal in contrast with that of the teachers. Kueuny, Mento S. “The Effect on the Use and Distribution of the Ele- mentary School Principal’s Time by the Adoption of Daily Schedules Or Programs.” Bulletin of the Department of Elementary School Princi- pals, Volume V, No. 1, October, 1925, pp. 42-51. States that the adoption of a working program improves the work of the principal. Lerter, M. C. “ Responsibility of Principal.” American Educational Digest, Volume 46, No. 8, April, 1927, p. 349. Lists principal’s responsibilities, lists as constructive plans for the entire system, development of policies, securing successful schoo! functioning, leadership of teachers. Lerter, M. C. “The Department of Elementary School Principals,’ Volume V, No. 3, April, 1926, p. 162. States that the improvement of the principal is the most effective guarantee of progress in the school and the entire school system. Lerter, M. C. “The Responsibility and Opportunity of the Principal to the School.” Bulletin of the Department of Elementary School Princi- pals, Volume VI, No. 4, July, 1927, pp. 427-431. Discusses the principal’s responsibility in regard to school policy, pro- gram, and personnel. LonesHore, W. T. “Standards and Training for the Elementary School Principalship.” Bulletin of the Department of Elementary School Prin- cipals, Volume VI, No. 2, January, 1927, pp. 113-117. Emphasizes the importance of the elementary school principalship and recommends certain training. nt 1e, rt~ , 6, us i ————— ae Tue SeventH YEARBOOK 527 46. ay 48. 49. 50. 52. 53. 54. 55. 57. LoncsuorE, W. T. “The Elementary School Principalship.” The Journal of Education, Volume CIV, No. 23, December 20, 1926, Boston, Massa- chusetts, pp. 597-598. Stresses the importance of the elementary school principalship. Lonasuore, W. T. “Status of the School Principal.” The American School Board Journal, Volume 73, No. 4, October, 1926, p. 67. Would eliminate distinctions in degree of preparation or experience between elementary, the junior high school and high school principals. Lonosnorg, W. T. “ Principalship not a Stepping Stone.” American Educa- tional Digest, Volume 46, No. 5, January, 1927, p. 200-202. Stresses the importance of the elementary school principalship and advocates placing it on a par with the high school principalship. Mappen, Marcarer. “The Right Relationship of Cooperation Between the Principal and Supervisors—The Chicago Plan.” Volume of Addresses and Proceedings of the National Education Association, 1924, pp. 548-552. Discusses the method of supervising schools under the Chicago plan. McAnprew, Wiriuiam. “ The Principal.” Chicago Schools Journal, Volume VII, No. 3, November, 1924, pp. 81-85. Stresses education as a training for service and the necessity of super- vision by the principal. . McAnprew, Wo. “ Publicity Work of Principals’ Committee.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 106-107. A letter reporting a service by principals for supplying constructive material to newspapers. McCuvure, Wortu. “ Professionalizing the Principalship.” The Elementary School Journal, Volume XXI, No. 10, June, 1921, pp. 735-743. Reports the trend toward professional ideals and standards according to city superintendents, university professors of education and elementary- school principals. McC.iure, Wortn. “The Principal and the Supervisor.” Bulletin of the Department of Elementary School Principals, Volume II, No. 2, January, 1923, pp. 73-75. Discusses the harmonious relations between principal and supervisor. McDonatp, A. “Some Objectives for School Principals.” The American School Board Journal, Volume LXIV, No. 5, May, 1922, p. 58. Outlines some of the principal’s chief duties, with reference to assign- ment and improvement of teachers, classification, progress of pupils and maintaining community relationships. McSxrmmon, Mary. “ The Principal.” Volume of Addresses and Proceed- ings of the National Education Association, 1924, pp. 195-200. Points out certain problems with their historical aspects in bettering the principal’s status as a community leader. . McSximmon, Mary. “Character Making as the Work of the Principal.” Eductional Review, Volume 70, No. 2, September, 1925, pp. 66-68. (See also: “The Use of the Curriculum by the Principal for Character Mak- ing.” Bulletin of the Department of Elementary School Principals, Volume III, No. 2, January, 1924, pp. 91-93.) The principal’s influence in determining the ethical life of the com- munity represents the best contribution of that officer. McSximmon, Mary. “Characteristics of an Efficient Elementary School Principal.” Volume of Addresses and Proceedings of the National Edu- cation Association, 1926, Philadelphia, Pennsylvania, pp. 694-700. See also: The Journal of the National Education Association, Volume XV, No. 5, May, 1926, pp. 131-134. A general discussion of the objectives and methods of the school principal. 528 ELEMENTARY Scuoot PrIncipats 58. Mecxer, H. H. “The Elementary School Principal Among Educators.” Bulletin of the Department of Elementary School Principals, Volume III, No. 2, January, 1924, pp. 69-72. Points out the improved relative status of the elementary school principal. 59. Morrison, J. Cayce. “ What Elementary School Principals Do—One Day with Fifty-Three Principals.” Volume of Proceedings of the National Education Association, Volume 64, 1926, Philadelphia, Pennsylvania, June 27-July 2, 1926, pp. 476-482. (See also: Educational Research Bulle- tin, Volume V, No. 18, December 1, 1926, pp. 380-381, 386-388. College of Education, Ohio State University, Columbus, Ohio. See also: Bulletin of the Department of Elementary School Principals, Volume VI, No. 2, January, 1927, pp. 67-73.) Presents data on the activities of Ohio principals during one day. 60. Mursett, JAMES L. “A Functional Analysis of School Administration.” Educational Review, Volume 68, No. 5, December, 1924, pp. 260-265. Treats the school as in essentials a type of business organization with the principal as a colleague rather than subordinate of the superintendent. of. Newton, Jesse H. “From the Superintendent’s Viewpoint—The Profes- sional Preparation of the Elementary School Principal.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 1, October, 1924, pp. 6-11. Discusses the professional and personal equipment desirable in prin- cipals as seen by the superintendent. 62. Newton, Jesse H. “Pitfalls and Opportunities of the Principalship.” American Educational Digest, Volume 43, No. 4, December, 1923, pp. 147-150. The public school principalship is one of the most important official positions in a modern democracy and offers opportunities for service . equalled by few administrative positions. 83. Nutt, H. W. “The Duties of an Elementary School Principal.” The Ele- mentary School Journal, Volume XIX, No. 3, November, 1919, pp. 174-197 Describes the activities of principals under varying conditions and gives estimates as to the time ordinarily consumed in the execution of a number of duties. 64 Patersons’ $5,500 Principals. Journal of Education, Volume CIII. No. 14, April 8, 1926, p. 372, Boston, Massachusetts. Commends Paterson, New Jersey, for placing its elementary school principals on a salary of $5,500 per year. 68. Pesta, Rose A. “ Professional Growth of the Principal from the Standpoint of the Principal.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 74-82. (Address before the Department, July 3, 1924, Washington, D. C.) Emphasizes the influence of a principal’s training and attitudes upon school conditions. 66, Power, Leonarp. “The Principal an Educational Leader.” Proceedings of the Department of Elementary School Principals, 1921, Bulletin No. 18, pp. 7-10. Suggests that principals may become expert through organization, training, school development, and developing supervisory technic. 67. “ Principal’s Handbook.” Seattle Public Schools, 1919, 34 p. A compilation of suggestions and requirements for the guidance of principals. . Pyrtite, E. Ruts. “Some Specific Accomplishments of Principals Relieved from Clerical Detail.” Journal of Education, Volume CI, No. 14, April 2. 1925, p. 388, Boston, Massachusetts. (See also: Bulletin of the Depart- —_ = waa - Tue SeveNtH YEARBOOK 529 69. 71. 72. 73. 74, 78. ment of Elementary School Principals, Volume IV, No. 3, April, 1925, pp. 158-160.) Emphasizes the relieving of the principal from clerical duties in order that he may fulfill his various functions. Lists activities in which the principal should engage, giving professional leadership of his teachers as the most important. Rasernort, Wituram. “The Changing Status of the Principal.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 3, April, 1925, pp. 131-134. The development of the principalship during the past 25 years. . Ruoves, Sara L. “The Principal and a Democratic Régime.” The Third Yearbook of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Prin- cipal,” Chapter XV, pp. 371-379. Ways in which principals may practice democratic control. “Rules for the Opening of Schools.” (New Rules and Regulations.) The American School Board Journal, Volume 73, No. 3, September, 1926, pp. 128-130. Presents a list of rules formulated by New York City principals for guidance of teachers during opening of schools. Ryan, Bette M. “The Elementary School Principal.” Bulletin of the De- partment of Elementary School Principals, Volume III, No. 1, October, 1923, pp. 21-26. The most important requirements of a successful elementary school principal according to principals. SarGEant, Ipz G. “ The School Principal as a Citizen.” The Third Yearbook of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Principal,” Chapter IV, pp. 232-242. Emphasizes the need of broad community activities as a citizen on the part of the principal. Sarceant, Ing G. “Single Salary Schedule a Necessity.” Journal of Educa- tion, Volume CIV, No. 7, August 30, 1926, p. 154, Boston, Massachusetts. Believes a harmful thing confronting the elementary school today is the salary schedule policy which pays the high school principal a much higher wage than is paid to the elementary school principal. . Sarceant, Inge G. “The Elementary School Principal.” Journal of Educa- tion, Volume XCVII, No. 18, March 29, 1923, pp. 343-344, Boston, Massachusetts. Emphasizes the strategic position of the principalship and advocates adequate salaries for principals. . SarGeEANT, Ipz G. “ The Elementary School Principal’s Contribution to Pub- lic Education.” Volume of Addresses and Proceedings of the National Education Association, 1923, pp. 1019-1021. Considers the principal as occupying a strategic position in the school system. . Sarceant, Ipz— G. “ The School Principal and the Future.” Journal of Educa- cation, Volume XCVII, No. 26, June 28, 1923, p. 719. Boston, Massa- chusetts. See: Bulletin of the Department of Elementary School Prin- cipals, Volume II, No. 2, January, 1923, pp. 75-76. States that through principals’ organizations—national, state and local—and by conferences we propose to make our work of such a high order that none but the ablest and best will be tolerated by the public. Sarceant, Ipe G. “The School Principal.” The American School Board Journal, Volume 73, No. 6, December, 1926, p. 86. Believes that principals should be familiar with current politics in order to secure school support. 26 530 ELEMENTARY ScHoot PrRIncripays &4. 87. bo. 81. 79. Sarceant, Ine G. “The Principal as a Community Factor.” Proceedings o} the Department of Elementary School Principals, 1921. Bulletin No. 18, pp. 12-15. Suggests ways of helping the principal make his school meet commu- nity needs. . SarGEANT, Ine G. “ Report of Committee on Salaries.” Bulletin of the De- partment of Elementary School Principals, Volume V, No. 1, October, 1925. See pp. 38-41. Recommends that the maximum salary for principals in large cities be not less than $10,000 a year and that no distinction be made between elementary and secondary schools. Sarceant, Ine G. “Make the Principalship Respectable.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 1, Octo- ber, 1924, pp. 41-43. Ways of improving the status of the elementary school principal. . SarcEANT, Ine G. “ Developing the Elementary School as a Social Unit.” Bulletin of the Department of Elementary School Principals, Volume |, No. 5, May, 1922, pp. 16-19. Handicaps of schools seeking to develop desirable types of community life. . Smoor, Lucy J. “ The Elementary School Principal as a Community Leader.” Bulletin of the Department of Elementary School Principals, Volume I, No. 2, January, 1923, pp. 70-72. Makes the principal responsible for getting school ideals into the home and getting the community to initiate its own improvements Sretson, Pau C. “ The Progressive School Principal.” The American School Board Journal, Volume 75, No. 3, September, 1927, p. 112. States that leadership comes from continuous growth along certain lines. . StongE, CuiarRENcE R. “ Development and Present Status of the Elementary School Principalship.” The American School Board Journal, Volume 75, No. 5, November, 1927, pp. 41-42. Discusses four stages of the school principalship: The head-teacher, part-time teaching, managerial and professional leadership. . “The Building Principal.” Educational Research Bulletin, Volume I, No. 4, February 15, 1922, p. 28. Bureau of Educational Research, Ohio State University, Columbus, Ohio. States that logically and historically the building principal occupies a commanding position. “The Superintendent Writes His Principals.” The American School Board Journal, Volume 74, No. 4, April, 1927, p. 52. States that the highest type of efficiency recognizes human rela- tionships. . Trasug, M. R. “ The Activities in Which Principals are Actually Engaged,” Yearbook of the National Conference on Educational Method, 1928, pp. 123-132. Based on an analysis of principals’ diaries. Vinine, Evcense. “If I were a Principal.” The American School Board Journal, Volume 73, No. 5, November, 1926, pp. 43-44. Definite administrative and supervisory procedures for the school principal. . Weer, Hersert, 8. “ Possibilities of the Elementary School Principalship from the Superintendent’s Point of View.” Volume of Addresses and Proceedings of the National Education Association, 1923, pp. 654-660. Believes that the school principalship promises in the future better salary returns and unusual advantages in the ways of promotions. 10( o} un le nl Tue SEVENTH YEARBOOK 531 91. Weet, Herpert S. “ The Duties of the School Principal.” The Elementary School Journal, Volume XX, No. 4, December, 1919, pp. 253-262. The principal of an elementary school should be privileged and re- quired to exercise initiative and leadership, rather than have his duties largely confined to carrying out orders of central school authorities. 92. West, R. L. “The Work of the Elementary School Principal.” Bulletin of the Department of Elementary School Principals, Volume V, No. 1, October, 1925, pp. 23-26. Discusses factors tending to increase the responsibility of the elemen- tary school principalship. 9% Witt1AMs, J. D. “ Report on Educational Progress.” Bulletin of the De- partment of Elementary School Principals, Volume V, No. 1, October, 1925, pp. 33-54. Reports progress of elementary principals for the year in nine different fields. 94. WinsuHiP, A. E. “The Principal, The Law, and The Evidence.” Volume of Addresses and Proceedings of the National Education Association, 1926, pp. 464-465. Considers the elementary school dealing with pupils nine to eleven years of age, the promoter of social and industrial morale. 95. Winsuip, A. E. “ Elementary School Principals.” Journal of Education, Volume CII, No. 7, September 3, 1925, pp. 181-182, Boston, Massachusetts. Stresses the importance of the elementary school principal’s work and notes his improved status. 9. WinsHrP, A. E. “America’s Safety First.” Bulletin of the Department o} Elementary School Principals, Volume V, No. 2, January, 1926, p. 70. States the principals responsibility in health, safety and moral edu- cation. 7. Wricut, Frank W. “Leadership in the Principalship.” Bulletin of the Department of Elementary School Principals, Volume V, No. 3, April, 1926, pp. 140-146. Discusses factors in development of the principalship as leadership of i teachers, more definite standards of training, etc. 98. ZMruHAL, J. J. “ The American Program in Education As it is Related to the Work of the Principals.” Volume of Addresses and Proceedings of the National Education Association, 1921, pp. 74-77. Believes that the principal may serve the American educational pro- gram by securing competent teachers in all schools. 99! kK, Cart 8. “ Report of the Committee on Resolutions.” Bulletin of the Department of Elementary School Principals, Volume VII, No. 1, Octo- ber, 1927, pp. 58-59. Includes recommendations on the single salary schedule for all prin- cipals on the basis of training, experience, and number of pupils enrolled. ” © ~ STATUS AND DEVELOPMENT OF THE PRINCIPALSHIP 100. Ayer, Frep C. “The Principal and the Special Supervisor.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 3, April, 1925, pp. 143-154. Compares the status and duties of the principal and special super- visor, stressing the need for cooperation. 101. * Bates, Guy. “ Functions of the Elementary School Principal.” The Journal of Educational Method, Volume IV, No. 5, January, 1925, pp. 178-184. 102. Benson, A. F. “The Public School Principals.” The American School Board Journal, Volume 64, No. 3, March, 1922, pp. 49-52. A general discussion of the principalship and the qualifications for which it calls. 532 ELEMENTARY Scuoo.t PrINcIPALS 103. 104. “105. 106. 107. 108. 109. 110. 111. 112. 1N. 114. 115. 116. 117. 118. * Benson, J. R. “The Division of the Principal’s Time.” The Elementary School Journal, Volume XXVII, No. 2, October, 1926, pp. 94-100. * Bocas, J. “School Board Regulations Concerning the Elementary School Principal.” The Elementary School Journal, Volume, 20, No. 10, June, 1920, pp. 730-742. * Bryan, C. M. “Duties of the Elementary School Principal.” Master's thesis, University of Pittsburgh, Pittsburgh, Pennsylvania, 1925. * BucxrncHaM, B. R. “An Analysis of the Job of the Elementary Principal.” Educational Research Bulletin, Ohio State University, Volume II, No. 15, October 17, 1923, pp. 243-246. Cuase, Lawrence S. “The Importance of State Elementary Principals’ Asso- ciations.” Bulletin of the: Department of Elementary School Principals, Volume V, No. 1, October, 1925, pp. 27-31. Reports data on the status of elementary principals’ organizations. Conners, F. Herrick, and Morrison, J. Cayce. “A Contrast of the Prepara- tion and Work of Men and Women Elementary School Principals.” Educational Research Bulletin, Volume IV, No. 17, November 18, 1925, pp. 355-360, Ohio State University, Columbus, Ohio. Compares elementary school principals in Ohio with regard to the status of men and women holding the position. * Conners, F. Herrick. “The Status of the Ohio Elementary School Prin- cipal.” Master’s thesis, Ohio State University, Columbus, Ohio, 1925, 104 p. Croucu, Roy A. “The Status of the Elementary School Principal.” The Fifth Yearbook of the Department of Elementary School Principals, 1926. “Studies in the Elementary School Principalship,’ Chapter I, pp. 207-276. Summarizes the evolution of the elementary school principalship in the United States and presents data on the elementary school principalship. Data cover personal and professional status, activities, duties, training and experience. * “Elementary School Principals’ Problems.” American Educational Digest, Volume 44, No. 6, February, 1925, pp. 243-245, 269-272. EncuiisH, Mitprep. “A Comparative Study of the Time Distribution of Rural and Urban Principals.” Bulletin of the Department of Elementary School Principals. Volume VII, No. 1, October, 1927, pp. 4-19. Reports data on the time distributions of rural and urban principals. Fisuer, Jesste C. “Inquiry Into the Training of Assistant Principal.” Journal of Educational Method, Volume V, No. 10, June, 1926, pp. 429- 433. Makes several recommendations concerning the work and training of assistant principals. * FLrowers, Ina V. “The Duties of the Elementary School Principal.” The Elementary School Journal, Volume XXVII, No. 6, February, 1927, pp. 414-422. Fuk, JosepH R. “A Study of the Smaller Elementary Schools of Florida,” University Record, Volume XVIII, February, 1924, University of Florida, Teachers College, Gainesville, Florida, 74 p. Presents significant facts of the smaller elementary schools in Florida. GarpNer, Sicet O. “The School Principal and His Community.” American School Board Journal, Volume 71, No. 4, October, 1925. Points out that the community may demand too much of the principal's time. * Gist, ArtHurR S., and Kina, Wo. A. “ The Efficiency of the Principalship from the Standpoint of the Teachers.” The Elementary School Journal. Volume XXIII, No. 2, October, 1922, pp. 120-126. * Hampton, Wm. Oscar. “ How Public School Principals Use Their Time.” Doctor’s thesis, University of North Carolina, Chapel Hill, North Caro- lina, 1926, 141 p. ” 12 ils, — 25, in- 27, —E Tur Seventu YEARBOOK 533 ———————— 119. * Hart, Frank W. “Special Certification as a Means of Professionalizing Edueational Leadership.” Teachers College Record. Volume XXVILI, No. 2, October, 1925, pp. 121-128. 120. Hosic, James F. “The Single Salary Schedule in Practice.” Volume of Addresses and Proceedings of the National Education Association, 1924, pp. 371-377. See also: School and Society, Volume XX, August 2, 1924, pp. 135-139. See also: Teachers College Record, Volume XXVI, Decem- ber, 1924 Summarizes administration of the single salary schedule. Discusses minima, maxima, factors determining salaries, methods of evaluating merit, etc. 121. Kennepy, W. F. “Some Problems of a Platoon School Principal.” Univer- sity of Pittsburgh, School of Education Journal, Volume II, No. 1, September, October, 1926, pp. 15-19, 25-26. Points out the qualifications and educational objectives of a platoon school principal. 122. Kiopp, W. J. “A Study of the Professional Activities of Elementary School Principals—I.” The Elementary School Journal, Volume XXVIII, No. 1, October, 1927, pp. 54-61. Reports data on the activities of elementary school principals. 123. LEHMAN. G. W. “ Principals’ Code.” (From Master’s Thesis at Ohio State University.) American Educational Digest, Volume 46, No. 2, October, 1926. See also: Educational Research Bulletin, Volume V, No. 7, March 31, 1926, p. 152, Ohio State University, College of Education, Colum- bus, Ohio. Presents a code for principals with reference to relationships with per- sons in authority, teachers and pupils. 124. * McCiure, Wort. “The Functions of the Elementary School Principal.” The Elementary School Journal, Volume XXI, No. 7, March, 1921, pp. 500-514. See: “The Status of the Elementary School Principal.” Proceedings of the Department of Elementary School Principals, 1921, Bulletin, No. 18, pp. 15-20. 125. McCuiurs, Wortn. “The Elementary School Principalship.” The Journal of the National Education Association, Volume XVI, No. 9, December, 1927, pp. 283-285. Discussion of the status of the elementary school principalship, its opportunities, development, duties, and requisite training. 126. McGitt, Eunice Parr. “A Study of Clerical Help for Elementary School Principals.” The Sixth Yearbook of the Department of Elementary School Principals, 1927. “ Projects in Supervision,” Chapter X, pp. 229-234. Reports data on clerical help in schools in cities of 75,000 population and over. Shows that more than half of the elementary schools have no clerical assistance. 127. Morrison. J. Cayce. “An Analysis of the Principalship As a Basis for the Preparation of Elementary School Principals.” Volume of Addresses and Proceedings of the National Education Association, 1925, pp. 453-461. Reports a study of the status of Ohio school principals. Discusses the training and experience needed. 128. Morrison, J. Cayce. “Some Unsolved Problems of the School Principalship.” Educational Review. September, 1927, pp. 89-93. Raises questions on the preparation, compensation, functions and equipment of the school principal. 534 ELEMENTARY Scuoot PRINCIPALS 129. 130. 161. 133. 134. 135. 136. 137. 138. 139. 140. 141. Morrison, J. Cayce. “The School Principalship in Ohio Cities and Exempted Villages.” Contribution in School Administration, Volume II, No. 17, May 15, 1926, 71 p., University Studies, Ohio State University, Colum- bus, Ohio. Presents data on the social, economic, and professional status of school principals of Ohio cities and exempted villages. Morrison, J. Cayce. “ Legalizing the Supervising Principal, American Edu- cational Digest, March, 1928, pp. 298-300. * Morrison, Ropert H. “ Qualities Leading to Appointment as School Super. visors and Administrators.”” Educational Administration and Supervision, Volume XII, No. 8, November, 1926, pp. 505-511. . Puturres, Guy. “The Training of Principals.” The North Carolina Teacher, Volume II, No. 10, June, 1926, pp. 319, 324. Discusses the principal’s qualifications and duties, with attention to the problem of training. * Potticu, R. E. “Superintendents’ Standards and Policies in the Selection, Appointment, and Promotion of Elementary School Principals.” The Elementary School Journal, Volume XXVI, No. 2, October, 19235, pp. 107-111. Price, Laura 8. “ The Functions of the Elementary Schoo] Principal.” Year- book, National League of Teachers’ Associations, 1923-1924, pp. 46-50. Presents the principal’s functions as shown by: state laws and rules of state boards of education. Rocers, Don C. “The Value of the School Principalship.” Bulletin of the Department of Elementary School Principals, Volume III, No. 3, April, 1924, pp. 177-184. Compares wages of elementary school principals with those of semi- skilled and unskilled labor. Rocers, Don C. “Some Random Notes.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 111-112. Gives notes on living costs, wages, salaries in Chicago. “Salaries in City School Systems, 1926-1927.” Research Bulletin of the National Education Association, Volume V, No. 2, March, 1927, 64 p. Summarizes salaries paid teachers, principals, administrative and super- visory officers and other school employees. Discusses guides to salary scheduling, and gives selected, annotated bibliography. SarceEANT, Ine G. “Report of the Committee on Educational Progress; Salaries, Clerical, and Supervisory Assistance.” Bulletin of the Depart- ment of Elementary School Principals, Volume III, No. 1, October, 1923, pp. 35-52. Reports data on the principalship secured from superintendents of cities of 10,000 or more population. “Selecting Superintendents and Principals.” American Educational Digest, Volume 46, No. 6, February, 1927, pp. 245-247, 276. A summary of current practices in selecting principals. Suroeper, Estuer L. “ The Status of the Assistant Principal in the Elemen- tary School.” Bulletin of the Department of Elementary School Princi- pals, Volume IV, No. 4, July, 1925, pp. 389-400. Presents data from cities on the qualifications, duties, and salaries of assistant principals. Wesster, W. F. “A Single Salary Schedule for Principals.”” Volume of Ad- dresses and Proceedings of the National Education Association, 1926, pp. 488-493. Discusses problems in a single salary schedule for principals. A ed Hi, m- 01 lu- 21s mn, he n, he 5. iT- 149. 143. 144. 145. 146. 151. 152. 153. 154. Tur SevENtTH YEARBOOK 535 WiepMan, D. E. “ The Principals’ Teaching Load.” The Fifth Yearbook of the Department of Elementary School Principals, 1926. “Studies in the Elementary School Principalship,’ Chapter V, pp. 304-305. Reports data on the teaching load of elementary school principals. ADMINISTRATION Apet, E. L. “A Practical Teacher Rating Card.” The American School Master, Volume XIV, No. 7, September 15, 1921, pp. 256-258. Presents a teacher-rating card containing 10 items related to charac- ter, professional equipment and results obtained. “A Check List for Improving the Teacher’s Efficiency.” The American School Board Journal, Volume 75, No. 1, July, 1927, p. 171. Presents a checking list to determine the worth of a typical recitation. “A Form for Rating Experienced Teachers.” The American School Board Journal, Volume 75, No. 2, August, 1927, p. 102. Presents a form used in New York City to rate experienced teachers. “Applicants Available for Appointment in St. Louis Schools.” Public School Messenger, Volume 23, No. 2, January, 1926, pp. 9-19. Presents data applicants for appointment in St. Louis schools. Includes a scale for the analysis of the applications. . “A Principal’s Budget for School Supplies.” The American School Board Journal, Volume 75, No. 1, July, 1927, p. 69. Refers to a plan for placing orders for supplies upon a yearly basis. . “A Way to Score Teachers.” (Score Card prepared by B. L. Parkinson for South Carolina Education.) American Educational Digest, Volume 45, No. 10, June, 1926, pp. 451-452. Presents a teachers’ score card of 58 items related to personal, profes- sional and social equipment, school management, and technic. . Baker, Barney K. “ Objective Measurement of Teacher-Traits” The Ameri- can School Board Journal, Volume 75, No. 6, December, 1927, pp. 43, 136. Recommends use of objective standards in measuring teacher traits. . Barrets, Atma. “The Principal and the Delinquent Boy.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “The Elementary School Principalship—A Study of its Instructional and Administrative Aspects,” Chapter VII, pp. 245-249. Discusses factors influencing delinquent boys. Bennett, Ernest. “ Dealing with the Newspapers.” American School Board Journal, Volume 72, No. 5, May, 1926, pp. 47, 147. Suggests that principals keep the newspaper men informed of school events. Book of Standards for the Erection of School Buildings. Part I, Board of Education, Oakland Public Schools, Oakland, California, May, 1926. 103 p. , A statement of organization, lines of authority, responsibility and poli- cies of the school building program. *Bowpen, A. O. “A Faculty Self-Rating System.” School and Society, Volume XXIV, No. 617, October 23, 1926, pp. 527-528. Boycz, ArtHur C. “ Methods for Measuring Teachers’ Efficiency.” The Fourteenth Yearbook of the National Society for the Study of Educa- tion, Part II. Public School Publishing Company, Bloomington, Illinois, 1922, 84 p. Considers the relation of teacher rating to school efficiency and analyzes methods of mesuring teaching efficiency. ; 536 ELemMentary Scuoort Principars 155. Brown, W. Q. “ Teacher Participation in Administration.” Journal of Edu- 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. cation, Volume CVI, No. 1, July 4, 1927, pp. 10-11, Boston, Massachusetts. Results of a study in Cincinnati of classroom teachers’ participation in elementary school administration. BrusacHer, A. R. “The Teaching Personality Quotient.” American Educa- tion, Volume XXV, No. 3, November, 1921, pp. 108-112. Discusses a personality quotient developed for student teachers. BucxincHaM, B. R. “Opinion and Practice as to the Rating of Teachers.” Educational Research Bulletin, Volume I, No. 18, November 8, 1922, pp. 171-174. Reports data from superintendents on teacher rating. BucxincHaM, B. R. “The Principal as Executive,” Journal of Educational Research, Vol. VI, No. 3, October, 1922, pp. 254-257. Emphasis careful planning, delegation of authority and firm decision. Burris, W. P. “ Proposed Scale for Rating School Principals and Assistant Principals.” The Second Yearbook of the Department of Elementary School Principals, 1923. “The Problem of the Elementary Schoo! Prin- cipal in the Light of the Testing Movement,” pp. 462-464. Scale of personal, social, educational and professional qualifications. CarricAN, Ross A. “The Principal’s Part in Character Education.” The Third Yearbook of the Department of Elementary School Principals, 1924. “‘The Status and Professional Activities of the Elementary School Principal,’ Chapter XVI, pp. 387-394. Includes an analysis of the ideal citizen and discussion of methods of procedure in character education. Cuarters, W. W. “A Technic for Trait Analysis.” Journal of Educational Research, Volume X, No. 2, September, 1924, pp. 95-100. Describes six problems arising in trait analysis and the method of handling them with reference to the qualifications of a secretary. Ciark, Cuartes S. “ The Superintendent’s Relation to His Principals.” The Journal of Education, Boston, Massachusetts, Volume XCVII, No. 13, March 29, 1923, p. 344. Suggests that the superintendent make plain what is expected of the principal; that he insure them time for educational work, and allow them as much authority as consistent with the operation of the organization as a whole. Connor, Wm. L. “A New Method of Rating Teachers.” Journal of Educa- tional Research, Volume I, No. 5, May, 1920, pp. 338-358. Describes the rating of results of instruction, based on the principle that teaching, not teachers, should be rated. Courtis, 8. A. “ Possibilities and Potentialities in Measuring the Work of a Principal.” The American School Board Journal, Volume 73, No. 6, December, 1926, pp. 37-38, 135-136. An article dealing with basic problems in measuring the principal. Cross, E. A. “ Personality: Can Anything Be Done About It?” Educa- tional Administration and Supervision, Volume X, No. 6, September, 1924, pp. 343-353. Discusses twenty-nine traits considered in superintendent’s judgments to be essential qualities of a good teacher. * Curry, Atva R. “ The Relation of the Size of Elementary Schools to Pupil Costs.” Master’s thesis, University of Missouri, Columbia, Missouri, 1926, 103 p. Davis, Burton E. “Teacher Rating.” The Journal of the National Educa- tion Association, Volume XVII, No. 1, January, 1928, p. 4. Traces the development of teacher rating, referring to emphasis on outcomes of teaching as criteria of good teaching. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. Tur SeveNtH YEARBOOK 537 . Day, Josepu A. “ The Changing Conception of the School Office as a Factor in Good Management.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 2, January, 1927, pp. 94-96. Recommends use of modern standardized equipment and trained workers. Dickey, Cuartes E. “The Superintendent’s Relation to His Principals.” Volume of Addresses and Proceedings of the National Education Asso- ciation, 1924, pp. 955-956. Discusses the responsibilities of the principal as the superintendent’s and the teacher’s building representative. Durcuer, Epwarp H. “The Principal and His Relation to the Physical Welfare of His Pupils.” The Third Yearbook of the Department of Ele- mentary School Principals, 1924. “ The Status and Professional Activi- ties of the Elementary School Principal,” pp. 471-476. Makes suggestions to principals on contributing to pupil welfare. “Educational Articles in the Chicago Daily News.” Bulletin of the Depart- ment of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 107-108. Lists educational articles appearing in a Chicago newspaper. Enrietp, O. D. “A Democratic Form of Organization.” Bulletin of the De- partment of Elementary School Principals, Volume VII, No. 1, October, 1927, pp. 48-50. General outline of an organization with delegation of responsibility. Force, ANNA L. “Supervised Play in the Elementary School from the Stand- point of a Principal.” Bulletin of the Department of Elementary School Principals, Volume III, No. 2, January, 1924, pp. 97-99. Advocates the correlation of play with school work to improve class- room work, deportment and health. Freyp, Max. “A Graphic Rating Scale for Teachers.” The Journal of Edu- cational Research, Volume VIII, No. 5, December, 1923, pp. 433-439. Relates to the practical application of a graphic rating method to teacher-rating. Fuctx, Franx A. “ Value of School Assemblies.” Chicago Schools Journal, Volume VII, No. 1, September, 1924. Discusses the conduct and values of the school assembly, with atten- tion to its use by the principal in his work. Gittet, Harry O. “ Pupil Administration and Character Training.” Bulletin of the Department of Elementary School Principals, Volume V, No. 2, January, 1926, pp. 104-110. Discusses problems in providing for individual weifare through school organization. Hess, BertHa Y. Samples of Teacher Self-Rating Cards. U. S. Bureau of Education City School Leaflet, No. 18, February, 1925. Presents self-rating schemes for teachers and a bibliography on teacher self-rating. Heck, Arcu O. “A Study of Child Accounting.” The Ohio State University University Studies, Volume II, No. 9, November 16, 1925. Bureau of Educational Monograph No. 2, Columbus, Ohio, 259 p. Evaluates data now recorded concerning school children throughout the country. Presents data on the items of actual use in school work. Herron, J. S. “Sidelights on the Administration of All-Year Schools.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 4, July, 1927, pp. 439-440. The advantages and plan of an all-year school. Herron, Stevia. “ The Part the Teacher Should Play in the Administration of the School System.” The American School Board Journal, Volume 61, No. 2, August, 1920, p. 40. Advocates increased cooperation between teacher and administrator. 538 ELEMENTARY Scuoor PrRINcIPALS 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. Hocce, Morcan G. “A Principal’s Obligations in Chicago.” Bulletin of the Department of Elementary School Principals, Volume III, No. 2, Janu- ary, 1924, p. 102. Shows that rules of the Chicago Board of Education make principals the responsible administrative heads of schools. Hucues, W. Harpin. “Selected Bibliography on Principles and Applica- tions of Personality Measurement.” Educational Research Bulletin of the Pasadena City Schools, Volume 3, Nos. 6, 7, February-March, 1925, pp. 15-23. Presents a list of annotated references on personality measurement. Hunter, Frevertck M. “The Principal and the Educational Expert.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “The Elementary School Principalship—A Study of its Instruc- tional and Administrative Aspects,’ Chapter X XI, pp. 369-384. Considers the principal as the administrative head of his school. Jones, Ottve M. “ The Relation of the Principal to the Teacher and Stan- dards for Judging the Effectiveness of Teaching.” School and Society, Volume XIV, No. 361, November 26, 1921, pp. 469-477. See: Proceed- ings of the Department of Elementary School Principals, 1921, Bulletin No. 18, pp. 26-34. Discusses the need of teacher-rating for protection of teacher, principal and community. Jones, Ortve M. “Three Posers for Principals.” Bulletin of the Depart- ment of Elementary School Principals, Volume III, No. 2, January, 1924, pp. 77-82. Problems of publicity, associations and technic of teaching. Kine, LeRoy A. “The Present Status of Teacher Rating.” American School Board Journal, Volume 70, No. 2, February, 1925, pp. 44-46, 154-157. A survey of the status of teacher rating in the United States. Kopp, W. J. “A Study of the Professional Activities of Elementary-School Principals.” The Elementary School Journal, Volume XXVIII, No. 2, October, 1927, pp. 140-146. Describes a plan of organization to reduce principal’s time given to routine activities. “Letters of a Superintendent; Cooperation.” Journal of Education, Volume CV, No. 9, February 28, 1927, Boston, Massachusetts, p. 226. States that the supervising principal may help the special teacher with discipline. “Letters of a Superintendent; Order without Silence.” Journal of Educa- tion, Volume CV, No. 19, May 9, 1927, p. 517, Boston, Massachusetts. Raises questions with principals as to the handling of discipline case. “Letters of a Superintendent. School Publicity.” Journal of Education, Volume CV, No. 16, April 18, 1927, p. 425, Boston, Massachusetts. States that the public schools need principals to present school news and publicity. LoncsHoreE, W. T. “Teacher Participation in the Determination of Policies from the Viewpoint of the Principal.” Volume of Addresses and Pro- ceedings of the National Education Association, 1925, pp. 107-110. An article dealing with the advantages and opportunities of teacher participation in school administration. McCuvre, Wortu. “Cooperative Effort in Supervision.” The Elementary School Journal, Volume XXVII, No. 4, December, 1926, pp. 256-264. Describes the work of schools in furthering cooperation between prin- cipals and supervisors. the inu- pals ica- . of 925, "he als, uc- n= ty, od - tin 193. 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. Tuer SeventH YEARBOOK 539 McCuure, Wortn. “The Rating of Elementary School Principals in Ser- vice.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “ The Elementary School Principalship—A Study of Its Instructional and Administrative Aspects,” Chapter XXVIII, pp. 424-446. A study of the status of principal-rating in cities of 100,000 population and over. Suggests essential factors in the successful rating of principals. McCormick, Exizasetu. “ Cooperative Supervision from the Viewpoint of the Elementary School Principal.” The American School Board Journal, Volume 75, No. 6, December, 1927, pp. 68, 146. (See: Bulletin of the Department of Elementary School Principals, Volume VII, No. 1, Octo- ber, 1927, pp. 26-29.) Shows how training for leadership grows out of cooperative supervi- sion between school officials. McSxrmmon, Mary. “Character Training from the Elementary Principal's Viewpoint.” Bulletin of the Department of Elementary School Princi- pals, Volume V, No. 1, October, 1925, pp. 7-8. The principal’s work in character through the elementary school curriculum. McSximmon, Mary. “ Teacher Participation from the Viewpoint of the Principal.” Bulletin of the Department of Elementary School Principals, Volume V, No. 2, January, 1926, pp. 71-75. Advocates teacher participation in relation to certain school matters. Marston, C. E. “The Elementary Principal as a Professional Leader.” Bulletin of the Department of Elementary School Principals, Volume I, No. 5, May, 1922, pp. 36-40. Believes that the principal’s inspiration to pupils and teachers to be his greatest contribution. Merritt, Joun. “Relation of the Elementary School Principal and His Work to the General Testing Program.” Bulletin of the Department of Elementary School Principals, Volume II, No. 3, April, 1923, pp. 129-133. Describes the organization in Detroit for centering attention on the individual child. Monroe, Bette M. “ The Strategic Position of the Principal in Interpretation of the School to the Public.” Volume of Addresses and Proceedings of the National Education Association, 1925, pp. 57-62. Considers the principal in a strategic position for interpreting the schools to the public. Moorz, J. G. “The Rating of Teachers.” The American School Board Journal. Volume 75, No. 6, December, 1927, p. 48. States characteristics of a good rating scale. Morrison, J. Cayce. “ Unsolved Problems in Schoo] Administration.” Ameri- can Education, Volume XXVIII, No. 5, January, 1925, pp. 212-218. The functions of the school principalship involves, a new type of research and the development of a more refined code of ethics in school administration. Porcuer, Maria R. “The Right Relation of Cooperation Between the Elementary School Principal and the Supervisors—A Case Study.” Bulle- tin of the Department of Elementary School Principals. Volume III, No. 3, April, 1924, pp. 160-164. Describes the organization in Minneapolis to further relations between special supervisors and principals. Ricu, StrerHen G. “The Rating of Principals and Superintendents.” Edu- cation, Volume XLII, No. 8, April, 1922, pp. 496-500, Boston, Massa- chusetts. Presents a plan for the rating of principals and superintendents by teachers. 540 ELEMENTARY Scuoo.t PrIncIPALS 204. 205. 207. 210. 211. 212. 213. 214. 215. Rosison, W. J. “The Small Town Principal and His Board.” American School Board Journal, Volume 70, No. 6, June, 1925, p. 53. Points out that the school board in the average small town may establish school policies, leaving execution of the details to the principal and secretary. Rocers, ANNE. “ Developing Personality.” The American Educational Di- gest. Volume 47, No. 3, November, 1927, pp. 106-108. Discusses the development of personality in schools. Presents a list of traits assembled from business men, bankers, lawyers, teachers, ministers and laborers. . Russet, James E. “ Principals of the Present.” Bulletin of the Department of Elementary School Principals, Volume III, No. 1, October, 1923, pp. 10-12. States that the work of the principal is to get things done through other people. Sears, J. B. “ The Measurement of Teaching Efficiency.” Journal of Educa- tional Research, Volume IV, No. 2, September, 1921, pp. 81-94. Points out practical and theoretical aspects in the problem of measuring teacher-efficiency and sketches the history of teacher-rating schemes. . SmirH, Henry Louis. “The Teacher’s Personality.” American Education, Volume XXVII, No 5, January, 1924, pp. 204-207. Emphasizes personality in teaching and discusses characteristics which should be developed. . Stanton, Epcar A. “Saving Time in Office Routine.” The Elementary School Journal, Volume XXVIII, No. 4, December, 1927, pp. 263-272. Outlines methods whereby time devoted to office routine in schools may be reduced. Strayer, Geo. D., and Enaevuarpt, N. L. School Building Problems, Bureau of Publications, Teachers College, Columbia University, New York City, New York, 1927, 697 p. Sets up problems on the school building program and gives selected bibliography. Srrayer, Geo. D., and Enceinarpt, N. L. Standards for Elementary School Buildings. Teachers College, Columbia University, New York City, New York, 1923, 57 p. Presents a score card for elementary school buildings and standard; employed in connection with it. “ Suggestions to Teachers.” The American School Board Journal, Volume 73, No. 3, September, 1926, p. 112. Suggestions to teachers by a committee, New York City principals. “Supervision.” Report by the Education Committee of the Chicago Prin- cpials’ Club. Bulletin No. 2, 1924, 31 p. D. 8. Wentworth School Press, Chicago, Illinois. Reports on the organization of administrative duties to provide ade- quate time for supervision. “ Teacher-Rating.” Report of the Commitice of One Hundred of the Na- tional Education Association on Classroom Teachers’ Problems. Indi- anapolis, Indiana, July, 1925, 9 p. Deals with fundamental principles, extent and nature of practice in rating scales. “The Strayer-Engelhardt Score Card for City of 100,000 People or Less.” American Educational Digest, Volume 45, No. 12, August, 1926, pp. 537-540. Discusses the score card containing section on records and reports con- nected with the work of elementary and secondary school principals. Tue SeventH YEARBOOK 541 216. 217. 218. 219. 220. 221. 222. 223. 226. 227. “The Value of a Janitor’s Rating Sheet.” The American School Board Journal, Volume 75, No. 1, July, 1927, p. 102. (See: Bulletin of the Department of Elementary School Principals. Volume VI, No. 4, July, 1927, p. 420.) Records a rating sheet for janitors used in Fort Smith, Arkansas. * Tiras, E. W. “ The Rating of Principals.” American School Board Journal, Volume 72, No. 3, March, 1926, pp. 48-45, 144. Towne, Liruzan M. “The Principal and His Physical Plant As an Aid to Pupils’ Health.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “ The Elementary School Principalship—A Study of its Instructional and Administrative Aspects.” Chapter XXV, pp. 404-407. Principal’s responsibility in furthering health through his school plant. “Training Teachers on Cooperative Plan.” American Educational Digest, Volume 44, No. 1, September, 1924, pp. 6-10. Description of teacher training plan used in Pennsylvania. Unperwoop, Frankiin M. “Standards by Which the Elementary School Principal May Judge Classroom Work.” Bulletin of the Department of Elementary School Principals. Volume III, No. 3, April, 1924, pp. 131-138. Three standards in creating favorable working situations are satisfactory hygenic conditions, provision for supplies and pupils’ routine habits. UppecraFF, Harian. “Scientific Management in Educational Administration.” American School Board Journal, Volume 55, No. 5, November, 1917, pp. 19-21, 83. General principles (simplicity of organization, definite fixation of responsibility, etc.) underlying scientific management. Wacner, Cuas. A. “ What Should be the Teacher’s Part in a Scheme of Teacher-Rating?” The American School Board Journal. Volume 68, No. 3, March, 1924, pp. 57-58. The teacher’s part in teacher-rating should be participation. Watson, Goopwin B. “A Supplementary Review of Measures of Personality Traits.” The Journal of Educational Psychology, Volume XVIII, No. 2, February, 1927, pp. 73-87. Reviews the findings relative to rating scales and objective methods of measuring character. . WEATHERWAX, ANNA. “ Definite Gains Made by the Principals of Grand Rapids As a Result of Advertising the Worth of Education.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 3, April, 1925, pp. 155-158. Activities in Grand Rapids, Michigan to advertise the schools to the public. 5. Weicu, Frevertck A. A Manual for Use of Superintendents, Principals, and School Officials. W. M. Welch Manufacturing Company, Chicago, IIli- nois, 1922, 155 p. A manual prepared to suggest desirable ways of handling administra- tive problems. Werzet, Wo. A. “ Plan of Rating Teachers Based Upon Pupil Accomplish- ment.” School Life, Volume XIII, No. 2, October, 1927, pp. 26-27. Pub- lished by the Department of the Interior, Bureau of Education. Describes a plan of teacher rating in which the essential element is the relation of the academic standing of individual pupils to their ability. Wuey, J. Burton. “ Responsibility of the Superintendent or Supervising Principal for Leadership in Relation to the Public.” Education Bulletin, Volume XIII, No. 6, February, 1927, pp. 231-233. Department of Public Instruction, Trenton, New Jersey. The superintendents or supervising principals must keep the public ad- vised of school needs and aims. 542 ELEMENTARY Scuoot PRINCIPALS 228. 230. 231. 232. 233. 234. 235. 236. 237. 238. 239. Wiiarp, F. E. “ Judging the Efficiency of Principals.” The Fifth Yearbook of the Department of Elementary School Principals, 1926. “ Studies in the Elementary School Principalship.” Chapter XX, pp. 412-420. Concludes that an improved form of rating blank may be used as a starting point. . Wrinsuip, A. E. “ Modern School Administration.” Journal of Education, Volume CV, No. 4, January 24, 1927, Boston, Massachusetts, p. 90. Describes situation in which principals meet at the superintendent’s cabinet. Winsup, A. E. “The Principal in Action.” The Ohio Teacher, Volume XLII, No. 8, April 1923, p. 355. (See also: Bulletin of the Department of Elementary School Principals, Volume III, No. 1, October, 1923, p. 9.) Considers the principal a neighborhood leader. Winstow, Cuarves 8. “Our Newspaper Publicity.” Bulletin of the Depart- ment of Elementary School Principals. Volume IV, No. 2, January, 1925, pp. 108-109. Refers to educational articles appearing in a Chicago newspaper relating to schools. SUPERVISION Apair, CorNeiA S. Bulletin of the Department of Elementary School Prin- cipals, Volume VII, No. 1, October, 1927, p. 22. Presents a statement of the knowledge of supervision necessary to a teacher. Apair, CorNneuia 8. “ Cooperative Supervision.” Volume of Addresses and Proceedings of the National Education Association, 1927, pp. 442-444. Suggests that cooperative supervision means a working together of all the educational forces for the training of the nation’s children. Apair, CorneviaA 8. “What Teachers want in Supervision,’ Journal of Education, Volume CVI, No. 19, November 21, 1927, pp. 494-495, Boston, Massachusetts. (See: The Illinois Teachers, Volume XVI, No. 5, Janu- ary, 1928, p. 9.) Teachers desire in supervision human, constructive and inspiring leader- ship. ApamMs, Epwin W. “ The Principal’s Program of Professional Activities.” The Elementary School Journal, Volume XXIII, June, 1923, No. 10, pp. 733-741. Suggests procedures in teacher improvement. AGnew, Tuomas. “ The Project Method from the Principal’s Point of View.” Volume of Addresses and Proceedings of the National Education Associa- tion, 1923, pp. 660-664. Considers aspect of school project work, with illustration from a study. Anperson, C. J., Barr, A. S., and BusH, MaysBett G. Visiting the Teacher at Work, D. Appleton and Company, New York, 1925, 382 p. Aims to present concrete material on problems of classroom visitation and conference. Anperson, C. J., and Busu, Mayseitt G. “The Supervisor At Work, I-IV.” Vol. III, Nos. 4-7, December, 1923, pp. 136-144; January, 1924, pp. 181-187; February, 1924, pp. 238-242; March, 1924, pp. 276-282. Presents reproductions of classroom recitations analyzed by persons in the field of elementary supervision. “A Superintendent’s Letter to His Principals.” The American School Board Journal, Volume, 74, No. 6, June, 1927, p. 130. Stresses the value of classroom standard achievement tests in adminis- tration and supervision. ny Tue SEveENtTH YEARBOOK 543 240. 241. 242. 243. 244. 245. 246. 247. 248. 249. Ayer, Frep C. “ Types of Supervisory Organization.” American Educational Digest, Volume 45, No. 8, April, 1926, pp. 341-345. Discusses departmentalized supervision of six special subjects. Presents data on the duties and administrative relationships of supervisors. Battou, Frank. “Improvement of Teachers in Service.” American Educa- tional Digest, Volume 46, No. 4, December, 1926, pp. 149-151, 180. Considers that the importance of the improvement of teaching. Sug- gests factors conditioning improvement in service. BAMBERGER, FLorENcE E. “ Supervision: A Forward Look.” School and So- ciety, Volume XXIV. No. 625, December 18, 1926, pp. 747-752. (Address before the Department of Education and the College for Teachers, Octo- ber 22, 1926, Johns Hopkins University.) Deals with the historical aspects of the modern trends ef supervision. Barciay, E. R. “Supervisory Conference Before Supervision.” The Penn- sylvania School Journal, Volume 69, No. 9, March, 1921, pp. 403-405. Discusses the preliminary work of a supervisor as “ projective” supervision. Barr, A. S. “Some Problems Ahead in the Scientific Study of Classroom Supervision.” The Journal of Educational Method, Volume VII, No. 2. November, 1927, pp. 64-70. An article on the scientific study of the teaching process. * Barr, A. S. “An Analysis of the Duties and Functions of Instructional Supervisors—A Study of the Detroit Supervisory Organization.” Bureau of Educational Research Bulletin, No. 7, January, 1926, University of Wisconsin, Madison, Wisconsin, 179 p. Barr, A. S. “Scientific Supervision.” The Journal of Educational Method, Volume VI, No. 5, January, 1927, pp. 190-201. Describes methods for the scientific study of teaching. Barr, A. S., and Burron, WM. H. The Supervision of Instruction, D. Apple- ton and Company, New York City, New York, 1926, 626 p. Presents general problems, principles and procedures in supervision. BirkHaM, Georce. “The Right Relationship of Cooperation Between the Elementary School Principal and Supervisors.” Bulletin of the Depart- ment of Elementary School Principals, Volume III, No. 3, April, 1924, pp. 164-168. Describes a plan effective in Detroit, Michigan. Buiair, Francis G. “The Principal and the Improvement of Teachers in Service—Abstract.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 1, October, 1926, pp. 22-23. The improvement in service does not imply a surrender of individual- ity or of independence by teachers. . Buatr, Francis G. “The Principal and the Improvement of Teachers in Service—Abstract.” Volume of Addresses and Proceedings of the Na- tional Education Association, 1926, No. 64, pp. 474-475. A discussion of improvement in service with reference to the freedom that may be allowed teachers by the principal. . Bossitt, FRANKLIN. “ Educational Science and Supervision,” Yearbook of the National Conference on Educational Method, 1928, pp. 237-248. Indicates the value of exact methods in refining the supervisory technic. . Boynton, F. D. “Improving Teachers in Service.” Journal of Education, Volume CVI, No. 14, October 17, 1927, pp. 352-353, Boston, Massachusetts. (See: School and Society, Volume XXVI, No. 669, October 22, 1927, pp. 523-524. Believes that an adequate plan for improving teachers in service should provide both opportunity and reward. 544 ELEMENTARY ScHoot Principats 253. Brim, Orvitte G. “The Nature of Aim and Its Bearing on Supervision.” iw) or re 258. 259. 260. 261. 262. 263. 264. 265. 266. The Journal of Educational Method, Volume VI, No. 1, September, 1926, pp. 2-8. Applies the principles underlying the nature of aim to supervisory practice. . Brrm, Orvitte G. “The Supervising Principal as Trouble-Fixer or Educa- tional Leader.” Educational Administration and Supervision, Volume XII, No. 6, September, 1926, pp. 413-419. Is against classroom visitation as the basic plan in supervision. Recommends that the supervisor enlist the teachers in some constructive program of school improvement, with division of labor among the teachers. . Brueckner, L. J., and Curricut, Prupence. “A Technic for Measuring the Efficiency of Supervision.” Journal of Educational Research, Volume XVI, No. 5, December, 1927, pp. 323-331. Measuring the effectiveness of supervision on the basis of observed changes in classroom practice. . BuckincHAM, Burpette R. Research for Teachers. Silver, Burdett and Com- pany, New York, 1926, 386 p. Believes the teacher to be in a strategic position for research. . BuckrncuaM, B. R. “ Measuring Supervision.” Educational Research Bulle- tin, Volume I, No. 15, September 27, 1922, pp. 123-126, Bureau of Educa- tional Research, Ohio State University, Columbus, Ohio. Suggests an experiment with supervised, inspected and unsupervised classes. Burton, Witt1amM H. Supervision and the Improvement of Teaching, D. Appleton and Co., New York, 1922, 510 p. An attempt to discuss concretely the problems and procedures of the elementary school supervisor. Burton, Wiiu1aM H. “The Evaluation of Supervision,” Yearbook of the National Conference on Educational Method, 1928, pp. 219-233. Refers to specific studies and technics in evaluating supervision. Cooper, W. J. “Improved Methods of Supervision.” Volume of Addresses and Proceedings of the National Education Association, 1924, p. 950. For the improvement of supervision would have the principal recog- nized as chief supervisory officer. Coir, THomas R. “ The Principal’s Contribution to the Teacher.” Bulletin of the Department of Elementary School Principals, Volume III, No. 1, October, 1923, pp. 29-34. Teachers’ suggestions of help to principals. Couturer, Paut D. “ Wherein Lies Skill in Supervision.” The Journal of Edu- cational Method, Volume V, No. 5, January, 1926, pp. 215-217. Emphasizes democracy in supervision. Cottrncs, Exvitswortu. School Supervision in Theory and Practice, Thomas Y. Crowell Company, New York, 1927, 368 p. Aims toward the improvement of the theory and practice of supervision. Courtis, S. A., “A Philosophy of Supervision,” Yearbook of the National Conference on Educational Method, 1928, pp. 249-258. Discusses concrete steps in applied supervision. CiarK, R. C. “Creative Supervision and the Teacher,” American Educa- tional Digest, Volume 47, No. 3, November, 1927, pp. 99-102. A general discussion of the work of the supervisor in relation to teacher selection, integration and development. CLEMENT, W. Woopwarp. “Conditions Necessary for Effective Supervision.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 83-86. Discusses need for a competent supervisor, the exercise of principal supervision and willingness to serve. on.” 926, sory wca- ime ion. tive the the ime m- lle- ca- Un al l= re ee eae: SO Tue SEveENtH YEARBOOK 545 267. 268. 269. 270. 271. 273. 277. 279. * Cranes, LetAn Mar. “ Measuring Efficiency in Supervision and Teaching.” Teachers College, Columbia University Contribution to Education, No. 175, New York City, New York, 1925, 105 p. CrapTreE, J. W. “ Personality in Supervision.” Volume of Addresses and Proceedings of the National Education Association, 1915, Oakland, Cali- fornia, pp. 516-519. Believes supervisors should cultivate a desirable personality to accom- plish work more successfully. Lists as necessary elements of a successful supervising personality. Crastree, J. W. (Notes and Announcements.) The Journal of the National Education Association, Volume XV, No. 9, December, 1926, pp. A-271. Recommends that principals arrange teachers’ meetings for discussion of the problems. DerrensBaucH, W.S. “The Improvement of Teachers in Service.” The Ele- mentary School Journal, Volume XXV, No. 5, January, 1925, pp. 380-386. Suggests best means of improving teachers in service. Dorsey, Susan M. “Some Suggestions Looking to Cooperation and Effi- ciency in the Functioning of Supervisors and Principals.” Volume of Addresses and Proceedings of the National Education Association, 1927, pp. 436-440. A discussion of ways in which supervisors may be helped by principals. Considers the supervisor an expert helping teacher, the principal the responsible head and director of the school. . Dyer, W. P. “The Activities of the Elementary School Principal for the Improvement of Classroom Instruction.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 1, October, 1926, pp. 24-27. Preliminary data from Research Study No. 21 of Chapter XXV of this report. * Dyer, Wo. P. “ Activities of the Elementary School Principal for the Im- provement of Instruction. The Kind of Supervisory Program which a City Superintendent of Schools Should Set Up for His Elementary School Principals.” Teachers College, Columbia University Contribution to Education, No. 274, New York City, N. Y., 1927, 109 p. . Eaxetey, F. 8S. “ Making Supervision Personal.” American Educational Digest, Volume 46, No. 3, November, 1926, pp. 112-114. Discusses supervision with reference to the personal touch of the prin- cipal. Supervision to be successful must be definite, and include con- crete illustrations. 5. Epmer, Maung V. “ The Supervisor’s Day at the School.” The Journal of Educational Method, Volume VII, No. 1, September-October, 1927, pp. 11-16. Describes the activities and objectives involved in a supervisor’s program. . “Evaluating the Recitation.” (School Administration Notes.) The Ameri- can School Board Journal, Volume 69, No. 6, December, 1924, p. 107. Outlines a method for evaluating the recitation in terms of teacher and pupil activity. Fitters, H. D. “Supervision.” American School Board Journal, Volume 74, No. 2, February, 1927, pp. 44-45. An article dealing with the principles, activities and outcomes of supervision. . Fink, Jessts M. “Improvement and Preparation of Teachers.” Bulletin of the Department of Elementary School Principals, Volume II, No. 1, October, 1922, pp. 17-18. Necessity of incentives in the growth of teachers. First Yearbook, The Chicago Principals’ Club, June, 1926, 81 p., Chicago, Illinois. Reports on the causes and remedy of pupil failures. Bibliography. 27 546 ELEMENTARY ScHoot PRINCIPALS 280. Forsom, A. E. “Personnel Management.” American Educational Digest, Volume 46, No. 9, May, 1927, pp. 402-404, 117. Discusses the work of the principal in dealing with teachers and pupils. Suggests three principles of personnel management. } 281. Gace, Lucy. “ Problems of Supervision in the Early Elementary Grades.” Peabody Journal of Education, Volume 4, No. 2, September, 1926, i pp. 94-97. Supervision must concern itself with child growth as well as achieve- ment in learning. 282. Gist, ArtHuR S. “The Art of Supervision.” The Journal of Educational Method, Volume V, No. 5, January, 1926, pp. 192-196. Outlines certain personal qualifications desirable in a principal in con- } nection with supervisory work. Suggests possession of definite plans, an art of supervision and a democratic attitude by principals to eliminate the objections to supervision. 283. Gist, ArtHur S. Elementary School Supervision, Charles Scribner’s Sons, New York City, New York, 1926, 308 p. Concerns the objectives and devices of supervision, and application of supervisory methods in the school subjects. 284. Gist, ArtHur S. “Stimulating Professional Study Among Teachers.” The First Yearbook of the Department of Elementary School Principals, 1922. “The Technic of Supervision by the Elementary School Princi- pal,” pp. 122-123. Professional study through standard tests, professional reading, and other means. 285. Gostinc, THomas W. “The Adjustment of the Duties of the Supervisor to Those of the Principal.” The Elementary School Journal, Volume XXVI, No. 1, September, 1925, pp. 18-21. Suggests how the clearer definition of the functions of each group may \ bring better relations between supervisors and principals. 286. Gostinc, THomas W. “Supervision without a Supervisor.” The Journal of Educational Method, Volume I, No. 8, April, 1922, pp. 306-311. Describes a plan of supervision wherein the principals are the real supervisors. 287. Grar, Louise. “Improvement of Teachers in Service.” The Sizth Yearbook of the Department of Elementary School Principals, 1927. “ Projects in Supervision,” Chapter XVI, pp. 282-285. } Activities to use in improving teachers in service. 288. Gray, Witt1am 8S. “The Work of Elementary-School Principals.” The Ele- \ mentary School Journal, Volume XIX, No. 1, September, 1918, pp. 24-35. Discusses the principal’s supervisory activities. Recommends study of recent development in methods, and experimentation. 289. Hamitton, Jesste M. “Supervision by the Principals.” Volume of Ad- dresses and Proceedings of the National Education Association, 1923, pp. 545-548. | States that the success of supervision will depend largely on the atti- tude taken toward it by supervisors and principals. 290. Hartwe t, E. C. “Supervision.” Journal of Education, Volume CVI, No. 18, November 14, 1927, p. 473, Boston, Massachusetts. Greatly increased supervision of classroom instruction by competent persons is the greatest problem confronting American school adminis- tration today. ey 291. Hotmes, BertHa E. “The Supervision of Instruction, the Present Aim of the Supervisor.” Education, Volume XLVII, No. 9, May, 1927, pp. 556- ) 568. Quotes from educational literature to illustrate changing concepts of supervision. est, ils. ns, he us, nd to I, ay of al — oe Tue SeventH YEARBOOK 547 292. 293. 294. 295. 296. 297. 298. 299. 300. 301. 302. 303. 304. Horratt, A. H. “ Supervision—Its Weaknesses and Opportunities.” The American School Board Journal, Volume 74, No. 3, March, 1927, pp. 52, 157. Lists the weaknesses of supervision. Hosic, JamMes F. “Supervisory Agencies.” The Journal of Educational Method, Volume III, No. 9, May, 1924, pp. 378-380. Seeks to enlarge the concept of supervision. Recommends that super- visors provide themselves with a list of conditions underlying good teaching. Hosic AND Oruers, “ Educational Supervision,” The First Yearbook of the National Conference on Educational Method, Bureau of Publications, Teachers College, Columbia University, 1928. Hunter, Frep M. “ Professional Leadership of Superintendent.” American Educational Digest, Volume 44, No. 7, March, 1925, pp. 291-293. Encourages principals to systematize routine and give time to super- vision of instruction. “Improvement of Teaching: A Result of United Effort.” Superintendent’s Bulletin, The Oakland Public Schools, Volume VIII, No. 6, September 8, 1927, pp. 5-6. The principal’s part in improving teaching. “Improving Teachers in Service.” Educational Press Bulletin, No. 220, December, 1926, Springfield, Illinois, p. 4. Suggests ways in which teachers can help themselves to grow. IrwIN, EvisasetH A., and Marks, Louis A. Fitting the School to the Child. The Macmillan Company, New York, 1924, 339 p. Adapting educational experiences to individual needs, as determined by tests, etc. Jupp, Cuartes H. “ The Principal as a Supervisor of Classroom Teaching.” Volume of Addresses and Proceedings of the National Education Asso- ciation, 1926. No. 64, pp. 825-831. Recommends arrangement of the high school principal’s program with a view to training teachers in service. Jupp, Cuartes H. “Scientific Methods of Supervision.” Education Admin- istration and Supervision, Volume XII, No. 5, May, 1926, p. 345. Suggests that supervision should stress suitable methods of follow-up rather than a definite routine in teaching, owing to individual differences among teachers. Ketiocc, Watter G. “Supervision.” New York State Education, Volume XV, No. 4, December, 1927, pp. 283-284. Published by New York State Teachers’ Association, Utica, N. Y. Remarks on the nature of supervision. Ke.ty, Danre, J. “The Training and Development of Teachers After Entering the Profession.” Volume of Addresses and Proceedings of the National Education Association, 1923, pp. 1007-1008. Considers training and development of teachers in connection with the beginning and the experienced teacher. Kent, RayMonp A. “ What Should Teacher-Rating Schemes Seek to Mea- sure?” Journal of Educational Research, Volume II, No. 5, December, 1925, pp. 802-807. States that little consideration had been given in rating schemes to the composite resultant of teaching and the effort of the teacher. Kipatrick, Wm. H. Foundations of Method, The Macmillian Company, New York, 1925, 383 p. Consists of informal talks on principles of teaching method. 548 ELEMENTARY ScHOOL PRINCIPALS 305. Kiupatrick, Wm. H. “ Democracy in Supervision,” Yearbook of the National 307. 309. 310. 311. 312. 313. 314. 315. 316. 317. Conference on Educational Method, 1928, pp. 259-269. Emphasizes the respecting and the development of personality in super- vision. Kitpatrick, Wm. H. “Principles Underlying Sane Supervision.” Bulletin of the Department of Elementary School Principals. Volume II, No. 1. October, 1922, p. 26 Emphasizes growth as the essence of life. Knisevey, J. M. “ Effective Supervision.” Proceedings of the Department of Elementary School Principals, 1921. Bulletin, No. 18, pp. 20-26. States contributions of principal and supervisory to supervision. . Kyte, Geo. C. “ The Elementary School Principal As a Builder of Teaching Morale.” The First Yearbook, Department of Elementary School Princi- pals, Michigan Education Association, August, 1927, pp. 44-52, Lansing, Michigan. Teachers’ reports of ways in which principals were or could be of help to them. Lowry, Cuas. D. “The Work of the Principal.” Chicago Schools Journal, Volume V, No. 2, October, 1922, pp. 53-59. Discusses two plans of subject supervision, favoring that of supervision by the principal rather than by the subject specialist. Believes the chief test of a principal to lie in his instruction of teachers. McCormick, ExizaserH R. “Cooperative Supervision from the Viewpoint of the Elementary Principal-Abstract.” Volume of Addresses and Pro- ceedings of the National Education Association, 1927, p. 41. Considers cooperation essential in the work of the supervisors and the supervised and makes service the “soul of cooperation.” MclItravy, Frank D. “ The Right Relationship of Cooperation Between the Elementary School Principals and Supervisors—A Case Study.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 1, October, 1924, pp. 36-40. Discusses the means employed in the Seattle school system for securing cooperation of principal and supervisor. McKeenan, Cuaries F. “The Principal’s Building Meetings.” The Third Yearbook of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Prin- cipal.” Chapter XIV, pp. 365-370. The improvement of teaching efficiency by means of teachers’ meetings. Mason, Eva T. “ The Principal and His Educational Program.” Third Year- book of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Principal,” Chapter XXIII, pp. 525-531. Value of a definite plan for grade and subject visitation. * MaxweELL, C. R. “Analysis of the Work of the Supervisor.” School and So- ciety, Volume XVII, No. 419, January 6, 1923, p. 28. Mayserry, L. W. “The Principal and the Supervisor.” The Elementary School Journal, Volume XXVI, No. 2, October 1926, pp. 116-117. Discusses the development of desirable attitudes on the part of principal and special supervisor. * Meap, Cyrus, D. “The Supervisor’s Job.” The Journal of Educational Method, Volume IV, No. 7, March, 1925, pp. 270-272. Merritt, Joun. “ The Principal of a Platoon School and His Supervisory Duties.” The Fifth Yearbook of the Department of Elementary School Principals, 1926, “ Studies in the Elementary School Principalship,” Chap- ter XVI, pp. 377-383. Shows that the platoon type of school organization offers several advantages. 2.4 Tue SreventrH YEARBOOK 549 318. 319. 320. 321. 322. 323. 324. 325. 326. 327. 328. 329. MouiMan, Dora K. “The Elementary School Principalship.” University of Illinois Bulletin, Volume XX, No. 36, May 7, 1923, 14 p. Bureau of Edu- cational Research, Educational Research Circular No. 17, Urbana, Illinois. Considers supervision of instruction the principal’s primary responsi- bility. Gives some of the prerequisites to professionalization of the prin- cipalship. Montcomery, Ruopa. “ The Principal’s Supervision of the Special Subjects.” The Sixth Yearbook of the Department of Elementary School Principals, 1927. “ Projects in Supervision,” Chapter IV, pp. 168-177. Presents a few methods found effective in special subject supervision. Moore, Ciypz, B. “ Trends and Purposes of Professional Supervision,” Educa- tional Administration and Supervision, Volume XII, No. 6, September, 1926, pp. 379-392. Relates supervision to the objective of changing human nature. Dis- cusses the traits of a good supervisor. Moraan, Joy E. “A Good Idea for Faculty Meetings.” Bulletin of the Department of Elementary School Principals. Vol. V, No. 1, October, 1925, pp. 51-53. Shows how to use The Journal of the National Education Association in teachers’ meetings. Morris, Mary E. “The Principal as Supervisor of Instruction.” The Third Yearbook of the Department of Elementary School Principals, 1924, “The Status and Professional Activities of the Elementary School Prin- cipal,” Chapter XII, pp. 347-356. Presents a plan used by a principal as supervisor in dealing with new teachers. Morrison, Henry C. The Practice of Teaching in the Secondary School. University of Chicago Press, Chicago, Illinois, 1926, 661 p. In four parts, dealing with fundamentals in the teaching process. Suggestive to elementary school principals. * Morrison, J. Cayce. “ Methods of Improving Classroom Instruction Used by Helping Teachers and Supervising Principals of New Jersey.” The Elementary School Journal, Volume XX, No. 3, November, 1919, pp. 208- 216. Mortenson, Perer A. “Improvement and Preparation of Teachers While in Service.” Volume of Addresses and Proceedings of the National Edu- cation Association, 1922, pp. 195-198. Considering continued growth as a professional obligation. Mu rooney, Juuia A. “ The Relation of the Elementary School Principal to the General Testing Program.” Bulletin of the Department of Elemen- tary School Principals, Volume II, No. 3, April, 1923, pp. 118-123. Deals with the study of individual children as a means of assuring pupils the greatest benefit from schools. Neat, Erma A. “ What the Supervisor Can Do to Encourage Scientific Atti- tude in the Classroom.” The Journal of Educational Method, Volume VI, No. 9, May, 1927, pp. 372-376. Suggests the use of objective data, research methods and so forth as means of awaking teachers to growth. NeEw.on, Jesse H. “Attitude of the Teacher Toward Supervision.” Volume of Addresses and Proceedings of the National Education Association, 1923, pp. 548-551. Discusses the need of supervision from the standpoint of the experi- enced or new teachers. Norton, Joun K. “The Elementary School Principal and Research.” Volume of Addresses and Proceedings of the National Education Asso- ciation, 1926, pp. 483-488. Believes that the function of the elementary school principal in rela- tion to research will involve the interpretation of research findings and their application to classroom procedure. 550 ELEMENTARY Scuoot PRINCIPALS 330. OserHottzer, E. E. “The Next Step in School Supervision.” Volume of 331 332 8 336. 337. 339. 341. Addresses and Proceedings of the National Education Association, 1922, pp. 1439-1445. Discusses the methods and agencies of school supervision. . O’SHea, M. V. “The Relations of Supervisors to their Teachers.” Normal Instructor and Primary Plans, Volume XXXII, No. 7, May, 1923, pp. 26, 90. An article dealing with the attitudes of the supervisors and the supervised. . Parr, Eunice E. “ The Principal as a Supervisor.” Bulletin of the Pypart- ment of Elementary School Principals, Volume V, No. 3, April, 1926, pp. 167-171. Discusses vital elements in real supervision. . * Perrin, H. Amsross. “The Local Status and Activities of General Super- visors in City Schools.” The Elementary School Journal, Volume A XVI, No. 5, January, 1926, pp. 345-356. . Prrrencer, B. F. “An Argument for Supervision.” The American School Board Journal, Volume 72, No. 2, February, 1926, pp. 41-43, 137. Considers supervision a practical means of professionalizing teachers. . Ports, Frances. “ The Principal and the Professional Growth of His Corps.” The Third Yearbook of the Department of Elementary School Principals, 1924. “ The Status and Professional Activities of the Elementary School Principal,” Chapter XIII, pp. 357-365. Shows how a principal may contribute to professional growth, by out- lining what he expects professionally. Power, Leonarp. “The Principal and Teachers’ Methods of Ranking Pupils.” The Elementary School Journal, Volume XX, No. 4, December, 1919, pp. 285-291. Discusses means of decreasing the variability and subjectivity of teach- ers’ marks. Power, Leonarp. “ How to Make Visits Profitable to Teachers.” The First Yearbook of the Department of Elementary School Principals, 1922. “The Technic of Supervision by the Elementary School Principal,” pp. 11-18. Contains suggestions on follow-up devices, and reports of visits to classes in the various subjects. . * Power, Leonarp. “ Plan for the Supervision of Instruction by the Princi- pals of Elementary Schools.” The Elementary School Journal, Volume XIX, No. 6, February, 1919, pp. 408-418. “Program for School Faculty Meeting.” The Journal of the National Edu- cation Association, Volume XVI, No. 9, December, 1927, p. 304. Presents an outline of a school faculty meeting. . Reavis, W. C. “ The Duties of the Supervising Principal.” The Elementary School Journal, Volume XIX, No. 4, December, 1918, pp. 279-284. Considers the principal the responsible head of his school. Divides duties into managerial, professional and social, and discusses each. Reynotps, C. W. “ Principal’s Part in Supervising Classroom Instruction.” The American School Board Journal, Volume 75, No. 1, July, 1927, pp. 54, 146, 148. Ways in which a principal may aid teachers in their classroom work. . Rico, Frank M. “ Better Supervision.” The American School Board Jour- nal, Volume 64, Nos. 3-4, March, 1922, pp. 35-37, April, 1922, pp. 45-46. Discusses problems met by supervisors in handling teachers. . Rocers, BertHa M. “Some Phases of Supervision.” The American School Board Journal, Volume 64, No. 6, June, 1922, pp. 46, 140. Discusses briefly improvement of school practice through curriculum revision. 3 Tue SEeventTH YEARBOOK 551 344. 345. 346. 347. 348. 349. 353. 356. 357. Rocers, Don C. “ Unit-Supervision vs. Subject-Supervision.” Bulletin of the Department of Elementary School Principals, Volume III, No. 2, Janu- ary, 1924, pp. 103-105. Discusses the nature and needs of supervision, including statements from educators. RossMaN, Joun G. “ Economy in Supervision.” The American School Board Journal, Volume 68, No. 2, February, 1924, pp. 39-40. Points out a need for supervision which is less costly per pupil and at the same time more effective for the individual teacher. Rupy, Ipa O. “ My First Year as Primary Supervisor.” The Journal of Edu- cational Method, Volume III, No. 3, November, 1923, pp. 128-130. Outlines steps taken by a primary supervisor in Dayton. Rvuac, Georcs. “ Visitation as a Means of Diagnosis.” The First Yearbook of the Department of Elementary School Principals, 1922. “The Technic of Supervision by the Elementary School Principal,’ Chapter I, pp. 7-11. A general discussion of visitation by the principal. Ruunke, Retnuarp H. “The Improvement of Instruction and Creating Professional Attitude.” The First Yearbook of the Department of Ele- mentary School Principals, 1922. “The Technic of Supervision by the Elementary School Principal,” p. 121. Gives the observation and analysis lesson as an essential factor in supervision. Rupert, W. W. “ What Shall Be the Frequency and Length of Supervisory Visits?” The Pennsylvania School Journal, Volume 69, No. 9, March, 1921, pp. 401-403. Gives illustrations of the dependence of frequency and length of super- visory visits on the individual needs of teachers. . Russevt, Cuarves. Classroom Tests. Ginn and Company, Boston, Massa- chusetts, 1926, 346 p. A handbook on the construction and use of non-standard tests for the classroom teacher. . Sargeant, Ipp G. “ Progress in the Supervision of Elementary Education.” Journal of the National Education Association, Volume 12, No. 3, March, 1923, pp. 80-81. Notes the rising tendency to make the principal the school’s executive head, with relief from a greater part of routine, detail work. . “School Problems.” (No. 16.) A Department in the Journal of Education, Volume CVI, No. 17, November 7, 1927, p. 436, Boston, Massachusetts. The principal could profitably conduct demonstration lessons for young teachers. “School Problems.” (Nos. 1 and 4.) Department in the Journal of Educa- tion, Volume CVI, No. 15, October 24, 1927, p. 380, Boston, Massachusetts. States that teacher selection should be a joint affair of superintendent and principal. . “School Problems.” (No. 14.) A Department in the Journal of Education, Volume CVI, No. 16, October 31, 1927, p. 407, Boston, Massachusetts. States that supervision of instruction is the principal’s chief duty. . Scousert, Artuur. “ The First Teachers’ Meeting.” American School Board Journal, Volume 69, No. 3, September, 1924, pp. 66, 68. Allots special significance to the first teachers’ meeting and suggests topics to be considered. Scorr, Zenos E. “Improving Teachers in Service.” Volume of Addresses and Proceedings of the National Education Association, 1921, pp. 773- 779. Suggests specific factors in the improvement of teachers. Second Yearbook of the Chicago Principals’ Club, The Chicago Principals’ Club, Chicago, Illinois, June, 1927, 154 p. Reports studies and experiments in elementary and high school supervision. 552 Exementary Sconoot Principars 358. SHanate, C. Paring. “Improvement of Teachers in Service,” Volume III, 359. 361. 367. No. 1, September, 1923, pp. 8-10. Deals with improvement of teachers through teachers’ meetings, exten- sion courses, tests, etc. Stmpson, I. Jewett. “The Teachers’ Meeting As an Instrument of Super- vision in a County-Unit System.” The Elementary School Journal, Volume XXVII, No. 3, November 1926, pp. 175-186. Believes that a teachers’ meeting should contain the qualities of a skillful teaching act. . Spain, Cuartes L. “A New Definition of the Functions of the Supervisor.” The Elementary School Journal, Volume XXVI, No. 7, March, 1926, pp. 498-506. Outlines a plan of supervision carried on in Detroit. “Special Supervisors and Principals.” The Elementary School Journal, Volume XXI, No. 2, October, 1920, pp. 82-84. Presents rules adopted at Atchison, Kansas, in establishing the correct relationship of special supervisors to superintendent, teachers and principals. . Spencer, Rocer A. “The Work of the School Principal in Supervision.” The Elementary School Journal, Volume XX, No. 3, November, 1919, pp. 176- 177. Discusses supervisory problems of the principal in improving the qual- ity of instruction. . Stark, WM. E. Every Teacher’s Problems, American Book Company, New York, 1922, 368 p. Develops principles of teaching procedure based on the study of con- crete situations. . Srerner, M. A. “ Professional Reading.” Journal of Education, Volume CVI, No. 10, September 19, 1927, pp. 244-245, Boston, Massachusetts. Reports advantages of the professional reading of teachers and principals. . Stone, Cirarence R. “Objectives of Supervision by the Principal.” The American School Board Journal, Volume 75, No. 6, December, 1927, pp. 47-48. Names specific objectives of supervision by the principal. Allots 40 per- cent of the principal’s time to supervision. . “Supervision.” Report by the Education Committee of the Chicago Princi- pals’ Club, Bulletin No. 1, 1923, 32 p., D. S. Wentworth School Press, Chicago, Illinois. Discusses seven means of supervision. Gives annotated bibliography on supervision. Swan, Grace G. “Cooperative Supervision.” Volume of Addresses and Pro- ceedings of the National Education Association, 1927, pp. 441-442. Considers adequate preparation, appreciation of responsibility, ability to diagnose conditions and provide the remedy when and where needed, essential for a successful supervision. . Swan, Grace G. “Cooperative Supervision.” Bulletin of the Department of Elementary School Principals, Volume VII, No. 1, October, 1927, pp. 29-32. The qualifications of supervisors and types of teachers with whom they deal. Presents a plan of supervision used in Pittsburgh elementary grades. . * Tarpett, R. W. “Job Analysis of the Principal as a Supervisor of Instruc- tion.” American School Board Journal, Volume 70, No. 3, March, 1925, p. 54. a Tur SeveNtH YEARBOOK 553 370. Tuayer, V. T. “Some Suggestions for a Program of Democratic Supervi- sion.” Educational Research Bulletin, Volume VI, No. 9, April 27, 1927, pp. 177-182, Ohio State University, College of Education, Columbus, Ohio. Suggest procedures in democratic supervision. 371. TuemtaarD, Sornie A. “The Principals’ Visits to the Classroom.” Chicage Schools Journal, Volume V, No. 7, March, 1923, pp. 265-268. Discusses supervision by the principal from the teachers’ viewpoint. 372. TuEIseEN, W. W. “A Ways and Means Program of Supervision.” The American School Board Journal, Volume 69, No. 4, October, 1924, pp. 43-45. Essential features and procedures of supervision. 373. “The Professional Activities of Principals and Teachers.” Bulletin of Wis- consin Teachers Association, November, 1926, Part II, pp. 29-41. Published by Wisconsin Teachers Association, Madison, Wisconsin. Presents material on mechanics and subject matter of teachers’ meet- ings, principals’ reading, functions, and problems. 374. Tuompson, ANNA. “Greetings to the Department of Elementary School Principals—Abstract.” Volume of Addresses and Proceedings of the National Education Association, 1927, pp. 435-436. Requests from the department of elementary school principals coop- eration in keeping classrooms free from interruption, demanding sim- plification of reports, and freeing teachers from over-crowded classrooms. 375. THUNE, Ermer T. “The Place and Functions of Supervisors of Special Subjects in City School Systems.” Master’s thesis, University of Wash- ington, Seattle, Washington, 1926. A study of the organization and operation of departments of special supervision in cities. 376. Tiwyman, W. F. “ Teachers’ Questionnaire as a Device in Supervision.” Educational Administration and Supervision, Volume X, No. 9, Decem- ber, 1924, pp. 553-557. Reports a survey of a small system to determine what supervision was doing to raise the quality of discipline and instruction. 377. Unperwoop, F. M. “ Analysis and Evaluation of Supervisory Activities in St. Louis.” The Sixth Yearbook of the Department of Elementary School Principals, 1927. “ Projects in Supervision,” Chapter III, pp. 162-167. Lists activities of a supervisor in St. Louis. 378. Unperwoop, F. M. (and others). “The Supervision of Classroom Instruc- tion.” Parts I-III, Public School Messenger, Volumes 24-25, Nos. 1-2, April 15, 1927, September 1 and 2, 1927. From Supervision Series, Nos. 1-3, published by Department of Instruction, St. Louis Public Schools. Part I deals with general principles of supervision and teaching. Part II concerns the application of the principles in the various subjects and grades. Part III is made up of case studies of teaching in all grades. 379. Unperwoop, F. M. “The Elementary School Principal As a Supervisor. Canons of Democratic Supervision.” Bulletin of the Department of Ele- mentary School Principals, Volume II, No. 2, January, 1923, pp. 47-53. Discusses three phases of visitation, involving observation, diagnosis, and improvement. 380. * VALENTINE, P. F. “ A Job Analysis of Elementary Supervision,” The Journal of Educational Method, Volume V, No. 7, March 1926, pp. 279-282. 381. Vincent, H. D. “ The Principal and the Gifted Child—From the Standpoint of Scientific Measurements.” The Third Yearbook of the Department of Elementary School Principals, 1924. “ The Status and Professional Activi- ties of the Elementary School Principal, pp. 450-458. Measurement in education with special reference to pupil classification. 554 ELEMENTARY Scuoot PRINCIPALS 382. WacNer, CHartes A. “ Dividing the Responsibility in the Supervision of 387. 389. 390. 391. 392. 393. Instruction.” The American School Board Journal, Volume LX, No. 2, February, 1920, p. 43. Believes that placing of responsibility for supervisory duties on the principal would be of benefit to both superintendent and principal. Wacner, Cuartes A. “The Arguments For and Against the Supervision of Instruction.” Volume of Addresses and Proceedings of the National Edu- cation Association, 1922, pp. 1438-1439. Presents with an attempt to refute, several opinions advanced against supervision. . Weser, S. E. “School Supervision.” American School Board Journal. Volume 63, No. 6, December, 1923, pp. 33, 34. States that making the principal the chief supervisory officer in his particular school unit would improve the quality of work from grade to grade. . Wurrney, Frank P. “The Principal as Supervisor.” Education. Volume XLV, No. 1, September, 1924, pp. 14-19. Believes the principal can best handle the supervision because of first- hand knowledge and opportunity for service in that capacity. Mentions desirable outcomes of the principals’ supervisory work. . Wuitney, Freperick L. “ Effective Factors in the Growth of Teachers in Service.” The American School Board Journal, Volume 74, No. 6, June, 1927, pp. 41-43, 154. Suggests that teacher-training institutions and the public school system assume joint responsibility for teacher improvement in service. Wuey, Wu E. “ Objective Methods in School Supervision.” American School Board Journal, Volume 71, No. 4, October, 1925, pp. 55-56, 137. Emphasizes professional leadership from the principal. Recommends graphic, objective methods in facilitating supervision. . Wison, Guy M. “Improvement of Instruction.” Volume of Addresses and Proceedings of the National Education Association, 1926, pp. 406-409. Discusses visitation among teachers as a means of improving instruc- tion, and the use of scales in forming clear concepts of good teaching and establishing objective standards. Woopwarp, ANNIE C. “ The Improvement of Instruction.” Journal of Edu- cation, Volume CV, No. 19, May 9, 1927, pp. 511-512, Boston, Massa- chusetts. Suggests means of improving instruction. Wricut, Frank W. “ Elementary. Principal as Leader.” Journal of Educa- tion, Volume CIII, No. 12, March 25, 1926, p. 325. Boston, Massachusetts. Advocates higher standards of remuneration for the office of elementary school principalship. Believes principal a leader of pupils and teachers. WRINKLE, Wiiu1AM L. “The Diagnosis and Guidance of Teaching.” The Journal of Educational Method, Volume VI, No. 10, June, 1927, pp. 425-433. A discussion of the need for more effective supervision and the work of the supervisor. Youna, Ross N. “ Ten Points for Principals.” Journal of Education, Volume CIII, No. 12, March, 25, 1926, pp. 325-326, Boston, Massachusetts. Presents ten points on the principal’s supervisory functions. ACTIVITIES OF PRINCIPALS’ CLUBS, COMMITTEES, ETC. Batspen, Leo B. “ The Professional Organization of the Principals in Seattle.” Washington Education Journal. Volume I, No. 6, February, 1922, pp. 175-176. Describes program and organization of the Seattle Principals’ Asso- ciation. 39 39 3 3 3 Tuer SEVENTH YEARBOOK 555 394. Coase, Lawrence S. “ Why Principals Should Organize.” Journal of Edu- cation, Volume CII, No. 2, July 9, 1925. p. 44, Boston, Massachusetts. Recommends the formation of a state elementary principals’ association. 395. Cuase, Lawrence S. “ The New Jersey Elementary School Principals’ Asso- ciation.” The Sixth Yearbook of the Department of Elementary School Principals, 1927. “ Projects in Supervision,” Chapter XVII, pp. 286-293. Traces the development and activities of the New Jersey Elementary School Principals’ Association. 396. “ Constitution and By-Laws, Department of Elementary School Principals.” Bulletin of the Department of Elementary School Principals. Volume VII. No. 1, October, 1927, pp. 54-58. The Constitution and By-Laws of the Department of Elementary School Principals, adopted July 7, 1927, at Seattle. 397. CrasTree, J. W. “ Notes and Announcements.” The Journal of the National Education Association, Volume XVI, No. 3, March, 1927, p. A-86. Refers to an outline by Secretary Crabtree for use of schools at work on professional problems. 398. Dirtmrte, Bette. “Study Groups of the Seattle Principals’ Association.” The Journal of Educational. Method, Volume IV, No. 9, May, 1925, pp. 397-398. A brief description of activities carried on by branches of the Seattle Principals’ Association. 399. Fink, Jessie M. “ The Imperative Need of Organizing School Forces.” Bulle- tin of the Department of Elementary School Principals, Volume V, No. 3, April, 1926, pp. 172-175. The value of organization of elementary school principals for effecting certain reforms. 400. Fink, Jessie M. “The Relation of the Local Association to the Department of Elementary School Principals.” Bulletin of the Department of Ele- mentary School Principals, Volume II No. 3, April, 1923, pp. 95-100. Discusses the development of local principals’ clubs. Outlines possible work of the national organization. 401. Finx, Jesse M. “Our Department.” The Sixth Yearbook of the Depart- ment of Elementary School Principals, 1927. “ Projects in Supervision.” Chapter I, pp. 139-144. Discussess the work of the Department of Elementary School Principals. 402. Fox, Cuartes J. “The Elementary Principals’ Association. Bulletin of the Department of Elementary School Principals,” Volume III, No. 3, April, 1924, pp. 186-187. Gives a list of functions of a Principals’ Association. 403. Gist, ArrHur 8S. “The President’s Message.” Bulletin of the Department of Elementary School Principals, Volume VII, No. 1, October, 1927. States the service of the Department of Elementary School Principals of the National Education Association. 404. Gururie, Mary G. “The Work of the Course of Study Committee of the Chicago Principals’ Club.” School and Society, Volume XIX, No. 475, February 2, 1924, pp. 132-134. Describes in brief the work and personnel of the Course of Study Committee of the Chicago Principals’ Club. 405. Jones, Artuur J. “Teachers and Principals Are Factors in Educational Research.” School Life, Volume XI, No. 9, May, 1926, pp. 174-175. Notes the development of scientific research in education and suggests that the largest returns may result from classroom research. 406. Knisecey, J. M. “ Professional Study by Local Principals’ Organizations.” Bulletin of the Department of Elementary School Principals, Volume II, No. 3, April, 1923, pp. 109-116. The factors contributing to the success of principals’ organizations such as flexibility, continuity of effort, and participation in the programs by the members. 556 ExemMentary Scuoo.t Principars 407. 408. 409. 410. 411. 412. 413. 416. 417. 418. 419. “Letters of a Superintendent V—The Principals’ Club.” Journal of Educa- tion, Volume CV, No. 10, March 7, 1927, p. 255, Boston, Massachusetts, Points out the opportunities for community and educational leader- ship in the Principals’ Club. Lockwoop, Jesstz M. “ Principals’ Professional Study Clubs.” The Third Yearbook of the Department of Elementary School Principals, 1924. “The Status and Professional Activities of the Elementary School Prin- cipal,” Chapter III, pp. 230-231. Briefly describes activities of Seattle principals’ study clubs. LonasHore, W. T. “Establishing the Local Organization of Principals.” Bulletin of the Department of Elementary School Principals, Volume II, No. 3, April, 1923, pp. 93-95. Outlines the initial procedures in establishing a local principals’ club. Loncsuore, W. T. “ Local Principals’ Organizations in Forty-Three Cities.” The Fifth Yearbook of the Department of Elementary School Principals, 1926. “Studies in the Elementary School Principalship,’ Chapter XI, pp. 333-343. Presents data on local principals’ organizations. McSwain, E. T. “ Elementary Principals Association.” The North Carolina Teacher, Volume III, No. 2, October, 1926, p. 41. Discusses the activities of national and state principals’ associations. “ New Jersey Principals.” The Journal of Educational Method, Volume VI, No. 2, October, 1926, pp. 88-89. Describes activities of a local association in New Jersey. “News of Chicago Schools.” Chicago Schools Journal, Volume VII, No. 9, May, 1925, p. 349. Reports the use of news articles by the principals’ club in bringing information before the public. . “News of Chicago Schools.” Chicago Schools Journal, Volume V, No. 9, May, 1923, pp. 377-378. Reports a demonstration of “ measured teaching.” . Owen, Wo. B. “A Message from the President of the National Education.” Bulletin of the Department of Elementary School Principals, Volume II, No. 3, April, 1923, p. 117. Emphasizes the importance of exchange of ideas among principals through the national organization of elementary school principals. Pesta, Rose A. “ Work of the Principals’ Club in Maintaining the Profes- sional Status of the Principal.” Bulletin of the Department of Elemen- tary School Principals, Volume II, No. 3, April, 1923, pp. 101-109. Describes the development and activities of the Chicago Principals’ Club. Pinxston, Eva G. “Some Professional Programs of the Dallas Principals and Supervisors Association.” Bulletin of the Department of Elemen- tary School Principals, Volume VI, No. 2, January, 1927, pp. 91-93. Outlines topics discussed by groups of the Dallas Principals and Super- visors Association. SarGEaNT, Ine G. “ The Past, Present, and Future of the Department of Ele- mentary School Principals as Seen by the Old Guard.” Bulletin of the Department of Elementary School Principals, Volume VI, No. 1, Octo- ber, 1926, pp. 4-10. Traces the development of the Department of Elementary School Principals with reference to objectives, leaders, and problems. “Study Clubs for Principals.” (Editorial.) The Journal of Educational Method, Volume V, No. 7, March, 1926, p. 277. Commends the activities of school principals as an aspect of the move- ment for training in service. 420 421 42 42 42 4 Tuer Seventy YEARBOOK 557 420. 421. 422. 423. 424. 425. 426. 427. 428. 429. 430. 431. Summer, H. W. “Chicago Schools on the Radio.” Bulletin of the Depart- ment of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 109-110. Reports addresses made by principals before various organizations. “Why Join the Department of Elementary School Principals of the National Education Association.” Bulletin of the Department of Elementary School Principals, Volume V, No. 2, January, 1926, pp. 120-123. (See further: Bulletin of the Department of Elementary School Principals, Volume V, No. 1, October, 1925, pp. 60-62.) Presents statements by students and executives of school adminis- tration on the purposes and value of the Department of Elementary School Principals. “Work of Principals’ Committee of the Chicago Schools.” School and Society, Volume XX, No. 519, December 6, 1924, pp. 718-719. Quotes a superintendent’s letter on the organization for supplying newspapers with constructive material about school affairs. MISCELLANEOUS Bam, Freverick H. “Stimulating the Growth of Teachers.” Volume of Addresses and Proceedings, 1923, pp. 915-916. A discussion of three phases of the superintendent’s work. Bett, Requa W. “A Job Analysis of Superintending the Public Schools in the North Central Association.” Master’s thesis. University of Oklahoma, Wilson, Oklahoma, 1926, 55 p. Based on diaries kept by superintendents for seven days. “Bibliography of Certain Aspects of Rural Education.” U. 8. Bureau of Education Bulletin, 1927, No. 4, Department of the Interior, Washing- ton, D. C., 66 p. Pages 35-42 contain list of references on supervision. CusBErLEY, Ettwoop P. The Principal and His School, Houghton Mifflin Co., Boston, Massachusetts, 1923, 571 p. Deals with the organization, administration and supervision of instruc- tion in an elementary school, through a study of the work of the principal. Cussertey, Ettwoop P. Public Education in the United States. Houghton Mifflin Company, Boston, Massachusetts, 1919, 517 p. Traces the development of education in the United States from colonial to modern times. Dovuctass, Bennett C. “ The Status of the Superintendent.” The First Year book of the Department of Superintendence, February, 1923, Chapter I-X, pp. 7-152. Presents data on the status of the superintendent with reference to training, experience and tenure, his economic status, compensation, and professional activities. EIKENBERRY, Dan H. “Status of the High School Principal.” U. S. Bureau of Education, Bulletin, 1925, No. 24, 78 p. Presents data on the status of high school principals. Recommendations on the principals training. Fisuer, Jessie G. “ Inquiry into the Training of Assistant Principals.” Jour- nal of Educational Method. Volume V, No. 1, June, 1926, pp. 429-433. A study to determine what the colleges were doing for principalships and assistant principalships, and what they considered ideal conditions under which principals should get their practical training. Gist, ArtHur S. “ Professional Study as Viewed by Those in Service.” The Fourth Yearbook of the Department of Elementary School Principals, 1925. “The Elementary School Principalship—A Study of Its Instruc- tional and Administrative Aspects.” Chapter X XVII, pp. 417-423. 558 ELEMENTARY Scuoot PRINCIPALS 432. 433. 434. 435. 436. 437. 438. 439. 440. Presents a rating of topics for the professional training and study of elementary school principals. Horn, Jonn L. The American Elementary School. The Century Co, New York, 1923, 422 p. Deals with the organization instruction and external relations of the elementary school. Hosic, James F. “College Courses for Elementary School Principals.” Teachers’ College Record, Volume XXVII, No. 9, May, 1926, pp. 792-798. A study to determine what courses were offered specifically for elemen- tary school principals in colleges and universities. Koos, Leonarp V. The High-School Principal. His Training, Experience, and Responsibilities. Houghton Mifflin Company, Boston, Massachusetts, 1924, 121 p. A description of the high school principalship including data on salary, training, experience and status. Kyte, Geo. C. “ Reorganization and Administration of an Elementary Schooi to Meet the Needs of a Community.” University of California Publica- tions in Education, Volume 2, No. 2, pp. 77-144. University of California Press. Berkeley, California, 1925, Available in pamphlet form. Describes the reorganization, administration and supervision under- taken in a school on the basis of surveys. Lewis, Ervin E. Personnel Problems of the Teaching Staff. The Century Co., New York City, New York, 1925, 460 p. A study of outstanding personnel management problems arising in public school administration and supervision. McCuvure, Worrn. “ Helping the Principal to Grow Professionally.” The Elementary School Journal, Volume XXVI, No. 5, January, 1926, pp. 339-344. Points out the lack of an inclusive program for the improvement of principals in service and presents a program worked out by a Seattle superintendent. McGaveny, James R., and others. “ Teachers’ Salaries in New York City” Final Report of Citizens Committee on Teachers’ Salaries. Bureau of Publications, Teachers College, Columbia University, New York City, New York, 1927, 256 p. Presents results of study of the teachers salary situation in New York City. Names acceptable bases of fixing salaries and proposes interim schedule with recommendation for ultimate adoption of single salary principle. MacDonatp, Marion E. “A Catalog Study of Courses in Psychology in State Normal Schools and Teachers Colleges.” Yearbook of the Ameri- can Association of Teachers Colleges, 1927, pp. 110-118. Reports a survey of psychology courses offered in state normal schools and teachers colleges. Monroe, Watter S. “ The Undergraduate Curriculum in Education.” School and Society, Volume XXIV, No. 606, August 7, 1926, pp. 177-181. Reports a survey of education courses offered during 1923-24 or 1924-25 in colleges and universities. . O'SHEA, M. V. The Child: His Nature and His Needs. A Contribution of the Children’s Foundation, Valparaiso, Indiana, 1924, 516 p. Represents a survey of present-day knowledge concerning child nature. . Rocers, Don C. “A Six-Foot Shelf for a School Principal’s Professional Library.” Chicago Principals’ Club Service Bulletin No. 3, Chicago, Illinois, November, 1925. Lists books suggested for principals by educators. of ‘0., the Is ” 98, nad Tuer SeventH YEARBOOK 559 443. Rocers, Don C. “A Contrast in Expenditures on Instruction and Expendi- tures on Operation and Maintenance of Plant in the School Systems of the Eight Largest Cities.” Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, January, 1925, pp. 112-114. Study of the relation of school expenditures for instruction and expen- ditures for operation in the eight largest cities. 444, “State Laws and Regulations Governing Teachers’ Certificates,” U. 8. Bureau of Education Bulletin, 1927, No. 19, 301 p. Presents in tabular form the state laws relating to certification, with brief discussion of present status and trends. 445. Trecs, E. W. “A Study in Special Supervision.” The American School Board Journal, Volume 75, Nos. 2-3, August, 1927, pp. 39-40, September, 1927, p. 44. Presents data from special supervisors in different fields concerning their activities. 446. Wuirney, Freverick L. The Growth of Teachers in Service. The Century Company, New York, 1927, 308 p. Discusses problems of the inexperienced superintendent of schools in a small city. APPENDIX TABLE 144—Srates Cuosen To Recelve PrINcIPALs’ QUESTIONNAIRE No. of states No. of states in each chosen for Names of states Name of division division study chosen New England ............ Sous ae 6 2 Connecticut Massachusetts Middle Atlantic ................... 3 1 Pennsylvania East North Central................ 5 2 Indiana Michigan West North Central................ 7 2 Missouri Nebraska Gowth Affamtie 20.2.0. .ccccccc cscs 8 4 Maryland North Carolina Virginia Georgia East South Central................ 4 1 Alabama West South Central................ 4 1 Oklahoma MEI, ica kde sccidveicoseacasan 8 3 Arizona Colorado Montana Pacific ......... Soikee ee ac auer eee 3 1 California MU ida. cawdndeccudar mena acens 48 17 TABLE 145—Numser or Eacu Tyre or Scuoot Reportinc in Eacu GEOGRAPHICAL SECTION Geographical sections » * ‘ East West East West = New Middle North North South South South Type of school En- Atlan- Cen- Cen- Atlan- Cen- Cen- Moun- organization gland tic tral tral tic tral tral tain Pacific U.S. Kindergarten—5 ... 2 2 3 0 3 0 0 0 2 12 OS eer 0 3 1 0 2 1 1 2 0 10 Kindergarten—6 12 18 45 1 16 4 11 13 39 159 errr 17 13 18 0 22 0 7 6 13 96 Kindergarten—7 ... 5 0 9 3 12 0 1 0 3 33 DE niaveaewaes 6 2 7 2 20 2. 1 1 0 41 Kindergarten—8 ... 23 3 29 18 0 0 0 7 22 102 i Gapencaaess 32 8 25 10 2 8 0 5 8 98 Kindergarten—9 ... 3 1 3 0 0 0 0 0 2 9 aaa 4 1 2 0 2 0 1 1 2 13 Miscellaneous ...... 10 7 1 1 6 0 0 7 3 35 BE eccdcsecesce 0 1 2 0 2 1 1 0 2 9 . rere 114 59 145 35 87 16 23 42 96 617 ; ~~ — an. ae. ee ee ne a ee i oi Tue SeventuH YEARBOOK 561 TABLE 146—K1np or ScHoot UNper Supervisinc Principats By Crry Size City ‘8 ize Type of school Under 5,001 10,001 30,001 65,001“ Over ts organization 5000 =.:10.000 30.000 65,000 100,000 100,000 Total Kindergarten—5 ............. 0 0 0 3 1 8 12 I asc pradined a watere . ¢C. Payne, John C., 6: 54 L St., N. E., Wash- ington, D. C. Pearson, M. Blanche, 1829 N. W., Washington, D. C. Peeples, Elizabeth K., 1333 Washington, D. C. Perry, Leon L., 913 P St., ton, D. C. Pimper, Cora II., 1302 Washington, D. C. Pulizzi, B. ~, Tenley-Janney School, Wash- ington, D. C. a ae Leonora C., Washington, D. Monroe St., Harvard St., N. W., Washing- 30th St., N. W., ee Kearney St., m3 ’D. I., 1629 12th St. N. W., Wash- ington, D. C. Savoy, A. wy 217 T St., N. W., Wash- ington, D. C. Scrivener, ert Parkview School, Wash- ington, D. Shankland, 5. D., 1201 16th St., N. W., Washington, D. C. Sheads, Mary Elizabeth, 2000 , Washington, D. C. Shorter,’ M. E.. 1726 Eighth St., N. W., Washington, D. C. 16th St., Sisson, Abbie M., 2715 S. Dakota Ave., N. E., Washington, D C. Smith, A. V.. 1827 S S:., N. W., Wash- ington, D. C. Uyple. John E., 1338 Q St., N. W., Wash- ington, D. Thomas, S. FE, Kingsman School, 15th and D St.. S. E.. W a Bm. ¢: Tolliver, *.. E., 920 S St., N. W.. Washing- ton, D. neeaneice. Mrs. I. W.. 101 Marth C aro- lina Ave., S. E., W ashington. D. Washington. M. L.. St., x w., Washington, D. Cc. — — F., 1320 S St., N. W., D. Wilson. w E., 108 D St., S. ton. D. C. Young, Ave., N. 1012 §S Washing- A, Washing- M. Gertrude. 656 Massachusetts Y. E., Washington, D. C FLORIDA Arrington, Mrs. Stella P., Supervising _ of Primary Schools, Sanford, a. Beal, Beulah, 151 West Ninth St., Jack- sonville, Fla, Beaman, Annie, New Springfield School, 21st and Walnut Sts., Jacksonville, Fla. Benson, Olga D., 1050 S. W. Sixth St., Miami, Fla. Bomford, Mrs. Margaret A., Drive, Tampa, Fla. Carrier, Mrs. Alice Bingham, Central Grammar School, St. Augustine, Fla. Chapman, Mrs. Virginia, 6401 Livingston Ave., Tampa, Fla. 2413 Sunset ' j t Tur Sevento YEARBOOK or i | Christen, Irene S., Supervisor, Elementary Schools, Melbourne, Fla. Coleman, W. S8., 1106 Horatio St., Tampa, rla. Cone, Elizabeth, 6020 Floravista Ave., Tampa, Fla. Cooke, Nellie E., 123 E. First St., Jack- sonville, Fla. Cooper, Neva King, Homestead, Fla. Crawford, Mrs. W. H., 422 E. Cervantes St., Pensacola, Fla. Crouch, Roy A., Florida State College for Women, Tallahassee, Fla. Culver, Mrs. Lola M., Box 157, R. F. D. 2, Jacksonville, Fla, Darby, Mrs. Isabelle, Box 5547, Seabreeze Sta., Daytona Beach, Fla. Fairlie, Margaret C., School 23, Jackson- ville, Fla. oe. Frances, 916 24th Ave., Tampa, Fleagle, Mrs. Luneta, Tampa, Fla. Foulks, Frank M., Tampa, Fla. Fouraker, Nathan B., Franklin, Mrs. C. ITI., Miami, Fla. Freeman, Mayme, 522 N., Pensacola, Fla —_—s. g, Mamie, 109 W. Ross St., Tampa, ‘la Graves, Mrs. Marie M., Jacksonville, Fla. omy, Abigail, 75 N. E. 46th St., Miami, 512 Frierson Ave., 404 FE. Ross Ave., Dinsmore, Fla. 780 N. W. 42d St., Seventh Ave., 554 Lomax St, Gilday, Margaret, 85 N. E. 46th St., Miami, Fila. Hammond, Mrs. A. M., 508 S Tampa, Fla. Hennessee, Mrs. Edna W., Thomas Jackson —. 28th Ave. and 33d St., Tampa, Fl a _o— E. P., 219 W. Park Ave., Winter Park, Fla. Housh, Anna Lytle, Riverside School, 2602 Herschel St.. Jacksonville, Fla. Huff, Mrs. Myrtle N., 224 S. W. First Ave., Ft. Lauderdale, Fla. Hughes, Florence L., 816 Oak St., Jack- sonville, Fla. Jordan, Mattie, 215 S. Tampa, Fla. Lander, C. H., Public Schools, Delray, Fla. Mason, Mrs. M. N., Cleveland School, Tampa, Fla. Nelson, La Verne, 2626 Sunset Drive, Tampa. Fla. Nelson, Mabel, 2626 Sunset Drive, Tampa, Fla. Norris, Mrs. Edith B., Jacksonville, Fla. Pickering. Mrs. R. L., . Oregon Ave., Newport Ave., 414 E. Sixth St.. P. O. Box 97, East- Ray, Mollie E., 624 S. Lake St., Orlando, F Rose, Mrs. Mason H., Bay Haven School, Sarasota, Fla. Ross, Mrs. F. L., Tice School, 741 E. First t., Fort Myers, Fla. Rutherford, Mrs. R. B., 717 Laura St., Jacksonville, Fla. Silver, Mrs. Mildred, West Central School, Orlando, Fla. Sproull, Katherine F., 1545 UWubbard St., Jacksonville, Fla. Upson, Ruth Newell, 1027 sonville, Fla. Vann, H. A., P. O. Box 462, Fla. Weatherly, Hazel, 454 N. E. 38th Terrace, Miami, Fla. Oak St., Jack- Lynn Haven, West, Henry S&., Coral Gables, Fla. Wynn, Mrs Jessie D., Palm Beach Public School, Palm Beach, Fla. University of Miami, GEORGIA Barker, Mary C., 685 Myrtle St., N. E., Atlanta, Ga. — Ira S., 824 E. 38th St., Savannah, Cum Pearl, 301 Washington St., Dublin, 7a. Corrigan, Gertrude, Highland School, At- lanta, Ga. Crawford, Mary A., 632 W. Solomon §8t., ° 7a. Davis. Mrs. W. P., 1006 Greenwood Ave., N. E., Atlanta, Ga, Dubose, Louise Moore, Director of Educa- tion and Social Work, Moultrie Cotton Mills, Moultrie, Ga. Faver, Kate, Georgia Avenue School, At- lanta, Ga. Flynn, Lillian R., Atlanta, Ga. Ilaygood, Martha, Ponce De Leon Apts., 1984 Blvd. De Kalb, Atlanta, Ga. Johnson, Lula M., 259 14th St., N. E., At- lanta, Ga. Martin. A. G., 1140 Gordon St., S. W., Atlanta, Ga. Newnort, Mrs. E. D., Tenth Street School, Atlanta, Ga. lew, Mrs Arthur, 1020 Columbia Ave., At- lanta, Ga. Rhodes, Maude A., Whitefoord School, At- lanta, Ga. Smith, Emma 0O., 114 Coleman Ave.. Macon, Ga. Stallings, Lila, 1017 Egmont &t., wick, Ga. Taylor, Rosa, 227 Bond St., Macon, Ga. Thomas, Mrs. M. C., 48 Inman Circle, At- lanta, Ga. Tuck, Sara F., Atlanta, Ga. ? Wesley, Emma. Atlanta Normal and Train- ing School. Fair St., Atlanta, Ga. R. B., Fair Street School. Bruns- 1010 MeLynn Ave., N. E.., Whitworth, Mrs. Atlanta, Ga, IDAHO tell, O. E., Central School, Idaho Falls, Idaho. Cosgrove, Mrs. Alice G., 517 S. Fourth, Pocatello, Idaho. Coston, Helen, 1708 Warm Sprs. Ave., Boise, Idaho. Eaton, W. F., P. O. Box 416, Jerome, Idaho. Evans, Martha E., Box 346, Pocatello, Idaho. Harding, Velva E., Lincoln School, St. Maries, Idahm Harold, E. W., 405 S. Sixth St., Pocatello, Idaho, Hawk, M. E., Principal of Schools, Shelley, Idaho. Journey, Myrtle, Gooding Elementary School, Gooding, Idaho. McSorley, M. Lillian, The Orchards, Lewis- ton, Idaho Norton, Coral M., 1402 Franklin St., Boise, Idaho. Rawson, Jessie, Box 406, Pocatello, Idaho. Stidwell, Charles A., Box 163, Sandpoint, Idaho. Tweedy, Ira, Superintendent of Schools, Rupert, Idaho. 586 ELemMentAarY Scuoot Principars ILLINOIS Chicago Alsterlund, Mabel A., 2430 Sixth Ave., Mo- Anderson, Anna, Chicago, Il. , 4152 W. End Ave., Chicago, Il. Bacon, Vivian, 1136 Union Ave., Chicago Baer, Mrs. Alice Hogge, Kohn School, 10414 S. State St., Chicago. Ill. 23d St. and 57th Ave., Cicero, Il Barton, Lulu E., 679 Lorena Ave., Wood Bauerle, Martha M., 5559 W. Adams St., Chicago, 7 L., Jefferson School, East Louis, Til. Beck, Paul H., 706 S. Lombard Ave., Oak Park, T!1. Chicago, Il. Beeby, Daniel J., 7646 S. Green St., Chi- Beers, George A., 3250 W. Adams St., Chi- eago, Ill. Billings, Myra C., O’Toole School, 6552 S. Seeley Ave., Chicago, Ill. Morgan St., Chicago, Il. Block, ‘om J., 3250 W. Adams St., Chi- Boley, Arthur William, 700 Williams, Ke- wanee, Il Calumet Ave., Chicago, Ill. Born, William T., 1041 Home Ave., Oak Boughan, Amy, Agassiz School, Chicago, Tl. Brewer, John H., 215 Callender Ave., Brown. Gretta M., Whittier School, 1900 W. 23d St.. nw wg Til. Ainspaugh, Seetge E., 1923 S. Throop St., line, 5482 Blackstone Ave., Armbruster, Bertha S$ Heights, Ill. Bails, Ernest R.. Woodrow Wilson School, River. eee. Beche, Grant, 1225 Sedgwick St., Chicago, Bednar, Christine, 1832 W. Marquette Rd., cago, Ill. Bears, V. L., 941 S. Grove Ave., Oak Park, Blish, Elizabeth, Holmes School, 5525 8. cago, Bonfield, Susan, pontine School, 3200 Park, Peoria, Il. Burke, Catherine A., 6566 Yale Ave., Chi- cago, Ill, as Marenret H., Hendricks School, 3153 W. 43d St., Chicago, Til. aan George F., 1616 S. Avers Ave., Chicago, Il. Cassidy, Rose, 510 S. First St., Rockford. Ti Chandler, Turner C., 7814 Cornell Ave., Chicago, Ill. Cohler, Milton J., 2800 Fulton St., Chi- eago, Ill. Colby, Evelyn, Goodrich School, Chicago, Til. Comstock. W. H., 2031 E. 72d Place, Chi- eago, Ill. Connolly, Agnes L., Forest Park School, Joliet, Tl. Corrigan, Gertrude, Beach Hotel, Chicago, Ill. Cosgrove, Katherine, 1750 Guion St., Ot- tawa, Crakes, C. R., Central Grammar School, Moline, Il. Creedon, Clara W., McCormick School, 2720 S. Sawyer Ave., Chicago, Ill. Crisp, Iva J., Pittsfield, Ill. Crofts, Thomas J., 1912 Wilson Ave., Chi- cago, Il Cummings, Anna, 909 Michigan Ave., Evanston, IIl. Edgewater Cutler, J. Katherine, 2839 Fillmore St., Chicago, Il. Dalin, Judith H., 910 Third Ave., Rock- ford, Tl. Darnaby, Glenn, 311 S. Fourth St., Pekin, Dawson, Russell, 5123 W. 22d Place, Cicero, Tl. Deaver, Arthur G., 7925 Kingston Ave., Chicago, Ill. Dexter, Mrs. Anna B., 1453 Andrews St., Rockford, Ill. Dillon, Bessie O., Kosciuszko School, 1424 N. Cleaver St., Chicago, Il. Dimmett, W. S., Superintendent of Schools, Rock Falls, t. Dolbear, Harriet, 965 N. Court St., Rock- ford, Tl. Donecker, F. C., 6228 Ingleside Ave., Chi- cago, I Doniat, Thecla, 4129 Kenmore Ave., Chi- cago, Il Donnelly, Theresa J.. Logan School, 2238 N. Oakley Blvd., Chicago, III. Dopp, Mary, 5709 Harper Ave., Chicago, oa. Nora F., 758 W. Harrison, Chicago, Drew, Elizabeth L., 5126 University Ave., Chicago, II]. Eastman, Mrs. Helen B., Emmet School, 5510 Madison St., Chicago, Il. Eddy, Bernice C., 6318 S. Maplewood Ave., Chicago, Ill. —, ad C., 3151 Walnut St., Chi- cag Ellis, rite I., Riverside School, Decatur, Fahy, Mildred, Schneider School, 2957 N. Hoyne Ave., Chicago. Ill. — Mary E., 700 Willow St., Chicago, Pegooe. Walter A., 524 Forest Ave., Oak ar Fisk, Mrs. Elizabeth E., 420 Courtland Ave., Park Ridge, 111. Fitch, Mrs. Margaret, 4341 N. Keeler Ave., Chicago, Ill. Forkin, Mary A., 3500 N. Hoyne Ave., Chicago, Il. 1539 Tenth Ave., Rock Freed, Ellen §S., Island, Fucik, Frank A., Pope School, Chicago, Ill. Fuhrman, Mrs. Mabel E., Washington School, Moline. Il. 220 Throop St., Garland, Mrs. Frances, Woodstock, III. Giffey, Hertha, 655 Melrose St., Chicago, Gillet, Harry O., 7219 Paxton Ave., Chi- cago, Ill. Gingrich, William F., 3000 S. Ridgeway Ave., Chicago, Ill. Greges Lydia E., 1204 16th Ave., Rock- or Grimes, Robert L., 547 N. Long Ave., Chi- cago, x Guthrie, Mary G., Gale School, Jonquil ca and Marshfield Ave., Chicago, Hafemann, W. F., Savanna Township High School, Savanna, Ill. Hancock, Arthur W., Supervising Principal of Schools, Westmont, III. Hanlon, Mary R., 1533 E. 67th Place, Chi- cago, Ill Hansen, Herbert C., Taleott School, Chi- cago, s Heidler, Samuel H., 933 S. Fifth St., Springfield, Ill. Hennen, Mrs. Sarah M., 5340 Woodlawn Ave., Chicago, III. Henry, Anna, Christopher School, 50th and Artesian Ave., Chicago, Ill. c Hi ( Ja Jel TuE Seventu YEARBOOK 587 Herman, Irene E., 415 South St., Wood- stock, Il. Hesselbaum, Caroline E., Ave., Chicago, Il. Heuermann, Minna S ., Schley School, Chi- cago, Ill. Hicks, Elvis L., 5644 N. Chicago, Ill. Holbrook, Florence, 4429 Greenwood Ave., Chicago, Il. Holt, Marx Ernest, Seward School, 4600 S. Hermitage Ave., Chicago, II]. Hornbaker, Mrs. Esther’ Perry, McLean Ave., Chicago, Il. Hornbaker, W. R., 2921 McLean Ave., Chi- cago, Ill. Hulva, Josephine K., 505 E. Douglas, Bloomington, Ill. 7450 Greenview Campbell Ave., 2921 Hunter, Mrs. Abbie A., Edgehill Court, Peoria, Ill. Hyman, Mrs. Beatrice C., Arnold School, Chicago, Il. Jackson, Frances R., 2722 E. 76th St., Chicago, Ill. Jacobs, G. Ovedia, Nixon School, 2121 N. Keeler Ave., Chicago, I11. Jaeger, Ida L., Clinton School, 6130 N. Fairfield Ave. ., Chicago, Il. Jamieson, Mrs. Minnie M., 2701 W. Foster Ave., Chicago, Il. Jeffrey, Robert G., 6921 S. Sangamon §&t., Chicago. Tl. sa - ae John A., 641 E. 60th St., Chicago, Tohnéon, eee 410 S. Third St., Rock- ford, pe... B, , nee C., 4540 N. Hamlin Ave., Chicago, Ill. Kearns, Anna M., Bridge School, W. Byron and N. New England Ave., Chicago, Il. Kent. Harold W., 2439 Fargo Ave., Chi- cago, Ill. Kimes, Myrtle E., Kinney, Edward, 625} S. Springfield, 111. Kinnie, Martha B., 817 Bruce St., ford, Ill. Kirkley, Sarah A., Lawndale Ave., Plumb School, Streator, Seventh St., Rock- Ryerson School, 646 N. Chicago, Ill. Kline, Aaron, 521 E. 113th St., Chicago, Ill. Knapp, C. E., 713 W. Grand Blvd. §&.. Springfield, m, 454 S. May St., Chicago, Laing, Lucy I., Ill. Lane, Abby E., 965 E. 62d St., Chicago, Ill. Lanning, Mrs. Bessie, Roosevelt School, River Forest, Ill. Larck, Frank A., 2537 Smalley Court, Chi- cago, Il. Larimore, Leona E., 429 South Sen. Ave., La Grange, Ill. La Rowe, Eugene, 817 S. Sixth Ave., May- wood, Ill. Leary, Bernice, Congress Park School, Eighth Ave., La Grange, Ill. Livingston, Mary B., Mann School, E. 80th St. and Chappell, Chicago, Tl. Lockwood, Cora M., 316 Hillcrest Court, Dundee, Til. Loucks, Mabel R., 3718 N. Chicago, Ill. a i Aimee E., 406 Prospect St., Elgin, Keeler Ave., Me. Aitteter, Abel J., 2126 Prairie Ave., Chi- cago, Ill. McDade, James FE., 8108 S. Green St., Chi- cago, Ill. McGlynn, J. J., Knights of Columbus Club, East St. Louis, Ill. McGuire, Honora E., 533 W. 27th St., Chicago, Ill. Ma rk Sheridan School, McLaughlin, J. A. Sexton School, Chicago, Ill. Me Lindon, Lauretta, Lewis School, 1431 N. Leamington, Chicago, Il. McMahon, Mrs. Edna T., 818 W. 70th St., Cc hicago, Tl. McMahon, Mary, Edgewater Beach Hotel, Chicago, Il. 3419 S. Irving Ave., MeNichols, Anna E., Chicago, Ill. MacConkey, June H., Dante School, 840 S. Desplaines St., Chicago, III. Mack, Helen A., 1330 State St., Alton, Ill. Maclear, John F., 825 Wesley Ave., Oak Park, III. Maine, Helen C., Davis School, 3014 W. 39th Place, Chicago, Ill. Maroney, Mary T., Graham School, 4436 8. Union Ave., Chicago, III. Martin, Cecil W., Box 376, Wood River, Il. Mayo, oe 6420 University Ave., Chi- cago, Milliken, Orris J., 3600 W. Foster Ave., Visa, Chicago, Moncreiff, Mrs. Edna B., Melrose Park School, Melrose Park, Til. 1115 15th St., Moline, Mulberry, Margaret, Roosevelt School, 40th and Caseyville Ave., East St. Louis, Ill. Murray, Josephine H., 817 N. Dearborn St., Chicago, III. ag Hattie A., ll Burnham School, Musgrave, Franklin, Cicero, Ill. Musick, Harry E., 206 S. Kenilworth Ave., Oak Park, Ill. Muthersbaugh, Mabel, Garfield School, Decatur, Ill. Myers, Mrs. Edna R., 1018 Lytle St., Chi- eago, Ill. — Jane A., 1623 W. Park Ave., Chicago, New man, Annie S., Mayfair School, 4626 N. Knox, Chicago, Il. Newton, Dora E., 2809 Ninth Ave., Rock Island, III. Nichelson, Arthur M., 1614 §S. Spaulding Ave., Chicago, Il. Nichols, Fred R., 6200 Kenwood Ave., Chi- cago, Il. Kolmar Ave., O’Brien, John L., 5868 N. Chicago, Il. O’Keefe, Mrs. Mary W., 231 W. 23d Place, c hicago, Ill. Padfield, W. G., Monroe School, East St. Louis, Ill. Parsons, Caroline H., 316 S. Oak Park Ave., Oak Park, Il. Patrick, Mary L., 6080 Kimbark Ave., Chi- cago, Ill. wy Carrie F., 108 W. Oak St., Chi- cago Paxton, Agnes M., 2064 E. State St., Jack- sonville, Til. Pearsons, M. Evlyn, 1031 Dempster St., Evanston, Ill. Pease, Mrs. Gertrude S., 2945 N. Sawyer Ave., Chicago, Il. Pesta, —% A., 11941 Parnell Ave., Chi- cago, Peters, a 1543 Aberdeen St., Chi- cago Heights, Il. Phelps, Mrs. Jennie N., Yale School, 7010 Yale Ave., Chicago, Il. Phipps, G. C., 6031 Woodlawn Ave., Chi- eago, ‘ Pierce, Mrs. Pearl, Washington School, 11th Ave. and W ‘ashington Bivd., May- wood, Il. i R. M., 547 N. Long Ave., Chicago, Pratt, C. W., 613 Garden, Peoria, Ill. Purer, are I., 1314 Winnemace Ave., Chi- cago, 588 ELEMENTARY Scnoort PrINcIPALs om Arthur O., 7018 Perry Ave., Chicago, Reed, Grace, Willard School, 4901 St. Lawrence Ave., Chicago, Ill. Renaud, Flora V., Harvard School, 7525 S. Harvard Ave., Chicago, Ih Riggs, Ora M., Knickerbocker School, 2301 N. Clifton Ave., Chicago, Il. Riley, Mary A., 6456 Lakewood Ave., Chi- cago, Ill. Riordan, Katharine A., 1425 Ava, Chicago, IIl. Roach, Mary M., 439 W. Wood St., De- catur, Ill. a ‘Don C., 1059 W. 13th St., Rohrer, Marie A., 3838 Irving Park Blvd., Chicago, Ill. Rowell, Arthur B., Schools, Glencoe, I Rueff, Mrs. Katherine S., Nightingale a, 53d and Rockwell St., Chicago, nyse, Mary, 3520 Jackson Blvd., Chicago, Sanders, Ellen M., 2337 N. Chicago, I11., Schenk, Otto, 11110 Hermosa Ave., Chi- cago, Schimek, Cecelia B., 1850 S. Keeler Ave., Chicago, Il. — -. want E. W., 226 S. Penn, Belle- Schwede. Charles W.. McClellan School, 3527 Wallace St., Chicago, Il ville a Alice E., 1850 Warren Ave., Chicago, Granville Chicago, Superintendent of Albany Ave., Seaman, Georgia A., Bradwell School, Chi- eago, Ill. Sempill, Ada B., 725 N. cago, Ill. Shaver, Ida A., Cooper School, 19th St., Chicago, Il. Shea, Varian M., 1220 S. Fairfield Ave., Chicago, Il. as Ruth, 912 N. Monroe St., Lotus Ave., Chi- 1624 W. Peoria, Shine, Joseph B., 6241 Evans Ave., Chi- cago, Ill. Simmons, Myrtle T., Junior High School, Monmouth, III. Sleezer, Margaret M., 1155 N. Lincoln St., Anderson School, Chicago, IIL. Smith, Fanny R., 01101 Foster Ave, Chi- cago, Ill. on Fred E., 3901 School St., Chicago, oa. @ Grace, 350 Miriam Ave., Rockford, ll Spurgin, William H., 7855 8S. Shore Drive, Chicago, II. a J. R., Garfield School, Maywood, Sykes, Marion, 5546 Blackstone Ave., Chi- cago, Ill. Thompson, Mary D., 113 8. Ave., La Grange, III. Thorne, Leona L., 4531 Woodlawn Ave., Chicago, Ill. Tobin, Mary EB, Kensington 1820 Yeaton Ave., Chi- cago, Il. Todd, Henrietta M., Orrington School, Evanston, III. Treadwell, Harriette Taylor, 6755 Ridge- land Ave., Chicago, Ill. Tregellas. Ida M., 3046 Logan Blvd., Chi- cago, Ill. Turpin, L. T., Alton, Il. Twohig, Mary E., 970 Edgecomb Place, Chicago, Il. Alton High School Bldz., Van Liew, Helen F., cago Voight, Ida, 415 E. Pleasant, Freeport, Il Waddington, Mattie, 1271 W. Main St., Decatur, I Young School, Chi- Waldo, Ada (., 1204 Third Ave., Rock- ford. Ill. es Rose, 2264 Benton St., Granite City, q Welker, i. L, Eureka, III. = Jennie, 1030 W. Main St., Decatur, bat ge Eugene, 105 La Salle St., Streator, Wesley, J. E.. 2949 Virginia Place, East St. Louis, Ill. West, Lola E, Paso, Il. Wheeler, Effie J., Chicago, Ill. —- Alice H., White. F. U., Superintendent of Schools, 504 W. Division St., Galva, ” White J. Kay, Milledgeville Grade School, Milledgeville, Il. Wildeman, Edward, cago, Ill. Wilkinson, Gilbert H.. Willard, Chauncey C., 6834 Cornell Ave., Chicago, III. Willard, Mary F., Chicago, Ill. Williams, Claude L., 7831 Cornell Ave., Chicago, Il. Williamson, Lilias Ave., Chicago, Til Ww ilson. Irvin A., 3937 Wilcox St., ll Winslow. Charles §&., eago, Il. Winter, Olice, 3210 W. 66th St., Ill Woodbury, Mrs. Florence M., School, Maywood, II1. Wright, Mrs. Lillian H., 420 N. Pine Ave.. Chicago, Il. Young, May E., Louis, Il. Zollman, Mary J., Chicago. Il. Zook, D. E., 212 S. Oak Street, Til. Jefferson Park School, El 2930 Harrison St., Sta. D, 7134 18th St., Moline, Shields School, Chi- 6130 Ellis Ave., Chi- 196 E. Delaware Place, M., 6622 Universit) Chicago, Wells School, Chi- Chicago, Lincoln Froebel School, East St. 5346 Glenwood Ave., Nokomis, INDIANA Ames, Rena, Lafavette School, and Sibley Sts.. Hammond, Ind. — Paul, Baker School, Evansville, nd. Sennett, Birdenia, 37 Barton Ave., Terre Haute, Ind. Bingham, H. Beth. 215 E. Third St., waka, Ind. Brown, Edythe J., 619 Park Ave., South Bend, Ind. jrown, W. Guy, Ind. Buscher, Gertrude, anapolis, Ind. Carter, Charlotte, 329 E. 30th St, Indi- anapolis, Ind. Cook, Nellie B.. 232 N. Ind. Cottingham, Edith, 524 E. First St., ington, Ind. Darling, Mrs. Emily D., 409 W. Ave., Elkhart, Ind. Denzler, Verena, 5160 Pleasant Run Blyvyd., Indianapolis, Ind. Diggs, E. W., 1908 Highland Place, Indi- anapolis, Ind. Calumet Misha- 320 Line St., Decatur. 2928 Park Ave., Indi- 12th St., Elwood, Bloom- Lexington 2s es ew fl | ae. oe ow : Tue Seventu YEARBOOK 589 Donnan, Emma, 252 N. Capitol Ave., In- dianapolis, Ind, Estabrook, Ethel M., 328 W. Sixth Ave., Gary, Ind. Foster, Nancy L., 1002 Park Place, Iam- mond, Ind. Galvin, Celia, 856 N. Rural St., Indian- apolis, Ind. Gaskins. Annette, 626 W. Creighton Ave, Ft. Wayne, Ind. Green, Nell V., 410 E. 20th St., Indian- apolis, Ind. Griffiths, A. M., 1011 Oakdale Drive, Ft. Wayne, Ind. Hall, Edith B., 725 N. Penn St., Indian- apolis, Ind. Hansen, Otillia F., 126 W. Sixth St., Michi- gan City, Ind. Helphinstine. Ida B., 2944 Cornell Ave., Indianapolis, Ind Ifovt, Grace I.., 205 Kinsey St., Richmond, Ind. Hlumphrey, Cecil F., 4164 E. Ninth St., Michigan City, Ind. Hyte, C. T., 317 Crawford St., Terre Haute. Ind. Keller, Mabel, 3237 N. Capitol Ave., Indi- anapolis, Ind. Kimber, Mrs. Grace W., 5471 Pleasant Run Bivd., Indianapolis, Ind. Kirby, Elizabeth, 6021 Bellefontaine St., Indianapolis, Ind. Kirk, M. R., 1222 S. Governor, Evansville, Ind. Knowlton, Mrs. M. B., 3357 Broadway, Indianapolis, Ind. Krug, John C., 729 Bellemeade Ave., Evansville, Ind. Leeds, Elizabeth, 766 Jackson St., Gary. Ind. Lemme, Carl W., Chestnut-Walnut School, Evansville, Ind. Linville, Ray B., 817 Cincinnati St., La- fayette, Ind. Loeper, Helen. 1508 N. Alabama St., In- dianapolis, Ind. Lutz, Charles D., Horace Mann School, Gary, Ind. McGee, Mary, 1483 N. Penn St., Indian- apolis, Ind. McKibben, L. 0., 559 N. Main St., Frank- fort. Ind. McMullen, Mrs. O. J., 539 Shelby St., Shel- byville, Ind. Manring, Minnetta, 1830 Main St., Elwood, Ind. Mason, Kate. 47 The Meridian Apart- ments, Indiannpolis, Ind. Memhard, Lillie A., 208 S. Chapin St.. South Bend. Ind Merrell, Dan R., Chandler School, Goshen, Ind. Miltonhberger, Belle, 505 S. Jefferson, Huntington, Ind. Moran, H. A., Box 333, Mishawaka, Ind. Morgan, Kate W., 11124 Main St., Rich- mond. Ind Owen, J. J.. 24th and Madison Sts.. Ham- mond, Ind. Pearcy, Lola Ellen, 328 W. Sixth Ave.., Gary, Ind. Pedlow, Ella, 3147 N. California St., In- dianapolis, Ind. Pennington, Dorothy, 31 The Blacherne, Indianapolis, Ind. Plaskets, S. B.. Hoagland School, Hoagiend and Butler Sts.. Ft. Wayne, Ind. Rielag, Corinne, 1722 N. Pennsylvania St.. Indianapolis, Ind. Ringham, R. F., 322 Lincoln Way. Ta Porte, Ind. Rodgers, L. E., 325 E. Brown St., Knights- town, Ind. Ruston, Mrs. Elva Henderson, Glen Park School, Gary, Ind. Scott, Elizabeth H., 4159 Guilford Ave., Indianapolis, Ind. Shaver, Charlotte B., 117 Barton Ave., Terre Haute, Ind. Sherwood, Hollace C., Marion Township Consolidated School, Mitchell, Ind. Smock, Lenna E., Indiana Central College, Indianapolis, Ind. Spice, Mary E., 2303 Brown St., Anderson, Ind. Standley, James W., Roosevelt School, Gary, Ind. Stearns, Lizzie J., 1520 Garfield Place, Indianapolis, Ind. Suchanek, Minnie M., 842 Marietta St., South Bend, Ind. Tatum, H,. Theo, Virginia Street School, Gary, Ind. ba i Margaret A., 76 E. Sixth St., Peru, nd. Wenner, Dorothy, 1225 Churchman Ave., Indianapolis, Ind. Witt, Elizabeth R., 534 Bosart Ave., In- dianapolis, Ind. Young, Nora B., 302 E. South St., Lebanon, Ind. IOWA Aron, Hilda, 3311 Jackson, Sioux City, lowa. Avery, Susanna, Lowell School, Sioux City, Iowa. Beall. Ross H., Superintendent, of Schools, Bellevue, Iowa. Beard, Burrus E., Northwood, Iowa. Beckwith, Alma M., 400 Maple St., At- lantic, Iowa. $jorklund, Ethel M., 205 Third Ave., S. E., Oelwein, Iowa. johner, C. A., 2018 Virginia St., Sioux City, Iowa. tovee, Earl E., 1620 S. Palmetto St., Sioux City, Iowa. Bradshaw, Alice, 751 16th St., Des Moines, Iowa. Buettell, Emma L., 11 Prescott Apart- ments, Dubuque, Iowa. Burt, E. Gertrude, 1200 46th St., Des Moines, Iowa. Castle, L. E., Superintendent of Schools, Stuart, Iowa. Christie, Mary S., 425 Independence Ave., Waterloo, Iowa. Connor, June, Irving School, 11th and Jennings, Sioux City, Iowa. Cooper, E. J., Superintendent of Schools, Monona, Iowa. Fickelberg, H. D., 3925 Urbandale Ave.. Des Moines, Iowa. Evans, F. R.. Palmer, Iowa. Finch, Basil M., Washington School, Charles City. Iowa. Finch, Bertha, 3900 Sixth Ave., Sioux City, Iowa. Findley, W. C., 3201 Fifth Ave., Des Moines, Iowa. Fitzgerald, J. E., 1821 Ross St., Sioux City, Iowa. Foster, Fannie A., 2310 Pierce St., Sioux City, Iowa. Funston, Clara, 2419 Cottage Grove Ave., Des Moines, Iowa. Garrette, Corinne, 708 Third Ave., E., Cedar Rapids, Iowa. Grandy, Meta E., 615 38th St., Sioux City, Iowa. Green, Frank E., Superintendent of Schools. Story City, Iowa. Greenhow, Alice Jean, 439 Winona St.. Dubuque, Iowa. 590 ExLementary Scuoot Princrpars Gutekunst, Louise C., 237 S. Eighth, Bur- lington, Iowa. Hagerty, Gussie M., School, Dubuque, Iowa. ~~ > Ethel, 209 N. Delaware, Mason City, Hardin, Nannie M., 903 Fifth Ave., Council Bluffs, Iowa. a B. J., 997 Locust St., Dubuque, owa Horn, Ernest, State University of Iowa, Iowa City, Iowa. Jess, Ellen = Prescott Elementary School, Dubuque, Iowa. 230 N. Marion St., Johnstone, H. C., Ottumwa, Iowa. Lee, 2830 Battleboro St., Des Moines, Iowa. Bryant Jordan, W. King, Pauline, 629 Eighth St., Valley Junction, Iowa. =, R. Sie 917 Virginia St., Sioux City, owa. Kober, stasie, McKinley School, Mason City, Iow Laird Adelaide, 1823 Oakland Ave., Des Moines, Iowa. Langley, Ivy A., 1410 Grove, Burlington, owa Lewis, Mrs. John, 203 N. Delaware, Mason ty, Iowa. Logan, Jack M., Superintendent of Schools, Eagle Grove, Iowa. Ludgate, H. a 4230 Garretson Ave., Sioux City, low 2386 Delhi St., —_ \ opens *p., coun. eo 310 Smith Apartments, Sioux City, Iowa. McCarty, Mary, 107 23d St., Dubuque, Sioux City, Iowa. Mangum. Mantie, Washington School, Council Bluffs, Iowa. Marshall, Emma A., 630 Fenelon Place, Dubuque, Iowa. Matthews, Laura P., 5115 Grand Ave., Des Moines, Iowa. Meredith, Reva, 515 N. Fourth Ave., E., Newton, Iowa. Morse, Florence, Crescent Park School, 27th and Myrtle Sts., Sioux City, Iowa. Moyers, A. E., Superintendent of Schools, Sidney, lowa. Newcomer, Mrs. Mabel, 123 S. Fourth St., Clear Lake, Iowa. tg Mary, 3925 Pierce St., Osborn, Charlotte 3248 Jackson St., Sioux ity Otis Mabel” A., 1113 Walker St., Des Moines, Iowa. Packer, P, C., College of Education, State University ‘of Iowa, Iowa City, Towa. Parkes, Myrtle E., Grinnell, Iowa. wage, Cora A., 511 29th St., Des Moines, owa. Phipps, Ethel, Institution oe Feeble Minded Children, Glenwood, Iowa. Prouty, Mrs. Edith F., 208 Turley Ave., Council Bluffs, Iowa. Reynolds, Maud E., 215 W. Fifth St., ttumwa, Iowa. Rownd, Nellie M., 1113 W. 23d St., Cedar Falls, Iowa. Shanley, Jane, Grant School, 18th and Melrose Sts., Sioux City, Iowa. Sheridan, 7 F., Fulton School, Du- buque, Iow Sloan, Isabelle P., 1514 Rebecca St., Sioux City, Iow Sloan, Mrs. ‘Winnifrea E., 2418 Pierce St., Sioux City, Iowa. Smith, John E., Superintendent of Schools, Webster City, Iowa. Sioux Sesdigven, Anna, 1918 Moines, Iowa. ae Inga B., 348 F Rapids, Iowa. Umpleby, Frances, 2936 Moines, Iowa. Van Pelt, H. E., Washtpzton School, §8. Martha and Bushnell: St., Sioux City, owa. Walker, Minnie M., 1315 Maple St., Des Moines, Iowa. Wold, Ragna, Floyd School, 22d and Court Sts., Sioux City, Iowa. Zinn, D. D., Iowa. 13th St., Des st Drive, Cedar rattleboro, Des 3407 Fourth Ave., Sioux City, KANSAS tapes, 2 Alice, 416 N. 11th St., Kansas City, nsas Barber, Gertrude L., McKinley School, 1026 W. Fourth St., Coffeyville, Kansas. Benscheidt, Ella, Fourth Ave. School, Hutchinson, Kansas. Botkin, Ethel, 102 E. Seventeenth, Hut- chinson, Kansas. Brown, Dora, 1100 Sandusky, Kansas City, Kansas. Campbell, Cora G., 440 W. Eighth, Junc- tion City, Kansas. Cartmel, Alma, Box 465, Great Bend, Kansas. Chaney, Mirian, Schuyler Hotel, Kansas ity, Kansas. Clavin, Maud, 218 S. Kansas Ave., Olathe, Kansas. Cobb, Owen W., Glasco, Kansas. Cock, Jewell, 9 Westport Ave., Kansas City, Kansas. Crump, Lelia, City, Kansas. Drisko, Caroline, 1924 State Ave., City, Kansas. 705 Georgia Ave., Kansas Kansas Eastman, Grace, 1204 N. Main St., Hut- chinson, Kansas. Eichenburger, Flora, Whitmore School, Kansas City, Kansas. Glasgow, Mattie, 429 N. 17th St., Kansas City, Kansas. Godfrey, Ida M., 327 Troup Ave., Kansas City, Kansas. Gray, Maude, 236 N. 18th St., Kansas. Harlan, Laura J., 1106 Washington Blvd., Kansas City, Kansas. James, Nelle N., Grund Hotel, Sixth and Ann Sts., Kansas City, Kansas. Johnson, Rhoda, 934 Washington Blvd., Kansas City, Kansas. Kansas City, Jones, Laura M., 623 Iowa St., Neodesha, Kansas. Jones, ide 724 Nebraska, Kansas City, Kansa Jones, Margaret, 81 N. Mill, Kansas City, Kans Kelley. Verna, 510 W. Third St., Kansa Kieeny, ¢ Gi: idys, 1818 Walker, Kansas City, Kansas. Kiser, Florence, 621 Stewart Ave., City, Kansas. Kutz, Charles H., 216 E. Seventh St. cordia, Kansas. Lewis, Daniel W., 2064 N. Kansas City, Kansas. Loevenguth, O. P., 1402 S. Wichita, Kansas. McCoy, Lucy, 2200 N. 13th St., City, Kansas. ——/ Bertha, 3111 Parallel, Kansas City, Kansas. MacCallum, Hazel, 2200 Grandview Blvd., Kansas City, Kansas. Pittsburg, Kansas , Con- Fourth St., Hydraulic, Kansas oo a Tue SEVENTH YEARBOOK 591 Mahaffie, Ella M., Park School, Kansas City, Kansas Martin, M Minnie, 1118 Haskell, Kansas City, ansa Georgia R., City, Matthews, Garden 1210 Georgia, Kansas Kansas. Miller, Elizabeth, City, Kansas. Nelson, Mary C., Bancroft School, Kansas City, Kansas. — Sara, 3944 Cambridge, Kansas ity, Kansas. o’Keeke, Josephine, 1015 S. Fifth St., Leavenworth, Kansas. Peed, Julia A., Pactola Apartment F, Hutchinson, Kansas. Phillips, George, 2202 N. sas City, Kansas. Ricketts, Lulu B., 1926 N. Ash St., Hut- chinson, Kansas. Riley, Freddie, 2043 N. Sixth St., City, Kansas. Roberts, Grace, 544 Everett, Kansas City, Kansas. Robinson, Ella V., 821 New Jersey Ave., Kansas City, Kansas. Romig, Ida V., 1319 W. Ninth St., Coffey- ville, Kansas. Savage, Maude E., Box 443, Augusta, Kan- sas. Sheppard, Leona, 1042 City, Kansas. Singer, Mrs. Mary J., 341 N. Topeka Ave., Wichita, Kansas. Small, Margaret, 822 Tauromee, Kansas City, Kansas. Tremont, Kan- Kansas Waverly, Kansas a Elizabeth A., Frances Willard School, 35th and Orville, Kansas City, Kansas. Swartz, Lillian, 1620 New Jersey Ave., Kansas City, Kansas. Thomas, Zoe, 202 N. 234 St., Kansas City, Kansas. Vogenitz, Mrs. May H., 302 E. 15th St., Hutchinson, Kansas. Wilson, Mollie, 724 North B St., Welling- ton, Kansas. Wolf, Eva H., 1011 Central, Kansas City, Kansas. KENTUCKY Bligh, Anna M., Parkland School, Louis- ville, Ky. Bowling, J. D., Lothair, Ky. Brow Georgia M., 426 E. Oak St., Louis- ville Ch: eae - dith A., 2441 Carter Ave., Ash- land, Ky. 1524 S. Second St., 1923 W. Chestnut St., Drewry, Mamie M., Louisville, Ky. Du Valle. Lucie N., Louisville, Ky. Foust, J. L., 1800 Frederica St., boro, Ky. Grunder, Anne, J. B. Atkinson School, 2815 Duncan St., Louisville, Ky. Hoehle, Henrietta J., 2117 Bolling Ave., Louisville, Ky. Kahlert, Florence, R. R. 4, Shively, Ky. Krieger, Mrs. Anna, George Rogers Clark School, Louisville, Ky. Kuykendall, Mrs. Karl, Providence, Ky. Lindley, Blanche, 323 E. St. Catherine St., Louisville, Ky. Loewenstein, Fannie H., 82 Willow Ter- race, Louisville, Ky. Loewenstein, Roselyn J., 82 Willow Ter- race, Louisville, Ky. McClelland, Bertha L., 3204 Winchester Ave., Ashland, Ky. McClure, Mary E., Isaac Shelby School, 930 Mary St., Louisville, Ky. Owens- McDaniel, Lottie, 1824 S. Main St., Hop- kinsville, Ky. Mason, Eva T., Eastern Departmental School, Louisville, Ky. Merry, H. R., Lincoln-Grant School, Cov- ington, Ky. Mullikin, O. L., ae County High School, Millersburg, = ge 1306 Highland Ave., Louis- Vv Seekamp, Adelaide, 1634 Lucia Ave., Louis- ville Spurgin, Lucy, 1416 Brook St., y Stutz, Elsa, 2210 Sherwood, Louisville, Ky. Summers, Jennie T., 407 Fountain Court, Louisville, Ky. Tate, Virginia, ville, Ky. Taylor, Mrs. Ellen L., 1300 W. Broadway, Louisville, Ky. Wa oer. Mery V., E. Seventh St., Hopkins- vi wee. Elise, 2210 Sherwood, Louisville, Wellenvoss, Nora E., 1612 Beechwood Ave., Louisville, Ky. Louisville, 220 Broadway, Madison- Woodruff, Natalee, George Washington School, Cabel and Washington, Louis- ville, Ky. LOUISIANA Aitkens, Emma C., 1108 Napoleon Ave., New Orleans, La. Barrett, _ T., 4026 Baudin, New Or- leans, La. Bartholf, Harriet, 842 Shreveport, La. Dixon, Florence E., 3821 Franklin Ave., New Orleans, La. Goldenberg, Rachel, Louisiana Ave. School, Shreveport, La Green, S. J., Thomy Lafon School, New Orleans, La. Hatcher, W. B., Baton Rouge, b McBride, A. A., Parish Supervisor of Schools, Lafayette, La. — R. H., Tioga High School, Tioga, A. Murphy, Ellen L., Benjamin School, Fourth and Magnolia, New Orleans, La. Roger, H. Emma, 2815 St. Claude Ave., New Orleans, La. Stockley, Callie L., 1817 Calhoun St., New og La. Tinsley, J., Rosenthal Grammar School, pon tthe Beg La. White, Mariah D., 901 Cherokee St., New Orleans, La. Williams, Fannie C., 1922 Louisiana Ave., New Orleans, La. Wright, L. Zenobia, 2515 St. Philip St., New Orleans, La. Prospect Ave., Superintendent of Schools, MAINE Buckley, Kathleen L., Bucksport, Maine. Finch, Adelaide V., 39 Howard St., Lewis- ton, Maine. Holland, Leo P., 22 Pleasant St., Water- ville, Maine. King, Helen M., 282 Spring St., Portland, Maine, Lutes, oO. Maine. Pooler, Grace E., 11 May Court, Dexter, Maine. Taylor, Mary E., Camden, Maine. S., University of Maine, Orono, Teague, Grace i.. 137 College St.. Lewis- ton. Maine. Woodbury. Ernest Roliston, Thornton Academy, Saco, Maine. 592 ELemMentary Scuoot Principars MARYLAND Barrett, Jennie M., 710 Gorsuch Ave, Baltimore, Md. Bopst, Molly, Columbia St. School, Cum- berland, Md. Burr, Marvin Y., 3301 Elgin Ave., Balti- more, Md. Correll, Edna E., 13 W. Preston St, Balti- more, Md. Dowling. Nellie F.. Hammond St. Elemen- tary School, Westernport, Md. Ebaugh, Effie M., 700 W. North Ave., Balti- more, Md. Erdman, Rose, 108 E. North Ave., Balti- more, Md. Fitzgerald, Jessie J., Jackson Place School, Jackson Place and Fairmount Ave., Baltimore, Md. Flowers, Ida V., Montebello School, Hart- ford Rd. and 32d St., Baltimore. Md Fuller, Althea R., 830 Green St., Cumber- land, Md. Given, M. E., 3 E. Irving St., Chevy Chase, Harney, Margaret A., Howard Park School, Baltimore, Md. Hoover, L. Mabel, 1771 Homestead St., Baltimore, Md. Hope, Nicholas H.. 19 W. Pennsylvania Ave., Towson, Md. Janney, Mildred H,, Sandy Spring, Md. Johnson, Helen M., Canton Platoon School, First and Hudson Sts., Baltimore, Md. Jones, Charles W., 1143 N. Carey St., Baltimore, Md. Jones, Mrs. Rosena C., East Salisbury School, Pittsville. Md. Kerr, Mary C., 2130 Bolton St., Balti- more, Md. Louis, Hilda, 1724 Eutaw Place, Balti- more, Md. Magers, Ida R.. 1801 Poplar Grove St., Walbrook, Baltimore, Md. Mason. M. Gertrude, 2012 E. 30th St.. Baltimore, Md. Miller, Persis K., School 76. Fort Ave. and Decatur St., Baltimore, Md. Morgan. Gertrude F., Centreville, Md. Porter, Roberta, 5006 Denmore Ave., Balti- more, Md. Powell, Nellie R., Frostburg. Md. Pratt, Harrv T., 2411 Madison Ave., Balti- more, Md. Proctor, Wijliam H., 1334 Druid Hill Ave., Baltimore, Md. Regus, Milton L, 2240 W. Baltimore St., Baltimore. Md. Reindollar, M. Blanche. Homewood Apart- ments, Charles and 3ist St., Baltimore. Md. Rodman, Mrs. Mary E., 1359 N. Calhoun St.. Baltimore, Md. Sanders, Grace S., 2775 Alameda Blvd., Baltimore, Md. Screen, Isabelle, 718 Hill Top Drive, Cum- berland, Md. Shamberger, J. Hiram, 5924 Fernhill Ave., Baltimore, Md. Simpson, I. Jewell, Assistant State Super- intendent of Schools, 2014 Lexington Bldg.. Baltimore, Md. Smith, Ella L., 3206 Guilford Ave., Balti- more, Md. Stromberg, Helen, School 95, Baltimore, Md, Stromberg. Martha, 1 Taney Rd., Balti- more, Md. Suitzer, Mary F., School 3, Montford and Eastern Ave., Baltimore, Md. Talbott, Adele, School 69, Oakford and Granada Ave.. Baltimore, Md. Taliaferro, Ssllie C., 3314 Elgin Ave.., Baltimore, Md, Thalheimer, Florence, Esplanade Apart- cs ment, 2 C, Eutaw Place, Baltimore, Md. Upham, Mrs. Margaret S., 211 Washington St.. Cumberland, Md. Watkins, Lida E., Almeda School No. 2, Stiles and Gough Sts.. Baltimore, Md. Weglein, David E., Superintendent of Schools, Board of Education, Madison and Lafayette, Baltimore, Md. Wenner, E. Virginia, West Brunswick School, Brunswick, Md. Williams, Annie C., 3556 Benson St., Balti- more, Md. Willison, Mildred, 401 Decatur St., Cum- berland, M MASSACHUSETTS Alderman, Etta L, 42 Bliss St., West Springfield, Mass. Allen, Amelia S., 440 Eastern Ave., Lynn, Mass. Allen, Grace A., 25 Bacheller St., East Lynn, Mass. Andrews, Mrs. Fannie Fern, 405 Marlbor- ough St., Boston 17, Mass Anthony, Sophie T., 24 Maple View Ter- race, New Bedford, Mass. Archibald, Jennie S., Franklin School, Medford, Mass. Atkins, Robert S., Thomas N. Hart School, South Boston, Mass. Averill, W. A., 15 Ashburton Place, Bos- ton, Mass. Baldwin. Blanche E., Judson School, Mal- den, Mass. 3arr, John E., Washington School, Lowell, Mass. Barrows, Toward F., Box 85, East Fal- mouth, Mass. Bates, William Lester, Lowell School, Centre St., West Newton, Mass. Baylies, Stella II., 80 Hanover St., Fall River. Mass. 7 Bean, Florence Ordway, 11 Wellman S8t.. Brookline, Mass. Beaumont, Louise M., 1634 Chandler St., Worcester, Mass. Belding, Alice H., Greendale School, Worcester, Mass. Bigelow, Gertrude FE., 52 Columbia St., Brookline, Mass. Bird, Emma §S., Box 65, Islington, Mass. Bliss, Carrie W., 233 Arnold St., New Bed- ford, Mass. Bowden, George I., 92 Monument St., West Medford, Mass. Bowen, Mrs. Alice Day, 14 Day St., Mel- rose Highlaeds, Mass. Bowen, Warren R., 20 Pleasant St., Salem, Mnss. Bowker. Rosa M., 161 High St., Spring- field. Mass. Boyd, Jessie L., Cornish School, Plymouth, Mass. Bradford, Flora B., 12 Higgins St., Arling- ton, Mass. Brainerd, Charles E., 12 Pleasant Ave.. Somerville, Mass. Briggs, Arthur P., Shepard School, Warren St., Lynn, Mass. Briggs, Elizabeth M.. Robert C. Ingraham School, New Bedford, Mass. Briggs, Josephine M., 26 Woodleigh Ave., Greenfield, Mass. Brown, Harriet E., Freeman School, North Adams, Mass. Browne, Florence I., Walnut Square School, Haverhill, Mass. Bulkley, Fannie A., 21 Washington St.., Gloucester, Mass. Burke, Katharine L.. 9A Lynn Shore Drive, Lynn, Mass. —" — Tue Sreventu YEARBOOK 593 Burkhard, Russell V., Armory Street School, Springfield, Mass. Butler, William F., Lamatine Street School, Worcester, Mass. Butterfield, Annie J., 114 Paine St., Wor- cester, Mass. Campbell, Elwyn G., 84 Laurel St., Fair- haven, Mass. Carrigan, Rose A., 53 Sydney St., Dor- chester, Mass. Chaney, Florence A., 49 Boston St., Somer- ville, Mass. Chase, Sara E., Kensington Avenue School, Springtield, Mass. Cheney, Bessie B., Priest Street School, Leominster, Mass. Clark, Miriam P., Hillside School, Medford, Mass. Clegg, Ednah M., Supervisor of Primary Grades, Sharon, Mass. Cloney, Elizabeth V., H. L. Higginson School, Walnut Ave. and Harrishof St., Roxbury, Mass. Coffin, Alice J.. 642 Franklin St., Melrose Highlands, Mass. Coffin, L. H., 21 Darling St., Marblehead, Mass. Coflin, Myra, 121 Park St., Stoughton, Mass. Collins, C. B., Wendell Vhillips School, 3oston, Mass. Connell, Mary §8., 290 S. Beacon St., Fall River, Mass. Cook, Louis D., 2 Morgan Terrace, New Bedford, Mass. Corish, Gertrude L., 86 Mill St., New Bed- ford, Mass. Corson, Alice H., 9 Bayonne, Springfield, Mass. Coyle. James P., Caswell School, Taunton, SLOSS, Cragin, S. Albert, 58 S. Main, Reading, Mass. Crockwell, Winifred Mary, Webster Street School, Medford, Mass. Cronan, Mary H., Church Street School, Chicopee Falls, Mass. Cummings. Helen Howe, Charles R. Wilber School, Sharon, Mass. Cunningham, Mary E., Worcester, Mass. Currier, William G., 181 South St., Hy- annis, Mass. Cushing, Lena, 27 Fellows St., Danvers, Mass. Daniels, Laura A., 172 Euclid Ave., Spring- field, Mass. Davis, Alice A., 43 Beech St., Winchendon, Mass. Davis, Bertha S., 43 E. Emerson, Melrose, Mass. Dingley, Vivian A., 20 Ware St., Cam- bridge, Mass. Dinsmore, Jessie M., Box 105, Medford, Mass. Doherty, Alice M., 19 Hancock St., Everett, Mass Donald, Helen M., 68 Pleasant St., Orange, Tatnuck School, Mass. Doyle, Blanche E., Clarke School, Swamp- scott, Mass. Duffy, Isabel S., 146 Main St., Athol, Mass. Easton, Norman S., 458 High St., Fall River, Mass. Elder, M. E., 60 Corey St., Everett, Mass. Emerson. Edith W., Russell School, Arling- ton, Mass. Fales, Minerva FE., 783 Washington St., Brookline, Mass. Farrar, Alice, Daniel Butler School, Waver- ley, Mass. Farrell, M. Edna, Bennett School, Leomin- ster, Mass. 30 Fisher, Claribel P., Seldon L. Brown School, Wellesley Hills, Mass. Fisher, G. Milton, Millbury Street School, Worcester, Mass. Fisher, Marion H., Colburn School, West- wood, Mass. Fitzgerald, Mae T., Boston Road School, Springfield, Mass. Flagg, Sadie E., 36 Temple St., Springfield, Mass. Flanders, Galen W., 86 Common St., Water- town, Mass. Fletcher, Elaine M., Prospect Street School, Shrewsbury, Mass. Fogwell, Bertha E., 59 Manton St., Fall River, Mass. Footman, Carrie E., 18 Seventh St., New 3edford, Mass. Forbush, L. Mabel, 31-A Spruce St., Wal- tham, Mass. Forster, Bertha E., Brooks School, West Medford, Mass. Foster, Josephine C., Sumner Avenue School, Springfield, Mass. Fraser, Isabel J., 387 Grove St., Fall River, SLAass. Frost, Annie M., 59 Mall St., West Lynn, Mass. Fuller, Milton L., Sawyer School, Glouces- ter, Mass. Gartland, Emma L., 9 Washington St., New Bedford, Mass. Gay, Mrs. Florence I., Falmouth, Mass. Geer, Elizabeth L., 12 Pinckney St., Boston, Mass. Gibbs, Harold D., 14 The Kings Highway, Sagamore, Mass. Gilles, Mary G., 1043 Park Ave., Attleboro, Mass. Given, Margaret E., 29 Locust St., Everett, Mass. Glancy, Mary E., Harris School, Needham, Mass. Gogin, Mrs. Florence M., 56 E. Emerson St., Melrose, Mass. Goodspeed. David H., 202 Taylor St., Wol- laston, Mass. Graham, Elizabeth, Edmund Anthony Junior School, Fairhaven, Mass. Graham, John H., 21 Longfellow Rd., Cam- bridge, Mass. Greeley, Esther N., William Whiting School, Holyoke, Mass. Greenlaw, Evolyn A., 27 Conant St., Beverly, Mass. Grover, Abbie C., 364 Main St., Haverhill, Mass. Guindon, Frederick A., Quincy School, Tyler St., Boston, Mass. Haggerty, Margaret M., 120 South St., Chicopee, Mass. Hall, Flora R., Adams School, Lexington, Mass. Ilall, Rita K., Concord Rd., Billerica, Mass. Harding, Elizabeth G., 23 Essex St., Beverly, Mass. Hartwell, Mildred M., 50 Union St., Green- field, Mass. Ilatch, Bertha C., 30 Dell Ave., Melrose, Mass. Ilathaway, Bertha C., George H. Dunbar School, New Bedford, Mass. Hayward, Elizabeth T., Rockdale School, Northbridge, Mass. Henderson, Grace H., Winslow School, Tyngsboro, Mass. Hennessey, Irene C., 6 Maple St., Ludlow, Mass. Hicks, Edith M., 479 Chestnut St., East Lynn, Mass. Higgins, Effie Grace, 27 Marianne Rd., Waltham, Mass. 594 E.ementary Scnoort Princrpars Higgins, Ethel G., Hardy School, Arling- ton, Mass. 29 Stoneland Rd., Higgins, Thomas J., 40 High St., Springfield, Worcester, Mass. Hillman, Ida E., Mass. Hogan, John J., John R. Rollins School, Lawrence, Mass. Holden, J. Florence, 129 Bowler St., Lynn, Mass. sy Hilda, Talbot School, Billerica, ass Tieieees, Roger F., Willard School, Quincy, Mass Howe, James S., Hubbardston, Mass. Howe, William W., 23 Bates Rd., East Milton, Mass. Hunt, Nellie B., 22 Bacheller St., East Lynn, Pleasant Taun- Lynn, Mass. Hurley, Katharine M. E., 1335 Robeson St., Fall 4 Mass. Jackson, Mary L., 9 Sever, Plymouth, Mass. —_ Emma F. -» 56 Perry St. Brookline, ass Jenkins, Florence S., 70 Maywood St., Worcester, Mass. Jenney, Charles A., Lincoln School, Brock- ton, Mass Johnson, Ethel M., 11 Burrill Ave., ass Jones, Arthur C., Bird School, East Wal- pole, Mass. Jones, Helen P., 36 Curve St., Waltham, Mass. Keenan, Vincent A., 59 W. Border Rd., West Roxbury, Mass. gL Winnifred, 25 Third St., Pittsfield, ass. Kerrigan, Katharine E., Edgeworth Street School, Worcester, Mass. Keyes, Jennie M., R. D. 1, Southbridge, Mass. Keyes, Mary E., W. L. Garrison School, utchings St., Roxbury, Mass. Knight, Harlan P., Cutler School, Somer- ville, Mass. Lamprey, Charles M., Martin School, Hunt- ington Ave. and Worthington St., Rox- bury, Boston, Mass. Larrabee, Ernest A., Street School, Marlboro, Mass. Lawrence, Alice J., Clark Street School, New Bedford, Mass. Lawton, Edna B., 48 Tremont St., ton, Mass. Le Gacy, A. M., Calvin Coolidge School, Shrewsbury, Mass. Linnell, Helen H., 72 Warren Ave., Ply- mouth, Mass. Litchfield, Joshua Q., Master, Agassiz School, Burroughs St. J, Boston, Mass. Lusk, L. Elizabeth, 210 Winthrop Rd., Brookline, Mass. Lynch, John E., 9 Stoneland Rd., Worces- ter, Mass. lense. : John J., 1158 Dwight St., Holyoke, Lynch, ‘Theobald i. xilbert Stuart School, Richmond S8St., Dore hester, Mass. ee Julia A., 16 Day St., Norwood, ass McCarthy, Stella L., 233 Middle St., New Bedford, Mass. McCreery, Charles J., 75 Shawmut St., Fall River, Mass. Driver, Emma McC., 36 Washington St., Beverly, Mass. McMullen, Charles B., 88 Whites Ave., Watertown, Mass. McSkimmon, Mary, 20 Clinton Rd., Brook- line, Mass. Macreading, Anna L., 33 Bonney St., New Bedford, Mass. Maddocks, Chester A., Linden School, Wal- den, Mass Meiys, Mary C., 15 Beacon St., Metcalf, Lucie A., 9 Washburn Terrace, Brookline, Mass. Metcalf, Mira E., 80 Webster Park, West Millea, Jane E., 1 Norwood St., Worcester, Newton, Mass. Mass, Millett, Harold J., 36 Park St, Mass. Moore, Florence E., 227 Pope St., New Bedford, Mass. Moore, Harold I., minster, Mass. Moore, Helen F., 227 Pope St, New Bed- ford, Mass. —, Kate, 105 Park St., New Bedford, Mass Morris, Eva C., 503 Broadway, South Bos- ton, Mass. Morrison, Maria P., 231 Springfield St., Chicopee, Mass. Morrison, William D., 29 Edgewood Circle, Quincy, Mass. Morrissey, Ellen E., Indian Orchard Ele- mentary School, Indian Orchard, Spring- field, Mass. Murphy, Maude A., Maple Street School, Danvers, Mass. Boston, Adams, 154 Grove Ave., wevu- Newell, Anna W., 21 William St., Wor- cester, Mass. Newell, Elizabeth T., Osgood School, Fourth St.. Medford, Mass. Nickerson, Lillie M., 104 Western Ave., Lynn, Mass. Niland, Anna M., Ulysses 8. Grant School, Paris St.. East Boston. Mass. Norris, F. Helen, John D. Hardy School, Wellesley, Mass. O’Hara, Francis J., Thorndike Cambridge, Mass. Oliver, Grace E., Adams Square School, Worcester, Mass. | O'Malley, Mrs. Lena G., 41 Windham St, Worcester, Mass. Palmer, Helen M., Fox District School, Haverhill, Mass. School, i. George W., 2 Cross St., Medford. Mass. Patterson, Wilhelmina. Suite 16, Temple Court, Salem, Mass. Patton, Leonard M., Edward Everett School, Dorchester, Mass. Payne, Roland W., Bancroft School, 61 Sever St... Worcester, Mass. Perkins, Mary I., Machon School, Swamp- scott, Mass. Perry, Peter F., 25 Ba town, Mass Pierce, Arthur E., Lawrence School, Brook- line, Mass. Piper, Walter I., Cobbet School, St., Lynn, Mass. Pottle, Annie C., 31 Floyd St., Mass. Preston, Alice M., Farms and Cove Schools, Beverly, Mass. Putnam, Fannie K., 3% Orris St., Mass. ngs St., Province- Franklin Waltham, Melrose, tadasch, Grace L., 102 Birnie Rd., Long- meadow, Mass. Raymond, Ward, Weir Grammar School, Taunton. Mass. Reagan, Helen A., Gardner Neck Rd., South Swansea, Mass. Reddy, Joseph A., Master, Sarah Green- wood School, Boston 21, Mass. Reed, Alice C., Washington School, Med- ford, Mass. Rhoades, Gertrude L., 171 tevere, Mass. Harris St., ‘ei oe Tue Seventu YEARBOOK 595 Richardson, Arthur C., 14 Greenleaf St., Bradford, Mass. Richorceen. Bertha, 30 Avon Place, Spring- field, Mass. Ric hardson, Gertrude E., Brightwood School, Springfield, Mass. Richardson, Mary E., 59 Walnut St., East Dedham, Mass. tiley, Daisy M., Mass. aia. John C., 17 Roslin St., Dorchester, 104 Park Ave., Attle- Emerson School, Malden, SS. mehante, Martha J., boro, Mass. Rogers, Martha A., 88 Chestnut St., Lynn, Mass. Rowley, Clara, 5 Carney Terrace, Melrose, Mass. Rugg, George, Mass. Ryan, Francis A., Bennett School, Somer- ville, Mass. Ryan, Nellie A., East Union Street School, Springfield, Mass. Sampson, Charles, 14 Avon Way, Quincy, Mass. Sauer, Edith, Carew Street School, Spring- field, Mass. Scheib. Ida E., 11 Elder Terrace, ton Heights, Mass. Seabury, Frank W., 99 Orchard St., Som- erville, Mass. Shean, Helen M., Mass, Sheehan, Julia A, Wellesley, Mass. Shepard, Carrie K., 336 Westfield St., Mit- tineague, Mass. Smalley, Harry, 611 June St., Fall River, Mass. Smith, C. Florence, 23 Wyman S&t., Arling- ton, Mass. Smith, Claude C., Sanford Street School, Attleboro, Mass. Stanton, Cora A., 682 Main St., Worcester, Mass. Starkey, Netty A., 7 Moore Ave., Worces- ter, Mass. Steere, Julia E.. White Street School, Springfield, Mass. Stewart, Edith M., 39 Pleasant St., Ever- ett, Mass. Stott, Helen Maud, Thayer School, Frank- lin, Mass. Sullivan, Katharine C. V., 48 Almy St., Fall River, Mass. Swasey, Marion H., 58 Maple St., New Bedford, Mass. Sweeney, Ellen C., 146 Cottage St., New Bedford, Mass. Sweet, Emily, 22 Hammond St., Waltham, Mass. 321 High St., Fall River, Sweet, George H., Mass. Tompkins, Ethel M., Washington Ave., Pottersville, Mass. 55 Somerset St., Worcester, Arling- Colburn School, Lowell, Hunewell School, Towne, Lillian M., 64 Oak Square Ave., Brighton. Mass. Wainwright, Lottie W., 533 Broadway, Fall River, Mass. Washburn, Annie C., 30 Dell Ave., Melrose Mass. Wentworth, Florence A., 298 Elm St., Wal- pole, Mass Wheeler, Harriet E., 62 Sever St., Wor- cester, Mass. Whitney, William I., 70 Sandwich St., Plymouth, Mass. Wilbur, Howard, 60 Jamaica Way, Ja- maica Plain, Mass. Willard, Addie I., Edward B. School, Winthrop, Mass. Willard, Etta F., 84 Arlington St., Fitch- burg, Mass. Newton Williams, Winnie M., 278A. Cabot St., Beverly, Mass. Willis, N. Elliot, Winthrop Junior High School, Winthrop, Mass. Wilson, Sara E., Commercial Street School, Adams, Mass. Winslow, Ethel M., 45 Maple St., field, Mass. Woodbury, Aimie A., 85 Hale St., Beverly, Mass. Woodward, Mrs. Lovina H., Old Connecti- cut Path, Framingham, Mass. Yeomans, Rosanna, 118 Atlantic Ave., Re- vere, Mass. Green- MICHIGAN Albert, Mrs, Jessie §., 3329 Thompson Ave., Muskegon, Mich. Alward, Marian E., 11870 Ohio Ave., De- troit, Mich. sages Jennie, Oak Grove Club, Flint, Mich. Andrews, Roxie, Benjamin eomy School, Mohawk Ave., — Oak, Arbaugh, W. B., 121 Pulte, "lh. High- land Park, Mich. Armstrong, Mrs. Mary F., 1346 Wealthy St., S. E., Grand Rapids, Mich. Atkinson, E. H., Henry Ford School, Sec- ond and Midland Aves., Highland Park, Mich. Bachmann, Sophie, 1534 Putnam Ave., De- troit, Mich. 3Zacon, Meda, Stocking School, Grand Rap- ids, Mich sauder, Edith M., High School, Ann Arbor, Mich. Baker, Helen T., 3322 Carter, Detroit, Mich. Bangs, Athlyn V., Washington School, Iron Mountain, Mich. Bateman, Grace N., 2721 Gladstone Ave., Detroit, Mich. Bates, Guy, Davison School, 2800 E. Davi- son Ave., Detroit, Mich. Bates, Warner J., Whitney School, Ham- tramck, Mich. 1861 Catalpa Beaman, Mrs. Blanche C., Drive, Berkley, Mich. Beckett, Mary, 1018 Broadway, Bay City, Mich Beers, Vivien, 895 Maple St., Battle Creek, selisle. John H., Winterhalter School, 12121 Broad St., Detroit, Mich. Blatter, Dorothy, Kensington School, Grand Rapids, Mich Booth, Evelyn, 70 Alger, Detroit, Mich. fSowen, D. 434 Colonial S., Detroit, Mich. Brewer, Jessie M., 28 State Ave., Pontiac, M Mich. Broeggzer, Elsie J., 3730 Seminole, Detroit, en, Brooks. Dorothy L., Roosevelt School, Ferndale, Mich. Browe, Herman J., 214 Worcester Place, Detroit. Mich. Brown. Mrs. Jeannette R.. 1224 Bates St., S. E., Grand Rapids, Mich. 3rown, Mary M., 1505 Field Ave., Detroit, Mich. Buckley, Dorothy, Angell School, S. Uni- versity Ave., Ann Arbor, Mich. i Nina M., 507 Thomson 8St., Flint, ch. Carpenter, Mary, 1315 Hillcrest, Kalama- zoo, Mich. Carpenter, R. R., 340 W. Webster Ave., he ig Mich. Carr, BE. F., 5002 Clarendon Ave., Detroit, Mich. 596 ExementTary Scuoot PrRINcIPALS Cagsol. Agnes, 239 E. Palmer, Detroit, Casrell. Mae B., 239 E. Palmer, Detroit, Caswell, Inez E., 13120 Wildemere, De- troit, Mich. Charbonneau, Anna M., 2934 Clairmount, Detroit, Mich. Chase, Margaret T., Logan School, 3811 Cicotte, Detroit, Mich. Chase, Martha B., 808 Bush St., Jackson, ich. Cherry, Myrtle E., Central School, Grand Haven, Mich. ar: Mary A., Coolidge School, Fern- ale, Mich. Cleveland, J. Arlene, John P. Wilson School, Pontiac, Mich. Coates, Elizabeth M., 2705 Lapeer St., Flint. Mich. Cogshall, Charles H., Hall School, Grand Rapids, Mich. Cortright, Frances, Griswold Park School, Jackson, Mich. Cousins, Esther J., 5924 Moran St., De- troit, Mich. Crane, Mrs. Mary E., 1592 Fifth St., Mus- kegon, Mich. Cos. Rose, 144 Longwood Ave., Detroit, c Cummings, Jennette, 325 W. Hudson St., Royal Oak, Mich. Curtis, Eva M., 1030 Grand Traverse, Flint, Mich. Curtiss, Dale, 2986 Wreford Place, Detroit, al c . ae. Marie, U. S. Grant School, Halfway, ich Davis, Besse Tohill, Lincoln School, Oak St., Wyandotte. Mich. Dawson, Edwin, Guest School, Fenkell and Myers, Detroit, Mich. Decker, Mrs. ow 129 Orchard Ave., Battle Creek, Mich. De Manigold, Mae L. G., 1031 Wayburn Ave., Detroit, Mich. Derbyshire, Mrs. Anna H., 538 Asylum St., nt, Mich. Dicken, Carrie L., 1109 Wells St., Ann Arbor. Mich. Doerr, Lester C., Palmer School, Grand Rapids, Mich. Doherty, ban? C., 8788 Quincy Ave., De- troit, Doran, Margaret, 439 Fulton St., Grand Bay City. Rapids, Mic on = ‘Corbin School, oe. ee E., 160 State Ave., Pontiac, Drew, Mrs. Mina P., Oral School for the peat. Ottawa Hills School, Grand Rapids, ch. Drouin, Alice V., 1063 Beaconsfield Ave., Detroit, Mich. Durgan, Guy A., 14512 Ashton Blvd., De- troit, Mich. Dyball, — Helen, 308 W. Witherbee St., Flint, M 2672 W. Grand Bivd., De- Egan, Ay a troit, Mich. Eichenberger, Ursula, 87 N. Wabash Ave., Battle Creek. Mich. Faubairn, Marion D., 889 Chicago Blvd., Detroit, Mich. Fee, Lena M., 710 S. Oakley, Saginaw, W. S. Mich Fink, Mrs. Jessie M., Grand Rapids, Mich. Fleming Jennie M., 1971 Longfellow Ave., Detroit. Mich Flintoff, Theodore W., Fairmount Park School, Grand Rapids, Mich. Buchanan School, Pontiac, Mich. Fritz, Sarah M., 1115 S. Washington Ave., Saginaw, E. 8. Mich. 219 N. Center St., Royal Oak. Mich. Fuller, Ada A., Madison School, Gay, Mrs. Clara, Coldbrook School, Grand Rapids, Mich. a en. Geletzke, Minnie L., Wilson School, Fern- dale, Mich. Detroit, Mich. Green, Minnie, Angell School, Berkley, Greenbaum, Bertha, 318 Paris Ave., S. E., Gregory, Arnold C., 1416 Victoria Ave., Lincoln Park, Mich. Fosdick, Grace, 142 Auburn Ave., Froelich, Dorothea E., Grand Rapids, Mich. Geer, Florence E., 6920 Sylvester, Detroit, Gordon. Grant W., 2275 La Mothe Ave., Mich. Grand Rapids, Mich = Ella M., Zimmerman School, Flint. Haas, Cora L.. County Commissioner of Schools, R. F. D. No. 5, Ann Arbor, Mich. Hall, Isabell, 288 Josephine Ave., Detroit, Mich. Hamilton, Esther, 2901 W. Philadelphia Ave., Detroit. Mich. Harrison, Mrs. Florence, 1016 Ann Arbor St., Flint, Mich. Harvey, Cora B., 227 Henry Ave., S. E., Grand Rapids, Mich. Hedrick, Ethel D., 1215 Hill St., Ann Arbor, Mich. Helmer, Mrs. Mina, 1814 Mable Ave., Flint, Mich. Hendry, Frank, 153 Hendrie Blvd., Oak, Mich. Hendryx, Luella Theodora, 524 S. Seventh St., Escanaba, Mich Herrington, Florence, 105 Franklin Bivd., Pontiac, Mich. Hilborn, Mrs. Clara M., 2005 Francis Ave., Flint, Mich. Hodgkins, Mrs. Wilhelmina, 203 E. Lytle St., Ionia, Mich. Horton, Mrs. Jeannette, Garfield School, Wyandotte, Mich. Houghton, Alice C., City, Mich. Hulet, Arno L., Pontiac, Mich Jones, Etta F., 1044 Fairmount St., S. E., Grand Rapids, Mich. Kaye, oe W., Paw Paw High School, Paw Paw, } Mich. Keck, Christine, 1842 Sherman St., Rapids. Mich Kellum, M. Effie, 1219 Bement St., Lansing, h Mich. os ed M., 301 W. Third Ave., Flint, ich. Kemp, Maude E., Breitmeyer School, 8210 Cameron Ave., Detroit, Mich. Kern. Howard A., Jefferson School, Fern- dale, Mich. Kessler. Florence, Mich. Kirschman, Mrs. Winifred A., Ave., Battle Creek, Mich. Knooihuizen, Marguerite, Coit Grand Rapids, Mich. Knowles, Maye B., 325 W. Jackson, Mich. Kuhn, Florence E., 5963 Cadillac Ave., De- troit, Mich. Kyte, George C., School of Education, Uni- versity of Michigan, Ann Arbor, Mich. Laing, Earl R., 16479 Winchester Blvd., Detroit, Mich. Royal 100 Niagara St., Bay Baxter School, Grand 2489 Taylor, Detroit, 22 Terrace School, Washington, neg re HRY EH Tue SeventH YEARBOOK 597 Lamport, Harold B., Liberty School, Ge- neva and Soniya, Highland Park, Mich. Lamson, Mrs. Gertrude, 75 Woolnough Ave., Battle Creek, Mich. Lang, Marion M., 533 E. Mt. Hope Ave., Lansing, Mich. Lightbody, William, 1689 Atkinson, De- troit, Mich. Livingstone, Ruby, Walker School, Grand tapids, Mich. Lockwood, G. O., Furgason School, River Rouge, Mich. Lodge, Mary F., Assistant Principal, Majeske Scheol, 2139 Trombly, Detroit, Mich. McBain, Mrs. Lenora M., 310 W. Van Buren St.. Battie Creek, Mich. McConnell, Clara E., 670 Pingree St., De- troit Mich. —— Mary D., 226 Perry St., Pontiac, Mie MeGoldrick, Mary, 1237 Trumbull Ave., Detroit, Mich. McGowan, Margaret C., 2535 Atkinson Ave., Detroit, Mich. McLeod, Lena E., Clark School, Flint. Mich. McVean. Gertrude, 327 Perry, Pontiac, *h. Maher, Anna J., 1056 Lenox, Detroit, Mann, M. Blanche. Union School. Grand Rapids, Mich. Marschke, Emily R., 834 W. Huron St., Ann Arbor, Mich. Maren. Mrs. Lettie, Harrison Park School}, Grand Rapids, Mich. Marshall, Irene, 8840 Second Blvd., De- troit Mich. Martin, Almira M. D., Western State Teachers College, Kalamazoo, Mich. Martin, Mrs. Frances. 202 Upton Ave., 3attle Creek, Mich. Mason, Mrs. Bertha, S. Division School. Grand Rapids, Mich. Matthews, Mrs. Nora, Grand Rapids. Mich. Merrill, John, Lingemann School, 567 Montclair Ave., Detroit, Mich. Minore, Hazel B., 2109 Francis Ave., Flint, Mich. Mitchell, Mrs. Louise K., Turner School, Grand Rapids Mich. Montgomery, Rhoda, 2383 Trombly, De- troit. Mich. Morley, Lillian C., Ives School, 1146 Philip Ave., Detroit. Mich. Moss, Helen A., 919 Lapeer St., Flint, Elementary Sheldon School, Mich. Mulholland, Mary, 848 Reed St... Kala- mazoo,. Mich. Mumford, E. H. E., George W. Ferris School. Hichland Park, Mich. Munn. Mae T., School 3, Ecorse, Mich. Murphy, Anna E., 2233 Clements Ave., De- troit, Mich. Nurnberger, TT. S., Superintendent of Schoo's, Saline. Mich. Page, Florence, 11870 Ohio, Detroit. Mich. Pajmer. Eva N., 176 Summer S8St., Battle Creek, Mich. Patterson. Minna, 2235 Pingree Ave., De- troit, Mich. Pavette, Pearl, Pearson, Mrs. Carolyn A. St., Flint. Mich. Pickett, Lillian, 111 W. Baker St., Flint. Mich. Plank, Carrie, 458 Second St., N. W., Grand Rapids, Mich. Potter. Mrs. Fdna H.. 301 Dale St., N. E., Grand Rapids. Mich. Raine, Ida. 40 Frelinghuysen Ave., Battle Creek, Mich. 3edford Mich. $321 E. Newall 75 Avalon Ave., De- Jefferson School, Grand Michigan School, 7601 Palmetto Drive, Raiss, Edna K., 9235 Agnes, Apt. 97, De- troit, Mich. Riggs. Cora M., ich. Robinson, Henrietta A., 1660 Calvert Ave., Detroit, Mich. Falls, Mich. Battle Saginaw, E. S. Mich. Ryan, Lenora M., S. Berkley St., Kalamazoo, Mich, Shattuck, Alice B., aw, Edith E., 6533 16th St., Detroit, Kalamazoo, Mich. Sigler, Mrs. Lou I., 1413 Bates St., S. E., roe, Mich. Smith. Mrs. Edith, 154 Fitzhugh Ave., Ss Oak, Mich. Margaret. Stapleton. Mrs. Louise V., 1669 Plainfield Drive, Muskegon, Mich. Stout. Grover C., W.. Grand Rapids, Mich. Sullivan, Mary C., 3219 Grand Ave., W., Pleasant Ridge. Detroit, Mich Thomas, John S., 4375 Buena Vista, W., Detroit, Mich. 4744 Second Blivd., Unruh, Leah B.. Parkland School. North Grand Rapids, Mich. troit, Mich. Reaume, Rhoda, 6141 Stanton Ave., De- Redman, Mabel M., troit, Mich. Rapids, Mich. | , Mrs. Etta, 3453 Montclair, Detroit, Ritchie. Mrs. Grace, Grand Rapids, Mich. Detroit, Mich. Robison. Alice E.. 103 Hazlewood Ave., Rogers, Barton J., 714 Park Ave., Crystal Ross, Margaret, 75 Chestnut St., Creek, Mich. Ross, Meta, 5440 Cass Ave.. Detroit, Mich. Rouse. Jessie H., 2503 S. Washington Ave., Rudduck, Lillian W., 5670 Missouri Ave., Detroit, Mich. 429 Eighth St., Esca- naba, Mich. Schoolcraft, Pearl T., 118 Semer, Mrs. Barbara, 305 S. Fifth St., Escanaba, Mich. 15 E. Howard St., Pon- tiac, Mich. Mich. Shenstone, Anna H.. 325 Burr Oak §&t., Short. Mrs. Mabelle I., Washington School, Flint. Mich. Grand Rapids, Mich. Smith, Annn F., 814 Washington St., Mon- Smith, Bertha, Juvenile Home School, Grand Rapids. Mich. S. E., Grand Rapids, Mich. Smith, Hattie, 325 W. Hudson St., Royal Spooner, Janet Gourlay, 2831 E. Davison, Detroit, Mich. Standard, 29 Marshall S&t., Battle Creek, Mich. Ave., N. E.. Grand Rapids, Mich. Stevenson. Carlie A.. 1417 Lake Shore Stevenson, Jessie, Sibley School, Grand Rapids, Mich. Detroit. Mich. . . Strahan, Margaret. 5 Mt. Vernon Ave., N. Strickland. Rena M., 616 W. Fourth Ave.. Flint, Mich. Detroit, Mich. Sweeney, Angela, 13 Oakland Park Blvd., Terry, Marion M., Hotel Lenox, Detroit, Mich. Detroit. Mich. Thompson, Paul, Sill School, 5000 30th. Thorne, Virginia S., Detroit. Mich. St., Flint, Mich. Van Buren, Frances, Lafayette School, Wagester, Luella R., Royal Oak, Mich. Northwood School, 598 ELEMENTARY Scnoot PrIncrpars Walcott, E. Forrest, Northrup School, River Rouge, Mich. Ward, Clara, Franklin School, Grand Rapids, Mich. Ward, Evelyn, Fountain School, Grand Rapids, Mich. Warner, Frances L., 881 Collingwood Ave., Detroit, Mich. ee Wyla, Oak Grove Club, Flint, ch. Weatherby, M. Emmett, 750 Burlingame Ave., Detroit, Mich. Weatherly, Mrs. Louise, East Leonard School, Grand Rapids, Mich, Weatherwax, Mrs. Anna P., 424 Henry Ave., Grand Rapids, Mich. Weter. Grace, 513 S. Troy St., Royal Oak, Mich. Wilbur, Floyd C., 104 Second St., Vander- cook Lake, Jackson, Mich. Wilson, Adelaide M., 524 Greendale Ave., Detroit, Mich. Wineman, Mrs. Catherine, 1099 Van Dyke Ave., Detroit, Mich. Worfel, Georgia, Plainfield School, Grand Rapids, Mich, York, Edna M., 1005 Madison Ave., Grand Rapidg. Mich. Young, Mrs. Amelia D., Keating School, 401 Dickerson St., Detroit, Mich. MINNESOTA Atkins, George F. B., 547 Laurel Ave., St. Paul, Minn. Bank, A. M., Sumner School, Minneapolis, Minn. Barron, Caroline, Kenwood School, Min- neapolis, Minn. Bartholf, Mrs. Kate J., Emerson School, Minneapolis, Minn. Belting, Lucretia, Park Point School, Du- luth, Minn. Benson, Gudrun, Trudeau School, Minne- apolis, Minn. Boysen. Mrs. Agness, Lyndale School, 34th and Lyndale Ave., Minneapolis, Minn. Bradseth, Alice M., 1109 E, Sixth St., Duluth, Minn. Brezler, Anne, Garfield School, Minneapo- lis, Minn. one Caroline, 679 Lincoln Ave., St. Paul, Minn. Butier, Margaret F., Webster School, St. Albans St., St. Paul, Minn. Cecil, Ruth M., Webster School, Monroe and Summer Sts., Minneapolis, Minn. Coleman, Gertrude, 2007 Selby Ave., St. Paul, Minn. Collins, Margaret E., Madison School, 15th St. and Fifth Ave. S.. Minneapolis, Minn. Converse, Lula R., Gorman School, St. Paul, Minn. Culbert. Edwin C., Adams School, Frank- lin Ave. S. and 16th Ave., Minneapolis, Minn. Donahue, Mary F.. Bryn Mawr School, Russell Ave. and Cedar Lake Rd., Minne- apolis, Minn. Dosdall, Bertha A., 1322 Paul, Minn. Dougherty, Sada, 3247 Holmes Ave. §&., Minneapolis. Minn. Driscoll, Josephine, Lafayette School, St. Paul, Minn. Drohan, Gertrude, Cleveland School, Rus- sell and 33d Ave. N., Minneapolis, Minn. Dutton, Mrs. Jean U., Standish School, Minneapolis, Minn. Eaton, Adelaide M., 32 Granville Apts., 432 E. Second St., Duluth, Minn. Emery, Rhoda, Julian C. Bryant School, Page and Charlton Sts., St. Paul, Minn. ayton Ave., St. Erickson, Cornelia, Johnson School, Minne- apolis, Minn. Everall, Bess E., 419 Fountain St., Al- bert Lea, Minn. Everson, Helene D., 812 Woodland Ave., Duluth, Minn. Farmer, Mrs. Lillis E., Minn. Fawcett, Jessie E., 600 W. Franklin Ave., Minneapolis, Minn. Fields, Nellie M.. Clinton School, Fourth Ave. §., and 28th St.. Minneapolis, Minn. Frank, 8. Marie, Ensign School, Piedmont Ave., Duluth, Minn. Frederickson, Claire. Howe School, 43d Ave. S., and E. 38th St., Minneapolis, Minn. Gaus, Ottelie J.. Pierce School, N. E. Broadway and Filmore St., Minneapolis, Minn. Gee, Florence L., Audubon School, Minne- apolis, Minn. Gorman, Mary, 727 E. Third St., St. Paul, Minn. Green, Anna B., Rice School, Granite and Agate Sts., St. Paul, Minn. Gundlach, Lucy, 1726 Lincoln St., St. Paul, Minn. Hamilton, Katharine. Department of Edu- cation, Endicott Bldg., St. Paul, Minn. HIansen, Meta, McKinley School, Minne- apolis, Minn. Hanson, Lillian C., Bryant School, Duluth, Minn. Harger, Lena L., 2315 Irving Ave., S., Minneapolis, Minn. IIellberg, Charles F., Minneapolis, Minn. Higgins. Irene E., Chester Park School, Duluth, Minn. Holcombe, Selma V., 822 S. Second St., Stillwater, Minn. Holtz, Jennie F., Irving School, 17th Ave. S. and 28th, Minneapolis. Minn Some, Mary J., Deane School, St. Paul, Minn. 30x 876, Gilbert, Seward School, Jameson, F. May, Lymanhurst School, Minneapolis, Minn. Jasperson, Lillian M., Bremer School, Minneapolis, Minn. Johnson, Jennie U., 617 Portland Ave., Apt. 305, St. Paul, Minn. Keckefoth, Ethel H., Washington School Eighth Ave. and Sixth St. S., Minne- apolis, Minn. Kensinger, Floy, 15 Chester Terrace, Du- luth, Minn. King, Margaret M., 842 Laurel Ave., St. Paul, Minn. Kirk, A. W.. Jackson School. Edmund and Arundel Sts., St. Paul, Minn. Kottke, George G., Supt. of Schools, Win- dom, Minn. Krogstadt, Marie C., 4336 Aldrich Ave., S.. Minneapolis, Minn. Larkin, Jane V.. 46 N. Hamline Ave., St. Paul, Minn. Lichtenberger, James, Morris Park School. Minneapolis, Minn. Lommen, Olga, Dowling School, Minne- apolis, Minn. Lynch, Maria A., Willard School, Minne- apolis, Minn. McAlister. Gladvs M., 905 W. 44th St.., Minneapolis, Minn. McCauley, Clara, Tilden School, St. Paul, Minn. McClellan, Mary F., J. J. Hill School, Ox- ford and Selby, St. Paul, Minn. McGregor, Lulie, Harrison School, Minne- apolis, Minn. McGrorty, Eugenie, Ericsson School, Edg- erton and Jenks Sts., St. Paul, Minn. eee ae Pe ha ea ake Me! a Ma } Tuer SeventH YEARBOOK 599 McLellan, Iluber D., 202 S. Ash St., Crook- ston, Minn. MeNaughtan, Edith L., Guttersen School, St. Paul, Minn. Maass, H. H., Horace Mann School apolis, Minn. MacGregor, Effie, John Burroughs School, Minneapolis, Minn. Mallory, Blanche, 715 E. First St., Duluth, Minn. Martin, Mary L., Schiller School, Minne- apolis, Minn. Mather, Helen, 2011 Third Ave. S., Minne- apolis, Minn. Maxson, F. E., Richfield-Roosevelt School, Minneapolis, Minn. Meinhardt, Anne W., Lakeside School, Du- luth, Minn. Mettam, Mary E., 405 Vine St., Albert Lea, Minn. Mooney, E. A., apolis, Minn, Morrill. Elisa C., Rosedale School, Minne- apolis, Minn. Murray, Albert Sherman, 1242 W. Minne- haha St., St. Paul, Minn. Nelson, Anna B., Cobb School, Duluth, Minn. Elizabeth, 121 N. Hubbard St., Nessel, Crookston, Minn. Neville, Mrs. Blanche C., Robert Fulton School, 49th and Vincent S., Minne- apolis, Minn. Newell, Bernice, 2809 Park Ave., Minne- apolis, Minn. Newman, Frank R., Franklin, Minn. Nye, Ellen S., Van Cleve School, Minne- apolis, Minn. Nyhus. Ellen, Lafayette School, Minneapo- lis, Minn. Pahr, Ida C., 2220 Seabury Ave., Minne- apolis, Minn. Peters, Leone E., 2508 First Ave. S., Minneapolis. Minn. Petersen, Edith Barney, Motley School, Dartmouth Ave. and Erie St., S. E., Minneapolis. Minn. Peterson, Russell S., Baker School, Ray- mond Ave, and Territorial Rd., St. Paul, Minn. Porcher, Maria R., 3549 Dupont Ave., S., Minneapolis, Minn. Porter, Eva A., Jackson School, Duluth, Minn. Probst. Ella, 2444 First Ave., S., Minne- apolis, Minn. Reed, Myrtle, 4008 Sunnyside Ave., S., Minneapolis, Minn. Riedell. Adaline M., John Ericsson School, Minneapolis, Minn. Ringdahl, Robert. Corcoran School, 19th Ave. S. and 34th St., Minneapolis, Minn. — Caroline, 301 Avenue E., Cloquet, Minne- Sheridan School, Minne- Minn. Ritchie, Viola, Box 1116, Ely. Minn. Rosel, W. G., Hendrum, Minn. Rossman, Mabel, Washburn School, Du- luth, Minn. Roverud, Ella M., 622 Grand Ave., St Paul, Minn. Ruddy. Harriet E., Phalen Park School, Payne Ave. and E. Rose St., St. Paul, Minn. Saam, Selma Louise, Hawthorne School, 24th Ave. N. and Sixth, Minneapolis, Minn. Sand, Anna, 27 W. 36th St., Minneapolis, Minn. Sarff. Gladys V., 929 E. Fifth St., Duluth, Minn. Schoonmaker, N. B., Pillsbury School, 23d and Hays, N. E., Minneapolis, Minn. Seeley, Mrs. Jennie L., 1916 Second Ave., S., Minneapolis, Minn, Shaughnessy, Gertrude, Grant School, Minneapolis, Minn. Sherwood, Esther, 3514 Irving Ave., N. Minneapolis, Minn. Sherwood, Grace B., Agassiz School, Har- riet and 38th St., Minneapolis, Minn. Shove, Helen B., Longfellow School, 31st Ave. S. and 32d St., Minneapolis, Minn. —_ Cc. D., Jackson School, Minneapolis, Minn. Sifert, E. R., Jefferson Junior High School, Minneapolis, Minn. Stanley, Elizabeth A., 747 N. E. Madison St., Minneapolis, Minn. Staudenmaier, W. W., Prescott School, Minneapolis, Minn. — Leone M., Elba School, Gilbert, Minn. Stone, Mrs. Genevieve L., Whittier School, epee and 26th Sts., Minneapolis, Minn. Strate, Nettie M., 3032 Colfax S., Minne- apolis, Minn. Sutton, Gertrude K., Hamilton School, Minneapolis, Minn. Taylor, Edith B., 1430 W. Minnehaha 8t., St. Paul, Minn. Taylor, Jessie E., 3832 23d Ave., S., Minne- apolis, Minn. Towne, R. H., Superintendent of Schools, Fairmont, Minn. Voigt, Alfreda H., Portland School, Oak- land and 41st St., Minneapolis, Minn. Von Borgersrode, Mrs. Gladys, Nokomis Park School, 28th Ave., S., and 60th St., Minneapolis, Minn. Voorhees, Joseph V., Jr.. Box 122, Browns- dale, Minn. Wallar, BeuJah H., 1596 Summit Ave., St. Paul, Minn. Watson, Louise H., Warrington School, gag and E. 37th St., Minneapolis, Minn. Weld, Paul A., 2914 Hibbing Ave., Hibbing, Minn. White, Mrs. Henry R., 309 Fourth St., N. E., Little Falls, Minn. White, Zada A., 107 W. 52d St., Minne- apolis, Minn. Whitman, Jessie L., 115 S. Victoria St., St. Paul, Minn. Wiersch, Mrs. Marion, 22 S. 64th Ave., W., Duluth, Minn. Wilder, Leone, Cooper School, 44th Ave., S. and 33d St., Minneapolis, Minn. Wilkinson, Sarah H., Whitney School, Minneapolis, Minn, Williams, R. Mabel, 401 N. Broadway, Brainerd, Minn. Wolfe, H. Alena, Merritt School, Duluth, Minn, Wood, Harriet T., Cavell School, Filmore and 34th N. E., Minneapolis, Minn. Yeaton, Clyde E., 1934 Aldrich Ave., S., Minneapolis, Minn. MISSISSIPPI Arguelles, Ethel, Box 400, 413 E. Howard Ave., Biloxi, Miss. ae. Mrs. E. S., Route A, Poplarville, MISS. Horn, Lizzie, Elementary School, Grenada, Gabriel, Miss. 3825 W. Second S&t., Clarksdale, Miss. Ilouston, ae Bessie, 720 E. Beach, Gulfport, Miss. Sale, Mrs. Annie T., Franklin Academy, Columbus, Miss, 600 ELemMentary Scuoort Princrpars Speir, Margaret, Box 397, Biloxi, Miss. Thompson, Marie, 1134 N. West St., Jack- son, Miss. en, Mattie, 2310 13th St., Meridian, MISS. MISSOURI Annin, Mrs. Anna W., 4925 Parkview Place, St. Louis, Mo. Barbee, F. H., Assistant Superintendent of Schools, Board of Education, Kansas City, Mo. Barley, Ida L., 3638 Summit, Kansas City, 10. Barnes, Mrs. Abbie C., Ernst School, St. Joseph, Mo. Bash, Eugene H., Henry C. Kumpf School, 45th and Wabash, Kansas City, Mo. Beck, Earl W., Prin., Jackson County In- dustrial Home, Little Blue, Mo. megmett, Marie, 209 W. Locust St., Aurora, Mo. Betton, Florence, Askew School, 27th and Topping, Kansas City, Mo. Bick, Anna, Wilkinson School, 7124 Canter- bury Ave., St. Louis, Mo. Birkenhauer, Louise, 3304 Wabash Ave., Kansas City, Mo. Blackburn, Lulu, Benjamin Harrison School, Wallace and Independence Rd., Kansas City, Mo. Bolen, Elizabeth, 312 N. 20th St., St. Joseph, Mo. Bond, J. C., Franklin School, 14th and Washington, Kansas City, Mo. Boyd, Anna B., 5330 Pershing Ave., St. Louis, Mo. Bracken, John L., Superintendent of Schools, Clayton, Mo. Bradley, Mrs. Maude, 764 Cherry, Spring- field, Mo. Brantley, G. D., 4223 Enright Ave., St. Louis, Mo. Brockman, Mrs. Ella MeD., Howard School, 2333 Benton St., St. Louis, Mo. Brossard, Julia E., 240 W. Argonne Drive, Kirkwood, Mo. Brous, L. E., Emerson School, Pacific and Tracy Sts., Kansas City, Mo. Brown, Charles H., 2612 Papin St., St. Louis, Mo. Brown, Lou, Kansas City Boys Orphan Home, 924 Westport Ave., Kansas City, Mo. Brown, R. H., 2317 Campbell St., Kansas City, Mo. Bruce, Cecil, R. R. 3, Springfield, Mo. Bruce, Wilma, R. R. 3, Springfield, Mo. Buchanan, William D., 5511 Vernon Ave., St. Louis, Mo. Buckles, P. G., Woodland School, Eighth and Woodland, Kanszs City, Mo. open, Lida M., 1420 S. Vermont, Sedalia, Mo. Burris, Frances A., 630 N. 23d St., St. Joseph, Mo. Cammack, I. I., Superintendent of Schools, 201 Library Blidg., Kansas City, Mo. Campbell, Cora, Bancroft School, 43d and Tracy, Kansas City, Mo. Campbell, Henrietta, Thomas A. Edison School, Kansas City, Mo. Chiles, E. E., Harrison School, 4163 Green Lea Place, St. Louis, Mo. Clement, W. W., William Cullen Bryant School, 57th and Wornall Rd., Kansas City, Mo. Coleman, J. H., Charles Sumner School, 2121 Charlotte, Kansas City, Mo. Coles, R. T., Garrison School, 410 Forest, Kansas City, Mo. Collier, Anne L., Wheatley School, 54th and Prospect, Kansas City, Mo. Conlon, Mrs. Rebecca, 618 _ S. Springfield, Mo. Corlett, Eva, Jackson School, Joplin, Mo. Cottingham, James M., Benton School, Kansas City, Mo. Cox, Henley L., Wendell Phillips School, 2433 Vine, Kansas City, Mo. Cullen, Blanche P., 5202-A Waterman, St. Grant, wood, Kansas City, Mo. Devereux, May L., 225 W. Lynn, Spring- field, Mo. Dolan, Elizabeth, 3215 Wayne, City, Mo. Dresser, Minnie, Seven Oaks School, 39th and Cleveland, Kansas City, Mo. Egan, Mrs. Anna H., 4111 Warwick Blvd., Kansas City, Mo. Elliott, Mrs. Elsie M., 970 Prospect Ave., Springfield, Mo. Engleman, F. E., Whittier School, 11th and Indiana, Kansas City, Mo. Engleman, Rose L., 3741 Agnes, Kansas City, Mo. Evans, Fannie, 2102 Rogers, Springfield, Kansas Eversull, Frank L., 610-A Dover Place, St. Louis, Mo. Falke, Clara, William Rockhill Nelson School, 5228 Charlotte, Kansas City, Mo. Flaven, Mary E., Clay School, Seventh and Ewing Sts., Kansas City. Mo. Gaines, I. A., 604 Bonita Ave., Webster Groves, Mo. Garman, Catherine, 1016 E. Sedalia, Mo. Gartenbach, Margaret, 3196 S. Ford Rd., St. Louis, Mo. Gidinghagen, Walter, Humboldt School, 11th and Holmes, Kansas City, Mo. Gildow, Mary E., 408 W. 14th St., Trenton, Broadway, Morgan Mo. Ginn, Flarra, Bowerman School, Grant and High Sts., Springfield, Mo. Godbey, Walter A., 3840-A Humphrey St., St. Louis, Mo. Good, Ida, Troost Avenue School, 60th and Forest Ave., Kansas City, Mo. Goode, Lenna, Frances Willard School, 50th and Garfield, Kansas City, Mo. Green, G. H., 6189 Kingsbury Blvd., St. Louis, Mo. : Griffin, Margery M., Lowell School, St. Louis, Mo. Ilall, Rose G., 235 E. Jefferson, Kirkwood, Mo. IIamilton, Mrs. Alva R., 31 W. 52d St., Kanszs City, Mo. Hamilton, Edward D., 4424 W. Belle Place, St. Louis, Mo. Hamilton, Gertrude, Hale H. Cook School, 74th and Penn, Kansas City, Mo. Hannum, Mrs. Anna V., 211 W.. Sixth, Sedalia, Mo. 7 Harris, A. H., 1010 Virginia Ave., %ansas City, Mo. Harrison, W. H., Attucks School, City, Mo. Harvey, Lida E., Van Horn Schoo], 39th and Wyoming, Kansas City, Mo. Uerriford, Joe E., W. W. Yates School, 11th and Campbell, Kansas City, Mo. Hickey, P. J... Madison School, 1118 S. Seventh St., St. Louis. Mo. Hoffman, Dora E., St. Josephs Home, Karnes and Penn, Kansas City, Mo. Holtzapple, Lillie, 1719 Bellevue Ave., Richmond Hegts., St. Louis, Mo. -_—~ E. A., 729 Westgate Ave., St. Louis, 0. ansas 3 Tue SeveNntTH YEARBOOK 601 Hooker, Minnie L., Bristol School, 15th and Hedges, Independence, Mo. Hoose, Ida M., 5560 Waterman Ave., St. Louis, Mo. Howard, J. E., De Mun School, De Mun and Northwood, St. Louis, Mo. Howe, Jennie C., Blenheim School, 71st and Olive, Kansas City, Mo. Iigen, V. Carl, 3625 Lee Ave., St. Louis, Mo. Jaudon, Virgil H., Karnes School, 550 Charlotte St., Kansas City, Mo. Jennings, Anna W., 7517 Ellis Ave., Maple- wood, Mo. Johnson, Russell E., Booker Washington — 30th and Myrtle, Kansas City, Mo. Johnson, W. H., Manchester School, 15th and Winchester St., Kansas City, Mo. Jones, Elizabeth J., Graceland School, Kansas City, Mo. Jones, Lucille, 1120 N. Summit St., Spring- field, Mo. Jones, Virginia, Marlborough School, 75th and Tracy, Kansas City. Mo. Kerns, Nancy M., Martin School, Kansas City, Mo. Langley. Edna J., 2829 Harrison St., Kansas City. Mo. Leonard. Angela, Madison School, 29th and Wyandotte, Kansas City, Mo. Lewis, Nellie K., 3863 Juniata, St. Louis, Long, Ona, 4114 E. Seventh St., Kansas City, Mo. Longshore, W. T., Greenwood School, 27th and Cleveland, Kansas City, Mo. Lovelace, Abigail, 4011 Walnut St., Kansas City, Mo. McCafferty, Estella H., Jackson Opportun- ity School, 12th and Ewing, Kansas City, Mo. McCallister, Mabel, 339 N. Taylor, St. Louis, Mo. McCaslin, E. E., 5027 Washington Blvd., St. Louis, Mo. McClure, Anna M., 123 W. Woodbine, Kirk- wood, Mo. McConnell, Mabel, 702 Mumford, Kansas City, Mo. McKim, Hattie S., Blue Valley School, 2112 Olive St., Kansas City, Mo. McMillan, Helen, 712 E. 33d St., Kansas City, Mo. Mack, Inez L., E. C. White School, Kansas City, Mo. Mackay, James L., 108 W. Monroe, Kirk- wood, Mo. Mann, Harriet, 3605 Summitt, Kansas City, Mo. Markley, J. H., Assistant Superintendent of Schools, Board of Education, Kansas City, Mo. Marston, C. E., Garfield School, Wabash and Amie, Kansas City, Mo. Martin, Arthur E., McCoy School, 16th and White, Kansas City, Mo. Martin, William H., District Superinten- dent of Schools, Public Library Bldg., Kansas City, Mo. Mecker, H. H., 4946 Devonshire Ave., St. Louis, Mo. Melcher, George, Assistant Superintendent of Schools, Board of Education, Kansas City, Mo. Miller, Elizabeth, 236 Brushcreek Blvd., Kansas City, Mo. Milster, Ben C., 4531 Pennsylvania Ave., St. Louis, Mo. Montgomery, Lydia D.. 16th and Arling- ton, Sedalia, Mo. Moorman. Attie, 3315 Campbell, Kansas City, Mo. Mumm, Emma O., 1027A Felix St., St. Joseph, Mo. Myers, Maude M., Adams School, Kansas City, Mo. > J. 8., 5545 Cabowne Ave., St. Louis, Mo. Nicholson. Nell Grant, 6410 San Bonita Ave., St. Louis, Mo. O’Connell, May, Nichols School. 69th and _ Oak Sts., Kansas City, Mo. Osborne, John F., Thacher School, Inde- pendence and Quincy, Kansas City, Mo. Patterson, M. J., Irving School, Kansas City, Mo. Propst, Katharine. Weaver School, Spring- field, Mo. Purnell, John H., Turner School, 4235 W. Kennerly Ave., St. Louis, Mo. Quirk, Margaret, Washington School. St. Joseph, Mo. Randolph, Elizabeth C., Webster School, 11th and Clinton, St. Louis, Mo. teason, Arthur W., 4567A Cote Brilliante, St. Louis, Mo. Richmond. H. C., Faxon School. 37th and Paseo, Kansas City, Mo. Rickson, Mabel N., 412 E. Harrison St., Springfield. Mo. Ritter, B. T.. Mt. Washington School, 1021 Independence Ave., Mt. Washing- ton, Mo. Robeson, James A.. Longfellow School, 29th and Holmes. Kansas City, Mo. Rossi, Mrs. Helen D., Flynn Park School. 7220 Waterman Ave., University City, Roth, F. G., 5029 Devonshire Place, St. Louis, Mo. Schmitz, Alvina, 1014 Felix St.. St. Joseph, Mo. Seott, Mrs. Lucy H., 1014 Broadway Ave., Chillicothe, Mo. Seidell, H. H., 836 Westwood Piace, Kirk- wood, Mo. Seliman, W. N., 1547 S. Theresa Ave., St. Louis, Mo. Sexton L. J., Mason School, St. Louis, Mo. Sheridan, Margaret L., Carr School, 1421 Carr St., St. Louis, Mo. Sherman, Lucile A., 146 N. Lawn, Inde- pendence, Mo. Shotwell. Elizabeth, 424 W. Main St., Rich- mond, Mo. Slater, Nina K.. 907 W. Seventh St., Sedalia, Mo. Smith. Margaret J., 920 South St., Lex- ington, Mo. Smoot, Lucy. Norman School, 86th and Jefferson, Kansas City, Mo. Smoot. Viola, 2118 Byers Ave., Joplin, Mo. Snider. Mrs. Maude, 5918 Maple Ave., St. Louis, Mo. Stesore. 3ertha, 448 E. Elm, Springfield. Mo. Steele, Andrew B.. Hamilton School, 16th and Campbe'l Kansas City, Mo. Steele, Belle. 618 W. 16th, Sedalia, Mo. Stephens, C. E., 5550 Page Ave., St. Louis, Mo. Steuber, F. J., 3417 Grace Ave., St. Louis, Mo Stoll. Caroline F., 416 W. Liberty St., In- dependence. Mo. Strode, Leona F., Springfield. Mo. Taylor, Emily F., 5931 Maple Ave., St. Louis, Mo. Taylor, J. M., Superintendent, McCune Home, Kansas City. Mo. Thomas, Miles C., 6415 Jefferson St., Kan- sas City, Mo. Thompson, Mary A., 1111 McCausland Ave., St. Louis, Mo. 2101 N. Grant Ave., 602 EvLementary Scuoor Princrpars Traces. S. Nannie, 704 E. Grand, Spring- eld, Mo. Trumbo. Mabel, 3222 Lexington Ave., Kan- sas City, Mo. Turk, Genevieve, Scarritt School, Lexing- ton and Askew, Kansas City, Mo. Turnage, Mrs. A. J., Junior High School, Richmond, Mo. Underwood, Franklin M., District Superin- tendent of Schools, 3942 Connecticut St., St. Louis, Mo. Vining. Frances L., Allen School, Kansas ty, Mo. Waiters, William Wade, 5798 Pershing Ave., St. Louis, Mo. wae. gmanta, 5632 Highland, Kansas Wells, M Mrs b panto L., 1217 Powell St., St. ose Weer: 7 x, ° Milton Moore School, Kansas white, Mabel A., 1955 Clay St., St. Joseph, Woiteer. Lucy G.. Gladstone School, 335 Elmwoo , Kansas City, Mo Wickes, Rose, Director, Curriculum De- sievment, 202 W. Armour, Kansas City, Wilcox, Walter E., 3971 Juniata St., St. Louis, Mo Williams, Edward S., Banneker School, 2840 Lucas Ave., St. Louis, Mo. Williams, Mary L., Gratiot School, St. Louis, Mo. Wilson, Albert M., 3701 S. Broadway, St. Louis, Mo. Witter, C. E., 5182 Maple Ave., St. Louis, Mo. = Inez M., 3415 Euclid Ave., Kansas City, Mo. Young, Mrs. Josephine O., 1011 Boonville, Springfield, Mo. Young, aoe hie M., 3012 Bellefontaine, Kan- sas City, } Tous. Virginia, 705 E. Page, Springfield, Mo. Zimmerschied, Ada, Webster School, 17th and Wyandotte, Kansas City, Mo. MONTANA Bergan, K. W., Cascade, Mont. Christison, Clara C., 901 Second Ave., N., Great Falls, Mont. Cody, Mary E., 505-A W. Mercury St., Butte, Mont. Cummings, Rial W., Public Grade and High School, Lambert, Mont. Davies. Olga, Longfellow and _ Lincoin School, Box 1626, Great Falls, Mont. Flores, Mrs. Zella K., Lincoln and Gar- field School, Lewistown, Mont. Johnston, Kathryn, Box 738, Helena, Mont. es. Isabel, 14 B S. Crystal, Butte, Mon Lewis, Hi. P., Superintendent of Schools, Conrad, Mont. a, ween L.. Randall Apt. 25, Missoula, Quigiey, Mary L., 8104 W. Silver, Butte, Ryan, Estelle E., 22 Maryland Hotel, Great Falls, Mont. Schaefer, Louise, 110 Lexington Apts., Great Falls, Mont. as Lois A., Box 306, Great Falls, ont. NEBRASKA Abbott, Annette, 1220 A St., Lincoln, Nebr. Allen, Mrs. Anna B., 1001 O St., Aurora, or. Austin, Mary N., Miller Park School, Omaha, Nebr. “oO Anna C., 1317 H St., Lincoln, peat & Mamie G., 4510 S. 20th St., Omaha, Beattie, Merle, 421 S. 15th St., Lincoln, ebr. na. Bess C., 5018 Burt St., Omaha, Nebr. Benthack, Emil, Superintendent of Schools, Arnold, Nebr. Blackmore, Ida, Park School, 29th and Woolworth, Omaha, Nebr. Bracken, Angeline, Druid Hill School, Omaha, Nebr. Bratton, Mrs. Anna M., Brown Park School, 19th and U Sts., Omaha, Nebr. Co See, East Ward School, Schuyler, s e r Chapman, Johannah, 1141 S. 30th Ave., Omaha, Nebr. Christiancy, Martha W., 120 N. 42d St., Omaha, Nebr. Clark, Mrs. Mae T., 703 W. 15th St., Grand Island, Nebr. Cleveland, Jessie, McCook Public Schools, McCook, Nebr. Comm. = M. T., 1642 M, Apt. 3, Lin- coln, Colson, mM R., 907 Laramie St., Alliance, Nebr. Craig, Nell, 3114 Woolworth, Omaha, Nebr. Ellett, Virginia, Washington School, 55th and Mayberry Ave.. Omaha, Nebr. Ellicott, M. Letitia, Mitchell, Nebr. Esplin, Minnie L., 177 Drake Court, maha, Nebr. Fastenau, Anna, 708 Sec. Corso, Nebraska City, Nebr. 7“. Gaynelle, 16th and H Sts., Omaha, we Fesunete. Grace L., 910 W. Second, Grand Island, Nebr. Follmer, Katherine, 1715 Pepper Ave., Lin- coln, Nebr. Forsyth, Fannie, Windsor School, 34th and Martha, Omaha, Nebr. Grant, Josephine, Castelar School, 18th and Castelar Sts., Omaha, Nebr. Gross, Frances, Saratoga School, Omaha, Nebr. Hamilton, Margaret, 519 N. 40th St., Omaha, Nebr. Hampton, Mrs. Helen R., Saunders School. 41st Ave. and Cass, Omaha, Nebr. Holmes, Stella, Bancroft School, Eighth and Bancroft, Omaha, Nebr. Isakson, Edith, 3209 Myrtle Ave., Omaha, b Nebr. Jackson. Mabel, 3343 T St., Lincoln, Nebr. King, Eva A., Box 222, Holdrege, Nebr. Longsdorf, Helen _. “Apt. 5, Selma Ter- race, 630 Park Ave., Omaha, Nebr. Lynn, Ethel A., Rosehill School, Omaha. Nebr. McCumber, Pearl, Clifton Hill School, 45th and Corby Sts., Omaha, Nebr McGwire, Olive J., Hamilton Hotel, 24th and Farnam Sts., Omaha, Nebr. McNamara, Mary, 2420 N. 45th Ave.. Omaha, Nebr. Mathews, Mrs. Lulu B., Comenius School, 16th and William St.. Omaha, Nebr. Matthews, Marie, Madison School, 16th and Madison Sts., Omaha, Nebr. Mills, Mrs. Clara S., 3005 S. 33d St., Omaha, Nebr. Milroy, Anna, Florence School, 3ist and Tucker Sts., Omaha, Nebr. Magee, Mrs. Josephine, 209 N. Cleburn St., Grand Island, Nebr. —* Agnes O., 1412 E Sf., Lincoln, Myers, Fannie, Logan Apt. Hotel, Omaha, ‘Nebr Reo Tue SEveENTH YEARBOOK 603 Newcomb, Julia, Highland School, 27th and Adams St., Omaha, Nebr. Newlean, Jeannette, 914 S. 36th St., Omaha, Nebr. O’Connor, Mary, 2049 S. 19th St., Lincoln, Nebr. O'Toole, Margaret K., Lothrop School, Omaha, Nebr. Partridge, Edith A., 301 8. 33d St., Omaha, Nebr. Pearson, Emelia, 524 N. 27th Ave., Omaha, Nebr. Peterson, Alice C., 820 S. 58th St., Omaha, Nebr. Pollock. Ruth, South Lincoln School, 27th and F Sts., S., Omaha, Nebr. Pyrtle, E. Ruth, Bancroft School, Lincoln, Nebr. Reap, Edna M., 817 S. 33d St., Omaha, Nebr. Reed. Mabel, 4229 Douglas, Omaha, Nebr. Robeson, Je ssie A., Central School, 22d and Dodge Sts.. Omaha, Nebr. Rousseau, Maude, 1859 Euclid St., Lincoln, Nebr. Roys, Cassie F., 2609 Bristol St., Omaha, Nebr. Slocum, June M., 4512 S. 22d St., Omaha, Nebr. Yates Davenport St., Smith, Mrs. Elsie M., Henry W. School, 32d Ave. and Omaha, Nebr. Smith, Maud M., Omaha, Nebr. Thoelecke, Be rtha, 4314 Franklin Street, Omaha, Nebr. Waterman, Mrs. Edna H., 1334 S. 28th St., Omaha, Nebr. Wetzel, Marie C., 192 Drake Court, Omaha, 4904 Underwood Ave., Nebr. Winters, Pauline C., South Franklin School, 40th and I Sts., Omaha, Nebr. NEW HAMPSHIRE De aulieu, Lillian, —, a H. Cc Edgar D., Webs School, Man- yp -F- r 5: Cotton, Cast, Superintendent of Schools, Derry, N. H. De Gross, Ma ry E., 434 Marcy St., Ports- mouth, N. H. Dunnington, Nellie F., 569 Manchester, N. H. Feinauer, Christine, Box 113, Gault, John, 700 N. H Gordon, IIanover St., Derry, N. H. Pine St., Manchester, Hattie M., 7 Hopkins St., Nashua, N. H. Head, Caroline E., 92 Walnut St., Man- chester, N. H. Hicken, Blanche E., 45 Sagamon, Man- chester, N. H. Merriam, Mrs. Agnes, Groveton, N. H. Morrison, Annie L., 315 Gulen. St., Ports- mouth, N. H. Page, Dora E., 88 Main St., Pittsfield, N. Hi. Pettee, Mary A., North River Road, Mil- ford, N. H. Porter, Mrs. Mabel E., Lock Box 56, Ash- land, N. H. Stew: rt. Giadys K., 253 Concord St., Man- chester, N. H. Taggart, Ali , 46 Brooklyn Ave., Man- poe er, N. ie Val at Ella G., 248 Main St., N. Willard. chester, N. H. Woodbury Marjorie S., 73 Manchester, N. H. Nasbua, Alta C., 16 Monroe St., Man- Pleasant St., NEW JERSEY Adams, A. Virginia, E. Landis Ave., land, N, J. i, Clara M., N. Vine- Harrison School, Trenton, Angl <4 Helen, School No. 7, Ramsay St., l’aterson, N. J. Arnot, Lida A., toca, No. Paterson, N. Bailey, Clifford “ West Orange, N. 19, James St., 21 Mt. Pleasant Ave., J. Sarber, Elon L., Basking Ridge, N. J. Barnes, Earl W.., School No. 10, —— Bd. Barnes, 39 New St., East Thomas L., Orange, N. J. Barrows, Carrie J., Public School 4, Eighth St. near Grove, Jersey City, N. J. Barry, Helen V., Public School 35, Jersey City, N. J. Baur, Florence L., 441 8S. Maple Ave., Glen Rock, N. J. Freeman Bldg., Phillipsburg, Madison Ave., Beers, Ida, N. J 3ennert, Lewis A., 825 Paterson, N. Bickers, Alice :. Lincoln School, Harrison st., Nutley, N. J. 300z, Mary Convery, Columbus School, 3runswick Ave., Trenton, N. J. Bowen, Diana, Central Grammar School, llillside, N. , 268 Park Ave., Paterson, Boyle, Minnie E. N. srady, “William, Washington School, East Orange, N. J. Bramhall, Edwin, Steuben School, River Edge, N. J. Bray, Mary, King’s Highway, Mt. Epbraim, N. J. Brearley, Mrs. Helen C., Elementary School, Princeton, N. J. 3rinkerhoff, Georg I., Webster Street School, Newark, N Briscoe, Clara M., 651 Schiller Ave., Tren- ton, N. J. Brooks, Robert P., 347 E. 37th son, N. J. sgrown, Roy S., Supervising Principal of Schools, Bergenficld, N. J. Budd, Francis ae Warren Street School, Newark, } sush, Fred S N. J. St., Pater- ¥ airview School, Bloomfield, Carter, Charles P., Robert Waters School, Union City, N. - Carter, Lucina G., 453 Hillside Place, South Orange, N. J. Cassidy, _ ncis C., School No. 5, Pater- son, Cc assidy, ‘sibel M., 341 Union St., Jersey City Chamberiain, 6 Public School No. 9, Jersey City, N. J. Chamberlain, mee Liberty School, sloomfie ld, N N. J. Chamberlain. Walter B., Jefferson School, Union City, N. J. Chambre, Marguerite, Dover, N. J. Chase, Lawrence S., Montclair, N. J. Chew, Hannah H., of Schools Riverton, N. Clark, S. Louise, Peshine Avenue School, Newark, N. J. Clarke, Mrs. Ella G., Lakewood, N. J. Cline, Anne V. A., 115 Rutherford, N. J. Collard, Thomas T., 280 Newark, de 22 Mountain Ave., Glenfield School, Supervising Principal J. 268 Ocean Ave., Francisco Ave., Summer Ave., 604 ELEMENTARY Scuoot PRINCIPALS Conners, Mary F., Mott School, Center St., Trenton, N. Cooley, Kathryn M., Beers Bldg., Phillips- burg, N. J. Cornish, Hubert R., Public School No. 4, Clinton St., Paterson, N. J. Coyte, Florence E., Linden Avenue School, len Ridge, N. J. Crane, J. Ernest, Summer Avenue School, Newark, J. Creasy, W. R., Lebanon, N. J. Cressman, Alice, Franklin School, Lynd- hurst. N. J. Daniels, Blair E., 230 Christiania St., Brooklaw n, N. J. Davis, Courtland V., 1218 W. Fourth St., Plainfield, J. Demarest, Eleanor E., 386 Main St., Hackensack, J. Dennis, C. ee, 1245 Langham Ave., Camden, N. J. De Raismes, Mrs. May 4 Madison-Monroe School 16, Elizabeth, N. J. Dietz, Charles E., School No. 28, De Grasse St., Paterson, 'N. J. Dilks, Bessie S., Lincoln School, Lynd- hurst, N. J. Dix, L. H., School 1 and 2, Woodbridge, Dix, William L., Jefferson School, Trenton, Dobbs, J. Lawrence, Supervising Principal, aeld Nd. Township Schools, Haddon- e Dodge, Effie C., 146 Henry St., Hasbrouck Heights, N. Dutcher, Edward H., Eastern School, East Orange, N. J. Edwards, Elizabeth, Maywood, N. J. Emery, Helen Ricker, Bradley School, Third Ave. and Pine St., Asbury Park, Evans, Floyd L., Supervising Principal of Schools, Day ton, N. J. — M. Ada, 84 Esterbrook Ave., Rah- J. Pasviagten, C. E., Gilmore School, Union City, N. J. Fennimore, Roland, Willow Street School, Fair Haven, N. J. wire Susan M., 97 Center St., Metuchen, Finger, Mary H., 215 Rosemont Ave., Trent ton, N. J. Fisher, Harriet “. 226 Harrison Ave., New Brunswick, vigeiee. Paul, Franklis School, Plainfield, Floss, James R., 714 Richmond St., Plain- Fogg, Emily M., Board of Education, Swedesboro, N. - Freeland, Grace A., 121 Summit Ave., Sum- mit, N. J. Gerow, Aline, Public School No. 10, Paterson St., Jersey City, N. J. Gifford, Emma L., 97 Paulison Ave., Pas- saic, N. J. Gilnack, Clara §., 62 N. Willow St., Mont- clair, N. J. Glassmeyer. Edward, 54 Van Reipen Ave., Jersey City, N. - Greene, Walter J. a McKinley School, New- ark, N. J. Gregory, Lillian, Public School 23, Ro- maine Ave., Jersey C ity, N. J. — Helen C., 370 South Ave., Bridge- on a Gronde, Franklin J., Bradley Beach School, Bradley Beach, Hambright, John B., Maple Avenue School, Newark, N. J. Hammond. D. Stanton, 965 E. 23d St., Paterson, N. J. Harford, Alice, Madison Avenue School, Atlantic City, p Hargrove, William B., Berkeley School, Bloomfield, N. J. Harney, Julia C., 302 Pavonia Ave., Jer- sey ‘City, N. Harper, Thomas B., 500 Sixth Ave., Bel- mar, N. J. Harris, Luella C., 90 Westfield Ave., Eliza- beth, N. J. ——r. Anna B., Lincoln School, New- Masbeeneh, Martin, School No. 21, Pater- son, N. Hawkes, Evelyn J., New Jersey al for Women, New Brunswick, N. Hendrickson, Caroline, Rncm School, Haworth, N. J. Hennes, Marie, School No. 6, Hackensack, Henshaw, Jay I., Public School 5, Mersele: and Fourth St.. Jersey City, N. - Hermann. Catherine, 137 Roosevelt Ave., Carteret, a Herron, John §S., Lafayette Street School, Newark, N. 7. Higgins, Edna R., Assistant Supervising Principal of Schools, Franklin, N. J. = r S., Centennial School, Trenton, Hil, Margaret C., Public Schoo! 29, Clare- mont and Rose Ave., Jersey City, N. J. Hinman, ad . 517 Dorian Court, Westfield, N. Hoffman, C. Helen, Carrol Street School, Riverside. N. J. Hopkins. Thomas W., Public School 1 York St., Jersey City, N. Howard, Frances L., Saybrook School, Hill- side, N. J. Howard. Margarette E., 121 Summit Ave., Summit, N. Howes, William’ J. Liberty Corner School, Liberty Corner, N. Hughes, Annie I., 320 S cester, N. J. Hulmes, Fdith, Columbus School, Lynd- hurst. N. . é Hulse, Henry 8 S., Jr., 650 Parker St., New- ark, N. J. Hummer, H. Myrtle, 28 Wall St., Trenton, J. . Broadway, Glou- Hutton, Lillie M., 556 Royden St., Cam- en. TIlutton, Thomas J.. Pompton Lakes, N. J. Ingersoll, Somers H., Public School 27, Jersey City, N. J. Ireland, Lora F.. 36 W. Cedar Ave., Mer- chantville. N. J. Jackson, Halliday Rogers 3 N. Weymouth Ave., "Ventnor City. N. Jackson, a Howard, 1: 31 Jackson St., Camden, N Jeffrey, Mrs. Mathilde C., 162 Lafayette Ave., Hawthorne, N. J. Jenkins. Albion U., 357 E. 37th St., Pater- son. N. J. Johnson, Alberta M., a ind Avenue School, Atlantic City, ‘ Johnson, Sara G., 5 Midland ‘Ave., Mont- clair, N. J. Jupp. Estelle P- Washintgon School, Ruth- erford, N. Kalb, J. Aint, Public School 23, Broad- way and Romaine Ave., Jersey City, N. J Kalp, William Lawrence, 428 Bath Ave., Long Branch, N. J. Kelly. Ruth Bryan, West Creek School, West Creek, N. J. Kempe. Emilie M., 26 Taylor St.. Newark, Kerr, Sue H. C., Cleveland School, Engle- wood, N. J. ae. t ' ¥ & case Dpaiaetn etal Tue SeventH YEARBOOK 605 Kerwin, xr" M., Public School 32, Jersey City. Kine via, 8. M., 91 Forest Ave., Glen Ridge, N. Kurtz, Elizabeth H., 120 Mulberry St., Millville, N. J. La Vance, Laura F., School No. 8, Dela- wanna, N Lawler, Mary. E. N. J. Leach, George Sidney, 120 Hillside Ave., Nut'ey, N. J. Lee. Ethel _ , 695 Broadway, Paterson, 101 Park Ave., Collings- wood, N. Lehibach, am 394 S. Belmont Ave., Newark, N. . Lummis Martha B., 407 Cooper St., Cam- den, N. J. McClory. Mary C., 15 Manor Rd., Pater- son, N. J. McConnell, Ralph i Richmond Avenue School, Atlantic City E MeTamney, Mary Cecilia: ‘Joseph Wood School. Trenton. N. J. Mabrey. F. D., 60 Grand Ave., Englewood, N March, Grace E. Brunswick, N. J Moershal!, Mary E., bon. N. J. Martin, WL. Arvilla, Bloomfield, N. J. Mathews, Elizabeth A., Camden, N. J. Matteson, A. R., Lincoln School, New “Nicholson Road, Audu- Biookside School, Garfield School. 573 E. 33d St., Paterson, May. Ann M., 849 Kilsyth Road, Eliza- J. Merchant, Morv E.. Speedwell Avenue School, Morristown, N. J: Mertching, R. A., Or adell, a. Metz, Florence E., Howell Bldg., Phil- lipsburg, N. J. Miller. Mrs. Eloise, Elizabeth, N. J. Miller. — * anton List, Lincoln School, Lodi, N Miller. W. ea Old Bridge, N. J. Miner, Benjamin C. Central School, Newark, N. Mombert Bivaner, 313 15th Ave., Pater- son. N. Morrell, Jule j way, N. J. Morrison, Howard Dean, School 4. Trenton, N. Mulford, Mrs. Clara T., St., Bridgeton, N. J. Murray. by ae gl Yt. Asbury Park. Myers, Robert S N. J Continental School, Avenue Roosevelt School, Rah- Junior High 233 W. Commerce Bangs Avenue School, N Girfiela School, Newark, Normandean, H. M., Public School 6, St. Pauls Ave., Jersey City. N. J. Oppermann, Alice F., Oradell, N. J. Otis, Elizabeth, 178 Thomas St.. N. field, N. J. Otto, Charles F., ON. 46th St., Camden, Bloom- Pe sabody. ws E., Franklin School, Engle- wood, Peffer, Ernest M.. field, N. J. Pennell, A. G., Franklin School, field, N. J. Petty, Letitia, hurst, N.. J. oe Louise E., 401 Morris Ave., Eliza- eth, N. J. Poole, Mrs. Ella Strow, Public School 21, 12th St., Jersey City, N. J. Provost. Mrs. Jennie M., 506 Summit Ave., Hackensack, N. J. Quig. Emily Hart, 5 Parmley Place, Sum- mit, N. J. Maxson School, Plain- Bloom- Washington School, Lynd- Randolph, Corliss F., 83 Jefferson Ave., Maplewood, N. J. Reber, Charles E., Abington Avenue School, Newark, N. J. Rich. Frank M., 94 Preakness Ave., Pater- son, N. J. _— ange P., 325 E. 21st St., Paterson, Robinson, Bruce B., 396 Bergen St., New- ar iN. bopineos, F ‘Tda E., 265 Franklin St., Bloom- fiel¢ Roe, Warren A., Belmont Avenue School, Newark, Rolfe, de ol i., Newark, N. J. Roys, Lincoin J., 215 Dodd St., East range, N. J. Russ, Nellie. Public School 17, Duncan Ave., Jersey City, N. J. we I N. Seventh Ave., Wilson Avenue School, Samuels, Ethel M., New Brunswick, ’'N Saul, Anna, or | School 18, Storms Ave., Jersey City, N. : jertha M., 18 Engle St., Savage, Sue E. ” Hillside Avenue School, Hillside, N. Savre, Martha, "217 New Jersey Rd., Brook- lawn, N. Scott, Siertha I., 10 E. Broad St.. Hopewell, N. J. Saurman, Mrs. Englewood. Scott, Dorothea A., Montvale, Bergen Co.., Seay, Lillian, Publie School 32, Coles and Seventh St.. Jersey City, N. J. Serven, Isaac A., jpublic ‘School No. 387, Jersey City, N.. Sexton, Wray E., Seti School, Bloom- field, mF ag TWwittiam H., 1 Tyson Pl., Ber- genfield, N. J. Sheppard, C. A., School 12, Astor Pl., Jer- sey City, N. Shield, Frederic K., School No. 4. Hacken- sack, N. J. Shotwell, Fred C., Supervising Principal of Schools, Franklin, N. J. Sickler, Edna F., Sickles, F. J.. Superintendent of Schools, 296 Livingston Ave., New Brunswick, N. J. 61 Pitman Ave., Pitman, Skutt, Clarence. Supervising Principal of Sechoo's. Oakland, N. J. Smith, —, F., 112 8. Atkins Ave., Nep- tune, N. Smith, Isabel W., 133 Summit Ave., Sum- mit, J. Smith, Rik. C., Supervising Principal of —— Teonta, ys Smith, 114 S. Arlington Ave., East oan i. Ss. Snvrder, Bessie D., 941 Penn St.. Camden, N. Southard, Mrs. Maude B., Roosevelt School, Lyndhurst, N. J. Springer, Clara D., Wildwood High School, Wildwood. N. J. - Squier. Harriet M. Seotch Plains, N. J. Stackhouse, Faith, 217 Monmouth §&t., Hightstown, N. J. Staller, Ethel, Montvale, N. J. Stauffer, Harry F., Franklin School, New- ark, N. Sterling, Amanda G., 614 Monmouth Ave., Lakewood, N. J. Stewart, Juliaette, 22 Highland Place, Maplewood, N. J. Stites, M. Gertrude, 99 Tenafly, N. J. Stockwell, Anne B., First Street School, South Orange, N. J. Stone, Mary B., 15 Clarke Ave., Jersey City, N. J. Magnolia Ave., 606 ELemMENtTARY Scuoo.t Princrpars Stratton, Mason A., 60 Kenilworth Place, Ridgewood, N. J. Stuart, Byron D., 601 Chestnut St., West- field, N. J. st . O., Northvale School, Northvale, Tantum, Emma U., 70 Grandview Ave., Plainfield, N. J. to Nellie E., Girard School, Trenton, Thompson, K. L., Public School 11, Bergen Square, Jersey’ City, Thomson, Mrs. Margaret. "413 Penn St., Camden, N. J. Thornall, Dillie F., R. F. D. 1, Parsonage Rd., Metuchen, N. J. Travell, I. + ee of Schools, ideesed, 'N. Travers, Austin A.. , Columbus School No. 8, Cedar St., Garfield, J. Troy, Ann A., Park School, Nutley, N. J. Tufts, Mrs. Kathleen C., Box 36, Essex Fells, N. J. Twicheil, William §S., Lincoln School No. 9, Paterson, N. Tyndall, Sara E., i, Street School, Hackensack, N. Van Auken, Wiltiar D., 102 Bamford Ave., Hawthorne, N. J. Van Hice, Gertrude, 112 Anelve Ave., Nep- tune, N. J. Van Sinderen, Edna, Jefferson School, Lyndhurst, N. J. Veneables, G. N., Wilson School, Union City, N. J. Voorhees, Amanda a 296 Redmond St., New Brunswick, J. Wade, Mrs. a Van G., 539 Chilton St., Elizabeth, N. J Walcott, Helen, 46 The Terrace, Ruther- ford, N. . Wamsley, Jessie M., Grant Avenue School, Pitman, N. . Waterbury, Willard H., Coytesville, N. J. Weintrob, Joseph. Texas Avenue School, Atlantic City. N. J. West, Claude to Newton Street School, Newark, N. Wheelan, Mrs. - Katherine, Public School 25, Hudson Blvd, and Zabriskie St., Jersey City, N. J. Whitford, Everett T., School 6, Paterson, N. Whitlock, Sarah o., Lord Stirling Hotel, New Brunswick, Wiggins, Daisy M., | KA Road, Rockaway, Wiley “Alice D., 41 Prospect St., Trenton, Willey, m7 W., 108 Lupton Ave., Wood- bu J. wilson? Albert H., Nassau School, East Orange, J. Wilson, Joseph C., Park School, Bloomfield, Wimer, J. Wade, Washington School, Plain- field, N. J. 220 Ninth Ave., Winkworth, Jessie L., Haddon Heights, N. J. Wolf, Lily A., 106 Ridge Road, Rutherford, Wolverton, Charles V., Carteret School, Grove St., Bloomfield, N. J. Woodward, Adelaide H., Flanders Hotel, a St. James Place, Atlantic City, Wool, Augusta W., 5 Panghorn Place, Hackensack, | ey * Wright, Norman Fa South Avenue School, Bridgeton, N. J Wright, Stella a 90 Welton St., New Brunswick, lo Oe York, Mary G., Jefferson School, Maple- wood, J. Young, E. B., Lafayette School, Haw- thorne, N. Fig —— Clara, Ridge Street School, Newark, NEW MEXICO Gerhardt, Charles, 224 Columbia Ave., Albuquerque, N. Mex Hogrefe, Harry L., 1116 FE. Roma, Al- buquerque, N. Mex. Kiker, Stella, 240 S. Fifth St., Raton, N. Mex. Lang, A. E., Superintendent of Schools, Mex Linthicum, ee B., 1000 S. Arno, Albuquer- que, N. Mex. NEW YORK Abel, B. L., School No. 45, Auburn Ave., Buffalo, N } Ach, Isidore L.. Junior High School 148, Brooklyn, ya Alexander, Carter, Associate Professor of Education and Research Associate, zenmate College, Columbia University, New York, N. Y. Alter, ee E., Thomas Street School, Rome, N Angeteen, baie R., 81 Main St., Potsdam, Anderson, George W., Washington Irving School, Tarrytown, 'N. Y. Arnold, Frank J., 622 Mansfield Place, Brooklyn, N. Y. Arnson, Harriet, Third Street School, Niagara Falls, N. Y. Ast, Raymond J., 456 Colvin Parkway, Buffalo, N. Y. Bacon, Margaret E., 404 Sterling Place, Brooklyn, = Re Badanes, Saul, 32 an Ave., Babylon, Long Island, N. Bailey, Agnes B., 4 "Green St., Huntington, Long Island, N. Baldwin, Agnes Xt. 122 College St., Buffalo, N. Y. Barber, EF. Olive, 110 N. Main St., Glovers- ville, N. Y. om. Public School 36, Brooklyn, Sasa’ ent. Public Behe 101, 151 E. 111th New York, z. i is W., 88 Saris Ave., New York, | ae Berghane, Frederick A., Public School 166. Manhattan, 132 W. 89th St., New York. Bierce, Stella B., Wassaic, N. 'Y. Boecker, Alexander, Puniic School 100, Coney Island, Brooklyn, N. Y. Bolen, John K., Public School 75, Brook- lyn, N. Y. Boutet, George H., School No. 3, Porter and Niagara, Buffalo, N. Y. Braine, Elizabeth M., 78 Cambridge Place, Brooklyn, N. Brett, Anna, Public eet 94, Queens Borough, Little Neck, N. Y. Brown, Zadie, 72 Lenox ie Lynbrook, N. Y. Bruck, John P.. 218 Potters Corners Rd., Buffalo, N. Bull. Elizabeth, "9138 121st St., Richmond Hill, N. Y. Bullock, Caroline M., Fifth Street School, Niagara Falls, N. , 2 Burke, Hanna J., 222 S. Park Ave., Buffalo, oe Burns, Mrs. Lillian O., 111 W. Linden St., Rome, N. Y. Buros, Oscar K., 509 W. 121st St, New York, Y. r > Tur Seventu YEARBOOK 607 Burt, Jo Pearl, Calverton, Long Island, | 3 Callahan, K. R., Public School 231, Brook- i a lyn, N. Y. Carroll, William I., Public School 165, 462 Fighth St., Brooklyn, N. Y. Chamberlin, Esther R., 777 Warburton Ave., Yonkers, N. Y. Chambers. A, Frances, 541 Congress St., Troy, N. Che mbers, Mary A., School 71, Lang and Newburgh Sts., Buffalo, N. Y. Chatfield, Hazen, District Superintendent of a 4 1070 Castle Hill Ave., New York, Pata Fi “Maer E., 687 Allen St., Syra- cuse, N. ¥ Coffin, Rebecca J., 425 W. 123d St., New York, x Cohen, a L.. Public School 33, Queens, ad St. and 92d Ave., Queens Village, Colburn, Jessie B., 52 Gramercy Park, N., New York. N. Y. Collier, Genevieve L., Horton School, Port Chester, N. Y. Connolly, Mary C. V., Public School 113, Brooklyn, N. Y. Corcoran, Mrs. Catherine T., 610 Henry t., Brooklyn, N. Y. Corey, Clara A., School 35, Field St., Rochester, N. Y. Cort, Ambrose, Woodmere, N. Y. Costello, Helen A., 240 Ninth St., Troy, | a - Cox, Philip W. L., School of Education, New York University, Washington Square, New York, N. Craig, Christine, 14 Elm St., Whitesboro, # Crosby. Mary A., School No. 10, Yonkers, } # Devidwian, Joseph I., Public School 160, Manhattan, 107 Suffolk St., New York, N. Davison, George Millard, Junior High =~ 109, 430 Dumont Ave., Brooklyn, Del ane, ad J., 762 Halsey St., Brook- lyn, Pm = taal David W., 469 Melville, Roches- ter, N. Y. Dimmick, Fenton H., 349 Crescent Ave., Buffalo, | a Dixon, Laura C., 1230 Amsterdam Ave., New York, N. Y. Donohue, Mrs. Mary C., 203 Rivington St., New York, N. Doren, Neil C., Cleveland Union School, Cleveland. N. + Dukeshire, Stanley C., Public School No. 3, Yonkers, N. Y. Ebeling, Elsa, Public School 208, Brook- lyn, N. Y. Ebert, Jessie D.. 1029 Glenwood Blvd., Schenectady, N. Y. Ehrenfeld, Abraham, 1307 Nelson Ave., New York, N. Y. Erdwurm, Lucy, Public School 174, Man- patten, 129 Attorney St., New York, ie Farber, Clara A., 93 Buena Place, Roches- ter, N.. ¥. Ferry, Martha. 220 E. Main, Batavia, N. Y. Fichtner, Katherine E., 100 Culver Rd., Roche ster, mm. Be Fisher, F rederick W., 481 Woodward Ave., Buffalo, N. Y. Flanders, Jesse K., State Normal and Training School, Oswego, N. Y. Fox, Henrietta A., Public School 172, Brooklyn, N. Y. Frail, Jennie A., shestave Roosevelt School, Johnson City, N. Y. Gainsburg, Joseph C., Public School 35, Brooklyn, N. Y. Gardner, Mrs. se C., West Avenue School, Lockport, N Garfinkel, Maurice ‘a. '570 Montgomery St., Brooklyn, N. Y. Ger, William, 520 Crown St., Brooklyn, N. Giles, Helen F., Seth Low Hall, 106 Morn- ingside Drive, New York, N. Y. Gill, Charles M.. School of Education, New York University, a Square East, New York, — Pd A,, i23 Adelphi St.. Brook- yn, N Goodwin, Mary A., Apt. 55, 44 Morning- side Drive, New York, N. Y. Gorham, Mary E.. Brandywine Avenue School, Schenectady, N. Gould, Clifford M.. 24 Victoria Blvd., Ken- more, Buffalo, N. Y. Graham Prederick B., Public School 210, Brooklyn, N Graham, Minnie s., 48 S. Second Ave., Mt. Vernon, N. Griffin, Anne, Public anes 182, 2 Grace Court, Brooklyn, N. Y Grimes, James M., Gramatan Court B, Mt. Vernon, N. Guages. Agnes M., 379 Third St., Troy, ea Jesse H., 4428 ‘oe gi an Park, The Bronx, New Yo m:. 3. Helligan, Thomas C.. Public School 186, a: aan 521 W. 145th St., New York, Halsey. Henry Rowland, Teachers College, Columbia University. New York, N. Y. Hamilton, Nettie J., 290 Kenwood .Ave., Rochester, N. Hanna. Paul R., Bancroft Hall, Columbia University, New York. N. Y. Harris, Daisy M., 1826 Valley Drive, Syra- cuse, N. Y. Harris. John F.. Public em 54, 195 Sandford St., Brooklyn, N. — a B., 1421 Swen Ave., tica, N. Hartill. Rufus M.. puis School 87, Ridge- wood Sta.., Brookly “7 & 4 Hausauer Tillie W., 92 Wallace Ave., Buf- falo, N. Y. ae Mabel, Public School 18, Yonkers, ‘ # martin. Mrs. Rena C., Floral Park, Long Island. N. Y. o— Byron H., R. F. D. 1, Hamburg, Hemstreet, A. Earle, School 54, Main and Leroy, Buffalo. N. Y. Hickok, Mary K., 242 Second St., Ilion, .. & Hilliard, R. C.. Elementary and Junior High School, Valhalla, N. Y. Hinderland, Laura J.. Arrandate School, Great Neck, Long Island, N. Y. Hirschbeck, Loretta M., 365 Putnam Ave., Port Chester, N. Y. Hirsdansky, Simon, Public School No. 4, 1701 Fulton Ave.. New York, N. Y. Hoar, Daniel F., School No. 1, Troy, N. Y. Hopkins, Amelia M., 561 Chrisler Ave., Schenectady, N. Y. Hlorn, Mary A., Public School 42, Queens, Arverne, N. Y. Hosic. James F., Professor of Education, Teachers College, Columbia University, New York, N. Y. Ilowe, Edwin . School No. 16, 9389 Dela- ware Ave., Buffalo, N. Y. Hunt, “a R., 21 Spruce St., Schenec- tady, N. Imrie, Margaret B., Nathan Hale School, s. _ Ave, and Sixth St., Mt. Vernon, 608 ELEMENTARY Scuoot PRINCIPALS om, wpe Aa. West End School, Lyn- rook, N. Jenner, Frank M., Whitney School No. 17, a and Saxton Sts., Rochester, a’. . Johnson, Laurence C., Supervising Princi- pal, Orchard Park Consolidated Schools: Orchard Park, N. Y. Johnson, Theophilus, 3938 56th St., Wood- side, N. Y. Johnston, Anna C., Public School 59. 182d and Bathgate Ave., New York, N. Y. Johnston, Sara W., Maple Avenue School. Niagara Falls, N. Jones, Mrs. Edna 3 ‘No. $ School, Jeffer- son Ave., Roc hester, N. Jones. Olive M., 52 * Park N., New York, N. Y. Joyce, Charies W.. 4161 St. . Blvd., Charlotte Sta., Rochester, N. Y Kane, Anna E.. 238 N.’ Goodman St., Rochester, N. Y. 5 R., 662 Tenth St., Brooklyn. Kapp, George E Battle Avenue School, White Plains, N. Y. Kelly, Elizabeth oa 20 E. 19th St., Brook- lyn, N. Y. Kennedy, Mary A., Public A a 183, 1339 Park Place, Brooklyn, Mi 2 Kidney, Glenn H., 6 a Ave., Ossining, N. ans a Nellie, 250 Starin Ave., Buffalo, ¥, Kling, M. J., 1512 Jacob St.. Troy. N. Y. Klohr, Mrs. Josephine McC., 128 Henry St., Brooklyn, Knox. Margaret, Nublie School 15, Man- hattan, 728 Fifth St.. New York. N. Y. Krause, Arthur K., Publie School 132, Manhattan, Spuyten Duyvil, New York. N. Y. Krull, S. W., 307 Wellington Rd., Buffalo, N.Y. Kurke, George, Puaiie School 25, 330 Fifth St., New York, N. Y. Laing, Margaret, Public School 154, 11th Ave, and Windsor Place, Brooklyn, N. Y. Lendshi. Olive R. F. D. No. 1, Roslyn, Long Island, N. Y. Levenson, Samuel M., 680 Montgomery St., Brooklyn, N. Y. Lewis, Carl E., 13 Eastman Terrace, Poughkeepsie. a es Lewis, Howard H., No. 1 School, Hillside Ave., Rochester, N. Y. Lisson, Albert C., 803 W. 180th St., New York, N. Y. a August, Public School 54. Brook- yn. N. Loewinthan, Siart, 838 West End Ave., New York, ¥. Loftus. John % Public School 80, W. 19th St.. Brooklyn, | ee A Lotz, Christine, No. 44 School, Chili Ave.. Rochester, N. McCall, Ida G., “47 Manchester Place, Buffalo, N. Y. McCarthy, William < 4761 Richardson Ave., New York, N. McCormick, Susan, Suite School No. 38. The Bronx, St. Ann’s Ave. and Rae St., New York, N. Y. McLoughlin, Helen M.. os Mt. Pleasant Ave., Mamaroneck, N. Mackintosh, Margaret C. 250 Washington Ave., Brooklyn, N. Y. Maguire, Matilda E., 320 Delaware St., Syracuse, N. Y. Mahoney, prs A.. 738 Buffalo St., James- town, N. Y Manheim. Mrs. Sophie C., 188 Seventh St., New York, N. Y. Mar, Frederic W., Public Beast 108, 200 Linwood St., Brooklyn, N. ms Alfred D.., 640 76th St. Brooklyn, Maynard, Mabel A., 2511 Sunset Ave., Utica, N. Y. Mazurowska, Martha, Public School No. 13, Buffalo, N. Y. Milsner, Jacob I., Public School 180, Brooklyn, mM. 3. Montgomery, Alice M., School No. 9, Ro- chester, N. Y Morey, Anna . 573 First St., Troy, N. Y, Moriart ,, Mrs. Annie B., Public School 162, St. Nichoitas and Willoughby Ave., Brooklyn, = * Morrison, on E., 39 Lakeview Ave., Schenectady, N. Y. Morrison, J. Cayce, State Department of Education. Albany, N. Y. Moulthrop, Samucl r, School 26, Bernard St.. Rochester, N. Nathan. Caroline K " Publie School 31, The Bronx, < "St. and Mott Ave. New York, Neff, Edmund Ww Hooper School, End- well, ee Nelson, Amanda, 1231 N. Main St.. James- town, N. Y. Newell, Minnie B., 60 S. Main St., Spring Valley, N. Y. Newman. Helena T., 538 W. 150th St., New York, N. Y. Newman, Louise B., Public School 215 Brooklyn, N. Y. Neylan, Mrs. Mary A., 244 E. 86th St., New York, N. Y. Nordman. Josephine L., Public School 14, Queens. Otis Ave. and 108th St., Corona New York, N. Y. Nosworthy, Emily, Public School No. 6, Manhattan, 85th St. and Madison Ave., New York, N. Y. Obermeier, Minnie, Public School 102, “— 611 W. 156th St., New York, O'Donnell, Helena M., 342 W. 89th St., New York, N. O'Donnell, James A., 325 Bushwick Ave., Brooklyn, mm Ze O'Keefe, Emma M.. School _ 8, Conkey and Ave. B, Rochester, N. Olmstead, Helen M., 150 eines Ave., Buf- falo, N. Y. O'Malley, Margaret, School No. 66, Ta- coma and “gy Buffalo. N. Y. Padve, Meyer. 1309 E. Seventh St., Brook- lyn, N. Y. Paris, Florence E., 82 Linden Ave., Buffalo, ou. Ford R., 76 Buffum St., Buffalo, N. Parker, Minnie B., 544 Westcott St., Syra- cuse. N. Y. Patterson, George W., 9464 Jackson Ave., Queens Village, N. Y. Paulsen, Gertrude M., 410-A Sackett St., Brooklyn, N. Y. Pearson, Georgia King, 6 Lewis Parkway Yonkers, N. he J. 2443 Niagara Ave., Niagara alls, N. Peixotto, Bridget C.. Public School 108, Queens, Richmond Hill, New York. N. Y. — Arthur, 332 Beard Ave., Buffalo, Pertsch, C. Frederick, Public School 29, Henry and Harrison St.. Brooklyn, N. Y. Peyser, Nathan, Public School 181. New be Ave. near Snyder Ave., Brooklyn, Phillips, Ellen M., Public School 188, i. ee 131 Lewis St., New York, P R R R R miss 66 m™ mT! RHh Ri RhthhRRnRR mR ln ff Dp TR mm Mt Hh RB Rt Rm Th Tue SeventH YEARBOOK 609 Phillips ee Central School, Mama- Terrell, Moteiaine, 84 Cedar Ave., Pat- roneck, N. chogue, Pile, Fred | a “No. 16 School, Post Ave., Theobald. 4 519 W. 143d St., New Rochester, N. Y Yoru, B.. XY. Piper. § Sarah MM 230 First Ave., Frankfort, Powers, Francis W., Public School 103, 54th St. and 14th "Ave., Brooklyn. N. Y. Powers, Katherine B., 137 Northview Ter- race, Rochester, N. Y. Pritchard, Florence E., School No. 78, 2660 Bailey Ave., Buffalo, N. Rabenort, William, 2 W ashington Terrace New York. N. Y. — Celia, Public School 97, Brooklyn, N. Reigart John F., 31 Euclid Ave.. Yonkers, Reilly, Frederick J., Public School 79, The Bronx, ve St. and Creston Ave., New York, Gustatban Max A., 7 Baker St., Pough- keepsie, N. Y. Rubel, Jacob, Public School 174, Rpeent Brooklyn, N. Y ae H., 213 Park “Ave., Oneida, N and Alabama Ave.. Schaller, Amelia, Public School 103. 49 E. 119th St.. New York, N. Y. Schmidt, A. W., P. O. Box 12, Tuxedo Park, N. Y. Schneucker, Elizabeth S., 808 State St., Schenectady. N. Y. Schultz, penton. 346 N. Park Ave., Buf- falo, N. Scudder, iameting L.. Northport Rd., Huntington, N. f° Shebbeare, Elizabeth, 31 School, N. man St., Rochester, N. Y. Good- Shepard, Alvin W., 900 Genesee Bldg.. Buffalo, N. Y. Sherwood, heah, 320 Eastern Parkway. Brooklyn, N. Sibley, Nita R., % Rockledge Place, Yonk- era, N.. ¥. Simmons. Harry &., Newburgh, N. Y. Smith, Augusta A., Syracuse, N. Y. Liberty Street School 1719 E. Fayette St., Smith. Hoyt D.. Huguenot School, New Rochelle, N. Y. Smith, Mrs. May Y., 894 Oak St., Bing- hamton. N. Snavelv, F. B.. Akron High School. Akron, S.. = Snvder. George " 214 N. Fourth S&t., Mechanicville, N. Y. Spafford. Bentha M., 176 W. 105th St.. New York, N. Y. Steel. H. J.. State Teachers College, Buf- falo. N. Y. Steiner. Fredericka, Public School 161, 107th St.. New York, Marhattan, 18 W. N.. % Stevens, Plowdon. Jr., 3332 Decatur Ave., Bi 3. New York, Stewart. Ruth A.. Chatsworth Avenue School Larchmont. WN. X. Stone. Lucv A., 57 Penna Ave., Bingham- ton, N. Y. Strauss, Bella. Public ao ge 5 No. 88, 300 Rivington St., New York. N. Y. Summer, S. C., 256 W. Kennedy St., Syra- cuse, N. Y. Sweeney Thomas H., 287 Elm St., Long Is'and Cty, N. Y. Swift. C. B.,. Amherst No. Snyder, N. Y. Sylvester. Emma, ee, 61 Queens Ave., s 18 School, Junior High School 91, Flushing, Tavlor, Clara D., 239 Mulberry St.. Ro- chester, N. Y. 31 Themes Danforth R., 101 Sycamore, Rome, ee W., Conkling School, Townsend, A. S., Columbus School, Mt. Vernon, N, Y. Trace, a a T., Public School 91, Brook- 15 Union Ave., Mt. T hompson, Utica, yn, ‘Traphagen, M. H. Y Vernon, N. Y. Van Arsdale, Mary M., 338 Bryant St.. Buffalo, N. Y. Vance, Rufus A., St. Clair McKelway Junior High School, Dean St. and Sara- toga Ave., Brooklyn, ) a a Van Ingen Elisabeth, 109 Albemarle St., Rochester, N. Y. Van Ingen, Mary. No. 7 School, St.. Rochester. - a Viemeister, Edmund H., Vince’. i. ) 5 Pierpont Gansevoort, N. Y. 14 Balsam Ave., Troy, Walbran, Mary A., 424 Margaret St., Her- kimer N. Y: Wallstein, D. Daniel, Public School a 7ist St. and 15th Ave., Brooklyn, ¥. Warner, Stanley F., Hartwell Place, Woox. mere, Long Island, N.. ¥. Wehle. Hanna, Roosevelt Ave., mont. ; 2 Welles, James BR: Roslyn Public Schools, Roslyn Heights, i 7 West, Nathaniel G., School of Education, New York University, Washington Square East. New York, N. Y. Wevant be ag B., Intermediate School, Solvay. N Wiedemann. 238 Laird Ave., Buffalo, N. ea ‘elin, 350 Lincoln Place, Brook- Wiikincon. James G., New Rochelle, N. ¥ Williams se . = falo, N. Y — Martha M.. Wood, Eva C.. Larch- Frank Sus : Roosevelt School, 580 Potomac Ave., Buf- 38 W. 91st, New York 35 Berkeley Place, Brook- lyn. N. Y. Woodbury. Ra A., 19 Pine St., Port Jervis, Wool. Kate T ¥. 108 Linn St. Ithaca N. Y. Wricht. penal a 118 S. Washington St., Carthage, N. NORTH CAROLINA Alexander, Hattie, 124 E. Morehead St., Charlotte, N. C. Beavers, Sallie L., 601 Duke St., Durham, N. Blair, Emma, High Point. N. C. Blankenship. Mrs. Essie, 14 Providence Rd., Charlotte, N. C. Blankenship, Ursula, 1210 South Blvd., Charlotte, N. C. Bostian, Annie E., Henderson School, Salis- bury. N. C. Boylan, tacie, 2014 E. Eighth St., Char- lotte Brice, Ellen, 914 S. Carson St., Charlotte, N ae. A. R., Wiley School, Salisbury, ©. Caldweil. A. B. North Grade School, Win- ston-Salem, N Carmichael, P. S.. 506 East Ave., Char- lotte, N. C. Cherry. Annie M.,. Supervisor, ws County Schools, Roanoke Rapids, N. C. 610 ELEMENTARY Scuoot PrIncripats Eaton, Fannie, 701 Clement Ave., Char- lotte, N. English, Mildred, Assistant ppeedaten- dent of Schools. Raleigh. > Garrison, Reid, Derita, N. Helms, H. A., Pomona High , Greens- boro, N.C. Hendrix, T., East and Skyland Schools, 1700 W. First St., Winston- Salem, N. C. —- Addie, 209 Central Ave., Char- is ee Holloway, Maggie E., 411 Cleveland, Dur- ham Cc. Holloway, Pearl, 4838 Beaumont Ave., Char- otte Holman. Elizabeth F., 209 E. Morgan St., Raleigh, N. C. Jamison, Florence, 904 W. Fourth St.. Charlotte, N. C. Leonard. mores T., 94 White Fawn Drive, Asheville, N. C. McConnell, Thomas L., 139 Brucement Circle, Asheville. N. McSwain. E. _T., David Caldwell School, Greensboro, N. C. a Sue, 201 S. Fulton St., Page, Mary A., 620 W. Jones St., Raleigh, oan Ivey, 1006 Johnson St.. High Point, N. C. Sherwood, Bre. M. B., 214 E. Morgan, Raleigh, N. Shields, James St. 601 Miller St., Winston- Salem, N. C. Shore, M. H., Brevard N. C. ete a George A., Rock Ridge High School, Southall, *Maycie, Assistant Supervisor of Rural Schools, State Department of Public Instruction, Raleigh, N. C. Stafford, Susie F., 511 E. Davis St., Bur- lington N,. C. Stanley. Mary, White Oak School, Greens- Salisbury, boro, N Underwood, Myrtle, 310 W. Harget St., Raleigh, N. — Mies, C. ‘G.. 310 Tenth Ave., Char- tt bai ~ Gay, 706 Worthington Ave., Char- otte, } Windsor. W. B., Greensboro, N. C. bal oy Clee, Winstead School, Wilson, NORTH DAKOTA Burr. Elsie D., Lake N. Dak. Carnine, Jennie M.. Ffawthorne School, Ninth Ave. and Fifth St. S., Fargo, N. Linco!n School, Devils Dak. Champine, Jennie L., Agassiz School, Fargo, N. Dak Hanson, Signe, i109 Fifth Ave. S., Fargo. N. Dak Hanson. Theodore, 320 N. 16th St., Grand Forks, N. Dak. Hartney, Eleanor M., 416 Eighth St. S., Fargo, N. Dak. Hoag, Gertrude E., 856 Fourth Ave. N., Fargo, N. Dak. Lobben, Clara — 902 Eighth St. N., Fargo, N. Dak McCaine Adelaide M., 1001 Eighth Ave. N.. Fargo, N. Dak. McCrory, Jesse E., Fort Yates, N. Dak. McKee, Maude, Clara Barton School. Fargo, N. Da k. Phillips. Adelaide, 1415 Eighth Ave. §S., Fargo. N. Dak. Roosa, Annette, 811 Fourth Ave., Devils Lake N. Dak. Selke, Erich, Director Teacher Training, State Teachers College, Mayville, N. Dak. Twito, Helmer, Superintendent of Schools, Cogswell, N. Da 730 Ninth St. N,, Walker, Mrs. Sadie dis Fargo. N. Dak. Wantke, Theodore, Raleigh, N. Dak. OHIO jem. Belle, 116 Spring St., Marietta, 0. Adel, Mrs. Edna P., 25 N. 21st St., Colum- bus, Ohio. Allen, Cora F., 872 S. Champion Ave., Columbus, Ohio. Altamer, W. H., College Hill School, Cin- cinnati, Ohio. Andrew, Ellen B., Kilgour School, Herschel Ave., Cincinnati, Ohio. Aarons, Alice L., 40 Roselawn Ave., War- ren, Ohio. — Louise, 1412 W. 81st, Cleveland, ee, Cora, 319 McKinley Ave. S. Canton. Ohio. Armstrong, J. J., 715 Elm St., Youngstown, Avey. Essie, North Fairmount School, Cin- cinnati, Ohio. aoe, 5 Schanette, Whittier School, Toledo, Bailey. ‘Enola, Fairview Elementary School, Bay Village, Ohio. Bankes, W. J.. Dean, Teachers’ College, University of Akron, Akron, Ohio. Bates, E. D., 329 Pioneer St., Akron, Ohlo. Bechmann. y Eval ag 12th District School. Eighth and Melvin Sts., Cincinnati, Ohio. Benedict, Myrtle L., 1236 Westlake Ave. Lakewood, Ohio. Betts, Mary T., 2847 Madison Road, Cin- cinnati, Ohio. Bevington, Rachel 1463 Ridgewood Ave.., Lakewood, Ohio. Bishop, Matilda Foley. Ludlow School, Shaker Heichts, Cleveland, Ohio. Bolenbaugh. George B., Fairview School, Cincinnati, Ohio. Solton. Belle, 1581 Dexter Place, Cleve- land, Ohio. Booker, Mrs. W., 348 Kenilworth, Toledo. Ohio. Bortle, Helen, 254 bus, Ohio. Bowers, Jacob, Northwood School, Colum- bus. Ohio. Sapee. Lydia, 625 Arcadia Ave., Toledo Lake- S. Monroe Ave., Colum- 0. Braun, ana, 1528 Winton Ave., wood, Brereton, Jane Lamb, 1420 Goodale Ave., Toledo, Ohio. Brett. Charlotte J.. 16001 Fernway, Cleve- land, Ohio. Brookes, M. Emma, Miles School, FE. 119th St. and Miles Ave., Cleveland, Ohio. grown, Alice, 36 Halls Heights, Youngs- town, Ohio. Brown, Nell H.,. Girls Pre-Vocational School, N. Main and Maplelawn Ave., Dayton, Ohio. Brown, W. Q.. Kennedy-Siverton School, Cincinnati, Ohio. Buchsieb. Carrie J., Siebert School, Colum- bus. Ohio. Buckingham, B. R., Director, Bureau of Educational Research, Ohio State Uni- versity, Columbus, Ohio. Burdge, Adelaide R., 62 E. Norwich Ave., Columbus, Chio. Bursk, J. W.. Webster School, Findlay and Republic. Cincinnati, Ohio. Cain. Emily, 1470 Warren Rd., Lakewood, Ohio. Caldwell, Maud, 130 Rice St., Alliance, Ohio. a a a re ee et i -_ Is, = —- >= Tue SeveNtH YEARBOOK 611 Campfield, Olive, 2712 Collingwood Ave., Toledo, Ohio. Canfield J. M., Waterville, Ohio. —_., Mary E., "Beach, School, Rocky River, Ohio. Charters, Daisy I., Ohio. Chidlaw. W. M., cinnati, Ohio. Chinn, Mrs. Jean T., 2020 Glenwood Ave., Toledo, Ohio. Cleland, Lillian A., 1728 E. 116th Place, 1224 Madison Ave., The Lenox, Columbus, Sayler Park School, Cin- Cleveland, Ohio. Clemson, Mary W., Columbus. Ohio. Clephane. U. D., Evanston School, Cincin- Cobbs, Ansalem J., Springfield Township High School, Petersburg, Ohio. Coffman, a Louise, 8 Calvert Apts., Day- top, Ohic Conklin. Harold A., S. M. Jones Junior High School. Toledo, Ohio. Cook, Selda, 5810 Clinton Ave., Cleveland, 0. Corcoran, Teresa M., 532 Salem Ave., Day- ton, Ohio. Corlett, Bessie M., 8705 Tioga Ave., Cleve- land, Ohio. Covey, Cora L., 110 Arch St., Akron, Ohio. Cowden Ann H., 3387 Collingwood Ave., Toledo, Ohio. Cox. Helena, 4234 E. Market St., Ohio Crane, it. L., Oakley School, Madison Road, Cincinnati. Ohio. Crim, Gertrude, The Belvedere. Toledo, Ohio. Crocker, Zillah M., Walbridge School, To- ledo, Ohio. Curren, Edith L., 1490 Cohasett Ave., Lakewood Ohio. Da Hinden, Charlotte, St. W.. Canton, Ohio. Daly, Margaret, Central Fairmount School, Cincinnati, Ohio. 1709 E. Fourth St., Day- Daugherty, Grace, 1456 Warren Road, Lakewood, Ohio. Davis G. H.. 4627 Glenshade Ave., Cin- cinnati, Ohio. Dearness, Fred W., Sands School, Cincin- nati, Ohio. Diggins, S. Grace, McKinley School, 3349 W. 125th St. Cleveland, Ohio. Disher, L.-L., 2364 Glenwood Ave., Toledo, Ohio. Dolan, Edith A.. Mary Dill School, 74th St.. Cincinnati, Ohio. Doolittle, Laura M., 11 Grant St., Warren. Ohio. Duffy, Fred H.. Harding Junior High School, Steubenville, Ohio. Dunn, J. K.. 3458 Cheviot Ave., Westwood, Cincinnati. Ohio. Durbin, Lorene, Oak Street School, Youngs- town, er Dyer. W. C., 54 E. California Ave., Colum- bus, nic. Eichhorn, Louise W., 315 W. Church St., Vine Street School, Cincin- Warren, 3033 Tuscarawas Danner, Clara, ton. Ohio. Nework, Ohio. Ellis. E. E., nati Ohio one, G. C., McKinley School, Cincinnati, 0. Evans, Elizabeth, 656 Elm St., Youngs- town, Ohio. Ewan, Svivia. Highland School, Eastern Ave., Cincinnati, Ohio. Felt. Edna E., Room 200, Old Court House, Cleveland, Ohio. oo ye Mary, 7810 Cedar ave., Cleve- an Flessa, H. 7. Mt, Auburn School, Cin- cinnati, Ohio. Fortney, Lura, 23d District School, Vine and University, Cincinnati, Ohio. F —— G. F., Carson School, Cincinnati, Galvin, Sadie M., Washington School, To- ledo, Ohio. Garwick, Earl E., Livingston Avenue School, Columbus, Ohio. Gedney. Ada, 1430 Lakeland Ave., Lake- wood, Ohio. Gilmore, Katherine, 2130 Scottwood Ave., Toledo Ohio. Glenn, Fannie 8., 653 Euclaire Ave., Bex- ley, Columbus, Ohio Graether, Mrs. Anna, °303 Belvedere Apts., Toledo, Ohio. Grafton, Elizabeth M., High School, Bar- berton Ohio. Gray, Lou, 18 Richmond Ave., Dayton, 0. Greig, R. A.. Sg erg 4 of Schools, gia High chool, Fairport Harbor, — Alice, 1017 Dorr St., Fremont, Groff, Maude F., 306 E. Ninth Ave., Colum- bus, Ohio. Hague, Edith McGrew, 1470 Fair Ave., Columbus, Ohio, Hammond, Josephine, 843 N. Fourth St., Steubenville, Ohio. Hammond, L. Daisy, 111 Oakwood Ave., Oakwood Village, Dayton, Ohio. Hammond, Rose L., 90 N. 22d St., Colum- bus, Ohio. Hansen, E. A.. Associate Profesor of Edu- cation, Ohio University, Athens, Ohio. Hart, Helen A., Chase School, Toledo, Ohjo. Hauer, John §&., Sixth District School, Cincinnati, Ohio. Heilman, W. T., 49 Euclid Ave., Colum- bus, Ohio. Ileiser, Bess M., 11 Wroe Ave., Dayton, oO hio Ililkey, rv B., 419 Grafton Ave., Day- ton, — Clifton School, Nora, 502 Scottwood Apts., Toledo, Cincinnati, ITisey, hio. Hitchings, Mrs. Mary, 1240 Thoreau Ave., Lakewood, Ohio. Hommel, Emma L., 5 Parkview Apts., Dayton, Ohio. Howlett, Marv E.. 12752 Cedar Road, Cleveland Heights, Ohio. Hull, Annie E.. 404 W. Eighth Ave., Co- lumbus, Ohio. Hutchins, Eva., 1504 E. 107th St., land, Ohio. Hutt, Rebecea J., 1201 Oakland Ave., Co- lumbus, Ohio. Jack, Mary E., Coventry School. Cleveland Heights, Ohio. Jahn, Anna M., 1222 Shorb Ave., N. W., Canton, Ohio. one. J. B., Oyler School, Cincinnati, 0. Laura A., 2025 E. 81st St., Cleveland, Ohio. Johnston Jones, H, A., E. S. Central School, Toledo, Cleve- Ohio. Jones, Harriet M., 21 S. Walnut St., Akron, Ohio. Judd. Anne D., 275 Lenappe Drive, Colum- bus Ohio. Judd, Harriet A., 51 Brighton Rd., Colum- bus, Ohio. 612 ELEMENTARY Scuoot PRINCIPALS June. a. 97 E. Lane Ave., Colum- us, Kaefer, William, Chase oo Chase and Apple Sts.. Cincinnati, Ohio. Karp. Esther, 624 Fourth St., N. W., Canton, Ohio. a - r, Elisabeth R., Longfellow School, em and Superior Ave.. Dayton, Ohio, Rinker, a L.. 1242 Broadway St., Kirkendall, E R., Navarre School, Toledo, Kline, Vashti D., 1828 Princeton Drive, Toledo, io Knuth, Mamie E., 3450 Scranton Rd., Cleveland, Ohio. Kolbe, Bertha M., Bolton Square Hotel, Cleveland, Ohio ==, * Carrie T., 174 N. Oak St., London, Lang, ‘Katherine 1485 Cohassett Ave., Lakewood. Ohio. Langhead, Beatrice, 685 Wilson Ave., Co- lumbus, Ohio Layland, Ethel E., 15354 W. Third Ave., Columbus, Ohio. Leeper, Maude, 714 Prospect Ave., Steu- benville, Ohio. Leidy. Mrs. Emma B., 7 Scottwood Apts., Toledo, Ohio. Logue, Leona W., Stewart School, Colum- bus, Ohio. McClean, Grace M.. Scottwood Apts., To- ledo, Ohio. McCoart, Rose L., 7903 Carnegie Ave., Cleveland. Ohio. McCreery, Susie, Thoreau Park School, Brecksville, Ohio. McElroy, Flora L., 1284 Ramona Ave.. Lakewood, Ohio. McElvain, Margaret, 514 E. Rich St., Co- lumbus, Ohio. McLaren. Mrs. Mae B., poateces® School, Shaker Heights. Cleveland, Ohio. MeMyler Delia, 3431 Center Rd., Warrens- ville, Ohio. ae Ruby L.. 38 16th Ave., Colum- Ohio. Menatield Mrs. Katherine M., 3126 Tus- carawas St. W.. Canton, Ohio. Mapes. June. 2853 Parkwood, Toledo Ohio. Marcellus, Jean, Wayne School, Toledo, hio. ——. Nettie E., Fulton School, Toledo, 0. Marshall. Jessica 2229 Hollywood Ave., Toledo, — Mayer, Lewis F., 19160 Lorain a Rocky iver Cn ty Cleveland, Ohio — Georgia E., 610 A St., Lorain, Mexeet. Elizabeth, 203 E. Mill St., Akron, ty) Miller, Mrs. Florence O., 1209 N. Main St., Dayton, Ohio. Monce, U. L., Morgan School, Cincinnati, Ohio. Money, Ella B., 2904 Garden Ave., Cleve- land. Ohio. — -_ M., 2002 Fernwood Ave., To- edo, Morgan, Sheidon, Columbus Street School, Ashtabula, Ohio Mame. Bertha ‘A. 505 Platt St., Toledo, Oo Mame Ida M., 505 Platt St., Toledo, ——, cc M., 161 Warren St., Day- on, Myers, Mary E., 85 S. Adolph Ave., Akron, Neggle. romste B.. 816 Nesslewood Ave., oledo, Ohio Newell, Lillian S., 890 E. 149th St., Cleve- land, Ohio. O'Connor, Margaret A., Harrison School, Dowd Ave., Lakewood, Ohio. Oechsler, Hazel, Newbury School, Toledo, Ohio. O'Neill. Cordelia L., 1701 E. Sist St., Cleveland, Ohio. Parker, Charles S., Horace Mann School, Cincinnati, Ohio. Patton, O. M., Rothenberg Junior High School, Main St. and Clifton Ave., Cin- cinnati, Ohio. Peabody. Mrs. Ella, 567 Nebraska Ave., Toledo, Ohio. Peaslee, L. D., Raschig School, Central Parkway, Cincinnati, Ohio. Perkins, Mrs. Fannie M., Glenwood School, Toledo, Ohio. Perrine, Jessie, The Scottwood, Toledo, Ohio. eters, Edith C., 3126 Mapledale Ave., Cleveland, Ohio. Peters, Helen G., 511 Western Ave., To- ledo, Ohio, Pettit, J. E., Mayfair School, East Cleve- land, Ohio. Pfeiffer, Anna, 484 Linwood Ave., Colum- bus, Ohio. Phelps, —_ C., 88 Linwood Ave., Colum- Phillips, Mrs. Jane E., 7 Auburn Ave., hio. Pinhard. Estella M., 3706 Library Ave., Cleveland, Ohio. Porter, C. H., Washington School, Cincin- nati, Ohio. Preston, E. M.. Prospect School, East Cleveland, Ohio. Price, Isabel, Webster School. Toledo, Ohio. Rarey, Mrs. Margaret M., 379 S. Ohio Ave., Columbus, Ohio. Rebert. Ruth E., 194 Warren Ave., Youngs- town, Ohio Reld. Mabel. 111 N. Chestnut St., Warren, Oh Reszke, Felix E., Whittier School, Cincin- nati, Ohio. — Carolyn, Cherry School, Toledo. Ohio. Reynolds, Sadie, 3930 Berkeley Drive, To- edo. Ohio. Riedel, L. R., Huffman School, Huffman Ave. and Fourth St., Dayton, Ohio. ney Genevieve, Monroe School, Toledo, (i) Rinehart, Mrs. Helen H., 700 Fourth St., Marietta. Ohio. Riniker, Amelia, 1615 Shorb Ave., N. W., Canton, hio. Risley, Gertrude, 1528 Westwood Ave., Lakewood Ohio. Ritterspaugh, Lina, 600 Fifth St.. S. W., — io. Robe, T. . Frazeysburg, Ohio. Roemer, Sane, 601 Lincoln Ave., Toledo, Ohio. : Rogers. Florence M. McKinley School, 1351 W. Clifton Blvd., Lakewood, Ohio. Roling, Grace, Sta. D, R. 4, Box 5, Co- lumbus, Ohio. Roseborough, Linna, ae Bellflower Ave., 8. . Canton. Ohio. Roxbury, Grace, Solon, Ohio. Rupel, Maude L., Van Cleve School, Forest Ave. and Helena St., Dayton, Ohio. Rush, Jean L., Watterson School, W. 74th and Detroit Ave.. Cleveland Ohio. Russell, Francis M., Douglass School, Alms Place and Chapel St.. Cincinnati, Ohio. Sawyer, E. M., Hyde Park School, Cincin- nati, Ohio. Tue SeEventH YEARBOOK 613 Schlotman, R. C.. 27th District School, Cincinnati, Ohio. Schroeder, Esther L., 28th District School, Cincinnati, Ohio. Schuh, Belle, 2104 Brookdale Road, Toledo, io. Schwartz, Albert. cinnati, Ohio. Scott, Belle Torrey, 2522 Brentwood Rd., Bexley, Columbus, Ohio. Cummins School, Cin- Shurtz, Emily, 2041 Putnam St., Toledo, Ohio. Sidle. Myrtle. 201 Newton Ave., N. W., Canton, Ohio. —_ B. H., Hartwell School. Cincinnati, Ohio. Simmerman, T. L., Pleasant Ridge School, Cincinnati, Ohio. Smalley, Gretchen. Oakwood Harmon Ave- nue School Oakwood, Dayton, Ohio. Snow, May E., 426 Oak St., Toledo, Ohio. Snow, Mrs. Sue, 2323 Lawrence Ave., To- ledo, Ohio. Snyder, Belle, 1813 Oak Hill Ave., Youngs- town Ohio. Somerwille, Grace, 9 Monroe St., Warren, hio. Spence, A. Marie, 19315 Riverview Ave., Rocky River. Ohio. Sprague, Elizabeth, 2030 E. 86th St., Cleveland Ohio. Spuller, Minnie J., 219 E. Market St., Akron, Ohio. Stephens Ada, us, 0. Nant L. P., Westwood School, Harrison 1d Montana, Cincinnati, Ohio. Stewart, Martha A.. 1777 East Cleveland, Ohio. Storing. Julia H.. 940 Oakland Ave., Ak- on. Ohio. se Elizabeth, 2000 Cleveland Ave., 1328 W. Mound St., Colum- Carlyon Road, Canton, Ohio. Streud, ‘Winifred, Pearl Road Elementary School, Brk. Sta., Rte. 1, Cleveland, Ohio. Swope, Mary B., 514 Third St.. N. W., Canton, Ohio. Terrill, Maymie I., Green Road School, South Euclid, Ohio. Thomas, Lily M., 85 8S. lumbus, Ohio. Thompson, Lou H., Fairwood Avenue School, Columbus, Ohio. Thompson. Lucy, 274 Piedmont Road, Co- lumbus, Ohio. Tidrick, + hg 2915 Tuscarawas St., Can- ton, Treat, Mabel, 3134 W. 25th St., Cleveland, Ohio Cassady Ave., Co- Turnbull, Lillian, 1609 Third St.. N. E., Canton, Ohio. Vandegriff, Celia, 31 E. Lane Ave., Co- lumbus, Ohio. Van de Water, Myrtle, 2348 Monroe &t., Toledo, O. Van Gorder, R. C., 504 Arden Place, To- ledo, Ohio. Wagner, Bess H., 11731 Mt. Overlook Ave., S. E., Cleveland, Ohio. Walker, Hattie E., 1506 Waterbury Rd., Cleveland, Ohio. Waltz, Jessie B., 47 Rhodes Ave., Ohio. Watts, M. P., 1224 Tenth St., N. W., ton, Ohio. Waymire, Florence S., 244 Linden Ave., Dayton, Ohio. Weeks, C. W.. 1640 Woodland Ave., N. W., Canton, Ohio. Whelan, Mary, Miles Cleveland, Ohio. Akron, Can- Standish School, White, A. A., 412 §. Washington St., Circleville, Ohio. Wwatees. Lura, 829 W. Woodruff, Toledo, hio Whitzel, Mary Effie, 368 King Ave., Co- lumbus, Ohio. Williams, Ann Carol, Cleveland School, W. Princeton Ave., Youngstown. Ohio. Williams, Harold E., Libbey High School, Toledo, Ohio. Williams, M. E., Chambers School, East Cleveland. Ohio. Ww eens. M. Iola, 59 Rose Blvd., Akron, 1io bi =~ Mabel, 2574 Monroe St., Toledo, 1io. Willoughby, Mary, 244 W. Third Ave., Columbus, Ohio. Wilson, C. A., Avondale School, Cincin- nati, Ohio. ba Isabel R., 110 Arch St., Akron. nio. Woodside, J. Barnes, Mentor Viilage School, Mentor, Ohio. Wright, Ida J., 544 W. Fourth St., Day- ton. Ohio Wright, Nackie H.. Charles Feilbach School, Toledo, Ohio. Yarrington, Ida, McKinley School, Toledo, Ohio. York, Myrtie, Beverly School, Toledo, Ohio. OKLAHOMA Bailey, Willis B., 2547 E. Admiral Place, Tulsa, Okla. sattle, Mrs. J. A., 605 Delaware, Bartles- ville, Okla. Benfer, Mabel C., 417 Osage Ave., Bartles- ville, Okla. Bishop. Lillian E., Lincoln School, Ard- more, Okla. Blake, Mrs. Rose W., Wagoner, Okla. Bogan, L. E., Superintendent of Consoll- dated Schools, Okay, Okla. oo L. F., Box 292, North McAlester, a. Coffman, George W.. 315 G St.. N. E., Ardmore, Okla. Couch, Marv D., 1130 W. Tenth, Oklahoma City, Okla. Dale, Etta D.. 505 8S. Rock Island Ave., El Reno. Okla. Dolan, L. B. 820 W. California, Oklahoma City, Okla. Dyer, Charles E., 30 E. 28th St., Okla- homa City, Okla. Estabrook. Irene, 534 N. Seminole, Okmul- gee, Okla. Fritzson, Edith L.. Willard School 1401 W. Second St., Oklahoma City, Okla. iriggs, O. C., 43 N. Wheeling St., Tulsa, Okla. Hackendorf, William, 1020 S. Florence, Tulsa, Okla. Heaslet, Mrs. W. M., 111 F, N. E., Miami, Okla. Herrin, Birney D., Superintendent of Schools, Morris, Okla. Homberger, FE. H.. Superintendent of Schools, Woodward Okla. cane A. J., 1138 §. Atlanta, Tulsa, B. E., 1112 S. Quincy Ave., Tulsa, a La Mar. R. Esther, Roosevelt School, Ok- mulgee, Okla. Lawrence, E. R., Mannford, Okla. Leach. W. T., 315 S. Walker, Oklahoma City, Okla. Linsdale, J. E., 405 §S. Linden, Sapulpa, Okla 614 ELEMENTARY Scuoort PRINCIPALS Metan. L. C., 2116 Boston, Muskogee, —, R. E., 1427 N. Elwood, Tulsa, Ok McCullough, Mary, 330 E. Fifth St., Okla- homa City, Okla. ry Jobn A., "1225 8. Quaker, Tulsa, kla McMillan. Ethe?. Culbertson School, E. 12th and lw. —~ Oklahoma City, Okla. Obuch, W. A., Superintendent of Schools, Okla Reiff, C. K., Superintendent of Schools, Muskogee, Okla. Richards, Arthur L., 2324 E. Third St., Tulsa, Okla. Rogers, Mary L., Chelsea, Okla. Simmons, Caesar F., P. O. Box 92, Okla- am cig. a emmer, aggie 915 W. Randolph, Enid, Okla, “ Smith, ‘Levia Meyers, 1316 W. 23d, Okla- homa City, Okla. Stryker. L. L., 415 N. Miller. Vinita, Okla. Ware, Mary E 529 Wyandotte Ave., Bartlesvil e, Okla. “a. Isabel, 704 Jennings, Bartlesville, a. Wheat, M. W., 1033 E. Line Ave., Sapulpa, Okla. OREGON Ager, H. W., 1947 Hawthorne Ave., Port- land, Oreg on. Alexander, Mrs. Alevia, 410 E. 55th St., Portland, Oregon. Anderson, 0. A., Box 459, Vernonia, Ore- gon. Arehart, Claud A., Fulton School, 412 N. 29th St., Mi Oregon. —, = A., 343 E. 46th St. S.. Portland, Ore eS ia M., 591 E. 13th St. N., Portland, re Black “y R. C., 220 N. Syracuse St., Port- land, Oregon. Blandford, Mrs. E. W.. 360 E. 28th St. S., Portland, seagen. Blough, H. B., 321 E. 224 St., Portland, Oregon. Boyd, Charles H., 1239 Rodney Ave., Port- and, Oregon. Brown, Elmer, 759 E. 27th St., N. Port- land. Oregon. Buchanan, Mrs. B. non 4954 Greenwood Ave., iy ey Orego Campbell, ¥.: ‘ 1163 Haight Ave., Port- Childers, 7° ™M., 604 Rex Ave., Portland, Oregon. Clinkinbeard, Anna, Brando Apt. 2, Marsh- field. Oregon. Coleman, Veronica, 541 Newport Ave., Bend, ‘Oregon. Cornwell, Raymond L., R. F. D. 3, Crater Lake Ave., Medford, Oregon. ~ om. 624 Dakota Ave., Medford, Ore- Cane, Fred H., Route 8, Box 425, Port- land Oregon. Cunningham, Bessie, 453 E. 14th St. N., Portland, Oregon. Davenport, W. A., Lincoln School, Salem, Oregon. Dickson, W. A., 988 E. Ankeny St., Port- land, Oregon. Dorman Hugh B., 134 E. 55th St., Port- land, Oregon. Downs, = U., ‘592 Stanton St., Portland, Ore Falting, E T., 1141 E. 36th St. N., Port- land, Oregon. Ferguson, C. E., 829 77th St. N. E., Port- land Oregon. Finnie, Mrs. Alice, 8264 S. Fifth St., Marshfield, —. Ford, W. I., 573 E. 38th St. N., Portland, regon. Freel, A. O., 1042 Cleveland Ave., Port- land, Oregon Gary T. J., 89 E. 18th St., Portland, Ore- gon. Glossop, Rosa E., 844 S. Fifth St., Marsh- field, Oregon. Gunn, H. M., 1351 E. Lincoln St., Port- land, Oregon. Gustin, H. W., 222 W. Jackson St., Med- ford, ae ay Hadley. E a 7923 E. Salmon St., Port- Hall, J. 0. ar436 E. Glison, Portland, Ore- gon. Hanna,, Mrs. Blanche E., 165 B. 55th St., Portiand. Gems. Hughson, B. , 222 W. Sumner St., Port- land. orezon Jamison. G. , 799 Haight Ave., Portland, Oregon. Kiggins, C. M., 353 E. 43d St., Portland, regon. ‘ Lemon, Mrs. Mary E., Nortonia Hotel, Portland, Oregon. Lewis, ymin E., Atkinson School, Port- land, Orego McCane._ Neila, 1212 Sixth St., Newberg, Mecon Jesse, 270 E. 15th St. N., Port- land. Oregon. Miller, John M., 901 E. Bluff, Pendleton, Oregon. Morgan WL. H., Sellwood School, Mil- waukie, Oregon ee W. C., 63 E. 45th St., Portland, re Poser. | William, 619 Rodney Ave., Port- land, Oregon. C. E., 1235 E. Pine St., Portland, regon Pomona. “Mrs. C. A., 622 E. Burnside St., Portland, Oregon Petteys. W. oo e007 64th St. S. E., Port- land, Oreg Porter, Seats. 1010 Jackson St., Oregon City, Oregon. Prideaux A. J., 1575 E. Taylor St., Port- land, Oregon. Roberts, L. D., 910 Bryce Ave., Portland, Oregon. Rush, Della, Lincoln School, Pendleton, Oregon. Sherwood, H. M., 7 E. 65th St. N., Port- land, Oregon. Spencer. Cornelia, Portland Hotel, Port- land, Oregon. Stafford, C. M., 1054 Killingsworth Ave., Portland, Oregon. Steele, R. R., 1205 Hawthorne Ave., Port- land, Oregon. Stermer, Henrietta, Clinic Apts. 4, Bend, Oregon. Stevens, Nellie M., Sitton School, Port- land, Oregon. Strong, Clifford L., Route 2, Canby, Ore- gon. Swinney, Ruth, 435 Fowler St., Roseburg, Oregon. Tallman, H. C., 1631 Freemont St., Port- land, Oregon. Thaxter, B. A. 1062 Buehla Vista Ter- race, Portland, Oregon. Thelander, Ellyn, 1153 Woodstock Ave., Portland, Oregon. Thomas, Mrs. Lillie D., 140 N. 20th St., Portland, Oregon. The li: The lL Val f Vai Wa e Wa We Wi Wy Zor ‘ tb Pa ae ee | ee eo! ~~, _, Tuer Seventu YEARBOOK Themgnen. Sana, 484 E, 23d St., N., Port- land, Orego Thompson, Cecil T., 309 E. 28th St., N., Portland, Oregon. Van Meter, Sara, Roosevelt School, Med- ford Oregon. Van Tine, D. T., 705 The Alameda, Port- land, Oregon. Waldine, Lucia, Sister Superior, St. Hel- en’s Hall, Portland, Oregon. Watson, Mrs. A. E., 935 E. Ankeny, Port- land, Oregon. Webb, H. E., 746 E. Tenth St., Oregon. Williams, O. L., 1891 W. Central, Marsh- field, Oregon. Wyman, Paul H., 1205 Alameda Drive, Portland, Oregon. Zook, Carl S., Route 2, Box 24, Milwaukie, Oregon, Portland, PENNSYLVANIA Allen, Lillie E., Bache School, 22d and Brown Sts., Philadelphia, Pa. Anderson, Robert S., Keystone School, Upper Darby, Pa. Askin, Bessie D., 362 Stratford Ave., Pittsburgh, Pa. Atwell. Lottie E., Shady Park School, North Braddock, Pa. Austin, W. L., 70 Harwood St., Pitts- burgh, Pa. Barnes, Harold, Girard College, Philadel- phia, Pa. Bartels, Alma, Larimer School, Pitts- burgh, Pa. Barth, Laura F. Morris and Coulter Sts., Philadelphia, Pa. Bartine, Helen W., Cramp School, Howard and Ontario Sts., Philadelphia, Pa. — J. C., 113 Cherry Ave., Houston, a Berman, Samuel, William §. Keyser-Meehan School, Germantown, Peirce School, — and Christian Sts., Philadelphia, Sea Elizabeth M., 414 Richland Ave., Dravosburg, Pa. Bisset, Mary C., 2519 S. Garnet St., Phila- delphia, Ta. Biswanger, Wilhelmina A., Alex Wilson School, 46th and Woodland Ave., Phila- delphia, Pa. Blessing, Louise, 4837 Lytle St., Pitts- burgh. Pa. Book, Clare B., 113 E. North St., New Castle. Pa. Booth, Morrison, 1845 E. Cambria St., Philadelphia, Pa. Bowman, Calvin, 29 S. Linwood Ave., Crafton, Pa. Bover, Martha E., 6420 N. 12th St., Phila- delphia, Pa. Breeze, Mary P., 325 N. Craig, Pittsburgh, Pa. Breitwieser, William. 201 Summit Ave., Bellevue Branch, Pittsburgh, Pa. Brooks, Daniel A., 2221 N. College Ave., Philadelphia, Pa. Bunting, Sarah L., McClean Ave., Ches- wick, Pa. Camillus, Sister Mary, Convent of Mercy, HazJeton, Pa. Candoni, Mrs. Blanche, 5219 Spruce St., Philadelphia, Pa oo Elodie G., 1 Obey Ave., Crafton, Chambers, Raymond L., 24 W. Philadelphia, Pa. Chase, Marie S., 2038 Master St., delphia, Pa. Chew. Samuel L., Northwest School, and Race Sts., Philadelphia, Pa. Logan St., Phila- 15th 615 Clampitt, Xenia C., 6805 N. 11th St., Philadelphia, Pa. Cleavenger, W. C., 1028 Steuben S&t., Pittsburgh, Pa Coe. E. W., 1419 Eim St. Wilkinsburg, a. Coll, John J., 1010 Morningside Ave., Pitts- burgh, Pa. Collins, Bessie Eleanor, 4910 Larchwood Ave., Philadelphia, Pa. Conboy, Elizabeth, Fernleaf and Eccles St., Pittsburgh, Pa. Coeper, E. Newbold, E. Seventh St., Per- kasie, Pa. Coughlin, J. L., Columbus School, 17th and Poplar Sts., Erie, Pa. Cressman, Eimer W., 540 S. Melville St., Philadelphia, Pa. Creys, Lavina, Harding School, Eighth and Lincoin Ave., Krie, Pa. Crumrine, M. Ella, 917 Chislett St., Pitts- burgh, Pa. Dale, Ralph B., 1127 S. 52d St., Phila- delphia, Pa. Danehower, Mrs. Alice, Schuylkill Ave., Jeffersonville, Pa. De Shong, W. W., Linwood School, Pitts- burgh, Pa. 518 Leverington St., Phila- Dill, Oliver T., delphia, Pa. Dobbins, Thomas J., 5224 Schuyler St., Germantown, Philadelphia, Pa. Doeblin, Maud T., Apt. 105 C, Alden Park Manor, Germantown, Philadelphia, Pa. Doyle, Florence A.. Logan Demonstration School, 17th and Lindley Ave., Phila- delphia, Pa. Dunleavy, Joseph M., 1113 Pittston Ave., Scranton, Pa. Dunn, Etta A., Pittsburgh, Pa. Eaton, Jeannette M., Belmar School, Lang and Hermitage. Pittsburgh, Pa. Eckard, Elizabeth T., Mott School, Sepviva and eer a Philadelphia, Pa. Edgar, Robert H., 531 Orchard Ave., Belle- vue, Pa. Eissler, Louise, Birney School, Ninth and Lindley Ave., Philadelphia, Pa. Emrey. Miles L., Bryant School, 60th and Cedar St., Philadelphia, Pa. Engell, Annie G., 2311 S. 21st St., Phila- delphia, Pa. Erskine, Mary, Rose School, Pittsburgh, P Ora, Clayton School, Pitts- 5215 Chester Ave., Phila- Fauset, Arthur H., Singerly School, 22d and Berks Sts., Philadelphia, Pa. Fels, Maurice, 4323 Spruce St., Philadel- 4112 Pennsylvania Ave., a. Euwer, Mrs. burgh. Pa. Evans, Abel J., delphia, Pa. phia, Pa. B., Adrain Apt., Bayard Wisher, W. J., 225 Lafayette Junior High Bethlehem, Pa. Frew, Margaret A., 6540 Darlington Rd., Germantown, Philadelphia. Fugett, Joseph R., Funk, M. Estelle. Curtin School, Musgrave Ferguson, Mary st., Pittsburgh, Pa. 225 Shaw Ave., Lewistown, Pa. Forman, W. O., School, Uniontown, Pa. Frankentield, Ira M., 37 E. Union S&t., I'reed, H. E., 1209 Herbert St., Phila- delphia. Pa. Pittsburgh, Pa. Fromuth, Carl L., 459 E. he Lane, Fugate, Edwin L., Jr., 329 cashesns St., Philadelphia, Pa. 120 E. Miner St., West Chester, Pa. and Horten Sts., Germantown, Phila- delphia, Pa. 616 Exrementary Scnoor PrIncIpPars Galter, Israel, 3133 W. Columbia Ave., Lerda, Stephen A., 16 Spring St., Glen Philadelpha, Pa. yon, Pa. Garver, Francis M., University of Penn- Liveright, Alice K., 1208 N. Broad St., sylvania, 112 Bennett Hali, Philadel- Philadelphia, Pa. 7 _—. Pa. Lokes, Frank C., 1116 S. 52d St., Philadel- Gibbs, Mary S., 350 W. Duval St., Ger- phia, Pa. mantown, Philadelphia, Pa. Lowrey, S. L., 370 S. Negley Ave., Pitts- Gill, Margaret L., Fitler School, Seymour burgh, Pa. and Knox Sts., Philadelphia, Pa Lowry, Georgia, 1110 Center St., Wilkins- Gilland, Thomas M., Superintendent of Schools, Donora, Pa. Ginsburg, Morris B., Drexel School, 16th and Moore Sts., Philadelphia, Pa. Glanville, Beatrice, No. 2 School, Forest ty. Pa. Golden, H. W., 420 Dawson Ave., Bellevue, Greves, Eulalia A., Morningside School, Pittsburgh, Pa. = ore. 6520 Dalzell Place, Pitts- Griswell, Lydia A., 37 Winona Ave., Nor- wood, Pa. Grubbs, J. h 247 Vine St., Hagerty, Jean B., Robert Morris School, 26th and Thompson Sts., Philadelphia, Pa. Hall, William H., Supervising Principal of Canonsburg, Schools, Dravosburg, Pa. Hanlon, Nelle G., 728 W. Main St.. Monon- gahela, Pa. Hardie, — H., 317 N. Craig St., Pitts- burgh, Harry, Davia P., Jr., University of Pitts- burgh, Pittsburgh, "Pa. Hert. John C., 538 Carey Ave., Wilkes- arre, Heberling. Mabel M., 229 S. Fifth St., Al- lentown Heidinger, | a L., Wissahickon School. Ridge Ave. and Kalos St., Philadelphia, Pa. Henderson. R. H., 369 S. Winebiddle Ave., Liberty Sta., Pittsburgh, Pa. mS es 3 W.. 4677 Adams Ave., Phila- delphia, Holllershesd. "Mary W., 706 Madison St., Chester, Pa. Homer, Francis E., 3526 N. 16th St., Phila- delphia, Pa. Hood. Mrs. Vivian P., 529 Turner Ave., Drexel Hill, Pa. vm. Sarah E., 540 Reno St., Jackson, J. Roy, 618 Franklin Ave., Wood- lawn, Pa. Rochester, Johnson, A. Bessie, 109 Wayne St., War- ren, Pa. Jones, Mary F., 1209 W. Chester Pike, Manoa, Upper Darby, Pa. Kell, Jane F., 622 Linden Ave., York, Pa. Kerns, Morey +" 2526 S. Cleveland St., Philadelphia, Pa. =. hy -y E., 400 N. Third St., Harris- Kirke es “Elisabeth, Garrettford School, Drexel Hill, Pa. Knoch, E. H., 2825 Espy Ave., S. Hills Sta.. Pittsburgh, Pa. Kohne, Emma tae 129 S. Graham S&t., Chester, a. Lackey, Elizabeth, 1304 Vance Ave., Cora- Stella S., ante Perrysville ve., S., Pittsburgh, , Annie L., 6336 Jeahaen St., Pitts- burgh, Pa. Law, Bertha V., 1427 Mervin Ave., Dor- mont, Pittsburgh, Pa. Lehr, Clarence W., 205 E. Meade St., Phila- delphia, Pa. burg, Pittsburgh, Pa Lytle, Annie, Miller School, Miller and Foreside St., Pittsburgh, Pa. McCarthy, Nora I., 1164 W. Ninth St., Erie, Pa. McClure, Eliza, 1139 Piermont Ave., §S. Hills Sta., Pittsburgh, Pa. McCracken, Mary A., 11 Brushton Ave., Pittsburgh, Pa McCutcheon, Lyda B., 300 N. Pittsburgh, Pa. McKean, Annie. 907 Poplar St., Erie, Pa. McKnight, F. J., 514 Bellzhoover Ave., Pittsburgh, Pa. MeMillen, Clara F., 347 S. Atlantic Ave., Pittsburgh, Pa. MeSwiggen, Alice, 922 Ivy St., Pittsburgh, Pa. Macart, Mary, 300 Philadelphia Ave., West Pittston, Pa. Macfarlane, Isabel, 4144 Parkside 1209 Stirling St., Negley Ave., Ave., Philadelphia, Pa. Mac Veagh, Wayne, Coatesville, Pa. Mager, Flora, 1121 Somerville Ave., Phila- delphia. Pa. Mann, Adda May, Greenfield School, Pitts- burgh, Pa. Martin, Jane B., 733 Aiken St., Pitts- burgh, Pa. —— H. G., Allen School, Pittsburgh, Menienhall. G. S., 1010 Clinton St., Phila- delphia, Pa. Michels. Veronica R.. 149 Apsley St., Ger- mantown. Philadelphia. Pa. Michener, Flmer FE., 3642 N. Broad St., Philadelphia, Pa. Milholland. Maude E., Lincoln School, Pittsburgh, Pa. Miller. Emma L., 544 W. Seventh St., Erie. Pa. Milligan, Alice, Spring Lane School, Mt. Oliver Sta.. Pittsburgh, Pa. Montanye, Edwin Y., 8018 Crispin St., Philadelphia, Pa. Moore, J. F.. Brookline School, Pittsburgh, Pa. Morley, Christine C.. Cedar Lane and Maryland Ave., Aldan, Pa. Morley. Sallie G., H. C. Lea School, 47th and Locust Sts., Philadelphia, Pa. Morse, Melvin E., 3128 Elmwood Ave., Erie, Pa. Murphy, Lenore, 142 E. Third St., Erie. Pa. Myers, Edward T., 5143 Oakland S&t., ‘Philadelphia, Pa. Neill, John A., 420 Electric Ave., town, Pa. Lewis- O’Connor, Mary, 501 Sassafras St., Erie, Pa. O'Neal. C. C.. 86 S. Keystone Ave., Hard- wood Park, Upper Darby. Pa. Orr, Marie H.. MeCandles School, Butler St., Pittsburgh, Pa. Orton. Robert FE., 5312 Pine St., West Philadelphia. Pa. Oster, Stella W., 128 E. Lemon St., Lan- easter, Pa. 706 Sproul St., Chester, Parker, Sarah J., Pa. Parker, Willis N., 5331 Rising Sun Ave., Olney Sta., Philadelphia, Pa. oe ara Tue SeventH YEARBOOK 617 Parris, Thomas G., 723 Church Lane, Ger- mantown, Philadelphia, Pa. Parry, Samuel D., Third St. and Duncan- non Ave., Philadelphia, Pa Patterson, Eleanor W., 1829 Willow St., McKeesport, Pa. Patterson, Ollie T., Wickersham School, Pittsburgh, Pa. Pearce, Milton O., 5004 Griscom St., Phila- delphia, Pa. Pennewill, Emma L., 4808 Windsor Ave., Philadelphia, Pa. Pittman, Jennie, 108 W. Mt. Pleasant Ave., Philadelphia, Pa. Pollock, Mary, 701 Miffin St., Hays, Pa. Porter, Hugh L., Chatham School, Bon- vue St., Pittsburgh, Pa. Proctor, Milton D., Superintendent of Schools, Uniontown, Pa. 7“ 7”... Zura ame Central Grammar Bldg., mW. "w iliam K., Lydia Darrale School, 17th and Folsom Sts., Philadelphia, Pa. Ross, Frank, 6648 N. i7th St., Philadel- phia, Pa. mene. Ida R., 420 N. Mary St., Lancaster, Sabold, = Carrie, 6234 Ridge Ave., Phila- delphia, Pa. Sacks, Solomon, 4827 N. Tenth St., Phila- delphia, Pa. Schartung, J. A.. 554 Dawson Ave., Belle- vue, Pittsburgh, Pa. Scheel, Elizabeth A., 2013 Diamond St., Philadelphia, Pa. Schuster, Marie H., Country Day School, Scranton. Pa. Scorer. Sadie M., Box 95, Homestead, Pa. = Louisa D., 514 Gross St., Pittsburgh, cua. Mildred J.. 2235 Brownsville Rd., Mt. Oliver Sta.. Pittsburgh, Pa. Sheaffer, C. C., 1512 Coursin St., McKees- port, Pa. Shetlock, William, Supervising Principal of Schools, Coplay, Pa. Shipman, Gordon B., Francis Read School, 11th and Moore Sts., Philadelphia, Pa. Simpson, Charles E., 3626 N. 19th St.., Philadelphia, Pa. Smith, Le Roy, 5817 Montrose St., West Philadelphia, Pa. Soffel, Catherine A., 16 Greenbush S&t., Pittsburgh. Pa. Sooy, Wendell, 115 Glendale Rd., Stone- hurst, Upper Darby, Pa. Souder, Elvin B., 36 W. Walnut St., Souderton, Pa. Sproule, Marion K., 4845 Cedar Ave., West Philadelphia, Pa. Staneruck, Bessie E., 654 E. Summit Ave., Roxborough, Philadelphia, Pa. Steadman, H. L., 1716 Sassafras St., Erie, Pa. Steinberg, David L., 5138 N. Fairhill St., Philadelphia, Pa. Stetser, Margaret C., 1602 Upland S&t., Chester, Pa. Stewart, Mrs. Eva L., 104 Division St., Mount Union, Pa. Stewart, Laura E., 123 Agnew Ave., Mt. Oliver Sta., Pittsburgh Pa. sees, Gertrude M., 816 Poplar St., Erie. string. Robert C., 416 Green Lane, Phila- delphia, Pa. ease. Grace G., Grant School, Pittsburgh, Tennis, Marguerite, Bywood School, Upper Darby, Pa. Thomas, Alfred, Rockland Street School, Lancaster, Pa. Thomas. Oscar D., 6160 Webster St., Phila- delphia, Pa. Thompson, Edmund A., Drexel School, 16th and Moore, Philadelphia, Pa. Thompson, Rudolph W., 621 E. Tioga St., Philadelnhia, Pa. Thorniey, Mary, 5 Somerton Ave., Phila- delphia, Pa. Tinker. Doreas M., 3208 Baring, Phila- delphia, Pa Torrey, Sue B., ye aed School, Eighth and ‘Walnut, Brie, Pa. Treflinger, Jane, 1156 _ St., Pitts- burgh, Pa. Truby, Charlotte C., 839 Rebecca Ave., Wilkinsburg, Pa. Tschippert. Olive, 106 Ravine St., Wood- lawn, Pa Turner, Mand C., Montooth School, Pitts- urgh Tweed, dean M., Hartranft School, Seventh and York St., Philadelphia, Pa. Tyson. Margaret R., 321 Trites Ave., Nor- wood, Pa. Walker, Anna W., 5732 Spruce St., Phila- delphia, Pa. Walker, James, Jr., 6039 Washington Ave., Philadeiphia, Pa. Walter, Cornelius J., 1122 S. Peach St., Philadelphia, Pa. Warshaw, Harry A., Randall School, Ninth and Bainbridge Sts., Philadelphia, Pa. Whitlow, Effie H., J. M. Logan School, Lydia St., Pittsburgh, Pa. Williamson, Anna, 22 Arbor St., Pitts- burgh, Pa. Williamson, Edith, 22 Arbor St., Pitts- burgh, Pa. Williamson, Ruth, 412 Market St., Clear- field, Pa. Willis, Minnie C., Emerson School, Tenth and Cascade, Erie, Pa. Wilson, George H., Box 973, Narberth. Pa. Wolf. 'M. Elizabeth. James E,. Rogers School, Columbo St., Pittsburgh, Pa. Wright, Louise B., 5800 Ellsworth Ave., Pittsburgh, Pa. 4957 Rubicam Ave., Yerkes, Helen K., . Philadelphia, Pa. Young, Frances, 514 S. 44th St., Philadel- phia, Pa RHODE ISLAND Burdick, Annie P., 160 Irving Ave., Provi- dence, R, I. Church, S. May Burton, Tiverton, R. I. Hazard, George Nathan, Warren. R. I. House, Lucy — 14 Euclid Ave., Provi- dence, R. Lyon, Bertie: c., 494 Lloyd Ave., Provi- dence, R. I. Robinson. Henry W., 27 Clarke St., New- port, R. I. Searle, Edna L., 95 Maplewood Ave., Arl- ington, R. I. Stahle, Pauline W., 161 W. Broad St., Westerly. R. I. Starrett, Chester E. A., 18 Overhill Rd., Providence, R. I. Tinkham, Marian L., School, West Barrington, B. is Williams, Mary, John Howland School, Cole Ave., Providence, R. I. 23 Evans Ave., George T. Baker SOUTH CAROLINA on, E. L., 1317 N. Main St., Anderson, Fogarty, Simon, 151 Moultrie St., Charles- ton, BC. Goforth, Preston C., Mt. Pleasant Acad- emy, Mt. Pleasant, Pe ie Grice, George D., Mitchell School, 2 Perry St., Charleston, a. ¢€ 618 ELEMENTARY Scuoot PRINCIPALS MacKenzie, Florence M., 317 W. Pine, Florence, 8. C. Miller, Mary E., Box M, bes pa mee 8s. C. Rogers, George Calvin, 190 Tradd St., harleston, ‘S. e. Strohecker, Henry _ Jr., 9-A Rutledge Ave., Charieston, S. Venable, Myrtle C., ieetiee Mills School, Trough, . Ward, W. H., Walterboro, 8S. C. Weinheimer, C. . James Simons School, Charleston, 3 A SOUTH DAKOTA ame. J Alda M., 705 12th St., Rapid City, Adams, Ruby M., Board of Education, Aberdeen, 8S. Dak. Arendt, Eva F., 914 W. Eighth St., Sioux Falls, S. Dak. Carpenter, Harriet, 184 Third Ave., S. E., Aberdeen, 8S. Dak. Carpenter, Irene M., 902 Fifth St., Brook- ings, S. Dak. De Kraay, Henrietta, 18} Third Ave., S. Aberdeen, S. Dak. Flanagan, Maude, 421 E. Fourth Ave., Mitchell, S. Dak —_, > Ella M., 816 W. Ninth, Sioux Falls, Haas, race. 1615 S. Minnesota Ave., Sioux Falls, S. Dak. Hamilton, Isabelle, Central Bldg., Lead, S. Dak. Johnston, FF oa t= ##$ tna —_ ol. rt- Ly, Tuer Sreventuo YEARBOOK 619 Colding, Kate, 314 Third St., San An- tonio, Texus. Cooke, Mrs. Margaret F., 3415 Knight, Dallas, Texas. Cutter, Annie, 115 E. Pine St., Palestine, Texas. Daniel, Maud, Route 3. Box 50, Waco, Texas. Darrow, Harriet, 822 N. 15th, Waco, Texas. Davis, Eva Margaret, Longfellow School, Webster and Chartres St., Houston, Texas. De Chaumes, Helen C., Taylor School, Houston, Texas. Dilworth, Bettie, Barwise School, Wichita Falls, ~ 7 . W., 306 W. Main Ave., Hous- on, Texas. Dobson. W. B., 1940 Hurley Ave., Fort Worth, Texas. Resiey, J. D., 3220 S. Adams, Fort Worth, Texas, Fisher, G. N., 1012 Annis St., Fort Worth, Texas. Gideon, S. E., 1906 Bennett, Dallas, Texas. Glasgow, B. W., 27194 Fairmount, Dallas, Texas. Godbey, C. E., 4474 Heights Blvd., Hous- ton, Texas. Gohmert Emilie G., 303 W. Locust St., San Antonio, Texas. Gorbutt, Catherine, Wright Apts., No. D, El Paso, Texas. Gupte. Margaret, 109 S. Crawford, Dallas, exas, Grafton, E. G., 3916 Worth, Dallas. Texas. Gregg, Lucile, 1121 E. Alabama, Houston, Texas, Hamilton, iy A., City Park School, Dal- las, Texa Harris, J. K. Route F, Box 35B, San An- tonio, Texas. Harrison, J. V., Electra Texas. Harvey, A. D., "Box 201, Kingsville, Texas. Hasseil, T. C., 4714 Reiger Ave., Dallas, Texas. Hefner, Joseph I., Campus Ward School, Longview, Texas. Henderson W. H., 3519 Tularosa St., E1 Paso, Texas. Higgins, Annie, 1520 W. Travis St., Sta. A, San Antonio, Texas. Higgins, Gertrude, 1015 N. Florence St., El Paso, Texas. Hirsch, — 719 Ogden St., San An- tonio. Tex Hoard Lucy “Ciaire, 1318 Montana St., El Paso, Texas. Hobby. Louise, 2245 Neches St., Beau- mont, Texas. Howard, Mrs. Lily, 131 Newman S&t., El Paso. Texas. Jackson, J. A., 505 W. 12th St., Dallas, Texas. Jacobs, R. C. T., 915 Parkview Ave., Dallas Texas. Jarrott, R. A., 1707 Ninth, Wichita Falls, Texas. Jewell, Francis, 2632 Jefferies, Dallas. Texas. Johnson, Mrs. Emrie, 311 W. Mistletoe, San Antonio Texas. Jordt, Elsie B., 520 San Pedro Ave., San Antonio, Texas. Kay. Roy R., 1421 W. Ashby St., San An- tonio, Texas Kelly, J. F., John H. Reagan School, Dal- las Texas, Kenley, Chester H., Box 520, San Angelo, Texas. Kirk, J. W., 509 E. Jefferson, Dallas, Texas. Lamb, H. L., 1541 W. Ninth, Texarkana. Texas. Langford, Nora, 3751 Travis Ave., Fort Worth, Texas. Lantrip, Dora B., 4525 McKinney Ave., Houston, Texas. Lipscomb, Mrs. Virginia, 703 Lipscomb, Dailas, Texas. Lloyd, S. M., 6126 Goliad, Dallas, Texas. Lyle, J. W., 5217 Jackson St., Houston, exas. McCorkle, Nelle, 5003 Live Oak St.. Dallas, Texas. McDonald, R. R., Austin School, Green- ville, Texas. McFarland, Adeline, 1313 Castle Court, Houston, Texas. —. —, 725 Ogden St., San o Tex MeNeill, Flora, 725 Ogden St., San An- tonio, Texas. M: —. Ellen, 906 Rio Grande St., Austin, exas ——,- . M., 118 8S. Beverly Ave., Tyler, ex May, R. W., 451 B. Mitchell St., San An- tonio, Texas —. Marie, 303 W. 37th St., Austin, ex Melear, Grace, 1618 N. 15th St., Waco, Texas. Moore, Ida, Elementary School, 2000 Jones St., Wichita Falls, Texas, Moore, Loren Alton, New Braunfels, Texas. Moren Mrs. Flora, 1350 Beverly, Dallas, Texas. Mores, Cc. W., 3420 University Blvd., Dal- las, Texas. —— Meman H., 823 S. Beacon, Dallas, “exas. Morse, Mrs. Alberta H., 901 Upson Ave.. El Paso, Texas. Mosse, Anna, 1131 W. Walker St., Deni- son, Texas. Muldrow, Alice, 406 N. Edgefield, Sta. A. Dallas, Texas. Neal, Elma A., 510 E. Dewey Place, San Antonio, Texas. Neal, Neva Jane, Buckner Orphans Home Dallas. Texas. Newby, W. B., Reagan School, Temple, Texas. Newell. Jessie, Sam Houston State Teach- ers College, Huntsville, Texas. Odom, I. N., 1429 S. Eighth St., Waco, Texas. Ogier, W. C., Alamo School, Dallas, Texas. Park. J. E., Alamo School, Wichita Falls, Texas, is 0% Mrs. Eunice R., 211 W. Rio Grande El Paso, Texas. pean Mrs. William A., 1490 Ave. F, Beaumont. Texas. Peyton, Agnes, 152 Anders St., Marlin, Texas. Phillips, Jerry. Route 2, Scurry, Texas. Piland, Effie, Millard School, 645 Maga- zine St., Beaumont. Texas. Pinkston, Eva G., 5652 Belmont Ave., Dal- las, Texas. Porter, C. M., 404 N. Main St., Temple, Texas. Power, Leonard. Bryan Street High School. Dallas. Texas. Preston, Eleanor, 1006 Prospect Ave., El Paso, Texas. Pullen, Mattie, 729 S. Crockett St., Sher- man, Texas. Reid, DL, E, 1702 W. 26th St., Fort Worth, Texas. Rice, Klifford, 903 Octavio St., El Paso, Texas. 620 ELEMENTARY Scuoo.t PRINCIPALS Riddle, Marie, 1725 Proctor Ave., Waco, exas. Robinson, O. B., Elwood School. Midway, Texas. Schaper, Mamie E., 533 N. 15th St., Waco, Texas. Shattuck, Bertha, 840 Courtlandt St., Houston, Texas. Sugeta. Annie, 517 Penelope St., Belton, 8. Steele, ‘gam, 102 Lewis St., San An- Stephenson, Zach T., Travis School, Hous- ton, Texas. Stevens, E., South Ward, Clarendon, Texas. Stewart Bessie L., 1107 Austin Wichita Falls, Texas. Stewart. Mrs. Ema, 4319 Conner St., Houston, Texas. Stone, Grace, 1600 Summit, Waco, Texas. Stuart, Amy E. 5509 Willis Ave., Dallas, Texas. Swann, Alicia, 1820 Montana St., El Paso, exas. Swindells, Minnie. 625 Woodlawn, Dallas, Texas. Tarlton, O. A., 708 West North 21st St., Fort Worth, Texas. Taylor, Nell, 1201 N. El Paso St., El Paso, Texas. Temple, Mrs. I. M. S., 801 Ave. B, Galves- ton, Texas. Thomas, Lilla, 1114 N. Campbell St., El Paso, Texas. Thorne. Carl, West Dallas School, Dallas, Texas. Walker, William Edward P. O. Box 903, Wichita iy Texas. Whatley, C. A., 6283 La Vista Drive, Dal- las, Texas Whittlesey, ‘James T., 317 S. Marsalis Ave., Dallas, Texas. Wolfe. J. B., 1505 Lorraine St. Houston, Texas. Wright, Mrs. Edith D., Hawthorne School, Houston Ave. and Bingham, Houston, Texas. Wyatt, Mrs. Bella, Sam Houston School, “Marshall, Texas. UTAH -— - 7 Olive, Lincoln School, Ogden, Bond, Elizabeth, 1437 Sigsbee Ave., Salt Lake City, Utah. Brown, Sees G., 9 Farnsworth Apt., Ogden, Utah. Bridgland, L, A.. Whittier School, Salt Lake City Utah. Burch, Charlotte, 1437 Sigsbee Ave., Salt Lake City, Utah Craven, Ina E., Box 112, Ogden, Utah. Driggs, Joseph B., 2142 S. State St., Salt Lake City. Utah. Ferris, Olive, 813 Belvedere Apts., Salt Lake City, Utah. i Gertrude, Box 112, Ogden. Folsom, gus B., Webster School, Salt Lake City, Forrester, Entherine S., Douglas School, 650 8. 13th St., Salt Lake City, Utah. Green, Della L., 743 25th St., Ogden, Utah. Harris, J. J., 1550 Yale Ave., Salt Lake City, Utah. Keele. * Charles H., Emerson School, 1337 McCleliand Ave., Salt Lake City, Utah. ae, Ella, 132 3 St., Salt Lake City, tah. Kendell, Edith E., 917 Second Ave., Salt Lake City, Utah. Layton, Margaret, Lowell School, Salt zake City, Utah. a, Edith M., 2539 Jefferson, Ogden, Mccoy. Evelyn R., Wasatch School, 530 Third East St., Salt Lake City, Utah. Mande Martha, 468 J St., Salt Lake City, Utah. Mickelsen, P. M., Route 4, Sandy, Utah. Miller, Minnie, 871 Coatsville Ave., Salt Lake City, Utah. Morgan, Margaret, 21 Craig Apt., Salt Lake City, Utah. Morris, Zeta, 223 W. North Temple, Salt Lake City, Utah Palmer, Mrs. Maude A., Central School. Moab, Utah. Peirce, M. June, Box 566, Ogden, Utah. Pendleton, Del'a, 419 E. Third 8S. St., Salt Lake City. Utah. Poulson, F. G., 1521 S. Ninth E., Salt Lake City, Utah. Poulson, Fred N. Hawthorne School, 1632 Ss. Seventh E., Salt Lake City, Utah. Rawlins, William S., 211 N. First W., Salt Lake City. Utah. Reid, E. T.. Superintendent S. Sanpete School District, Le Utah. Rockwood, C. 5m 575 E. Ninth S., Salt Lake City, Uta Sorenson, Vio, ne S. Fifth St., Salt Lake City, Utah. Steele. Jesse F.. Tooele, Utah. Stewart, I. Daniel, 740 E. Third S., Salt Lake City Utah. Whelan, Lillian, 411 Belvedere Apts., Salt Lake City, Utah. Whitesides, E. M., Elementary School, Layton, Utah. Wolcott. Perry R., Gusher, Utah. VERMONT Alexander, Nelle S.. Department of Educa- tion, Burlington, Vt. Chapman, Emma J., 323 Pearl St., Bur- lington, Vt. Donnelly, May I., 323 Pearl St.. Burling- ton, Vt. Maynard, Addie E., 54 Green St., Brattle- boro, Vt. Sargent, William A., 74-A Harrington Ave., Rutland, Vt. VIRGINIA Barnhart, Nat G., Meadowview Public School, Meadowview, Va. Brimmer, Rose L., 119 College Ave., Dan- ville, Va. Browning, Mary, Assistant Elementary Supervispr, Bank and Charlotte Sts., Norfolk, Va. Bruce, A. M., Salem, Va. Eighmey, Edna, John Kerr School, Win- chester, Va. Fraine, Mrs. H. R., 1517 Fillmore St., Lynchburg. Va. Gish, Elizabeth, 2450 Rivermont Ave., Lynchburg. Va. Givens, C. B., Helen Dickinson School, 21st and T Sts., Richmond, Va. Glass, E. C.. Superintendent of Schools, Court and 11th St., Lynchburg, Va. Harrison, ae. 403 N. Belmont Ave.., Richmond, Harvey, M. Lizzie, 1419 Early St., Lynch- burg, Va. Healy, E. Turner. W. H. Taylor School, Norfolk, Va. Jac Annnonrnsnvw lo) — = = me et It ) Tue Seventn YEARBOOK 621 Jacox. D. G., 977 Washington Ave. Nor- Va Jonaeee,, Lillian M., 404 Chestnut St., Norfolk, Va. Jones, — T., 315 Harrison St., Lynch- burg, V —_ Neilie R., 211 49th St.. Newport News Va Kizer. ‘tz beth, 226 Norfolk Ave., Lynch- burg ’ Kye, Boy *n., 120 Willard Ave., Phoebus, P+ Fay H., D. M. Brown School, Petersburg, Va. Le Grande, Anna D., 93 Federal St., Lynchburg, Va. Lewis, Mrs. Virginia S., B. Village School, Hopewell. Va Marx, — E. M.. Henry Clay School, Nor- folk, Va. Miller, Berta C., 301 Fauquier St., Lynch- burg, Va Norris, Forbes H., R. E. Lee School, Rich- mond, Va Pilcher. Ethel. 1774 Chuckatuck Ave., Petersburg, Va. Rorer, John Alexander, J. E. B. Stuart School, Norfolk. Va. Seott, Lannie V., Stonewall Jackson School, Petersburg, Va. oapee, Mrs. A. L., 519 Lee St.. Bristol. Truitt, W. J. B., John Goode School, Nor- folk, Va. Urquhart, Helen D., 1119 Wise St., Lynch- _.burg Va. Wilson, Elsie E., 641 29th St., Newport News. Va. WASHINGTON Allen, Nell B., Box 35, Hoquiam, Wash. Allen, Zeila E., Magnolia School, 28th W. and W. McGraw, Seattle Wash. Anderson. Mrs. Mary D., 520 Garden, Bel- lingham. Wash. Austin, George R., 3648 Burke Ave., Seattle, Wash. Bancroft, C. A., 1115 Leavenworth Ave., Olympia, Wash. Bennett, Earle D., Longview Schools, Longview. Wash. Blair, William A., 2712 33d Ave. S&., Seattle, Wash. Boyington, Jo Mae, 1115 W. Tenth Ave., Spokane, Wash. Bradley, Florence, Bemiss School, Spo- kane, Wash. Budde. Charles A., Denny School, 97th and 35th, N. E., Seattle, Wash. Burke, James A., Garfield School, Spokane, ash. Cassel, 3. U.. R. F. D. 2, Box 686, Seattle. Cassidy, H. A., Alki School, Seattie. Cleveland, A. D., 1911 N. Jefferson St., Spokane, Wash. Clumpner. G. A., Superintendent of Schools, Box 158 Clarkston, Wash. Copeland. Eunice D., 78th and Tenth, N. E., Seattle, Wash. Cummings, Rena, 1314 Marion 8t., Seattle, Wash. Dansingburg. Eva, 1417 Tenth Ave. W., Seattle, Wash. Davis, W. M.. Superintendent of Schools, College Place, Wash. Dickson, J. C.. Warren Avenue School, Seattle, Wash. Dimmitt A. W.. 426 Cedar St.. Renton, Wash. Dimmitt, Beniah. Brighton School, Seattle, Wash. Dirimple, Belle, 4334 Seventh N. E., Seattle, Wash. —. Pauline, Parsons Hotel, Spokane, ash. Durham, M. E., Leschi School, Seattle, Wash. Ellison, H. B.. Whitman School, Wenat- chee. Wash. Erickson, Emma S., State Normal School. Bellingham, Wash. Evans, E. H., 2026 Oakes Ave., Everett, Fagan, ‘Charles, Cascade School. Pontius and Thomas Sts.. Seattle. Wash. Farnsworth, Mabel V., Stevens Junior High School, Spokane, Wash. Farrar, Frank, 4747 Fourth Ave., N. E., Seattle Wash. Fitzgerald, Marie, Field School, 4515 N. Ash St., Spokane, Wash. ee Elizabeth, Central School, Comas, F a og Lydia, 2250 37th, S. W., Seattle. ash Foster, Charles, Crown Hill School, Se- attle, Wash. French, Mrs. Jennie M., School, Tacoma, Wash George, Almina, 847 Central Bldg., Seattle, Wash. Gifford, Annie L., Longfellow School, Se- attle, Wash. G ——, O. K., 1811 Shelby Ave., Seattle, Was Graham, Charlotte, Hughes School 35th S. W. and W. Holden. Seattle, Wash. Gray, Charles C., 4115 50th Ave. S., Seattle, Wash. Guthrie, Viletta H., Stevens School, We- natchee Wash. Hambert, Nona C., 1216 W. 13th Ave.. Spokane. Wash. Hanson, Orlando M., Lowell School, 1922 E. Lynn, Seattle, Wash. — Emma C., 722 17th N.. Seattle, ash. Heller, Anna E., Whittier School, Spokane, Washington Henderson, Frank D., 4326 Pasadena Place, Seattle, Wash. Henderson. Grace 3933 Corliss Ave., Seat- tle, Wash. Herren, Dora S.. Montlake School, Seattle, Wash. Hodges, Jo, 1127 18th Ave., N., Seattle, Wash. Holt, Mrs. Flora M., Washington School, Auburn, Wash. Hubbard, Alice. 400 W. 11th St., Van- couver, Wash, Jackson, W. E., 820 W. Montgomery Ave., Spokane, Wash Johnson, Elsie Marian, 1000 E. 29th St. Vancouver, Wash. Keithahn, Charles, Rochester, Wash. Kelly, L. Maxine, 326 Queen Anne Ave., Seattle, Wash. King, William A. 5010 18th Ave.. N. E., Seattle, Wash. Knaack, R. H.. McKinley School, Spokane, Wash. Knutson, K. J., T. T. Minor School, Se- attle, Wash. Langley. Rosa Sheridan School, Fifth and Freya, Spokane, Wash. Larrabee, Emma D.. F. A. McDonald School, Latona Ave. and E. 54th. Se- attle, Wash. Leahy, Mrs. M. R., 902 Cashmere S&t., Wenatchee Wash. Lind. T. A., 3717 N. 21st St., Tacoma. Wash. Lockwood. Jessie M., John Muir School, 33d S. and Horton St. S., Seattle, Wash. 622 Evementary Scuoot PriIncipars Lowman, J. Guy, Whittier School, 5703 Palatine Ave., Seattle, Was McClincy, Eleanor E., 1116 Firth Ave., Spokane, Wash. McClure, Worth, 850 Central Bldg., Seat- tle Wash. Mcllravy, Frank D., Gatewood School, Se- attle. Wash. McKeehan, Charles F., 6225 Woodlawn, Seattle, Wash. McKenzie, Earl, Stanwood, Was — John, Maltby School, Beuae ash. Mackintosh, John J., Webster School, Se- attle, Wash. Mader, Clara E., 1110 E. Fifth Ave., Spo- kane, Wash. Mahon, Ada J., 942 27th Ave., Seattle, Wash. Marquette. Elizabeth, Lawton School, 26th and Elmore, Seattle, Wash. Matheson, Anna May, Emerson School, Seattle Wash. Melvin, Belle, 1221 Colby Ave., Everett, Wash. Metsker, Charles. University Heights School, Seattle, Wash. Meyer, Florence L., Hutton School, 24th and Plateau Rd., Spokane, Wash. Moffett L. B.. Highland Park School, lith S. W. and W. Trenton, Seattle, Wash. 1012 W. Seventh, Port Needham. Kate §&., Angeles, Wash. Nelson, Mrs. Ethel R., 1801 Eighth St., Anacortes, Wash. Nettleton, Lulie Concord School, Seattle, Wash. Palmer, J. Lee, 1415 E. 14th Ave., Spo- kane, Wash Pariseau, Eugenia B., 1630 Boylston, Se- attle, Wash. Parker, Isabelle C., S. 11 Cedar. Apt. F, Vallamont. Spokane, Wash. Parkins ye G., Principal of Schools, omis, Was Pattee, Ida M., kane Wash. Patten, David, 532 Belmont N., Seattle, ” Hawthorne School, Spo- ash. Perry, Bella, Youngstown School, 24th Ave. S. W. and W. Genesee St., Seattle, Wash. Peterson, Frank W., 319 W. Iron. Cen- tralia. Wash. Pinckney, Paul W., Superintendent, Mt. Baker Consolidated Grade Schools, Dem- ing, Wash. Pratt, O. C.. Superintendent of Schools. Spokane Wash. Purinton. Estelle, Holmes School, Coch- ran and Sharp Sts., Spokane, Wash. Reeves, Lester, W. Queen Anne, Seattle, Wash. Richardson. Dio, Horace Mann School. al Ave. and E. Cherry St., Seattle, ash. Richardson, Margaret, Cooper School, Spo- kone. Wash. Beg. M. O., 6215 Brooklyn Ave., Seattle, Wa Roberts. E. C., 1633 Melrose Ave., Seattle. Wash. Robinson, Beatrice, Jefferson and Jackson Schools, Everett. Wash. Scott, Cora H., Girls Parental School, 57 S. ‘and Holly, Seattle. Wash. Scudder, J. W.. 5270 17th N. E., Seattle, Wash. Sears, A. G., Adams School, Seattle, Wash. Shaw, L. R.. 2207 Nob Hill Ave., Seattle, Wash. Sly, C. M., Box 193, Chehalis, Wash. Smith, Herman F., Latona School, Fourth N. E. and E. 424, Seattle, Wash Smith, Lila, Washington School, Spokane, Wash. Smith. W. Virgil, Summit School, Summit Ave. and E. Union, Seattle, Wash. Seeues. E. H., Pacific School, Seattle, Yash. Stanton, Edgar A., 1908 29th St., S., Se- attle Wasb. Stanton, George A., Seattle, Wash. Stevens, Carolyn, Dunlap School, 46th §. and Cloverdale St., Seattle, Wash. Strite, Adelaide, 3914 Latawah St., Spo- kane, Wash. Tharp, Elizabeth, Coe Seattle, Wash. Thune. Elmer T,. 5216 S. Park Ave., Ta- coma, Wash. Towner, Earl M., papere Junior High School, ww. Was Turnbull, » 1812 W. Sixth St., Aber- deen, Waste Vetting. Ida F.. 321 Boylston N., Seattle, Wash. Voell, Leona T., S. 1604 Adams St., Spo- kane, Wash. Weisman, Frances, 2308 Manito Blvd., Spokane, Wash. Weisman. Sara E., 2308 Manito Blvd., Spo- kane, Wash. Wertman, Florence E., 2420 Lincoln St.. Bellingham. Wash. West. Clifford D., Box 653, Centralia, Wash. White, Mrs. M. E., Box 428, Wenatchee, Wash. Widmer, J. M., Central School, Sixth and Madison. Seattle, Wasn. Willard. Frank E., 850 Central Bldg., Se- attle, Wash. Wilson, Mabel V., 2224 First W., Seattle, Wash. Witt, Lena F.. 1128 W. Ninth Ave., Spo- kane. a Vee, 3. ¢ .. 545 Malaga St., Wenatchee, Ww Yoder, Robert S., Winlock, Wash. Washington School, School, WEST VIRGINIA Brown, Stanley, 155 Camden Ave.. Buck- hannon, W. Va. Fette. Bertha M., Jefferson School, McCol- loch and 14th Sts., Wheeling. W. Va. Fitzgerald, I. D., Harvey School, Hilltop W. Va. Grose, Mary V., Burnwell School, Burn- weil, W. Va. Halterman, Allie. 11 Victoria St., Buck- hannon, W. — = p D ag 52 24th St., Wheeling, f a. Markley, Ernest L., 12th and Eoff St., Wheeling. W. Va a ae Sarah, 210 Ash Ave., Moundsville, Powell, Thomas E., 1134 24th St., Park- ersburg, W. Va. Renpetto. Mary D., 2006 Warwood Ave., Wheeling, W. Va. WISCONSIN Angnows, John H., pe... Nano E., 584 25th Ave., Mil- waukee, B Assmann. C., Washington School, West Allis, wis. Axtell. Annie D., Lowell School, Madison, Wis. Itasca Sta., Superior, _ — = = = Oo =~ Tue Seven NTH YEARBOOK 623 Ballou, Ethel L., 2338 Ogden Ave., Su- perior, Wis. Becher, William O., 925 Grove St., Mil- waukee, Wis. Betten, I. N., Twentieth Street School, 20th St. Near Wright. Milwaukee, Wis. Bickler, Peter, 1383 28th St.. Milwaukee, Wis. Boyce, Thomas W., Cass Street Rotary School, Kewaunee St.. Milwaukee, Wis. Buboltz, William F., 599 69th Ave., West Allis, Wis. Callen Sara, Lisbon Avenue School, North Ave., Milwaukee, Wis. Carew, A. D.. Supervising Principal of Schools, Oregon, Wis. Cleary, Margaret E.. Jefferson School, West Allis, Wis. Cody, Janet, 314 S. Franklin St., Janes- ville. Wis. Colburn, Willis Paul, Park Street School, Milwaukee, Wis. Edgar, Mary L., 435 N. Lake St.. Madison, Wis. Evans, Katherine, Lincoln School, Fond Du Lac. Wis. Gallagher, Katharine, Webster School, Redfield St.. La Crosse, Wis. Gardner Emma J., Bartlett Avenue School, Milwaukee, Wis. Ginty. Clara W., P. O. Box 303. Madison, Wis, Greenwalt. W. C., Washburn School, La Crosse, Wis. Hahn, William H., 38th Street School 88th and Clarke, Milwaukee, Wis. Hein. Fred W., 511 Logan Ave., Mil- waukee, Wis. Hood. W. F., 1813 W. Sixth St., Racine, Vis is. Hoole, Patricia, Roosevelt School, West Allis, Wis. Horton. S. C.. Fifth Street School, Near Hadley. Milwaukee, Wis. Kahl, Henry, Madison Street School, Fifth Ave., Milwaukee, Wis. Kappelman Mary, 217 37th St., Milwau- kee. Wis. Kaross. Ella B., 732 Maryland Ave., Mil- waukee, Wis. Kastner, W. G., Mound Street School, Mound St. and Lincoln Ave.. Milwau- kee. Wis. Kellar. Laura E., 1825 Prospect Ave., Mil- waukee, Wis. Kies, Michael S., 2418} Galena St., Mil- waukee, Wis. Kircher, Irving H., Washington School La Crosse. Wis. Koepke, William C., waukee, Wis. Kottnauer, Annette, Viean School. Walker and Greenbush, Milwaukee, Wis. Kriesei, C. A., 230 26th St., Milwaukee, Wis. Kusche. Anna E., 166 Waugoo St., Osh- kosh. Wis. Leiser, Else, 5544 Delaware Ave., Milwau- kee, we Luening. Edwin G., 677 52d St., Milwau- kee, W — Chaves F., 801 S. 15th St., Sheboy- 1201 State St., Mil- Ss. MeCail, Frank S., 1509 Grange Ave., Ra- cine, Wis. McConville, Hannah C., 916 Ferry St., La Crosse, Wis. McCormick, Elizabeth R., 2023 E. Sixth St.. Superior. Wis. McKenzie, Mrs. H. M., 6324 Seventh Ave., Kenosha, Wis. MeMahon. Margaret C., 605 W. Walnnt. Green Bay, Wis. Manion, M. E., 24 Amory St., Fond Du Marvin, Adeline R., 419 Sterling Place, Madison, Wis. Maurer, Charles H., Wright Street School, 56th and Wright, Milwaukee, Wis. — lrederick C., 833 Main St., Racine, Millmann, Anna, 654 Washington St., Mil- waukee, Wis. Morse, Alice C., 338 23d Ave., Milwaukee. is. Neubauer, Paul F., 534 Fourth Ave., Wau- watosa, Wis. Nichols, Walter S Milwaukee, Wis. Nichols, William E.. Washington School, Oshkosh, Wis. Oesau, Theodore J., Fourth Street School, Fourth and Galena Sts., Milwaukee, Wis. Osius, William F., A. E. Burdick School, Sta. D, R, 2, Box 208, Milwaukee, Wis. Parsons. Emily R., Harvey School, 1003 Jenifer St.. Madison. Wis. Payne, Florence I., Lapham Park School, Eighth and Sherman Sts., Milwaukee, Wis. Peasley, Florence E., 1628 31st St.. Ke- nosha,. Wis. Peck. A. W., Eighth Street School, Mil- waukee, Wis. Peterson, Vernett E., 622 Congress S&t., Eau Claire, Wis. Pratt, Velmer D., 2303 E. Washington Ave., Madison. Wis. Promberger, William, 31st Street School, 31st and Brown, Milwaukee, Wis. Reichert, C. Lorena, 2134 Keyes Ave., Madison, Wis. Rood Mrs. Alice E., Marquette School, Madison. Wis. Schnell, Fred S., 1740 N. Ninth St., She- boygan, Vis. Schwartz, Carrie E., 711 48th St., Mil- waukee, Wis. Simmons, William F., Wisconsin Avenue School. Milwaukee, Wis. Skowlund, W. N.. Lincoln School 17 Sara- toga Ave., Oshkosh, Wis. Smithyman. W. Lincoln. McKinley School, 21st St., Milwaukee, Wis. Speerbrecher, Henry. Roosevelt Junior High School, Ninth and Walnut Sts., Milwaukee, Wis. Spence, Harry, Jefferson School, La Crosse, Jefferson Street School, Wis. Thies, Lillian C., 524 Stowell Ave., Mil- waukee, Wis. Tiefenthaler, G. E., 375 Mountain Ave.. Wauwatosa, Wis. Ww ng Frances, 1364 14th St., Milwaukee, Vi Warnes, Dwight M., 928 Lake Ave., Ra- cine, Wis. Wiswail, Zilla, Brayton School, Madison. Wi is. Wood, Blanche. 18104 John Ave., Superior, Wis. WYOMING Castle, Margaret, Box 470, Rock Springs, Wyo. Chambers, Margaret, 118 E. 13th St., Cas- per Wyo Dunlap. Mrs. Nona Udell, 1218 S. Elm St., Casper, Wvo. Eddleman. Minnie L.. Washington School, Box 644, Casper, Wyo. Hume, Clayte, Pine Bluffs, Wyo. Kocher. Lillian A., 620 E. Second, Casper, Wyo. MeLauchlin, Eleanor, Lincoln School, Cas- per, Wyo. 624 ELEMENTARY Scuoo.t PrINcIPALS Robertson, Edith, Green River. Wyo. ee. Lottie, Jones Apts., Laramie, yo. Stinson, Adelle T., Jefferson School, Cas- per, _— Winter, Mae I., Park School, Casper, Wyo. Washington School, ALASKA Lanterman, Eva., Principal of Schools, Craig, Alaska. COOK ISLANDS Ayson, H. F., Resident Commissioner. Rarotonga, Cook Islands. HAWAII Angus, Myra W., 2534 Lower Manoa Rd., onolulu, Hawaii. Baldwin, c. W., 2614 Kuahine Drive, Honolulu, Hawaii. Brown, Elmer A., Kuhio School, Honolulu, awaii. Claypool, Carrie, Aiea School, Aiea, Oahu, Hawaii Creighton, Mrs. Isabella L., 1445 Kuau- moku St., Honolulu, Hawaii. Fraser, Mrs. Nina L. D.. Kaiulani School, Honolulu, Hawaii. Frizelle. Fred R., Makaweli School, Maka- weli, Kauai. Hawaii. Giacometti, Mrs. Emma P., Supervising Principal of Schools, Hilo, Hawaii. Hendry, Mrs. Robert, 3015 Kalakana Ave., Honolulu, Hawaii. Martin, Thomas J., Lincoln School, Hono- lulu, Hawaii. Sabey, Mrs. Laura. Spreckelsville School, Spreckelsville, Maui, Hawaii. Troeller, Mrs. Edith 5. P. O. Box 415, Lihue. penal. ew , St., Hono- \ i. Wedeme jer, “Mrs. Henrietta, Lihue, Kauai, Hawaii Winne, Mary P., Punahou School, Hono- lulu, Hawaii. PHILIPPINE ISLANDS Arce, Mrs. A. V., 1025 Vergara St. Quiapo, Manila, P. I. Bordner, H. A., P. O. Box 772, Manila, Oliva,” Eulogio, Pinamalayan, Mindoro, Uichanco, Efigenia B., Waghpote Ele- mentary School. Manila, P. I PORTO RICO Saavedra, Angel, Box 26, Guanica, Porto Rico. SYRIA Moneimneh, M. O.. Al-Makassed Al Kheli- rieh, Al-Kantarai, Beirut, Syria. LIBRARIES AND EDUCATIONAL INSTITUTIONS Dean’s Office College of Education, Uni- versity of Arkansas. Fayetteville, Ark. Lange Library of Education, Haviland Hall, University of California, Berke- ley, Calif. Library, Pomona College, Claremont, Calif. City School Library, 614 F. W. Braun ldg., Los Angeles, Calif. Los Angeles County Free Library, 204 N. Broadway, Los Angeles, Calif. Teachers’ Library, Chabot Hall, 11th and Jefferson, Oakland, Calif. Administration Library, School District No. 1, Room 322 414 14th St., Denver, Colo. State Board of Education, Hartford. Conn. Department of Education, Graduate School, ale University, New Haven, Conn. Library, University of Georgia. Athens, Ga. Library, — University, Emory Uni- versity, Library, Iaivecutty of Hawaii, Honolulu, Hawaii. Library, Eastern Illinois State Teachers College, Charleston. III. Library, State Normal University, Normal, Library, Indiana University. Bloomington, nd. Indianapolis Public Library, St. Clair Square, Indianapolis, Ind. Administration Library, Independent School District, 629 Third St.. Des Moines, Iowa. Library, State University of Iowa, Iowa City, Iowa. Administration Club, c/o D. A. Hayworth. — Morningside Ave., Sioux City, Kelloz . Library, Kansas State Teachers College, Emporia, Kansas. oe State Department of Education, P. Box 633, Baton Rouge, La. Libgary, Louisiana State Normal College, Natchitoches, La. Uneery. University of Maine, Orono, fain Library, Johns Hopkins University, Balti- more, Administration Library, Board of Superin- tendents, 15 Beacon St., Boston, Mass. Library, Graduate School’ of Education Harvard University. Cambridge, Mass. iaeeee. State Normal School, Salem, Mass. teference Library. Board of Education, 1354 Broadway, Detroit, Mich. oe, Board of Education Minneapolis, Minn. Minnehaha School, 51st St. and 36th Ave. S.. Minneapolis, Minn. Library, University of Minnesota, Minne- apolis, Minn. State Teachers College. Moorhead, Minn. Periodical pcre Public Library, St. Paul, Min Kansas. City "Public Library, Kansas City, Mo. Board of ?. ~~, c/o J. Richmond. Maplewood, St. Louis aie Principals Associa- tion, Hodgen School, 2748 Henrietta St., St. Louis Mo. Sisters of St. Francis, 1435 Mallinkrodt St., St. Louis, Mo. Kramer High School, Columbus, Nebr. Free Public ee. 5 Washington St., Newark, N. New York State Library, Albany, N. Y. Public School 156, Sutter Ave. and Graf- ton a a Katz, Principal Brook- lyn, N. Y. Geamenat School No. 11, William A. oo. Principal, Poplar Ave., Buffalo, Bryson Library, Teachers College, Colum- bia University, New York. N. Y. Rureau of Reference. Research nd Statis- tics. Board of Education, 500 Park Ave., New York, N. Y. Cle\ A um Te 2 raun iN. and Tict ver, nn. ool, Ga. ilu, ers al, on, Tue SEvENTH YEARBOOK 625 Cleveland Public Library, 325 Superior Ave., Cleveland, Ohio. Library, Ohio State University, Columbus, Ohio. Teachers Library, Box 2005 Tulsa, Okla. Library, University of Oregon, Eugene, Oregon, School District No. 49. Medford, Oregon. Library, Oregon Normal School, Mon- mouth. Oregon. Oregon State Library, Salem. Oregon. Administration Bureau Room 109-A, State Department of Public Instruction, Har- risburg, Pa. Pedagogical Library, Board of Public Edu- cation, Keystone Annex. 19th Above Chestnut, Philadelphia, Pa. Library, University of Pittsburgh. 310 State Hall, Pittsburgh, Pa. Academic Divison Library. Bureau of Edu- cation, Manila, P. I. Commissioner of Private Education, Ayun- tamiento, Manila, P. College of Education, University of Ten- nessee, Knoxville, Tenn. Library, East Tennessee State Teachers College, Johnson City, Tenn. —— University of Texas, Austin, Texas. Library, West Texas State Teachers Col- lege, Canyon, Texas. Library, State Normal School, Cheney, Wash. State College of Washington, Pullman, Wash. Education Library, University of Wash- ington, Seattle, Wash. Public Library. Milwaukee, Wis. Cul Cu Cut Do’ Doi Dy INDEX OF PERSONS (Authors whose articles are referred to in the text, or whose studies have been reviewed, or whose articles have been noted in the selected references, and mem- bers of the Committee on Standards and Training. Not including all authors of articles in the general bibliography.) Alltucker, Margaret M............ 460 ye a Sere ree 304, 346 Anthea, SONA Wi oss.6.6.sccieswicscwes 254 DE ROE Giciss so 6a0s canceacesens 248 Datei, TiCO) Bissikin ck dvskeveseees 309 Barr, A. S........ 193, 194, 203, 248 304, 716, 510 DE ccs oeteavacces 206, 208, 500 NS Ge tia isp here ekeaames 206, 501 Birkham, George ............. 241, 242 MN Res ced cade nmeeueian 362 Bonpitt, Brawkln. ....<.s.<0