CHAPTER IV 
THE PRINCIPAL’S TIME BUDGET AND WORK HABITS 
PLAN YOUR WORK AND WORK YOUR PLAN 


Rosert B. Assorr 
Principal, Heaton Demonstration School, Fresno, California 


NERTIA IS A COMMON affliction among school administra- 
| tors. It is so easy to drop into the old familiar grooves. In some 

communities four out of five are afflicted and their best friends 
won't tell them. Let us look into the office of Principal N. A. Rutt. 
It is 10:15 a. m. in the American School of Typicality, U. S. A. 


I. Wuat 1s Wrone Wirn Tuts Picture? 


Janitor: Mr. Rutt, we will probably need more soap by the end of the month. 
It seems to me that these youngsters use a great deal of soap. I think 
they must be using it to play with. Anyhow we will need some more 
before long. 

Mr. R: Yes, I must do something about the wasting of soap. How much shall 
I order? 

Janitor: Ten gallons should carry us over until the close of the term, I think. 
Er did you order some oil for me yesterday? I am afraid it is 
getting quite low. 

Mr. R: Ah! That’s right. I’ll see to it right away. 

Pupil 1: Mr. Rutt, Miss Bowman would like to have you come up to her room 
for a minute if you can. 

Mr. R: All right. What is going on? 

Pupil 1: She would like to have you see the Indian village we have been 
making. We are going to put it away now and take up something 
else, and we thought maybe you'd like to see it before we put it away. 

Clerk: Oh, Mr. Rutt, before you go will you O. K. this order of Miss Carlson’s 
for some drawing paper? 
(Enter two pupils, one supporting the other, more or less.) 

Pupil 2: Mabel hurt her foot playing ball. She turned her ankle when she slid 
on third. Shall I take her to the nurse’s room? 

Mr. R: Yes. Is it badly hurt, Mabel? Let me see the ankle. Does it hurt 
there—or there (pressing different parts of the ankle). 

Pupil 3: No, sir. Yes, it hurts there 

Mr. R: I guess it’s only sprained a little but your mother may want to have 
your doctor see it. Is your mother home? 

Pupil 3: Yes, sir. 

Mr. R: She can come after you, can’t she? (Pupil nods.) What is your tele- 
phone number? 

Pupil 3: 3-6576. 

Mr. R: (Mr. R. dials 3-6576.) Mrs. Denham? This is Mr. Rutt, of the 
American School, speaking. Mabel has turned her ankle and, though 
I do not think it is serious, possibly you would prefer to take her to a 


3 [ 193 J 

















194 ELEMENTARY Scuoot PrIncrpaLs 





doctor. No, it is not serious, but bathing it in hot water would help 
even though you do not take her to a doctor. Good-bye. (To Mabel.) 
Your mother will be here soon. You can wait in the other office for her. 
(Boy enters as the girls exit left rear.) 
Mr. R: Well, John, what is it? 
John: Miss Enters said I was to come down to see you. 
Mr. R: What's the trouble? 
John: I didn’t do nuthin. Besides, Jimmy Dolan did it just as much as I did. 
Clerk: Mrs. Parent would like to speak to you on the telephone, Mr. Rutt. 
Act I ends in June. 
Act II opens in the fall and may be very similar—but we hope not. 
Referring to the activities of the principal actor in the play pre- 
sented, we might discover these things wrong in this picture: Mr. 
Rutt should not have been in his office at 10:15 in the morning ordi- 
narily (unless it was a period between scheduled visits to class- 
rooms—and even then the office is a dangerous place to go. He might 
better have gone almost anywhere else). (2) He should have had a 
scheduled conference period for the janitor at which the janitor 
could bring up all his troubles. (3) He should either have arranged 
for the janitor to order oil as he needed it for the furnace or to have 
the clerk order it. Preferably the latter. (4) Pupils who have been 
given responsibilities, who are enthusiastic about their work, and 
who help run the school are not so likely to waste the soap. It seems 
very difficult to find a substitute in the child’s interests for wasting 
soap—but it has been done. (5) It is apparent that Mr. Rutt did not 
know very much about what was going on in Miss Bowman’s room. 
That she should have to send for him to see her completed village 
before they put it away is quite an indictment. He may have been 
leading the child on when asking her if she knew what the room was 
going to do next, but we suspect that he did not have even a thumb 
in the pie when Miss Bowman was making her plans. (6) There 
should be some system whereby the teachers can get their own sup- 
plies. They should get them at a certain time even if the clerk is given 
full responsibility, and, certainly the clerk should not have the prin- 
cipal O. K. every order for supplies. (7) Accidents will happen to 
children about the school, and often the principal will necessarily 
have to take charge—especially when the nurse is not in the build- 
ing as is the case here apparently. However the clerk can usually 
handle these cases and if it is a prevailing activity of the school to 
have accidents it may be well to organize a group of pupils who can 
be taught to take charge of most of the cases. (8) It may have been 
the best policy for the principal to have phoned the injured girl’s 
mother himself. Certainly the practice breeds confidence and allows 
another contact with the parent, but it is perfectly possible to have 





| 


onal 
) aw 


an a nae a ee ae Ca ae 2 Oe 





1elp 
el.) 
her, 


lid. 





Tue Nintu YEARBOOK 195 





these phone calls handled by the clerk or a pupil. The home may 
appreciate his personal interest in the child, but it will soon learn how 
sincere his interest in children is by the type of school he runs. 
(9) Evidently he has had no warning about the disciplinary case, 
Johnny, and is in for a bad time settling it to the teacher’s satisfac- 
tion—which should not be the basis for settling problem cases. Think 
how much simpler it would have been if only he had not been in the 
office, even if he had not put into effect a plan which called for a 
conference with the teacher before he saw the pupil. (10) The tele- 
phone call by Mrs. Parent served to spare the author of the play the 
trouble of trying to solve the disciplinarian case, but it also shows 
that Mr. Rutt probably has no office hours so far as telephone calls 
are concerned. 

We are thankful that we have had but one half-hour of Mr. Rutt’s 
troubles. 


II. Wuy OrcGanize THE Princrpau’s Time? 


Many principals will recognize this “ half hour with a principal ” 
as a valid sample of what their whole day might be if they did not 
organize their time. This article will be devoted to plans whereby the 
principal may so organize his day and his work that he may accom- 
plish the work that he has been hired and is paid to do. We are not 
given higher salaries than teachers that we may be glorified clerks, 
which is what the above depicted principal undoubtedly is. A good 
clerk could do a better job of practically everything that this princi- 
pal is doing, or than any clerical minded principal. 

We might well look at the duties and responsibilities of the ele- 
mentary school principal before outlining means of organizing his 
time. This is necessary that we may put first things first. His chief 
responsibility is that of gaining for the children of his school 
the greatest possible growth—physically, socially, individually. The 
values that the elementary principal is anxious to secure for each 
pupil may be roughly outlined as: (1) necessary skills, (2) develop- 
ment of individuality, and (3) development of group consciousness. 

The principal deals for the most part indirectly with the children 
of his school. He secures the values above listed through the teachers 
and through such specialists as the school nurse, the visiting teacher, 
and the supervisors. It is his responsibility to guide the work of the 
teachers and the specialists in such a manner that their efforts secure 
the greatest possible good in terms of child growth. This means that 
in order to secure the “ greatest possible good” the principal must 
organize his time. Leadership and directorship of others necessi- 











196 ELEMENTARY Scuoor PRINCIPALS 





tates organization of time on the part of the leader in order to make 
the efforts of the other members of the organization most effective. 

Certain it is that only by organization of time will the principal 
be able to deal directly with any number of children—and at the 
same time do justice to his duty of leadership of teachers. That he 
should deal directly with children is not questioned. He can undoubt- 
ediy influence the lives of the children with whom he does come in 
contact. However, it is easy to overestimate the number of pupils 
thus directly influenced and forget how many are not reached. The 
point is that the principal is concerned with every child in his school 
and that if he can so guide and lead his teachers that every child has 
a larger chance for mental, moral, and social growth, that is his first 
duty as a principal. By organizing his time, however, the principal 
ean deal directly with a great many more children as individuals and 
at the same time increase the effectiveness of his corps of teachers. 

A third argument for the need of organization of time is that there 
are so many things for which a principal is responsible that it is 
imperative that he pick out the more important ones to do first and to 
so organize them all that he may accomplish them all. The Seventh 
Yearbook lists some 170 activities." As curriculum makers must 
select the experiences most worthwhile for children, so must the prin- 
cipal select of all his possible activities the ones that will be of most 
worth in terms of the objectives of the elementary school. 


III. How OrcGanizE THE Princrpaw’s SCHEDULE ? 


The principal’s work may be divided into four or five main types 
such as administration, supervision, clerical, community service, and 
professional study. Various studies have been made to discover 
what percent of the principal’s time should be given to each type. 
Such a study is that of McClure which shows that college professors 
believe that the division of time in terms of percent should be: 


Ee 40 percent 
Administration ...... Shi gata meee wakes 20 percent 
MER ee crtheucs dant dene one cea ease wwens 10 percent 
Comnmpumity Service .....ccccccccccccsccccs 15 percent 
UNE ncosncadoat aig Wekatne Gi 5 alates culkiaeh ccc aiedemneis 4 percent 
UIE TI oo nsec coccccndsaecneees 11 percent 


Each principal should set a goal for himself in terms of percent of 
time he would like to give to each of these types of activities. The 
goal will vary to fit the situation of the individual principal. For 


* National Education Association, Department of Elementary School Principals, 
Seventh Yearbook, 1928, p. 197-201. 





exa 
tha: 
wol 
He 


sue 


ag 


pal 


Of 


Of 


Of 


Of 


p! 
TO 


d: 


W 


ake 


pal 
the 


bt- 
in 
ils 


01 
as 
“st 
al 
id 


A 











Tur Nintu YEARBOOK 197 





example, it may be desirable during a certain semester to spend more 
than the ideal amount of time on administration or on community 
work. It should be an attainable goal for the individual principal. 
He should not set the goal so high that he is unable to be reasonably 
successful in attaining it and he should set it high enough to insure 
a gain over his procedure of the year before. 
The principal’s goal might well be set up in terms of the various 
parts of the day as follows: 
Of the pre-school day: (8-9) 
50 percent to teachers conferences (including meetings) 
20 percent to pupils. 
30 percent to planning day (and directing clerk) 
Of the school day: (9-12)-(1-3: 30) 
50-70 percent to supervision 
10-15 percent to pupil relationships 
10-20 percent to administration 
10-20 percent to clerical duties and dealing with visitors and parents 
Of the noon hour 
50 percent to lunch 
15 percent to teacher relationships 
15 percent to pupils 
20 percent to miscellaneous 
Of the post-school day: (3: 30-4: 30) 
40 percent to pupil relationship 
40 percent to teacher conferences 
20 percent to miscellaneous (such as: 
parent conferences, and clerical work) 


Such a goal serves as a standard, rough though it is, by which the 
principal may judge the worth of each task as it arises, and assign 
to it its proper amount of time and its place on the daily program. 
The goal serves chiefly as the basis for the making of the principal’s 


principals’ meetings, school teams, 


daily program. 
Translating the above goal into terms of time and of activities we 


would have the basis for a daily program. 
TIME-ACTIVITY PROGRAM 


Pre-School-Day 
8:00-8:30 Conferences with teachers 
8:30-9:00 In office 
Free to see any teacher 
(or pupils or parents) 
Organize day’s work 
Direct clerk in her work 
School Day, A.M. 
9: 00-9: 20 In office 
Clerical work 
Reports from teacher 
Direct clerk 
See parents 
Phone calls from central office 











198 ELEMENTARY Scuoot PriIncipats 





9: 20-11: 45 Supervision 
Testing 
Visiting classrooms 
Conferences with teachers at recesses 
Pupil adjusting 
11: 45-12: 00 In office 
Glance at mail 
Telephone calls 
See parents 
Direct clerk 
Take up matters reported to office during morning 
12: 00-12: 30 Lunch—preferably with the teachers 
12: 30- 1:00 Miscellaneous—varies from day to day 
On yard 
Conferences with teachers 
Meeting with teachers 
Conferences with parents 
Service club 
In general, it is a good time to deal with pupils—play on 
the yard with them; and see pupil committees 
School Day, P.M. 
1:00-1:15 In office 
Conferences with pupils 
Clerical work 
1: 15-3: 30 Supervision 
Much of this time after two o’clock can be given to con- 
ferences with lower grade teachers. This period ordinarily 
is the better one to break into if necessary. 
3:30-5:00 Miscellaneous 
(Reserve first part for teacher conferences and use latter part 
for clerical work) 
Teacher, pupil, parent conferences 
On yard with pupils 
Principals’ meetings 
Clerical work 
Visit parents 
Conferences with superintendent 
Evening Provision should be made for professional study, and for most 
of us the best way of insuring this is to schedule certain 
evenings for study 
Saturdays, too, should often if not always be used for clerical 
and organization work 


In making his daily program the principal will put it down in 
definite form such as: 


8: 00- 8:30 Conference with Miss A—arithmetic 
8: 30- 9:00 Open to conference with any teacher 
(See Miss B about John D) 
9:00- 9:15 Instruct clerk 
1. Copy letter to parents—make stencil 
2. Ditto work for Miss C 
3. Making baseball schedule for boys 
4. Bring addresses of pupils up to date 
5. Put test results on record cards 
(Most of this instead of being put on the principal’s program will 
come from the unfinished business file of his work organizer) 





th 
we 
ou 


th 
we 
wl 


of 


in 


th 


ti 


y On 


On- 
rily 


ost 
in 


‘al 





Tue Nintu YEARBOOK 199 





9: 15- 9:55 Visit Miss A (arithmetic division of fractions) 
10: 00-10:40 Test L5 Rm. 14 Stanford arithmetic test 

Ordinarily the principal will put these items down in a much more 
abbreviated form, often on his date pad, but it is worth noting that a 
program such as the one above provides a very definite record of the 
work of the school. A 5x8 card serves very well for this type of 
program and record. It is possible, though perhaps a poor method, 
to put down briefly the results of the conference with Miss A., thus 
making it serve as a more complete record. 

A better method of recording the principal’s program is the use of 
a weekly chart (see Chart 1). The chart may be divided into hour or 
half hour periods and may include six or seven days of the week. 
It is well to have enough charts made for a semester and to bind them 
together in a binder or with rings. This plan makes it possible to 
make appointments two or three weeks or more ahead and makes it 
possible to make a supervisory program for a month at a time. 

The first step in filling it out is to put in the engagements that 
occur regularly such as luncheon club meetings, teachers’ or princi- 
pals’ meetings, office hours, and conferences with janitor. One princi- 
pal makes one day of the week, Wednesday, the day for all the 
“extras”? such as the janitor’s conference, the pupil council, the 
principal’s council, the teachers’ noon meeting, and the parent-teacher 
association council. He calls this his day for interruptions and plans 
to have them all come on that day as far as possible. 

The next step is to put on the chart the supervisory program for 
the week. The principal should plan the supervision for at least a 
week at a time and putting it on a time chart makes it easier to carry 
out. Having carried out these two steps the chart will show the 
periods not yet engaged which may be filled in during the week as 
the need arises for extra conferences, visitations, or administrative 
work. It is possible to put the supervisory activities in red ink 
which would enable the principal to see at a glance what proportion 
of his time is being given to supervision. 

There are some principles that a principal should keep in mind 
in making a daily and weekly program. 

1. The best time to help a teacher discover her difficulties is at 
the time she is teaching. In other words reserve the school day (while 
teaching is going on) for classroom visitations and supervision as 
much as possible. 

2. Reserve as much of the time immediately before and after school 
and during noon for the teachers as is possible. This is the only 
time they are free to talk with you without other distractions. A 








200 


ELementary Scuoot Princirears 





CHART I. Principav’s Time Cuart (INCOMPLETELY FILLED Our. 


Tuer Branx 


Spaces Are Periops Lerr ror Supervisory ACTIVITIES) 
October 5—October 11 








Monday Tuesday Wednesday 
8 | Miss A. | Teachers | Miss B. 
Arith. Meeting | Arith. 
(Profes- | Prin. Coun- 
| sional) cil meets 
| a Meee EEE Ske asian 
Office | Office | Conference | 
| | with | 
| | janitor 
| | 
| 
10 | | 
| | 
| | 
| | | 
| l 
| 
11 | 
? | 
| _ Pupil 
| Council | 
| meets. | 
| See Clone Leaniaiiaiae 
Lunch | Teachers’ 
lunch and | 
Boys’ Lions meeting | 
games Club — |(Business or | 
| visitor) 
: }+-—— _ encom 
| | 
Central 
office | 
2 eae Sree 
| P.T.A. | 
| Couneil | 
Miss P. Miss O. | 
Grouping | Org. of 
of pupils. | work 
| Prin. 
meeting | 
4 | 
eS 
| Central | Clerical On yard 
| office | with boys 
| | and girls 
games. | 
5 
Even- |———— —— | —— 
ing Musica Class | 
Study club | at 
program | college 

















| 


Thursday 


Meeting of 
boys L4-H6- 
Baseball 
league 
organization 


Office 


Lunch 
Boys’ games 
observe | 


First grade | 
teachers 
Rm. 4. 


Clerical 


Friday Saturday 





Meeting of 
girls L4-L6- } 








Study 


Baseball 
league. 
At office 
org. next 
| week’s pro- 
| gram. An- 
swer letters. 
Report on 
attendance, 
Make plans 
for use of 
institute. 
| 
Call Mr. Y., 
Mrs. T., 
central 
office. 
Visit Mrs. X 
Lunch 
Lunch 
Girls’ games 
observe 
Pr. ts. 
meeting. 
Boys’ and | 
girls’ teams 
play. 
Open Open | 








cor 
the 


pal 
the 
thi 
it 1 
we 
up 
the 


an 
we 
wo 
wi 
wh 





_————— 





Tue Nintu YEARBOOK 201 





corollary of this is that the principal should avoid conferences with 
the teacher during the time that the teacher is teaching. 

3. Schedule conferences with the janitor, the supervisor, the princi- 
pal’s council, and the student council for as often as you can make 
them definitely profitable. This allows you to make a note of some- 
thing you wish to speak to the janitor about, for example, and bring 
it up at the time of the conference. This saves a good deal of mental 
wear and tear as well as time. It also allows the janitor to store things 
up until the time of his conference with you rather than bringing 
them to you at any time. 

4. Schedule clerical work for periods which cannot be used for 
anything more valuable for the school. Saturday mornings might 
well be used for this particularly if the task calls for uninterrupted 
work. Keeping a list of reports due and other record work that you 
wish to do is helpful in that the principal often has a minute or two 
which may be used profitably if he knows just what to do with it. 

5. Check the weekly program against the ideal program to see if 
a proper balance of time is being kept. It is valuable to keep a record 
of the way your time is actually being spent and compare it with 
your ideal program. 

6. Make a yearly program for your school into which your weekly 
and daily programs fit. The yearly program will serve to guide the 
growth and activities of your school rather than allowing them to 
guide you. Such a program will include the school activities for the 
year: school paper, assemblies, athletic events, programs or com- 
munity nights, special events such as May Festival. If your yearly 
program includes a special emphasis on the improvement of teaching 
of some particular subject, this subject should be emphasized in your 
daily and weekly program. 

A daily and weekly program has very definite advantages some of 
which may be briefly summarized: 

1. The principal will accomplish a great deal more than he otherwise would 
because he has relegated to the out-of-school-day period the activities that can 
be done when pupils and teachers are not there and has reserved the time when 
he can help teachers and pupils for that purpose. 

2. His thinking is organized when he takes but one type of activity at a time. 
This means that by thinking about one type of work for any considerable length 
of time that he can draw conclusions, map out further growth for his school 
along that line, or plan his or others’ future activities. It also eliminates a good 
many of the “immediate decisions, 60 percent of which are right.” 

3. Each type of activity takes less effort when one type of activity is under- 
taken at a time. The principal is able to give his full attention to the activity at 
hand. It is true, of course, that it will never be possible to do but one type of 
activity over any considerable period of time but it is surprising how many inter- 


ruptions can be eliminated by careful planning and perseverance in carrying 
out the plan. 











202 EvLeMENtARY Scuoout Principeaus 





4. The principal will be definitely occupied with an activity that he considers 
of great importance and cannot be easily led or forced into minor activities, Ip 
the first place he will not be in the office to be disturbed or interrupted by the 
telephone, by disciplinary problems, by untimely visits from parents, by requests 
for supplies or questions of minor importance coming from the teachers, and all 
the thousand and one things that he must take time for if some one brings them 
to his attention. In the second place, when the principal has a schedule and 
follows it, the teachers, pupils, patrons, and central office soon learn to conform 
to it—thus relieving the principal of many interruptions. The central office 
should have a definite time to call the principal so that he may include it in 
his daily program or else it should take account of his program and call him 
during his office hours. 

5. Many of the clerical duties can be done at odd moments if they are well 
organized and if they are not allowed to take time that had been planned for 
other activities. For example, in the time that the principal is scheduled to be 
in his office there will be moments between appointments when clerical work 
can be taken up and dropped as soon as the teacher comes in. This means, of 
course, that the principal must be able to so organize his work that this will be 
possible without undue effort. 

6. Minor activities have a way of disappearing when the major activities are 
taken care of first. Many of them do not occur because the principal has so 
organized the work of the school that they are eliminated. This is particularly 
true of disciplinary cases. In a well organized school, which provides for much 
activity and use of child interests, 50 to 90 percent of the disciplinary problems 
are eliminated. Other activities are necessarily given to someone else to take 
care of. There are a good many things that a principal comes to think need 
his personal attention because he has always done them, but which he discovers 
can be done by someone with lesser responsibilities just as well or even better. 
The clerk, if there be one, can take on a good many more responsibilities if her 
work be carefully organized, and if the principal take a little time to show her 
* how. If there is no clerk, teachers and even pupils are usually very willing and 
able to do things that take the principal’s time. 

7. When the principal has a time schedule and follows it as best he can 
everything about the school takes on a more purposeful, well-regulated atmos- 
phere. This is greatly appreciated by the teachers. If a principal has a well 
defined time schedule he usually has a well defined philosophy of education and 
an educational program that is progressive and inspiring. This is partly due to the 
greater freedom for thinking and for study, and to the more intimate knowledge 
of his school which a time schedule allows, though for the most part neither is 
the cause of the other—they merely go together; the time schedule contributing 
to the educational program and vice versa. 


IV. Detecatine Duties to TEAcHERS AND PuPILs 


In the ordinary school there are a great many activities which are 
the responsibility of the principal and which tend to take him away 
from his chief responsibility of helping to improve the teaching act. 
Because there is no one else to whom these activities would naturally 
belong, the principal is likely to spend a gread deal of time on them 
knowing that they are of considerable educational worth and feeling 
that the teachers have enough to do in teaching in the classroom. The 
student council (assisting in governing the school), the traffic squads, 
the school library where there is no librarian, the school shop where 





the 
tea: 


roo 


typ 
he 


ligh 
and 
mai 
wit 
con 
atin 
tha’ 


rat] 
wer 
the 
Iti 
tim 
whi 
the 
acti 


for 

will 
of 1 
Mai 
is 
adn 
und 


he 
the 
by 

teac 
sho 
arrs 
acti 
The 
and 
to b 


of e 





ders 

In 
the 
ests 
all 


lem 
and 
orm 
fice 
, in 
him 


vell 
for 


ork 
_ of 


are 


rly 
uch 
ms 
ake 
ped 


ter. 
her 
her 
ind 


an 
Os- 
ell 
nd 
the 
ige 
is 
ing 





Tue Ninru Yrarsoox 203 





there is no shop teacher, the school cafeteria or lunch room, the school 
teams (particularly the interclass games), visual education, a work 
room, a nature study room, or a special music room—these are 
types of activities which a principal may want to develop and which 
he knows will take an enormous amount of time if he directs them. 

Our reconstructed objectives of elementary education throw a new 
light on the responsibilities of the teacher of today’s elementary school, 
and consequently on this problem that faces the principal. Subject- 
matter has lost its position of prime importance. We are concerned 
with the growth of the whole child now as never before—with his self- 
confidence, his ability to get along with others, encouraging his cre- 
ative ability, and developing his group consciousness at the same time 
that we train him to use the fundamental tools of learning. 

This means that the teacher is chiefly concerned with the child 
rather than the subjectmatter and that therefore such activities as 
were above listed, if they contribute materially to the education of 
the child; are his responsibilities as well as those of the principal. 
It is well, of course, to be sure that the activities are worth the child’s 
time and effort, and that they fit his age interests, but having decided 
which activities are educationally worthwhile the teacher as well as 
the principal is responsible. They are no longer extra-curriculum 
activities. 

Such formal arguments are unnecessary as a matter of fact, except 
for the principal’s own ease of mind, for teachers are universally 
willing and even eager to participate in the administrative functions 
of the school and to take over the management of such activities. 
Many principals have what may be called a principal’s council which 
is composed of representatives of the teachers and which, among other 
administrative problems, helps decide which activities the school shall 
undertake. 

It is possible, therefore, for the principal to provide the activities 
he finds most desirable for his school and at the same time reserve 
the greater part of his time for aiding teachers to improve teaching, 
by asking teachers to organize and run different activities. One 
teacher, for example, might take charge of the library, one of the 
shop, one of the school paper, and one of the pupil council. This 
arrangement usually makes for much more educationally valuable 
activities than if the principal attempted to manage them himself. 
They are more likely to be taken over whole-heartedly by the pupils 
and by the teachers if they are teacher managed, and much more likely 
to be used to motivate classroom work. 

This method of delegating responsibilities can be carried to duties 
of even lesser educational value if it is necessary, as it often is in the 








204 SLEMENTARY Scuoon Princireaus 





case of teaching principals or when a large school has no secretary, 
Such duties as taking care of the supply room, issuing books, weigh- 
ing and measuring pupils, giving and correcting tests can be given 
to teachers if absolutely necessary. 

It is well for the principal to keep in mind the following principles 
in asking teachers to sponsor an activity or take over a duty: 

1. Do not ask a teacher to take over a purely clerical or administrative duty 
unless it means that you can do something that you would otherwise be unable 
to do and which is very worthwhile for the children of your school. 

2. Equalize the load of the teachers as far as possible. Relieve teachers who 
are given special responsibilities from yard duty or some other duty. 

3. Choose as sponsor the teacher who is interested and has had experience along 
the line of the activity. Interest on the part of the teacher is of greater value 
than experience if you have to choose between them. 

4. In some activities the ability to lead and arouse enthusiasm in children is 
paramount. In others ability to organize and administer is most vital. Analyze 
the activity or duty to see what characteristics are needed before asking a teacher 
to take it. ; 

5. Consider the health and outside responsibilities of the teacher before asking 
him to take over an activity. 

6. Allow the teacher a good deal of freedom in carrying out the activity and 
give him full credit for its success. Remember you are interested in providing 
the opportunity for the children of your school, not in making a reputation. 


V. Devices Tuatr Hevre ro Save Tine 


1. Use the bulletin board in place of teachers meetings and in place 
of sending notices around to the rooms. This means usually that the 
bulletin must be written the evening before which insures a carefully 
planned and written notice. This will take care of 95 percent of the 
notices to teachers and will save time that the principal would other- 
wise use during school hours. Notices to be read to pupils should also 
be carefully written. 

2. Let the parents as well as the central office know what your office 
hours are. This word can be sent with the report cards or by a mimeo- 
graphed bulletin or by the school newspaper if it reaches enough 
parents. Parents will usually respect your office hours if you let them 
know what they are. If you are not easy to locate at other times that 
will help establish them. 

3. Provide a way in which you may easily be called to the office 
in ease of need. A gong or buzzer system is the simplest way. ‘This 
will save your time by relieving you of the necessity of coming to the 
office every once in a while to see if you are needed there. If necessary 
pupil monitors can be left in the office by a system of relays. 

4. When there are many problem children in the school it is often 
best to set aside a certain period of the day to deal with them. This 
prevents teachers from sending pupils to the office at all times of the 








ary, 
igh- 


ven 
ples 
luty 
able 
who 


ong 
ilue 


n is 
lvze 
her 
i 

‘ing 


ind 
ing 


ice 











Tue Ninru YEARBOOK 205 





————_ 


day; prevents them from sending many of them at all since they 
cannot send them on impulse; allows the teacher to see you and talk 
with you about the case before you see the pupil which allows you to 
look up further information about him and lay your plans ahead of 
time—of inestimable value in getting at the real causes of trouble. 

5. Posting your schedule of visits to rooms and conferences with 
teachers has several advantages. It insures keeping the engagement 
as would not be the case if only you knew what your program was. 
It prevents interruptions since all can see that you are engaged at 
that time. It aids in breaking off lengthy visitations with parents or 
salesmen. It allows the teachers to make the most of your visit to 
them and your conference with them, since they can plan what they 
would like to have you criticise and the questions they wish to ask. 

6. Respect the teacher’s plans even as you wish your own respected. 
Avoid interrupting his work as much as possible. Confer with him 
when he is not teaching. Arrange for a time when bulletins may be 
sent to the room with least interference to the greatest number of 
teachers. 

7. Reserve a time when teachers may see you informally, without 
an appointment, and be there where they may find you. The half 
hour period before school takes up is an admirable period for this 
purpose. This plan is a big time saver for both the teacher and the 
principal because there are many questions which need to be asked 
by teachers which take but a minute to ask and to answer. It also 
tends to lend to the human atmosphere which the principal is anxious 
to build up. 

8. Organization of the office and its equipment goes a long way 
toward economy of time. The principal should have some way of 
organizing the work that is under way and of filing information that 
he wishes to keep. Work “ organizers” and desk baskets are very 
handy for the former and a filing case is almost necessary for the 
latter. The filing case can be a home-made affair if necessary or made 
in the big drawer of the desk. A system of filing should be adopted 
which is logical and usable by both the principal and the clerk. A 
calendar pad is almost indispensable. It serves chiefly to record future 
engagements and to record major school activities of the year, but it 
may be used as a daily program by marking it off into hours. A 
separate program as suggested above is better for the latter. The office 
furniture should be so arranged as to provide the maximum of effi- 
ciency in accessibility and usefulness. 

9. Poster schedules of intermittent occurrences and activities often 
save time. Such things as the shop schedule, the playground schedules, 
teachers meeting schedules, and assemblies might well be drawn up 








206 ELEMENTARY Scuoout PrIncIPats 





for a period of time and posted where it can be found without asking 
someone about it or digging it out of a file. 


VI. Summary 


Time allotments, work organizers, and schedules are means to an 
end. Such devices enable the alert principal to contribute something 
positive to the instructional program. Someone has said: “ Plan your 
work and work your plan.” 

(1) Plan your work—Principals frequently ask teachers to outline 
courses, to prepare lesson plans, and to set-up definite objectives. Can 
the prineipal afford to violate his own preaching ? 

(2) Work your plan—Stay by your program. In the long run it 
will be right because you have thought it out and given attention to 
various activities in accordance with their relative values. 





HE day will come when the public willlearn thata human 

engineer in charge of a school is a person occupied with | 
investigations that increase the efficiency of schools to such 
an extent that it is uneconomical for him to be disturbed | 
every few minutes on the telephone or by personal callers. | 
That day will not come, however, so long as principals are | 
willing to be imposed upon, and so long as they live from 
hour to hour with no more insight into the problems of school 
management than that which is foreed upon them by the 
emergencies of institutional life—Charles H. Judd, see 
Chapter I 














row 
witl 
this 
wit] 
for 











Tue Nintu YEARBOOK 207 





STANDARD RECORD FORMS CONSERVE THE 
PRINCIPAL’S TIME 


Earte D. BENNETT 
Principal, Kessler Boulevard School, Longview, Washington 


N AN ELEMENTARY school of twenty-one teachers, I find the 
daily schedule is one of my most valuable guides. My basic 
program is as follows: 

8: 00- 8: 30 Building inspection 
8: 30- 9: 30 Office hour 
9: 30-11: 30 Supervision of instruction 
11: 30-12: 15 Lunch 
12: 15- 1: 00 Playground and halls 
1: 00- 2: 00 Office routine 
2: 00- 3:10 Supervision of instruction 
Monday—Bookroom 
Tuesday—Teachers’ meetings 
’ Wednesday—Office 
Thursday—Bookroom 
Friday—Office 
4:3 ~: 90 Organization of next day’s work 
Th ‘norning hours ‘the 8: 30-9: 30 office hour is one of necessary 
routine. Pupil enrolment, classroom transfers, brief conferences 
with teachers, parents, school nurse, and attendance officer make 
this a busy period. Many blanks are used in handling these matters 
with speed and despatch. Form 1 illustrates the enrolment blank 
for pupils new to the building. 


FORM 1—Pvuptts’ ENrotMeNT Form 





WORE BRAGG BLE YOU CRITE? 6.6.6 5osiis v6 6 diic 50 o.9:0 eereewewiisi 


Be PE ON oc ces nics a rasimeiee RUG INNER o:s.ccc tas mieweatewers 
Dy, PURO “TRCOE ORG NG id so basta durwiareansewes keseiarae |, eee 
Ss UE Ge SAMUS: TUNES oi 5.5 Os ahah s 3c sane ees on eens Ras RRM Ee 
4. Date of birth: Year........ WMNR os cvsceneekes BE ocona vane 


5. Name of parent or guardian 


6. Where is parent or guardian employed? 


7. Are both parents living here? 


8. School last attended: Name of school.......... py sion CR as atone hes 
a. TR OR a3 5 i ons otto Sie ieee Saas ate ee 


10. Have you ever failed to be promoted?..... If so, how many times?..... 


11. Have you been vaccinated?........ If so, date 




















208 ELEMENTARY Scuoor PrINcIPALS 





Form 2 insures every student’s reporting to the office for assign- 
ment to class on his first day in the building. The stub for this form 
gives us a record in the office to check against the teachers returning 
the permanent record cards’ completely filled out. 

At 9:15 each morning the teachers report the names of absentees 
on Form 3. This blank is accompanied by the information required 
by the attendance officer in looking up cases of illness and suspected 
truancy. At the same hour the milk report is sent in an envelope 
which is printed on the outside as shown in Form 4. 

Professional literature stresses the need for more supervision and 
for less routine work by principals. Yet during administrative activi- 
ties an alert principal can collect and organize material of interest 
to the members of his corps. With this objective in mind I use an 
hour in the classroom and an hour at the library, chamber of com- 
merece, or the workroom collecting materials for teachers, and oceasion- 
ally part of the time reading professional literature. These materials 
and references are indexed and filed for future use. Often a visit 
to homes of problem children will tell me more about my problems 
than study of method and technic. 

The noon hour—My daily visit to the administration building is 
made at my lunch hour where I eat in the school cafeteria away from 
the tension and interruptions experienced in one’s own building. 

The most inspirational and personally valued part of my school 
hours is the time I spend on the playground during the noon play 
and relaxation period. My opportunity of meeting and talking with 
children is best then. I must know children, as children, if I continue 
to serve them well. My work is supplementary, of course, to the super- 
vised play program as the teachers take turn being on the playground 
at all times when school is not in session. 


FORM 2—Pupt. ASsIGN MENT Sup WITH Orrice Stus 





bewkhisesdits cae ees 103... eg ie POC, ae 
Dekase Raw aws cake ee eka OO II. soos Sasi oe as aw eR eee 
Room...... ee To your...... ee Os RR nis 
ORS Bias ince hh Please see that the two record cards are on 


file in this office. 


Coe eee ree er eee eres rreeeeereeeee 


Principal. 











*See Forms 101 and 102A, Strayer and Engelhardt School Record Series. Pub- 
lisher, C. F. Williams and Sons, Albany, New York. 








Ti 
hour 
bull 
fere 

FE 
and 
duri 

P 

day, 


I mi 








Tue Nintu YEARBOOK 209 











The afternoon hours—Oflice routine keeps me busy for the first 
hour of the afternoon. The necessary records, correspondence, and 
bulletins are prepared with the help of a half-time secretary. Con- 
ferences with students are taken care of at this time. 

From 2:00 until 3: 10, direct supervision is the order of the day, 
and of course when 1:00 classes are visited, the office routine is 
during the second hour. 

Probably the time from 3:10 until 4: 30, on Monday and Thurs- 
day, is the principal’s most valuable time. For me, it is, because then 
[ meet the teachers about their problems. Most teachers are dead tired 


FORM 3—Teacuers’ Daity ATTENDANCE REporT 





| WROTE: 5 hon acipc Ranier eee as ates: SOE 5.0055. MontH ENDING......... | 


(Please report names of all absentees) 














Day Ist Week | 2nd Week 8rd Week ith Week 
DO. cewctcndiamenais Liveusmadts calc tated, [ree saleeiy occ eur eee Oe 
POD Prk RR ne eR ENN Oi a RAS OER | 

RO tT er TARE Ferre Oe bering eye ey te bone thy Setilce 

a ete ir ern am ee ee rar ery Mere el Pee en ee re a UE ran ey ee bees | 
I 6 as ons SO cdg pictesmy «ashame ote aroha ta aOR aia eae aki aT pee ae eee | 








We, set neeeden kate y DANNe eR LORE EE Whe mein Rhine Tei deal 


CTCRE CHESS COOTER E CLeCRCH Be He Cds e | eset OONC VES CO8 | OKC OOHE HOKE ORO 





Tree Tee eT eC Reh; are Pe ee a ee ee a se Pat ee a a eee ee a ee 


eee ewe eer ee eens | eee eeesreereeese 


COS EECKRATEECEROCS CODER EOE HOWE OC 26 PROS C648 S HS SCOC/ 1 SOE ERS Ce 





COMSGSSEOCROCBMOCESS *SEHRCOCBCSBODE SSO THESE OMB OS BOOS | HERO O68 O80 48 OS 








Significance of marks: (1) Name only, absent; (2) S, reported sick; 
(3) T, tardy; (4) Tr, truant; X, excused; (6) an (*) asterisk, see notes on 
other side. 

















210 ELEMENTARY Scuoot Principars 





FORM 4—Envevore Usep ror Miitk Funps 


MILK REPORT 

















Cee eee eee eee ee see eee 





Tora, AMOUNT FOR THE WEEK $.................. 


Nore: 1. First column is for milk paid in advance for the week. 

2. Send this envelope to the office each morning before 9: 15. 

3. On the last Friday of the month, enclose money for the entire 
month. Include also a report on free milk furnished your room, 
giving names of children and number of bottles furnished each 
child. 





Su 


Na 











at the close of class session and often times failure to get books and 
materials for use, discourages effective preparation for the following 
day’s work. I try to meet this part of my program more than any 
other, and I find that teachers do respond by planning their work 
in advance. 

Often during conferences I issue books and supplies. I plan to 
handle this duty myself, as it gives me my best opportunity to know 
the teacher’s problems and the work carried on in the classes. Several 
forms are used to make the book room records accurate and as 
economical as possible. Form 5 is a requisition for art supplies and 
plan of work. Form 6 is a requisition blank in which teachers ask 
for books. Form 7, on pink paper, is a memorandum of books 
returned. 


FORM 5—RequisiTION For ArT SUPPLIES AND PLAN oF WorkK 





Par Bianth Bagman. qc... oc cccccccccccecseces Ree eta desia cies cae 

EE ee One ore i ape Grade........ Mo. Pusile......<3 

ii donna onan aang I baited chuiiens ke kb eaeucnspAaneee Rekan 
Materials Amount | 








Ri 


~ a “Ss OS 


we 


Tue Nintu YEARBOOK 211 





FORM 6—Boox Room OrpDER 














I would like the following textbooks and reference books: 
Author Title No. Ordered Received 
Supplies: 
PN ns: Stee Pia! ap crates ee ae on ee pa ER Rr cle 








FORM 7—ReturNep To Book Room 








I am returning the following textbooks and reference books to the Book 
Room: 
Author Title No. Returned 








CPCOSCKOCEHEECO CDE | HS KeMesesoesss evens © Hee | Pee HOA | MOSHE O EWES EE SES 




















Tuesday from 3:10 to 4: 30 is reserved for meetings of the general 
teaching staff, building groups, and conferences called by supervisors. 
Teachers’ committees also meet at this hour as needs arise. The 
principal does not plan to attend the above meetings, although he is 
invited almost every week. When it is advisable for teachers of certain 
grades to meet, Form 8 gives me a report of the suggestions made and 
the items discussed. 

Wednesday and Friday is conference hour when teachers come for 
help to talk over their plans and to discuss observation lessons. The 
last half hour of the day is used in organizing and planning the next 
day’s work. 

Summary—For the past two years this plan has been under con- 
stant revision and will continue to be flexible as conditions require. 
[ keep it because it helps me. When I first showed the schedule of 
hours to my superintendent, he said, “ It is a good program and every 
principal needs one, but have the courage to disregard it if necessary.” 
We often hear that particular hours and duties are of most value to 
the principal. To me, all the functions of the principal’s balanced 








212 ELemMenNTARY Scunoont PrRincirats 





FORM 8—Teracuers’ Meetine Report 





he ee ore ace ee ee ees Sac cee a 
Teachers Present: 
(EE RRR RIOT Ae LE RN Be Sb hates baad i alewibi ond 
> AER oh forks oe oe he cekse Rat wis dewsne es “ 
‘ 
Me Veta occdscada wea ee wes aN ad adel ee hncle isha 


CeCe eee ee ee eee eee eee HEHEHE EHH HEHEHE EE HEHEHE HEHE EEE EHG 


1. Organization: 


RAR EES SORE Ayr ORR ae 518i One Se 


2 
3. Equipment: 
1 


| ae ae 


a a 





program of administration and supervision have contributions to 
make. I know of no better way to eliminate waste and to insure each 
task its fair place than to have a definite schedule of activities. The 
cooperative work of teachers and principal depends much upon system 
and planning. 





PPRECIATION of the library as an essential part of 
the elementary school is rapidly increasing. A thorough 
consideration of modern educational objectives, and of the 
nature and aspects of the learning processes places a premium 
on that agency which provided an attractive environment, 
abundant reading materials, stimulating social contacts, and 
facilitates wholesome departmental relationships within the 
school.—William A. King, see Chapter XIII 








Suggestions: .... 





an 
tin 
oul 
fou 
pr’ 
me 


scl 
sc] 
i nh 
pr 
CO 
sec 


O} 





Tur Ninru YreARBOOK 213 





TIME ECONOMIES IN THE PRINCIPAL'S DUTIES 


Ipa V. FLOWERS 
Principal, Montebello Demonstration School, Baltimore, Maryland 


It is now well-understood that a principal needs to budget his time 
and systematize his work if he is to devote an adequate amount of 
time to supervision. Careful planning and thoughtful organizing 
ought to result in a system of administration which will save time 
for all concerned and help to produce a more efficient school. If a 
principal studies carefully what he can do to save time and pro- 
mote ease of work, it will affect his procedure at many points. 

Activities before the semester begins—lcfore the opening of 
school in the fall, a principal should have spent several days in his 
school attending to such matters as the inspection of the building, the 
inspection of the grounds, the distribution of books and supplies, the 
preparation of schedules of recess, and the arrangements for corridor 
control. Where there is departmental work in any part of the school, 
schedules should all be in readiness for distribution to teachers at the 
opening faculty meeting. 

The first faculty meeting should, by all means, be held before the 
opening day. Coming together in advance will provide ah oppor- 
tunity for the faculty members to exchange greetings and experi- 
ences after the summer vacation, for new members to be welcomed 
and made to feel at home, for necessary explanations to be given 
concerning the opening of school, and for a brief outlook on the year’s 
work. With all of these matters attended to, the first day is bound 
to run more smoothly and actual classroom work to begin more 
promptly. 

Another aid to economical administration is a statement to be pre- 
pared primarily for new members of the faculty, but which may well 
be given to all to serve as a reminder, dealing with many matters 
such as firedrill, lunchroom, distribution of supplies, roll-books, time 
of faculty meetings, and use of school library. It not infrequently 
happens, when such a plan is not followed, that many important regu- 
lations are not observed merely because they are not known. The 
following paragraphs are samples of some twenty or more contained 
in such a bulletin. They are quoted to illustrate clearly the type of 
directions and information provided. 

Firedrill 
Automatic signal by fire gong, four twos. 
Pupils must move promptly, in single file, without running or talking, with 


the teacher at the head of line. 
Before first firedrill, each teacher will be told what route her class takes. 
All teachers must observe firedrills, whether they are teaching or not. 








914 Exementary Scuoot Princrpats 





Distribution of supplies 
Supplies will be distributed on Monday and Thursday. Requests for sup- 
plies should be recorded on a slip of paper and placed on a file on the desk out- 
side the office door by 12:10 p. m. Please be specific in your statements, 
(See special sheet on “ Supplies.’’) 
Attendance of pupils 
Every teacher is expected to do everything within her power to maintain 
a good attendance. All absentee pupils and all tardy pupils are required to 
bring a note of explanation. 


The attendance cards, the nurse’s book, and the duplicate roll will be ex- 
plained shortly. 

Your percentage of attendance for the week (Friday to Thursday) is re- 
ported by a selected pupil at the weekly assembly. 

You will make out an attendance slip each day on form supplied to you 


and have it in readiness when a child comes to you during the afternoon 
recess. 


Roll books 
All teachers are expected to keep an accurate and neat register in ink. 
These roll books are to be sent to the office for examination monthly, be- 
tween the first and the tenth of the month. 
Please complete all items, including “estimate of studies” and “ standing 
in class.” 
Cards 


There are provided for your convenience cards notifying parents of lateness 
of children, of failure to do homework, and of misconduct. You may order 
a quantity as you need them. 
Faculty meetings 


Faculty meetings will be held regularly every Monday at 12:40 in the 
library unless you are notified to the contrary. Every teacher is expected to 
be present on time. 

Either the vice-principal or the principal may meet with new fac- 
ulty members a day or two after school opens and talk over this bulle- 
tin so that it may be clearly understood. 

Faculty meetings and office hours—In order to run a school sys- 
tematically, a principal should have a regular time for holding fac- 
ulty meetings, which should be for a stated period, no longer. It is 
highly important both to begin and to close faculty or committee 
meetings on time. The principal should also tell his teachers when he 
will be free to see them in his office and should make them feel that 
he will be glad to confer with them. Whenever such arrangements 
have to be changed, owing to special occurrences, advance notice 
should be sent, if it is at all possible to do so. 

Delegation of duties—Another important aid to economical admin- 
istration is the delegating of certain duties to other faculty mem- 
bers. When there is a vice-principal, certain important responsibili- 
ties can be entrusted to him. These may include definite assistance 
with the clerical work, leadership of some pupil organization, coach 

of some of the athletic teams, preparation of a departmental schedule, 
oversight of school movements, and control of recesses. If a city-wide 





te: 
te 
ex 
of 


Wi 


it- 
ts. 





Tue Nintru YEARBOOK 215 





testing program is carried on, or if objective tests are given sys- 
tematically, the vice-principal may serve as a local examiner and also 
explain fully the findings and significance of the tests. Other duties 
of a vice-principal deal with the supervisory phases of a principal’s 
work and hence will not be discussed here.’ 

Assignments to regular teachers might include the directing of the 
junior safety council, the oversight of the school bank, the coaching of 
athletic teams, the distribution and recording of supplies, the prepa- 
ration of the order for milk where a school has a mid-morning lunch 
period in the primary grades, and the keeping of a school attendance 
chart for weekly records. Whenever possible, a teacher who has such 
responsibilities as those listed above should be allowed some time for 
it on her schedule. She should be fully recognized in her position 
and well supported by the principal. If a principal will study his 
faculty before selecting the teachers for such posts and will discuss 
with them wise methods of handling the assignment, he will be re- 
lieved of many responsibilities and saved much time. He should, 
however, confer with the teachers in charge as needs arise and in 
every way support the teacher and promote the activity. 

Efficient methods of work—Time and effort can both be saved by 
economical methods of work. A principal who has a clerk should 
teach her good and quick ways of handling the mass of details which 
must be dealt with. When there is no clerk, a principal must study 
the details even more carefully and adopt as many short cuts as 
are consistent with accuracy. While it is very important to train 
teachers to be prompt and accurate in all their reports, it is equally 
wise to relieve them of unnecessary clerical work. Frequently, copy- 
ing lists of names and books can be avoided by good management 
and full office records. 

Certain very significant items in the year’s work concern the prepa- 
ration of the annual book requisition and the subsequent distribution 
of these books when they are delivered. If a chairman be selected for 
ach grade (or subject in departmental work), the principal need 
confer only with the chairmen before and after the teachers make 
their needs and requests known. The teachers then may take time to 
examine samples of new books which the principal should have been 
accumulating, and, knowing the amount of money apportioned, they 
can make up their requisition. While this order is more than likely 
to need some revision by the principal and chairman, time will be 
saved and a better requisition prepared than if the principal did it 





*See Baltimore Bulletin of Education, May 1929, “The Best Use of the Vice- 
Principal's Time.” 








216 ELEMENTARY Scuoot PRINCIPALS 





alone. The lists prepared by the chairmen should show grade, 
teacher, or room number for which books are intended. These lists 
then greatly facilitate the distribution of the books when they are 
received at the school. 

Another important part of the year’s work deals with the prepa- 
ration of the semi-annual or annual statistical reports, and the reor- 
ganization of the school. Here, too, a mimeographed statement giving 
specific directions, with dates when the several items are due in the 
principal’s office, should be supplied to the teachers. If this statement 
is then explained to those concerned, a more punctual and accurate 
report will thus be obtained, and time and annoyance thereby be 
saved for both principal and teachers. 

A principal can also save time for supervision in several other 
ways. By arriving early he can attend to certain routine matters 
before nine o’clock and he ean reserve certain others until after dis- 
missal in the afternoon. Moreover, he can regulate parental visits to 
a considerable extent at least by making known to parents when he 
will be free to see them. He can transact most of the important busi- 
ness with his parent-teacher association through holding monthly 
meetings of the executive board at night and through careful plan- 
ning for work with committees. 

School administration requires study—Administering a school has 
many aspects and must be viewed from many angles. It cannot be 
relegated to a minor place nor pushed into the background. It is abso- 
lutely necessary to have good administration if there is to be good 
supervision. In spite of the many administrative duties devolving 
upon a principal, however, he can save time for supervision and also 
make his school a more comfortable, happy place in which to work by 
using systematic methods. Among these carefully thought out and 
flexible methods are careful planning for the opening and closing of 
school, organization of his personal daily schedule, delegation of cer- 
tain responsibilities to his assistants. In short, efficient school man- 
agement is the product of an intelligent study of the entire situation. 





ITE résumé of the yearbook will be found immediately 
preceding Chapter I. This brief summary offers the 
reader a bird’s-eye view of the various chapters and raises 
critical questions.—Editorial Committee 











in 
pr 
tie 
pl 





CHAPTER V 
THE ADMINISTRATIVE ASSISTANTS 
ORGANIZING THE WORK OF THE OFFICE STAFF 
Gerorce D. Taytor 
Principal, Susan B. Anthony School, Rochester, New York 


N A RECENT bulletin published by the National Edueation 
Association’ it was shown from returns from the field that the 


principals’ time allotments ranged as follows: 


TENOR 8255. 5.055 iy cgenotiae saan 15 to 36 percent 
FGPAUMOUTOUION. ok ie cat cigiene cicnieesis 16 to 65 percent 
ND Sc itis ocean sienna ae ee ase 6 to 31 percent 
IAS alo oc ions acne ...... 0 to 52 percent 
WRIMOOMOMIGORE: os sees kintadcrweisand 2 to 13 percent 


The above figures give some index as to the variety and relative 
importance in practice, at least, of the various functions of the school 
principal. Regardless of the size of the school, its type of organiza- 
tion, facilities, and community needs, the five items mentioned above 
practically cover the job of the school principal. 

The principal's need and responsibility for assistants—Even to 
hope to cope successfully with the situation requires that the princi- 
pal shall carefully analyze the needs and determine upon the best 
way of dividing time and energy so as to most effectively meet the 
various duties. This job analysis should take into consideration the 
specific duties and obligations which the principal has to perform. 
These should he arranged according to their frequency, periodicity, 
and length of time required. From a study of these values the prin- 
cipal should work out a practical time schedule and try to adjust his 
work and habits so as to permit him to at least approximate the 
schedule. Planning a program is essential regardless of the size of 
the school or the lack of amount of additional help and service pro- 
vided by the Board of Education. 

In many loealities it is becoming more and more the policy of the 
Board of Education to provide additional help in larger schools. 
These helpers, in every case, should be considered as aids to the prin- 
cipal and do not relieve him of the responsibility for their work. In 
fact, to a certain extent increased assistance in a school increases 





* National Education Association, Research Division. “The Principal Studies 
His Job.” Research Bulletin, 6:89; March, 1928. 


[ 217 ] 








218 ELementary Scuoot Princtrpats 





the principal’s responsibility as he must now function through these 
assistants and he has the duty of directing their work, coordinating 
all special service agencies, and seeing to it that as far as possible all 
work in harmony. 

Our school and its program—The school in which the writer is 
principal is one of the larger schools in the system. It consists of the 
main building in which are 45 classrooms, the offices, rest room and 
lunch room. There is also one temporary addition used for classroom 
purposes in which are eight classes and the auditorium. A two-story 
dwelling house has been remodeled for school purposes; the lower 
floor being used for the school nurses and the classes for foreign 
women; the upper floor, as a practice house for the classes in home 
economics. 

The school is just two blocks from the public market and the New 
York Central Railroad, and is without playground or park advan- 
tages. Land has been leased for playground purposes and it is hoped 
that this asset will soon be established. The people of the community 
are thrifty, hardworking, and desirous of improving their oppor- 
tunities. While a large percentage of the children are American 
born, over 95 percent are of Sicilian-Italian ancestry. Many chil- 
dren come from homes where the seasonal occupation problem and 
the size of family has forced the mother into industry. In fact, the 
economic pressure in many families is so great that a very high per- 
centage of the pupils withdraw from school as soon as the compulsory 
education law will permit. 

These factors of race, language, home environment and living 
conditions, economic pressure and lack of adequate recreational facil- 
ities place a heavy burden and responsibility upon the school. Health 
habits, nutrition, thrift, citizenship, moral welfare, right use of lei- 
sure time, all contend with the courses of study for a full share of 
the time and attention of teacher and school. 

Susan B. Anthony School is classified as an elementary school. It 
is one of the contributing schools to Washington School, the pioneer 
junior high school in Rochester. When Washington Junior High was 
opened, our school, as well as the other contributing schools, trans- 
ferred their seventh and eighth grades, and became an elementary 
six-grade school. However, due to the growth in numbers and the 
inadequate housing conditions at Washington, it became necessary 
for our school to retain its seventh grade. So that while still classi- 
fied as an elementary school, we have a number of junior high classes 
in our organization. The age and physical development of the upper 
grade girls and boys has added a great variety of the problems and 

conditions peculiar to regular grammar schools. - 





— oO @M 


— 





x 
Tue Ninru YEARBOOK 219 





On account of the extent, variety, and nature of the school com- 
munity needs, our school organization is more complete than is usu- 
ally found in elementary schools. The school is organized on the 
semi-departmental or platoon basis in certain grades. There are also 
the non-departmental grades, as well as various special types of 
classes for the slow-moving pupils, and there are the regular spe- 
cial clases organized according to the state plan for subnormal chil- 
dren. 

The extra-curriculum activities provided to meet the educational 
needs of the school community include: 


a. Two special part-time classes for mothers which meet in the afternoon. 
b. Three violin classes during the school hours; a school band and school orchestra. 
c. A glee club. 


d. Seven after-school recreational clubs. 
e. A Boy Scout troop, which meets in the evening. 

Other special features included in the regular program are the 
music, art, shop work, home economics program, auditorium pro- 
gram of visual instruction, art appreciation, music appreciation, and 
dramaties, for which special subject teachers are provided, some of 
them serving as homeroom teachers as is the general practice in the 
semi-departmental or platoon type school. 

From this brief deseription of the school community and the type 
of school organization, it will be readily understood that because of 
the number of children enrolled, the number and variety of types 
of work and departments in the school program, and the number 
of teachers and the variety of groups of teachers included in the fac- 
ulty, that it would be an exceptional principal who could administer 
and supervise the work of such an organization without assistants. 

Problems in the coordination of the staff's duties—Realizing the 
importance and difficulty of the problem in our school, the superin- 
tendent and the Board of Education have provided a little more 
assistance than is usually allowed a public school in the Rochester 
system. These assistants include the assistant principal, a primary 
supervisor, a kindergarten directress, a psychological examiner (part- 
time), a visiting teacher, a remedial teacher, two full time nurses 
(work in the school and the community twelve months of the year), 
a school secretary, and an assistant secretary. On paper this looks 
like a splendid set-up and it might be supposed that the principal had 
nothing to do but watch the wheels go around. 

Please keep in mind the facts that these various assistants are pro- 
vided to aid the principal and that he is not relieved of responsibility, 
but is expected to function more effectively through these agencies. 
It follows that just as the principal in the small school has to make 








oe 
220 ELEMENTARY Scnoont PrINcIPALS 





a job analysis and distribute his time and energy to most effectively 
meet the various responsibilities, so in a large school the principal 
must make a job analysis of all that has to be done and then determine 
how these various duties and responsibilities can be allotted to the 
various assistants. This allotment is not a mere problem in mathe- 
matics of determining the sum total of work to be done and then 
dividing that by the number of assistants provided. While the ques- 
tion in simple terms is one of what work is to be done and what duties 
are to be performed and how can they be fairly and effectively allot: 
ted, yet this involves several other very important questions such as: 

1. What type of work are these various assistants best fitted to 
perform, taking into account experience, training, attitude, and tem- 
perament? It may be argued that these questions should be considered 
and settled at the time that each particular assistant is selected for the 
job. In general this is true, but allowance must be made for individual 
differences, even in the same group. 

2. How can the work of each assistant be most effectively planned 
and coordinated so that there will not be unnecessary repetition of 
service, undesirable conflict of authority and responsibility ? 

3. How can such a staff be permitted to function as a smooth run- 
ning, cooperative group, each member having an understanding and 
appreciation of the importance and value of the work of the others, 
and a willingness and ability to make the necessary adjustments in a 
friendly give and take manner according to variations in the work, 
emergency situations and fluctuations in peak loads ¢ 

4. How can the distribution of the work and the scope of the work 
of each assistant be made clear to the teachers so that they can utilize 
the services of the various assistants without loss of time, confusion, 
and dissatisfaction ? 

Studying the office staff at work—When the writer was assigned 
to the school, he found that the policy of relationships and the fune- 
tions of the various assistants had been well worked out. But as addi- 
tional assistants and service were provided, it seemed very desirable 
to make a job analysis and from the results obtained reevaluate the 
functions of each worker and make clear to the teachers the policy 
and procedures designed to promote effective relationship between 
all concerned. The steps in the analysis of duties and reallotment 
were as follows: 


1. The principal carefully spent some time in observing the work 
of the various assistants, conferring with them with regard to their 
work and difficulties and their desires. 

2. Attempts were made to find out what features of each helper’s 
work were heaviest in the daily and weekly schedules. 





° 
vo. 


or ac 
prin 
had 
4, 
ping 
chee 
and 
5. 
tion 
pury 
whe 
6. 
and 
mad 
freq 
7 


resy 


| 
duti 
that 
par. 
teac 
typi 
am 
ean 
oth 
Y 
dut 
lati 
tha 
the 
In 
up 


tha 
eal 


be 
al 
ne 
he 





bo 
bo 


Tur Nintn YEARBOOK 21 








3. Each assistant was asked to make a list of various types of work 
or activities connected with his particular job. At the same time the 
principal made a list of all of the duties and types of activities which 
had to be taken care of by the principal and the various assistants. 

4, These lists were compared and carefully checked for overlap- 
pings or apparent duplication. The principal’s complete list was 
checked with the several separate lists to make sure that all functions 
and responsibilities were specifically assigned. 

5. Where the analyses indicated apparent overlapping or duplica- 
tion involving two or more workers, the matter was discussed with the 
purpose of determining whether there was a real overlapping or 
whether there was a natural division of responsibility in the matter. 

6. The duties of each worker were then evaluated as to the quality 
and quantity of the work and its relative importance. An effort was 
made to take into consideration such factors as the frequency or in- 
frequency, regularity or irregularity of each duty. 

7. An attempt was made to group similar functions, duties, and 


responsibilities. 


From the above study it was apparent that certain activities or 
duties were spread regularly over the school day, week, and month: 
that other duties occurred regularly at certain intervals such as pre- 
paring the monthly report, making out the payroll, reporting on 
teacher nominations, and preparing the school organization. Other 
types of activity came at irregular intervals and required a varied 
amount of time. It was found that the peak load in certain activities 
came at the same time of the week or month and that peak loads for 
other activities were on a less definite time schedule. 

The analysis also disclosed that certain assistants were performing 
duties or assuming responsibilities which apparently had little re- 
lation to their title or office. In some eases this was due to the fact 
that no definite assistants had been provided for these activities and 
they had been allotted to the others in as equitable fashion as possible. 
In other instances the assumption of responsibility had just grown 
up or developed without the fact being realized or intended. 

In the case of the office administration, the study disclosed the fact 
that each worker did what seemed to be most necessary or what was 
called for by the principal. Frequently both the secretary and the 
assistant secretary would be performing the same duty such as one 
make out the payroll one month and the other make it out the next 
so that neither one knew just what was expected of them and neither 
one felt a definite responsibility for any of the office duties. The same 








222 ELEMENTARY Scuoort PriIncrIPars 





plan of job analysis and study was followed in the case of the office 
force as in the case of the administrative assistants. 

Redistribution duties after a study of functions—Following the 
analysis and the studies outlined above, a tentative redistribution of 
duties and responsibilities was worked out. This plan was tried out 
for a period of time for the purpose of ascertaining the fairness of the 
load for each individual, the grouping of these duties, and the fitness 
of each assistant to effectively take care of the particular assignments, 
After the try-out period, the matter was again considered and an 
effort made to correct undesirable phases of the assignments. 

The analysis and experimental adjustment was spread over one 
term so that the relative importance and time requirements for certain 
activities which are most pressing at the opening of the term or the 
closing of the term could be fairly evaluated with activities which 
have a longer spread of time. At the close of the term the matter was 
again gone over and a definite allotment of duties, responsibilities, 
and procedures for relationship and cooperation established. 

It should be stated that while each assistant had certain specific and 
definite duties and responsibilities that all were made to understand 
that no selfish or uncooperative attitude could be allowed. Where one 
assistant was working to a peak load, that one could ask for assistance 
from others and this favor would be later reciprocated. In other 
words, while the plan provided for a definite assignment with the 
corresponding definite responsibility, it is also provided for team 
work and the mutual sharing of temporary overloads or emergency 
situations. 

Provision also had to be made to take care of cases which involved 
a possible or even desirable overlapping. An illustration of this is 
the problem pupil who might be referred to the principal or visiting 
teacher or both, depending upon whether the problem arose over 
some infraction of the school procedure or whether it involved making 
contacts with the parents, securing their understanding and coopera- 
tion. It might be a case of unsatisfactory grade placement and as- 
signed to the assistant principal, primary supervisor, and psychologi- 
cal examiner. It might be a problem of inability of the pupil to success- 
fully cope with the school program in which ease it might be assigned 
to both the school psychologist and the remedial teacher. While these 
illustrations are incomplete and only a few out of many, they will 
serve to illustrate this phase of the problem. 

It was necessary to establish some method for handling the many 
and varied problems and assign them to the proper assistant or assis- 
tants. Only in this way could we obtain the quickest and most effective 
results consistent with the importance and needs of the situation. It 








—_—_ 


was 
poss: 
easil 
thro’ 
Si 
felt 
resp 
assis 
diffe 
kept 
som 
pur’ 
G 
mad 
the 
wor 
not 
all ¢ 
clea 
sent 
con: 
teac 


as | 
I 


mat 
inf 
bul. 
edu 
dra 
hou 
exa 
the 
du 
of 1 
tio! 
def 


exi 


fice 


the 
n of 
out 
‘the 
ness 
nts, 
an 


one 
tain 
the 
Lich 
was 
ies, 


ind 
and 
one 
nee 
her 
the 
alm 
icy 





Tue Nintu YEARBOOK 223 





was necessary to prevent undesirable overlapping of action with the 
possible irritation and dissatisfaction with parents and teachers. How 
easily a well-meaning assistant worker might aggravate the problem 
through misunderstandings and inharmonious decisions! 

Since these various assistants were deputies for the principal it was 
felt that he should act as the central clearing house and should be 
responsible for the assignment of problems involving two or more 
assistants. Also, he should be finally responsible for a decision where 
differences of opinion and action existed. One difficulty that was 
kept constantly in mind was that of avoiding a situation so cumber- 
some and so tied up with red tape as to actually interfere with the 
purpose for which the assistants and this policy had been devised. 

Giving publicity to the distribution of functions—Every effort was 
made to keep in mind that all procedures were intended to promote 
the educational and administrative program within the school. The 
work of the teachers and the principal’s office should be facilitated, 
not hampered. To insure this a necessary coordination of the work of 
all assistants, and teachers, was required, and the line of responsibility 
clearly established. In order to bring this about the matter was pre- 
sented at faculty conferences, discussed by the teachers, and again 
considered in a faculty meeting. Every effort was made to have 
teachers and assistants understand the spirit and purpose of the plan 
as well as the specific details of the different relationships. 

As one means of bringing about a clearer understanding of the 
matter, the principal prepared a series of school bulletins of genera! 
information dealing with the work of the various assistants. A few 
bulletin titles are as follows: the semi-departmental system, health 
education, work of school nurses, boys’ shop work—manual training, 
drawing, printing, girls’ shop work, sewing, cooking, laundry, practice 
house, the auditorium, the visiting teacher, the school psychological 
examiner, the field of the study coach or remedial teacher. Perhaps 
the bulletins can be illustrated by a copy of Bulletin 12 (next page). 

In order to promote the ease and definiteness in following proce- 
dures on the part of teachers and administrative assistants, a number 
of printed forms have been devised. These are not just so much addi- 
tional red tape. They have been prepared in every case, to meet a 
definite need and are discarded as soon as that need has ceased to 
exist. Many of the best and most useful forms have been suggested 
by the teachers themselves. In every case the items represent the 
actual, factual information necessary for successful treatment or 
action. Most of the forms are 3 x5 inches in size. Where the nature 
of the information or report requires that it be kept on file for a term 
or more, the form is printed on a regular 3 x 5 inch card. Where there 








224 Evementary Scuoot Principars 
BULLETIN NO. 12—VISITING TEACHER ig nC 
The visiting teacher will be glad to have referred to her any of the following the | 
types of problems: 
need 
1. Classroom problems assig 
(a) Poor work card 
(b) Lack of interest and progress in school work es 
(c) Repeatedly troublesome conduct 
(d) Excessively nervous or erratic behavior info 
(e) Children of superior ability who would profit by special training and 
2. Cases of apparently adverse home conditions or neglect 
3. Cases of suspected delinquency 
4. Children known to lack wholesome recreation 
5. Children leaving school prematurely whose ability is sufficient to warrant 
their continuing 
After cases have been referred to her, the visiting teacher would like very 
much to have the teachers keep her informed of any new developments. If you 
have students whom you would like to refer to the visiting teacher, will you please 
send to her their names with a statement of the problems, using the attached slips 
in duplicate with the information asked for thereon. 
re sccas rnrara eek adn ieee Sovn denn aca alon ated ae 
MN cs. ca caccneaswineauncawanaes Date or Birru............ 
NS NINE oc aie tide caked sane ale AS ane SIND, Riale Ka EN 
er er Room No...... "TRACHER «656 o dc coe ce cecwace 
Reason for referring to visiting teacher 
DI clas gee cider eee cenars eee Lttasd madmasler 
CLS ccccccccccnecupeass Da. Sis Serhebemiey are taie 
eee ee ee ee 7 
Absence...... Half Days.......... ee ; 
sys 
SS cade nha dsckwew ein 
Tardiness...... No. of Times...... I ies cas ches ssc0ard: ; 
as in § 
ORNS MMM ao ig lara c.g a aiercciave a Wie wviele Wiel aRiaacer ese 
IEE a EE ne HI NPR er orm Oe ree ae a eT ae Way 
i Trea Oe ROPE ee eer re ee eee = 
gale Cet ebek AR TCIA Maas PRERRNG Wks Maen Giese eed wn'dles tim 
I NN oiler arciaia ec cinta Greco cin ie weeseuntwre rales i 
eer ees ees eeeeeeees ees eee eeseeeeeeseeetees ee eeeseeeeeeeeeeee ced: 
$66 ks Mn eebed an wen ean enees A eee eet ee acti 
N. B.—Whenever the teacher uses this blank, “ Visiting Teacher Form I,” to of 1 
report absence she should also send the regular “ Illegal Absence Report” form ren 
to the school secretary. 
nec 
mu 
" 
the 








Wing 


rant 


ery 
you 
ase 


lips 





Ture Ninru Yrarsoox 225 








—_—— 


is no need of keeping the information after action has been taken, 
the form is printed on paper and can be destroyed when no longer 
needed. Among the cards most frequently used are: pupil’s grade 
assignment card, application card for free books, family book rental 
card, information for procuring birth certificate, book rental card, 
new pupil’s card, health bureau card, illegal absence report, pupil 
information card, and visiting teacher reference card. Figures 1, 2, 3, 
and 4 illustrate some of these forms. 


FIGURE 1—Heattyn Bureau Carp 





HEALTH BUREAU 
PR 2s SII Sais chins Sorc e Ko as wiacauin eiapoingee Saline ee a 


PE EN OPE oe OL a tear aes rear ieee 
WE i icdiaidactoemone Oe ech loues fo ee a ee 
NN oe etoigin casei a dik eet cca RG WEB: eicsesccacs 


fi eee 
Dental Dispensary, Thursday at 1 o'clock. 
Nurse's Hours: a. M., 9-10; Pp. M., 1-2. 





Teachers’ relation to school management—It was believed that no 
system could function effectively unless the teachers had a clear 
understanding of the policy and the various procedures and were 
in sympathy with the plan. It was furthermore realized that some 
way would have to be devised in order to provide definite information 
on the various procedures and relationships for the teachers at the 
time when they needed such information. 

A mere presentation of all the minute details of the many pro- 
cedures at a teachers’ meeting would be worse than useless. Such an 
action would overload the mind of the teacher with a great amount 
of useless information with the usual result that she would probably 
remember the things for which she had no use and would forget the 
necessary details or procedure for which she might have use. Only 
much confusion and inefficiency could result from such cramming. 

Notices posted on the bulletin board would be little better than 
the oral presentation as in most cases when the emergency arises the 


4 





226 ELEMENTARY Scuoonu PRINCIPALS 





teacher has not the time to run to the bulletin board to find out what 
she should do. To meet the needs of this situation, a series of teachers’ 


bulletins of information were prepared, each one discussing the poliey 
’ § I \ 


FIGURE 2—Visitine Teacner Recorp 





DN ce ag hci aletStaca ca acai wsinsea te kod wie Are peetneni eee es Noirs trict iardcareasearadiens 
PNM, ss cine: C0 ae ema wa wee een ake Date or BirTH...............05. 
NN oe nn cals gaa gb ema eae Ue eam ea RES SSS oe ee we 
GRADE........ Room No......... PE oat eke Rik las dae eR ERS 


Reason for referring to visiting teacher 





RR Tc trea etree etary Sek Lg a, a aren ar RR WIR 
IN 2 dideiea sca be aslale cccadareie cortices ON adi. cits serve wacnine nian 
II 6 cm a arestaiernianiinians tie 

Absence.......... Half Days.......... Te ee 
RS fonts cudddemeednad 

Tardiness, No. of Times............... NS SPR ahs ki cea der eare ears 
Neen ee es ace ek dha aad devin acinar AIO 
MNES. Vo nctcAcaeee tances aes Pease Sad saris taietpiiinhnt id sghdunasRiRceral 
SI III os oud nn aducacmnainciaieetanineesk ewealieacetkncwwasasia 








FIGURE 3—Orrice Recorp or New Pupits 








NEW PUPIL’S CARD 


MI irs wacliniapeaicidalaaeaae uae amanmen meee Bee iis cir snm wierd. iemtiianiowad 
(Directory Style) 
WO DUOMO cc wcoden eat vaneecs aes BGM DRG. oviccaecsessccawenss 
PII gatitwncca honicnldmuekavaeeacey saa ee 
NINN NINA ga c'sac teach das eg wire easnaceawiaekecse nea eae ion Green, Blue Card 
"ENUM MME 4G oo. ois io kiccescies wee ee POON. oni ccwaiacers 
MET ON avi ckcacaccecanacuee isese mn ceines WOME ..iiiisesiomadmeiais 
PL ian cure) babel qadenewainekenn Pare Slr AERC ha nee ED 


CHES CHOSE HEHE SEHD EHHHE SHOE HHH SHH SEH HH EHH CHEESE EE HEHE O REDE EHH EEE ED 











and 
30 1 
a list 
teacl 
teacl 
man) 
and 
year 
old s 
sary 
outli 
A 
assis 
effor 
be ce 
were 


teac 


Tur Nintu Yrarnoox 227 


vhat and steps for a specific procedure.’ These bulletins which are now 
; 30 in number, are placed in a folder with an introductory sheet and 
a list of the bulletins. These folders are placed in the hands of each 
teacher at the opening of school in September and are given to any 
teacher who may be added to the staff during the school year. As 
many of these bulletins are revised to a more or less extent each year 
~ and as many of them become worn out with use during the school 
year, a complete new set is given to each teacher in the fall and the 
old set destroyed. This apparent wasteful procedure was found neces- 
sary because in so many cases a teacher was following the procedure 
outlined in a discarded bulletin instead of the latest revision. 

As in the case of the bulletins relating to the work of the various 
assistants, so in the ease of the teachers’ bulletins of information an 
effort was made to so organize the matter that in most cases it could 
be confined to one sheet although in a few instances two or three pages 
were required. In the introductory sheet an effort was made to explain 


lerg 
liey 





FIGURE 4—GenNeErAL INFORMATION RecorD 





PUPIL INFORMATION CARD 
Pe sop ah bag ahaa Shane Aa ce aiiG ep Deh BPN. seaccisvavnece wards 


PS i eg vibra Xs-5\p Woke Em ee ae ee ee | ee ee 


| ORE BON cas sister ceenens 5 ROE WEG TEN gore loins iarsiacace cuneearateaiotes 
oe UN oie cas: ide Sars. bic x. skeet eae dee es eae i GRR oe ceactnaGeivnwes 


Date Entered Teacher Grade Room Days Attendance 








mind Of Promeiion CPN Pe BD PDs vcs siescare oaainsiates nels des 
Derm: - Heating: .....636 5s. Arithmetic... 0.66 Geography... .....555 


Marks: Language............. SO CUNIINIES ooo cba a everett an ee 











ce i AS, EE! |e eee eee eee eee? Ser ener tar Were e es 











Tardiness a Cree 














‘These teacher bulletins are similar to Bulletin 12, but constitute a special 
teachers’ handbook in themselves. 








228 ELEMENTARY Scuoon PRINCIPALS 





and justify the bulletins and secure the teachers’ friendly attitude, 
The table of contents of this teachers’ handbook is as follows: 


TreacHers’ BULLETINS OF INFORMATION 


Introduction 
1. Plans for opening of term 
(a) Organization, (b) Supplies, (¢) Supplementary Books 

2. Pupil transfers and change of address 
3. Bulletin board, mail boxes 
4. Teacher’s daily program—telephone service 
5. Number twenty-seven school district. -list of streets 

6. Plan for book rental and free books 

7. Milk service 

8. Firedrill regulations 

9. Accidents and emergency situations 

10. Attendance 

Il. Supply teacher's folder 

12. Visiting teacher 

13. Detention room—purpose and plan 

14. School nurses—regular and special schedules 

15. Toilet. period procedure 

16. ‘Teachers’ dues and school funds 

17. Teacher's abstract and monthly report 

18. Procedure in problem cases, school psychologist—remedial teacher 
19. The marking system and report cards 

20. Faculty council 

21. Work permits and losses to system 

22. Honor club 
23. School banking 

24. Religious education 

25. Absence of teachers—sickness, visiting—other causes 

26. Duties and responsibilities of home room teacher 

27. Prevention and reduction of interruptions to elassroom work 
28. Pupil training—habits, attitudes, conduct, character 

29. Things to be done closing week of term, including list of reports, records due 
30. Information and schedule for closing day of term 


Conelusion—No administrative proceedure however carefully 
worked out can be expected to function without guidance and super- 
vision on the part of the prineipal. It has been found desirable to 
bring to the attention of the faculty from time to time by means of 
a bulletin board notice, or by word in the faculty meeting, the necessity 
for the faculty as a group following up some specific procedure. The 
faculty have been encouraged to bring in criticisms and suggestions 
and some of our most effective and practical bulletins have resulted 
from these suggestions. 

Our faculty council is alive to the problem and constitutes an 
effective discussion group as the principal has endeavored to have 
them understand that only as policies and procedures are understood 
and genuinely supported by the faculty can they function effectively. 





pos 
tive 
sch 
meé! 
this 


eac 
val 

reli 
ca 
len 
tur 


ide, 


le 





Tur Ninru Yrarsoox 229 


New developments and changing situations make it not only im- 
possible but undesirable to have procedures, bulletins, and administra- 
tive policies remain fixed. With the changing needs and advancing 
school program there should be a corresponding growth and develop- 
ment in the administrative and executive policies of the school. In 
this growth and development, all should have a part. 

In our school we have made every effort to have each teacher and 
each assistant feel that their criticisms, suggestions, and opinions are 
valued and desired and that only as a school has this democratic 
relationship and the good will, cooperation, and loyal service of all, 
can the school organization hope to cope with its many varied prob- 
lems. While the plan is far from perfect, it has two redeeming fea- 
tures, one its flexibility, and the other, its reliability. 


N COMMON with industries and business, the professions 

are learning that it is wise economy to delegate routine 
work to low-salaried workers. That principals are being 
relieved of tasks that a well-trained clerk can often perform 
more economically is shown by the fact that in 1926 school 
boards in 516 cities were providing clerical help for princi- 
pals.—Worth MeClure, see Chapter VI | 








230 ELEMENTARY Scuoor PRINCIPALS 


LET US MAGNIFY THE ASSISTANT PRINCIPALSHIP 


Samuen Karz 
Principal, Public School 156, Brooklyn, New York 


HAT ARE the purposes of supervision ? Most modern writers 
agree that supervision aims to improve instruction and to 
provide favorable conditions for teaching. Inspection, the 
original purpose of old-time supervision, is still the main business 
of principals. With notebook and fountain pen, they hurry from 
one classroom to another, breezing in, standing for a few moments, 
trving to look wise and all-knowing before breezing out again. 
Inspection is not supervision—Oceasionally there is some historic 
and outstanding principal who inspects al/ the records and work of 
ach teacher at each visit, devoting 40 or more minutes to one class- 
room inspection. What does he not inspect? Roll book, plan book, 
written work of all sorts, the teacher’s own personal record of lateness 
and absence, and teaching ability as demonstrated in teaching some 
assigned lesson before him. Such a prineipal might without question 
state that he had made a thorough and searching inspection of the 
teacher’s work and found her satisfactory. Inspections however, even 
the most thorough-going, do not result in the improvement of instruc 
tion. They may prevent matters from becoming worse; they may 
halt the ravages of the “ disease,” but they are not forward-looking. 
Inspections are negative and restrictive rather than positive and 
constructive. 
A principal alone without assistance can no more supervise the 
instruction in a large school of 50 or more teachers with a view to 
improvement of instruction than a city superintendent ean supervise 


the instruction in each of his schools. At this point, several wiseacres 
will shake their heads disapprovingly, asserting that fhey do. But 
this article is written for principals who believe in getting down to 
brass tacks and nailing them in seeurely. Such mortals realize that 
a principal of a large school cannot come into intimate personal super- 
visory contact with each of his teachers. Unless the principal is in 
charge of a junior high school where the work is relatively homo- 
geneous, the supervision of a school, pre-supposes that this one poor 
mortal shall be a specialist in all methods from kindergarten to eighth 
grade. Perhaps there are some principals who make such a claim for 
their supervision, without seeing that they lay themselves open to the 
criticism of being “ Jacks of all trades and masters of none.”’ Super- 
vision that is capable of extending through eight school years must 
be spread out pretty thin. Such supervisors probably contribute little 
to the profession and are not missed professionally when they leave. 





. 


‘ 
nee 
exis 
titi 
spe 


ped 


CX 
Ca 
tie 





Tne Ninru Yrarsook 





Supervision requires specialization—The present workaday world 
needs specialists. he general practitioner in medicine no longer 
exists outside of smal] country cities and towns. Even the rural prac- 
titioner hurries his critical cases to a city where the services of a 
specialist can be obtained. No more can a general practitioner of 
pedagogy hope to succeed in the management of a city school. Long 
ago Boards of Education gave up expecting the classroom teacher to 
be a specialist in drawing, music, shop, and cooking, and appointed 
specialists to assist her. So the principal needs specialists to assist 
him in his work of supervision, just as much as the class teacher does. 

Any principal who lays claim to being a general practitioner in all 
the fields of teaching is a mere quack offering a nostrum to the public. 
And how some folks do like nostrums! They are cheap, they tickle 
the palate, and they contain enough spirituous liquor to make one feel 
quite “ pepped” up for a while. “ Away with your specialists!” 
eries the layman, after imbibing a bottle of Principal So-and-So’s 
Patented Syrup of Pedagogy. “ 1 don’t want any specialists for my 
son. Just common everyday teaching is what he needs.” Notice the 
spirituous liquor that made him feel so good. 

Of course the amount of liquor in this refreshment is not enough 
to attract the attention of a prohibition officer. It is just a touch, a 
faint trace, and this is the essence of quackery of nostrums—that 
faint trace of something resembling medicine. So this important 
person patronizes the school whose principal advertises! “‘ My school 
is a good allround school. We don’t pretend to specialize in any- 
thing. We do all the tool subjects equally well.” What joy is there 
in such a school for any of its poor little victims ? 

Why should the so-called tool subjects, which children are expected 
to use all their lives, be left to the mercies of a general practitioner ¢ 
Are shopwork and cooking any less fools than reading and spelling ? 
Yet the latter subjects are taught by specialists. While no principal 
would claim to be a competent supervisor of carpentry and cooking, 
the same man will not hesitate to supervise with ruthless hand the 
English work in his school. The idea seems to be that any one who 
can use punctuation and spell correctly is thereby qualified to super- 
vise English in all of its ramifications. 

Where can the principal get specialized supervisory help?—The 
expense is too great to provide specialists for all public schools. How 
can a principal obtain the specialists he needs to improve the instruc- 
tion in his school? My answer is: Ile must create them himself! 

Not long ago, when one of my assistants was conducting some oral 
reading tests in her department, a second-grade teacher said proudly 








232 ELEMENTARY Scuoont PRINCIPALS 


to her, concerning the reading of a certain boy, “ | created that reader, 
When I got him, he was zero. He couldn’t read one word. Now he 
is worth 70 percent.” 

The principal must take his zeros in the assistant-principalship 
and create the specialists he needs. It is his inestimable privilege to 
“so inform the mind that is within his assistant, so impress with lofty 
thoughts ”*—to paraphrase Wordsworth—that she may be inspired 
to leave the old chrysalis of conventional work and become a new 
creature. 

Studying one’s assistants with a view to inspiring them is the first 
step toward inspiring one’s entire teaching foree. When | came to 
my present school, | put in the hands of one of my three assistants, 
a book on silent reading, written by Superintendent Ilughes of 
Toronto. IHfer suprise at having the principal offer her a book on 
pedagogy was quite evident. Such a thing was outside the bounds of 
her experience. She “ devoured” the book and made such a lively 
report on it to me that I recommended several magazine articles by 
Gray. Presently she came to me with a proposition for trying a silent 
reading test in her grades. Later she spoke learnedly to a group of 
mystified teachers concerning rate and comprehension. ‘These terms 
were new in those days. 

Then I put into the hands of this same assistant Bernard M. 
Sheridan’s Speaking and Writing English to see what her reaction 
would be. She reacted vigorously with the proposition that we try 
out his scheme for written composition in the middle grades of our 
school. She spent her entire summer vacation preparing an elaborate 
English plan to be used the next year. Her plans resulted in the 
launching of an uptodate drive in composition, the like of which had 
never been seen before in that school. Let me repeat, the most im 
portant business of the principal in the way of supervision is to create 
70 or 100 percent assistant principals from the zeros on his staff. 

How can the principal galvanize a Frankenstein into real flesh 
and blood? What can a principal do with his assistant who has 
become a supernumerary clerk 4 Breathe into the robot the living fire 
of inspiration and see if it will not stand and walk by itself! “ But 
how can I inspire any one?” says this mere man, with a passing 
thought of the mirror. Let us not forget that inspiration is caught 
oftentimes from very insignificant looking persons and from very 
small circumstances. One does not need the big, booming, imposing, 
hearty personality that is supposed to be inspiring in leadership. 

Praise, unstinted and without reservation, is one means of inspira- 
tion. Be big enough in your job of principalship to forget your: 





self. 
Wh: 
pri 
nee 
of i 
pra 
spe 
vi nu 
wil 
ser 


you 


me 
ane 
the 


T, 
he 


ip 





Tur Ninriu YrarsooKk 933 


self. Do not be jealous of the influence or suecess of your assistants. 
What they do is done for the glory of the school and rebounds to the 
prineipal’s credit. Only an intellectual midget in the prineipal’s chair 
needs to fear that others will tower over him! 

HIow the assistant principal functions as a spectalisl—Make each 
of your assistant principals specialists in some line. Suggest books. 
praise accomplishments, and wait for results. Do not try to be a 
specialist in every line yourself. It is not humanly possible. Either 
you will cleave to primary work and reject the middle grades, or you 
will make a fetish of English and neglect arithmetic. No man ean 
serve two masters in school anymore than he can out of school. Let 
your assistants become the specialists. 

At Publie School 156, one of my assistants has charge of the arith- 
metic throughout the school. Another takes the work in composition, 
and a third devotes all her time to primary supervision. Not one of 
these three assistants, however, lad more than a smattering of their 
present specialties when they were made assistants to the principal. 
Now | look up to each one of them as a specialist in her line and often 
vo to them for advice in mooted points. My primary supervisor has 
the entire say in deciding the reading method we shall use. I am 
convineed that she will gravely weigh the relative merits of the vari- 
ous methods on the market with far deeper concern than | should 
vive to it, calling in the assistance of her most trusted and experi- 
enced teachers, and whatever she recommends | should aecept. Why 
question the opinion of a woman who has made herself familiar with 
every book on reading that has been published in recent years? | 
may recommend a book to my arithmetic supervisor, but the final 
decision is left entirely with her, and I feel confident that her deci- 
sion will be made with rare good judgment. 

In order to bring about this happy state of affairs, when teachers 
look up to the assistant principal as a specialist in her lines and go to 
her for advice, delegate to her the authority necessary to bring it 
aboul. Give your assistants authority. Do not encourage teachers to 
appeal to you for decisions. Let your teacher feel that the assistant 
stands in loco principalis. Let her be the iaw-giver to her little flock. 
There is no more unhappy school than one in which the teachers are 
always going over the heads of the assistant principal and winning 
their cases. There is no more likelihood that the decision of your 
assistant was motivated by spite and favoritism than that your own 
decision will be motivated by the same impulses. The principal and 
his assistants should show an undivided front. Nothing is so disinte- 
grating in its effect upon the morale of a school as for its principal to 








234 ELemMentTARY Scuoor Primncrparis 





act as a higher court of appeals reversing the decisions of his lower 
court. 

What would a teacher think of a principal who sided with the chil- 
dren against her authority and always put her on the defensive in 
every case of discipline? If this same teacher is fair-minded at all, 
what must she in turn think of a principal who sides with her against 
his assistant principal? Of course, the boot would be on the other 
foot, in this case, and it might pinch a little. 

If, for the sake of personal gratification, a principal encourages 
appeals to his authority, he will be deluged with them. The dikes of 
his assistants’ authority will be completely swept away, and his office 
will be inundated with a Mississippi of complaints. A small leak, 
i. @., one successful appeal, rapidly becomes a devastating flood. 
When I came to my present school, I found the authority of the 
assistant principals was somewhat like that of the authority of Con- 
gress under the Articles of Confederation; they could request teach- 
ers to arrive on time, but they could not ‘enforce such regulations ; 
they could advise teachers that they should meet their lines at a cer 
tain time in the basements, but they could not enforce this as a rule; 
they could prohibit the writing of planbooks in class time, but their 
prohibitions were not enforceable. A more supine set of women was 
never seen. I at once clothed them with the authority needed to put 
their departments in order. They immediately sought me to inquire 
what I wanted. My answer was that I wanted what they wanted, 
and from that day to this, that has been our policy—mutual agree- 
ment on all matters of general school policy. No principal should be 
an autocrat, the sole law-giver. Laws should be made by the princi- 
pal and his assistants working together. 

It is my firm belief, moreover, that the rating of teachers should 
be partly the work of the assistant principals. Of course, I keep in 
touch with the matter in order to see that there is a general consis- 
tency in the ratings throughout the school. I reserve the right to alter 
a rating if I see fit, but not until the assistant principal has given her 
viewpoint and I have given her mine. Thus the ratings are the 
result of mutual agreement and understanding. In this way teachers 
feel that they must convince the assistant under whom they work 
most directly that they have rendered exceptional service. 

My assistants see their teachers at work in playground, in base- 
ments, at assembly, in the halls, on duty, off duty, early in the morn 
ing, late in the afternoon, besides making more frequent and longer 
visits in their classrooms than I can. They go to every class in a 
grade giving uniform tests. My assistant in charge of primary classes 








hee 
Wl 
teé 


pl 
hi 


se 


di 


W 


>; ~ of CO 


er 


il- 


cr 





Tue Ninriu Yrarsooxk 235 





hears every one of her 1200 little charges read twice every year. 
Who could be a better judge of the relative teaching abilities of her 
teachers than she ? 

Moreover, [ am convinced that young women teachers between the 
aves of 20 and 25 should be supervised in details of instruction by 
an older woman, and not by a man. Fully half the teachers of my 
primary and intermediate classes are between the above ages. Their 
immediate supervisors are two women, old enough to be looked up to 
hy young people. Whenever I see one of these assistants holding : 
private personal conference in her office with one of these budding 
teachers, I smile approvingly. I believe in the individual after- 
teaching conference held by the principal with teachers whose work 
he has just observed in class, but I believe that in the case of these 
young women this individual conference should be held with one of 
my assistants and not with myself. If, in my rounds, I see some 
inefficient method that should be corrected, I ask my assistant to call 
the teacher’s attention to it and set her right. I can think of no more 
unfortunate predicament for a young man as principal than to be 
put over a bevy of young ladies. Unless he is possessed of a colossal 
bump of conceit, every method these attractive persons use must 
seem to him to embody all laws of learning and all principles of 
teaching. Ilow difficult to approach a young woman, and tell her in 
dispassionate terms and properly scientific manner that her lesson 
was lacking in a particular detail! 

It was my good fortune as a young principal to be put in charge 
of a school in which the average teaching age was almost 20 years of 
service. I looked up to some of these experienced teachers with the 
deference due from a son toward his mother. It is still an inestimable 
privilege to correspond with one of them now retired. She was a 
daily source of comfort and inspiration to me. Yet, although | have 
now myself arrived at the age where my daughters themselves are 
joining the ranks of teachers, I still feel that it is my assistant princi- 
pals, and not myself, who should come into closest school contact 
with teachers of my daughters’ ages. Therefore, in my school, | 
clothe the office of assistant to principal with such dignity and author- 
ity that the teachers look up to my assistants with respect and bring 
their problems to them. 

Clerical work and the assistant principal—Do I assign any cleri- 
cal duties to my three assistants? A thousand times, no! Each assis- 
tant either has a B. A. degree or is now studying for such a degree. 
One assistant has two university degrees beyond the B.A. Make 
them clerks? The bare suggestion is unthinkable. I do not assign the 











236 ELEMENTARY Scunoont PrIncIPALS 





payroll, the attendance sheet, the stockroom, supplies, or the multi- 
tudinous reports required at the present day to my assistant princi- 
pals. They did not leave highly paid classroom duties to take up 
clerical details. Should they, now that they are in even higher 
salaried positions, be turned into highgrade clerks? Well, not in my 
school. 

During the last term, one assistant has been spending several hours 
a week, conducting the writing of a short story in an eighth grade. 
1 could have assigned her to the stockroom for these hours and busied 
her with counting and disbursing penholders and paper. No private 
school management would entertain for a moment the idea of pay- 
ing a high salary to an English specialist and then set her to work 
counting school supplies. Officials would justly demand that the prin- 
cipal employ a cheaper person to take charge of supplies. 

Summary—The above discussion does not exhaust the topic. How- 
ever, the writer has indicated the outlines of an acceptable philosophy 
to govern the delegation of responsibility to an assistant principal. 
Briefly, the plan means: (1) The recognition of specialization in 
supervision, (2) the encouragement of the assistant’s professional 
skill and self-respect, (3) the delegation of necessary authority to 
assistants, and (4) the elimination of petty routine responsibilities. 
The principal who magnifies the work of his assistants will reap the 
benefits of high faculty morale! 


Mr of the restlessness of members of the teaching pro 
fession about their relations to administrative officers 
can be traced to a lack of clear allotment of responsibilities. 
The teacher will attribute failures to the system whenever 
failures appear, and the system cannot answer the charge 
of the teacher in any arbitrary fashion. Responsibility and 
authority must be recognized as coextensive.—Charles I. 
Judd, see Chapter 1 








the 
evo 
sug 


ticl 





The Ninriu Yrarrnooxk 237 


ADMINISTRATIVE ORGANIZATION AND DUTIES IN A 
SMALL SCHOOL SYSTEM 


JAKE J. HENDRICKS 


Superintendent, Kerens Public Schools, Kerens, Texas 


N ATTEMPT will be made in this short paper to present the 
relations existing between the members of the staff in a typical 
small school system. The duties assigned each officer are not 

theoretical. They are actually functioning and they have been 
evolved through a period of several years. The writer hopes that the 
suggestions given may prove helpful to administrative officers, par- 
ticularly those in charge of the smaller school systems.’ 

The school system—The Kerens community has a population of 
approximately 5000 people. The high school for whites has an en- 
rolment of 200 pupils. The elementary school for whites has an 
enrolment of about 375 pupils. The high school for colored has 
an enrolment of 100 pupils, and the enrolment in the elementary 
grades for colored is about 275. Twenty-three teachers are employed 
in all the schools of the district. The school for whites is divided on 
the 4-3-4 basis, there being 11 grades offered. The school for colored 
is divided on the 6-4 basis, there being 10 grades offered. 

The members of the staff in the Kerens schools have grown into 
their present positions. Each year additional duties and responsibili- 
ties were assumed according to the ability of the particular officer to 
meet the added responsibilities. The present relations have been 
reached through a process of evolution. 

Figure 1 presents the type of organization in the Kerens Schools. 
The organization resembles the divisional-coordinate type in practice. 
It is really a cooperative procedure where the superintendent is 
essentially the leading spirit in almost every activity. While this 
may not fit some theoretical principles the outcomes indicate that it 
is satisfactory in a small school system.’ 

The line and staff plan of organization is followed in the schools 
for colored, 7. e., so far as the superintendent’s relations are con- 


* Many readers of this chapter may not be aware that about fifty percent of the 
total elementary school enrolment of the United States is in rural schools. Rural 
schools employ about sixty percent of all public elementary school teachers. 
Conditions in rural areas may not be such as to encourage the administrative and 
supervisory schemes suggested by current professional textbooks on education. 
Hence, the value of this chapter from a practical schcol worker—Editorial 
Committee. 

*Compare with the principles and practices in the Organization of Supervision 
by Ayer and Barr, Appleton, 1928—Editorial Committee. 








238 MLeMeNTARY Scuoon PrRincreans 
cerned. The principal of colored schools is really an assistant super- 
intendent. Ile is the leading spirit of the entire system of schools for 
colored. 

It is obvious from Figure 1 that there exist in the system three 
types of supervisory officers, namely: the supervising superinten- 
dent, the supervising principal and the supervising teacher. 

The supervising teacher——-In the elementary school for whites the 
supervising teacher has responsibilities under the direction of the 
superintendent. She directs the work of the first four grades in the 
elementary school. ‘This teacher has had several years’ experience of 
successful teaching in these grades, including four years in the Kerens 
schools. Under the present plan, she is relieved of her teaching 
duties a portion of her time for the purpose of visiting other teachers. 
Fortunately, the person holding the position has a splendid person- 
ality, is sympathetic, kind, resourceful, and has the tact of eriti- 
cizing without offending. Her duties are: 

1. To teach the second grade except when excused to visit other teachers 
2. To visit other teachers and observe instruction 
3 


To eriticise instruction, confer with teachers, and offer suggestions for im- 
provement 


4. To make written reports to the superintendent of all planned visits 
5. To visit other school systems in obtaining suggestions for improvement 


6. Tohelp select, purchase, and distribute instructional materials for the first 
four grades 

To administer diagnostic testing programs 

8. To confer freely with the superintendent relative to all matters concerning 
the betterment of the school work 

9. To suggest. professional reading to teachers 

10. To help teachers plan their work 

11. To suggest ways to put over projects in regular subjects, fire prevention, 
safety first, health, citizenship, and the other school studies 


FIGURE 1—Tue ApMINISTRATIVE ORGANIZATION FOR SUPERVISION 





Superintendent} 





Schools for 
Schools for Whites Colored 



















[ I I l 
High School] |Supervising| | Flementary Supervising Supervising — 
Principal Teacher School Teacher Principal of 
Principal Colored Schools 





























High School 
Teachers 


Pupils 


Tachers| 
Pupils 


Grade School 
Teachers 
Pupils 














19. 
20. 


99 


ame 


chi 
sil 


ass 


te 


per- 


f¢ yr 


ree 
en- 


the 
the 
he 
of 
ns 


ng 


n- 
ti - 





Tue Ninra Yrarnoox O93! 


12. To provide demonstration lessons as needed 

13. To help select textbooks 

14. To prepare lists of instructional supplies 

15. To develop educational exhibits 

16. To discuss topics in teachers’ meetings 

7. To follow the instructions and suggestions of the superintendent in matters 
pertaining to the improvement of instruction 

18. To assist the principal in planning and supervising the playground activities 
of the pupils 

19. To instruct teachers in the use of duplicating machines 

90. ‘To eall and conduet teachers’ meetings of the teachers under her supervision 
as she feels the need of it, and at the will and pleasure of the superintendent 

21. ‘To inspect girls’ toilet daily or cause it to be done by other teachers 

22. To cooperate with the superintendent, and principal in all matters to the 
end that desirable attitudes may be developed in the children 


In the high school the supervising teacher has been employed 
chiefly to further the English instruction. She is primarily respon- 
sible to the superintendent of schools. Tlowever, her duties have been 
assigned on the basis of conferences with the high school prineipal. 
briefly, the high school supervisor's duties are: 


1. To plan her work in each of the grades by calendar 
2, To develop a supplementary course of study to fit the local needs 
a. To prepare a list of the words most commonly mis-spelled by pupils of 
the local high school 
b. To prepare a list of the errors in both oral and written English most 
commonly made by local pupils 
ec. To prepare a list of minimum essentials in English by grades 
3. To prepare a reading list by grades of classies, poems and fiction, both for 
eareful and cursory reading 
1. To organize and supervise the high-school library 
a. To make regulations concerning the use of books 
b. To select student assistants and assign duties 
¢. To assist in selecting new books 
d. To keep an inventory of all materials kept in the library 
e. To properly catalog all new books 
f. To collect fines and to see that all books are returned 
x. To encourage donations of good books by pupils and parents 
h. To notify departmental teachers of the arrival of magazines and _peri- 
odieals which the school provides for their respective departments 
i. To assist in the preparation of bibliographies 
5. To keep on file specimens of her work as required by the State Department 
of Edueation 
6. To require “fire prevention” themes to be written according to the re- 
quirements in the course of study 
7. To act as sponsor of the senior class 
8. To select and order senior plays 
9. To direct. the senior plays each year unless otherwise provided for 
10. To act as dean of girls for the high school 
ll. To offer suggestions to other high school teachers in enlisting their coopera- 
tion in instructing pupils in the fundamentals of punctuation, capitalization, 
grammar, composition, neatness and form 
12. To arrange and direct the program for high school graduation—bacealaureate, 
commencement, and senior night 








240 KLEMENTARY Scuoont Principans 
13. To direct the planning for these special programs 
14. To see that all articles that may be borrowed in connection with these pro- 
grams are returned to the owner 

The supervising principals—As shown in Figure 1 there are three 
supervising principals in charge of: the grammar school, the hieh 
school, and the colored schools. All of these officers are in complete 
control of their fields except as duties have been assigned to the super- 
vising teachers. Inarticulations are avoided by close cooperation with 
the superintendent of schools. 

The duties of the grammar school principal are as follows: 


1. To help teachers solve problems of discipline in the grammar schoo! 
2. ‘To teach the seventh grade six periods of the school day 
3. To hold teachers meetings for routine purposes, for discussion of test results, 


and for such other purposes as the superintendent may suggest 
4. To help plan a playground program 
5. To assist in executing any plan presented by the superintendent 
6. To confer with parents concerning the progress of their children, especially 
when the pupil is failing in part of his or her work 
7. To help administer diagnostic testing programs 
8. To inspect toilets daily 
9. To report all needed repairs to superintendent 
10. To supervise the teaching of handwriting in the intermediate grades 
11. To provide for firedrills, theme writing, and the making of posters to meet 
the requirements of the State fire marshal in order that the city may re- 
ceive the key-rate reduction in premiums , 
12. To assist the teachers in preparing for Parents’ Day program 
13. To make such reports to the superintendent as he may request 
14. To check, study, and improve attendance 
15. To suspend children from school when necessary 
16. To make daily schedule for the seventh grade and assist other teachers in 
making schedules 
17. To drive the school bus for the transportation of children of the Elm Flat 
community 
18. To encourage and stimulate interest in interscholastie activities 
19. To distribute textbooks and keep record of same 
20. To make requisitions for supplies to the superintendent 
21. To supervise the children as they pass in and out of the building 
22. To select boys for playground care and control 
23. To do all within his power to create an atmosphere of school Joyalty and 
school pride on the part of all the children to the end that school property 
may be well eared for, the Janitor’s burdens lightened, and the buildings 
and campus muy be the more easily beautified 


The responsibilities of the high school principal : 


1. To study and solve problems of discipline, particularly among high school 
boys 

2. To see that reports of pupils are placed on cards at proper time 

3. To distribute report cards at the end of each six-week period 

4. To see that report cards are returned promptly with parents’ signatures 

5. To make out regular monthly attendance reports of pupils and teachers 

6. To call teachers’ meetings for routine purposes as the needs may require 

7. To delegate routine duties to teachers 





13. 
14. 
15. 
16. 


18. 
19. 
20. 
21 
22. 
23. 
24. 
25. 
26. 
27. 


29. 


du 


> oe oON 


19. 


20. 
21. 
22. 
23 
24. 


95 





i. 
12. 
13. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 
25. 
26. 
2. 


29. 


30. 


Tur Nintru YEARBOOK 241 





To make out daily schedule of teachers and pupils with the assistance of 
the superintendent 

To confer with pupils who are failing 

To study causes of failure and suggest remedial measures to both teachers 
and pupils 

To conduct assembly meetings in the absence of the superintendent 

To check, study, and improve attendance 

To coach athletics for boys 

To arrange athletic schedule (inter- and intra-) 

To purchase athletic supplies 

To care for and be responsible for all athletic supplies 

To keep an itemized record of all extra-curriculum activity fees 

To teach four classes in history 

To arrange for transportation of athletic tours 

To receive visiting athletic teams 

To help in taking the school census 

To help organize discipline for halls, playgrounds, and assemblies 

Help administer diagnostic tests in the high school 

To visit other school systems for suggestions of improvement 

Discuss topics in teachers’ meetings 

To issue textbooks and keep records of them or cause it to be done 

To make out term reports 

To make out transcripts for pupils 

To suspend pupils from school when the offense justifies, the principal to 
be the judge 

To confer with the superintendent on changes in regulations, or on any other 

natter, if in his judgment he deems it necessary 


The supervising principal of colored schools has the following 


duties: 


l 

2. 
3 
1. 
D. 


. 


Z 

8. 

9. 
10. 
bi. 
12 
13. 
14 
15. 
16. 
17. 
18. 
19. 


20. 
21. 
22. 
23 
24. 


9r 


“0. 


To arrange daily schedule 

To assign duties to teachers 

To select’ his teachers 

‘To rate his teachers 

To administer tests for diagnostic purposes 

lo suggest. remedial measures 

To visit teachers at work 

To supervise school work in general 

To teach two classes per day 

To help select textbooks 

To make requests for instructional materials 

To distribute instructional materials 

To hold teachers’ meetings 

To plan for demonstration teaching 

To develop educational exhibits 

To attend educational meetings 

To attend social and community gatherings among his colored people 

To hold conferences with teachers, both individual and group 

To sell the school systems to the general public under the direction of the 
superintendent 

To address various community gatherings among his people 

To prepare news articles (reviewed by the superintendent) 

To direct all things pertaining to inter-school contests 

To care for buildings and property of school 

To direct all disciplinary problems of his school 

To prepare school programs 








242 Erementary Scuoor Prmncrpears 








26. To help prepare budget of his school 

27. To prepare special and general reports to the superintendent 

28. To make suggestions for the building program 

29. To check, study, and improve attendance 

30. To take the school census among the colored people 

31. To employ, assign duties to, inspect, supervise, and dismiss janitors 

32. To meet all the requirements of the Vocational Department of the State 

Department of Education at Austin 

33. To encourage, stimulate, and develop school loyalty, civic pride, right atti- 
tudes, ete., in the pupils to the end that public property may be well cared 
for, the campus beautified, and a wholesome atmosphere may prevail 

. To follow the directions and suggestions of the superintendent in all things 
for the general improvement of the educational, social, and moral develop- 
ment of the colored people of the community 


29 
_ 


The superintendent of schools—I\t is impractical to list in this 
paper all of the duties of the superintendent. The reader is referred 
to A Checking List of One Thousand Duties of School Administrators 
prepared by Dr. Fred C. Ayer, Department of Educational Adminis- 
tration, University of Texas, Austin, Texas." The superintendent of 
the Kerens School performs or has performed every duty listed. His 
present status has been one of evolution. Several years ago when he 
began his work, not so very many duties were performed by him, nor 
was so much expected. About the only duty which the schoolboard 
has not delegated to the superintendent at present is the determining 
his own salary. A few of the major duties of the superintendent are 
here listed : 


1. Purchase materials for operation, instruction, repairs, and in many instances 
for capital outlay 


2. Pay current bills 

3. Prepare the annual budget 

4. Adopt an accounting system and keep records for all school properties 

5. Look after all other business interests of the school 

6. Act as secretary of the board 

7. Employ teachers, setting-up standards of scholarship, ete. 

8. Assign duties to all school officers 

9. Determine the aims and objectives of the school ‘and of each activity which 


the school fosters 
10. Hold community meetings 
11. Keep records of all school activities and all school transactions 
12. Inspect buildings, janitor service, teachers, and suggest improvements 
13. Employ janitors and set standards for them 
14. Care for all properties and have repairs made when and where needed 
15. Determine all needs of school and plan building programs 
16. Take school census and solve attendance problems 
17. Prepare the course of study 
18. Select textbooks and act as custodian of books 
19. Prepare all printed forms which the school uses 
20. Make school surveys 
21. Look after all things connected with transportation of pupils 


*See articles in the American School Board Journal for February, March, 
April, May and June, 1929. 





ae a 


( 


i 


gan 
hav 
hac 
ine 
sch 
Th 
loe: 
abe 
SVs 
bili 
= 


and 


“= 





Ture Ninru Yrarsnoox 243 





92, Teach part of time as needed 
23. Supervise instruction 

(1) Hold teachers’ meetings 

(2) Hold conferences with teachers 

(3) Assist the teachers in finding the specific aims and objectives 

(4) Aid the teachers in interpreting courses of study 

(5) Encourage educational growth of teachers 

(6) Visit teachers at work, following with a personal conference 

(7) Arrange for demonstration teaching 

(8) Arrange for inter-visitation of teachers in the local school and in neigh- 
boring schools 

(9) Help teachers make a progress study 

(10) Study with the teachers the question of failure and work out a List of 
remedies 

(11) Encourage teachers in undertaking new experiments 

(12) Analyze teaching difficulties 

(13) Prepare bibliographies and acquaint teachers with helpful devices 

(14) Set up standards for pupil marks and help teachers use same 

(15) Administer standardized tests and measurements for diagnostic purposes 
and follow the diagnosis with remedial treatment 

(16) Direct the teachers in making and using objective tests. Show them 
the value experimentally of the use of the modernized test 

(17) Act as a balance-wheel for the whole system 


Summary—tThe above paragraphs indicate the administrative or- 
ganization and duties of officers in a small school system. List of duties 
have been given to show how the various officers function. If space 
had permitted the responsibilities of teachers might also have been 
inelnded. 

It should be obvious to the reader that the problems of a small 
school system are not the same as those found in large city systems. 
The work of principals and superintendent must be adapted to the 
local demands. In Kerens the program and organization described 
above have worked satisfactorily. Efficient performance in small 
systems requires that the superintendent assume an intimate responsi- 
bility for the details of the instructional program.’ 


‘Barr, A. S., and Burton, W. H. The Supervision of Instruction. D. Appleton 
and Company, 1926, p. 66. 


AVE you filled out the questionnaire on page 155% The 
Editorial Committee requests your careful attention 


to this matter 











CHAPTER VI 
THE SCHOOL CLERK 
HOW TO MAKE THE OFFICE EFFICIENT 


Arvin N. Donner 
Principal, Franklin Platoon School, Port Arthur, Texa: 


ODAY in edueational fields we are hearing much about the 
T principal as a supervisor. “ Get away from petty details” is the 
advice given principals, but few suggestions are made as to how 
to get away from them. Some principals, because of ineflicient school 
organization, must continually work on details. Other principals 
lack the supervisory vision and will probably continue to “ putter ” 
about. There are still others, however, who are ingenious enough 
to become good supervisors, but are unable to do so because of organi 
zation detail over which they exercise little control. 

No school man is so narrow-minded as to even think that school 
organization is non-essential. Broken down machinery, whether on 
the farm, in the shop, or in the school, is not only unproductive of 
result getting, but it is exasperating to those who are in any way 
connected with the concern. Good organization is a prerequisite to 
good supervision. 

School organization is the work of the school superintendent for 
the system and of the principal for the building. The organization 
policies for the school plant must be worked out by these two indi 
viduals, but the actual carrying out of these policies can be delegated 
to others. Because these policies can be as efficiently carried out by 
other individuals, this plan should be adopted, thus giving the princi 
pal time for his major duty, that of supervision. 

The individuals, who most nearly carry on this delegated organi 
zation, are the office secretaries or clerks. Their place of work centers 
in the building and principal’s office. ‘To get the best from this 
organization two phases must be studied, the physical layout of the 
office proper, and the personnel of the individuals who work in this 
office. 

There is a dearth of printed material, even in our college of edu- 
eation libraries, on the subject dealing with school clerical workers. 
When one goes to the college of commerce libraries, more information 
relating to office routine and secretarial duties is found, but much 
of the material refers to big business, no attention being paid to the 
school principal and his office problems. 

[ 244 ] 





of | 
the 
aw 
loca 
pri 
Wo 
tele 
ma 


ligh 


sho 


wil 


car 
car 
ma 
bu 
the 
of 

Wl 


pr 


he 
he 
W 


0] 





Tue Ninrn Yrarnoox 245 


The office and its equipment—l rom a survey of the limited amount 
of literature, however, it is safe to set up these theoretical bases in 
the allocation of school clerical work. The office room itself must be 
a working place for secretaries. To be the most efficient it should be 
located near the main entrance of the building. The office of the 
principal should be private and separate from the main or outer office. 
Workable and necessary equipment such as desks, machines, supplies, 
telephones, and files must be present and arranged to obtain the 
maximum service. The office must be adequate in size, pleasant, well 
lighted, and ventilated. 

It is diffieult to know just what type of room and what equipment 
should be ineluded in the standard school office.’ These, of course, 
will differ with each school system and in each school within the 
system. Strayer, Engelhardt, and Elsbree* have published a score 
eard to use in checking school administration buildings. This score 
card has been compiled with the superintendent’s office in mind, but 
may be applied with some success to a principal’s office in a school 
building. The standard point allotments for the private office and 
the outer office, are 75 and 80 points respectively out of a total score 
of 1000 points for the entire administrative building. This score ecard 
will serve as a guide in determining how efficient an office layout the 


principal has, irrespective of the clerical help. 


TABLE 1—Secrion from THE SrrayeEr, SNGELHARDT, AND I¢LSBrEE Score Carp FOR 
ADMINISTRATION BUILDINGS 


Standard Scores 


Items 
A. Superintendent’s office (Principal’s office)....... babetvee satire 75 

OS I oe are rie Leche Cal ecereta oye dt mr ap ee a eee Ren ee 15 

i. Berea occ silk os che vadan a ME ee 15 
ET hi ais assests mc bckw aaa Ss SVE 6 
NI I a aor cicin, x ars Sumed cin Go mk ace ae AIRE wales Od G 9 

oe PR Ce Par rae nn Parent 15 

oe, Pe NE ois owner sca neuebiacsl bee ¥eaaeh eameommew es 20 
eo Re ee none eee eRe TOE Me ee eae rrr 7 
Provision for correspondence. ..........cs.escesececess 5 
Provision: for active: material... sic cc calic sc acdeaiiesece j 
Provision for teachers’ records..............ececeeeeees 4 

EB. Provision for steiOSrapner......6666.. cee cccs cstecnssaes 10 


*See Chapter XII of the Seventh Yearbook, Department Elementary School 
Principals, 1928. 

*Strayer, G. D., Engelhardt, N. L., and Elsbree, W. 8S. Standards for the Ad- 
ministration Building of a School System, Bureau of Publications, Teachers 
College, Columbia University, New York, 1927. 








246 EnemMeNTARY Scuoon Princreans 


Items Standard Scores 
B. Administrative work room (Outer office)..............2.065. 80 
ee: ON OU ROU 8 ka. okies canewer in eewensi a 25 
SNR nad adn epudchateawamea ony aan wee ues 15 
rs I ON eee er ee digg Pak miietee ad Sy aarpiw nove 25 
ERE RR Re Aan Aa ira me, oe tn ey a ee ee 8 
Cimmtative Glen Gl PUPUG 6. oc ioc chine sneulsetesiecines 6 
Se ee ee eee I 
Courses of study and research... .. 0.0.2.6... 1 
Ground plan of school, MAPS........0... cc0 ceive } 
E>}. Provision for GteHoOgranner... ..cicicscccccccsscsences ; 5 
ae OE Save cie tac Raa pe urea) ee ewes ele aera a nie ekki ais DEE 10 


The clerical personnel When the principal has arranged his oftiec 
room with its equipment and materials as efficiently as possible, he 
then may turn to his personnel. The personnel assignment of work 
may be made arbitrarily by the principal, or the individuals concerned 
may be consulted and a plan for work outlined. The latter is the 
hetter way, for often it not only means good suggestions from the 
secretaries involved, but a spirit of cooperation is ereated which raises 
the morale of the office group. 

Last year, the writer with his four office workers sensed that some 
deficiencies existed in the work of the prineipal’s office. An informal 
meeting was held in which the existing conditions were discussed, 
and the situation analyzed. As a result these criticisms were made: 
the working assignments of the different members of the office force 
were not specific, the work was not definitely planned for the term 
or for each day, routine matters were not scheduled, and teachers 
were confused as to clerical assignments of secretaries. 

Knowledge of existing conditions is the first step to solution. After 
analyzing the situation in this conference, the next step was toward 
some definite solution. An Information Book, consisting of some 50 
mimeographed pages, was prepared for teachers. This book contained 
answers to questions which, new as well as old, teachers ask of the 
principal and members 6f the office staff. Policies of school organiza 
tion relating to principal’s visitation, use of equipment, firedrill, 
pupil conduet, substitute teachers, school library, pupil helpers, and 
examples of all school forms and blanks properly made out with 
explanations were included. A chart showing the assigned duties of 
each secretary appeared so that teachers might go directly to the 
secretary in charge. 

Definite work for each secretary was decided upon, and assignments 
were compiled as shown in Table 2. This table, of course, does not 
care for the unexpected duties which arise daily, but it does list much 
of the work which is regular and routine. Periodical duties are 
starred with an asterisk, ¢. g., those which come weekly, monthly, 





yeal 
assl} 
and 
indi 


te p' 


Fina 


Rep 
at 
Me 


Kar 
*Re 
*Su 

sh 
Dir 


COTES 


80 


er 
rd 


0) 





Tue 


Ninvit 


Y FARROOK 


247 


yearly, or at stated intervals. This schedule helped to make each 


assignment definite, teachers knew to whom to go for 


assistance, 


and the principal was better able to place responsibility on specific 


individuals. 


TABLE 2—Assicnep Duties or Eacu Scnoon Secrerary 


Record Clerk 


feports—State 

Financial records 
Cafeteria 
Resells 

Spe clals 

Reports—Daily 
attendance 
‘Monthly atten- 
dance 

Kardex file 

*Record grades 

*Summary grade 
sheets 

Direct. messengers 


* Periodical duties. 


Secre tary 


| Dictation 
| ‘Transeribing 
Typing 
liling 
Storehouse orders 
compiled 
Making appoint- 
ments 
Meeting callers of 
principal 
Answering phone 
Outgoing mail 
School announce- 





Calling substitute 
teachers 
Report at teachers’ | 
meetings 
*Principal’s daily 
situation report 
*Principal’s month- | 
ly situation 
report 
*Principal’s yearly | 
situation report 
*Time sheets 
*Requisitions 
*Inventories 


} 
ments | 
| 
| 
| 





Book Custodian 


Information desk 
Meeting callers 
(Pupils) 


| Answering phone 
(Teachers, pupils) 


Issuing supplies 

Issuing test 
materials 

Issuing passes 

Charge of State 
adopted books 

‘Temporary enrol- 
ment of pupils 

Lost and found 
articles 


| Mimeograph Clerk 


| Mimeographing 
Office plants 
Teachers’ 
materials 
reading 
plays 
| seat. work 
} tests 
| Bulletins 
} 
Reports 
| Storehouse orders 
issued 
| Distributing mail 
| Issuing passes 
| Temporary enrol- 
ment of pupils 
*Permanent 
records 
'*(iood Spirit Ban- 
ner 








Table 3 is a time budget worked out for each secretary. Like all 
time budgets, it cannot be worked exactly, but it is a helpful check 
. . . 9 ti 
in keeping up with the day’s work. 


Summary—The efficiency of the elementary 
mainly upon (1) the office and its equipment, 
personnel. Unless the principal is planning a 


school office depends 
and (2) the clerical 
new building he has 


little to say on the matter of the physical arrangements of the office. 
Sut in regard to the office equipment and the use of the various rooms 
he alone is primarily responsible. In this connection standard score 
cards may be suggestive of useful equipment and systems. 








248 ELEMENTARY Scuoot PrIncrpaLs 





Probably more important for most principals is the problem of 
the office personnel and its duties. Before assignment to duties, the 
individual’s abilities and aptitudes must be considered. ‘The work of 
each individual should be recorded and classified so that the work 
of associates do not overlap. The personnel must work together, 
harmoniously, and occasionally one member of the office force will 
have to assist another member because of special work that must be 
finished. Work should be scheduled with a reasonable time limit 
allowed, and responsibility for duties should rest on specific indi- 
viduals. Arrangements should be made so that some member of the 
staff will always be on duty at the office during working hours. 


TABLE 3—AssicNep Hovurs ror Dairy Duties 











Hours Record Clerk Secretary Book Custodian | Mimeograph Clerk 
: eee = 
8:00} Reports Announcements | Pupil enrolment Pupil enrolment 
9: 00 Dictation Pupil readmittance | Stencil cutting 
9: 30| 4. mM. absences 
10: 00 Typing 
10: 30} A. M. absences | Outgoing mail | Issuing supplies 
11: 00| Reporting Typing 
absences to 
principal 
11:15 Lunch Issuing passes Lunch 
12: 15} Lunch Typing Lunch Issuing passes 
1: 15| Checking cafe- Typing for teachers | Running mimeo- 
teria money graph 
1:30|P. M. absences 
2: 00| Posting | 
2:30 Outgoing mail 
3:00 Filing Book accounting 
4:00 Dictation Information desk | 
| 














It is essential that courtesy, truthfulness, honesty, industry, and 
accuracy be characteristics required of each member in the office. 
Courtesy, both personal and over the telephone, is essential, for often 
the only impression outsiders have of the school is the impression 
received from members of the office staff. School authorities must 
know conditions as they actually exist, so truthfulness and honesty, 
whether complimentary or critical, must be given. Secretaries must 
sense their responsibilities, be industrious, and be able to direct their 
own work without requiring the immediate direction of the principal 
every hour of the day. The work of clerks must be accurate, or it is 
useless. An inaccurate report, or a misdirected guidance, means base 
inefficiency. 





—_— 


T 
mus 
onl} 
set 

7 
cor] 
rou 
tim 


1 of 
the 
k of 
ork 
her, 
will 
S be 
mit 
idi- 
the 





Tue Nintrn YEARBOOK 249 





The day’s happenings, private conferences, and contents of letters 
must be confidential. Loyalty to the organization is paramount, and 
only a high type of individual, in keeping with the high standards 
set for teachers, should be employed in the school office. 

The school principal is indeed fortunate when he has a competent 
corps of office workers. Details can be taken care of effectively, office 
routine can be managed intelligently, and the principal can take the 
time necessary to do the big important task of school supervision. 





I1ERE are many variations of successful practice in the 

delegation of extra-classroom duties. Principals agree 
that pupils should ring the bells and clean up the grounds, 
and that the clerk with occasional assistance from the pupils 
should operate the typewriter and mimeograph. Beyond this 
accurate generalizations are difficult or impossible.—Edgar A. 
Stanton, see Chapter VIII 








250 KiLeMeENTARY Scuoow Princieaus 


THE DUTIES OF RLEMENTARY SCITOOL CLERKS 
IN SEATTLE 
Worrn McCuure 


Former Assistant Superintendent of Schools, Seattle, Washington 


WK PROFESSIONAL burgeoning of the elementary school 
T principalship has brought with it many problems of a recon 

structive nature. Perhaps none of these is more crucial than 
that of hewing the principal’s desk clear of its long accumulated 
wreckage of reports, routine, and red tape, so that the time and talents 
of the principal may be released for professional leadership. 

A study recently completed of the duties of 62 clerks in Seattle 
elementary schools offers convineing evidence that the office burden 
of which principals have long been complaining is by no means a 
ereature of the imagination. Table 1 elassifies under six headings 
the list of 92 duties reported as regularly performed by at least 10 
percent of the clerks: 


TABLE 1—Ctassiriev List or Duties or Scuoon CLERKS 


Number of Duties in 


Group Each Group 
DD of cei aces a een ee SE A Oe i iad eae ae 
Mecting and handling people..................... oe at annnine Lae 
Mimeographing, typing, and dictation...................... 14 
SN I cr aGculgicigy faeces aa eid ine wise a aKa ak sedan i) 
Mic eee SE WEI NIIP ods a sc Sod wicaebasscecenenirs Linnie 
NE ic cia De aie ck Sd a a te a wil degre 3 


It is obvious from the foregoing summary that without clerical 
help the principal could entertain small hope of escape from the fatal 
dead-level of office routine. 

In common with industries and business, the professions are learn 
ing that it is wise economy to delegate routine work to low-salaried 
workers. That principals are being relieved of tasks that a well 
trained clerk can often perform more economically is proved by the 
fact that in 1926 school boards in 516 cities were providing clerical 


help for principals. 


The mere provision of clerical assistance, however, is not neces- 
sarily an emergency recipe enabling its possessor to solve the office 
problems of an elementary school principal. The very multiplicity 
of duties reported by the clerks suggests the necessity for system and 
organization in the school office if the principal is to add more busi- 
ness minutes to his hour. After clerical help has been provided there 
still remains the twofold need for training the clerk on the job and 








for & 
to el 
exte 

I 
aidi 
dev 
then 
tion 
ects 
rece 
the 
offic 
que 
The 
la 

| 
anc 
sec. 
the 


r 


Ch 


2 


Nu 





| 
| 





Tur Ninrin Yrarsoox 251 


for assistance to the principal in reorganizing his office routine so as 
to eliminate waste motion and utilize the new resouree to the fullest 
extent. 

In Seattle, the superintendent’s staff has taken the initiative in 
aiding elementary school principals to salvage office time previously 
devoted to the routine aspects of school management. This study, 
then, may be considered a part of a general program of standardiza- 
tion of elementary school office practice in Seattle. Companion proj- 
ects already completed include, the revision of routine reports, 
records, and requisitions, budgeting of textbooks and supplies, and 
the installation of a uniform filing system for all elementary school 
offices. The purpose of this report is to analyze the duties most fre- 
quently performed by principals’ clerks in Seattle elementary schools. 
The investigation of this problem was begun in 1926, although Tables 
1 and 2 have been compiled only recently. 

The procedure— Acknowledgment for guidance as to procedure 
and organization of the job analysis is made to the premier study of 
secretarial traits and duties by W. W. Charters and I. B. Whitley, of 
the University of Pittsburgh in 1924.’ 

The method pursued was similar in general to that followed in the 
Charters analysis: 

1. By conferences with eight full-time clerks a preliminary extensive list of duties 
was secured. 

2. This list was then submitted to ten part-time clerks selected at random for 
the purpose of adding additional items. In this way a check list of 92 items 
Was compiled. 

3. Frequeney of performance of these items was then secured by a check list which 
was returned by 62 full-time and part-time clerks serving 73 schools. 

The wide range of duties which clerks are called upon to perform 
is indieated in Table 2. 


TABLE 2—Frequency or CLASSIFIED Duties oF Sixty Two ELEMENTARY 
ScuooLt CLERKS 


Number Per- 


forming Duty 

I. CLertca, Duties 
51 Compiling monthly classification record 
18 Compiling monthly payroll report 
16 Showing all reports to principal for verification 
16 Sending to other schools for pink index cumulative record cards 
44 Sending pink index cumulative record cards to other schools 
40 Check of teachers’ reports 
40 Going around to rooms to secure information for stated reports 


30 Checking off deliveries against office duplicate 


*W. W. Charters and I. B. Whitley. Analysis of Secretarial Duties and Traits. 
Williams and Wilkins Co., 1924. 








ELeMentTARY Scuoot PrIncIPALs 








TABLE 2—Frequency or CLAssiIFIeD Duties or Sixty Two ELEMENTARY 


Scnoot CLerKs—Continued 


Number Per- 


forming 


30 
30 
29 
28 
28 
26 
25 
25 
24 
24 
23 
23 
23 
21 
21 
20 


19 
19 
19 
19 

4 
16 
12 


OOCanrc6c— 


5 
5 


0 


Duty 

Keeping teachers’ bulletin board up-to-date 

Correcting intelligence test papers 

Checking out materials from office: scissors, paper cutters, ete. 

Writing out transfers of pupils 

Compiling principal's annual report 

Compiling age-grade report 

Taking annual inventory of stock 

Compiling promotion summary for the building 

Keeping books and supplies in order 

Making out list of things needed for monthly requisition 

Checking of Illinois General Intelligence Test data in special cases 

Compiling building summary of standardized test results 

Checking teachers’ semi-annual promotion summaries 

Making out lunchroom report 

Filling of teachers’ requisitions for supplies 

Sending in changes of addresses of the teachers to the superintendent's 
office 

Making out pink and white index eards after first two weeks of school 

Caring for extra bank materials, envelopes and blanks 

Checking teachers’ attendance 

Checking teachers’ reports on standardized test results 

Making out reports for Child Study Laboratory on individual pupils 

Helping principal and census taker in checking May census 

Making graphs of test results 

Making out monthly and annual requisitions for principal's inspection 

Taking charge of school library and teachers’ reference books 

Writing out reports on accidents for principal’s signature 

Writing out tardy and absence blanks 

Figuring bank percentage for each room 

Looking up phone numbers and addresses of absent children 

Assisting in taking height and weight of children for the height and 
weight survey 

Securing information from registers (teachers’) of two years, from 
grades IV to VIII 

Checking teachers’ activities reports 

Compiling corporal punishment. report 

Making out a banking report each week for each room 


Duties Revatine to Dicration, Typinc, AND MIMEOGRAPHING 


53 


28 
25 
20 
17 
15 
11 


Typing stencils for tests, drill, outlines, ete., prepared by teachers and 
principal for pupils’ use 

Typing stencils of notices to take home 

Taking dictation and typing letters 

Operating mimeograph 

Typing bulletins, notices, ete. 

Caring for typewriter—cleaning, dusting, and oiling 

Typing stencils for bulletins, ete. 

Cleaning mimeograph 

Typing stencils for mothers’ club and parent-teacher association 

Typing stencils for school paper 

Typing two copies of annual inventory and requisition 

Tracing of stencils with mimeoscope or otherwise 

Tracing with mimeoscope for primary grades 

Mimeographing attendance cards for each month 





Numt 
for! 


III. 


IV 


nt’s 


ool 


on 


nd 





Tue Ninru YrarsooKx 253 


TABLE 2—FrRequEeNcy or CLassiriep Duties or Sixty Two ELEMENTARY 
Scuoo, CLerKS—Continued 


Number Per- 


forming Duty 
III]. Duties INvotvinGc MeetinGc AND HANbLING PEopLe 
57 Answering the telephone 
50 Meeting visitors and answering their inquiries 
15 Delivering messages of all descriptions either to teachers or principal 
38 Managing lost and found articles 
36 Kscorting parents and visitors to rooms 
26 Giving first aid in principal's and nurse’s absence 
23 Handling minor cases of discipline when principal is out of the office, 
ulways reserving final judgment for him 
22 Giving out street car identification cards 
20 Assigning rooms to those entering in absence of principal, and calling 
such assignments to his attention when he returns 
19 In case of emergency, taking charge of classrooms 
17 Writing out admission slips for entering pupils 
14 Supervising children who ring bells 
8 Signing excuses, tardy and absence, for prineipal’s O. K. 
7 Notifying teachers when they are assigned to lunchroom duty 
5 Telephoning homes to help nurse 
IV. Duties Revating to Fininc, INpEXING, Eve. 
19 Filing white index cards 
48 Filing white index cards—gone file 
13 Filing pink index cards—gone file 
41 General filing—care of the standardized vertical file 
38 Keeping index cards in shape 
20 Filing teaching materials loaned and returned 
13 Filing library cards for teachers’ reference books 
6 Filing National Geographic pictures—in sets 
5 Filing Child Study Laboratory reports—on small tagboard ecards 
V. FrnancraL Duties 
23 Counting and wrapping the lunchroom money 
21 Selling car tokens 
15 Receipting all moneys: a record of all money received is kept by 
the clerk 
14 Checking bank deposits of lunchroom and other school funds 
13 Receiving and caring for money until bank messenger arrives 
5 Selling of tickets for concerts, ete. 
VI. Duties INvotvina Mar. 
31 Handling United States and school mail 


VII. MiscettaNnrous Duties 


43 Keeping desks and office furniture in order 
33 Planning to avoid classroom interruptions 
21 Cleaning and dusting of office files and furniture 


Some implications of this study—The very wide range and multi- 
plicity of duties reported above suggests the possibility, unless he 
deliberately and carefully guards himself against it, of the principal’s 
getting out of touch with his school because he has relinquished to 
another the formulation of important data and the making of many 
luman contacts. This isolation will not happen if the principal re- 
alizes his full responsibility for every thing that goes on in his school 








ELEMENTARY Scuoor PriIncipas 


bo 
rt 
rs 





and uncompromisingly insists upon knowing his school thoroughly at 
all times. If this remains his attitude then the fact that a clerk 
compiles his summary of promotions, for example, will not be the 
means of his losing contact with a valuable index of school efficiency, 
but will enable him instead to devote more attention to a critical 
analysis of promotion figures. Principals must not lose their perspee- 
tive under this new situation. 

An interesting sidelight is thrown upon changing methods of teach- 
ing by the large amount of mimeographing of instructional materials 
(Subhead II of Table 2) reported by the clerks. Teachers are evi- 
dently supplementing widely the regular textbooks and_ utilizing 
informal tests and drills in their effort toward greater individu- 
alization. 

The strategic position of the school clerk as an interpreter of the 
schools to the public is emphasized by the importance of the clerk’s 
contacts in meeting and handling people. Here is certainly one point 
at which training, both preliminary and in service, should be directed, 
and to which the principal must give constant supervision. 

The study also reveals the fact that preparation for the performance 
of certain duties should be included in the school training, that some 
of these must be followed up “ upon the job” and that still others 
are peculiarly a part of training in service. 

Administrative follow-up—The predominance of the clerical list 
has already furnished some reason for administrative attention in 
Seattle to certain crucial problems. For example, standardized pro 
cedures based upon practice of experienced clerks for compilation of 
such reports as classification records and payrolls, have been discussed 
in instructional meetings with clerks and each clerk has been provided 
with a mimeographed statement of the procedure to be followed. 

Some of the duties involved in meeting and handling people are 
also recognized as of a crucial nature. Special instruction is also given 
in meetings each year concerning the appropriate manner of answer 
ing the telephones and of “ meeting visitors and answering their 
inquiries.” 

Attention of principals has been directed to the necessity of caution 
in delegating to clerks certain responsibilities such as ‘ handling 
minor cases of discipline when principal is out of the office,’ and 
“in eases of emergency taking charge of classroom.” Not every clerk 
can discharge such responsibilities acceptably and some cannot draw 
the line between desirable initiative and the undue assumption of 
authority. 





sch: 
has 
ser 


Se: 
hea 
to: 


wh 


sor 
nu 

po 
col 
mé 
no 


of 


ly at 
‘lerk 

the 
ney, 
‘ical 
pec- 


ach- 
lals 
evi- 
ing 


du- 


the 
‘KS 
int 
ed, 


1¢ce 
me 


aT's 





Tne Ninrn YrArRBOoK 255 





Copies of the classified list of duties have been provided to high- 
school principals and heads of commercial departments and attention 
has been called to the importance of adequate school training for such 
services as mimeographing, filing, taking dictation, and typing letters. 

The status of clerical help in. Seattle—A brief description of the 
Seattle organization of clerical help to elementary schools has a direct 
bearing upon the problem. The policy of providing clerical assistance 
to elementary school principals in Seattle was inaugurated in 1920, 
when the larger schools were given part-time clerks. 

At present, every elementary school principal in Seattle is receiving 
some clerical assistance. The amount depends basically upon the 
number of pupils supervised with special recognition to other im- 
portant factors, such as the special demands arising out of local 
conditions at the school, and special service to the system like chair 
manship of curriculum committees. The schedule of clerical help 
now in effect is as follows: 


THE SEATTLE SCHEDULE OF CLERICAL SERVICE TO ELEMENTARY SCHOOLS 
This schedule is subject to individual adjustments upon satisfactory showing 
of special needs. 


Full-time Clerks 


All schools of 800 or more pupils in average daily attendance. 


Part-lime Clerks 
Weekly Allotment 


Size of School of Clerical Service 


MI sire Pica acta cere ee rn ie ae ae 20 hours 
MS i ee ee aoe bceeeoss aa tad 15 hours 
Me NR Msc ea: 90a ao A ocd wre ewe aw ca neon 10 hours 


Full-time clerks are graduates of Seattle high schools, They are 
paid at the rate of $75 per month for 10 months. Part-time clerks are 
usually juniors or seniors in Seattle high schools who are pursuing 
the regular commercial courses, and who have attained suitable pro- 
ficiency in shorthand and typing. These latter individuals receive 
high-school eredit for the time spent in elementary school offices as 
well as the regular financial compensation. A few are qualified gradu- 
ates of Seattle high schools who are awaiting appointments to full- 
time school clerkships. Part-time clerks receive 40 cents per hour for 
the time actually spent upon the job. 

Selections are made by the commercial coordinator in the Central 
Vocational Department of the public schools upon the basis of recom- 
mendations from heads of commercial departments and _ personal 
interviews with applicants. Assignments to schools and adjustments 








256 ELEMENTARY Scuoon PrRincipans 
of personnel are also made by this officer, subject to approval by the 
assistant superintendent in charge. 

In-service training—lWesides the incidental training given by the 
principal it has been found desirable to hold two or three general 
instructional meetings for clerks each year. These conferences are 
held upon Saturday morning, and are attended by both experienced 
and inexperienced clerks. The former are encouraged to make contri- 
butions to the discussion and some of their comments are most helpful. 

At the first of these meetings, held before school opens in September, 
the clerks are instructed in the importance of their function, in the 
nature of their duties, and are told of some major considerations of 
suecess, such as courtesy, and disereetness. The latter are illustrated 
by the rating sheet and previous comments of principals in explaining 
‘ratings which they have given. Care is taken not to burden the first 
meeting with too much detail. 

Near the close of the first month, another meeting is called at which 
methods of compiling certain important reports are outlined and 
discussed. Mimeographed materials containing detailed instructions 
for preparing reports are distributed. A third meeting is usually 
held near the close of the first semester in order to give instruction 
with reference to midyear duties. 

These meetings have proven of value in establishing an esprit de 
corps, as well as in saving the time which the principals might other- 
wise give to general training. 

Rating in service—As already intimated, service ratings are given 
hy principals. ‘These are made once each semester in order to facilitate 
personnel management and to stimulate improvement in service. The 
blank used is given herewith as Form 1. 

The rating blank (Form 1) does not pretend to be as careful an 
analysis of character traits as that made by Charters, but it does 
include with one exception items most frequently mentioned by prin- 


“ 


cipals during 1926-7 in response to the question “ Do you wish this 
clerk assigned to your building next semester’ Please comment.” 
The single item, ‘‘ Disereetness in dress and appearance,’ was in- 
cluded because of its somewhat crucial character. 

Summary—Let it be reiterated that the present study is not ex- 
pected to solve the office problems of Seattle elementary schools. 
Progress in this direction must of necessity be evolutionary. It is 
believed, however, that by isolating some of the problems involved in 


*W. W. Charters and I. B. Whitley. Analysis of Secretarial Duties and Traits. 
Williams and Wilkins, 1924. 





offic 
sup 
tive 
tiol 


Clet 
Sch 


Beg 


W 


Re 


D 





Tue Ninru Yrarsoox 































the office routine, everybody concerned, clerks, principals, teachers, and 
superintendent's office may be the better enabled to give construe- 


the tive aid to the improvement of instruetion, whieh is the chief fune- 
ral tion of the school principal. 

are 

e(] FORM 1—Prineivan’s Raring ovr KLeMenvrary Scuoorn Cierk 

Ti- RIMM Fira g Liars oa Sa RS ot eae ac ora oom aia alas $5 DO akira ondcc petite eae Stine 
ul. Schedule at this school for............ hours per week. 

er, Began service at this school in................, 19 

he [A| BLO. DI Failure | 

of 7 aay 

ed Accuracy in taking dictation 

ng — 

“st Accuracy in making reports 

ch Accuracy in typing 

id = os 

“i Dispateh; ability to get things don 

ly promptly 

yn = — ee 


Discreetness in dress and appearance 


My 
Orderliness: cure of desk; general 
housekeeping ability 
n — 
c : 
Courtesy in meeting pupils, teachers, 
, 
: and others 
i . ° e 
Spirit of helpfulness 
S —_— —_—_— 
ffort 
5 
Will this clerk be available for service next semester?..........0. eee cece eee 
Do you wish her assigned to your building again?.............0..cccccevccccce 





RRS ER aes A es Reape RD MMs eine gre Sate eke Fire Aye enn Pome eI eet w IN) Oe ee Ce 








258 ELementaAry Scuoot PriInciPpALs 





THE SCHOOL SECRETARY AS RELATED TO SUPERVISION 
F. H. Durry 


Principal, Harding School, Steubenville, Ohio 


HE ELEMENTARY school principal has awakened to the 
y peti of his work as a supervisor and the manifold duties 

of his office. Superintendents and school officials generally have 
come to regard him as one of the most important factors in public 
school life. Such facts bring us face to face with the innumerable 
non-professional duties which have in former years been looked upon 
as his legitimate work and which become physical impossibilities if 
the school is to function properly and effectively. No principal can 
supervise and also care for the clerical duties of his office; one or 
the other will be neglected and it is usually the former since it is less 
subject to check. 

School clerk or school secretary—The office help is commonly 
referred to as the clerk.’ The duties of a clerk are confined to rigid 
routine matters, tabulating, recording grades, checking accounts, at- 
tendance, and answering the telephone. The efficient office assistant 
should do more than this. She is virtually the office and business 
manager of the school and should be referred to by the more digni- 
fied and proper term of school secretary. We formerly said “ pre- 
ceptor ” and “ pedagogue ” for the modern term of teacher, instruc- 
tor, or professor. It seems plausible that the term “ clerk ”’ as applied 
to the modern well qualified office assistant is as obsolete as the 
above terms. In the present chapter we shall discuss the work of the 
school secretary. 

Why a school secretary?—Somé persons not engaged in education 
and some of those who are sometimes ask “ Why a school secre- 
tary?” Principals have said that they do not want a secretary. 
Arguments offered are: they need no secretary ; they would not know 
what duties to assign to a secretary were one granted them; clerks 
get in the way; they interfere with the smooth running of the school; 
principals are themselves fully capable of caring for all their work; 
and it is a waste of money.’ 

The above arguments belong to the principal of the old school. 
They do not issue from the modern principal who is aware of his 
professional duties. The birch-wielding principal has for the most 

* Henderson, Louise H. “Clerical Service in City School Systems.” FHighth 
Yearbook, Department of Elementary School Principals, National Education 
Association, 1929, p. 323. 


*See the Seventh Yearbook, Department of Elementary School Principals, 
National Education Association, 1928, p. 261. 





par’ 
be 1 
can. 
tive 
teac 
ple 
sch 
poo 
tea 
obl. 
be. 
ser 
wit 
| 
vis 
sha 
civ 
the 
du 
ors 
int 
Su 
du 
ted 
se] 


pa 
sh 
co 
fit 
bo 
ad 
in 


he 
ies 


lic 
le 
on 


An 
or 








Tur Nixntu Yrarnooxk 959 





——— 


part disappeared, but the recording principal is yet with us and may 
be for some time to come. We have long agreed that the principal 
cannot supervise the work of his teachers, look after the administra- 
tive duties of his school, be a leader in his community, counsel his 
teachers and parents before and after school hours unless he is com- 
pletely relieved from the routine work of his office. The modern 
school with its cafeteria, its auditorium, its gymnasium, its swimming 
pool, its laboratories, its school patrol, its school clubs, its parent- 
teacher organizations and mothers’ clubs, present him with duties and 
obligations that a decade ago were practically unheard of. He is to 
be a member of the chamber of commerce, belong to one of the city’s 
service clubs, help put over bond issues and tax levies, and cooperate 
with the probate court and welfare organizations. 

In addition to the above the principal must perform the super- 
visory duties of his school. The question then arises, when and how 
shall he perform the clerical work of his office? The recluse and 
civil service type of principal needs no secretary. He is happy doing 
the things that he should not be doing, omitting many essential 
duties, always on hand to answer the telephone and inwardly con- 
gratulating himself that he has life tenure. Let us hope that few 
individuals of this type are in charge of large elementary schools. 
Such complex organizations need a competent secretary. It is her 
duty to spend all or the major part of her time in the office where 
teachers and pupils ean find her at all times for the transaction of ail 
school work not strictly professional. 

Who should select?—Unless there is an established policy on the 
part of the superintendent or the Board of Education the principal 
should be permitted to select his secretary. He should at least be 
consulted in the matter. He is in a position to know who would best 
fit into the particular position. Her work depends on his activities 
both in and out of the office and the success of his supervision and 
administration is largely reliant on the degree of trust he can place 
in his secretary. 

Furthermore, there is the matter of responsibility. If the princi- 
pal is to work day after day with a secretary in whose selection he had 
no voice and whom he cannot suspend or dismiss for inefficiency or 
misapplied tacties there will arise a condition of animosity. Any 
condition of hostility will not only reduce the value of her services, 
but will be a source of constant worry to the school executive. Too 

*See the description of the Minneapolis Plan, Seventh Yearbook, Department 


of Elementary School Principals, National Education Association, 1928, p. 263. 
(Also footnote on p. 263.) 








260 ELEMENTARY Scrroot PRINCIPALS 





often the school secretary is given her position as a favor or because 
some particular person needs the work. The question of capability is 
given little thought. It is assumed that anyone can help the principal 
in his office. Sometimes aged and retired teachers are placed in the 
office as secretaries. Whatever the system of selecting, the principal’s 
wishes should not be completely ignored. 

Sex and age—Certainly none other than women should attempt to 
serve as school secretary, wages and other things being equal. Their 
nature lends nicely to the necessary contact with little folks and to 
the technicalities of office routine. They adapt themselves more 
readily to the conditions they meet, are more sympathetic, painstak- 
ing, and patient, take directions more seriously and definitely and 
present an atmosphere of refinement to the school office so highly 
desirable where children, teachers, and patrons are concerned. As to 
age it is desirable that she be yet in the plastic stage of learning. One 
of more mature years may find it difficult to adapt herself to the 
necessary contacts with small children and the flexible needs of the 
school. The girl just out of the business training school often makes 
an ideal secretary. , 

Qualifications and salary—On the matter of qualification we speak 
somewhat from observation and interchange of thought but largely 
from personal experience.’ We are fortunate to have in our office at 
present a very competent secretary whose training beyond the high 
school is concluded by graduation from an excellent two-year sec- 
retarial school in Boston, Massachusetts. Similar preparation should 
perhaps be the minimum requirement for large city schools. 

The secretary’s duties, while related to those of the teacher, require 
different technics and special training. It is therefore unwise to 
place a teacher in the office as secretary unless she has had office 
training in addition to her teaching preparation. Some city schoo 
systems employ secretarial help of the teacher-clerk type to the sat- 
isfaction of all concerned. With such a plan however there is always 
the danger that the assignment director may call on the secretary for 
substitute work as a teacher. Under these conditions the principal 
cannot be sure of regular and immediate services. It seems entirely 
fair that there be rules permitting the teacher-clerk to be used as a 
substitute only at the discretion of the principal. 

The school secretary should be able to take dictation directly or 
from the dictaphone, be a touch system typist, be able to operate the 


* McGill, Eunice Parr. “A Study of Clerical Help for Elementary School Prin- 
cipals.” Sixth Yearbook, Department of Elementary School Principals, National 
Education Association, 1927, p. 232. 





— 


mim 
and 
fast 
in a 
a dij 
lf 
mon 
fact 
whi 
L 
the 
mal 
mus 
fess 


a. & 















































Tur Nintn YEARBOOK 261 








us . . . ° ° ° ° 
wes mimeograph or duplicating machine, be skilled with filing systems, 
r and have some knowledge of bookkeeping. She should be active, a 
“ fast worker, have a voice that carries well on the telephone, be neat 
t ; . 
my in appearance, and possess a good personality. She must learn to be 
al’s ; ; , pie 
: a diplomat since she often speaks for and represents the principal. 
' If we demand the same amount of training as for teachers their 
10 . P ‘ 
‘ monthly salaries should be at least equal.’ Attention is called to the 
elr ‘ : ‘ ' ‘ 
; fact that the secretary is required to work during the entire year in 
0 ‘ ; ; ete p= : 
which case she is entitled to additional remuneration. 
"e P ° 
ik Duties—The following paragraphs make no attempt to present 
ad the hundreds of demands made on the school secretary’s time. Yet 
lv many of the items so often performed by the principal and which 
Ma must be done by the secretary if the school is to profit from his pro 
a fessional and supervisory ability may be mentioned here: 
he a. Be at the office during the entire year with the exception of the privileged 
he vacation of two or three weeks, which should begin not earlier than the 
j first of July nor end later than the middle of August. At the close of the 
os school year she must finish up reports and be at her post at least two weeks 
prior to the opening of school in September to care for registration and 
ik other routine matters effecting the opening of school. 
ly b. Keep in touch with the principal during the vacation period either by tele- 
: phone or by correspondence. 
at c. Care for all of the principal’s professional correspondence and all corre- 
h spondence relating to school work. 
0- d. Keep the books of the school’s finances, including collecting and banking. 
e. Answer the telephone and give such advice as she knows to be the policy 
. of the school and that she is certain will meet with the approval of the 
principal. 
e f. Keep the school’s attendance. 
0 g. Check up on truancy and report to the attendance department. 
h. Keep a filing system of all records, reports, catalogs, and stencils to be found 
e upon immediate reference. 
| i. Relieve teachers of clerical duties. 
. j. Keep pupils’ report cards uptodate. 
F k. Keep principal’s office in order and file all of his personal and professional 
: materials. 
r l. Keep the principal informed—remind him if he forgets—of important meetings, 
engagements, or duties to be performed. 
m. In departmental schools help in arranging schedules for pupils’ daily work. 
n. Make all reports, daily, weekly, monthly, and fiscal as required by the super- 
intendent’s office. 





0. Mimeograph outline maps, forms, test questions, and material that teachers 
may need in the furtherance of their work. 

p. Make out requisitions and look after supplies and stockroom. 

q. Make pupil withdrawals and transfers with the advice of the principal. 

r. Make up teachers’ payroll. 





‘See practices as reported in the Salary Tabulations, Research Division, National 
Education Association. April, 1929, p. 20; May, 1929, p. 32. 








262 ELemMentaArRY Scnoor PriInctpas 





s. Query all callers as to whether their business with the principal is of a private, 
professional, or routine nature. It may be that she can answer their ques- 
tions and avoid interrupting him from his supervisory work. She should 
refuse to call him for a conference on routine matters but arrange appoint- 
ments at a time before or after school or on Saturday, if possible. 

t. Where no regular librarian is employed she must look after the work of that 
department. 

u. Be confidential—know everything that goes on in and out of the office, between 
principal and teachers and among the teachers and yet apparently know 
nothing. Learn to know the principal’s and the school’s needs as well as he 
knows them himself. Be happy in her work. Have at heart the interest of 
all the teachers and pupils. Be ever on the alert in an effort to help keep 
the school operating at its highest pitch. 

Secretarial service and supervision—In the new elementary school 
under a progressive principal clerical help is a necessity. It is plysi- 
cally impossible for the school head to do constructive supervision 
when his time is constantly broken by routine demands. It is poor 
policy to permit a highly trained person to do unskilled labor. 

These same arguments apply to the teacher’s work. Why permit 
records and reports to reduce the time given to classroom work! 
Wouldn’t it be real economy to centralize the clerical duties of a 
school faculty under one person trained to do such work ? 

Supervision means making learning conditions favorable for pupil 
growth. The most potent force in this learning environment is the 
classroom teacher. Often good supervision involves the elimination 
of teaching handicaps more than it does the development of special 
skills. The trained school secretary can do much to place the gilded 
dreams of supervision among the realities of practice. 





IGHT! Fight! Fight! A compact mass of boys—an 
oceasional, “ Tlit him!” “ I wouldn’t let him get away 
with that! ”—and then finally the mass breaks. Two blood- 
stained and bedraggled youngsters separate themselves from 
the mass, and drag themselves toward home.—Josie Perkins, 


see Chapter XI 














dail 
cips 
pri 
wri 
ele 
pos 


ma 


cis 


en 
ow 
he 


ep 








Tue Ninru Yrarsoox 263 





THE TEACHER-SECRETARY PLAN 


Juuia C. Correy 


Principal, Emerson School, San Francisco, California 


Hk DUTIES and activities of the elementary school principal 

in administration have inereased during recent years and much 

organization has been needed to get results in carrying on the 
daily programs and time schedules under the direetion of the prin- 
cipal. Fortunately, the proper help is gradually coming towards the 
principal and it is on one of these newer fields of work that I shall 
write briefly at this time. The teacher-secretary is appearing in the 
elementary school and this report will show the application of that 
position as worked out in a cosmopolitan group of children with 
many special interests and needs.’ 


Daity ProcramM or TEACHER-SECRETARY 


8:30 a.m. In charge of girls’ yard. 
Milk distribution from girls’ yard to classrooms. Close, accurate 
checking of milk, orange juice, crackers and straws, through monitors 
and bookkeeping previously organized. This system provides that 
no classroom time is taken or interruptions permitted through errors. 

8:35 a.m. Continuation of yard supervision with girls, emphasizing fair play, 
courtesies, and refined manners—girls assisting in all yard activities. 
Yard organization carried out through special yard monitors working 
with the general group of girls. 

8:50 a.m. Assembly in yard. 


8:51 a.m. All girls pass from the yard to rooms by special traffie system. 
8:51 a.mM.-9:00 a.m. In office, assisting principal to check up the opening of 
school. 
A summary of the notes written by the principal on her arrival at 
the school at 8: 00 A. M.: 
Absence of teachers or janitors. 
Names of substitutes or notes on the matter. 
Urgent orders for the day. 
9: 00-10: 00 a.m. In the office. recording the absence report in the absence book 


of the school against the record of the teacher or janitor mentioned 
above. Same report recorded on postcard to be sent to paymaster at 
Board of Education. Same report recorded on salary roll of the 
month. 
Recording facts about the arrival of new teachers in the same way. 
Meeting substitutes and directing them to rooms as reported by 
principal. 
Assisting principal to check up with individual pupils on improved 
punctuality, cleanliness, and attendance. (Special cases being restored 
to vigorous school standing on these points.) 
Receiving the class teachers’ daily reports to the principal on atten- 
dance problems. Special reports on pupils out three days without 
excuses satisfactory to teachers and principal. Other daily questions 
* The plan as outlined in this article is now in use at Emerson School, San Fran- 
cisco, California. 











264 ELEMENTARY Scuoon PRINCIPALS 
on attendance, giving the principal a hold on promptness and 
regularity. 
Preparation of notes from these attendance reports for the principal, 
school nurse, and attendance bureau. 
Receiving reports for the principal from the school nurse, attendance 
bureau, other regular public schools, special teachers or classes of 
the school department, outside agencies connected with school work 
such as, welfare workers, charitable associations, cosmopolitan groups, 
Receiving new pupils and parents as well as any other visitors to the 
school at this time. 
Incoming mail and distribution. 
Incoming bulletins and posting in proper places. 
Making notes for the principal on: 
Incoming mail 
Outgoing mail 
Superintendent’s weekly bulletin 
Urgent business 
Special business 
Messages on units of work and lessons for children on which the 
principal is working throughout the building 
Incoming records of pupils—kept right uptodate 
Outgoing records of pupils—kept right uptodate 
10: 00-10: 10 a.m. Supervision of girls’ yard and return to office. 
10: 10-11: 05 a.m. Teaching of reading to groups assigned by the principal. 
11: 05-11: 15 a.m. Supervision of girls’ yard and return to office. 
11: 15-11: 30 a.m. Bookkeeping time. 
School funds. 
Emerson P. T. A. 
Nutrition account. 
Banking. 
Emergency typewritten work for the principal on lessons for all 
children and teachers, to be ready for class language lessons for 
1: 00 Pp. M. session. 
11: 30-12: 00 Noon. Intermission. Free period for lunch. 
12: 00- 1:00 p.m. Supervision of girls’ yard. 

1: 00- 2:00 p.m. Clearing with the principal of all pupil reports for the day. 
Assisting principal in all courtesy correspondence concerning 
teachers, parents, and pupils. 

Office lessons to pupils from the principal circulated through the 
school. 

Typewritten work prepared for the principal for teachers’ meetings, 
special conferences, answers to letters received from superintendent 
of schools, Board of Education, or other officials. All outgoing mail 
for the day closed at this time. 

Recording pupil problems for the principal from her notes on their 
cases using principal’s day book for problems solved within the 
school program; using the principal's problem book for cases where 
outside agencies are to begin solution. 

A close follow-up with the principal on all pupil-teacher interests, 
problems, plans as directed by the principal in her conferences with 
class teachers, pupils, parents, and other agencies concerned. 

2: 00- 2:30 p.m. Clearing all requisitions and providing materials for classes 


on activities of the school rooms. 

Working under the direction of the principal tu carry out plans 
initiated by the class teachers. 

Completing all unfinished items of the day. Checking the plan 
of the principal for the new day and future work. 





Ls) 


and 
pal, 
nce 

of 
ork 


Ips, 
the 


he 


il] 


ef 











Tur Nintru YErArRBooK 265 


2:30- 3:10 p.m. Special advanced art class. Pupils selected from grades 4, 5, 
and 6 for creative work in art. 


EXCEPTIONS TO THE ReGuLAR Datty ProcRAM or THE TEACHER-SECRETARY 
1. Visual education—Tuesday : 

9: 00-10: 00 a.m. Baloptican. Subjects selected from units of work. 

11: 15-12:00 Noon. Baloptican or moving picture machine, units of work 
illustrated by children’s prepared pictures or by ma- 
terial gathered through the efforts of principal, teachers, 
pupils. 

1:00- 3:10 p.m. Motion picture machine. All subjects of study suitable 
to the course as outlined for grades 4, 5, and 6. 

2. Program of tests and measurements: 

Working under the direction of the principal in tests as needed in the sehool 

in cooperation with the program of the superintendent of schools and his 

Department of Service. 

3. Emerson Parent Teacher Association: 

Meeting second Thursday of every calendar month. 

Teacher-secretary assists the principal in all arrangements for these meetings, 

receptions, or other occasions planned by the principal at that time with 

this group. 
4. Class in adult education: 

Meeting three mornings of the week in the school auditorium. 

Teacher-secretary assists the principal in arrangements for their comfort and 

cooperates with the teacher of that class in providing all details as planned by 

the principal for the success of that teacher and her students. 

Conclusion—The work of the teacher-seeretary in the elementary 
school is proving very suecessful. In the plan outlined in the above 
article the teacher part received the first and stronger emphasis as a 
teacher of very versatile powers, and one in sympathetic understand- 
ing with the work from the kindergarten through the sixth grades, 
was the one selected for the new field. Iler daily program was out- 
lined to keep her in touch with teacher-pupil relations in a very defi- 
nite way, the secretarial duties fitting in at the proper place but sec- 
ondary to the personnel work. This emphasis is important to con- 
sider as the type of clerical work in an elementary school involves a 
great deal of child contact and it may be noted in the reading of this 
article how this sympathetic connection is maintained throughout 
the whole day in the work of the teacher-secretary. She is in reality 
the cooperative agent between the principal’s plans and policies and 
their final working out in the school community. 

The work of the teacher-secretary leaves the principal free to fol- 
low a constructive daily program and time schedule. Such a sched- 
ule would show the principal in active participation on all the human 
relations of the school from personal conferences with teachers, on to 
class teaching, special visitations, and all types of consultations. The 
principal is on call for all pupil-teacher needs throughout the entire 
school day. 








266 ELEMENTARY Scnoot PrRINncIPALS 





A HANDBOOK FOR SCHOOL CLERKS 


Epwarp J. KEHOE 
Principal, Public School 187, Brooklyn, New York 

VERY SCIIOOL principal has a very keen awareness of the 
kh importance of an efficient clerical staff. In schools where the 

clerical work is scientifically organized, where procedure is efti- 
ciently standardized, where there is a maximum degree of accuracy 
and a gratifying habit of promptness in the preparation and submis- 
sion of reports, one is reasonably sure to find frictionless functioning 
of the school machinery as a whole, and harmonious relations between 
the head of the school and the administrative officials of the school 
system. 

The elerk is the liaison-officer in bringing about this desirable con- 
dition of affairs. Unfortunately, she is not a robot, electrically con- 
trolled by push buttons in the principal's office. She is only human, 
and sometimes she is pushed too hard and breaks down under the 
pressure. 

In the ordinary run of human affairs, the clerk comes in for a lot 
of appreciation when she is gone. While nature is striving to repair 
a shattered nervous system, the harried principal is endeavoring to 





patch up his battered clerical system—and for a simple reason—the 
system was too egocentric. In too many eases, only Miss X knew 
where this blank is kept and how you make out that report—and now 
that it is made out, what you do with it. 

The need of a handbook—When the writer organized his school in 
September, 1923, he felt strongly the need of a handbook for clerks 
which should contain well-organized descriptions of clerical proce- 
dure... Usually, the efficient clerk has obtained this knowledge em- 
pirically. Through trial and error, she has experienced both the dis- 
tress of failure and the satisfaction of success. 

The writer preached to the clerks the absolute need of a handbook 
in times of emergency and its value at all times. But even the most 
inexperienced girl could point out the undoubted obstacles of deserib- 
ing office procedure in writing. It was not until we had twice gone 
through the harrowing experience of being without the services of 
both clerks at critical times that we determined to have a handbook, 
regardless of the labor that its writing entailed. 

How the handbook was made—We began by noting every duty of 


the clerk, classifying each duty as daily, monthly, semi-annual, an- 
nual, and miscellaneous. We then earefully checked and re-checked 
to see that no activities or procedures had been omitted. Each actiy- 











ity 
it 

Sh 
of 
pa 
th 
thi 


th 
th 

















Tue Ninru Yrarsnoox 267 





ity was then deseribed in some detail. When the work was finished 
it was shown to the district superintendent, Miss Lizzie E. Reetor. 
She requested me to act as chairman of a committee of principals * 
of her two districts to go over the work again, with the view of pre- 
paring it for printing. It was hoped that the final report would give 
the schools a ready means of answering the questions to which only 
the absent school clerk could correctly respond. 

Each member of the committee was given a copy of the whole 
report and was assigned a particular part of it to check, try out, 
revise, or enlarge. 

The assignment of each committee member was then checked by 
the committee of the whole. When typed in its final form, the report 
was turned over to the writer. Ile spent several months arranging 
and rearranging, restating and clarifying the report as a whole, so 
that no possible ambiguity should remain in it. The aim was to make 
the book thoroughly practical. 

As a further test, we assigned the task of making two major 
reports to two teachers who had had no previous clerical experience. 
With the proposed handbook as a guide, the results of their work 
fulfilled our most sanguine expectations. 

We then turned the completed report over to the district super- 
intendent. She examined the report minutely. The forms, especially, 
were all carefully checked in her office. To be sure it was as near per 
fection as human effort could make it, we went over the whole work 
several times together. The report was then given to several clerks 
of wide experience for further criticism. As a result of their sug- 
gestions, we made some further improvements. The work was finally 
printed and distributed to more than 600 schools of the city with the 
compliments of Districts 36 and 37, Brooklyn, N. Y. The district 
superintendent and principals of these two districts financed the 
project. 

General description of the handbook—The handbook has been pre- 
pared in loose-leaf form so as to facilitate revisions and additions. 
The pages are written on bond paper seven by ten inches in size. 

The first seven pages of the handbook are designed to make the 
contents most useful. The foreword indicates how the handbook may 
be used in training new clerks and in making experienced clerks more 

‘The committee consisted of E. J. Kehoe, Chairman, J. C. Bell, J. J. Burke, 
Constance W. Fuller, and D. D. Wallstein. School clerks assisting with the work 
were: Mrs. Ina F. Bell and Helen F. Liflander. The report was published with 
the encouragement of Lizzie E. Rector, District Superintendent, under the title, 
Handbook for Clerks in the Elementary Schools. 





268 KLEMENTARY Scnoor. PRINCIPALS 


efficient. Three indexes are given: (1) alphabetical index, (2) topi- 


eal index, and (:3) index of reports. For example: 


Alphabetical Index 


Page 
Absence and Lateness of Teachers (A & R Form 91)............. 13-14 
Absence of Teachers 10 days and over...............22. ceeeeee ‘ix adh Se 
Absence and Lateness Chart for Teachers..................0..-020005. 38 
Ete. 
Topical Index 
Index of Daily Duties of Clerk 
MI I ogo iat cas ik a x ae ae a Oe intake) pinchoe one’s 8 
NE oh 6 Si neh 6aNG oad eh eM ma wap nee Wada eNN ed ins daeemaes 78 
rei Siete Ub Ea UT uke eNs eoke. oes eeeke 6 
Index of Monthly Duties of Clerk 
Absence and Lateness of Teachers (A & R Form 91).................. 13-14 
Assignment and Reassignment of Teachers (A & R Form 100)........ 13 
ae oe les ed dob Ek gh seatene cee eas anaes 
Index of Semi-Annual Duties of Clerk 
i UNI NON sai a vs dont ayrelald axes laces ida. Wie evdewntinerinermosencava 20-21 
Alternates and Changes in Teaching Staff................... 02... 21 
IE is ae Siesta ea ee GEER ee Ge ORG REEMA ENG Okae doe owmacr es 21 
Index of Annual Duties of Clerk 
State Report on Service of Teachers................... ihr ‘acne Rabeandabe ana 27 
Es once dd Caktdkeaas bwhcewsa new oak ke wean emaneeaas Kaede 27-70 
Value Apparatus—Library, etc. .......... 0... 0 cece cece ec ccc ec eeees 28-52 
Ete 
Index of Miscellaneous Duties of Clerk 
Notes of Principal’s Conferences. .................cccccceccccccccess 29 
Notices (Women Teachers and Teachers Absent 10 Days)............ 29 
Permits Issued (Employment Certificates, ete.)................ seeee BORO 
Ete. 
Index of Supplies 
ARERR RRES eT cerca By Ge eee ct 18-49 
Distribution ...... i ben cs ru abs ace Mas warace aia aire aa Slavens mare e 49, 50, 53, 54, 56 
I ede ek eG oe 51 


The topical index and the index of reports are especially valuable 
means by which the clerk can check to be sure that all duties have 
been performed. 

The rules and suggestions of the book include 56 pages. The main 
sections are organized around the clerk’s work as follows: (1) Daily 
duties, (2) Monthly duties, (3) Semi-annual duties, (4) Annual 
duties, (5) Miscellaneous duties, (6) Files in common use, (7) How 
to order and use certain forms, (8) Ordering and checking supplies. 

Specific descriptions of sections—Perhaps it will be helpful to 
committees in other cities if this article presents illustrations of the 
particular sections of the handbook. 








i. 
atte 
(4) 
(6) 
pup 

2. 
cent 
atte 
For 
rep 
atte 
fact 
clas 
(12 

3 
rep 
int 
anc 

(8) 


she 


di 
th 
bi 
in 
Ww 
th 
su 





)i- 


6 





Tue Nintun Yrarrnoox 269 





1. Daily duties—This section contains treatments on (1) the time book or 
attendance of the teachers, (2) the mail, (3) the health list of children excluded, 
(4) the change of office registration of pupils, (5) the principal’s correspondence, 
(6) truaney records and procedures, (7) the clerk’s blotter or daily summary of 
pupil accounting, and (8) the methods of informing teachers of change in class rolls. 

2. Monthly duties include such activities and methods as: (1) reporting to 
central authorities the attendance by classes on the M1 form, (2) reporting general 
attendance data on M2 form, (3) report of changes in staff assignment on A & R 
Form 1001, (4) report of attendance of teachers A & R Form 91, (5) kindergarten 
report, (6) special attendance report to district superintendent, (7) shop teacher's 
attendance, (8) telephone report, (9) report of names of teachers doing satis- 
factory service and deserving salary increases, (10) attendance report on ungraded 
classes, (11) report on continued service and permanent appointment of teachers, 
(12) make-up of payroll, (13) refunds for teachers, and (14) pupil report cards. 

3. Semi-annual duties—Among these responsibilities are: (1) June and January 
report on teacher assignments, (2) age-progress sheets, (3) report to district super- 
intendent of changes in the staff, (4) report of civil service employees, (5) records 
and reports of graduates, (6) report on handicapped children, (7) library report, 
(8) organization report for next term, (9) pre-registration, (10) teacher rating 
sheets. 

4. Annual duties include the following: (1) state report on service of teachers, 
(2) summer school records and reports. 

5. Miscellaneous duties—-These activities consist of: (1) notes on teachers’ 
meetings, (2) special notices on teachers’ absences, (3) permits issued, (4) report 
on custodial service and cleanliness of building, (5) telephone, (6) general typing 
and mimeographing. 

6. Files—The handbook includes a section of the necessary reports of the schools, 
together with suggestions as to filing procedures. Among the files listed are: 
(1) pupil address cards, (2) reports to auditor, (3) school blanks, (4) attendance 
records, (5) circulars, (6) conference notes, (7) correspondence, (8) discipline cases, 
(9) library cards, (10) pupil report cards, (11) statistical reports, (12) supply 
requisitions and receipts, (13) teachers’ records and (14) truancy. 

7. Forms—Several pages of the handbook are given over to a list of the school 
forms. This information includes the form number, the subject, and the place 
where forms may be obtained. For example: 


Form Ne Subject Where Obtained 
200 Notice of Admission by Transfer Bureau of Attendance 
A Application to Visit Schools District Superintendent 
RRS 52 Value of Supplies Sent by Bureau of Reference, 


Research and Statistics 

8. Supplies—The administrative and clerical duties associated with supplies are 
discussed under the following topics: (1) making up the supply order, (2) writing 
the requisitions, (3) receiving supplies on delivery, (4) checking supplies, (5) distri- 
bution to teachers, (6) disposal of worn-out books, (7) fumigation of books, (8) 
inventories, (9) sample cards and inventory sheets, (10) reports in connection 
with supplies, (11) stock records and inventory sheets. Figures 1 and 2 illustrate 
the forms included in the handbook along with detailed directions for ordering 
supplies. 


How the book is being used—The book was hailed as a most pro- 
gressive step in public school administration, as over 300 letters from 
superintendents, principals, and clerks will attest. These letters con- 
tained grateful acknowledgments, showing that the handbook, to 
quote from the Foreword, “ filled a long-felt want.” It is the inval- 





_ ™ 
270 ELeMentTARY Scuoot PrIncipas 





uable vade mecum of good clerks and a guide for ine *xperienced clerks 
as well. Principals have found the handbook extremely valuable i: 
the training of new clerks, thus relieving them of endless worry ai 
times when a loss of efficiency is always expected and almost inevi- 
tably occurs. 


—_ 


’ ’ ‘ 
FIGURE 1—Supr.ementary InrorMATION ATTACHED TO REQUISITIONS FOR Suppuies 





EE mere. Brooklyn. Date 
Amount allotted for General Supplies and Books for 1927........ $3,629.55 


Amount previously expended..................0.ccc000 cease .. 93,322.93 


LAA eae Oa Sk Ray Ad wie kOe waae aba re 306.62 
These Requisitions (No. 124-129) lps SMa caintardba fa yr. se heed 214.49 
BALANCE ceceeee 9213 | 


Amount available 


CPCB ISS DW + HS 6G OSES ORE EEAKE LR OCRE AEE DED OOS. 5: 6 00 6S .s OCOR6. Ooo OOOO ORS HOS 








FIGURE 2—Teacuer’s INventory or Books 


Please list. in alphabetical ofA ee ee Brooklyn 
order as follows: 
1. Arithmeties BR cc amacrieacend I ink cncnssct adsense 
2. Dictionaries 
3. Eng. & Grammar 
4. Geographies 
5. Histories 
6. Music 
7. Penmanship 
8. Readers 


9. Spellers 





Full Title with Author | New | Usable | Old Total 








Please inventory desk and reference books on reverse side of sheet 


The advantages and disadvantages of a handbook—The advantages 
of a thoroughly organized, detailed analysis of the work of the clerks 








ar 
a 
bo 
sel 
bo 
cle 


fo 








Tur Nintu YEARBOOK 271 








are so obvious that it is unecessary to cularge upon them here. Even 
a casual reading of the specific description of the main sections of the 
book will make clear the advantage of having the duties of the clerk 
set down according to a uniform method. It is possible, too, with a 
book of this kind, to divide the work when there is more than one 
clerk to a school, so that responsibility may be placed for the per- 
formance of specific duties. 

There are disadvantages to a handbook, too, It is very difficult, 
for example, to make clerks of a certain type follow the definitely 
outlined procedure, as laid down in the handbook. They are so 
habituated to their own ways of doing things that they have a natural 
antipathy to what are sometimes referred to slightingly as “ effi- 
ciency ” methods. Clerks of this kind just cannot accept the fact that 
there is always a better way of doing things. In many eases this feel- 
ing can be overcome by proper training. 

Another disadvantage might be inferred from the loose-leaf struc- 
ture of the book. A handbook goes out of date very quickly. Reports 
are changed, new ones added, bureaus move, personnel changes. <A 
handbook which is out of date is worse than none. It is necessary, 
therefore, that someone be held responsible for the never- ending task 
of keeping the book uptodate. 

In cities where there is a Division of Statisties, this task might 
be left to that body. Necessary changes could be made and the 
schools supplied regularly with the revision sheets. The principal of 
the school should hold someone personally responsible for the inser- 
tion of the new pages and the destruction of the old ones, or their 
proper filing for necessary reference. 

Ilow a committee of principals can develop a handbook—The ac- 
count of the making of this particular handbook and the description 
of the book itself, will no doubt furnish suggestions enough to any 
group of principals who may contemplate the making of a handbook 
of clerical duties. 

It must be remembered that the making of such a book is a slow 
process. It must be a gradual development. It needs a driving force, 
infinite patience, a willingness to make innumerable changes, a readi- 
ness to take suggestions from any source, constant try-outs, repeated 
checkings, and a feeling of responsibility for the final product. Fi- 
nally, a sustaining spirit of service and an ardent belief in the worth- 
whileness of the project are indispensable. 

Recommendations—No attempt was made in the handbook to 
divide the work on the basis of two or more clerks. Such a division 
will be made in those schools which have the services of more than 








272 ELEMENTARY Scuoor PRINCIPALS 





one clerk. Where there are two clerks to a school, the following is 
suggested : 

(a) A statistical clerk having charge of all records concerned with 
the statistical end of the work. 

(b) A secretarial clerk in charge of payrolls and related data, 
supplies, correspondence and miscellaneous duties. 

In those large school systems where a multiplicity of forms is used, 
the establishment of a central depository where all blank forms may 
be obtained is recommended. 

It is sometimes difficult to define clearly certain clerical functions 
without a description of the accompanying administrative functions, 
e. g., under the heading, ‘“‘ Supplies.” Where the duties are partly 
clerical and partly administrative, it is recommended that the sepa- 
rate functions of clerk and administrator be appropriately defined 
and described. 

The handbook for clerks is not to be accepted in any way as the 
last word on clerical duties in the schools. It was not conceived or 
written with the arbitrary aim of setting up absolute standards for 
the performance of clerical duties. The committee in the Foreword 
invited criticism of the work so that improvements might be made. 
Without doubt, many suggestions will result from a practical use of 
the book. However, the feeling is probably a justifiable one, that a 
work of this kind does open a vista of other fields of similar service 
which would add immeasurably to effective school administration. 





Ek HAVE some children who would like to float ethe- 

really upon wings; there are others who would prefer to 
swing on long tails from the boughs of tall trees. There are 
those who by training can escape from the most alert atten- 
dance officers, and those who on their hands and knees can beg 
and play “ Big Dick,” “ Little Joe,” and “ Naturals” for a 
pair of shoes as capably as the most hardened trooper.—Dale 
Curtiss, see Chapter XI 














Bu 
of 

dey 
the 
tiv 


31g 
fo 


ins 
the 
me 
Ne 
ali 
pa 
of 


an 














CHAPTER VII 
SCHOOL ORGANIZATION PROCEDURES 
INDIVIDUALIZATION 


S. A. Courtis 
Educational Consultant, Detroit Public Schools, Detroit, Michigan 


HE ACTORS on the stage of life are seldom conscious of the 
T significance of the parts they play. Each does what seems to 
him best in terms of specific situations and immediate results. 
But, taken as a whole and in relationship to each other, the aggregate 
of such specific acts ultimately is seen as a consistent pattern of 
development. The loom of the gods slowly fashions life’s fabric from 
the warp and woof of our experiences, but only as a sufficient perspec- 
tive is achieved in time may the basic design be perceived by man. 
In education, we appear to have reached a period when the real 
significance of many diverse and specific acts performed in the past 
is beginning to appear. For instance, at present individualization of 
instruction is rapidly coming to the fore as a specific movement. In 
the past it has had its enthusiastic devotees, its slogans, its special 
methods, and all the paraphernalia which earmark fads and frills. 
Nevertheless, individualization there has always been, and individu- 
alization will remain after the transitory enthusiasm for it as a new 
panacea has run the usual course and been displaced by a new center 
of interest. Individualization as a movement, as an enthusiasm, as 
an educative experience, will wax and wane, but individualization as 
a large, basic, evolutionary tendency seems destined to occupy a 
prominent place in the enduring pattern of educational development. 
3y individualization of instruction is meant the adjustment of 
educational effort to the nature and needs of the student. One would 
hardly suspect that so simple a definition is so loaded with creative 
potentiality, but complete adjustment of school work to the nature 
and needs of individual pupils would completely revolutionize school 
buildings, textbooks, methods, marks, and every other aspect of edu- 
cational endeavor. Indeed, revolutionary changes have already taken 
place because of the tendency toward individualization, and others 
are in process. Anything that may happen in the future can hardly 
be more surprising than the changes that have already taken place. 
Consider, for instance, the changes with respect to corporal punish- 
ment. In 1845 in Boston, flogging of both boys and girls for whisper- 
ing and similar academic sins was common practice. In the “ good 


[ 273 ] 








274 ELEMENTARY Scuoor. Princrpars 





old days,” children were believed to be * conceived in wickedness and 
born in sin,” inherently evil and incapable of good until regenerated 
by the ministrations of the church. Even then the evil of original 
nature kept cropping out as mischief or stupidity, the remedy for 
both of which was physical pain. By degrees public opinion rebelled. 
A people free from royal chastisement demanded a measure of free- 
dom for their children as well. Pedagogues were thus driven to resort 
to other means for both teaching and punishment. A study of children 
was a direct result. Gradually interest and purpose replaced the rod 
as means of discipline, and today disciplinary measures are “ indi- 
vidualized ” to a degree that would have seemed miraculous to those 
3oston school masters who combined to defeat Horace Mann’s strenu- 
ous attempts to abolish corporal punishment from the Boston schools. 

So it has been all along the line. Today school buildings are con- 

structed with rooms, lockers, equipment, and devices, adjusted by 
exact measurement to the sizes and needs of the pupils who use them. 
Textbook makers vie with each other to secure stories, pictures, and 
questions adjusted to the children’s measured interests and levels 
of development. Administrators burn midnight oil, as well as devote 
many hours of daylight labor, in devising schedules, elections, see- 
tions, and courses to fit the diverse needs of the pupils to whom they 
minister. Sectioning on the basis of scores on intelligence tests has 
swept the country like wildfire. Curriculum revision has become a 
craze within the profession. Differentiated assignments follow logi 
eally from differentiated curriculums. Individual curriculums and 
individual standards apparently lie just ahead. The slogan “ a child- 
centered school,” tells the whole story in a single phrase. When we 
look back over the changes which have taken place in the administra- 
tion of our schools, progress in education has had as its most evident 
characteristic a large amount of adjustment to differences in individ: 
ual natures and needs. 

Teachers no less than administrators have all unknowingly given 
expression to the general tendency in the changes they have made in 
their methods of procedure. The earliest adjustment was making pro- 
vision for coaching, or special teaching. This adjustment was even 
raised to the dignity of a full fledged movement, and many there are 
who remember the discussions centering around the Batavia plan with 
its special coaching teacher in addition to the regular staff. Super- 
vised study is another expression of the same tendency. With the 
invention of individualized lesson sheets, practice tests, and similar 
instructional materials, individualization proceeded at a more rapid 
pace. With instructional materials suitably prepared and adminis- 
tered it is possible for one teacher to direct the work of large masses 








of cl 
lear! 
T 
mad 
and 
tim 
as @ 
mea 
diff 
‘| 

is f 
clan 
the 
sig 
alit 
tim 
phi 
zat 
acc 
art 
W) 
no 
act 
aft 
ch 
m 


fu 
te: 
se 
(" 
in 
p) 
fi 
m 


a 








bo 
~I 
Or 


Tut Ninru Yrarnoox 





of children and yet permit each child to progress at his own rate and 
learn in his own way. 

The development of self-instructive, self-corrective lesson sheets 
made possible the formulation of “ individualization ” as an ideal, 
and the movement for individualization formally launched at this 
time meant primarily the use of such devices. But individualization 
as a basic tendency includes more than the use of mere devices; it 
means complete adjustment of instruction to every type of individual 
difference. 

That a similar development has been taking place in philosophy 
is further proof of this statement. Long ago Rousseau sounded a 
clarion note of protest against the restrictions imposed by society on 
the individual. With Pestalozzi began active experimentation de- 
signed to release children’s natures, in capitalizing children’s potenti- 
alities, experimentation which not only has continued to the present 
time but is rapidly gathering momentum. Today the “ Dewey ” 
philosophy with its emphasis on freedom, democracy, and the sociali- 
zation of the individual is universally known, if not. universally 
accepted. Certainly it has profoundly modified classroom practice 
around the world, as well as radically changed edueational ideals. 
Who today would dare to claim he was teaching subjectmatter and 
not children ? What many do not see, however, is that project method, 
activity curriculums, and all similar movements are but specialized 
attempts to make in teaching the same type of adjustments to 
children’s needs and natures as those that have been made in ad- 
ministration. 

Nor have we yet exhausted the channels of expression in which the 
fundamental tendency has manifested itself. In our day, the visiting 
teacher, the psychiatrist, and many new types of agencies exist to aid 
school authorities in analyzing the difficulties of the unadjusted child. 
Clinies and clinical workers not only increase in number, but multiply 
in types. Extra-curriculum activities, character education, activity 
programs all testify to the fact that the whole of child nature is seen 
from a larger viewpoint now than formerly. From physical and 
mental hygiene, through many new forms of educational effort and 
activity, to direct concern for emotional patterns, and social back- 
grounds, educators today are coming to know each individual as a 
unique, complex self. Some there are who boldly declare that the 
basic aim of education is not the acquisition of knowledge but the 
“integration of personality,” or the development and organization 
of the child’s complete nature around worthy and enduring purposes. 
For such persons, individualization is no mere teaching device, no 





276 ELEMENTARY Scuoo. PRINCIPALS 





passing fad. It is a basic, fundamental ideal, unifying and coordinat- 
ing many diverse activities, and expressing an ultimate goal in terms 
of simple, understandable, immediate objectives. 

No one knows better than the busy administrator how difficult it is 
to reflect and plan while dealing with thousands of different types of 
situations, each demanding some sort of immediate decision. If one 
is not to be smothered by detail, exhausted by incessant executive 
action, and eventually defeated by the inconsistencies of his decisions, 
he must have as a guide a basic philosophy, a few great principles by 
which judgments may be made. 

Individualization, or the complete adjustment of every type and 
kind of educational effort to the nature and needs of the individual 
child, is such a basic aim. All day long one’s decisions may be as 
‘ child-centered” as one’s educational thinking and planning are 
during the hours of comparative leisure. And day by day the ranks 
of those who believe in individualization are steadily recruited from 
those distracted superintendents, supervisors, and principals who, 
with no compass to guide, find only chaos in the welter of conflicting 
decisions they are daily called upon to make. 

Individualization, of course, has its own unsolved problems and 
worries, but these become minor when once the general tendency of 
educational evolution has been consciously perceived and accepted. 
American education is wedded to mass instruction and low taxation. 
On first thought it would seem that no great progress could be made 
towards adjustment to individual needs until these social ideals 
change, but this does not prove to be true. Miss Parkhurst in the 
Dalton plan has given to all of us a new type of school organization 
which makes it possible to let masses of children pursue individual 
interests all day long and adjust their work and efforts to their own 
tastes and idiosynerasies. Washburne at Winnetka, under public 
school conditions, has developed the concept of a two-way curriculum: 
one curriculum for the development of essential knowledges and skills 
under conditions where each child works at the level that is best for 
him, progresses at his own rate, and learns in his own way ; the other 
curriculum for the social aspects of living, in which the benefits of 
the extreme Dewey philosophy of socialization, freedom, and self- 
expression may be secured without revolutionary overturning of con- 
ventional practices. And all over the world today more and more 
thousands of individuals are making other adjustments or combina- 
tions of these two plans, are inventing new devices and are developing 
new forms of organization. The emphasis upon individualization is 
steadily and rapidly increasing. 








fa 
“Wh 
about 
litera 
ment; 
with 
It in’ 
the v 
heen 
those 
sym] 
tion | 
indi 
tion 
im 
presi 
dout 
sitio 
as ¢ 
emp 
will: 
sym 
pub 
his 
1 
nar 
is n 
edu 
edu 
Ma 
whe 
pot 
con 
inte 
of 
wit 
eve 
car 
abl 
the 


ne" 








Tue Nintu YrARBOOK 277 





Each professionally minded administrator should ask himself 
“What do I know about individualization?” and “ What can I do 
about it?”’ Fortunately, today there is a large and rapidly growing 
literature on the subject, also magazines devoted largely to funda- 
mental principles. One has only to read and digest to become equipped 
with basic ideas and ideals. ‘‘ Doing,” however, is a different matter. 
It involves education of parents, teachers, self. Fortunately, here too 
the way is relatively easy. Most recently trained teachers will have 
been taught philosophies and methods more “ individualized ” than 
those held by their superintendents. Permission to experiment, and 
sympathetic guidance in experimentation will soon yield demonstra- 
tion classes that may be used for training purposes. Fortunately, also, 
individualized schools are becoming so common that visits of inspec- 
tion are easily arranged. 

Few persons in positions of authority realize how much the ex- 
pression of their interest and approval, or contrariwise, of their 
doubts and fears, influences the behavior of those in dependent po- 
sitions. Many teachers study the superintendent’s frowns and smiles 
as carefully and as anxiously as in the old days the courtiers of an 
emperor studied his preferences and moods. Any administrator, who 
wills, has the power, through public statement of interest, through 
sympathetic study of experimentation, through either personal or 
public recognition of success, to direct the course of progress among 
his staff into any channel he wishes. 

The danger is that one will be biased in his observation by too 
narrow a vision. For, as has been pointed out, true individualization 
is more than skin-deep. It is more than an attempt to make the old 
education efficient by the use of new devices. It is truly a “ new” 
education, with new ideals, new goals, new methods, and a new spirit. 
Many there are who see with eyes that are blinded by prejudice, 
who note readily evident defects, but who fail to recognize significant 
potentialities. Individualization is no simple, transient matter to be 
comprehended in a glance and judged in a jiffy. Its roots run deep 
into the past, its needs and its efficacy may be proved by mountains 
of evidence, psychological, sociological, philosophical. Its vigor is 
witnessed by the many progressive changes constantly being adopted 
even by those who are blind to the import of their own acts. No one 
can tell how long it will be before individualization “ flowers,” but 
able administrators everywhere are waking up to the possibilities of 
the situation and it seems probable that it will not be long before a 
new era in education will begin in earnest. 


*See “Adjusting the School to Individual Differences,” T’wenty-fourth Yearbook, 
National Society for the Study of Education, 1926, Part II. 
* Eg., Progressive Education, Modern Education. 





278 ELEMENTARY Scuoon PrRincipaus 





ORGANIZING CLASSES FOR THE SLOW AND BRIGHT PUPILS 


Jessig B. Coburn 
Principal, Public School 96, New York, New York 


ITERE is still determined opposition felt and voiced by many 

school men and women to the segregation of children into groups 

according to mental ability. Yet this practice has justified itself 
in the judgment of so many school administrators that it has come 
to be an accepted procedure. Nevertheless, when one envisages the 
extremes to which the doctrine has been carried, the fetish that the 
I. Q. has become, the opposition is entirely understandable. This 
situation seems to make it worthwhile to discuss the question from 
the standpoint of the practical school executive who has watched the 
process for a number of years and has been forced to meet the diftieul- 
ties arising from financial limitations, teachers not trained for the 
special work, and parents’ objections. 

The writer of this article has consciously avoided naming: tests, 
quoting authorities, or trenching in any way on the technical side 
of mental measurement. Any principal can equip himself with a full 
bibliography of the subject and can cover as much or as little of the 
technical field as he chooses. It seems better to set down simple, every 
day experience and to try to evaluate the practical advantages of this 
tvpe of organization. One of these advantages, the financial saving 
through cutting down retardation, has not often been mentioned 
though it is an excellent argument to use with boards of edueation. 

Weaknesses of tests—In the judgment of the writer, the line should 
be sharply drawn between the reliability of standard tests as group 
measures and as measures of individuals. The use of the general 
intelligence test as a group measure and the organization of classes 
of bright, normal, and slow children as a result, abundantly justifies 
itself. However, these groups must be kept flexible so that individual 
pupils may be interchanged, if experience shows that they have been 
wrongly placed, or that natural development has made new grade 
placement desirable. We must recognize that the general intelligence 
test does not measure industry, perseverance, purpose, desire, liking 
for special subjects, and specific ability in different subjects. When 
a single test is used so as to limit a child’s opportunity the practice 
is little short of criminal. A complete individual measure requires 
a full battery of tests and even then, since many children are by nature 
highly gifted in certain lines and rather backward in others, the 


resultant placement is a compromise unless the group is sectioned by 
ability in each subject. While this would be an ideal procedure, the 








tim 
unti 
is b 

| 
tere 
app 
sche 
the 
to ¢ 
pri 
ing, 
and 

" 
Cov 
pro 
sou 
nig 
test 
vid 
sul 
wr 
rul 
the 
jus 


cla 
tio 
mi 
int 
ne; 
sti 
hai 
fa 
CO 
th 
he 








Tue Nintu YEARBOOK 279 








time and money involved make it impracticable for public schools 
until a marked change in the official attitude toward school budgets 
is brought about. 

Who should give the test?—Unless the test is properly adminis- 
tered, it is better not to attempt it at all. This same consideration 
applies to the scoring, tabulation, and interpretation of results. If the 
school is near a university or a modern teacher-training institution 
the solution is simple. A group of students can usually be impressed 
to give tests and score and tabulate results. Lacking this help, the 
principal or one of the teaching corps must take the necessary train- 
ing. Ile then, in turn, can train a group of teachers to do the scoring 
and tabulating. 

Testing by teachers brings up the administrative problem of 
covering the classes of the teachers who are working on the tests, a 
problem which must be met by the individual principal as his re- 
sources permit. The alternative is an excessive burning of the mid- 
night oil, which varies in its intensity as the size of the group to be 
tested. The natural query arises, “‘ Is it worthwhile?” As an indi- 
vidual measure, unless the pupils are segregated by ability in each 
subject, it is highly doubtful; the possibility, if not probability, of 
wronging a child, of stunting one of God’s creatures by imposing our 
rule of thumb measure, is too great to permit many of us to assume 
the responsibility. On the other hand, as a group measure, it has 
justified itself indubitably, morally as well as mentally. 

Who are the bright pupils?—Probably, in the undifferentiated 
class, the socalled “ normal” child suffers the least since the instruc 
tion is usually keyed to his capacity. The bright child suffers more 
morally then mentally. Ile is apt to grow cocksure, conceited, bored, 
intolerant of the “ stupids,” and to succumb to mental laziness, to 
neglect study. When placed in a class of his mental peers, he must 
stir himself in order to keep his standing. Frequently a child with a 
high I. Q. whose school marks have been low, is cured of his laissez 
faire attitude, when so placed; his comrades “ force the pace,” pride 
comes to the rescue, and his natural ability asserts itself. He becomes 
the student he ought to be and since there is incentive, rises to the 
height his original endowment demands. 

The child who is most benefited by this segregation, is the 
child. It is an open question whether he should be called dull. He is 
not ** book-minded ” but frequently excels in lines in whieh the bright 
youngster cannot touch him. We of the schools are too prone to judge 
only on the book standard. Life does not always bear us out. If the 
slow child be given a curriculum fitted to his needs, ineluding as it 


ee 


slow ” 





280 ELEMENTARY Scuoot PRINCIPALS 





must enough of the academic subjects to meet the demands of society, 
and be taught by the right person in the right way (the crux of the 
situation ), failure will no longer be his portion. His self-respect will 
be conserved, confidence in his ability to sueceed will be reestablished, 

Testing the grouping—When a group has been organized on the 
bright, normal, and slow basis, the authenticity of the grouping can 
be proved by uniform tests. If results do not sustain the right relative 
standing of the classes a study must be made. to find the cause and 
necessary reorganization effected. If the grouping has been made 
on the intelligence test only, as limited resources make necessary in 
so very many schools, then at promotion time or perhaps at mid-term, 
the grouping should be checked by school achievement ratings and the 
proper adjustments made. Whenever an individual child shows that 
he is wrongly placed—and teachers must be trained to watch for this 
contingency—he should be shifted at once, up or down as the situation 
demands, though no child should be dropped to the “ slow” group 
whose I. Q. indicates higher ability, until the e* se has been investi- 
vated and the change justified. 

Difficulties in grouping puptls—lIn the large school, with three or 
more classes to the grade, the problems are at the minimum and eari 
be handled by the principal without much strain. In the smal] school, 
the situation is not so simple. If the numbers are sufficient to warrant 
two classes to the grade, it is better to organive a normal and slow 
class, thus securing the special treatment for the slower children whose 
need is imperative. \Where but one class to the grade is possible, the 
question of dividing into groups within the class is an open one, 
depending very largely on the caliber of the teacher. If a teacher 
with vision, sympathy, intelligenee, and the 
able, the experiment is a safe one. 





‘ 


‘ will-to-work ”’ is avail 


Readiness to shift the groups as occasion arises must be recognized, 
and a different technic of the recitation devised, so that all types shall 
have the opportunity to share in the work. The socialized recitation 
brings out the leaders, soon indicating the organizers, those who 
“think straight.” This type, however, is apt to neglect the slower 
children, although occasionally the child we have thought slow and 
dull finds himself unexpectedly in the informality of the work and 
talks freely as he would never do in the usual formal lesson. 

Another lesson procedure for a grouped class may be illustrated 
by a history lesson. Let us assume that a certain campaign in the 
Revolution is the assignment for the day. At the beginning of the 
period send three or four of the pupils who are best in drawing—these 
will often be found amoung the slower children——-to the board to work 











out 
the « 
all « 
brig 
for | 
to #] 
see 
Fin: 
ther 
con) 
of t 
to ec 
ero) 
rest 
is 
tio’ 
cap 
l 
bloc 
wis 
Pre 
mu 
of N 
Th 
slo 
twe 
eon 
is 
ord 
or 
ser 
im 
me 
pu 
fol 


eh 


cu 











Tue Ninru Yrarnoox 281 





out the campaign with colored chalks. Then have a rapid quiz on 
the events leading to the day’s work. Be careful to call on pupils of 
all calibers in this quiz, giving the more difficult questions to the 
brighter, the simpler ones to the slower pupils. Taking up the work 
for the day, so guide the discussion that the more abstract phases fall 
to those best able to cope with them and the simpler to the rest, but 
see that all, or at least that members of all three groups participate. 
Finally, by way of summary, send two or three pupils who express 
themselves fluently to the board, pointer in hand, to give the campaign 
connectedly, illustrating by the diagrams drawn at the beginning 
of the period. If there be time another rapid oral quiz may be given 
to clinch the facts of the assignment. In this type of recitation, all 
groups participate according to their ability, interest is maintained, 
results are obtained, the slow child does not feel himself a failure, 
is hot hurt and discouraged. It predicates, however, careful prepara- 
tidh on the part of the teacher and a real knowledge of the differing 
capacities of the pvnils. 

Differentiation of the curriculum—Perhaps the greatest stumbling 
blocks to be encountered in ability grouped schools are the lack of 
wisely differentiated courses of study and the lack of trained teachers. 
Presumably both of these will come with time. In the meantime, one 
must do the best one can with the material at hand. The usual course 
of study has been planned for the so-called “ normal progress” child. 
The principal is told to ‘ modify ” this course for the bright and 
slow child—muceh easier said than done. For the bright children, 
two methods are open: time-saving and enrichment. Unless a well 
considered Terman course has been formulated, the time-saving plan 
is probably the best. By this plan, the pupils cover the work of two 
grades in one term, or of three grades in two, usually saving a vear 
or half-year in the process. ‘The objection to this plan voiced by the 
senior high schools is the youth and consequent mental and social 
immaturity of the children entering the senior high. If a carefully 
made enriched plan is at hand it is wise to give this to the younger 
pupils, eliminating the time-saving clement, while the older students 
follow the time-saving course. 

The imperative need, however, is for good courses for the slow 
child. Curriculum making is much discussed but well considered 
curriculums for the dull normal, the non-book-minded child are ex- 
ceedingly scarce. Curriculums which shall include the academic 
essentials for « successful social and economic life and the practical 
handicraft that will equip these children with a training permitting 
them to enter the trades in a semi-skilled capacity, a training which 





5 egg 3 mm 


282 ELEMENTARY Scuoon Princiraus 





ee 


by restoring confidence in their ability to succeed, even to excel, shall 
rebuild a self-respect destroyed by repeated failure. Until such 
courses are formulated the principal must do what he can to modify 
the course of study under which his school is operating. On the 
academicec side, two considerations are important. First, the syl- 
labus for each study must be scanned to decide which requirements-are 
* links,” necessary for carrying on through successive grades. These 
must be retained in order that intelligent continuity of instruction 
may be maintained. Secondly, it must be recognized that the slow 
child is concrete-minded. The more abstract phases of a subject must 
be eliminated; the dull normal does not, seemingly cannot, grasp 
them, and if expected to, simply loses himself in a confusion that 
engulfs practically all his book work. 

Some authorities claim that no such modification is necessary ; that 
the situation can be met by using an identieal course of study but 
giving the slow child a longer time in which to master it. For instance, 
the slow class will be given a term and a-half, in extreme cases two 
terms, to cover one term’s work. In the writer’s experience, this plan 
is not justified. The governing factor for success is not time but the 
type of work required. 

With these two limitations in mind, the question of quantity must 
he considered ; not that these people cannot be given as much as the 
others if it is of the right type, but that a predominant part of the 
time should be given to handicraft in which these youngsters often 
excel and through which they may rise above the so-called * blind 
alley job” to a better economic level when they enter industry. In 
one school within the writer’s knowledge, where this matter has been 
rather carefully thought through, 14 periods in a 35 period week 
are given to the academic essentials, the remaining 21 periods to plys- 
ical training, personal hygiene, music, and the various handicrafts 
permitted by the school equipment. The question of equipment is 
basic and is the rock on which the whole scheme may be shipwrecked. 
Equipment for vocational training is expensive, more so than books, 
and calls moreover for specially trained teachers to handle it and to 
teach the various crafts; yet it is of great importance to the com- 
munity at large that this group shall be sent out able to fill a fairly 
good economic niche instead of flooding society with large numbers 
of incompetents likely to become a burden on the public purse or to 
swell the ranks of our minor criminals. Until the people ean be 
brought to see this as an economy as well as a social duty, and to back 
the financial authorities (or if necessary, to force them) in making 
adequate appropriations, the school’s dilemma is serious. It is the old 








ques 
mad 
mee 
1 
teac 
men 
few 
dep 
The 
a sh 
nor 
‘| 
mu 
ati 
har 
the 
tea 
bet 
cor 
tak 
fes 


rel 








Tur Nintrn YrarnooK 





question of making brick without straw, but as the brick had to be 
made, so must we face a necessity and find ways of at least partially 
meeting our difficulties. 

Trained teachers necessary—The problem of adequately trained 
teachers is a very troublesome one, not only technically but tempera- 
mentally. This latter aspeet has probably engaged the attention of 
few outside the practical school administrator, yet on its solution 
depends, to a considerable degree, the successful outcome of the work. 
The teacher who suceeeds admirably with a bright class may wreck 
a slow group and the teacher who seems ideal in a classroom of “ dull 
rapid ” class. 


“e 


normals ” is often in continual hot water with a 

The assignment of teachers to classes of the varying types requires 
much eare and thought on the part of the principal. The whole situ- 
ation with its underlying differences and distinctions in methods of 
handling must be made clear in conference, the civie significance of 
the slow group brought home to the teachers. If, especially at the start, 
teachers can be persuaded to volunteer for these classes so much the 
better. ‘When, however, teachers look upon teaching them as an unwel- 
come task, it is not a bad idea to establish a rotation plan, each teacher 
taking her turn. Not infrequently the work itself grows upon a pro- 
fessionally minded teacher, the manifest value of the service she is 
rendering appeals to her, and she is willing to continue. 

Equipment problems—lIf the school has no equipment except the 
ordinary academic supplies, segregation by ability may still be carried 
out to advantage though the results will not be as satisfactory. Ex- 
perience teaches that the “slow” or “ dull” child is not so much 
slow as maladjusted. The fault lies largely with the school. We are 
administering a single track curriculum to differing types of mind 
and blaming the child for failure, dubbing him “ stupid,” when the 
responsibility may fairly be placed on the school. The usual result 
is that the fifth and sixth years are loaded down with a group of 
children who are retarded three or four years, who dislike school 
heartily, and are merely marking time till the law permits them to 
enter industry, where they fill the ranks of the lowest paid unskilled 
workers. If there is opportunity for only academie work, still these 
children are much better off in a group by themselves. The ordinary 
objection that all incentive is taken from them when removed from 
the brighter pupils is more than counterbalanced by the fact that the 
deadly effect of repeated failure is also removed. They need not take 
more than one term to a grade (the very slow sometimes need two) 
if they are being fed the right mental pabulum; they form a group of 
about equal social maturity, and the younger children are protected 








284 ELEMENTARY Scuoor PRINCIPALS 





from what is often a bad influence for children of their age. When 
the simplified course is given to them patiently, slowly, by a correct 
methodology, and they find they can succeed, much of the dislike of 
school disappears and with it go many truancy and illegal working 
problems. To arouse in this group real desire to remain in school 
actual ambition, the handicraft course is imperative. 

New York City has found what promises to be an excellent solution. 
Recognizing that to equip each elementary school to deal justly by 
these slow students is financially unjustifiable, the Department of 
Education has handed the problem over to the junior high schools, 
whose differentiated courses make an industrial and commercial 
equipment necessary. Children who are thirteen years of age and 
have finished only the fifth school year are gathered from schools of 
the vicinity and placed in the junior high in what are called adjust- 
ment classes. The adjustment course covers two years, finishing when 
the pupils are fifteen and eligible for “ working papers.” Here they 
receive an academic training sufficient to make them eligible for 
certification for industry and a prevocational training that equips 
them for at least a semi-skilled job. It is amazing to watch the mental 
awakening and moral development of a group under this treatment. 
In the first term they often seem like little barbarians: but when the 
two years are ended, practically all are self-respecting, well-behaved, 
competent youngsters, ready to fill a niche on a decent economic plane 
and to recognize their individual civie responsibility. After six or 
seven years of this work, the writer sincerely believes that this is one 
of the most important services the junior high schools can render to 
the community. 

These children are adolescent; they belong socially with adoles- 
vents. In the junior high school they find themselves so placed. The 
stigma of being overgrown, “stupid” pupils, doomed to stay with 
the little children, so destructive of self-respect and, ergo, of moral 
fibre, is removed. They assemble with their peers. They take certain 
subjects such as physical training, hygiene, music, and the trade 
subjects, departmentally as do the regular junior high students. In 
the handicrafts they frequently excel, doing decidedly better work 
than the bright. Their ego responds; self-confidence, self-respect de- 
velop; a practically new creature is born; the community has been 
presented with a civic asset instead of a liability. A word of warning 
is perhaps needed here. The “ mental defectives” do nof belong with 
this group. To place them in it is an injustice both to the dull normal 
and to the defective. The principal should jealously guard against 
this classification often advocated by those who do not understand the 
situation. 





—— 
The 
they ¢ 
in sy! 
the ek 
be for 
* tea 
Il¢ 
cided 
shall 
as th 
write 
very 
pove 
perie 
let tl 
to in 
men 
actu 
whe: 
deve 
if fc 
L 
mor 
nati 
plac 
pri 
the 





Tue Nintn YrarBooxk 285 





The effect on teachers of handling these classes is excellent. If 
they are made of the real professional stuff, one can see them grow 
in sympathy and tact; can see them develop the attitude of teaching 
the child rather than teaching the subject. No better illustration can 
be found of the teacher who starts to “ teach English” and ends by 
“teaching Mary English.” 

Ilow early should segregation begin?—Another question to be de- 
cided when organizing a school on the ability group basis is, how early 
shall segregation by ability begin? Many advocate the kindergarten 
as the proper place though that is open to question. Personally, this 
writer would not so group children before the third school year. With 
very young children, differences of environment—not necessarily 
poverty, though that often is strongly influential—differences in ex- 
perience, differences of race and language, count heavily. Better to 
let the little child “ fird himself ” in group life before subjecting him 
to intelligence tests. The wise teacher can and should watch develop- 
ment and adapt methods to the varying responses of individuals but 
actual classification is better deferred. If started in the lower grades, 
where one teacher handles the child in all subjects, to watch individual 
development is rather a simple matter; shifting from group to group, 
if found desirable, is easy. 

In upper grades, under a departmental program, the question is 
more complicated. Here because of uneven development or differing 
natural capacity, one teacher may feel sure that a child is wrongly 
placed while others will disagree altogether. In such a case, the 
principal must decide what group of subjects shall govern ; frequently, 
the so-called “ majors” are used as the determining factor. 

When starting departmental teaching the slow classes need special] 
consideration. The change from the one teacher class to a system 
where each class comes under six or eight teachers is rather strenuous, 
especially for slow children. If these groups are organized as “ still ” 
classes, having one teacher for all the academic subjects and moving 
departmentally in the special subjects, the results are usually much 
better. After a year of this type of organization the pupils have 
oriented themselves, they are used to meeting varying personalities, 
and may then be asked to stand on their feet and take up a full 
departmental program successfully. 

Conclusion—Ilf the criticism be made that much space has been 
given in this article to elucidating a procedure already in common 
use, let me say that this is untrue. Considering how prominent this 
phase of educational discussion has been and by what great names in 
the educational field it is buttressed it is rather strange to realize 








286 ELEMENTARY Scuoot PrIncripats 





how many schools have rejected it. Since this rejection is based in 
most cases, in the writer’s judgment, on the practical difficulties in 
the way rather than on a reasoned denial of the rightness of the 
procedure, it is hoped that this simple, non-technical exposition of 
what can be done will be of value; of sufficient value to stimulate any 
unwilling school executive to meet boldly the lions in the way and for 
the sake of the children in his care to do valiant battle. 





ILE child’s fair share of betterment is not limited to 

instruction in the tools of learning, in the care of the 
body, and in the arts of living and of life. His needs make 
it desirable that he have, also, attractive and wholesome sur- 
roundings. So long as the wealth of the nation increases faster 
proportionally than the costs of education, the public should 
not grudge or with-hold attractive and wholesome surround- 
ings from its children.—Susan M. Dorsey, see Chapter II 











B 


they 
pare! 
of{ter 
tions 
habit 
busy 
thro 
allov 
enid 
of th 
an a 
C 
tunl 
auth 
an € 
in Oo 
pop 
Sax 
are 
hap 
brig 
S 
cipa 
both 
ing 
by t 
Dep 
cipa 


foll 





Ture Ninru YrarspooKx 287 





AN EXPERIMENTAL CLASS FOR BRIGHT CHILDREN 
Irwin O. Appicorr 
Principal, Jackson Elementary School, Fresno, California 

RIGHT children usually constitute a small, but important, 

minority in public schools. Too frequently such children are 

accelerated through the grades and arrive in high school before 
they are socially or physically ready for such an environment. Where 
parents or school authorities frown upon acceleration, bright children 
often become disciplinary problems. Under typical classroom condi- 
tions, they soon complete assignments and develop into poor work 
habits. It is only natural that regular classroom teachers should 
busy themselves mainly in an attempt to push slow-minded pupils 
through the work of a grade. Bright children are consequently 
allowed to shift for themselves with a minimum of attention and 
enidance. Yet these bright children will furnish most of the leaders 
of the next generation. Afforded guidance and help they may become 
an asset whose value to society cannot be measured. 

Convineed that our bright children should be afforded an oppor- 
tunity to achieve maximum growth and development, the school 
authorities, in the late fall of 1928, granted us permission to establish 
an experimental class for superior children. Our school is situated 
in one of the better residence districts in the city and has a school 
population of 550 pupils, made up almost exclusively of Anglo- 
Saxon stock. Parents of the district, as well as teachers of the school, 
are interested in modern trends in education so it was felt that per- 
haps this school would afford a good starting point for work with 
bright children in the city. 

Selecting the class—The teacher assigned to the class and the prin- 
cipal cooperated in developing the basie plan. This outline contains 
both procedures for selecting the members of the class and for teach- 
ing after the group was organized. <All procedures were approved 
by the superintendent, assistant superintendent, and the staff of the 
Department of Research, in conference with the teacher and the prin- 
cipal. The plan adopted for selecting the bright pupils was as 


follows: 


Basic PLANS For Bricgut CLass 


1. Only pupils from grades four, five, and six to be accepted. 
2. A list of possible candidates from each grade was made up using: 
a. Age-grade status. 
b. Teacher’s judgment. 
c. Stanford Achievement Test (those testing above normal being eligible for 
further consideration). 








288 ELEMENTARY Scuoot PrIncIPALS 





d. Group mental test. 
e. Stanford Binet Test given those whose G. I. Q. was 120 or over.’ 

3. Before any child was definitely admitted as a member of the group, a confer. 
ence was held by the principal with one or both of the parents. The principal, 
during the conferences, explained to the parents: 


a. That their child was bright (the term “gifted” or “superior” was never 
used in talking with parents) and that, therefore, they should accept as 
special responsibility, the furthering of the best interests of the child. 

b. That this group was frankly experimental in organization, curriculum, and 
methods of teaching. 

ce. That an enriched curriculum and experience with normal advancement 
through the grades, rather than acceleration was the aim. 

d. That care should be used at home to see that the child in question, his 
neighbors or playmates did not receive the impression that he was “ bright” 
or “ gifted” or in anyway different from other children. 

ce. That no child would be accepted in the group whose parents were not in 
hearty accord with the plan. It should be said here that parents have 
been most cooperative and have in no instance, broken their side of the 
agreement. 


4 


Quarters and equipment—.A large well-lighted room, somewhat 
larger than an ordinary classroom was set aside for the use of the 
group. It was furnished with individual tables and chairs, extra 
sandtables, two large flat tables for activity work, and an extra book 
ease or two. Later a typewriter was donated by a parent. Otherwise 
the equipment and instruction materials were the same as those avail- 
able in any classroom. 

Procedure in conducting the class—The Dewey philosophy of edu- 
‘ation as interpreted by Kilpatrick was the basis of all our procedure 
with the class. We have attempted throughout the school, and _par- 
ticularly in this group, to see that each child is able to live naturally, 
happily, and freely; that he has an opportunity to develop his spe- 
cial abilities and interests; that he is helped to acquire a mastery of 
those skills and knowledges essential to intelligent participation in 
the affairs of the world of men; and that he is aided in developing a 
growing sense of ethical valves and a social sympathy which is both 
deep and broad. 

With these ends in view, we constructed an outline of procedure 
(See Chart |) based upon four types of work—information, activi- 
ties, creative work, and appreciation. There has been no attempt to 
strictly differentiate between these types of work—one grows natu- 
rally out of another as the need for it arises. 


In carrying on these four types of work the plan was somewhat as 
follows: 


1. Information, or tool subject mastery—Arithmetic computation, spelling, and 
handwriting were carried on, on the individual assignment or contract plan. 


* Thirty pupils were finally chosen for the first experimental class. The highest 
I. Q. was 158, and the median 135. This year the median was slightly higher. 





as 


Fach 
aid ' 
mate 
_ Acti 
year 
inte! 
cons 
and 
3. Cre 
art, 
The 
indi 
stat 
whi 
a Dp 
was 
of 1 
the 
tati 
was 
Ind 
dec 
Ap 
act 


ia) 


— 


As 
gTOUy 
respc 
or ad 
as W 
and ¢ 
deci 
mati 
pupi 
oppe 
deve 
to de 

T 
fore 
one 
pani 

R 
clus 
bril. 
the 
mer 
exp 





onfer. 
1cipal, 


never 
b aS a 
| 


, and 
ment 


3 his 
ght” 


ot in 
have 


the 


hat 
the 
tra 
00k 
rise 


ail- 


lu- 
ire 
ar- 
J 

Ly, 
e- 


of 








Tue Nintu Yrarsoox 289 








Each child accepted his contract, worked on it individually, secured whatever 
aid was necessary from the teacher and “checked out” with a test on the 
material mastered before proceeding with the next unit. 

. Activities—Activities centered around the central unit or activity for the 
year, but were not limited to this material. Individual children becoming 
interested in some phase of their work not connected with the central unit, 
constructed projects, took excursions, and performed experiments individually 
and in small groups, with the aid and advice of the teacher. 

. Creative work—Individual self-expression was encouraged, and secured, in 
art, literature, and to some extent in music (see second half of Chart I). 
The children became extremely interested in the study of California, and 
individually wrote pageants depicting the phases of the development of the 
state from the Indian to our present complex civilization. The class decided 
which parts were best in each pageant, enacted these as a unit, and later wrote 
a pageant on California which they presented before the entire school. This 
wag in a sense the culmination of the work of the semester, some phases 
of which took long and detailed study before the group was convinced that 
they really understood the situation sufficiently themselves to make a presen- 
tation of it to the rest of the class or the school. For example, about a month 
was spent upon the detailed study of the California Yosemite and Digger 
Indians, their habits, language and customs, until many of the children could 
decipher and write phrases in the Indian sign language. 

4. Appreciation—Here work was largely incidental to, or an outgrowth of, 

activities centering around a central unit. (See Chart I.) 


Loy 


~—) 


As far as possible, the work of the class, whether as a whole or in 
groups was in charge of pupil leaders, selected by the class and 
responsible to the group, with the teacher on the side lines as a coach 
or advisor. Leaders presented their plans to the group, making them 
as worthwhile as possible. The group would then offer suggestions, 
and constructive criticisms, on the plans until the final program was 
decided upon, and then all fell to with a will to secure the consum- 
mation of the project. Leaders sometimes failed in the eyes of the 
pupils and changes were made, so that almost every child had an 
opportunity at leadership at one time or another. These activities 
developed in the children, initiative, responsibility, tact, and ability 
to defend in effective and well chosen terms their ideas and plans. 

The group made its own rules of conduct and procedure, and en- 
forced them by social approval and disapproval. In visiting the class 
one was impressed by the freedom of the group, which was accom- 
panied by a spirit of order and purposeful activity. 

Results of the experiment—The experiment has proved very con- 
clusively to us the necessity and value of special class instruction for 
brilliant children. Lack of space precludes any lengthy citation of 
the results of the experiment in furthering the growth and develop- 
ment of individuals (which of course is the real test of any such 
experiment), but here is one interesting case: 

6 















200 ELEMENTARY Scuoort PRINCIPALS 





Kenneth, a lad of nine with an I. Q. of 143, came into the class from a high 
fourth grade, where he was failing in arithmetic, and barely passing in reading, 
He is the youngest child in a family of two, from a wealthy home, waited on 
“hand and foot” and was unable at this age to dress himself completely. He 
possessed no sense of the value of time, achieved little or nothing the first month 
or so and cooperated poorly with the group. The change was remarkable. This 
same lad at the end of the semester achieved high fifth grade standards in arith- 
metic and low eighth grade standards in reading. He became a popular member 
of the group, is now able to take responsibility, sees the value of work well done 
and does it, is independent in his achievements at home and school and is in short 
a different boy. 





The academic achievements of this experimental group are perhaps 
best illustrated by the results of Stanford tests in arithmetic and 


reading. 


The median grade arithmetic score in the February 


These tests were given to the class as the group was first 
formed and again at the end of the spring semester. 


6.2 and the mean score was 6.3. 


given in 


seore of 7.4 


May, 


OB. 


1929, 

















, 1929, 
An alternate form of the 
showed a median score of 
The sani reading score in February was 7.0 and the 





test was 
same test 


7.5 and a mean 


mean score 7.3; while in May the same indices were both 8.1 respec- 
tively. 
CHART I—OvtT ine or ProcepuREs IN THE OprorTUNITY CLASS 
Arithmetic Spelling _ Reading Language Social Studies 
Master indi- Master indi- No formal work “Ove asional Cotton: 
vidual assign- vidual spelling | except in indi- | lessons in History 
ments of work | lists (for pupils | vidual cases. language Growth 
Information | based on at or below usage. Manufacture 
achievement. norms). Those Products 
above are Uses 
excused. 
Measure and “Master list of Dramatization | Write poems. | Pick cotton. 
figure for misspelled of stories. Adapt and Grow cotton. 
projects. words used in Make puppet write plays. Visit a gin. 
Activities Handle class written work. plays of Put out bi- Construct a 
funds and stories. weekly paper. replica of 
school thrift Correspond cotton 
bank. with foreign plantation. 
children via 
the Red Cross. 
Submit r * or. Originate Make a gin. 
on all plays, poenis, Weave and dye 
Creative read, in ae out | puppet shows cloth. Make 
Work of class. Keep | and a pageant | paper. Other 
list of reading on cotton. projects. 
done. 
Neat, accurate | Dev elop p pride Develop an Constructively A dev ve sloping 
work. Know in correctly appreciation of | criticize own thes ~<dge and 
Appreciation | value of arith- | spelled written | good stories and others oral | appreciation of 
metic in life. work, and poems. and written wales and uses 
work. of cotton to 
man. 
Tests on units | Standardized Progress Occasional Que asions =] 
of work. test monthly. standardized language usage | tests on factual 
Woody-McCall | Those passing tests monthly. tests. material. 
Tests tests each these tests 
semester. excused until 
next test. 


Sea 




















The 
gaine’ 
in slig 
nal ga 
semes 

Suc 
ents \ 
ress 0 
stress 
still f 

It 
invol 
valua 
end 1 
and 1 
the 1 

Or 
proj 
tinu: 


CH 


Inforn 
tion 


Activ 


Creat 
Wi 


App! 
tic 


Test 





high 
ding. 
d on 
. He 
onth 
This 
rith- 
mber 
done 
short 


laps 
and 
irst 


Was 
est 
an 
the 
eC- 


ins 





Tur Nintu Yrarsnoox 291 





These results show that on the average, the children in this group, 
gained a year’s progress or over in both arithmetic and reading, 
in slightly less than a semester of actual work. The greatest individ- 
ual gain in arithmetic was 1.8 years, and in reading 2.2 years in one 
semester. 

Such results, we find, tend to allay the doubts of over anxious par- 
ents who are afraid that so much “ freedom ” and individual prog- 
ress may lead to poor work habits in the fundamentals (which were 
stressed when the parents were children and which they many times 
still feel are the most important parts of an elementary education). 

It is generally conceded today, that the thinking and activities 
involved in the planning and working out of a project are more 
valuable educationally, than the end results of such activities. Yet 
end results have their value. They represent plans followed through 
and not dropped in favor of some “ greener pasture ” at the side of 
the road. 

Our experience leads us to feel, that end results, in the form of 
projects completed, are one of the chief justifications for the con- 
tinuation of such groups as the one being considered. 


CHART I—OvTtTtiNE oF PROCEDURES IN THE OprorTUNITY CLAss (Continued) 

















| 
Nature Study Music | Art Writing | Shop Physical 
| and Science Education 
Atmosphere, | Adapted | Course of | Course of | Based on Inspection. 
mses, course of | study and | study. class-room Health 
| Temperature,| study. | work inci- Exchange needs and education. 
Informa- | Pressure, dental to teacher. | activities. Games 30 
tion | Winds, other Individual min. daily. 
| Weather, | subjects. progress. 
Flower | 
garden. 
| 
Experiments | Music for Drawing for | Typewriter. | Construct Combined 
about air. | assemblies all projects. | Manuscript articles period with 
Each child and enter- | Also | writing. used in rooms 15, 
to bring a | tainments. | painting. | projects. 16, and 17. 
Activities | plant or Make simple Make a 
animal to instruments. | frame for 
school to | Harmonica | bank and 
raise. Raise band. | puppet 
sweet peas. | show. 
Visit the Compose | Make, Develop 
Creative weather | simple tunes | design & poise and 
Work bureau. | & melodies. | paint good 
| settings, & posture. 
| costumes. : } 
Appreciation | Appreciation | Appreciation | Develop | Develop 
of the great | lesson lesson | appreciation | | social con- 
Apprecia- | importance weekly. weekly. | of legible sciousness; 
tion of air to all | Know good Appreciate writing & its ability to 
life. | music. good art. | value in life. work with 
others. 
a See ae ee, eee ne eS 
Monthly 
| | test of script 
Tests } for speed & 
} | quality. 
| 
| 




















292 ELEMENTARY Scuoont PriIncipats 





Among the projects carried through to successful completion by 
this group during one semester were: 


1. Three large books on California illustrated and in two cases typewritten by 
the groups working on them 

2. An Indian village, the outcome of a study of California Indians. 

3. Ten or twelve “Pageants of California,” written by individuals, the best 
being worked into a community pageant by the entire class 

4. The above pageant, depicting the history of California, presented in costumes 
(made by pupils) to the entire school 

5. Scenery for the pageant constructed and painted by the group 

6. A sand table project depicting the entire raisin industry from vineyard to 
packing plants 

7. Poems and songs to fit this pageant and other occasions were written by 
members of the group. 


A poem illustrative of creative work woven around a central unit 
of work. 


Can You IMAGINE? 


Can you imagine when gold was discovered 

And people came rushing in, 

By two’s and four’s, six’s and ten’s 

In slow schooners’ noisy din? 

Can you imagine how tired they were, 

After their journey across the plains 

Through winter weather bleak and cold 

And summer’s heat and rains! 

Can you imagine how glad they were 

When fathers found a treasure? 

Then, they could live in comfort and ease, 

And drudgery changed to pleasure. 

Can you imagine how sad they were, 

When they failed in their quest for gold, 

When their daily supplies ran low 

And the children were hungry and cold? 

Can you imagine the joy and shouting 

When California became a State? 

The events as they happened since 

Have made California famous and great. 
(Paula Park, age 10 years) 


Summary and conclusions on our experimental class are as 
follows: 

1. Bright children are not given the attention in school, as a rule, 
that their future importance to society warrants. 

2. A method of selecting pupils for special classes for superior 
children is given in this paper—including the testing necessary and 
plan of approach to parents. 

3. Plans of procedure, after the class has been organized, are out- 
lined, and results of one semester’s work, measured objectively in the 
case of academic subjects and judged subjectively in the case of 
values not subject to objective measurement are given. 





follov 
into § 
class 

ests @ 
infor 


centr 


by 


1 by 


best 


mes 


| to 


by 


nit 





Tue Ninrn Yrarsoox 293 





4. Conclusions formed as a result of our experiment are in part as 

follows : 

a. All children should be given Binet test before being accepted 
into such a class. 

b. As far as practical place responsibility for conduct of the 
class in the hands of the pupils, with teacher as guide and advisor. 

ce. Provision should be made for developing a variety of inter- 
ests and abilities in the pupils. 

d. Children should be taught to know where and how to find the 
information they desire. 

e. Work in all subjects should be woven around one or more 
central units or projects. 


——_———— 


ILE eriminally inelined child is often kept in the school 
and in classes with good children. He is allowed to move | 
freely among the children of the school hoping that he will 
improve and that no one else will be hurt. It is extremely 
doubtful if real moral delinquents are helped by this mild | 
treatment and the ignoring of their misdemeanors. It iscer- | 
tain that good children are frequently made recruits in crime 
while principals and teachers are lulled into forgetfulness. | 
—Martin W. Cox, see Chapter X1 














294 ELEMENTARY Scroot PrINncIPALS 





CLASSES FOR ORTHOPEDIC CHILDREN 


Jessie M. SHepp 
Principal, John Williams School, Rochester, New York 


HE JOHN WILLIAMS SCHOOL was chosen, in 1120, for 
Tie orthopedic classes because of its central location. Also, since 

a new building was to be erected for this school the type of equip- 
ment which a cripple school should have could be more easily pro- 
vided. The plan was to bring the children in buses to a central site 
thereby saving transportation expenses. The school started with no 
preconceived ideas of what should be embodied in orthopedic classes. 
The plan was to work along meeting emergencies and making deci- 
sions when the need arose. This article is being written with an 
experience of nine years behind it. 

Orthopedic classes in the regular school—Orthopediec children 
were usually found to be diffident because of their infirmities and 
the subsequent tendency to keep them in the background. It was our 
belief that placement with normal children might overcome this feel- 
ing of inferiority and help in the first social adjustments. 

The school was organized with 13 children, and from the first these 
children were fitted into the regular platoon organization. The essen- 
tial difference was that the orthopedic cases were studied in one 
grade room with their own teacher, although they did share the spe- 
cial subject teachers of the regular school. This policy has been 
followed with the growth of the school and the manual training shop, 
the practice house and the assemblies are the common property of 
both normal and orthopedic children. 

We have experimented a little with the size of grades and have 
found that ordinarily the grades may approximate typical class size. 
The exceptions have been in classes where many spastic or wheel 
chair cases have to be in the same room. To avoid interruptions we 
send one-third of the grade out for exercises at one time. In this way 
a teacher may teach under more satisfactory conditions than she 
could if the special treatments called individual pupils out every 
few minutes. 

The orthopedic department has been placed on the third floor of the 
most uptodate, fire resistant, school building in Rochester. Special 
elevators have been provided. The types of rooms provided include: 
classrooms, physiotherapy rooms, rooms for the Alpine lamp and 
“baking” treatments, clinic room with its dressing spaces, rest 
rooms, dining room, kitchen, and a roof. The roof was designed for 
both recreational purposes and rest periods. 





— 


A 
of t] 
whi 
prin 
dont 

Lf 
ishe 
shot 
ent] 
not 
for 
tral 
sho} 

I 
jun 
vite 
hon 
whi 


se 
i 
le 


p- 


—— Lo 





Tur Ninrn YEARBOOK 295 





—_—— 


Advantages of our plan—One person supervising all departments 
of the school can make adjustments and arrange contacts for pupils 
which could not be done under divided authority. In this school, the 
principal has direct charge and supervision of every type of work 
done in the building. 

It was felt that when the right time came, children who had fin- 
ished the high sixth grade and who could be dismissed from the school 
should go on to the regular junior high school. There is a personal 
enthusiasm which comes from a large junior high school which could 
not be felt in a smaller specialized group. There is an economy too, 
for the junior high schools have well equipped shops and highly 
trained shop teachers. It would be duplicating these points to have 
shops and expensive vocational teachers at our school. 

Usually there is a large group whom the doctor allows to attend 
junior high school each term. Most of our orthopedic cases become a 
vital part of the higher school. Almost without exception they become 
honor students. In the shops they begin to show the direction in 
which their talents lie. 

We feel that through the grades the orthopedie children should 
receive the school training that a normal child receives. He should 
vo through high school to college if the mental ability is there. But 
our plan does not permit the crippled child to go into vocational work 
until a good educational foundation has been laid. The children who 
are not ready for junior high are kept in our seventh and eighth 
erades, where they are given new experiences in the manual training 
shop and the domestic science practice hours. 

Admission procedures—The child’s name comes to the principal 
by telephone or by letter from many persons, particularly doctors 
and hospitals. A home call is made to find out the physical and the 
mental condition of the child. We do not take subnormal children 
because of lack of facilities, although we have many who approach 
the border line. A list is kept of all applicants, for admission may be 
granted at a later time. 

An applicant of normal intelligence is brought to the school clinic 
which is conducted by two outstanding orthopedic surgeons. If the 
child is accepted, the physicians make a complete diagnosis and 
school record. The physician advises the physiotherapist as to rest 
periods, exercises, use of Alpine lamp, and other physical equipment. 

The health folder or file on each case includes sheets giving the 
history of the case, the family history, X-ray, operative sheets, hos- 
pital care, directions for shoes and braces, and usually pictures which 
show the child before and after operations. The folder also includes 








296 ELEMENTARY Scuoot PrINcIPALS 





ees 


the mental tests given by the school psychologist. The child is as- 
signed to a grade room and so begins his life in the orthopedic depart- 
ment. The length of his stay is determined by the surgeon. When all 
is accomplished in the way of corrective work, the pupil is returned 
to his own school. The time may be a few months or stretch into 
years. 

Types of cases—It may be of interest to give the classification of 
diseases treated in this school: 


Infantile paralysis Tubercular bone 
Congenital spastic Spinal meningitis 
Rickets Little’s disease 
Club feet Pott’s disease 
Accident cases Sinus infections 
Congenital hip dislocation Hydrocephalus 
Knock knee Osteomyelitis 
Arthritis Tumor 

Spinal curvatures Ankylosis of hip 


An interesting phase of the work has been the study of spasties. 
It was thought at one time that a spastic was practically incurable and 
that he was necessarily mentally defective. A study covering a period 
of four and one half years has been made along these lines. About 90 
children have been studied. A part of the number belong to this 
school and a part are the private patients of a physician who has been 
in touch with both groups. The school group which had had opera- 
tive procedure and whose members came directly back to school for 
the physiotherapy work have shown satisfactory and lasting results 
in comparison with the group which had not received daily care. We 
have found, too, that these children are not mentally deficient. While 
our study is not complete we have gone far enough to know that 
spastics are not below average mentally because of the spastic con- 
ditions. 

Cooperation with outside agencies—The clinies of the hospitals 
are at our disposal and all types of follow-up work are done at these 
places. An organization known as “Aides for Crippled Children” 
gives cars and service for the clinic work. This organization num- 
bers 50 women and it does much to make our orthopedic procedures 
effective. 

A convalescent home for orthopedic children is maintained by the 
Community Chest and to this hospital are sent operative cases for 
recuperation. ‘I'wo full-time teachers, working under our direction, 
are assigned to this hospital. 

The children are in camp (supported by the Rotary Club) for nine 
weeks every summer and the Board of Education maintains a teach- 
ing force of two grade teachers and one physiotherapist at the camp. 





as- 
irt- 
all 
1ed 
nto 





Tur Ninru YEARBOOK 297 





Mornings are devoted to school work with all the contributory sub- 
jects. This camp is in connection with our regular school and makes 
us practically a twelve-month school. 

Social contacts are made through the Girl Scout and Boy Scout 
organizations. It may be of interest that two of our troops were the 
first in the world for crippled children. We have also dramatic clubs. 

Orthopedic technics applied in regular classes—All children in the 
school, other than orthopedic cases, are tested by the health teach- 
ers for posture or any other orthopedic defect. Those with minor 
defects are re-examined by the orthopedic surgeon and with his 
approval a class is formed for corrective work. The group meets 
every day and uses the equipment of the orthopedic department. At 
the close of the term the physician again examines the children and 
makes further recommendations. In this way we are making a 
double use of equipment and saving many children from serious 
orthopedic trouble. 

Summary—Since the organization of the school 476 different chil- 
dren have gone through our clinic. Not all of these children have 
been accepted for membership in the school. We have had 210 opera- 
tive cases. The enrolment of the school is usually around 130. 

It is hard to measure attainments in such an organization, but the 
work seems to be well worthwhile. Children who came to us in an 
entirely helpless condition are now in senior high or in technical 
schools. Their bodies are built up, they have alert minds and they are 
ready now, or soon will be ready, to be self-supporting. Who can 
measure the value of helping a diffident child become a self-respecting 
citizen ? 





| RESIDENT HANSEN’S message on page 137 should 

be read by all principals’ associations. Groups interested 
| in making contacts with other cities should refer to the lists 
| given in Part III.—Editorial Committee 




















298 ELEMENTARY Scuoot PRINCIPALS 





THE EDUCATION OF PUPILS IN SPECIAL CLASSES 


Nora A. MatrHews 
Principal, Sheldon School, Grand Rapids, Michigan 


UR PUPILS have many individual differences and abilities, 

That statement has been proven many times by the experts 

employed to examine and to measure our children. Now we 
should provide the treatment that is commensurate with the differ- 
ences so expertly revealed. In other words, the individual child ig 
not benefited by the diagnosis, if the proper treatment is not given. 

We believe that there are two good reasons for organizing the 
classes for the definitely sub-normal children. First, to place them 
in an environment where they would be happy and useful, and where 
a general integration can be maintained and right adjustment made 
in spite of certain distracting and disintegrating factors. 

The second need for classification of the subnormals is for the 
proper development of the normal and superior children. These 
latter children are in danger of becoming mentally lazy if obliged 
to mark time with slower children. In his book, The Normal Mind, 
Burnham says that children may suffer from lack of stimulation as 
well as overstimulation. 

The general principles cited above are now receiving widespread 
acceptance as applied to all types of atypical children. That is to say, 
the deaf, the blind, the crippled, and other atypicals need to be drawn 
aside in special classes for a portion of the school day. In these spe- 
cial groups they can be given expert attention in terms of individual 
needs. Meanwhile the typical children move ahead at their own pace. 
In the subsequent paragraphs various kinds of special classes will 
be discussed as they have operated successfully in the schools of 
Grand Rapids, Michigan. 

Special classes in Grand Rapids—For several years our school sys- 
tem has been well organized for meeting the needs of children who 
are physically and mentally handicapped. In several of our schools, 
where the work has been well-organized, the treatment of these chil: 
dren has been very successful. Our special class department for the 
year 1928-29 included: auxiliary classes for subnormal children; 
ungraded classes for the pedagogically retarded; open air classes for 
pupils who are under par physically; sight-saving classes for the 
partially-sighted; Braille classes for the blind and near blind; 
orthopedic classes for the crippled and cardiac cases ; and speech cor- 
rection classes for children with defective speech. The speech teach- 
ers also work with a few cases of the maladjustment of other types. 





chil 
cha 
per 
and 
typ 


coa 
sen 
spe 
spe 


of 
acc 
the 


ors 
se 
thi 
ha 
mé 


ha 
ele 
in 
the 
en 
ity 
m 


thi 


he 
om 
re 


de 


SE 





Tue Nintru YEARBOOK . 999 





There are also coaching teachers in 25 buildings who work with 
children who might otherwise be failures due to illness, frequent 
changes of residence, special disability in one or two subjects or 
personality difficulties; two visiting teachers do part-time coaching 
and work in cooperation with the department. Table I shows the 
types of classes in operation in the Grand Rapids school system. 


TABLE 1—Types anpD ENROLMENT OF SPECIAL CLASSES IN 1928-29 


Average 
Type of class No. teachers Net enrolment enrolment 
RINNE oo oor eects a eee eee 20 437 25.7 
REE eave tka weer deere ea 10 300 30 
OS ae ee te ee er 4 2 27.3 
Re ak cose. nels aac sates 7 111 158 
eee ee eer rir 1 10 10 
WEE bcbi6c000 240 yee akeagen 15 472 31 


The total number of pupils handled by full-time and part-time 
coaching teachers for the first semester was 2920 and for the second 
semester was 2824. The five teachers who gave their entire time to 
speech correction worked with 953 children during the year. The 
speech teachers handled 200 cases. 

In the auxiliary department the classes are generally small because 
of the type of child that is taken care of in that department. In 
accordance with the general policy of increasing the teacher’s load, 
the average enrolment of the auxiliary classes has increased. 

The number of ungraded rooms has decreased because of the 
organization of the Junior Vocational School, which was opened in 
September, 1927. There are only one half as many coaching teachers 
this year as last year. The number of open air and orthopedic rooms 
has inereased, and the sight-saving and schools for the deaf has re- 
mained about the same. 

How the classes operate in different schools—Several principals 
have given the writer a summary of their experiences with special 
class work.” In one building a plan in arithmetic was worked out 
in their ungraded room in which the pedagogically retarded child in 
the fifth and sixth grades after two years of training was able to 
enter the seventh grade and compete with the child of average abil- 
ity. The material was based upon Thorndike’s Ezercises in Arith- 
metic, a series of five books. There were 14 goals, each representing 
a definite amount accomplished. Steps were worked out progressively 
so the child could measure his own growth by his ability to do the 





‘The writer is indebted to several principals and special class supervisors for 
the data presented in this section. 








300 Exementary Scuoot Principars 





work as it was presented for each successive level. There were a 
series of tests for each level, a test for each goal, each representing 
comprehension, analysis, reasoning, speed, and accuracy. The aver. 
age number enrolled in this class was 23 children. 

Objections have been raised on account of the low number enrolled. 
Many consider that it is expensive to have such small classes. But 
it should be understood that the number of repeaters is reduced by 
this method. Each child finds his own rate of speed and travels 
accordingly, thereby eliminating the so-called “slow” pupils who 
drag along for another semester. Considering all these things, we 
cannot say it is expensive to guide 23 pupils into correct, mental 
habits, attitudes, and appreciations. Under the plan described above 
the pupil at the beginning of his difficulty is properly placed. He 
develops abilities at a rapid rate, and attitudes of intensive control, 
by working towards a definite goal. The individual is thus taught to 
evaluate intelligently and to choose independently, which are two of 
the most worthwhile abilities in life. 

The following is one principal’s estimate of the so-called coaching 
work: 

No service rendered in the public schools today is needed more than this 
service of assistance to the classroom teacher, whereby any child who is unable 
to keep up with the group with which he naturally belongs, on account of illness 
or any other causes, may be saved from discouragement or failure. In this city 
and other cities, there has been developed a most efficient diagnostic attack upon 
the problem. There is a special teacher whose particular task it is to assist these 
burdened teachers with individualized methods of procedure. Such service has 
become almost indispensable in any progressive system where the patrons and 
administrators are vitally concerned in the growth of the child, rather than in that 
of acquiring mere facts, far remote from the child’s actual needs. The procedure 
arrives at a diagnosis of the most needy cases in each room by giving mental and 
educational tests. The remedy can then be applied where it is most effective. 

Observation in several schools shows that group work is organized 
around similar individual needs. Those needing drill on number 
combinations, multiplication, or some other process in arithmetic, 
are better served in these smaller groups, where the much need repe- 
tition can be secured. In reading, pupils who may belong to the class 
of non-readers, are often brought up from second to a higher grade 
level in a short time, and this saves a pupil from failure in all other 
work. If phonics have failed to help in making independent readers, 
once more the coaching teacher is indispensable for the extra drill 
and practice which cannot be given with the larger class in the 
regular classroom. 

In one particular district, where the type of foreigner is that of 
the slower mentality, the value of the coaching teacher cannot be esti- 





mate 
fron 
life 
T 
who 
not 
worl 
scho 
scho 
man 
ject. 
beer 
of tl 
trial 
half 
ing 
nate 
of i 
brig 
drer 
of t! 
V 
of t 
othe 
logi 
of } 
bur 
all 1 
“ee 
C 
lati 
chil 
As 
ject 
coda 
by 
stru 
obj 
suc 
s 
schi 
wer 


an 


—_— DO or hee OM DO MS 


Ral 





Tue Nintu YEARBOOK 301 





mated in mere dollars and cents. It has meant saving many a child 
from failure and misunderstanding, and has given a new lease on 
life to those who would have lost out on account of illness. 

The coaching teacher has also been most valuable with children 
who could be accelerated, but to whom enough special help could 
not be given by the regular classroom teacher. This phase of school 
work has greater possibilities than are being generally recognized in 
school systems where this service is not given. For example, in one 
school more than 150 eases each year are helped individually. In 
many instances these cases have been helped in more than one sub- 
ject. It is difficult to figure the percent of promotion which has 
been saved by coaching, but there has been a perceptible falling off 
of the number of pupils failed. Many pupils have been placed on the 
trial list instead, and have made good. Twice within four years, two 
half grades have been accelerated through the assistance of the coach- 
ing teacher. When an unusually bright group has been so unfortu- 
nate as to get moved along with an especially poor group, it has been 
of inestimable help to be able to give the extra attention to the 
brighter group so that they might not be retarded by the slower chil- 
dren. This practice seems much fairer for both groups, giving each 
of them an opportunity to develop at its own rate of speed. 

Within the limits of any city, there are areas where the problems 
of the public school teacher are many times more difficult than in 
other sections. Any district of foreign parentage, presents a socio- 
logical problem, requiring much individualizing of effort in any type 
of instruction. With the massing of populations in cities, heavy 
burdens are thrust upon the teacher who is forced to attempt to teach 
all the fundamentals of modern education to almost half a hundred 
“wiggling Americans.” 

One school, faced with the language difficulties of a foreign popu- 
lation, had solved the problem through coaching work. Even foreign 
children, with high mental ability, often require special attention. 
A summary of the work in this particular school is as follows, sub- 
jects coached: reading, language, arithmetic, and spelling; number 
coached; 80 to 100, not including speech work which was taught 
by another teacher; values: individualized diagnosis, remedial in- 
struction and a study of the child in relation to home and school; 
objectives: child senses weaknesses, desires to correct same, gains 
success, and competes successfully with the group. 

Special classes in the Sheldon School—We were one of the first 
schools to see the need of ungraded work for those children who 
were not up to grade in some subjects. Although we were in a small 





302 ELEMENTARY Scuoot Principats 





building of only eight rooms, we organized an ungraded class with 
an enrolment of 20 children, including both grammar and primary 
pupils. ; 

After the completion of our new building of 16 rooms, we started 
with a grammar and primary ungraded, grammar and primary aux- 
iliary, and a speech teacher two hours each day. This large number 
of special class children was due to the absorption of a school in the 
railroad district, where rent was cheap, but houses so poor that the 
people moved often. At that time our original district was receiving 
large numbers of Sicilians who were moving into houses that had 
been made over for two or more families. 

In a period of 10 years our enrolment of Sicilian children has 
increased from two families with five children, to 60 families with a 
total of 150 children. Added to these in the past five years are sey- 
eral Syrian families with 45 children. The numbers increased so 
fast that our boundary lines have been changed three times in the 
past six years in order to relieve us. Our average enrolment for the 
past four vears has been 560 pupils. 

We have 555 enrolled so far this year. Since our first enrolment 
in September, we have received 52 children by transfer, 30 being 
from our city schools and 22 from the country or other cities and 
towns. The majority of these transfers need individual help for at 
least a short time. Pupil differences are due to the flexibility of 
our city course of study as well as to differences in outside schools 
where pupils do not advance at the same rate in any grade. Children 
entering the high fourth grade may not have had the first steps in 
long division, or in the low fifth grade, any fraction work. Again, 
some teachers take a longer review than others before starting the 
new work. We find the same difficulty in history and geography, as 
there is no uniformity in the topics taken first. The writer does not 
mention this as adverse criticism as it is often desirable to take up 
topics in the order in which the group is interested, and some groups 
need more review than others; but it does present problems to the 
grade teacher which call for individual attention. We have lost by 
transfer in the same length of time 36 children, 10 moving outside 
the city and 26 to other city schools. Doubtless these children need 
help in properly adjusting them to their new surroundings. 

Of the 45 children enrolled in our auxiliary and ungraded groups, 
16 have entered this vear from other city schools or outside the city 
and state. In our highest room of 36 pupils, only 13 began their 
work in this school. Forty-two percent of these children have foreign 
born parents who speak very little, if any, English. 








—_—_—_ 


W 
the ] 
ungr 
we ¢ 
ung? 
of th 
for ¢ 
tend 

Ir 
erly 
mal, 
enro 
men 
the : 
care 
dren 
coae 

L 
16s 
jects 
in t 
acce 
erat 
year 

T 
only 
erat 
ing 
Mos 
Sixt] 
sma 
tate 
for 
pup 
hely 

( 
sum 
teac 


by ] 


Cc 
each 
of h 
62 f 
grad 








ith 


Ty 


ng 
ad 


as 


ng 


rd 








Tut Nintru YEARBOOK 








—————— 


We have gradually decreased the special class work, until during 
the past four years we have managed to get along with one primary 
ungraded and one combined grammar and primary auxiliary. Now 
we depend on a full-time coaching teacher to help the grammar 
ungraded children so that they may be enrolled with the children 
of their own chronological ages. We have had no help in speech work 
for over six years as that department has not been sufficiently ex- 
tended to care for all the buildings. 

In my estimation of special classes, the coaching work, if prop- 
erly organized, is the type most beneficial for either retarded, nor- 
mal, or superior children. The. handicapped children may thus be 
enrolled with children of their own ages, where their social develop- 
ment may be enhanced by being associated with normal children in 
the activities of the group, while their academic needs may be taken 
care of by the coaching teacher. Likewise for the accelerated chil- 
dren, the curriculum of academie subjects may be enriched by the 
coaching teacher. 

Last year by giving coaching help in arithmetie to groups of about 
16 second and third grade children, who were superior in other sub- 
jects, they were enabled to skip a half vear and are among the best 
in their classes this year. Coaching help was also given 15 of the 
accelerated children in the first grade and 12 of them were accel- 
erated a half vear and are doing good high second-grade work this 
year. 

This year the Sheldon School has been allowed a coaching teacher 
only half-time. We have not been able to do anything for the accel- 
erated children except to classify them as nearly as we ean accord- 
ing to ability, and this is difficult to do with two grades in a room. 
Most of our coaching has been given in arithmetie from the third to 
sixth grades inclusive. We try to keep the number in each group 
small enough to give the individual attention needed, and this necessi- 
tates constant shifting as newcomers and sickness make it necessary 
for more individual help. We have one group of 15 sixth grade 
pupils, mostly children of foreign parents, who are receiving extra 
help in oral and written English. 

Case studies in coaching work—The next paragraphs include a 
summary of the work being done in arithmetic by our coaching 
teacher, together with some case studies in reading formerly made 
by her: 

Coaching in arithmetic usually means finding a different type of disability in 
each individual. Unless a child lacks number sense entirely, he can be helped out 
of his difficulty in a comparatively short time. We started in September with 


62 pupils in arithmetic in coaching classes, ranging from third grade to sixth 
grade inclusive. Of these, 30 have been excused and 37 others have been taken on. 


304 ELEMENTARY Scuoot PRINCIPALS 





No matter how efficient a first grade teacher is, there are always 
from five to ten pupils who do not get much of an idea of what read- 
ing means the first semester. It may be because their attendance has 
been broken into by sickness, or no English is spoken in the home, or 
it may be because they are timid and do not respond to mass instrue- 
tion. Perhaps one is motor-minded and does not learn readily 
through the eye and ear. If, at the beginning of the second semester, 
these cases can be given over to the coaching teacher for a half hour 
each day, they very often can be helped over the hard places and 
made to see and understand what they were blind to before. 

Many children have to be helped several successive semesters, and 
some even need help for several years. Usually one finds that chil- 
dren may be set right in a few weeks of individual help or working 
in small groups. A case of this kind is that of a girl who was in the 
first grade for the third or fourth semester. She was much larger 
than her classmates, but had not learned to read. She did good hand- 
work, was good in writing and planning, and very helpful with those 
who could not do good cutting, coloring, and pasting. She was very 
fond of dolls, could cut out dolls and doll clothes exceptionally well. 
An opportunity for giving this child individual help for a few days 
changed her entire attitude toward reading. Iler reading lessons 
were based on dolls. She was allowed to cut, color, and paste dolls 
and then read what was written about her activities. Soon she read 
doll stories from a book and found that the printed page had material 
that she loved. She became much interested and in a very short time 
came up in her reading. 

Another case was given of a little girl who was bright in every way 
except learning to read. Everyone who came in contact with her 
wondered about it. The cause was finally found in her very acute 
hearing and good memory. The least whisper of a word that she 
did not know would give her a cue, and, if she had heard the sen- 
tence before, she could go right on with it. She depended upon hear- 
ing from others instead of learning for herself. Individual work, 
based entirely on her own ability to read instructions for coloring 
and pasting, soon changed her manner of attacking the printed page 
and in a few weeks she learned to read as well as any member of her 
class. 

Many more cases of individuals, as well as that of groups, might 
be given to prove the success of coaching work. No one can estimate 
the value that this work is to our schools in time, in money saved, 
and by decreasing the number of failures in the grades, as well as 
saving time for the brighter children. 








ga 
Gt 
gi 
ne 
se 
di 
ar 


hi 





ays 
ad- 
has 
, or 
uc- 
ily 
er 
ur 


nd 


\v WS wo 





Tue Ninru YEARBOOK 305 





Summary and conclusions—Wherever the work has been well or- 
ganized, good results have been accomplished by the special classes. 
Good organization is not an easy task. The principal must learn to 
give help to those who need it most; to convince some teachers of the 
need for the work; and to make other teachers see that they can’t 
send too many children to the coaching classes. One of the greatest 
difficulties is to convince the traditional type of teacher that he can 
arrange his classes so as to give children this additional help outside 
his room and not lose out in their other subjects. 

A few principals are not cognizant of the value of the work. They 
prefer an extra teacher to help do what they want done about the 
building. One complained that the regular teacher imposed on the 
coaching teacher by sending his problem cases, and too many in the 
group, not realizing that this was the principal’s task to adjust. An- 
other made a comparison between the coaching and visiting teachers, 
preferring the latter. 

Many of us see the great value of both types of instruction. The 
coaching teacher is able to help the backward child in disability in 
academic work, but the child who is emotionally unstable needs the 
help of the visiting teacher. The latter case takes much longer to 
adjust. The visiting teacher has to get the cooperation of several 
agencies and can handle comparatively few children in a year as some 
of these cases take a long time to adjust. Most of us realize this and 
call on the visiting teachers only in extreme cases. The work of the 
two is very different and yet so necessary that both seem indis- 
pensable. 

The writer is of the opinion that special class children will exist in 
our schools until we have better economic conditions, and children 
have settled homes and a chance to be physically, mentally, morally, 
and emotionally sound. We, as educators, can not shirk our respon- 
sibilities regardless of what the home conditions are. We will never 
get anywhere as long as we sit contendedly back and place all or 
even a part of the responsibility on the home. The majority of the 
parents have had little opportunity for learning how to take care of 
themselves, and much less opportunity to learn how to care for chil- 
dren. We should have both the opportunity and training. Therefore, 
let us give our best to all the children of all the people. Let us be 
brave enough to make a stand for the cause of those children who 
need all they can get in the way of training, so that they and their 
children may prove an asset instead of a burden to society. We have 
had very little cause to fear those who care only for the money value 
of education, as long as school administrators and educators believe 








306 ELEMENTARY Scuoort PriInciPas 





in their work and hold fast to what is good, funds will be forthcoming 
for the work. 

Various plans for taking care of the individual differences are in 
operation in different cities, such as the Dalton, Vatavia, and the 
Winnetka. Dut such systems do not take care of the physically, 
mentally, morally, and emotionally handicapped children that are 
taken care of in auxiliary and ungraded classes or by the coaching 
and visiting teacher work. In special classes children are given indi- 
vidual help in their academic work and at the same time given an 
opportunity for social cooperation, needed in a cosmopolitan group. 
Character is developed through work and play with a sympathetic 
feeling of good will and understanding that is necessary for the right 
ideals and standards. 

We must also include, in our study and research, a way to take 
eare of all the children who need attention for all physical defects, 
t. e., sight, orthopedic, open air, hearing, and for all children with a 
social, moral, and emotional handicap, as some of us have no help 
from some of those departments. We must not forget that there are 
individual differences in the various schools and that some schools 
necessarily have greater problems than others and more of them. 

We repeat, let us hold fast to what is good. If there is a waste 
of material equipment, or time and money, or too much spent for 
buildings, we should retrench; but until it can be definitely proven 
that too much individual attention has been given to our physically 
and mentally handicapped children as well as the super-normal, or, 
until we find a better way, we should make no drastic changes. Let 
us cooperate for the common good in meeting the individual needs 
of pupils and not let facts run away with our feelings or feelings run 
away with the facts. We should pull together for the fundamental 
idea: an education suited to the needs and future prospects of every 


child. 





AGE 135 is a questionnaire blank for your use in send- 
ing suggestions to the Editorial Committee. 











wv 
ya 


th 


ne 
ad 
sc 
ne 
ac 


pl 














































Tue Ninru YEARBOOK 








g ORGANIZING OPPORTUNITY CLASSES 


WiLiiAM B. CorniIsH AND JULIA F. STarK 


; Principal and Opportunity Teacher, Center School, Stamford, Connecticut 

, UCH has been written of late years concerning individual dif- 
; ferences as a factor in the whole job of educating our young. 
, Certain school systems, notably Winnetka, Illinois, have 
yained considerable repute by the way they have attempted to meet 
this problem. Although many school systems cannot make the wide- 


spread changes necessary in the Winnetka plan, they do recognize the 
necessity for discovering individual needs and making individual 
adjustments. We submit the following description of the work in our 
school as a step toward meeting individual differences. The plan is 
neither new nor unique. It is presented in the hope that the results 
achieved through its use will lead to more attention to individual 
pupils in schools organized on the traditional basis. 

The original purposes of the class—At the outset, it is necessary 
to explain what we are talking about when we speak of the oppor- 
tunity class. It is a special class in which the instruction is largely 
individual. The basis for instruction is the individual need. The 
length of stay in the class depends upon the adjustment to be made, 
and there are about as many specific adjustments to be made as there 
are pupils in the class. It is not a class for mentally retarded pupils. 
It is not a disciplinary group. It is not a “ dumping ground ” for all 
the problem cases in the building. 





The opportunity teacher was added to our staff at the beginning of 
the second term of the school year 1926-1927. The superintendent’s 
bulletin issued on February 7, 1927, contained the following: 

The work of the opportunity teachers should be carefully laid out by the 
principal. As a working basis, however, the superintendent expects that they 
will work with small groups from all the various classes, giving them instructions 
and assistance on new work or upon old work not mastered. The value of this 
work to the school will depend very largely upon its flexibility ; to make it routine 
or machinelike will remove all justification for providing an opportunity teacher 
for the school. 

It was planned at first to offer special opportunities to certain 
groups as follows: 


1. Children who were not promoted at the end of last term 
2. Children who were promoted conditionally 
3. Candidates for rapid advancement 

t. Children who return after being absent for a more or less 
extended period 
5. Children regularly promoted who are losing ground. 








paroroeess 


308 ELEMENTARY Scuoot PrINcIPALS 





The class in operation—The original program described above was 
earried out during the remainder of the year 1926-1927. The groups 
were constantly changing as the needs for individual adjustments 
changed. The pupils were with the opportunity teacher for a part 
of the day only, and usually the difficulty was one that could be 
overcome in a relatively small part of the school year. This meant 
that for many children an adjustment was possible that permitted 
them to remain with their regular group instead of having to repeat 
a grade and so was a measure in child-saving. 

During the year 1927-1928, it was decided to change from semi- 
annual to annual promotions. To make this possible from an adminis- 
trative point of view, it was necessary for all children in the B section 
or low half of each grade to do the essential work of one year in one 
half year. For many, this was an adjustment for which they needed 
more special help than the regular class teacher could give. The 
opportunity teacher was able to give much of this help. 

During the year 1928-1929 the opportunities offered have included 
the five types at first mentioned, and the opportunity teacher has 
assisted in four other distinct ways: (1) assisting with the testing 
program, especially for new entrants in connection with their proper 
placement, (2) taking over some of the duties of the home visitor 
in eases where the adjustment could be materially hastened by en- 
listing the support of the home, (3) assuming responsibility for an 
honor club, (4) special work with over-age pupils. 

Pupils to whom special opportunities were to be offered were 
selected in one of the following ways: (1) by an examination of the 
promotion sheets or term-ending reports, (2) by an examination of 
the duplicate report cards, and (3) upon recommendation of the 
regular class teacher. 

After the pupils were selected, they were arranged in groups the 
maximum size of which was nine members. This grouping depended 
upon the subject or subjects in which help was needed and the grade 
placement of the pupil concerned. 

The program for these groups was planned insofar as possible so 
that it would not interfere with the programs of the special teachers, 
and so that the pupils concerned could be in their own classes for the 
subjects in which they were weak. An effort was made, also, to inter- 
fere as little as possible with the regular class programs. 

When this part of the work was completed, a copy giving the time 
of the periods and the names of the children was given to each teacher. 
He in turn saw that the children went to the opportunity class at the 
assigned time. The older children took care of themselves while the 








sm 


Op] 


mo 
cla 


gre 


he 


she 
Pe 
pr 


pe 
scl 


in 


pr 


we 
en 
me 
of 
pe 
pe 
m 
co 
or 
th 
to 
of 


sl 
cl 


P 





_— _r we es S&F & & 





Tue Ninru YEARBOOK 309 





smaller ones were helped by their teachers. Pupils stayed in the 
opportunity room for a part of the day only, and usually for not 
more than a few weeks or months. 

When, in the opinion of the opportunity teacher or the regular 
class teacher or both, a pupil has made the necessary adjustment, he 
is dropped from the opportunity class and another child joins the 
group. If, after a trial in his regular place, he is still having difficulty, 
he can always get more help. 

Advantages of the opportunity class—A special class of this sort 
should show some objective evidence of its contribution to the school. 
Perhaps the first bit of evidence which will be easily recognized by 
principals is the percent of promotion and non-promotion over a 
period of several years. Table 1 reports the promotion record for our 
school over a period of several terms. 


TABLE 1-—Tur Recorp or Promotion IN CENTER SCHOOL FOR THE 
TERM PRECEDING APPOINTMENT OF AN OpporTUNITY TEACHER 
AND SINCE THAT TIME 


Percentage of Percentage of 

Term Ending Non-Promotion Rapid Promotion 
0s ae A | ERR Re eee mare ee oe 6.4 42 
June LN. AREER SARE SESS pa N near sree teers re 1.2 8.4 
PORT TO, TOGO oes ans 3 ok os nie dco neie ce baiades 14 *45 
June PES ING wks seale acs 6 awa a ama +32 7 45.0 
June Re isa afaia 9k Perle arpialele aca 1.9 | 


* An additional 3.3 percent of the school was placed in rapid advance classes at this time. 
+t These items are explained by the change from semi-annual to annual promotions, as explained 
in the text of the article. 


The explanation of Table 1 is given by a quotation from the 
principal’s report to the superintendent as follows: 


As you will see from the promotion records which I am sending in today, we 
were able to cut the percent of non-promotion forecast at Center, for the term 
ending January 30, 1927, from 11.1 to 6.4, whereas the percent of special pro- 
motion was only 4.2. The result of Miss Stark’s work can be seen in the percent 
of non-promotion for the term ending June 23, 1927. The forecast indicated a 
percent of non-promotion of 3.1, and the actual record was 1.2, whereas the 
percent of special promotion jumped to 84. These figures amply justify the 
money put into the opportunity work, and in addition I have had unsolicited 
comments from nearly all of my teachers, expressing their feeling that the 
opportunity teacher has made their own efforts much more satisfactory. Whether 
the large number of special promotions this term can be justified, will remain 
to be seen next January, but Miss Stark will be able to devote a larger proportion 
of her time to the brighter pupils next term. 

A second bit of evidence on the value of the opportunity class is 
shown by Figure 1. This graph indicates the length of time that 
children have needed the specialized class work. It will be noted in 
Figure 1 that 41 pupils have been helped for one month or less, 72 


pupils have been helped for two months, and two pupils have been 








5310 ELEMENTARY Scuoot PrINncIPALS 





helped for 17 months. Altogether in the last two and one half vears, 
367 pupils have had special aid from the opportunity teacher in 
making some necessary adjustment. 

A large proportion of the pupils who have had the opportunity elass 
help have made the required adjustment in less than a year. Actually, 
36 of the 367 helped have needed a year or more in which to make 
their adjustment. Suppose that over this period, 331 children—the 
number helped for less than a year—or any large proportion of that 
group, had been required to repeat their grades. Several teachers 
would have been needed to take care of them at a relatively large 
expenditure when compared with the cost of an opportunity teacher. 
But more important then the financial saving is the child-saving. A 
part of the year repeated would have been wasted for each of these 


Figure 1—NwuMBER OF MontHS SPENT IN THE OpporTUNITY CLASS 
BY Various PupiLs 

NUMBER 
OF PUPILS 
80 
15- 
10 + 
b5 4 
60 + 
55- 














124345 & 7 8 10 11 12 13 14 15 1 17 
MONTHS 














Tue Nintu YEARBOOK 311 





pupils and for all of them the wasted time would have been something 
like 162 years. 

Conclusion—Results amply repay the teacher’s and pupils’ efforts 
in this work. There is much satisfaction in seeing a timid, shy child 
gain confidence in himself and so acquire the ability to compete with 
his classmates. A pupil having trouble to keep his place in class occa- 
sionally asks to come to the opportunity room in order to receive nec- 
essary help. There is a pleasure in doing for children who appreciate 
what is done for them. When a bright pupil is working to receive a 
special promotion, one is surprised at the progress made as there is 
no one to retard his speed of work. In such cases, enthusiasm is a 
help. One finds that a minimum of instruction is necessary. 

The opportunity class can mean much to the school. We believe 
that it has meant much in our own situation. Much of the success of 
the work, however, depends upon the teacher. He must be exception- 
ally strong. He must understand the school and know what is going 
on in it. He must be a first grade teacher and a sixth grade teacher. 
But above all, he must be enthusiastic and he must be sympathetic. 
Given such a person, school work becomes successful work for many 
more children and school becomes a happier place. 








N INSPIRATIONAL teacher can mold the glee club 
into a musical organization, which, for beauty and art, 
cannot be surpassed by any other musical group within the 
school. After all, what instrument is superior to the human 
voice? Some schools may lack trained instrumentalists, but | 
all schools possess a wealth of natural beauty in the form of 
children’s voices awaiting the master hand.—John S. Herron, 
see Chapter XII 




















2 ELEMENTARY Scuoon PRINCIPALS 





AN EXPERIMENT IN ABILITY GROUPING 


Auice Day BowreNn 
Principal, Swan School, Medford, Massachusetts 
AND 
Harry F. Larsuaw 


Graduate Schvol of Education, Harvard University, Cambridge, Massachusetts 


ONG dissatisfaction in the old grading plan led us to study the 
many methods of ability grouping throughout the country in 
order to decide upon a feasible one for our particular group. 

None seemed to fit our need very completely so it was decided to 
experiment. 

Our school consists of three grades only, with four classes in the 
fourth grade, six in the fifth, and seven in the sixth, an excellent 
arrangement with which to work on any ability grouping plan. It 
was decided to deal with only one grade at a time, and the sixth grade, 
consisting of over 200 pupils was finally chosen. 

Preliminary study—First of all the teachers’ marks of the sixth 
grade pupils were studied from the time they entered school. This 
information was obtained from the record card of the child showing 
his marks in the subjects studied for the first five years of his school 
life. Marks given by different teachers over a series of years, when 
confirmatory, are quite reliable. However, it was found that the 
marks varied so greatly in the records of the same individual, that, 
while it was desired never to diseard the teachers’ judgment wholly, 
we dared not group by this method alone. 

It was then decided to get the intelligence quotients and see what 
could be deduced from them. The Detroit Alpha tests were used.’ 

The children were divided into four groups upon the basis of their 
marks in the first half of the school year 1928-1929, taken in con- 
junction with their marks during the preceding five years. Group 
A was the best group and consisted of children who were making 
mostly A’s in their studies; group B was the next group and consisted 
of children who were making mostly B’s in their studies, and so 
following for groups C and D. We compared the individual I. Q.’s 
with the marks obtained from the individual histories of teachers’ 
judgments with the result shown in Table 1. 

The lack of anything approximating agreement is very apparent 
from the figures in Table 1. It was felt that I. Q. alone is an unsafe 
guide for grouping children. This is a common error with beginners 


*Tests given and scored under the direction of Albert T. Lane, Director of 
Research. 





Me 


ws 





Tue Ninru YEARBOOK 313 





and enthusiasts in this study of ability grouping. An I. Q. is, after 
all, the measure of latent ability, decidedly an unknown quantity, 
rarely if ever reached by any individual. The lack of attaining this 
ability may be because of physical defect, environment, or economic 
status, and possibly because of the present crude state of the tests. 
This method was abandoned although the results of this study have 
been kept so to compare the results of the chosen method with them. 
TABLE 1—Percent or INpivinuaL Puri I. Q.’s ABove, SAME, OR 
Betow tHe Ratincs Given BY ‘TEACHERS 


Relation of I. Q. to Teachers’ Judgment 
we 





Groups Based on ‘Percent ABOVE Percent SAME Percent BELOW Total 
Teachers’ Marks T. J as T. J. 7.& Percent 
a Cavan atech eseusrececsubisTeca me 0 50 50 100 
Bh Spier crd eosrccua sie mc Sisie 29 27 4 100 
Rh ivsaccacnaetenaes 21 59 20 100 
DN dae oem arlaoreas 31 69 0 100 


Using a composile index in grouping—An adaptation of the method 
of grade placement originated by Dr. Harry F. Latshaw was finally 
chosen. This procedure appears to be the sanest and fairest of all the 
methods studied, as it takes into account so many phases of the 
child’s development; 7. e., social development, potentials, academic 
ability, school achievement, and school rating. Social development 
is appraised through chronological age, as children usually like to 
associate with other children of approximately the same age. Chrono- 
logical age is found by subtracting the birthdate from the date of the 
giving of the tests. 

Potential academic ability is appraised through mental age which 
is ascertained through the giving of any good group test of intelli- 
gence. It is called potential academic ability in the sense that though 
potentially present, the school may not be leading the child to make 
full use of the ability which he has. School achievement is appraised 
through edueational age which is ascertained through the giving of 
any good achievement test dealing with three or more of the subjects 
studied. School rating is appraised through pedagogical age the years 
of which are ascertained by adding five to the present grade place- 
ment of the child, and the months of which are ascertained by taking 
the number of months which has elapsed from the beginning of the 
school year. For example, a fifth grade child in May would have a 
pedagogical age of 10 years 9 months. 

The steps suggested by Latshaw are as follows: 


1. Reduce chronological, mental, educational, and pedagogical ages 
to months. 
2, Find the average, retaining one decimal place. 








314 ELEMENTARY Scuoot PrINncIPALs 








3. Reduce to years, retaining one decimal place. 
4. Subtract five. This gives the grade placement. 


In a school which for the first time is conservatively experimenting 
with grade placement and is chary of double promotions, it is perhaps 
best to obtain the above data on all the children of just one grade, 
toward the end of the school year. Then the data having been worked 
up, the children are promoted as usual to the next grade with the 
ordinary number of non-promotions. 

Within the new grade the children are divided into enriched cur 
riculum, average curriculum, and minimum curriculum groups by 
arranging them in rank order according to the grade placement results 
obtained in step four of the above calculations. Doubtful cases are 
few, but such as there are may readily enough be decided upon the 
basis of a combined consideration of placement age, intelligence 
quotient, achievement quotient, and teacher's judgment. The intelli- 
gence quotient and achievement quotient of each child should be 
ealeulated. This information is not used in ascertaining the grade 
placement but is very important supplementary data in deciding upon 
the proper ability group to which the child should be assigned within 
the grade. 

The clerical work involved includes filling out a three by five 
library card for each child. These cards are put in rank order upon 
the basis of the grade placement results. Those having the same grade 
placement are differentiated upon the basis of intelligence quotients. 
Those having the same grade placement and the same intelligence 
quotient are further differentiated upon the basis of achievement 
quotients and teacher’s judgment. This technic brings together chil- 
dren who are similar both in regard to the amount of subject which 
they have mastered and in regard to the rate at which they are 
‘apable of mastering new subjectmatter. 

The chosen procedure required much testing. We employed the 
Detroit Alpha tests to get the mental ages; the Stanford Achievement 
tests for the educational age. 

Adapting the curriculum to the groups—We arranged our groups 
as follows: two enriched curriculum groups, four normal curriculum 
groups, and one minimum curriculum group. The names used for 
these classes are immaterial as they were not used outside the 
principal’s office, nor were they talked over with the teachers. They 
were used solely for chart work. The children knew their groups 
only as classes designated by the teachers’ names. 

Much enrichment of the curriculum was needed for the brighter 
groups. Laboratory method of procedure should be used with a care- 





ful 
to 


sys 
‘ 


wo 
chi 


ha 
ale 
TI 
the 
tio 
of 
qu 


ch 
or 
ol 
mi 
fa 
in 
to 


pe 
m 
th 


a 
la 
ol 


al 





Tue Nintru Yrarsoox 315 


ful check up on work accomplished. While we found it necessary not 
to allow absolute freedom along these lines because the whole school 
system is not organized for ability grouping and therefore we had 
to consider their next school, much leeway was allowed for creative 
work among the gifted children. Ample references were given these 
children. 

An alert highly-trained, sympathetic teacher should handle these 
groups. Such are indeed hard to find, as the ordinary teacher finds 
it difficult to get away from old formalities of classroom methods. 

The slower groups had enriched programs as they were able to 
handle them. The slowest group was carefully and slowly directed 
along the minimum essentials of the basic curriculum for the grade. 
There was no difficulty in finding teachers willing to do the work of 
the slowest groups under this method of placement, for in considera- 
tion of minimum essentials only, there apparently was no dead weight 
of children who could not accomplish satisfactorily all that was re- 
quired of them. 

These groups assumed more the character of the work of brighter 
children. All were interested to take part in class discussion. Inferi- 
ority complexes caused by having a bright child always win in the 
old method of grading disappeared. All children tried equally to 
meet the assigned tasks and subeonsciously they knew the winner had 
fairly reached the goal and each in turn might do the same in another 
instance. In the old grading brighter children gave correct answers 
to hastily given questions. Slower pupils suffered from this fact. 

Teachers of the slower groups found themselves doing a better job 
pedagogically; 7. e., presenting their subject more interestingly to 
meet the needs of these children and explaining more carefully and 
thoroughly the points of the lesson. 

We found several instances where the slow child assumed a certain 
amount of initiative which developed his power above his apparent 
latent ability. In a few instances we found children who, under the 
old grouping, were sullen and stubborn became agreeable, even happy 
and enjoyed their work. 

Children who are frail or with some physical defect are never 
foreed to do what they are unable to accomplish, because if the defect 
is measurable these children fall naturally into the group of their 
own mental and physical ability. If the defect is overcome and has 
not produced a lasting defect upon the mentality, the child upon 
retesting falls into the higher group and is so placed. 

Some educators are making special physical examinations as a 
distinet aspect to be considered. It was found after our groupings 





316 ELEMENTARY Scuoor PRiIncireans 





were completed and a study of the health cards was made, that those 
children with physical defects fell naturally into the slower groups. 
Not one child having a real defect was found in the two brightest 
groups. 

Checking the outcomes—On February first we studied the advance- 
ment made on the basie curriculum. Our brightest group was four 
months ahead of schedule; the second group, two months; the third 
and fourth, three weeks; and the lowest groups doing normal work 
and up to grade. 

Then we studied the children to find how many were holding their 
positions in the various rooms as placed by this method. In the highest 
group 98 pereent were holding their places, ranking high; in the next 
group, 92 percent; the third and fourth group, 90 percent; fifth 
group, 80 percent; and the sixth, 86 percent. ‘These lower percents 
were due to children who were out for long continued illness or chil- 
dren whom we found required examination for the special class. 

No changes were made from group to group with the exception of 
three instances of children who entered late from other systems, had 
not been tested, and who were placed wholly from marks received 
from those places according to their teacher’s judgment. They did 
not fit in our particular grouping and had to be changed to a group 
better adapted to their needs. 

The amount of non-promoted children in this sixth grade was 
reduced from 20 percent in June 1928 to five pereent in June 1929, 

Some necessary caulions—So much importance is placed on testing 
in any method of ability grouping, that it should be done only by « 
thoroughly trained person of experience and sane judgment, so that 
deductions may be made on as nearly a scientific basis as is available 
and with as psychologic an understanding as is possible. Many people 
doing pupil testing should be eliminated from this work in school 
systems, because of lack of knowledge, experience, and sane judgment. 
Such persons certainly should not do standard testing where their 
final judgments would alter in any way a child’s school status. 

A six week’s course in tests and measurements merely introduces 
a student to kinds of tests and methods used. It certainly does not 
equip him for testing for organization or grade placement. Unless 
ability grouping can be carried on with such scientific methods as 
are available, it would be better to cling to the old method of grading, 
else uncertainty and inaccuracies will cause confusion in individual 
cases. 

No skipping of grades should be permitted, unless the system of 
tutoring children in work thus omitted be provided. Tutoring is 
practically impossible in a public school system as it involves expense 








ree 


dr 
CO) 
es) 


sh 


on 


fa 
br 
mi 
pr 
pu 
ch 





se 


st 





Tue Ninrin Yrarsook 317 


—_—_— 


too great to be impartially carried out where ability grouping will 
be tried in more than one district. No matter how bright a child may 
be, he cannot know what has never entered his experience. This fact 
has to be faced somewhere in the child’s school life and such know] 
edge usually is apparent when it is too late to be remedied by ordinary 
school procedure. A tutor is required to mect the need. Parents are 
not always ready or willing to provide such help. ‘The school cannot. 
Much adverse criticism follows not only from teachers who discover 
the child’s deficiency, but from the individual parents, and finally 
the community. 

While the teachers knew there had been a scheme of grouping used, 
for the sake of keeping their judgments unbiased as possible, no 
discussion of how the grouping was done was made until toward the 
last of the year. The teachers were pleased to have this so, in order 
to cooperate to the fullest extent. The checking of results was made 
wholly in the principal’s office with cooperation of the research di- 
rector and such supervisors as became interested in the plan. 

Contrary to the popular idea among educators that the gifted chil- 
dren should be in classes of smaller groups we believe that under 
competent leadership, larger numbers can be handled with ease, 
especially where the laboratory method is used. 

Conclusion—Whoever tries ability grouping for the first time 
should realize in advance that the identification of the children is 
only one third of the problem. The other two parts of the problem 
pertain to curriculum adjustment and the securing of specially trained 
favorably disposed teachers. Curriculum adjustment means for the 
brighter pupils doing the ordinary curriculum plus a generous enrich- 
ment of the program through individualized instruction, problem 
projects, and cultural extra-curriculum activities. For the average 
pupils it means a continuance of the present curriculum without 
change. For the dull pupils it means a minimum essentials curricu- 
lum, more time for each topic, and much time given to concrete 
manual activities. 

As to the teachers it is well to develop them from the present staff 
of the school if possible. Have an extension lecturer from some nearby 
university to address the parents and teachers upon “ ability group- 
ing” and following the lecture provide a dozen or so books on the 
subject in the school library for voluntary reading by interested 
teachers. From the teachers who exhibit interest, select those who 
are to teach your proposed classes and plan with them a systematic 
course of reading urging each prospective teacher of bright or dull 
children to take at least two summer school courses intended to train 
him for this work. If your present teachers do not exhibit interest 











318 KLEMENTARY Scuoor PriIncipats 


in ability grouping, as you select your new teachers have this quali- 
fication in view. It is quite essential to the success of ability grouping 
that the teachers have a favorable attitude and that they be specially 
trained tor the work. 

The year closed with the greatest satisfaction on the part of parents, 
teachers, and pupils. It was felt we had reached a splendid starting 
point at least in our work of ability grouping. With this knowledge 
our work will continue along these lines, confident that we shall be 
doing more for the the children in the classroom than we have ever 
done before. 





I* TRAINING children for citizenship, the teacher must 
never lose sight of the fact that the attitude of the child 
toward good character is the all important factor. It matters 
little what the teacher’s attitude may be; if the child has no 
interest in the matter, little can be accomplished—M. IR. 
Kirk, see Chapter XI 








sit 
th 
Sc 


mM 


T . 
lk 





Ninriun YeARBOOK 


li- PROBLEMS AND DEVICES IN DEPARTMENTAL 
ng ORGANIZATION 
ly Herman Ritow 

Principal, Goethe School, Chicago, Illinois 
ts, 
om T MAY be of interest to principals who have not yet depart- 
>, . e ° “mM . . 
fas mentalized their schools to learn of the difficulties that this 
€ administrative change involves. The views expressed here are 
= based on the experience of the writer in two grammar schools, over a 


period of four years and are for this reason somewhat limited in scope. 

The writer applied the departmental organization to great advan- 
tage in two schools. First, in the Hayes School, Chicago, where the 
530 pupils above the first grade were divided in 12 divisions. Second, 
in the Goethe School where there are about 1030 pupils in 22 divi- 
sions. Irom the experiences in these two schools the writer believes 
that a departmental program can be applied to advantage in any 
school of six or more rooms, provided building conditions permit the 
movement of children or teachers without great loss of time. 

The suecess of the change from a typical to a departmentalized 
school depends much on the overcoming of administrative problems. 
Half-hearted or careless planning by the principal or too sudden 
application of the program may doom it to failure. The problems to 
be met are the following: (1) the curriculum and subject time allot- 
ment, (2 the length of period, (3) subject allotment to teachers, 
(4) pupil or teacher movement, (5) manual training, household arts, 
and gymnasium programs, (6) extra-curriculum activities, (7) tru- 
aney, (8) pupil control. 

The curriculum—In most cities the curriculum and the time allot- 
ment of subjects are decided by action of the Board of Education 
or of the superintendent. Yet principals with discretionary powers, 
should study the special needs of the school populations and should 
modify the curriculum to accord with these needs. Thus at the Hayes 
School the principal found his pupils were 96 percent colored and 
living in an unwholesome social environment. It was evident that 
provision had to be made in the curriculum for an unusual amount 
of character and health teaching. Changes were made to provide 
50 minutes a week for character education and 80 minutes per week 
for health training. At the same time the allotments for science, 
gymnasium, and English were reduced. Since negro children show 
a decided vocal talent slightly more time was allowed to music than 
the regular schedule called for. 

Similarly at the Goethe School, where the children come from the 
homes of laborers and of immigrants, it was found necessary to 

















320 ELEMENTARY Scuoot Princrpars 





devote more time to English, to history, and to manual training than 
was required by the new Chicago time allotment. Corresponding 
reductions were made in gymnastics and science. 

The length of period—Age and grade are two important factors to 
keep in mind in deciding the length of period. For practical pur- 
pose we may say that children in the primary grades do best with 
20 minute lessons, those in the intermediate grades probably do best 
with 35 to 45 minute lessons, and seventh and eighth grade pupils 
ean keep interested in one subject for approximately one hour. 

Yet the principal must not overlook the peculiar demands of each 
subject. In the lower grades, 15 to 20 minute drills in content 
subjects are almost ideal periods. Art and construction activities 
require at least a half-hour for efficient work. In the upper grades, 
manual training and cooking require 80 minutes or longer periods. 
Content subjects, such as arithmetic, correct usage, literature, com- 
position can be taught well in 50 to 60 minute periods. Art and 
drawing can be successfully taught in 40 minute periods, but longer 
time allotments are advisable. 

Teachers generally prefer the longer periods. The fewer changes 
are less bother and reduce pupil misbehavior. Later these problems 
will be discussed as opportunities for developing pupil self-control. 

Another factor is the official length of the school day. For ex- 
ample, in Chicago the five hour day is reduced by recesses to four 
hours and thirty-five minutes. The total time can be lengthened by 
sending the classes into their rooms 15 minutes earlier, thereby mak- 
ing an available school day of 280 minutes. The 280 minutes can be 
divided into four periods of 70 minutes each, or five of 56 minutes 
each, or six of 47 minutes each, or seven of 40 minutes each. 

Platoon schools frequently use the four period division of the day 
and can for all purposes be considered departmental schools organ- 
ized on a four period basis, gymnasiums and special rooms being in 
use all day long. The advantages of the four period division are: 

1. It can be used in very small schools, that is, in schools of four teachers 
or more. 


2. It can be used to advantage in old type buildings with four rooms to the 
floor making it unnecessary for either teachers or pupils to move from one floor 
to another for change of classes. 

3. It has the advantage over all other programs in fitting into the usual 
quartile division of the school day by recesses and noon hour. The time of 
passage coincides with recesses and lunch hours so that children move no more in 
this system than in the school with no departmental work. 


The division into five periods of approximately 55 minutes each 
has practically no advantage over the four period program. In fact, 





* the 


mo! 


riev 
lens 
ing 
if d 
oral 
adn 
the 


per 
Sec 
acti 


pla: 
red 


ina 
tha 
acd 
spe 
spe 
stu 
one 
By 
bee 
der 
be 


ver 
sul 


sta 
lur 
eXé 
cip 
to 

lite 
en 
ch: 
16 





Tr 


1 
f 








Tue Nintu YEARBOOK 





the extra period adds administrative difficulties in regard to the 


morning recess and the pupils’ wraps. 

The division of the school day into six equal periods will fit cur- 
riculum needs usually very well and provides a period of almost ideal 
length. Shortening the afternoon session and lengthening the morn- 
ing session fits the recesses in very nicely with six periods a day; or, 
if desired, the afternoon recess can be omitted. The six period pro- 
gram, just as the five period and seven period programs, have greater 
administrative problems than the platoon or four period division of 
the day. 

The seven period program has two advantages. First, the seven 
periods place the recesses and noon hour at the usual hours of the day. 
Second, by using the last period (or any other) for extra-curriculum 
activities and remedial study, the children may spend a morning and 
an afternoon period each day with their home room teacher. This 
plan permits the teacher to keep close check on attendance and 
reduces the possibilities of truancy. 

In the first and second grades complete departmentalization seems 
inadvisable, because reading and correlated subjects make up more 
than half the curriculum. Also, children at six years need thorough 
acquaintance with one teacher who understands their half-articulate 
speech and ways. Ilowever, we can successfully departmentalize the 
special subjects even in the first grade, 7. e., art, music, health, nature 
study, social studies, character education, and penmanship. One and 
one half hours a day will be found sufficient for these minor subjects. 
3y this scheme each teacher is relieved of five minor subjects and 
becomes the special teacher of one minor to six other rooms. Inci- 
dentally the principal is assured that no departmentalized minor will 
be neglected. 

In any departmental scheme it will usually be found very con- 
venient to have all the periods of the same length and therefore to 
subdivide the curriculum in equivalent or equal time allotments. 

Alloting curriculum subjects to teachers—Having decided the 
standard period it is relatively easy to combine parts of the curricu- 
lum so that the time allotments cover the subjects to be taught. For 
example, the new Chicago course of study, as amended by the prin- 
cipal ofhe Goethe School, allows in the upper grades: 200 minutes 
to arithmetic, 200 minutes to English, 120 minutes to reading and 
literature, SO minutes for physical education, 80 minutes for sci- 
ence, 280 minutes for social studies (history, 120, geography, 80, 
character education, 40), 80 minutes for art, 80 minutes for music, 
160 minutes for manual arts, and 200 minutes for extra-curriculum 


7 












322 ELEMENTARY Scuoo. PRINCIPALS 





activities. A total of 1500 minutes, or 1200 minutes net for the 
school studies. 

Dividing the curriculum among six teachers means each must take 
care of 200 minutes of curriculum studies. Therefore, in our upper 
grades it was necessary to assign one full-time teacher for English 
and one full-time teacher for arithmetic. Another teacher chose 
geography and science as her first choice so she was given geography, 
science, and health. One teacher chose literature and art in combina- 
tion with gym classes. A fifth teacher was given history in combina- 
tion with manual arts from special teachers. The remaining teacher 
had chosen music and was alloted character education both in com- 
bination with manual arts. The last two teachers were assigned to 
teach their subject specialties to 10 classes each. Assignments in the 
lower grades showed similar combinations of studies. 

Two methods can be used to pick the subjects allotted to each 
teacher. One method has partly been described above. The teachers 
are notified of all the possible combinations of subjects and each 
teacher is requested to state her first, second, and third choices. It 
is usually easy to so arrange the program that each teacher gets either 
first or second choices. 

The second method is to allot to each teacher the subject or sub 
jects she teaches best. When this method was tried at the Hayes 
School the art supervisor and the musie supervisor chose the same 
teacher for their specialties, while the principal wanted this teacher 
for reading and composition. It is the opinion of the writer that the 
teacher’s own decision is a better guide to her special ability than a 
selection based on the judgment or experience of the principal. The 
latter method is most useful in deciding between two teachers who 
have selected the same subject for first choice. 

Pupil or teacher movement—In any scheme of departmental or- 
ganization the principal must decide whether the teachers or the 
pupils are to remain in the homerooms. Each choice has its advan- 
tages and disadvantages. 

In one plan the teachers remain in their own rooms and the pupils 
pass from room to room in accord with their programs. This plan 
is the only possible arrangement for subjects requiring specially 
equipped rooms. Manual training, household arts, gymnasium, and 
the laboratory sciences can be studied best in rooms specially 
equipped and arranged for these activities. Freehand and mechani- 
eal drawing are also taught to greatest advantage in rooms equipped 
for the purpose. In subjects like English and mathematics where 
books can be repeatedly used by succeeding classes or where the 
Board of Education supplies the texts, a great saving in textbooks can 





ora 
roo 
tio! 
mo 
the 


ore 
cla 
fre 
to 


9 
V5 


gr: 
an 
10 
flo 
th 
el; 
th 
th 
in 


bi 





» the 


take 
pper 
rlish 
hose 
phy, 
ina- 
ina- 
cher 
‘om- 
1 to 
the 


ach 
ers 
ach 

It 
her 


ub 
yes 
me 
1er 








Nintn YEARBOOK 





—— 


be effected by having the children move from class to class. One 
set of books can then be used for three or four classes and the cost 
of textbooks reduced more than 50 percent. If there is a definite 
budget allowance to each school for textbooks (as is usually the case 
in large cities) this money can be used to better advantage when the 
teachers remain in their rooms. 

The disadvantages of having the children move from room to room 
are the following: 

1. With each change from class to class the children must take their books and 
effects with them. This shift leads to many petty troubles and annoyances. 
Children are prone to forget books or pencils and to ask for permission to get 
them with consequent interruption of two classes. 

2. The movement from class to class is time consuming. 

3. Books, clothing, and pads are frequently lost. 

4. Truants find it easier to remain absent from periods where the teacher is 
“easy ” rather than inspirational. 

Generally speaking the movement of teachers is more advisable in 
grades one to four inclusive. The movement of the children from 
room to room is more expedient in the upper grades from an educa- 
tional or character training viewpoint. In any grade, however, the 
movement of the teachers causes far less administrative trouble than 
the movement of the children. 

A device that reduces routine difficulties in pupil movement pro- 
grams is to arrange the sequence of rooms to be used by any group of 
classes so that as far as possible movement is made between periods 
from each room to the nearest adjoining room. The reader is urged 
to study the text of the next section in connection with Tables 1, 2, 
3, and 4. 

Table 1 shows program of the seventh and, eighth grades. These 
grades are divided into six divisions numbered 34, 36, 15, 16, 17, 
and 18, and are located respectively in rooms 304, 306, 105, 106, 
107, and 108. Rooms 304 and 306 adjoin each other on the third 
floor. The other four rooms are on the first floor. The program shows 
that divisions proceed from gymnasium work on the third floor to 
classwork in adjacent rooms. Classes on the first floor proceed to 
the basement where woodshop and household arts are taught. Hence, 
the academic subjects which are followed by health work are taught 
in rooms nearest the gymnasium. Music and history, which are com- 
bined in time allotment with practical arts, are assigned rooms near- 
est the shops. This simple arrangement economizes time and elimi- 
nates behavior problems. 

Table 4 shows the partial departmentalization in the first and 
second grades from 10:35 to 12:00 noon. Each teacher give three 











324 ELemMentary Scuoot Princieais 





half hour lessons in her specialty to five classes (exclusive of her 
own) during the week. The teachers move from room to room dur- 
ing the one and a half hour of each day completing the following 
series just three times each week (omitting the homeroom ) : 207, 206, 
205, 108, 102, and 101. 

For example in Table 4, the nature study teacher, whose home- 
room is 205, will begin Monday at 10:35 in Room 103, will con- 
tinue to 102 and 101 the same morning. On Tuesday at 10:35 she 
goes to Room 207, then to 206 and 103. At the end of each period 
she moves to the next room in the sequence, but always omitting 205, 
her homeroom. 


TABLE 1—SEvVENTH AND EIGHTH GRADE PROGRAM AT THE GOETHE SCHOOL 















































Period Number and Time 
Group fin ater 
Grade ora" | 
Div. Activities Rm. 1 2 3 4 5 6 | 7 
No. No. | 9:00 9:38 | 10:35 | 11:17 1:15 1:50 2:36 
9:38 10:20 11:17 12:00 1:50 2:30 3:15 
I Composition—E | (36)? 
7A Usage, 
Grammar—U 34! 36 17 16 15 oe |. 
34! | Spelling—W 304 |EUEWE|/EUEWE!|}EUEWE|EUEWE|EUEWE/|EUEWE, Q 
Remedial 
Study—Q | 
I Literature and | 
8B Library—L 
36 Art—R 36 34 16 17 18 15 36 
Remedial 
Study—Q 306 | RRLLL| RRLRL} RRLLL| RRLRL| RRLLL} RRLLL | QQDQQ 
Art Club—D | 
I Geography—G | 
8A | Science—N 15 16 34 18 17 | 36 | 15 
15 Health—Y 105 |GGNYNIGGNYN|GGNYN|GGNYN/IGGNYN GGNYN)| GQVQQ 
Travel Club—V 
Remedial | | 
Study—Q | 
16 15 18 34 36 17 | 16 
I Arithmetic—A AAAAA! AAAAA| AAAAA| AAAAA! AAAAA| AAAAA! AQQQQ 
8A-8B} Remedial | 
16 Study—Q 106 (15, 17, 
|} 18) 
I Music—M 17M 18 M 15M 36 M 34 M 16M 
7A-7B| Character Ed.—C 43 M 18 M 31M 36 M 37M 16M 17 
17 | Orchestra—O 107 | 17M 38 M 15M 43 M 34M 31M | QOQQQ 
Remedial 
Study—Q 37 M 18C 38 M 36 C 43 C 16C 
17C 31C 15C 37 C 34 C 38 C | 
I 18 H 17H 36 H 15H 16H 34H 
7B-6A| History—H 18H 43 H 36 H 31H 16H 37H 18 
18 Remedial 
Study—Q 108 | 38H 17H 43 H 15H 31H 34 H QeQQQ 
Glee Club—e 18 H 37 H 36 H 38 H 16H 43 H 
31H 17H 37H 15H 38 H 34 H 
































1 Division No. 34 starts the day in its homeroom 304. The letters EUEWE in the first period mean: 
Monday, composition; Tuesday, grammar usage; Wednesday, composition; Thursday, spelling; and 
Friday, composition. During the second period Division 34 is in Room 306. The last period finds Divi- 
sion 34 back in its homeroom for remedial study. 

2 Division 36 is sent to the homeroom of Division 34 on certain days so as to release a teacher for 
extra-curriculum activities. Note that Divisions 15, 17, and 18 aresent to Room 106 so as to release 
other teachers for club events. 





— 


Grou] 
Grade 
Div. 
No. 


—_— 


Tl 
6B 
43 


TABLE 2—Procram For Grovps II anp III (Grapes 3, 4, 5 AND 6) 





































































































aaa Period Number and Time 
Group R . Pa Aseaise paca: 
her —_ Activities No. aot ee 2 | a | 4 5 6 7 
No. 9:00 9:38 | 10:35 | Way | 1:15 | 1:50 2:30 
ur- | 9:38 10:20 11:17 12:00 1:50 | 2:30 3:15 
‘ Il Practical | | 
Lig Arts—T 31 T Boys 37 Q Boys in | 38 Q Boys 43 T 
6B Boys’ | 
06, Couneil —B) 4 | 17Tin 15TR.4 | 34 Tin BF 
43 | Girls’ 
Council—F| and | 18 T R. 4 36 T 16 T R.4 IS 
Crafts 
ne- Guild—I 3 tle 9 15 T 34 T 43 T 
Needle 
Guild—sS and | 18 T Girls in R. 2 36 T Girls in R. 3 16 T Girls in R. 3} 43 T 
on- emesis 7 
Study—C 2 
she he. wit id See eee 
II Composition 
‘od —E 13 E 31E 37 E 38 P 
5A Usage, Gram- 
5 mar—U 38 E 43 UW 31 UW 38(43)Q 
’ 38 | Spelling—W 37 UW 38 UW 43 E 38(43)Q 
Health—Y 308 | 31 E 37 E 38 E 38 Q 
Penman- 
ship—P 43 PY 31 PY 37 PY 38 Y 
Remedial 
Study—Q 
- II Literature & 38 NL 43 NL 31 N 37 N 
na 5A-5B Library—L 37 R 38 R 13.R 37(43)Q 
37 Art—R 307 | 31 R 37 L 38 L 37(43)Q 
si Remedial 4 
Study—Q 43 L 31L 37 NL 37Q 
0 Nature d : : f aoe 
5 Study—N 38 N 43 NL 31 NL 37 N 
r Il | Arith- | 
metic—A 37 AG 38 A 43 A 31 A 
6A Geography 
—G 31 AG 37 AG 38 AG 31(43)Q 
31 Remedial 
Study—Q | 301 | 43 AG 31 AG 37 AG 31(43)Q 
— 38 AG 43 AG 31 AG 31 A 
37 AG 38 AG 43 AG 31G 
. III aie = sa 
tion—E 
QQ 5B Usage Gram- EUEWE] LLLLL |RRMMM| PYPYC |GNHNG| AAAAA | QQJQQ 
mar—U | } 
aa 35 | Spelling—W | 305 | 
Remedial 
Study—Q | | 
Journalism : 
QQ Club—J | 
III | Arith- | 
sits metic—A 
4A | Remedial ; Es 
QQ 24 Study—Q 204 | AAAAA | EUEWE| LLLLL — MM| PPPYC |GNHNG| QQQQQ 
- III | Geography 
—_ —G 
44-4B| History—H ; 
23 Science—N 203 |GNHNG]| AAAAA | EUEWE| LLLLL | RR-MM| PPPYC | QQQQQ 
2Q Remedial } 
Study—Q | 
III | Penman- 
ce ship—P 
4B-3A| Health—Y 
22 | Character j 
Ed.—C 202 | PPPYC | GNHNG| AAAAA | EUEWE | LLLLL | RR-MM! QZQQQ 
Q Remedial 
Study—Q 
Harmonica 
Club—Z 
: III | Art—R aes 
a 3A | Music—M 201 |RRMMM| PPPYC |GHNHG| AAAAA |EUEWE| LLLLL | (35)1 
= 21 | Remedial 
sl Study—Q QQQQQ 
‘or III | Literature & eote , | Bi Bills 
se 3B Library—L] 208 | LLLLL |RRMMM| PPPYC | GHNHG | AAAAA|/EUEWE;/ QQQQQ 
28 | Remedial 
Study—Q 
{ 325 ] 








326 ELemMentary Scnuoort Principaus 































































































TABLE 3—ProaGramM oF SpECIAL ACTIVITIES . 
Period — adr 
Type of Program Day |— Se ee 
1 2 3 4 5 6 7 1 
—— ‘ ———— ———— peri 
Gymnasium 2. 
Program we 
Boys’ Council ae 
ant ee Mon. | 15, 16 | 34, 36 | 37,38 | 37, 38 | 43, 31 | 43,31 | B&F = 
Girls’ Council 3. 
co ee boys | boys | boys | girls boys | girls roo 
enero Sco Soe SN 4 
Dance Club 5. 
—b.......| Tues. | 15, 16 | 34, 36 | 17, 18 | 17, 18 | 35, 24. | 35,24] b ree 
girls girls girls boys | boys girls | dance 
club 
Wed. 23 22 21 vic 
boys & | boys & | boys & mo 
girls girls girls 
ae at 
Library Div. 38 7th Period—Ist & 3rd Thursday of every school month. ne: 
Program Div. 37 7th Period—2nd & 4th Thursday of every school month. an 
Div. 15 7th Period—Ist & 3rd Friday of every schoo! month. ans 
Div. 16 7th Period—2nd & 4th Friday of every school month. : 
a ee Tae — ——— in 
Assembly Group I & Divs. 43 & 31—7th Period on Thursdays. ar’ 
Program Group III & Divs. 37 & 38—7th Period on Fridays. pes 
Group IV & Kindergarten—9:15—10:00 on Fridays. 17 
untae catsninentingl — ch 
nu 
TABLE 4—Procram For Group IV (GRADEs | AND 2)! el: 
—— ——s ——————- mi 
G IV IV IV IV IV IV 
Grade 2A 2A 2B 1B 1A 1A th 
Div. No. 27 26 25 13 12 11 qu 
Specialty a og 
Taught by | Penmanship Art—R Nature Character Health—H | Music—M 
Div. Teacher —~P Study—N _ /|Education—C ex 
10:35 Mon. | 206 205 103 102 101 207 a 
Tues. 102 101 207 206 205 103 
to Wed. 205 103 102 101 207 206 els 
Thurs.| 101 207 206 205 103 102 sa 
11:00 Fri. 103 102 101 207 206 205 
— — oe . re 
11:00 Mon. 205 103 102 101 207 206 ve 
Tues. 101 207 206 205 103 102 S 
to Wed. 103 102 101 207 206 205 
Thurs. 206 205 103 102 101 207 el: 
11:30 Fri. 102 101 207 206 205 103 
— tw 
11:30 Mon. 103 102 101 207 206 205 at 
to Tues. 206 205 103 102 101 207 I 
Wed. 102 101 207 206 205 103 fo 
12:00 Thurs. 205 103 102 101 207 206 G. 
Fri. 101 207 206 205 103 102 , 
' Departmentalized for part of the total school day. The numbers 206, 102, etc., indicate the rooms to ra 
which the teachers move as the children stay in their homerooms. pe 











h. 
h. 








Tue Ninru Yrarsoox 








—_—_—_—_—_—_—_—_——— 


The method detailed above can be summarized in the following 
administrative steps: 

1. Divide the time devoted to departmental work into a number of equal 
periods. 

2. Divide the curriculum into subject groups of equal time allotment and 
into as many parts as there are classes taking part in the program. Assign to 
each teacher the subject she prefers or can teach best. 

3. Arrange the rooms taking part in a sequence determined by proximity of 
rooms. 

4. Circulate classes or teachers according to the sequence. 

5. Put in the irregularities of program caused by practical arts and gymnasium 
classes, after the regular sequence has been properly programmed. 

The hat and coat problem—In high schools each student is pro- 
vided with a personal locker. In departmental schools it is much 
more advisable to permit children to take hat and coats with them 
at each dismissal and bring them at the end of recess and noon to the 
next room. At fire drills and at regular dismissals much confusion 
and loss of time can be avoided by arranging the program or room 
sequence so that each class is as close as possible to its wraps. Thus 
in Table 1 it will be noticed that two room sequences have been 
arranged: divisions 34, 36, and 15 use one sequence, divisions 16, 
17, and 18 use the exact reverse sequence. By this arrangement the 
children hang their wraps in the room they oceupy during the odd 
numbered periods, then during the even numbered periods each 
class is next door to its coats and hats. In ease of fire drill or dis- 
missal classes can obtain their wraps quickly. In the second place 
the movement of classes between the first and second (and subse- 
quent) periods is reduced to an exchange between adjoining rooms. 

The movement to adjacent rooms is true in every case of class 
exchange. The teachers can thereby keep close watch on the move- 
ment of their children. Had the program been arranged so that all 
classes moved in the same direction, there would be some classes 
moving from third to first floor and vice versa. Such shifting about 
results only in confusion and trouble later on when the children must 
get wraps for dismissal. 

Extra-curriculum activities—To avoid interrupting the regular 
class work, extra-curriculum activities must be confined to one or 
two special periods per day. Since extra-curriculum activities fre- 
quently require more time than allotted, it is wise to place the period 
for these activities at the end of the day. For this reason at the 
Goethe School the seventh period was assigned for these activities. 

Club activities, museum, park, and library visits, assembly prepa- 
rations and rehearsals, and study periods are all held during this last 
period. Confining all special activities to one period obtains the 








328 ELEMENTARY Scuoont Principans 





wholehearted cooperation of all teachers for these activities because 
special requests for pupils can be granted without interfering with 
any teacher’s routine. 

Truancy— Departmental programs, in particular when the chil- 
dren move from room to room, make truancy easier. Yet the desire 
for truancy is usually reduced because improved teaching and vari- 
ety make school work more interesting. The following devices may 
be of help: 

1. Have each class spend at least one period each day in the 
homeroom. 

2. Let every teacher appoint an attendance officer for her divi- 
sion. Ilave these officers report to each teacher the day’s absentees. 
Each class teacher reports to the division teacher the absentees dur- 
ing her special period. 

3. Organize an attendance competition. Rate each class daily for 
attendance, marking one point off for every straggler, three points 
off for every tardiness per class, and 10 points off for every absence 
from class. The weekly score is 10,000 less the total of points off, 
divided by 100. Ilonor the elass of each group with the highest 
score as the banner attendance room for the week and let it have a 
flag to display for that week. Reward the room winning the flag most 
often during the semester by a party, a banner, a shield, or some other 
form of distinction. In my opinion the banner is the best type of 
reward and as the semesters pass on more and more rooms will 
gradually win a decorative banner. 

4. Notify the parents of each absentee unless the reason for the 
absence is known to be a good one. Investigate absences among the 
best girls and boys, because the first mis-step is the easiest to correct. 

5. When the children persist in being absent or tardy inform the 
parents by letter on the importance of punctuality and regularity, 
and enlist their cooperation. 

6. As part of the police or patrol corps organize a small group of 
junior attendance officers to make preliminary investigations for the 
truant officer. 

7. Notify the truant officer promptly of every truancy. 

Control technic—Experience shows that departmental work im- 
proves the conduct of the children as well as their interest in and 
love of learning. Good teaching begets good behavior. Yet supple- 
mentary control devices are often very useful. 

1. Good Manners Competition. The teachers rate each class for 
behavior. At the end of the week the ranks of all divisions are 


reported to each homeroom teacher. We rate the best behaved divi- 
e 





sion 
elas: 
teac 
shie 
bam 
est 1 
on t 
othe 


2 
jud, 
adv: 
mol 

s 
well 
eral 
the 
thes 
mer 
clas 

\ 
solv 
dev 
nin, 


18e 
ith 


1il- 


ire 
ay 


he 


CS. 
r- 


l= 





Tur Ninru Yrarsoox 329 








sion as 1, the next in good behavior as 2, as shown in Table 5. The 
class in each group which has the lowest sum total of rankings by its 
teachers will be given the privilege of keeping the good manners 
shield or banner for the week. At the end of the semester award the 
banner or shield to the class that has won the competition the great- 
est number of times. The marks for each class period may be posted 
on the blackboard so that each division may see how it compares with 
others. 


TABLE 5—Tue Dairy anp Composite Ratincs 1N Goop MANNERS 


Daily rating 
aataips.. “Saka 





r —— —_—————. Composite 
Div. M. r Ww. Th. F. rank 
| NE Pe ea re ee ee ty 1 2 1 l 1 
Bs dui giccadca a vivir eikielh eiedea caters 3 3 1 3 1 4 
ES ARCESIING Ses Acar pO ie ea Wr I 3 l 1 2 2 
DN ca biastck sides eateinceaine vin shee 2 1 4 4 2 5 
a So Scc ids Na ees kets wie 2 2 2 1 2 3 


2. A form of student government, preferably one in which elected 
judges are able to punish routine offenders quickly, can be used to 
advantage. A school penal code with definite punishments for com- 
mon offenses can sometimes be used to advantage. 

Summary—The departmentalized elementary school offers many 
well known advantages. The writer has taken these assets for 
eranted. He has discussed the administrative problems involved in 
the installation of departmentalized organization. Chief among 
these problems are: the time allotment, the length of period, the allot- 
ment of subjects to teachers, the pupil or teacher movement between 
classes, program making, truancy, and pupil control. 

Various practical devices are available to the principal who would 
solve the administrative problems with greatest ease. Useful as such 
devices can be, they do not release the principal from careful plan- 
ning and manipulation of the departmentalized program. 





or : aie 


EACILERS should feel the importance of yard duty. It 

should be something more than police work if its maxi- 

| mum value is to be gained. It is an opportunity to study the 
child in informal activities. The increase in good physical 


| tone and in good school morale is worth the time and effort 


spent in organizing yard duties effectively—R. W. Kret- 
singer, see Chapter VITT 











330 ELrementary Scuoot Princrpars 





———______ 


COMBINING THE PLATOON AND NON-PLATOON PLANS 


Rurus A. DuvALL 


Principal, North Birmingham School, Birmingham, Alabama 


IX YEARS ago, when the Poard of Edueation in Birmingham 

made it optional with the principals as to whether or not they 

would organize their schools on the platoon basis, the writer 
was one of those who requested permission to do so. Fortunately, we 
have a Board of Education that places responsibility on the school 
principal. Each school head manages all details of his school, so long 
us he is aggressively in line with the general policies of the Board, 
Ilence, no standardized platoon plan was handed to any principal. 





Organizing the upper grades—We gave considerable study and 
thought to both the objections and the advantages of the platoon 
organization. It seemed to us that the advantages of a platoon school 
center above the third grade, while the disadvantages are found below 
this grade. Ilence, we tried to effect an organization that would 
give us, as nearly as possible, all the advantages of a platoon school 
and as few of the disadvantages as possible. We could not join with 
that group of enthusiasts who say the platoon scheme guarantees 
everything to gain and nothing to losses. 

We believe that throwing little children into the routine of platoon 
school for their first experience away from home makes for losses 
which are vital in the early life of a child. Just where to begin the 
platoon school, of course, is a matter of judgment. 

The North Birmingham School, where the writer has been prin- 
cipal for the past eight years, has had an average of 1000 children 
and 32 teachers. An analysis of the situation showed that 16 see- 
tions would include our junior fourth grade and sometimes dip into 
our senior third grade for one or two sections. This plan makes the 
senior third a border convenience; sometimes being included in the 
platoon school and sometimes not. Should the school increase or 
decrease in size, we would inerease or decrease the number of sections 
in the platoon school so as to leave the mark of separation about the 
senior third grade. So far, the writer has not tried to justify his 
reasoning in the organization of this school, but has simply endeav- 
ored to explain what has really happened. 

The lower grades—We should call attention to the fact that we do 
not refer to the 10 classes below the platoon school as “ traditional 
or typical” for they are today a new type of one-room classes. The 
writer does not believe that there is a single teacher in this school, 
who does not favor the platoon school organization. We acknowledge 





am 
ley 
ter 
we 
001 
ng 


rd. 


nd 
on 
ol 


ld 


ol 


_— 


\e 





Tue Nintru YrArsBooKk 331 





that the platoon plan has brought us a broader vision of child life. 
We have succeeded in putting the platoon spirit of enrichment, activ- 
ity, and independence into these one-room classes through a most 
excellent group of teachers. These teachers have studied platoon 
school literature, sat through discussions of the platoon advantages, 
until now they have caught the spirit of the upper grade organiza- 
tion. They have woven many of its principles into the regular work 
in the one-room classes. In these classes the thought, position, and 
activity of every child is changed in some way every 20 to 25 min- 
utes. With two daily basement and fountain periods of five minutes 
each and two play periods of 20 minutes each, there should be no 
stooped shoulders or other physical defects as a result of being tied 
down in school. 

In these lower grades one can find all sorts of life-like actions. 
These good teachers, by use of action words or actions games, get 
responses in action. [by means of flash cards and phrase cards, or 
words written on the board and covered with a regular window shade, 
children are instructed to do “ what this says.” It may say, “ stand 
up,” “ go to the window,” “ raise your hands,” or what not. In these 
rooms where teachers have learned to present their work through 
active play, all the physica] benefits resulting from the platoon school 
are readily available. 

We are not only taking care of the physical life of the children in 
these grades, but we are giving them the advantage of expert teach- 
ing. A schedule is arranged through the principal’s office so that 
writing, musie and art are taught by experts who go from room to 
room. If a teacher does not do any of the above subjects well, it has 
been arranged for him to do something else while an expert in these 
subjects comes to his class and teaches these subjects for him. In 
this way we are using an adaptable type of specialization, because the 
scope of work in all these lower grades is about the same and does 
not have a gap like going from the first to the eighth grade. 

In fact, some of our most effective work is done in these lower 
erades where the work is unified around some vital interest and activ- 
itv. The good primary teacher correlates the work of the tool subjects 
around the social experiences of the children. Getting the expres- 
sions of these experiences together with the dramatization of stories 
and the observance of special days does the same thing for the chil- 
dren in these classes that the auditorium period does for the children 
of the upper grades. This unified plan does not separate the subjects. 

it allows the teacher to teach children and not subjects. Very fre- 
quently, numbers, reading and writing all enter the same experience 








332 ELEMENTARY Scuoo.t Principats 





so that it becomes difficult and inadvisable to draw a sharp line be- 
tween them. The plan also enables a teacher to begin a recitation or 
end it as his judgment may direct. It enables him to follow the 
thought and inclination of his children which is more important at 
this age than bells. 

Summary of adv antages —If there is farther need for the writer to 
justify his position in this organization, he may say that there is all 
the argument for a non-platoon division of any school that there is 
for junior high school. At best, there is a tremendous amount of 
new material for a child to learn and new situations for him to 
adjust himself to when he leaves home for school the first time. 
There is so much, in fact, that a “ breaker ”’ from home to platoon 
school makes a happy combination. Platoon school life presents more 
new situations than a young child can meet successfully. 

Edueation is largely habit formation, and in order to form habits, 
one must have continued practice in that situation. The one-room, 
one-teacher situation is more favorable to definite and right habit 
formation and attitude than is the continuous change. In order for 
anyone to do one’s best, one must be happy. A very young child is 
happier with his one-room, one-teacher, one-group, than he can be 
with the platoon school trying to keep up with various and sundry 
materials, caps and coats. 

Again, the non-platoon unit is desirable because the equipment for 
the lower grades is very essential and must be prepared solely for 
these grades. An effort to go from the first grade to the eighth grade 
leaves too large a range for any set arrangement or equipment to 
cover satisfactorily. Not only this, but rarely ever would a teacher 
have enough breadth of vision to adapt himself one period to the 
understanding of a first grade child, and another period to the under- 
standing of an eighth grade child. The inclination is too strong 
to average the difference, and make upper grade work too easy for 
upper grades, and lower grade work too difficult for lower grades. 

Finally, primary teachers are specially trained for primary work, 
while the upper grade teachers frequently are not. With a program 
arranged as ours, the writer feels that we can come nearer reaching 
our goal of making education life itself for every child in every 
grade. 





ci] 
a ¢ 
Cl] 
ho 
is 


tic 


ev 
wl 
to 

ch 
th 
otl 





CHAPTER VIII 
SCHOOL MANAGEMENT PROBLEMS 
SELF-DIRECTION IN AN ELEMENTARY SCHOOL 


A. Vircintia ADAMS 


Principal, East Avenue School, Vineland, New Jersey 


EMOCRATIC administration is that clever handling of a 
D situation whereby children, teachers, parents, specialists, and 
janitors divide duties and lend aid in such a way that the prin- 
cipal finds the leisure of the Deity to whom a thousand years are but 
a day.’ With such peace of mind born of genuine good-will the prin- 
cipal guides individuals belonging to the school, answers questions, 
holds conversation with big and little ones, admires, appraises, and 
is altogether human. Though this all sounds idealistic and imprac- 
tical, it is truly living the “ do unto others” of the Golden Rule. 

Henry Turner Bailey has said, ‘‘ In a work of fine art, every line, 
every element is significant, and all are related in such a way that the 
whole is greater than the sum of its parts.” It has been our dream 
to make the administration of our school a work of fine art like a 
chord of music. In describing our program the writer hopes to show 
the gratitude she feels for many marvelous helpers and to suggest to 
other principals some useful procedures. 

We have a 16 room building occasionally housing 18 teachers. The 
building has no auditorium or assembly room which fact alone has 
required originality in plan of administration. Since our taxable 
property is not great in value, the school’s equipment is somewhat 
meager. This shortage has been a blessing in disguise, for it has 
encouraged much of the marvelous growth among teachers and chil- 
dren. Necessity is the mother of invention today as much as yester- 
day, and unfortunate, indeed, is the child or adult whose life pre- 
sents no struggle for supremacy. We have no clerical help, and yet 
with this handicap we find time for others, as the 86 teachers and 
principals from distant cities who visited with us during the past 
school year. 


*The writer acknowledges much guidance from such books as: Hyde’s, The 
Teacher’s Philosophy; Tralle’s, The Psychology of Leadership; Cobb’s, The New 
Leaven; Lewis’, An Adventure with Children; Yeoman’s, Shackled Youth; and 
Maeterlinck’s, Wisdom and Destiny. 


[ 333 ] 











334 Ev_ementary Scuoont PRINCIPALS 





The reality of administration is so vivid, yet so personal, that the 
setting down of the plan proves a difficult task. It is upon an intan- 
gible something we rely, a something one can feel and enjoy rather 
than talk about. Perhaps this something is called “ spirit,” or per- 
haps it is just called ‘“ common sense,” but in either case it gives 
zest and love for our school and its work. 

Our plan is simple—We allow persons the great pleasure of help- 
ing wherever and whenever they discover the opportunity. No help- 
ers are appointed by anyone other than the individual himself. Any 
person large or small seeing a need, seeing a niche to fill, a spot in 
which to work appoints himself to that duty and continuously and 
faithfully attends to such matters of administration. Eyes are keen 
where hearts are light and praise is plenty and sincere; therefore, 
matters of routine receive adequate attention. To the boys and girls 
the school is a work-centered school. Errors they make, yet seldom 
the same error twice, for is not the school theirs to administer? 
Recently a member of one of our families was transferred to another 
school because of crowded conditions. The older brother, now twenty- 
one years of age, took the small sister to the city superintendent’s 
office, where he entered complaint in this wise: “‘ My sister must not 
be transferred. She cannot go to another school. You do not under- 
stand. When I was in that school I ran the school for Mrs. A. It 
is our school.”’ And so, bless his heart, it 7s his school. He was little 
James from southern Italy, with an unusual power of organization, 
a sense of justice, and loyalty to duty. He ean rightfully boast of 
achievement, for when tragedy entered the home of his principai 
James could report for his school at the end of her two weeks of 
absence, “All is well.” 

Perhaps the reader now visualizes the problem and the purpose 
back of our plan of administration. Division of labor, self-appoint- 
ment to position, naturalness of setting, recognition of effort, and 
praise for achievement. The execution of this plan provides for 
duties attended to by children, teachers, parents, janitor, specialists, 
principal, and public. 

Duties of children—Our boys and girls have built up a philosophy 
for living today, expressed at times thus: “We are Americans and 
American ends in J can.” These boys and girls boast of no student 
council or of any authority other than being units of a single school 
organization. As principal, the writer arrives at the building by 
eight-thirty. The time of opening of doors for children to enter 
varies with the weather. This lack of fixed rules allows freedom for 
forming judgment and gives the human touch we so desire. Tony has 








liv 
the 


hit 
th 
fir: 
ho 
ai 


do 
sm 


fri 


su 
ou 
tu 





rh 


ee led 





Tur Ninru YEARBOOK 335 





lived these past five years patiently awaiting his hour. It struck on 
the morning of September 4, 1929 when a dignified Tony was found 
caring for the early comers. By his efficiency, Tony that day elected 
himself as Captain of the School, and each day serves as added proof 
that Tony’s judgment of this matter was most excellent, although at 
first his initiative was a surprise to several grown-ups. Tony knows 
how well his principal enjoys a good joke, a story, an opportunity to 
aid a teacher, and so Tony often administers while Mrs. A. supervises. 

When muddy days come Harry meets the host of babies at the 
door, helps them remove galoshes, and close umbrellas. Harry was 
small, not so many years ago, and he knows how it feels to have a 
friend. 

Vineland is widely advertised for its beauty; therefore if, for no 
other reason, there must never be paper on our grounds. This prob- 
lem is easily managed, for, as the pupils pass in and out, they pick 
up bits of rubbish and place them in handy receptacles. Many hands 
make light work. In this connection, we should not forget Charles, 
four years retarded, according to a Binet test, who has assigned him- 
self as caretaker. 

When pupils enter our school careless in morals the principal has 
little cause for worry. There are several hundred standbys, know- 
ing what is right, who will quickly explain that stealing, swearing, 
sneaking are things “ not to be done ” in our school. 

Invitations, letters of thanks, articles for newspaper publicity are 
cared for by Nancy or Thelma or Joe. These children have reasoned 
that whether principal is present or absent, idle or busy, the cour- 
tesies of every day life must go on. 

Tuesday is Bank Day, or Thrift Day. For more than three years 
the bank bag containing material has returned from the bank each 
Monday quite unobtrusively arriving upon the desk, mutely testi- 
fying to administrative cooperation. 

During the World War music played a major part in a nation’s 
successful policy of democratic administration. Music is useful at 
our school. The following words were written by a fifth grade to the 
tune of “ Smiles ”: 

In our school we're very happy 

In our school good health is the rule 
That is why we try not to be absent 
Tardy, slow, or show no self control. 

We all work to try to beat our record 
And uphold the morals of our school 

We are working for one great big motive 
Citizens of East Avenue. 





336 ELEMENTARY Scuoot PrIncIPALs 





The words, loved greatly by the student body, have bolstered a 
spirit which in turn gives the principal and teachers many hours for 
pleasant supervision instead of wearisome administration. Day by 
day we continue planning, making judgments, doing that which will 
develop in others a behavior pattern not for school alone, but for all 
of life. 

Dulies of teachers—First, and greatest, by far, is that conscious 
determination within each individual to do, to be, to know, and to 
solve. Teachers with such desires are bound to read and to discuss, 
to visit and to question, to experiment and to check, thereby mak- 
ing teaching a profession, and each classroom a charming place for 
the occupants. 

Our teachers, not to be outdone by pupils, become “ understudies ” 
of the principal. They feel the responsibility for the success of the 
entire school-unit. They travel and bring back ideas, welcome visi- 
tors, aid others with investigations and achievements, and make it a 
pleasant duty to sell the school to the public. Yet such teachers 
can laugh, tell jokes, and be happy, normal persons. 

A school faculty thus equipped releases the principal from so 
many, many unnecessary or trifling details in administration that it 
is not hard to find time for much cheerful supervision, guidance, and 
advising. 

Duties assumed by parenis—Our parent-teacher association has 
the slogan: ‘‘ The child is the starting point, the center, and the 
end.” * The aim placed upon the printed yearly program is to be 
“A progressive P. T. A. in a progressive school.” With such aim 
and such slogan no parent-teacher association would be guilty of tax- 
ing the principal with arranging programs, entertainments or other 
detail, which has so frequently used the time needed for supervision. 

The philosophy of our district prevents nagging or calling atten- 
tion to minor matters. Patrons are not willing to pay either princi- 
pal or teachers for time spent investigating trifles, such as neighbor- 
hood quarrels and childhood’s imaginative wrongs. Such philosophy 
may be worded: ‘‘Good business is never done except in a happy 
frame of mind.” 

Parents accept the obligation to send boys and girls to school 
regularly, clean, and healthy. They know that the home can facili- 
tate school administration by sending children ready for the day’s 
activities. Such parents have a keen sense of administrative values. 
Sometimes they seem to be asking in their homes: Ilow can we save 





*Dewey, John. The Child and the Curriculum. University of Chicago 
Press, 1902. 











— © 


— — 


Cha 





Tue Nintru YEARBOOK 337 





our principal for the supervision which stands by patiently watch- 
ing, guiding, or applauding creative effort ? 

Duties of the janitor—Our janitor has greater school spirit than 
many other janitors brought to my attention. Since he was once an 
English gardener, he holds the self-appointed office of landscape artist 
and interior decorator. He is never satisfied with his assigned tasks 
but devises surprises which bring him the thanks of boys, girls, teach- 
ers, and parents. M. G. is a gentlemen who understands the value 
of patience with thcughtless children and busy teachers. His skill 
with all responsibilities saves the principal many wrinkles. Allow- 
ing a janitor freedom of action is one important formula for the 
efficient, democratic administration of a public school. 

Duties of specialists—Supervisors and special workers help by 
reporting strengths in teachers and pupils, by keeping cumulative 
record cards, by planning observances for special days or weeks, by 
checking supply needs, and by adding their cheering laughs to the 
happiness of the building. We like to have them visit us and become 
a part of our “ construction gang.” 

One specialist we especially enjoy is our city superintendent. He 
performs his duties as only a big man does, namely, by allowing 
others to understand and work out the common problems of the school 
system. By this cooperation of city and building administration the 
group releases superior officers for the greater duty of getting into 
close communion with little children. The superintendent dispenses 
with so much of the unreal and focuses definitely upon the real object 
of education, thereby making democratic administration a reality, 
not only a vision. 

Duties of the principal—We summarize the principal’s contribu- 
tion to democratic administration as follows: 

(1) To plan definitely, not alone for the day or week, but for the 
end desired 

(2) To allow others to work, trusting to their judgment, realiz- 
ing that the leader of the symphony orchestra does not play—he 
conducts | 

(3) To execute his special duties with tact and despatch 

(4) And last, but by no means least, never to take himself too 
seriously. 

Duties of the public—School administration relies greatly upon 
the clubs and organizations maintained by the people of the com- 
munity. Our outside help includes: the Rotary’s responsibility for 
the school’s band, the Elks’ assistance with the crippled kiddies, the 
Woman’s Club’s provision of milk to our undernourished pupils, and 








338 ELemMentTARY Scuoot Principats 





the Kiwanis’ aid to clean sports. These and many other helps are 
ours for a suggestion only. 

Schools sometimes have special friends. We delight in the friend- 
ship of a wise and patient man from the “ outside” world. Ie has 
met with us and given financial aid because it has been a pleasure 
for him to see our school thrive. Verily the great men of history are 
not all recorded in books. 

Summary—Now you know the administration which seems to us 
really democratic. The substance of the whole matter is to emphasize 
essentials, or to do the things that count. If one’s school is a factory 
it must be run as factory with great concern for things mechanical, 
but with this type of administration we concern ourselves little. The 
thing that counts here is the child. 

Our administrative policy may be summarized as follows: division 
of labor in order that all the creative energies and social virtues 
deveiop for each individual through freedom. It has been our way of 
solving the necessary problem of social control. Since it so largely 
approximates the natural home life, which should be the heritage of 
boys and girls, we recommend the democratic way to others. 








HE writer is not a fanatie as regards intelligence and 

achievement tests, and he has no sympathy with those 
who would relegate a child to the “ dumb bell ” class because 
he fails to get a high I. Q. or I. R. in a group test. Yet these 
tests, when rightly used, can supply valuable information to 
the teacher and give him an insight into the child’s mind 
which can be gotten no other way.—Leonard M. Patton, see 


Chapter X 














Tue Ninru YEARBOOK 339 








MAINTAINING COMMUNICATIONS WITHIN THE BUILDING 
O. D. ENFIELD 


Principal, Eastman School, Los Angeles, California 


EEPING in touch with teachers and pupils of a large elemen- 
K tary school is often a troublesome problem. Its solution is 
closely tied up with the efficient use of various devices in the 
management of a school. Most of the administrative problems con- 
nected with a well organized school, such as yard duty of teachers, 
supervised play, safety patrol and safety education, may be greatly 
facilitated by means of well-organized devices for keeping in touch 
with teachers and pupils. These devices wil be discussed under the 
sub-heads of the following article. 

Circulating notices—How best to avoid continuous interruptions 
of classroom work is a question that is always before us as principals. 
Few principals realize how much of the teacher’s valuable time is 
used in reading notices sent during school time. A record kept over 
a period of two weeks will reveal some startling facts. The writer was 
chagrined to find that teachers were interrupted as many as 10 times 
during a single day. Each notice required on an average of two min- 
utes to read, this meant 20 minutes each of 40 pupils’ time. Multi- 
plying this by 30 teachers you see why this is an important phase of 
administration. 

Notices to teachers and pupils are of two kinds, emergency and 
regular. Emergency notices are sent by monitors at 9 a. m. and at 
1 rp. m. before classes are in regular session. Regular notices are 
best managed through teachers’ organizations. All matters pertain- 
ing to safety, thrift, visual aids, and library may be put over to 
teachers and pupils through committee chairmen. In our school we 
use the following plan of committee organization. 


TEACHERS ORGANIZATION OF THE EASTMAN SCHOOL 


President 
Secretary 
3. Treasurer 
Representatives to the City Teacher’s Club (3) 
Chairmen of groups 

a. First and second grades 
b. Third and fourth grades 
ce. Fifth and sixth grades 

6. Committees 

a. Library 

b. Playground 

ec. Safety 

d. Thrift 

e, Visual education 


Ne 


oe 


\ These three chairmen meet the second Thursday 
| each month 


bass committee has representatives from the different 
| grades. Most meetings at the call of the chairman 








340 ELEMENTARY Scuoot PrINcIPALS 





7. Council 
a. General chairman 
b. Chairmen of groups 
(See 5 above.) 
e. Principal 
d. Vice-principal 


Six persons who meet the fourth Thursday of every 
month 


Bulletin board and mail boxes—These provide excellent means of 
keeping teachers and pupils in touch with school routine. The bulle- 
tin board for teachers contains all bulletins issued by the superin- 
tendent’s office and by supervisors of special subjects. All bulletins 
are reviewed by clerk and principal and the more important items 
are marked to call special attention. These notices are the basis for 
a daily calendar of meetings which is placed in mail boxes. 

The bulletin board for pupils contains all notices pertaining to use 
of playground apparatus, safety posters, cafeteria menus, athletic 
events, and paper drives. 

Mimeographed announcements—Mimeographed announcements 
such as letters to parents, letters to teachers, and principal’s notes 
are a great saving of teachers’ time. Letters to parents will be found 
to be a valuable means of putting over school activities of extra- 
curriculum nature. Letters to teachers provide a confidential con- 
ference that is well worthwhile. 

The principal’s notes are placed on the bulletin board each Thurs- 
day and contain references to the superintendent’s bulletins and 
reviews of teachers’ meetings. In this way teacher’s meetings become 
a matter of record. This procedure has proved most valuable in get- 
ting important notices over to teachers. F 

The teachers’ workbook—The teachers’ workbook as used by the 
writer is still in the making. Teachers tend to take down notes incor- 
rectly or to lose them altogether, and must bother the office with many 
unnecessary questions. Usually such inquiries pertain to schoolroom 
administrative procedures, such as keeping registers, arrangement of 
desk, making reports, and transferring of pupils. Much of the diffi- 
culty was eliminated by means of a sheet of instructions for teachers. 
Later it was found necessary to circulate the principal’s program so 
that teachers could send pupils to the office, or come themselves for 
conference at convenient hours. 


Tue PrincipaL’s ProGRAM AS OUTLINED IN THE TEACHERS’ WORKBOOK 


8:30— 9:00 Office hours for parents and teachers 
9:00—- 9:30 Mail 

9:30-10:30 Supervision 

10:30-10:45 Yard 

10:45-11:30 Supervision 





sch 
oth 
ela: 


fur 
del 


tes 


ort 


np 


fe 












nh 


form, Yet the mimeographed pages of devices assembled under one 


Tur Ninti 


Y LARBOOK 





11:30-12:00 Clerical 
12:00-12:30 Lunch and conference with teachers 
12:30- 1:00 Yard and seeing pupils and teachers 


1:00- 1:30 Clerical 

1:30- 2:30 Supervision 

2:30- 3:00 Conference with primary teachers 
3:00- $:30 Reports for plans for next day’s work. 


In a school of a thousand or more pupils it is necessary to have a 


schedule for visual education, library room, nurses schedule and 
others such as physical corrective work, speech correction, adult 
classes in millinery and sewing. 


In this particular school the counselor service has taken on a new 


function and in doing so many of the counselor’s duties have been 
delegated to teachers. This change has necessitated a schedule for 
testing. 


The playground committee worked out a set of rules for the play- 


ground and placed a copy in the hands of each teacher. 


PLAYGROUND RULES 


. Accidents—In case of accident, the office should be notified first and then 


the nurse. If the nurse is not present, notify parents and if parents are not at 
home, the child should be taken to the Emergency Hospital. In any case first 
aid should be given. 
Assignment of yard duty 
a. Primary teachers care for court and halls. 
b. Third and fourth grade teachers east side around swings. 
ce. Fifth and sixth grade teachers west side around swings. 
General 
a. Morning teachers see that monitors put up ropes and swings and supervise 
same. 
b. Teachers are to see that balls and bats are put away when bell rings. 
ce. Children not allowed in court at any recess. 
1. Morning and Noon—Grades Ist and 2d only. 
d. No child is to remain on grounds from 2:00 to 3:00 without note from 
parent giving valid reasons. 
Schedule for apparatus 
a. Slides and swings for kindergarten, first and second grades. 
b. Maypoles on west side are for boys in third grade and up and on east side 
for girls in third grade and up. 
ce. Bar south of bungalows for fourth, fifth, and sixth grade boys. 
Bar of east side for girls only. 
Small bar for grades 1, 2, and 3. 
O. D. Enrietp, Principal 
Epitu J. Hanson, Vice Principal 
Ina IRENE WHEELER 
FLorENcE Ray ELuiotr 
Playground Committee 


As stated earlier the teachers’ workbook is still in preliminary 








342 ELEMENTARY Scuoont PriIncIPaLs 





cover has proved to be invaluable both from the standpoint of time 
saved and improved administrative technic. Following is a list of 
contents of the workbook : 


CoNTENTS OF TEACHERS’ WorRKBOOK 


. Principal’s and vice-principal’s program 
. Sheet of general instructions 

. Directory of teachers including grade and room number 
. Sheet of classification scheme 

. Sheet of various schedules 

. Sheet pertaining to attendance 

. Schedule of testing program 

. Yard or playground rules 

. Principal’s visitation record 

10. Teachers’ administration organization 
11. Teachers’ instruction organization 

12. Seale for rating teachers 

13. Ideals of a superior teacher 

14. Excellencies of teaching 

15. Teachers’ self rating blank 

16. List of professional reading 


SCONOOrFR WN 


Summary—lIn this article the author has given devices which are 
already well known to most principals. “Yet the practices, unique in 
the Eastman School, may offer suggestions and additions to those 
already in current operation. 

In the mind of the author it seems the following conclusions might 
be drawn: First, by the use of these devices teachers are taught 
business-like methods; second, efficient devices certainly make for 
more accurate reports of various kinds; third, the time saved for 
pupils and teachers amounts to hundreds of dollars during a school 
year; and fourth, the time saved for the principal is invaluable. 





| KE page 135 for suggestions on how you can be of help 
to the Editorial Committee. 











de 








© 
NSS 
oo 


Tue Nintru YEARBOOK 





THE DELEGATION OF EXTRA-CLASSROOM 
RESPONSIBILITIES 


Epoar A. Stanton 
Principal, Lawton School, Seattle, Washington 


HE GREAT number of duties for which the elementary school 
| is responsible makes it imperative that many of them 

be assigned to others. A pupil or a clerk can attend to many 
details as well as or better than the head of the school. There are 
other matters that may safely be left to the judgment of a teacher or 
nurse. This leaves the principal freer for those questions of pupil 
adjustment, supervision, and community contacts that he alone can 
decide. ew people will disagree with the foregoing statement as a 
general proposition, but in actual practice among principals there is 
great variation of application. 

Part of this difference in delegating duties comes from the diver- 
sity in organization of the schools themselves. In a platoon school 
with a special physical training teacher the coaching of athletic teams 
is not the same as in a smaller institution of the traditional type. 
Where a clerk comes every day she can undertake duties that she 
could not easily perform otherwise. In some situations pupils can be 
trained more easily to assume responsibility. 

Plan of procedure—This last year one of the principals’ study 
clubs of Seattle, Washington, undertook to find the present practice 
in the delegation of extra-classroom responsibilities among its own 
members and those of another similar organization. Because of the 
character of the membership of the clubs it was felt that the prac- 
tice of the principals included would show desirable methods. The 
questionnaire attempted to get three kinds of information: (1) how 
some sixty duties common to most Seattle schools were assigned ; (2) 
who selected the responsible persons (thereby indicating pupil par- 
ticipation in management); and (3) the effects upon teachers and 
pupils when extra-classroom duties are assumed by them. 

Twenty-six replies were received, 14 from women principals and 
12 from men. Eleven of the schools represented have the platoon 
organization. Seventeen have eight grades, seven have six, while two 
have five. . 

The data on the assignment of responsibilities are given in 
Table 1. Replies to the second and third sections of the questionnaire 
were not satisfactory for tabulation. However, several general con- 
clusions on these last two sections have been included in the next 
paragraphs of interpretation. 








ELEMENTARY Scuoont PrRINcIPALS 





TABLE 1—TuHeE ASSIGNMENT OF ExtTrA-CLASSROOM RESPONSIBILITIES IN 
TWENTY-SIX SEATTLE SCHOOLS 





Number of schools Assigning Duty to each Person or Group 








Prin- 





Management ; Prin- | Prin- Teach- 
Activity Prin- | ‘ip#l | cipal | cipal |Teach-| ers hes 
cipal |, #@md | an and ers and |Pupils 
Teach-) pupils} Clerks Pupils 
ers 
EPR Seeewe, Seeiee Sarr : Soe Yee 18 
2. Stairways.......]..... Wis exactness gl Aer 17 
3. Basements 
See _) Sa See Ae » o Aeere 17 
RRR AR - Ree eee Seeaee | ee 18 
4. Grounds 
Before school .. 2) eee | hi Saas (ee 8 
Recess........ St Se _ | ee _) Eee 6 
CO eee 3S anaes eee 4 See 9 
Play period...|..... sl ee. eee 15 5 3 
After school... a ene, ae Beaeaaee 4 ) 
ER SE Saree, Saree. Mie. ancy: | 2 
5. Auditorium 
IN 5 conics dhsiwdaae ae OES os ae oe 2 pees 11 
EE Ree) Pees Se iree os vanes: Seereyi a: Panel 12 
6. Lunchroom 
ashier....... i See eee 1 a See 9 
Order at tables Sea: Ae ee Fear 12 
SR) Sa Gepirae| Semen ypeaeas | ee 20 
General charge} 10 |.....|.....]..... : | ae 5 
7. Milk distribution 
Collect money.|......}.. 2... .ecfe ese . Se 7 
SES FERS: Soc: Apaeees lareryee See 12 
Free milk..... , Meee eee: Feta ) ee 4 
8. First aid........ 9 4 ee a 2 
/ RO RRR Bree Se, Aree, See) eee, eee 25 
10. Lost and found. . | 3 Eee eee Sere it es 13 
11. Projection 
machine 
Meo sca ce ceaceve | Se SER Ae | eee 16 
Ordering slides Ut Ree Seer) Pee _ | See 4 
12. Phonograph 
records....... # er Seer See Soe 9 
13. Firedrills........ |: 1) peer 3 op) Rae eee Ff 
14. Running 
MMOONTADN....}. 5... 1]. ne.cche ces 1 See Bere 1 
15. Running 
eee! ee eee ee ree Serre 1 
16. Repairing play- 
ground balls... Meee! Anes! SU AEeeene: pie tae 12 
17. Decorate 
classrooms....|..... De Cacao a 7 eee 5 
18. Library 
Decoration....|..... @ eres egere | ae 4 
Check books...}..... | SPA eee (2 ere 1l 
Care of books |..... |S eS, SYONeee | re 10 
19. Stockroom and 
bookroom 
Fill orders... . eee 3  Eapapgeae, eae 10 
2 ee Sere Pree 3 | eee 9 























Clerks} * 











1 Nurse (2). ?Cook. *Hired out. 


No 
Ans- 
wer 


_ 


Cr Go 








> or 


bo te to 














Ture Ninru YrArBooK 345 





TABLE 1—Tue ASsIGNMENT oF ExTRA-CLASSROOM RESPONSIBILITIES IN 
TWENTY-SIX SEATTLE ScHOooLS—(Conlinued) 





Number of schools Assigning Duty to each Person or Group 
































2 Prin- | Prin- | Prin- Teach- . 
Prin- | cipal cipal | cipal |Teach-| ers — Jani- | No 
cipal |,_81 and | and | ers and_ | Pupils| Clerks) tors | Ans- 
Teach-| Pupils} Clerks! Pupils wer 
ers | 
7 A Seer oe es eS ie | eee 8 ot ae 12 
21. Art pictures... .. Vibes S Sioned boca. CRRA BE” 4 7 ee 9 
22. Banking | | | 
Room | 
collection. ..|..... _ 4 eee epee meg err Sly s.cateweex 1 
Building | 
collection. . .| SS eee Sr ieee i 7 Sere 7 
23. Assemblies | | | 
Singimg....... FR al SO: ere es ae ae at ee RR: aeeted s.r ee 3 
Programs..... Pe Ee BO ees) iia SP a cyscaisdeve ts eis 2 
Orchestra... .. es Skee Hates Oia Bis. Se wee ee 2 
24. Safety patrol....| 12 ]|.....| 6 ].... 1A Games Paaewy PERI an, [or ere 4 
2b. Wee URES... oi ons As ccc cfoe ss Oo) Ie... 2 Se 1 
26. Coaching | 
Volley ball.... ] RR (eeeeree Meena 1 16 
BOCCGr......... 4 Be Dp Serene es,” 2: Meare ae BR hevs okt 2 7 
Handball..... -, ah eeepc: ieeetavess (ranger | (eR, | Sheet (Mrueer yr core 1 13 
Baseball. ..... 5 Pj hed ‘ i) ‘ie es: Ce 4 
27. Girls’ athletics...) 1 1 13 i Pater, Pcie A, se et 10 
28. Accompany 
INS es5 chi ss,- 5 ae ra Lb Rene (PeRees eareede, Seer” 4 
Rooters....... ] St toe a Bis. dalkdasadhensrele eee 11 
29. Copy pupil 
records....... feet oS ee 8 12°} 2 eee See | 3 














' Special instructor. 2? Nurse or teacher and nurse. * Two receive clerical help. 


General interpretation—In some progressive schools the head of 
the institution is performing directly many operations that in other 
buildings are successfully carried on by the teachers or even pupils. 

There are many variations of successful practice. A study of the 
individual returns shows that this holds even when the conditions 
and organization of given schools are as nearly as possible the same. 
Principals agree that pupils should ring the bells and clean up the 
grounds, and that the clerk with occasional assistance from the pupils 
should operate the typewriter and mimeograph. Beyond this, accu- 
rate generalizations are difficult or impossible. 

It is very evident that boys and girls can be trained to assume a 
great many responsibilities. The individual reports show that re- 
gardless of the grades included in a school the older pupils can help 
greatly in management. One can hardly claim originality when 
advocating considerable pupil participation in the building load on 
the grounds that the educational growth of the boys and girls is pro- 
moted and the more valuable time of an older person conserved. 





346 ELEMENTARY Scuoot PrINcIPALS 





However, one should be careful not to have a child perform a minor 
routine duty for a considerable period after it has become mechani- 
eal. A boy may not exhaust the possibilities of the position of play- 
ground monitor in a semester, but the same does not necessarily hold 
true of washing dishes in the lunchroom. 

Principals believe that participation in the extra-classroom respon- 
sibilities by teachers promotes growth of those engaged, but in order 
to assign the load equitably the delegation should be well planned. 

The platoon organization in Seattle, though justified on other 
grounds, has not made it easier for teachers to assume many extra- 
classroom duties. | 

Conclusions—It is evident that among progressive principals more 
attention could profitably be given to the consideration of the dele- 
gation of extra-classroom duties. If pupils can manage lost and 
found articles in thirteen buildings should principals attend to them 
in five others? Whether the clerk or the teachers had best copy pupils 
index cards depends somewhat upon the amount of clerk time avail- 
able. Whether the principal should delegate the management of the 
school safety squad may be determined by traffic conditions and the 
ability of upper grade teachers. Definite answers cannot be given 
without study of the particular problems involved. Perhaps this 
portrayal of conditions will encourage principals to analyze their 
own situations and to make every effort to rid themselves of routine 
management tasks. 





DUCATIONAL institutions throughout the country have 
been striving to reduce the annual toll of motor vehicle 
injuries and fatalities among children. Nevertheless it is 
doubtful if there has been any other problem in recent years 
which has suffered as much from opinionated guess work, 
ungrounded theories, and a superfluity of free advice.—G. C. 
Graham, see Chapter IX 














Th 
the 
to 

or¢ 


col 


sel 
ple 
eff 


pu 


eh 
dr 
an 
tie 
ch 


ch 
ne 
th 
of 
in 
be 


tic 








Tue Nintn Yrarsoox 347 





YARD DUTY ASSIGNMENTS 
R. W. Krersincer 
Principal, Luther Burbank School, Oakland, California 


NE of the principal’s problems in planning for the new school 
term is to organize the playground with the least difficulties 
and hardships for teachers and still obtain maximum results. 

The weleome change that has come about in the morale and spirit of 
the average school playground in the past years is sufficient evidence 
to prove the value of well organized school yards. For the most part 
order and contentment among children has come out of the chaos and 
conflicts of the uncontrolled school grounds. 





Value of the play period to the teacher—At no period during the 
school day is there a better opportunity to develop a fine spirit of fair 
play among the pupils than during the play period. No time is as 
effective in building that essential feeling of comradeship between 
pupils and teachers and principal. 

One progressive school uses the playtime for teachers to study 
children reactions in varied situations. At no time, perhaps, do chil- 
dren enter into activities as freely and unsuppressed as the recess 
and noon hours. From a close study of children at free time activi- 
ties much interesting and important data can be found on problem 
children. 

There is no doubt that the average teacher, as a rule, does not 
cherish her time on the yard. Most of them feel that it is one of the 
necessary matters of mere routine of school organization. Whenever 
the teaching force of a school can grow to feel that these periods are 
of real value in creating good feeling, assisting discipline, develop- 
ing desirable citizenship and physical skills, then that school will 
be outstanding in the training of its pupils. 

Various types of playground control—School ground organiza- 
tion varies greatly among elementary schools. Enquiry, by the 
writer, among principals of elementary schools showed that each 
school’s organization was different from every other one in some 
manner. No doubt, these differences in playground control are desir- 
able. Each school is a separate and distinct unit as far as its pupils, 
teaching personnel, and surrounding community are concerned. One 
cannot say, even after careful study of this subject, that any one 
type of yard organization is best. The type best for one school may 
not be suitable for another. 

Let us discuss briefly some of the types of yard organization, keep- 
ing in mind that each type may be entirely satisfactory for certain 
situations. 





” 


348 Erementary Scnoot Principars 





School A has no yard schedule for teachers. No teacher is on the 
yard during the period before school in the morning, the recesses, or 
noon hour. The principal of this school is entirely successful in the 
work. He states that everything has run smoothly. Pupil monitors 
do what supervising is done. This type of control perhaps is not 
desirable in most cases. The school is open to too much criticism in 
case of accidents. Many parents, even at this time, after much stress 
has been placed on pupil participation, do not feel that children of 
elementary school age can accept such responsibility with safety. In 
many cases this has been proven to be true. 

School B has a yard schedule prepared by the principal for the 
semester. In this school of over 900 pupils the same two teachers are 
on yard duty from 8:40 to 9:00 o’clock, all recesses, and from 12:3 
to 1:00 o’clock each day for one week at a time. For several weeks 
then they have no yard duty. The custodian, together with Junior 
Traffic Boys, have charge of the yard from 12:00 o’clock to 12:30 
at noon hour. The important question in regard to this organization 
is whether it would not be too strenuous for a teacher to cover all 
of the yard periods each day for one week. It may be well for every 
teacher to have some free period to himself for relaxation each day. 
If the custodian is the right type, one who has a sympathetic insight 
into child character and motives and who is liked by the children, he 
may be of great assistance during this noon hour. 

School C uses practically the same program as [3 except that each 
teacher serves during all yard periods for just one day at a time. 
In this school a committee of teachers makes the schedule for the 
semester. This delegation of responsibility is an excellent idea and 
is in accord with the present day emphasis upon teacher and pupil 
participation. 

School D uses a type of organization in which each teacher super- 
vises just one of the yard periods a day for one week. For example, 
teacher X this week supervises the yard from 8:40 to 9:00 a. M. 
Next week he would supervise the morning recesses. The week fol- 
lowing the noon hour would be his to supervise. Having covered all 
of the periods he would have two weeks with no yard duty. The 
teachers favor the plan in this school because it allows every teacher 
some free time every day. 

School E had programmed the 20 minute physical education 
period each day in each room just before one of the recess periods. 
A program such as this permits the physical education activity to 
run on through the recess period. Often, it is true, the pupils are 
just getting thoroughly warmed up to their physical education work 








wh 
ela 


of 


ors 


wl 
du 
ch 
let 
ac 


re 


Orme 


~~ Ce, me 




















Tue Nintrn YEARBOOK 349 





when the period ends. An added recess period is an advantage. The 
classroom teachers as a rule stayed with the class to the completion 
of the activity. 

The above schools are types. There are many variations of these 
organizations in other schools of the city. 

Should games be under teacher conlrol?—Today, in many schools, 
whatever type of yard organization is used, the organization of games 
during all free periods is placed under the direction of one specially 
chosen teacher. This teacher is chosen because of his love of ath- 
leties, his ability in games, and his understanding of children. He 
acts as a supplement to the regular yard teacher or teachers. 

The “play” teacher has charge of forming complete schedules of 
games covering definite periods of time. One week is a very satis- 
factory unit. These schedules include inter-class boys games and 
girls games. It is well to schedule “A” and “B” teams for botli 
boys and girls. In this way most of the pupils have an opportunity 
to participate. The schedule includes varied games such as batball, 
basketball, baseball, handball, and similar types. The games chosen 
are those in season, the ones stressed by the course of study for the 
period, and also those games that fit in with the program of the local 
recreation and playground department. 

A Referee Club is organized. This group meets once a week to dis- 
cuss any problem that has arisen during the week and to study rules 
of games. These referees are chosen after passing tests on rules of 
various games together with the recommendation of the teachers. 
The position of referee is held to be an honor and ‘a real privilege. 
The referees run the game schedule under direction of the teacher 
director. Such a plan keeps a large proportion of the older pupils 
busy in constructive play. 

School D, cited above, has organized a small group of reliable 
fifth and sixth grade girls into a Play Directors’ Club. The group 
organizes the play of the primary children during free periods. The 
plan has been very effective. There is an objection to this plan of 
having every free period filled with completely organized and sched- 
uled games. The pupils are carefully directed during their required 
physical education period. At some periods during the day, no doubt, 
children would like to have complete choice of their own activities. It 
is true play should not be too closely controlled. To remedy this 
danger of too much oversight of play, some schools have the sched- 
uled organized games only during the noon hour. At recesses and 
in the morning the pupils organize their own games as they wish. 

Closely connected with this problem of playground is that of 
pupils’ lunch hour. The method of dealing with this problem varies 





5350 ELremMentary Scuoot Princrears 


. 
~ 
. 





a great deal in schools. School b, cited above, requires all pupils 
who eat “a at school to remain in their rooms to eat under the 
charge of a class monitor. This conformity is required every day, 
rain or shine. It is thought to be more sanitary, less apt to leave 
the grounds in an unsightly manner, and easier to check on any 
trouble that might arise since all pupils are in definite places. 

Other schools having no cafeteria, use the same type of organiza- 
tion except that in good weather children are required to eat out- 
doors in the sunshine. 

Whatever plan the school uses it is well to permit no pupil to play 
games or to use apparatus until after a certain minimum time has 
been spent at lunch. If this is not done pupils bolt their food or 
throw it away in order to gain the first chance at a bar, a ring, or a 
handball court. 

Basie principles and conclusions—Whatever type of yard organi- 
zation the school has, several principles hold true: 

1. Pupil monitors can well be used in the control of yard and toi- 
lets. This assignment is worthwhile training for children. It gives 
them a desired sense of responsibility. Most children consider it a 
privilege, but teachers must check these monitors at times in their 
work. They will find some pupil monitors who are over-zealous in 
their duty, others partial to friends and unfair to those they may not 
like so well, and others too timid to be at all effective. 

The teacher on yard should inspect toilet rooms at times. 
The custodian and man principal can do this for boys’ toilets. If 
there is a gang with low standards of morals the toilet-rooms often 
become the source of much obscenity, vandalism, and bad training 
for others. 

The yard teacher should keep especially close control of any 
apparatus that may be a source of accident. Accidents are, of course, 
a hardship to the injured child and too often are the source of ill- 
feeling of parents toward the school. 

4, Every teacher should be scheduled alike for yard duty, unless 
in some unusual case, the teacher has other school duties to perform. 
The teacher-librarian would not be on yard duty at any time. Ilis 
extra time should be spent in library work. The teacher who organizes 
and directs the game program during free periods should have no 
other yard duty. There may be other teachers in certain schools who 
should be excused. 

5. An efficient system of handling playground supplies must be 
provided. If the school has enough equipment perhaps the best 
method is for each room to have its quota of balls and bats. The 








ro 
to 
an 
sc 


th 








6) 


Tur Nintrn Yrarsoox BD 





rooms are held strictly accountable for these. Their own ball moni- 
tors keep accurate check each play period. If there is a limited 
amount of equipment it is best to have a head ball-monitor for the 
school with his assistants. It is the duty of these monitors to check 
the equipment from a central location. 

6. Perhaps most important of all, teachers should feel the impor- 
tance of yard duty. It should be something more than police work if 
its maximum value is to be gained. It is an opportunity to study the 
child in informal activities. It is one of the best means of promoting 
good relationships between teachers and pupils. The increase in 
vood physical tone and good school morale is worth the time and 
effort spent in organizing vard duties effectively. 


: IS now well-understood that a principal needs to budget 

his time and systematize his work if he is to devote an 
| adequate amount of time to supervision. Careful planning 
and thoughtful organizing ought to result in a system of ad- 
| ministration which will save time and help to produce a more 
efficient school.—Ida V. Flowers, see Chapter IV 





352 E.emMentary Scuoort Principars 





MANAGING THE SCHOOL CAFETERIA 


WILLIAM S. Briscor 
Principal, Chabot School, Oakland, California 


ITAT is the principal’s responsibility for the school cafeteria / 
Ilow can he perform his duties without seriously encroaching 
upon the time required for supervision of instruction? The 

writer will attempt to answer both questions by describing in some 

detail his experiences with a school lunchroom. Emphasis will be 

placed upon the principal’s réle, for even the delegation of duties to 

a cafeteria manager does not free the administrator from certain 

responsibilities. Some of these specifie duties are as follows: 

(1) To determine the need for a cafeteria 

(2) To select the manager and cooks 

(3) To advise on the menu 

(4) To direct the serving and the dining room management during the lunch 

period 

(5) To inspect the sanitation and cleanliness 

(6) To oversee purchasing 

(7) To check and audit the accounting 

(8) To analyze costs : 

(9) To meet any special problems that arise. 


Determining the need for a cafeleria—.X cafeteria is needed and 
justifies itself if a large number of children carry lunches, if a 
cafeteria would improve the quality of the food they eat, if it would 
improve the conditions under which the food is eaten, and if the 
parents want a cafeteria and will have their children patronize it. 
Ilow to obtain these facts should be sufficiently obvious. survey 
of the patrons by questionnaire sent out from the school or through 
the parent-teacher association is one good way. The parent-teacher 
association ought to support the idea before organization goes 
forward. 

Selecting the manager 
selection of a manager. It is of the first importance that she should 
be an excellent cook. The quality of the cooking is undoubtedly the 
main factor in selling the cafeteria to the children and to the par- 
ents. Second, the manager should be economical in the saving and 
cooking of food. Her third qualification should be good health. 
Finally, she ought to be conscientious, reasonably easy to work with, 
and preferably have had experience in quantity cooking. The last 
experience is not indispensable if she is intelligent, and if the teach- 
ers assist her by taking the lunch orders as soon as school opens. 





Too much eare cannot be exercised in the 








and 
bili 
(1). 


(2) 
(3) 


(4) 


and 
ing 
assi 
con 
run 
tha 
be { 
for 
tiol 


fies 


anc 
has 
viv 
sch 








Tur Ninru Yrarsnoox 353 





The responsibilities of the manager need to be carefully outlined 
and definitely understood. The following list of duties and responsi- 
bilities has been found useful in our school: 


(1) The cafeteria manager shall be responsible for the general management of 

the cafeteria. 

She shall outline the duties of helpers and inform the principal of these. 

She shall make up the menus at least two weeks in advance and shall have 

them approved by the school nurse—one copy of all menus to be filed with 

the principal. 

(4) All food shall be ordered by the manager from firms agreed upon by the 
manager and the principal, except. purchases out of petty cash which may be 
made at her discretion. The manager shall keep an order book and a file of 
delivery slips and invoices and shall check all deliveries against delivery slips. 

(5) The manager shall check the inventory and report thereon to the principal 
and the treasurer once each month. 

(6) The manager shall cook or direct the cooking of all food, and shall taste all 
food before it is offered for sale. 

(7) She shall oversee the serving table during lunch hour. 


(2 
(3 


— ~~ 


Advising on the menu—The menu, to be simple, tasty, healthful, 
and inexpensive, requires careful attention. In collecting and study- 
ing menus and suitable dishes, the principal may find it advisable to 
assist his manager. Further aid can be given by a P. T. A. cafeteria 
committee. Such practices protect the cafeteria from unfounded 
rumors concerning the nature and quality of the food served. Foods 
that do not pass the periodical inspection of the school nurse must 
be eliminated. Some expensive dishes, those which cannot be served 
for five cents a helping, will have to be ruled out. Such standardiza- 
tion not only facilitates the direction of the menu, but also simpli- 
fies the finances. 

A cafeteria committee appointed by the superintendent's council, 
and assisted by the Research Division of the Oakland Publie Schools, 
has prepared, for high schools, the suggested menus and portions 
given in Tables 1 and 2. These tables are also useful for elementary 


schools. 
TABLE 1—Svuacestep Minimum Menus 
Meat-Vegetable Menu Meat-Substitute-Fruit Menu 
1 Soup (preferably vegetable stock) Milk, chocolate, or cocoa 
1 Meat or animal protein 1 Egg or cheese dish (may be dessert 


such as custards, ice cream, etc.) 


—y 


Concentrated vegetable, such as po- 

tatoes, lima beans, navy beans, etc. 

Succulent or leafy vegetables, such 

as string beans, asparagus, spinach, 

ete. 

Vegetable salad, containing 2 or 

more vegetables 

Bread (preferably whole wheat) Bread (preferably whole wheat) 

Dessert (not including ice cream) 2 Desserts including ice cream, such as 
cooked fruit, custards, etc. 


bt 


Fruit salad 


ot 
oe 


— 
_ 


— 


8 





oA 


ELEMENTARY Scuoont Principans 





TABLE 2—ReEcOMMENDED STANDARD PorTIONS AND Prices ror Hicu Scuoots 





















































Explanation 


Recommended that 2 
standard portions be 
served on 1 plate for 
those desiring larger 
salads. 





| 
| 


| Recommended that 

| meat substitutes be 
served if present 
prices prevail. 

Otherwise money lost 
on meats will have 
to be covered by 
profits on other 

foods. 





Unless bread slicer is 
used and set for uni- 
form thickness, por- 
tionS cannot be ex- 

actly standardized. 





Price in 
Cents 
Food Standard Portion 
JHS |} SHS 
Pare Fate 5 | 5 | 1 Standard ladle. 
Salad 
Canned or mixed fruit 
or Vegetable 
Diced.............| 5 | 5 | 2 Standard serving 
spoons. 
|” ER Pee ee 5 | 5 | No standard portion 
possible yet. 
Fresh Fruit or Vegetable 
Diced.............|5-10/5-10} 2 Standard serving 
spoons. 
rs, iil ‘ia. 
Meat or Fish.......... 5 {5-10} 2 Standard serving 
spoons. 
Potatoes (includes 
 ) Ere reer 5 | 5 | 1—No. 12 scoop. 
5 | 5 | 2—No. 24 scoops. 
Other vegetables....... 5 5 | 1—No. 3% Fruit dish 
(Sauce dish) 
Meat dishes........... 5 |5-10| No standard portion 
(including gravy) maxi- possible yet. 
mum 
Macaroni, etc.......... 5 | 5 | 1—No.3)% Fruit dish 
(More accurate than 
2 serving spoons. ) 
Sandwiches 
ere ....]....]| 2 Average slices sand- 
wich bread. 
, 5 | 5 | Filling and butter. 
Toasted............. 5 | 7 | Same as above. 
Bread or rolls.......... 1 1 | 1 Slice bread. 
3 | 3 | 1 Roll and butter. 
5 | 5 | 2 Rolls and butter. 
Hot bread a) 
Corn bread and butter} 5 | 5 | 1 Cut—4”x 3" x2” 
Biseult... 2... 6... ae 5 5 | 2 
5. gro) da Sore 5 | 5)]1 


























TA 








Tue Nintru YEARBOOK 355 


TABLE 2—ReEcOMMENDED STANDARD PoRTIONS AND Prices ror HicH ScHoois 














(Continued) 
Price in 
Cents 
Food ; Standard Portion Explanation 
JHS |} SHS | 
A eer | 1 | 1 | 1 piece (Cut 60 
| pieces to Ib.) 
Desserts..............] 5 | 5 | 1 Custard cup 
Custards and puddings or 
1 No. 3% Fruit dish. 
Fruit sauces.........| 5 5 | 1 No. 3% Fruit dish. | Recommended against 
Jello—and 1 tsp. 1 No. 3% Fruit dish or bulk on account of 
Eee be 5 | 1 Standard mold. waste—cannot ac- 
fee CHOAM... .. 5.55.4.) 8 5 | 1 Slice. curately calculate 
| (Cut 8 to quart) profit. 
| 1 Small paper tub 
(2 fluid ounces) 
| 1 No. 24 scoop. 
Cake 
10’’ tin—2 layers.....| 5 5 1 Cut (10 cuts to cake) 
8” tin—2 layers.....| 5 5 | 1 Cut (8 cuts to cake) 
Pie | | 
12” tin..............| 5 | 5 | 1 Cut (7 cuts to pie) | 
|e Seer eae ener | 5 | 5 | 1 Cut (6 cuts to pie) 
_ ae. a eee | 5 5 | 1 Cut (5 cuts to pie) 
SE Ae ee 5 | 5 | 1% pt. bottle. 
Orange juice, ete.......| 5 | 5 | 1% pt. bottle. 


Directing the service and the dining room—The cafeteria service 
should be prompt. Children should not spend time in line that 
should be given to play. At the peak load 10 children per minute 
should pass the cash register. No child should have to wait longer 
than five to eight minutes. This speed is possible if the serving 
organization is efficient, if the lunch hour is divided into serving 
periods, and if the children are trained to make choices quickly. 

In allotting dining room duties, the manager had better assume 
responsibility for the steam table and the serving counters. An assis- 
tant may be held responsible for keeping the serving tables supplied 
with dishes and food. The manager and assistant may each have 
a number of pupil assistants whose duties are definitely understood. 

Ordinarily it will be found advisable to divide the lunch hour into 
serving periods of approximately 10 minutes each. At Chabot 
School it has been possible to serve 200 children in 25 minutes by 
having the lunch hour divided into one ten and three five minute 





356 ELEMENTARY Scuoot PRINCIPALS 





periods. Teachers in grades one, two, and three arranged their 
programs so that a 15 minute health period came just before lunch, 
One group went to the cafeteria 15 minutes to twelve, one at 10 to 
twelve, the fourth grade at five to twelve, and the fifth and sixth 
grades at twelve o’clock. 

This plan was found not only to simplify the task of the cafeteria 
workers but it did much to diminish the restlessness and rowdyness 
of the waiting line. Moreover, children will not utilize the cafeteria 
if they must give up too much of their play time. 

The management of the dining room is a teaching matter. At our 
school it was advisable to begin training children to use the cafeteria 
while they were still in the kindergarten. The teacher took the chil- 
dren to the cafeteria before or after lunch hour and had them prae- 
tise passing in the serving line. At Hallowe’en and at Washington’s 
Birthday they decorated the cafeteria with their drawings and cut 
paper work. Once each semester they had a party there. The aim, 
in the kindergarten, was to develop in the children a desire to eat in 
the cafeteria, a pride in its appearance, and a knowledge of how to 
buy a lunch. 

The first, second, and third grades were accompanied to the eafe- 
teria by their teachers, who directed the selection of food and in 
general observed the conduct of the children. During the health 
period the children discusssed problems of the cafeteria, such as 
selection of food, manners, and courtesy. 

Pupils of the fifth and sixth grades assisted successfully in keep- 
ing order, in serving, and in taking the money. 

Inspection of sanitation—The cleanliness of the lunch room has 
been checked from time to time on a sanitation scale’ (next page). 

Overseeing the purchasing—It is advisable that purchasing be 
done by a central agency for several cafeterias in order to secure the 
advantages of large lot and contract buying. Where such an arrange- 
ment is not possible it is best for the principal and manager to agree 
upon a few firms from which all purchases shall be made. Exceptions 
might be made for fresh vegetables, eggs, and butter which may be 
bought more cheaply out of petty cash at the produce markets. This 
plan usually gives better service and makes it easier for the princi- 
pal to keep a continuous check on the buying. 

It is not unusual for stores to mail bi-monthly statements and to 
give discount credits as though invoices were paid separately. Such 


* Prepared by Mr. C. C. Grover, Research Division, and Miss Leslie G. Smith, 
Director of Home Economics, Oakland Public Schools. 








Shi 


be 


rr. 


Sh 


Sh 


Fc 








Tue Nintn YEARBOOK 





SANITATION SCALE 


I. FREQUENCY OF CLEANING 


A. Tables, Floors, and Counters 


Dining room 


Should be mopped Should be mopped 
once per week. 3 
week. 


Kitchen 


times per 5 
week. 


Serving counter 
Should be cleaned Should be cleaned 
times 


Dining tables 


per 6 times per 
week. 


In the dining room, surface of floors, finish of tables, and counters should 
be such as may be cleaned easily. 
Special attention should be given to steam table, urns, and ice cream cabinets. 


Stove 
Should be wiped daily 
and scrubbed weekly. 


B. Equipment 


Work tables 


Should be wiped daily 


and scrubbed weekly. 


Sinks 
Should be well cleaned 
daily. 


Attention should be given to oven when liquid overflows. 


Beaters 
Should be sterilized* 
daily. 


Bowls Chopper 
Should be ssteril- 
ized * daily. 


ized * 
used. 


Should be 


Body of mixer 
steril- Should be wiped 
when after use. 


C. Dishes, Cooking Utensils, and Refrigerator 


Dishes 
Should be | sterilized * 
daily. 


Cooking utensils 
Should be _. sterilized * 
daily. 


* Sterilization is used here to indicate rinsing in boiling water. 


Serving counter 
Food should be on coun- 
ter not more than one 
hour before — serving. 
It should be free from 
flies. 


Hair 
Should be covered with 
cap or hair net. 


II. PROTECTION OF FOOD 


Supply rooms 
Should be well ventilated. 
Flour, sugar, vegetables, 
ete., should be in 
mouse-proof containers. 
Should be free from 
flies. 


III. PERSONAL SANITATION 


Dress 
Wash dress or apron uni- 
form should be pro- 


vided. 


Refrigerator 
Should be wiped out 
daily and _— scrubbed 
weekly. 


Kitchen 
Food should be covered 
as much as possible un- 
til ready to be served. 
Should be free from flies. 


Lockers and dressing room 
facilities 
Lockers should be _ pro- 
vided for wash dreses, 
aprons, and _ street 
clothes. Lavatory 
should be provided. 


A physical examination, given by the Health Department of the Public Schools, 
or by the City Health Department, should be required of every employee who 


handles food. 





358 ELEMENTARY Scuoort PrIncIPaLs 





ES 


a plan makes account keeping easier for the treasurer and auditing of 
the accounts much easier for the principal. 

Checking the accounting—<Accounting involves not only the book- 
keeping, but the management of inventory records, the cash, the plan 
for ordering supplies, and the filing system. 


A. The cash—There are various methods of handling the cash. Some schools 
sell tickets which can be punched as used, the cash being collected in the school- 
room or in the cafeteria. The checking against ticket sales is made in the school 
office. 

Tickets are a convenience to parents but require additional bookkeeping, inas- 
much as a liability account must be set up to show the outstanding tickets. If 
possible, it seems most desirable to have children pay in cash for each article 
purchased. Such a practice decreases record keeping for the school and teaches 
the children to take care of money. Some losses are to be expected, but children 
also lose tickets. When the children are young and the lunch money seems likely 
to be lost, it can be deposited with the teacher in a lock box containing a series 
of compartments with an aperture above each and the child’s name upon each 
compartment. Each child as he comes into the room drops his lunch money into 
the aperture next to his name, or the teacher does it for him. It is then an easy 
matter to pass the money out again at lunch time. 

If the cafeteria has a cash register, checking the cash is simplified. Without a 
register the cash can be checked by means of sales slips. If a number of five and 
one cent tickets are printed, a check can be secured by having one pupil receive 
cash while another drops tickets into a box for the amount of each tray that 
passes. The total of the cash should equal the total of the tickets. Perhaps the 
customary procedure is to depend upon the accuracy and honesty of the cashier. 
Many schools appoint a teacher to receive the cash, but this seems unnecessary, 
for sixth grade children can be taught to handle the cash accurately and rapidly. 
Two sixth grade children in our school have made records of two and three months 
respectively without a single error. 

The principal ought to call for a daily record of receipts, and to check the 
cash personally at frequent intervals. If accurate records are kept he will be 
able to know within a few cents of how much the cafeteria must take in to pay 
for itself, provided of course the menus are fairly standardized. 


B. The inventory—An accurate inventory once each month is desirable. This 
task is greatly facilitated by the use of an inventory book which can be made by 
the children of the upper grade classes. Arrange the food supplies, paper plates, 
and other articles in alphabetical order and with prices indicated. A small card 
file may be used instead of a book. Figuring inventory prices and totaling the 
inventory may be used occasionally as an arithmetic project for one of the upper 
grades. The manager, however, should be responsible for the stock. She should 
possess the only key to the storeroom. Moreover, by requiring all employees of 
the cafeteria to sign the payroll night and morning at the principal’s office, the 
opportunity for filching is greatly lessened. 


C. Orders and invoices—The manager of the cafeteria orders all food as needed. 
Where standard methods of central purchasing are not possible, record keeping 
will be greatly simplified, service improved, and the task of checking by the 
principal facilitated, if purchases are made from a few reliable stores. Odds 
and ends can be purchased out of petty cash. The cafeteria manager should have 
a file for each firm. She should check deliveries against delivery slips or invoices, 
indicate their accuracy by initialing them, and file such slips or invoices in their 
proper places. These slips should be checked periodically against the statements 
sent to the principal's office. 








the 
for 


bo¢ 
ane 


pos 
the 


unl 
of 


or 
pay 


bal 


for 
the 
she 
the 
the 


col 
pul 
ap) 
18 ¢ 
the 














Tut Nintu YEARBOOK 359 





D. Keeping the accounts—Bookkeeping is simplified if all entries are made at 
the time the bi-monthly statements are paid. 

The invoice files constitute a record of the accounts payable, and ordinarily 
no other record of bills payable is necessary. At the end of each month or bi- 
monthly period the cafeteria bookkeeper should collect all invoices from the 
manager, check them against the statements, and pay them by check. Careful 
notes should be made on the check stub of the amount, the payee, and for what 
the item was paid. 

Receipts, consecutively numbered, should be issued to the cafeteria manager 
for the total food sales for the month as evidenced by daily bank deposits. 

No books other than a columnar cash book are necessary. A ten column cash 
book with headings as shown in Figure 1 would perhaps afford adequate 
analysis. 


E. Explanation of the accounting sheet—Column 1. Enter here all bank de- 
posits. Inasmuch as these come from food sales, the total of this column gives 
the total food sales. 

Column 2. Enter here all payments by check. Since no payments are made 
unless by check, except from petty cash, the total of this column gives the total 
of expenditures. 

Entries made in Column 2 should be entered again under one of 7, 8, 9, or 10 
or distributed between them according to the nature of the payment. Thus a 
payment of $10 for labor will appear in column 2 and again in column 9. 

Column 3 is merely a balance column. The last balance should check with the 
bank account. 

Column 4 is an asset account which shows the amount of money in petty cash, 
for which the cafeteria manager is responsible. Thus, if $15 is kept as petty cash, 
the manager is responsible for that sum less the amount of the receipted bills 
she may have for purchases made from petty cash. When she wishes to reimburse 
the petty cash fund she turns in her receipted bills to the treasurer who credits 
them and writes a check to her for the total thus restoring her petty cash fund. 
For this transaction no entry is made under petty cash, the entry being made in 
column 2 and distributed over columns, 7, 8, or 10 according to the nature of the 
purchases, practically all of the items falling in column 8. Only two entries 
appear in column 4, one at the beginning of the year when the petty cash account 
is opened, and one in red ink at the end of the year when petty cash is closed into 
the bank. 

Column 5 is an asset account the first entry of which shows the value of inventory 
at the beginning of the month, and the last entry (in red) the value at the 
end of the month. 

Column 6 is a book account for depreciation. The amount which is to be set 
aside for depreciation is entered each month. The total of the column represents 
the total amount which is set aside for depreciation. In figuring the unencumbered 
bank balance, this amount less the total of items in column seven should be 
subtracted from the bank balance. 

Column 7 is used for entering expenditures for replacements and repairs. The 
total of this column represents a deduction from column 6. It shows the amount 
of the depreciation reserve which has been spent for repairs or replacement. 

Columns 8, 9, and 10 are expense accounts. These were explained above in 
discussing column 2. 








he 
tl 
ti 
p 
fi 
fe 
fi 
e] 
fe 
s) 
t 
V 
sf 
h 
] 
0 
































































































































v2 
22 
4 
L 1% 
= 02 
5 6T 
Z 
jo 
3 8 
= L 
7 9 
- 3 
< 
ns v 
Z 
t=} ¢g 
a 
3 3 
iS T 
ue yse 8 8 ON 
STejyueptour | 10qeT| settddng || yueweoetdey jearesey TUL Raees 9 eoueTeg "eee = sydtecey Hoeuy 
oT 6 8 L 9 g % £ 2 T 
SETROO0O00V AZSHACXGA NOILVIOANdaAG AMOINAANT SILTNOOOOV HS VO 
= 4 
9 SONIGVaP] dO AIAWVgG—] aNADIY 


LAAHG ONILNAOOOY 









4d. 











Tur Nintu YEARBOOK 361 





Analyzing costs—Analysis of costs under conditions described 
here, where the menu is standardized and labor routinized, has shown 
that the costs of Chabot cafeteria were as follows: 


Percent of 





Item gain 
ee NE ES a cpa sc aeiAbe be nals mast nee meee 59.5 
NN 5c Ne wh caine vive Reed ak RO RM eae arene 31.0 
WMI | aicodidicip dicic ioele senctnda vise a eida aaa arma eaeares 45 
IE or iat, cape owne mene wae een ceeticguan camcioe 2.5 
BUNTON his oio ck cs asian nesinas mapa ciesas saceuibaris 2.5 

100.0 


Careful study by the Oakland Cafeteria Committee has lead them 
to the conclusion that salaries should not amount to more than 30 
percent of the total income. Experience would seem to indicate that 
food costs may not run higher than about 63 percent. It would be 
folly to insist that no more than a certain percent should be spent 
for food. Of course, if there is profit beyond a reasonable saving for 
emergencies, it should be returned to pupils in improved quality of 
food or service, or in increased size of servings, or in reduced prices. 

Inasmuch as the menu and other factors may be standardized, a 
simple seale can be made up which wili aid the principal in keeping 
track of the financial situation from day to day, the determining 
variable being the daily income. A scale which was prepared for one 
school is shown in Table 3. 





TABLE 3—ALLOTMENT SCALE FoR CAFETERIA EXPENSES 


Labor and Food and overhead Total costs Loss or 
Daily income depreciation (62% of income) for day gain 

A se. cina ees 7.10 13.64 20.74 +1.26 
area re 7.10 13.02 20.12 + 88 
MR ce siasiviek's 7.10 12.40 19.50 + .50 
Rs oiitra cn we 7.10 11.78 18.88 + 12 
SD he as soa aes 7.10 11.58 18.68 0 
ree 7.10 11.16 18.26 — .26 
Snes 7.10 10.54 17.64 — 64 
POM co Oaccaiens 7.10 9.92 17.02 —1.02 


Meeting special problems—The following reports are given to show 
how the principal may use cost analysis in meeting special problems. 
In this case the manager resigned because of ill health. The statistics 
of Tables 4+ and 5 tell the story. 








362 ELEMENTARY Scuoot PrRiInciPars 





TABLE 4—FInanciaL STATEMENT FOR JANUARY, 1929 

















ED. ips acu hr tke hacks mie a aeeenarE mie ie $430.67 
SE Sethe a ee ce ae err ren $254.88 
asa geikeakins bee eweana wed 84.42 
To be accounted for............ 5 maaan teeta porate $339.30 
Bias GRRE MVGMEOEF. .. 6. 5c cccncsccccscccss Se Ree Eee. 81.49 
ne Gr ND BON sacs Sac Skee neces ibe mans 257.81 
PD IER ca ciienx taeleueriepen odds wanes weites <6 $172.86 
Less expense: 
Salaries ......... ee eM Oe or ae $136.80 
III deat ana one tia areata iets 10.00 
Se isda nckensamnnanenuneas 4.00 
Re MONEE... cccccuecivatient aguas meeeebnbeneen 150.80 
CMMI oS gid ids ais Send eects locas a eaeataes seats $22.06 


Percent of cost due to food costs 59 percent + 


TABLE 5—FINANcIAL STATEMENT FoR Fesruary, 1929 


(Cafeteria under a new manager) 

















PGOG GRlOS ois vnc c cece sces sete Mapen tie te REED hor Bere ee EP $390.50 
NI rs ae geen ae Cine a gi ahs genie cnaeh as dome $308.08 
Initial inventory ............. sae ecniean oe FRE 81.49 
el MO MONMMEI SOR ok. vic c de cciccidccsnccaaswoces $389.57 
Less final inventory....... Liab wn ea aad hada peniaca 102.62 
ey a ND MN co cc ca cusks oRsiconeencvuenanas 286.95 
RUD egies care eo oe ahaa oaetna Ss - $103.55 
Less expenses: 
Salaries ......... cas jean tc emaa ais ie $132.80 
Equipment ........... aeigiernia at nukaseae tee none 1.50 
Bervice and 1aundry. ......ccccccccces re cueta 3.00 
Total expenses .......... SP Tee ene eee 137.30 
HE ko. Cd ead cs cha a see elke ees wae tees $ 33.75 


Analysis of the costs shown in Tables 4 and 5 is as follows: 


Percent of costs due to food costs: January, 59; February, 73; Up, 14 percent 

Percent of costs due to food costs first five months: 60. 

Percent of costs due to salaries: January, 31; February, 31. 

Decrease in income: 10 percent (this was offset, however, by a short month). 

Remedy: (1) Check over the menus carefully to see if more expensive food is 
being served; (2) check to see if helpings are bigger; (3) check to see if there is 
more waste. 

Result: (1) Found cooking a little more costly; (2) found servings to be 
slightly bigger than formerly, jello servings measured one-seventh bigger than 
formerly. 








al 
07 


f« 












Tur Ninru YEARBOOK 





TABLE 6—Prorit anp Loss ror Marcu, 1929 

















Total food sales for the month.................... $400.21 
Initial MVeRIOTY 2... oc. ccc cc cceics SR Rt ee $102.62 
go eee Pt Re ER eRe hes Nene PER re) 242.62 
ES Tt GOONIES TOP oa es Shas o vias dodge nena $345.24 
RM MEINE io cei eral sse alaraw SGalnew spd orem Dae ere oee 104.10 
Rr I es sks: o Satie Cada lekunteta eae 241.14 
CEONR IORG oides. cccenvarda der tihnn atest ataneacd $159.07 
Less expenses: 
I 2 x. shy salsa arded Mick laracdiet Socom aes ...++- $129.80 
ND EE Ore TT CE er re 2.50 
Se CS cada cet ananniwea maeaeanieaanurs 10.00 
ade COONNG 5 655s. ..cide dan ween escbeereeeaneun 142.30 
De Nie die teh ndincoe hWeEe eS a Maommaens $16.77 


Summary—lf the preceding discussion has not been of value to 
anyone the cause of its futility is, doubtless, in part the obviousness 
of the theme, for it does seem obvious that the principal can per- 
form his funetions as supervisor of the cafeteria most efficiently 
if he: 


1. Employs a good manager. 

2, Develops a menu standardized as to food values and costs. 

3. Makes the dining period give educational account of itself in 
the training of children in health habits and in self-control and cour 
tesy and in self-management. 

4. And, if he provides for an adequate accounting system that the 
state of finances may be known to him and to the manager, and if 
such a system provides for such financial analysis as to insure wise 
management. 





OB analysis should take into consideration the specific 
J duties and obligations which the principal has to per- 
form. These should be arranged according to their frequency, 
periodicity, and length of time required. From a study of 
these values the principal should work out a practical time 
schedule and try to adjust his work and habits so as to permit 
him at least to approximate the schedule-—George D. Taylor, 


see Chapter V 











364 ELemMentary Scuoor Principaus 





MAKING THE LUNCHROOM AN EDUCATING FACTOR 
R. C. T. Jacoss 


Principal, Silberstein School, Dallas, Texas 


VERY experience in the child’s life should contribute to his 
i} education in intelleet and noble character. Every piece of 
school equipment should be put to the test as an instrument 
for this purpose. All the machinery of organization should be made 
to give an account of itself as to how it will contribute to this ideal. 
The purpose and objectives of the school should be carefully weighed 
to determine their value in the process of character formation. Since 
“every hair casts a shadow,” every influence should be on the right 
side. It is the numerous little and often unobserved things that are 
most powerful in shaping the lives of the children. From the top of 
the divide the water may be easily sent to opposite oceans. Near the 
beginning the course of the stream may be changed by small influences. 
Life gathers force from small tributaries at first, and with these cuts 
a channel deep and difficult to change. For a pure and wholesome 
current, the little stream should take the right course and all of its 
tributaries should be free from poison. 

An influence in education that has power far beyond what is usually 
recognized is the school lunchroom. Through it the pupils are trained 
in the courtesies and proprieties, or they are trained in boorishness 
and selfishness; they are trained in good manners or bad manners; 
they are trained in honesty or dishonesty; they are trained in clean- 
liness or slovenliness and foulness; they are trained in carefulness 
or carelessness; they are trained in consideration for others or in 
disregard for the rights and feelings of others. This kind of training 
has more to do with the shaping of the destinies of the individual 
child than anything else, and, hence, the lunchroom is a very im- 
portant factor in his education. 

Cleanliness in the lunchroom—For a really successful and efficient 
school lunchroom some things are desirable and others are highly 
essential. First among the desirable things is a commodious room, 
well constructed, well lighted, well ventilated, and conveniently situ- 
ated. The room should be large enough to accomodate all the pupils 
of any one lunch period without crowding, allowing them ease and 
freedom at the table. 

The floors should be of such material and construction as to insure 
the greatest degree of cleanliness and the least degree of noise. If 
milk or soup is ever spilled upon the floor, it should be possible to 
clean the floor readily without leaving grease stains. The floor should 
be smooth and not easily penetrated by grease. Not only should the 
floor be clean, it should appear clean at all times, for the sake of the 














Tur Nintru Yrarsoox 365 








subconscious influence upon the children. There should never be 
any discolored spots or streaks of stain upon it. The greatest care 
should be given to the composition and construction of the lunchroom 
floor. If there must be economy in the construction of the floors in 
any part of the building, let it be in some other part of the building, 
or even in every other part of the building rather than in the lunch- 
room. 

Every part of the lunchroom and kitchen should be well-lighted. 
Sunlight should be admitted freely here, both for the sanitary effect 
and for the cheery appearance and pleasure that it brings. It is more 
difficult to keep a dark room clean than a well lighted one. No school 
lunchroom is ever properly lighted solely by electricity. Germs and 
vermin cannot easily endure the sunlight, but they flourish in the 
dark. The pupil’s appetite frequently fails in the poorly lighted 
lunchroom, and everything should be done to promote the appetites 
of undernourished children especially. 

The walls of the lunchroom should be clean, bright, and attractive. 
Excellent pictures upon the walls here will be of greater benefit to 
the children than in any part of the building. Consequently there 
should be a few of the most attractive and pleasing pictures upon 
the walls of this room. Everything should be done to make the lunch 
a feast and a pleasure for the children. The room, in its construction, 
decoration, and furnishings, should have some of the attractiveness 
and refinement of a good dining room in a private home, not only 
for the physical welfare of the children, but for the refinement of 
their lives and manners. 

The serving counter should be commodious. There should be a 
bountiful supply of food of wide variety, attractively displayed upon 
it without crowding. There should be steam compartments in this 
counter for keeping all foods hot that are to be served hot. There 
should be a refrigeration ice cream cabinet, and an iced chamber for 
milk. The greatest care should be exercised to keep all these foods 
perfectly wholesome and most appetizing. 

The tables on which the children eat should be clean and attractive 
at all times, and they should be of such material and construction 
as to be easily cleaned. There should be separate tables reserved for 
teachers. 

In the elementary school the lunchroom should be situated on the 
first floor if possible. This floor is in every way the most convenient 
situation. The access to it and the exit from it are most easy. This 
situation provides the easiest supervision, and a great abundance of 
sunlight. The children can pass easily from first floor lunchroom 
to the playground without disturbing other school activities. 





366 ELEMENTARY Scnoont Principans 


The most highly essential requirement for a school lunchroom is 
cleanliness. A lunchroom that is not decidedly clean should not exist. 
If the lunchroom is not properly located and constructed, cleanliness 
becomes a much more serious problem, but if it cannot be kept 
perfectly clean, it should be abolished. It should be considered a 
high crime to prepare food for children in a dirty school kitchen and 
serve it to them in a dirty lunchroom. Ilealth and life depend upon 
cleanliness here. 

There should be sufficient help in the kitchen, and the help should 
be well trained and efficient. The helpers should be attractively clean 
and neat in person and dress at all times. They should know the 
hygienic requirements for a good kitchen and they should consci- 
entiously observe them. They should keep ceiling and walls brushed 
down. They should wash and scour the floor daily, using hot water. 

The pantry room should be large, well-lighted, and as near vermin 
proof as it is possible to make it. It also should be kept scrupulously 
clean. The walls and shelves should be brushed down, and the floor 
thoroughly cleaned daily. No dust of flour or other food should be 
left upon shelves or floor, nothing that would attract insects or vermin. 
The floor should be scalded and scoured frequently. This cleanliness 
should be done for the sake of the health of the children. All foods, 
except canned foods, should be kept in metal containers, so that it 
will be impossible for rats, mice, or roaches to get into it. If such 
animals or insects are permitted to visit the food bins, the contamina- 
tion may in time reach the children unless the most scrupulous care is 
insisted upon. The storage pantry should never be in a basement or 
other place where the walls or floor become damp in rainy weather. 

Of course only the best of foods should be served to children. They 
should be fresh and well prepared. They should be of a high food 
value, and suited to the digestive powers of the boys and girls. They 
should be the best possible for the building of strong healthy bodies. 
They should also appeal to the appetites of the children without 
being highly seasoned or much sweetened. 

Courtesy in the lunchroom—When all the above conditions have 
been properly provided for the securing of good behavior on the part 

of the pupils at lunch is not a difficult task. It is largely a matter 
of education and training. Our children do not all come from homes 
of refinement. Many of them have not been trained in table manners 
or dining room etiquette. Since this is a very essential part of their 
education, attention should be given to it in all the departments. 

In one school of which I shall speak this training in the proprieties 
is closely linked up with all the departments and all subjects taught. 














» 


Ture Ninria Yrarnoox 367 


The teachers find various ways, even in arithmetic and geography, 
to link this important part of education with the subject being taught. 
Ifowever, most. of the training is more direct. The auditorium and 
physical education teachers take the leading responsibility in this 
training. They give the pupils definite instruction in the proprieties 
and amenities of the dining room. The children talk about good table 
manners, and then are given every possible incentive for practising 
them in the lunchroom. 

For the sake of deepening the impression the principal also stresses 
the value of good table manners and proper dining room conduct, 
illustrating and enlivening the teaching by means of story and anec- 
dote. The principal’s chief work in this training, however, is done 
in eareful planning for smooth, quiet, harmonious, orderly service 
and movements in the lunchroom. Ile prevents disorders by foresee- 
ing them and providing against them. Confusion and bad deportment 
do not arise if every occasion for them has been removed. Efficient 
planning is extremely essential and the principal recognizes his re- 
sponsibility for this work. 

The principal determines in advance the time for each lunch 
period; the sequence of classes at the cafeteria counter; the place of 
the different kinds of foods on the counter; the assignment of tables 
to the different classes; the signals by which the different classes are 
to come; the disposition of trays, table ware, and milk bottles; and 
all the other details that will aid in the orderly serving of large 
groups of children. Ile arranges that the pupils shall come by classes, 
and proceed to the table designated for their respective classes. For 
‘ach table a host or hostess is appointed, one who can be depended 
upon to set a good example in table manners and one who will show 
every courtesy possible to his or her “ guests,” the members of the 
class. These hosts or hostesses are instructed never to use any 
authority but that of courtesy, fine manners, and persuasion. 

A “Courtesy Mentor” is also appointed from the upper grade 
pupils to be generally helpful throughout the lunch period. He moves 
from place to place, giving whatever assistance may be needed, calling 
the janitor or dishwasher as their services are required, helping the 
new pupil to a happy adjustment to his environment, and doing the 
many little necessary things that a good father or a good mother 
would do for the children while they are at dinner. 

At the close of each lunch period stars are awarded to those tables 
where courtesy and refinement have reigned. Among the specific 
items looked for are: observance of the proprieties, good posture, 
quiet conversational tones, care in keeping bits of food off the floor, 
placing bits of paper and remnants of lunch into the trash ean, and 





368 ELEMENTARY Scnoo.t PRINCIPALS 





returning trays and tableware to the places designated. Once a week 
all tables that have been star tables during the five days are decorated 
as “ HONOR TABLES” with placard, school colors, and flags or 
flowers. The pupils of every class are anxious to make their table 
a star table. Everyone watches with a good deal of concern for the 
daily report of star tables. On Mondays, those classes which have 
won honor for their tables, are delighted when they arrive in the 
lunchroom and see these decorations, which add so much pleasure to 
their lunch. When a class fails to win a star for their table, they 
find their teacher regretting that they have not done so and inquiring 
the cause, which gives occasion for more instruction in good table 
etiquette. The pupils respond beautifully for the class spirit usually 
wins over the individuals who are careless and indifferent. 

Summary—aAfter the principal has provided for the detailed 
management of the pupils in the lunchroom and for the systematic 
instruction of pupils in good table manners, he gives enough personal 
supervision to see that all difficulties are overcome. 

Convenience, system, and efficiency in the serving room makes for 
good deportment of the pupils. If pupils have to stand in line for 
10 or 15 minutes before they can obtain their lunches, it is not at all 
surprising that they become restless, impatient, and disorderly. 
Prompt service, then, is one of the first essentials to good quiet order 
in the lunchroom. 

The fact that at each lunch period the tables and floor are thoroughly 
clean and attractive makes for good behavior at lunch. In our school 
there is no lounging on the tables, no play in the lunchroom, no loud 
talking, no boisterous laughing, no visiting around. Pupils do not 
run from place to place in the room, but walk in a good orderly fashion 
wherever they go. They put their discarded wrapping papers and 
remnants of lunch into cans provided for that purpose, thus keeping 
a clean lunchroom floor throughout the lunch period. All this is 
done as a result of the careful teaching in classrooms and through 
the power of an ideal carefully fixed in the minds of the pupils. 

The systematic teaching of good manners insures, to a very great 
degree, good deportment in the lunchroom. But the task is not ac- 
complished once for all. It is a frailty of human nature that we 
assent to what is right or desirable, but often do something else. We 
know that practice after teaching is necessary to secure the desired 
results, and the teachers in this school follow up their teaching to see 
that it eventuates in proper conduct. They do not relax their teaching 
or watchful care until the ideal is fixed and practised as a thing 
desired. The splendid behavior of our pupils at lunch has won distine- 
tion for the school throughout the city in which it is situated. 











a 


oo 











eee Teele eel 





a 








Tue Nintu YEARBOOK 369 





STIMULATING GOOD ATTENDANCE 


H. D. VINCENT 


Principal, School 16, Troy, New York 


ROMPT and regular pupil attendance is one index of an effi- 
ciently administered school. If space were available, the point 
could be developed by both subjective and objective data. For 

the present purpose we may recall (1) that the child’s presence in 
school is necessary for regular academic progress, (2) that prompt- 
ness in attendance tends to establish a useful life habit, and (3) 
that few schools can afford to sacrifice the state financial support 
which comes from a high attendance status. 

Frobably few school workers would agree on what constitutes good 
attendance.’ Frequently, individual classrooms strive for “ perfect ” 
attendance. While this is a worthy effort, it cannot be achieved for 
the entire school on the basis of the total number of children enrolled. 
In some school systems 90 percent attendance is considered entirely 
satisfactory. Personally, the writer has never been satisfied with 90 
percent attendance, because he has found that this can be exceeded. 
In the subsequent discussion procedures will be described which 
make 95 percent an attainable record even for the entire school. 

The home influence—The home has much to do with the atten- 
dance of pupils. The writer recently made an investigation to deter- 
mine what class of children was responsible for most of the tardiness 
and absence in school. Attendance was checked from the homes of 
children whose parent were lawyers, clergymen, teachers, merchants, 
and laborers. Table 1 shows the average tardiness and the average 
absence per pupil for a year from each of certain occupational 
groups. Of course, the sampling was far from random since data 
were available from only one elementary school. 


TABLE 1—Averace TARDINESS AND ATTENDANCE Over A ONE YEAR PERIOD 


Average tardiness 


Occupations of the per pupil Average absence 
Fathers per year per pupil 
RON aa iuw'e aWaie aig ape Sis-e  garates wieeminaenal °° 1.5 
IN oi 55 5'osat's. brs larace Odio aed acarkeerecmemue i” | 14 
MIN oa Snow coon ard ee ewe eeaed a 6.3 
Teacher ..... PEE Ce EU Nee 2.0 10.5 
MIS avarsa es heus hee wakes bhebannes 8 9.1 





*Methods of computing attendance vary in different States and local school 
systems. Obviously, attendance records based on all pupils enrolled during the 
year tend to be lower than those computations based on actual number of pupils 
belonging at any one time. In figuring our 96 percent attendance record we 
counted only those pupils who were actually members of our school each month 








370 EL_ementary Scuoot Principars 





Table 1 indicates that the children of lawyers are more punctual 
than any others, while children from the homes of teachers make the 
poorest record. From the standpoint of actual attendance the record 
appears best for children of clergymen and lawyers, while the poorest 
record is made for children of teachers and laborers. 

Opinion of children--We investigated the pupils’ opinion as to 
the most important cause for good attendance. Various causes were 
given by those reporting. About 30 percent said “to win the half 
holiday.” About 20 percent reported “ good health” as a cause of 
good attendance. About 15 percent gave “ interesting school work” 
as a cause for good attendance. Another group of about 12 percent 
gave as an answer “to get an education.” Various other answers 
were given in small numbers, such as: the assembly, physical train- 
ing, manual training, graphing attendance, report cards, and good 
habits. 

This, too, is an interesting study and it - ye much more so if 
carried out on a large scale. Certainly, w. uchers should like to 
know just what incentive is best to encourage *t*-ndance. 

The half-holiday reward—We give the cl having the best at*’ 
tendance record of each month a half-holit , to be observed the 
Friday following the first day of the montn. It may be said that 
this has worked well in the schools of Troy, New York, for many 
years. It is not a bit burdensome for the teachers to determine the 
mark each month, because a complicated system is not used. We 
simply grant the holiday to the group with the lowest rate of absence 
and tardiness per pupil. For example: Count each half day of 
absence and each tardy mark as a point against the class. Find the 
aggregate number of absences and tardy marks for the class during 
the month and divide this by the number of pupils in the class. If 
there are 30 marks and 30 pupils, the rate or average per pupil is 
one. If there are only 15 marks for 30 pupils, the average would be 
.5 per pupil. This average can usually be computed mentally, and in 
any case only a few moments will be required to obtain the result. 

At times the writer has questioned the pedagogical soundness of 
the half-holiday plan. But when the question has been left to the 
teachers and the pupils to decide it has always been retained. Even 
parents are in sympathy with the plan, which fact would indicate 
that it does not endanger pupil welfare in any sense. 

Graphs of attendance records—Several children, as quoted above, 
gave “ graphing attendance” as a cause for good attendance. Prob- 


ably these reports came from pupils whose teachers keep a graph of 
attendance on the blackboard. Experience has taught that this is a 





vw 


Tue Nintru YEARBOOK 371 





paying proposition. For example, one particular class succeeded in 
winning so often that the teacher became a bit humiliated. She 
finally decided to eliminate the graph which she had been keeping 
before the children, thinking that some other class would win. But, 
to her surprise, toward the end of the month she discovered that 
many of the pupils had kept a graph secretly and the class won the 
half-holiday in spite of the teacher. At the time, this was the only 
teacher in the school who stressed the attendance graph. It is need: 
iess to say that when the news spread other teachers adopted the 
method. 

The graph may sound like extra work for the teacher, but it need 
not be. Pupils delight in making the form for the graph and they 
are much interested in keeping the daily record. They usually draw 
as many horizontal lines on the blackboard as there are pupils in 
the class, and numb —_‘iem at the left side from the bottom up. Then 
they make as ma eal lines as there are school days in the 
month. The exact «,,. »,are placed properly at the top. On the 
first day of the month,a dot is placed in the square that indicates the 
number of pupils p ., nt that day and so on. These dots are con- 
nected with a line fr ., ,.;day to day, and the object of the class is to 
deveiop a straight line across the top of the graph. It is evident that 
every absence makes a break or drop in the line. Tardiness may be 
indieated by placing a dot for each case for a given day at the bottom 
of the column. Or, each tardy mark may be considered as an absence. 
Graphing attendance in this way is merely putting the “ law of 
effect”? into practice. It has been the cause of perfect attendance for 
a whole month in at least one class. 

The warning bell—A factor that has a bearing on punctuality is 
the warning bell. In a school of five hundred pupils, for example, 
there is always some one whose “ clock was slow.” A pupil may 
think he has plenty of time to reach school; but just as he gets within 
sight of the building, he may hear the warning bell. If he hustles, he 
may get to his seat before the final bell rings. Without the warning 
bell, many such cases would develop into tardy marks. Some prin- 
cipals may ignore ‘“ one minute late”; but when concessions begin, 
there is no end to the number of cases that will appear for solution. 
It is probably better to require all to be in the room when the last 
bell rings. Simply being in the building somewhere is not a safe 
method to follow. It will sooner or later lead to a dispute. 

The time extension—A scheme which cultivates a good feeling 
between the home and school is the idea of granting an extension of 
time at the request of parent or pupil. It may happen that a child 
who is usually 100 percent in attendance may find that for some 





372 Exvementary Scuoot Principats 





reason he cannot get to his room at the proper time. By this plan, 
he or his parent may call the principal’s office and request a certain 
definite extension of time in which to enter the class. The princi- 
pal grants the request with the provision that the pupil will not be 
late if he reaches school within the time agreed upon. The writer 
believes this extension is as justifiable as it is to excuse a child a half 
hour before school is out. We find that the plan works well because 
it stimulates cooperation with the parents and often eliminates worry 
and unhappiness. Of course certain pupils may abuse this privilege, 
but that can be handled easily by any intelligent principal. The 
writer once discovered a boy in the corridor about eight minutes after 
school had been called. The boy was watching the clock and making 
no attempt to get to his room. When asked why he did not go to his 
room he replied, “ Oh, I had a 10 minute extension.” 

The school assembly—<Another fine incentive to good attendance 
is the assembly. The great disadvantage in this, however, is the fact 
that it does not come every day. Certainly when the assembly opens 
a session children are quite apt to be present and punctual. Most 
assemblies have music of some kind. If there is an orchestra, and 
there should be, the pupils will be interested. The fact that some 
pupils play in the orchestra not only encourages punctuality among 
them, but it holds them in school longer. Most pupils are interested 
to hear the announcements. They want the latest school news. Some 
pupils participate in school programs. Sometimes they even write 
their own plays and present them. The assembly is an interesting 
and profitable phase of the public school. There is no doubt that it 
stimulates school attendance. 

Teachers must set a good example—If a principal comes late, he 
need not expect his pupils to be on time. Teachers, too, who come late 
are in a poor position to challenge a single pupil’s tardiness. The 
habit of running too close to the edge, so to speak, on the part of a 
teacher is bound to lead to dissatisfaction sooner or later. The ex- 
ample of the superior always has a great effect on the inferior. 

Summary—The writer had the experience of transferring to a 
school that was notoriously tardy and poor in attendance. The num- 
ber of tardy marks ran into the hundreds for the month. By practis- 
ing the methods stated above and by egreful vigilance the record has 
become an envious one. The tardiness now does not average more 
than two a day for 500 pupils. Many classes do not have a tardy 
mark or an absence for a whole month. Statistics at the state depart- 
ment will show that the average daily attendance for the year of 
1928-1929 in our school was 96 percent. 








—_—~ pa -_ ke el. 6 “eee Ae 








Tur Nintru YEARBOOK 373 





















In conclusion, the writer wishes to express the belief that one of 
the big and important duties of the supervising principal is to get 
his school promptly at work and keep it working. One prominent 
educator has said, “ Make the pupils of a school so interested in 
school work that they will be like race horses on a track waiting 
for the word ‘ go’.” When this happy state of affairs is reached, no 
doubt all pupils will be in school every day possible and there will be 
no tardiness. Meanwhile, school keeps and the practical administra- 
tion must stimulate interest in “ good attendance ”’ itself. 





, 
ODERN business does not wait for panics to effect re- 
| trenchments. Physicians do not wait for epidemics 
f before taking measures to improve public sanitation. Modern 
/ navigation provides itself with devices for warning ships of 


| coming storms. The school will never be in step with modern 
| progress until it supplements personal experience with that 
perfectly legitimate supplement of experience, scientific fore- 
sight.—Charles H. Judd, see Chapter | 























374 ELEMENTARY Scuoont PRINCIPALS 





ACCOUNTING FOR ELEMENTARY SCHOOL FUNDS 


Lester H. Ricu 
Director of Educational Expenditures, Detroit Public Schools, Detroit, Michigan 


AA funds in of recording receipts and disbursements of school 
- funds in each individual elementary school in Detroit began 

in September, 1927. This arrangement is an extension of the 
so-called “ Internal Accounting System ” which was adopted in 191§ 
for all intermediate and high schools. It follows the general scheme 
in that it provides for uniformity of method and periodical check 
by an auditor employed by the Board of Education. 

The procedure is comparatively simple. It cannot be technical be 
cause the people who handle it are, for the most part, untrained in 
bookkeeping theory and practice. It does not need to be complex since 
the transactions cover comparatively few activities. For recording 
the data, each school is furnished with an ordinary bound cash book 
such as is carried in stock by any stationery store. The left hand 
page provides for entries of receipts; the right hand page, for entries 
of payments. Inside the cover is pasted a printed sheet of directions, 
including an illustration (Figure 1) of representative records for a 
month as they should be made in the book. 


DirEcTIONS ON ELEMENTARY ScHoo, Funps 


1. The principal shall designate some one as treasurer of school funds. 

2. All moneys collected from school activities shall be turned over to the treasurer 
in total and all payments made by check. 

3. The money shall be deposited in the bank. 

4. The account shall be carried in school name and checks signed by the principal 
or treasurer. 


FIGURE 1—ILuustration or REPRESENTATIVE REcoRDS 


Ln) Cock) 





oe 









an 








Tur Nintrun Yrarsoox 375 








5. When money is received, make an entry in cash received book (cash Dr. page) 
by writing in date, from what received and amount. 

6. When money is paid out make entry in cash disbursements book (cash Cr. 
page) by writing in date, check number, for what given and amount. 

7. At the end of each month deduct total cash disbursements for month from 
total cash receipts for month (plus balance at beginning of month) and 
carry balance forward to next page as balance on hand at beginning of 
following month. 

8. See that your book balance at the end of the month plus outstanding checks 
equals balance given on your bank statement. 


The central office exercises supervision over expenditures for equip- 
ment only. In such cases, permission is secured by the principal 
before contracting for the purchase. This is done mainly in the inter- 
est of economy. It offers each school the advantage of the savings 
effected by an organized purchasing department buying in quantities 
on competitive bids. The secondary purpose of this requirement is 
to prevent schools from buying equipment which the Board of Edu- 
eation can furnish or the use of which is prohibited in the schools. 

The practical value of the system, we believe, is quite generally 
accepted by the principals and other administrative officers. They 
are relieved by it from criticism of carelessness or dishonesty. This 
criticism is not a remote possibility. Balances totaling approximately 
$40,000 at the end of the year 1928-29 remained from collections of 
$200,000 during that year. In addition to the savings effected, the 
benefits derived from sound business methods in handling public 
funds cannot be denied. 


FIGURE 1—I.iustration or REPRESENTATIVE Recorps—(Continued) 


Cork’ sy, 














é 


376 ELemMentary Scuoot PRINCIPALS 





THE RADIO AN AID IN EDUCATION 


Estruer H. Harriss 
Principal, Jefferson School, Muskogee, Oklahoma 


EW SCIENTIFIC discoveries are of no benefit until put into 
N practice. Such thoughts led the writer, a principal of an Okla- 
homa elementary school, to have a radio installed in her school. 
There was no fund to draw on to pay for the instrument, but the deal- 
ers were so kind that eventually the radio was installed. After the 
first program broadcast by Walter Damrosch and his orchestra, the 
pupils and teachers of the school decided that the radio set should 
become a part of the school’s equipment. This decision was made 
good by presenting two programs to the patrons, friends, and former 
pupils of the school. The proceeds of these school events were ample 
to pay for the portable receiving set that had be selected to meet 
our needs. 

Arrangement for programs—Pupils of the fourth, fifth, and sixth 
grades were assembled each Friday morning for the programs broad- 
east by Mr. Damrosch and his symphony orchestra. Before coming 
to assembly, the pupils discussed the program with their music 
teacher. In the assembly room the program was written on the board 
so that the children could be informed about each number. In this 
way, it was easy to follow the remarks of Mr. Damrosch, and to 
understand the selections being given. 

Correlations and special day programs—Art classes made booklets 
under the music teacher’s supervision. The folders contained the 
programs, the pupils’ reactions, and answers to questions raised in 
class. In this way, the school radio gave concrete assistance in correlat- 
ing music, language, and writing. 

Often during the lunch hour, and on rainy days, many musical 
programs were enjoyed. The lectures given by government experts 
have proved interesting and instructive to the upper grades. 

The radio proved a great aid for special occasions as: Flag Day, 
Education Week, Armistice Day, Easter, Christmas, and New Year’s. 
On such days beautiful musical selections and inspiring lectures were 
broadeast during the school day hour. Parents frequently visited 
the school at broadcasting periods to “listen in” with the pupils 
and teachers. 

Appearance of the room and pupil participation—Realizing that 
music is an expression of beauty which is reinforced by the right 
surroundings, an effort is made to have the assembly room attractive. 
Flowers were placed about the room, and pictures that related to the 
programs were hung in conspicuous places. 


™m 


7 


Tue Nintru YEARBOOK 37 





Pupil participation was an interesting feature of the radio hour 
in this school. When the children were familiar with the music, they 
took part by singing, humming, marching, tapping, or clapping time. 
Several times pupils have appeared in attractive costumes and danced 
to the radio music. 

All subjects aided by radio—-It is generally agreed that music 
lends itself most readily to school broadeasts. But it has also been 
found that nature talks, travelogues, political, historical, and _bi- 
ographical talks given over the radio correlate with the subjectmatter 
of the school curriculum. The English of the children improves in 
class as the children tell about the interesting things that they have 
heard. 

Hlistory in the making was brought to the schools several times 
during the last school year; the inaugural proceedings at Washington 
were heard by the pupils as had been the Republican and Democratic 
conventions during the summer. 

Arranging for programs and broadcasts—Care should be exercised 
in arranging for the broadcasting programs. The children must not 
be crowded too closely together as they become fatigued and restless. 
The receiving set must be adjusted so that every word can be heard 
distinetly, otherwise inattention may cause losses in enjoyment. 

Conclusion—Teachers and pupils of our school, as well as many 
others throughout the country, are agreed that the radio is not just 
a passing fancy.’ It is a means by which all the subjects of the cur- 
riculum may be enriched. The teacher who is an artist can utilize 
it by making broadcasting programs an incentive to better work in 
English, penmanship, art, geography, history, and speech. 

Frequently the regular schedule of the school is interrupted, in 
order to catch special programs but these special events are bringing 
joy and a wholesome atmosphere to many schools. Teaching will do 
well to enlist the radio as an instructional device and hail with 
pleasure the coming season of broadcasting. 


*The Editorial Committee was unable to print several short contributions on 
the radio and school work. It is interesting to note the ingenious efforts of princi- 
pals to acquire school radios in spite of financial limitations. For example, 
A. R. Morgan, Sherman School, Saint Louis, Missouri, reports that the Board of 
Education, the patrons, the teaching staff, and the children provided the essential 
equipment for 20 classrooms at a cost slightly over $800.—Editorial Committee. 





CHAPTER IX 


HEALTH AND SAFETY EDUCATION 


INSTRUCTIONAL CONDITIONS AND THE HEALTH 
PROGRAM * 


Loretto DES. WILKINSON 
Principal, Nathaniel Hawthorne School, Rochester, New York 


S PRINCIPALS, we owe it to the teachers whose work we are 
A required to direct and supervise, to protect their teaching 
hours from many and various kinds of interruptions. Irregu- 
larity of attendance on the part of pupils probably is the greatest 
source of interruption. This would not be agreed to at first by teach. 
ers, as the teacher is more apt to be concerned about those things 
which interfere with the lesson or day’s program. In other words, 
unless the interruption is of a type that disturbs the entire class 
the teacher as a rule does not think of it as destructive to instruc- 
tional conditions. This attitude may be explained by the fact that 
the usual types of interruption affect only the work of the pupils who 
are present. But when the matter is considered in the light of the 
succesful continuity of progress of the individuals in the class, and 
when it is realized that absences mean not only a loss to the pupil for 
the day, but because of this loss the pupil is not as well prepared to 
receive and profit by the instructional program when he returns to 
school, the seriousness of absence is evident. Furthermore, because 
of this difficulty which teachers have with the pupil who has been ir- 
regular in attendance, the teacher has to give extra and additional 
explanation which is a cause of delay and interruption of the regu- 
lar instruction. Therefore, any program that the school system can 
devise that will improve pupil attendance without an injustice to 
pupils and parents will directly improve the teaching situation 
within the classroom and school. 

The school’s positive interest in the child’s absence—Pupils’ ab- 
sences may be due to a number of causes such as truancy, illegal 
detention on the part of parents for the purpose of having the child 
help at home or at the store, taking a child on a trip, religious holy 
days, illness of the pupil and contagious sickness in the family. 
Compulsory education laws and programs for educating the com- 
munity to understand the necessity of regular consecutive attendance 
has done much to reduce a number of these types of absence, par- 


* The writer acknowledges the helpful advice of George Taylor, Principal, Susan 
B. Anthony School, Rochester, New York. 
[ 378 ] 








7h ~ A — me => 








Tue Nintn YEARBOOK 379 





_——— 


ticularly of the illegal and trivial kind. Absence on account of 
health, on the other hand, while regrettable has been considered as 
largely unavoidable. The general attitude of parents and teachers 
has been that a sick child has no place in school, that he is a menace 
to other children, that he is not in either physical or mental condi- 
tion to profit by instruction. For generations the attitude has been 
that any absence was legally excusable after the parents or pupil 
sent word that the child was ill, regardless of the fact that the sick- 
ness might range from diphtheria or scarlet fever or a broken bone 
to some slight indisposition which would not have prevented the 
same child from attending a party or some other form of social event. 

The present tendency seems to be in the direction of recognizing 
that the school has not only a right to be concerned in the health of 
the pupils, but also has a direct responsibility in promoting the 
health program and providing services to combat sickness and ill 
health. Many school systems are thinking of this along the line of 
the general welfare of pupils, and are taking the stand that a strong 
body and a right attitude toward health and health habits is just as 
important an objective in education as any other objective. Schools 
which have experimented with health programs on this basis are 
now finding that the work is justified not merely because of the 
health result obtained, but because of the improved instructional 
teaching situation due to the improved regularity of attendance of 
pupils and their greater ability to participate in the school program 
and profit by instruction. In the following discussion the writer will 
endeavor to show the problem as it was found to exist in the school 
in which she was principal, the means taken to meet the problem, and 
some of the more immediate results obtained together with sugges- 
tions for safeguarding the success of the venture. 

Our school and its problems—The racial changes in this district 
have been noticeable. The German and Dutch have now given way 
to the Latin races. The Hollanders were a thrifty class, plodders 
in their work and obedient to the rules of school because of strict 
home discipline. The Germans were mostly of the poorer class. The 
community had many saloons at one time and the children suffered 
much for want of shoes and nourishment. Children usually left 
school very early, withdrawing to go to work about the time they 
were confirmed, according to German custom. This group was not as 
ambitious for education as our later population. 

The present population is largely Italian of the Sicilian class. 
Italian is spoken in the homes. The younger children learn English 
from their older brothers and sisters and in many eases are unable 





380 Exementary Scuoor Principaris 





to converse with their mothers who know only Italian. The older 
children speak both languages. There are four Jewish families and 
one colored family who send their children to this school. 

The present administration of the Nathaniel Hawthorne School 
began in September, 1909. The school at that time was well organ- 
ized, had high scholastic attainments and an enrolment of 280 pupils. 
Many of the families represented were apparently in need and were 
receiving help from charitable organizations. The children were 
undernourished and our particular work seemed to lie in the field of 
social service. The aid of friends was enlisted in financing milk for 
children and from 18 to 25 of the most needy children were given 
milk at once. It was served to them in the teachers’ dining room 
which was lighted through the cellar windows and by a dull flicker 
from a gas jet. 

The cause of this apparent poverty lay in the fact that the fathers 
were out of work and seemed to have little ambition to find jobs. 
These fathers were invited to the school office and jobs were found 
for them. Then, as boys and girls became old enough and found it 
absolutely necessary to go to work, jobs were located for them 
through the school. Every store, factory, and city department was 
enlisted and up to 1919 the school was a veritable employment 
agency. 

So much was personal advice appreciated, that the principal was 
even requested to select a wife for a good German father who had 
been left a widower with three children, two of whom had been 
placed by us as telephone girls while the youngest one, a boy, was 
in our sixth grade. The father came to the school and said he had 
advertised for a wife and she had arrived. Would the principal 
please look her over and tell him if he would be wise to take her? 
This was done and he was advised to send her back to the place 
whence she came, which he did. Again he advertised and again 
judgment was passed, this with more favorable result which termi- 
nated in a marriage and as the fairy story goes “ they lived together 
happily ever after.” 

When the tract of land north of Fernwood Avenue was opened we 
found that the Italian people were to be the settlers. There were but a 
few in 1911, but from then on we could not keep up with the rapid 
influx. It was necessary, owing to the distance, for these children to 
bring their lunches. Our sympathy being aroused for these chil- 
dren, extra lunches were provided by many of the teachers to be 
sure that the children had sufficient food to carry them through the 
afternoon. Milk was provided through the generosity of the same 





Cat 


~—_j Ae a 


rT 








Tne Nintn YErArBooK 381 





friends. Clothing was solicited from the Needle Work Guild. Such 
help continued until we moved into the new building. From this 
time on we found that the Italian population had increased, and that 
they were demanding much of the school. We began to make a study 
of conditions and found that these people were buying land to such 
an extent that no attention was paid to the welfare of the children as 
to health, cleanliness, or feeding; hence, the beginning of our ever 
untiring health campaign and character training. 

Our health program—The Tubercular Association through the 
kindness of Mrs. Julius Hendrickson, secretary of the Association 
and Dr. Mary Hoyt, physician for the Association, enabled us to 
hold meetings which were not well attended. Then we began sending 
to the homes letters giving details as to health care in its relation to 
feeding and cleanliness. When our health education department 
opened nutrition classes we were one of the first schools to welcome 
the opportunity for such instruction and aid to our families. After 
carrying this class work for a couple of seasons we felt that the num- 
ber of children actually being benefited was too small for the amount 
of money expended, and it was a constant effort to get the mothers 
to attend these classes even though our entire efforts were for the 
benefit of their children. We decided that our best procedure was to 
focus attention upon getting the children to work for self-improve- 
ment. A health campaign was launched and every teacher made 
charts as aids to interest. From that day on, health has been our 
watchword. 

In the spring of 1920, Drs. Mary and Henry Hoyt gave, as far 
as we know, the first preschool examinations to all children who 
expected to enter our kindergarten or first grade the following fall. 
As we kept going further and further into our health conditions, we 
felt that the inspection given by the Health Bureau was not sufii- 
ciently detailed and after many interviews with Drs. Goler, Roby, and 
Johnson consent to our urgent request for a complete physical ex- 
amination was granted. Consequently in 1926 such examinations 
were given to 277 children. The letter on the next page was sent to 
parents preliminary to the health examinations. 

The serving of milk has continued since 1910, increasing from 
25 half pints which were at that time furnished free up to the 
present time when our number varies from three to four hundred. 
Recently the majority of the children have been paying four cents 
and only those who are financially unable to pay receive milk free. 
Money for the free milk which was at first provided by the ‘* Milk for 
Schools Committee” is now furnished by the Community Chest. 


‘i 





382 ELEMENTARY Scuoot Princrpars 





FIGURE 1—Letrer Sent To PARENTS PRELIMINARY TO HEALTH EXAMINATIONS 


NATHANIEL HAWTHORNE SCHOOL NO. 26 
North Goodman and Bay Streets 
Rochester, N.Y. 


Dear Parent: 

Your school offers an unusual health service to you 
this year. We believe it is the first time that such a service 
has been offered by any grammar school in this state. 

If you desire it, the best physicians that can be 
obtained by the school, through the Health Bureau, will give 
your children a most careful physical examination. 

This examination will tell you one of three things 
about your children. 

1. If they are perfectly well and strong. 


2. If they have some defect that causes them 
discomfort. 


3. If they have some unseen disease, not yet 
active, but which may later cause serious 
illness or death. 

Do you want your child to have this health examination? 
We hope you do. 

We are enclosing a request card whioh if signed and re- 
turned to this school at once will give you this health service. 
It méans better boys and girls. Et means a better school. Can 
we afford to pass it by? 


Sincerely yours, 


Loretta deS. Wilkinson 


NO CHILD WILL BE EXAMINED UNLESS THE PARENT 
AGREES TO BE PRESENT AT THE EXAMINATION 


oa 








ome: 





Tut Ninru YeaArRBooK 383 





About 1915, we concluded that we were developing in our dis- 
trict a maudlin sentimentality and usurping the care that should be 
given by parents. Believing in the solidarity of the home as the real 
foundation for our democracy, we decided that we were taking too 
much responsibility and that the appreciation which the parents 
should be getting from their children was coming to the teachers; 
also, that the parents were very willing to permit us to take what 
was rightly their responsibility, while they bought more and more 
land, built houses and blocks and purchased automobiles. We then 
made the rule that no child would receive free books or free milk 
until either the father or mother came to see the principal and it was 
found after investigation that they were needy. A plan was made by 
which we would care for two out of three children or three out of 
five, but the family would have to provide for a certain proportion. 
It was hard work at first, but we at least stuck to it as the way to 
develop self-respect in the family unit. Our free book and free milk 
lists have been reduced to a minimum considering our population of 
1115. In the fall term we allow children to be considered indigent 
and of the 375 children taking milk during the month of March, 
but 59 bottles were provided free. 

During the days when the greatest of all blessings reached us—a 
nurse, we were washing the children at school and teachers occa 
sionally went into the homes to give baths. Again we decided we 
were destroying the most precious thing on earth the real unity of 
mother love and child dependence, so a campaign on cleanliness 
was started. It was announced that all children would have to be 
cleaned at home. Of course, this was uphill work but we enlisted 
the social workers in factories and when we found that a family was 
being neglected, we called for the mother. She was sent from her 
work to the school where she was told her duty. 

When we were furnished services of a school nurse she took an 
active part in our already established plan. She goes into homes and 
teaches mothers how to bathe the children and how to keep heads 
clean. The presence of the school nurse has enabled us to initiate 
much corrective and preventive work in the health field. This may be 
summarized for the last year as shown in Table 1 on the next page. 

Summary— Absentee pupils interfere seriously with the instruc- 
tional program. Not only do these individuals miss the daily work, 
but they take away from the energy of the teacher and the oppor- 
tunities of other pupils. Improvement of instruction often depends 
on getting the absent pupil back into school. 





384 ELementary Scuoot Principas 





TABLE 1—Corrective Work Dons Between 1926 ann 1929 


Number of 


Type of treatment e pupils 
TE CNG o.oo is kn cds cenedesenvesenresciescaccssesenccncencsenss 151 
Eyes examined and eyes treated............ccesecccccccccccccccccees 79 
CHINES WONG o.oo c vcccen ec secsdcccsscccvcccccscceceescwescoeeses 40 prs. 
X-ray pictures taken at dispensaries Deak Maer a cc ME enacts epee aed 44 
Toxin-anti-toxin given to protect children against diphtheria......... 892 
Number of children vaccinated successfully against small pox........ 218 


(These were either kindergarten children or new children who 
had not been vaccinated.) 


Number of children taken to Dental Dispensary for dental work...... 2332 
(Most of these were taken several times.) 
Total number of children who have been taken to dispensaries........ 2728 


Some schools resign themselves to interruptions caused by absent 
pupils. Other schools bring pressure to bear upon the parents to 
eliminate trivial excuses. In our school we tried a more aggres- 
sive and positive attack. Much poor attendance, due to sickness and 
illness, is preventable. 

Several years ago, we launched a health program in which we did 
many things for the pupils and parents. Such an attack had value, 
but it was too paternalistic on our part. We as teachers were depriv- 
ing the parents of the right to care for their own children. Our 
new emphasis is upon self-improvement by pupils with the aid of 
their parents. We discover physical difficulties, our nurse follows up 
the work in the homes, but the parents must carry the chief respon- 
sibility. 

We believe our program works. Hundreds of children are now 
living healthier lives because of our efforts. We are sure that the 
additional days of attendance in school and the new buoyancy of 
health have increased the effectiveness of our academic instruction. 





CLEAR, straight-forward program of information to the 
community describing conditions, and telling the aims 

of the school is of inestimable value in securing confidence 
from, and the support of, the people of the district. It appears 
that the community study and public relations programs are 


rather inseparably connected.—John Thomas, see Chapter 
XIV 

















— | ~ = tee, feed => frm 


as 





omni ws 





Tur Nintn YEARBOOK 385 





AN EFFECTIVE HEALTH PROGRAM 
R. C. T. Jacoss 


Principal, Silberstein School, Dallas, Texas 


T HAS ALWAYS been our purpose to cooperate fully with the 
] health departments of the school, the city, and the state, and to 
carry out every suggestion from any source that would promote the 
health and physical welfare of the children. Much had been accom- 
plished before we began the intensive program described herein and 
more still needed to be done to bring the children up to the desired 
degree of physical efficiency. However, our 1928-1929 program may 
be suggestive to principals in other cities. 

Preliminary health activities—Looking forward to the proper cele- 
bration of Child Health Day, we intensified our health instruction 
and health work by a “ health drive,” beginning early in April. The 
joint resolution of Congress designating May 1 as Child Health Day, 
and asking the President to proclaim it as a day to be observed 
throughout the nation was posted, read, and discussed. Then, we set 
to work in real earnestness to make the day the beginning of an epoch 
in school. Before this time we had weighed and measured all the 
pupils, and had listed all those who were either overweight or under- 
weight. We had given special attention to any who appeared to be 
undernourished and had endeavored to interest the parents in bring: 
ing their own children up to standard weight, or normal weight for 
their age and height. The physical education teacher, the kinder- 
garten teacher, and the playground teacher all gave special attention 
to these children, and provided a daily regimen at school that would 
promote health building for them. <A special rest period was provided 
for kindergarten and lower grade children about midmorning, so that 
those who were below par physically might rest and sleep. Just be- 
fore the rest began these children were served milk lunches. The 
cooperation of the parents was sought, and the value of milk as a food 
was stressed for all the children. Milk was furnished free by the 
Parent-Teacher Association to children whose parents could not 
afford to buy a sufficient quantity for them. 

Launching the health drive—On April 6, the following letter was 
addressed to all the teachers in the school: 

May 1 is Child Health Day, as authorized by Congress and proclaimed by the 
President of the United States. It should mean much for the health and physical 
welfare of the children of this community. In fact, every child with any sort of 
remediable defect should receive corrective treatment before May 1, and abundant 


information should be given out for the preservation of the health of all the 
children. Let us find out the physical handicaps of our children as early as we 


9 





386 ELementary Scuoort Princiepans 





can and exert the full power of our influence toward having these handicaps 
removed. 

Please examine the reports which the School Health Department has made of 
each of your pupils, and patiently, persistently, perseveringly, and persuasively 
follow up the report until all corrections have been made. This is a work of 
mercy, and also a work of patriotism, as well as a work of education. It should 
be one of the most fruitful pieces of work that we have ever undertaken. May 
we feel the handicap of each of these children just as though it were our very 
own. If we take up the work in this spirit, we are sure to accomplish results 
that will bring great pleasure to ourselves in the realization of the immense good 
that we have brought to the children. 

When the work of weighing and measuring the pupils had been 
completed, and when the school physicians and nurses had made 
their inspections, a report was put into the hands of each home-room 
teacher, which showed the physical condition of each of his pupils. 
With this report before him, he could more intelligently and effee- 
tively follow up his morning inspection. He could give advice about 
the removal of defects, the amount of rest and sleep needed, and the 
advisability of a milk diet. The daily habits of the pupils were studied 
by the teacher in order that he might motivate a better health regimen. 
The teachers endeavored to develop desirable health habits and atti- 
tudes. The parents were encouraged to consult the teachers as special- 
ists in child nurture and development. The teacher in turn advised 
that a physician be consulted when there appeared to be some physical 
derangement beyond the possibility of removal by ordinary hygienic 
measures. 

The morning inspection became much more than a perfunctory 
observation of the pupils. The teacher knew the defects of the indi- 
vidual pupil as they were tabulated by the physician’s report. He 
directed his skill and persuasive powers toward getting the defects 
removed, watched daily for improvement, and felicitated the pupil 
and parent on every sign of progress toward a-better physical condi- 
tion. His joy over corrections and gains in health was always prized 
by the pupils, and his personal sorrow over any deterioration in the 
health of any one of the group was felt by all. School spirit was a 
strong factor in the promotion and maintenance of health. 

Cleanliness was required. A pupil with soiled hands or dirty 
fingernails was not permitted to pass inspection until he met the 
requirements for cleanliness and health. The pupils were strongly 
impressed with the fact that they should thoroughly wash hands, face, 
neck, and ears, clean the finger nails and brush the hair every morning 
before breakfast. Although the requirements of the home did not 
always measure up to these standards, the pupil did not dare face 
public sentiment at school without showing a wholesome regard for 


oe 











— 


— — 





Tue Nintrnm YEARBOOK 387 





the laws of cleanliness. Soon the school was changed from one in 
which the pupils were careless of appearance and indifferent to any 
sentiment of cleanliness to one in which all were clean and attractive 
in appearance. The desire for approval by teachers and classmates 
was a strong force. The laws of cleanliness and health became fixed 
as health habits, and their observance became cheerful obedience. 

The Rules of the Game as formulated by the Child Health Organi- 
zation of America were learned first: 


A full bath oftener than once a week. 

Brush teeth at least twice a day. 

Sleep long hours with windows open. 

Drink as much milk as possible, but no tea or coffee. 
Eat some vegetables or fruit every day. 

Drink at least four glasses of water every day. 

Play part of every day out of doors. 


Other rules were added to these as it seemed desirable. Individual 
pupils were given certain rules for the care of the health or for over- 
coming certain handicaps to their highest physical wellbeing. 

Enlisting the parents—On April 8, the principal of the school sent 
cut the following letter to every patron of the school: 


The Senate and House of Representatives of the United States of America 
in Congress assembled on May 14, 1928, passed a joint resolution “That the 
President of the United States is hereby authorized and requested to issue 
annually a proclamation setting apart May 1 of each year as Child Health Day 
and inviting all agencies and organizations interested in child welfare to unite 
upon that day in the observance of such exercises as will awaken the people of 
the nation to the fundamental necessity of a year-round program for the protec- 
tion and development of the health of the nation’s children.” 

The teachers of your children have been faithfully teaching the fundamental 
principles of health and hygiene throughout the term, but from now till May 1 
they will make a “health drive” as a fitting preparation for the celebration of 
the day. America is committed to the ideal of sound, buoyant health for every 
child, and every American has a part in helping to realize this ideal so that 
every child may have a fair start in life. 

We are asking the children to observe certain simple health rules until these 
become fixed as health habits, and we shall be very glad if you will remind your 
child, from time to time, of the importance of any of these rules that he may 
need to fix as habits in his daily routine. 

If a child has any defects or handicaps to health, we hope that these may be 
removed or corrected as soon as possible. It is our desire at this time to mobilize 
all the forces which can promote the health and happiness of the children. Conse- 
quently we are asking you as a loyal patron of the school, as a citizen, as a 
member of a church or a lodge, as a parent, to lend the full strength of your 
influence and help to this great cause. 

Silberstein School stands first in so many good things; let’s make it first in the 
health and happiness of its children also. 

Our Health Day program will begin at 2:30 on May 1. We give you a cordial 
invitation to be present. 





388 ELEMENTARY Scuoor PRINcIPALS 





An enthusiastic response followed. The parents gave us their most 
hearty cooperation. Clean-Up Week came within the time of our 
health drive, and the reaction of one upon the other intensified both. 
Clean-Up Week meant more to the school and the community than 
it had ever meant before. There were many additional reasons found 
for cleaning up and keeping clean because of the health drive. The 
children carried the message into the homes as they had not done 
before and their interest brought about improvements in many homes. 

In cleaning up for health the parents and children eliminated many 
fire hazards. Trash and rubbish were removed and the community 
took on an improved appearance. Now adults cleaned up for the 
sake of child: health when previously an appeal for Clean-Up Week 
had never brought results. Parents who cared little for cleanliness 
of person or environment became interested in our drive because they 
saw that health gave children a better chance in the world. 

On April:10, the school director of health, on invitation of the 
principal, addressed the Parent-Teacher Association on the nature 
and importance of health work in the public schools. The address 
was an excellent one. It was free from technical language, and full 
of good practical information and helpful suggestions for every one 
who has the care of a child. The mothers entered heartily into the 
spirit of the address. They asked many questions and received very 
sympathetic answers as to how to guard the health and physical 
welfare of their children. Many listeners went away glad that they 
had come and with a positive desire to cooperate fully in the health 
work. This spirit was a direct change in attitude for many in the 
community, for earlier the attitude of many of the homes was that of 
opposition to health work in the public schools. Our health drive, 
the splendid work of the Health Department, and the cooperation of 
the teachers almost completely changed the attitude to one of friendly 
accord and eager helpfulness. 

A health celebration—From the beginning of the health drive, 
plans were made for a great celebration and observance of Child 
Health Day. The children looked forward to it as an opportunity 
for a first-class good time. All pupils without defects and those who 
had defects removed, or cleared up as nearly as possible, were to be 
our prize winners. The program called for the decoration of prize 
winners with blue ribbons, a great parade of all of the school, many 
out-door stunts, and games that would especially appeal to the chil- 
dren. The announcement of our plans for Health Day added intensity 
to the enthusiasm of both children and parents for health and 
cleanliness. 


—————e 














ore 
eve 
rel 
lis 
has 
we 


pel 


on 
no! 
we 
ths 


$1n 


we 
the 


II 











Ture Nintun YrarnooxK 389 








There was a friendly rivalry among the classes as to which had the 
ereatest number of prize winners on Health Day. After inspection 
every morning the children wished to know who had had defects 
removed since the day before and how many could be added to their 
list of prize winners. Each class wished to know if any other group 
had a greater number of prize winners than they had. Many children 
were working strenuously to have defects removed for the sake of 
personal efficiency, and also for the sake of surpassing the records 
of other classes. Day by day the health drive gained momentum from 
one source or another, until finally one of the dental clinics gave 
notice that it could take no more children until they had two or three 
weeks to care for those who had already applied for corrections. But 
that did not stop the dental work; it seareely checked it. The children 
simply turned to other dentists. 

The following standards of the American Child Health Association 
were agreed upon as necessary for our prize winners to meet before 
the health celebration : 


SranpDARD REQUIREMENTS FoR A BLuE RIBBON 
(Prize Winners) 
I. Is mentally normal: 
If he has the mental capacity to attain a general average of “A” or 
its equivalent in school work. 
II. Is physically normal: 
A. If he is of standard weight. 
1. Not more than 10 percent under or 20 percent above the average 
weight for his height. 
B. If he is free from remediable defects or chronic disease. 
. Hearing normal and no chronic discharge from ears. 
2. Vision 20/30 or better in both eyes—with or without glasses and eyes 
free from any chronic infection or abnormal condition. 
3. Nasal breathing unobstructed and nose free from any chronic dis- 
charge or exudate. 
4. Tonsils rated as normal or removed. 
5. All teeth (both permanent and temporary) free from cavities—or all 
cavities filled—and all badly decayed teeth extracted. 
6. No enlargement of the thyroid gland and no marked chronic enlarge- 
ment of the glands of the neck. 
7. The skin and scalp clean and free from any chronic disease or abnormal 
condition. No evidence of anemia. 
8. No orthopedic deformity—such as club foot, or marked bow legs, or 
any other marked physical deformity. 
9. Posture satisfactory. 
10. No evidence of chronic organic disease involving the heart, lungs, 
or other organs or the nervous system—such as tuberculosis, heart 
disease, nephritis, chorea, or habit spasms. 


os 





390 ELEMENTARY Scuoot PrINcIPALS 





III. Is reasonably cooperative in the practice of certain health habits: 
A. Is physically clean. 
1. Face, neck, ears, hands, and finger nails cleaned daily. 
2. Teeth brushed daily. 
. One complete bath at least once a week. 
. Clothes clean and neat. 
. Clean handkerchief daily. 
. Good personal habits of cleanliness such as clean desk, floor and 
surroundings. 
B. Obtains sufficient sleep. 
Child must sleep from eight to ten hours at night with windows open. 
C. Eats well-selected foods. 
1. Drinks at least one pint of milk a day. 
2. Eats some vegetables daily—such as carrots, beets, peas, beans, onions, 
or tomatoes. 
3. Eats some greens regularly—such as cabbage, spinach, or lettuce. 
4. Eats some fruit daily. 
5. Eats some cereal daily. 
Nore:—Other foods may be added. Those mentioned in the outline 
above are the protective foods and are essential to good health. 
D. Obtains plenty of fresh air and exercise. 
Spends some time daily in outdoor play or exercise. 
FE. Clothing. 
All extra garments—such as heavy coats and sweaters, rubbers, over- 
shoes and boots removed while in classroom, provided the room 
temperature is 65 degrees or over. 
IV. Is satisfactory in his behavior and attitude in the school environment and 
is amenable to ordinary school discipline. 


> orm Co 


i. 





Teaching and correlating health with other studies—The teachers 
endeavored to so guide and train the pupils daily that health principles 
would become health habits. Attention was given to the formation 
of health habits in all the grades, but in the kindergarten and primary 
grades special stress was laid upon this work. It was the desire to 
fix the habits as early in the life of the child as possible, and then 
to require respect for the habits throughout the whole school life. 
The daily inspection was not only instrumental in determining when 
a pupil lapsed from the health habits, but helped to reinforce all 
habits. 

The teaching of health was correlated with all the other branches 
taught in school and with the everyday interests and needs of the 
child. A * thrift drive” had just put the school in the lead of all the 
other schools in the system in banking. The pupils and patrons were 
very proud of this record. The health drive brought the opportunity 
to teach the children that the greatest thrift was wise care of health 
and vitality. Attention was called to the losses resulting from failure 
to observe the rules of health. School spirit and community pride op- 
erated strongly to build up the sentiment for health. ‘* We must be 
healthy to be really thrifty,” was the constant thought of the pupils, 











“ar 
can 
hea. 
join 
] 
civl 
leat 
and 
of § 
pur 
for 
mai 
giv’ 
to ] 
bes 
stu 
noi 
in 
hor 


wo 
eac 
we 
pa 
Th 
mi 
spe 
tio 
sig 


wo 


CX 
ere 














Tue Ninrn Yrarsoox 391 





“and unless we are the healthiest school and community in town, we 
ean no longer claim the distinction of being the thriftiest. Let’s be 
health-thrifty!” The patrons of the school caught the slogan and 
joined in. 

During the drive the civies class devoted its attention to “ health 
civics.” The pupils studied both public and private sanitation. They 
learned about the persons who were directly responsible for the care 
and cleanliness of the streets in their community; for the disposal 
of garbage; for the panne and care of parks; for the supply and 
purity of the water; for the drainage of ponds and stagnant pools; 
for the removal of any nuisance that would endanger health; and the 
many other problems of publie hygiene and sanitation. They were 
given an understanding of the duties of the good citizen in relation 
to public health, what things he should notice daily, and how he could 
best discharge his civic obligations. 

The menus worked out in the domestic economy department were 
studies with reference to health. Special menus were made for under- 
nourished children. Because many of the girls had brothers or sisters 
in the lower grades who were underwe ight and undernourished, the 
home-making classes were particularly helpful. 

Not only was the health work correlated with all the other school 
work, but during the health drive each teacher scheduled a portion of 

each day with her class for special health instruction. These lessons 

were made definite, practical, and appealing. However the greater 
part of the work was carried by the physical education department. 
The formation of special classes; the providing of mid-morning and 
mid-afternoon milk lunches; the sending home of special reports and 
special literature; the securing of help from associations, organiza- 
tions, clinics, and individuals; the posting of bulletins and the de- 
signing of attractive and appealing posters were all a part of the 
work of the physical education department. 

The art department also should be mentioned for the number and 
excellent ne of the health posters, placards, and banners which 
created an enthusiastic interest through art for health. The penman- 
ship department set health copies and practised them. The “ Rules 
of the Game ” (see above) were written as copies until all the pupils 
were familiar with them. Numerous other health sentences and 
slogans were brought into the writing department and practised as 
copies. The arithmetic department built its problems on the profits 
derived from health and the losses sustained from sickness. The 
music department wrote and sang health songs. The auditorium de- 
partment staged health plays and pageants. The history and geogra- 





392 ELEMENTARY Scuootr PrRINncIPALs 





phy departments found abundance of material in their subjects for 
stressing the value of health. 

Special cases—Children who were more than 10 percent under- 
weight were studied by the nurse and the teachers, after the ordinary 
methods of bringing them up to the standard weight had failed. 
Careful provisions were made for their daily routine, or for medical 
treatment. Systematic health examinations were provided for these 
children and a follow-up plan was instituted, so that all handicaps 
to health and vigor might be removed. Parents were informed of 
major and minor defects. Where the parents showed indifference to 
treatment of defects, a campaign of persuasive education was con- 
tinued until the child was given adequate eare. If the parent was too 
poor to afford medical treatment, outside agencies were called upon 
for aid. A number of these were very helpful. Clinics, clubs, organi- 
zations, and individuals, aided in this work, recognizing it as an 
opportunity for most effective service to the cause of child welfare 
and betterment. 

Building sanilation—The hygienie eare of the school building was 
stressed. The attention of the custodian and janitor was called to 
the relation of their work to the health of the children and teachers. 
Emphasis was placed on the necessity of a properly heated, ventilated, 
lighted, and cleaned building. It was explained how over-heating or 
under-heating of the building or improper ventilation would result 
in ill health for pupils and teachers. The ill effects of dust were 
discussed, and the necessity for scrupulous cleanliness throughout the 
building was stressed. The teachers also gave close attention to these 
items. 

Attention to individual differences—lIt is well to keep in mind that 
while a constant effort was made for the betterment of the health of 
the group as a whole, there was a direct interest in the health and 
welfare of each individual child. No one was satisfied so long as the 
health of any child was below what it should be for that individual. 
Consequently, the objective of the school was the finest possible growth 
for each child and a positive gain in health-habit formation. In time, 
each child came to realize something of his personal responsibility 
for his own health, and for helping to build the health of others. 

The interest of the teachers went deeper and farther than the class 
asa whole. They dealt to each child according to his individual needs. 
The physical welfare of the child, his behavior reactions, in group 
or alone, his mental and social characteristics, his environment in 
home and neighborhood were studied with a view to bringing the 
child to a happy, healthy adjustment to life. 





de 
to 


ch 


C0! 
of 

m«¢ 
est 
sul 
teé 
sik 


tea 
ar 
me 





— ee Cr 


Aw 


on 


Tue Nintru Yrarsnoox 393 


The parents often realized their need of advice and counsel in 
dealing with their children. Frequently, the adults visited the school 
to confer with principal and teachers about the welfare of individual 
children. The teachers sought a closer cooperation with the home so 
as to obtain the highest welfare of the child in the home and in the 
community as well as in the school. In the health drive the interest 
of everyone was centered upon the health, physical, mental, and 
moral of the individual child; and the teacher became more inter- 
ested in the growth of the individual pupil than in the teaching of 
subjectmatter. Positive physical and mental health beeame_ the 
teacher's objective so that each child might attain the highest pos- 
sible degree of happiness and usefulness. 

Influence on the leachers—As a result of the health drive the 
teachers themselves have come into a deeper interest in the stand- 
ards of personal health. There has been a marked faculty improve- 
ment in vigor and positive mental outlook on life. All feel a keener 
sense of the duty of being healthy and happy. Self-rating according 
to certain health standards is commonly practised. All are committed 
to the idea of a thorough physical and medical examination as often 
as onee a year. Since the standard of health among the teachers is 
higher the absences due to sickness have been less than formerly. 

Though this health work would seem an additional task for the 
teachers, it has been a delightful one. In faet the teachers’ burdens 
have been lightened through the improved health conditions of their 
pupils, and the better distribution of their own time and efforts. 
They have also derived personal benefit from keeping certain high 
health standards in view while practising health habits in a happy 
environment. The wholesome attitude of the teacher toward both 
physical and mental health, could not fail to produce a very happy 
result for his own health and well-being. The teachers have felt 
greater satisfaction than ever be fore in the successful accomplish- 
ment of their teaching. 

Summary—The final check-up on May 1 of the health drive 
showed the improved conditions noted in Table 1 


TABLE 1—Puysicat Derects Correctep DurING 
THE HeaLttH Drive 


MORE: CGO COMDTEY i. 5.55 o.55. 6 s.6 ss ssintdeaeeeireis 151 
EINE oo gids cece Rie vid ve Cine baad ss BOCA aa Ee eae 92 
OE III, «3 din ora ne Ria Sis whe chaicinplan bee hegeerars 199 
TER vicia aecsodned traced madame 13 
BOO SINE 505 says) a. lab ardrdisc asen emaciiem eucmcrerrene 44 





394 ELEMENTARY Scuoor Principeaus 








TABLE 1—Puysicat Derecrs Correcrep During 
THE Heattuo Drive—(Continued) 





IN eee Vn aa eM ge are gabon ain Siac siauiemos 20 
ME NID. iio k nb oc ae baeeneea tas eess makes 29 
I MIN 5 oa wagg- 5 5s oan a aime ateeeoes as aces cals eis 39 
NTI 3s. ca 3 ack as acoder Biota ius Gm Rs cca 23 
I I ao ora nin vss sce eed peer baw ee aKe 13 
I Is ini g puck o's gi onwaen ae ckokeneeeiens 34 
ene URN OUI ooo iiss bis.n ea socks <cwricecsiem beers 32 
BGRID BFOUDICS GIOATEM 2... 6.5 cece ckccceccs cence 24 
Underweight corrected .........cccccccccsccccsscs 155 
COVOTWOUEDE COPTECEER 6 once cccicccscssccececsessens 44 
CHEROMOGIG COPTOCLIONS  «.....5.0.6 ccc ccc ccccsscccceces 4 
SN MN gia sa. tras nalts ns kine ciples aera dra lars mimeic a aise 1 
Ee ee Oy re ire en ear 10 

NE Ske aces 6 RA LEON a Re eS 950 


Table 1 shows a total of 950 corrections, or an average of one for 
every pupil in school. But the good results are not all summed up 
by this table. The work of having defects removed has gone right 
on since May 1 as a result of the drive. A number of pupils wiio 
still have defects have assured their teachers that their defects wouid 
be cleared up as soon as the summer vacation arrived. The attitude 
in the community toward the health work has been greatly improved. 
The children have received intensive health instruction and their 
habits of cleanliness and hygiene are much above what they were 
before. This has been an intensive educational campaign in which 
health was tied to every school subject in such a way as to react 
favorably on that subject as well as promote health and physical 
efficiency. 


N CHRISTMAS day the children above the kinder 

garten received 792 copies of 551 different books. Our 
librarian rated only 59 of the books as among the best books 
for children.—Sara EK. Chase, see Chapter XIV 








! 
i 















—— 


Tue Ninrn Yrarsoox 








A QUESTION OF WEIGHT 


C. I. FLEMING 


Principal, Clinton School, Saint Louis, Missouri 


OR SOME YEARS we have been told that the health of any 

child who is 10 percent or more underweight needs to be investi- 

gated. While accepting the fundamental assumption that a 
serious deviation in weight indicates the need of skilled attention 
to the general health of a pupil, we have come to question this 
criterion of “10 percent (or more) underweight ” as the most satis- 
factory method of discovering the pupils who need attention. As 
a matter of fact it would be somewhat strange if the child of a father 
weighing 102 pounds and of a mother weighing 90 pounds was not 
“underweight.” Let us consider the question of the base upon which 
this percent is usually figured. 

Is the ten percent criterion satisfactory ?—An examination of the 
method of constructing an age-height-weight table shows that the 
weight given for any given age-height represents an average of a num- 
ber of individuals of that age and height. Thus when we speak of a 
pupil being 10 percent underweight we are referring to the fact that 
he or she weighs 10 percent less than the average boy or girl of that 
age and height. Now it is obvious that a deviation of 10 percent from 
an average is a far different and a far less serious matter than a 
similar deviation from an optimum. Granting that the average 
offered by the table is a perfect one (not all the tables agree), the 
10 percent underweight does not offer the most satisfactory method 
of discovering these pupils whose general health should be inves- 
tigated. 

Those of us who use the findings of the weighing of pupils in our 
schools have passed some unsatisfactory moments in attempting to 
work out this problem of underweight children. We have, at the 
request of the school doctor, invited parents to confer with us about 
the health of the child who is 10 percent or more underweight. In 
some such interviews, no matter how tactfully handled, certain 
hyper-sensitive mothers, who have always prided themselves on being 
good providers and excellent cooks, have resented the implication 
that their cooking was not good for their children. Others, after the 
conference at the school, have taken the child to the family physician 
for a thorough examination, only to be told, “ Your child is per- 
fectly sound.” We know that the relief of some of these worried 
parents is apt to be expressed vocally in terms not redounding to 








396 ELEMENTARY Scnoont PrINcIPALs 





the credit of the school’s medical officer, and not enhancing the com- 
munity’s confidence in the service rendered by the school. 

Changes in weight a better index of heallh—A discussion with 
our director of school hygiene ’ brought out the fact that he had been 
reasoning in a similar way, and was preparing to experiment with a 
method which would substitute failure to increase weight over a 
period of months for a condition of underweight at a given time as 
the basis for discovering and helping pupils who were in need of 
attention. After using one form for keeping this record during the 
closing months of the school year 1928-29, the revised card shown 
in Figures 1 and 2 was furnished for experimental use in 1929-30. 

At the time of the first weighing, one of the cards (Figures 1 and 
2) was filled out by the teacher of each pupil in his room. A dot 
was placed on the heavy “ weight-at-start” line in the column over 
the September heading, and the height in inches and the weight in 
pounds entered in the spaces provided. These cards were kept by 
the teacher until one month later when the pupils were again 
weighed. This time a dot was placed in the column over the Octo- 
ber heading as many lines above the heavy “ weight-at-start ” line as 
the pupil had gained half-pounds. If a loss in weight was found, the 
dot was placed below the heavy line. In ease of any loss, the card 
was sent home for the parents’ signature. One month later the 
pupils were again weighed. After the weight was recorded by a dot 
on the proper line in the November column, a line was drawn con- 
necting the three dots, thus showing the trend in weight over the 
three months period. All cards were then sent to the principal’s 
office. Table 1 shows the results of the weighing of 459 pupils over 
a period of three months. 


TABLE 1—CHANGEs iN WeiIcGHT Over A Periop or THREE MontTus 


Group Changes Number of pupils Percent 
1 an We IES 5. cc aicanueaaaicais ewan 19 41 
2 a eae 16 3.5 
3 Loss in one month only................. 66 14.4 
4 RE MN IS oor a ds ado. ww cae ceiuene 358 78.0 

459 100.0 


The cards of all pupils shown in groups 1 and 3 of Table 1 were 
sent home for the parents’ signature. The attention of the school 
was then centered first upon the four percent who had shown a 
steady loss of weight during the three months. These pupils were 





*Dr. Humphrey, Director of Hygiene of the Saint Louis Public Schools. 
a 





wo 











Tue Nintru Yrarspoox 397 





FicureE 1 


ST, LOUIS PUBLIC SCHOOLS 
SCHOOL HYGIENE DIVISION 


WEIGHT RECORD 


WEIGHT 


IN 
POUNDS 


~ 
m 
> 
te) 
= 
I 
) 
= 
N 
fe) 
z 
of 
> 
r 
£ 
z 
m 
2 
m 
0 
2 
m 
i) 
m 
z 
4 
o 
= 
r 
i) 
L 


WEIGHT 
AT START 


WOOY IOOHDS 


LBs. 


HEIGHT 
IN INCH 


yVZA TOOHOS 


MONTH EPT.| OCT. | NOV. | DEC. | JAN. | FEB, | MAR. | APR. | MAY |JUNE/ JULY | AUG. 





Co 


98 ELEMENTARY Scuoot Principats 





Ficure 2 





The teacher mav use this space each quarter for special remarks. 
Parents should examine and return the report. 


reer rr reir errr rier rr rire reer rrr 








Parent's Signature......... 





DIRECTIONS FOR MAKING GRAPHIC WEIGHT CHART 


Weigh all children each September. Begin weight record on 
dark line indicated by the words “Weight at Start.” Each hori- 
zontal line represents 4 lb. The physical measurements give a 
cross section picture of a child’s physical status at the time they 
were made. The most important question is not, how large, or 
how small, at a given age, since” children vary in size with nation- 
ality, heredity, etc. It is more important to know whether the 
child is growing properly. A child who fails to gain in weight 
over a period of three months, should be referred to the School 
Doctor for examination. 














—, 





— 


ree 


a 









Tur Ninru YEARBOOK 





referred to the school doctor for examination. The parents were 
invited to visit the school for a conference and plans were made for 
the parts the school and home could play in building wp the child. 
Since there was no talk of “ under-weight ” with its resented impli- 
vations, these interviews proved pleasant and helpful. In a few cases 
where it was known that the child was already under the eare of a 
competent physician, the card was merely sent home for the infor- 
mation of the parent and of the physician in charge of the case. 

The cases of those pupils who showed no gain (Group 2 in 
Table 1) in weight were also sent home for the parent's signature. 
At the recent inspection of the weight-record cards of pupils, the 
names of every child attending school from three families were found 
in these two classes. A diagnosis of malnutrition was at once antici- 
pated. The absence of a child was made the excuse for requesting the 
attendance officer to make a call. This call revealed the fact that in 
these families medical attention was a secondary need and that eco- 
nomic assistance was required. The unfortunate condition of one 
family had not even been suspected, as it was due to a temporary 
injury to the wage earner who had never before found himself in 
straitened circumstances, and had been too proud to appeal for aid. 
No discussion of weight will be held with the parents of these chil- 
dren until the results of a month of good food ean be recorded by the 
school seale. 

After these more serious cases have been cared for, a closer exami- 
nation can be made of those pupils whose records show a loss of 
weight in one month only (Group 3 of Table 1). If coupled with an 
underweight condition, a physical examination may prove advisable. 
Among the 78 percent who show a gain there may be a few individ- 
uals whose gain is so slight that, coupled with under-weight, a 
follow-up may be necessary. The factor of under-weight is not ig- 
nored, but becomes important as a symptom of physical disability 
when strengthened by the unsatisfactory rate of growth. 

Supplementary outcomes of the weighing practices—If the dis- 
covery of the physically inferior pupils was the sole result achieved 
by the use of the weight-record card, the expenditure of approxi- 
mately 30 minutes per month for each room would be amply justified. 
The relationships established with the homes would be well worth- 
while. However, there are other gains. 

This method of weighing at regular intervals aids in attaining one 
of the objectives in health education—that of voluntary periodic 
physical examinations. Children become interested in watching their 
own weight record. It is not an uncommon thing to have youngsters 








400 ELEMENTARY Scuoot PRINCIPALS 





who show weight losses at the regular period to ask for another test 
during the noon periods to see whether they have started to gain. 

Applications of weight data in the health instruction have not been 
forced, but have been forthcoming, usually from the children’s ques- 
tions. “ What makes us lose weight?” led to a study of the relation 
of cleanliness and sleep to weight and health. An interesting chart 
of daily activities was worked out by the pupils. Only last week the 
mother of one of those pupils remarked that she no longer took the 
child out to late parties as she had done. In another room the losses 
in weight attendant upon colds and other minor diseases graphically 
brought home to the pupils the relation between general health and 
weight. The possibilities of securing the pupils’ interest in the study 
of foods is obvious. From the standpoint of health education alone, 
the method of recorded monthly weighings is worthwhile. 

We have found that our expenditure of 30 minutes per room per 
month has brought a more satisfactory method of finding those pupils 
who are in need of health service; has aided in promoting cooperation 
between school and home; and has contributed definitely to the sub- 
ject of health education. 





ILE professional burgeoning of the elementary school 

principalship has brought with it many problems of a 
reconstructive nature. Perhaps none of these is more cruciai | 
than that of hewing the principal’s desk clear of its long | 
accumulated wreckage of reports, routine, and red tape, so 
that the time and talents of the principal may be released 
for professional leadership.—Worth McClure, see Chapter 
VI 














of 
tifi 


ehi 





SR SE SE 


td 


Tur Ninru Yrarsooxk 401 


ACCIDENT FACTS AND SAFETY EDUCATION 


G. C. GraHaAM 
Safety Engineer, Board of Education, Detroit, Michigan 


OT LEAST important among the many foundlings which have 
been left upon the educational doorstep has been the problem 
of preventing school child traffic accidents.". With the advent 

of compulsory education laws there has developed a somewhat jus- 
tifiable parental attitude which has insisted that if the state compels 
children to attend school it must provide for their safety enroute. 

Educational institutions throughout the country have been striving 
to reduce the annual toll of motor vehicle injuries and fatalities 
among children. Nevertheless it is doubtful if there has been any 
other problem in recent years which has suffered as much from 
opinionated guesswork, ungrounded theories, and a superfluity of 
free advice. Sidney J. Williams has rightly said, “ There are at 
least one hundred million traffic experts in the United States.” 

Making a survey of accidents—Realizing that a school child traf- 
fie protection plan could hope to succeed only if it were based on a 
foundation of fact, all unsubstantiated opinions and theories were 
forgotten and exhaustive endeavor made to analyze the problem at 
hand. A survey of all accidents to Detroit publie school children, 
over a period of from two to five years, was made by the Detroit 
Board of Education in conjunction with the Police Department, 
Department of Public Works, and the Publie Lighting Commission. 

Obviously, our first problem was to find out where these school 
child traffic accidents were occurring. A comprehensive city-wide 
spot-map was made, upon which the location of every accident was 
indicated. By varying the color and shape of the spots we were able 
to distinguish between fatalities and injuries, pedestrian and pas- 
senger accidents, as well as injuries occurring during the hours of 
daylight and darkness. 

Figure 1 shows a small section of such a map. The whole map 
revealed at a glance tlre fact that many areas and intersections which 
were constantly being brought to our attention as very hazardous 
were, in reality, comparatively free from accidents while other 
corners and localities heretofore considered reasonably safe were 





*While the data of this contribution are limited to Detroit the careful survey 
technic and the scientific analysis should be suggestive to many principals in other 
cities—Editorial Committee. 








402 ELEMENTARY Scuoor PrIncIPALS 





experiencing considerable difficulty. Likewise, some thoroughfares 
had surprisingly high accident frequencies.’ 


FIGURE 1—Sectrion or Derrorr Trarric Survey. Mar SHow1ne 
ACCIDENTS TO CHILDREN DurinG 1927 aNp 1928 


—_ 
= 
CNET 
— Coll a 
~KEY- Pi 


OPedestrian injured ~Day 
@Padestrian injurea—N ight 
BW Pedestrian Killed — Night 
. | = Gi Pedestrian Killed _y 
A injured —Day 
inj —Ni 


Lal 
C4 
= 











Interpretation of the data—Tables 1 and 2 show typical practices 
in analyzing accident spot-maps. The mile circles shown in Table 1 
were drawn upon the large spot-map with the business district as the 
center. These radiating circles were particularly helpful in the inter- 
pretation of results. It was found that the number of accidents per 
square mile increased as the central section of the city was ap- 
proached and the congestion and consequent potential conflicts were 
increased. 

A similar analysis was made of all accidents occurring during 
the hours of darkness in order to ascertain if there were any locali- 
ties with numerous accidents whose cause might be attributed to poor 
street lighting. The results were negative. 

Accidents were then segregated into groups by schools and individ: 
ual school accident rates established on the basis of the number of 
accidents per 100,000 school population, which is the standard unit 


*Mr. Graham included tabulations of the hazardous streets, intersections, and 
areas as indicated by the large spot-map, but space limitations make it impossible 
to include these local facts. The reader should not limit the possible interpreta- 
tions of the spot-map to the data shown in Tables 1 and 2—Editorial Committee. 








a 


a 


al 








es 


he 


nd 
le 
a- 
2e. 


EN RT EET PEE 


SSR OS ee mite ey rR terete cer 


Ture Ninrn YrARBOOK 403 





of accident frequency measurement. These tables (summarized in 
Table 2) disclosed the fact that pupils from approximately 25 percent 
of our 235 schools were responsible for about 50 percent of our 
accidents. Manifestly a more concerted accident prevention effort 
directed at this group would be productive of a greater reduction of 
motor vehicle fatalities than an equal effort disseminated throughout 
all of the schools. 

As a further aid to localizing traffic casualties the schools with the 
heaviest accident rates were indicated on city maps by circles whose 
areas were in one case in direct proportion to the number of acci- 
dents suffered by pupils of the school, and in another instance were 
in proportion to the school’s accident frequeney rate. This graphic 
portrayal of schools with heavy accident rates showed a decided 
localization in poorer neighborhoods where foreign or negro peoples 
were predominant. 


TABLE 1.—AccipEntTs IN 1927 To Detroit PuBLic ScHooL PuPILs 















































,T Total > Fatal Pedes- Pedes- Non- Pedes- 
Mile — i Acci- een Acci- trian pre 4 Pedes- trian 
Circle | (Un ; ~ ldents per| 4 |dents per| Acci- : Acci- Acci- 
Miles | dents ['sq. Mi.| "ts | sq. Mi. | dents [48 per) Gents |dents per 
Sq. Mi ‘ 
dhe Sq. Mi. 
1 1.5 81 §2.7 1 | a | 68 44.0 13 8.7 
2 4.4 234 51.6 6 | 1.4 206 45.5 28 6.1 
3 8.1 247 29.6 6 | | 210 24.9 37 4.4 
4 11.2 309 26.9 i. 6 258 22.4 51 4.5 
5 13.1 300 22.2 14 | aa | 268 |} 19.9 32 2.3 
6 16.8 209 | 12.1 4 7| 179} 10.7 30 1.7 
z 21.6 119 6.3 6 2 | 92 4.1 27 1.2 
8 25 69 2.6 | 3 1 | 57 2.2 12 6 
ee 
1569 
. sal Stes oP | | 
TABLE 2.—Cui.Lp AccIDENT RATES BY MILE CIRcLEs IN 1927 
7m seahiaies 4 
Public School} Elementary Accidents Accidents 3 ~ 
Mile Circle Sq. Miles Child School per per 100,000 a 
Accidents Enrolment Sq. Mile School Po on 
Population oar the. Mile 
1 15 | 79 2,778 52.7 2,843 1,895 
2 4.4 227 15,395 §1.6 1,474 335 
3 8.1 240 16,777 29.6 1,430 177 
4 11.2 301 29 , 163 26.9 1,032 92 
5 13.1 |} 291 37,123 22.2 784 60 
6 16.8 | 203 25,665 12.1 791 47 
7 21.6 115 15,993 5.3 719 35 
8 | 25.4 | 67 11,324 2.6 592 23 




















Note: Accidents beyond the eight mile circle not shown in above computations. 





404 Evementary Scuoot PriIncirats 





Following these considerations of where mishaps occur, attention 
was focused on causes. The police accident records were again stud- 
ied and the summary of causes is shown in Table 3. The figures are 
fairly accurate except that the first item comprising 1139 accidents, 
attributed to ‘ running in the streets,” is somewhat general due to 
the lack of details contained in many of the police reports. A care- 
ful inspection of this report shows that approximately 60 percent of 
the total accidents can be attributed to apparent violation of safety 
rules on the part of the injured children. 

The hours when accidents oceur is shown in Table 4. There is a 
very perceptible decrease in accidents during the hours schools are 
in session. The most important indicator, however, is the large per- 
centage of accidents occurring between the hours of 4 p. mM. and 
7 p. M., amounting to 33 percent of the total. This period covers the 
play hour and clearly indicates the need for greater playground 
facilities and extensive safety patrol organizations to safely convey 
children to and from these playgrounds. 

A further inspection of the records showed that 424 accidents 
occurred on school days during the hours when children might be 
expected to be going to or from school. All of these cases were 
traced through personal interviews, correspondence, and telephone 
calls in order to determine the exact number occurring to children 
enroute to or from school. The results are shown in Table 5. It wil! 
be noted that but 8.5 percent of the total casualties occur to pupils 
going to or from school. Of this group more than half were the 
result of violations of safety rules over which the present protec- 
tive system would have had little effect. This leaves a balance of 


TABLE 3.—-Causes or CHILD ACCIDENTs IN DETROIT IN 1927 AND 1928. 














Cause 1927 1928 toa | Soe 

L. Mamita in astrect..... . 6 ccc cc ccscacs 556 583 1139 37.0 

2. Crossing street at intersection.......... 347 314 661 22.0 

3. Collision (passenger during)............ 247 226 473 15.4 

4. Crossing street not at intersection... ... 151 142 293 9.0 

Di PE TA BETOOE ow. occ nictcsews 106 115 221 7.0 

ae ee eer 60 57 117 4.0 

is ia cae knw ede a adeee ies 43 32 75 3.0 

8. Standing on sidewalk................. 23 13 36 1.0 

cnc wig.5: atid hcncn aia a a eee 14 7 21 a 

10. Standing in safety zone................ 14 5 19 6 
11. Getting off street car.................. 8 1 9 3 
AAP er ee ee ea pane 1569 1495 3064 | 100.0 























- 


Tr eh 6mhrT 


| eel 





ST EET 


Tue Ninria Yrarsoox 405 





about 4 percent of the total accidents enroute to or from school which 
might be minimized by more adequate physical protection. 

It should be quite clear from this analysis that the protective 
measures now employed are apparently coping with the problem in 
excellent fashion and that the remaining 96 percent of the accidents 
san only be appreciably minimized by effective educational measures. 
Thus our major efforts should be directed toward that goal. Con- 
versely, if we should cover the city with officers, patrols, semaphores, 
and pedestrian tunnels during dismissal hours, but little reduction 
in accidents could be expected. As a part of this study a list was com- 
piled showing the schools having the greatest number of accidents 


TABLE 4—TimeE or Day WueEN AccipENTS OccurRRED IN 1927 AND 1928 





Hour 1927 1928 Total 

PRON cr Se gb. cre ateiaraeewareccs 17 6 23 

ey SEE REN renee opr ae ies 4 2 6 

tg: PRs A sat ese WE Beer rt 3 1 4 

oe eer seneerras A 1TMb HN Ew 0 1 1 

SID» 5d. crus c.atiarwa, bbuaate nie me ole 0 0 0 

UL cicie ¢ ota conten maa 3 1 4 

scans Go *% | SRNR TUTE EE 3 1 4 
PEMA Tihs clot pest Nearere tone euliats 19 15 34 

RR ae ern irae oem oe 59 49 108 

a een Pade rraee itera eereae 20 21 41 

SE ic, xiv beard aR eee 32 38 70 

Se (eiecenaeome hacia nse ores 90 98 188 

jc Roe elias ot oe 250 233 483 

fR Ne D iccsensnessdssaeecens 113 115 228 

SS Pe We 68 62 130 

| Sea cao ion acute ee oie cles 87 55 142 

By DEAE Se Ee ets 144 111 255 

Me Sa one raaigia te a a aio yereale 169 163 332 

— S) sae ERY ip eae 175 198 373 
DME  nuhadnesxnneslesehesen 153 157 310 

(SS Saree hee Sse 125 142 267 

| TL RAIS EE RaSh Rennes eo 123 124 247 

D PMOME satolcim aimiarm ative a'eie Keone tele g 82 65 147 

DN as ss ie cana ntaaeueicne 38 33 71 
Dipper et Rae as 22 26 48 

OO ic AS cooks} wera 1299 1251 2550 

MM MID cascaded S ok eA 250 233 483 
oe er Nabolec iia meataters eataaarn aes 129 1251 2550 
mee GOL BOMOG. x. 2 5 ek cecndeie soe 20 11 3l 


Grand total. «....06..0c00 1569 1495 3064 





406 ELEMENTARY Scuoont PriIncrPats 





to pupils enroute to or from school. This list enabled us to single 
out the schools which apparently had inadequate protection for 
their pupils, thereby suggesting places where remedial measures 
should be adopted. 

Next, a traffic protection map was developed which showed the 
locations of all policemen, school janitors performing traffic duty, 


TABLE 5—Summary or TIMgE, CAUSES AND RESPONSIBILITY FOR 
Cuitp Trarric ACCIDENTS IN 1927 AND 1928 


I. Time of accidents: 








Number of Percent of 
Hours Accidents Total 
Total acidemia, 1687-2086 oo... c conc ckicccecccncessies 3064 100.0 
Accidents occurring during hours children go to or 
NN NN asses hv. a occa cats rds Sem mina mes ah aa 424 13.8 
Accidents occurring to children actually enroute to 
EARS ae ane apne 259 8.5 
Accidents occurring during hours children go to or 
from school to children not so doing.............. 109 35 
Accidents about which details could not be procured. 56 1.7 
II. Causes of accidents: 
Number of Percent of 
Cause Accidents Total 
1. Crossing at unprotected intersection, apparently 
ee | a er ae 61 23.6 
2. Crossing at middle of block................... 27 11.0 
Be MOON is cc ae keranccusesenseusnae 27 11.0 
I IR II a ois. csc Snes cn wednkwanticns 24 92 
5. Crossing against signal...... ...............-e- 18 6.9 
6. Looked only one way before crossing........... 18 69 
7. Ran from between parked cars...............-- 17 6.5 
8. Struck by turning auto at intersection.......... 13 5.0 
9. Not crossing at. proper school crossing.......... 9 3.5 
DG: Bivwek om the MGCWAlK. 66k ic ciccccacecccccne 7 2.8 
11. Riding bicycle, struck by auto................. 6 23 
12. Broke away from older escort..............000 5 19 
13. Crossing alley-way, struck by ear.............. 5 1.9 
14. Do not remember details of accident........... 3 1.1 
Re, SE Ci WHINE 5 av 6k. 6 6:5 0 ROKK aE Rew 2 8 
16. Miscellaneous causes ...............ceceeeee ae 17 6.6 
jc. | BBW paren papa rir phic ec nt tray Seer ae CE Sac a ee 259 100.0 
III. Responsibility for accidents: 
Number of Percent of 
Child’s Behavior Accidents Total 
Total accidents to publie school pupils enroute to 
or from school who were violating safety rules.... 144 55.6 


Total accidents to public school pupils enroute to 

or or from school who were apparently obeying 

ED Ris cases: SGmimnedinkeaehendaaeledan 112 43.2 
EE No.6 cinnacnensivess pbacdBocncens 3 1.2 


UNE bated cvicsienes Pre ee rT ee 259 100.0 





—— 


ee 





rh 


nan aa oe 














Tue Ninru YEARBOOK 407 





automatic semaphores, rubber “ Stop” signs, amber flashers, and 
pedestrian subwalks. Comparisons were made with the accident 
spot-map to ascertain the character of physical protection adjacent 
to heavy accident frequency locations and in some instances it was 
found that existing protection was inadequate and corrective mea- 
sures were adopted. 

Another comparison was made to show the ratio of protection per 
square mile, in the various mile circles, to the number of accidents. 
The uniformity of the results indicated that protection was being 
supplied in direct proportion to the number of casualties exper- 
ienced. 

The records then yielded another analysis in the form of an age 
chart as shown in Table 6. Thirty-nine percent of the mishaps occur 
to children between the ages of six and nine, leaving little doubt as 
to the school grades where the greatest effort must be exerted to eul- 
tivate a safety consciousness that will carry over into the play hours. 

Another development shown in Table 7 lists injuries by month and 
sex. Nearly twice as many boys are injured as girls. This of course 
would be expected in view of the character of their respective play 
habits. 

The accident frequency by months shows a very decided increase 
in accidents during the spring and fall of the year with a rather 
unexpected decrease during the months of July and August, which 
is somewhat difficult to fully explain, except that many children 
are vacationing at that time, playground facilities are more adequate, 
and public parks more frequented. The number of motor vehicles on 
the streets increases, and the consequent congestion cuts down the 
average speed. 


TABLE 6.—AGE or CHILDREN IN 1927 AND 1928 AccIDENTS 














Age in Years 1927 | 1928 Total 
Be os aay asia re ass SE reer 5 0 5 
esx aon Nel cesycer e, aid aed 146 94 240 
ee, pie. Cashing aiecalc- dnasagreee abe mies 224 250 474 
See e RebilaA, Res 206 196 402 
Sea Svan del die teeta 176 151 327 
gS ea EL | 150 129 279 
ore Se a.clv-as en ee ee 121 134 255 
I ie eh oic hase weld Deke 112 | 113 225 
I SoS 5a by og Sod bn claielialeatwce oikeoraes 113 104 217 
RR SEE ead stint 171s ssi 73 161 
BN eee ale ce irk Rm oe oa 91 75 166 
BAe ee race reas 121 162 283 
Not Stated...... stat ee te oa 16 | 14 30 








re 1569 | 1495 | 3064 











408 ELemMentary Scuoot PrINcIPALS 





TABLE 7.—CuiLp ACCIDENTS BY SEX AND MonrH IN 1927 AND 1928 














1927 1928 : 
Grand 
Month Total 

Male Female Total Male Female Total 

pe 32 22 54 61 19 80 134 
February........... 59 35 94 56 23 79 173 
Maron............. 100 48 148 67 36 103 251 
ee 93 44 |. 137 98 31 129 266 
ee 92 64 156 92 60 152 308 
| RE ere, 125 53 178 76 68 144 322 
July Dance ewake nba s 98 37 135 101 55 156 291 
August............ 95 44 139 87 49 136 275 
September......... 100 61 161 103 68 171 332 
October............ 87 67 154 89 65 154 308 
November......... 76 50 126 76 33 109 235 
December.......... 64 23 87 53 29 82 169 
Totals.........] 1021 548 1569 959 536 1495 3064 


























The number of mishaps recorded in the city was allocated to the 
various police precincts in order to determine which of these pre- 
cincts was having the worst record so that proper steps might be 
taken to increase police vigilance in proper areas. 

Numerous graphs were made for the purpose of determining the 
rate of child accident fluctuation as compared with the adult rate. 
Comparisons were made with other cities and the country as a whole. 

Summary and conclusion—An accident survey was undertaken for 
the purpose of ascertaining the real accident facts in Detroit. The 
following data were obtained: 

1. By the aid of an accident spot-map of the entire city, the loca- 
tion of all school child accidents, both day and night, for a period of 
two years was shown. These tabulations showed that many hazardous 
streets were not so recognized. Some protective revisions were made 
on the basis of these results. 

2. Accidents were segregated by schools and school accident rates 
established. Generally speaking, the foreign and negro congested 
areas reported the most accidents. These data indicated the loca- 
tions where educational and protective efforts could be concentrated 
with best results. 

3. Accident causes were established as an aid to adequate safety 
education and proper protection. (See Tables 3 and 5.) 

4. The hours of greatest accident frequency were determined so 
that increased police vigilance might be maintained during those 
periods. (See Table 4.) 

5. The number of accidents occurring to children enroute to or 
from school was found to be less than nine percent of the total, and 


— 


F 
k 
' 
© 
| 
| 
j 
; 


— 


ver 


Ee 








Tue Ninru YEARBOOK 409 





more than half of these were not controllable by ordinary protective 
measures. This study added greater emphasis to the need for safety 
education rather than increased physical protection. 

6. Accidents to pupils enroute to or from school were isolated by 
schools in order to determine which schools and localities were lack- 
ing in proper protection during these hours. 

7. A traffic protection map was evolved which could be consulted 
in conjunction with other spot-maps to find the extent of existing 
protection at hazardous points. A supplementary chart showed the 
proportion of protection to accidents by mile circles. 

8. A table of casualties by age groups showed the need for con- 
centrated educational effort in first, second, and third grades. (See 
Table 6.) 

9. A chart of injuries by sex reveals the need of greater effort 
among boys rather than girls. (See Table 7.) 

10. June and September were shown to be the months of greatest 
accident frequeney and an increase in the safety activity program 
during those months should be most appropriate. (See Table 7.) 

11. The segregation of accidents into police precincts enabled the 
police department to better direct its activities. 

In conelusion, during the year 1928, Detroit effected a saving of 
approximately 20 percent in motor vehicle fatalities. The greatest 
saving was accomplished in the school-child group where the reduc- 
tions amounted to about 34 percent. This reduction is in some mea- 
sure due to the information obtained from this survey and the 
excellent cooperation received from the pupils, principals, teachers, 
parents, the police and other city departments. The solution of a 
school-child traffic problem clarifies itself in direct proportion to the 
number of facts which are determined. 





| AVE you used the index in the back of this Year- 
book ? 




















410 E.ementary Scuoor Princieats 





LAUNCHING A SAFETY EDUCATION PROGRAM 
Anna A. Connon 
Principal, Waterside School, Stamford, Connecticut 
EVERAL YEARS ago, a health education program was written 
based upon the needs of the children in Waterside School and 
built around their three-fold development; namely, the physi- 
‘ally-fit child, the mentallv-fit child and the social-morally-tit child. 
Although every real safety situation, which has arisen in the daily 
life of the child has been utilized in connection with the prograni, 
we feel that incidental safety instruction is inadequate. The time is 
oppértune to launch a cooperative teachers’ project for the purpose 
of building a Safety Education program based upon the needs, inter: 
ests, and capacities of these children. This program is to permeate 
the daily activities of the school, becoming as it were, an integra! 
part of the life of the school.’ 
I. Need of safety education in Waterside School 
tion becomes imperative for the following reasons: 





Safety educa- 


a. Location of the school on a dangerous corner—a highway of trade where 
accidents could readily occur. 

b. Many mothers are factory workers, leaving their children to care for them- 
selves in the home and on the street before and after school hours. 

ce. Stamford has its quota of accidents. In 1927 4 children were killed, 112 
children were injured, 9 adults were killed, 288 adults were injured, and 1002 
accidents occurred. 

d. Incidental teaching of safety is inadequate. 

e. Safety education is a means of teaching the child 
1. To value and conserve human life ; 
2. To adjust himself to modern civilization in all its complexity 
3. To live an active, happy, and satisfying life. 


II. Psychological basis of a safety education program 


Naturally such a program must be placed on a psychological basis 
for psychological principles are just as necessary here as in any other 
subject. Therefore, the program will be arranged under such head- 
ings as: 

1. Situations and activities—All real situations in the home, street, school, play- 
ground, etc., will be utilized. 

2. Outcomes (immediate and remote)—In terms of safety habits, safety attitudes 
and safety knowledge. 

The laws of learning, too, must be borne in mind if the best results 
are to be obtained. 

1. Law of readiness—Learning becomes more effective if the opportune time is 
utilized for presenting the lesson. The children must realize a felt need for 
the solution. 

* Busy principals will appreciate Miss Condon’s analysis of the principal's 
part in launching a safety program. Such an outline aptly illustrates the foresight 
emphasized by Dr. Judd earlier in this yearbook.—Editorial Committee. 


Spay epaenens omy 


— eR Nm 


————— 








ae ae 





~~ emer 





——— 











Tue Ninru YEARBOOK 411 





Law of exercise—Doing the thing is more essential than talking about it. 
Law of effect—Gaining satisfaction from what is done will help to form 
right habits. 
III. Interesting teachers in a safety education program 
General—(Teachers’ meetings) 

Note—Each teacher will be provided with a copy of “An Introduction to 
Safety Education” by Harold Rugg and others. 
Group meetings—Primary (Kgn., Ist, 2d, 3d); Intermediate (Gr. 4, 5, 6) 
Safety literature—(See bibliography) 


. Speakers on safety through the P. T. A. 


IV. Plans for the first meeling of teachers 
fach teacher will receive a mimeograph copy of the following 


information at least one week previous to the meeting: 





——$___—_, 


NOTICE TO TEACHERS 
WATERSIDE SCHOOL 
SEPTEMBER, 1929 

Your Commissioner of Education, Dr. A. B. Meredith has sent the 

following data to all school officials in Connecticut : 
a. 86 children were killed by accident in Connecticut in 1927. 2890 chil- 

dren were injured in Connecticut in 1927. 
b. 90 percent of these accidents might have been prevented. 
ce. Approximately 20,000 children are killed in the United States every year. 
d. Reports of the U. S. Census Bureau show that accidents rank third in 
the causes of death to children under 5 years; first to children from 5 
to 9; first to children from 10 to 14; and second to children from 15 to 
19. Among children of school age there is no disease which takes as 
many lives or even half as many lives as accidents. Of the 25,800 persons 
killed in automobiles in 1927, approximately 6,000 were under 15 years 
of age. 


A general teachers’ meeting will be devoted to the discussion of 


Safety Education in Waterside School. In the meantime give the 
following questions your best thought: 


1. Analyze the situation as you see it in Waterside School. Do you see the 
need of a Safety Education program? 

2. Question your pupils to discover the hazards at home; analyze that situation 
as well as you can. (Special effort will be made to encourage these parents 
to attend the P. T. A. meetings on Safety.) 

3. Question them about community hazards. 

4. How many mothers work in stores, factories, etc.? 

5. What play hazards arise after school and before school? 

6. Survey pupil experiences—Hitching on trucks, buses, trolleys, short cuts 
over railroad tracks, “ jay walking ”; skating or walking on thin ice, coasting 
on Selleck Street hill; carrying dangerous weapons, etc. 

7. How may safety instruction help in such situations? 

8. What greater educational value has safety instruction than prevention? 

9. Do you think the school should be responsible for such instruction? 








412 ELementary Scuoon Principats 





10. Do you think that the incidental safety teaching that is being done at present 
will suffice? 
11. Can children adapt themselves, without help, to the complex conditions 
of life today? 
12. What sugestions have you to offer to help safeguard child life? 
V. The first general meeting * 
A. Discussion 
1. Need of a safety education program 
2. Value of safety instruction 
3. Necessity of loyal cooperation of each member of the staff if the plan 
is to succeed. 
B. Plans to initiate the program 
1. Analysis of the situation 
Needs and hazards of school, playground, street, home, community. 
Statement of general aims of safety program 
Statement of general objective of safety program 
Principles underlying such a program 
Arrangements made for group meetings—the result to be unified safety 
education program. 


SF > 9 dO 


VI. The second general meeting 


A. General aims. (Purely suggestive) > 
1. To create in each child a real desire to acquire and practise 
safety habits; to develop right attitudes and ideals toward 
safety and to acquire the necessary safety knowledge so 
that he may be able to cope successfully and intelligently 
with every new situation that might arise in his every-day 

life or in the life of his associates. 


Pupil 
‘Participation 


2. To secure the active cooperation of the parents through) 
the following means: 
a. The children Parental 
b. Home visitations by teacher and nurse Participation 
ce. Attending safety programs in school 
d. P. T. A. meetings. 


3. To help to launch a city wide campaign for the general 
safety of the community. 
Notge:—Safety education is not only a training in pre- 
vention of accidents but it is also a vital part of training 
in useful and intelligent citizenship. 





Community 
Participation 


— 


B. General objectives 


Note.—These will be determined by the needs revealed in the analysis of 
the situation. A committee will work at a plan of surveying home and school 
needs and of securing data from the Police Department and Department 
of Motor Vehicles in Hartford. Another committee will work out community 
hazards. 

Tentative objectives 
Wholehearted participation of pupils, parents, teachers, principal, com- 
munity, etc., in: (1) Making homes safe, (2) making street safe, (3) making 
school safe, (4) making schoolgrounds safe, (5) making Stamford a safe city. 

Nore.—No mention is made of health for as has been already stated this 
school has a health program which provides for all phases of health including 
first-aid. 


*The principal is doing project teaching in launching this safety program. 
Therefore, he will give opportunities for informal and wholehearted discussion, 
thereby enlisting full teacher cooperation. 


en eS PPP ESR r 


ree 


opr tier ee 


OSE SE 9 RCRRgNET Pm rR 


to 
eX 








aa yr 
Tur Nintu YErarsoox 413 
nt =f C. Principles underlying a safety education program * 
ns 1. Real situations in home, school, street, playground, community. Draw 
upon child’s own experiences. 

2. Activities including use of games, dramatization, industrial arts, sand table 
representations, excursions, English, reading, art, social studies, music, 
arithmetic, club organizations, ete. 

3. Outcome (immediate and remote) in terms of safety habits, safety atti- 
tudes and necessary safety knowledge. 

an | VIT. Group meetings of teachers 


Note.—Each group will elect its own chairman, arrange time and place 
of meetings, but principal will work in each group contributing his part 
to the success of the program. He must inspire, guide, and direct his 
group if sympathetic cooperation is to be obtained and the program is to 
’ have unity. The principal will evaluate their contributions in terms of 
aim, objective, and outcomes. Suggested outlines are as follows: 





y A. Primary grades (Kgn., 1, 2, 3.) 
1. Personal safety stressed in coming to and from school, at school, at play 
on schoolground, at home, riding in street cars, etc. 
2. Civic virtues—obedience, helpfulness, punctuality. 
3. Safety education program will consist of a list of activities with their 
outcomes in habits, ideals, attitudes, and knowledge. (Teachers will have an 
: opportunity to use their best skill, originality and initiative in making their 
work vital.) See tentative program for Kgn. and Grade 1 in the next 
section. 
B. Intermediate grades (4, 5, 6) 

1. Personal safety of primary grades utilized for the purpose of acquiring 
new safety habits, attitudes, and knowledge on higher levels of intelligence. 

2. Home, street, play, fire, and civic protection. In these grades the preado- 
lescent has a sense of responsibility for not only his own safety but also 
for his associates, and his community. (Later his state and nation.) 

3. Club formation in the 4th and 5th grades culminating in a safety squad in 
the 6th grade (highest grade). Safety committees in 4th and 5th grades 
working in closest cooperation with safety squad. 

4. Participation in community activities. 

5. List of activities with their outcomes, as in preceding grades. Of course, 

| needs will determine the content of the program. Social studies will be 
drawn upon in these grades. 
: 6. Civic virtue: Service! (See Safety Project for 6th grade.) 





Note:—These group meetings will be regarded as opportunities for the teachers 
to engage in free discussions of common interests and common problems. The 
extent of teacher participation is the real test of good group meetings. 


VIII, A tentative safety education program for primary grades 


{ 

: 

} Nore:—Personal safety stressed—to and from school, at school, at play, at 
home. Much pleasurable participation will develop correct attitudes and dispel 

fear. 

TEACHER'S ROLtE—“ Provide those situations which call the active virtues of 


citizenship into play and make their exercise satisfying.” 





‘ * Activities will be constantly stressed because growth comes best through 
self-activity in typical life situations. 











414 ELEMENTARY Scuoot PrIncIPALs 





Situations and Activities. 
ideals and knowledge. 


Games 7 
Play—Going to and returning from : ;, 

" aaliaeal 6 6 Habits of going directly to school 
Policeman, street corner, autos, —— going home directly from 
wagons, pedestrians. . ies 

Sicecthaien lost > Habits of not playing in the streets 
no tin , ‘ Knowledge of direction 
aliens Respect for those in authority 
pavente’ name Useful knowledge if child is lost. 


telephone number. 


Habit of waiting for traffic officer to 


Dramatization signal 
Traffic officer > Knowledge of signals 
children-trolley signals, ete. Attitude of regarding the officer as a 
J friend. 
Language ) 
Relating home experiences Safety knowledge 
Looking at books and talking about] Attitude of safety being developed 
pictures A desire on their part to safeguard them- 
Looking at safety posters and talkingf selves 
about them Respect for and obedience of traffic 


Listening to talks given by pupils in| patrol. Spirit of cooperation engen- 
intermediate grades or by ees dered. 
of safety patrol. 


Art 
Cut-outs of various things pertain- 

Musion to salety. Habit of using a scissors correctly 
: Pleasurable attitude toward safety. 
Safety songs 

Many interesting ones for primary 
classes. 





4 


Playground activities 
Reading : Spirit of fair play; cooperation 
Signs Safety knowledge. 
Posters, etc. 


Housekeeping activities Spirit of helpfulness at home and at 


Putting away all playthings and sup-| school 
plies. Helpfulness in making the school a safe 
Fire drills. place—obedience to rules. 


Sandtable activities 


Nore—See Mae E. Spahr’s Safety-first project for first grade Waterside School. 
Patty Hill Block activities in kindergarten. 
Civic virtues for primary grades 
Helpfulness 
Obedience 
Punctuality. 


Outcomes in terms of habits, attitudes. 





SS aia aa iael 


ee ro 





ow 


nN — + 


ay * Cre 


wn 


les, 


om 


to 





—— 











I eT 





C. 


‘Tne Ninru Yrarsooxk 415 





IX. A safety project for the fifth and sixth grades 


. Aims: 


1. If children are to be happy, useful and intelligent citizens of the complex 
life of today, they must receive adequate instruction in accident prevention. 

2. To develop skills, ideals and attitudes toward accident prevention by using 
actual situations that arise in the city, or to develop a safety consciousness 
on the part of the children. 

3. To have the children make an analysis of the situation around the school 
for the causes of accidents and then plan to eliminate them. 

4. To lead them to organize a safety squad service. 


‘ Materials: 


1. Newspaper clippings from the local press concerning accidents to children. 
2. The data collected as a result of their investigation about the school 
situation and of the city (the necessity for heavy traffic in cities today). 
Safety-first literature. 

Clippings from newspapers about accidents during the preceding months 
or any months decided upon by the class. 

5. Material obtained from the police department and traffic officers. 

6. Literature from the National Safety Council. 

7. Literature from the Department of Motor Vehicles. 

8. 

A 


m™ 99 


A talk by one of the best traffic officers. 

pproach: * 

An article from the local paper about an accident to a school child; or a 
mishap to a child in Waterside School. Class discussion will follow as to why 
accidents occur. This will lead them to analyze their own dangerous situations. 

Location, trolley and bus service, stealing rides, passing trucks, rushing out 
into the streets without looking, crossing at wrong places, and roller-skating 
on roads. 

Out of this discussion will arise a desire to study more about this matter 
in order that they may instruct the younger children. Then a desire to form 
a traffic squad or a safety patrol will naturally follow. 


D. Activities growing out of the approach.’ 


. . Outcomes 
1. Planning for the safety campaign. Or-) Lescning how to wask tansther 
ganization of committees (appointed by ¢ 


J in groups. 
class). 


a. Information committee. ) 
This committee will receive and 
read all clippings brought in by 
members of the class. 
Committee will attend a coroner’s 
inquest following an accident in Stam- 


| Getting information first-hand 
about a social institution. 


ford. 
Committee to report to class and dis- 
tribute materials to class. J 


b. Lecture committee. ) Ability to talk. Sharing experi- 
Plan three-minute talks to be given at | ences with the group in a social 
Assembly or to lower grade. situation. 

c. Poster committee. Ability to express an_ idea 

To make safety poster to be placed in ’ briefly, tersely. To use in pri- 
various classrooms, in the corridors and | mary grades to illustrate talk 
at the exits of the school. “Go and] given by pupils of Grades 5 
Stop ” signs. j and 6. 





*Purposing leading toward self-activity. 


* Planning, executing and judging activities. 








416 ELEMENTARY Scuoo.t PrRINcIPaAts 





+ 


d. Graph committee. 

1. To plot graphs showing number of 
accidents during a series of years in 
Stamford. Members to get this mate- PSkill in handling statistics. 
rial either from Committee I or from 
old files of papers at press office. 

2. To plot a graph for 1925, 26, 27. J 





2. Formation of a traffic squad. 
a. Visit the police department. First hand knowledge of a 
b. Receive permission to mark crossings | social institution. 
at corner of the school. 


c. Permission to work with traffic officer) Cooperating with Stamford Po- 
of city department. lice Department. 


— 


d. To serve before school, at noon and} 
after school. Their insignia will be 


nickel badges. (traffic squad) ap ; 
‘ . A spirit of real helpfulness en- 
e. This traffic squad will be under the fgendered-service. 
guidance of the sixth grade teacher and 
principal. The group will organize, and 
write its own constitution. 





4 


E. Natural Correlations: 


1. English 
Personal experience 
Reproductions of articles read 
Oral Three minute speeches for lower grades 


Dramatization 
How to get off a street car 
How to cross the street 


( Note to Judge asking for permission to visit inquest 
Note seeking permission to visit police department 
Written < Letter to safety council for literature 
Letter to Commissioner Stoekel for information 
Making a set of safety readers for first grade. 


2. Social studies 
a. Civics—first-hand knowledge of a social institution. 


traffic 
Police safety zone 


safety patrols 
Fireman 
Street Cleaning Dept. 
Health Department 
Building Inspectors 
Parks—playgrounds 
Department of Education 
Provision for safety of children. 


Dept. of Health (Health Course) 
Dept. of Motor Vehicles 

State Dept. of Labor 
State Police—highways. 


iil 





National Dept. of Commerce 
eee Lighthouses, and coast survey. 


| 


mre: 








my 


ee ee ee 








= 


Tue Nintru YEARBOOK 417 





b. History—comparison with other periods of history, e.g., necessity of 
traffic regulation today as compared with colonial period. 
3. Arithmetic 
Gathering data on accidents and using them in problems. Making graphs— 


Accidents per month {Stamford & 
Accidents per year ] Connecticut 


4, Art 

Poster Making. 
Illustrations for slogans or for safety stories. 
Illustrations of traffic signals. 
Printed slogans; cover design for safety booklets. 

Booklets. 
Class or individual. 

5. Reading 
Silent: Wealth of material from various sources. 
Oral: Selected articles for class discussion. 
F. Results of the fifth and sixth grade project: 

a. Reduction in accidents due to habits, attitudes, and skills as a result 
of the development of a safety consciousness. 

b. Close association with police department. 
Sympathetic attitude toward traffic officer. 
Obedience to traffic officer. 

ec. Cultivation of habit of critically reading newspapers. 

d. Skill acquired in handling statistics. 

e. Ability to talk before an audience. 

f. A knowledge of the cause of accidents through an analysis of the 
situation. 

g. Motivation of school subjects. 

h. Social contact; cooperation; participation; initiative through actually 
serving as a traffic officer. 

i. Service to the school on traffic patrols and similar enterprises. 


X. Securing parental cooperation 


Norp:—The Waterside School and Home Association meets once every month. 
At each meeting a different class presents a program dealing with some phrase 
of safety—an outgrowth of classroom work and diseussion. A speaker will be 
provided for each meeting. 


A TENTATIVE PROGRAM. 
September 


Speakers—Superintendent of Schools—and the Mayor 
Topics: General phases of safety 
Making parents conscious of the dangers encountered by their children. 

Program—Children of grade 

President of P. T. A. to appoint a committee to make a survey of community 
hazards and report at next meeting. 

A committee appointed to send out letters to parents warning them of traffic 
hazards. 


October 
Speaker: Fire Chief 
Topic: Some phase of safety 
Program—Children of grade 
Report of committees 
Plans to eliminate dangers. 


10 





418 ELEMENTARY Scuoont PrInciras 





November 
Speaker: School physician 
Topic: Accidents at home; first aid treatment 
Program—Children of grade 
Moving pictures dealing with safety 
Report of committees 


Cooperate with school in its American Education Week Program which may 


deal with the theme of Safety. 


December 


Speaker: School nurse 
Topic: Safety during Christmas time. 


January 


Speaker: Traffic officer stationed at school 
Topic: How the community may be made safe 
Program—Children of grade. 


February 


Speaker: Director of physical education 
Topic: Safety in recreation; more equipment on the playground 
Program: Children of grade. 


March 


Speaker: Superintendent of a nearby factory 
Topic: Safety in industries. 


April 


Speaker: Chief of Police 
Program: Children of grade. 


May 


Speaker: Expert from the Department of Motor Vehicles in Stamford 
Topic: How to make the highways safe 
Program: Children of grade. 


June 


Speaker: Director of Y. M. C. A. 
Topic. Vacation hazards. 


XI. Securing community cooperation 


A. A closing program * 
1. An original safety pageant by school 
2. School safety exhibit 

B. Aim. To decrease accidents and conserve human life through educational 
activities. 


‘Invitations extended to city officials and Chamber of Commerce with idea 
of initiating a Stamford safety council. 


' 


ee 





C. 








ly 











RT 











XII. Measurement of results 


A. Safety knowledge 


Tue Ninrn Yrarsooxk 





Informal testing is useful in measuring, learning, and improving teaching. 
Teachers are referred to Russell’s Classroom Tests. 


B. Safety habits 


By means of a “habit questionnaire” teachers may be able to measure 


this outcome. 


4 


C. 


been developed to measure these outcomes. 

The pupils in the 4th, 5th, and 6th grades, through their safety committees 
or clubs, will keep records of accidents in their community, analyze them and 
plan to eliminate them. These committees will cooperate with the safety 
squad. These reports will be made part of the safety exhibit held in June. 

If pupils are able to apply their safety knowledge to their own safety in all 
their social relationships, and feel a responsibility for the safety of their 
classmates and friends, and gradually feel their responsibility for community 
and city safety, the teachers will feel that their safety program is bearing fruit. 


ANIIT, Bibliography for teachers 


Book or Magazine 

Safety First for School and Home. 

An Introduction to Safety Edu- 
cation. 

Annual Statistical Report. 

U. S. Government Bulletin on 
Safety First. 

Education in Accident Prevention 

Nat'l Safety News. 

Health and Safety New 
Curriculum. 

Interesting the Teacher in Safety 
Education. 


in the 


Bulletins of Dept. of Motor Vehicles. 


Introduction to Safety Education. 


Safety Education for Teachers-Par- 
ents. 

Safety for the Child. 

A Program of Education in Accident 
Prevention. 

The Inner Meaning of the Safety 
Movement. 

Bulletins. 


Lessons in Civics for the Six Ele- 


mentary Grades—Bulletin No. 18. 


Safety Education Magazine. 


Safety Plays—Safety Posters. 


School Service of the Nat'l Safety 
Council. 


‘ Russell, Charles 


Classroom Tests. 


Author 

Beard 

Nat'l Safety 
Council 

Nat'l Safety 
Council 


Payne 

Nat'l Safety 
Council 

Payne-Schroeder 


Thos. Gosling 


Stoekel 

Harold Rugg and 
others 

Beard 


Scoville, Long 
Payne 


Whitney 
Elliot Service Co. 
Harris 


Nat'l Safety 
Council (teach- 
ers and pupils,) 

Nat'l Safety 
Council 

Nat'l Safety 
Council 


Ginn and Company, 


Safety attitudes and ideals—an unsolved problem yet. No method has as yet 


Publisher 
Macmillan 


Gov. Printing Office, 
Wash., D. C. 
Lyons and Carnahan 


American-Viewpoint 
Society 

Nat1 Safety 
Council, New York 
City 

Hartford, Conn. 

Nat'l Safety 
Council. 

Macmillan 


Republic Bk. Co. 

Gov. Printing Office, 
Wash., D. C. 

Nat'l Safety Council, 
Chicago, Ill. 

244 W. 49th St., 
New York City 
Gov. Printing Office, 
Wash., D. C. 
New York City 


120 W. 42d St., 
New York City 

108 E. Ohio St. 
Chicago, IIl. 


1926. 





420 ELEMENTARY Scuoot PRINCIPALS 





AIV. Books for Children 


Book title 

Jimmie and the 
Junior Safety 
Council 

Sure Pop and the 
Safety Scouts. 

Chalk Talks on 
Health and 
Safety. 

Roller Bears and the 
Safety Tribe. 

Safety First for 
Children. 

Stories of Safety 
First. 

Safety First for 
Children. 

Our Home and 
Personal Duty. 

Our Town and 
Civic Duty. 

Community Interest 
and Public Duty. 

Safety First Stories. 


Safety First for 
Little Folks. 
Eight New Safety 
Stories. 

Safeguarding the 
Home Against 
Fire. 





Author 
Boothe 
Baily 
Cobb 


Fox 

Veit 

Baily 

Garrison 

Freyer 

Freyer 

Freyer 

Brinkerhoff & 
Rowe 

Waldo 

Massachusetts 
Safety Council 


Nat’! Board of 
Underwriters 


Grade 
Intermediate 
Intermediate 


Intermediate 


Intermediate 


Intermediate 


Intermediate 
Intermediate 
Intermediate 
Upper Primary 
Primary 


(May be read 
to children) 


Publisher 
World Book 
World Book 


Macmillan 


Macmillan 
Noble and Noble 
World Book 
Wagner 
Winston 
Winston 
Winston 
Longmans 
Scribners 
Author, Boston, 
Massachusetts 


Author, 
New York City 


HE membership list of the Department of Elementary 

School Principals is probably the most extensive di- 
rectory of its kind. Have you looked in Part III for this 
roster of progressive principals ? 





———E 


> ERE EERIE 


eee ee 


fir 





of 


ing 
att 
ap) 
of 

the 
acc 
mo 
haz 
sch 
en¢ 
suc 
swe 


bui 
foo 


nei 
the 


sur 
ard 
bui 
rec 
ma 


que 
use 
im) 
the 
anc 
but 
unt 
aut 











oR RE eeprom tee oe 





Tue Nintn YEARBOOK 421 





EFFECTIVE ORGANIZATION OF THE FIREDRILL 


Roy C. Woops 
Professor of Education, Marshall College, Huntington, West Virginia 


EING CAUGHT in a school fire which exacted a toll of two 

lives was an experience of the writer. Since that time a study 

of the problem has been made with the conclusion that much 
of what we do in the firedrill defeats its own purpose. 

Some typical practices—In most instances the objective of a good 
firedrill is perfect and automatic passing of the lines. In the pass- 
ing of these lines custom varies from the taking of no property to an 
attempt to rescue as much property as possible. In the latter case, 
apparently little thought is given to the increased hazard to the lives 
of the children. When parents place their children under our care 
they have a right to expect us to guard them against the health and 
accidental hazards which accompany the grouping of people. In 
most instances the school has done fairly well, but not so with the fire 
hazard. In spite of much agitation, children are still being sent to 
school buildings that are not fireproof. Sometimes safe buildings are 
endangered by storerooms under the wooden stairs, and filled with 
such inflammable materials as paper, raffia, floor oils, and oiled 
sweeping compounds. 

Firedrills are usually planned on the assumption that all school 
buildings may eatch fire. Even in fire-resistant schools this is not a 
foolish assumption. People said: ‘The Titantic cannot sink”; 
neither ‘‘ could the American army reach France before the end ot 
the war’’—but both things happened. 

The plan proposed later in this article is based on the above as- 
sumption with one additional point, 7. e., life should not be jeop- 
ardized except it is for the life of another. The only things in the 
building worth considering, after the children, are the permanent 
records. It is often unfortunate when these are destroyed and they 
may be saved with a little precaution. 

Dangers in a typical firedrill—The gong sounds the alarm. Fre- 
quently the alarm bell is not easily distinguished from the signals 
used for passing classes or changes in the platoon. The children 
immediately rise and follow some leader, pupil, or teacher out of 
the room. Usually, the class uses the same door, the same stairway, 
and the same exit at each firedrill. The pace is usually orderly, 
but so rapid and automatic as to be disastrous should anything 
unforeseen happen. For example, what would happen to the typical 
automatized group of children, should they open the door and find 





422 ELEMENTARY Scuoou PRINCIPALS 


the stairway a mass of tlames¢ A panic develops in a group of peo 
ple when instincts, habits, and reason fail to provide the correct 
response. Granting that the children in the front of the line would 
stop what is to stop the ones in the rear from pushing them over 
into the fire before they are aware what has happened? Under such 
conditions a panic could scarcely be avoided. 

Some suggested procedures—Before the first drill the pupils will 
be thoroughly instructed upon the order of movement, and the kind 
of expected conduct. An advance notice is given on the first drill 
so that everyone will be prepared. An alarm is sounded upon a 
gong used for firedrill purposes only. The children act as if the 
building were on fire and that their safety and the safety of others 
depend upon each one making the correct move. At the alarm all 
children remain quiet but with attention centered on the teacher. 
Either a second bell will sound to tell the teacher which exit to use, 
or else she will go to the door to make sure that the exit is clear 
before giving the pass signal. These precautions will preclude any 
possibility of sending the children into blocked stairways and exits. 

The teacher will be the last to leave the room making sure that no 
child remains behind. When the first and second grades are close 
together one of the teachers will lead the children out and the other 
teacher will make sure that both classrooms are empty. The princi- 
pal will locate the grades so that the smaller children are near the 
exits and on the lower floor. This plan will send the smaller and 
slower children out of the building first. The older and more active 
pupils can easily cover the greater distance. No line will be per- 
mitted to advance beyond a given point until the smaller pupils have 
passed. Should the small children become paniestricken the sight of 
the older brothers and sisters orderly stopping and waiting for them 
to pass will help to revive confidence. A further advantage of this 
method is that older boys may be called to carry out small children 
who have been injured or have fainted. 

No attempt will be made for the girls to pass out ahead of the boys. 
Talking, pushing, and running in the lines will be expressly for- 
bidden. Children will be taught never to ery “ Fire!” during the 
drills or at any time which may lead to disaster. Lines will move 
slightly faster than the normal walking pace, but slower than a trot, 
The drill will be repeated frequently at the beginning of the year, in 
order that the procedure may become habituated. Repetitions will 
then come sufficiently often to keep these habits fresh in mind. 
Schools ought not to be considered properly “opened ” by the prin- 
cipal until after the firedrill has been perfected. 


cg ee 











pee ee 


PRET 














m— MT CO Mw et eee 


‘e 


| eel 


Ae 


mee fe 


“ha 

















eee ae we 





Tue Nintru YEARBOOK 423 





The records of each classroom are valuable to both the pupil and 
the school. The teacher will place on the same corner of his desk the 
first thing each morning, the box or book containing the class records. 
In case of fire he can pick them up quickly and take them along, with- 
out involving additional risk. Nothing else will be taken and even 
the records will be dropped if it becomes necessary to rescue a child. 
Schools with duplicate records may find this precaution unnecessary. 

When the children are safely out of the building our firedrill can- 
not be said to be finished. The principal will have the playground 
so divided that each teacher will know where he is to take his group. 
Also, the principal will let everyone know where he can be found. 
The playground grouping will be arranged so that there will be two 
teachers in charge of each station. When the teachers have their 
group assembled at the appointed place they will make a careful 
check of attendance. As soon as the teachers at each station have 
ascertained the status of their attendance one will take charge of 
hoth groups while the other notifies the principal that all are ac- 
counted for, or give him the names and the probable location of 
the missing. The principal will then relay this information to the 
firemen who are thus better enabled to handle their problem. 

The principal will not make the rounds of stations to check the 
reports but will be at an appointed place to help the firemen and to 
get the reports from the teachers. Parents will be notified in advance 
where they will find their children in case of fire and instructed to 
come to that place for them. No child will be turned over to anyone 
except a responsible adult, preferably the parents. This practice 
will get the children off the hands of the school and save much 
anxiety and, many times, hysteria on the part of the parents. The 
problems of the firemen will be simplified if no one is permitted to 
re-enter the building. 

Summary—In a well conducted firedrill a panic ought not to 
develop. In case such should happen the teacher and principal will 
always hold as their objective ‘“ the greatest good for the greatest 
number.’ Any action necessary to quell a panic even at the dis- 
comfort of the individual would be justified, on the grounds that 
many lives are endangered. It seldom will be necesary to resort to 
drastic measures in such an emergency. The better the groups are 
drilled the better will be the order and the less chance of a panic. 
The presence of teachers with their groups, as suggested above, places 
an adult close enough to each pupil that the beginning of disorder can 
be promptly quelled. Usually a command from one in authority 
will suffice. Failing in this the offender may be removed and held 








424 ExemMentary Scuoot Princrpars 





from the lines as they pass. More drastic measures will not often 
be necessary. 

It is impossible to propose a firedrill for all local conditions. The 
above suggestions, with whatever modifications are necessary to fit 
local conditions, will accomplish our aim: to save the life of every 
person in the building. It is hoped that we will rapidly eliminate 
the need of firedrills by the construction of first-class fireproof build- 
ings. The right of compulsion found in compulsory education and 
compulsory attendance, and exercised by the state places a responsi- 
bility upon the state to build buildings that will protect those chil- 
dren that are compelled to attend school. Until then, effective organi- 
zation of the firedrills is a responsibility and duty of every public 
school administrator. 





HE elementary school libraries of Oakland are organized 

as integral parts of the schools in which they flourish, and 
are the direct responsibility of the principal of the school. 
Herein lies their unusualness, since principals, while accept- 
ing mental testing, student accounting, architectural construc- 
tion, and art instruction as among their daily responsibilities, 
have not generally added library administration to their 
duties.—Elizabeth Madison, see Chapter XIII 











ES EERE TERK Ae 








ERE 


CO 


Pao meee ce 


Tue Nintru YEARBOOK 425 





FIREDRILLS AND FIRE PREVENTION INSTRUCTION 


Harry L. BucKaLEw 


Principal, John Muir School, Fresno, California 


HE GRIM spector of charred little bodies in the blackened 

ruins of school buildings has arisen frequently enough to cause 

administrators to exercise every precaution that no such calam- 
ity may befall the schools under their supervision. The most prac- 
tical channel which this vigilance has taken is in the construction of 
fire resistant buildings, so arranged that they may be readily emp- 
tied in emergencies. The old three and four story wooden firetrap 
is practically a thing of the past. 

The other expedient adopted by school men the country over in 
reducing the toll exacted by fire and its resulting panic is the emer- 
gency dismissal or firedrill. These drills are now required by stat- 
ute in practically every state. Quite naturally there is a wide varia- 
tion in the methods of conducting such drills since each state is free 
to set up its own requirements and each city to add additional rules 
within the limits of the state code. 

Evidence of this wide variation has been obtained from 51 cities 
distributed throughout 29 states. In most cases the information was 
supplied by the superintendents in answer to an inquiry blank on 
firedrills. Perhaps by gleaning a valuable idea here and there we 
may deduce a system superior to any in use in any individual city. 

Frequency of firedrills—Twenty-one cities report that drills are 
held once a month. Drills held once a month usually constitute a 
minimum, as other drills may be held when necessary or advisable 
in the judgment of the principal. Syracuse requires monthly drills 
but stipulates that two drills be held in September, the first school 
month. In San Francisco drills are conducted monthly with the 
further requirement that principals practise the drill weekly for 
the first four weeks of each term. 

Fourteen cities require drills to be conducted bi-weekly and in four 
the minimum is one drill each week. 

The city requiring the fewest firedrills among those reporting is 
Denver, where the minimum is set at two a semester, one of which 
must be held during the first three weeks. 

One of the most unusual provisions reported is that of a western 
city where drills are conducted weekly. The rule states that a prin- 
cipal shall be fined $2 for each week in which he fails to conduct 
a drill. Such a rule seems unnecessary and undesirable. There are 
numerous other administrative duties as important as conducting 





426 ELEMENTARY Scuoont PRINCIPALS 





firedrills which could as easily be included on the $2 fine basis. The 
proper treatment for an inefficient principal is to sever his salary 
entirely and not to amputate it on the installment plan. 

The greatest need for firedrills comes at the beginning of a term. 
At this time pupils must become used to new rooms, unfamiliar hall- 
ways and exits, and adjust themselves to the discipline of a differ- 
ent teacher. Sometimes there may be a strange fire escape with 
which to become familiar. Once adjusted to the new situation, drills 
may be held less frequently. It is doubtful whether drills are neces- 
sary as frequently as every week of the school year except under 
very unusual conditions. 

For these reasons, the system in use in San Francisco is recom- 
mended as desirable; namely, weekly drills for the first four weeks 
of the term, thereafter monthly drills. 

The firedrill signals—Whenever possible the signaling equipment 
used for firedrills should be separate and distinct from that used for 
other purposes. The gong, siren, or whistle used should have a dis- 
tinctive tone from that of all other signaling equipment so as to be 
instantly recognizable. Where the special signal is used the alarm 
can be given by long continued sounding of the gong. 

.When the regular class bells must be used, the most common 
signal is three long rings. It is advisable that the signal be repeated 
after a brief interval in order to eliminate any possible misunder- 
standing. No other signal used in the school should be at all similar 
so that the firedrill signal “brings the pupils to their feet with a 
jerk” as Cubberley* aptly expresses it. 

Principals should also make provision for some substitute signal, 
in case the electric system fails to function properly. Messengers 
with cards or some other arrangement can be practised occasionally, 
as suggested by the rules for the firedrill in New York City. 

The recall signal may be a whistle blast given by the principal or 
the display of a distinctive flag at the exits by special monitors desig- 
nated by the principal. The latter scheme is the best one as imitation 
is well nigh impossible and the danger of misunderstanding in case 
of actual fire is thus reduced. 

The most elaborate signaling apparatus reported to the writer is 


that in use in Rochester. The bells are single stroke type used only — 


for the firedrill. These are operated by two sets of storage batteries 
with a transfer switch which automatically shifts the load from one 
battery to the other in case of failure of the battery carrying the 


*Cubberley, Ellwood P. The Principal and His School. Houghton Mifflin 
Company, 1923, p. 114. 














— 








loac 
offic 
nec 
a si 
ops 
bat 

( 
é..4 
tic 

E 
mal 
quit 
pur 
mol 
inv: 
liak 


Ilu 
I 


ma 


alr 
ore 
tré 
tre 
sh 
mi 


pe 
ar 
po 


na 


ch 
gi 
er 
to 
ta 
be 

















Tur Nintu Yrarsook 427 


load. Pilot lights and voltmeters are provided for the administration 
office and janitor’s room to indicate whether the batteries are con- 
nected, and their voltage. In addition, in each of the above rooms is 
a supervisory bell, so connected that it will ring if any trouble devel 
ops, such as a loose connection, broken wire, or discharging of the 
battery. 

Order and discipline—The following quotation from a bulletin by 
J. C. Diehl, superintendent of the Erie, Pennsylvania, schools is par- 
ticularly well phrased and summarizes the writer's point of view. 

Every firedrill should be, for principal and all teachers, an exercise in school 
management. Complete control of a class, so that the teacher may form its ranks 
quickly and silently, may halt it, turn it, direct it, as he wishes, is the chief 
purpose of the drill. The pressure for rapid egress should not effect a loss of the 
more desirable purpose of safety first. Loss of life in crowded buildings almost 
invariably comes from lack of control. Running, especially on the stairs, increases 
liability to falls and to impairment of a teacher’s command of a class. 

Due prominence should also be given to this statement of Lyman C. 
IIunt, superintendent of schools of Burlington, Vermont. 

I believe that speed has been emphasized at the expense of good order in 
making the exit. I do not believe the stop watch has any place at a firedrill. 

In a modern class A, B, or even class C school building there is 
almost no danger of children being burned to death. There is a 
great likelihood that pupils may be killed or severely injured by 
trampling in panic resulting from a fire situation. Absolute con- 
trol and direction by the teacher are vital. Each individual child 
should be drilled on his personal responsibility in emergencies and 
made to feel that obedience is his first duty. 

One specific example: pupils should be so drilled that when a 
person falls, the ranks immediately following will halt and hold up 
arms until the fallen one has been assisted to his feet. It is hardly 
possible to over-emphasize this idea of control and order since in 
a time of emergency it must be so thoroughly ingrained as to domi- 
nate the native instinct of fear which gives way to panic. 

Organization and procedure—The principal is the director in 
charge of the drill. He should plan the time of the drill so as to 
give variety, and test every situation likely to be met with in an 
emergency. He should designate the stations and duties of jani- 
tors, engineers, vice-principals, and others. He should detail cer- 
tain persons to turn in alarms through alarm boxes or telephone or 
both. 

The principal should designate the exit to be used by each class, 
and have someone appointed to see that exits are clear. The route 
of march, order of classes, and the position of each class in the yard 





428 ELEMENTARY Scuoot Princrpays 





or street should be carefully planned. He should also have a defi- 
nite station where he can be reached for emergency communications 
and for reports. Janitors should be instructed to shut off ventilating 
equipment at the sound of the fire alarm. All these details should be 
carefully planned and gone over with teachers in advance so as to 
preclude possibility for misunderstanding or confusion. 

The principal should also devise a system for a checking up on 
the progress of the firedrill. Two practical plans are as follows: 

1. A monitor for each room, selected by the teacher for dependa- 
bility, looks in the cloakroom and main room to see that they are 
clear and closes the classroom doors.” He then reports to a central 
station in the yard where the monitors line up by room numbers. 
Each monitor then reports to the principal in turn that his room is 
clear. The criticism made against this idea is that the younger chil 
dren in the lower grades are less dependable than the older ones 
as monitors. The scheme is used quite successfully, however. 

2. Boys from the highest grade (usually sixth or eighth) are dele- 
gated to check certain groups of rooms or wings of the building and 
then report to the principal at a designated station. In either, one 
or two alternates must be provided to care for absences among the 
monitors. 

In Oklahoma City (and doubtless in other cities not reporting on 
this study) the teacher is obliged to obtain his attendance record 
upon the sound of the alarm bell and to call the roll of his class when 
they have reached their position in the yard or street. This may seem 
unnecessary in a practice, but in a real fire situation might be ex- 
tremely valuable. 

All lines should be far enough removed from the building as to be 
safe in case of fire and not interfere with the work of firemen. Lines 
should face about upon reaching their designated positions so as to be 
more easily directed and ready for the recall signal. The writer has 
found by experience the best control is obtained by having the 
teacher precede the first class and follow the last class in each wing 
of the building. This prevents both undue speed and lagging. 

In case of an actual fire pupils should be held under control until 
their parents call for them or until the danger is over. In no ease 
should a teacher dismiss a class without the order of the principal. 
Classes which are in the yard at the time of a drill should be formed 
by their teachers and proceed to their regular stations. 


-*The purpose of this measure is twofold. At least temporarily, it prevents 
flames from sweeping out into the corridors, should the fire be located in a 
classroom ; and it helps to prevent fanning of the flames by reducing the draft. 


PRR ETT 


pacers are oe 


ong 


re COCA I CFE NT 


——EEE 





‘ 
' 
} 





qui 
the 
mi 
she 
col 
du 


esc 
in 

co 
wi 


te 
ee 
la 


by 


> = = 





oe OPS PONENT . 


PERRO ee 


2 ET 


 anasindinedigiee eats aceon 


ee 





Tue Nintru YEARBOOK 429 








Patented fire escapes—Fire escapes make egress slower and re- 
quire considerable practice. Several systems report that they use 
them at frequent intervals for regular passage of classes at inter- 
missions to give classes greater facility in their use. Fire escapes 
should not be used in winter unless the principal has checked their 
condition. This precautionary procedure should be one of his first 
duties upon arriving at school. 

Printed instructions —Printed cards telling the location of fire 
escapes, fire alarm signals, and method of exit should be displayed 
in each classroom. The teachers’ card of rules should also be posted 
conspicuously. New York City and Los Angeles submitted carefully 
worked out instruction cards for teachers. 

Health hazard—Extreme care should be exercised by those in 
authority not to subject children to severe weather conditions for a 
firedrill. In a case of continued inclement weather children may be 
dismissed with their wraps on at the end of a session by means of a 
firedrill. While the element of surprise is lacking, it might better 
be than to endanger children’s health. The health hazard is another 
reason for emphasizing drills early in the term before severe weather 
sets in. 

Fire fighting equipment—Fire extinguishers should be regularly 
tested and recharged. Their position should be conspicuous and indi- 
cated by a painted red stripe or other device. Hoses should be simi- 
larly cared for and designated. This equipment should be manned 








by engineers and janitors. 

More than one superintendent expressly stated that children 
should not be used to man equipment. This work is a responsibility 
beyond their years. The aim of the school officials is to get children 
away from the fire. 

Blocked exits and simulation of smoke—lIn order to test their 
teachers’ flexibility of control, some administrators make use of 
barred exits which require the class to use an unusual method of 
exit. Such a device should not be used until pupils are thoroughly 
familiar with the regular means of exit and teachers are well in- 
formed as to other exits. 

The writer does not believe that artificial smoke is ever justified. 
He knows of one case where it was used with very nearly serious 
results. It is not worth the risk of life and limb just to test what 
might happen under actual conditions. Would a principal ever 
feel right should unnecessary injury result from such a device ? 

Wraps, books, and property—Children should not be permitted 
to stop for wraps (except as explained above under health hazards), 





430 ELEMENTARY Scuoont PRINCIPALS 





books, lunches, or other objects likely to delay or impede their exit. 
School officials generally agree that life is more valuable than 
property. 

Inspection of drills—A majority of the cities reporting stated that 
either occasionally or regularly a representative from the fire depart- 
ment, the superintendent’s office, or in a few cases, the state fire 
marshal conducts and inspects the firedrill. Often these inspections 
are unannounced to the principal, thereby making it a surprise drill 
in every sense of the word. This practice is a very good check-up on 
the smoothness with which the drill functions. 

Regular inspection of firedrills by such agencies as listed above is 
desirable and should be as frequent as twice a term where possible. 
It adds incentive to all concerned to do their best and helps to 
supply meaning to the children. 

Reports—Usually the report is made by the principal monthly on 
the attendance report blank to the superintendent of schools. Los 
Angeles, Chicago, Worcester, and Kansas City, Kansas, submitted 
separate report forms which they use for reporting firedrills to the 
superintendent’s office. 

In Kansas the report is made by post-card to the state fire marshal. 

Rating the drill and the school plant—No blanks for rating the 
actual drill were submitted except the one used in Fresno, Calli- 
fornia. Two forms for the inspection of buildings for fire risks and 
condition of equipment were sent in, one by Superintendent Lauer 
of New Orleans, the other by Superintendent Logan of Newark. 
These forms are included in this section as they are particularly sug- 
gestive to principals. 

The rating blank used in Fresno was worked out by Commissioner 
William John Cooper during his superintendency in that city. So 
far as could be discovered by this study it is the only blank of its 
kind in use. 

The rating is made monthly by a representative from the Fresno 
Fire Prevention Bureau which won the Thomas Ince cup for three 
consecutive years (1925, 1926, 1927) in competition with cities of 
nine western states, for the most outstanding work in fire preven- 
tion and reduction of actual fire losses. The form is in duplicate as 

explained in the heading of the blank, thereby providing the prin- 
cipal with a copy to study and to use in the improvement of his 
drills. 

As can be observed the rating is divided into two main sections; 
the conduct of the drill, and the condition of the plant, with sub- 
headings under each and certain values assigned to each item. Of 





RRM) eI 


SNL: ON BRET ETE HOT 








indi 
plac 
of t 
Cit; 
Ap] 








— 


PRET EOE Y 





LN EP re RRR AEE AT SEEN 


a 








Tue Ninrn Yrarsoox 





FIGURE 1—Rat na SCALE FOR FIREDRILLS AND BuILDING CONDITION 


FRESNO PUBLIC SCHOOLS 
FRESNO, CALIFORNIA 
FIRE DEPARTMENT INSPECTOR’S REPORT 

The inspector will please put a circle around the number which in his judgment best 
indicates the score earned. If any item should be scored very poor, the inspector will 
place zero under “credits allowed.” The carbon copy will be left with the principal 
of the school, and the original copy delivered to the Fire Prevention Bureau of the 
City of Fresno Fire Department by the inspector. 





























Approved: 
W. R. WituiaMs, Chief Engineer O. S. Hupparp, 
City of Fresno Fire Department. City Supt. of Schools 
eee! ee : | , 
axcep- | } — 
| — Superior | Average | Inferior Poor ae 
A—F ire Dritis | 
1. Promptness of movement | 
and exit time.... oe 9 | 87 | 654 | 3-2 | 
2. Orderliness of exit... .... 9 | 87 |654] 32 1 
3. Care of ill, crippled, ete. 5 | 4 | 3 2 1 
4. Lines clear of building... . 5 | | | ; | 2 1 
5. Prin. (or rep.) on station..... 3 | 2 | 1 | Notat] all 
6. Rooms reported empty (all)5 | 4 | 3 | 2 ] 
7. Fire extinguishers manned | 
(including hose) 6 | 5 | 48 2 1 
8. Street gates open ~s ee Cl) S | 2 | I None |open 
9. Exit doors open (all) 5 | 4 | 3 2 ] 
10. Class doors closed..........| (all) 5 | 4 | 3 | 2 1 
B—ConpiTION OF PLANT | | 
1. Corridors and fire escapes 
WRN iss cc oeaa ees sa 6 | 5 | 1-3 2 l 
— - vat a ite - a ee ae ee 
2. Condition of heating plant. | 5 | 4 3 | 2 | 
ea ee SS) Se ee 
3. Cleanliness of basement... . 5 | 4 | 3 | 2 | l 
4, Cleanliness of grounds...... 8 7-6 | 5-4 | 3-2 ] 
5. Condition of fire extin- 
ee ere re 5 4 3 2 1 
6. Care of oils and other jani- 
ge. 5 4 - | a 1 
7. Care of gasoline, acids, etc. . 5 4 3 2 1 
8. Condition of lunch rooms 
ee aera 6 5 4-3 2 1 



























Inspector 


(Pes eoneveesnsecseqevcaog BOs eee qjjj. CeEEDs 65644464 0% 





432 ELEMENTARY Scuoot PRINCIPALS 





course, the items selected for rating are open to criticism as are the 
relative values assigned to each item. Items might be omitted, others 
added, and other percentages assigned to fit the needs of the system 
or correspond with the philosophy of the administration. 

This plan has at least the value of being definite. Where an 
attempt is made to rank schools in order of excellence or where a 
prize is awarded to the school adjudged best in the conduct of its 
firedrills, it would seem that a fairer evaluation could be made by 
such a rating card than by subjective estimate. The same argument 
would hold in those situations where the principal’s rating depends 
partially upon the conduct of his firedrills. 

There is a noticeable stimulation both to the children and to the 
school staff to strive for a 100 percent rating with a resulting high 
standard in the performance of the drills. It is of course essential 
that the inspector be a just scorer—neither too severe nor too lax. 

In general the idea of rating the drill is a good one and may be fol- 
lowed with profit in other cities. After more forms are in use, it 
will be easier to evaluate firedrill rating blanks and possibly draw 
up a composite “ best” one. 

The rating blanks for fire hazards and building conditions sent in 
by Newark and New Orleans are represented by Figures 2 and 3. 


FIGURE 2—Scuoo., Inspecrion BLANK, Newark, N. J. 


DEPARTMENT OF PUBLIC SAFETY 
BUREAU OF COMBUSTIBLES AND FIRE RISKS 
FIRE DIVISION, NEWARK, N. J. 


SCHOOL INSPECTION RECORD 


Inspected by Date 

Name Location 

Occupied as public Parochial Private 
Construction Stories Fireproof 
Number of stairs Construction Open Enclosed 
Fire escapes Number Location 
Number of rooms Number of pupils Teachers 
Stand pipes Size of risers Water supply 
Siamese connection Location Size 

Hose Size Condition 
Nozzle Size Condition 
Main shut off valve Location Pressure 
Sprinklers Size of mains Water supply 
Siamese connection Size Location 

Shut off valve Sign at same Pressure 

Waste cans Kind 

Paper vault Construction 

Fire alarm system (kind) Fire drills 
How often are fire drills held? Time of egress 


City fire alarm box 


: 


RTE 


BRS 


RE 1 TE SLEVIN 








Ren 


No 


Ne 


Ne 


Ne 





BELT TARTS 


ere 


OO IRE RE STREET 


a 





Tue Nintun YEARBOOK 433 








FIGURE 2—Scuoou Inspection BLANK, Newark, N. J.—(Continued) 


Fire extinguishers Number Kind 
Location 
When recharged 

Name of principal Name of janitor 

Exposure hazards 

Boiler room Location Construction 

Dumb waiter shaft Construction 

Is building kept free from rubbish, ete. 

Auditorium Location Stage construction 
Scenery Seating capacity 
Number of exits Signs of exits 
Fire extinguishers Seats fastened to floor 
Booth Construction 

Kind of motion picture machines 
Operator 


Are shutters in working order? 
What is fire extinguishing equipment in booth? 
Remarks and recommendations: 


FIGURE 3—NeEw ORLEANS INSPECTION BLANK 


INSPECTION BLANK 


New Orleans Public Schools 


BNI a c:csharra a cS sig clos Weta Gae eae Vente ee 
NAME OF SCHOOL: 
LOCATION : 
ee. Ls fk ren reer re rere Ss 
No. 2. Are all exits, including fire escapes if any, free from obstruction?........ 
No. 3. Do all doors open out so as to permit free egress?............ecceeeees 
No. 4. State exact location of nearest Fire Alarm box?..............0.eeeeees 


Give number of box, and say where key is kept, if not of keyless type 


Coe ee eee eee OEE EHH EH EEE SHEE HEHEHE HEHEHE HEHEHE HHH EHH HE EHH EEE HEHEHE HEHEHE HH OS 


No. 5. Do you know how to turn in an alarm? 
Ca a ne RN TI ss kiss Gare cris edad tag mae aanaenuaaaareieale® 


Ct a PONE ois 5. bsisoe iiss pamiedn s aWlo ude naeurs dummies dain mea ee ae 
No. 6. Is there any rubbish, such as old papers, broken furniture, etc., in the attic? 


Cee ew ee meee eee OHHH EERE EEE HEHEHE HEHEHE HEHEHE HEHEHE HEHE HEHEHE SHH EEE HEHEHE EOE ME OG 


sok dra eaves Faceted Suet aioe NAS eaRaL Sra IONS MRIS lian eRe (Most fires start in basements.) 
No. 8. I$ there any inflammable rubbish, dried grass or weeds in the yard? 


Er tn PA RE CON Te rey ee (A small spark may cause a fire.) 


No. 9. Are floors under stoves protected by metal or otherwise protected?...... 


Sassi auieeavaena slaw dase vtech (Many fires originate for lack of this protection.) 





434 ELEMENTARY Scuoot PRINCIPALS 





FIGURE 3—New Or.eans Inspection BLanK—(Continued) 


No. 10. Are walls, ceilings and partitions protected from overheating of stoves, 


(If the walls or ceilings are too hot for comfort to the back of your hand 
there is danger of a fire.) 


No. 11. Do you use metal receptacles for ashes?................000 cece ee eeees 
(Many fires are due to wooden ash barrels and boxes.) 
No. 12. Do you keep the matches away from heat and out of the reach of children? 


ie i 6 is B54 De dh Baked ai ta tea ad (Hundreds of children are 
burned to death yearly from carelessness with matches. Use only “ strike 
on the box” matches.) 


No. 13. Do chimneys pass through attic?.............. 0. cece cc eee eee cee ee uuee 


No. 14. Do you use or keep gasoline in the school?................00000000000e 


(They cause fire by spontaneous combustion. Keep them in metal out 
of doors.) 


(As essential as lifeboats on a ship.) 
No. 18. Is there a collection of waste paper, old rags, or other inflammable ma- 


(If so, report it to the principal.) P 


No. 19. Is any trash, rubbish or debris burned in the yard?.................... 
No. 20. Have you inspected all ‘closets, cloak rooms (particularly under stair- 
ways), or other corners or dark places where rubbish might accumulate? 


No. 21. Have you examined switches and fuses of electric light system to see 


a 


Ce a a 2 


Fire prevention and clean-up weeks—Fire Prevention Week has 
gained national prominence and is almost universally observed in 
our schools. There is no reason why fire losses should not be cut 
down by training as to what constitute menaces and the methods 
of removing them. 

During Clean-up Week in Fresno, the local theatres cooperated by 
offering free admission to every child who would return a question 


2 SRE TT TRONS RTE 


ae el 





SCIEN REITER: 2 Pon eNT nn 








nal 
reti 


ma 


par 


seas 
fire 
and 
If y 
que 


sig! 


an 
D; 
da 


scl 
Fi 
th 











endl ite aetasedt i 





Tue Nintn YEARBOOK 435 





naire properly answered and signed by his parents. In many cases the 
return was delayed several days until the necessary work was done. 
Figure 4 offers a fine way to get the child to participate in a 
matter of community concern and use his powerful leverage on his 
parents for a good cause, although the reward is necessarily extrinsic. 


FIGURE 4—Fresno Fire Prevention INquiry BLANK 
CLEAN-UP WEEK 


Clean-up Week is very closely connected with Fire Prevention Week. At this 
season of the year, both pupils and parents should unite in trying to remove 
fire risks. Below are given four tasks that the boys and girls can accomplish; 
and three things that every student can call to the attention of his or her parents. 
If you are willing to help, do the things that are asked, fill in the answers to the 
questions and return to your teacher By... ...0..cccc ccvccccercesescecceconces 


By helping in this work you are doing a real service to your city. 


FIRE PREVENTION AND INSPECTION BUREAU 
FRESNO CITY SCHOOL DEPARTMENT 





1. Have you cleared the rubbish from your basement?...............00eeeeeees 





These things should be called to your parents’ attention: 


1. Are ashes always placed in metal containers?..........ccccccccsccccscseeees 
2. Are there any matches in reach of small children?...................eeeeeees 
So: 38 Oe Sabeline LEOU th VOUT ROME? oa: 6.o oo vc.cn sisndscndacewsdiewasmaperhictenias 
Signature of pupil.............. dh dimraaiais wise en aia ares earl 

PRONE 55.5 sais, 5 asc-o armceveraisin'e-wiaigsn arhaena BS aaiae eal ee Waa ne See laa es 


Parents who are willing to cooperate in this removal of fire risks are asked to 
sign here 


CORR EEE EERE EEE EE REE EERE EEE EHH SHEE HEHEHE EEE EHH HEHEHE EE HEHE 


Junior fire prevention brigade—The following very interesting 
announcement is quoted from a letter of Deputy Superintendent 
David P. Hardy of the San Francisco city schools, to the writer, 


dated September 21, 1929. 


We are in the process of organizing a Junior Fire Prevention Brigade in our 
schools. This Brigade is to be formed under the direction of a Captain of the 
Fire Department, and will perform a service somewhat similar to that given by 
the Junior Traffic Reserve who cooperate with the Police Department. The 





436 ELEMENTARY Scuoot PrINncIPALS 





Junior Fire Prevention Brigade will consist of a Captain, a Lieutenant and eight 
Hose Men in each school. They will .make periodic inspections to prevent the 
accumulation of inflammable material in any part of the school, will inspect the 
panic bolts, and will investigate exits. They will make a final check of the building 
after a firedrill to insure the safety of crippled children and others unable to 
leave promptly. They will also be the leaders in a campaign to make the homes 
of all children more safe and to encourage the carrying out of the lessons learned 
at school. Competitions will be conducted between the various companies in the 
prevention of fires in their homes as well as in their schools. 

This is an innovation of considerable merit and no doubt will be 
foilowed with a great deal of interest. It is to be hoped that its prog- 
ress will be reported in the journals by San Francisco and others 
who will undoubtedly take up the same idea. 

Summary—Most administrators sense the importance of fore- 
sight in meeting the fire hazards of their schools. To the typical 
principal this means an intelligent pupil and teacher response to a 
well planned firedrill. 

After gathering information on firedrills from 51 cities the writer 
has emphasized certain basic points: (1) that the firedrill should 
be held at least monthly, (2) that the drill be carefully thought out 
and relatively simple, (3) that pupils and teachers be made thor- 
oughly familiar with both routine and emergency procedures, (4) 
that the principal take a station on the playground known to pupils, 
teachers, and firemen, (5) that the matter of speed can be over- 
emphasized in fire-resistant buildings, (6) that pupils and teachers 
should be primarily concerned in getting away safely, not in fighting 
fires, (7) that the principal have some scheme for checking the emp- 
tiness of the building, (8) that the teachers are responsible for keep- 
ing the children under control until the reeall signal or until the 
parents assume charge, (9) that firedrill signals should be given 
by a gong which is used for no other purpose, and (10) that firedrill 
rating forms aid morale and are suggestive of improvements. 

The study of the 51 cities brought out additional information on 
such practices as “clean up” weeks, building rating blanks, and 
junior fire prevention brigades. An alert principal will find ways 
to link these other activities with the instruction in firedrills and 
fire prevention. 





AVE you filled out the questionnaire on page 135? The 
Editorial Committee requests your attention to this 
important matter. 








~y EEENES 


Sr eae ee 


NST 








—E 








cer 
boy 
ad: 
su] 
dif 
fai 
the 


ua 


6 ¢ 
. 


me 
th 
by 
vi 
ha 


th 





i SllUhLh— UTC‘ HH:tiOe OSS 











CHAPTER X 
PUPIL PERSONNEL PRACTICES 
THE PRINCIPAL’S PLACE IN PERSONNEL WORK 
F. B. Rices 


Headmaster, Indian Mountain School, Lakeville, Connecticut 


IIE NEED of some personnel work in all schools is shown by 
Tie maladaptation of many boys to society. With all our hue and 

ery in regard to individual differences, teachers must still, to a 
certain extent, aim at the middle of the class. This means that some 
boys do not get that attention to which they are entitled. Lack of 
adjustment is shown in the boys’ contacts with their peers, due to 
superior or inferior physical or mental powers. The feeling of mere 
difference is very potent in forming problem cases. Frequently, boys 
fail in some aspect of school work on account of the effects which 
their parents, brothers, or sisters have upon them. 

The need of personnel work is also shown by the pupil's individ- 
ual unsolved problems. Many boys need special help because they 
“see” better than they “hear”; or the reverse, because they “ re- 
member ” better than they “‘ understand,” due to an inability to meet 
the influx of irrelevant ideas. The sex life of a boy, although treated 
by some progressive schools as a social matter, is essentially an indi- 
vidual matter with boys as long as they are boys. “‘ Mate-seeking ” 
has not yet gained a footing as a regular subjectmatter in schools. 

The boy’s general physical well-being is also an individual prob- 
lem, which needs the guidance of an adult friend. The care of teeth, 
the ineculeation of regular habits in regard to evacuations, exercises 
for posture, nail biting, the cleaning of ears, and general attention to 
neatness may be mentioned in this list. Frequently, through no fault 
of the teachers, but on account of the immature understanding of the 
boy, there arises in the boy’s mind a series of conflicts, resulting from 
various school assignments and conflicting advice. All these forces 
need coordination. Often the boy is incapable of making this co- 
ordination alone. F 

The principal should lead in personnel work—The opportunity to 
meet this need belongs pre-eminently to the principal. Others in the 
faculty should share the privilege of solving these problems, for their 
own benefit, the boy’s benefit, and in order to assist the principal, but 
the principal is the logical leader of all personnel work. He is the 
one member of the faculty who is in close touch with all the necessarv 


[ 437 ] 





438 ELEMENTARY Scuoort PRINCIPALS 





details in regard to the boy, the other teachers, and the home. He 
is the only member of the faculty who can so arrange his time that 
he can plan to have a conference with a boy at any time. Ile has 
the authority which is essential for conferences. Authority is essen: 
tial, because suggestions to a boy might easily fail if not coupled 
with a certain number of executive orders calculated to facilitate 
the boy’s environment for the time being. 

The reasons against the principal assuming this personnel work 
should be considered. Many principals, particularly those of the 
larger schools, will immediately claim that administrative duties 
make any real personnel work with pupils impossible. The answer 
lies in the decentralization of authority and,in the delegation of 
certain duties, formerly assumed by the principal, to others. Some 
feel that they have their time so much occupied by parents that addi- 
tional burdens would be impossible. The children, however, are 
more important than the parents. Again, principals may object 
because much of their time is spent in the supervision of classes. 
While the supervision of classes is highly important, this super. 
vision should go hand in hand with personal conferences. The per- 
sonal conferences and the supervision are inter-dependent. 

Those who say that the school psychiatrist should do all this per- 
sonnel work do not realize that though some of the problems are 
psychiatric, many are not, and that this specialist's time is fully 
occupied with cases of extreme maladaptation which require an 
abnormal amount of time, professional care, and skill. 

The technic used by the principals for doing personnel work with 
boys must vary with many factors. The writer submits herewith 
an outline of the practice at Indian Mountain School. Data are 
gathered in regard to the boys through inquiry blanks, interviews 
with individuals, conferences with an individual’s pals, and spe- 
cial reports. Before a boy arrives at school his parents have sent the 
information indicated under the following sub-heads A, B, and C. 


A. INFORMATION TO BE GIVEN WiTH APPLICATION FoR ADMISSION 


Name of applicant Age 
Birthday 
Name of parent or guardian 
Home address 
Telephone number 
Business address 
Telephone number 
Father’s occupation 
Mother’s occupation 
Number of brothers Ages 
Number of sisters Ages 


TERT 








AP NARUTO rer 


PY NIT pn 





Pi 








\ 





IRR RRR 


PETAR ee 





a 


a 


2 PN eer EIR 


i 





Tue Nintru YEARBOOK 439 








Name of person who may be reached in an emergency, provided that parents 
cannot be reached 
Address 
Telephone number 
A detailed record of past year on separate sheet, from both teachers and parents, 
where possible, covering: 
(a) Name of textbooks, number pages covered, grades received, number of 
years from college. 
(b) Habits, favorable and unfavorable in regard to studying. 
(c) Results of intelligence and achievement tests. 
(d) Character. 
(e) Chief features of social adjustment. 
(f) For what older boys’ school is applicant entered? 
For what years? 


Has applicant been vaccinated? When? 

Has applicant ever had measles? Scarlet fever? 
Diphtheria? Malaria? 

Tuberculosis? Whooping cough? Chicken pox? 


Has applicant any special weakness? 
Has applicant any aptitude or talent? If so, state nature. 


B. CERTIFICATE OF PHYSICIAN 

Name of applicant 
Date 
If parents are deceased, state cause of death: 

Father Mother 
Are all functions and organs of the body in normal condition? 
If abnormal, state nature 
Has applicant any special disease or weakness? 


Chest measurement Height (no shoes) 
Weight (usual clothes, no shoes) 

Condition of eyes Glasses? Ears? 
Teeth Throat Nose 

Heart Any rupture? 


Any special treatment advised? 
Signature of Physician 


Address 


C. SuPPLEMPNTARY INFORMATION BLANK 
Pupil’s Name 
Date 
1. Are there any pronounced family characteristics or unusual home conditions 
that it might be valuable for the school to know? 
2. At what age did your boy walk? Talk? 
3. Educational History: 


Progress 
Grade Years Name of School Satis. Unsatis. 
Pre-School 
Kindergarten 
Elementary 


Sunday School 
4. How extensively has he traveled? 
5. Does he speak any foreign language? 





440 ExLemMentary Scuoot Princrpays 





6. Has the boy had mental or achievement tests: (a) At home or with friends? 


20. 


21. 


22. 


(b) In other schools? 
Where is such information available? 
(c) What were the results of these tests? 


. Does he like to read? What? 


How much? How often is he read to? 


. What are his sleeping hours? 


Sleeping habits? 
Does he have a room alone? If not, with whom? 
What sort of play or athletics does he most frequently engage in? 


. Give a brief account of his interests and achievements in music, art, nature 


studies. 


. Of what has he made collections? 

. What are his principal interests and hobbies? 

. In what form, if any, has adolescence made its appearance? 

. To what extent is your boy acquainted with the facts of reproduction? 

. What are his particular aversions and dislikes, if any? 

. Unusual experiences: accidents. Has there been anything in the child’s past 


experiences that has influenced his present physical or mental condition, e. g., 
conditions of birth; shock; severe illness; operation; accident? 


. At what age did he stop wetting his bed? 
. Has your boy been easy or difficult to control? 


Has he ever shown signs of unusual temper? 
At what age? What form? 


. The chief features of his social adjustment. How much companionship does 


your boy have with: 

(a) Older people? 

(b) Boys of his own age? 

(c) Does he get along well with other children? 

(d) Do your boy’s individual interests interfere with his social progress? 
If so in what way? 

(e) Do your boy’s social interests interfere with his individual interests, 
e. g., reading, studying, etc.? 

If so, in what way? 

Does he have any: 

(a) Compensations to offset the appearance of failure? 

(b) Day dreams? 

(c) Infantile habits? 

(d) Over-dependence on any one person? 

(e) Does he try to escape from social contacts which are disagreeable to him 
and give “reasons” that are not the real reasons? 

(f) In what way have his brothers or sisters affected him? 

Please underline the characteristics which apply to your boy: 

Timid, aggressive, shy, optimistic, critical, sensitive, excitable, submissive, 

cooperative at home, destructive, enthusiastic, quiet, imaginative, prosaic, 

neat, careless, easily fatigued, easily discouraged, clever with his hands, 

appreciative of humor, truthful, appreciative of beauty in scenery, literature, 

animals, people. 

Give a brief outline of his religious education. 


Special reports—Full weekly reports are given to the principal 
each week on each boy by all the masters, if they have anything at 
all to say. Each master has an opportunity to study his colleague’s 
reports. The data on these reports come from observations by the 


— 


—_ 








att 
gel 
ap 
fre 
tee 


se) 
th 
so 
he 


la 
pl 
th 
né 


b> ©Q © O 





Ag TSR eT 


oo REE ER 


perme 


ee ner 


PSR 











Tue Nintru YrarsBoox 441 





various masters in their own classes, from visits to other classes, at 
meals, and at games. The remarks on the reports contain few judg- 
ments but do contain such items as: “ Heard Tom say that he could 
not do arithmetic because his family are all poor mathematicians ” ; 
“ Makes few mistakes in a spelling bee, but can’t take dictation with- 
out making mistakes.” 

Other boys—<As boys ean often shed light on other boys, the writer 
frequently uses boys for this purpose. He has never experienced any 
trouble with this method because bovs know that they are not asked 
to be stool-pigeons (they would make poor ones!). Boys have often 
brought out their friends’ assets, undiscovered by adults. Incidentally 
the effect on the boy whose advice is asked may be very good. All 
possible help is sought from the parents and the triple aspect of the 
““hoy-parent-school team,” is always stressed. 

Personal interviews—In the weekly conferences with the boys no 
attempt is made to rush matters. There is a preliminary period of 
getting acquainted with the boy. Timid boys are robbed of their 
apprehension of coming to the principal’s office by being sent for 
frequently for minor reasons, such as: whether they brushed their 
teeth, or whether they had their glass of water before breakfast. 
After the boy knows that something is not “up” every time he is 
sent for, it is possible to get him to talk about his interests, whether 
these have any apparent ethical value or not. He is sure to reveal 
something about his successes, a valuable point to remember when 
he is in trouble. 

When the principal and the boy are beginning to talk the same 
language it is probable that the boy will give some hint as to his 
problems and may even announce his own solutions. It is better for 
the boy to be independent in this respect even to the point of “ fresh- 
ness” than for him to follow suggestions blindly. 

There is a time in all contacts with boys which seems to be the 
psychological moment. If a teacher cannot sense this occasion, he 
ean never learn it. At that moment it is my aim to have before 
me the whole boy and in preparation for that moment the writer 
often jots down all the psychiatric, psychological, and physiological 
possibilities in the boy which might in any way affect the problem. 

As an indication of the fun, satisfaction, and productivity of one 
small phase of school work, the writer introduces you to the shadows 
of two ten-year-old “ composite” boys. Every boy in our school has 
a definite period set aside every week—more if necessary—for a 
conference with the principal, who is taught much by these con- 
ferences. Here are two composite memoranda cards: 











4492 ELEMENTARY Scuoo.t PRINCIPALS 





Casge No. I 


1. Physical—Bowels: Physiological explanation of necessity of regularity. 
Rests: Tri-weekly away from companions. 

2. Scholastic—Distribution of study time in schedule. Study habits: Waste 
of time through habit of preparing alibis. Technic of learning vocabulary: not 
just staring at word, but also saying aloud, getting meaning through English 
equivalent, using in new sentence and “thinking” Latin. Arithmetic: Show 
how slovenly “scratch” work produces a waste of time and makes work harder 
through forming bad habits. Keep “scratch” work on paper to be handed in. 
Father writes boy doesn’t understand because he is lazy. Wonder if reverse isn’t 
true. 

3. Interests and hobbies—Find time for heraldry, but remember relative values. 
Outside reading. 

4. Athletics—Urge to learn to skate. Can’t like it at first. 

5. Fear of other boys—Cf. fear and cowardice. Fear of what? Anticipatory 
images? Futility of trying to compensate by striving for verbal superiority. 
Face facts: (1) fear, (2) ability to adapt conduct and remember choice of action 
is free—within limits. Explain through boy’s own experiences. 

6. Responsibilities—When in charge of locker room, how do you get other boys 
to work with you? 

7. Use of money—Discussion of trades, purchases, and loans. 


Case No. II 


1. Scholastic. Good visual memory may become a liability, ¢.g., memorizing 
whole sections of history, almost verbatim. Value of precise idea (not word) in all 
reading. 

2. Sex instruction. 

3. (Outranks mates in intelligence and class achievement.) Enrich use of time 
to avoid acquiring lazy habits. Increase self-respect, in other directions. Why not 
try to lead in athletics? 

4. Motive behind stealing money. Buy something to gain social advantage 
over peers? Just covetousness? Suggest socially acceptible methods of obtaining 
desired result. Understanding of own motive not equivalent to excuse. Not 
necessary to convert every desire into action in order to decide whether right or 
wrong. Give boy practice in handling money. 

5. Ever thought about reasons against building big battleships? 


After the conference the writer sometimes adds what he considers 
a significant subjective analysis. Here are typical memoranda: 


Started to be very objective with Jack, but found difficulty in remaining so 
as boy was extremely annoying in his attitude. Remembered after the conference 
that I had forgotten the boy’s chief asset at the moment. 

Took a walk with Joe late one afternoon. He did all the talking. I found, to 
my surprise, that he had a very tender feeling toward his grandmother and small 
sister. I was able to use this information in his behalf at an older boys’ school 
which he attended later. He has been called hard and unfeeling. I remembered 
the walk. 


The follow-up—The success of personnel work depends finally 
upon the proper follow-up. This follow-up is important in order to 
check one’s technic and in order to clinch the advances made by 
further suggestions. It is probably the hardest part of the personnel 
work to remember, because we are all prone to let good enough alone. 


FS LEE RT 


A cr re RI 


“TOT 


A PIERS RI OE 








C 
pro 
nin; 
whi 
ful 
in 
sati 
he 
at 
thr 
me 

in 














Tue Ninrn YEARBOOK 443 

















Conclusion — Boys are frequently out of step with the world. Such 
problems may be evidence of a temporary condition, or the begin- 
ning of a serious maladjustment. The alert principal wants to know 


which is true. He will give every child in his school as much care- 
i ful scrutiny as possible. While he may be fortunate enough to call 


in a psychiatrist on the most serious cases, the principal will not be 
satisfied by automatically surrendering to specialists. As principal, 
he is the one person who has an overview of the many factors, and 
at the same time the authority to see the reconstruction program 
through. Principals need to make themselves the best-fitted faculty 
members in elementary schools where much pupil personnel work jis 
in demand. 


i RECA 











ULLETIN board publicity is under the direct charge 

of the art teacher. Kach room or department is scheduled 

in advance to provide for exhibit, on the hall bulletin board, 
samples of outstanding work done by pupils. The art teacher 

| mounts and labels the material submitted so that it will be 
| as attractive as possible.—II. I]. Gragg, see Chapter XIV 


| ! 











444 ELEMENTARY Scuoot PRINCIPALS 





STUDYING DIFFERENCES AMONG SCHOOL CHILDREN 


Leonarp M. Patron 


Master, Rogers Intermediate School, Boston, Massachusetts 


URING a speech in Boston in 1928 Roger Babson said that he 
had been experimenting for eight years in the educational field 
along lines of individual instruction. He specializes in the sons 

of the nation’s bankers, manufacturers, commercial leaders, corpora- 
tion owners, and other business financiers. Now he is going a step fur- 
ther and, for a reasonable sum each year, is offering to advise, guide, 
and guard individuals from the age of adolescence until the day of 
their death. The fact that he knows he can’t live to see the ful- 
fillment of his dream shows remarkable faith in his plan. But what 
interests me is his method of procedure. He studies every individual 
case from every possible angle. 

This statistician sees a great danger in the neglect to properly 
educate the sons of the men who now lead the world’s work. Into 
the hands of these sons will very soon be placed the tremendous 
responsibilities that are now their fathers’. Will they meet the test 
or will they fail? Mr. Babson’s purpose, for a reasonable remunera- 
tion, of course, is to remove this great danger as far as he is able, and 
he is doing it by individual instruction. 

Special classes for atypical pupils—Here in Boston the special 
classes have been steadily increasing as their value has been demon- 
strated; but whether or not a special class is established in a school 
district depends mainly upon the principal of the district and his 
uttitude towards special classes—regardless of the needs of the dis- 
trict. At present most of the recommendations for the special classes 
comes to the principal, and through him to the director of special 
classes, from the teachers. With all due respect to the teachers, their 
judgments alone are not sufficient. Many of them are newly ap- 
pointed and comparatively inexperienced in school work; most of 
them have never made a study of individual differences among school 
children and see only the glaring examples; some confuse naughti- 
ness with low mentality and recommend disciplinary cases for exami- 
nation ; some do not believe in mental testing; some think every child 
is capable of reaching grade standards if enough pressure is brought 
to bear upon him at home and in school; some had rather put up 
with a “ slow ” child than go to the bother of making a study of him. 
These are some of the reasons why the recommendations of the teach- 
ers should not be the only bases, or the main basis of selecting special 
class children. 











eXé 


ela 
aré 
the 


me 
Th 
to 

mi: 
cl] 
els 
pr 
pr 
in 


in 
sp 
sh 


di 


in 

















Tue Nintu Yrarspoox 445 





It is true that after the children have been selected they are 
examined by experts and thus suffer no injustice through misplace- 
ment, but it is perhaps equally true that just as many more in the 
class or grade need examination and do suffer injustice because they 
are already misplaced, although neither they nor their teachers are 
then aware of the fact. 

Special classes in Boston are established upon petition and recom- 
mendation by the director of the department to the superintendent. 
The progressive, interested, and foresighted principals are the first 
to see and avail themselves of these classes although their districts 
may be less in need of assistance than many others where the prin- 
cipals are indifferent. On account of the small number of special 
class teachers that have been available, it is possible that, up to the 
present time, the establishment of classes only in districts where 
principals and teachers were interested has really been an advantage 
in the development of this phase of school work in Boston. 

Nevertheless, the present methods of selection are unsystematic, 
inadequate, and unscientific. Now that the need and value of this 
specialized work has been demonstrated, it would seem that there 
should be a change in the method of procedure in locating the chil- 
dren. The new plan should be systematic, including every district 
in the city; it should be adequate without being too exhaustive or 
burdensome ; it should be as scientific as possible but not so technical 
as to scare or confuse the principals and teachers who are not scien- 
tifically inclined. 

All children need careful study—The selecting of children for the 
special class groups, however, is only a small part of the work con- 
nected with the study of individual differences. 

There is a constantly growing feeling among educators, particu- 
larly those specializing in child study, that not only the exceptional 
child, but every child, needs careful individual study and diagnosis, 
if we are to understand how to secure his best physical, mental, and 
moral development. An expert on child welfare wrote recently as 
follows : 

Each child is a law unto himself; each one is different in his physical makeup, 
in intellectual power, in heredity. Each one has variations in home life aad 
opportunities, is subject to emotional states, and has a varying sense of self- 
appreciation, and a special need of social sustenance. Each child should be 
recognized as a person whose individuality is to be respected.’ 

The writings and experiments of all our foremost educators are 
having their effect in promoting a more intelligent procedure in 
measuring the intelligence of pupils, from the kindergarten to the 
college, and of placing them where they can do their best work. 


* Wile, I. S. Growth in Understanding Children. 











446 ELEMENTARY Scuoo. PrINcIPALS 





As a result, it is now possible to grade pupils more intelligently, 
to shape courses of study a little better to the needs of the children, 
to understand a little better the causes of juvenile delinquencies, to 
provide more adequate work for the super-normal and the sub- 
normal groups, and in general to know the problem better than before 
these measurements were available. 

For the last five years considerable time has been devoted to citi- 
zenship training in Boston, and a thoroughly organized course of 
study introduced into the grades. After watching the progress of 
this course, | am convinced that a teacher, principal, or superin- 
tendent who contemplates introducing citizenship, should first make 
a careful survey of his class, his school, or his district, in order to 
know as intimately as possible his pupils and their environment. It 
is not necessary to make this study in order to introduce the course, 
but with the added knowledge gained by such a study, the course 
could be administered much more intelligently and successfully. 

Usually, mass teaching, even in colleges with selected groups, is 
not altogether successful. In grammar schools it is bound to be less 
so. One of my best teachers recently said to me, “After I have taught 
a lesson with painstaking care, and have covered every point to the 
best of my ability, I consider myself lucky if I have reached one 
third of my pupils.” Perhaps it is extreme to say there is such varia- 
tion in ability in regular graded classes in the average school, but 
I am forced to believe this is pretty close to the truth, provided the 
standard amount of subjectmatter prescribed for the normal class in 
the regular course of study is presented. Of course, the persistence, 
honest effort, faithfulness, and other good traits of certain children 
will eventually bring them up to standard, but the variation in innate 
ability will still exist. 

Pupil variations in primary grades—Elementary teachers know 
about these variations in abilities among the little ones, and divide 
their children into two or three groups in order to get satisfactory 
results. The experience of the writer as an elementary principal 
leads him to believe that the first grade is the most vital grade in the 
whole school system, and one of the most trying grades if the work 
is. well done. Last year, in order to better familiarize himself with 
the first grade course and to find out, if possible, what some of the 
chief differences were among these little folk, the writer personally | 
examined every first grade child in the district; most of them twice. 

Naturally these individual examinations were not exhaustive, but 
they were long enough for me to determine pretty accurately the 
progress each child had made and to know where the problem cases 


LAE LIE INT PI I ee 





RTI ITE 


We 


IE aA IE 





wel 
ver 
but 
one 


al 
in 
nm 
he 









Tur Ninru Yrarsoox 447 








————_— 














































ly, (were. Practically every class divided itself into three parts—a few 
n, & very bright, a large group of mediocre ability, a few below grade— 
to but in almost every class there were the extreme cases. Let me cite 
b § one or two instances. 
re In one class of 42 pupils, we had two little girls who had attended 

school since September and yet after three months could not give 
i- § a single phonetic sound correctly, could not recognize a single word, 
of §F and had no number concept whatever. One of these, a frail ansemic 
of child, nearly seven, had what might prove a compensating talent. She 
1- could play on the piano almost any ordinary piece of music that 
e she had heard—using both hands. Yet the specialists who examined 
o her only last spring, said that her mental age was so low that she 
t could not profit even by kindergarten training. A trip to the coun- 
. o£ try was recommended, where the poor, undernourished little thing 
ra - e . * 
e could build up her physical being to the point where she might be 

able to do something mentally. That is one extreme. 
5 i In another first grade we had a little girl five years old, who knew 
‘ all of her phonetic sounds, could blend with lightning rapidity, read 
t in the second grade readers with expression and ease, and knew her 
. & number facts perfectly. She was at the head of her class and should 
be able to make the second and third grades this year. 
These are not isolated cases; they can be duplicated in almost 


can every district in the city. Now my query is, Why should we con 
tinue to put the burden of discovery and the responsibility of promo- 
tion or demotion of these pupils entirely upon the teacher? It takes 
time and patience to find out what might easily be determined for her 
when the child first enters school by means of diagnostic tests. Age 
is no more a criterion by which to judge a child’s ability than his size. 

In many towns and cities admission to grade one is not limited to 
an age requirement; some consideration is given to intelligence. The 
writer does not mean by this that the results of testing should super- 
sede the teacher’s judgments and estimates, but that testing should 
be used as one other means of selection and of checking up possible 
errors in judgment, based on subjective estimates. If testing were 
used in grade one and the kindergarten, without doubt much of the 
teacher’s time would be saved and the child would be so much the 
sooner correctly placed. 

This still incompleted study of the first grade leads me to the 
conclusion that there are greater variations in talent here than in any 
other grade, and that there is as much need of research work in the 
kindergarten and first grade as in any part of the school system. 

Upper grade differences—These same variations continue in the 
upper grades although they are not so easily discerned there. As a 


bit cated 














448 ELEMENTARY Scuoout PriIncIPALS 





rule, we find a much larger number of inferior pupils leaving school 
than normal or superior children. In the upper grammar grades 
many of the failing children leave school as soon as the law allows. 
Studies that have been made lead us to think that withdrawal from 
school is caused more by failure in school than on account of eco- 
nomic pressure. The National Child Labor Committee in its recent 
report on this subject takes this view. In this connection, it is inter- 
esting to note that the majority of our behavior problems are found 
among the boys and girls who leave school before they have com- 
pleted their studies, whether this be in the intermediate grades or 
in the high school. 

Whatever our opinion may be as to the compulsory age limit of 
children in general, we will all agree that it is not a good educational 
policy to let children of inferior ability leave school until they have 
fulfilled certain minimum requirements, provided they have the 
capacity to learn, even if they have to remain beyond the limits now 
prescribed by law. But if such compulsion is exercised, certainly the 
educational matter and method should be adapted to these pupils, 
for it is not fair to the children, or to the state, to compel them to 
continue in the same environment, working in the same old way, 
under the same conditions which caused them to rebel or to become 
discouraged in the first place, and which inevitably will lead to 
failure in the future. 

At the present time, practically every one is going to school; it is 
no longer a selective process as in former days. Our teachers of the 
upper grades and high schools complain that they cannot maintain 
the old standards, that the calibre of the pupils is noticeably inferior, 
and that it would be much better for the schools if a third of the 
student body was eliminated. This would be the easy way, but it 
is not the better way, nor, from an economic standpoint, the less 
expensive way in the long run. 

Our pupil survey—lIn the year 1926-27, in order to provide a little 
better for the physical and mental needs of the pupils, to assist if 
possible in the character education work, and to discover some of the 
main differences among the pupils, a simple study was made of 1726 
children in our district. Although this study was very limited in 
scope, it proved well worthwhile, for it made possible a re-organiza- 


tion, at the opening of the next school year, that practically elimi- 


nated from the regular grades all extreme cases of sub-normality and 
provided valuable data for use in the study of borderline or doubt- 
ful cases. 

Since it was impossible to test all of the children in the district to 
determine their mental ages, they were roughly classified by their 





5 ERT? 


KENT 





chi 


as 

ye 
on 
an 


bl 
fc 
eC 


th 


fe 


1Q 


1rorPwnd i —$ De i] ww, 


nD 


01 
les 
S. 


m 


—— Ve 








Tue Ninru YrarsBook 449 





chronological ages, using the regulation admission, discharge, pro- 
motion cards for the necessary data. In Boston, a child is considered 
as making normal progress if in the first grade and not yet seven 
years old; if in the second grade and not yet eight years old, and so 
on. By this standard, if a child began school at the age of 54 years 
and made normal progress he would be in grade two by 64, in grade 
three by 74, and in grade eight by 124. Statistics indicate the 
standard mental age for the different grades as shown in Table 1. 


TABLE 1—Sranparp Menrau Ace ror Each ELEMENTARY SCHOOL GRADE 


Grade Standard mental age 
I 5-6 to 6-5 or approximately 6 years. 
II 6-6 to 7-5 or approximately 7 years. 
III 7-6 to 8-5 or approximately 8 years. 


IV 8-6 to 9-5 or approximately 9 years. 
VV 9-6 to 10-5 or approximately 10 years. 
VI 10-6 to 11-5 or approximately 11 years. 
VII 11-6 to 12-5 or approximately 12 years. 
VIII 12-6 to 13-5 or approximately 13 years. 

Using Table 1 as a basis, there was worked out a grade analysis 
blank for each grade that would indicate the standard mental age 
for the grade, the overageness, and the underageness. These reports 
could show at a glance the relative standing of each class, based on 
the chronological age of the pupils. The blank used for grade eight 
is shown herein as Form I. Excepting for the age limits, the same 
form was used in surveying all grades. 

FORM I 
GRADE ANALYSIS BASED ON CHRONOLOGICAL AGE OF PUPILS 


























Date 
Grade 8...... Room: # ..5... ON iii ee mae heats 
B. G. Total 
3 years under age ( 9.6-10.5) Approximately 10 years................ 
2 * " - (10.6-11.5) - MA 9 aca aaed acess 
1 year under age (11.6—12.5) Approximately 12 years. .........6.0500. 
STANDARD AGE (12.6—13.5) a > ele sla ie SOR OP NMR ete Ny hn 
1 year over age (13.6-14.5) . BD) epacccnateam aie ° 
2 years over age (14.6-15.5) Apprommately 15 YORtSs icici ccd cans 
= oS (15.6-16.5) * i ae ee eae 
. © stems (16.6—17.5) Be 8 se eeiceucdecsa 
| ee ee (17.6-18.5) és | AR haere deere ome er See 
DIRECTIONS 
1. Estimate age as of September 1, 1929. 
2. On the back of this sheet write the names and ages of the children who are two 


or more years under age, or two or more years over age. 

3. Also, write names and ages of those pupils within the standard age limits set for 
this grade, who may be doing very superior work or very inferior work, or who 
may be extreme cases,—truants, law breakers, disciplinary problems, etc. 


January 7, 1929. Lronarp M. Patron, Master 
11 








450 ELementary Scuoont Principaus 





Form II was used in studying the children who were two years or 
more over age or two years or more under age, those pupils within the 
mental age limits set for any grade who might be doing very superior 
or very inferior work, and the problem eases, e. g., truants, law- 
breakers, and disciplinary cases. This second record gave in detail 
the history of each ease. 


FORM II 


Scuoou History or Pup. 
NN oo Pea ee a i ie ale ae ira mr ae Grade...... Room 

















1. 7 
2. Age, Sept. 1, 1929...... years...... months 3. Age entered school...... 
4. Number of years in school............ 5. Grades repeated............. 
6. Weeks of attendance: Kg........ Gr. 1..... Wescakcs eee er Be. 3.6: 
: here. eee. Seve Total..... 

7. Summer Review School: 

Year Subjects | Marks | Disposition of Case 
8. Number of years over age............ Number of years under age. . 
9. Grade this pupil should be in normally............ 


TEACHER'S ESTIMATE OF PUPIL 























\ B C Dp | 1 

ES SRS Re ern eee ee ery! earree Nee Seerarer sree ORR? 
Sn ah ib cy, 5%, feiss at ats sora eud tovtta gwd im Rs Pe pam wie wee Rea piele ws oes ead 343 
3. Regularity of attendance (A—Very superior).....|.....|.....)...-. ne eee 
4. Punctuality (B—Superior ES, BONS) SE Lome Settee (Wee 
5. Quality of work (C—Average OS SY, Sey Eee a ¥ 
6. General intelligence (D—Inferior le: See | 
7. Reliability (E—Very inferior ).....|..... ee AAP el 
I 8.5 dib'in aiic Care pnts soo Siow ane eS Hg. Eee Ree 
ee rr ee ee ee 

10. Mental balance........ Be re PP eens! rua. JeNy ee 

Recorp or Tests—INTELLIGENCE AND ACHIEVEMENT 

RPT ery Pre ee eer ere 

Bete URN TTR GARG lores waa caer vgn e ditia cad ce tes 

Ba Ae as dal as yw da ag ee ata Ra os hed arate ode a a Tid ane ea 

ine 


An age-grade distribution as shown in Table 2 of the 1726 pupils 
in the district showed that, exclusive of the kindergarten, the range 
of the ages in every grade was from 4 to 7 years. About 7 percent, 
(114 pupils) were one or two years under age, and 196 pupils, or 
about 12 percent, were two or more years over age. The pupils three 


COT 





ul 
m 


ca 


wwe Pe bo 


of 


fi 


al 


4 


sc 


th 


fix 
pl 
gC 











| 





lc ie ee 





Tue Nintu YrarsBooxk 451 


or more years overage were examined individually in order to deter- 
mine their mental ability and then given careful consideration in 
grade assignments, based on social adjustment as well as mental 
salibre. 


TABLE 2—SumMMaryY oF UNDERAGENESS AND OVERAGENESS 


Ky. I ee | 0 a AY Vv ovVi- VII VII Total 
2 years under age........ ‘i ene ony ee © 1 ae ee 2 
1 year under age......... 27 #12 ~=«#10 9 20 19 12 3 112 
StaMdard O66 iccccs occ. 129 178 121 89 9% 92 73 62 63 903 
1 year over age.......... 9 42 64 95 67 55 56 56 69 513 
2 years over age......... ¢ lt 19 19 2 2% 2 15 14 
3 years Over age.......... ia 1 L w @ 8 5 10 39 
4 years over age......... a a a a 3 3 2 1 1 10 
5 years over age......... A re gems Rr ‘ ar ere 1 


Laamination and treatment of overage pupils—Two specialists ' 
from the central office were called in to make careful examinations 
and recommendations in regard to the pupils who were three or more 
years overage. A brief summary of the results of the examination of 
45 of these overage pupils follows: 


One six-year-old boy was rated as a mental defective. 

One fourteen-year-old girl had such low mental power that exclusion from 
school was recommended. 

One sixteen-and-a-half-year-old girl in Grade VI with a mental age of 9.3 and 
an I. Q. of 57 was referred to our vocational counselor to see if something could 
be done in trade school. 

One sixteen-year-old girl with a mental age of 11 and an I. Q. of 70 was 
referred to the vocational counselor for guidance. This girl is a city ward and 
a behavior problem. She has since been taken from her foster home and placed 
in an institution. 

One girl, 14 years, four months old, with M. A. of 9.1 and an I. Q. of 63, was 
adjudged incapable of going beyond Grade VI, except in vocational work, and was 
referred to the vocational counselor for guidance. 

Four boys of about 11 years were recommended for the special class group. 

One boy of 10 years was adjudged a psychopathic case and a conference with 
the parents was recommended. This boy has since been placed in a special class. 

One boy of nearly 12, with a mental age of 7.10 and an I. Q. of 88 is an interesting 
case. He has a much oversized head and a short, undersized body and legs. His 
fingers are so short and stubby that he has difficulty in holding pen or pencil— 
probably a case of hydrocephalus. In spite of his physical handicap, he does 
good handwork and academic work. He probably will remain in grade for the 
present. Recently he was taken to the eye and ear infirmary to have his eyes 
examined, as the school nurse found his vision somewhat defective. 

Of the 34 others, 26 were recommended for special class instruction. Two were 
considered too young mentally to profit by any formal instruction. Two were 
considered so nearly normal that no need of change from the regular grade 
work was found; and one boy of 16, with an M. A. of 12 and an I. Q. of 76, was 
recommended for industrial work as he probably would not profit by further 
academic instruction. 





‘The specialists were Arthur Kallom, Department of Investigation and Measure- 
ment, and Miss Katherine Coveney, Department of Special Classes. 








452 ELEMENTARY Scuoort PRINcIPALS 





An adjustment class was recommended for seven who were neither 
ordinary special class material nor institutional cases. This class 
was intended to include some of the older pupils, a few of whom 
are behavior problems; some mentally retarded and because of de- 
formity not fitted for the special class center; some not up to grade 
vet apparently normal, but in need of special attention to overcome 
poor study habits and to arouse interest and ambition in school work. 

The case of one girl, 14 years old, with M. A. of 7.2, and an almost 
negligible I. Q. was referred to the Judge Baker Foundation for 
examination. She was found to be an institutional case. It was also 
suggested that she be given a metabolism test to see if thyroid treat- 
ment would be of any help. 

As a result of the survey and of the examinations, one additional 
special class was established in the district, and several pupils were 
sent to the special class center in Dorchester. 

Further survey work—Convinced of the value of tests in supple- 
menting the knowledge of the teacher, as a result of this study, we 
have begun a systematic examination of certain groups in our new 
school at Hyde Park. First, we have taken one class of boys in an in- 
dustrial division who have given trouble in discipline from the open- 
ing day of school. An examiner has given this class the Stanford 
Achievement ‘Test, Form A, the Terman Group Test of Mental Abil- 
ity, Form A, and the National Intelligence Test, Form A, Scale 2, 
supplemented by the intelligence tests given in the spring of 1926 
und 1928. Besides giving these tests the examiner has individually 
examined a number of case problems; certain boys who as a result 
of the tests or because of obvious lacks, stand out as misfits and poten- 
tial trouble makers. The investigations have not progressed very far 
yet, but we have learned enough to warrant radical changes in this 
particular group. 

Two of the boys in the class, aged 11 years, 10 months, and 11 
years, 8 months, show about sixth grade ability, but under right con- 
ditions may be able to make the seventh grade. Another boy 11 years, 
9 months, is rather poor in English, but superior in mathematics. 
Three boys, 12 years old, represent the three types usually found in 
a class; one is average ability; one of fourth or fifth grade ability, 
and one superior, showing ninth grade ability or better. 


Of six 13-year-old boys, two rank low in mental ability, fully two’ 


years retarded ; three show average seventh grade ability in all tests; 
and one shows considerable variation in various subjects. 

Of six 14-year-old boys, three have a mental age of 11 years and 
apparently are better fitted intellectually for the fifth and sixth 











sti 
Wi 
or 


an 
nc 
as 






1e 











Tue Nintu Yrarsoor 








grade than the seventh; one boy 14 years, 6 months old, has a mental 
age of 10 years, but.can do sixth grade work. The remaining two 
boys seem better fitted for the seventh grade than the other four, but 
show varying abilities in the different subjects. 

Two boys 15 years, 4 months old, have mental ages of 10 years, 
7 months, and 11 years, 8 months, and as far as studies are con- 
cerned, cannot do satisfactory sixth grade work. 

These boys differ as much physically as mentally and probably will 
show corresponding differences in traits of character. The home- 
room teacher says that half of the group cannot do good fifth grade 
work, let alone sixth grade or seventh grade work. 

We have examined some of the intelligence test papers with this 
teacher and have compared her subjective estimates with our objec- 
tive findings. It is rather heartening to her to find that our main 
objectives now are (1) conscientious effort and (2) right attitudes, 
instead of the acquisition of knowledge. When we get through with 
our study she will have a rather intimate knowledge of each of her 
pupils, which should measurably help her to solve her problem cases. 

Conclusion—This measurement of pupils by group tests, to sup- 
plement the teacher’s knowledge, should, I believe, become a regu- 
lar classroom procedure, for it is common sense, if properly used, and 
can become as valuable to the teacher in dealing with pupils as diag- 
nosis to the physician in dealing with his patients. 

We are not fanatics with intelligence or achievement tests, and 
have no sympathy with those who would relegate a child to the 
“dumb bell” group because he fails to get a high I. Q. or I. R. in 
a group test, but we do believe these tests, when rightly used, can 
supply valuable information to the teacher and give her an insight 
into the child’s mind, that she can get in no other way. 

That is why the writer has spoken so frequently of testing in this 
study of individual differences. It seems the quickest and best 
way of locating the strong and the weak spots in a class. But tests 
or no tests, differences exist among our pupils, they are increasing 
rather than decreasing as more and more pupils remain in school, 
and the writer believes that case study, involving differential diag- 
nosis, health, personal history, and economic conditions, is becoming 
as necessary in our complex school life as instruction itself. 











454 ELEMENTARY Scuooo.t PRINCIPALS 


SCHOOL MORALE AND INDIVIDUAL CASE STUDIES 


Ne.ur A. REMICK 


Principal, Steele and Garfield Schools, Colorado Springs, Colorado 


HERE IS developing among educators today a realization that 
Tine static type of education that has predominated in the past 

neither provides for the -present needs of the child, nor for 
the future needs of society, yet both aspects must be taken into 
account in adequate curriculum construction. These trends are 
shown in the growing emphasis of educational writers on such topics 
as ability grouping, individual instruction, creative activity, and the 
socialized school. Psychiatrists believe that the day is coming when 
the social adjustment of the child will also be as common a topic 
among educators as it is today with social workers. 

Our schools have been so engrossed in the past with the academic 
factors that they have failed to adequately stress the importance of 
attitudes that would help the pupil to find continued satisfaction as he 
passes along the educative road. Such attitudes have much to do 
with the development of a high type of school morale. This paper 
will present some of the undesirable attitudes encountered with indi- 
vidual pupils, and the ways in which we have provided for such 
students. 

What ts school morale?—After a study of many definitions of 
morale, Zeleny has evolved one that he believes defines it from tlie 
high school standpoint and it seems equally applicable to the ele- 
mentary school. He says: 

Morale is the individual and social state of mind resulting when the students 
and faculty of a school accept and work toward the realization of common aims, 
which appear to lead to more abundant life. 

The definition of morale that has been given above stresses the 
acceptance a:d the work of the student body toward the realization 
of common aims. There is the danger that in our zeal to bring about 
the desired ends we may unwisely attempt to furnish some adult 
aims, instead of allowing pupil aims to develop, as the student body 
becomes aware of the morale needed in the life of the school. Even 
when selected by the students are they common aims for all the 
pupils of the school ¢ 


Types in the sludent body—Let us consider for a moment the - 


personnel of the student body of any school. We know that it is made 
up of many individuals, no two being absolutely alike either men- 


*Zeleny, L. D., “ Morale in the High School,” Education Administration and 
Supervision. November, 1923, p. 489. 


| 








V 


> 4 


TH 


th 


of 


ie 


e- 





ls oe 








Tue Nintru Yrarrook 455 





tally, physically, or emotionally. How do these students group them- 
selves in the carrying on of the aims of the school ? 

We shall find a small group of pupils with leadership qualities who 
stand ready to assume responsibility and to initiate new procedures. 
In many cases these students will also be those of marked mental 
ability, though there will be some of average mentality and even 
others lower but whose attitudes are so fine that they can contribute 
toward the development of a desirable school morale. 

Sociologists tell us that studies of society reveal a large propor- 
tion of men who are willing that others should assume responsibility. 
So we shall find a large middle group that is willing to follow, but 
in itself lacks the desire for leadership. This group must have its 
school spirit kindled by the enthusiasm of the first one. 

A third type is also to be found in every school; its number vary- 
ing somewhat according to the way in which pupil needs are being 
met by the school. This group will be made up of pupils who for 
various reasons are emotionally and socially maladjusted. Many of 
these will lack the ability to carry on their work satisfactorily, while 
others with ability lack the attitudes necessary for successful school 
work. 

Our first and second groups will find common aims in which they 
can unite. The influence of the third one will be more or less destruc- 
tive. Hence, the improvement of school morale will be determined to 
some extent by what we as principals and teachers are able to do with 
this third type. According to the sociologist group conduct can rise 
no higher than the conduct of its individual members. On this theory 
our problem becomes an individual one, and questions arise as to the 
causes of undesirable attitudes and the remedies to be applied. 

School causes of maladjustment—One of the most frequent causes 
has been the common task set for those of greatly varying abilities. 
The result with maladjusted children has been loss of confidence, and a 
feeling of discouragement, that finally led in some cases to an attempt 
to get away from reality. The school is to a great extent responsible 
for this attempted escape from an educational world because of the 
type of curriculum it has imposed. As long as schools remain static 
through a worship of books and an insistence on impossible goals, we 
shall continue to have day-dreamers and to create habits of failure. It 
is important that we bear in mind the fact that an excessive amount 
of such dreaming may result disastrously in later years for some 
of these students, if the causes are not discovered and proper reme- 
dies applied. 

The inability of teachers to understand the difficulties of pupils in 
school subjects is a prevalent cause of maladjustment and failure. It 








456 ELEMENTARY Scuoot PRINCIPALS 





is even possible for teachers to create situations that produce educa- 
tional disabilities. One of the most common and most disastrous 
types of these disabilities is that of reading. Experts say that read- 
ing is both the most important and the most troublesome subject 
in the elementary school curriculum. A study made by Gates re- 
vealed the following percents of failure in the different grades that 
were due to reading disabilities.’ 


TABLE 1—Percents or Tora, Famures Dur to Reaping DISABILITIES 


Percent of failures 


Grade due to reading 
REE EE ro tN eaBa ers Bante Atoy eorstes PaMESTE Menara 99 
STEN i oh cin gra nga cine d Ga enbR mi mn ee wk ene 90 
NE MEI aaa 5 a in dia ro deiacceohiwrae ama cae awes 70 
NI on ca aia nd cma tupeanres web ee aden 56 
MIE oa isis che wierd cance ine ades aod muine cae 40 
I ot oe ae Pa a en ee 33 
I i 25 
RS eee tn nt aE ene 25 


Teachers often recognize student’s deficiencies in reading but seri- 
ously lack the time and necessary knowledge for the correction of 
individual difficulties. In some cases the causes of reading disabil- 
ity go unrecognized for years, the pupil being credited with mental 
deficiency, or is referred to a child guidance clinic because of prob- 
lems of behavior. In a.case of superior intelligence, serious results 
may ensue in the form of an inferiority feeling. A serious educa- 
tional maladjustment may occur as the student may be driven, 
because of his disability, into a routine occupation totally unsuited 
to his degree of intelligence. 

Dr. Blanchard, the psychologist in the Philadelphia Child Gui- 
dance Clinic, discusses * some of their studies as follows: 

The reading disability plays a part in producing the behavior difficulties as 
well as the failures in school work. This opinion is substantiated by the results 
of treatment, since the correction of the reading disability and the substitution 


of success for failure in school is usually followed by a cessation of the behavior 
deviations. 


Perhaps a better realization of the influence of this factor can 
be gained by a consideration of one of the four case-studies made on 


this subject by Dr. Blanchard, which is given here in a somewhat 


condensed form: 


*Gates, Arthur I. The Improvement of Reading, p. 3, 4, 5. 
* Blanchard, Phyllis, “Reading Disabilities in Relation to Maladjustment.” 
Mental Hygiene 12: 772-88. 


a os 





~~ ro 242 @D DW 


a ae aT 





1ca- 
ous 
ad- 
ect 

re- 
hat 


Li- 


as 
Its 
on 
or 


ae 





TOT 


ol 








Tue Ninta YEARBOOK 457 





Case I, RonALpD 


Home conditions—Though Ronald was fifteen years of age and in seventh 
grade when the study was made, his difficulties had their origin in the early 
years of school life. He was referred for clinical study and treatment because of 
his day-dreaming, absentmindedness, poor memory, and inability to keep up with 
the class. He had a wholesome social history as his mother was a woman 
who had shown excellent judgment in the rearing of her two boys. The younger 
one was thirteen years old and was also in the seventh grade. The mother had 
an inward conviction that Ronald was sub-normal though careful never to compare 
him with his brother. The boy himself could not help drawing comparisons and 
often spoke of his dumbness. His early school history had been a series of failures, 
promotions, and demotions in the different schools that he attended. The father’s 
profession necessitated many changes of location, which caused the boy to dislike 
school. The family finally located permanently in Philadelphia and Ronald stayed 
continuously in one school. For awhile he made regular progress but when he 
reached sixth grade, he had to repeat it and later was failing in seventh. 

Intelligence and achievement tests—At the time of the examination at the 
Clinic, his age was 15-5, mental age 14-6, and I. Q. 94. His reasoning, auditory- 
memory span, and concrete visual imagery were above average. On the Stenquist 
mechanical-assembling test, he made a perfect score, far above the norm for 
fifteen year old boys. On the educational tests, Ronald’s achievements were poor, 
particularly in spelling and English grammar, while in geography and history his 
subject ages were at least two years below his mental age. On the Thorndike 
McCall reading scale, his subject age was only 8-8. Other tests confirmed his 
inability in this line. Diagnostic tests showed that his slow reading rate was the 
result of a short span of visual perception (he could take in only three syllables 
at a glance) also slow vocal-motor reactions. On the Thorndike Vocabulary test, 
his score was only five when he was asked to read the words for himself, but 
when they were read to him, he doubled his score. His visual vocabulary was only 
adequate for fourth grade, while his auditory vocabulary was satisfactory for 
eighth grade. On the Trabue Language-Completion test, on which there was no 
time limit, his score was equal to the norms for thirteen years and for sixth 
grade. This showed that he could grasp the meaning of material and that his 
comprehension of what he read would probably be good if he could read more 
rapidly and if he had a larger visual-verbal vocabulary. 

Physical examination—Ronald’s physical examjnation was practically negative. 
Even a special eye examination revealed only a slight hyperopia, but in view of 
this reading difficulty, glasses were recommended. 

These tests revealed chiefly his conviction of mental incapacity, his feelings of 
inferiority, and his abnormal degree of day-dreaming. It is easy to understand 
the difficulties for which Ronald was referred to the clinic. He appeared absent- 
minded in recitations because he could not read well enough to become familiar 
with the material discussed. He seemed to have a poor memory because of this 
same deficiency; he could not remember what he had not been able to read 
and comprehend. He could not read rapidly and guessed at words so his score 
was low in the group intelligence test given at school, whereas the Stanford-Binet 
given at the clinic showed that he had average intelligence and a ‘superior 
memory span. 

His day-dreaming, in which he pictured himself as a great inventor, was the 
only way in which he could escape from his feeling of inferiority, which the school 
failures, caused by his reading disability, had produced. It is safe to assume 
that this disability had its origin in his early experiences at school, with the 
many adjustments he was compelled to make during the first three or four years. 
The demotions he received must have given him a sense of failure that would 
almost inevitably condition his emotional responses. 











458 ELEMENTARY Scuoon PRINCIPALS 


In the treatment of the case, Ronald was told that he was not intellectually 
deficient in any way. His strong points were stressed and he was shown how his 
reading disability had affected his school performance. A tutor, skilled in the 
use of reading methods necessary for the correction of his reading disability, was 
secured. Use was made of the McCall Standard Lesson Tests, graphing the daily 
result so that the boy could observe his gains. Drill was given in word recognition 
according to the methods devised by Fernald and Keller. Every possible oppor- 
tunity for favorable comment was seized upon to encourage him and stimulate 
his interest. According to last reports Ronald was making satisfactory progress 
in high school. 


Dr. Blanchard found in her other cases of reading disability the 
same results in feelings of inferiority that manifested themselves in 
bad behavior. One pupil was able to react more desirably because of 
his ability to compensate through his superiority as a fine baseball 
pitcher. Other clinical workers and visiting teachers confirm these 
findings in regard to behavior difficulties resulting from reading as 
well as other types of school disabilities. 

The social attitudes of the groups on a playground are also dynamic 
factors in creating states of mind that produce problem behavior. The 
bright boy who is a good student, but physically frail, is usually 
called a “sissy” by the eight to twelve year boy group. The red- 
headed boys, the ones with cross-eyes, and those with other noticeable 
physical defects, are cut off from a great deal the first day they enter 
school. Unless a wise teacher sees that these pupils are provided with 
social compensations, they are doomed to unhappiness. They may 
compensate by becoming pluggers and perfectionists if they have the 
mental ability, but too much work will make them unsocial. If their 
ability is not high enough to produce the desired result, a break 
vecurs often followed by serious mental disturbances. 

The attitudes taken by some teachers are also, unfortunately, often 
responsible for undesirable student behavior. Often our intellec- 
tual traditions cause us as teachers to discourage the emotional side 
of man’s nature, and to value only rational controls.’ The desire to 
see retribution come to those who have violated regulations is strong 
in the human race today. Much of the time now spent in punitive 
efforts in the school would doubtless be more productive of results if 
spent trying to learn the causes of anti-social behavior. 

We know that the home is a common cause of the behavior difli- 


culties that we see in the school and for the feelings of inferiority . 


that interfere with school achievement and prevent a high type of 
morale. Take the case of Harry, a quiet, sensitive boy with a slight 
speech defect that showed itself only when he became unduly excited. 


*Chapman and Counts. Principles of Education, p. 139. 





— 





—. heh, A> 


ually 
v his 

the 

was 
laily 
ition 
)por- 
ilate 
rress 


the 
in 
» of 
yall 
ese 
as 


nic 
“he 
lly 
ed- 
ble 
ter 
ith 
ay 
he 
elr 


ak 


en 





PES ca oh PONE OTT NHS 








Tue Ninrn YEARBOOK 459 


One day at the table, when he was trying to tell something to the 
family, he had the following remark hurled at him by an over-harsh 
father, “ Shut up if you ean’t talk.” Fortunately, an alert, inter- 
ested teacher and the presence of a child guidance clinic in the city, 
made possible some changes in home conditions. The father came 
to realize that his handling of the boy was largely responsible for his 
speech difficulty. 

Why do many psychologists believe that it is the duty of educators 
to make a study of these maladjusted cases when the home is respon- 
sible for the creation of so many of them? There is justification for 
such a study because the school itself must bear some of the blame 
for their production as well as the home. Nervous disturbances found 
in later life can often be traced to the repressions of early schooi 
life. The record of school failures also gives us an adequate reason 
for attempting to better conditions. Reavis, in a study of high school 
failures among boys, gives six major causes.’ The two causes most 
frequently found were “personality difficulties” and ‘ ineffective 
habits of work.” It seems quite possible that both causes can be 
traced to conditions for which home and school are responsible. 
These conditions should be recognized not alone because of their 
effect on the scholastic achievement of the pupils and the elimina- 
tion of failure but because of their effect on their future success. 

Constructive tendencies in schools—So far our school development 
of edueational technic has been in the intellectual, physical, and 
manual fields. Adequate provision has been made in only a few 
schools for the development of the creative abilities of each indi- 
vidual. Many principals who have an earnest desire to provide such 
possibilities may be unable to carry out such ideas until there is a 
greater interest on the part of the teaching body and the public. 
Some educators are wisely stressing today the need for differentia- 
tion in curriculum requirements to more efficiently meet the needs 
of the different ability groups. Such a plan has been clearly pre- 
sented in detail by Hobart M. Corning in his book, After Testing, 
What? The plan as worked out by this author along the lines of abil- 
ity grouping, with its consideration of individual differences through 
differentiated curriculums, has a direct bearing on individual morale. 
The three years of close contact with ability grouping in our own 
city substantiates this opinion. The feeling of success that accom- 
panies the efforts of slower pupils is productive of a happier spirit, 
which creates more desirable attitudes and a better school morale. 


‘Reavis, W. C. Pupil Adjustment, p. 107-16. 











460 Exementary Scuoot PRINCIPALS 





Such students when grouped by grades under the traditional plan 
often felt their lack of ability when trying to compete with those of 
exceptional ability, and so became dissatisfied with school life. On 
the other hand, the bright student working -with those less capable 
acquired an exalted opinion of himself by contrast, and also bad habits 
of work because of a lack of challenge to his real ability. Such 
attitudes as these cannot contribute the more desirable elements 
toward the morale of a school. 

The detection and correction of maladjustment—-F ailure to recog- 
nize unusual ability and to make proper provision for it is also pro- 
ductive of serious results as Dr. Lowrey’ brings out in the follow- 
ing case: , 

The boy was ten years of age with a mental age of eighteen and an I. Q. of 180 
and was actually failing in the fifth grade because there was no appeal to his 
interests or attention. He had an enormous feeling of inferiority because he 
felt he was different from his group, and this led to various types of compensatory 
behavior. Even his family decided he was “ hopelessly dumb and incorrigible ” 


and thought that perhaps he ought to be sent to a state institution where he 
would be disciplined. 


With such a mentality, think what a loss to society would have 
resulted had the boy’s difficulties not been discovered! We are today 
just beginning to have a better understanding of the way in which 
the morale of a school may be affected by such socially maladjusted 
children. Psychologists tell us that the personality of the child is 
revealed by the manner in which he thinks, feels, and acts. If the 
first two have been warped by his experiences, his acts will be unde- 
sirable. The production of a better social self is so dependent on 
the individual’s social experiences from preschool days to the pres- 
ent; and whether there have been along the route any lasting con- 
flicts resulting in serious disturbances and unfortunate attitudes 
productive of a complex. Such tendencies must be detected during 
a student’s school career if an effort is to be made to prevent the 
occurrence later of critical mental disturbance. 

The desirable thing is to help the problem child modify his own 
behavior, not because of the anticipation of unpleasant consequences, 
but from a desire to measure up to the standards that are made pos- 
sible by a teacher who is constructive in her own methods. Such an 
objective attitude toward the student can only be maintained by the - 
teacher who has her own personality so well integrated that she ceases 
to be shocked by any revelation. Teachers must assume a casual, 


* Lowrey, Lawson G. “ Competitions and the Conflict over Differences,” Mental 
Hygiene, 12: 316-30. 





ory 














Tue Ninru YEARBOOK 461 





——EEE 


matter-of-fact attitude toward all offences, as they know that many 
undesirable traits are merely symptoms of a badly adjusted emo- 
tional life. 

An illustration of this is shown in the following incident that 
occurred the past year between a thirteen year old boy and his sixth 
grade teacher, a woman of unusual ability in the handling of be- 
havior problems: Miss D had been noticing all the morning the odor 
of tobacco whenever she went near John, and this was not a new 
experience. Later she encountered him alone in the hall after dis- 
missal so stopped and said, ‘‘ John, you are smoking, aren’t you?” 
Instantly John’s defensive attitude showed itself in his bearing and in 
his reply, “‘ Well, what are you going to do about it?” Miss D 
unemotionally replied, ‘“‘ Well, John, I am not so foolish as to think 
that I can stop you, but I just wonder why you do it. I know some 
people who smoke because it makes someone angry. Is that the 
reason that you do it?” Her objective attitude disarmed the boy and 
he proceeded to discuss the matter with her in a conversational way, 
telling her that he did not enjoy it, but smoked because some of the 
older boys he was running with did. 

The kindergarten and first grade reveal many personality diffi- 
culties, for it is here that the child makes the first contacts with 
authority in the world outside of the home, and he is faced with a 
new series of competitions. The kindergarten teacher’s attitudes and 
strategic position offers the most hopeful opportunities for shaping 
children toward normal behavior.’ The possibilities for such con- 
structive work were demonstrated in one of our kindergartens last 
winter, in the case of a little girl of five, whose parents were greatly 
troubled over her anti-social attitude, for when spoken to, she would 
answer no one except her father or mother. 

Mary was a pathetic, lonely looking little girl when she entered the school. 
The kindergartner, knowing the situation, wisely ignored Mary’s refusals to 
answer when spoken to. Patiently the teacher waited for months for the almost 
imperceptible growth that gradually showed itself by better attitudes rather than 
in conversation. Mary reached the point where she would answer the teacher when 
asked a question, would quietly take part in the games, and toward the close 
of the year would sing alone. Then an incident occurred that gave the teacher an 
opportunity to force the issue, trusting that the child’s love for her school would 
dominate. Mary refused to answer a child in the course of a game that demanded 
a reply, the teacher, with the conviction that the time had come for a decided 
stand, told Mary that unless she answered the question it would be necessary for 
her to go home. To the teacher’s great relief, Mary answered her playmate and 


from that time continued to grow in an evident desire to respond when spoken 
to, even by those outside of the kindergarten. 


* Allen, Elizabeth. “A Mental Hygiene Program in Grade School.” Mental 
Hygiene, April 1929, p. 289-97. 








462 ELEMENTARY Scnoor PrINcIPALS 


Just consider what this intelligent handling of her case will mean 
to Mary and her parents in future years. While the technic of teach- 
ing is important in the primary grades, the most necessary qualifica 
tion for the teacher is an understanding of human nature for it is in 
these grades that the best preventive work can be done. 

Dr. Esther Loring Richards of Johns Ilopkins University, in a 
course of lectures given in Denver the fall of 1928, said that of the 
1521 cases recorded at their psychiatric clinic during the previous 
year, 42 percent were children under 16 years of age, some of whom 
were beyond the possibility of the type of help that they might have 
been given had conditions been recognized earlier. 

Personality work of outside agencies—The general policy in the 
publie schools should be to prevent duplication of effort by not 
attempting to do in them anything that can be more successfully done 
by other informal agencies of the community. Let us see to what 
degree other agencies are meeting this need of giving more attey- 
tion to the social and emotional needs of maladjusted children. The 
parents’ lack of an understanding of their children’s emotional 
nature, and often a corresponding failure on the part of the children 
to appreciate their parents’ efforts, have made home results often 
unsatisfactory so we cannot expect the entire solution of the problem 
there. 

The churches and other character building agencies of a commu- 
nity are doing excellent work with the children they come in con- 
tact with. Unfortunately this is a comparatively small percent of the 
total number. Church groups usually include not those most in need 
of constructive help, but children with understanding parents who 
realize the benefits to be derived from such socializing influences. 

There has been a great development of psychiatric work in the 
country during the past five years but even with this growth it is 
evident that a very small percent of the schools of the country are 
having the aid of trained individuals from such a field. Some of 
the large cities now have splendidly equipped child guidance clinics, 
and even a few small cities like our own are so fortunate as to have 
a generous citizen who supports one because she has a vision of the 
needs of the community. Contact with such a clinic soon reveals the 
amazingly big problem with which they are confronted, especially 
when there is a lack of the proper agencies in a city to adequately 
carry on the necessary follow-up work. 

The visiting teacher movement has also been a recent development 
in the field of school social work. In some parts of the country, this 
new type of service is frequently found, while in many others it has 





CO 


ree OO GW 


\e 


\w 














Tue Nintrn YEARBOOK 463 


not yet been introduced. Reavis has said that whether or not the 
visiting teacher movement becomes a part of our school systems this 
type of service must be given by someone who can understand the 
child both in his school and out-of-school relations in order that mal- 
adjustment may be overcome and delinquency averted.’ 

There is a growing recognition today of the fact that the sclhiool 
as well as the home and the community must hold itself responsible 
for the welfare of the children. What then is to be the solution of 
yur problem of school morale from the standpoint of the maladjusted 
child if the outside character building agencies are inadequately pre- 
pared to cope with it ¢ 

School care of problem cases—-In the last analysis, the general 
consensus of opinion seems to be that the school is the strategic 
place to begin its solution as all of the children are to be found there. 
Many will doubtless say, “ How can we do anything more in the 
school when we have but one-seventh of a child’s time now?” The 
problem seems to involve not the doing of something more, but of 
making our present efforts more efficient through a better knowl- 
edge of our human material. For as Dr. Van Waters says: 

The teacher should have ability to detect early signs of emotional maladjust- 
ment in children; should feel respect for complexities of personality, and above 
all should understand why force in dealing with emotional disorders is blind, 
stupid, useless, and often cruel and dangerous. 

The school is not responsible for the emotional attitudes with which pupils 
enter, but it should frankly realize that success or failure will be determined 


not by the intelligence of students nor by richness of course of study, but in the 
degree of skill with which it develops the emotional life of its children? 


A suggested procedure—In order to achieve such a standard the 
principal, as the leader, must be the first one to inform himself on 
the newer inethods of handling delinquents and must acquire a good 
working knowledge of mental hygiene through professional courses 
and individual reading if he is to succeed in raising the morale of 
the group containing the problem cases. 

The development of a social consciousness in teachers and profes- 
sional preparation through courses in behavioristie psychology will 
arouse an interest and develop in them the ability to recognize some 
of their pupils’ difficulties. In our own city, many teachers have 
eagerly embraced the opportunity of attending university extension 
courses, because they realized their need of a better understanding of 
human nature before attempting to direct their maladjusted students. 


*xReavis, W. C. Pupil Adjustment, p. 57. 
*Van Waters, Miriam. Youth in Conflict, p. 97-99. 








464 ELEMENTARY Scuoot PrIncIPALs 





The teachers who have no such extension courses at their com- 
mand will find many books that will furnish practical help in the 
newer attack on the problem of guidance from the emotional stand- 
point. Two of the most helpful ones are Adler’s Understanding 
Human Nature, and Morgan’s Psychology of the Unadjusted School 
Child.’ In the first is given a theoretical presentation of the subject 
by one who is an authority, while the latter presents the practical 
application of the principles to the types of problem cases found in 
our schools. 

The case-sludy method—The progressive physician, psychologist, 
and psychiatrist all make use of the case method in their study of 
individuals. Why should not the school follow the same procedure 
when attempting to get a better understanding of the emotional life 
of its problem students? A public elementary school has, of course, a 
big problem from the standpoint of numbers and often an inadequate 
number on its teaching staff. Even with these handicaps a begin- 
ning could be made with case studies of the personalities of the seri- 
ously maladjusted pupils. Many schools are already keeping for 
their pupils cumulative records that take into account chronological 
and attendance data, health history, intelligence rating, and educa- 
tional progress as shown by standardized tests, and teachers’ marks. 
With the background of the above data it would not seem an impos- 
sible task to add to it, in the case of the problem pupils of the 
school, additional data regarding attitudes and emotional responses. 

In elementary platoon schools or those on a departmentalized plan, 
it is necessary to have the reactions of the various teachers handling 
these maladjusted students. The simplest solution of this problem 
for one school was found to be a brief report embodying each indi- 
vidual teacher’s reaction toward the pupil in regard to his attitudes 
and emotional responses and whether he was able to make to a degree 
some personality adjustments—this to be followed up from time to 
time by further reports dealing with improvements noted or new 
unsatisfactory phases observed. The following is an example of 
such personality reports turned in to the principal by all teachers 
who had pupil A in their classes. 


Reports oN Puri A 


Geography—A is a bit of a braggadocio and seems to “have a chip on his - 


shoulder.” Some days his face looks hard and set beyond his years. He is 
hardly ever interested in the work, and wants to “get ahead ” of the teacher. 


*See, “The Principal and Progressive Movements in Education,” Research 
Bulletin, March, 1929, and “The Principal as a Supervisor,” Research Bulletin, 
November, 1929. National Education Association—Editorial Committee. 











is 

















Ture Nintn Yrarspooxk 465 





Art and reading—This boy appears to be poorly nourished, nervous, rather 
quick tempered, but not resentful. Usually capable, interested, and interesting 
in his class. Not a model boy—but I like him. 

Music and penmanship—Pupil A is weak physically and morally, but not 
mentally: has very little self-control and cannot sit still. Even when he makes a 
great effort to control his hand for writing, he shakes and trembles. He is 
crafty and sly and on one of his bad days will go to great pains to avoid learning 
anything. On a good day he seems rather gentle and teachable and anxious to 
win approval. 

Literature-auditorium—Pupil A seems to resent all efforts on the part of the 
teacher to help him, either with lessons or behavior. He is not straight-forward, 
is emotionally unstable, and has a violent temper when aroused. His influence 
on his playfellows is not of the best. 

Home room—Pupil A can be very pleasant as well as studious and helpful at 
times. Then, without a moment’s warning he is disagreeable and underhanded. 
He is often found cheating in his classwork. 

Gymnasium and playground—This pupil is always inattentive and untrust- 
worthy in his attitude. His rhythm work is very unsatisfactory because of poor 
coordination of muscles and brain, due to lack of effort rather than lack of ability. 
On the playground he is a poor sport, really playing only when his side is 
winning. 

He tries to be in the lime-light by doing something to attract attention to 
himself. He is sly and underhanded, often picking up things that are not his. 

Such case-reports as the above, give the principal a composite 
picture that is most helpful when used for the purpose of discover- 
ing remedies for the correction of undesirable attitudes. After a 
sareful study by the principal of such reports on a case, a conference 
with the teachers is needed for a discussion of constructive correc- 
tive methods that should be applied, for it is very evident that Pupil 
A is not well adjusted socially. The boy is a difficult problem from 
the school standpoint because he lacks a proper home environment. 
However, as the reports show, there are a few desirable attitudes 
brought out by several of the teachers. If a good morale is to be 
developed in this boy, these few desirable attitudes must. be rec- 
ognized by all his teachers and an effort made by them to give ap- 
proval whenever possible, to create possibilities for success, and to 
lessen opportunities for his getting his work from others. 

It is not necessary to elaborate further on the value of such a case- 
study either from the standpoint of the development of an under- 
standing of pupil attitudes by the teacher or the possible preven- 
tion of further maladjustment by the school. Such case-studies may 
reveal to a principal some of the weak spots in his school, for they 
may show that some pupils have not understood the school and others 
were not understood by it. 

After a conference with teachers for the discussion of a case the 
next step for a principal is to make a survey of the child welfare 
situation in his city to determine what help he can secure. He will 


be especially fortunate if he has at hand a visiting teaching to aid 








466 ELEMENTARY Scuoont PRINCIPALS 





in developing cooperation in the home, or a child guidance clinic to 
which he can turn for expert advice. If such aids are not available, 
he will have to make his own diagnosis of the case and formulate 
some recommendations for remedial procedures. He will also find it 
necessary to obtain the aid of some welfare agencies, as the scouts, 
girl reserves, or a medical clinic, to assist him in carrying out his 
program. 

Conclusion—Like teachers, principals are busy people, and also 
make the same mistake of paying too much attention to petty details 
while overlooking the more worthwhile phases of their work. It is 
so easy to lose sight of the individual tree in the forest of trees. 
There can be nothing more important than saving a child from a 
life of failure by timely, well-directed guidance in personality ad- 
justment. Such efforts will result in better individual adjustment to 
the group which means better group morale, and the latter, as already 
shown, is largely dependent in turn on the emotional set of each 
individual. 

There must be on the part of the school a respect for the person- 
ality of each individual child, and his social adjustment and moral 
development must become an essential part of the work of the school. 
More attention will have to be paid in the future to a study of prob- 
lem cases from a mental hygiene standpoint, if our school morale is 
to be an improvement over that of the past. 








RIGHT children usually constitute a small, but impor- 
tant minority in public schools. Too frequently such 
children are accelerated through the grades and arrive in 
high school before they are socially or physically ready for 
such an environment. Convinced that our bright children 
should have opportunities for maximum growth and develop- 
ment we established an experimental class.—Irwin O. Addi- 
eott, see Chapter VII 











Simoes 


gg err arr 


NAPMY ie ook 








Ps od 





Prieta cieree 


Tue Nintru YEARBOOK 46 


THE VISITING TEACHER AND THE PROBLEM CHILD 


Marcaret Knox 
Principal, Public School 15, New York, New York 


ACH MORNING as we open the newspaper we stand aghast 
E at the crimes that are recounted. We are shocked even by 

those papers whose headlines tell us that they contain only “ the 
news that is fit to print.” Our jails aud reformatories are filled with 
men and women, a majority of whom are under 25 years of age. 
What does this mean to us who are teachers? It means that these 
criminals were boys and girls in school within the teaching time of 
most of the readers of this yearbook. Is the school interested 
in this juvenile delinquency? Have we left undone anything that 
we might profitably have done to have swayed these youths toward 
a different career ? 

What makes problem children?—-Commissions and conferences 
have been called to look into the causes of crime. Research is inter- 
esting itself in the solution.’ What are the schools doing? The writer 
can speak for one of the large schools of New York City. It is our 
experience that the maladjusted child when neglected is the poten- 
tial criminal; but when discovered early that child may be adjusted 
to a happier life than that which would lead him into crime. 

The young delinquent today was in many. cases the “problem 
child ” in the schools yesterday. He showed his rebellion to life in the 
classroom; he rebelled against the teacher’s authority; he did not 
learn what was being taught because he was not interested or his mind 
was elsewhere; he came in as late as possible; by and by when he 
thought he could get away with it, he did not come at all. Or, he 
showed contempt for parental authority, and not once or twice the 
mother came to school to implore the teacher’s help in controlling 
him. In later adolescence he defies social laws, and steals, robs, com- 
mits sex offenses, hold-ups, or murder. 

For every act of behavior there is a cause. It is the cause before 
resorting to a cure that should interest the school. It is one thing 
to say, “Send this child to a reform school.” It is another to say. 
“T will find out why this child misbehaves, and then I will adjust 
him to a happier life.”” Can the school carry out this program ? 

Understanding the problem child—We must admit that before the 
teacher may adjust the child she needs to understand him thoroughly. 
Ilowever, experience shows that few class teachers have the time 


*See J. J. Oppenheimer’s The Visiting Teacher Movement, published by the 
Joint Committee on Methods of Preventing Delinquency, New York, 206 p. 











468 ELemMentARY Scuoot PRINCIPALS 





after classes to devote to the individual study of the child, and many 
are unprepared to undertake detailed investigations. But these stud- 
ies may be made by a special teacher, called a visiting teacher. The 
visiting teacher has special preparation for this service. He has 
added to his teacher qualifications and experiences a greater knowl 
edge of psychology, mental hygiene, behavior problems and psychia- 
tric social work. Ile should also have a personality adapted to this 
service—the ability to make a tactful approach to a difficult situa- 
tion, to listen impartially, to appreciate individual differences and 
emotional stimuli. He also understands social work and is there- 
fore acquainted with every neighborhood agency which may help 
him to adjust the child. He has no elass and is therefore free to 
visit the homes of the children, to talk with parents, to confer with 
teachers, to carry cases to the psychiatric clinic if need be. The visit- 
ing teacher may attend to these matters during school hours, when 
social agencies are open, or in the evenings when working parents 
are home. 

Since no two children are alike, each maladjusted child is made a 
separate study. The complete study made by the visiting teacher 
includes talking over the child’s reactions with his teacher; personal 
contact with the child thereby obtaining his confidence and studying 
his personality and mental set, a visit and talk with the parents 
in the home, thus gaining knowledge of the child’s habits, home reac: 
tions, health, recreation, playmates, emotional environment. If the 
child is known to playgrounds or clubs or social agencies, these also 
may be visited. Before adjustments are attempted the visiting 
teacher confers again with principal and teachers in the light of all 
that he has learned about the child. 

What adjustments should be made ?—The adjustments which wil! 
result from this study depend upon the nature of the case.’ To the 
home the visiting teacher brings suggestions on health habits, rec- 
reation, child management, child training, understanding of the 
child’s abilities and limitations, and the child’s point of view. The 
parent is sometimes surprised when first he understands his own 
child. In school a change of course of study may be needed, special 
help in the child’s weak points, a special class, or a modified cur 
riculum. Out of school the visiting teacher may find new and better 


fields of activity for the child, recreational clubs, or other outlet for 


the child’s energies, chosen so that the child will succeed in what he 
is undertaking and gain confidence and satisfaction. 


*See The Visiting Teacher at Work, published in 1929, by the Commonwealth 
Fund, New York, 235 p. 


eee oe ed 








Ly 
nd- 
‘he 


1as 
wl- 
la- 
his 
1a- 
nd 
re- 
lp 


ith 
‘it- 


en 
its 


ng 





Tue Nintuo YEARBOOK 469 





In other cases it is found desirable to have the child examined by a 
psychiatrist. The visiting teacher acts as the liaison officer between 
the school and the psychiatrist, making the appointments, preparing 
the case histories, following-up the recommendations of the psy- 
chiatrist. 

These examinations are recommended not only for behavior prob- 
lem eases, but also for children who are failing in lessons. It is the 
practice in our schools not to neglect deficient pupils until they are 
“left back” or become disciplinary cases through discouragement. 
They are taken in hand by the visiting teacher when the class teacher 
first discovers that they seem unable to compete with other class 
members. 

Case studies—Here are several stories of problem children that 
will serve to show the work of prevention of juvenile delinquency 
that a visiting teacher can do: 


Srory 1 


We had a boy named Peter in 5A. He was 11 years old and bright, but 
mischievous and troublesome. He was the kind to do mean tricks behind the 
teacher’s back. He was resentful if any fault was found with his work or conduct. 
He disregarded rules purposely. We asked the visiting teacher to investigate the 
cause of this attitude. 

He reported the family atmosphere contributory to the boy’s conduct. The 
mother was janitor and between the housework and her family, and the lack of 
help from a drunken stepfather, she was irritable and cross and always ready 
to scold her two noisy sons. The boys took every advantage of her. The children 
would run into the house, grab their food, take a few pennies, and be gone until 
late. They quarreled with the mother and the sister and were their own bosses. 
When one of the boys appeared the mother would call out, “Here comes that 
little devil now.” The visiting teacher changed all this attitude on the part of 
the mother. He showed her the effect of her irritability on the boys and made 
many suggestions for a happier home life. The mother laughed at first, but soon 
saw that the plans were at least worth trying. 

For each of the boys the visiting teacher found something that he could do 
well, and nurtured in the boy the desire to do that certain thing. The older boy 
who was not so bad in school, but the leader in mischief at home, saw his 
responsibility toward the younger. Soon the boys were both getting “A” in 
conduct and good marks in work. They found praise at home and success in 
school a more fair reward for their efforts than their old pranks. 


Story 2 


Andrew was eleven and in 6A. He gave a great deal of trouble at school. He 
brought in blotted, unfinished papers, employed his time in class in stirring up 
trouble among the other boys, but he always managed to get his promotion. 
The visiting teacher found him more troublesome to his mother than to the 
teacher. The mother was a widow with four children to support. The boy’s 
father had died insane but the mother was capable and intelligent. While she 
was at work, the boys did as they pleased. They associated with a gang whose 
interests leaned toward delinquency. The visiting teacher found Andrew as 











470 


ELEMENTARY Scuoo. PRINCIPALS 





intelligent as his mother and had an individual psychological test made. He 
proved to be of superior intelligence. It was planned with the teachers to keep 
Andrew working up to his natural ability. He was, upon good behavior for a 
month under the supervision of the visiting teacher, put ahead into 6B. He 
made good there and from there passed into rapid advancement classes. For 
out-of-school activities the visiting teacher found a place where he could learn 
to play the violin, as he showed a liking for music. At home several changes 
were made in the family plans so that there was less rivalry among the children 
for the mother’s affections, and more good comradeship. In this home the mother 
and children were all good material to work with, although the heredity and 
family conflicts were detrimental at. first. 


Srory 3 


Frank came to our school with a very poor record and the stepmother who 
presented him at the desk for admission, said he had always been a “ bad” boy 
He stole her money, stayed out at night, lied to her about where he had been, 
got money from his uncle on pretense that his father wished to borrow it, and 
spent the money in ways unknown to the mother. His school record showed that. 
he had repeated several grades, partly because he had been a truant, and partly 
because of not attending to his school obligations. 

We asked our visiting teacher to investigate at once. He found the stepmother 
« good provider as far as food and shelter, but there were no real accommodations 
in the home for a growing boy. He had no regular bed, no room to himself, but 
shared space with her, with the boarder, or his sister as convenience provided. 
He had no allowance for spending money. He had no toys, no place to keep 
his books or the trinkets which boys like to collect. His father came home late 
and left early, and his contact with the boy was usually prefaced by tales of the 
mother or sister of his sins. The visiting teacher had to change all this. The 
family was able to give the boy the things a boy needs in a modest way. The 
home atmosphere had to change to one of sympathy with a boy. Finally he had 
to be interested in school. He was fond of drawing and penciled Uncle Sam on 
all of his papers. The visiting teacher suggested that some of his drawings be 
posted in an exhibit. This gave him pride in his school accomplishments. The 
sister was asked to help the boy make up some of the work lost through neglect. 
The visiting teacher’s contact with the boy was very close and he responded to 
perhaps the first person who had interested himself in his individual needs. He 
became one of our good students and in a few years was graduated with honors. 


Story 4 


Ethel, a girl of 13, had always done well in school, but in the graduating class 
her marks and conduct fell off. It was doubtful whether she could be graduated. 
She developed contrariness and stubborness. The visiting teacher saw that while 
Ethel was conscientiously studying at home, there was an emotional handicap. 
Her elder brother in high school and Ethel did not agree, and while both were at 
home there was constant friction, teasing, and quarreling. The parents seemed 
to side with Ethel, and consequently whenever things went wrong with her she 


blamed someone else. The brother was not particularly affected by the quarrels, — 


but he seemed to take delight in stirring things up, whereas Ethel’s poor stammer- 
ing recitations showed their associations with the unpleasantness at home. 

As the parents insisted that the trouble was all because “ Ethel was nervous” 
and as there was insanity in the family, the visiting teacher suggested a psychiatrist 
examination. The parents agreed to this and the visiting teacher arranged it 
Ethel was normal mentally, and the psychiatrist agreed with the visiting teacher 
that the boy held the key to the situation. Accordingly he was persuaded by the 


F 


SEN INR eran Eeten eters + 


— 


reerregrene 


ro 








ho 
ry. 
n, 
nd 
at, 
ly 


ns 
ut 


te 
he 
he 
ne 
id 


1e 
ft. 
to 


le 





ee, ee ee 


Tue Nintu YEARBOOK 471 





visiting teacher to go up to see the examiner. The result was very satisfactory. The 
brother and Ethel both saw things differently very soon, and were helping each 
other toward graduation. 

Summary—The causes of school failure may be of a physical 
nature, such as a noisy home environment, lack of oversight, work 
outside of school hours, poor health or nervous condition; or they 
may lie in emotional conditions, inferiority feelings, sensitiveness 
to failure, disturbing relations between parents, or among children 
in the family. Often the class teacher has no time to discover and 
adjust these matters, but the visiting teacher has the time and knows 
the way to go about it. 

The services of the visiting teacher to the pupils are not the only 
benefit derived by the school system. He is a part of the school 
staff, and as such holds frequent conferences with the teachers, and 
therefore the classroom problems are lessened because of the early 
attention which they receive. He is at hand to investigate when the 
child shows symptoms of being out of adjustment. The child thus 
cared for early in his problem life does not become an educational 
misfit; he does not misbehave for he has better satisfaction in nor- 
mal living; he loves school and does not seek to avoid it or become a 
truant, or drift out through working papers fitted for no job but 
crime; and he does not develop into a disciplinary problem, but 
instead develops into a good law-abiding well-educated citizenf. 





I1E departmentalized school offers many well-known 

| advantages. The writer has taken these for granted. He 

| has discussed the administrative problems involved, such as: 

| The time allotment, the length of the class period, program 
making, truancy, and pupil control—Herman Ritow, see 
Chapter VII 

















472 ELEMENTARY Scuoot PrINcIPALS 





COOPERATION IN PUPIL ADJUSTMENT PROBLEMS 


KATHERINE A. BRENNAN 


Principal, Ivy Street School, New Haven, Connecticut 


NE OF THE problems which render useless methods or con- 
tent of study is the maladjusted child. In the elementary 
school the fifth and sixth grades are often characterized by 

teachers as the difficult grades from a child behavior standpoint. 
Ilere we find habit and attitudes fairly well established and, if the 
meutal set is not in the right direction, then indeed the behavior prob- 
lem is paramount. 

In an effort to study the causes of such attitudes, it was decided to 
begin with the first grade and see if the problems were present there 
in a nascent state. The first grade teachers were approached and asked 
if they had any children in their groups who gave promise of becom- 
ing school problems at some later time or were school problems at 
the present time. Of the one hundred and forty children, 21 or 14.2 
percent were thought to be maladjusted cases. 

Causes of maladjustment—The teachers listed the reasons why they 
thought these children worthy of special consideration and these 
causes were as follows; unresponsive, withdrawn, unsociable, steal- 
ing, lying, sex difficulties, dependence on others, extreme shyness, 
quarrelsome, poor scholarship, nervous, unstable, continually seek- 
ing recognition, immature, language difficulty, irregular attendance, 
temperamental, easily led, no initiative, and lazy. 

That such a group of characteristics could be found in first grade 
children was rather a surprise to the school faculty. Many of these 
traits had been taken as a matter of course as something that the 
children would outgrow in the course of time. 

The agencies making the study—It was then decided that each 
child would have a thorough study made of his difficulties to find the 
remedial measures necessary for him. The following agencies were 
used : 

1. An excellent visiting teacher whose patience and understand- 
ing were invaluable through the study. 

2. The classroom teacher to whom each step was explained and 
through whose hearty cooperation the work was made possible. 

3. The city psychological department which took care of the 
mental testing. 

4. The parents who were intensely sympathetic and cooperative 
with the work done. 


ores 
. 





C 


C 
C 


eourew 








Tur Ninru YErarsook 473 











5. The school physician, dentist, nurse, and nutrition department 
of the schools. 

6. The hospital clinic. 

7. The psychiatry department of Yale University. 

8. The school principal. 

Procedures—(1) Social study. A case study was made of each 
child by the visiting teacher. This involved visits with the parent and 
consultation with the teacher. In this way the social history of the 
child was obtained. 

(2) Physical examination. The school physician gave each child 
a thorough examination. One child who was considered “ nervous ” 
in school was found to be 10 percent underweight and had double 
curvature of the spine. Other physical defects found were bad tonsils 
and adenoids which went with irregular attendance; heart trouble 
which the “ lazy ” child had; poor hearing with the so-called “ inat- 
tentive ” child. Many children had decayed teeth. In each case of 
poor physical conditions there were correspondingly large numbers 
of absences. 

(3) Psychological test. The Detroit Kindergarten and the Pintner- 
Cunningham tests were given each child. Because of the disparity 
between the two the average of both scores was found. In all doubtful 
cases the Binet-Simon’s test was given. The I. Q’s ranged from 50 to 
122. The reason all children were not given the Binet-Simon’s test 
was the overpressure of work in the psychological department. 

(4) Psychiatrie examination. Lastly each child received a psy- 
chiatric examination at the Yale clinic. Here a diagnosis was made 
and treatment suggested. These examinations brought strange things 
to light. One “ withdrawn ” child had lived for four years with her 
mother who kept boarders. These boarders slept days and worked 
nights. The child was hushed continually and not allowed to play 
with other children lest the noise awake the sleepers. This child 
was made monitor and messenger, encouraged to play with children, 
social contacts were made in and out of school. The result was she 
became much friendlier and happier, and is gradually becoming an 
active member of the school. 

It was found that the boy who “ wanted attention ” all the time 
and had become a pest had been the only child for four and a half 
years. Then a new baby came and John was suddenly and entirely 
ignored. His effort to again become the center of attention had 
caused his unusual actions. 

The little boy who was a sex problem was found to have a mother 
who had a peculiar mental set along this line and was continually 
emphasizing it negatively in the home. 











474 ELEMENTARY Scuoot PRINCIPALS 





Results of study—One of the best results of this study was the 
interest of the teachers and their openminded reaction to suggestions. 
The day came when one teacher said, “ Miss Blank, you have had 
Robert half the year, let me take him the other half and see what | 
can do.”’ An exchange was made that worked happily for both teach- 
ers and children. This exchange goes on quite frequently now and 
always with good reactions. It also encouraged the teachers to look 
behind unusual conduct for real causes. 

The parents feel that the school is working for the real interest of 
each child and that guidance from experts is put at their disposal. 

While the kindergarten would have been the ideal starting place 
for such a study, the school feels the great necessity for meeting these 
problems at the beginning of school career when they may be solved 
rather than later in the school life when much more difficult situa- 
tions arise. 

A thorough knowledge of children and their histories through the 
grades enables the principal to guide the teacher in directing his 
pupils toward the finest growth. The great result was a_ better 
adjustment of children in school and at home, in health and 
character. 





E MUST reach out and make close contacts with the 
homes and help the parents to understand us. They, 
in turn, help the children to come to us with better attitudes 
Once the policies of the school are established in the com- 
munity the divergent points of view are reconciled.—Ellen S. 


Nye, see Chapter XIV 














' 
4 
et 
F 


—EE 


he 
ns. 


ad 


+h- 
nd 


ok 





Tue Nintu Yrarspoox 475 


GUIDANCE IN THE ELEMENTARY SCHOOL 


H. G. Masters 
Principal, Allen School, Pittsburgh, Pennsylvania 


UIDANCE is a more frequently exercised function of the ele- 
mentary school than is commonly recognized. The rush of a 
multiplicity of important responsibilities tends to submerge the 

countless ways in which the school guides the children. Guidance is so 
much a part of every activity of the school that it permeates every 
detail in the organization. It begins when the child enters the kin- 
dergarten and ends, so far as the formal organization is concerned, 
when the same child graduates from school. In many cases, how- 
ever, the school, through the influence of a fine teacher, projects its 
guidance far beyond the limits set by formal education. 

The formal school guidance programs first appeared in connection 
with trade education. The selection of a trade called for some under- 
standing of the desirable and undesirable elements peculiar to the 
particular trade under consideration. The boys were not possessed 
of sufficient knowledge to enable them to make a wise decision 
unaided. The parents, in the main, were not able to advise them. 
Thus it came about that the schools were forced to assign teachers to 
the task of helping boys and girls to choose the trade they wished 
to learn. 

3ecause of these early conditions, the work of the guidance depart- 
ment is, too often, thought to concern itself only with the vocational 
aspects of the problem. As a matter of fact the guidance movement 
is much broader and covers all phases of life. As educators, we 
think of guidance as meaning a directing contact with vocational, 
educational, and moral aspects of the child’s life. 

Our guidance program—lIn the guidance program as it is set up 
in the Allen School we definitely provide that the pupil be directed 
either into the high school with the hope that there may be an exten- 
sion of formal training beyond that again, or into a vocation, which 
holds out to the boy or girl the hope that they may advance to better 
positions and better pay. Integrated with these two aspects of the 
problem the teacher finds abundant opportunity to be helpful along 
social and moral lines. A brief outline of our program and its 
expected outcomes is as follows: 


GUIDANCE ProGRAM 
I. Activities and procedures 
A. Interviews held during the seventh and eighth grade years 


1. Purpose 
a. To discover whether the pupil’s interests are academic or vocational. 











476 ELEMENTARY Scuoot Principats 





b. To discover whether the home environment is such as to lead the 

pupil into academic or vocational lines. 
2. Number of interviews 

a. First interview is a rather extensive survey covering age, height, 
weight, health, home conditions, school standing (strong and weak 
subjects), and pupil’s tentative choice of life work or present 
interests. 

b. Second interview acts as a check on the first and need not be so 
extensive. The purpose is to check up on any changes that have 
developed. 

ec. Third interview points the pupil definitely toward high school or 
toward a vocation. 

d. Fourth interview helps the pupil to choose his course in high 
school and to select his first semester high school subjects. 

If his interests are vocational, he is to be helped in choosing 
a vocation and directed into the trade school. Should it be 
necessary that he seek employment, he is to be given assistance, 
so that he may be guided away from the “blind alley” job. 
B. To provide material in the school library that will aid in choosing a 
high school course or a vocation 
C. To interview parents to the end that the home and school may work 
together in guiding the pupil in his choice of school or work 
D. To hold assemblies for pupils and evening meetings for parents so that 
speakers representing various life activities may be brought into contact 
with both pupils and parents 
II. Expected results 


A. That pupils will choose their courses in high school more intelligently 

B. That pupils will do better work in high school and as a consequence will 
remain in school longer 

C. That pupils will choose their vocations more carefully and will keep out 
of “blind alley ” jobs 

D. That pupils will develop a better attitude toward the school 

E. That pupils will remain in the elementary school to graduate before 
going to work 

F. That pupils will come to appreciate that the school is a vital factor in 


their present lives. 


The guidance teacher interviews pupils—The guidance program 
was placed in charge of a teacher who is especially qualified by tem- 
perament and experience to succeed. All the school records are open 
and available to this teacher. In addition to these regular forms of 
records she receives from the teachers an academic and character rat- 
ing on each pupil as shown in Form 1. These ratings are particu- 
larly valuable because they exhibit the trends of the child’s likes and 
dislikes. These records and ratings make it possible for the guidance 
teacher to visualize the problem before the interview takes place. 
(See summary in Form 2). 

Interviews come at regular intervals during the seventh and eighth 
years. Each interview has a definite objective so that the total of four 
interviews brings together accumulative record that is invaluable in 
aiding the teacher to offer advice to the pupil. 


' 
t 


atow 





he 


ht, 
ak 
nt 


\w 


meme: Saw 








Ture Nintu YEARBOOK 477 





Library materials on vocations—That the pupil may be provided 
with sufficient knowledge upon which to base a decision, we have 
placed in the school library books, pamphlets, and mimeographed 
sheets which set forth the arguments for and against the various pro- 
fessions and vocations. These are available to the pupil not only for 
reference in the library proper, but are sent home in order that the 
pupil may have a better opportunity to assimilate the information. 
Thus the parents, also, have an opportunity to become familiar with 
the desirable and undesirable features of the various professions and 
vocations and thereby be able to offer worthwhile suggestions to the 
child seeking his future work in life. 

Lectures on vocations—-To insure that neither parents nor chiil- 
dren shall lack every opportunity to familiarize themselves with the 
educational and vocational information necessary we also hold assem- 
blies and evening meetings to which parents and pupils are invited. 
These meetings are addressed by members of the guidance depart- 
ment from the administrative offices and the high schools into which 
our graduates go. We also bring before pupils and parents recognized 


FORM 1—GuiIpANcE DEPARTMENT RECORD 
Allen School 








haere See a PN S556 Sid keostea keno 
Date of 
ee eee: ee | ey eee sneer SO me hide cry a kee 
S equals Superior M equals Medium Inf. equals Inferior 
Character Traits 7B 7A 8B 8A School Standing 7B 7A 8B 8A 
Physical: English: 
SE errr ree err rrr TOT oe ee eee eer Wr Pee ee 
MS corel chs kin a on at aca ereiaiigl a a rae bi EN sere ere eer eS 
MEE 5.AS coh na a be nieas sees ET At twtr ncotiaatanereaee naan. 
Personal: 
NNN 5. cine saceini as SOs, 1s Earns wionbio ea CONNER sg sicisizissece ae Qasas Saisie sc 
MINE hash uote eevee ote eaeatene eh ee re naire 
Social: 
MNES 502 Accs crkeee apc ne eed PINE oF .inensustere sco uae os aa 
DIORGRGRDIONCRB.... 6c oo 6 coe ee cence a RN teas Seer 
PUNNOUMIIEN 5 ogc ce ons Uo casu ere 8 rire 
Special: 
MEINE a ores SIs ise aca ds Hie RaQ HE MS OSs s SE AG TA tes tare 
CE Rea ee Pe ee ee Se eee PLETE Cee 
Academic Minded................... Physical Education.................. 
OS er eo errr ee. RE ee Er Ore torr 
ee ee er eon at, are eee ree wre Tero 
Has been a member of: Has held offices in: Office 
Home Room Home Room 
I eee CREMERME ict cnstesaccie Ghadseaamaes sa 
Student Council.............. SON OME crokcisecnaes Caddesepaeens 
WEE BAG tab bake aes baeyen ME sscciededissevetaune “Reasoebuerrs 


















































































































































ACAALUT =4ur 
WinIPap! =W Sjoquihg 
A0I4ad NG =¢ Purjey sisisIi¢is Ayag SAauey 
~ Aiyssepoyrg Jesua Ayyenjound Si|Siwisiw Ayjoaog * Jyau vst 
4 Papuim~40704/ ssaugqepuadag j wlwiwiwisls aueiy “uaysy 
: Pepulu-Iuapery J/4ssOpear] . 
° ay am BAIJON UT YY WISITSI| S| S{Ww[sey  pAqoy ‘seey ag 
Ps Asajano hajsnpuy Fis Siw] wi] wl sy wider apa ‘sndso> 
3 P2zey Susa4T slwis|w/s[el[w|s dumoy Suuoy 
2) 
3 Wi WiWiWwiWis|WwiW| w preqry Sumoag 
; WIWiWwiW iwi Wwiwi wil wiwlw Ww WiwiwilWwiwiwiwl cl w soucgary 'anp22ag 
6) [>/2/2/2/=/zlzl/2B/32/2/=/S7A lelalelalelelzlzle] so 
5 [Ra] Bla elma] a /s af Ele je le |e lise |e |e [8 | wef 
A | 21S |S) as] e/F 19) S/S 1B SIPIS Els [> [H/P]Sla |X 
=) Aiea (Si S/R 19/313 |= Psi [ele la Sle; apes 
15 /7/S|2 1" e135 ry als [as |S)" 2/s Jas YZ apest 
Gyyssepoy2es | papur OAIZwIJIU Aajsnpu 6f dnoas 
|  Teaauan PY, peyiuy Zsnpur 











Sd q 40 SONLLVY YLIOVUVHD) ANV OINAaVOY 0d WOT AUVWWAS—Z WHOA 


eC | 
i~ 
H 














Ture Nintru Yrarsooxk 479 





leaders in the various professions and vocations. These men and 
women frankly discuss the desirable and undesirable phases of the 
various callings. They also give some attention to the type of person 
who is likely to succeed in their particular line. 

Interviews with parents—Where a difficulty develops we invite the 
parent to come to the school for an interview. In this way we suc- 
ceed quite often in inducing a parent to allow a child to go to high 
school or to a trade school who otherwise would have, of necessity, 
gone to work before he was fitted for it or had a desire to leave school. 

Outcomes of the program—As a result of the guidance program we 
find that very few boys and girls are taking “blind alley” jobs. 
They are coming back to us in increasing numbers to report promo- 
tions and pay increases. It is also equally true that in the high 
schools we are finding that the Allen boys and girls rarely change 
their freshman subjects which they had selected before leaving our 
eighth grade. This means that they had studied the problem and 
knew what they wanted before entering high school. 

It is equally interesting to examine the grades received by our 
graduates after entering high school. As a group the boys and girls 
who have come under the influence of the guidance department are 
doing better work in their freshman year than did the boys and girls 
who graduated several years ago before the department was estab- 
lished. 

Desirable results of the program are being demonstrated within 
our own school. We are finding that the dissatisfied, troublesome, 
over-age pupil is developing a better attitude toward his work and 
toward the school in general. Both boys and girls remain longer in 
school. Instead of going to work as soon as the law permits, they are 
now waiting to graduate before seeking employment. They are com 
ing to realize that the school has a contribution to make in helping 
them solve their own present problems. 





NEE page 135 for the questionnaire which should be 
mailed to the Editorial Committee. 




















480 E,ementary Scuoot PriIncipas 





CUMULATIVE SCHOOL RECORD AND PUPIL ANALYSIS 


J. WAYNE WRIGHTSTONE 


Principal, Hamilton School, Summit, New Jersey 


IK IMPORTANCE of ‘“ Good administration before good 
i coon ” has impelled the author to experiment on a cumu- 

lative pupil record that serves both an administrative and super- 
visory purpose. In the past, many systems have been evolved with 
a health card in this file, an attendance card in that file, and a men- 
tal hygiene and test and measurements card in the other file. While 
all this may seem desirable and efficient for administrative purposes, 
how undesirable and inefficient it is for the supervisor and the class- 
room teacher in adapting the school to individual differences. 

It is possible to keep a cumulative record on one card of the child’s 
home background, his mental, social, physical, emotional, and char 
acter development during the entire elementary school period. ‘The 
competent supervisor finds this complete picture of the child essen- 
tial for adequate and valid supervision. If a complete picture may 
be presented in such form that the supervisor may carry it with him 
and consult it in connection with the supervisory act, his construc- 
tive suggestions will be more helpful in solving both individual and 
group problems. 

Figures 1 and 2 represent the front and reverse of the cumulative 
ecard used in one school. It will be noted that the card emphasizes 
summaries and trends. The forms of the summaries are arranged for 
the six year elementary school. All pertinent information concern- 
ing the child’s intellectual, social, physical, and emotional life is 
arranged by five divisions as described in subsequent paragraphs. 

Academic data—The academic records of the student are arranged 
in two sections. Section I is the annual achievement test record of 
standard tests. Section II is the annual teacher’s analysis accord- 
ing to academic subjects. For promotion, both the teacher’s and the 
standard test level of achievement are considered. We find that 
better classification makes for better administration of the whole 
school. 

The annual achievement test record is entered and interpreted in 
terms of grade scores which have been established on national 


achievement levels. The Stanford Achievement Tests, for instance, — 


have their scores interpreted both in educational age and grade 
scores. The other standard tests may have their crude scores reduced 
to grade scores by a simple process explained in the small handbook, 
How to Classify Pupils, by Bixler and McCall. 


1 Published by the Bureau of Publications, Teachers College, Columbia Uni- 
versity, 1928, p. 12-17. 


eR 


| 





FIGURE 1—Pvupi Recorp Carp (Front—3 x 8) 











481 










































































SISMIVWNW S.uSHOWSL-ID 


QYODSY 163.1 LNSW3ASIHIY IWANNY -T 





Apacy 





Nintu YEARBOOK 


qwesaqy 





"S00-SyN] 








THE 





6F- 61 


Gf- 6F 





6h OF 

















GF- GF] Gr GH 6 GF] G- Gt] ARPA 





(+) (t) 





(£) (F):22uapisey 














Vp aaorg] Wacy BSAL go Bury 














ARG 





3 Purary 


a>e|d4}19 YSHLOW 





34 LS3L SINADIVISLNEI 





pPuyary 


322\d4}1g *yYQHLVS 








S°ON %434194G “ON 


uorzed N20 


UWIpP4s4endHac yussed jo Bwen 























Aea| *ow arudyjqaig *%eS a7e¥ 








SIPPiw 





35414 B@wen 4se4 y | 











‘ood 
mu- 


(SX €—LNOuT) GVO quooay W4Ng—T AUNOM 


vith 


per- 


1en- 
hile 
ses, 
ass- 
ld’s 
1a 
he 
en 
1ay 
‘im 


uC 
nd 
ive 
ZeS 


fF Yr 
rn- 


is 





4 
' 





rd- 
he 
lat 


ni- 

































































































































































42a), | Aeg] ow areidupig 4es aoe SIPPIWw 38435 Sweep se 4 “YY 
wt. S\souPgoig 
= *Suciyoug 
: Tous eel 
& + Aomny ag 
- Jer iP OW + As0gS IH [UMP AipoT 
= TSyAQuey auepiny Aacysyy Ayes 
mn LN3Wd013A30 ALTWNOSY3d - 
a | aunt 
Z| “ae 
- "4d 
= IM] JW] aN] 2H] aw) FHT AMT RT OMT ARTI] WH 
. asy 
SO99OH [+ SOxgrreded Ayirtqreg | 22ST CF- GF] GF- Fl OF- OF GF- GH GE- GF] GF- GF] Aed,A 
Suto } LN SWdON3ASG WIDOS-AT | LNSWdO13N30 WOTS\Hd- WLIW 3H -IT 
[EE Oe eee | 
as QNOODSY SANLLVANWAD TOOHDS NOLIIWVH 
4 





(8X ¢—asuaaay) Gav) auoosy Mdod—~Z AUNOA 











‘% Day} Ye 





eae ‘ahi Birthplace 








Cee ae 


oye. 





Tur Ninru Yrarsoox 485 





As an administrative device, the cumulative record allows the 
teacher and supervisor to note academic progress from an objective 
point of view and to note trends of individual weaknesses or defects 
in the factual knowledge equipment of the child. Although the relia- 
bility of different tests may differ, the correlation is usually suffi- 
ciently high to point clearly to certain trends. 

As a supervisory device, the supervisor or teacher may use this 
administrative tool to plan individual instruction. Each individ- 
ual program can be set up, not only to improve the academic life, 
but to adjust the emotional, social, physical, and intellectual factors 
which so often affect school progress. 

Teacher's academic analysis—This section provides spaces for the 
teacher to enter the progress of the student as measured by the stand- 
ards of the local courses of study. It is suggested that instead of the 
traditional method of A, B, C, D, and FE, that the following terms 


should. be entered: 


Aeccelerated——Above the grade standards 
Normal—Normal progress in standards + of course of study 
Retarded—Lelow the grade standards 


The combining of local standards and national standards greatly 
assists in any classification plan used by the school system. If an 
individual system of instruction with goal levels is established, the 
goal achieved at the termination of the school year in each subject 
might be entered instead of the terms, accelerated, normal, or 
retarded. 

Physical development—The administrative purpose of the cumu- 
lative physical data of every child is that the health of the child may 
be given due attention and guidance. Health is usually mentioned as 
one of the first objects of edueation. Not only is health a factor and 
end in itself, but it is also a factor in its relation to success im 
classroom and extra-classroom activities. Is there not sufficient evi- 
dence that an undernourished condition can affect scholastic success ? 
Is this a problem of inlegrated administration and supervision / 
Since both questions must be answered affirmatively it follows that 
both teacher and supervisor need health data at hand for imme- 
diate reference in maladjustments. It is probable that future experi- 
ence may lead to additions to our cumulative record such as: fatigue, 
diseases, and anthropometric measurements. 

Social development—When an individual passes from one teacher 
to another, it is desirable to have the new teacher know the social 
development of the pupil. Has he shown leadership ability? Does 











484 ELEMENTARY Scuoot PRINCIPALS 





he enjoy athletics? Does he play a musical instrument? Is he a 
member of the school safety patrol? What are his interests and 
habits at home? These are essential to the social life, the social gui- 
dance, the social programs of the group, and the individual. A wise 
administrator, teacher, or supervisor does not ignore such accumu- 
lated knowledge, but turns it toward useful ends. 

Personality adjustment—Although the personality section (Fig- 
ure 2) may be of least value for the normal pupil certain malad- 
justed individuals should have data on their behavior and emotional 
problems accessible to the teacher or supervisor. The data, the analy- 
sis, and the prognosis, of unadjusted personalities should be obtained 
from the school psychiatrist or visiting teacher. These data have a 
specific bearing often upon the academic, physical, and social activi- 
ties of the pupil. Experiments have been made and are now being 
conducted wherein proof of this is evident. For example, Winnetka, 
Illinois, has interesting data in connection with child guidance work. 

However, until most teachers are better trained in mental hygiene, 
it is best that data should be entered in this part of the card only 
after conference with the school psychiatrist or with the principal. 

Summary and conclusions—Briefly, the points discussed in con- 
nection with the single pupil record card may be summarized as 
follows : 

1. The cumulative card can be used in conjunction with depart- 
mental files from which information is taken and concentrated on 
this card. 

2. The cumulative card serves an administrative function of sum- 
marizing data of academic, physical, social, and emotional impor- 
tance in a cumulative and concise form. 

3. The cumulative card serves as a supervisory device because it 
synchronizes all pertinent data needed for individual analysis and 
diagnosis of the whole nature and equipment of the child on one 
ecard. Over a period of time the record becomes a history of all phases 
of the child’s activities. 

4. This card may be used by the principal for preparatory ref- 
erence in conference with parents, teachers, supervisors, or with chil- 
dren when they are referred to the principal for administrative 
purposes. 


5. The card must be revised from time to time as experience and ° 


common practice indicate a need for new approaches in efficiently 
guiding the child. 








f- 
il- 


ve 


id ° 





| 


CHAPTER XI 
BUILDING SCHOOL MORALE 


APPLYING SCIENTIFIC TECHNICS TO THE 
INDIVIDUAL PUPIL 


Martin L. Cox 
Principal, Robert Treat Junior High School, Newark, New Jersey 


HE LAST decade has witnessed a changing conception, and we 

think an improved one, in the aims, methods, and fruits of 

schgol control. The kindergartens began the movement toward 
“soft pedagogy ” and the milder methods of Herbart and Madame 
Montessori and others have influenced educators away from the old 
military standards of command and obey. Few educators question 
the necessity of giving the teacher full control and leadership of the 
class and every teacher knows that children must be quiet, orderly, 
and attentive before any real instruction can be successfully given. 
The use of the word “ discipline” is falling into disuse and leader- 
ship, control, management, and morale are struggling in friendly 
competition for the honored position once held by discipline. 

The objectives of a good school morale—Present aims in morale 
are similar to those of the old type of school discipline so charac- 
teristic of the opening decade of the century. Emotional self-control 
of the pupils and their willing obedience to school regulations, 
including right habits of study, respect for their teachers, loyalty 
to their school, and a desire to protect its good name and to advance 
its influence and usefulness in the community, are still major objec- 
tives in building a good school morale. 

The methods of building good school morale have become part of 
the technic which principals and teachers use in developing the raw 
material sent from the homes into active little agents of helpful 
propaganda that will raise the level of living in many homes. The 
old repressive measures and aims have given way before the new 
attitude of seeking a desirable improvement in moral character 
of individual pupils as the great objective in building school morale. 
This growth in moral standards of citizenship will serve as our 
firmest ally and most dependable help in maintaining an orderly and 
attentive group of children in each class. 

Nature of good school morale—Good school morale is a power- 
ful, indirect foree coming from the whole body of teachers and stu- 


[ 485 ] 











186 ELementrakry Sciuwoon Princivans 





dents and exerting a compelling force on each individual of the 
group. ‘The school standard should be both well known and worthy of 
respect. In the little world of the school, as in the larger worl 
outside, right things can be made popular and the enthusiastic coop 
eration of ll can be enlisted to make right habits habitual. Right 
conduct dafly respected and carried out by the children intelligently 
and willingly, without reminders and without punishments, consti 
tutes an admirable moral training and is evidence of the best type of 
school morale. 

Good school morale is the healthy, happy, and prompt response of 
normal children in all school activities. The best school morale will 
be found where the influences of good homes and of good communities 
unite in establishing a high standard of personal conduct in each 
child. Schools in such communities will find the task of building 
school morale a much less insistent and arduous task than in the 
schools of less favored communities. Interested and watchful super- 
vision and friendly leadership will suftice to maintain the good 
morale that comes to the school as the gift of the interest of intelli- 
gent and cultured parents. 

Widespread need of building morale—The great majority of 
American schools do not find a satisfactory school morale given to 
them as the free gift of the community. Frequently, the building 
of school morale is the first, the most insistent, the most difficult, 
and the most necessary task of the principal and his corps of teachers. 
Is it not true that some school pupils have in embryo all the undesir- 
able human traits for which society sends adults to prisons and 
reformatories? Is it not true that many have criminal tendencies, 
lack self-control, and have ‘already developed anti-social habits before 
they enter our public schools ? 

The school virtues of attention, obedience, courtesy, honesty, neat- 
ness, industry, punctuality, and loyalty are all of them acquired 
human virtues and must be exercised again and again to become 
habitual. Fortunately each school has a group of children more fully 
developed in these virtues than many other pupils are; and, just 
as society is preserved by the presence and influence of its good citi- 
zens, so our schools are preserved by the number of pupils who have 


the right attitude toward the school and who yield willing and cheer- 


ful obedience to school regulations. 

Problem children and problem schools—It may be safely assumed 
that very few schools long escape one or more individuals who rebel 
against the wholesome inhibitions of necessary school regulations. 
These include the so-called “ problem children ” of the school. As 


e 
F 
£ 
t 





the 
y of 
orl 
Op 
ght 
itly 
sti 


2 of 


- of 
vill 
ties 
ach 
ing 
the 
eT- 
vod 


Ii- 


re 





—— 








Tur Ninru Yrarnoox 487 








the number of these problem children increases, the school is thought 
of and spoken of a ‘‘ problem school.’’ Is it not rather an “ oppor- 
tunity school” and does it not bear the same relation to the school 
system that a sanitarium does to a community? Will not some prin- 
cipal and some teachers here find a great field in which they will have 
many opportunities to stimulate and elevate the lives of neglected 
children? Are not these children a menace to the community when 
their needs are ignored and their faults are allowed to grow and 
strengthen ? 

Psychiatry offers aid—The comparatively new science of psy- 
chiatry is awaiting admission into our school systems. It has seareely 
advaneed beyond listing and classifying the several types of delin- 
quent children . We have as yet no scientific remedial work adequate 
to cope with the need. The problem is widely diffused in all school 
systems and it is difficult to deal with it effectively. Perhaps, in the 
near future, some adventurous and courageous superintendent of 
schools will segregate and classify all the anti-social children of his 
system and place them all in buildings under the care of men and 
women of highest character, rare skill, and of successful teehnie in 
meeting the problems they present. When this plan is tried, the 
benefit to all children of the system, including the so-called “ prob- 
lem children,” will be so great as to warrant its widespread adoption. 
Then we shall have schools of normal children in which principals 
and teachers can give full time to the work of instruction and the 
improvement of instruction. No one has yet studied and reported 
the great loss to effective teaching when teachers, untrained in psy 
chiatry, try to quell some brainstorm or to discover some stolen 
article or to coax some refractory pupil to conform to decent school 
behavior. 

The psychiatry department in the problem school—The psychiatry 
department should be housed in the building with the problem school 
with the anti-social and under-privileged children, and its assistance 
should be immediate. Make it possible for psychiatrists to deal with 
the offenders while occurrences are fresh in the minds of all con- 
cerned. How often a child afflicted with brainstorms is interviewed 
by the psyehiatrist weeks after his tantrum, and on a day when the 
child is happy and emotionally undisturbed. The value of psychiatry 
and its usefulness in the school system can best be demonstrated by 
establishing the “problem school” as a moral sanitarium for the 
afflicted children where their ailments can be diagnosed and treat- 
ments in modified activities and special courses of study can be pro- 
vided. If all problem children of greater and less degree were elimi- 











488 ELEMENTARY Scuoo.t Principars 





nated from the regular schools, we should- z:eatly reduce the neces- 
sity of special efforts to build up a satisfactory school morale. The 
special efforts could very largely be made in the moral sanitarium or 
moral convalescent schools for we should need a convalescent school 
in which to try the “cured ” patients before restoring them to their 
regular schools again. So widespread a difficulty and so insistent a 
problem, continued through so long a time, has developed a suitable 
technic in many interested teachers and only the best and most sue- 
cessful should be trusted with this important duty. 

Changed viewpoint of legislators—New Jersey has very strict 
laws prohibiting the use of corporal punishment in the schools of the 
commonwealth. Successive legislatures have held the most optimistic 
views of parental ability to control and train the children to right 
social habits and to keep them regularly and punctually at school. 
This view is still maintained in the face of statisties which show 
parental inability to carry the burden imposed by statutes of the 
state. New Jersey teachers have recognized the power and the right 
of the state legislature to determine this matter. The teachers have 
undertaken to do what the homes have failed to do in addition to their 
own assigned tasks of instruction. With many pupils this has been 
possible but in many other cases, special help is most urgently needed 
to save the morale and the civie standards of the school. 

Population shifts bring new problems—Since the abolition of 
corporal punishment in New Jersey schools, teachers have been called 
upon to deal with a population shift that has multiplied the difficulties 
of introducting the new methods of “ soft pedagogy.” We have had: 
a. An immigrant problem of considerable proportions. 

b. A population shift in the removal of large numbers of colored workers and 
their families from the rural South to the industrial centers of New Jersey 

c. A considerable problem with the children of under-privileged homes, broken 
homes, and homes of employed mothers. 

Many calls for assistance and guidance come to school principals 
from each of these classes of parents. The struggle to provide for the 
physical needs of the children exhausts the energies of many par- 
ents and they are unable to solve the problems arising from the inter- 
mingling of so many races in crowded tenements and in crowded 
streets. These parents are unable to oppose successfully the resis- 
tance which many children of these groups set up against any effec 
tive control of their actions. The hope of these parents lies in the 
American public school and their reliance upon it is as touchingly 
beautiful as their helplessness is burdensome to the school. The 
American school is not dismayed, but has girded itself for the un- 
equal contest and its use of new scientific methods of educating 


: 


—— 


oF OT TL a I 








Ces- 


The 
or 
ool 
eir 
ta 
ble 


uc- 


‘ict 
the 
tic 
rht 
ol. 
OW 
he 
‘lit 
ve 
ir 
ei 
ed 


rene geranr 








Tue Nintu Yrarsoox 489 





“problem children” away from crime will be successful if we act 
calmly and perseveringly in the light of what our most successful 
teachers recommend. Segregation of the “ problem children” is 
necessary and special educative influences must be adapted to their 
needs. 

Student participation a good method—One effective method of 
building good school morale is by the method of student participa- 
tion. The school that can link up its under-privileged children with a 
trained and interested set of “ big brothers” and “ big sisters ” will 
be able to reach many of its problem children without outside help. 
The responsibility will steady the good and their influence will reach 
many of the weaker children in helpful ways. Principals and teach- 
ers will be well repaid for the time spent in training pupils for this 
service for the character training benefits both the good and the 
troublesome. Character training is best achieved by indirect methods 
and this method of student participation brings a rich reward in 
the improvement of school morale wherever it is intelligently and 
faithfully tried. The good children never forget that their example 
is the best service they can render their school and its faculty. 

Definite school policy—Have a definite school policy faithfully 
adhered to through a series of years so that it becomes well known 
in the community. Schools like persons have reputations to maintain 
if they are good and to change if they are wrong. Make the school 
interesting by good methods of instruction, but insist upon habits 
of promptness, industry, and attention. Let all pupils who wish to 
participate in conspicuous school activities be students who stand 
well with the teachers and with their classmates. Lose competitive 
games sooner than win them with pupils who are undesirable in any 
school respect. Let the free play of the gymnasium and the games of 
the playground be open to all children, but keep places on the teams 
that represent the school in city competitions for the well-behaved, 
the studious, and the self-respecting students. 

Encourage your teachers to be uniformly kind and patient. If 
trouble arises, let some anti-social child make it without provoca- 
tion and then eliminate him from the room as quickly as possible to 
make the loss of time by the disturbance as short as possible. In large 
schools, the principal can often save time and effort by talking with 
several offenders at a time. By careful argument he can build in 
them a better attitude toward school life. Some offenses are of such 
a nature the offender must be dealt with alone. The principal should 
study these and classify them as feeble-minded, thieves, truants, sex- 
offenders, vulgar, profane, and general moral delinquents. 











490 Evementary Scuoont Princieaus 





Seyreygation necessary for successful trealmenlt—The feeble 
minded children should be in Binet classes under teachers trained 
for that service. The moral delinquents should be collected and pro- 
vided with a good building with special equipment and a program oi 
studies should seck to build them up where they are weak. The ideal 
citizen should be held before them and the qualities that have made 
men useful and respected should be stressed in every possible way. 
‘or our moral sanitarium school, we must be careful to distinguish 
between the habitual offender and the accidental wrongdoer. A few 
days ago, one of our good boys was tardy. The writer saw him enter 
school one minute after the time of beginning and kindly asked him 
what the reason was. Ile told me his mother had been taken to the 
hospital at four o’clock that morning, and that he had prepared 
breakfast for the family and washed and dressed his younger 
brothers and sisters for school. He was only one minute late after the 
excitement and emotional disturbance attending the family catas- 
trophe. How many of us would have reached the school at all the 
next day ? . 

Educated criminal juvenile delinquents—The morally delinquent 
child oftens learns a technic of defense and a vocabulary with which 
he can successfully meet judges and probation officers. He often 
learns a technic in wrongdoing that is amazing in such young chil- 
dren. A boy of 12 who was a known thief sought good children as 
reeruits and told them what to steal and how to do it. Then the thief 
went with the good child to the store and engaged the attention of 
the store detective while the “ good child” took the things * the 
gang” had told him to get as his initiation. The flashlights, toy- 
pistols, knives, skates, and other toys made a very impressive exhibit 
when the writer called the probation officer in and had the recruit 
tell the story of his initiation. The known thief does not keep near 
the “ recruit’ and when the recruit bungles the job and is caught, 
the principal is astonished at the name given and finds it hard to 
understand why one of his good boys has gone wrong until he finds 
that a thief, sent to him from another school, is absent also. An inves- 
tigation soon reveals what has happened and shows that good children 
are often sacrificed in our unscientific method of dealing with embryo 
criminals by ignoring their crimes. 

New recruits in crime present insistent problem—These new 
recruits in crime are perplexing problems for teachers and parents. 
To save these good, but weak children from taking the first wrong 
steps, the labor of building school morale is fully justified and 
rewarded. The principal’s office is frequently a battleground for the 








ee careers 


Sen Sey 


~> 


sees 





a2 
<4 
5 





Tur Ninru Yrarsoox 491 


——$_— 


destiny of some child. Being first offenders, the whole machinery of 
social workers, court psychologist, and probation officers is set in 
motion. The previous history of the child is written out again and 
again. If the family is large, that is the reason for his delinquency 
although the children of some large families are among the best 
children of the school. If the parents live apart, that is the reason 
for the delinquency although some other children of broken homes 
are excellent pupils. The school physician comes in and finds his 
tonsils enlarged. That may be the reason for the delinquency. If 
the school has no playground, that is the reason although children in 
a school where there is a playground may show a number of delin 
quents. The city psychiatrist comes to talk to the delinquent some 
day when he is keenly interested in his lessons and he finds him 
“a pleasant, attractive little boy of normal ability and with a good 
attitude toward his work.” Dut the principal is struggling with the 
principal’s most perplexing and most responsible problem: The 
elimination of one child for the good of the school. 

All conscientious principals defer final action to the latest pos- 
sible moment and good children are everywhere sacrificed to our 
reluctance to admit failure to reclaim natural moral delinquents by 
our “ conspiracy of silence ” and our“ soft pedagogy ” methods. The 
criminally inelined child is kept in the school and in class with 
good children. Ile is allowed to move freely among the children of 
the school hoping that he will improve and that no one else will be 
hurt. It is extremely doubtful if real moral delinquents are helped 
by this mild treatment, and the ignoring of their misdemeanors. It 
is certain that good children are frequently made recruits while 
principal and teachers are lulled into forgetfulness by some im- 
proved conduct for a few days. 

Cottage homes of public institutions need—Some moral delinquents 
of the publie schools come from homes where successful theft is 
approved if not aided. The low standards of the parents make if 
most desirable to remove the child from the blighting influence of 
the under-privileged home and to place him in the cottage home of 
some public institution. We have such a city home for the Newark de- 
linquents of the thieving type. Many boys have been reclaimed and 
made into good citizens by its ministry and service. This paper 
makes no effort to show how such institutions should be conducted 
or to tell how our own is conducted. The need of sufficient cottages 
to house all of the worst delinquents of the city is what we stress. 
We will all agree that such institutions should be moral sanitariums 
reconstructing wrecked lives and ruined reputations, The elimina- 











492 ELEMENTARY Scuoo.t PrRINcIPALS 





tion of all the worst offenders from our public schools and placing 
them under wholesome restraining influences in moral sanitariums 
will go far toward reducing the crime waves of the future. We plead 
to have opportunities extended to all moral juvenile delinquents to 
recover before they have become habituated to a life of crime. 

Serious effect of stigmatizing a child delinquent— All interested 
persons will freely admit the serious effects of stigmatizing a child 
with any form of delinquencey and for this reason every effort sug 
gested by scientific research should be used before final and irrevo- 
cable steps are taken. Perhaps the wisest first steps toward moral 
reformation can best be made in a moral sanitarium school of the 
city system. This school can be provided with planned conveniences 
for dealing with such children. With a staff of carefully selected 
teachers, intensive character training can be carried on by the prin- 
cipal and teachers. In such a school, time can be given to a discus- 
sion of the current news relating to certain forms of delinquency and 
the punishments meted out by society can be pointed out. Even 
young offenders must learn that society is convinced of reformation 
only by long periods of good behavior while a good name can be lost 
in a single hour. © 

Special work done in other schools—Such a school needs to stress 
club work. The Stay In At Night Club, the Go Straight Club, the 
Make Parents Proud Club, the Teacher Helpers, and the Every 
Day In School Club, and many others can give these delinquent 
children new life interests and a better attitude toward home and 
school. Literature will help teachers give their message. ‘ Our 
todays and yesterdays are the blocks with which we build.” ‘* Ileaven 
is not reached by a single bound.” Teachers must fortify delinquent 
pupils with the brightest and most satisfying pictures of literature 
to teach the value of good citizenship. The moral sanitarium should 
have a number of small conference rooms similar to the private 
offices of principals. A table around which a small group can gather 
is very essential and a fireplace with occasional open fires would 
be very desirable. In these special rooms teachers and principal 
could gather about them the needy cases of the school and give 
“treatments ” in building up self-respect and in setting before the 
group the advantages of being good and of doing good. Perhaps in 
our enthusiasm for physical training, we have overlooked the need of 
rooms in which “ moral exercise ”’ can be taken. Perhaps everywhere 
we have not said enough about our successful weeks and have under- 
rated the moral efforts of some members of our group to help us 
achieve the success. 


SOT ETS Os 























Tue Ninru Yrarnoox 493 





Continue many present helps—In building a good school morale, 
we shall find occasion for continuing many features of the present 
widespread technic of praising high percentages of attendance, low 
records of tardiness, absence of losses, the vanishing of truancy, 
absence of disturbing resistance to school requests, and the disap- 
pearance of disorder. The new technic of building morale will put 
even greater stress on the greater pleasure of school life and the 
higher success of school exercises because of freedom from annoy- 
ances that take up so much of teacher-time and take the joy out of 
lesson-periods. The supervisor must support teachers constantly by 
organized efforts to forestall any breakdown of the weaker children 
of the group. When a group of boys forms under the leadership of 
some boy of known delinquency, tactful efforts and school engage- 
ments must frustrate the consummation of such friendships. This 
places a heavy responsibility upon the principal. Well, isn’t he the 
key to the situation? Who else is in sight with the adequate quali- 
cations by training, experience, and opportunity to do this necessary 
and important work ? 

Cooperation with courts—The moral sanitarium school will coop- 
erate with the established courts and receive such delinquents as the 
courts may assign to them but its real work will be to build such a 
stable morale that fewer youthful delinquents will err far enough to 
reach the courts. First offenders are now placed on probation and some 
excellent citizens have been spared lifelong disgrace and have been 
restored to good citizenship by its beneficent opportunities. In build- 
ing good school morale, the school should give abundant opportunity 
to first offenders to show that delinquency is accidental and not habit- 
ual. When repeated offenses occur, the delinquent should be taken 
from his old environment and be sent to a school, selected for him 
because of the successful technic of the principal and the teachers in 
dealing with such eases. A recognized “ public school moral sani- 
tarium” can give more intensive and frequent purposeful treat- 
ments for moral delinquencies than can be given to occasional delin- 
quent children in the ordinary school. Our plea is that morally 
delinquent children should be given positive help to recover normal 
status. Ignoring their condition and pretending they are already 
recovered does not accomplish more in cases of defective morals 
than it would in cases of defective health. 

City, county, and state institutions needed—Unfortunately the 
problem is so difficult and so serious that we shall probably still need 
the institutions of city, county, and state to care for in “ cottage 
homes ” the delinquents whose home surroundings breed delinquen- 
cies. Many children will need 24 hour supervision to safeguard them 











494 Evementrary Scuoor Prmxcipaus 





and prevent a relapse into delinquency. Perhaps with more inten- 
sive and better directed work of moral sanitarium schools, the pub 
lie reformatory institutions will be able to accommodate all other 
delinquents. The rod, the attitude of fear, and the policy of re- 
pression have been taken from many American schools and teachers 
do not seck the return for they have found that with the majority of 
children, school can be made much more delightful and successful 
without them. But it is the business of the state to carry out the pro- 
visions of its own laws and to proteet its schools and its normal chil- 
dren from the presence and association of eriminally-inclined 
children. 

Protect schools as we protect homes—When people gather for an 
evening of card games, they do not allow known gamblers and erimi- 
nals to force themselves among them because of the aecident of resi 
dence. When people assemble for a concert, they do not allow some 
feeble-minded person to sit and blow peas and putty at them. \Vhen 
people assemble for a lecture, they do not permit some empty-headed 
individual to interrupt the speaker by loud conversation or any other 
diversion. Good breeding is necessary to open the doors of desirable 
entertainments to us. No human fellowship that is worthwhile ean 
be obtained without this essential. Teachers will all weleome the 
day when good breeding will be considered the necessary qualifica- 
tion of each pupil who is to enter any but correctional public schools. 

Cost of moral sanitarium schools—The cost of these moral sani- 
tarium schools will not be very great. They will be organized along 
present lines of school organization and will care for large numbers 
without great added costs. The psychiatry department, the visiting 
teachers, the attendance officers, and probation officers will find a 
welcome relief for their work will be brought to centers in which 
remedial work could be more promptly and effectively donc. The 
moral sanitarium school would be an intensive child study school 
for teachers, psychologists, sociologists, and parents. 

One of its most fruitful efforts for good citizenship will be found 
in parent-guidance as well as in pupil-guidance for many parents 
would gladly control their children and keep them in paths of moral 
rectitude but they are unable to cope with the wayward child in his 
stubborn resistance to all moral control. 

Essential goodness of children—American teachers have great 
faith in the essential goodness of children in spite of finding some 
anti-social or “ morally sick ” children in the groups with which they 
work. Our schools are organized on a plan of “In the child we 
trust.” For many years teachers have been able to bring adequate 





a 








ene 
il 

er 
re- 
‘TS 
ot 
‘ul 
"O- 

il- 
ec] 


_— 


= Wwe 


we 





oon ony gare 


ee 


a 


CREE ENE ITI TERE 


PS are 





Tue Nintru YrearnooKx 495 





help so that many cases of accidental delinquency have been restored 
to normal conduct and gratifying growth in desirable character. The 
problems added by immigration and population shifts and the in- 
creasing number of mentally deficient children have so increased the 
cases that work with normal children is handicapped by the pres- 
ence of the problem children in such large numbers that additional 
help must be given the schools by eliminating the problem children. 
Additional help must be given to the problem children to restore 
them to normal, satisfactory lives. 

Ignoring the problem leads lo crime waves—The wolf of organ- 
ized, premeditated crime is among us and seeks the lambs of our 
flocks. Evil influences of our populous centers are working con- 
stantly, energetically, if surreptitiously, for our American children. 
Shall we pussyfoot and mollycoddle our youthful criminals or shall 
we appeal to the moral conscience of the community to bring help to 
the under-privileged, the ignorant, and the criminally inclined chil- 
dren to restore as many as possible to society as useful and law- 
abiding citizens. Teachers of the highest character, of the widest 
experience, and of the most successful technic are needed in the work 
and they must be given the helps suggested by science and experi- 
ence. Our crime waves will grow larger and stronger unless we 
attack the forces behind them and cut off the supply of criminals at 
its source in the lives of neglected children. Ignoring our plain 
duty has lead us into troubles with the most active, most desperate, 
and most merciless criminals our country has known. 

Our hope is the American public school—Our American schools 
have met so many problems successfully and have so won the con- 
fidence of the American people that we cannot doubt but that our 
present problems will be solved fully and satisfactorily by thought- 
ful educators who appear on the educational horizon in time to meet 
some pressing need. The American citizen of tomorrow will be called 
upon to do his work more scientifically and more enduringly than 
has been true in our past. People desire to live more in the spirit 
and to have more leisure and to use it for the development of the 
indomitable human spirit. Machines will free us from many menial 
tasks and prosperity will enable the level of living to be raised. In 
our visions of the world of the future, we must plan to make prisons 
less necessary and colleges even more popular than they are today. 
| want America to lead the world in finding methods of reclaiming 
the youthful criminal and in restoring accidental delinquents to use- 
fulness in society and to gladness in their own lives. 











496 ExLementary Scuoot Principats 





A STEP TOWARD BETTER CITIZENSHIP 


Date Curtiss 
Principal, George Washington School, Detroit, Michigan 


HE ESTIMATED population of Detroit is more than a million 

and a half persons. The approximate average population is 

11,000 persons per square mile. The 1929 enumerated school 
population is 402,670. The approximate average registration of 
children is 2,900 per square mile. 

In the northeastern section of Detroit is a plot of ground scarcely 
one mile in length and less than half of one mile in width, bounded 
on the west by the Grand Trunk railroad and the city of Highland 
Park, on the north by the Terminal railroad, on the east by a street 
ealled Goddard, and on the south by the city of Hamtramck. Within 
this area of less than one-half square mile, part of which is occupied 
by factories, there reside nearly 11,000 persons, 3,500 between the 
inclusive ages of five and nineteen years. Of the children in the dis- 
trict 2,212 attend the George Washington School. Table 1 gives the 
distribution of these children by nationalities. 

The- Washington School building is a one story brick and stone 
structure. Classes within the building are organized into two pla- 
toons of 24 sections each. The working personnel includes two assis- 
tant principals, 54 teachers, two clerks, an attendance officer, and a 
nurse. The complete sensitiveness and intensive labors of this statf 
in tasks that seem never ending, have made it possible for the one 
who now happens to be principal to give some personal attention to 
noticeable citizenship irregularities. 

The community and the parents—Among the parents and commu 
nity elders in this somewhat congested area are those who always may 
be depended upon to stand four square for right and justice, for any 
movement whose aim is the betterment of their fellows, and for any 
school program that more effectively will mold the lives of their 
children toward a balanced citizenship. There are other parents 
who look disinterestedly upon any attempt to change the rutted 
course of things, and still others whose utter indifference keeps them 
in a world entirely apart. 


There are unnumbered parents who depart for work at five o’clock — 


in the morning, return at seven or eight o’clock in the evening, and 
see their children only a few minutes each week, usually before or 
after the Sunday matinee “blood and thunder” picture show. In 
much fewer numbers are those who condemn the eighteenth amend- 
ment and attempt to drink it out of the constitution. Then there 





ae) oan ci 





on 
is 
0] 


ly 


v 


ed 


wa 


— 


SP TAB H 








Tue Nintrn YEARBOOK 497 





are adults who counsel the mystic wisdom of strange prophets to 
trace their ebony-hued heritage to Moorish ancestry, those who send 
their children out for the evening with instructions not to return 
before eleven o’clock, those who live in all manner and form of mari- 
tal relationship, and still others who believe in no form of amuse- 
ment. 

By fair speech are we known—There are parents who occasion- 
ally seek advice in and through our offices and others who come to 
give advice and give it abundantly. There are some whose double- 
fisted, single-track argument is final if not convincing. Still others 
betray their unpreparedness when they declare in voice intensified 
from pianissimo to double forte that: 

I would do something if I only knew what to do. 

He’s five years old. Take him and learn him. We can’t do nothing with him. 


The only way to get on with my child is to shower him with kindness and love. 
Kindness always wins. He has never been treated in no other way. 


TABLE 1—Nationatity Survey oF THE WASHINGTON ScuooL, DETROIT 












































Nationality Grade 
(Country) ee F 
Eight | Seven | Six | Five | Four | Three | Two | One | Kgn. | Total 
a ea og bs ol Bs 2 1 2 1 6 
Avsivig......:...1 22 15 7 14 12 18 13 15 5 | 121 
ee er - 9 oi '? 1 At = * 10 
Bohemia........ 1 jo x i + i” et a ee | 
BUMSTIA.......5.. 1 1 1 - 1 2 1 2 1 10 
pe “errr os 2 is 3 3 2 2 2 Pa 14 
ee 2 a 1 4 és 1 1 ia 9 
Czecho Slovakia..| .. 4 1 2 4 1 3 4 2 21 
England.........| --. 7” oi mn ue oe or ea ae 2 
i a 1 1 a ne se ae fee a 2 
i rr ; oa vr 1 1 a Bo e “Ss 2 
Germany........ 1 2 a 3 i 1 7 4 re 11 
aa a = 5 — 3 2 2 1 1 14 
Hebrew......... me ie ne 1 fs we e 7 ie 1 
5 eee 10 15 12 9 6 15 9 10 2] 88 
ON ee as sidtaraiscies 4 10 6 4 19 15 12 19 6 95 
Jugo Slovakia... . 1 4 5 4 1 rf 8 10 4 | 44 
Lithuania....... 3 10 2 14 7 8 13 2 oa 59 
Macedonia...... ne Bs 1 st gis 2 i ay =e 3 
Montenegro... .. ki v As 1 ea 1 4 ia a 2 
ae 16 17 17 11 20 13 16 17 4 | 131 
| Sere 5 12 5 10 11 13 3 10 6 75 
Roumania....... 29 42 34 19 40 26 35 40 23 | 288 
er i 1 - ais ne aS it ae $s 1 
Nae 9 3 5 12 8 3 8 5 4 57 
Sweden......... i os a a an oe ms 1 1 2 
. . Rees 1 1 1 1 2 1 1 8 
ee 2 1 1 1 1 1 7 
UB: White... 4 11 13 5 10 12 8 | 24 4} 91 
U.S. Colored....| 57 60 79 {114 | 142 | 127 |125 | 217 | 116 |1037 
i 166 213 | 206 | 232 | 289 | 275 | 265 | 387 |179 {2212 














19S ReemMenvrary Seumook Principats 


I tells my kid never to fight and if he gets in a mess LT always supposed the 
government paid you teachers to keep kids from getting savage. 

If he'd do as I tells him, he'd be as good as the angels in heaven but [ guess 
he don’t. He ain’t such a bad kid though. 

I certainly use the rod on my ehild to make him do right when I hears he has 
been roguish, I don't waste much talk on him and [ means for him to do right. 

You teachers could learn him, if you only had a mind. His father always gives 
him a good talk and tells him to obey, and it ain't necessary for any teacher to 
bawl her face off at my child. 

We like to take the teacher's part, but the way Washington School has been 
run in the last six months is a disgrace to the city of Detroit. 

No [ don’t know who is the father of this child. Lord bless you boy, he wasn’t 
here long enough for me to get his name. 

It’s too bad my children has to be in school with all these other kids. I see to 
it that my kids are clean. We have a bath tub at home even though we are poor, 

I come in to say—Please don’t shower bath my kid no more. We take care 
of his ablutions at home. 

[ can’t see why you should always be picking on my kids and never do nothing 
to those others. You always blame my children for everything and that sain’t 
right. I’m a good Christian woman and I gets my crust of bread honestly. I 
ain’t no street woman. 

Yes I tells my kids not to take sass from any of these damn teachers at this 
school. I don’t send them here to take lip from nobody. And I tell them more 
than that too. They should tell me if any one of you lays hands on them. If 
I ever hear of it, it’ll be too bad for you. 

Sure I tells my kids to hit any one back that hits them and if they can’t fight 
alone to get their big brother. 

We are too busy running our legs off going over to school to see about some 
trouble all the time. I have eighteen children and they keeps me busy. Seems 
like you teachers could overpower any of them kids without calling on me. 

Sure [ want my girl to stay out of school and work. Pretty soon she’ll get 
married and then what good will she be to me. 


In addition to these prototypes there are phrenologists, astrolo- 
gers, cultists, and prophet physicians who advocate radical changes 
in aecepted practices and devote much of their useful time to lei- 
surely reflection. Then among the last, but not least, there are those 
expedagogical parents who cannot conceive and will not concede that 
any procedure is educationally sound save that which they practised 
in the good old home state, ten, twenty, or thirty years ago. 

It has been alleged by those in daily contact with the community 
that in the surrounding territory may be found every conceivable 
type of agency for the promotion of salvation, education, starva- 
tion, mortification, assignation, and ruination. 

Our children-—Many of our children reflect the atmosphere of 
their homes. We have small ones and big ones, slim and fat, short 
and tall, sweet and tart, mellow and fiery, five and seventeen, pale 
and ruddy, thick lipped and thin, strong and weak, straight and bent, 
flat-footed and high-arched, light and dark, superstitious and rational, 
backward and bright, cunning and bungling, sick and well, poor and 











the 


ess 
has 


Ves 


en 
n't 


to 
or. 
ure 


ing 


n't 


his 
ore 


If 
ght 


me 
ms 


get 


ot 
rt 
ile 
at, 
al, 
and 


2 


RSET S- 


“ae wee 


Si 


A i ee 





Tut Ninru Yrarsoox 499 





poorer, good and not so well behaved, honest and not so particular, 
diligent and not so conscientious, clean and unwashed, and every 
other physical and mental form of child that lives. 

There are some who would like to float ethereally upon wings, 
there are others who would prefer to swing on long tails from the 
boughs of tall trees. There are those who by education and train- 
ing can escape from the most alert attendance officers, and those who 
on their hands and knees can beg and pray “ Big Dick,” “ Little 
Joe,” and “ Naturals” for a pair of shoes as capably as the most 
hardened trooper. 

A small number of our children are nice children—too nice. They 
never fight, defend themselves, or become mischievous. They lack 
self-starting initiative of every sort. They are nice comfortable chil 
dren. There are others who consistently and persistently come tardy, 
who slough and slop around, who steal copper conduits, and eaves 
from the school building, who demand protection money or candy 
from others, who misinterpret certain phonetie sounds, who read and 
write bawdy house poetry, who crumple toweling in the toilets and 
set fire thereto, who exaggerate the body and bustle movements of 
favorite stage and film stars, who cuddle their “ Big Moments ” in 
automobiles, movies, dance parlors, and cabarets, who worship at the 
feet of goddess Nicotine, who chew copes (Copenhagen Snuff), who 
exercise both kinds of cursory abilities, and a few who occasionally 
stub and restub their moral toes. 

There are among us those who ever are as still as bubbling brooks, 
who suffer from copious logorrhea, coprolalia, and moria, who have 
difficulty in articulating or cannot pronounce such lettered eruptions 
as “ Muskingum,” “ Guadalajara,” ‘“ Yenisi,” and “ Okechobee ”’ ; 
who constantly clash with other personalities; who fight with broken 
bottle tops, long knives, pieces of glass, vocal bands, teeth, or proxy ; 
who limit their barbarian depredations to tapping on classroom win- 
dows or yelling into opened doors; who battle fairly to add marbles, 
pocket junk, or bunches of grapes to their belongings, or merely to 
uphold the family’s respected pugilistic traditions; and those who 
delight in open field courses of rough and tumble. Others bear marks 
and sears of unreasonable parental wrath; who partially support 
their home by after-school and Saturday work; who do nothing save 
offer and provide effective stimuli for teacher exasperation; who 
write their own notes; who dance, mess around, and scuffle under any 
and every circumstance; who treat the truth with profound disre- 
spect; who make life miserable for hucksters; who rub vaseline and 
axle grease into dog bites; who kluk kluk like a hen or swish swish 











500 ELEMENTARY ScHoo.t PRINCIPALS 





like a yak; who fall asleep on duty, in their seats or anywhere; 
who rub their hands until sores appear, who scrape or cut initials on 
their arms; who sleep in barns, attics, or under porches; and who 
run away from wretched quarters they are forced to call home. 

There are children who fume forth the conflicting odors of favor- 
ite national dishes and others who smell as sweet as a narcissus. 
There are some who can remove their wraps easily before an average 
size locker, and others who must knock down all youngsters within 
a radius of 14 feet before they can jump out of their jackets. There 
are some who can walk normally to their classes and others who are 
not at ease unless they are punching some one, throwing another out 
of line, jabbing pins into the frame of the fellow somewhere ahead, 
pinching, wrestling, sparring, whistling, or otherwise clowning 
around. There are some who read Shakespeare and others who spend 
their time perusing snappy stories and looking at comic strips. There 
are all sorts and varieties. 

There are children who were named after presidents of the United 
States, Russian generals, nurses in obstetrical hospitals, popular 
house physicians, wild flowers, hothouse plants, railroads, diseases, 
patent medicines, and twilight sleep; and others who boast not of 
their forebears or forerunners. There are children and entire sec- 
tions who willingly and delightfully make a soccer ball out of the 
aspirations and ideal plans of substitute teachers, and who show no 
sympathy for any one without poise or impressive personality, and 
others who are as compatible as Mary’s Little Lamb. Washington 
School children reflect the prevailing spirit of American life in terms 
of their own thinking, proceeding with unfettered curiosity to find 
out the who, what, when, where, why, and how of everything and 
often awakening to find themselves ensnared in meshes of trouble. 

Sometimes as the pictures of their homes and their lives are 
revealed, the writer wonders not that certain behavior irregularities 
occur, but he does marvel that some children are as well behaved as 
they are. In truth it should be known, in spite of the long list 
of accusations, that most of our children are quite normal, mis- 
chievous to be sure, yet without the major trouble zone, behaving as 
well as they know. At least, behaving as well as, and frequently 


better than they are exampled by mothers, fathers, brothers, sisters, | 


and neighbors. 

The problem and our procedures—We are dealing with a smal! 
city of children whose nationality characteristics are different, whose 
attitudes, ideals, ambitions, and practices vary to the extremes, and 
whose parents and homes are strangely unlike. Notwithstanding, 














re; 


‘ho 


Or- 
1S. 
ge 


in 








Tue Nintu YErarsoox 501 





we are dealing with children who soon will be accountable to the 
organized American social order for all their unsocial or anti-social 
habits. It is evident to all of us in touch with the situation that we 
need more arithmetic, better science, and healthier every other cur- 
riculum subjects. But it is more evident that we need an acceptable 
citizenship sense, a something that automatically will suggest the 
right and lead us therein. Toward this personal adjustment goal we 
have directed attention and emphasis. 
We have proceeded upon the hypotheses that: 
(1) Good behavior may be as much a matter of habit as unsatisfactory behavior. 


(2) Good habits are established through persistently applied and well directed 
emphases. 

(3) We should do the right thing for no other reason than because it is right. 

(4) Children do the right thing when they are certain the right thing is to be 
expected or demanded of them. 

(5) Good behavior is contagious. 


We are mindful that: 


(1) It is difficult to train a child in the way he should go when 75 percent of his 
waking hours are spent in unfavorable environments. 

(2) Most disorders center about a few known individuals. 

(3) Disorder is contagious. 

(4) The symptoms of difficulties and irregularities may be suppressed temporarily, 
but trouble will remain until the source of trouble has been removed. 

(5) We may not be able to get where we should be in a day, month, year, or 
perhaps ten years but we also are aware that if we are to get anywhere 
upstream, we must start somewhere. 


It is possible and probable that much of our school action leading 
toward the development of a citizenship sense has been suppressive 
in character. Such procedures have not been by choice, but by seem- 
ing necessity, in order to obtain and maintain a semblance of order- 
liness. With the establishment of apparent order, superficial as it 
may really be, teachers have had an opportunity to impart specific 
information to needy individuals, to gain their confidence, to be 
friendly to them, and to expose them to ways that are right. 

About the first of October one year ago, teachers were advised of 
intentions. The following suggestions were made. 

(1) State all requests simply and directly in tones of certainty and sincerity. 
Use normal voice. In this connection it was recommended that the teacher 
determine 
(a) If the proposed request is justifiable. 

(b) If its fulfillment would make any difference in the general behavior 
situation. If it would make a difference, ask it. If it would not make a 
difference, don’t ask it. 

(2) Use a follow-up plan to know that all requests are complied with. 


(3) Run your own rooms. 
(4) Call upon the office whenever the situation seems to demand. 











502 Evementary Scuoot Principars 





The attention of all of us was called to several pedagogical policies. 
(1) Poise, control, and bearing are essential to complete mastery of any situation, 
(2) In the midst of a trying scene, remain as calm as possible. 

(3) Do not act hurriedly or heatedly. 

(4) Be perfectly fair in every decision, especially careful in the adjustment. of 
difficulties that may seem minor. 

(5) Don’t find fault with too many small or non-essential details. 

(6) Be an example of better citizenship. 

(7) Practise a sense of humor. 

(8) When in physical danger, take the offensive. 

Strange as it may sound and seem, we do not have a list of specific 
don’ts for pupils. Our school behavior rule is “ You're old enough 
to know right from wrong. Behave yourself.” 

Believing that many of the “ just fooling around ” discipline prob 
lems would be prevented and that an attitude of orderliness would 
be developed, service pupils, teachers, assistants, and principal are 
stationed in the corridors of the building to greet incoming pupils 
in the morning and again at noon. These persons are not in a bel- 
ligerent state of mind, but merely in readiness to close in whenever 
and wherever correction is necessary. Tight-lipped formality is not 
requested but order is insisted upon. The old pass the buck slogan 
“they’re your kids” has been replaced by “they are ours.” At the 
suggestion of health education teachers, children in the gymnasium 
are arranged in formal groups, not for formal exercise, but for the 
purpose of controlled organization. 

These two steps, the introduction of effective controls in the corri- 
dors where uncontrolled freedom would bring chaos, and the formal 
organization of groups assembled for physical activities and play 
have reacted favorably to better behavior throughout the building. 

After the elimination of much minor trouble, attention was con- 
centrated upon outstanding offenders, those who defied the requests 
of teachers, who heaped abuses upon pupils and teachers alike, who 
left neither purse nor treasure alone, who made classrooms the battle 
ground for, out of, or in school grievances, who smeared filth over 
school property, who skipped from class or school habitually, and who 
otherwise interrupted proper classroom procedure. 

Any child, accused of serious misdemeanor, is requested to visit 
the office, invited to sit down, and asked to review his ease in detail, 


stating what he did and what he did not and in what way accusers . 


have been mistaken. IIe always is privileged to introduce witnesses 
and to defend himself in every legal way. Te also is given oppor 
tunity to admit his guilt. 

In many instances the accused offers convincing behavior declara- 
tions and is granted a period of, probation for proof, but when the 
case warrants, a request is sent to one or both parents, especially to 





the 
col 
tin 
me 
ves 


pe 
po 
res 
su 
pu 
no 


up 
pr 
re 
an 


fr 


cu 
ne 


a 
a 
ye 





ah edi ct negli Lace ee 


i coamtey 








Tut Ninru Yrarnoox 


5035 





the father, to visit our office. When the parent arrives (refusals to 
come are very rare), testimony is presented, questions raised—some- 
times with startling directness—and the matter of curative treat- 
ment is discussed openly with all interested parties offering sug- 
vestions. 
~ In the management of all cases we trail the high and by ways of 
pedagogy as long as they take us where we want to go. When these 
policies or principles get us nowhere or block our pathway, we dis- 
regard them and resort to more readily understood methods of per- 
suasion, trusting to the far reaching effects of suggestion and certain 
publicity for further general improvement. Stinging castigation is 
not always employed as a remedial agent, but before the conference 
is completed, an understanding concerning further conduct is agreed 
upon by child, parent, and principal. Often the attendance officer is 
present. Lefore the child is permitted to return to his class, he is 
required to go to the teacher in whose room the disturbance occurred, 
and make known to her the type of behavior that may be expected 
from him. When teacher and pupil are agreed, the case is dropped. 
Last year from September to December about 30 cases were dis- 
cussed with parents. This year, during the first semester, it has been 
necessary to invite only six parents to settle major difficulties. 
Conclusion—The writer does not know that our plan of procedure 
is the best plan. We do not know how far our attempted correction 
of outstanding difficulties carries over into out-of-school life. We 
do know that fewer and fewer cases of serious disobedience are 
reported to the office, and the general attitude of children toward 
the authority of teachers has been changed for the better. We have 
not eliminated all of our troubles and we have been able to do very 
little by way of removing the cause of many difficulties, but notice- 
able improvements in behavior throughout the building increases our 
confidence that we are taking a step in the right direction. 





UR great hope lies in improving the technics and broad- 

ening the vision of each principal. Here is where our 

local, state, and national associations offer immeasurable hope. 

There are 40,000 of us or more. One in eight of that number 

| is a member of the national department. How long must the 
few carry the organized work of the many ? 

















504 ELEMENTARY Scuoot PrRIncIPALs 





PUPIL MORALE AND THE SERVICE POINT SYSTEM 
Frank D. HENDERSON 
Principal, Maple School, Seattle, Washington 


NE OF THE REAL PROBLEMS facing every principal at 
the beginning of the school year is that of putting his school 


to work. By putting the school to work is meant the cultivation | 


of understanding and goodwill in terms of mutual purposes. Without 
well defined goals known to both teachers and pupils alike there is 
little likelihood of developing in the school an atmosphere conducive 
to work. 


Bringing about this unity of purpose is not a simple matter. The 


mobility of the school population and the changes in the teaching — 


corps are disintegrating movements. At the beginning of the school 
year many schools find radical changes in the personnel of both 
teachers and pupils as compared with the close of the previous school 
year. 

The new teachers and the new pupils must be innoculated with the 
spirit of the school organization in the shortest possible time so that 
they will not flounder because of isolation. The new teacher particu- 
larly, if not made acquainted with the ideals of the school, is apt to 
build an imaginary barrier about herself and pupils. Such a barrier 
is often the forerunner of the problem teacher and of uncooperative 
pupils whose citizenship lead to behavior difficulties. It was a situa- 
tion of just this kind that caused the writer to develop the “ Service 
Point System” which has proven especially adaptable to the ele- 
mentary school. ; 

Opportunities for service by pupils—The Service Point System 
emphasizes “ doing for others” as a school ideal. It is a building 
project for enlisting both teachers and pupils in a cooperative under- 
taking. The ultimate goal is that of friendly, helpful citizenship. 
We believe in our school that such an aim can be reached only by 
daily acts of service to others. As a symbol of unusual progress 
and self-sacrifice we award the school emblem to pupils. This school 
emblem can be received only by the Service Point route. 

The Service Point System is quite simple of operation.’ At the 
beginning of the school year each pupil above the second grade is 
given a “service booklet” consisting of four pages three inches 
wide by six inches long. The two inner pages are marked off into 
50 squares each. The child’s name is written on the front cover of 


* Described by Worth McClure, Educational Digest, September, 1928. 


3 


' 


the 
the 


tim 
wo’ 
roc 
gre 
pai 
wo 
wi 


eat 
Ee 
tia 
or 
ret 


ad 


ro 
th 





al at 
shool 
ition 
hout 
re is 
icive 


The 
hing 
hool 
both 
hool 


the 
that 
icu- 
t to 
rier 
tive 


rice 
ele- 


em 
ing 
ler- 


by 
ess 
ool 


he 

is 
1es 
ito 


of 


ee 


weet 


NET RS 





Fn aad 


Tue Ninru Yrarsoox 505 





the booklet by the teacher and the booklet remains in the possession of 
the pupil. 

Any child whose school standing is satisfactory and who has free 
time may apply to any teacher for the opportunity of serving. The 
work available for the unused time is of many kinds: library work, 
room service to teachers, athletics, lunchroom, conducting drill 
groups, work on the school paper, serving milk to underweight pupils, 
patrolling the school grounds, safety patrol, hall monitors, office 
work, messenger service, and mimeographing. It will be seen that a 
wide range of work is offered making it possible for each pupil to 
find a job that whets his particular interest. 

Evaluating the pupil’s service—The pupil receive 10 points for 
each half hour of service, providing that the work is satisfactory. 
Each square in the booklet counts for 10 points when a teacher’s ini- 
tials are written witkin the square. For example, a boy in the sixth 
grade may help a teacher of the first grade and the teacher will 
record such service by placing his initials in the appropriate number 
of squares. Since each pupil takes care of his own record booklet the 
administration procedures are simplified. 

Participants on school teams do not receive a school emblem by the 
route of athletics alone. They are given service points based upor 
the time given to actual contests. These with sufficient points from 
other activities are necessary in order to receive the school emblem. 
We believe these requirements help pupils to take a keener interest 
in the things that make for the welfare of the school as a whole. 

At a general assembly late in the school year a program is given 
which has “ Service ”’ as its central theme. It is at this assembly that 
the service letters or school emblems for the year are presented by a 
speaker from the superintendent’s office. The pupils look forward to 
this assembly and strive to be among those decorated. 

Flexibility of the plan—The number of service points necessary to 
win an emblem is not fixed by rule. Instead, the case of each indi- 
vidual is decided upon its own merits in a conference with the roll 
room teacher. In this way we locate the less assertive child who may 
not find as many opportunities for service as the others. Pupils who 
have not received sufficient service points to be awarded a school 
emblem, retain their booklets until the year following at which 
time they may accumulate additional points. The fact that the points 
are cumulative and carry over from year to year tends to put the 
pupils to work as soon as school opens in the fall. 

Summary—tThe contributions of the Service Point System are 
many, the most obvious being: the creation of a democratic spirit, 











506 ELementARY Scuoot Principaus 





the recognition of different talents, the equalization of opportuni. 
ties, a decrease in behavior problems, greater school interest, and 
higher scholarship. 

From the standpoint of the principal, the program described above 
makes for a self-motivated school. It coordinates, unifies, and facili- 
tates the many small routine jobs which would otherwise demand 
considerable time and energy of the teachers. The teachers assume 
the roll of directors and delegate responsibility. The competition 
letween the pupils insures that the jobs will be well done. 

The pupil is led on to do more and better work, and to assume 
responsibility. He learns to do a small job well. Who knows but 
what this above all else, is of first importance to the child? During 
the past two years the Service Point System has made for higher 
scholarship among pupils of all grades. 

A school organized on this basis readily absorbs the new teachers 
within the organization because of the unified student body. It is 
impossible for a room to remain apart from the school. The teachers, 
relieved of much routine work, are in position to give more atten- 
tion to actual teaching. The principal is in position to devote a 
larger portion of his time to supervision. 


IL philosophy of good administration in an elementary 

school is idealistie. The principal believes that there are 
higher values in life than those which can be mathematically 

measured. Tie is therefore content to leave to others the 
| pursuit of the shekels for his search is for ways and means 
| to inerease human excellence. His philosophy involves an 
|  wunwavering faith in the improvability of human nature.— 
Susan M. Dorsey, see Chapter I] 





ju 
co 
di 


ay 
er 
fie 
re 
ol 
be 


Sc 





uni- 
and 


Ove 
cili- 
and 
ime 
tion 


ime 
but 
‘ing 
her 


ICTs 
t is 
Crs, 


el- 





Sener! 


IRR ner ney ee secret oe 





Ture Ninru Yrarnoox 507 


OUR KNOT HOLE GANG 


Josie PERKINS 
Principal, Avenue A School, Hutchinson, Kansas 
IGHT! FIGHT! FIGILT! A compact mass of boys-—an oceca- 
sional “ Ilit him!”’, “ I wouldn’t let him get away with that !”—- 
and then finally the mass breaks. ‘Two blood-stained and bedrag- 
eled youngsters separate themselves from the mass, and drag them- 
selves and their tattered clothing toward home. 

The above picture had become a frequent and a familiar one at 
our school. A mixed population of which negroes and Mexican chil- 
dren made up about 25 percent of the total; an unfortunate location 
just too near to town to be in the country, and too near to the 
country to be in town; and the presence within the bounds of the 
district of three railway switching yards added to the problem. 

The defeated boy invariably enlisted the aid of a bunch of boys 
and the battle was continued after school that evening. A row ot 
empty box cars served admirably as breastworks and the battle raged 
fiercely. The next day the victor of the first battle had his army 
ready and then the war was on in earnest. New recruits were added, 
old recruits often shifted from one side to the other. The series of 
battles continued and neither side ever seemed to really win. What 
seemed at first to be a mere scrap between two youngsters became a 
school problem that baflled principal and teachers. 

Then came the day when the armies did not dissolve upon reach- 
ing the playground. They kept their organizations in their games 
and their games gave promise of becoming struggles between the two 
opposing sides. One army might be designated as policeman and the 
other as bandits, but the struggle was still apparent. Profane lan- 
guage was a useful weapon that could be hurled here and there with- 
out drawing blood or tearing clothes. 

One leader, whom we shall call Tony, became especially aggres- 
sive and many a small boy who joined the opposing side, not know- 
ing the real significance of his act, suffered the consequences. One 
day I called Tony into the office for a conference. 

“T understand that you have a gang,” I said. 

“ Yes,” came the instant reply. 

[ told him that I should like to see these boys and asked him to 
bring them in. Within five minutes there was assembled in my 
oftice some dozen boys of assorted ages and races, all proudly admit- 
ting the leadership of the Mexican boy Tony. I wasted no time in 
giving them some constructive work to do during the playtime hour 











508 ELEMENTARY Scuoo.t PRINCIPALS 





on the grounds. Busily engaged in this they even forgot to stage some 
of their customary battles behind box cars. The breathing spell gave 
teachers and principal time to seriously consider the proper method 
of handling the situation. 

The gang—The idea of a “ Knot Hole Gang” we borrowed from 
the city of Lawrence, Kansas. Thinking it would work in our school 
we began to plan rules and membership. These rules, the pledges, 
and activities have been several years in the planning and have been 
changed slightly from time to time to meet the needs. Our organi. 
zation is active now with the following rules: 


Pledge: 

1. I promise to be loyal to the Avenue A School by helping in all its activities. 

2. I will keep myself clean by not using tobacco or bad language. 

3. I will be a good sport. 

Eligibility : 

1. Any boy regularly enrolled in the fourth, fifth, or sixth grade of the Avenue 
A School may become a member if meeting the other conditions. 

2. He must be passing in all subjects. 

3. He must be a good sport on the playground and in the classroom. 

4. He must be a positive benefit to his class and to the school. Merely not 
disobeying rules is insufficient; his class and his school must be better because 
he is in it. 

Membership : 

1. The boy is first recommended by his teacher, then approved by the principal. 
Should some boy wish another’s membership he must first get the teacher's 
approval. 

2. Having gained the approval of the teacher and the principal, the name is 
placed before the Gang for approval. Acceptance by the Gang makes him a 
member. Should he be refused he is called in and told in what way he has failed 
to show himself eligible. 

3. Once a member, he remains a member throughout his grade school career 
unless suspended by the group. 

4. Should the Gang member commit a serious misdemeanor, or cease to be 
helpful to his school, his conduct is acted upon by the Gang. He may be given 
a probationary period, or he may be indefinitely suspended. 

Duties and activities ; . 

1. The boys captain and organize playground games at all times. 

2. They help keep the playground in order and have police power to bring 
offenders who have disregarded their warnings to the office. 

3. They serve as ushers and general assistants for parent-teacher association 
programs. 

4. They are cashiers for the grade rooms on school savings day. 

5. They are reporters, editors and printers of a monthly news sheet called the 
Avenue A Sunbeam. 


6. Free admission to all junior high athletic contests is furnished through the 


courtesy of the junior high schools. 


The Four-Square Club—Feeling the need of masculine leadership 
for outdoor sports we enlisted the aid of our Y. M. C. A. They 
agreed to send us the boys’ secretary for a weekly meeting and 
arrange one Saturday morning hike per month with definite objec- 





ee 





wl 
P] 
bo 


1 
dé 


ca 
Tl 
ea 
thi 
pu 
th 





me 
ive 
od 


1ue 


not 
use 


ng 


on 


c- 





— 





a 


Tue Ninru YrarsBoox 509 





———$— 


tives. This plan has been enlarged until there is an organization in 
every grade building with weekly meetings and monthly hikes. The 
name ‘“ Four-Square Club” is used since the other buildings of the 
city do not have Knot Hole Gangs. In our own building the name 
“Knot Hole Gang ” is used. The work is outlined along the lines of 
Pioneer Club work. 

Results—And what has been the result? Was the attempt worth- 
while? The old so-called “ Outlaw Gangs” have entirely disappeared. 
Play time is a time of busy participation in games. At present the 
boys have a baseball series in progress with nine teams participating. 
Bad language is never heard and smoking is a thing of the past. 

Three years ago we organized a parallel club for girls which we 
called the “ Key Hole Girls” in order to use the same emblems. 
Their work is just the same as for the boys and their emblems are 
earned with the same requirements. Our next step will probably be 
the organization of a junior or preparatory group. The younger 
pupils will work as assistants and become regular members whenever 
they have attained certain standards of proficiency in leadership. 





AWAIT has awakened to the need of closer coordination 

of the educational facilities of school, home, church, 
and industry. Educators of our fair isles are accepting more 
and more the responsibility for dealing with this problem. 
| We are ever desirous of adjusting. the school to the com- 
munity, but we also sincerely hope effectively to use the 
social heredity of each child in obtaining the fullest growth 


of individuals.—G. H. Webling, see Chapter XIV 

















510 EiLemMentTARY Scuoon Princivats 


POPULARIZING GOOD CITIZENSHIP 
M. R. Kirk 


Principal, Wheeler School, Evansville, Indiana 


N TRAINING children for citizenship, the teacher must never 
I lose sight of the fact that the attitude of the child toward good 
character is the all important factor. It matters little what the 
teacher’s attitude may be; if the child has no interest in the matter, 
little can be accomplished. He must not only have a desire to be a 
good citizen, but he must have in mind some definite rules to follow. 
Good citizenship is an idea that is too abstract for a child in the 
grades. It must be translated for him into concrete, every day con- 
duet and habits as they are applied in his contact with other children. 
Principles of citizenship training—There are three things that are 
important in the training of children in citizenship. They are (1) a 
receptive attitude on the part of the child, (2) actual practice of rules 
and precepts of good conduct, and (3) recognition by the teacher 
of the child’s development. 

The first named is by far the most important, for nothing can be 
taught well without a whole-hearted purpose on the part of the 
learner. In teaching citizenship, therefore, the first requisite is a 
desire on the part of the pupil to become a good citizen. The use of 
any incentive to develop this desire is pedagogically permissible. The 
story of great men and their accomplishments, rules of conduct, the 
study of the constitution, patriotic exercises, and various other incen- 
tives of like nature will place the child in a receptive mood. He will 
know that if one is not a good and useful citizen his life can be only 
a sham and pretense, and that a good citizen is respected and hon- 
ored. He should know, too, that the school will recognize him as a 
good citizen when he conducts himself properly. Recognition for 
him, however, should be tangible and near. A long wait is discour: 
aging. After the child has the motive to deal fairly with other chil- 
dren and with himself, his successful training depends upon the in- 
telligence and ingenuity of the teacher. 

The purpose of practically all teaching is to place the student in a 
position to practise what he has learned . This can be the only purpose 


in teaching the ideas of good citizenship. Rules, precepts, maxims, . 


adages—all are of great value in making a child forehanded in his 
ability to meet conditions beyond his experience. However, if they 
are not to be practised they should not be taught. Like the lessons in 
good conduct learned from his mother in childhood, the practice of 
these rules and precepts may grip the child so firmly that he cannot 


— 





cs 
st: 
p 


p} 
m 


D 
he 
of 
a 
as 
m 
ti 


aver 
‘ood 
the 


ter 


’ 
e a 


Ow. 
the 
‘on- 
‘en, 
are 
da 
iles 
her 


be 
the 
3 a 

of 
‘he 
the 
en- 
rill 
ily 
n- 
3a 
‘or 
1r- 
il- 


in- 











eames 


peep EE 








Tue Nintrn Yrarsook D1 


escape their beneficent influence if he would. These ideas set the 
standard for his growth. It goes without saying that a child cannot 
practise anything till he knows what to practise. 

It is a source of satisfaction to any one to know that he is making 
progress in any line of endeavor. It is often diffienlt, however, to 
make sure there is progress, for there is no method whereby growth 
‘an be definitely measured. This is especially true of progress in the 
practise of citizenship. Here the child is never sure. Ile may know 
he is making some advancement, but he is unable to estimate his rate 
of development. In this matter he learns to depend almost entirely 
and implicitly upon the frank and honest judgment of his teacher 
as shown through conferences and monthly report cards. The esti- 
mate of a child’s improvement in the growth in citizenship consti- 
tutes one of the teacher’s great responsibilities. 

An example of training in good cilizenship-—-Why not make good 
citizenship popular? This question propounded by a teacher to a 
group of teachers and the principal was the first suggestion that 
bronght about the formation of one of the most wholesome and 
virile organizations that ever existed at our school. 

The publie schools of Evansville emphasize citizenship training. 
For years the high schools have demonstrated that children of high 
school age may govern themselves satisfactorily. The idea of pupil 
participation in school government has gradually crept down into 
the grades so that every elementary school has some form of govern- 
ment in which the children have a part. Every child above the fifth 
grade participates in regular patriotic exercises. He knows the Star 
Spangled Banner and America from memory. The flag ritual is 
given every Monday morning. In this impressive ceremony, he 
promises, among other things, “ not to sell his vote or buy the votes 
of others.” 

Every child in the entire school system is graded on 10 points in 
citizenship. They are: self-control, fair play, helpfulness, industry, 
courtesy, cheerfulness, loyalty, kindness, reliability, and cleanliness. 
The grading of the children under the above items becomes a part 
of the teacher’s routine. Rating may be done in a positive, helpful 
way or in a perfunctory manner, the effect upon the pupil being in 
proportion to the interest shown by the teacher. The unconcern witli 
which some children accepted their grades provoked the teacher’s 
query in regard to making good citizenship more acceptable to the 
children. 

It was a question, indeed, that challenged the best thought of the 
teaching corps. What plan could be devised that would make a posi- 
tive appeal to the children in character building? Many suggestions 








512 ELemMentTary Scuoot Principats 





——— 


were offered. A meeting of the children having excellent citizenship 
records was held. Here the teachers took up the question with them. 
Teachers and children together planned an organization which the 
children later named the W. I. (Wheeler Ideals) League. Member- 
ship is limited to those who have all E’s (excellent) in citizenship. 
The election of officers and the management of the meetings are 
entirely in the hands of the children. The teachers are not present 
and give no assistance in any way unless requested to do so. “ You 
are good citizens,” the children are informed, “ therefore you are 
dependable. You are capable of governing yourselves.” 

The purpose of this organization is to give recognition to those 
children who demonstrate through every day living that they meet 
the requirements set down in their monthly report cards. Sure and 
quick rewards are granted every child who has an excellent rating 
in citizenship. The rewards come naturally from the accomplish- 
ment. They are publicity, privileges, and responsibilities. 

When a child becomes a member of the League the event is con- 
sidered of so much importance that it is given wide publicity. His 
name appears on the school bulletin board, in the little school paper, 
and on the school page of the local Sunday papers. Much is made of 
his success. The child is called before the officers of the League and 
the teacher advisors where he is congratulated and given his member- 
ship card. In order that the recognition may be sure and speedy, the 
grades in citizenship are given out twice each month. A month is a 
long time for a child to wait. 

The children are delighted with the privileges that accompany 
membership in the League. Twice each month they are given their 
freedom for 30 minutes of school time. There are only two restric 
tions. They are not to leave the building or grounds, and they are 
not to disturb the work of others. They usually go to the auditorium 
for a short business meeting which is followed by a program, often 
given by some of their own members. They sometimes have adults 
assist in their programs. Occasionally a moving picture is the attrac- 
tion. At other times each child is allowed to use the time as he 
pleases. At that time children may be seen playing on the school 
grounds, others may be in the library, and a few may chose to remain 
in the regular classrooms. Each child knows that during this half- 
hour of freedom the attitude of the teacher will be: ‘“ You are a good 
citizen. We trust you.” At the close of each term a picnic is given 
to all W. I.’s. Here the parents, teachers, and children celebrate 
together. Needless to say the conduct of the children improves as the 
pienie day approaches. 


; 
| 
| 





itd 





an «ef 2h A jwmic me 


 —_—- pee a: i. we air. bee 





ship 
vem. 

the 
ber- 
hip. 

are 
sent 
You 


are 


108e 
1eet 
and 
‘ing 
ish- 


:on- 
His 
er, 
. of 
incl 
er- 
the 
sa 


ny 
elr 
‘ie: 
ure 
im 
en 
Its 
AC- 
he 
ol 
in 
lf- 
od 
on 
te 
he 





eed 


— 


er 





Tue Nintu YEARBOOK 513 








One might think that added responsibilities would make little 
appeal to children. To many, however, this is the most powerful 
incentive. All monitors and members of the courtesy and housekeep- 
ing committees must belong to the League. Membership in the 
organization is necessary before one can be editor of the school paper, 
take leading parts in school plays, or accept any class office. Again 
the spirit of the teacher is known to the child: “‘ You are a good citi- 
zen. You are capable of doing things well.” 

Results and reactions—What of the results of the experiment? 
In the first place, the children’s attention has been concentrated upon 
character building. They realize more than ever the value of good 
citizenship. They have learned that they must be good citizens in 
order to get the best from life, and that the best in life will come 
to those who give their best. They have learned this, not only through 
‘precept, and example, but through actual practice. They have 
learned in a small way, too, that those who are content with little will 
get little; that reward will surely come from endeavor; and that 
the wages of indifference and apathy toward the rights of others is 
the loss of social standing in the school. 

The change in the attitude of the children is indicated by the 
increase in the number who made all F’s in their records as good 
citizens. At the beginning of the term, when the League was organ- 
ized, there were 93 children in the school of 500 who had excellent 
records. At the close of the term 330 were members of the W. I. 
League. This growth came, too, in spite of the fact that the teach- 
ers, realizing that if the organization was to succeed the children 
must be carefully and honestly graded, were more stringent in their 
citizenship grading. The growth was gradual. At the end of each 
period, when the grades were given out, more names were added to 
the list than were dropped. 

The teachers are encouraged and deeply interested in the plan. 
They are constantly searching for new ideas to make the work more 
vital. Frequently, the teachers say: “ It is a wholesome disciplinary 
measure,” or “It is a character builder,’ or “ The entire schooi 
work is improved.” 

But the teachers were interested in getting the opinions of the 
children. Pupils were asked to write candidly their estimate of the 
League. Two hundred papers were written by the children of the 
fifth to the eighth grades inclusive. The written expressions justi- 
fied the existence of the League and encouraged the teachers to con- 
tinue the work of the organization. Each paper, too, was, in a way, 
an index to the writer’s character. Adverse criticisms, in practically 


13 











514 E.emMentrary Scuoont Princivans 





every case, came from non-members, and were usually based upon the 
assumption that the teachers were unfair in their estimates. The 
fact that some took the “sour grape” attitude showed that even 
with them the Leagne has vitality. However, suggestions aud eriti- 
cisms came from members and loyal supporters as well. Following 
are excerpts which show the general attitude of the children: 


You will stand among the highest pupils in your class all through school if 
you stay on. 

Many children have taken interest in the League who never thought of trying 
for any other club. 

Many times I have started to talk and then I would think of the W. I. League 
and would check myself. 

The W. I. League has helped me to better my conduct and I have been getting 
better grades ever since. 

The W. I. League has helped me in my work. It has raised my grade. I take 
more interest in my school and work. 

Since the W. I. League started I take a great deal more interest in my work 
both at home and in school. 

I think it creates a feeling of superiority among some of those who belong 

I think it makes children that are in it feel better than the ones that are not. 

I know without a doubt that if some of these people are able to be in it that 
I should have been in long ago. 

The students who have attained the high honor of belonging to the League are 
more respected by their fellow students and their teachers than those who 
have not. 

[ think that the present W. I. creates a feeling of jealousy between members 
and non-members. But I think that it could be made a very fine organization 

[ think some of the teachers aren’t honest in marking. 

Perhaps someone may be doubtful as to the suecess of the League because 
children join for just. the good time. However, even if one doesn't have a sense 
of honor to make him belong, but belongs for the good time, the habit will 
hecome so strong that he will eventually do well in spite of himself. 


There were outstanding cases. Many children made excellent ree 
ords who eared nothing for them before. Foolish and ugly habits 
were broken and good ones substituted. An individual ease may be 
named. Tom was one of the problem cases in the school. Indifferent, 
indolent, irresponsible—-he was a constant souree of disturbance. 
The teachers and principal had used one appeal after another to no 
avail. Now, however, the appeal did not come from the teachers 
or principal. Tom beheld a barrier between himself and the children 
he admired. They were receiving publicity and privileges, and ae- 
cepting responsibilities that could not be his. Ile knew that the only 
way he could join the group was to show by his conduct that he 
was a desirable member. So his attitude and work underwent a 
remarkable change. When the membership ecard was given him, the 
teachers were incredulous. They felt it was only a “ flash in the 
pan.” But the pressure of public opinion was strong, and Tom stayed 
on. He established better habits and became a useful school citizen. 








—E 


EE OTN ORT FT 








Tut Nine Yrarnoox BY 

Conclusion “The above paragraphs set forth the experiment and 
the results. We believe our plan has value and is a step in the right 
direction. The teaching of citizenship is the most important and 
difficult problem that faces the public schools. Only in recent years 
has it attracted the attention and challenged the best thought of 
educators. The practical solution must come from trial and experi- 
ment with the elementary public school as the laboratory. The obli- 
gation is upon the principal. In this great work he must have the 
hearty cooperation of the teachers and supervisors and the approval 
and counsel of the superintendent. The principal knows, of course, 
that whatever policy he may pursue must concern every teacher in 
his corps. It is not a one teacher task. The esprit de corps should 
he well nigh perfect, and the conditions for the children’s growth 
should be wholesome and invigorating. 

It will be worthwhile to repeat the three important things that 
are necessary in citizenship training. First is the attitude of the 
child toward good citizenship, the second is the opportunity to prac- 
tise those traits that make good citizens, and the third is the recog- 
nition and reward that come naturally from growth in citizenship. 


I}. management of the cafeteria is a teaching matter. 

At our school it was advisable to begin training children 
to use the eafeteria while they were still in the kindergarten. 
The teacher took the children to the cafeteria before or after 
the luneh hour and had them practise passing in the serving 
line. At THlallowe’en and at Washington’s Dirthday they 
decorated the cafeteria with their drawings and cut paper 
work.—William S. Briscoe, see Chapter VITT 











516 ELemMentary Scuoor Principars 





MORALE AND PUPIL GOVERNMENT 


Frank M. Fou.ks 


Principal, A. L. Cuesta School, Tampa, Florida 


HE OBJECTIVE of every principal and his corps of teachers 
Ti: to make every child prone ae and happy. It is for him to fix 

upon the produet and then adjust the machinery to the desired 
end. School men almost universally accept the aims of education as 
“The formation of correct habits that will function in the child's 
civilization.” 

To realize his objective the principal must understand that the 
factors with which he must deal are four: (1) children, (2) teach- 
ers, (3) parents, and (4) community. In all schools, whether one 
room or many rooms, the basic problems are the same: the discovery 
of the weakness and the strength of all these factors; the removal of 
the defects and the growth of good tendencies; and lastly the har- 
monizing of the four factors so that they will function cooperatively. 

Many think the first approach of the principal is through the 
teachers. Yet, isn’t it true that the surest and quickest approach is 
through the children? Not that the teachers are to be neglected, 
but the children will pass a more accurate judgment on the prinei- 
pal, and in a far less time, than the teachers. 

Accepting the approach through the pupil as the first step in 
creating pupil morale the principal should enlist children in satis- 
fying and challenging activities. Here, then, is our problem and 
also our opportunity to create in a large measure the spirit of the 
school. 

Capitalizing the gang spirit—In all of the student organizations 
these three things must be borne in mind: (1) you are dealing with 
children, (2) you are forming correct habits, (3) the suggestions 
should emanate largely from the children. Put the pupils to work, 
give them some concrete thing to do. If a few are not vitally inter- 
ested in their school work, the few should be studied till the things in 
which they are interested are discovered. Then around these interests 
build their work, their guidance. To discover these interests, you 
may have to go home with the pupil, invite him to your home, or 
go on an outing with him. 

Sometimes the delinquent boy is a member of a gang, perhaps the 
leader. We should not get the idea that the gang spirit is essentially 
bad. It is of the greatest help and yet the greatest danger to the 
adolescent boy. Let the delinquent boy see you are interested in his 
gang. Have him bring the members to meet you. Find out how and 


b 
b 





W 








i 





on 
= 
~1 


Tue Ninru YraRBOOK 








where they spend their time. Perhaps the gang can help you and 
then unconsciously they can be led to do good work. Sometimes 
organizing them into a club is a great benefit. What they need is 
something definite to do. School children should be educated in not 
trained for citizenship. In other words, the doing rather than the 
knowing should receive the emphasis. For this reason, pupils must 
be encouraged to carry on civic activities through organizations of 
their own making. 

There are a number of group activities which it is desirable to 
organize within or about a school. In the conduct of these the differ- 
ent teachers can render much service. Some of the possible activities 
of this group type are school orchestra and school clubs, e. g., musi- 
eal, singing, sewing, cooking, canning, hiking, story-telling, civic, 
and health. Such organizations often mean the adaptation and trans- 
formation of the gang spirit. 

The Boy Scouts, Girl Scouts, and Camp Fire Girls ought to find a 
place in each school, and some teachers ought to be interested enough 
to train themselves as scout masters or leaders and take charge. 
Whether a man or woman principal, few things are likely to give him 
or her a better hold on the boys and girls than to be familiar with 
and interested in the Scout work. Other useful organizations of a 
similar type are familiar to every principal. The opportunities for 
enlisting service, building up a school morale, and toning up the 
whole school through the help of these organizations are many and 
should not be neglected. 

School assemblies—Another very important means for assisting in 
building up a school spirit which will materially aid in the elimina- 
tion of tardiness, truancy, and disorder is the proper use of the 
school assembly. The discipline is also made easier, in part by rea- 
son of the new interest created, and in part because problems of 
school control can be discussed with ease before all, and the best 
side of the pupils’ nature appealed to. Little intimate talks on mat- 
ters of school control, as the need for them arises, will do much 
to give pupils right conceptions and to bring about the right reac- 
tion. The athletic life of the school can be in a large part con- 
trolled through the school assembly. Occasional athletic assemblies 
may be held, before some inter-school contest or after some big vic: 
tory, in which the pupils will formulate their conduct and explain 
team-work. Praise for sportsmanlike conduct and for gameness and 
fairness in play, rather than for victories won goes a long way in 
creating proper attitudes. 














518 ELEMENTARY Scuoot PRINCIPALS 





Make the instruction good—The improvement of teaching technic 
is one of the best means for improving order and discipline. A busy 
school is almost sure to be an interested and an easily-controlled 
school. If the teachers are not very capable, it is especially important 
that the principal give careful attention to this factor. Through help 
ful suggestions, teachers meetings, and selected reading, he must 
gradually build up not only the technical skill of his teachers, but « 
professional pride in what they are doing well. 

Monitorial service—We can make use of the surplus energy of 
the pupils, and especially of the more troublesome ones, in perform- 
ing all kinds of little services about the school. This is a step toward 
building up school spirit and warding off trouble. Pupils can render 
such services as assisting the teachers about the rooms, distributing 
and collecting papers, opening windows, checking room attendance, 
raising the school flag, managing the signals, policing street-control 
traffic, managing the school bulletin board, oversight of the little 
ones on the playground, and handling accidents. The pupils enjoy 
looking after such matters and regard their selection as an honor. 

The playground games—aAthletices offer large opportunities to a 
principal and teachers to organize the older boys and girls in a way 
that will develop leadership. Often an incipient school tough may be 
made into a useful school citizen by designating him as an assistant 
playground director. For example, a principal of one of the Miami 
elementary schools had his attention called to the disturbance given 
by a certain boy to one of the churches in the city. The boy was given 
responsibilities and a little later was placed in charge of the scout 
patrol. He has since become a leader among the boys and acted as 
scout master while the principal attended the summer school. 

Other incidents could be related to show how teachers can become 
the intimates of boys who are potential toughs. Usually, the approach 
is through games in which standards of fair play and sportsmanship 
can be developed. With patience a gang’s attitudes can become fixed 
upon more wholesome things. The writer has in mind now how a 
teacher redirected a “ Dirty Dozen ” in the manner described above. 

In the games which are played, and especially the inter-schoo! 
games, many opportunities for development and expression of a 
school spirit and school loyalty are provided. To work off the sur- 
plus energies of a school in hard active play is a good way to shut 
off trouble. There exist in every school teachers who are willing to 
direct the play and games of the pupils. 

Building of school support—The principal must act as interpreter 
to the people of his community of the larger policies that the super- 








in 


Wl 
to 
mM 


al 


m 
in 
he 
TO 


sc 











> EE 











Tue Ninrit YeaArBook 519 


intendent of schools and the Board of Education are trying to put in 
force for the city as a whole. 

There should be a number of opportunities during the school year 
when the parents may come and see to advantage the work of the 
school. These special events include (1) school visitation days, (2) 
special programs, and (3) annual exhibits. 

The policies of the school and the school system ought to be 
explained to the parent-teacher association that their support may 
he enlisted. In the last analysis it is public opinion, that controls ana 
limits school progress, and the parent-teacher associations are potent 
influences in the formation of public opinion. 

(Character education—It would be well to take 10 desirable char- 
acter traits and weave them into the pupils’ organization activities, 
and ineidently in the routine work of the school. A suggested list 
includes such traits as: reliability, obedience, industry, self-control, 
social attitudes, judgment, punctuality, initiative, personal habits, 
and thrift. Divide the teachers into committees to define these char- 
acter traits in terms of children understanding. There may be as 
many as 12 requirements for reliability, 14 for industry, 17 for 
judgment, and so on. 

Having determined the 10 character traits in terms the child can 
understand, seek through club activities, routine work, and otherwise 
to edueate in citizenship. It is the doing rather than the knowing that 
makes a child a good citizen. 

The principal sees the school as a little democracy in which pupils 
are responsible members. Here children are being assisted in living 
to the fullest their many life experiences. To do this the principal 
must know individual children by following them up directly or 
indirectly through good teachers. Each teacher can make a list of 
her problem eases. It then becomes the principal’s special business 
to study each pupil and to enlist him in constructive service to the 
school. 

Pupil government—School morale depends much on the amount 
of self-government delegated to the pupils. At the Cuesta School we 
have developed a pupil government which has been reasonably effec- 
tive. Our constitution and rules are given in the next section. 


CoNSTITUTION 


ARTICLE I. NAME AND PURPOSE 


Section 1—This organization shall be known as The Student Government of 
A. L. Cuesta Publie School. 

Section 2—The purpose shall be to give pupil support to good ideas in school 
control, to promote a right attitude toward our fellow pupils, our teachers and our 











520 ELEMENTARY Scuoot PRINCIPALS 





school, to make suggestions for the improvement of the school, and to repri- 
mand or help those pupils who have not yet imbibed the school spirit for good 
active citizenship. 


ARTICLE II. SCHOOL COUNCIL 


Section 1—There shall be a Student Council consisting of two representatives, 
a boy and a girl, from each room of the fourth, the fifth, and the sixth grades, 
the representatives to be elected by their own room. Any lower grade room will 
be entitled to representation if such room has five or more pupils ten or more 
years old. 

Section 2—There shall be on the council as ex-officio members the heads 
of Athletic Clubs, of Boy Scouts; of Girl Scouts, and Girl Reserves; also captains 
general and the chairmen of the various committees. 


ARTICLE III. NAMES, NUMBER, AND QUALIFICATIONS OF STUDENT OFFICERS 


Section 1—The officers shall be president, vice-president, secretary, and two 
sergeants-at-arms. They shall be elected at the beginning of each semester. 

Section 2—In nominating candidates for office, preference shall be given to 
pupils possessing good qualities of character such as unselfishness, courtesy, loyalty, 
truthfulness, kindness, consideration for others, etc. 

Section 3—A boy and a girl shall be appointed by the principal as captains 
general for the building and a boy and a girl captains general for the grounds. 


ARTICLE IV. ELECTION OF OFFICERS 


Section 1—On the first Friday of each semester one boy and one girl for 
representatives on the council shall be nominated from each of the fourth, the 
fifth, and the sixth grade rooms and such other rooms as are entitled to repre- 
sentation. On the following Monday the different rooms shall hold an election 
to elect two candidates, one a boy, the other a girl to represent the room on the 
council. 

Section 2—The term of office of all members of the council shall be for one 
semester. 


ARTICLE V. DUTIES OF OFFICERS 


Section 1—The president shall preside at all meetings of the council. He (or 
she) shall have power to appoint the members of committees and shall fill all 
vacancies on the committees. He (or she) shall be ex-officio member of all 
committees. 

The president shall call council meetings once a month and shall have power 
to call extra meetings when necessary. 

Section 2—The vice-president shall act in the absence of the president, or at 
the request of the president. 

Section 3—The secretary shall keep the minutes’of the meeting of the council 
and performs such other duties pertaining to the office. 

Section 4—The sergeant-at-arms shall keep order in the meetings and see 
that no unnecessary interruptions occur. 

Section 5—Captains general shall with the help of assistants, known as captains, 
regulate the passing of pupils up and down the stairways and rear entrance for 
pre-primary children. 

The captains general for building shall take over the supervision of building 
from 8: 30 to 9 a. M. and for a short period immediately following the dismissal 
of school. 

The captain general must keep an accurate account of all offenses which he 
is unable to settle out of court and give a list of offenders to the principal before 








nh 


MI 





pri- 
ood 


ves, 
des, 
will 
ore 


ads 
ins 


for 


he 


on 
he 


or 
ill 
ill 


er 








Tue Ninru YEARBOOK 521 





the committee consisting of the principal and captains general of the building and 
the captains general of the grounds sit as a court. 

The captains general shall have power to call meetings of the captains to try 
to settle cases out of court. 

They shall call meetings of the captains occasionally to talk over means of 
improving the lines and the conduct in halls, basement, and lunch room. The 
captains general shall call on the teachers for as many assistants known as 
captains as they deem necessary. 

Section 6—Captains shall be assigned for duty to handle the hallways, basement, 
and toilets; to look after the lines and protect property from damage. 

They shall give the captains general the names of all pupils against whom 
charges have been brought. 

They shall attend all meetings called by the captains general. 

The captains shall serve for a period of two weeks. 

The hall captains, a boy and a girl shall be scheduled for duty on each floor for 
a period of two weeks. They shall take their places in the halls at 8:30 a. M. 
and 12:30 p. Mm. and for 30 minutes shall be responsible for order in the halls. 

Captains for the basements will also serve at 8:30 and 12:30 for 30 minutes 
each period. 

Captains of lunch room shall be on duty from 12:30 to 1:00. 

The captains of lines shall take charge of their respective lines when the first 
bell rings at 8:57 A. M. and 12: 57 P. M. and see that the children go out of the 
building in an orderly manner, and at dismissal take charge and conduct them 
to the walk. 

The Boy Scouts, the Girl Scouts, and Girl Reserves shall take over the play- 
grounds, care for apparatus, supervise the games, collect any information asked 
for by the principal, look up absentees, and protect property from damage. 

The principal shall appoint captains general from among the above organizations 
to serve in a similar capacity to captains general of the building. 

With the assistance of the principal, the captains general shall appoint, con- 
sisting of three members, the following: clean-up squad, good behavior squad, 
go home squad, and athletic squad. 


ARTICLE VI. MEETINGS 


Section 1—Regular meetings of the council shall take place on the first Friday 
of the school month. 

Section 2—Special meetings may be called by the president at any time 
considered necessary. 

Section 3—The order of meetings shall be as follows: Call to order, the minutes 
of last meeting read, reports of committees, reports of officers and representatives, 
unfinished business, new business. 

Section 4—At the regular council meeting each representative must make a 
report on the following: (1) traffic in and out of the room, (2) student application, 
(3) good housekeeping, (4) number of cases of tardiness, (5) percent of attendance, 
(6) good behavior, and (7) things of special interest such as projects, etc. 

A checking committee will assemble these different reports, place them in a 
table for comparison, and furnish each room with a copy. 

Such reports possessing superior merit will be published in the Cuesta Courier. 

Section 5—The room representatives must attend all meetings of the council. 


ARTICLE VII. MISCELLANEOUS PROVISIONS 


Section 1—The following committees may be needed: order, basement, clean-up, 
constitution, ete. 

Section 2—If any member of a committee does not fulfill his part in the work, 
the president shall have power to appoint a new member to take his place. 











522 ELEMENTARY Scuoor PRINCIPALS 





Section 3—The room representatives in conjunction with the home rooim teacher 
shall for all offenders at their room sit as a court, passing judgment for light 
offenses and referring the more serious to the court committee who shall sit in 
judgment. 

Section 4—There shall be a reporter chosen from the council who shall report 
after each meeting to the lower grades on matters of any importance to these 
grades. 


By-Laws 
I. LAWS RELATING TO SEVERAL ROOMS. 


1. Each room shall assist the student council having for its purpose to help 
the individual members to be responsible for good order and efficiency in school 
work, 

2. Each room shall have officers for the following: 

(a) Traffic in and out of the room 

(b) Student application 

(c) Good housekeeping 

(d) Good behavior 

(e) Cases of tardiness 

(f) Cases of non-attendance 

(The term for room officers shall be four weeks and officers shall be appointed 
by teacher of the room.) 

3. Children shall be orderly in the room when the teacher is absent. 

4. It will be in no way considered tattling for pupils to make reports to the 
teacher concerning disorder. 

5. If the teacher reports to the court committee that a child has been dis- 
missed from classes, or has been disorderly on the school grounds or on the way 
to or from school, it will be considered an offense and the offender must appear 
before the court committee. 

6. There shall be no gum chewing or throwing of any articles such as shot, 
paper wads, chalk, tin foil, or similar articles in the classrooms. 

7. There shall be no sliding down any banister in or out of the school building 

8. Politeness shall be cultivated by children in the classroom, both in action 
and conversation. 

9. Pencils shall be sharpened only by the permission of the teacher. 

10. Children passing to and from rooms shall de so as quietly as possible and 
shall keep to the right. 
11. While waiting for classes to be dismissed pupils shall stand to the right 
of classroom door and keep passage in front of the door clear. 
12. Children shall not enter classroom while classes are reciting or until 
classes are dismissed. 
13. Cleanliness shall be observed in the Cuesta School as follows: 
(a) Paper shall be kept off of the floor in all parts of the building. 
(b) Chalk shall be kept off of the floor. 
(c) The blackboard shall not be used except when it is necessary. 
(d) The top of our desks shall be cleared when we are not using them. 
(e) The inside of our desks shall be kept in order. 
(f) There shall be no marking on any of the walls. 


II. LAWS RELATING TO THE HALLS, STAIRWAYS, AND LINES OF MARCH. 


1. Children may enter the building when the first bell rings. 

2. There must be not more than a low conversational voice while passing 
through the halls. 

3. All children must leave the building and grounds immediately after their 
final dismissal unless special permission is obtained or in case of school function 
in the school building. 








icher 
light 
it in 


port 
hese 


nelp 


100] 


fed 


he 








or ROE ee 





Tue Nintru YrARBOOK 523 


4. Good order must be kept in the basement. The passageways must not be 
used as playing places. 

5. There must be no loafing in the basement. 

6. The time spent in the basement between classes must not be over five to 
cight minutes. 


Ill. LAWS RELATING TO THE SCHOOL GROUNDS. 


1. Children who play on the grounds after 3:00 ». M. must. have their parents 
consent and shall play at their own risk. 
2. Children shall not ride bieyeles on the school grounds between the hours 
of 8:30 a. M. and 3: 00 p. M. on school days. 
3. Children shall not play on the fire escapes. 
4. Children shall not climb upon the ledge under the windows of the school 
building. 
5. Children shall not dust erasers on the building, nor mark building with 
chalk, charcoal, or crayolas. 
. Children must be orderly at the water fountains and in the toilets. 
No rubbish shall be thrown on the school grounds. 
There shall be no throwing of stones or other missiles. 
9. There shall be no breaking of shrubbery. 
10. There shall be no fighting on the school grounds. 
11. All wheels are to be placed in racks. 
12. Ali children are to remain away from wheels which do not belong to them; 
and no wheel is to be removed from the rack without permission of the owner. 


NID 


IV. LAWS RELATING TO THE SCHOOL PAPER. 
1. The principal shall call a meeting of interested children some time during 
the first two weeks of each school year to choose officers to take charge of the 


Cuesta Courier. 
2. The officers shall be: 
(a) Editor-in-chief and an assistant. 
(b) Associate editors for News, Sports, Scouts, and Jokes. 
(c) Circulation manager. 


Conclusion—School morale is a problem requiring cooperation 
between pupils, teachers, parents, community, and principal. The 
responsibility for initiating the harmonizing efforts belongs wholly 
with principal. He may attempt to bring school morale by starting 
with teachers or parents, but the above discussion recommends an 
approach through the pupils. On the other hand, the adult factors 
must receive due attention. At the Cuesta School all factors receive 
attention through such means as the playground, pupil government, 
supervision of instruction, individual child study, athletics, pupil 
monitorial assignments, community contacts, school visiting davs, 


and assemblies. 











524 ELEMENTARY Scuoo. PRINCIPALS 





THE SELF-DIRECTED FACULTY 


FLORENCE Paris 
Principal, School 65, Buffalo, New York 


F WE ARE to insist on a higher professional preparation by 

I teachers, the principal must prepare the way by organizing the 

school so as to allow the faculty a feeling of freedom. Why have 

a “ self-directed ” school from the pupil standpoint only? The teach- 

ing staff must also feel that their organization is democratic, pro- 

gressive, and mobile. It is with the idea of developing this type of 
organization that the following scheme was worked out. 

Teachers’ committees—We started with three committees: finan- 
cial, social, aud educational. The fourth, a fellowship committee, was 
added at the request of the teachers. At the last faculty meeting in 
June, the chairman for each committee is elected, and a study topic 
for the following year is decided upon. In early September the 
chairmen of the committees meet and decide upon the members for 
each committee for the year. 

The financial committee takes charge of the lunch fund (we have 
no cafeteria) ; collects the money, pays the help, makes schedules of 
the teachers who shall take charge of menus, and arranges the lunches 
for the faculty meetings. The financial committee also audits the 
school fund raised by entertainments, picture shows, and other 
schemes. Frequently, a large sum at the first of the year disappears 
rapidly under constant demands and raises the question: “Where 
does it all go?” The financial committee is ready to answer that 
question at any time. 

The social committee plans parties, picnics, and good times. The 
more lively members of the faculty instead of complaining that “ our 
school is dead ” go the social chairman and ask, “‘ When is the next 
party?” It is always possible to start something. Decorations at the 


regular lunch table for Hallowe’en, Valentine’s day, the day before 


a holiday, or for a person who is going on a trip or who has returned 
from an absence break into the routine of school life and establish a 
friendly spirit. When there is a picnic this committee arranges for 
cars and sees that the new people are looked after. 


A fellowship committee was added when some system was needed - 


to remember sick members of the faculty, buy wedding presents, and 
look after the etiquette of the school. This committee has standard- 
ized much of its work, e. g., flowers are sent after a week’s illness and 
a stated amount is contributed for gifts. 





b 


oe 





| by 

the 
lave 
ach- 


pro- 
> of 


Jan- 
Was 
in 
pic 
the 
for 





Sr ema 


vey 








Tue Nintru YEARBOOK 525 





The chairman of the educational committee has the largest job. 
Regular meetings are held after school on the third Monday of each 
month. The teachers know that this date is to be kept open, the meet- 
ings are about one hour long and no work having to do with the 
administration of the school is allowed to take the time of this meet- 
ing. Light refreshments are served while the teachers are assembling. 
This informal party uses little time, but has a great social and psy- 
chological value. At the first meeting in September the teachers raise 
questions that they would like to have discussed at the meetings of 
the year. This meeting is not so impromptu as it would seem because 
the topic was selected in June, and the chairman of this committee 
has sent a notice to the teachers asking them to be ready with their 
questions. The questions are written on the board, they are combined, 
added to, and some are eliminated. Finally they are arranged in 
logical order and divided into eight programs. If a teacher is espe- 
cially interested in some topic he may ask for it, otherwise the ques 
tions are assigned by lot. Each teacher receives a topic for individual 
study. 

At the close of the year each teacher has prepared a topic and has 
had the benefit of the discussion of the others. He has practised 
technic in looking up material and has developed his confidence by 
presenting it to a critical audience. During the research, books are 
discovered worth adding to the school library and the recommenda 
tion of the reader increases the likelihood of the book being read. 
The primary, intermediate, and grammar school teachers present 
their points of view thus increasing a sympathetic understanding of 
each other’s problems. Sometimes when the question is one of method 
the group will discuss various methods and finally come to an under- 
standing and accept one for the whole school. In this way the chil- 
dren are less confused and there is no duplication of work by the 
teachers. 

The general topic for study for this year is character education. 
Specific topics by the month are as follows: 

November 
How to develop cooperation in schoolroom 
How to develop courtesy in schoolroom 
How to develop honesty in schoolroom 
Physical growth; its effect on intelligence 
Health habits as related to intelligence 
December 
Sympathy; its relation to the classroom 
How to encourage leadership in children 
Christmas spirit; its opportunity for character development 


Art: its relation to character building 
Efficiency and industry 











526 ELementARY Scuoot PRINCIPALS 





January 
Motor habits 
Sensory habits 
Stubbornness; how to treat it 
How to develop habits of punctuality, neatness, and obedience 
February 
Special disabilities and remedies 
Sensory and motor 
Reading 
Spelling 
Arithmetic 
March 
Inferiority and superiority complexes 
What and how adjusted 
Phobias (fears) 
Defense reactions 
Delusions and worries 


April 
(No topics arranged) 
May 
Special Schools 
Winnetka 
Gary 
Dalton 
Mckinder 
Berkeley 


Value of committees to the principal—Teacher committees force 
the principal to study, for teachers come for suggestions as to texts, 
organization of material, periodicals, and references. Sometimes 
unsolved and controversial problems are turned over to the prin- 
cipal for more light. At the close of the discussion the chairman 
of the educational committee may ask the principal for further sug- 
gestions. Since teachers’ papers are well prepared the principal is 
kept ‘on his toes” to see that he has something to give. 

The chairman of each committee is the person best informed as to 
the work of that committee. If there is any question or some mis- 
understanding he feels free, by virtue of his posifion, to come directly 
to the principal. On the other hand, the principal may approach 
these chairmen with puzzling questions, and receive a much franker 
answer than can be obtained from an individual teacher. 

In my experience the committee system of organizing the faculty 
has developed a freer spirit and a better understanding in the school. 
When the principal has won the confidence of his faculty he is in 
position to launch an effective supervisory program. 


eae 














oer Re STREET Ney Pa 


< ee? 








Tur Ninru YrarnooKx ; 


SETTING UP FACULTY STANDARDS AND OBJECTIVES 


LENORE JONES 


Principal, Yerby School, Mobile, Alabama 


FFECTIVE supervision depends on the establishment of rap- 
port between principal and teachers. All must feel that they are 
working for the same end. There needs to be an atmosphere of 

cooperation, mutual respect, and unquestioned friendliness. 

Friendliness at meelings—A well-planned faculty meeting is of 
value in setting up standards and objectives. If held in the school 
building before the regular classroom work has been started its influ- 
ence can be felt throughout the year. At the first meeting the new 
teachers are made acquainted with those who have been in the build- 
ing in previous years. A committee of teachers to serve tea or other 
light refreshments can do much to break down any barrier of 
restraint. 

After a few minutes spent in friendly conversation, the meeting 
should be called to order by the principal. The purpose of the meet- 
ing is stated and the teachers are urged to consider themselves mem- 
bers of a discussion group. In all probability the reorganized fac- 
ulty will consist of teachers transferred from other city schools, 
beginners entering the profession from training schools, and former 
members of the faculty. All types will be interested in discovering 
or even changing the school’s policy. Therefore, opportunities should 
he given for suggestions which benefit the majority. When sugges- 
tions call forth lengthy debate, or are of limited interest, they should 
be kept for another meeting, or for a private interview with the 
principal. 

The teachers agree on standards and aims—At the first meeting 
each teacher should be presented with a copy of the rules and regu- 
lations of the school board. If possible, teachers should receive mimeo- 
graphed instructions of routine nature which apply to his particu- 
lar school, such as 


1. Directions for firedrills. 

2. Rules for rainy-day recesses 

3. Suggestions for classes filing to the lunchroom 

4. Helps for a substitute teacher 

5. Directions for obtaining reference books from the school library 
6. Directions for keeping certain school records 

7. The general outline of the school’s student government scheme 
8. The teacher rating scale used in the system 


9. Schedules for 
a. Faculty meetings 
b. Yard duty 











528 ExLemMentary Scuoot Princripars 





c. Use of music room 
d. Use of the playground 
e. Use of physical education equipment 


The rules should not be read at this meeting. Teachers may study 
the directions so as to ask questions at the meeting held the following 
day after the dismissal of classes. The back of the mimeographed 
booklet should provide several blank pages for notes, which will 
be helpful to each teacher or to substitute teachers who may be called 
upon later. 

Next, the teachers set up the objectives for each month. We find 
that determining in advance certain goals for both teaching and 
supervision, much of the teacher embarrassment during classroom 
visits can be done away with. The big task set for the year was 
improvement of oral reading. In addition, the monthly points of 
emphasis were as follows: 

First month: manners, pupil conduct 

Second month: classroom mechanics, writing, housekeeping 

Third month: reading, project work in geography and history 

Fourth month: health, citizenship 

Fifth month: arithmetic, number concepts 

Sixth month: remedial work as revealed by the mid-term tests 

Seventh month: language, spelling 

Eighth month: intensive work with children who so far have not made passing 


grades, checking on minimum essentials for each grade 
Ninth month: reading, festival as culmination of year’s work. 


The principal suggests standards—After the meeting has agreed 
upon the objectives of the year the former members of our faculty 
are permitted to leave the meeting. Frequently, they remain to hear 
the principal’s suggestion to the new teachers. 

The principal’s chief purpose is to give the teachers the adminis- 
trative viewpoint along certain lines of classroom management. This 
explanation helps the teachers to know the standards used in judg- 
ing their work. 

In the supervision of classes the writer has found it of great help 
to have a notebook in her desk. After a visit to a room items are 
noted in the privacy of the office, which the writer feels should be 
mentioned to the teacher. The notes include both the good things the 
teacher had done and thing he might better have left undone. With 
these items in mind, the writer has worked out with the help of arti- 
cles and books on pedagogy, certain guiding principles and standards. 
These notes are shared with teachers so that our thinking and work- 
ing may the more easily be along the same channels. Some excerpts 
from my blank book are as follows: 

















fo as 


Tue Nintrn YEARBOOK 529 





Nores WritTEN BY A PRINCIPAL 
1. First impressions. 

Teachers and principals must at all times be ready and pleased to welcome 
school officials, parents, and other visitors. As a casual visitor enters a 
classroom, what are two of the outstanding features that he observes? 
While he may not observe methods of teaching he will always note: 

a. Does he see a happy, busy, polite group of workers—both teacher and 
pupils? “discipline or social control) 
b. Does he see a bright, cheerful, attractive room? (good housekeeping) 

As a supervisor enters a room he might well say, “ How can I listen to what 
you say when what you are speaks so loudly?” How can one observe 
good methods of teaching, if pupils are disorderly and the room is poorly 
cared for? Try as a supervisor will, he still feels compelled to do some 
of the “ inspectorial” type of supervision. 

2. Discipline. 

Without good discipline not much really good teaching goes on. 

Discipline is best thought of as social control. 

The ideal to strive for, is a school where all the pupils work quietly, politely 
and in a business-like manner, where each class is a self-controlled class. 

“Freedom is never a gift. It must always be earned.” Our children are to 
have as much freedom as they can earn; no more and no less. 

If we take care of the little things in discipline, there will be no big things 
to take care of. 

The children must realize that the teacher has authority which he uses wisely. 
Children must develop genuine respect for authority. 

It is important that people learn to obey. In most cases they must know 
reasons for their obedience. Obedience through fear or force is obedience 
on the lowest plane. 

A teacher should make but few rules. Once a rule is made there should be 
strict obedience to it. 

It is best to work always for cooperation in group control. 

If a teacher gives a command, as he must in using a standardized test, such 
as “ Pencils down” or “Stop” he should expect immediate obedience and 
should get the proper response from each member. 

The teacher must have definite ideals of conduct in his own mind before he 
can expect his pupils to have these ideals. 

Discipline is often won or lost in the first few days of school, sometimes in 
the first hour of the first day. A teacher should see that he has good order 
during the first school days even if the lessons must move at a slow rate. 

True discipline is only true politeness. It means holding in respect the school 
and school property, teachers, and companions. 

A well taught school is usually an orderly school. This is why some principals 
in their supervision lay such stress upon discipline. Where there exists an 
excellent teacher-pupil relationship, there will be but little unnecessary 
noise or aimless moving about by pupils. Where teacher and pupils seem 
to be living together happily and busily there the principal is almost sure 
to find excellent teaching going on. In that room lessons are usually begun 
with vigor and dispatch, each member is busy during the entire period, 
with extra work when the regular work is finished. There develops a 
feeling of responsibility on the part of each member for the success of all. 

3. Punishment. 

It is wiser to try to remove the cause of disorder than to punish for it. 

It should be remembered that we do not punish as a penalty for a bad act. 
We punish to make conduct better, to prevent the happening a second 
time of the same bad act. 

It is quite disagreeable to a principal to have his office continually considered 
a whipping post, or to have teachers constantly referring cases of discipline 











530 ELEMENTARY Scuoon Principears 





to him for correction. A teacher should administer his own discipline us 
far as possible. He should be resourceful, for it weakens his position to 
have another do his correcting for him. He should talk over cases with 
the principal in order to get advice, or to find out if what he did was 
the best thing under the circumstances. 

When punishment is needed it should be administered with vigor. 

The child must see that his wrongdoing merited the punishment which he 
received. He must suffer the natural consequences* when he breaks any 
law. Punishment should cause the child some real discomfort. 

A teacher should always avoid the use of threats. Punishment is more 
effective when it comes as a surprise. 

Some teachers write children’s names on the board whom they intend to 
“keep in” later. If it is necessary to write the pupil’s name, it is better 
us a general practice to do so on a piece of paper and say nothing at the 
time. 

In correcting a child it is better never to tell a pupil the same thing twice. 
Some teachers get poor response because they talk too much. “ John, put 
your pencil down.” “John, I said put your pencil down.” “John I have 
already told you twice to put your pencil down.” A look or the nod of 
the head is all some teachers need to use. 

Suecessful work by a happy group of children is done without punishment 
They discipline themselves and become «a self-controlled class. 


1. Good Housekeeping. 


a. 


b. 


General room appearance 

The appearance and arrangement of the school room has much to do with 
good teaching. A schoolroom should resemble, in many respects, « living 
room in a good home. 

What sort of atmosphere does a well ordered room have? Does it have 
a neglected pile of books in a dusty corner? A vase of dead flowers? 
Soiled, water-spotted and faded pictures? Worn drill cards? Or is it 
place that shows love, care, time, and thought? Is it a place that 
children are proud of and are eager and happy to be in? Should a good 
schoolroom be colorless, stern, and unattractive, or should it be bright, 
cheerful, and inviting? 

The care and attention given to a classroom advertises very distinctly the 
mood, attitude, and state of mind of the teacher and pupils in that room 

A disorderly room proclaims by its appearance, hopelessness and lack of 
system quite as much as a neat, attractive room indicates energy, vigo! 
and hopefulness. 

Pictures 

In a class room there should be but few pictures on the walls at a time 
and these large enough to be seen across the room. It is fine if a teacher 
has a large selection of pictures, but these should be displayed, a few at 
« time, in proper season with the pupils helping to select which pictures 
to use and the best place to hang them. 

A picture looks best. when the wire by which it is hung does not show 
If a wire must be used, two wires from the molding in parallel lines are 
better than one in an inverted V shape. 

Children like pictures which show action, are bright in color, and are 
suitable to their age and interests. 

Plants 

One healthy, well-cared for potted plant is better than a half dozen sickly, 
neglected ones growing in all sorts of containers. 

If potted plants are placed on window sills or reading tables a piece of glass 
or wood should be placed under them so that sills or table are not 
damaged by moisture. 





VP AT TE RR LTT TTT 





he us 
On to 

with 
1 was 


h he 


- any 
more 


d to 
etter 
' the 


vice, 

put 
lave 
d of 


ent 


vith 


Ing 


ave 


rs? 


hat 
od 
‘ht, 


he 
In. 
of 


Ol 


erm 





{ARERR are, 





i ier ha 








py. 


Tue Ninru Yrarsnoox 53 





Bowls and vases 

A bowl of gold fish adds interest and color to a room. Children can easily 
learn the proper care of the fish. 

It is well for a.teacher to have stored in his cabinet at least six vases or 
bowls for flowers. These should be of varying sizes, shapes, and colors 
so that children may choose the most suitable containers for their gifts 
and flowers. 

An empty milk bottle, paste jar, or pickle bottle used to hold flowers shows 
but little interest or «esthetic taste on the part of the teacher. 

Decorations 

As soon as a holiday is over, all decorations should be removed. It is 
sad to go into a room in April and find drawings of Christmas trees still 
serving as a wall border. 

In a good home do the owners paste pictures on the walls or window 
panes? As we live in our classrooms, let us not teach any methods of 
interior decoration that we can not recommend using in our pupils’ homes. 

The best place to display pupils’ work is on the bulletin board. 

Each classroom should have a bulletin board so placed that small groups 
of children may gather round it for the study of clippings, small pictures, 
and samples of classroom work. A committee of pupils can care for 
the bulletin board and see that it is kept uptodate. 

The reading table 

In each classroom there should be a library table and chairs of comfortable 
height and size. The attractiveness of this table is enhanced by the 
neatness and arrangement of the books, and by the aid of a small bowl 
of gold fish, or a vase of flowers, or potted plant. 

The teacher’s desk 

The teacher’s desk, both on top and inside, should be the model of neatness 
he wishes his pupils to attain. 

A neatly kept, bright, cheerful room has more effect upon children and 
all that they do than most teachers realize. It is a powerful channel for 
indirect teaching. To a supervisor it indicates that there is in that room 
an alert, interested teacher who loves his work and is in earnest about it 

The teacher as a person 

What are some of the underlying causes by means of which a teacher 
attains and keeps a well-ordered and a well-kept school room? His own 
health has much to do with it. Success as a teacher is attained with 
more ease when the teacher is feeling physically fit and is in a good humor. 

A low but firm tone of voice is one of the best means of securing group 
control. 

One reason young teachers are tired at the end of the day is because 
they have wasted their energy in needless and fruitless motions of hands 
and body. Teachers should try to avoid such mannerisms as the rolling 
of a piece of chalk in the hands, the shoving back of the hair, or playing 
with a string of beads, ties, and the like. 

The test of a successful day is to find one’s self at four in the afternoon 
almost as eager and energetic as at the beginning of the day. This 
condition obtains when there has been normal, natural, true living 
together of teacher and class. 

Worry, not work, is what wears on teachers. It is fretting, hurrying unduly, 
and habitually finding fault with everything connected with their work 
that causes frayed nerves and depleted energy at the end of the term. 

A teacher’s personal appearance is, in a large measure, indicative of his 
mental and physical health, and affects his teaching. To feel well- 
groomed and suitably dressed increases self-respect. 

Teachers cannot well afford to wear to the classroom extreme styles. 

Children like to see their teachers well dressed; they tire of seeing the 
same clothing worn day after day. 














532 ELementary Scuoout Principars 





—EEE 


Summary—aA friendly faculty meeting, held in the school build- 
ing before the regular classroom work starts, helps both teachers and 
principal in the work of the entire year. 

When teachers set up objectives and standards, the classroom visits 
and discussions which follow can be made more impersonal. This 
plan does much to eliminate the self-consciousness of teachers when 
a supervisor visits them. 

If a teacher wishes visitors and supervisors to enjoy his work and 
think well of it, two things are prerequisite: (1) a room where the 
children are working and living happily with their teacher; and (2) 
a room where neatness, loving care, and thoughtfulness are evident. 
Most important foundation stones upon which to build successful 
classroom work are the health and happiness of the teacher. 


RTHOPEDIC children were usually found to be diffi- 

dent because of their infirmities and the subsequent 
tendency to keep them in the background. It was our belief 
that placement with normal children might overcome this 
feeling of inferiority and help in the first social adjust- 
ments.—Jessie M. Shedd, see Chapter VII 














ild- 
and 


sits 
‘his 


nen 


nd 
the 
2) 
nt. 
Ful 








Tue Ninru Yrarsoox 5338 


TEACHER RATING AS AN ADMINISTRATIVE FUNCTION 


YERTRUDE B. HAMMOND 


Principal, Hyde Park School, Los Angeles, California 


RADES VARY according to the personal equation. Principals 
(. in Los Angeles are actively concerned with grades. They must 
meet with the inevitable reaction of parents to pupils’ marks as 
given out by their teachers and they face the regular quarterly rating 
of all teachers under their supervision. Between the grades for aca- 
demic progress, which are handed out periodically, often frankly dis- 
cussed, and compared, not only by children, but by the parents them- 
selves, and the marks of teachers for professional achievement, given 
by principals and superintendents (and in most cases known only to 
them), there is an unexplainable difference. No teacher would 
attempt to administer a class, with her pupils carrying the handicap 
of not knowing their teacher’s estimate of their individual progress. 
With just as much truth does a principal handicap school morale 
by withholding from his teachers objective estimates of the strengths 
and weaknesses found in their particular work. 

Supervisory and administrative rating—Perhaps a discussion of 
school organization, as the principal of the modern school sees it, will 
clarify this assertion. The principal is leader, and by this accident, 
not only directs the work, but passes upon it. The teachers, as co- 
workers, are putting into effect the policies of the school, and without 
cooperation on their part, the principal’s vision of the work could 
not be realized. The principal needs his teachers with him, not only 
in actual performance, which might be perfunctory, but in under- 
standing and sympathy. The latter qualities require frank and im- 
partial discussion. The result of this discussion, with a teacher having 
a proper amount of self-respect, will be that he makes an inventory of 
his virtues and faults, strives to correct his faults, and to bring out the 
characteristics acknowledged to be found wanting. To go further into 
this thought would bring us into another field,’ “ Supervision,” while 
our topic holds us to the field of “Administration.” The question is: 

Jan teacher-rating be a means of improving administration, which 
is the prerequisite for supervision ? 

The secret rating upon a general basis cannot affect faculty morale. 
In most cases, the mark is but an estimate, arrived at through general 
impression ; all too frequently, the mark is high or low, according to 
the harmony or conflict of personalities. Using this general scale, 


* Discussed fully in the “ Principal as a Supervisor,” Research Bulletin, National 
Kducation Association, November, 1929.—FEditorial Committee. 











Abe 4 


5B: ELEMENTARY Scnoot PrInciPALs 





the conscientious principal is fearful of eventual disappointment in 
the marks given, for the reason that in rating a teacher, “ who is 
personality plus accomplishment,” there are so many items that 
enter in to make up the total. 

Ilolding the feeling that a mark arrived at by general estimate 
would work an injustice upon teacher or principal, this one of the 
administrative acts came to be actually dreaded. Rating scales of al! 
kinds were examined as criteria for arriving at a fair grade. Finally, 
about three years ago, the situation was met indirectly in the course 
of “the day’s work,” and because it has proven effective in this 
particular instance, it is passed on to others. Since having arrived at 
a concrete basis for judgment, we have had the assurance that the final! 
grade, or general average, obtained by weighing carefully the relative 
merits of the one graded, is a just one, and strengthened by this belief, 


FIGURE 1—Teacuer-Erriciency Ratinc Carp ror TEACHERS IN SERVICE 
JupGe THE TEACHER'S EFFICIENCY BY! 
A. INsiGHT INTO THE ScHoou’s Funcrion as manifested by the relative amount 


of emphasis placed upon various phases of the work. 
Kxeeptional High Sufficient Low Meagre 


8. CoMMAND or THE Supsect-Matrer as manifested by her application of 
English, writing, arithmetic, history, geography, ete. 
Decidedly High Above Usual Below Decidedly Low 
©. Skit in INsrrucrion as manifested by the pupil’s accomplishment in ac- 
quiring knowledge, skills and ideals, appreciation and attitudes. 
Markedly Superior oxcellent Good Fair Markedly Inferior 


D. EFrecriveNess IN CLASSROOM MANAGEMENT as manifested by pupil-partici- 
pation, and teacher-housekeeping, individual adjustment, discipline. 
Ixceptional Excellent Good Fair Questionable 
KE. Asttiry AND WILLINGNEss To CoopEerATE as manifested by the relation exist- 
ing with pupils, associates, superiors, and others. 
Unlimited Above Average Limited Slight 


FY. Caracrry ror Work as manifested by vigor in mind and body, good eve 
sight and hearing, good voice, and the habit of industry. 
Maximum Above Normal Below Minimum 
CG. Desire ror Progress as manifested by systematic reading, professional 
study, association membership, writings and experiments. 
Very Decided Self-Evident Mediocre Little Unapparent 


2rd vida arora arasae PL areal tar ear ee IR 5 occ 6 cidand dines 


INstrRuUcTIONS To RATER: 


Your opinion of the teacher's rank with respect. to any given item, is noted by 
« check on the line provided to represent by its length the Torar PossiB.t 
Rance of standing from highest to lowest. The check may be placed anywhere 
along the line to indicate the teacher's relative standing. 








V 


) is 
hat 


ate 
he 


all 


al 
ve 








Coad 


~EeTRMI O 


ae 





Tur Ninru Yrarnoox 535 


we are able to proeeed with the courage born of mutual understanding 
between teacher and principal. 

A state-wide survey—In June 1926, to aid in a survey being con- 
ducted by the state teacher-training institutions of California, princi- 
pals were asked to mark certain of the graduates of these institutions 
who were teaching in their respective schools. Figure 1 is a copy of 
the card upon which the estimate was to be made, the check to be 
indicated on a “ sliding ” seale, the adjective qualifying the service 
(us found beneath the line) to be used as an aid to the rater in 
formulating his judgment. Emphasis was placed upon this point, 
“In placing the check, it is the distance from the ealremes that must 
he considered.” 

Because of the comprehensive scope of the items upon which the 
rating was to be made, the card was accompanied by an instruction 
sheet, describing each item, giving sub-heads which were to be 
inferred as elements included under the general item. This instrue- 
tion sheet, even more than the card, supplied the concrete basis 
which the writer had been searching for as a guide in teacher-rating. 
A copy of the rating card, together with the qualities enumerated by 
the committee as belonging under the larger items, was made for the 
bulletin board; later it was taken down to be made into a bulletin for 
each teacher, and a teachers’ meeting given over to discussion. The 
summary handed out to the teachers included the following items: 


IreMS TO BE ConSsIDERED IN Usina Ficure 1. 
A. Insight into the school’s function: (Exceptional, high, sufficient, low, meagre) 
a. Strives for the development of ethical character 
b. Establishes citizenship ideals 
c. Stresses petty skills 
d. Emphasizes child-welfare 
B. Command of subject-matter: 
average, decidely low) 
a. Possesses particular skills and knowledge 
b. Evidences liberal culture 
c. A master of theory of subject presentation 
d. Shows readiness to draw from related fields 
e. Influence on class toward delight in lessons 
f. Inspires pupils toward scholarship through own scholarship 
(Markedly superior, excellent, good, fair, markedly 


(Decidely high, above average, usual, below 


= 


. Skill in instruction: 
inferior) 
a. Ability to impart knowledge 
b. Ability to fix skills 
c. Ability to establish attitudes 
d. Ability to convey ideals 
e. Comparative readiness of the class to learn 
f. Kase with which the class is stimulated 
g. Thoroughness of participation of members of class 
h. Self-reliance and initiative shown by class as a whole 








536 ELEMENTARY Scuoout PRINCIPALS 





a 


D. Effectiveness of classroom management: (Exceptional, excellent, good, fair, 
questionable) 

General spirit of the room 

Ease of movement among the pupils 

Economy of time and materials 

Inconspicuousness of control 

Pupil-teacher and pupil-pupil relationship 

Teacher’s care of hygienic conditions 

Neatness and attractiveness of -room and desk 

EK. Desnseiion: (Unlimited, above average, average, below average, slight) 

a. Pupils seek teacher for advice 

b. Pupils respond to his desires 

c. Absence of unfavorable criticism 

d. Helpfulness in correlating work with others 

e. Accurate reports on time 

f. Response to constructive criticism 

g. Active participation in teachers’ meetings 

h. Accepting necessary extra-curriculum requirements 

i. Ability to grasp schedules and school regulations 

j. Conscientious faithfulness to the interests of the school 

Capacity for work: (Maximum, above normal, normal, below normal, 

minimum) 

. Mental vigor 

. Bodily vigor 

. Ability to attempt extra-curriculum work without tiring 

. Enthusiasm radiated in work 

Reserve of power as shown by voice and movement 

Amount of zest in taking on extra work 

G. Desire for progress: (Very decided, self-evident, mediocre, little, unapparent) 
a. Member of professional associations 
b. Subscriber to pedagogical magazines 

Reader of current literature 

Welcomes opportunity for research 

Invents and likes to experiment with new educational ideas 

Passes on his knowledge for good of all 

. Undertakes university classes and professional service 

*H. Pensed character, outwardly manifested: (Superior, strong, average, doubt- 
ful, weak) 

. ‘Standing in the community 

. Ability to analyze character and motives 

. Ability to estimate own work 

1. Sense of humor 

e. Sense of justice 

f. Innate refinement 

g. Courtesy and tact in meeting social situations 

h. Talent in special lines 


R ml ee oe 


> 


F. 


-onhae oer 


Ro fe 


ae op 


Carrying over the survey technic into local practice—The follow- 
ing school year, at mid-semester, the superintendent called for a 
report on all teachers who taught in the individual schools. This 
report differed from the regular quarterly report, wherein teachers 
were grouped in classes, as “superior,” “ strong,” “ average,” 
“ doubtful,” and “ weak.” The new report called for numerical 
ranking, in which no two teachers might have the same marking. 


* (Latter, taken from other rating scales) 




















-_— 


— rm wt 





‘air 


’ 


RR oe 


~ SREP MNRR RPE 


— 











Tue Ninru YEARBOOK 537 





Each principal was to list his teachers in numerical order as 1, 2, 3, 4 
and so on according to his opinion of their relative proficiency in the 
performance of their work. Three weeks were given in which to 
arrive at this judgment, allowing “ sufficient time for new principals 
and principals having new teachers to observe the work of their 
teachers to such an extent that they might rale intelligently and 
fairly, Au. teachers in their schools.” 

It was then, when confronted by a seemingly impossible task, that 
the scheme just put into effect in our individual school proved its 
worth. Again were brought out for consideration the Instruction 
Sheet, and the “ Teacher-Efficiency Rating Card,” sent out by the 
State committee at their survey, and the “ Teacher-Rating Seale,” 
evolved and formerly handed out to our teachers as a guide in self- 
rating. Using these as bases for judgment, a system of scoring by 
plus and minus was worked out so that the final score would auto- 
matically rank the whole product, instead of allowing some striking 
phase of that teacher’s work, to determine the grade. 

The plus and minus score was as follows: Let 1 (or plus 1) indi- 
cate the “ average ” ; much better than average, in respect to the trait 
being measured, or “‘ strong,” was marked plus 2; and the “ superior,” 
or exceptionally strong in this trait, was credited with plus 3. On the 
other hand, lacking somewhat the quality being weighed, this lack 
was indicated by a minus 1; where the teacher was totally without 
the quality, a minus mark of 2 indicated the fact. The final score was 
high for the teacher who stood out in a positive sense, as the pos- 
sessor of the necessary elements of teacher-strength; it was low in 
the case of the teacher, who because of apathy in her work, or because 
of registering a negative bent in respect to the trait mentioned, de- 
served a low mark. Since the traits measured and weighed were 
expressed as actual manifestations, made evident through the 
teacher’s own personality, and the attitudes set up in his sphere of 
influence, a plus and minus score was possible. Indication that the 
impersonal score indicated the teacher’s relative rank within his 
group, scored on proficiency of performance, was a just one, was 
established by the agreement which existed in main between that 
ranking and the grouping within the quarterly reports. 

Recommendations—Such a procedure does not need to be carried 
through frequently. Its value lies in giving definiteness and justice 
in a situation which is so easily influenced by personal reactions. 
Besides the satisfaction afforded the principal by having found a 
tangible scale for a basis of making an estimate of proficiency, there 





538 


are reactive values upon faculty morale. We summarize these as 


our eonelusions: 





Such a seale gives a teacher an objective standard by which to evaluate his 
administration within his own room. 

It. gives a teacher a gauge by which to estimate his suecess or failure in thy 
teaching-act. 

The scale reminds the teacher that he must give an accounting for the grades 
which he passes out as an administrator over his class. 

It impresses upon the teacher that professional grades are no more static than 
are children’s grades. This fact. once recognized corrects automatically the 
attitude of some teachers to rest on past. reputation, and to constantly refer 
to it when a criticism of his work is suggested. 

It. provides an object lesson to the “ one-room teacher,” by which term, mean- 
ing the teacher who feels that his success or failure in following prescribed 
regulations within his individual classroom is all that is required. Such a 
teacher fails to see that. his individual elass is only one within a larger unit, 
and has its place only by virtue of fulfilling its purpose in the great scheme 
of education. 

Finally, we have found that items of this scale which refer to the professional 
standards proved the stimuli most effective to open up the minds of the 
group professionally. It is no longer debatable whether or not we are to 
identify ourselves with the organizations which have as their object. the 
promotion of education, local, state, and national. We are a 100 percent 
school, and are justly proud of that record. New teachers, entering our school, 
fall into step cordially, impelled by a true concept of professional responsibility 


KEFORE mailing the questionnaire found on page 135 
the reader should consider the policies‘of the Editorial 
Committee as set forth in the Preface. 








as 


RIN Ta Tay 


i oO 








CHAPTER XII 
THE EXTRA-CURRICULUM ACTIVITIES 
THE PRINCIPAL AND THE BOY SCOUTS 


I. Vicror BurGER 


Principal, Public School 39, Staten Island, New Yori 


to work toward the goal of his philosophy of education. It is 

through administration that he becomes the inspirer of his teach- 
ers and pupils, and exercises a most desirable creative school con- 
trol. He promotes pupil responsibilities which develop power, initia- 
tive, and social and economie usefulness. Every detail in the demands 
of his administrative pattern, if effectively exercised, points towards 
the proper and balanced development of the child. 

Kelra-curriculum activities as administrative funclion—-In a re 
search study lately completed on the functions and duties of the 
elementary school principal, 89 items are listed as comprising the 
administrative scope of this official. [xtra-curriculum activities, on 
the average, comprise 7.54 percent of the entire time of the princi- 
pal.’ It is rather surprising to note that so little attention is given 
this important division of administrative work. Through the me- 
dium of extra-curriculum activities, the principal is enabled to sound 
the depths of the children’s desires, ambitions, sorrows, joys, defeats 
and successes. From nine to three o'clock the barrier of formality 
lies between the principal and the children, and hinders his attempts 
to get close to them. At his approach they withdraw into their shells 
und remain adamant against his overtures. Extra-curriculum activi- 


i ADMINISTRATIVE duties of the principal permit him 


ties, however, furnish a ready means of removing the barrier, the 
veil that induces misunderstandings and heartaches on both sides. 
The principal meets the children on an equal footing, solves their 
personal problems with them, gives them an inkling into his problems 
and in this way promotes a spirit of cooperation and an understand- 
ing that he can never hope to achieve through the conventional chan- 
nels of school work. 

Underlying principles of extra-curriculum activities—Extra-eur- 
riculum activities should be given more emphasis both in degree and 

*“ The Functions and Duties of the Elementary School Principal According to 
Research Studies,” The Seventh Yearbook, The Elementary School Principalship, 
Vol. VII, No. 3, p. 183-185, table 22, April, 1928. 

[ 5389 ] 








540 ELemMentTARY Scuoo.t PRINCIPALS 





in time by the principal in the performance of his administrative 
duties. The underlying principles of this new tendency in modern 
education are so fundamental that no progressive administrator can 
hope to function with satisfactory efficiency unless he decides to make 
this important phase of education an integral part of his work. 

The first of these principles is a recognition of individual dif- 
ferences in children and of the need of a program to meet their needs. 
Children differ in ability, aptitude, sex, probable careers (educa- 
tional and vocational), social status, moral atmosphere, and in num- 
erous other ways, which make it imperative to utilize the social 
instinct and the socializing, integrating factors important in estab- 
lishing a common basis of feelings, aspirations, and ideals essential in 
a democracy. 

A second underlying principle is found in that simple statement of 
fact which is almost axiomatic, namely, the best preparation for life 
is living, and the best training for citizenship in a democracy is citi- 
zenship in a democracy. If this be true, both curriculum and extra- 
curriculum activities should be such that they approach and possibly 
reach life situations. 

The third underlying principle is the equalization of opportunity, 
a democratic ideal. Whether a student is notably dull, studious, 
clever, rich, poor, handsome, or ugly he should have an equal oppor- 
tunity to be a member of a school organization which ought under 
all cireumstances to be organized upon a basis of democratic society. 

A fourth underlying principle recognizes that extra-curriculum 
activities are educative only when they develop qualities that make 
for complete citizenship, notable leadership, initiative, cooperation 
and intelligent obedience to authority. 

A fifth underlying principle is the one given by Dr. Briggs’ as 
follows : 

It is the business of the teacher to teach the pupil to do better the desirable 
things he will do anyway; to reveal higher types of activity; to make these desired 
and to an extent possible. 

A sixth underlying principle is one in which there is almost gen- 
eral agreement. Extra-curriculum activities should have their foun- 
dations, in most instances, in the curriculum activities and should 
help to motivate them. 

The seventh underlying principle is of distinct value in that extra- 
curriculum activities have a definite moral force.” 


‘ Briggs, T. H. The Junior High School. 
* Foster, Charles R. Extra-Curricular Activities in the High School. 








me are fee yaervet = 
oe ARE INS 


ce TeR ATR RS SRE 





no 
th 
th 
ag 
lif 





lif- 


ial 





— TET ot SERRE Ee 


hl cits + 





Tue Ninru YEARBOOK 541 








Outside agencies as aids to principal—Principals frequently ean- 
not achieve the organization of extra-curriculum activities without 
the aid of numerous outside agencies. It is the function, therefore, of 
the administrator to familiarize himself with every avenue and 
agency that can assist him to prepare the child to enter upon a 
life career which will satisfy the latter’s needs and promote the wel- 
fare of the community, be they local or national. These agencies sur- 
round him on all sides and are willing to lend their unstinted coop- 
eration. Among the most potent is the Boy Scouts of America, highly 
organized and efficient in operation. 

Scouting an adolescent activity—The activity which makes a 
strong appeal to the adolescent lad is that of the Boy Scouts. Just how 
do the Boy Scouts of America assist the principal in developing a 
boy into a happy man? Let us consider physical education first. 
The new movement in health education stresses free play and more 
or less unsupervised arrangment of games. The teacher is present 
merely to act as arbiter in the event that disputes arise. He neither 
directs nor organizes the games. The children choose their own 
games, their own leaders, and devise their own rules. Boy Scouts are 
trained in wholesome games, team play, songs, and stunts. The ma- 
jority of the Scouts go to school and act as the nucleus in school groups 
for the training of the entire group. The trained group interests the 
others to the point of emulation, and gradually a large number of the 
latter begin to go on hikes, to camps in the summer, and, in general, 
to participate in the energizing outdoor program of woodcraft, camp- 
craft, handicraft, and healthcraft that the Scout organization provides 
for its members. James E. Russell, former dean of Teachers College, 
Columbia University, said about Scouting, “It exhibits positive 
genius in devising situations that test a boy’s self-reliance and full 
leadership.” 

A great part of the Scout program is devoted to character training 
and in this regard is of invaluable assistance to the principal in the 
administrative performance of this school duty. Character develop- 
ment is derived through service in fulfillment of the daily good turn, 
the Scout ideals expressed in the Scout oath and law, in the associa- 
tions with men of character, and in a wholesale group life among 
boys in patrols and troops. 

As a means of instilling ideals of patriotism, no other organiza- 
tion excels that of the Boy Scouts of America. Dean Russell says, 
“The Scout program is essentially moral training for efficient citi- 
zenship. The entire organization is a machine capable of working 
wonders in fitting the boy to assume the duties of the American 











542 E.ementary Scuoort Princrears 





citizen.” Citizenship is realized by training through recoguition 
and service in the home, church, school, community, and also throug) 
national service projects which engage the entire Scout movement. 

In the matter of vocational guidanee, Scouting does much to 
supplement the work of the school. The principal finds this phase of 
his work a perplexing problem and will do well to seek the assistance 
of the Scout organization which provides vocational guidance through 
the Scout Merit Badge projects. Merit badge activities include 8§ 
laboratory experiments in the arts, sciences, trades, and professions. 
Expert architects, accountants, printers, carpenters, machinists, 
artists, lawyers, musicians, and leaders in many other trades and 
professions are lending their cooperation in time, skill, supervision, 
advice, and, when the oceasion warrants, their influence in placing 
the boy in an environment that will give him every opportunity to 
develop the special aptitudes which he possesses. The records of the 
Boy Scouts of America point to thousands of boys that have received 
vocational guidance from th _anization, and through this means, 
especially in cases of wt" ,uency, Scouting has been able to 
straighten out the bends of maladjustment. 

School service of Boy Scouts—The training that the Boy Scouts 
undergo makes them especially useful in the field of service. Direct- 
ing activities of playground; serving as fire guards and _ safety 
guards ; rendering first aid; providing nature exhibits in classrooms; 
promoting thrift and saving; assuming traffic duty; acting as ushers 
at patriotic exercises; having charge of fire dismissals; protecting 
school property and grounds, and engaging in other projects involv. 
ing special honor or trust. Scouts may act as leaders in carrying on 
club work, in gardening projects, in directing unsupervised game 
periods. They may be chief aides to teachers as marshals on class 
excursions, and as uniformed representatives of the school at pub- 
lie functions. This kind of work enables the boy to develop a phil 
osophy of life of the highest kind, “ Service to Humanity,” and in 
so doing, inspires him with a spiritual satisfaction, a spiritual hap- 
piness, and above all establishes a state of supreme well-being. 

Relation of Scouting to curriculum work—All the aims ani 
achievements of the Boy Scouts synchronize so perfectly with the 
objectives of the school that the modern principal feels impelled 


to organize a troop in his own school. As one of the underlying — 


principles in extra-curriculum work indicates, Scouting can be made 
to have its foundations in curriculum activities and can be so em- 
ployed as to motivate the lessons in the latter. It is naturally linked 
with studies in nature work, history, civics, geography, map work, 





an 
meé 
an 
fie 
i 
of. 


pe 


or, 
In 
fa 
fo 


Sc 


th 
of 


Loni 


igh; 


its 











Tue Nintun Yrarsnoox 543 





and literature. Seout projects can be so organized as to inelude 
mathematies and English. It is a strong force in socializing material 
and processes in curriculum work. It is a powerful force in the 
field of discipline and development of social responsibility. It is an 
invaluable link in bridging the school life of the child with his out- 
of-school life. Finally, it aids immeasurably in merging these two 
personalities of the child into one. 

Progress of Scout work in the schools—Interest in promoting the 
organization of Seout troops in the schools has become nation-wide. 
In Reading, Pennsylvania, the public schools made a survey of boy 
facts in the city which formed the basis for location of Scout troops 
to serve all boys of the council area. In Montelair, New Jersey, a 
school Scout association is operating in the interest of moral and 
civie training of a higher morale in school life. In Atlanta, Georgia, 
the publie schools provide a series of five lessons in Scouting as part 
of the regular course in civics. 

In Detroit, the organization a ' veneral supervision of school 
Scout troops is carried on by field +. ;: exeeutives under the direc 
‘ion of a joint board of 10 men, five ul whom are appointed by the 
school administration and an equal number appointed by the Scout 
Council. Sehool credit (one point in physical training) is given for 
Seout activity and the salaries of field Scout executives are charged 
to health education in the school budget. 

In Queens, New York, Public School No. 96 has worked out a 
plan of correlation which in reality absorbs the Scout program within 
the school administration. In Toledo, Ohio, the school board, at its 
own expense, furnishes the use of gymnasiums, auditoriums, athletic 
fields, and stadiums for Scout activities. rallies, meets, and demon- 
strations. Some of the members of the Board of Edueation, the super- 
intendent’s staff, principals, and teachers are actively serving as 
volunteer leaders, as Scoutmasters, commissioners, merit badge coun- 
selors and troop committeemen.’ 

The principal the logical leader in Scout work—The above ex 
amples indicate the type of work being done in a few cities in 1927. 
Today the files of the Boy Scouts of America reveal interesting sta- 
tisties to show that few communities of appreciable size in popula- 
tion lack at least one Scout troop. Too many of these troops are in 
the hands of leaders who are untrained and unfamiliar with the psy- 
chological and sociological demands of the adolescent. There is an 
urgent need for intelligent, sympathetic, and educationally fit leaders 


‘See Scouting in Relation to the Schools, Boy Scouts of America, Department 
of Education, 1927, p. 6-11. 








544 ExLementary Scuoo.t PrINcIPALS 





to assume the great responsibility of guidance to these young lads. 
The principal who appreciates the importance of projective inter- 
est in the scheme of education is the logical nominee for this impor- 
tant function. It falls most naturally in the list of his administra- 
tive obligations. 

Scout work and good supervision—Among the chief functions of 
administration is that of paving the way for good supervision. An 
accepted definition of supervision includes five points: (1) improve- 
ment of the teaching act; (2) improving teachers in service; (3) 
selecting and organizing subjectmatter; (4) testing and measuring; 
(5) rating teachers. The work with Boy Scouts contributes its share 
to the improvement in the teaching act. The teacher’s ability to 
‘arry on his work with pedagogical precision depends very largely 
upon the mental attitude and physical condition of both his pupils 
und himself. The physical training nature of the Scout program con- 
tributes toward bringing the child to a stage of physical balance. 
The understanding that develops as a result of the informal contact 
at Scout meetings promotes a readiness and eagerness on the child's 
part to cooperate with the teacher to the extent of inspiring him to 
unusual achievements. We find contacts between Scout work and good 
supervision (see points 1 and 3 above), since Scout work furnishes 
a wealth of material for socialization and vitalization purposes. 

Conclusion—We add that the principal who aims to be the wise 
administrator and the constructive supervisor will include in the list 
of his extra-curriculum activities that of the Boy Scouts of America. 
It gives him and his children the opportunity to know each other 
better; to cooperate in solving each other’s problem more effectively ; 
to train his boys to enjoy a completer living physically, mentally, 
morally and spiritually; to develop a philosophy of life based on 
service ; and to realize the fruition of his philosophy of education, by 
developing happiness in humanity. 





ISK administration in an elementary school recognizes 

the great importance of the right sort of publicity. The 
taxpayer is as much interested in the kind of school he is 
paying for as the principal who is anxious for people to put 
the seal of approval upon his work.—William Brady, see 
Chapter XIV 














lads. 


inter- 


npor- 
istra- 


ns of 
. An 
rove- 
(3) 
‘ing; 
hare 
y to 
‘gely 
ipils 
con- 
ince, 
itact 
ild's 
n to 
rood 
shes 


wise 

list 
"ica. 
ther 
ely ; 
lly, 
on 
, by 





SS 


or 
_ 
Cn 


Tue Nintru YEARBOOK 


THE SCHOOL PROVIDES MUSICAL OPPORTUNITIES 


JoHN S. Herron 


Principal, Lafayette Street School, Newark, New Jersey 


\\ THAT CAN the principal do to broaden the music work of his 

school? This article will give an administrative answer to 
the question. The purely cultural, social, and supervisory 
aspects of the subject will be passed over or touched upon only 
incidentally. 

The musical organizations or groups to be treated in this article 
are: (1) the rhythmic band of kindergarten and first grade; (2) the 
class in creative music; (3) the glee club; (4) the school orchestra ; 
(5) the harmonica band; and (6) the bugle, fife, and drum corps. 
Three of these will be treated in general terms and the others, in- 
volving greater administrative thought, will be outlined in fuller 
detail. 

The rhythmic band—This is one musical organization which every 
kindergarten can have and which is to be found today in most pro- 
gressive schools. The aim and purpose of the band is to develop the 
rhythmie sense in the pupils through expression of the most ele- 
mentary nature. In most kindergartens, the teacher-pianist will be 
the inspirational foree. A victrola, however, may prove to be a 
worthy substitute or, at least, a valuable supplement in providing 
the necessary musical selections. 

The equipment required is of a miscellaneous nature and inex- 
pensive. Most rhythm bands are supplied with one or two drums, 
five or six bell-clusters, one or two toy pianos, one or two bell- 
triangles, castanets, blocks of wood, clappers, drum sticks and cymbals. 

The kindergarten band is a delightful experienee for all children to 
participate in regularly. Given the opportunity, most children will 
develop a live knowledge and appreciation of the common time 
motions—four-four, two-four, six-cight, and waltz time. An expendi- 
ture of $10 will provide amply for all the necessary equipment, 
which may be bought at hardware, music, and five-and-ten-cent stores. 
The organization will develop leadership in the little tots and be a 
great source of pleasure to the entire school. Inexpensive uniforms, 
consisting of a hat, or a hat and a coat, may be made either in the 
kindergarten or by the girls’ sewing classes. No kindergarten should 
be without its band. 

The creative music class—In the Belmont Avenue School of 
Newark * something of an original nature in creative music work is 


* Warren A. Roe, principal. 
14 











546 ELemMentary Scuoot Princrpaus 








being attempted. Eight classes of first and second grades are being 
given a special and supplementary course in the development of 
creative music under the direction of two teachers. 

The pupils begin with time recognition and tone, learn to recog- 
nize both, and work out their own little rhythms and songs. Boys of 
the manual training classes have made a tone scale from pipes, and 
drums of various kinds. These have been supplemented by a number 
of wood and metal instruments except wind instruments, which 
cannot be used for hygienic reasons. Oatmeal boxes and coffee cans 
have been brought from home by the pupils and made into drums, 
the pupils using clothes-pins as drum sticks.’ 

In all classes, the pupils exemplify through dance the story the 
music tells them. In constructing their songs, the pupils learn the 
names of the notes. They make up little tunes and put words to them, 
using steps instead of a staff. 

A two-year course has been worked out by the teachers. At the end 
of second grade, they hope to have overcome the lack of rhythmic 
feeling in most of the monotonous and others slow at music. 

The aim of the course is to develop spontaneous expression in the 
children, with a close tie-up of rhythm, tone, song-making, and museu- 
lar activity. 

The glee club—In the Newark school system, every grammar 
school has at least one glee club; in many schools there are two. These 
clubs are for boys alone, for girls alone, or are mixed. The members 
of these groups are selected, not alone because they enjoy group 
singing, but also because they have shown complete mastery of the 
fundamentals of sight singing. For the most part, they are chosen 
from grades six, seven, and eight. The pupils are taught songs in two, 
three, and four parts by the special music teachers of each school and 
the results obtained throughout the city are outstanding. The groups 
meet for rehearsals both within and after school hours. Each school 
has, therefore, within its own organization a body of trained singers 
who are at the call of the school for special occasions. Annually there 
is held a public singing contest when all the glee clubs of the city 
participate. In many of the schools, the glee clubs are organized on 
a regular club basis with their own officers in charge. 

As an adjunct to the school, a glee club is invaluable. Given a 
body of pupils trained in the fundamentals of sight singing, an in- 
spirational teacher can mold these boys and girls into a musical 
organization which, for beauty and art, cannot be surpassed by any 
other musical group within the school. After all, what instrument is 
superior to the human voice? Some schools may lack trained instru- 


*See the manuals of Mrs. Coleman, Lincoln School, New York City. 


eee 











Tur Ninrin YErArBook 547 


mentalists, but all schools possess a wealth of natural beauty in the 
form of children’s voices awaiting the master hand. 

The school orchestra—The school orchestra is dependent upon a 
teacher who has been trained to play some musical instrument. Since 
the piano is the instrument which carries most of the fundamental 
harmony, the selection of a pupil who is efficient on the piano is 
very essential. The orchestra may be as large as the school talent will 
produce. In most school orchestras, violin players will be found to 
constitute the larger number. In fact, orchestral talent made up 
solely of violins and piano is quite common. Other instruments 
desirable are cornet or trumpet, clarinet, saxophone, cello, and drum. 
A school must start with the talent at hand and develop it. 

A teacher who has had no orchestral experience should not hesitate 
to start an orchestra. Many teachers have been aided by taking up the 
study of the violin or other instrument solely to learn the funda- 
mentals of correct technic. 

Assuming that the school of itself does nothing in teaching the 
various instruments, the principal, however, can do much by en- 
couraging parents to give outside instruction to their boys and girls. 
In this field, a zealous, interested principal may greatly influence 
the cultural atmosphere of a community. If a principal sets as his 
goal to have an orchestra in two or three years the odds are in his 
favor that he can accomplish his end if he directly works on the 
parents of pupils who show talent. 

In attacking his problem, the teacher will have to grade and select 
his pupils. A common standard of proficiency will naturally have to 
be set up. Looking to the future, the teacher will do well to encourage 
the beginners by taking them separately. It is recommended that a 
teacher starting an orchestra write to any well known publisher and 
have sent on approval graduated orchestral books from which diffi- 
culties have been eliminated and which are intended primarily for 
grammar school orchestras. Music houses which publish such books 
are Ascher and Company, New York City; Carl Fischer and Com- 
pany, New York City; and J. W. Pepper, Philadelphia. Once estab- 
lished, the zeal and interest of the pupils will carry along the 
organization. 

The harmonica band—As typical of what may be accomplished 
with the harmonica as a means of interesting boys and girls in music, 
the following brief sketches show how a suburban school principal * 
and a city school principal* have developed outstanding musical 
groups. 

*Park School, Nutley, N. J., Miss Ann Troy, principal. 

* Hawkins Street School, Newark, N. J., Miss Emma Lehlbach, principal. 











548 ELEMENTARY Scuoot PRINCIPALS 


Park School—In this school, the principal was interested in establishing the 
harmonica club as a means of discovering musical talent with the hope that 
some pupils would take up the study of other instruments later and qualify for 
the school orchestra. 

Locating one boy who played the harmonica “ by ear,” the principal had him 
perform in assembly and out of this grew the school’s wish for a club. On a call 
for interested pupils, 30 responded and were placed in charge of a volunteer 
teacher who at the time knew little about the technic of harmonica playing, 
except what she had studied from Hohne’s Handbook for Harmonica. The pupils 
were taught how to play the scale by note, each pupil being supplied with a 
carbon copy of the C scale. In a short time, they could play America and they 
gradually mastered other easy melodies. In the meantime, the teacher found it 
necessary to divide the group into an advanced and a beginning class, which she 
taught separately. 

During the second year, the advanced pupils were supplied with copies of 
The Harmonica Soloist; by Somer and their progress became marked. Today, 
the club consists of 70 members, divided into two groups, each of which meets 
one afternoon each week for rehearsal. A second teacher is now engaged in 
assisting, chiefly through the playing of piano accompaniments. 

The club has played at a local theatre on Rotary Club Day, before the Parent- 
Teachers Association, before various women’s clubs, and regularly at school 
assemblies. 

Hawkins Street School—In this school, the object of the principal in organizing 
the harmonica band was “to give opportunity to a large number of pupils to 
engage in extra-curriculum activity from which they could derive pleasure and, 
at the same time, render a service to their school.” When the call for players 
was made, 125 responded and were placed under the direction of one of the 
teachers. 

Rehearsals were held during school hours, the teacher devoting one of his 
teaching periods daily to the work. The pupils met in three different groups, 
the first few lessons being devoted to the technic of playing. In a short time, 
the groups were reorganized on an ability basis. From the advanced group, the 
school band was organized and the lower group became the “feeder” for the 
band. The rehearsals became varied. The two slower groups were given more 
time and the band met once a week and occasionally had extra rehearsals at 
noon. All members were pledged to a certain amount of practising at home 
and the band members often helped the slower pupils. 

The band played regularly at school assembly for marching in and out of the 
auditorium. Frequently, it played on special school occasions and regularly 
accompanied the school to the city athletic field games as an adjunct to the 
school’s cheering section. 

Uniforms consisting of white duck, trimmed with Yale blue, were made for 
all members of the band by the sewing classes of the school. Two drums, cymbals 
and triangles were added to give greater rhythm accent to the marching numbers. 
One of the members was chosen as leader. 


The bugle, fife and drum corps—For the past 11 years, the writer 
has organized and maintained a bugle, fife and drum corps in each of 
the three schools of which he has been principal. To form such a 
group, a qualified teacher would have to be found either within or 
outside of the school. In the present instance, the writer, being a 
cornetist, acts as teacher of the buglers, but employs a professional 


* Published by Irving and Davis, Philadelphia. 





a 


rrr 


Tue Ninta YEARBOOK 549 





teacher to instruct the fifers and drummers. Each group must be 
taught separately to make progress. 


Bugle instruction—The bugle is an easy instrument to master because only four 
tones can be blown: do, me, sol, do. A redeeming feature of this phenomenon 
(which all musicians will instantly recognize) is that, even if a boy plays a wrong 
note, the note will still be harmonious because it is one of the four tones of a major 
chord. When a pupil can play these four tones with confidence, he is then ready 
to master all the military and marching numbers possible on the bugle. Lessons 
are written out on large tag-board sheets which may be read easily by a large 
group. Pupils make their own copies for home practice. 

Fife instruction—Pupils are given mimeographed copies of the scale and a 
diagram of the fingering of each note. Because the fife contains all notes of the 
chromatic scale, it is more difficult to play than the bugle. An apt pupil will 
master the scale in two weeks and then be ready for a simple piece like Marching 
Through Georgia or Onward, Christian Soldiers. At the end of 10 weeks, the 
advanced class will be able to play five or six easy marches. 

Drum instruction—Classes are taught to drum first on rubber pads or on long 
wooden tables. Pupils are not permitted to use drums until they have mastered 
the fundamental beats. 

Costs—Naval G bugles cost $2.50 each; fifes, $1.75; drum sticks, 45 cents per 
pair; snare drums, $10.00 each; bass drums, $15.00 each. Each bugler and fifer 
buys his own instrument when he can afford to; in exceptional cases, the school 
fund provides. Drums, being more expensive, are bought by the school and 
remain the property of the school. The writer believes a boy will take more 
interest in something he has to pay for than in something given to him gratis. 
To make purchases easy for pupils, the school buys instruments in quantity 
at discount and the boys pay for them on easy installments. 

Instruction is free to all pupils. The professional teacher of the fifers and 
drummers is paid $5.00 for each lesson, which is given once a week after school 
hours, the time being divided between the two groups. For nine years, the 
services of this professional teacher were paid for out of the school fund but 
for the past two years the Board of Education has voluntarily stood the cost. 

The corps, which consists of between 30 and 40 boys, is outfitted in white duck 
sailor suits, white leggings, white sailor hats and black satin ties. The uniforms 
were made as a school project by the girls of the sewing classes. 

The corps plays at various school programs during the year and has participated 
in all school and municipal parades for years. 

Not all pupils “make” the corps. As a matter of fact, only one out of three 
boys will stick until he measures up to the standard for admission. Success in 
music, as in everything else, demands perseverance and practice. Scores of boys, 
through experience in the corps, have learned, at small expense, that they would 
not make successful musicians and money has been saved for their parents. On 
the other hand, many boys, starting on bugle, fife and drum, have advanced to 
more ambitious fields of music and are today making good as members of 
orchestras and bands in the city. 


Shall the school provide free instrumental instruction?—It is a 
question for debate whether or not a Board of Education is called 
upon to give free muscial education on the different instruments. 
However, in many school systems throughout the country today, this 
is taking place, to a greater or less degree. The work done in 
Rochester, through the beneficence of George E. Eastman, is having 











550 ELementary Scnuoont Princreais 


its effect in all parts of the country. ‘lo approach the ideal of Roches- 
ter, Boards of Education are going ahead in this matter, broadening 
their program of musical instruction. 

In Newark, a start was made this year when an accomplished 
musical director took over the supervision of orchestras, the organi- 
zation and teaching of the high school and elementary school bands. 
Afternoon classes are conducted on the various instruments of the 
band. East Orange and South Orange, New Jersey, carry on a 
full program of instrumental instruction in which both instruments 
and instruction are paid for by the Board of Education, the students 
being allowed to purchase the instruments if they so desire. In many 
systems, capable instructors are secured by the school to teach, in 
groups, pupils who desire to study the different instruments, the 
pupils paying the cost of instruction. In such cases, the cost of 
instruction per pupil is nominal, amounting to ten, twenty, or thirty 
cents. Any effort of the school to improve the musical opportunities 
of the pupils will pay large dividends. 





SUPERVISION means making learning conditions favor 

able for pupil growth. The most potent foree in this 
learning environment is the classroom teacher. Often good 
supervision involves the elimination of teaching handicaps 
more than it does the development of special skill. The 
trained school secretary can do much to. place the gilded 
dreams of supervision among the realities of practice.—F. H. 
luffy, see Chapter VI 




















FeSO 


Ssnesltadanamhnmiieenaniaammaaenanm 


5 RR ETE Tee 





Tur Nintru YEARBOOK 551 


THE SCHOOL CLUB DEVELOPS CREATIVE POWER 


Rosert P. Brooks 


Principal, School Number 8, Paterson, New Jersey 


OR A NUMBER of years the writer has viewed with considera 
Fi. displeasure the traditional educational scheme which places 

so much emphasis upon set tasks. Such a plan presumes much 
about future interests, and fails to provide for the development of 
the natural creative powers of boys and girls. In recent years, edu- 
eators have searched for devices to correct the weaknesses of the old 
régime. This awakening has resulted in the introduction of numer- 
ous innovations into the educational program. The school club has 
proven to be one of the most desirable forms of student activity. 

A rich program of club life in school is in line with the modern 
conception of education. School clubs provide in a large measure 
not only for the development of creative power in the individual, 
but also for the wise use of leisure and for worthy home membership. 

How we slarted—Some three years ago, the writer outlined in a 
teachers’ meeting his club plan. This was based very largely upon the 
following principles: 

1. Only those clubs should be introduced which seem to meet the 
aims of education. 

2. Sufficient clubs should be organized to provide for the varied 
interests of all pupils. 

3. Each club should be sponsored by a teacher who is interested in 
individuals as well as subjects, and who knows how to work with 
indirect and suggestive methods. 

After a full discussion of the entire plan, the writer sugested that 
we organize a few clubs which would meet after school hours. This 
plan met with opposition from both teachers and pupils. We there- 
upon postponed the program until such time as it could be made an 
intra-curriculum activity, because a club program can not be carried 
out successfully unless it has the whole-hearted support of both 
the faculty and students. 

When new class programs were prepared for the semester beginning 
February 1, 1929, the writer found that it would be possible to 
provide for one club period during the school day. The place assigned 
on the class programs for club activities happened to be on Wednesday 
from 1:00 to 1:40 in the afternoon. There was no difficulty at this 
time in getting 100 percent cooperation. Each teacher was asked to 
state his preference as to the club group which he would be the 
most interested in directing. 











552 ExLementary Scuoot PrINcIPALS 





The pupils of grades seven and eight were then made acquainted 
with the purposes and the possibilities of the entire scheme. Hach 
child was asked to state a first, second, and third choice for club 
membership. Wherever possible the first choice was accepted, for we 
believe that a child’s keen interest in a social group is essential for 
success. We also made it possible for a pupil to change from one 
club to another during the term if he became discontented and 
unhappy. In a few instances, we observed that it was desirable to 
give the children a little guidance in their selection. About a dozen 
pupils appeared to have no particular interest in any of the organized 
groups. These pupils were given other activities as all memberships 
were upon a voluntary basis. 

The clubs at work—FKarly in February, we organized the following 
clubs: art, cooking (for boys), dramatic, embroidery, first aid, folk 
dancing, (for girls), glee, mechanical (for boys), nature, and sewing 
(for girls). 

During the semester many members of the art club did soap 
‘arving. Others wove hand bags of wool on cardboard looms while 
others designed and painted muslin table mats. The boys’ cooking 
club, which was organized largely for the purpose of giving instruc- 
tion in camp cooking, prepared among other things, pancakes, tea 
hiseuits, and muffins. They baked cakes, made desserts, and prepared 
hamburger steak. 

The two dramatic clubs produced some half-dozen plays during the 
term which were featured at auditorium periods and on special 
occasions. There was considerable diversity in the embroidery club 
but most of the articles made had a very definite household use. 

Some very practical treatment in first aid was carried out in both 
theory and practice. The treatment and care of cuts, burns, nose- 
bleeds, the care of the sick room, bed making with the patient confined 
to the bed, as well.as numerous types of bandaging, were among the 
activities of the first aid club. 

Some pretty and interesting folk dances were taught to the girls. 
Several of these were given in costume at different assembly periods 
and one was featured at the commencement in June. In the glee club 
there was a conscious effort to have the children appreciate certain 
types of music as well as the actual singing of the selections. This 
club did creditable work and assisted most effectively at several 
programs. 

The boys of the mechanical club were engaged in various projects. 
Many pupils worked on radios. Some studied out wiring and wired 
electric bells while others were intensely interested in boat and ship 








ed 
ch 
ib 


g 
k 


( 


JS 


p 


ie | 


recta 





cane eat ack eats alt 


TREE ers 





Tur Nintrn YEARBOOK 553 





————————— 


building. The director of the nature study club made bird study and 
the appreciation of the needs for the preservation of our wild 
flowers the principal objective for the semester. Some members, 
however, became interested in the study and collection of local 
minerals. Others experimented in the making of ink, gases, and other 
chemicals. The girls of the sewing club made aprons which they 
presented on Mothers Day to their mothers and a few of the girls 
made extra aprons for their friends. 

Club activities during the current year—Shortly after the opening 
of school in September, 1929, the pupils of grades seven and eight 
were asked to state their preferences as regards club membership for 
the current year. Upon careful checking, we found that many of the 
clubs organized last year were very popular with the pupils and it was 
thought advisable to continue these. At the request of several 
teachers and many pupils, some new clubs were organized. The new 
clubs organized are story-telling, girls’ shop, faney cooking (for 
virls), and faney sewing. There has been no difficulty this year in get- 
ing pupils located in these social groups. So far, this term there have 
been only a small number of requests for change and all children 
appear to be deeply interested in their club activities. 

We have found by experience that the most popular clubs are 
those in which there isa minimum of the classroom atmosphere. We 
have also discovered that there is urgent need for the display of the 
particular activity which is being worked out by the various groups. 
Last term the boys of the cooking class staged for the benefit of the 
school the entire process of cake baking. This exhibit proved very 
entertaining as well as instructive. 

The principal should find many occasions for displaying all of the 
activities of the club groups. This year we are planning an exhibi- 
tion of club work at which time articles that have been made will be 
placed on exhibition. Several children in the Story-Telling Club will 
give stories, while the Dramatic Club will produce one or more plays. 
Prizes will be given in the presence of the entire school and a number 
of distinguished visitors. 

At some future time we shall organize other clubs such as the 
following : 


1. Crafts 2. Literary 
Basketry Book lovers 
Cartooning Debating 
Designing Writing 


Home makers 
Home nursing 
Whittling 











554 ELEMENTARY Scuoo.t PRINCIPALS 





3. Social science 4. Miscellaneous 
Civic—Know your city Bird and flower 
Historical Collectors—stamps, coins, and 
News minerals. 
Travel Acrobatic 
Dancing 


Indoor entertainment 


Results of a club program—We believe that a club program prop- 
erly promulgated has a distinct value to the school and neighborhood ; 
that it aids materially in a new and better relationship between 
teacher and pupil; and that it provides an opportunity for the child 
to explore, either for the first time or to continue the exploration, in 
a field in which he has a special interest. One of the most valuable 
accomplishments of a club program is to provide the child with useful 
and desirable activities for his leisure time, and to enable him to 
participate in the group life of the school. Such active group partici- 
pation has untold ethical and social benefits. 





Q*" “withdrawn ” child had lived for four years with 
her mother who kept boarders. These boarders slept 
days and worked nights. The child was hushed continually 
and not allowed to play with other children lest the noise 
awake the sleepers. By special school treatment she became 
friendlier, happier, and an active member of the school.— 
Katherine A. Brennan, see Chapter X 











Re ae 





p- 
5 


nh 





pee e 








PN eee aie or 


Tue Nintu Yrarsook 555 





CLUBS ENRICH THE CURRICULUM 


Forses H. Norris 


Principal, Robert E. Lee School, Richmond, Virginia 


UR CLUBS enrich the curriculum, but do not aim to substitute 
for regular class work. While there are a great many worth- 
while things that the school should do it would not be wise to 

include them in the course of study. Enrichment does not necessarily 
mean adding more subjects to the teacher’s overflowing day. We find 
that a elub period each week gives enrichment without adding any 
requirements to the prescribed load. 

Often the teacher feels obliged to put course-of-study requirements 
above everything else, even when he knows of better things to do. 
Extra-curriculum activities give teachers opportunities to work with 
their pupils in ways which their superiors have not prescribed. 
The teacher is put in charge of an activity that has no “ laid down ”’ 
minimum requirements, with no grading to worry about, and with 
freedom in choosing activities. 

Since our clubs do not try to substitute for regular work, they 
either supplement it or offer something that would not be given at 
all. While in many eases they are closely correlated with classwork, 
the purpose is to stimulate wider interests than would be possible 
with strictly subject clubs. 

Preliminary plans—PBefore starting club work, the proposition 
should be put up to the teachers and worked out with them. If the 
scheme is to appeal to children, it should be voluntarily entered into 
by teachers. Cooperation in planning and starting the clubs will 
create a feeling of teacher responsibility. 

Determining the kinds and number of clubs is the first problem. 
two plans are suggested: (1) find out the interests and abilities of 
teachers, and plan your clubs accordingly; (2) get from the pupils 
a list of the things interested in, and start from these. 

Good arguments can be found for each of the above plans. We pre- 
fer the first as we have used it and found it successful. Each teacher 
must sponsor a club and for that reason he should be given an activity 
which he knows something about. To ask a teacher to sponsor a club 
of which he may be ignorant would be starting the club under a 
distinet handicap. On the other hand to give him an activity he likes 
and is interested in means a challenge to him to “ sell ” it to his pupils. 

The second plan sounds more democratic and more in keeping 
with modern tendencies. We must not get. away from the fact, how- 
ever, that elementary pupils are very immature and need guidance 











556 ELEMENTARY Scuoot Principats 





more than anything else. Some of their interests are unworthv of 
development, can be developed elsewhere, or are too varied for the 
school to meet. It seems far better to list several worthwhile activities 
and allow the pupils to choose from these. In this way each pupil can 
satisfy at least one of his many interests. If this can be done (we 
have found it can) each pupil voluntarily can join a club which has 
personal appeal. 

Club organization and management—The elubs organized in Lee 
School sixth and seventh grades and some activities of each are as 
follows: 


1. Know your city—Visit historical shrines, clubs and their activities, and in- 
dustrial plants. Study local history, collect pictures, and make booklets. 

2. Literary—Edit school paper; make plays for assembly and patrons’ nights; 
read good books; write original poems and stories. 

3. Nature study—Nature walks; make bird houses; make nature booklets; and 

flower charts. 

Handicraft—-Make baskets, trays, desk blotters, vases, and silhouettes; painting. 

(This work is done in a regular classroom and does not require a shop.) 

. Music—Music appreciation; chorus singing; operettas; and glee club. 

Art—Charcoal drawings; color schemes for dress; cuts for Christmas cards; 

and painting. 

. Physical education—Drills (boys and girls separate); calisthenics; games; 

stunts; folk dancing for girls; and medal contests for boys. 

. Wood craft—Regular shop work; and airplanes. 


~ 


oN On 


Experience has shown that certain requirements and limitations 
must be put on these clubs. The physical education and music clubs 
are the only ones permitted to enroll over 20 members. They may 
have as many as 35 children. In such clubs as art and music, talent 
as well as interest should be considered. Since all pupils get opportu- 
nities to do art work in the classroom, it seems best to limit these clubs 
to those with some ability. The special teachers are usually willing 
to sponsor a club activity related to their teaching. 

In Lee School it was found that one of the most delicate problems 
was involved in making up the club rolls. It is a good procedure to 
have a special assembly at which the work of the clubs is outlined. 
Pupils may also be reminded that changes may be made at the end of 
a semester so that they may be in several clubs before leaving the 
school. In the rooms, the teachers discuss the matter with the pupils 
and advise as to the proper club to join. It is made clear from the 
first that in case a club is crowded, preference will be given the older | 
pupils. 

After a thorough discussion of the work, plans, and aims of each 
club, the pupil is asked to hand his name to his teacher stating the 
club he wishes to join and the reasons for his choice. The names are 
then passed to the club sponsors so the enrolments may be equalized 


of 
the 
ies 
an 
we 
as 


ee 


as 


in- 


ee 





n 
“I 


Tue Ninru Yrarrnook 


or any other changes made. A small mimeographed ecard as shown 


in Figure 1 will aid in this. 


FIGURE 1—Pureu. Cuoice Carp 
BN acre ater svere Seach ois Salsa a aw a aseeein eae Ae ask aed Oa RE eae i ea 


TNE TE, acc cadcceasees i ee RTE es Fre arin WA Bement ear 
Club Choices 


MIT 55.5 Fain 5 3G ines ale a) toe bch, hae a oes weialnig ard RRL ne We LR oN clea 
I a5, at sa ca ba aw la iseras oe A OU AOR Man Po 


ee RE Are ee iPr SPM fe ren, wranree marpner rrr rire Scurry oy i 











Oceasionally, it happens that a pupil can’t get in either his first or 
second choice of clubs. Since the groups should be kept on a voluntary 
basis, it isn’t in keeping with that spirit to place him where there is 
a vacancy. Usually by telling him the advantages of other clubs, he 
is glad to give one of them a trial. By providing clubs that have 
handwork or physical exercise we have eliminated the pupil who 
doesn’t want to join any of them. 

As the clubs are on a departmental plan, it is necessary to have a 
certain time for all. Changes can be made in the time schedule so 
we are able to set aside one hour per day. This hour is designated as 
the activity period and always comes at the last hour on elub day. 

3y coming the last hour the clubs that go on hikes or trips are able to 
vo without interference. The teachers welcome this for it allows them 
to earry on the work without hurry and interruption. 

Conclusions—N aturally the question arises: Are the clubs worth 
the time and energy given them? Let the teachers and pupils of this 
school answer. Last semester the following questions were submitted 
to over 200 pupils: 


1. Have the clubs made your school work more interesting? 
2. What have you received which otherwise may not have been given in school? 
3. Do you favor stopping the clubs? Why? 


All but one of the answers said “ yes” to the first question and 
“no” to No. 3. Practically all declared that it made school more 
interesting and enjoyable because they were able to do and to learn 
about things which might have been missed. 

The replies to No. 2 were many and varied. Usually the pupils 
enumerated the many club activities in which they had been engaged. 
One boy said he had learned to: 











558 ELEMENTARY Scuoot PrRincIPALS 





. Obey quickly 
. Work harder 
. Wait his turn. 


The following questions were submitted to the teachers: 


On 


1. Have clubs made the school work more attractive? 

2. Have they contributed to a better school spirit? 

3. Do they aid in character building? 

4. Have they lessened disciplinary and scholastic troubles? 

The teachers were unanimous in affirmative replies to the first 
three. They were somewhat divided on No. 4. Some were doubtful 
of any disciplinary benefits while others were positive of great help 
through the clubs. Some of the statements made by the teachers were 
as follows: 

The duller pupils are given a chance to excel in something. 


I have thoroughly enjoyed my club work this year, and hope it will continue. 
The children learned to work on a piece of work until it was done well. 


The clubs have provided opportunities for learning the interests of some children. 
They are a splendid way to develop a school spirit and to develop initiative. 


The chief values of these clubs are recreational and educational. 
There is a spirit of pleasure about them that makes the club hour one 
of pure enjoyment to many children. To me the chief value is that 
they have provided for an enrichment of the course of study without 
adding to the prescribed load of the teacher. They have been a means 
of widening teachers’ interests and pleasures. It affords the principal 
a splendid opportunity to say to his teachers: “ This is your hour, 
your activity, your interest; its success or failure lies largely with 
you.” 








CHOOL publicity is one of the most efficient means of 

informing the public about the new educational program 

of the modern school. It helps to break down misunderstand- 

ing and unjust criticism of the school.—Birdenia Bennett, 
see Chapter XIV 











a 











Tue Ninrn YEARBOOK 559 





VALUES OF A SCHOOL NEWSPAPER 


Raymonp S. MICHAEL 


Principal, Gregory School, Trenton, New Jersey 


HE SCHOOL PAPER has been accepted as an important fac- 
Titer in stimulating interest in the English work of junior and 

senior high schools. In contrast, many school officials in the ele- 
mentary field still view the introduction of the school paper into 
the lower grades with a rather critical eye. In the minds of many 
it is a so-called extra-curriculum activity of the secondary schools 
imposed upon the elementary school. These objectors insist that the 
elementary school child:is too immature to meet the situation, and 
therefore has no place in the elementary field. Many seem to feel 
that if the elementary school drills pupils in the fundamentals of 
reading, arithmetic, and spelling, it has done enough. Some fear 
that allowing the pupils to write for the school newspaper will mean 
neglecting the necessary drill in sentence structure, paragraph build- 
ing, and word study. 

A recent survey’ of high-school papers and their relation to the 
study of English shows that 98 percent of the teachers of the 145 
schools surveyed are convinced that the school paper is a far better 
medium for enlisting student interest than the writing of English 
themes. 

One of the major objectives of the elementary school is to teach the 
fundamentals of good English which are essentially the same for the 
journalist, the literary writer, or the ordinary letter writer. These 
essentials are learned when one can express his thoughts in clear 
and concise language. If the school paper is proving a valuable aid 
in stimulating the English work in the secondary field, it can safely 
be assumed that it has a similar value in the elementary field. 

This article describes the development of Gregory High Lights, a 
school paper published monthly by the pupils of the B. C. Gregory 
School, Trenton, N. J. For four years, our experiment has aimed 
to test the validity of the values mentioned above. The Gregory 
School is an elementary school of 664 pupils, kindergarten to sixth 
grade inclusive, located in the residential section of the city. 

Reasons for sponsoring a paper—The school has a two-fold pur- 
pose in encouraging and sponsoring a newspaper : 

1. To encourage all pupils in the art of self-expression 
2. ‘I'v discover and capitalize the individual differences of our pupils. 


* National Survey of High School Journalism conducted by Mr. Edwin Cates 
under the direction of Quill & Scroll Society. 











560 ELEMENTARY Scuoot PrRINctIPALs 





FIGURE 1—MImeocraPHeD HEADINGS IN ScHOoL Paper 























Tue Nintrn YEARBOOK 


561 





FIGURE 2—SprecimMen ARTICLES FROM THE GreGcory HicH LicuHTs 














MISS SMITH VISITS 


On Wednesday, October 2, Miss 
Smith, Supervisor of 5th and 6th 
Grades, came to visit our school 
We hope we lived up to our name, 
"Gregory Go Getters," by showing 
that we are working hard to get 
good results in all our subjects 
and that we are setting a high 
standard, 


SB1 CHOOSES TEAMS 


The 5Bl class has chosen teams 
of boys and girls, The captains 
are Horace Hunt and Robert Hemme. 
They both have very good teams and 
have named them the Army and Navy. 
They play together in both the 
yard and room, 


DOLL HOUSE IN 1B 


The 1B Class is making a doll 
house, Different pupils brought 
boxes, There are six rooms, They 
paper the walls. The outside will 
be painted. Among the furniture 
that has been made can be found: 
tables, chairs, beds, and divans. 
It is very nicely made. The work 
is cleanly and neatly done. The 
children are learning to work 
quickly and quietly. They are 
interested. 

















562 ELEMENTARY Scnoon PriIncivaus 


————. 


The possibility of capitalizing in our educational program the con. | 
tributions of children, seems to be often lost sight of through the | 
concept that children are being prepared for the future. Under | 
such theories we attempt to adjust children to some future society, | 
Of course, it is far wiser to encourage children to think and to | 
write of their own experiences in which they are vitally interested 
now, rather than of the hypothetical experiences of some far distant 
future. 

In addition to stimulating interest in the English work of the 
school, the paper tends to appeal to and capitalize the individual dif- 
ferences of children. This is in keeping with the new conception of 
education which takes cognizance of both the sociological and _psy- 
chological implications of individual differences. 

This principle of individual differences was applied in a very def- 
nite way at Gregory. Here was a child with a gift for writing but an 
inability to learn arithmetic. There was a child who could draw, 
but could not spell. Still another was unable to remember history and 
geography facts, but appeared to possess the qualities of an excellent 
leader. With the school paper as a medium it was possible to utilize 
the natural capacities of these children and at the same time to give 
every boy and girl in the school a chance for self-expression accord: 
ing to his or her own native abilities. 

The success of any worthwhile project, if it is to be in its truest 
sense a self-directed purposeful activity on the part of the children, 
naturally depends upon either their interest and desire to do, or the 
ability of the instructor to create within the children such an 
interest. 

Fortunately, in the case of our school paper the movement was 
initiated by the children themselves. Several sixth grade pupils, 
interested in high school papers brought home by older brothers 
and sisters, asked that they might have a school paper of their own. 
The question was submitted to the student body in an assembly 
period and was received with a great show of enthusiasm. Fifty-six 
different names were suggested by the pupils who themselves later 
selected the title Gregory High Lights by a process of balloting. 

After the pupils of the school had decided to have a paper the 
question was thoroughly discussed in a faculty meeting. The fae 


ulty and the principal carefully set up the following aims as worthy 


of attainment through this project: 


Tue Aims or a Scuoou Paper 


1. To give our boys and girls a chance to develop qualities of leadership. 
2. To encourage initiative. 


ele 
Ae 
to 

as] 
wh 
po 
dr. 
wa 
eli 
an 


as 


ag 





— ah 


he con. 
gh the 

Under 
society, 


and to | 
rested | 
listant | 


of the | 


f 
b 
k 
ke 
L 

\ 
; 


al dif. | 


‘ion of 


d_ psy: 


y defi- 
but an 
draw, 
'y and 
ellent 
itilize 
0 give 
ecord: 


truest 


(dren, 
yr the 
h an 


t was 
upils, 
thers 
own. 
mbly 
Y-six 


later 


ry the | 


fac- 


thy j 





Tue Ninrn YEARBOOK 563 





——_——_—————————— 


3. To train and develop good habits of citizenship such as: 

honesty 

. judgment 

. responsibility 

tact 

courtesy 

self-control 

. cooperation 

. group loyalty 

4. To encourage every boy and girl in the art of self-expression according to 
natural aptitudes. 

To contribute to the social welfare of the school. 

To encourage school spirit. 

To bring about. a closer relation between school and home. 

In general, to further the best interest of the school by letting the public at 
large know what we are doing. 


The staff and its duties—After a careful study of school japers 
which the pupils gathered from far and near, the paper was organ- 
ized with the following departments: 


FRmo nA TP 


uo 


oF 


* 


News Editorial Art 
Literary Sport Business 
Personal Jokes 


The pupils themselves decided that staff officers were not to be 
elected, but would be required to compete for the desired position. 
Accordingly, all aspirants for positions on the staff were required 
to write an article for the particular department to which each 
aspired. These articles were then submitted to a committee of teachers 
who selected those showing the greatest aptitudes for the various 
positions. Pupils trying for art editors were required to submit 
drawings of cover designs, department captions, or cartoons. In this 
way the danger of a self-perpetuating or clique-picked staff was 
eliminated and a staff selected upon the basis of merit was guar- 
anteed from the start. 

At the beginning of each school year all pupils of the fifth grade, 
as well as all pupils new to the sixth grade, are invited and encour- 
aged to compete for positions on the staff. In keeping with the 
established policy each aspirant submits his article or drawings as 
explained above. After careful examination of the material sub- 
mitted the editors and assistant editors are selected by the advisers 
who are best qualified to judge their fitness. This method of select- 
ing the staff is still proving very satisfactory. 

After four years of development and growth the number of depart 
ments remains practically the same, but the type and content show 
a big improvement over the original venture. In addition to the 
editor-in-chief the staff includes the following editors and managers: 


News editor Literary editor Business manager 
Sport. editor Who’s Who editor Circulation manager 
Art editor Exchange editor Production manager 











- 
we 

~ 
~-- 
— 


Miemenvarny Scnoo. Principane 


called associate editors, a sixth prade pupil is in charge of eae 
department with a fifth grade assistant. This arrangement assure | 


e 
the sehool of a proup of experien-ed editors for each successive vant 


KMiditor-in-chicef The editor-in-chief ia responsible for the general arrangement | 
and makeup of the paper. He also writes editorials, gathers material from thy 
clarsrooma and Iigh Light boxes, vorta these articles, and distributes them to 
the various departinent heads. He also keeps a complete file of all issues. The | 
editor-in chief is assisted in this work by two nswocinte editors ' 

News editors Veenuse of the large amount of work in this department, it has 
heen found advisable to divide the news into general school news and local or 
Classroom news, Mach editor reads and corrects all articles in his or her particular 
field, and helps with the headlines and subheads. The news editors are responsibk 
for the arrangement of their particular pages 

Sport editor The »port editor is expected to attend and write up all important | 
games and interscholastia contests. The interelass games are taken care of by 
the assistant editor. 

Laterary editor——Vhe literary editor with his assistant reads all literary contri. 
butions making all corrections and selections after conference with the advisor 
They have full charge of the literary department 

Who's who editor—TVhe duty of the who’s who editor is to keep in’ constant 
touch with every activity of the school and note those persons who are doing 
outstanding work along these lines 

Kachange editor—-The exchange editor reviews all papers received from other 
achools, He is constantly measuring the work of our staff against that of other 
achools, He is the authority on “ geod school activities.” 

Art editorsa—The art editors not only are responsible for all cover designs, | 
captions, and cartoons, but frequently help others, less gifted, get drawings into 
the paper, They also cut the stencils for all covers, captions, and notices. 

Business manager Since our paper contains no commercial advertisements, thy 
most important duty of the business manager is to plan and carry through 9 
suecessful subscription drive in the fall. This pupil collects all the money and 
keeps a strict aecount of the cost as well as the proceeds of the paper. He is 
also responsible for the sale of extra copies each month, and supervises the 
production and circulation of the paper. 

Circulation manager—The duty of the circulation manager is to see that each 
subscriber to the paper is supplied every month. He also assists the business 
manager and attends to the mailing of exchanges. 

Production manager—The business of the production manager is to sce that 
the mimeograph machine is kept in order. He handles the stencils from the time 
they leave the office where they are cut, and is responsible for the “ running off’ 
of the paper as well as the mechanical makeup of the same. 


| 


With the exeeption of the editorimehief who has two assistant 


Reporters—-Instead of a specified number of reporters as is the practice in | 


many schools, every pupil regularly enrolled in Gregory School is considered 
a legitimate reporter for the paper. 


The articles are written in the regular English period. They are examined and | 
rated the same as any other piece of written English. After correction, only the | 


best are selected as worthy of contributions for the paper. These are deposited 


in boxes, much resembling mail boxes, distributed at vantage points throughout | 


‘Boxes, similar in size and construction to home mail boxes, are placed neat 
the office and other convenient points about the school. Children may drop 
news items or articles in these receptacles any time during school hours. 


— 


the 


ela 


ye 
la 
() 





stants | 


f Cael 
ISSUTOs 


year, 


gem me oe tee 


wement | 
‘om the | 
hem to 
os. The 


Sag TmangIT 


» it has ; 
local or | 
rticular 
ronsibly 


portant | 
- of by 


contr 
ul visor 


ynstant 
» loing 


other 
f other 

ery 
lesigns, | 
zs into 


its, the 
nigh a 
‘vy and 
He is 


es the 


t each 
isiness 


e that 
» time 
y off’ 


ice in § 
idered ' 


d and 
ly the i 
osited | 
ghout ! 
b 
E 


neal & 
t 
drop | 


Thue Ninrin Yr arnoon Hoh 


the building. Articles on primary grade activities are usually written by members 
of the staff following an interview with the lower grade tenchers or a visit, to the 


classroom. 

Kinancing the paper — A subseription fee of 85 cents for the school 
year is charged. This payment entitles cach subseriber to nine regu 
lar issues Which appear about the fifteenth of cach month from 
October to June inelusive. It also entitles each subseriber to the 
special convention number, issued each year, telling of the activities 
of the delegates at the Columbia Scholastic Press Association Con- 
vention in New York City. 

An intensive drive for subseriptions is launehed by the Business 
Manager carly in the sehool year. The usual competition between 
classes is supplemented by posters placed about the corridors and in 
the classrooms. ‘This year’s business manager inaugurated the idea 
of hand bills distributed to cach and every pupil in the school. The 
results have been very gratifying. 

Mechanical production- -Mfter the articles have been corrected 
and arranged under guidance of advisors, the material is sent to the 
school office. Tere the stencils for the mimeograph machine are 
“tyne ent” by the sehool clerk. The stencils are then taken by the 
production manager who places them on the mimeograph machine 
and supervises the “ running off” of the same. 

After a sufficient number of copies of each page has been run off, 
they are placed on a long table in piles arranged from the last page to 
cover. When this has been done the “ stuffing squad ” takes charge 
and assembles the paper. The completed copies are then inspeeted, 
counted, and placed in units of twenty-five, after which the circu 
lation manager takes charge. 

Thus it is readily seen that every process in the organization and 
production of our school paper is a pupil activity except the actual 
type cutting of the stencils. 

Value of the project--The entire project takes in practically every 
child in the school. Drawings done by pupils even in the kinder- 
garten have been published. 

It has proved an excellent means of motivating the English and 
art. work, and of furthering the best interests of the school. Not only 
the children but the parents and friends of the school take pride, for 
the paper actually reaches more than 400 homes in the community. 

This type of activity also gives all pupils a chance to see things 
through to a successful finish. It gives rise to many situations through 
which desirable character traits are developed and strengthened. It 
gives children a chance to assume responsibility, to develop initiative, 














566 ELEMENTARY Scunoort Principaus 


and encourages creative effort. It tends to develop excellent school 
spirit by creating a keener interest in the aetivities of the school as q | 
whole. 

At every turn the staff members are forced to think things through 
for themselves, weigh their conelusions and form good judgments, 
They are encouraged to form correct habits of living with their 
fellow-workers, and tend to develop a sense of team work through 
coope ‘ative endeavor. 

Through the examination of exchanges the boys and girls of the 
school are given a constant measure of their accomplishment in terms 
of relative suecess. 

The project of a school paper can be an invaluable asset to any 
school, elementary as well as secondary, providing it is made a part 
of the regular school curriculum. The larger the number of pupils 
that participate in its composition and produetion, the greater will 
he the benefits to the school. A paper to be of greatest value to a 
school should be read by parents as well as townspeople of the com 
munity. This outside distribution tends to bring about a closer 
relationship between the community and the school. 

Such a project is in keeping with modern educational philosophy 
which emphasizes the fact, that, in order to have children enjoy to | 
the fullest the fruits of our instruetion, we must adapt our school | 
procedure to the vital interests of child life. 


ART III ineludes a list of approximately 180 local and 
25 state principals’ associations. Is your organization in 
touch with the activities of these groups ? 





2 REE EE I OEE oor = 


schoo] 


I asa 


rough 
nents, 
their 


rough 


f the 
erms 


) any 
part 
pils 
will 
to a 
com 


oser 


phy 
y to 
hool 





4 


TP 





O° RS SAORI seeps 





Tue Ninru Yrarsoox 567 


ENGLISH COMPOSITION AND THE SCHOOL NEWSPAPER 


Harmon Lutruer LOwMAN 


Professor, Austin State Teachers College, Nacogdoches, Texas 


HEN ONE thinks of the use of a school newspaper to moti- 

vate English composition, he is likely to focus his mind upon a 

high-school situation. There have been, however, many success- 
ful practical experiments in the use of the school newspaper in the ele- 
mentary school as a means of creating an added interest in written 
composition. Many schools are now engaged in issuing, in one form 
or another, some type of a newspaper which either in part or in its 
entirety is written by the pupils themselves. 

A project in this field was successfully supervised sometime ago by 
the writer in Manor, a rural town in central Texas. The English 
classes of the three-year high school at that place had assumed the 
responsibility of editing a bi-weekly newspaper of six pages which 
proposed in its policy not only to give complete school news, but to 
cover thoroughly the happenings of the local rural community as well. 
The title of the paper, The Manor Community News, indicated this 
purpose. The high-school pupils organized themselves for the project 
and launched it successfully. After several issues had come off the 
press, the two highest elementary grades became interested and 
through their English teacher asked permission to take upon them- 
selves the responsibility for one or two pages of each issue. The 
privilege of preparing this copy was granted them by the high-school 
organization. 

Training the pupils for newspaper writing—The next step taken 
by the elementary Knglish teacher was to prepare the pupils to write 
newspaper articles. While they did not propose to attempt anything 
which would require more than three paragraphs, it was necessary 
even in the case of the shortest article to follow some fundamentals 
which would apply to the correct organization of the facts in any 
news story. The pupils learned that every story must have (1) a 
lead, in which the main facts are given, (2) the first paragraph should 
contain answers to the well-known five W’s: Who? Where? When ? 
What? and Why ?, and (3) the succeeding paragraph or paragraphs 
should be an elaboration of the facts given in the lead. After a discus- 
sion the following principles for the writing of newspaper articles were 
deductively formulated by the pupils: (1) Be sure you have the 
news exactly right, (2) do not be satisfied with half of the story, 
(3) write the news before it becomes old, and (4) carry a notebook 
and pencil with you. 











568 Evementrary Scuoonr Principais 


For several days an attempt was made to master these principles 
through practice. Articles were written for practice exercise in news 
composition. A number of them were placed on the blackboard to be 
examined by the class. Newspapers were scrutinized to see if the 
rules were followed by reporters actually engaged in newspaper work, 

The teacher for each issue made appointments of an editor and an 
assistant editor in each class group. His knowledge of the individuals 
composing the two grades made it possible for him to distribute this 
responsibility among those to whom it would do the greatest amount 
of good. The editors were charged with the duty of collecting a list 
of possible news stories, and assigning these to the reporters on 
“ newspaper day.” The assistant editors were responsible for getting 
the articles handed in on schedule time the following day. The assign- 
ments were made only one day before they were due. In this way the 

‘project was presented only twice a month which allowed a sufficient 
rest period to prevent a feeling of monotony in the work. 

Correlation with regular English work—-All of this work was 
closely connected with the usual lesson teaching. The text used by 
the two upper elementary grades at that time was The Junior [igh 
way to English, by C. HW. Ward and H. Y. Moffett. Several examples 
of lesson procedure might be of interest. Lesson 10: “ Learning 
the forms for themes,” page 36, was studied by one class during this 
period. The explanation by the textbook of why it was necessary to 
have a composition in the correct form made an impression that was 
effective now. The children felt, perhaps for the first time, that there 
was a vital reason for writing in the approved way. Then, too, the 
printer of our newspaper insisted that good form must be followed 
before he would set the type for the story. 

The second lesson which follows in the text has for its heading: “ A 
three-paragraph story.” Now most of the news stories to be written 
by these pupils would be just this type of a composition. The first 
paragraph would be the lead and the next two bring out the one or 
two exciting parts of the story. There was a new interest to the 

pupils in the lesson that day. It is unnecessary to continue to show 
how the correlation took place; it is obvious to any teacher. It is 
sufficient to say that on the day for the newspaper work the principles 
developed in each of the lessons were used in a series of short 


newspaper articles rather than in uninteresting and artificial written ° 


compositions. 

Gathering the news—While it was necessary to secure a large num- 
ber of topics for each issue, there was little dearth of subjects. A 
group of rural pupils of the junior and senior high school age 


| 


nee eres 


ee 





gene. 
Afte 
astic 
with 
the ¢ 
read 
gest 
who 
the | 
to ri 
A 
rot 
indi 
thei 
wer 
and 
In 
the 
J 
fac’ 
par 
pro 
chi 
ove 
at 
rea 
eri 
| 

the 
me 
us 
the 
ve 


of 


iples 
1ews 
0 be 
the 
ork, 
l an 
uals 
this 
unt 
list 
on 
ing 
gn- 
the 
ent 


yas 





= NEES 7, 








Tue Ninru Yrarsoox 569 


generally know everything that is happening in their neighborhood. 
After they have received some training in this field and are enthusi- 
astic to secure information, they develop into excellent reporters 
with a sharp “ nose ” for news. Whenever there appeared a shortage, 
the editors had a list of possible sources of news which was slowly 
read to their groups giving them time for reflection after each sug- 
gestion. After the subjects for articles were listed, the class was asked 
who wanted to obtain each story. If there were several volunteers, 
the pupil who showed the most knowledge of the incident was assigned 
to run down the facts. 

After the articles had been prepared by the pupils, they were 
brought to the desk of the teacher for a conference. Mistakes were 
indicated only, textbook references given, and the pupils sent back to 
their seats to make their own corrections. Occasionally the pupils 
were informed that no corrections would be made for certain issues 
and the printer would be directed to make no changes in the copy. 
In each ease the articles were written as a class exercise in the room, 
there was no chance for an outsider to do the work for the pupil. 

Perhaps the greatest incentive to write correctly came from the 
fact that the pupils placed their names in small type and enclosed in 
parentheses at the head of their articles. When this idea was first 
proposed there was some objection to it on the part of some of the 
children. Ifowever, the objections had been anticipated and were 
overcome by the teacher who showed articles in leading newspapers 
at the head of which appeared the name of the writer. The children 
readily realized that under such conditions their work was open to the 
criticism of the public and, therefore, they did their best. 

Conclusions——What objective evidence does the supervisor have 
that the project was a success? He has none. No attempt was made to 
measure. It would be well for some teacher to repeat the experiment 
using the proper scientific technic. The question of whether or not 
the study of English composition was motivated can be answered 
very definitely. No longer were there complaints over the necessity 
of doing written composition; no longer did pupils state that there 
was nothing of interest for them to write about; no longer did they 
ask, “‘ Who cares for what I write?” This newspaper project moft- 


vated their English work. 











570 Erementary Scnoor Princrpears 


SCHOOL ASSEMBLY PRACTICES 


Mary I. Graves 


Principal, Ketcham-Van Buren School, Washington, D. C 


HE SCHOOL assembly as a theoretically desirable thing is 
W sothing new. The instinet to come together for the celebration 

of various events is inherent in all of us. Even the old idea that 
school was a place of “all work and no play ” could not wholly kill 
this tendency toward sociability. There were gatherings, of a sort, 
as far back as the history of school life is recorded. Doubtless we ean 
all recall school assemblies, not indeed always happy ones, but ocea 
sions such as Memorial Day, or Flag Day. Usually the several 
hundred children of a school were herded into a corridor and 
swarmed over stairs, to hear a well-meaning, but often prosy veteran 
talk for an hour or more on his glorious experiences in a long past 
war. These events were endurance tests, and some of us literally fell 
down under them. We appreciated and applauded the patriotism of 
the speaker, but the hoped-for values were considerably lessened by 
the physical discomforts of the scene. 

In those days, not wholly “ good” old days, no thought had been 
given to an assembly hall by the architeets of the elementary school 
building. It would have been considered a ridiculous waste of space 
and public funds; since the school régime of an old day would have 
restricted its use at most to three or four times a year. 

Our philosophy on school assemblies—Long before the citizenry in 
general dreamed of such a thing, teachers visualized the benefits pos- 
sible from assembly halls in our buildings. When the suggestion was 
finally made by some progressive soul, the community raised its 
hands in protest at the useless extravagance of the thing. Ilowever, 
by dint of much diseussion the idea began to take root, and here and 
there a community dropped its protesting hands and plunged these 
same hands into its pockets, producing the wherewithal to make 
the dream come true. So in the early days of the twentieth century 
a few of the new elementary schools were equipped with assembly 
halls. 


In 1908 the novel feature was included in the Ketcham School. 


This was the first elementary school hall in the eastern half of the. 


city, and one of the first in Washington. Determined to live up to 
our convictions that such a hall was for use and not for ornament, 
we immediately began to hold school assemblies, even though it was 
necessary at first to take with us newspapers and sit on the floor. 
Indeed this hall had its limitations. It was placed at the top of the 


| 
| 
| 





bu i 
stal 
lor 
we 
has 
] 
wor 
of 
enc 
req 
val 
bli 
Ou 
ass 
bec 
we 
Pr 
the 
pli 
shi 
ur 
de 
of 
sh 


, 
ri 


g is 
tion 
that 
kill 
sort, 
ean 
CCA- 
eral 
and 
ran 
vast 
fell 
1 of 


by 


een 
ool 
ACC 


ive 


a 

















Tue Ninrin Yrarsook 571 


building and was accessible only by two very narrow flights of wooden 
stairs at the rear, up and down which pupils could pass in single file. 
For a period the hall was closed by order of the fire marshal, so that 
we had to hold our gatherings in corridors, but the assembly idea 
has always been active among us. 

Eventually the worst defects in the hall were remedied. The 
wooden stairs were torn out and the space added to the floor space 
of the room. Excellent broad stone stairways were built at either 
end of the building and other minor changes were made to meet 
requirements of fire regulations. We consider this hall our most 
valuable material asset. It is kept in constant use for general assem- 
blies, music classes, lectures, parents’ meetings, and pupils’ clubs. 
Our general school assemblies are of three kinds: the morning 
assembly, the program assembly, and the special assembly. 

The morning assembly—Kach Monday we hold a general assembly 
because the faculty believe that this is an excellent way to begin the 
week. The assembly is somewhat in the nature of college chapel. 
Promptly at nine o’clock the classes from the third grade up pass to 
the hall where each class has its assigned section. Our musie teacher 
plays a march for the entrance and as soon as the classes are seated, 
she changes the martial notes to soft musie, during which the stand 
urd bearers for cach class walk quietly forward with their flags, 
depositing these in a rack in front of the platform. After a moment 
of the soft music, the assembly is opened by the principal reading a 
short selection from the Bible. The pupils then rise, repeat the Lord’s 
Prayer, and sing a stanza or two of a familiar hymn. After the 
pupils are again seated, necessary announcements are made. Oppor 
tunity is then given for any teacher or pupil to bring beforé the 
assembly any matter of which he or she desires to speak. Right 
here it may be well to state that pupils feel entire freedom to do this. 
Last week some one rose and told of a brave deed done by one of. our 
school patrol. At a recent meeting a third grade boy made the state 
ment that he thought the flag salute should be given more slowly and 
distinetly, a bit of good advice by which we’ve been trying to profit. 
Another pupil asked for the privilege of holding a club election in 
the hall. Many really valuable suggestions have been offered in this 
way, and the chief advantage is the feeling of freedom to do this. 
The children realize that it is a real family gathering to consider 
family interests. 

Another regular feature of this morning assembly is a report from 
each class on promptness in school attendance. As the class is called 
a representative of the room announces 100 percent or states the 











572 ELEMENTARY Scuoot PRINCIPALS 


es 


number of tardiness cases during the preceding week. It is gratifying 
to know that almost all of the reports are 100 pereent. Occasionally 
before closing the assembly a short poem or very brief selection 
is read. The last feature is the lifting of the flags by the standard 
bearers, the entire assembly rising to join in the salute and the 
singing of one stanza of the Star Spangled Banner. The classes 
then pass to their rooms, the entire assembly having occupied about 
20 minutes. 

The program assembly—Our second type of assembly occurs on 
each Friday afternoon. This might properly be called a club assem- 
bly for it is almost always in charge of one or another of our school 
clubs. Perhaps a word of explanation is needed as to these clubs. 
It is our belief that the school club is one of the valuable means of 
securing an excellent school spirit, while at the same time giving the 
children an opportunity to do some of the worthwhile things not 
included in the regular activities provided by the curriculum. For 
several .years we have maintained a number of these clubs during the 
last period Friday afternoon, open to pupils of grades six, seven, and 
eight. Pupils join the club which appeals to them, finding both 
pleasure and profit therein. The clubs are not organized to plan 
assembly programs, but when any one club has something worth- 
while to offer this offering is made to the school in assembly. 

The Dramatie Club, under able leadership of one of our eighth 
grade teachers selects and studies, and sometimes writes, simple 
plays. They frequently dramatize for themselves events in history or 
prepare little sketches to emphasize events, as The Boyhood of 
Lincoln, Opening the West, The Story of a Pioneer, A Hallowe'en 
Broadeast, and Forest Protection. The primary purpose of this club 
is, of course, to provide an outlet for the dramatic instinct strong in 
most children, and to develop their powers in this line. The presen- 
tation in a school assembly is the outeome—the sharing of their 
product. 

The same is true of our other clubs. One of our book clubs has 
done exceptionally fine work. Its aim is to cultivate a joy in read- 
ing and to become acquainted with some of the best in juvenile 
literature. In the course of their work and for their own pleasure 
they have made lantern slides illustrating some of their favorite 
books—Uncle Remus for instance and a number of Kate Douglas 
Wiggins’ stories. The characters of these books, and many others are 
real living friends, and sometimes the book club conducts an assem- 
bly to share with the rest of the school some of the joys they have 





LRT EIRENE RES 


LR REESE ET Gane aT Sem 


foun 
wher 
it. A 
and | 
O: 
all 7 
ever" 
Whe 
that 
T 
or § 
Som 
tive 
valu 
mob 
care 
T 
opp 
dur 
Gol 
on t 
seve 
The 
his 
lant 
tore 
of e 
I 
wer 
of t 
tim 
She 
30 
ae 
ago 
a 
it t 
jus 
Ch 
to 
sto 





a, 


‘Ying 
nally 
ction 
dard 
| the 
ASSES 
bout 


Ss on 
sem- 
hool 
lubs. 
is of 
r the 
not 
For 
* the 
and 
both 
plan 
rth- 


rhth 
iple 
y or 

of 
een 
‘lub 
x in 
3en- 
1eir 


has 
ad- 
ile 
ure 
rite 
rlas 
are 
2m- 
ave 


ents 





—— 





~ 


Tur Nintru YEARBOOK 573 








found. The Hand-Work Club also holds an occasional assembly, 
when each child exhibits his handiwork with a little explanation of 
it, Assemblies are also conducted by the Glee Club, the Story Club, 
and so on through the list. 

One Friday each month is devoted to the Bird Club, and in this 
all pupils from the third grade up are members. We believe that 
every child should know and love birds, so we start their study early. 
Whole pages might be written about our bird and beast pets, but 
that is another story. 

The special assembly—There is still a third type, the occasional 
or special assembly. These are held when the occasion demands. 
Sometimes a speaker comes from outside. Once a year a representa- 
tive of the Washington Dairy Council talks to the children on the 
value of milk or a similar health topic. Often the American Auto- 
mobile Association sends a speaker to keep before us the need for 
care in safety. Sometimes the director of music holds a song rally. 

Throughout the year many special occasions present themselves as 
opportunities for participation by all grades. One such occasion was 
during the week of October 21, when all the world celebrated “‘ The 
Golden Jubilee of Light ” and Edison’s achievements. Our assembly 
on this occasion consisted in a simple dramatization by a group of 
seventh grade boys purporting to be playmates of the boy Edison. 
They talked about him to one another so as to unfold a picture of 
his early life. Another class had prepared a series of charts and 
lantern slides illustrating the story of light, from the days of the 
torch to now. Other pupils showed and talked about different types 
of electric bulbs. 

Each year we make a great point of Book Week. Last year there 
were character portrayals in costume, each character telling a little 
of the story—enough to make other children want to read it. Some- 
times Ittle scenes from books are dramatized. Once we had a Book 
Shelf. There are so many ways to make splendid assemblies for 
300k Week. Of course there is always a Christmas play—either a 
“ready made” one or one of our own making. Four or five years 
ago one of our teachers wrote a very charming little sketch called 
“ Peter Pan and Christmas,” and this was so popular that we used 
it three different years. The last assembly before Christmas is always 
just a carol service, when many carols are sung, and one or two 
Christmas stories told. From time to time we have given assemblies 
to present something more elaborate such as, a history pageant, the 
story of knighthood, or an operetta. 














574 ELEMENTARY Scuoont Principars 


| 

Summary—l|t would be possible to extend this article indefinitely 
Probably enough illustrations have been given to show that oy | 
school assembly is a very vital part of our school life. It has proved | 
of great value in making for unity within a large school. It not only 
serves as a source of inspiration and pleasure to the children, by | 
affords a means of growth by developing self-reliance and a sense of 
responsibility for working with others and sharing with others. |) 
short, the school assembly is a wonderful help in character educa | 
tion, and will be found a stimulus to any school adopting it as a regy.| 
lar activity. 


: 
E 


KK President Hansen’s message on page 137. What are 
local principals’ organizations doing about the problems 
which Mr. Hansen raises ? 


od 


Fg Oe EERE OT TR 


Su 


: 


the : 
boar 
the : 
syst 
at tl 
out 
men 
eacl 
here 
sche 
sup 
the 
It i 
viso 

1 
are 
and 
gen 
uni 
me! 
ace’ 
his 
adn 

( 
libr 
sch 
libr 

7 
usil 
wit. 
res] 
pri 





nitely, 
at our 
proved § 
rt only 
n, but 
nse of } 
rs. Inf 
educa: | 
| regu ; 


iy 
E 


Pre Rirs 


| TT EARN ETH 


ee REBAR eT - 


a ed 





CHAPTER XIII 
THE SCHOOL LIBRARY AND MUSEUM 
THE PRINCIPAL AND THE SCHOOL LIBRARY 


MLizaABEeTiH Mapison 


Supervisor of School Librarics, Oakland Public Schools, Oakland, California 


LEMENTARY school libraries have been developed success 
Bitar under various forms of administration. In some school 

systems, the libraries are managed by the public library, serving 
the school system as an auxiliary agency. In other systems the school 
board operates a complete elementary school library system within 
the school scheme, placing a library expert in charge. Or, the school 
system may operate its own library system with a school executive 
at the head, and a trained librarian, or staff of librarians, carrying 
out the technical and professional part of the program. Or, ele- 
mentary school libraries may be centralized with delivery service to 
each school from a large central collection. The Oakland system 
here discussed is a departure in that it makes the principal in each 
school the local supervisor of the project, with a trained library 
supervisor advising the faculty, and the teacher-librarian, who, with 
the principal, are the real planners and doers in the library project. 
It is an organization in accord with the general trend towards super- 
visorial responsibility of the principal. 

The Oakland plan—The elementary school libraries of Oakland 
are organized as integral parts of the schools in which they flourish, 
and are the direct responsibility of the principal of the school, in his 
general program of responsibility for supervision. Herein lies their 
uniqueness, or at least their unusualness, since, in general, the ele- 
mentary school principal, while accepting mental testing, student 
accounting, architectual construction, and art instruction as among 
his daily responsibilities, has not, in many places, added library 
administration to his list of duties. 

Oakland had the tradition in its secondary schools of well-organized 
libraries, administered by the Board of Education, paid for from 
school funds, directed in each school by college and library-trained 
librarians and supervised by a library supervisor. 

The elementary schools made one departure from this plan by 
using for library operations especially selected teachers, with or 
without much special library training, and in placing the primary 
responsibility for carrying on the library project directly upon the 
principal, with the library supervisor as his adviser. 

{ 575 J 











576 ELEMENTARY Scuoot PriIncIPaALs 





For two years the venture was considered an experiment, and re. 
garded with corresponding enquiry, sometimes tinged with anxiety, 
sometimes illuminated with hope that seemed fairy-like. Noy, 
however, the mists of both doubt and romance seem to be clearing 


away from around the project, which is emerging into the daylight of 


common fact. We can observe what has happened now in terms of 
actual accomplishment. 


ce mean SIA Z IS e:? 


School libraries exist in all of the 50 elementary schools of the sys. 


tem. In 34 of the schools, the libraries have special rooms with eare- 
fully standardized library equipment, such as tables, 
pictures, catalogs, charging tables, librarian’s consultation tables, 


chairs, files for 


display boards and pinning spaces, textbook and supplementary book | 


alcoves or rooms, and with certain types of special service for further. 


ing the work. Last semester 115,000 library books (exclusive of text- | 


books) were owned in the 50 schools. Our last attempt at a circula- 


tion figure for the last semester rose to the 1,372,969 mark. Reading | 


attainment has steadily risen; public library borrowing has doubled; 
use of books and libraries in junior high school has shown improve- 
ment; students, teachers, and principals know more about books, and 
show an increasing desire to keep open and alert minds in book 


matters, and to desire eagerly to increase the gold to be mined from 


this quarter. 


How the plan developed—These results have been obtained by the | 


following details of administration : 


First, the superintendent of schools was book-minded, in the sense | 


that he desired the book to do all that it could legitimately do for the | 
child, and desired the child and the principal alike to do all that they | 


could to understand the power of the book, to secure the book for them- 
selves, and to know what to do with the book after they had received 
it. The superintendent believed that only when the principal came to 
understand the needs of the elementary child in the book world, 


would the best book service get into the elementary school libraries. | 
Under the superintendent’s direction, a group of principals was | 


organized each year, with certain carry-over members and certain 
new members, whose duty it was to study the elementary school 
library problem, and to report their findings to the general Elementary 
Principals’ Conference, from time to time. Also, the selected group 
of principals was responsible for the development of the library idea 
within their own schools, and for the spread of the idea throughout 
the city. When something good was attained in library procedure, 
other principals were invited to go and look at it. The trained library 
supervisor of Oakland sat as ex-officio member with these committees. 





a 


ob 
ele 
ge 





ee 


" 
nd re- 
Xlety, 
Now, 

aring F 
cht of | 
ms of | 
© sys Fi 
care: F 
»s for 
ables, 
book 
‘ther- | 
text- 

cula- | 
ding } 
bled; | 
rove- 

_ and 

book 


from 
’ the 


ense 
‘ the 
they 
1em- | 
ived § 
e to | 
rid, | 


ries, | 
i 


Seeatast thiesiesemneesnanent dali ee eee 


was | 
tain § 
1001 
ary 
oup 
dea 
out 
Ire, 
ary 
28. 





Tue Ninru YeARBOOK 577 


The first year the committee worked out a definition of the real 
objective of the elementary school library, saying at last that the 
elementary school library existed intrinsically for the purpose of 
getting the right book to the right child at the right time with the 
greatest ease and the greatest educational training to the child in the 
process. The “ right book ” here meant the best book or group of books 
selected from all the books in the field for that particular child, at 
his particular level of reading ability; “at the right time” meant 
when his interest was the greatest, involving careful correlation of 
book material with the classroom work ; getting to the child with the 
“greatest ease,” the principals found, meant smooth running ma- 
chinery of processing, cataloging, loaning, and other technies; getting 
the book to the child with the “ greatest educational advantage to the 
child,” meant teaching him how to use the book itself, its table of 
contents, its index, the library catalog, and other guides to book 
selection on the part of the child. The discovery of this definition, 
and all that it implied, opened up for the principals, themselves, the 
fundamentals of library selection and operation. 

In the second year, the next Elementary Library Committee under- 
took very definitely to determine the principal’s best procedures in 
carrying out his responsibilities towards this program. 

The committee found that the operation of a successful elementary 
school library in the terms of the definition adopted, depends upon the 
four following fundamentals: 


1. Wise book selection, fitted to the needs of the pupils and to the budget of the 


school. 
Classification and cataloging of material, to facilitate rapid location and han- 


dling of books. 
3. Establishment and operation of a flexible and accurate loaning system through- 


out the school. 
4, Systematic instruction of students in the use of individual books, and in the 


use of large groups of books, as in libraries. 

How the plan functions—Book money is budgeted to each indi- 
vidual school from the central office. Writing of requisitions for books 
against this fund is the responsibility of each principal in each school. 
To assist him, the principal develops a book committee within the 
school, which in turn may look for help to the list of recommended 
books supplied by the central Book Committee of principals, working 
with the supervisors of the city, the library supervisor, and the super- 
intendent. From this recommended book list about two thirds of the 
school’s purchases are made. The other third of the material is 
secured by browsing at large in the book markets. 

These committees in the schools are under the necessity of budget- 
ing their school money to all the various needs, such as English, 

15 











578 ELEMENTARY Scuoont PRINCIPALS 


social studies, nature study and science, health, art, character educa- 
tion (including safety and thrift). Hach of these subjects must carry 
books for each of the six grades of elementary school, and in each 
subject and grade it should carry material classed as “ easy,” 
“medium,” or “advanced” in reading difficulty, to fit the wide 
span of reading abilities of children in each grade and subject. The 
selection of books means real work for the principals, teachers, and 
supervisors making the recommended lists, and for the teachers and 
principals engaged in evaluating the book material of any one school 
by the measure of this reading list. 

The second funetion of classifying and organizing the books upon 
the shelf of the school, for rapid location and distribution, was at 
first undertaken in the school by teachers, but this was soon discovered 
to be a waste of time and effort and efficiency, since untrained teachers 
must either make poor catalogers, or give up some of the energy 
required for making them good teachers. Within a year, a centralized 
cataloging system had been established in the office of the super- 
visor of libraries, in the administration building, from which the 
‘vatalogs are made for the elementary schools, as their new book 
purchase orders pass through the Purchasing Department of the 
central office. Thus the eataloging function is distributed to special- 
ists. 

The funetion of seeing that the right child gets the right book at 
the right time—-that is when his interest is keenest in any special 
topic—is fundamentally a teaching function, and becomes the com- 
bined duty of the classroom teacher and the special teacher selected 
from among the faculty to give guidance to library selections, and 
library distributions. This special teacher is relieved of certain of 
his classroom duties by a regular teacher substitute, on a certain day 
in the week, and by other program adjustments which the principal 
is able to make. This function, then, of bringing, the child and the 
book together at. the most advantageous time, is considered primarily 
a teaching function. It involves developing a loaning system, which 
is a technie worked out in a school with the principal guiding the 
local administration, through his faculty, after the library supervisor 
has suggested plans, which correspond with the centrally printed 
forms and blanks for book circulation. 


The last function, that of teaching the child book selection, book . 


choice, appreciation and efficiency in handling book material, is 
developed partly in the classroom by the teacher, and partly in the 
central library room in the school, where the children come in 
scheduled visits from their classrooms, sometimes to do assigned 
reference work, and sometimes to enjoy a free reading and browsing 


Soe TRAIT 


eT ET 





pe 


af 


of 





1ca- 


rry 
ach 
»” 
ide 
“he 
ind 
ind 


ool 


On 


ed 
CYr- 
he 
ok 
he 
1 
al- 


at 
al 


ad 


. 
ul 





Sry Te 


> SRO RITTER TEE 





ee 





or 
~] 
= 


Tue Ninrn Yrarsook 


period. Planning the visits for all the classes of the school is an 
administrative detail managed by the principal; developing the work 
of the class is a teacher and a teacher-librarian function. 

In each of the schools the library finds itself the center of various 
developments; in one, the student “ librarians ” take upon themselves 
the responsibility of telling stories in various rooms of the school. 
To do this well they must accomplish a great deal of reading, must 
hear other story tellers; must provide recommendations of books to 
pupils who become interested in hearing the stories; and must know 
their own school library. 

In another school, the library spirit worked itself out through a 
correlation of art, library, and social studies projects, centering in 
the sixth grade, which resulted in a.most astonishingly beautiful book 
showing the rise of the art of book-making with the rise of man’s 
civilization. Each process was illustrated in water color pictures ; 
each was accompanied by an exhibit of material, such as class-made 
parchment, class-made paper, clay tablets, and other writing and 
hook-making media. The history of the rise of man, and the history 
of books, was carried together in the minds of the young authors. 

In still another school poetry writing was an outcome of library and 
Kinglish work. 

Through the public library, loans are secured which enrich the 
material available in the local school libraries, and also furnish a 
carry-over experience in public library use. 

Conclusion—On the whole, this experience of knowing books; 
planning to handle books; teaching children through the right book 
at the right time, has all become something which the principals of 
Oakland seem to treasure as a thing valuable to them and to their 
faculties. The children at the same time are learning to choose books ; 
to use books; to keep books in order; to loan them unselfishly, and in 
a good civic spirit; to consult books for pleasure and profit; and to 
make the library and the classroom better places to be lived in. 


111. 1931 Yearbook will center around the prineipal’s 
supervisory problems. Ilave you material to submit to the 
Kditorial Committee ? 

















580 ELEMENTARY Scuoort PRINCIPALS 


TRAINING FOR THE ELEMENTARY SCHOOL LIBRARIAN 


Marion Lovis 


Supervisor of Libraries, Board of Education, Detroit, Michigan 


HE ELEMENTARY school library is kere, bringing its prob- 
7h of organization and administration. It has come as the 

inevitable accompaniment- of progressive methods, demands for 
varied and attractive books, and the child’s freer choice in recrea 
tional reading. 

The platoon school program has undoubtedly brought about the 
establishment of elementary libraries in large numbers, but the 
library in the lower grades has been a logical trend of the school 
and is not necessarily limited to any type of school organization. 

Basie library princtples—The primary principle of a library is 
centralization of the reference materials which are used throughout 
the school. ‘This collection must be properly arranged and organized 
for flexible circulation to teachers and pupils in classrooms and at 
home. Any picture, clipping, magazine article, or book which has a 
relationship to the curriculum, and any good book or magazine which 
holds interest and delight for a child has a place in the library. 

The magic of the library is that through the creative organization 
of such materials it achieves entity. The library has a vital being, 
and that is the difference between a library and any other method of 
conserving and distributing books. 

The library room is planned and furnished with a constant vision 
of its child users. It must be their room. There is the subtle task 
of creating an environment to which the child reacts in natural social 
behavior, courtesy, and consideration for others. In this room he 
finds books, bulletin boards, and posters to stimulate his interest. 
Ile finds much loved old books, or greatly anticipated new ones. In 
the library he happens, perhaps, upon the picture of an animal whose 
name and habits caught his interest in the science room discussion, 
and his impulse is to find out something more about the creature. 

The fact that the picture of that particular animal is on the library 
bulletin board, and that besides it stands a little row of animal books 
is not an accident. The librarian follows the course of study with 
the science teacher, and it is through the cooperation of these two, 


the librarian and the science teacher, that the child comes so happily - 


upon this particular interest and the opportunity to pursue it further. 

In the library, too, the child with the help of the librarian experi- 
ences the new and important accomplishment of looking up references 
in the card catalog, encyclopedia, or reference book. 


3 
i 


— 


1 SENT TTT 


a 





rob- 
the 
for 
rea- 


the 
the 
100] 


r ig 
out 
zed 

at 
sa 


ich 





NE I ERE 





ie oR 


SRE EE 








Tur Ninrun Yrarsoox 581 


And in the true library, the child may lose himself in golden 
periods of reading. By what means does a collection of books come 
to life, and become a library? There is only one answer—the 
librarian. 

Selecting the leacher-librarian—The librarian of the elementary 
school will, without doubt, be selected from the teaching staff, because 
such a person has regular standing, and is an integral part of the 
system. She has her place on the salary schedule, shares in insurance 
and pension privileges, and is eligible for promotion in the system. 
Since it may be possible to have a librarian only if she teaches 
part of the time, it is especially important that she be a trained 
teacher. 

In the light of what he hopes his library to be, the principal 
should consider what teacher has the temperament, interests and 
personal qualifications for this work. 

The librarian should be the teacher whom the children trust and 
in whom they recognize a warmth of sympathy and understanding. 
She should be one whom the faculty also trust, and for whom they 
have a wholesome liking and respect. Deep-rooted in herself she 
must have the love of books and an unobstrusive but active desire 
to share them with others. Her creed must include belief in the child, 
and belief in the social, spiritual and emotional values of the library 
as a social environment. She must have knowledge of the school’s 
curriculum, and of the classroom methods of her fellow-teachers, 
ability to carry on her informal library procedure successfully, abil- 
ity to work harmoniously with teachers, and ability to keep the tech- 
nical routine of the library running smoothly. 

Such a person is to be found on nearly every faculty. Is she your 
best teacher? Then she is the one who, in the position of librarian, 
may radiate her influence most widely throughout the school. 

The selection of such a person is the first step towards the crea- 
tion of a library. Equally important, and sometimes underestimated, 
is the necessity of special ‘training. 

Existing standards on library training—For many years there 
have been national standards of school librarianship for secondary 
schools and colleges, emanating from two national associations. The 
first national standards appear in the Report on Inbrary Standards 
and Equipment for Secondary Schools, prepared by a committee of 
the North Central Association under the chairmanship of C. C. 
Certain and adopted by the National Education Association and the 
American Library Association. A college degree, and one year spe- 
cial library training in an accredited library school, with one year 











582 KnemMmentary Scnoow PRencwars 


library experience, was the stated requirement for a librarian of 
the high school. 

During 1927 to 1928 a survey of Iligh Sehool Librarics was made 
by a committee of the North Central Association under the chair 
manship of Mr. Kk. L. Miller, assistant superintendent of schools 
of Detroit and the findings were published in the Norlh Central 
Quarterly for September, 1928. 

Following this survey a committee on quantitative standards, 
under the chairmanship of Mr, Miller, carried on this work. This 
committee will submit its report to the North Central Association 
in March, 1950. It specifies for the training of the secondary 
school librarian a college degree divided into: 

75 hours academic work 


§ hours education 
30 hours library training 


120 semester hours 


or the alternative standard of a college degree with an additional 
year, or 30 hours, of library training. ‘The hours of “ education ” 
may vary with the demands of the city and state but in general 
“ education ” should constitute a minor and library science a major 
in a four year college course. 

The American Library Association working through its Board 
of Edueation for Librarianship has been surveying, classifying, and 
making recommendations for the curriculums of the various types 
of aceredited library schools. In the Second Annual leporl of this 
Board appears the first recommendation for the training of ele 
mentary school librarians. 

Because of the definite need that the elementary school librarian 
should also he a teacher a curriculum is suggested for use in Normal 
Schools and Teachers Colleges, and requires 16 hours special library 
training, which is approximately half the library specialization 
required for the secondary school librarian. 

The American Library Association publishes standards for cle 
mentary school libraries, in which the subject of training is not 
considered. 


At the present time these constitute the nation-wide standards. | 


Many states have definite library laws and provisions for certifica 
tion of school librarians and in many of the larger cities the prob 
lem of training librarians has necessitated local standards and pro 
visions for training in the nearest university or local teachers college. 





: 
' 
' 





1 of 


ide 
Mair- 
ools 


lral 


rds, 
‘his 
Lion 


ry 


urd 
ind 
Des 
his 


ial 


I) 





PAT EA De RR ONT 





eee SEP oe aT eee 


ee 








The Ninrin Yrearnook HR 


Special training for librarians -What must be ineluded in the 
training of a school librarian who has teacher training and experi 
ence? This question is debatable in its details, but in general there 
is agreement that she must develop first, a philosophy and point of 
view. Second, she must learn how to create the library environment. 
Third, she must learn a number of special library teehnies such as 
classification and arrangement of books, circulation and care of mate- 
rials, library record keeping and report making, processes of bor 
rowing materials from outside sources, and all of the machinery upon 
which the library rides with such apparent ease and serenity. (‘This 
phase of the work is usually either overestimated by the school admin 
istration, with too great insistence on eataloging or underesti 
mated, as when no time is allowed in a day’s program for these 
essential processes.) Fourth, and highly important, she must learn 
to know and to seleet children’s books. Fifth, she must learn ref 
erence books, and how to serve the elassroom reference needs of 
teachers and children. Sixth, she must understand how to teach ehil 
dren to use the library and books. Seventh, she must have oppor 
tunity for praetice and observation in a good school library. 

Out of these needs the American Library Association through its 
Board of Edueation for Librarianship has set up the following sug 
vested curriculum. This i¢ recommended for the second year of 
the three-year teachers college or normal sehool, and for the see 
ond semester of the first year of the two-year institution, 


Semester 


Hours 
Book selection and allied topies for the school library............ 2 
Cataloging, classification, ete., for the school library............. 2 
Children’s literature and story telling...........ccccccccessceves 2 
Field work (children’s rooms, school libraries)...............6. 2 
Eee WOU: WHE GUTOR 5 onic cdnascrcteianeecewsenenniwaeNeaes 2 
Methods of teaching the use of the library.................06- 2 
Reference and bibliography for the school library............... 2 
The place, funetion, administration of the library in the modern 
school COTES OO HHESHE SHH OEE HSHEEH HOHE SEHE HEHE HOCHH OH EOES 2 
16 


As an example of how this curriculum may be adapted, its adapta- 
tion to the needs of Detroit school libraries is cited. This has evolved 
during the past 10 years. Fifteen, with a possible 20 hours of 
library specialization have been offered to teachers college students 
in their third year, or in “ in-service”? and summer courses to 
experienced teachers. 

‘See the Second Annual Report of the Board of Education for Librarianship, 
American Library Association, Chicago, 1926, p. 74. 











584 KLeMENTARY Scuoont Princireaus 


Semester 


Hours 
RNIN io vias wide ne kala Ganoabbas ewe wees Pats tenabaed 3 
Elementary school library administration....................... 3 
Reference and book selection for elementary schools............ 3 
ee a 3 
Methods of teaching the use of the library.................... 3 
RA ee a. Ee, ET eee Peer 2 
Research (may be applied to a library problem)............ Sink «al 

20 


Beginning in September, 1930, the Detroit library courses are 
planned to offer 30 hours in the four years leading to the degree. 
The following set-up is tentatively arranged. 


Semester 


Hours 
Foundation courses 
School library organization. . 2 
A Ente Pree Ae ane 2 
I ib ae ce nds Lee ei emo git Oe oe, 2 
A So Sel ed Cr eh Rd 2 
III, scion d 6 cing crore hae ccceeaadecan wees 2 
Methods of teaching the use of the library......... 2 
. 12 
Additional required courses for elementary libraries 
Elementary school library management................. Spiel 
Practice work in elementary school |ibraries................ 2 
RACEMIC FOP GUUINOEN Bene os os Sa nklewenncd ne wide cuaionncaeras 2 
6 
Courses for intermediate and high school libraries 
Administration of secondary school libraries............... ~ 2 
ih See ce be eee eetnieuate wevnes 2 
Advanced reference and bibliography....................-- 2 
Hr oon cd cactcneedank ean Ghenmecdeca aes 2 
8 
Electives 
The intermediate school or the high school................ 2 
30 


Where to obtain training—Many teachers in elementary schools 
are eager to fit themselves for this new work, and are at a loss to 
know where adequate and direct training may be had. 

There is a growing tendency for Boards of Education and those 


public libraries which direct the library work in the schools, to enter 


into an argument with a nearby state or city institution which has 
the facilities for library training. The eurriculum will vary from 
a possible one course, to a full standard curriculum. For example, 
in Cleveland teachers in training may combine their work with the 
curriculum of the Western Reserve Library School. At Pittsburgh, 


bh a 


ALENT RE SOe 


lace 








ree. 


ols 
to 


Se 
er 
as 
m 
le, 


he 











Tne Ninrn Yrarsook 585 


elementary school librarians may be trained at the Carnegie Library 
School. At Detroit a full curriculum is offered at the Teachers 
College. The library school of the University of Washington offers 
courses for school librarians, as does also the University of Oregon. 

The teacher desiring library training should consider her city and 
state resources, and study the catalogs of library schools and teachers’ 
colleges. She will find an increasing number of school library 
courses offered, not all of which, however, are adapted to the ele- 
mentary library. 

With a year for study, one has a range of choice, which includes 
full professional library work at an accredited library school. Most 
school librarians, at present, however, are taking advantage of sum- 
mer courses, and extension courses, and it is in summer and exten- 
sion work that the greatest choice of school library courses is offered. 

The strongest tendency to be observed at the present time is that 
of introducing a library curriculum into the teachers college. When 
such a plan includes high academic standards, a competent library 
faculty, adequate library facilities, and practice libraries in schools, 
and when it can meet the standards necessary for accrediting by the 
American Library Association, this combination of librarian and 
teacher training offers the hope of answering the need for ever larger 
numbers of well-prepared elementary school librarians. 


BipuioGRAPHY RELATING TO TRAINING OF ELEMENTARY SCHOOL LIBRARIANS 


American Library Association, Board of Hducation for Librarianship, Second 
Annual Report, 1926 
Minimum standards for curriculums in school library work. Pages 71-85. 

American Library Association, Education Committee 
School Library Yearbook, No. 1, 1927; No. 2, 1928; No. 3, 1929. 

Fargo, Lucile. The library in the school, American Library Association, Chicago. 

Lovis, Marion. “Supervision of school libraries in Detroit.” 

Library Journal, 53: 123-5; February 1, 1928. Also in School Library Yearbook, 
No. 2, American Library Association. 

Morgan, J. E. “ New era of library service,” Journal of the National Education 
Association, 15: 267-8; December, 1926. 

Morgan, J. FE. “School library looking forward.” School and Society, 24: 535-42. 

Mulheron, A. M. “Training teachers for library work in platoon schools.” 
Library Journal, 52: 283-6; March 15, 1927. 

Russell, W. F. “ School library situation.” School and Society, 24: 113-18; July 24, 
1926. 

Unger, Nell. “Supervision of school libraries, New York State.” School Library 
Yearbook, No. 2, American Library Association. 

Witmer, E. M. “ City supervision of school libraries, Denver.” Library Journal, 
52: 821-55; September 15, 1927. Also in School Library Yearbook, No. 2, 
American Library Association. 

Wood, H. A. “ Supervision of school libraries, Minnesota.” School Library Year- 
book, No. 2, American Library Association. 

Zachert, A. B. “Supervision of school libraries, Pennsylvania.” School Library 
Yearbook, No. 2, American Library Association. 











586 ELEMENTARY Scuoon PRincieans 


THE FQUIPMENT OF THE ELEMENTARY SCHOOL LIBRARY’ 


Witwiam A. Kina 


Principal, B. F. Day School, Seattle, Washington 


PPRECIATION of the library as an essential part of the ele 
A mentary school is rapidly increasing. A thorough considera: 
tion of modern educational objectives and of the nature and 
aspects of the learning processes places a premium on that agency 
which provides an attractive environment, abundant reading mate- 
rials, stimulating social contacts, and facilitates a wholesome inter 
relationship of all departments of the school. 

The numerous and varied activities of the school library, and the 
importance of such features as comfort, attractiveness, and general 
utility give prominence to units of furniture and equipment which 
ure especially desirable in this department. The careful selection 
of the different items is so essential it is suggested that wherever 
school library service is to be established, the librarian or teacher 
who is to be in charge should be consulted in advance of the pur 
chase or installation of furniture and equipment for this unit. 
Rarely can all desires be fulfilled, but this foresight will be directly 
in the interest of the proper ultimate functioning of the library. 

Lighling—Since reading is to be the chief activity of this room 
the lighting facilities should be most carefully planned. Exposure 
from one side, admitting plenty of light and sunshine, is best. If 
there are no skylights, the width of the room must be restricted 
so as to preserve the efficiency of window lights. The glass area 
should approximate one fifth to one fourth of the floor area. Arti 
ficial lighting should be provided by means of indirect ceiling fix 
tures hung sufficiently low. 

Walls and ceiling light grey or buff walls are the finishes ap 
proved by authorities. White or ivory white are best for the ceiling. 
There should be picture moulding but no chair rails or wainscoting. 

Finish of woodwork and furniture—Light colors are preferable 
in woodwork, trim and furnishings. Light oak is excellent and when 
properly finished is very durable. 

The finishes in the reading library rooms of the Seattle Public 


Schools are as follows: ceiling, cream color; walls, a light buff, so as. 


to give more reflection from the ceiling for the artificial as well as 
natural light; woodwork, a light finish; desk, tables and chairs, a 


* This article is taken almost entirely from the author’s book 7’he Elementary 
School Library (1929) by permission of the publishers, Charles Scribner’s Sons. 


SPATE TY 


— 








ele 


era- 
and 
ney 
ate- 
ter 


the 
ral 
‘ich 
ion 
ver 
her 
yur 
nit. 
stly 


ON 
ure 
If 
ted 
rea 
rti- 
fix 


‘up 
ng. 
ng. 
ble 


1en 


lie 


ary 
ons. 





SPIES homey ONT 


et ea al ae 


rr 





se 





Thue Ninru Yrarnoon it ¥ 


walnut brown, which, with large semi-indirect lighting fixtures hung 
at the proper height for best results, gives a pleasing general effect.’ 

Floors—Sinee much of the furniture is not stationary and free 
movement about the library is frequently to be encouraged, the floor 
should be covered with cork carpet or heavy linoleum to deaden 
sound. This point of quietness ean seareely be overemphasized. If 
suitable floor covering is not provided, rubber tips must be pro 
vided for the chairs. 

Shelving—In planning the library, as far as practicable, radia 
tors, pipes, and thermostats should be placed so as to leave as much 
wall space as possible for hook shelving, magazine and newspaper 
racks, and cupboards. The standard adjustable library shelf is three 
feet, long, eight inches wide, and one inch thick. In the elementary 
school there should be five shelves, the lowest two 12 inches apart, 
the remaining three 10 inches apart. With a base of four or five 
inches and a plain two-inch cornice at the top, the seetions will be 
about five feet high. The uprights should be solid, and these together 
with base and top should be flush with the shelves. 

The amount of space to be used for storage cupboards depends 
largely on whether a librarian’s workroom is provided. If there is a 
workroom, the main reading room should have two three-foot sec- 
tions of shelves 12 inches deep substituted for the regular shelving. 
Also provision should be made for built-in magazine and newspaper 
racks. The standards of the National Education Association and the 
American Library Association call for cupboards with solid doors 
in the alternate space between the lowest shelf and the next above. 
There should also be one section with glass doors for finely illus- 
trated books and rare editions. If there is no workroom, then the 
space of an additional section or two should be devoted to storage 
cupboards for books, magazines and a limited amount of extra 
large material. 

Tables—The standard reading table is three feet by five feet. The 
rows of tables should be placed so that the ends are parallel to the 
wall which admits the greatest amount of light. Before arranging 
or even selecting the tables, the shape and illumination of the room 
should be studied. The room shape may make it advisable to select 
tables somewhat longer and to avoid placing a chair at the end oppo- 
site a bank of windows. The height of tables should be 24 inches, 
26 inches, and 28 inches, the proportion of each depending on the 
range and number of classes that will use the room. From a study 
of seven schools in 1927, the author compiled the following data with 


* These finishes developed by F. A. Naramore, architect, Seattle Public Schools. 











588 ELEMENTARY Scuoot PrINcIPALS 





reference to the provision of tables and chairs and their adjustment 
to the needs of the children: 


School A. Tables 24 inches and 26 inches, chairs accordingly. 
B. Five tables 25 inches, five tables 28 inches. One smaller for circulating, 
. Tables 30 inches high, 29 inches wide, 72 inches long. 
. Medium and large in upper grade; small in lower library. 
Two sizes tables and chairs. 
All medium. 
. Low table and chairs for little children. Some low benches. 


AMO O 


The two library-reading rooms of the B. F. Day School, Seattle, 
Washington, are now equipped with standard (3 feet x 5 feet) 
library tables and chairs to match. The upper room which accomo- 
dates the fourth to sixth grades has six 27 inch tables and two 28 
inch tables; the other room, which accommodates the third and fourth 
grades has six 26 inch tables and two 25 inch tables.’ There is also 
an additional table for reference materials accessible at all times 
to pupils and teachers from other departments of the school. Hence 
these rooms are able to care for several individuals in addition to 
the class that is regularly scheduled to the library. Such equipment 
provides a comfortable and attractive environment for recreational 
reading. Also, it facilitates the handling of groups of various sizes 
for numerous other phases of work that are required. 

Chairs—The chairs should be chosen with the greatest care. The 
gradual and often half-hearted introduction of library facilities in 
a school sometimes means the gathering together from numerous 
random sources a collection of chairs and tables that are not only 
unattractive but uncomfortable. Chairs should be light, strong and 
without arms. As to height in comparison with tables the 14 inch, 
16 inch, and 18 inch chairs go respectively with 24 inch, 26 inch, 
and 28 inch tables. Rubber tips are nevessary unless suitable floor 
covering is provided. 

Miscellaneous furniture and equipment—Schools vary greatly not 
only in their ability to equip their reading rooms adequately, but in 
organization, and hence have need for various kinds of equipment. 
Table 1, compiled from a few reputable sources, will perhaps prove 
suggestive as well as indicate the more essential items. Asterisks 
opposite an item mean that this piece of equipment is recommended 
by the authority cited at the head of the column. 

It should be understood that the various lists upon which Table 
1 was based were not originally presented as complete. Minimal 
essentials in equipment, accompanied with brief explanatory notes, 
are given in the following paragraphs. 


"These measurments refer to height of table top ahove the floor. 








nent 


ting, 


or 
ot 
in 


ve 
ks 
1] 


le 


il 





STO OS rp 


MPa 














— DT Re eM 





Tue Ninru YEARBOOK 589 





TABLE 1—Misce.ttaneous Lisrary FurNITURE AND EQUIPMENT 


School School 
Planning Library Library 
the School Manage- Service 
Library ment GS, Th. Bis, 
Items (A. L. A.) (Wilson) Eaton) 
re rrr ere rrr rt * * * 
MIE oigoids crcace pie eidrerCarciase carne eee aes * * * 
PI INE os, oitiemin snrata carom slam asneresannca * 
CIE 5 wiccaceicctis mines dni 'ss sins aia * 0 
Celluloid picture holders................. we * * 
SE GO ov vncedidscsunacescseensratvas * * * 
TORE So hcis ches eneuuisactonacaae * 
PN UN ca iac polk pcp ticr raansiemewmecines i 
IN ag iy igs pvscgsavaisdiaineidision ecaiore wince * 
SI, shen ansina al caesar omen ee aauieee ass a 
DEEMED GONE oi ccc vicwacwteccddvcieases ** * 
NE IS ais ccd viper cininieusinw ne aie erels J * * 
EE ch iicehbalaatannecindn cadens * * 
rer rrr err eee He ss 
Pa * * 


WITS ow ccaciscicdus pcdantsaneiceseaee 


Bulletin boards—Wall spaces between windows should be used, 
when possible. A portable board will also be found serviceable. No 
library should be without these. Among the numerous uses to which 
they may be put are posting notices concerning routine library prac- 
tices, announcement of projects to be undertaken, announcements of 
new books or magazines received, notices of committee meetings, book 
reviews, and interesting clippings and photographs from various 
sources. 

Catalog case—The catalog case should always be bought from a re- 
liable dealer in library supplies. The initial purchase for a small 
library should be a case of not less than four or six drawers. 

Book supports—Economy, convenience, and general appearance 
are all served through the consistent use of book supports. Schools 
having metal-shops will find the making of these a worthwhile 
project. 

Display case—The library of Lincoln School, Teachers College, 
Columbia University, uses to decided advantage a display case which 
combines a shelf and bulletin board. Here are found attractive cover 
designs of new books, also clever posters, many of which are the 
work of pupils in the school. 

Charging trays—The charging trays can be provided in various 
forms. As a beginning a small library with limited funds may use 
shoe boxes with pasteboard slips to classify the book cards. As soon 
as possible, these should be supplemented with double wooden trays 
placed upon the librarian’s desk. Eventually, the library having 
adequate appropriations should he equipped with a specially designed 











590 ELEMENTARY Scuoot PRINCIPALS 








librarian’s desk. The desk will care for a variety of details such as 
filing cards, and fine money. 

Itbrarian’s desk—The librarian’s desk is a most important piece 
of furniture. The size and design of the desk should, of course, be 
in keeping with the other appointments of the library. 

Magazine rack—Through careful planning, magazine racks ean 
usually be provided as a built-in feature, one section of regular 
shelving being omitted to provide the required space. A table may 
be used for magazines, but such an arrangement is not conducive to 
neatness and good appearance. 

Typewriter—-A typewriter is a necessity in any library. If it is 
not provided, the typewriter in the principal's office can be used 
occasionally. 

Vertical file—Pamphilets, clippings, pictures, and other loose ma- 
terials rapidly accumulate in an active library. If well classified and 
properly filed, these become valuable reference material which sup- 
plement the textbooks to great advantage. 

Supplies—Even a small library, if well organized, requires quite 
an assortment of supplies. A few items, not peculiar to the needs of 
the library, may usually be obtained from the general school supply 
room. These are: blotters, scratch paper, pencils, paper clips, thumb 
tacks, pencil sharpener, penholders, rulers, ink, paste, paste brushes, 
twine, rubber bands, chalk, and scissors. A list of more technical 
supplies to be procured mainly from firms dealing in library supplies 
is shown in Table 2. The items of this table are selected from a list 
of articles for use in a platoon library.’ 

The list of supplies required for a given library should be com- 
piled by the person in charge, provided she has had a course in 
library training. Size of school and type of organization are 
determining factors. The more truly the library becomes the “ heart 
of the school” the greater will be the need for a wide variety of 
supplies. 

Librarian’s workroom—Library efficiency requires the provision 
of a workroom. Here routine work, consisting of the preparation of 
new books and magazines for the shelves and racks, book-mending, 
and typing, is performed and a wide range of materials is stored. 
Plans for new buildings should include either an alcove or separate 
room communicating directly with the library. In establishing 
library service in an old building, it is often possible to select for 
library quarters a classroom with alcove or small room adjacent or 


‘Pritchard, Martha C. Platoon School Libraries. Part II. Manual published 
by Detroit Teachers’ College, 1926. 


— 


LA eer tg pr neneemmereeree 





as 


ece 


be 


an 
lar 
ay 

to 


is 
ed 


la- 
nd 
p- 


wo 
~ 


O 


I= 











ae 








Tur Nintn YEARBOOK 591 








TABLE 2—ELementary Scuoot Lisrary SUPPLIES 


Article Unit Distribution 

Adhesive mending tissue...............+- sheet 5 
Binder, double stitched, 14”, 2”, 3”...... roll 3 of each 
RE NINE ose dion vewnadecaeeceenece each 12 
I cob siorcia koleawis pelehrae wicwaseassie e 1 
ON NE si sdsieicrnciedeGieanneadeeian i 300 
BOGK SUDO, SIGE) ko ccccccdecies zee - 50 
Catalog cards, unruled white............. 2 1000 
S| nr eet rere re S 300 
Ce IONE 65d ies cece ptnnensae es set l 
I IN ons. o wisn atetnemg eines each l 
File, folders, manila, Cap. size........... . 100 
Ps MN vc dasceihaiearc tee aeotunn sine bottle 1 
Ti NE TO a ia. a eda aaa neseieaierns each I 
Pamphlet binders, 5x9, 6x10, 8x1l..... 50 of each 
Pencil, date holder, and set of dates..... 1 
PN TI i irtins in waseiiclocarcuadcteseun box } 
Press board guides for vertical file A-Z 

ON MINE cis. a:5:4, sass aa Baa uaseiainis eos wee sets 2 
ONE saath oa a oes owen Sama aas i menedes each l 
RNR gic rd dca sate elernccia Va taledarsk ew eared pint I 
EE EP POT eT each 100 
PIE SUNOS (5.5 calc mnie se-wateincereetionee euica - 1 


near by which will serve as a librarian’s workroom. Shelving, similar 
to that in the main room should be built in. The two lower shelves 
will serve as cupboards. Additional storage facilities can be gained 
by substituting wide shelving for one or more sections of the regu- 
lar shelving. Doors should be provided here. A sink and running 
water are essential. The size and location of the work table will 
depend largely upon the shape and dimensions of the room. 

The ends justify the means—<s in the industrial world, success- 
ful school administration depends upon sound business methods. The 
efficient school superintendent or principal not only sets up objectives, 
measures results, and weighs psychological and social values, but also 
adopts financial budgets, takes inventories, and buys equipment and 
supplies intelligently. 

No matter how small the beginning, the school library budget 
should include the items of furniture and equipment. For approxi- 
mate costs reference may be made to a price list’ published by the 
American Library Association. Whenever library service is to be 
established in large schools, usually the most essential items of fur- 
niture and equipment can be provided at once. 


* American Library Association, Elementary School Library Standards. Chicago, 
1925, p. 21-23. 











592 ELEMENTARY Scuoot PRINCIPALS 





Frequently, in smaller schools the less essential units can be added 
only as funds become available. In dealing with this financial prob- 
lem progressive school people will not lose sight of the major aims 
in the important field of reading at the elementary school level: (1) 
rich and varied experience through reading; (2) strong motives for, 
and permanent interests in reading; and (3) desirable attitudes, and 
economical and effective habits. 

A careful survey of “ The library at work’’-—use of the card cata- 
log, withdrawing books for classroom and home reading, looking up 
references, studying bulletin boards, browsing among the new books 
and magazines, lessons in the use of the library—suggests the econ- 
omy and practicality of suitable and adequate physical appointments. 





HE school paper can be an asset to any school, providing 

it is made a part of the regular school curriculum. The 
larger the number of pupils that participate in the composi- 
tion and production, the greater will be the benefit to the 
school. A paper to be of greatest value to a school should he 
read by both the parents and the townspeople.—Raymond 8. 
Michael, see Chapter XII 











led 
ob- 








PTY EX 











Tue Nintru YEARBOOK 593 





LIBRARY AND TEXTBOOK SERVICE 


J. L. Mertam 
Professor of Education, University of California, Los Angeles, California 


N ECCLESIAST of some four thousand years ago declared: 
A “|. . . of making many books there is no end; and much read- 
ing is a weariness of the flesh.” His declaration as to the making 
of books is proving to be true, and while it is possible to find many 
children at home and also many pupils in school who grow weary 
while reading (and of their reading), the amount of reading now 
being carried on by children of from six to twelve years of age is 
evidence that the early preacher’s statement is scarcely applicable to 
twentieth century youth. 

The United States Bureau of Education calls attention to the 
greatly extended and improved library service, especially in rural 
districts, during the last biennium. Explanation for this advance- 
ment is assigned to new and better legislation, to state supervision 
of school libraries, to extension of traveling library service, and to 
the extension of cooperative effort between schools and public libraries. 

Three additional explanations may be countenanced as yet more 
vital. Our newer schools are proving to be far more effective than in 
earlier years in developing in pupils ability to read freely at a much 
younger age. In the eighties and nineties a one-reader program per 
grade was the custom. How haltingly did that early reading progress! 
Now-a-days our first grade pupils read from a half dozen to a half 
hundred books within the year. And many children read additional 
books at home, not usually accounted for at school. 

Better methods in the initial steps in reading are promptly followed 
in our modern schools by a greatly enriched curriculum. The “ activ- 
ity program ” is not, as many erroneously regard it, a provision for 
mere bodily movement in doing things—good, bad, or indifferent. 
The approved activity program is essentially a provision for very 
greatly extending vital contacts by pupils with the activities of home, 
social, and industrial life. It is this greatly enriched curriculum that 
motivates the much extended reading habit. 

Further, to the credit of both authors and publishers, our youth of 
today are more and more generously supplied with attractive and 
profitable books. This environment of books is a great inducement 
to read. 

But our conventional textbooks are evidently too limited in number 
to satisfy the insatiable reading interests of these young people; and 
are too meager in information to contribute satisfactorily to the 


594 ELEMENTARY ScHoon PRINCIPALS 





progress of their activity program. Most schools are provided with 
the basal text in various subjects. Each pupil has a copy. Supple- 
mentary texts are supplied in sets, sometimes sufficient in number 
to supply each pupil with a copy. More frequently each set numbers 
less copies than the membership of the class. At this point the school 
library enters and contributes tremendously to the tendency to supply 
our pupils with reading material far in excess of the traditional 
textbook. 

It is this current trend in the modern school that gives occasion for 
a yet more serious inquiry into relative service that may be rendered 
by the textbook and the library in public school work.’ 

From 1905 to 1923 an experiment was conducted at the University 
of Missouri in the elementary school of the School of Education.’ 
The curriculum of that school was taken directly from the life activi- 
ties of children and adults and expressed in terms of those activities 
rather than in terms of the traditional Three-R subjects. This curricu- 
lum called for a study of life acts rather than school acts. To accom- 
plish this objective a library of 3000 volumes was a substitute for the 
conventional textbooks. The results in terms of the traditional school 
subjects, as well as in terms of the objectives of the school were 
highly gratifying. This experiment was not conducted as a “ model ” 
school exhibiting practices to be adopted by other schools. But that 
school did exhibit, in a much advanced form, a school policy clearly in 
harmony with a present tendency in our public schools, namely, a 
greater use of the library and a relatively less use of the traditional 
textbook. 

The purpose of this article is to present some facts that may 
encourage schools in their present tendency and to offer some sugges- 
tions for the extension of library equipment in public school work. 
One issue relates to the relative economy in expenditures for textbooks 
and libraries. Another issue questions investments irrespective of 
current expenditures. 

We may first ask: What is the cost of textbooks used? The United 
States Bureau of Education reports * the median costs of free text- 


‘By reason of a number of unavoidable mishaps, this article is only a portion 
of the study intended when promised for this yearbook. It may serve to introduce 
a problem calling for much further investigation. 

*A discussion of the principles involved in that experiment is presented in 
Child Life and the Curriculum by J. L. Meriam. The World Book Company, 1920. 

*See Child Life and the Curriculum, chapter 19. 

* Bulletin, 1923, No. 50, page 7. 





ae OS RE TY NEE TREY ONE) 7 — iN 


Tue Nintu Yrarsoox 595 





hooks for the elementary grades, during the year 1919-20, per capita 


of enrolment: 


Population of Cities 
oe Fane pincers $ .76 
30,000 to 100,000 j 
10,000 to 30,000 


Cost per pupil 


But the bulletin does not indicate with accuracy of what this 
cost consists. Moehlman, in his study of school finance,’ gives the 
eost of securing new textbooks in Detroit for the several grades: 


First, grade child 
Second grade ......... child 
Third grade § ar child 
Fourth grade .... r child 
Fifth grade .... ee or child 
Sixth grade ... child 
Seventh grade child 
Eighth grade 4.08 per child 


T'wo leading factors in the actual cost of textbooks are: 


1. Interest on the purchasing price of the books. This is virtually an investment. 
2. The amount of depreciation in the books through use. This is virtually the 
cost. of upkeep. 


In various studies of textbook costs. I find no account taken of 


the interest on the investment. Of depreciation in the books, Moehl- 
man says: “ Very little research has been made in this direction, and 
general data for determining textbook replacement are lacking. 

In some books depreciation is as high as 100 percent, while in others 
itis as low as 15 percent. . . . . The general average for depreciation 


may range from 25 to 334 percent.” * 


I present data on a preliminary investigation to show more ac- 
curately the actual costs of textbooks including the two items, interest 
on investment and the cost of depreciation. The data for this study are 
supplied by the office of the superintendent of schools of Los Angeles, 
California. These data consist of the semi-annual requisitions made 
by the city superintendent upon the office of the state superintendent 
for state textbooks. These requisitions show the number of books 
in condition to use for each of the school subjects, on hand at the 
time ef requisition. The number of additional books required is 
indicated. These requisitions usually made out in January and July 
of each year indicate also the enrolment by grades. The data here 
used are the ten requisitions from July, 1922 to (but not ineluding) 


July, 1927. 


‘Moehlman, A. B. Public School Finance, page 261. Rand MeNally, 1927. 
*Ibid., page 260. The figures quoted are probably estimates, not findings. 








596 ELEMENTARY Scuoot PrIncIPALs 





The investment consists of the funds represented in the cost of 
books on hand, July, 1922. Interest on this investment is calculated 
at 7 percent. 

The actual depreciation is ascertained by adding to the books on 
hand in July, 1922, the books purchased during the five years con- 
sidered and from this amount deducting the books on hand in July, 
1927. The price of each of the various texts multiplied by the number 
of books gives the real cost of depreciation. 

The reader would not be interested in all the details of these 
calculations. Table 1 shows the number of readers from primary to 
eighth grades consumed, the price of each and the total costs. Table 
2 gives a summary of the seven classes of books used during the 
five years. This summary omits 


199,369 copy books, costing................. $ 5,981.07 
91,277 music readers, costing............- ... 26,716.29 


inasmuch as these two items do not enter the library problem con 
sidered in this study. Table 3 shows the investment in books on hand, 
July, 1922. 

The sum of the cost of books consumed in the five years ($223,423.- 
36—Table 2) and the interest for five years at 7 percent on the in- 
vestment ($42,859.20—Table 3) is a fairly accurate cost ($266, 
282.56) of textbook service during these five years. 

Table 4 shows the enrolment by years and by grades, with a total 
of 692,625 year-pupils for the five year period. The actual textbook 
cost divided by the number of year-pupils gives 38.4 cents as the cost 
per pupil per year for textbook service during that time. 


TABLE 1—Cost or Reapers * 
July, 1922—July, 1927 


No. Books 
Texts Consumed Price Cost 

RN atacs se stdinc ac inka whine Reman cee 23,198 $ .24 $5,567.52 
TCT OO DPPC TTT Te 24,341 24 5,841.84 
ED snc sncdedansesasonuncaesess 26,749 27 7,222.28 
ED ccccdstnedsincbeseeneesdnncas 28,482 31 8,829.42 
PE POE once v ndiicccdccccsccadescdecses 16,737 38 + 6,360.06 
PD .crccevicskdeeksoewesaesaewisd 13,303 42 5,587.26 
EN es cnddnne phish ehbeeeneenaieels 16,743 33 5,525.19 
PN OID. oiciccksdsccdvcesncceneaces 15,125 3 4,688.75 
PD voc cckaveseniunebacadenanwes 9,572 B2 3,063.04 

174,252 $52,685.31 


* This table for the cost of readers is presented as a sample of others used to construct Table 2. 





See 








Tex 
Rea 
Spe 
Arit 
Eng 
Gec 
His 
Hy: 


Prit 
Firs 
Sec 
Thi 
Fou 
Fift 
Sixt 
Sev 
Fig 
Spe 
Spe 
Arit 
Arif 
Ari 
Eng 
Eng 
Eng 
His 
His 
Gec 
Gec 


Hy; 








yn 


d, 















Tur Ninto YEARBOOK 








TABLE 2—Cost or TrextTsBooks 
July, 1922—July, 1927 











Number 

Texts Consumed Cost 
EOE: 5 od ana ox ah i etnalaalalg enn ane eae 174,252 $52,685.31 
DT ie ves ebker css ccsedaeseassbdeseanecseneskenes 147,411 6,594.54 
NNN 5. 08 ka ae xh RSS AS RKR aN eee bh URS RRR Re ee 106,999 40,620.63 
OO AC ee re nee lsare antewrare oie baa aerate 40,920 13,900.32 
OE so cctvicinenvinecsededassceneneasenesense 70,838 41,721.85 
MNS as suse cua Wisnarns baalak, dele e vile eniewe ree UR ea 97,882 60,169.51 
SDs cdvdernyccnesansiendesdasaapenenenensagece 19,328 7,731.20 
657,630 $223,423.36 

TABLE 3—INVESTMENT IN TEXTBOOKS ON HAND Juty, 1922 
Texts Number Price Investment 
eR Ne Se ORO as GREE cere 17,084 $ 24 $ 4,100.16 
I 8 oA re oe ta at ihe ee ree 14,324 24 3,437.76 
AR RE 5.5 sho sw aene aes nesaiweRunse een 12,866 ai 3,473.82 
MT NI cas wid cvs het as dows x Bonde Miao ans 14,029 ol 4,348.99 
PE CED akceskcdisrcrasaneenedlesanee 14,665 38 5,572.70 
I WOM ig. 6d diets ohana else eevams oe emmees 12,856 A2 5,399.52 
NIN oa Wicca dig idsuAu diincactsesoided wie pseie ey ANTS 12,614 33 4,162.62 
OPC MORIUE sia 66a so re carediaaa wanwumeriae. 11,381 Bl 3,528.11 
SE WI 5 Ailiniy acs cy seratalacraaiumeeeures 9,071 2 2,902.72 
NN ofS ccidauicanten nanan ewe meyerae's 29,065 04 1,162.60 
I I sic 9i ciel cil e seiin hips ede Com 31,495 05 1,574.75 
PO OI ao ba hee haretiaaaccem es 24,427 A 8,305.18 
PIE CU 6 ai sale eitinnd aeeeeea aren ean 22,256 36 8,012.16 
DEE TINO ienencsetcecaunnsoeriuces 16,571 39 6,462.69 
RIE WEG OF vin bi Pieces cd ome tainr an eae Alen 16,587 20 3,317.40 
RMN Soda aca) cd cn cps stataraed asp baie he an Re 30,983 34 10,534.22 
NIN I igs sided os alcencacente Ria 17,313 39 6,752.07 
History begin. ..... basse Sigia. a tard ciacerts bane 15,414 44 6,782.16 
I Mats 3 asta ts hasiadra mamelnag eas eae 18,470 81 14,960.70 
CROCE GIN, 5.3.0 aisle alsin eid See dene orale . 10,043 69 6,929.67 
REUSE 55 5.5, :o cararanlerotireraceuimalecuten acs 9,915 54 5,354.10 
I 5 cas a nacea.crodinwew scenes. Onan cee ae 13,202 40 5,280.80 
$122,454.90 
TABLE 4—ENROLMENT BY YEARS AND BY GRADES 

Grade 1922-23 1923-24 1924-25 1925-26 1926-27 
E  ésecu nes iesadenened 18,448 23,913 24,164 24,148 26,434 
er eee 14,793 18,590 19,383 20,131 21,395 
SE: tanaitarh xieedaa sols 14,431 19,431 18,320 18,791 19,824 
ern eb eae 13,211 18,159 18,384 17,910 18,969 
7. ‘nidistha Candas 13,206 17,392 17,470 17,818 18,033 
_ Pee! 1? 11,714 15,475 16,495 16,723 17,073 
| EE AE 10,698 14,732 15,666 17,379 17,060 
WUE en dbtiSis hice hcoknes 10,146 12,891 13,099 15,008 15,718 
106,647 140,583 142,981 147,908 154,506 


Total year-pupil units 692,625 








598 ELEMENTARY Scuoort PrINcIPALS 





This small sum of $.384 per pupil per year as the cost of textbook 
service in Los Angeles for the period from July, 1922 to July, 1927 
seems ridiculously low. Mr. W. S. Dyas, Chief of the Bureau of 
State Printed Textbooks, states in a letter: “.. . . the cost for all 
Elementary State Textbooks distributed during the 79th fiscal year 
ending June 30, 1928, was $.582+4 per pupil.” This, I understand, is 
cost to the state rather than cost to the local schools. The locality does 
not meet the full expense. Swift supplies the following interesting 
data * on California schools: 


Total expenditures—elementary schools, 1919-20...... $30,516,052.00 
Cost of textbooks as 1.52 percent of total expenditures [$463,843.99] 
Elementary pupils enrolled, 1920.................... 500,367.00 


These figures indicate that for the one year, 1919-20, elementary 
textbooks cost $.927 per pupil. But it is not indicated in these data 
whether basal and supplementary texts are ineluded or only the 
state printed texts. 

There seems to be considerable discrepancy between the data 
supplied by Swift for the whole State of California in 1920 and the 
statement of the Chief of the Bureau of State Printed Textbooks. 
The lower cost to the schools in Los Angeles is explained above. At 
even the highest of these three costs, the amount of $.927 per pupil 
per year may be sanely deemed cheap education on the basis of text- 
book supply. (It should be said, before proceeding further, that it is 
surprising that our pupils are so well educated in our schools at that 
cost of books, but emphasis on this point is aside from the problem in 
this article. ) 

Cheap Education! But there is another phase of the situation 
which is little noted. From the data used above, Table 5 is con- 
structed. 


TABLE 5—Cosr or Textsooks ror Grape VI For THE YEAR 1926-27 


Enrolment 


Texts Price as No. of Copies Cost 
Sixth reader ............ Pere erry eT $ 33 17,073 $5,634.09 
I 5a sw sinc ath olelain glee Wecal aide ewleuin 05 17,073 853.65 
IR. sc can deaniemindaae seni 36 17,073 6,146.28 
INN a. Sa: aic- card sch Groowe a-warkanieeRalwareown 34 17,073 5,804.82 
I iin .c 4 dcncncdscaw nese eumane a ee 17,073 9,219.42 


Attention is called, not to the small cost of these books, but to the 
small amount of book content at such a cost. The story material of 
one sixth reader costs $5,634.09. What a very limited amount of 





"Swift, Fletcher Harper, Studies in Public School Finance. California-Colorado 
Volume, pages 8, 55, and 145, respectively. 





















in 
th 
Bi 


WI 


19; 
19; 


Tue Ninto YEARBOOK 599 





geographical information is purchased for $9,219.42; the contents of 
one geography. Answer would be made by some to the effect that 
these texts are used essentially as methods of study, which require 
duplication to the extent of enrolment. But at the opening of this 
article, notice was made of the fact that modern methods of reading 
greatly reduce the use of the conventional text, and the modern 
activity program demands a greatly extended supply of information. 
In a sixth grade room of 35 pupils, $11.55, as the cost of readers, 
might be much more economically expended in the purchase of one 
third the number of non-duplicated books of suitable reading material 
rather than 35 copies of one reader. A similar statement might be 
made more emphatically in reference to the geography. The 3000 
volume library at the University of Missouri Elementary School was 
a most generous supply for the one hundred pupils using the books. 
Until some such liberal provision is made, school management on 
something of the platoon plan would be needed to provide alternating 
use of the books by adjacent rooms or groups of pupils. It may be 
discovered that the life of these books would be sufficiently long to 
insure an accumulation of books amounting soon to a very considera- 
ble library. 

Thus far, reference has been made to the basal texts and the low 
cost. There is yet to be considered the library of: 

1. Supplementary readers 
2. Information books 
3. Browsing table books (leisure reading) 

Table 6 shows the three classes of books and the number of books 
in each class in each of the five years actually out in use in the schools 
throughout the city of Los Angeles. The librarian, Miss Jasmine 
Britton, comments to the effect that the life, or service, of these books 
will approximate four years on the average throughout the library. 
She also states that the cost of the supplementary readers is approxi- 
mately 70 cents and the cost of books in the other two classes is 
approximately $1.00 each volume. 


TABLE 6—Booxs Usep, AppirionaL to Text’ 


Supplementary Information Browsing 
Readers Books Table Books 


1922-1923 >,466 87,437 96,514 
! 023-1024 110,984 167,408 
924-1925 122,065 197,782 
1925-1926 152,467 205,460 
1926-1927 214.147 207,995 


‘Data of Table 6 supplied by the librarian of the teachers’ library of the 
Los Angeles City Schools. 





600 ELEMENTARY Scuoot PrRINcIPALS 





Until investigation discovers more accurately the life of books in 
a school library (such data was not available for this study) the 
librarian’s estimate of four years may be tentatively accepted. Re- 
ferring to Table 6, we may consider that one fourth the total of 
books in each of the three groups for the four years, 1923 to 1927, 
would represent the number of books consumed in those four years. 
Thus we have: 


103,342 supplementary readers at $ .70................... $ 72,339.40 
149,916 information books OR Ws ose wae nds deweeae 149,916.00 
194,661 browsing table books at 1.00.............. ...++ 194,661.00 


By dividing these costs of library books by the number of year- 
pupils, 585,978, for the four years, 1923-27 (see Table 4) we have 
the cost of this library service per pupil per year: 


Supplementary readers...........ccesscccceececs $ .123 
I NI, 6526 caddsdegnesstecdsacess 256 
Browsing table books................ccccecccees 332 


Let me now throw into one group (1) the basal textbooks, which 
are essentially exercise books, and (2) the supplementary readers, 
which are essentially texts. 





Textbooks ........... ee $ .384 per pupil per year 
Supplementary readers....... 123 per pupil per year 
ee eee $ 507 per pupil per year 


Similarly group together (1) information books, which in part do 
go to the schools in sets of duplicates but are essentially reference 
books to supply additional information for study, and (2) browsing 
table books which are leisure reading books. Some of these contain 
much information. 


Information books........... $ .256 per pupil per year 
Browsing table books........ 332 per pupil per year 
Dn. dekscekenonnenanns $ 588 per pupil per year 


All this means that the Los Angeles schools are spending eight cents 
more per pupil each year upon information and leisure reading 
books than upon the formal texts and supplementary readers. 

Is this slight emphasis placed upon the group of books which 
should be favored? And are our school officials to be encouraged to 
spend more upon information books and leisure reading books, or are 
they to be warned against a neglect of the formal texts? The answer 
may be found in the results of an investigation into the relative 
service of these two groups of books. One can see in Table 6 that in 
these five years the percentage of increases was higher for the 
supplementary readers than for the other two groups combined. But 












Oe eT ee te 









Tak 
dra’ 
evel 
pres 
less 
seel 
ore: 
libr 
red 
ali 











sin 
the 
Re- 
| of 
27, 


ars, 


2ar- 
ave 


ich 


1ce 
ng 


iin 








Tue Nintu YErArRBooK 601 








Table 6 does not include the increasingly large number of books 
drawn from public libraries, especially branch libraries near or 
even connected with individual schools. The general observer is im- 
pressed with the great increase in library books and the apparent 
lessening in the actual use of the formal text. The data used above 
seem to support this general observation. Unquestionably the 
greatly increasing activity programs call for marked increases in 
library material. We have yet to discover the extent to which we can 
reduce the use of the formal school text, in order to provide adequately 
a library for the enriched curriculum. 





UR schools have been so engrossed in the past with the 
academic factor that they have failed to adequately stress 
the importance of attitudes which give the learner satisfac- 
tions along the educative road. Such attitudes have much to 
do with the development of a high type of school morale.— 
Nellie A. Remick, see Chapter X 











ELEMENTARY ScHuoo.t PRINCIPALS 





ELEMENTARY SCIENCE AND THE SCHOOL MUSEUM 


Grace DAUGHERTY 
Elementary Supervisor, Lakewood Public Schools, Lakewood, Ohio 


OW DOES the school museum play an important part in the 
H education of the young child? It remains and strengthens his 

spirit of inquiry, satisfies his collective instinct, encourages 
him to share his treasures, and creates social relationships reaching 
beyond the doors of the classroom. Children want to learn. What 
agency provides greater opportunity for the growing child to live and 
learn naturally than that afforded by the ever changing school 
inuseum # 

A museum is a collection of natural, scientific, and literary curi- 
osities, objects of interest or works of art. The collection may consist 
of real specimens or models in the classroom, school building, or in 
the community. With this in mind it is my purpose to give some of 
our experiences connected directly and indirectly with school 
museums. 

Talks by the museum teacher—Two closely related factors, 
namely, cooperation with the Cleveland Museum of Natural ITistory 
and our emphasis upon elementary science, have been largely respon- 
sible for the interest in the development and use of the school 
museums. After two years of cooperation with the Cleveland Mu- 
seum of Natural Ilistory, Lakewood, a suburb of Cleveland, has 
evolved the present plan of lectures and exhibits. Each semester a 
museum teacher talks to the children in the elementary schools, 
which include the kindergarten and the first six grades. His four 
carefully planned subjects aim to be seasonal, to teach something 
of the locality, and to relate themselves closely to the phases of 
elementary science with which the course of study deals. The theme 
for all grades is the same, but the content differs to interest the 
primary and intermediate groups. For example, the older children 
hear about “ Lakewood’s Woods,” the younger children learn “ How 
a Tree Grows Big,” the older children hear “Sharp Teeth,” the 
little folks learn ‘“‘ How the Beaver Builds his House.” Other inter- 
esting talks include: ‘“‘ When Ohio Was under the Ocean,” ‘‘ When 
Lakewood Was a Lake,” ‘“ Things That Breathe,” ‘‘ The Heavenly 
Zoo,” and “A Pocketful of Minerals.” The talks, well illustrated 
with real material and slides, never fail to instruct and to please the 
children. 

In preparation for these lectures, each teacher receives an outline of 
the lecture and each child in the upper grade, a letter challenging 
his knowledge of the topic. Excerpts follow. 





Tue Nintu YEARBOOK 





Tuis Ticker Apmits You TO THE TALK ON SEVEN SLEEPERS 


All the sleepers are mammals. Fill in the blanks. 
The B - —- and the B - - -, they never care 
What winter winds may blow; 
The Jumping M - - - -, in his cozy house, 
Is safe from ice and snow. 


and the W 
The S - - — -, who’s slow but sure 
The ringed R who hates the moon, 
Have found for cold the cure. 
—Samuel Scoville, Jr. 





Divine Birps 


If your feet were as long as your legs and as wide as your shoulders, how well 
could you walk? Draw such a picture of yourself walking. 





WINbs AND RAIN IN THE GREAT BASIN 

The waters of the ocean cover nearly three-fourths of the earth. Water from 
brooks, streams, ponds, rivers, and lakes keeps flowing into the ocean. Why 
doesn’t the ocean overflow and drown us all? 

Exhibits loaned by the Cleveland Museum illustrate each lecture. 
Specimens of Bob White, wood-pecker, chickadee, nuthatch, cardinal, 
brown creeper, goldfinch, and junco assure identification of our 
winter birds, ‘“ Back Door Neighbors.” In the spring time an elec- 
trical chart, a fascinating device, flashed the month of the birds’ 
return. Other exhibits planned for the year are Fish, Minerals, 
Social Animals, Moundbuilders of Ohio, Indians, and Eskimos. Un- 
usual plants, visiting animals, and children’s contributions add to the 
attractiveness of the branch museum. 


The parent-teacher associations of Lakewood equipped a third 
floor room of Wilson School, centrally located, with four walnut 
cases, insect proof, with removable backs, facilitating the change of 
these exhibits. Parents as well as children frequent this museum 
open to the general public three afternoons and one evening each 
week, 


The teachers of science—'The second factor pertaining to the devel- 
vpment and use of the school museum is the teachers’ interest in ele- 
mentary science stimulated by the Nature Council, composed of 
one enthusiastic naturalist from each elementary school. An out- 
standing feature of the Council’s work is the week-end Nature Insti- 
tute. Last October approximately one-half of our elementary teach 
ers spent some time at Lantern Lodge, the Lakewood Y. W. C. A. 
Camp on the shore of Lake Erie, 10 miles west of the city. Council 
members acted as hostesses and gave instructions. On Saturday 
morning groups organized for different purposes. Some went to 
search for wild flowers, to learn the trees in the camp, others to fish 





604 ELEMENTARY Scuoot PRINCIPALS 





in the brook, still others to split rocks on the shore, or to identify 
the birds of the neighborhood, while another group observed the 
building of a terrarium. In the afternoon these groups interchanged. 
Some teachers preferred to print leaves, read books, or wander at 
will. Evenings about the camp fire passed pleasantly with legends, 
songs, and star games. At this Institute, now regarded as one of tie 
worthwhile activities of the school year, teachers make new con- 
tacts, exchange ideas, and find novel interests in the out-of-doors. 
Weighted with specimens they leave camp, taking with them a strong 
desire to grasp each opportunity to help children and use their own 
museums. 

How have these two influences manifested themselves in the class- 
room?—Tadpoles growing legs, crayfish with their young, mother 
snails and baby snails, turtles, clams, lizards, bloodsuckers, fish, 
boatmen, and striders stock the aquariums. Snakes, opossums, chip- 
munks, rabbits, white mice, tame crows, canaries, baby chicks, and 
alligators visit schools. Moths emerge from cocoons; male crickets 
sing while the female deposits her eggs in the earth. Bittersweet and 
milkweed pods open; witchhazel scatters its seeds. Miniature hot 
beds start plants for the home gardens; slips growing in water make 
a Christmas dish for mother. Common rocks classify as conglom- 
erate, quartz, flint, granite, mica, shale, or slate. Sheels become pen 
shell, Crusader’s shell, angel wing, whelks, conch, Venus’s comb, 
scorpion, and helmet. A cupboard museum containing well arranged 
specimens with labels on one side and comments on the other encour- 
age first grade children to read. 

Interest extends beyond the classroom. A cellar museum, the 
pride of the neighborhood, displays the treasures of a small boy—a 
black snake skin, “‘ Skinned by Daddy and me”; a copperhead skin, 
“Presented by Daddy”; stones from Buffalo Bill’s grave; speci- 
mens of coal brought home in his clean white sweater; flint from 
Ohio’s caves; a dollar fish; seaweeds, “ From Aunt Bertha”; shells 
from China; an almond from Edison’s garden, and a skeleton of a 
canary’s eye. 

Summary—Lakewood teachers are of the opinion that the school 
museum is an important factor in education. Children look forward 
to the lectures and their exhibits eagerly. Books in libraries and 
schools have greater use. Articles in newspapers and magazines 
become meaningful. Superstitions and wrong impressions disappear. 
Children have increased desire to collect and organize; they take 
pleasure in sharing their experiences with others. Since the child 
himself made it, the school museum has become a place of vital 
import in his life. 





CHAPTER XIV 
THE PRINCIPAL’S COMMUNITY RELATIONSHIPS 


STUDYING THE COMMUNITY 
Joun 8. THomas 
Principal, Clippert School, Detroit, Michigan 


DUCATION is a race between civilization and catastrophe, 
k; according to H. G. Wells. Educational sociologists are gener- 

ally agreed that education must point the way and lead society 
in its rapidly changing form and organization. The consensus of 
opinion among these writers is that education lags behind. At the 
present time it is considerably behind the social structure. 

It would seem that the school must maintain an intimate and 
constant contact with the community, of which it should be the center, 
if it is to assume the important place allotted to it. A careful analysis 
of the immediate community, as a part of the larger city, should be 
oue phase of every school’s activity. The purpose of this article is 
tu suggest possible sources of information that will serve to give a clear 
understanding of the community’s peculiar problems and needs. 

In this presentation, there is no attempt to discuss the formulation 
of a program of adjustment based on collected information, as such 
an undertaking appears to be an entirely different and separate phase 
of the principal’s supervisory program. 

The plan described below is naturally colored by the conditions 
under which the writer’s experience has been gained. No definite 
policy is presented. Not all of the information discussed, and not all 
of the contents made, were secured in one school. The writer’s 
present school is situated in the heart of a combined residential and 
industrial district. Parents are largely foreign-born. English is 
the language used in comparatively few homes. Parents are not well- 
to-do, and children are under a considerable handicap for this reason. 
The previous school is located in a moderately affluent neighborhood 
where parents are all American-born, and where there is no language 
handicap. The two situations, though quite dissimilar, show the value 
to the principal of certain knowledge gathered according to the same 
basic principles. 

Why study the community ?—To meet the individual needs of each 
child in a school requires a broad and sympathetic understanding of 
the community from which he comes, not only on the part of the 

[ 605 ] 





606 ELemMentTARY Scuoot PrRIncIPALS 





principal, but also by everyone who is connected with the school in 
any way. It is desirable to collect a background reservoir of informa- 
tion that will serve, perhaps wholly unconsciously, in the solution of 
many problems. This understanding, which can come only through 
careful study of the community will serve to unite the three human 
factors in education—the child, the parents, and the teacher. The 
information secured by studying the community should serve as a 
foundation on which to create and to build a spirit of cooperation be- 
tween the school and the district. A policy of community study is in 
direct accord with the Code of Ethics of the National Education 
Association: ‘“ The teacher should seek to establish friendly and in- 
telligent cooperation between the home and the school.” * 

Too frequently, the conduct and materials of a school, whether it 
be the center of a single school system, or merely one unit in a much 
larger system, are decided by some authority far removed from direct 
personal contact with the homes from which the children come. Text- 
books are written and published to fit general situations. Courses of 
study are seldom devised to fit the needs of an individual school. 
Adaptations and adjustments must be made in any material to fit it 
to particular needs. If adjustments are made, they should not be 
haphazard and based only on estimates of conditions, which after all 
are little more than guesses. They should be based on facts—facts 
secured through personal contacts with the school neighborhood. 
‘“* Progressive theory holds that a major responsibility of the principal 
is to adjust the school to the local community.” * 

If education is training in life, it is vital that the school be 
thoroughly cognizant of all the factors influencing the small propor 
tion of the child’s life that is spent under the guidance of teachers. 
It seems desirable to think of eduaction as a joint enterprise, au 
enterprise in which the child, the parents, and the teachers unite in 
the common purpose of providing every possible opportunity for the 
child to develop. Modern theory says the chief function of the school 
is to teach the social concept. The aim is to teach attitudes and ideals 
as they effect human relationships. The school cannot proceed blindly. 
The many home factors influencing this kind of teaching must be 
considered. 

In addition to the necesity for an understanding of the community 
for purposes of instructional adjustment, another closely related activ- 
ity of the school will benefit from the accumulated knowledge of actual! 


* Article 1, Section 5, “Code of Ethics,” Journal of The National Education 
Association, Vol. 18, No. 8, Nov., 1929, p. 261. 

*See “The Principal as a Supervisor,” Research Bulletin, the National Educa- 
tion Association, Vol. VII, No. 5, Nov., 1929, p. 297. 





Tue Ninto YEARBOOK 607 





conditions. This is the public relations program. To secure the high- 
est form of cooperation between the home and the school, it is essential 
not only that the school know the community, but also that the com- 
munity know and understand the school. A clear, straight-forward 
program of information to the community describing conditions, and 
telling the aims and purposes of the school is of inestimable value in 
securing confidence from, and the support of, the people of the 
district. It appears that the community study and public relations 
programs are rather inseparably connected. School papers, com- 
munity papers, report cards, and other notices from the school to 
the home should be based on a knowledge of the way in which they 
are received and the impressions they make.’ 

In considering a program of this kind it is imperative that recog- 
uition be given the tremendous problems faced by the schools in 
adjusting to the multiplicity of demands, and the wide divergence 
of conditions encountered in the heterogeneity of American life. 
Miller and Charles recognize the stupendous problems when they 
say : 

The heaviest. part of the task of making Americans out of the foreign-born 
and the children of the foreign-born rests upon the schools of the nation. It is 


one of the most. difficult tasks in all history. Its performance necessarily involves 
the cooperation of all of America with the schools. 


Palmer, in considering the purely instructional problems of the 
school, also takes an accounting of the situation: 

Among those conditions which ofttimes produce failure in school work are 
foreign parentage, unfavorable home and neighborhood conditions, and the conflict 
between the ideals and customs of the home and the school.’ Unless the school 


knows these conditions through actual, personal contact, it does not seem that it 
is properly fitted to conduct instruction which is designed to fit practical needs. 


What information ts desired?—There are many different kinds of 
information that the principal and teachers want concerning the 
parents and the district at large. The first of these, although it may 
not be the most important, is that attitude toward life which parents 
hold. It is commonly agreed that not all groups of people expect the 
same monetary returns. Although America theoretically knows no 
classes, economic conditions sometimes group together those of the 
same general education and experience. Some groups tend to think 


‘See Mochlman, Arthur B., Public School Relations, Rand McNally and Com- 
pany, 1927. 

* Miller, C. R., and Charles, Fred, Publicity and the Public School, Houghton 
Mifflin Company, 1924, p. 4. 

*Palmer, Anthony Ray, Progressive Practices in Directing Learning, MacMillan 
Company, 1929, p. 199. 





608 ELemMentTARY Scuoot PRINCIPALS 





differently, largely because their scopes are comparatively limited 
through conditions partly beyond their own control. Not all people 
have the same understanding of citizenship and all that it implies. Not 
all people have the same attitude toward law and its demands. Some 
people look with ridicule upon the common courtesies which others 
consider necessities in human relationships. 

The attitude toward the school constitutes a type of information 
that is greatly to be desired. It may be difficult to obtain, but if it 
can be gained it should provide a good basis for future planning of 
activities. Sometimes, an antagonistic feeling will be found through- 
out the neighborhood, through no fault or lack of the school, that may 
be changed easily. Or, it may be that the school is hindered by a 
feeling of suspicion engendered by a lack of mutual understanding. 
Various situations may arise during the year which through un- 
conscious misinterpretation may have a retarding effect upon the full 
development of the school program. 

The expectations that the community has of the school, while 
closely related to the attitude toward the school, will show after 
study what the parents want the school to do for them and their chil- 
dren. Some parents expect more than the school can possibly attempt. 
Others expect practically nothing, sending children only because 
the law compels them. A comprehension of the expectations will 
help to develop a closer cooperation. 

Because of economic conditions, most of the children in some schools 
will leave to work as soon as possible. Facts concerning the length of 
school life of the children will be of considerable value in fitting the 
education as a means to an end. 

In connection with an awareness of economic conditions in the 
homes, it is possible to obtain information regarding the ownership 
of homes. These facts are desirable because they give insights into 
the stability of the school population. Where home ownership is the 
rule, totally different conditions are usually found and there is also 
a tendency for children to have a greater respect for property rights. 

The nationality of the parents often provides interesting facts, 
but it is doubtful if enough differences exist between people of other 
countries to provide any variation in procedure. The main fact to 
discover in this connection is the percentage of parents who are 
foreign-born and among whom American ideals of citizenship may 
need promulgation. 

The home language spoken is of primary importance. Where it 
differs from English as it does in many schools, decided use must be 
made of the information. Children who come from homes where 





Tue Ninru YEARBOOK 609 





English is not the language spoken are laboring under a distinct 
handicap. It is unfair to conduct classes for them in the way ordi- 
narily used for most children. The kind and amount of adjustment 
required will depend entirely upon accurate and specific knowledge 
of the degree of language handicap. 

To a certain degree, the occupation of the parents gives information 
of value to the school. Economic conditions in the homes are largely 
determined by the compensation the parents secure for their work. In 
turn, the educational opportunities of the children are affected by the 
circumstances imposed on them by the work of the parents. 

In some school districts, there is a large percentage of broken 
homes, where the children have not the guidance of both a mother and 
a father. This knowledge on the part of the teachers and principal 
will many times help children. 

Building surveys, which give the number of new buildings, and the 
yeneral type will show what is to be expected in the near future for 
the school. Such a survey is frequently productive of additional 
information in the way of a gradual change in the entire character 
of a neighborhood. 

There are many other types of information which may be obtained 
about the community. This discussion does not deal at all with edu- 
cational information which the school has through various sources, 
but is limited to that which may better be secured outside the school 
and which affects the child in other than purely school relationships. 

This section may be summarized for purposes of recognition: 
(1) attitude toward life, (2) attitude toward the school, (3) expecta- 
tions of the school, (4) length of school life, (5) ownership of homes, 
(6) nationality of parents, (7) home language spoken, (8) occupa- 
tions of parents, (9) number of broken homes, (10) new buildings. 

llow to study the community—lf there is a sincere desire on the 
part of the school to make contacts with the people of the community 
to secure information of value to both groups, no difficulty should be 
encountered. Individual and group contacts may be made in in- 
numerable ways, many of them through mutual social relationships, 
and others as the result of planning a definite program. No matter 
how the contacts are made, every one will find a place in a policy of 
mutual understanding between the home and the school that will 
tend to create a common sympathy in a great undertaking. 


Of greatest value, probably, although more restricted from the 
standpoint of numerical strength, are the personal acquaintance- 
ships which the principal may form with the leading men and women 
of the district. Many of these develop naturally as a principal stays 

16 





610 ELEMENTARY Scuoot PRINCIPALS 





for a number of years in the same school. In other cases, it is 
necessary for the principal to assume the initiative. He must call 
on many people who are well considered in the community, even 
though they may have no children in the school. A simple, informal 
visit may be the forerunner of future assistance. 

In those schools where worthwhile interest is manifested in a 
parent-teacher association, and where the membership is representa- 
tive of the community at large, contacts are made that may be secured 
in no other way. Parents are members because they are vitally inter- 
ested in the welfare of their children. Meetings provide a common 
source of stimulation for both teachers and parents. All come together 
for the same purpose—to create better conditions and provide better 
facilities for the children of the school. 

Other evening and afternoon meetings serve to bring parents and 
friends to the school. Plays and school entertainments help to in- 
terpret the school to the community. At such times, it is possible to 
gather much information from the patrons by talking to them 
informally. A feeling of friendship usually exists. Visiting days, 
when fathers and mothers are invited to observe regular school work, 
are frequently the occasion for many comments that may be put to 
good use by the school. American Education Week, with its many 
activities, coming as it does early in the school year, is usually an 
opportunity for establishing another contact with the community. 

Where possible, church affiliation brings a bond of understanding 
and unification of ideals that may be secured in no other way. In 
the larger cities, where teachers and principals frequently live at a 
considerable distance from the school, this contact is rather difficult, 
but it does offer a situation for mutual esteem and respect. 

Home calls by both teachers and principal, not only to the homes of 
problem cases, but also to confer with parents of normal children, 
furnish an intimate and direct contact. 

The noon-time clubs, such as Rotary and Kiwanis, and the various 
women’s clubs, provide admirable opportunities for the principal to 
become acquainted with people in the community who can and do 
give valuable information. Membership in these clubs is coming to 
be considered as one of the professional activities of the principal. 
Club members are usually those people who are dynamic in the affairs 
of the community and who are vitally interested in education as pro- 
viding the future for the community. Probably in no other field of 
community contacts will so responsive a group be found. 

Visits by classes of children, accompanied by teachers and the prin- 
cipal, are a fine way to collect information about places of interest in 
the neighborhood. They also furnish material for study and direct 





Tue Nintu YEARBOOK 611 





application as part of the social science courses offered in all schools. 
An idea is becoming more prevalent that children of the elementary 
school should know first those things which they have around them in 
close proximity, gradually spreading out their interests and under- 
standings, connecting new and untried experiences to those which 
they actually have had. 

In the same connection, visits by teachers to typical industries 
which either serve the district or in which parents of the neighbohood 
work, give an insight into problems that must be considered in the 
daily activity in the school. Where industrial organizations are situ- 
ated in the immediate vicinity, there is a strong probability that they 
are the place of work of many of the parents and will in turn afford 
a vocation for many of the children. The information which may 
be found will many times make the problem of teaching appear in a 
totally different light. 

The attendance officer and social worker or visiting teacher can 
give many facts obtained from homes visited that might otherwise be 
unknown to the school. The nature of their calls brings out many 
sordid situations that should be known in the school, but which 
would probably not reach it through any other source. 

In the larger cities, there are usually other child agencies that have 
information which is available to the school. Various welfare organi- 
zations are organized to care for children who are handicapped. A 
closer cooperation between these and the school cannot help but bring 
assistance from each to the other. 

Teacher study of group or type responses, where the school district 
is relatively homogeneous, is a valuable method of searching for con- 
ditions in the community. This may take the form of free-discussion 
teachers’ meetings, where individual teachers or group chairmen 
offer conelusion for discussion by the entire meeting. Such a plan 
serves to focus teacher attention on the typical problems of the school. 
requently one teacher may contribute an idea that has not been 
considered by others, but which is essential in the development of the 
particular school. 

Most schools now use some form of cumulative pupil record, on 
which is recorded information about the nativity of the parents, 
home language spoken, place of birth of the child and other similar 
facts. These records may easily be used for a rough survey, within 
the school, to give typical figures about the community on nationality 
percentages, and other similar statistics. 

There are other means of obtaining information about the com- 
munity, such as the questionnaire, which are not discussed here, 








ELEMENTARY Scuoot Principats 





because there are attendant dangers making their use quite questiona- 
ble. A summary of the methods of seeking information indicates that 
none are beyond the use of any school, and at the same time do not 
require elaborate formulation of mechanical set-up or technic: (1) 
personal acquaintanceships, (2) parent-teacher association, (3) school 
meetings for parents, (4) church affiliations, (5) home calls, (6) 
noon-time and women’s clubs, (7) class visits to points of interest, 
(8) typical industries, (9) attendance officer and visiting teacher, 
(10) child welfare agencies, (11) teacher discussion groups, and 
(12) pupil cumulative records. 

Conclusion—Adjustments in the courses of study to fit the indi- 
vidual school to its community should be based on a continuous study 
of all the factors that influence the children during their school and 
subsequent life. Formulation of future physical needs, standards of 
conduct, social habits, and ideals and attitudes will depend largely 
upon the intimate and specific knowledge that the school should 
have of the community of which it is an integral and vital part. 





HEN we speak of a pupil being 10 percent underweight 
we are referring to the fact that he weighs 10 percent less 
than the average boy of that age and height. Now it is obvious 
that such a deviation from the average is far different and 
far less serious than a similar deviation from an optimum 


weight.—C. I. Fleming, see Chapter 1X 








T 


indi 
the | 
supp 
the 
that 
scho 
forn 
and 
I 
pare 
scho 
and 
eriti 
fare 
imp 
kee 
man 
Ki 
com 
frie} 
neg] 
mur 
all « 
prof 
mak 
eriti 
hooc 
pare 
are 
poli 
infc 
ents 
tati 
faul 


COO} 


Tue Nintu YEARBOOK 





CONSTRUCTIVE CONTACTS BETWEEN PARENTS 
AND SCHOOL 


Gerorce D. Tayor 
Principal, Susan B. Anthony School, Rochester, New York 


HE WRITER has used the word “ constructive” with a defi- 

nite purpose in mind. Parents have a right to be interested in 

the school to which they send their children because directly or 
indirectly they are helping to defray the cost of education, including 
the building and maintenance of the school plant, teachers’ salaries, 
supplies, and equipment. Parents are required by law to provide for 
the instruction of their children, which in a very large sense means 
that they are compelled to send their children to school. What the 
school will do to these children during their very impressionistic and 
formative years of life is a distinct challenge to the school system 
and of utmost concern to the parents. : 

For these and many other reasons it will be readily granted that 
parents not only have the right, but it is their duty to know their 
school system and to be acquainted with the educational procedure 
and characer forming agencies employed. They have a right to be 
critical of cost, of conditions, of teachers, and of teaching. The wel- 
fare of the children entrusted to the school system is of such vital 
importance to children, parents, and to posterity as to justify the 
keen interest on the part of the parents in the school and its 
management. 

Kinds of parental attitudes—The attitude of the parents and the 
community toward the school may be indifferent, severely critical, 
friendly, or cooperative. An indifferent attitude may be dangerously 
neglectful of the welfare of the school, the children, and the com- 
munity. A critical attitude, even an aggressive one, is far better for 
all concerned. Of course, the school principal, and faculty must be 
professionally broad-minded enough to appreciate the situation and 
make it clear to the parents that they would much rather have the 
criticisms directed to the school than used as a matter of neighbor- 
hood gossip. The principal and teachers should be ready to meet the 
parents in a fair, frank, friendly manner. Unless the school people 
are able to justify their actions on the ground of sound educational 
policy they should admit that the decision is based upon incomplete 
information and agree to make the necessary adjustments. The par- 
ents soon realize that the school is not acting in an arbitrary authori- 
tative way. Consequently the community soon loses its combative 
fault-finding attitude and assumes one of friendly interest and 
cooperation. 





614 ELEMENTARY Scuoot Princrpays 





It is a fortunate and wise school community that can capitalize 
upon such a desirable and wholesome attitude. As in other things so 
in this, organization and united effort mean strength and increased 
effectiveness. No finer agency could be desired than the parent- 
teacher association or mothers’ clubs in supplementing the school’s 
efforts. 

Types of parents’ clubs—The writer has heard some principals 
say that Mothers’ Clubs are most unsatisfactory when the club tries 
to run the school, and put over its own hobbies or propaganda. This 
condition of affairs might be properly termed a “ destructive rela- 
tionship ” for both club and school are jointly responsible for the 
inarticulations. 

Then there are clubs which have their meetings with some form of 
an interesting program, but with no vital interest in the needs and 
problems of the school. Such clubs are friendly to the school yet take 
no active part in building up the work and influence of the school. 
Such organizations are neither destructive nor constructive, but neu- 
tral in influence. 

Here and there exist parent-teacher associations which have the 
true interests of the school at heart. Associations of this type coop- 
erate with the school authorities for the welfare of the children. 
Such an organized group needs only guidance and appreciation to 
become a powerful influence for constructive relationship. 

Given half a chance the constructively bent association should be 
a success as the efforts of all center about the child. The parent with 
“the mother love that passeth all understanding ” may pull together 
with the teacher with knowledge of the psychology of the child and 
training in aims and methods of teaching. Both have that desire 
to cooperate, but too often lack the understanding and appreciation 
of the viewpoint of the other. 

Some constructive contacts between home and school—The first 
type of constructive relationship makes the parent-teacher associa- 
tion an educational clearinghouse for exchange of ideas. The school 
and the teacher are required to do so many new things that the 
wonder has been that misunderstanding and criticism is not more 
common. This condition of potential clash is relatively inert when 
we remember how easily the child tends to forget, to misrepresent, 
or to exaggerate. Teachers often receive blame when they are only 
following directions and rules from the principal. The latter, in 
turn, may be acting in accordance with his superior officers. There 
was a time when the writer was puzzled at the complaints and criti- 
cisms received and wondered how intelligent parents could think such 





— 


alize 
oS $0 
ased 
rent- 
ool’s 


pals 
tries 
This 
rela- 
the 


m of 

and 
take 
1001. 
neu- 


the 
oop- 
ren. 
n to 


1 be 
vith 
ther 
and 
sire 
tion 


first 
el a- 
hool 

the 
lore 
hen 
ent, 
nly 
in 
ere 
riti- 
uch 


Tue Nintu YEARBOOK 615 





things. Now his feeling is one of thankfulness that parents are will- 
ing to come with these apparently strange and foolish questions for 
explanation. Frequently, some school regulation or policy can be 
explained to the parents so that they understand not only the funda- 
mental reasons for it, but appreciate the school’s problems of try- 
ing to safeguard the mental, moral and physical needs of all its 
children. From time to time the principal should be invited to dis- 
cuss with the club problems of the curriculum, home study, promo- 
tions, physical education, noon lunches, vaccination, and the classi- 
cation of pupils. 

Thus through classroom visitation, conferences with teachers, ob- 
servation of the schoo! activities, and discussions in meeting both 
parent and teacher understand each other better. The members of 
the parent-teacher association spread this information throughout the 
neighborhood until gradually there is built up in the community a 
knowledge of their school, a cooperation in its work and a pride in 
its achievements. Community spirit is in turn reflected in the atti- 
tudes of the pupils and the quality of school work. 

If a parent-teacher association did no more than the above, its 
existence would be more than justified, but there are additional lines 
of constructive relationship. Never before have there been such spe- 
cial demands upon the schools from the outside. In the proper under- 
standing of them and their effective solution the parent-teacher asso- 
ciation can have a most important part. 

In the school with which it was the writer’s good fortune to have 
been connected for eight years, there was a parent-teacher association 
whose officers and members have always worked in happy cooperation 
with the school. A few illustrations of cooperation will suffice. 

Pictures, flags, furniture, and reference books selected by a joint 
committee of parents and teachers have been given to the school. A 
fund for musical instruments and supplies is provided for the school 
orchestra, and a moving picture machine has been installed. 

Cooperation in material matters, while desirable and valuable, may 
be the least of the contributions. Our parents’ club took an active 
interest in the expansion of the school facilities by cooperating with 
the Board of Education in bringing about the completion of the 
building and the grading of the school grounds. They aided in the 
work of beautifying the school grounds by helping to buy plants and 
shrubs. Many parents donated bulbs and flowering plants. The asso- 
ciation used its influence with the Playground Bureau and public 
officials for the maintenance of a playground. 





616 ELEMENTARY Scnoot PRINCIPALS 





Each spring the school has given an outdoor pageant. The parent- 
teacher association has made the occasion an outdoor picnic for the 
entertainment of pupils and teachers. Each fall, shortly after the 
opening of school, the parents have provided a banquet for the 
faculty as the means of getting acquainted with the new teachers and 
renewing friendly relationship with all. The teachers have recipro- 
eated by having a faculty reception with stunts and refreshments 
for the parents. Little neighborhood social gatherings are held where 
the parents having children in the kindergarten and first grade have 
entertained that group of teachers. Other groups of teachers have 
entertained in similar manner. 

The association has been organized on a firm business basis with 
an exceptionally strong force of officers and a fine committee of par- 
ents and teachers that actually do the work assigned to them. The 
membership is by no means limited to the mothers, and at many 
meetings the fathers are in the majority. On several occasions the 
association has had a man for its president. While some meetings 
have been held in the afternoon, the majority of the meetings have 
been in the evening. The programs have been exceedingly worth 
while, the school being responsible for one or more numbers, usually 
in the form of school orchestra, school chorus, or a number furnished 
by the health education classes. These meetings have developed a 
very definite school community feeling. The parents have come to 
really understand the school program and consequently have been 
able to help in its development and to support it in an intelligent 
manner. For several years the association prepared and sponsored 
some form of community entertainment which not only raised con- 
siderable money for a variety of useful purposes but brought the 
parents and school in a closer, friendlier relationship. 

In the writer’s estimation, probably the most valuable relationship 
developed was that of a clearer understanding on the part of the 
parents and teachers as to the best ways by which the school pro- 
gram was being developed. For instance, when the matter of homo- 
geneous grouping was under consideration, the writer was advised 
that the community would never stand for such a policy. The matter 
was first taken up before the executive committee, and then was 
made a subject of discussion before the association. They in turn 
discussed it with their neighbors. As a result the attitude of the 
community was so favorable toward a practical and sensible plan 
of grouping children that the few that were opposed considered it 
advisable to keep quiet. In the same way other problems which might 
have caused serious differences of opinion between the community 





and 
or | 
fact 
res} 
and 
p 
and 
alth 
ing 
a Vi 


erat 
base 

cons 
pri 
bee! 
but. 

pri 
LTO! 
I 
zati 
inte 
cap’ 
the 


"ent- 
the 
the 
the 
and 
pro- 
ents 
here 
lave 
lave 


vith 
par- 
The 
any 
the 
gs 
lave 
rth- 
ally 
hed 
da 
» tO 
een 
rent 
red 
‘On- 


the 


hip 
the 
yr0- 
mo- 
sec 
tter 
was 
arn 
the 
Jan 
| it 
ght 
‘ity 


Ture Nintu YEARBOOK 617 





and the school were talked over in a frank open manner and a policy 
or plan formulated which had the approval of the community. In 
fact the community became so generous and whole-hearted in its 
response that the principal’s chief concern was to live up to the faith 
and loyal cooperation given by the mothers and fathers. 

Probably the best proof of the genuine success of the organization 
and the soundness of this mutual relationship is the fact that 
although it is eight years since the writer had the privilege of work- 
ing in that school community, the parent-teacher association still is 
a vital factor for good. 

Summary—The welfare of children depends heavily upon a coop- 
erative attitude between school and home. Such an attitude must be 
based upon many opportunities for “ constructive” relations. A 
constructive and cordial contact is not an accidental thing. A few 
principals who have viewed these relationships with indifference have 
been rudely awakened to the menacing aspects of an uninformed, 
but aroused parents’ group. When such inarticulations exist the 
principal should blame himself quite as much as he does the parents’ 
group. 

The experience of the writer has been that a parent-teacher organi- 
zation responds to the right kind of leadership. Few people have the 
intense interest in child welfare which most parents have. Who can 
capitalize and guide this enthusiasm into channels which supplement 
the school 4 My answer is: the elementary school principal. 








IE community of the district is entitled to more than the 

educational crumbs that fall into the homes through con- 
tacts with school children. The elementary school principal 
needs to have a definite policy of helpfulness in community 
endeavors, a purpose and determination to raise the standards 
of aspiration, and should help in releasing latent power that 
ean and will bring about communal improvement.—Susan M. 


ldorsey, see Chapter I] 

















618 ELEMENTARY ScHoot PRINCIPALS 





FACTS AND THE PARENT-TEACHER ASSOCIATION 


Sara E. Cuasp 
Principal, Kensington Avenue School, Springfield, Massachusetts 


OOPERATION between home and school is more intelligent 
C when based upon facts. As a step in collecting facts we made 
a five months study of the out-of-school interests and activities 
of our fourth, fifth, and sixth grade pupils. As the work progressed, 
we extended the original plan for investigation to include an inven- 
tory of the books received by the children as presents at Christmas, 
and a free reading period in the program of each classroom so that 
the teachers might study and guide reading habits and interests. 

We added to the data collected by the above study a summary of 
the excuses given for the tardy marks of an entire year, a list of 
telephone calls from residents of the school district in regard to the 
children’s lack of respect for property, and a five year record of the 
reasons that had brought the police to the school for interviews with 
boys. 

A combination of the above facts served as a basis for four talks 
to the parent-teacher association. The titles of these talks were: 
Growth Through Play; Free Reading of Children; Moving Pictures, 
Good and Bad; Building Two Social Habits, Punctuality and 
Respect for Law and Property. 

Collecting the data—The study of out-of-school interests and activi- 
ties was made through blanks filled out by the children. On Monday 
mornings each child filled out a blank which read: 

On Saturday morning I did these things: 
On Saturday afternoon I did these things: 


On Sunday morning I did these things: 
On Sunday afternoon I did these things: 


On other mornings of the week each pupil filled out a blank telling 
what he had done the night before, what he had done after supper, 
and at what time he had gone to bed. 

Data on the reading interests of pupils was collected upon the com- 
pletion of each book. The child reported, on a blank, the title of the 
book, the author’s name, and date when he finished reading the 
publication. 

Pupils were asked to report on moving pictures the next day after 
attending the theater. The facts reported included: the title of the 
picture, the leading actor, and the date seen. 

During the first week after the Christmas vacation, each teacher 
listed the books his children had received as presents. The older 








chil 
ones 

S 
fille 
reco 
fact. 
scho 


1. 


SD Oe i) 
rae ee ee 


© 92 


So 
— oot oe ee. 1 2 


—— 


Oo ore co rN 


_ 
— 
~~ -—._ -» & 





Tue Ninto YErarsooxk 619 





children copied the titles and authors of their books and the younger 
ones brought their books to the teachers. 

Some of the facts discovered—The information on the blanks 
filled out by the children was transferred to individual and class 


igent 
5 . . 
made | tecord sheets. Summaries from these sheets showed the following 
rities | facts which suggest many problems for cooperation between the 
ssed, | school and the home. 





ih: 1. Facts in regard to play and work in out-of-school hours: 
mas. 
| thet 1. There was no real team play in games. 

2. The three recreational activities reported the largest number of times by 
3. boys were marbles, movies, and books. 
ry of 3. The recreational activities reported the largest number of times by girls were 
st of books, funny papers, and movies. 


4. The list of imaginative plays was a long one. 

o the 5. There were many constructive activities. 

f the 6. The clubs reported indicated a desire for companionship. 
7 


with . Only three boys and three girls reported going to the largest playground 
of the city which could have been reached by ten minutes of walking. 
8. The girls were doing more house work and home chores than the boys. 
talks 9. Several girls were getting little play because so much work was required 
of them. 
were. 10. Blanks for certain days showed that girls were working while their brothers 
fures, played. 


and § ll. A few boys were spending so much time on music lessons that they were 
not getting much play. 

12. Some children reported only five or six work activities in 20 week-ends. 

ctivi- 13. A majority of the children were receiving pay for the work they did at home. 

nday 14. Five boys were working in stores in violation of the law. 


2. Facts in regard to free reading: 





— 


. During the five months of the study, 221 boys and girls read 1198 books by 
563 authors. 


2. Ten boys and four girls did not read any books during this time. 
3. One girl read 86 books; one boy 66. 
4. The average number of books read by the boys was 8; by the girls, 10. 
elling 5. Stories about children or adults were the most popular. 
pper, §. Stories with backgrounds from history had second place, and stories about 
animals were third. 
7. None of the individual lists followed any one line of interest. 
com: 8. Some of the books on the lists have been highly recommended by book guides 
if the for children’s reading; some have been much disapproved. 
9. Thornton Burgess was a very popular author. 
Y the 10. The books read the largest number of times by boys were American Hero 


Stories, Tappan; Robinson Crusoe, Defoe; and Tom Swift and His Aerial 
fter Warship, Appleton. 
a ll. The books read the largest number of times by girls were Heidi, Spyri; 
rf the Clematis, Cobb; and Merry Tales, A. M. and E. L. Skinner. 

12. The list of magazines in the homes included very few for children. 

13. As Christmas presents the 574 children (Grades 1 to 6) received 792 copies 
acher of 551 different books. 
older 14. Among these books were many rated as undesirable by guides for children’s 

reading. All the best sellers in children’s series were represented. 





620 ELEMENTARY Scuoot Princrpars 





15. A librarian of a children’s reading room rated 41 of the 551 books as excellent, 
and 18 of them as good books for children. 

16. In the free reading periods at school each teacher found some children of 
high intelligence who did not care to read. 


3. Facts in regard to moving pictures: 


. During the five months of this investigation, 209 children bought 1155 tickets 
for moving pictures. 

. The boys’ average was 7 tickets; the girls’, 4. 

. One boy went 30 times; one girl, 31 times. 

. Five boys and 16 girls did not see any pictures. 

. The pictures most popular with boys were the Vanishing American, The 
Volga Boatman, Black Cyclone, Cohens and Kellys, Best Bad Man, and A 
Laugh Guy. 

. The pictures most popular with girls were the Volga Boatman, Vanishing 
American, Blind Goddess, and Beverley of Graustark. 

. The description of the Vanishing American written by the children showed 
no appreciation of the historical scenes. 

. The description of the best liked pictures written by the children indicated 
that these qualities won their favor: excitement, war or fighting, funny 
acts, sadness, action, bravery, mystery. 

9. The children who had long moving picture lists also had long reading lists. 


4. Facts in regard to tardiness: 


1. The enrolment above the kindergarten on June 29, 1927 was 618. 
2. The total number of cases of tardiness for the year was 758. 
3. The following reasons were stated in excuses: 
Slow in getting up or in getting ready............... 0.00 cece eee ee eeee 216 
Clock slow or stopped 
Work for home 
Play on the way or at home 
Mother’s fault 
Waiting for another child 
Sickness 
No known excuse 
Going back for something 
Bad weather 
Clothes 
Father’s fault 
Late hours the night before 
Other children’s fault 
a ke eae Sd a Se ig gilt, imnare idem ereimsek icciiearm are a ROR 
Late return from out of town 
Transportation 
Going to church or downtown 
I co doa crac Galea cated Ae eae he ie ale pallies bb dig wh aca die 


9 


9 


5. Nature of telephone calls about lack of respect for the property 
and comfort of others: 


. Hedges had been broken by children jumping into or over them. 
. Wire fences for grass protection had been torn up. 

. Corners of lawns had been crossed. 

. Fences had been jumped. 

. Vines and plants had been broken. 

. Lawns had been littered with candy and gum papers. 

. Buildings had been marked with chalk. 

. Sidewalks had been covered with writing. 





ickets 


The 
nd A 


sh ing 
owed 


cated 
unny 


lists. 


Tue Ninru YrARBOOK 





6. Nature of police interviews with boys: 


Bicycles had been ridden away from other schools. 
Doll carriages, scooters, and bicycles had been stolen. 
False fire alarms had been rung. 
Automobiles had been seriously damaged on Hallowe'en. 
Fires had been lighted in the street. 
Our portable school buildings had been broken into three times within a year. 
Memorial windows stored in a church had been deliberately broken by 
sling shots. 
New houses under construction had been damaged. 
. Vacant houses had been damaged inside and out by sling shots and stones. 


l'sing the facts—lIn the talks with the mothers, the investigations 
we had made were described and the findings were enumerated. The 
erowth that may come to the children through play, work, books, 
and moving pictures was pointed out with illustrations from our 
study of the children. Explanations of the school’s attempts to 
increase this growth were given with suggestions on ways in which 
the home might cooperate. 

The desirability of mothers and teachers working together in at- 
tempting to build right attitudes toward behavior was pointed out. 
Some reforms that the school needed to make were stated. Changes 
that the home should undertake with promptness and persistency 
were suggested. 

(Juotations from the talks—A few quotations from the four talks 
will indicate the procedure followed. The first three paragraphs 
below show the way in which the parents were told of the value of 
simple play activities of children. Each fact presented in these para- 
yraphs was illustrated by reference to details of the latest play activ- 
ity introduced on the boys’ playground, such as the making and fly- 
ing of toy parachutes. 


1. Growtn THroucH Work AND PLAy 


Through the right sorts of play, muscles, minds, and morals grow. In many 
of the play activities, the children are in constant motion which stimulates the 
nervous system and tones up the entire body. So the muscles grow. 

As the children play, they see, hear, and handle things about them. They 
observe, associate, compare, and generalize. They experiment and draw con- 
clusions. They create and weigh values. So the mind grows. 

Through the approval and disapproval of their playmates, children learn to 
appraise courage, perseverance, justice, and other qualities. As they play together 
they learn to give and take. They discover that effort bring results. They see 
that. one must try many times for success. So moral attitudes grow. 

* * th * 

What can you do to increase the growth that comes to your children through 
work? 

1. You can give each child some home task to perform each day to develop 
in him a sense of duty and responsibility toward the home. You must find some 





622 ELEMENTARY ScHoot PrIncIPALs 





task in the changed home life of today if your child is to have some of the moral 
values you found as a child. 

2. If the boys are to see the home as a fellowship, they must take part in 
its obligations and responsibilities. Washing dishes and getting meals are in good 
repute on hikes. Why not in the home? There is nothing about sweeping and 
dusting that overtaxes a boy’s skill. Boys can learn to make beds. They can 
develop skill in caring for a younger child as well as their sisters can. 

3. Don’t pay the children for every task. If you do they are going to think 
more about their rights than they are about their obligations. When you do 
pay them, let the amount bear some relation to the work done. 

4. Don’t pay for A’s on report cards. Our stamp sales jump enormously on 
the day after the cards go home. One fourth grade recently started a heated 
discussion about the economic value of report cards, declaring that one father 
had no right to get for a nickel what another father was paying a quarter for. 
The report cards, in spite of our efforts and desires, represent “ information 
getting” more than anything else. The end desired is growth in the ability to 
think, to understand, to appreciate, and to use knowledge. This school aim does 
not lend itself to our report cards. When you pay for marks on these cards you 
are helping to put the emphasis in the wrong place. 


2. Free READING or CHILDREN 


Not long ago a father said to me, “I do not let Alice read books for I wish 
to keep her mind on her school work.” Alice read only two books during the 
five months of our investigation. 

Books would have helped her school work. At the end of the five months we 
found that the children doing the best classroom work had read four and one-half 
times as many books as those doing poor work. 


* * * * 


In our free reading periods, we found a number of children of good intelligence 
who did not care to read. This is a serious matter. Free reading is an out-of-school 
activity of very great importance for it opens an opportunity for wider experiences 
and wider learning than the children can get in any other way. It does more 
than any other activity to satisfy a variety of desires and to arouse new interests. 
Under skilful guidance it leads to habits of finding enjoyment in worthwhile 
reading and to permanent interests in reading as a play activity for leisure hours. 


* * * * 


On Christmas day the children above the kindergarten received 792 copies of 
551 different books. Miss P., the excellent librarian of the children’s reading 
room, rated only 59 of these books as belonging among the best books for children. 

In the last few years the books for children have increased greatly in number. 
We shall have to acknowledge that we do not know the books for children as well 
as we should know them. 

During American Book Week the reading room has these book guides, “ Book 
Shelf for Boys and Girls” to give to mothers. The librarians display some of the 
newest books and they are anxious to talk with you about children’s reading. 


3. Movine Picrures, Goop ANp Bap 


You can keep your child entirely away from the moving picture only while 
you are keeping him under your thumb. Training a child to live under the thumb 
does not train him to live when the thumb is raised. 

You do not say he shall hear no music because some of it is bad. You do not 
say he shall read no books because some of them are trash. You help him to forr 





mo 
thir 
the 
nig] 


Tue Nintu Yrarsoox 





tastes in the matter of music and books. Why not help him to form tastes in the 
matter of moving pictures? Why not help him enjoy some of those that are 
really fine? 

You can help him find pleasure in other activities. You can join him in 
outdoor pleasures. You can take him on trips to the science museum or the 
library. You can let him tell you about some of his books. You can read to 
him. You can know what your child is going to see when he starts out for an 
afternoon in the moving picture theatre. You do not need to let him go because 
it is Saturday or a holiday. You can read the advertisements and the reviews 
of the pictures to learn the nature of those to be shown. If you had done this, 
I do not believe that 81 of the children in this school would have seen Dancing 
Mothers; 70, The Blind Goddess; or 60, Let’s Get Married and The Untamed 
Lady. 


4. Tue GrowTH or Socra, Hasits 


If you were to follow the plan I have outlined, you would talk with your 
child about punctuality. You would point out the need for his father to be at 
work on time. You would help him to think for himself about the advantages 
and disadvantages of being prompt. You would be careful to illustrate your point 
with cases real in the life of this particular child. You would set before him good 
examples of promptness, by getting to church on time, by getting to the trolley 
or station more than a minute ahead of the scheduled time. You would have 
breakfast ready on time. You would reward his attempts to dress more promptly 
and his immediate responses to your call for bed hour with a look of praise. 

You would be making mistakes when you allow breakfast to be late, when you 
take him into church late, and when you do not recognize his attempts to be 
more prompt. You are making a mistake, I think, when you let him think that a 
clock that won’t keep time is a thing to be tolerated in a home that believes 
in punctuality. Teachers make mistakes when they criticise tardy children and 
allow themselves to be late about dismissals. Teachers make mistakes when they 
let children think that the bad thing about tardiness is a black mark in the 
register for the bad thing is one more impression on the child’s brain to work 
against the habit of promptness. 


* * * * 


You may think, “My boy wouldn’t do such things.” Yet we find that the 
mothers of our worst offenders are often entirely uninformed. Probably the one 
thing that helped to bring about these unfortunate incidents was the fact that 
the mothers didn’t know where their boys were or what they were doing at 
nights or after school. 

. + * * 


What can home and school do to increase the child’s respect for law and 
property? First: Make the desirable examples we set worthy of imitation. 
Second: Make a fresh start for the development of intelligent obedience, the 
basis of law and order. 


Summary—Principals sometimes use their speeches before the 
parent-teacher associations as opportunities for complaining about 
pupil behavior. Such talks are apt to be based on a few pathological 
cases and may not win the cooperation of parents who are interested 
in typical children. 


We felt in our school that the children were “slipping away ” 
because of a lack of intelligent cooperation between home and school. 





624 ELEMENTARY Scuoout PRINCIPALS 





sut we did not care to raise the problems with the parents until we 
could present facts and suggest constructive remedies. 

The above paragraphs have given a brief description of our pro- 
cedures. The short excerpts from talks imply a preaching quality 
which was not present in actual fact. Rather, our parents saw that 
there had been a careful survey and that the recommendations were 
made in the best interests of children. We have been pleased and 
helped by the resulting evidence of cooperation. 





N CLEANING up for health the parents and children 
eliminated many fire hazards. Trash and rubbish were 
removed and the community took on an improved appearance. 
Parents who cared little for cleanliness of person or environ- 
ment became interested in our drive because they saw that 
health gave children a better chance in the world.—R. C. T. 
Jacobs, see Chapter 1X 














Tue Nintu YrarBooKk 





UNITING HOME AND SCHOOL FOR THE WELFARE 
OF CHIL DREN 


pro- Evten 8S. Nye 

lity Principal, Van Cleve School, Minneapolis, Minnesota 

hat ' : ; ; 

all NE OF THE MAJOR factors in promoting the growth of the 
ee child is an understanding relationship between the home and 


the school. For the school to work alone on its policies and 
its aims is to work blindly. The united efforts of the parents and the 
school are needed if its ideals are to be carried out to a complete 
realization of all that is best for the children. Without a knowl- 
edge, on the part of the parents, of the standards and the aims of 
the school and the visions of the principal and the teachers, there 
cannot be a unified influence brought to bear upon the children. The 
school needs to know the home and the neighborhood conditions under 
which the children spend 19 hours of their day. We must reach out 
and make close contacts with the homes and help the parents to 
understand us and in turn they will help the children to come to us 
with better attitudes. Once the policies of the school are established 
in the community the divergent points of view are reconciled. 

Our school and community—The Van Cleve school is decidedly 
foreign. There are 64 American families and 261 foreign ones in the 
district. The Russian and Polish people predominate, though there 
are 18 nationalities represented in the school. It requires time and 
patience to penetrate through the reserve and the stolidity of the 
Slavie people to the friendly cooperative spirit which lies below. It 
is not always an easy matter to make close contacts with foreign 
speaking people, due to the language difficulty ; but when sorrow or 
trouble comes to them they immediately seek comfort from the prin- 
cipal of the school. Their domestic and neighborhood difficulties are 
settled in the school office more frequently than they are settled else- 
where. We are always welcome in their homes; but with little chil- 
dren as interpreters we are not sure that the messages are delivered 
as given. They are willing to assist us in any way as far as their 
understanding of the situation goes. 

Visiting teacher contacts—One of the greatest factors in bring- 
ing about the understanding with the homes is the work of the visit- 
ing teacher. He guides and directs the children who are apparently 
out of tune with the world. By making a study of the home, the 
school, and the child he enables the school to help children to live 
the fullest and richest lives of which they are capable. The children 
are led to use their energy in satisfactory, constructive activities 
instead of wasteful ones. The special behavior problems are referred 





626 ELEMENTARY Scuoot PRINCIPALS 





to the child guidance clinic which is maintained by the Board of 
Education. There the children receive under experts, physical, men- 
tal, and emotional examinations. The cooperation of the home and 
the school are needed in this work of securing the adjustments sug- 
gested by this study if lasting corrections in the children’s lives are 
to be made. The clinic has been of very great value to us in broad- 
ening the view points of the teachers and the parents as well as cor- 
recting behavior problems. 

The following story about John is an example of the type of work 
the visiting teacher does. John came from a thrifty Russian family 
of large numbers, but with good standards. They were struggling so 
hard to buy a home that pennies for candy were few and far between 
for John. On the night before John’s trouble he had heard his par- 
ents discussing the ways in which they must save in order to pay the 
taxes which were soon due. 

At school the following morning one of the girls’ clubs was having 
a candy sale. Their leader was assisting them. She turned to speak 
to one of the teachers and thoughtlessly laid on the table her coin 
purse and a bag of candy which she had purchased. In a moment 
she turned around; the candy and the money were gone. 

Later in the day the money was found in John’s possession. Ile 
was sent to the office with it. He told the principal that he had taken 
the money to help his parents pay the taxes because they were wor- 
ried. The visiting teacher went with John to return the money to 
its owner and then to his home for John to tell his mother. An older 
sister, trained in our own school, acted as interpreter. 

Through this visit the foreign mother understood and appreciated 
the school’s attitude toward John’s act. The story of the money for 
taxes was verified by the mother. An opportunity was arranged fo1 
John to restore his self-respect and strengthen his knowledge of what 
is mine and thine by earning money to pay for the candy he had 
taken. It was a hard lesson for the little boy; but it was a lasting 
one. 

Parent-teacher association activities—Our parent-teacher asso- 
ciation is another connecting link with the homes. Here the princi- 
pal, teachers, and parents unite in a common group for the welfare 
of the children. The parents understand and appreciate our efforts 
through this contact and are themselves led to contribute their efforts 
toward the welfare of the school. Before each afternoon meeting the 
mothers plan to have time to visit their children’s rooms and see 
them at work. They are busy people and it is no small effort for 
them to do this. 





Tue Nintu YEARBOOK 627 





Classes in cooking, English, sewing, and millinery are discussed 
at their meetings in the fall. Later an invitation to join these classes 
is sent by the school to all mothers. Interested ones and those who 
have attended the classes before try to interest others by calling on 
them and even bringing them to the school for the first time. All of 
the classes are recreation for those who attend. 

The cooking classes are especially enjoyable as well as instructive. 
At each period after the food has been prepared, the table is set and 
different mothers take the parts of host, hostess, and waitress. Dur- 
ing this period their instructor gives them constructive criticisms in 
serving. Once each term they serve a complete meal and that is the 
real test of their social training. To these meals the state and local 
association officials and the principal are always invited. 

A mother whose health and that of her family had been greatly 
improved during the year that she had attended the class said, “ I 
never knew before I came to this class that there were other ways to 
cook food beside frying it. My whole family has benefited by my 
attending this class.”” She was a member of the class for two years to 
make sure that not one point of the instruction given had been missed 
by her. 

The classes in English which are made up entirely of our foreign 
mothers have a party at Christmas time. They bring their friends 
with them and spend a happy hour around the Christmas tree in 
the assembly hall. They delight in singing their native Christmas 
hymns in their own language. Their children prepare a program for 
them and refreshments are served. 

The sewing and millinery classes have as a final demonstration of 
their year’s work an evening style show at the school house. This is 
divided into three distinct parts. First, the children act as models 
wearing the outfits and hats that their mothers have made for them. 
The next is a group of mothers wearing aprons, house dresses, and 
summer dresses. Then the adults appear in their best hats, silk 
gowns, and coats. This exhibition makes an enjoyable ending to the 
year’s work in adult education. 

The mothers of our parent-teacher association have always taken 
entire charge of the serving of milk to the school children. They 
not only serve the milk but attend to the ordering of it, the care of 
the money, and the paying of the bills. A fraction of a cent is made 
on each bottle of milk sold and that money takes care of the children 
who are unable to pay for their own milk. The undernourished 
children are reported to the principal by the school nurse. If they 
are not drinking milk the visiting teacher calls at the homes to see 





628 ELEMENTARY Scuoot PRINCIPALS 





if their parents are unable to furnish it for the children. Many times 
we find that they have all that is needed in the homes; but if not, the 
mothers furnish milk to them free of charge. This service meaus 
much to all of us and the willing spirit in which it is rendered is 
gratifying. 

The city wide parent-teacher organization joins with the Council 
of Social Agencies of Minneapolis to support the child welfare group 
which is housed in a separate building erected by the Board of Edu- 
eation. From the store of clothing accumulated there, a school pri 
cipal or visiting teacher may equip any child who is kept from 
school by the need of clothing. Careful investigation and cooperation 
with social agencies are observed in the giving of clothing supplies. 
The groups of parents and teachers meet in their own school builid- 
ings under the auspices of the public school child welfare group to 
make shirts, bloomers, middies, and other articles of clothing for the 
central supply. The mothers of the Van Cleve School organize a 
group and sew one afternoon each month. 

The school health work—The health department of our schools is 
one of importance. Information about free clinics and how to obtain 
this service is given to mothers when needed. The daily visits and 
inspections made by the school nurse are the means of preventing 
many an epidemic. The information given to the children and 
through them to their parents has built up standards of health and 
cleanliness. Improved attendance is an important result of the 
nurse’s training in the home and the school. 

The school doctor through her kindly and helpful attitude has 
built up a feeling of trust that is expressed in many ways. The 
report of her examinations that are sent to the parents and her con- 
ferences with them have brought desirable results. Through her 
work and the nurse’s work we have been able to place our physi- 
eally unfortunate children in schools where they receive direct medi- 
eal attention of a superior type. Our little, underweight pupils are 
sent to the Trudeau School where the aim is to build up anwmic, 
undernourished, and easily exhausted children. Lymanhurst Selo! 
cares for the tubercular children. They are under the care of doctors 
and a nurse all through the day. Fresh air, regular hours for rest 
combined with good food does much for these little children. At the 
Dowling School our crippled children receive expert medical atten- 
tion, treatment, and advice. Sight saving classes and classes for the 
deaf are located in convenient localities. In some of the sight saving 
classes large type is used while in others the Braille is taught. At 
these classes the children have the advantage of examination by one 





mes 
the 


‘aS 


l is 


nei] 
pup 
du- 
ri 
‘om 
ion 
les, 
ild- 
. TO 
the 


Tue Ninto YEARBOOK 629 





of the best oculists in the city. In the classes for the deaf, lip reading 
is taught. Through these classes children are assisted to take active 
places in life. Teachers of speech correction help children to over- 
come speech difficulties such as stammering, stuttering, letter sound 
substitution, baby talk, and so on. The mentally retarded children 
are organized into small classes where the course of study and 
instruction are adapted to their needs. The cooperation of the home 
and the school is always needed in this corrective work. 

Other cooperative activities—The summer schools which are help- 
ing to solve indifference and individual differences are established in 
Minneapolis. Many of our pupils who would fail because of personal 
illness, language difficulties, or who need a few more weeks to com- 
plete their grade’s work are given this opportunity each summer. 
Through this work they experience the joy that comes with success 
and achievement when they would otherwise be failures. 

Our boys and girls clubs under the direction of the school help the 
children to develop the art of living together. Their activities, with 
each child helping to make the situation a success, brings out the best 
that isin him. Leadership takes the place of dependence, helpfulness 
is fostered in them, and joyous service is rendered. All of this work 
helps to make each child a loyal citizen and also brings one of the 
few social pleasures and experiences into the lives of many of our 
foreign children and the least fortunate of our American pupils. 

The Van Cleve School is located on a busy highway which many 
of the children must cross. A group of the older boys with the direct 
cooperation of the police department which has detailed an experi- 
enced officer to supervise this traffic work, is organized to care for 
the younger children who cross the avenue. Dependability and lead- 
ership, which the boys willingly accept, are developed through this 
responsibility. These traffic officers greatly enjoy the dignity of the 
Sam Brown belts which they wear. The parents feel that the safety 
of their children is guaranteed, making the situation satisfactory 
to all. 

Conclusion—It is difficult in limited space to give any adequate 
description or analysis of these many extra-curriculum activities in 
Which the school administration concerns itself; but I hope that even 
their enumeration may have given some idea of the interpenetration 
of the home and the school for the good of the child. It is as true for 
an organization as for an individual that, “‘ Nothing lives for itself 
or just its own; ’Tis but death to live alone.” 





630 ELEMENTARY Scuoot Princrpays 





ADJUSTING THE SCHOOL TO THE COMMUNITY’* 


G. H. Wss.ine 
Supervising Principal, Elementary Schools, Honolulu, Hawaii 


AWAIT has awakened to the need of a closer coordination of 
H the educational facilities of school, home, church, and industry. 
Educators of our fair Isles are accepting more and more of 
the responsibility for dealing with this problem. We are ever de- 
sirous of adjusting the school to the community, but we also sincerely 
hope effectively to use the social heredity of each child in the fullest 
growth of that child. In other words, adjusting the community to the 
needs and capacities for growth of the future citizens of that com- 
munity. 

We recognize the fact that life is a series of adjustments and that 
each “child is plunged at birth into a bath of human relations.” 
Let me quote from Hobhouse on this point: * 

The greater part of each man’s personal experiences is made up out of his 
interaction with others in the multifarious relations of life, and these relations, 
from the earliest known phases of human society, are controlled by customs 
which arise out of the needs of social life, and are maintained by social tradition. 
Through this tradition society exerts a continuous control over the individual— 
the social milieu into which he is born interpenetrates his thought and will, and 
turns his individuality into a creation of the time and place of his life. 

This great fact forces the educator to strive for a coordination of 
society’s institutions or else he wastes himself since the social environ- 
ment can so easily counteract his most ardent effort for desired pupil 
growth. The child can somewhat escape the school exposures since he 
often is one of many children similarly exposed and this experience 
is often not life-like but the exposures of society all around him are 
intensively life-like, somewhat individual in approach, and unusually 
effective educationally. 

With such serious competition it behooves us school men to court 
the favor and cooperation of our competitors if we are sincerely 
interested in pupil growth or character building. 

With the above thoughts in mind the following article is humbly 
submitted. It is a report of what has been done and is being done in 


* While this article is limited in its details to Hawaii the amazing vision and 
common sense practices are worthy of widespread emulation. Apparently, edu- 
cators in Hawaii consider “the community” as synonymous with the whole 
territory. Do school workers in the States often limit community concepts to the 
small local district? 

Sections in this contribution have been prepared by various persons under 
Mr. Webling’s direction. Due recognition has been given to these co-authors in 
the footnotes—Editorial Committee. 

*?Hobhouse, Leonard T. Social Evolution and Political Theory. Columbia 
University Press, 1911, p. 94. 





Tue Nintu YEARBOOK 631 





Hawaii. We have not solved our problem, but we do know that there 
is progress. We hope that no one thinks us presumptuous. We really 
submit this article apologetically. We are as orphan children in the 
large family of educators, and are located so far from the heart of 
educational things. We are affectionate, loyal orphans whose most 
fervent prayers are that something we do will be of value to our big 
brothers and sisters of the mainland. 

The following sections have been taken from reports by Mrs. 
Willis T. Pope, Parent-Teacher Association; George Axtelle, 
Kawananakoa School, Bess Exton, Supervisor of Nutrition, Helen 
Haukin, Supervisor of Dental Hygiene; and the Hawaiian Environ- 
ment Committee. The accounts from these sources show the scope of 
the work done in Hawaii. 


I. Parent-Teacuer Associations 1n Hawatt’ 


In Hawaii, many factors enter into our home, community, and 
school life which are peculiar to the Islands. Immigration was found 
necessary to provide laborers for our industries. Naturally these 
people are foreign speaking and have very little education, while 
their attitudes and customs differ from the few Americans residing 
here. 

Our parent-teacher associations are giving special consideration to 
foreign-speaking groups in which discussions take place in their 
mother-tongue thus saving time and lack of interest in the English- 
speaking open session meetings to which all who understand English 
are invited. Uniform by-laws and program suggestions have been 
furnished to all associations. It has been found that foreign speaking 
parents are desirous to learn of school programs, activities, physical 
tests, and corrective work undertaken. 

The awarding of the national membership banners to our Hawaiian 
Congress this year was due to the fact that membership slips in gay 
colors and in the three predominating languages, giving objects and 
accomplishments, were taken home by school children each day for 
a week. These, with the daily articles in our papers helped to inform 
the public of what we are trying to do for the schools and homes. 

The seven cardinal objectives of education have been discussed 
in the year’s programs. It is at these meetings that parents who are 
reluctant to have teachers visit their homes are privileged to meet 
and discuss their problems and to meet teachers and principals. 

During Education Week the ‘“ Parents-Go-To-School-Day ” has 
opened the way for parents to visit the school in groups when they 


*This section prepared by Mrs. Willis T. Pope. 





632 ELEMENTARY Scuoo.t PRINCIPALS 





would otherwise refuse because of embarrassment. Associations have 
helped in the improvement of school grounds, secured equipment for 
visual education, provided for an extension of library service and 
sanitation as well as aroused an interest in kindergartens. Hundreds 
of children have been examined this year and last year in the 
‘* Summer-Round-Up.”* This and the thrift chart work has been 
conducted in schools regardless of whether they have parent-teacher 
associations. Parents are working with doctors, often going to three 
or four schools to give assistance. Through parent-teacher effort, one 
doctor is giving one day each week to assist in corrective work at one 
of our high schools. 

Playgrounds are not only discussed in meetings but provision is 
made for equipment and supervision even during the summer months 
by some of our associations to help children have a better understand- 
ing of the wise use of leisure. Junior school police are patroling 
street corners. Clean up work at home as well as school has been 
promoted. Through our legislative committee, the legislature has 
granted the islands of Oahu and Hawaii the same privilege as Kauai 
and Maui in having student janitor service for lighter work thus 
reducing the school costs to the taxpayer and giving boys and girls 
a chance for self development. We owe much to our National Con- 
gress and the Department of Public Instruction of Hawaii for their 
never failing cooperation. 

A project of great value and known as our Home Project Contest 
sponsored by the Hawaii Congress has been a means of improving in- 
terior and exterior home conditions; judges basing their decision on 
utility, economy, and beauty. Cement bags and sugar sacks, painting, 
box-furniture-making, appliqueing, needlework, coloring, planting, 
cleaning, and general reconditioning has taken place in many homes 
where conditions were most uninviting. In this contest, the banks have 
cooperated in awarding small bank accounts to winning contestants in 
each school district in the Islands. 

In our two years of development as a Congress, we feel that the 
social intercourse of parents and teachers has contributed toward a 
better understanding and appreciation of child nature and that while 
our work is just begun that schools and communities have already 
derived a benefit in having better understanding of our presentday 
conditions and needs. 


*Summer-round-up. Physical examination, and registration of incoming be- 
ginning school children followed by removal or remedying of physical defects; 
all performed during summer vacation period. Child reports ready for school 
in September. Work under the direction of Board of Health with assistance of 
parent-teacher associations. 





Tue Nintu YEARBOOK 





II. A Curry CenrerEeD Program’ 


The Kawananakoa Experimental School was organized by the 
Division of Research as a school in which we are attempting to work 
out a socialized activity program in accordance with the philosophy 
of John Dewey. The teachers at Kawananakoa think of education 
as modification of behavior. Consequently they must look upon their 
subjectmatter materials in a very different light than hitherto. Sub- 
jectmatter materials are instrumental to action. Our great concern 
in this school is that learning be of such a quality as to modify 
action in the significant relationships of life. 

There are two ways in which the teachers are working on this 
program. In the first place they are creating a general, democratic, 
social, occupational atmosphere in which each child finds himself an 
individual in a social group making his contributions in terms of 
his interest and ability. Not only is this true in the classroom but 
the school as a whole is organized in representative committees 
which are responsible for creating general responsibility for the 
various aspects of school life. This general program goes very far 
indeed in solving the individual needs of children for after all an 
individual finds his individuality in genuine, social, occupational 
relationships. 

There are those however who because of previous training and 
environment do not adjust to these democratic relationships. A 
second part of our program then is the study of individual children 
to discover social and physical conditions responsible for present 
behavior in order to diagnose and prognose behavior difficulties. 
Through such a study teachers attempt to discover how they may 
alter the social and physical environment of the children in such ways 
as will condition more desirable behavior. In order to understand the 
significance of environmental factors in conditioning behavior most 
of the teachers of the school are organized in a reading course given 
hy the University of Hawaii on methodology of case study.’ 

In addition to the study of these books our teachers are meeting 
with specialists in various fields of child work. Our reports to parents 
and our own personal records of children consist of written descrip- 
tions of the behavior of the child in his various activities and relation- 
ships indieating strengths and difficulties and probable causes. 


‘This section prepared by George Axtelle, Principal, Kawananakoa School. 

*Some of the books used in this course include: Sayles’, The Problem Child 
in School and The Problem Child at Home; Van Waters’, Youth in Conflict and 
Parents on Probation; Green’s, Psychoanalysis in the Classroom; Wembridge, 
Other People’s Daughters; and The Delinquent Girl by Thomas. 





634 ExLementary Scuoou PriIncipas 





The teachers at Kawananakoa are attempting to modify the en- 
vironment of their children in view of conditioning certain disposi 
tions. They are therefore evaluating their work in the terms in- 
dicated by the following: 


CLASSROOM CHARACTERISTICS 


. Health—Does this classroom situation of mine secure active, positive attitudes 
and interests in health? 
Are the various health practices, stimulated in the group, matters of routine, 
or is opportunity taken to develop active, definite dispositions toward health? 
(Consider weighing and measuring, drinking milk, rest periods, etc.) 

. Initiative—Does this classroom situation of mine allow and stimulate initiative? 
a. Do I lay out what is to be done, or do I allow opportunity for originality? 
b. Do I foresee difficulties and smooth the paths, or do I allow opportunity 

for resourceful action? 

c. Do I tell them what to think, or do I help them to organize their own 
thinking? 

. Responsibility—Does my classroom situation definitely provide for the de- 

velopment and practice of responsibility? 

a. Is my main aim to get pupils to carry out what I tell them or is my main 
aim to get them to set up standards of their own of which we are 
always conscientiously critical? 

b. Is there opportunity for the discussion of group problems? 

c. Is the situation such as to develop active interest in seeing things through, 
or do I usually find it necessary to apply the stimulus for consecutive 
effort? 

d. Do I foresee difficulties and state consequences, or do I arrange things 
so as to stimulate growth in power to anticipate, evaluate, and accept 
consequences? 

e. Is the situation such that thinking is carried on in isolation from activity 
or is it a quality of behavior, connected with it, an aspect of it? 

4. Wholeheartedness—Does my classroom situation get wholehearted partici- 
pation? 

a. Is it such that there is enthusiasm, abundance of interest, and conscientious 
effort or do I find it necessary to apply extrinsic motivation to secure 
response ? 

. Cooperation—Does this classroom situation of mine provide opportunity for 

cooperative action? 

a. Do I think of cooperation as conformity to my goals? Or do I arrange 
things so that pupils help to set up common goals, or at least actively 
take my suggestions over as their own? 

b. Do I demand individual, isolated work, (1) at times, (2) always, (3) never; 
or is there opportunity for group participation, codperation and division 
of labor? 

c. Is the situation such as to develop loyalty to the common interests of 
the group; or does it develop passive acceptance, hostile acquiescence, 
or even anarchic individualism? 

d. Is the situation such as to develop thoughtfulness and consideration, fair- 
ness, sportsmanship, courtesy, or is it such that it develops selfishness 
and inconsiderateness? 

e. Is the situation such that it develops large mindedness, generosity, or is 
it such that it develops petty mindedness? 

. Open Mindedness—Does this classroom situation of mine provide opportunity 

for the development of open mindedness? 





Tue Ninto YEARBOOK 635 





a. Do I encourage and guide discussion, or do I demand agreement with my 
statements? Do discussions end with acceptance of traditional, provincial, 
or radical modes of thought; or are they characterized by a critical 
attitude toward all ideas, both new and old? 

b. Is activity characterized by stubbornness, dogmatism, impetuosity, and 
capriciousness, or is it experimental and thoughtful in quality? 

Is the situation such that there is suspended judgment, continued inquiry, 
and intellectual alertness? 


PERSONAL TRAITS 


. Initiative: . 
Originality, resourcefulness. 
Does he stand on his own feet intellectually? 
Responsibility : 
Persistence, continuity of purpose. 
Does he see things through? 
Is he intellectually thorough? 
Is there consecutive effort? 
Does he anticipate, evaluate, and accept consequences? 
. Wholeheartedness: 
Enthusiasm, abundance of interest, conscientiousness. 
Is work a pleasure? 
. Cooperation: 
Thoughtfulness and consideration of others, fairness, sportsmanship, courtesy, 
large-mindedness. Is he loyal to the common interests of his group? 
5. Open mindedness: 
Are his attitudes rigid or flexible? 
Does he welcome and criticize ideas? 
Is he always critical of present achievement? 


A visiting teacher supplements the work of regular teachers mak- 
ing a more detailed inquiry into special cases that are particularly 
problematic, than the regular teacher would be able to do. He works 
with the various social agencies such as the Juvenile Court, the 
Palama Settlement, and the Social Service Bureau. He is oftentimes 
able to suggest changes in the home and community environment of 
children which are necessary to reconstructing the behavior of the 
child. 

The things the school has hitherto stood for have so got in the way 
of the actual life of the child that it requires the courage almost of 
iconoclasm to drive ahead at the goals we have set ourselves, prevent- 
ing academic considerations from too seriously side-tracking us. 


III. Srupyina Locat Prospiems 


The Hawaiian Environment Committee.—There is a recognized 
need in Hawaii for material that will acquaint the people (children 
and adults) with the genuine values of our local life. An understand- 

‘Section III prepared by G. H. Webling from materials prepared by the 


Hawaiian Environment Committee. This committee includes representative busi- 
hess men as well as educators. 





636 ExLementary Scuoot Principars 





ing and appreciation of the social, economic, and political aspects of 
Hawaiian life of today is needed by every individual in Hawaii. To 
meet this need, the Hawaiian Environment Committee was appointe:| 
to make a study, compile pertinent material, and place such ma 
terial in the hands of teachers. During 1928-29 the Committee con 
centrated upon material for the elementary grades. A description of 
the material in preparation for school use follows : 


1. Industrial Primer. A Child’s Day in Hawaivi—The content of this reader 1s 
designed to supplement the best pre-primer material now published. The 
content is suggestive of the wide variety of activities possible for the 
children of Hawaii. The subjects‘are in the field of nature and the various 
industries. There are stories of sugar cane, rice, pineapples, bananas, and 
other fruits and vegetables of Hawaii. Natural phenomena, showers, rain- 
bows, plants, trees and flowers peculiar to Hawaii, furnish the content for 
other stories. The material is simpler in form than the material of the 
average primer. 

Samples of self-instructive seat work materials correlating with the content 
of the primer—This self-instructive material can be made easily by any 
teacher at little if any cost. 

Cook Book for Children—A book of simple recipes that may be used by 
children of the first, second, and third grades. The material correlates with 
the study of sugar, rice, pineapples, bananas, and vegetables. It is intended 
to be used in the study of home and community life and the study of those 
industries which are the source of foods in Hawaii. Problems of health are 
a feature of this book. One story considers the intelligent use of sugar and 
candy based on a recent article by Dr. Woods Hutchinson. The majority 
of the recipes may be made without cooking. 

Leaflets—Reading lessons, rich in content and covering a wide range of 
subjects, correlating with the observation of nature and the industrial life 
common to Hawaii. These leaflets are similar in form to the leaflets pub- 
lished by the Francis Parker School. The content is simple and can be used 
by upper grade children of low reading ability. 

Books of Games—A book containing the favorite games of children with 
directions stated so simply that the children can interpret the games by 
themselves. The book can be used by children of the upper grades who have 
low reading ability. Problems of simple arithmetic are a feature of these 
games. 

Story of Sugar—A story of sugar from the standpoint of the development of 
Hawaii. It begins with a simple story of the factors in the development 
of trade in the Pacific and the gradual supremacy of the sugar industry in 
Hawaii. The starting point of the story considers the problem of how sugar 
became king in Hawaii. The organization of this book is completely outlined 
and the factual material gathered from a wide variety of sources. The 
translation of the factual into story material is not completed. 

Monographs—This material covers the more important aspects of primitive 
Hawaiian life. These single monographs may be combined ultimately to 
form the different chapters of a book similar in form to The Indian How 
Book. For the first trial, they will be arranged in such form that they can 
be mimeographed, bound in simple folders and tried out in different grades 
to, test their usefulness. Each monograph treats of one particular aspect of 
life in Hawaii. 

a. Early Hawaiian life—Includes such titles as the following: How the Poly- 

nesians Came to Hawaii, How the Hawaiians Sailed the Seas, How the 
Hawaiian Built His Village, How the Hawaiian Furnished His House, 





r 
The 
the 
ious 
and 
ain- 
for 
the 


fent 


any 


by 
vith 
ded 
jose 
are 
and 
rity 


of 
life 
ub- 
sed 


vith 

by 
ave 
ese 


of 
ent 
in 
gar 
ned 


The 


ive 
to 
ow 
can 
des 
of 


Tue Ninru YEARBOOK 637 





How the Hawaiian Provided Himself with Food, How the Hawaiian 
Provided Himself with Clothing, How the Hawaiian Built His Canoe, 
How Sugar Cane Came to Hawaii, How Sugar Cane Became King in 
Hawaii, How the Hawaiian Made Dye, How the Hawaiian Made Fire, 
How Sugar is Made from Cane, How the Hawaiian Made Tools. 

b. Our City—A group of monographs giving interesting information in regard 
to the development of the institutional life of Honolulu. 

Industry—A series of monographs on the history of rice, sugar, coffee, and 

pineapple industries in Hawaii. 

d. Statistics—A group of statistics compiled for reference in the study of 
industry. The references are arranged in such a way that they may be 
used easily by Grades VII and VIII. These statistics date back to the 
year 1860 and carry on down to the present day. 

Labor—A series of monographs relating to the introduction of labor to 

Hawaii. 

Maps 

au. Map illustrating Captain Cook’s voyages in the Pacific, prepared by 
Mr. Bryan of the Bishop Museum and put out as blue prints by the 
Department of Public Instruction. 

b. Pictorial map to illustrate the source of plant life in Hawaii—this map 
is being planned but is not ready for publication. 

c. Large map to illustrate the early voyages of the Polynesians in the Pacific. 
This map is also being prepared but is not ready for publication. 

The material listed as relative to life in Hawaii, past and present is best 
adapted for use in grades VI, VII, and VIII. The material should enrich the 
study of primitive life, the study of industry, or the study of the history 
of Hawaii. 

. Pictures—Collections of sample pictures that can be secured for the study 
of different industries, the different aspects of primitive life, and for the study 
of present community life. 

Photostat reproductions of the English and French prints of primitive life 
in Hawaii relating to the subjects of the monographs described above, 

b. Photostats of prints of early community in Honolulu. 

c. Photographs of the various factors of our industries. 

The Hawaiian Environment Committee during the year 1929-30 will center 
its efforts in serving the junior high school grades. 


The excursion—The excursion * is a natural activity of people, and 
when used by the school is a means to connect the school with the com- 
munity, but an unorganized excursion not only fails to give the pupils 
the material to be learned but has a detrimental effect upon routine 
and good order. A well organized excursion will permit the pupils to 
do better the desirable things that they will do anyway, in addition to 
revealing to them the higher activities. It is more profitable when 
following a topie of discussion. It should be taken with a purpose in 
mind and with notations on items to be observed. 

After an excursion the wise teacher provides foilow-up work, de- 
pending upon the nature of the excursion. Group discussions will 
permit pupils to compare notes, to correct wrong impressions, to make 


‘This section prepared by Mr. Webling separate from the work of the Hawaiian 
Environment, Committee. 





638 EvemMentary Scuoot PrIncIPaALs 





further applications and to unify their observations. When planning 
an excursion the following should be carefully considered : 


1. Is the place, activity, or organization, to be visited worth observing? 
2. Will the excursion illustrate or contribute to a larger issue in the pupil’s regular 
work? If it is part of a project, is it well placed? 
3. Is there a careful preparation on the subjectmatter side? 
a. Do the pupils know what they are going to see, and why? 
b. Are they prepared to understand it? 
ce. Are they directed while observing? 
d. Is an aim set up? 
e. Are the observations tested while being made? 
. Is careful preparation made on the routine side? 
a. Clear explanation of where to go, how to get there, how to conduct them- 
selves while there, how to return? 
b. All signals worked out and explained for moving class from place to place, 
gathering it together, etc.? 
c. Has the teacher been over the ground beforehand and made sure of all 
arrangements? 
. Are there individual and group assignments in addition to the big aim for all? 
Instructions as to note taking? 
. Is there careful preparation for a summarizing lesson to be held on return, 
or next day, involving reports and discussions? 


The teacher should ascertain whether the pupil reactions are de- 


sirable. The following should prove helpful: 


1. Do the pupils contribute by questions and discussions to developing the reason 
for making the excursion? 

2. Can the pupils state clearly the reason for making the trip? State the details 
they will observe that are to contribute to clearer understanding of the 
problem under discussion? 

. Do the pupils actively search for details and ask questions? Avoid mere 
passive observation or amusement with obvious but unimportant details? Does 
the occasion seem to be one of business, or merely a holiday for the killing 
of time? 

. Do the pupils cooperate while observing and combine efforts in the endeavor 
to get all the details and a clear understanding of them? Take notes? 

. Avoid interference with any process being observed or annoyance to workmen 
and operatives? 

. Can the pupils restate accurately the directions given them regarding conduct 
in going and coming? 

. Can the pupils summarize and tell intelligently what they have seen? Do 
better than mere description? Can they relate it to the rest of their work? 


Form 1 is a report blank used by the teachers of the schools. This 
form is mailed, duly filled-in to the central office so that it reaches the 
office a week prior to the date of excursion. The administrative 
officers are especially interested in the educational purpose of the 
excursion and occasionally send helpful material to the teacher assist- 
ing in making the project valuable. 





them- 
place, 
of all 
r all? 


eturn, 


2 de- 


Tue Nintu YEARBOOK 





FORM 1—Report or Excursion Trips 
School Principal 


Grade Room Place of Visits ate Purpose 





Please mail the above report so that it reaches this office a week prior to the 
excursion. 





IV. Wetrare Work 


Nutrition Division—It is not the aim of the Nutrition Division * 
merely to bring children within a zone of normal weight, but rather 
to develop an attitude toward positive health so that the children will 


voluntarily and from choice put into daily practice the essential 
health habits. Continued through life, this will eventually give us a 
people of greater vigor, more resistant to fatigue and disease, and 
better able to carry their share of responsibility in the community, 
and thereby, reduce the vast number of people who are now liabilities 
to the community. 


The health growth and physical development of children, and to a considerable 
degree their mental development and progress depend upon their nutrition . . 
Health and normal nutrition are not quite synonymous terms, yet as applied to 
children during the period of growth they are so closely allied that one may be 
taken as an index of the other. While there may be normal nutrition without 
health, there cannot be health without normal nutrition? 


Realizing, then, that a diet capable of supplying the body’s needs 
is one of the first essentials of health, we have been successful in 
getting a great number of children in all of our schools to drink milk 
at recess each morning. The demand created by unceasing efforts of 
principal and nutrition teacher has succeeded in establishing a sup- 
ply. Many dairies having been started during the past four years. 
The child is given the opportunity to drink his milk through a straw 


‘The report on nutrition work prepared by Bess Exton, Supervisor of Nutrition. 
*Statement by the late Dr. L. Emmet Holt. 





640 ELEMENTARY Scuoot Principars 





with his classmates. One-half pint of milk with a straw and one or 
two crackers, depending upon the cost of the milk, is served the child 
at the cost price of twenty-five cents a week. 

The nutrition teacher works with the cafeteria teacher of the 
school. The cafeteria teacher aims to serve plain simple foods that 
will benefit the child by supplementing the foods that he has at home; 
milk, vegetables, and fruits being used as much as possible. That the 
lunch may be a constructive part of the health program we are trying 
to have all children sit down to eat. 

The Nutrition Division has distributed much material such as 
posters, plays, food models, and devices which may be used to create 
interest in health habits. This school year we have on hand two or 
three Health Films to be sent out to the different Islands on schedule. 
It is our primary interest to do everything possible to insure a 
strong body. 

We strike at one of the roots of physical unfitness when we begin the teaching 
of food selection to all children, regardless of whether they appear undernourished 
or not. 


This statement from the recent report of the joint committee on 
health problems in education of the National Education A\ssocia- 
tion and the American Medical Association indicates clearly the place 


of nutrition in the school program. 

Children and youth should be so instrueted that these habits and 
principles of living will become a part of their lives. Only in this way 
can we “ assure that abundant vigor and vitality which provide the 
basis for the greatest possible happiness and service in personal, 
family and community life.” 


Division or Dentrat HyGiene anp Dentistry 


Dental Hygienists—Since the organization of the dental hygiene 
program ‘ in the Territorial public schools in 1922, the staff of dental 
hygienists has gradually been increased from nine to twenty five. 
This increase has been made possible through appropriations of the 
Territorial Legislature. Mrs. Helen Strong Carter, founder of the 
Honolulu Dental Infirmary and the School of Dental Ilygiene, has 
been interested to the extent of continuing the Dental Hygiene 
Training School. This school has trained the staff that is now func 
tioning in our schools. It has been the ideal of leaders in dental 
hygiene to include the dental hygiene course in teachers colleges and 


* The sections on dental hygiene and school dentists prepared by Helen Haukin, 
Supervisor of Dental Hygiene. 





e or 


hild 


the 
that 
me; 
the 


ying 


‘hing 
ished 


iene 
ntal 
five. 

the 

the 

has 
lene 
ne- 
ntal 
and 


akin, 


Tue Ninty YEARBOOK 641 





normal schools, thereby training the dental hygienist as a special 
teacher. It is interesting to note that Hawaii is the first to establish 
such a course in a normal school, and the first class was graduated in 
June, 1928. These graduates are now in the service of this Division. 

Funds for the appointment of five additional dental hygienists 
were available last September. Due to resignations and leaves of 
absence, seven of the eight graduates of the Dental Hygiene Train- 
ing School were placed at this time. This addition filled our quota of 
twenty-five workers. It has been possible to render service in thirty- 
three more schools this year than last, and to give prophylactic treat- 
ments to 2,073 more children. 

The dental hygienist is thoroughly trained in the fundamentals of 
oral hygiene. Her prophylactic treatment of the thorough sealing and 
polishing of the teeth is but a part of the service rendered. She is a 
special teacher of oral hygiene and through short classroom talks, 
demonstrations, playlets, projects, toothbrush drills, as well as indi- 
vidual instruetion given at the chair, she has been able to bring about 
better mouth conditions. Many dental health plays have been given 
under the direction of the dental hygienists. 

In some localities the dental hygienists have done considerable 
home visiting. This has been voluntary on their part, and has been 
done after school hours and on Saturdays. There is no doubt as to the 
value of home visiting, but with the large school enrolment and a 
limited number of workers, this work has not been incorporated into 
the program. 

Realizing the beneficial results of visual education, three dental 
health educational films were added to the Division last year. These 
films have been shown in more than sixty schools in the Territory 
since September and will be sent out again as soon as possible after 
school reopens. The films are available for parent-teacher associa- 
tion meetings, and a number of associations have used them during 
the past school year. 

\ supervised toothbrush drill has been incorporated into the school 
day in many schools. Special troughs with running water have been 
installed in some of the schools. Unless it is possible for a child to 
have two brushes, one at home and one at school, the daily tooth- 
brush drill is of little value, as sanitation must be taught and the 
care of brush as to washing and sunning actually carried on in this 
project. Through the Hollister Drug Company, we have been able to 
supply the children with an excellent brush for ten cents. Colgate 
Company has been most generous and has given us sample tubes of 
toothpaste for distribution. More than 13,000 tubes have been 


distributed during the past year. 
17 





642 ELEMENTARY ScHoot PRINCIPALS 





The dental hygienists have cooperated with the dental societies in 
an effort to reduce the number of unlicensed dentists in the Territory. 
There is an appalling number of such practitioners doing detrimental 
work for our children. 

There has always been the greatest cooperation between the Dental 
Hygiene Division, the Palama Dental Clinic (supported by Mrs. 
Carter), practising dentists through the Territory, and the Mokihana 
Club of Kauai. 

In the past few years, the public has come to realize the necessity 
for healthy mouths. Medical and dental reseach have given us some 
alarming data on systemic infections due to bad teeth. Parents are 
interested in the health and progress of their children and more and 
more dental hygiene teaching is reaching the home. The number of 
children receiving dental treatment from their own dentists is very 
large and it is not uncommon to find entire families visiting their 
dentists twice a year. 

Tables 1 and 2 show the expansion of the work in the past year, 
as well as a detailed report for the past school year. 

School dentists—During the past school year this Division has 
had in its employ five full-time and one part-time school dentists. 
This number is the full quota allowed by the Territorial Legislature 


TABLE 1—AnnvuaL DentaL Hyoiene Report ror HAwattAn ScuHoors 
(September 1, 1928—June 30, 1929) 


No. of Temporary Permanent NO, Drills 
Patients Cavities Cavities Malocclusion Fistules & Lectures 
Honolulu 10,978 41,288 47,080 10,249 a2! 453 
Rural Oahu 21,071 20,329 5,906 236 
Hawaii 20,056 28,430 6,566 6: 526 
Maui 14,519 19,614 5,274 9; 273 
926 735 569 5 
439 480 247 
18,776 17,729 5,126 











117,075 134,397 33,937 


TABLE 2—Tue Expansion or THB HAWANAN DENTAL PROGRAM FROM 


1922-23 To 1928-29 


No. of 
Total Total Av. No. Tooth Brush No. of 
No, of No, of No. of Cavities Drills and Schools 
Hygienists Treat’s Cavities Per Child Lectures Served 


Sept. ’22-June ’23 10,562 119,655 112 381 29 
Sept. ’23—-June ’24 19,401 169,630 8.7 76 
Sept. ’24-June ’25 28,746 218,887 7.6 121 
Sept. ’25-June ’26 31,117 224,791 72 121 
Sept. ’26—June ’27 29,368 196,255 6.68 120 
Sept. ’27—June ’28 28,650 191,385 6.67 119 

36,723 251,472 64 154 





—— 


es in 
tory. 
ental 


ental 
Mrs. 


hana 


Ssity 
some 
s are 
» and 
er of 
very 
their 


year, 


has 
tists. 
iture 


Drills 
ectures 


453 
236 
526 
273 

43 

12 
166 


709 


Tue Nintuo YEARBOOK 643 





of 1927. Inasmuch as the Palama Dental Clinic gives service to the 
Honolulu children, no provisions have ever been made by the Legis- 
lature for reparative dentistry in Honolulu. The dentists are ap- 
pointed as follows: Rural Oahu, Kauai, Maui, Lanai, West Hawaii, 
East and Central Hawaii and Molok&i (2 months each year). 

The dental program is arranged so that the dental hygienist pre- 
cedes the dentist, thereby scaling and polishing the teeth, and giving 
instructions as to proper home care of the mouth, before the dentist 
arrives. With a limited staff of dentists, the work is necessarily 
limited to the children in the first four grades. So that as many 
schools as possible may receive attention, the dentist restricts his work 
to the extraction of all badly decayed and infected teeth and to the 
filling of the six years molars. These teeth are filled with amalgam 
and every effort is made to insure its permanency. 

Dental repair and dental hygiene are closely related inasmuch as 
one depends upon the other. A system of only repair would be inade- 
quate. To only fill and extract teeth would be an endless task and a 
useless one. Definite principles of home care as well as dietary mea- 
sures from the standpoint of dentistry must be taught. 

While the number of schools completed this year is small, the 
number of patients receiving treatment is large. The majority of the 
schools given service this year have been large rural schools. 

With the enrolment continually increasing and with no funds for 
additional workers, the most logical procedure would be to eliminate 
dental service for the third and fourth grades, concentrating only 
upon the children in the receiving, first, and second grades. With this 
program it would be possible to work in more schools during the year, 
as well as to make second visits more frequently, thereby making an 
accurate check upon work previously done. 


V. Conciusion 


In Hawaii the adaptation of the school to the local environment has 
taken in consideration the whole territory. Laymen and educators 
have joined in gathering information about the people, the history, 
and the industries of the islands. Excursions are frequently used in 
giving pupils first-hand experiences. Parents have contributed their 
enthusiastic support and concrete assistance through the parent- 
teacher associations. Principals and teachers are experimenting with 
new and better teaching technics. And last, but not least, the medical 
and nutrition work helps children to that condition of health where 
instruction becomes most profitable. Are not our efforts challenging 
to our fellow educationists of the mainland ? 





ELEMENTARY Scuoont PrIncipats 





THE IMPORTANCE OF SCHOOL PUBLICITY 


BirDENIA BENNETT 


Principal, Harrison School, Terre Haute, Indiana 


N THE PAST the public was satisfied with the traditional cur- 

riculum of the school which taught the essentials of the three 

“ R’s” and turned out youth who were able to live successfully 

in a relatively simple life. The teacher was seldom bothered unless 
some problem of discipline made an interview necessary. 

Today civilization is constantly changing. Our social needs are 
different and the school is trying to adjust its program to mect the 
needs of this changing civilization. For this reason the program of 
modern education is often misunderstood and unjustly criticized. 

One of the greatest problems that confronts our American school 
system is, How can the school educate the public mind and estal- 
lish a sympathetic understanding of the changing educational pro- 
gram‘? This can best be done by a proper school publicity program. 
This is not only true of the college, high school, and junior high 
school, but it is equally true of the elementary school. 

Phases of a school publicity program—School publicity may in- 
clude any or all of the following: educational study clubs for parents; 
parent-teacher meetings for the purpose of discussing common educa- 
tional problems; lectures given by educational leaders; educational 
bulletins, or letters sent into the homes of the district by the prin- 
cipal; public exhibit of the pupils’ work; special visiting days for 
the parents; a demonstration night school ; a school publicity commit- 
tee appointed to get the school news in the daily papers; and a school 
paper published and placed into every home in the district. 

With such a school publicity program it is possible to establish a 
more intelligent and sympathetic understanding of the work of the 
school and thus obtain a better cooperation between the home and the 
school in realizing the aims of education. 

All of these phases of school publicity mentioned are of great 
value, but in this article it is my purpose to stress only the impor- 
tance of a publicity committee and the school paper. 

The school publicity committee— A committee should be respon- 
sible for the publication of the educational activities of both school 
and community. The committee may consist of a member of the 
school faculty and some interested, capable patron of the school. The 
work of the committee may be divided into community publicity for 
which the patron is responsible, and school publicity for which the 
teacher is responsible. Figure 1 includes some clippings which illus- 
trate the importance of press publicity. 








mn Y , 
Tue Nintrnu ¥ EARBOOK 


A] ‘ YT 7 ‘ 
FIGURE 1—Samptes OF PUBLICITY FROM NEWSPAPERS 








~~ | JESGATION WEEKS |/10N, 


three ’ ; 

fully NTS UTLN } 

nless EVE f 
—««#« ye 

; are 8 the 

+ the ee Day—? 

n of and School Day 

hool 

stab- 

pro- 

ram, ‘ ; 

high | eraine! object mm 4"80n 


even Bins, ~* 
the ser" na the prose” nia A 


: v 
i Junior Red Cross 
nts; 


a Finishing Very YPo™ 
nee Successful Term 








rin- 

for BY HELEN ROLL, ‘ 
‘ The Junior Red Cross Council o 

nit the city of Terre Haute met 


1001 j Wiley High School on 
Mrs. Stg 





ha 
the 
the 


eal 
yOr- 


on- 
ool 
the 
‘he 
for 























646 ELEMENTARY ScHuoot PRINCIPALS 





The community publicity committee should publish interesting 
announcements of all educational activities of the district in the 
daily papers. The press should be furnished with reports of all lee- 
tures, parent-teacher association meetings, parent study clubs, and 
educational activities of the district. The school publicity committee 
should be held responsible for the publication of the school news and 
school activities in the daily papers. 

In Terre Haute, Indiana, we are fortunate to have a school page 
in one of our daily papers which publishes weekly the school news 
sent in from the different schools of the city. Most of the articles 
on this page are written by the pupils about some experience or 
school activity in which they are especially interested. 

Everybody likes to tell his own experience, to give welcome infor- 
mation, and to merit approval. Because of these human character- 
istics the publicity committee will find the pupils of the fourth, fifth, 
and sixth grades in the elementary schools willing and capable of 
furnishing interesting school news for the weekly press. This con 
tribution by the pupils is of double value to the school. It creates 
a greater interest among the public and promotes a better under 
standing of the educational program of the school. 

It is of great value to the pupil. It trains him to express himself 
clearly and correctly and it establishes correct habits in oral and 
written English. It is a means of motivating all of the work of the 
school. 

In this way the publicity committee can help improve instruc 
tion and at the same time educate the public in regard to the pro- 
gram of modern education. It has been said that ‘“ Constant drip 
ping wears away stone.” This maxim is not only true in the physi- 
cal world, but it is equally true in the educational world. The 
publicity committee is of unlimited value to the school if it con- 
stantly keeps before the public mind the good work that the school 
is doing. 

The school paper—The school publicity committee should create 
a feeling of need for a school paper. It should stimulate an interest 
in a school paper and do everything possible to help the school pub- 
lish a paper for the district. 

The school paper has proven itself to be a great asset. In Terre 
Haute several elementary schools as well as junior and senior high 
schools publish a school paper and in every case the project has been 
the means of promoting a better understanding and cooperation 
between the home and the school. 





ore 
the 
of 
pay 
anc 
bes 
anc 
He 
ore: 
pa if 
( 
infe 
mo 
crit 
hon 
lieit 
min 
edu 


ting 
the 
lee- 
and 
ittee 


and 


page 
ews 
cles 
> or 


for- 
ster- 
fth, 
2 of 
con 

ates 


der 


self 
and 
the 


ruc 
pro- 
rip: 
ysl ; 
The 
oO 
hool 


pate 
rest 


yub- 


arTe 
igh 
een 
tion 





Tue Nintrun Yrarsoox 647 





If placed in every home in the district, the paper is one of the 
greatest educational factors of the school. It informs every patron of 
the educational program. It acquaints every patron with the aims 
of education, and shows how these aims are realized. The school 
paper should be broad enough in its scope to include every interest 
and activity of school life. If this be true it will stimulate the pupil’s 
best interest. The pupil will write because his parents, classmates, 
and teachers have become an audience that expects something of him. 
He is responsible to them and wants to play his part. There is no 
greater opportunity for school publicity than through the school 
paper. 

(‘oncluston—School publicity is one of the most efficient means of 
informing the public about the new educational program of the 
modern school. It helps to break down misunderstanding and unjust 
criticism of the school. It establishes a better cooperation between the 
home and the school in realizing the aims of education. School pub- 
licity is one of the most important factors in educating the public 
mind into a sympathetic understanding of the modern program of 
education so necessary to meet the needs of a changing civilization. 





HE questionnaire on page 135 offers you an opportunity 
to send suggestions to the Editorial Committee 








ELEMENTARY Scuoot PRINCIPALS 





ORGANIZING PUBLICITY PRACTICES 


H. H. Grace 
Principal, Hubert School, Detroit, Michigan 


OST SCHOOL administrators will agree that favorable school 
M publicity is desirable. This article is written from that prem- 
ise. Favorable publicity is defined as “any facts about 
school which are interesting and informative to parents, and which 
are presented for the purpose of furthering pleasant relations between 
home and school.” 

While all schools use publicity, some have not consciously organized 
and developed a procedure or machinery with definite specifications 
and standards for furnishing regularly the kind of publicity desired. 
The way in which this procedure is developed at our school may be of 
interest to others. 

Types of publicity—Our school uses these measures to insure 
favorable publicity: (1) occasional news on the school page in the 
city daily papers; (2) news on the school page of a neighborhood 
weekly paper; (3) mimeographed letter to parents; (4) a school 
magazine each semester; (5) posters in neighborhood stores to adver- 
tise special events; (6) talks and demonstrations by teachers on the 
work in the school at parent-teachers meetings; (7) weekly exhibits 
on a bulletin board in the hall, and (8) special exhibits for parent- 
teacher meetings. 

Publicity in the metropolitan newspapers—One of our city papers 
devotes a special page of its Saturday issues to the Detroit schools. 
Pictures and articles on interesting school events are featured. We 
use this channel of publicity only when some school event of special 
interest warrants it. 

Publicity in the community weekly paper—The most profitable 
feature and the one to which is given the most ambitious effort in our 
publicity program is the neighborhood weekly paper. The community 
in which our school is located grew up outside the city limits and was 
taken into Detroit about four years ago. It consists of approximately 
3000 families and includes several elementary schools. There still 
exists a community consciousness, comparable to that in a large town 
or small city, which is rather unusual in a large city. Most of the 
parents read the local paper and many have expressed themselves as 
being especially interested in the school news. There is rivalry 
between the schools in the community to see which can maintain the 
highest standard in news items. Small, cash, monthly prizes are cou- 
- tributed by the editor of the paper for the schools making the best 





con 
pro 
( 
pap 
visi 
chil 
iter 
of t 
Puy 
for 
chi 
WO! 
ext 
sch. 
aga 
the 
pul] 
ot 
the 
ney 
kin 
inv 
the 


firs 
It) 
vy 
att 
ens 
to 


ab 


pre 
SCC’ 


Uh 


100] 
em- 
out 
Lich 
een 


ized 
ions 
red. 


eS of 


sure 

the 
ood 
100] 
ver- 

the 
bits 
ent- 


Tue Nintu YEARBOOK 649 





contributions. There is no doubt that the schools and the newspaper 
profit mutually. 

Our school contributes from one to two columns of items to this 
paper each week. This task requires careful organization and super- 
vision. The literature teacher, who has direct charge, appoints certain 
children to remind teachers periodically during the week that news 
items are desired and to collect the items when they are ready. Each 
of the 20 teachers is expected to average one or two items per week. 
Pupils are also encouraged to contribute articles. Provision is made 
for printing regularly the list of honor pupils, the names of new 
children entering the school, the names of pupils having commendable 
work exhibited on the weekly bulletin board, and reports of the 
extra-curriculum activities of several pupils’ clubs sponsored by the 
school. All items submitted are edited by the literature teacher and 
again by the principal before being typed for the printer. One of 
the specifications observed in these news items is that the names of 
pupils be used as much as possible. Parents enjoy reading the names 
of their children in connection with school activities and, of course, 
the children are favorably stimulated by seeing their names in the 
newspaper. Although no objective measurement of the effects of this 
kind of publicity seems possible our school staff feels that the work 
involved earns good dividends in terms of parents’ attitude toward 
the school. 

Mimeographed letter to parents—A letter is sent out early, in the 
first semester as a greeting to parents from the teachers and principal. 
It usually consists of an expression of appreciation for the cooperation 
given by parents in the past and a wish for the continuance of this 
attitude. A directory of the teachers is appended as a signature, 
enabling parents to know “ who’s who ” on the school staff. Appended 
to this letter is a list of statements giving interesting information 
about the school and some rules which children are expected to observe. 

The object of this letter is two-fold: first, to create a pleasant im- 
pression of the school and the school staff in the minds of parents; 
second, to give to parents information which will obviate many mis- 
understandings that past experiences have proven to be common. 

School magazine—Our school magazine is essentially the same as 
many others printed by Detroit schools and, no doubt, by schools in 
other towns and cities. At the end of each term we publish an issue 
(dedicated to the graduating class. All rooms and departments in the 
school contribute ; hence, the magazine is really a school project with 
activities spreading over a period of two or three months. The litera- 
ture teacher supervises the project, dividing the work among several 
teachers who have been appointed by the teachers’ council to help her. 





650 ELEMENTARY Scuoot PRINCIPALS 





The cost of publication is met largely by advertising space sold to 
local merchants. The magazine is bought by school children for 10 
cents per copy. This price is much lower than that of similar publi- 
cations in other schools because many of our pupils cannot afford to 
pay more. The size of our magazine depends upon the amount of 
money received from advertisers. As the cost of printing is paid by 
the advertisements the venture pays a small cash dividend to the 
school fund. More important, however, it provides an appreciated 
souvenir of school days, especially to the graduates; it provides a 
worthwhile educational activity; and it gives valuable publicity to 
the school. 

Advertising posters—These posters are made in the art room by 
pupils, usually for the purpose of advertising some school enter- 
tainment. The value of this type of publicity is from the needed 
advertising and in the stimulation provided art classes. The making 
of posters is a whole class activity, but only the posters achieving a 
certain standard of excellence are used. Most pupils are willing to 
work hard in order that their work may be chosen. 

Talks and demonstrations by teachers for parents—Our parent- 
teacher association was organized last year. During the latter part of 
the year one of our teachers was asked to take part in the program of 
an evening meeting by explaining and demonstrating with a small 
group of pupils how a phase of arithmetic was taught. The parents 
present enjoyed this part of the program and asked that other sucli 
programs be given. These demonstrations have been repeated with 
such approval that teacher talks and demonstrations have been adopted 
as a regular part of the parent-teacher program. We believe this to 
be a very desirable type of publicity which will help to strengthen the 
bonds between home and school. 

Weekly bulletin board exhibits—Bulletin board publicity is under 
the direct charge of the art teacher. Each room or department is 
scheduled in advance to provide for exhibit on the hall bulletin 
board samples of outstanding work done by pupils. The. art teacher 
mounts and labels the material submitted so that it will be as attrac- 
tive as possible. Pupils whose work is exhibited feel rewarded for their 
effort; other pupils are stimulated to get this reward at some future 
date; and visitors are informed as to the kind of work being done. 

Exhibits for parent-teacher meetings—Parents are interested in 
the work done by their children and in the educational materials with 
which their children work, so we have attempted to meet this interest 
by displaying exhibits on tables and on the walls along the school cor- 
ridors for evening meetings of the parent-teacher association. This 








ld to 
r 10) 
abli- 
d to 
t of 
l by 
the 
ated 
23 a 


y to 


by 
ter- 
ded 
ing 
ga 


r to 


Tue Nintu YEARBOOK 651 





exhibit is another opportunity to reward the efforts of pupils and to 
inform parents of school activities. 

Conclusion—Perhaps some readers will consider the work and 
time required in such a publicity program to be excessive. However, 
the amount of effort required is not so great if the program is well 
organized and the burden well distributed over the school staff. 
The teachers at our school feel that the reward, in terms of parent 
interest and cooperation, is worth the effort expended. 





NDIVIDUALIZATION is no simple, transient matter to 
be comprehended in a glance and judged in a jiffy. Its 
roots run deep into the past, its needs and its efficacy may be 
proved by mountains of evidence, psychological, sociological, 
philosophical. Its vigor is witnessed by the many progressive 
changes constantly being adopted even by those who are blind 
to the import of their own acts.—S. A. Courtis, see Chap- 
ter VIT. 














ELEMENTARY Scunoot Princieas 





SOME MEDIUMS FOR SCHOOL PUBLICITY 


WILLIAM Brapy 


Principal, Washington School, East Orange, New Jersey 
W ie ADMINISTRATION of an elementary school recog- 


nizes the great importance of the right sort of publicity. The 

taxpayer is as much interested in the kind of school he is pay- 
ing for as the principal who is anxious for the people to put the seal 
of public approval upon his work. The public expects the principal 
to frequently use all the available channels of information, so that 
cooperation in every project or campaign will be forthcoming. In 
fact, it is part of the principal’s job to keep his people informed of 
the work done in his school, to explain the methods used to accom 
plish that work, and to outline the plans made for the future. 

The parents should know just what their school is attempting to 
do in the teaching of citizenship, health, thrift, safety, and other 
subjects in the curriculum. They should also know something con- 
cerning the type of teacher employed for their school and for their 
children. The physical equipment of classroom, toilet rooms, drink- 
ing fountains, playgrounds, and gymnasiums, all should be known to 
the people who have children in school. To parents, it is of vital 
concern to know the kind of place their children will live in during 
the most important years of their lives. 

Of late, there has been a great deal of criticism concerning the 
increasing amount of money spent for public education. In most 
communities, the amount of money spent for public schools depends 
mainly upon how well the cause of the schools is presented to the pub- 
lic. And the principal is the key-man to keep the public informed. 
There are a number of mediums of publicity, but the best medium is 
a good school. An attractive school building in a good setting is worth 
more than columns of type in the newspaper. 

Then, of equal importance, is a capable and conscientious faculty 
which will give to a school the finest kind of publicity. It is also true 
that incapable teachers and an incapable principal are often most 
unfavorable publicity. The teachers and principal, then, must be 
conscientious, capable, and professionally minded, if the school is to 
have a good name in the community. Washington School faculty has 
had a 100 percent record in membership during the past five years 
in the city association, the State association, and the National Eduea- 
tion Association. We believe that one of the best ways to let the 
public know we respect our profession is to unanimously join the 
great organizations that are making the teaching profession as well 





Tut Ninru YEARBOOK 653 





and as favorably known as the medical and the legal professions. 
And we are proud to inform the public through the local press and 
otherwise that our school is professionally minded to the extent of 
100 percent. 

Newspaper articles—The newspaper is probably the best medium 
of publicity, yet an article in the newspaper sometimes will not make 
or break a school. The impression which a school makes upon a 
community is the result of a long, continuous effort on the part of 
a capable and conscientious faculty. This effort may take up a period 
of at least 10 years, but when a good name for a school is once estab- 
lished, it is not easy to destroy it. Care should be taken, however, 
to treat newspaper men courteously, and to give them interesting 
and truthful accounts of school activities. Cheap notoriety and an 
excessive amount of newspaper publicity injure a school more than 
they help it. The school principal who wants personal publicity for 
himself is generally a victim of his own selfish efforts. He not only 
injures his school; he injures his own standing in the estimation of 
high-minded people. We should give full credit to every teacher 
down to the youngest school clerk for the success of our school. 

Some time ago, the Hast Orange Record, a local weekly newspaper, 
featured each school in this city during certain weeks of the school 
year. An extra number of copies were printed so that each family 
represented in the school would be given a copy of the paper with 
out charge. The children carried their copies home to the family who 
read the interesting things about the educational program. There 
were pictures of the building, the principal, school activities in safety 
edueation, good citizenship, health, and nature study. In brief, it 
was a general résumé of the work of the whole school. Two large 
pages of printed matter and pictures concerning the school were put 
in the regular make-up of the paper, and sent free to all the homes in 
East Orange where there were children in our publie schools. The 
newspaper got a great deal of advertising and a better circulation as 
a result, and the schools received the finest type of publicity. 

Parents’ night at school—Another good medium to use each year 
is what is known as “ Open Night” or “ Parents’ Night.” Wash- 
ington School started having visiting nights for parents some 15 
years ago, and each year the plan has been successful in “ selling ” 
the school to the people. The school is dismissed for the afternoon 
and then called at night from 7:30 till 9 o’clock. Most of the 
fathers and mothers come to meet the teachers, see the classrooms, 
and note just how actual school work is carried on today as contrasted 
to a former day in their own school lives. The parents are very 





654 ELEMENTARY ScHoot PrRIncIPALs 





appreciative of the work being done, and go away feeling that their 
child has advantages and opportunities they never had in their own 
school days. It is also a good opportunity for the principal, teachers 
and parents to make personal contacts. 

The report card—A third publicity device used in East Orange is 
the quarterly report card envelop. This envelop contains the regular 
quarterly report card which the pupil takes home for the parent 
to see and sign. There is ample room in this same envelop for a 
nicely printed card of the same size containing a special message to 
the parents from the principal or superintendent. This message must 
be brief, carefully, and attractively worded, and should emphasize 
but one thing. It may stress the introduction of a new course in 
citizenship. It may be a plea for cooperation from a new superin- 
tendent. It may be a special message informing our people of a new 
course in health, or some of the particular phases of health work we 
desire to emphasize for the year. Possibly it may take the form of 
an appeal for parental cooperation in the teaching of safety, and of 
thrift. Or, it may announce a new junior high-school policy for a 
certain section of the city. In brief, it is a splendid method to use in 
conveying a special message to the people, especially if you want to 
be certain that your message reaches the homes. 

Exhibits—School exhibits make up an attractive medium of pub- 
licity, especially if they are placed where the public can conveniently 
see them. It is a good plan to try to obtain a store on the busiest 
street corner in town for your exhibit. In this city, we obtained the 
best store with a splendid location for a general school exhibit. Thie 
manager allowed us to use all his window space for three days and 
nights without any cost. We placed in that general exhibit examples 
of the work carried on in all our schools and in all school depart- 
ments. We included interesting data on charts attractively displayed 
in the windows. These charts gave the number of schools, number 
of teachers, number of principals and supervisors, number of chil- 
dren in grade schools and the high school, valuation of each school 
property, and the attendance records of pupils. 

Fach school was made in miniature with lawn, side-walk, flag-pole, 
shrubbery, and trees. Samples of handiwork on the part of pupils 
were displayed to represent every school division. The exhibit was 
very well commented upon by the newspapers, and put our schools 
in a still more favorable position before the public. If a general 
exhibit cannot be worked out, something should be done every year 
or two to show the people in a graphic way what your school is doing 
to keep progressive. 





Tue Ninto YEARBOOK 655 





School entertainments—The general entertainment is an old but 
ever new medium to secure publicity for a school. Yet even the enter- 
tainment idea can be overdone. It is safe to say that one night enter- 
tainment a year where admission is charged is sufficient for most 
schools. Are we not open to criticism when we exploit children and 
turn the schoolhouse into a place of business ? 

The school entertainment should always have a cultural or artistic 
background. Various phases of school work can be woven into the 
scheme to make it educational as well. If the general entertainment 
is carefully planned and practised beforehand, it will not only 
reflect great credit upon a school, but also give the public an idea of 
the work done in the school. As principals we cannot afford to give 
the public an impression of slip-shod execution or poor pupil con- 
trol during an auditorium program. All public entertainments should 
be as well organized and perfected as we can make them. 

Professional publications—Another avenue of publicity is a pub- 
lication managed and directed by principals, supervisors, and teach- 
ers. Such a publication might be issued quarterly during the school 
year without cost to all teachers, supervisors, principals, and school 
officials. The expense of such a publication could come out of the 
treasury of one of the local teacher organizations. The East Orange 
dueational Council is such an organization, made up of representa- 
tives from all the teaching, supervisory, and administrative groups 
in our school system. The treasury of the Council is maintained by 
proceeds from lectures, musicals, and entertainments. Such a publi- 
cation as just noted would not carry any advertising to lower the 
dignity or lessen the influence of its message. It would broadcast the 
high points of interest from all the schools in the city. 

Our Council has published The Bulletin for three years. This 
publication has consistently maintained a dignity and a tone that has 
been highly commended by school officials. Sometimes the local 
newspapers have copied and printed items of interest from the bul- 
letin. The editorial board is appointed annually by the president of 
the Council, and is made up of one high-school teacher, one super- 
visor, one elementary teacher, and one principal. The president is 
an ex-officio member of the editorial board. The superintendent of 
schools is an ex-officio member of the Council. Sample copies of 
Uhe Bulletin will be mailed free, upon application, to readers of this 
article. 

Afternoon interviews—The suggestion of a ‘‘ Conference After- 
noon” was carried out in this school last September. A Saturday 
afternoon was chosen because the fathers as well as the mothers 











656 ELEMENTARY Scuoot PRINCIPALS 





would be able to come for interviews with the teachers and principal. 
At any rate, there was a better chance to get at least one parent from 
a family, if both were home on the same afternoon. We stated in our 
message to parents beforehand that no children would be invited to 
come to the school. Our wishes were observed in this matter. Parents 
had a much better chance to talk with the teachers when the chil- 
dren were not present, as they were on visiting night. All the teach- 
ers were in their respective classrooms, which were attractively ar- 
ranged. On each classroom door was the number of the room and the 
name of the teacher. Girls from the upper grades acted as ushers 
and escorted the parents to the particular teacher they wished to 
interview. Upon leaving, refreshments were served in our large main 
corridor. 

We believe September or October is the logical time for parents 
and teachers to get acquainted. If a teacher obtains certain infor- 
mation concerning a child in the class at the beginning of the school 
year, instead of at the end, he will be able to teach this child more 
intelligently throughout the year. He will also be in possession of 
facts that will help him to understand and manage the child in a 
more efficient and sympathetic manner. 

Even though we selected a Saturday afternoon from two until 
four o’clock, the teachers heartily responded, because of their great 
interest in the successful administration of the school. A test of a 
teacher’s loyalty to the profession and to the school always comes, 
when she is asked to do something extra or something out of the 
ordinary routine of work. A principal, however. must not ask for 
too many extra tasks from his teachers during any one year. Teach- 
ers will be fair if the principal will be fair, and especially if the 
purpose and aim of each new experiment is made clear and kept 
always in view. 

Conclusion—In closing this brief article pointing out seven 
mediums of school publicity that have been tried in East Orange, 
it is appropriate to quote from the official publication of the Board 
of Education of Detroit, Michigan: 

Education must continue to progress until it occupies its rightful position as 
one of the most important social activities of the commonwealth. This may be 
brought about through (1) organization, (2) a program, and (3) publicity. The 
most potent factor, after the organization has been perfected and the policies 
adopted and developed, is the bringing of these facts to the attention of the 
public in compelling fashion. The success of education in Detroit, Michigan, and 


in the United States depends upon our ability to reach and convince the people 
of education’s accomplishments and needs.’ 


1See Rollo G. Reynolds, “ Publicity for the Public Schools,” Teachers College 
Record. Vol. XXV, No. 2, March, 1924, p. 89-90. 














ym 

ur 

to 

its 

il- 

h- 

ir- 

he 

rs 

to 

in 

ts 

‘ PART THREE 

re OFFICIAL INFORMATION 

of 

a Loca Principars’ ORGANIZATIONS 
Strate Princrpats’ AssocraTions 

il MemBers or tue Department or ELEMENTARY 

it Scuoor Princrpears 


INDEX 














INTRODUCTION TO PART THREE 


IN 1923 the Second Yearbook reported eight local 
principals’ organizations as follows: Chicago, Elgin, 
Grand Rapids, Duluth, St. Joseph, Cleveland, Spo- 
kane, and Superior. The two state associations at that 
time were Missouri and Texas. 


In Part Three of this 1930 Yearbook there are 
listed over 180 local principals’ organizations. ‘The 
state associations have increased to 25. 


In 1923 the membership list of the Department 


contained about 1200 names. The list in subsequent 
pages of this volume is four times longer. In spite 
of this remarkable gain fully seven-eighths of our 
potential members have not yet assumed their share 
of the obligations and opportunities of our national 
Department.—Editorial Committee. 





Tue Ninto YEARBOOK 





LOCAL PRINCIPALS’ ORGANIZATIONS 


Akron, Ohio—Women Principals’ Club 
President, Harriet Jones, Crouse School 
Secretary, Dorothae Derrig, Portage Path School 

Albany, New York—Schoolmen’s Club 
President, Giles D Clark, 18 Verplanck St. 

Secretary, Frederick Frey, 129 N. Lake Ave. 

Baltimore, Maryland—Principals’ Association 
President, Mary F. Sultzer, 415 E. Lafayette Ave. 
Secretary, Judson Hunt, Junior High School No. 70 

Battle Creek, Michigan—Principals’ Club 
President, Pearl Payette, Bedford 
Secretary, Doris Davis, 87 N. Wabash Ave. 

Bay City, Michigan—Elementary Principals’ Club 
President, Helen MacGregor, 312 S. Fremont St. 
Secretary, Anna T. Reardon, 306 N. Linn 

Beaumont, Texas—School Administrators’ Club 
President, Effie Piland, 650 Magazine St. 

Secretary, T. J. Hilburn, 3387 Magnolia Ave. 

Berkeley, California—Principals’ Organization 
President, James T. Preston, 1336 Oxford St. 

Secretary, Zinie Kidder, 6 Norwood Ave. 

Binghampton, New York—Executive Council 
President, Ellen Chamberlayne, 77 Leroy St. 

Secretary, Grace E. Rogers, 59 Oak St. 

Birmingham, Alabama—Elementary School Principals’ Club 
President, J. C. Orr, Lakeview School 
Secretary, E. B. Calhoun, Norwood School 

Birmingham, Alabama—Schoolmasters’ Club 
President, E. E. Sechriest, Henley School 
Secretary, L. M. Harrison, Woodlawn High School 

Boston, Massachusetts—Elementary Principals’ Association 
President, Edward J. Muldoon, Bigelow School 
Secretary, Katharine McDonnell, Chistopher Gibson School 

Boston, Massachusetts—High School Women’s Club 
President, Grace McGrath, Girls’ High School 
Secretary, Irene Corkery, South Boston High School 

Boston, Massachusetts—lIntermediate Principals’ Association 
President, William T. Miller, Washington Irving School 
Secretary, Hugh J. McElaney, John Winthrop School 

Boston, Massachusetts—Principals’ Association 
President, Maurice J. Lacey, Jamaica Plain High School 
Secretary, Helen J. Gormley, Julia Ward Howe School 

Bridgeport, Connecticut—Elementary Principals’ Club 
President, Katherine Fitzpatrick, Maplewood School 
Secretary, Luella Callaham, Read School 

Buffalo, New York—Elementary Principals’ Council 
President, Berton Bean, School No. 63 
Secretary, Florence Lester, School No. 79 

Buffalo, New York—Schoolmasters’ Association 
President, Henry Kumpf, 900 Genesee Bldg. 

Secretary, Ferd Damprath, McKinley Vocational School 

Cambridge, Massachusetts—Grammar School Principals’ Club 
President, Francis J. O’Hara, 37 Huron Ave. 

Secretary, John O. Lynch, 9 Day St. 





660 ELEMENTARY Scuoot Principars 





Camden, New Jersey—Principals’ Association 
President, Mark G. Messinger, 2844 Stevens St. 
Secretary, Victor M. Heffelfinger, 2131 Green St., Philadelphia, Pa. 

Canton, Ohio—Principals’ Club 
President, M. P. Watts, R. F. D. No. 2 
Secretary, M. E. Gilmore, 1422 25th St., N. W. 

Canton, Ohio—Schoolmasters’ Club 
President, John F. Porter, 1918 Spring Ave., N. E. 
Secretary, F. O. Harrison, 711 Maryland Ave., 8. W. 

Canton, Ohio—Women Principals’ Club - 

President, Anna John, 1222 Shorb Ave., N. W. 
Secretary, Esther Karp, 624 4th St., N. W. 

Cedar Rapids, lowa—Principals’ and Supervisors’ Club 
President, Grace M. Shields, Board of Education 
Secretary, Belle Campbell, Hayes School 

Charleston, South Carolina—Principals’ Club 
President, Simon Fogarty, Crafts School 
Secretary, George D. Grice, Julian Mitchell School 

Charlotte, North Carolina—City Principals and Supervisors 
President, F. T. Selby, 411 Crescent Ave. 

Secretary, None 

Chicago, Illinois—Principals’ Club 
President, Herbert C. Hansen, 315 Plymouth Court 
Secretary, E. L. Keezel, 315 Plymouth Court 

Cicero, Illinois—Elementary Principals’ and Supervisors’ Club 
President, Hobart Bolorjack, 1826 S. 58th Court 
Secretary, Catherine White, Sherlock School 

Cincinnati, Ohio—Elementary Principals’ Club 
President, W. Q. Brown, Kennedy School 
Secretary, H. L.'Flessa, Mt. Auburn School 

Cleveland, Ohio—Elementary Principals’ Club 
President, Laura A. Johnston, Waring School 
Secretary, Agnes E. McHugh, Boulevard School 

Colorado Springs, Colorado—Public School Principals’ Association 
President, Nellie A. Remick, Acacia Hotel 
Secretary, R. J. Wasson, 2123 N. Cascade Ave. 

Columbia, South Carolina—Wardlaw Club 
President, L..T. Baker, 817 Sumter St. 

Secretary, J. R. Sullivan, Heathwood Junior High School 

Columbus, Ohio—Elementary Principals’ Association 
President, Harriet Judd, West Broad Street School 
Secretary, Cora Allen, Heyl Avenue School 

Council Bluffs, lowa—Elementary Principals’ Club 
President, Isabel Orris, 105 Pearl St. 

Secretary, Minnie Hanson, 321 FE. Washington Ave. 

Covington, Kentucky—Schoolmasters’ Club 
President, F. J. Fossit, Holmes High School 
Secretary, D. B. Hubbard, Sixth District School 

Dallas, Texas—Principals’ Club 
President, S. E. Gideon, 1906 Bennett 
Secretary, B. W. Glasgow, 27195 Fairmont 

Danville, Illinois—Cubberley Club 
President, L. M. Erickson, 202 W. English St. 

Secretary, R. G. Seitzinger, 102 S. Crawford 

Danville, Illinois—Vermilion Co. Elementary Principals’ Club 
President, E. Guy Stull, Vermilion Hts. 

Secretary, George Clements, Armstrong 





Tut Ninrn Yrarsoox 








Dayton, Ohio—High School Womans’ Club 
President, Mary Alice Hunter, Steele High School 
Secretary, Edith S. Sauer, Roosevelt High School 

Dayton, Ohio—Principals’ and Supervisors’ Association 
President, Frank C. Stanton, Patterson School Bldg. 
Secretary, Daisy Stauffer, Hawthorne School 

Dayton, Ohio—Schoolmasters’ Club 
President, W. L. Carmack, Stivers High School 
Secretary, W. E. Reef, Steele High School 

Denver, Colorado—Administrative Women in Education 
President, Hattie E. Richardson, 2337 Dexter 
Secretary, Eugenia M. Walker, 749 S. Lincoln 

Denver, Colorado—Principals’ and Directors’ Association 
President, Charles D. Hall, 179 S. Pearl 
Secretary, Helen Allphin, 2737 Stout 

Des Moines, lowa—Principals’ and Supervisor’s Club 
President, Everett: Davis, 1431 43rd St. 

Secretary, W. C. Findley, 3504 Ist St. 

Detroit, Michigan—Schoolmens’ Club 
President, Owen A. Emmons, Cooley High School 
Secretary, B. S. Frost, Detroit High School of Commerce 

Detroit, Michigan—Women Principals’ Club 
President, Catherine Morgan, 1354 Broadway 
Secretary, Marion Terry, Marr School 

Dubuque, Iowa—Elementary Principals’ Club 
President, Emma A. Marshall, 630 Fenelon PI. 

Secretary, Mary Lucas, 350 Hill St. 

Duluth, Minnesota—Principals’ Club 
President, Henry A. Gilruth, Morgan Park School 
Secretary, Irene Higgins, Chester Park School 

East St. Louis, Illinois—Principals’ Association 
President, O. E. Harper, Alta Sita School 
Secretary, May E. Young, Froebel School 

Elmira, New York—Elementary Principals’ Club 
President, Frank W. Bartlett, School No. 5 
Secretary, Mary Conley, School No. 3 

El Paso, Texas—Elementary School Principals’ Club 
President, Mrs. Empress Arrington, Lamar School 
Secretary, Gertrude Higgins, Alamo School 

Erie, Pennsylvania—Elementary Principals’ Association 
President, J. L. Coughlin, Columbus School 
Secretary, Lenore Murphy, 142 E. Third St. 

Evansville, Indiana—Schoolmen’s Club 
President, D. W. Snepp, 601 Washington Ave. 

Secretary, Ross Brooks, 1100 8. Bedford Ave. 

Everett, Massachusetts—Principals’ Association 
President, William L. Young, Horace Mann School 
Secretary, Katherine E. Burns, Franklin School 

Everett, Massachusetts—Schoolmen’s Club 
President, Charles F. Seaverns, Senior High School 
Secretary, Frederick A. Ashley, Senior High School 

Fall River, Massachusetts—Elementary Principals’ Association 
President, Julia Harrington, 593 Broadway 
Secretary, Elizabeth Finneran, 469 Prospect St. 

Flint, Michigan—Principals’ Club 
President, Mrs. Mabelle I. Short, Washington School 
Secretary, Mae Pascoe, Lincoln 











662 





ELEMENTARY Scuoo.t PRINCIPALS 









Fort Wayne, Indiana—Principals’ Club 
President, Mona Hale, Forest Park School 
Secretary, Bessie Meyers, Riverside School 
Fort Worth, Texas—Principals’ and Vice-Principals’ Association 
President, L. E. Reid, 1602 N. W. 26th St. 
Secretary, Jessica Lloyd, 515 College Ave. 
Fresno, California—Elementary Principals’ Association 
President, I. O. Addicott, Jackson School 
Secretary, Effie Grounds, Morris E. Dailey School 
Gary, Indiana—Principals’ Association 
President, Charles D. Lutz, Horace Mann School 
Secretary, Mary G. Ballantyne, Franklin School 
Grand Rapids, Michigan—Elementary Principals’ Exchange Club 
President, Mrs. Lettie A. Marsh, Harrison Park School 
Secretary, Ruby Livingstone, W. Leonard School 
Grand Rapids, Michigan—High School Principals’ Club 
President, Claude F. Switzer, Central High School 
Secretary, George E. Downs, Burton School 
Grand Rapids, Michigan—Schoolmen’s Club 
President, Oren D. Stiehl, Union School 
Secretary, Carl B. Waters, Harrison Park Junior High School 
Hartford, Connecticut—Principals’ Club 
President, Fred D. Wish, Jr., 550 Main St. 
Secretary, Annie Fisher, 1304 Main St. 
Haverhill, Massachusetts—Principals’ Club 
President, Florence I. Browne, 173 Kenoza Ave. 
Secretary, Abbie C. Grover, 364 Main St. 
Hazleton, Pennsylvania—City School Principals’ Club 
President, W. A. Herr, 5836 W. Maple St. 
Secretary, Ben L. Grossman, 81 S. Pine St. 
Holyoke, Massachusetts—Women Principals’ Club 
President, Esther M. Greeley, 133 Chestnut St. 
Secretary, Agnes M. Kelliher, 7 Whiting Ave. 
Houston, Texas—Principals’ Association 
President, J. W. Lyle, 5217 Jackson Blvd. 
Secretary, Helen DeChaumes, 2203 San Jacinto St. 
Hutchinson, Kansas—Principals’ Club 
President, Josie Perkins, 205 W. 14th St. 
Secretary, Ella Benscheidt, 227 W. 12th St. 
Jackson, Michigan—Elementary School Principals’ Club 
President, Cora L. Allen, Pearl School 
Secretary, Mamie Jose, Pleasant School 
Jersey City, New Jersey—Male Principals’ Association 
President, J. Albert Kalb, Public School 23 
Secretary, Jay I. Henshaw, 2 Harrison Ave. 
Jersey City, New Jersey—Women Principals’ Association 
President, Aline Gerow, 555 Bramhall Ave. 
Secretary, Lillian Seay, 2754 St. Paul’s Ave. 
Johnstown, Pennsylvania—Schoolmen’s Club 
President, H. S. Weller, Union Street School 
Secretary, H. P. Liggett, Senior High School 
Kalamazoo, Michigan—Elementary Principals’ Club 
President, George Walkolten, Roosevelt School 
Secretary, Jennie Touch, West Main St. 
Kansas City, Kansas—Elementary School Principals’ Club 
President, Bertha McKinley, 3111 Parallel 
Secretary, Hazel MacCallum, 2200 Grandview Blvd. 








iF 


Li 


Li 


Li 


L 


Li 


L 


L 








aiiay Re eae ee . 
CS RP iat a> a ee SH armas Faia its 








Tur Nintru YErarBook 





President, Genevieve Turk, Scarritt School 
Secretary, C. E. Marston, Garfield School 





Kansas City, Missouri—Elementary School Principals’ Association 


Knoxville, Tennessee—Supervisors’ and Principals’ Professional Club 


President, Wilson New, Boyd Junior High School 
Secretary, Ada Seal, Flenniken School 
Kokomo, Indiana—Schoolmasters’ Club 
President, C. E. Hinshaw, Kokomo 
Secretary, Chestina Williams, Kokomo 
Lansing, Michigan—Elementary Principals’ Association 
President, M. Effie Kellum, 1219 Bement St. 
Secretary, Mrs. Esther Brandt, 601 Kirby Drive 
Lincoln, Nebraska—Public School Forum 
President, Nina Baker, 2509 Vine St. 
Secretary, Rose Shonka, 1322 E St. 
Little Rock, Arkansas—Principals’ Round Table 
President, J. A. Larson, Senior High School 
Secretary, Mary Fortner, Garland School 
Long Beach, California—Principals’ Club 
President, Harry W. Stauffacher, John Dewey Junior High School 
Secretary, Vivian Klene, John Muir School 
Long Beach, California—Supervisors’ Club 
President, Emil Lange, 715 Locust Ave. 
Secretary, Mrs. Edwina S. Hicks, 715 Locust Ave. 
Los Angeles, California—Elementary Principals’ Club 
President, Nora Sterry, Macy Street School 
Secretary, Anamay Chapman, Delevan Drive School 
Louisville, Kentucky—Principals’ Club 
President, J. Evelyn Wells, 1133 S. Second St. 
Secretary, Mary E. McClure, 2313 W. Jefferson St. 
Lowell, Massachusetts—Masters’ Club 
President, William W. Dennett, Morey School 
Secretary, John E. Barr, Washington School 
Malden, Massachusetts—Women Elementary Principals’ Club 
President, Daisey M. Riley, 170 Maple St. 
Secretary, Minnie G. Thompson, 25 Main Street Park 
Memphis, Tennessee—Principals’ Association 
President, Mrs. Frances Landis, 329 Buena Vista PI. 
Secretary, G. A. Campbell, 1182 Minna PI. 
Miami, Florida—Dade County Principals’ Club 
President, Nell Avery, 262 N. E. 31st St. 
Secretary, Verna Merritt, 332 S. W. 2nd Ave. 
Milwaukee, Wisconsin—Principals’ Association 
President, Dan W. Corcoran, Franklin School 
Secretary, Nano Armstrong, Garfield Avenue School 
Milwaukee, Wisconsin—Schoolmasters’ Club 
President, R. W. Tarbell, Milwaukee Vocational School 
Secretary, Philip Kolb, Oklahoma Avenue School 
Minneapolis, Minnesota—Principals’ Forum 
President, E. J. Hardaker, 5137 Woodlawn Blvd. 
Secretary, Alfreda H. Voight, Poritand Avenue School 
Mobile, Alabama—Elementary Principals’ Club 
President, Adelia Williams, 1254 Texas St. 
Secretary, Louise d’Ornellas, 1314 Chamberlain Ave. 
Mount Vernon, New York—Principals’ Club 
President, Mrs. Mary T. King, 48 W. Second St. 
Secretary, Luke C. Rhoads, 21 Cottage Ave. 





664 ELemMentTarY Scuoont Principas 





Muncie, Indiana—Administrators’ and Supervisors’ Club 
President, Harriet McClellan, 121 Queen St. 
Secretary, Charline Jamieson, 315 W. Jackson St. 
Muncie, Indiana—Schoolmen’s Club 
President, Floyd Raisor, 1510 S. Pershing Drive 
Secretary, Clarence E. Swingley, 207 Rector Apts. 
Muskogee, Oklahoma—Principals’ Club 
President, L. C. McCall, 2116 Boston St. 
Secretary, Mrs. A. E. Miller, 525 S. 14th St. 
Nashville, Tennessee—Principals’ Association 
President, W. R. Manlove, 828 Meridian St. 
Secretary, J. O. McKee, 10 Ivanhoe Court 
Newark, New Jersey—Principals’ Association 
President, Robert. A. MacDonald, Hawthorne Avenue School 
Secretary, Harry F. Stauffer, Franklin School 
Newark, New Jersey—Schoolmen’s Club 
President, John J. Arnao, Central High School 
Secretary, Kenneth K. King, Morton Street School 
New Bedford, Massachusetts—Primary Principals’ Club 
President, Emma L. Gartland, 9 Washington St. 
Secretary, Sophie T. Anthony, 24 Maple View Terrace 
New Bedford, Massachusetts—Principals’ Club 
Chairman, Louis D. Cook, 2 Morgan Terrace 
New Haven, Connecticut—Principals’ Club 
President, Elton Knight, 153 Bassett St. 
Secretary, Ruth Doherty, 200 Alston Ave. 
Newport News, Virginia—Supervisors’ Club 
President, Charles Hoster, 319 50th St. 
Secretary, Lulu Cathell, 3183 Hampton Ave., Hampton 
New Orleans, Louisiana—Colored Principals’ Association 
President, A. E. Perkins, 2911 Milan St. 
Secretary, George Longe, 3500 Hamburg St. 
New Orleans, Louisiana—Principals’ Association 
President, Josephine Thomas, 4512 Baudin St. 
Secretary, Alice J. Molony, 2306 Peniston St. 
Newton, Massachusetts—Men’s Educational Club 
President, Carl M. Penny, Warren Junior High School, West Newton 
Secretary, F. Ewing Wilson, Newton High School, Newtonville 
New York, New York—Association of Principals’ of 8B Schools 
President, John J. McDonald, Public School No. 3, Brooklyn 
Secretary, Meyer Padve, Public School No. 99 
New York, New York—Association of Women Principals 
President, Olive Jones, 61 Grammercy Park 
Secretary, Sara L. Rhodes, Public School No. 184 
New York, New York—Association of Women Principals of Public Schools 
President, Jessie B. Colburn, Public School No. 96 
Secretary, Loretto M. Rochester, Public School No. 44 
New York, New York—Brooklyn Principals’ Council 
President, George W. Patterson, Public School No. 145 
Secretary, G. Loster Crabb, Public School No. 26 
New York, New York—High School Principals’ Association 
President, Elmer E. Bogart, Morris High School 
Secretary, William R. Hayward, Theodore Roosevelt High School 
New York, New York—Principals’ Association 
President, John J. Loftus, Public School No. 80 
Secretary, Sophie C. Manheim, Public School No. 71 





Tut Ninru Yrarsooxk 








New York, New York—Schoolmasters’ Club 
President, William Rabenort, 2 Washington Terrace, Manhattan 
Secretary, Alson A. Upham, 445 3rd St., Brooklyn 

Norfolk, Virginia—Principals’ Association 
President, W. J. B. Truitt, 911 Brandon Ave. 
Secretary, Lucy Mason Holt, 121 W. 28th St. 

Oakland, California—Principals’ Club 
President, Edgar Muller, West Lake School 
Secretary, William McMaster, Technical High School 

Oak Park, Illinois—Supervisory Council 
President, Ethel M. Burris, 960 North Blvd. 

Secretary, Walter S. Albertson, 960 North Blvd. 

Oklahoma City, Oklahoma—Schoolmen’s Dinner Club 
President, Carl Cress, Oklahoma City 

Omaha, Nebraska—Elementary School Principals’ Club 
President, Mrs. Alice C. Peterson, Dundie School 
Secretary, Ida Blackmore, Park School 

Omaha, Nebraska—School Forum 
President, Mrs. Elizabeth Genau, Henry Yates School 
Secretary, Ethel McAfee, Technical High School 

Oshkosh, Wisconsin—Principals’ Conference 
President, Charles I. Yule, 110 Grand Ave. 

Secretary, D. H. Wright, 469 Jackson Drive 

Pasadena, California—Assistant Elementary Principals’ Club 
President, Lee Roy Hall, 175 S. Greenwood Ave. 
Secretary, Edna L. Millard, 834 Santa Barbara St. 

Pasadena, California—Elementary Principals’ Club 
President, B. L. Sloane, 1421 Dominion St. 

Secretary, I. Maude Glenn, 55 N. Meredith Ave. 

Pasadena, California—Junior High School Principals’ Club 
Chairman, George Hetzel, 1680 E. Mountain St. 

Paterson, New Jersey—Principals’ Association 
President, Louis Schmerber, 897 E. 27th St. 

Secretary, Eleanor Mombert, 313 15th Ave. 

Peoria, Illinois—Elementary School Principals’ Club 
President, Anthony Middleton, 221 Arthur St. 
Secretary, George Harms, 909 W. Armstrong Ave. 

Perth Amboy, New Jersey—Principals’ Association 
President, R. L. Predmore, 79 Hornsby Ave., Fords 
Secretary, Ingeborg Oaksen, 67 Catalpa Ave. 

Philadelphia, Pennsylvania—Principals’ Club 
President, Raymond L. Chambers, Key School 
Secretary, Frances L. Bowers, Wister School 

Phenix, Arizona—Rural School Principals’ Association 
President, J. W. King, 358 N. 15th St. 

Secretary, G. 8. Skiff, R No. 7 

Pittsburgh, Pennsylvania—Principals’ Club 
President, W. L. Austin, 70 Harwood St. 

Secretary, Bertha V. Law, 1427 Mervin Ave. 

Pontiac, Michigan—Elementary Principals’ Club 
President, Gertrude McVean, 327 Perry St. 

Secretary, Mary D. McGinnis, 226 Perry St. 

Portland, Oregon—Principals’ Association 
President, H. C. Tallman, 1681 Fremont, St. 

Secretary, Mrs. Blanche D. Hanna, 165 E. 55th St. 





666 ELEMENTARY Scuoot PrIncIPALs 





Portsmouth, Virginia—Principals’ Club 
President, R. O. Edgerton, 700 Riverview Ave. 

Secretary, B. P. Pettus, 306 North St. 

Poughkeepsie, New York—Schoolmasters’ Club 
President, Max A. Reutershan, 7 Baker St. 

Secretary, Carl Tibbetts, 7 Grubb St. 

Providence, Rhode Island—Primary Principals’ Association 
President, Francesca Cosgrove, Montague Street School 
Secretary, Mary S. Raftery, Chalkstone Avenue School 

Providence, Rhode Island—Schoolmasters’ Club 
President, Elected at each meeting 
Steward, Arthur Dows, Sessions Junior High School 

Pueblo, Colorado—Education Association of District No. 1 
President, Cora May Guinn, Park View School 
Secretary, Lauretta Robinson, Somerlid School 

Pueblo, Colorado—Elementary Principals’ Club 
President, Linah Swanzey, Bessemer School 
Secretary, Dell Barkley, Lake View School 

Quincy, Massachusetts—Schoolmasters’ Club 
President, William H. Whiting, 583 Summer St., Abington 
Secretary, William Acorn, 418 North St., North Weymouth 

Racine, Wisconsin—Principals’ Sub-Council 
President, R. C. Winger, 3208 Osborne Blvd. 

Secretary, E. F. Jantz, Hotel Racine 

Richmond, Virginia—Principals’ Club 
President, Clyde Busby, Booker T. Washington School 
Secretary, H. R. Eckles, Richmond Normal School 

Roanoke, Virginia—Board of Principals 
President, Miss J. C. Hurt, 512 Campbell Ave., S. W. 
Secretary, Mrs. Emma Locke, 228 Walnut Ave., S. W. 

Rochester, New York—Council of Elementary School Principals 
President, Josephine Hoffman, No. 38 School 
Secretary, Karl F. Rex, No. 16 School 

Sacramento, California—Principals’ Association 
President, H. F. Clarke, David Lubin School 
Secretary, Minnie Roth, McKinley School 

Salt Lake City, Utah—Principals’ Association 
President, Olive Ferris, Belvedere Apts. 

Secretary, J. J. Harris, 1550 Yale Ave. 

San Antonio, Texas—Elementary Principals’ Association 
President, Mollie R. Nelson, 933 Waverly Ave. 

Secretary, Ruby West, 609 Carson St. 

San Diego, California—Principals’ and Supervisors’ Club 
President, John Aseltine, San Diego High School 
Secretary, Martha E. Nye, 3630 Park Blvd. 

San Francisco, California—Principals’ Association 
President, Harry G. Hansell, 2694 23rd Ave. 

Secretary, Susie A. Ward, 3640a 19th St. 

San José, California—Elementary School Principals 
President, R. B. Thompson, Gardner School 
Secretary, Mrs. Selma Olinder, Hawthorne School 

Seattle, Washington—Principals’ Association 
President, C. F. McKeehan, Interlake School 
Secretary, Edgar Stanton, Lawton School 

Seattle, Washington—Superintendents’ and Supervisors’ Association 
President, C. R. Frazier, 850 Central Bldg. 

Secretary, Margaret Breen, 850 Central Bldg. 














Ture Ninru YEARBOOK 








Sioux City, lowa—Administration Club 
President, Mary J. O’Connor, Hunt School 
Secretary, Elsie Anderson, Woodrow Wilson School 
Somerville, Massachusetts—Schoolmen’s Club 
President, Wilbut E. Parker, Northeastern Junior High School 
Secretary, Nehemia E. Gillespie, Boys’ Vocational School 
Spokane, Washington—Elementary Principals’ Association 
President, Lena Witt, Culmstock Arms, 213 
Secretary, A. D. Cleveland, E. 2421 Illinois Ave. 
Spokane, Washington—Schoolmasters’ Club 
President, S. G. Witter, E. 2816 17th Ave. 
Secretary, R. S. Sanborn, E. 1415 12th Ave. 
Spokane, Washington—Women Principals’ Club 
President, Estelle Purinton, 2016 2nd Ave. 
Secretary, Bess Turner, Kempis Apts. 
Springfield, Illinois—Elementary School Principals’ Club 
President, L. J. East, 1821 South College St. 
Secretary, Hettie B. Lewis, c/o Open Air School 
Springfield, Missouri—Elementary School Principals’ Club 
President, Mrs. Rebecca F. Conlon, 618 8. Grant St. 
Secretary, Florra E. Ginn, 108 Kingsbarde Apt. 
Springfield, Ohio—Schoolmasters’ Club 
President, I. R. Kuenzli, 964 Pythian Ave. 
Secretary, A. B. Shaffer, Roosevelt Junior High School 
St. Joseph, Missouri—Elementary Principals’ Club 
President, W. L. Daffron, 916 S. 14th St. 
Secretary, Mrs. Annie L. Wells, No. 1 Summit PI. 
St. Louis, Missouri—Elementary School Principals’ Association 
President, H. H. Seidell, 4015 McPherson Ave. 
Secretary, A. F. Morrison, 3709 Nebraska Ave. 
St. Louis, Missouri—Principals’ Club 
President, W. A. Godbey, 3450 Wisconsin Ave. 
Secretary, Ben C. Milster, 5008 Morganford Rd. 
St. Louis, Missouri—Women Principals’ Club 
President, Leonide M. Girault, 2745 Meramec St. 
Secretary, Mrs. Anna Wilkins Annin, 3715 McCausland Ave. 
St. Paul, Minnesota—Principals’ and Supervisors’ Club 
President, Jessie L. Whitman, Galtier School 
Secretary, Ella Roverud, Como Park School 
Stockton, California—Elementary Principals’ Association 
President, Charles J. Parsons, 230 Dorris PI. 
Secretary, Mrs. Alma Wood, 205 W. Fremont St. 
Stockton, California—Schoolwomen’s Club 
President, Birdie Mitchell, Stockton High School 
Secretary, Evelyn Moran, 604 N. Commerce St. 
Superior, Wisconsin—Principals’ Club 
President, Ethel Ballou, 2338 Ogden Ave. 
Secretary, Blanche Wood, Hotel Superior 
Syracuse, New York—Men Principals’ Association 
President, Frank F. Dunham, Madison School 
Secretary, Asa D. Knapp, Porter School 
Syracuse, New York—Schoolmasters’ Club 
President, Frank F. Dunham, Madison School 
Secretary, Ralph Strebel, Teachers College, Syracuse University 
Syracuse, New York—Women Principals’ Association 
President, Mary Lawler, Hyde School 
Secretary, Mabel Churchell, Montgomery School 
















668 Ex.ementary Scuoot Principats 





Tacoma, Washington—Administrative Group of the Tacoma Public Schools 
President, Frank B. Kepner, Jason Lee Intermediate School, Day Island 
Secretary, Mrs. Katharine Gabriel, Manitou Elementary School 

Tacoma, Washington—Council of Administrative Women in Education 
President, Elsie English, Willard School 
Secretary, Mrs. Edith Jones, Madison School 

Tacoma, Washington—Elementary Principals’ Club 
President, George F. Gorow, Lincoln School 
Secretary, Fred M. Gemmell, Park Avenue School 

Tampa, Florida—Elementary Principals’ Council 
President, Thomas H. Langston, Philip Shore School 
Secretary, Alice Linkey, Grover Cleveland School 

Toledo, Ohio—Principals’ and Supervisors’ Club 
President, Hazel Oechsler, Newbury School 
Secretary, Jane Brereton, Harvard School 

Topeka, Kansas—Principals’ Club 
President, Allen E. Ecord, 1047 Republican Ave. 

Secretary, L. S. Turner, 1164 Lane St. 

Topeka, Kansas—Supervisors’ Council 
President, Katherine Sentz, 1023 Lincoln St. 

Secretary, Violet Schlegel, 520 Lane St. 

Utica, New York—Principals’ and Supervisors’ Club 
President, Mary A. Dempsey, 1121 Summit PI. 

Secretary, Charles Bookhout, 1506 Kemble St. 

Washington, D. C.—Association of Elementary School Principals 
President, Maude Aiton, Webster School 
Secretary, M. R. Pepper, Henry School 

Wheeling, West Virginia—Elementary Principals’ Club of the Northern 

Panhandle 
President, Jennie McGown, 52 24th St. 
Secretary, Bertha Fette, 3509 Jacob St. 

Wichita, Kansas—Council of Administrative Women in Education 
President, Mrs. Mary J. Singer, 341 N. Topeka Ave. 

Secretary, Ruth Hammond, Wichita Public Library 

Wichita Falls, Texas—Principals’ Club 
President, Bettie Dilworth, Barwise School 
Secretary, Bessie Stewart, Austin School 

Wilmington, Delaware—Elementary Principals’ Association 
President, Mrs. Dorothy W. Millard, 112 W. 27th St. 

Secretary, Mrs. Martha L. Magee, Alhambra Apts. 

Worcester, Massachusetts—Principals’ Club 
President, Theresa V. Dowd, 58 Wachusett St. 

Secretary, Julia A. Butler, 10 Melville St. 





Mi 
Mi 
Ne 
N 


N 


Tue Nintu YEARBOOK 





STATE ELEMENTARY SCHOOL PRINCIPALS’ 
ORGANIZATIONS 


Alabam1—Department of Elementary School Principals of the Alabama 
Education Association 
President, Leonore Jones, Yerby School, Mobile 
Secretary, J. A. Harper, 1719 Jefferson Ave., Birmingham 
California—California Elementary Principals’ Association 
President, A. J. Hamilton, 316 Haviland Hall, University of California, Berkeley 
Secretary, O. D. Enfield, Eastman School, Los Angeles 
Connecticut—Elementary School Principals’ Association of Connecticut 
President, Thomas H. Patterson, 131 Stearns St., Bristol 
Secretary, Mary E. Murphy, 850 Lafayette St., Bridgeport 
Florida—Department of Elementary School Principals of the Florida Edu- 
cation Association 
President, Florence Hughes, West Riverside School, Jacksonville 
Secretary, Mrs. Allie M. Hammond, Seminole Heights School, Tampa 
Idaho—Department of Elementary School Principals of the Idaho Educa- 
tion Association 
President, E. W. Harold, Roosevelt School, Pocatello 
Secretary, Coral M. Norton, Central School, Boise 
lowa—lowa Elementary Principals’ Association 
President, Arthur C. Hall, Davenport 
Secretary, Mabel A. Otis, 1113 Walker St., Des Moines 
Massachusetts—Massachusetts Elementary Principals’ Association 
President, Julia A. Sheehan, Hunnewell School, Wellesley 
Secretary, Helen Norris, Hardy School, Wellesley 
Michigan—Department of Elementary School Principals of the Michigan 
Education Association 
President, Mrs. Jessie M. Fink, Buchanan School, Grand Rapids 
Secretary, Elizabeth Welch, Fairview School, Flint 
Minnesota—Elementary School Principals 
President, H. H. Maass, 4445 Lyndale Ave., 8., Minneapolis 
Secretary, Mable Lindberg, 162 W. College Ave., St. Paul 
Missouri—Department of Elementary School Principals 
President, Genevieve M. Turk, Scarritt School, Kansas City 
Secretary, A. E. Martin, McCoy School, Kansas City 
Nebraska—Department of Elementary School Principals of the Nebraska 
State Teachers’ Association 
President, Anna Cogil, 206 Lei Lau Farl Apts., Lincoln 
Secretary, Annette Abott, c/o Public Schools, Lincoln 
New Hampshire—New Hampshire Elementary School Principals’ Association 
President, James A. MacDougall, 455 Bridge St., Manchester 
Secretary, W. W. Hildreth, Wolfeboro 
New Jersey—-Elementary Principals’ Association of New Jersey 
President, James H. Floyd, Jefferson School, Plainfield 
Secretary, Macy A. Stratton, Brighton Avenue School, Atlantic City 
North Carolina—North Carolina Elementary Principals’ Association 
President, Emma Conn, Murphy School, Raleigh 
Secretary, Mary Page, Jones St., Raleigh 
New Mexico—Principals of New Mexico 
Created January 11, 1930. Officers to be appointed 
Ohio—Elementary Principals’ Section of the Ohio Education Association 
President, Mrs. Katharine M. Mansfield, Cedar School, Canton 
Secretary, F. H. Duffy, Harding High School, Steubenville 





ELEMENTARY Scuoot PrINcIPALS 





Oklahoma—Elementary School Principals’ Association 
President, Shay Hunt, Shawnee 
Secretary, Blanche Woods, McKinley School, Oklahoma City 
Oregon—Department of Elementary School Principals 
President, T. J. Gary, E. 16th and Pine Sts., Portland 
Secretary, 8. E. Babcock, Seaside 
South Carolina—Department of Elementary School Principals 
President, E. R. Crow, Columbia 
Secretary, Myrtle Venable, Pacolit 
South Dakota—Elementary School Principals’ Organization of the South 
Dakota Education Association 
President, Grace Haas, Sioux Falls 
Secretary, Stella Runkel, Madison 
Texas—Elementary School Principals’ and Supervisors’ Section 
President, Catherine Gorbutt, No. D The Wright, El Paso 
Secretary, A. N. Donner, 325 De Queen Blvd., Port Arthur 
Utah—Principals’ Section of the Utah Education Association 
President, Frank Bailey, Garfield 
Secretary, J. F. Mower, Provo 
Washington—Elementary School Principals 
President, Lester L. Reeves, West Queen Anne School, Seattle 
Secretary, Mont J. Downing, Fern Hill School, Tacoma 
West Virginia—Elementary Principals’ Association of the West Virginia 
State Education Association 
President, H. H. McMillan, Masontown 
Secretary, J. E. Gwynn, Kingwood 
Wisconsin—Elementary Principals’ Association 
President, John Walecka, Wauwatosa 
Secretary, Sarah L. Fahey, Washington School, Fond du Lac 





LIST OF MEMBERS 
THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS 


For true Year 1929-30, Correcrep ro Marcu 25, 1930 


ALABAMA 


Alvarez, Mabel W., 15 N. Reed Ave., 
Mobile, Ala. 

Ansley, Foster, 2408 N. 12th Ave., Bir- 
mingham, Ala. 

Brown, Eura, 435 Turrentine Ave., 


den, Ala, 
Brown, G. B., 5217 Seventh Court, §&., 
Bir- 


Gads- 


sirmingham, Ala. 
Calhoun, E. B., 

mingham, Ala. 
Chapman, E. V., Minnie Holman School, 


Birmingham, Ala. 
Couch, M. G., Elementary School, 
Ala. 
Cowan, 204 Dexter Ave., 
Ala, 
Cox, George D., 2207 15th Ave., 
mingham, Ala. 
Davis, W. C., 3420 Second Ave., 
mingham, Ala. 
Dodge, Olive J., Board of School Commis- 
sioners, Mobile, Ala. 
Dooley, Cora, 247 8S. Eighth St., 


Norwood School, 


Empire, 
Mobile, 
N., Bir- 
N., Bir- 


Ora V., 


Gadsden, 


Ala. 
D'Ornellas, Louise, 1314 Chamberlain Ave., 
Mobile, Ala. 
Duvall, Rufus A., North 
School, Birmingham, Ala. 
Flock, Mrs. Elizabeth C., 7 N. 
Mobile, Ala. 
— Hattie, Baker School, 


1305 N. 


Birmingham 
Bayou 8St., 
Birmingham, 


Hall. 2 = 
ham, Ala. 

Hanson, Mrs. B. N., 906 New 
Mobile, Ala. 

Henderson, Mary, 1004 S. 
gomery, Ala. 

Hill, R. Voyt, Martin School, 
ham, Ala. 

Johnson, Harold B., Fairview School, Bir- 
mingham, Ala. 

Johnson, W. B., Lane School, Ave. D and 
18th St., Birmingham, Ala. 

Johnston, Robert C., South Highland 
School, Birmingham, Ala. 

Jones, Lenore, 1606 Monterey P!1., Mobile, 

Mobile, 
Mont- 


Henley School, Bir- 


63rd St., 


30th St., Birming- 
Jersey St., 
Hull St., Mont- 


Birming- 


14 Common §&t., 


Ala. 
Krassin, Annie F., 
A 


Ala, 
MaecMilan, 
gomery, Ala. 


Emma, 120 Cramer Ave., 


Manley, "Mark | 
mingham, Ala. 
Martin, Ralph, 125 N. Birming- 

ham, Ala. 
Ms nimemgee, Lena, 1058 Selma St., Mobile, 


Meadows, E. M., Gate City School, Bir- 
mingham, Ala. 

Moore, A. C., Atmora, Ala. 

Norton, H. B., Robinson School, 
_ham, Ala. 

Norton, W. K., Inglenook School, Birming- 
ham, Ala. 

Orr, J. C., Lakeview School, 


Ala. 
Ozier, W. C., 2129 Pike Ave., 


Birming- 


Birmingham, 
1 Ensley, Bir- 
mingham, Ala. 


Persons, Annie R., Sixth Ward School, 
1906 Noble St., Anniston, Ala. 


Pogue, James V., Gibson School, Birming- 
ham, Ala. 

Price, N. H., Hemphill School, 
ham, Ala. 

Price, R. H., 1821 Bush Blyd., Birming- 
ham, Ala. 

or W. A., Pratt School, Birmingham, 
Ala. 

Richards, Henry G., H. C. Gilbert School, 
Florence, Ala. 

— E. O., Pratt School, Birmingham, 
A 

Sapp. Ella F., 1711 Third Ave., Bessemer, 


Shefticld, Mrs. Frances L., 10 N. Ann St., 
Mobile, Ala. 

Snoddy, W. T., Acipco School, 31st Ave. 
and 17th St., N., Birmingham, Ala. 

Vaughan, Joseph T., Bush School, Bir- 
mingham, Ala. 

Wiener, Florence E., 252 S. Ann S&t., 
Mobile, Ala. 

Williams, J. D., 
ham, Ala, 

Wilson, Josephine, 
Anniston, Ala. 

Wing, Mary, 123 N. 
Ala. 


Birming- 


Avondale School, Birming- 
1203 Leighton 
Julia St., Mobile, 


Ave., 


ARIZONA 
420 E. Fourth St., Tucson, 


of Schools, Ash 


3allfinch, Loy, 
Ariz. 

Brannen, R. E., 
Fork, Ariz. 

Court, Grace, 2005 W. Washington, Phe- 
nix, Ariz. 

Curnutt, Lucille, 905 E. Ash, Globe, Ariz. 

Dyer, Mrs. Gussie, P. O. Box 545, Hayden, 
Ariz. 

Johnson, Lindsay, Alpine Public School, 
Alpine, Ariz. 
Keen, Julia C., 74 E. Pennington St., 
Tucson, Ariz. 

Miller, Stella M., Morenci, Ariz. 

O'Reilly, Edward T., Pale Verde School, 
Pale Verde, Ariz. 

Repeereem, Ellen, 828 E. Fifth St., Tucson, 
Ariz 

tobison, Roy H., Safford-Mansfeld 
Schools, Tucson, Ariz. 

Rogers, Verne T., Box 202, 

Shaw, J. S., Gila Bend, Ariz 

Stinchfield, Bess, 1523 N. 
Phenix, Ariz. 

Thomas, J. Q., Supt. of Schools, Flagstaff, 

Salome, 


Ariz. 
520 E. Fourth St., 
Tucson, Ariz. 


Townsend, 
Wickliffe, Chester, Liberty School, Liberty, 
Ariz. 


Supt. 


Douglas, Ariz. 


Central Ave., 


ARKANSAS 
Black, Grace, 98 Hill St., Fayetteville, 


Flora, 1109 Prospect Ave., Little 


x, Ark. 
Conte, Mrs. Lelia M., Route 1, Hot 
Springs, Ark. 
Cordell, Thyra, Rogers School, Ft. Smith, 


Ark 
J. M.. Parham School, 301 


Culbert, Mrs. 
EB. Seventh St., Little Rock, Ark. 


[ 671 ] 











672 ELEMENTARY Scuoot PRINCIPALS 





Day, J. A., Junior High School, Ft. Smith, 
Ark, 

Evans, mee. 1005 MeGowan S8St., 
Rock, 

“tl - Jefferson School, Helena, 
Ar 


Little 


Jones, Ralph B., Peabody School, Ft. 
mith, Ark. 

Means, H. W., 520 N. Oak St., Little Rock, 
Ark. 

Reiman, Emma, Mitchell School, Little 
Rock, Ark. 

Shannon, Julia, 224% S. Main St., Stutt- 


gart, Ark. 

Stubbs’ Charles A., Sudbury School, Blythe- 
ville, Ark. 

Thompson, A. G., Supt. of Schools, Car- 
lisle, Ark. 

Washington, Ruby, Duval School, N. 14th 
St., Ft. Smith, Ark. 

Webb, Victor L., Rightsell School, Little 


Rock, Ark. 

Williams, Mollie, Belle Point School, Ft. 
Smith, Ark. 

Wilson, W. A., 806 W. 14th Ave., Pine 
Bluff, Ark. 


CALIFORNIA 


Anpet, Robert B., 1722 Del Mar, Fresno, 
] 


Abrams, Henry, Fremont School, Peach 
St., San Luis Obispo, Calif. 

Alexander, Mertie, 4227 S. 
Los Angeles, Calif. 

Alexander, Roxie E., 920 Virginia St., 
Vallejo, Calif. 

Anderson, Elsie Jane, 435 Fairview Ave., 
Arcadia, Calif. 

Anderson, Emma C., 7830 8. 
Blvd., Los Angeles, Calif. 

Andreon, Earl P., Chollas School, 1319 
Grove St, San Diego. Calif. 

Andres, Mrs. Edna E., daater High School, 
West J St., Ontario, Calif. 
Axe, be W., P. O. Box 28, 

Cc 


Hoover St., 
Ilarvard 


Tujunga, 


Badger, Abner A., 3524 Lavell Drive, Los 
Angeles, Calif. 

Bailio, Lorraine M., 515 N. 
Glendale, Calif. 

Baker, Alfred E., 744 65th St., 
Calif. 


Baker, H. M., 
field, Calif. 

Barber, Mrs. M. Ellen ¢., 
San Diego, Calif. 

Barclay, Berthile, 2033 Bush St., 
Ana, Calif. 

Bardarson, Otto W.., 
mel, Calif. 

Barnard, Nora Margaret, 716 W. 
monwealth Ave., Alhambra, Calif. 

Barnes, Jessie Baldwin, 419 KE. State St., 
Long Beach, Calif. 


Columbus, 
Oakland, 
Route 6, Box 459, Bakers- 
1156 22nd St., 
Santa 
Sunset School, Car- 


Com- 


Bartlett, pny D., Potrero Heights 
s School, San Gabriel, Calif. 
Bates, E lizabeth, 365 S. Highland Ave., 


Los Angeles, Calif. 

Baxter, Bernice, Crocker IHlighland School, 
Oakland, Calif. 

Beaty, Jesse James, 826 Cleveland Ave., 
Oakland, Calif. 

Bell, Zell, Vista, Calif. 

Bender, Mrs. Cora F., 2615 I St., 
field, Calif. 

Benner, W. A., 1670 Grand Ave., Pied- 
mont, Calif. 

Benning, A. Irene, Bryant School, 14th 
and Belmont, Long Beach, Calif. 

Benson, Albert N., Longfellow School, 
Oakland, Calif. 

Berard, Elvina, 336 Ashton Ave., San 
Francisco, Calif. 


akers- 


Bernard, Lloyd D., 3910 Ardley Ave., Oak. 
land, ‘Calif. 

Berry, Bertha Irene, 1261 S. Mariposa St., 
Glendale, Calif. 

Biffer, Mary C., 
Angeles, Calif. 

Blakemore, Edith E., 1030 W. 
Pomona, Calif. 

Blodget, Mrs. Viola, 2000 Baker S8St., 
Bakersfield, Calif. 

Blumb, Joseph L., 1015 Euclid Ave., Berke- 
ley, Calif. 

Bonney, Wilbert H., 402 S. Philadelphia 
St., Anaheim, Calif. 

Bowen, Wayne F., 403 8. 
Compton, Calif. 

Bowman, Leonard I 


1253 W. Fifth St., Los 


Second St., 


Tamarind St., 


McKinley School, 


Santa Barbara, Ca iif. 
Bowring, H. F., 133 High St., Modesto, 
Calif. 


Bradley, Anne M., 
Calif. 

Bragg, Mrs. M. Fannie, 2064 Cypress Ave., 
Santa Ana, Calif. 

Brandon, Mrs. Lotta H., 725 E. Palm 
Ave., Orange, Calif. 

Brauer, R. E., Roosevelt School, 
Calif. 

Breen, Ellen R., 1067 Lincoln Ave., San 
Diego, Calif. 

Brems, Edna M., 540 Laurel St., San 
Diego, Calif. 

Brewster, Marjorie A., 
Fresno, Calif. 

Briscoe, William S., 600 Brooklyn Ave., 
Oakland, Calif. 

Brooks, Harold Bennett, 617 Cherry Ave., 
Long Beach, Calif. 

sSrown, Bessie Olive, 4053 Irving Pl., Cul- 
ver City, Calif. 

Brown, Guy E., 343 S. K St., 
( ‘alif. 

Burnam, Ann E., 149 E. Alvarado St., Po- 
mona, Calif. 

Butte, Marie, Whitley School, 309 Des- 
causo Ave., Avalon, Calif. 

oD Jessie, 509 Valle Vista, Oakland, 
Cali 

Campbell, Florilla, 825 N. 
Stockton, Calif. 

Cardozo, Truman V., Riverbank, Calif. 

Carnahan, Mrs. EF. June, 1914 Maple Ave., 
Bakersfield, Calif. 

Carroll, Hazel, 11106 Landale St., North 
Hollywood, Calif. 

Carter, J. L., Half Moon Bay, Calif. 

Chamberlain, Mrs. Mary B., 725 E. Sixth 
St., Long Beach, Calif. 

Chandler, Mrs. Myrtle B., Gardner Street 
School, Los Angeles, Calif. 

Chase, Ethel E., 244 N. Verdugo Road, 
Glendale, Calif. 
Claypool, Mary F., 
Angeles, Calif. 

Clemens, K. F., Box 25, Wasco, Calif. 
Coffey, Julia (C., Emerson School, San 
Francisco, Calif. 

Colby, Ida Florence, Box 94, 
Calif. 

( sole, Perry O., Box 693, San Luis Obispo, 
Calif. 


412 63rd St., Oakland, 


Dinuba, 


Route 6, Box 75, 


Livermore, 


Baker St., 


2427 W. 22nd St., Los 


Fallbrook, 


Coleman, Ida Fulton, 7151 Uazeltine Ave., 
Van Nuys, Calif. 

Colerick, Mrs. Mabel S.. 1633 E. 103rd 
Pl., Los Angeles, Calif. 
Compton, John L., 1814 

Bakersfield, Calif. 
Conner, Jay Davis, 4244 Wilson Ave., San 
Diego, Calif. 
Cookmah, Mrs. Grace Olive, 618 W. 49th 
St.. Los Angeles, Calif. 
Cooper, Elizabeth P., 1805 Eighth Ave. 
Oakland, Calif. 


Forrest St. 





Corb 
K¢ 


Corn 
Gl 
Corr 





Oak- 


a St., 
, Los 
d St., 

St., 
serke- 
‘Iphia 
1 St., 
‘hool, 
lesto, 
land, 
Ave., 
Palm 
nuba, 
San 
San 
k 75, 
Ave., 
Ave., 
Cul- 


more, 


Ave., 


orth 


Sixth 
treet 
toad, 


Las 


San 
rook, 
ispo, 
Ave., 
O3rd 

St., 

San 
49th 
Ave., 





Tue Nintru 


Corbett, Alice M., Sunnyside School, 
Foerster St., San Francisco, Calif. 

Cornwell, L. May, 135 N. Kenwood St., 
Glendale, Calif. 

Correll, Vincent I., 
Long Beach, Calif. 

Cotrel, Lucy, 3240 Clay St., San Fran- 
cisco, Calif. i 

Cee, Elsie, Lazear School, Oakland, 
Cali 

Couchman, H. H., 717 W. 80th St., Los 
Angeles, Calif. 

Crane, R. L., Jr., 434 Wisnom Ave., San 
Mateo, Calif. 

Crapser, Jessamine, 1758 W. 35th PL, Los 
Angeles, Calif. 

Crawford, Mrs. Bertha T., 2371 Portland 
St., Los Angeles, Calif. 

Cross, Flora, 248 N. Towne Ave., 
Calif. 

Cross, Irvin ¥.. 1520 Van Buren St., San 
Diego, Calif. 
Culler, Bess F., 
Zeach, Calif. 
Cunningham, Charley May, 111 Third St., 
Brawley, Calif. 

Curley, Laura, 1121 
Oakland, Calif. 

Dacre, Emma L., 
cisco, Calif. 

Dannemann, Matie, 
Orange, Calif. 

Davis, N. Evelyn, 853 Atlantic Ave., 
Beach, Calif. 

Davy, Mrs. M., 
field, Calif. 

Delmet, Don Thomas, 845 Eye St., Nor- 
walk, Calif. 

Des Roches, Pauline, 1323 
San Francisco, Calif. 

Drake, Mrs. Ethelda Armstrong, 3800 
Pasadena Ave., Los Angeles, Calif. 

Dutcher, Mrs. Agnes W., Vice-Prin. of 
Schools, Livermore, Calif. 

Edgar, George A., Franklin School, Ninth 
Ave. and E. 16th St., Oakland, Calif. 

Elliott, V. O., 607 S. Dickel St., Anaheim, 
Calif. 

Elwood, Laura, 2130 22nd St., 
Calif 

Elwood, Roby T., 201 S. 
Alhambra, Calif. 

Enfield, O. D., 1557 W. 
Angeles, Calif. 

Essert, R. F., Artesia Elementary School, 
Artesia, Calif. 

Fagin, Mrs. Jean T., 346 W. 
Ave., Fullerton, Calif. 

Ferrell, Mrs. Grace, Route 1, Box 102, 
Calexico, Calif. 

Fikes, Edith E., 472 Ocean St., 


1838 McKenzie St., 


Pomona, 


204 Knob Hill, Redondo 


Trestle Glen Road, 


45 Henry St., San Fran- 


437 E. Maple Ave., 


Long 


>} Truxtun Ave., Bakers- 


Woolsey St., 


sakersfield, 
Chapel St., 


Avenue 47, Los 
Amerige 


Santa 


Fitz-Gerald, Mrs. Mary M., Hotel Whit- 
= 1231 Market St., San Francisco, 
Calif. 

Flynn, Mary C., 1511 Micheltorena St., 
_Los Angeles, Calif. 

Ford, Stephen W., P. O. Box 305, Sunny- 
vale, Calif. 

Francis, Mrs. Rena B., 
Etiwanda, Calif. 

Fratis, Mrs. Sue L., 204 Wayne Ave., Oak- 
land, Calif. 

Gamble, Leo M., 3838 S. Hobart Blvd., 
Los Angeles, Calif. 

me ean Willard School, 

li 

Gardner, Elizabeth M., 945 W. 
San Pedro, Calif. 

Gibson, Robert E., Walnut Creek Elemen- 
tary School, Walnut Creek, Calif. 

Gill, Mary, 3424 Chester Lane, Bakers- 
field, Calif. 


18 


Etiwanda School, 


Long Beach, 


Ninth St., 


Y EARBOOK 


Gillispie, H. Wayne, 442 Lime St., River- 
side, Calif, 

Gilmore, Edith M., 2877 Folsom St., San 
Francisco, Calif. 

Gist, Arthur S., Principal, Training School 
and Director, Practice Teaching, State 
Teachers College, San Francisco, Calif. 

Glover, Mrs. Percy F., J. C. Fremont 
School, Fourth and Termino, Long 
Beach, Calif. 

Graf, Louise, 2136 W. 
geles, Calif. 
Graham, R. J., 

Calif. 

Greene, a B., 418 Jefferson Ave., Po- 
mona, Calif. 
irimsley, V. H., 
Calif. 

Growney, Kathleen L., 530 Sanchez St., 
San Francisco, Calif. 

Hall, Lee Roy, 175 8S. 
Pasadena, Calif. 

Hamer, Joseph W., 1050 S., 
Drive, Los Angeles, Calif. 

Hamilton, Mrs. Dorothy, 1004 N. 
St., Hanford, Calif. 

Hammel, J. C., 842 FE. 19th St., Oakland, 

ali 

Hammond, Gertrude B., 7316 Angeles 
Mesa Drive, Los Angeles, Calif. 

Ilammond, Ida M., 3004 Champion St., 
Oakland, Calif. 

I{anson, Edith J., Eastman Street School, 
Los Angeles, Calif. 

Ilarding, Ruth Clarke, 
field, Calif. 

Harker, Sara D., Lower Miss Harker'’s 
School, Palo Alto, Calif. 

Harris, Mrs. Caroline P., 326 Jefferson, 
3akersfield, Calif. 


28th St., Los An- 
818 Spruce St., Berkeley, 


2150 47th Ave., Oakland, 
Greenwood Ave., 
Gramercy 


Irwin 


2018 C St., Bakers- 


Harris, Ella M., 242 F St., San Bernar- 
dino, Calif. 
Hauselt, Elisabeth E., Lafayette School, 


37th Ave. and Anza St., San Fran- 
cisco, Calif. 

Hayward, Lucy M., 
Alhambra, Calif. 

Heacock, A. B., 709 E. 
Glendale, Calif. 

Heath, Mrs. Margaret, 
Park, Calif. 

Heath, Virginia D., 237 
Francisco, Calif. 

Ileisser, Della B., Dist. Supt. of Schools, 
Turlock, Calif. 

., W. T., Supt. of Schools, Richmond, 
Calif. 

Hewitt, Mrs. Ida F., 8627 John Ave., 
Los Angeles, Calif. 

Hodges, E. B., Washington Union High 
School, Centerville, Calif. 

1633 College Ave., Fresno, 
Hooker, Ora, 


947 W. 30th St., 
geles, Calif. 


Hortem, J. M., 449 Clay St., 
Cal 
Houston, Edith L., 790 Calmar Ave. .» Oak- 


land, Calif. 

Howell, Etta H., Roosevelt School, 15th 
and Linden, Long Beach, Calif. 

Hubbard, O. S., Supt. of Schools, 2425 
Fresno St., Fresno, Calif. 

rs * am Cc. E., 759 59th St., Oakland, 

Hutt, “William F., 255 St. 
Long Beach, Calif. 

Hughes, W. F., 2566 Flower St., Hunting- 
ton Park, Calif. 

Hluntington, Henriette L., 1206 O S&t., 
Sacramento, Calif. 

Ingraham, Jessie E., 1437 Bond St., Los 
Angeles, Calif. 


324 La 
Windsor Road, 
Box 114, Baldwin 


’aloma Ave., 


6 Pacific Ave., San 


Homan, Rose, 
Calif. 
Los An- 


Fillmore, 


Joseph Ave., 





674 


ELEMENTARY Scuoot PRINCIPALS 





Ocean Ave., 
Antioch, 


Wilton P1., 


Ireland, Frances, 1000 E., 
Long Beach, Calif. 

Irwin, Kathryn, 322 Seventh St., 
Calif. 


Iversen, Ida Christine, 349 N. 
Los Angeles, Calif. 

Jackson, Robert C., Hotel Sandford, San 
Diego, Calif. 

James, Ida Cleo, Olive View, Calif. 

Janes, Hattie E., 2439 Mariposa S&t., 
Fresno, Calif. 

Jesson, Mrs. Jessie M. L., Eucalyptus 
Avenue School, Manhattan Beach, Calif. 

Johnson, Mrs. E. S., 600 37th St., Sacra- 
mento, Calif. 

Johnson, Fay L., Zamora Union School, 
Zamora, Calif. 

Johnson, Mrs. Lois E., 415 16th St., 
Pacific Grove, Calif. 

Jones, William W., P. O. Box 597, West- 
moreland, Calif. 

Jordan, John Walter, 
Angeles, Calif. 

Kelly, Florence M., Fries Avenue School, 
1301 Fries Ave., Wilmington, Calif. 

Kelly, Julia M., 1801 New Jersey St., Lo 
Angeles, Cal if. 

Kendrick, Mary E., 420 Guerrero St., San 
Francisco, Calif. 

Kilton, Inez G., 
Beach, Calif. 

Klaus, Bertha J., 
Francisco, Calif. 

Klene, Vivian, John Muir School, 15th and 
Pacific, “ Beach, Calif. 

Kottinger, E. , Durant School, Oakland, 


Calif. 
Krauss, Luise H., 115 San 
Calif. 
Burbank School, 


Francisco, 

Kretsinger, R. W., 64th 
Ave. near Trenor, Oakland, Calif. 

Lages, Dora, 311 Lester Ave., Oakland, 


Calif. 
Laurendeau, Mrs. Lulu B., 1909 E. Broad- 
Quincy St., 


way, Long Beach, Calif. 
Shaffer St., 


1426 Lemoyne, Los 


102 Orange Ave., Long 


240 Downey St., San 


Palm Ave., 


Lawson, Mrs. Neva, 808 
Bakersfield, Calif. 

Lee, Mrs. Iva J., 477 N. 
Orange, Calif. 

Lenvig, Bessie C., 117 
Angeles, Calif. 

Levy, Matilda A., 645 
San Francisco, Calif. 

Lindquist, R. D., 1025 Second Ave., Oak- 
land, Calif. 

Lofstedt, Christine, Junipero Serra School, 
South Fair Oaks, Pasadena, Calif 

love, M. Lily, 15 Paloma Ave., 
Ter., San Francisco, Calif. 

Lucas, Mrs. Blanche, Dos Palos Elemen- 
tary School, Dos Palos, Calif. 

Lydell, Dwight, Hamilton School, 
Diego, Calif. 

Lyon, H. W., 95 N. 
Pasadena, Calif 


Ella G., 510 21st, 
Mec ‘eish, Nellie, 142 W. 
side, Calif. 
McConnell, S. W., Box 461, Newman, Calif. 
McFeely, Susan M., Tompkins School, 
Fifth and Linden St., Oakland, Calif. 
McGraw, Margaret A. F., A teed Center 
School, Los Angeles, Calif. 

McMahon, Minnie M., 928 W. Fifth Ave., 
Pomona, Calif. 

McMaster, J. F., 347 W. Garfield Ave., 


Glendale, Calif. 
McNamara, Mrs. Clare, 1824 Myrtle St., 
High 


N. Avenue 55, Los 


Leavenworth St., 


Ingleside 


San 
Sierra Bonita Ave., 
Sacramento, 


Date St., 


— de 
if. 


River- 


Bakersfield, Calif. 
McNeely, J. G., Lincoln 

School, Santa Monica, Calif. 
Mack, Mrs. A. C., 2528 Chester Lane, 
Bakersfield, Calif. 


Junior 


Majorowitcz, Della Marie, 710 E. Eighth 
St., Long Beach, Calif. 
Maland, Mrs. Emma W., 
San Francisco, Calif. 


Maloy, Arthur H., 384 E. Honolulu S&t., 


Lindsay, Calif. 
Manley, Edna T. H., 3923% W. 
Los f. 
1140 Mahar S8St., Wil- 


769 Page St., 


23rd St., 
Angeles, Cali 

Marbut, John W., 
mington, Calif. 

Marchant, Maud, 400 Montclair Ave., 
Oakland, Calif. 

Marshall, Mrs. Florence K., 2140 33rd St., 
San Diego, Calif. 

Martin, A. H., Lincoln School, Alamitos 
and Anaheim St., Long Beach, Calif. 


Martin, Melrowe, Supt. of Schools, Ven- 
tura, Calif. 

Martin, Paul, 
Calif. 


2635 Rawson St., Oakland, 


Masterson, Thomas V., 104th St., 
Los Angeles, Calif. 

Means, Nettie K., 3 Manley Apts., Bakers- 
field, Calif. 

Meeks, Ida V., 1252 14th St., 
Calif. 

Meriam, J. L., University of California, 
Los Angeles, Calif. 
Miller, Douglas B., Maxwell Park School, 
Oakland, Calif. 
Miller, Georgie K., 
Angeles, Calif. ‘ 

Mishler, Grace M., 577 E. Pasadena St., 
Pomona, Calif. 

Mooney, Frances A. C., 877 
Road, Oakland, Calif. 

Morris, Mylitta M., ia Court Apts., 
Santa Barbara, Cali 

Morrison, Mrs. biese W. C., 14434 Gil- 
more St., Van Nuys, Calif. 

Mount, Mrs. Florence D., 625 E. 
Ave., Glendale, Calif. 

Munce, Tillie Carolyn, 14 Glenn Ave., 
Fresno, Calif. 

Munson, Oscar F., Supt. of Schools, 
Drawer A, Hawthorne, Calif. 

Munson, W. B., 3153 Huntington Bilvd., 
Fresno, Calif. 

Natwick, Warren, Lawrence School, San 
Mateo, Calif. 

Nekuda, Mrs. Annie Feidler, Route 1, Box 
435, La Canada, Calif. 

Nelson, Ada S., Elementary 
Nietos, Calif. 

nee H. G., 525 S. Ross, 


Nets, Joseph 2311 Tenth Ave., 


ont y6 William J., 3108 Whittier St., San 
Diego, Calif. 
O’Bannon, Mary B., 137 Ardmore 
Berkeley, Calif. 
O'Connell, Mary C., 1204 
San Francisco, Calif. 
O'Farrell, Mrs. Mabel E., 2403 F St., San 
Diego, ‘Ca lif. 
Osburn, William Q., 1295 W. 37th P1., Los 
Angeles, Calif. 
Ostrom, Mrs. Ivy cc 318 San Carlos 


Ave., Piedmont, 
Outealt, Mrs. ‘aaa M., "925 Robinson St., 
San Diego, Calif. 
larker, Bertha M., 1134 Seventh St., Santa 
Monica, Calif. 
Partridge, Mrs. ae M., 2413 Milvia St., 
Modesto, 


1619, E. 


San Diego, 


626 St. Paul Ave., Los 


Sunnyhills 


Lomita 


P. 0. 


School, Los 
Santa Ana, 


Los An 


Road, 


Dolores St., 


Berkeley, Cali 
Patten, A. P., 
Calif. 
Pearce, Clarence S., P. O. Box 97, Bar- 
stow, Calif. 
Tlearce, Mrs. Grace Taylor, Escalon, Calif. 
lPeddie, Mrs. Gertrude W., 128 W. 83rd 
St., Los Angeles, Calif. 


Roosevelt School, 





Tue Nintu YEARBOOK 675 





Pepper, S. A., William Land School, Sacra- 
mento, alif. 

Perkins, Frankie G., L. Burbank School, 
Third and Magnolia, Burbank, Calif. 
Perrin, Clara M., 2115 Laurel Ave., Up- 

land, Calif. 

Peterson, Frank W., Sonora, Calif. 

Philippi, Carl, 1712 Ocean View Ave., Los 
Angeles, Calif. 

Pitkin, Mrs. Virginia R., 457 S. Occidental 
Blvd., Los Angeles, Calif. 

Plagemann, Dora E., Madison School, 
in A and First Ave., San Francisco, 
Cali 

Plummer, Ida M., 
Calif, 

Poetker, Henry R., 
ville, Calif. 

Poore, Margaret I., 
Oakland, Calif. 

Pugaiey Cc. A., 911 Herkimer, 
Cali 

Quick, C. F., 125 Claremont Ave., Long 
Beach, Calif. 

Ramsaur, James, 
( ‘oachella, Calif. 

Ransom, Mae, 1705 S. Sixth St., 
bra, Calif. 
tasmussen, Mrs. Eva 
Auburn, if. 

Rector, W. G., 5957 Chabolyn Ter., Oak- 
land, Calif, 

Reinke, Gertrude H., 2006 Fletcher Ave., 
South Pasadena, Calif. 

Renshaw, Elizabeth, 117 N. 
heim, Calif, 
tichards, Marcella L., 1125 Kipling Ave., 
Los Angeles, Calif. 

Riggins, Mildred E. Mogle, 947 Winfield 
St., Los Angeles, Calif. 

Ritchie, Georgina D., Corona School, Bell, 
Calif. 

Riordan, Catherine F., Sheridan School, 
Capitol Ave. and Lobos St., San Fran- 
cisco, Calif. 

Roberts, Bertha 2151 California St., San 
Francisco, Calif. 
togers, Lester B., Dean, School of Educa- 
tion, University of Southern California, 
Los Angeles, Calif. 

— M. A., Grammar School, 
Calif. 
tomer, A. R., Oak- 
land, Calif. 

Rusling, Mrs. Cora S., 4416 S. Normandie 
Ave., Los Angeles, Calif. 

Ruth, Clarence, Lompoc School, 
Calif. 

Ryan, Jane, 1096 Fulton St., 
cisco, Calif. 

Sadler, Mrs. 
Hotel, 

Samson, 
Cruz, Calif. 

Saxton, M. Emma, 351 W. Magnolia Ave., 
Glendale, Calif. 

Scalapino, William, 1315 Alta Vista Road, 
Santa Barbara, Calif. 

Schatz, Clarence R., Route 10, Box 93, 
. Fresno, Calif. 

Sedgwick, D. J., Supervising Principal of 
_ Schools, Cupertino, Calif. 

Sessions, Herbert Alanson, 123 W. Ivy 
St., Hanford, Calif. 

Shane Cc. N., Allendale School, Oakland, 


Calif. 

Sheldon, Inez T., Box 580, Ojai, Calif. 

Siler, Nell C., 2222 W. 76th St., Los An- 
geles, Calif. 

Sloane, Boyd Lincoln, 1421 Dominion Ave., 
Pasadena, Calif. 

Smith, Effie E., Frank McCoppin School, 
Seventh Ave. and Balboa St., San Fran- 
cisco, Calif. 


Box 704, Mill Valley, 
P. O. Box 636, Victor- 
McChesney School, 
Pasadena, 
Principal of Schools, 
Albam- 


Hale, Box 714, 


Olive, Ana- 


Banning, 


530 Fairbanks Ave., 


Lompoc, 
San Fran- 
Augusta N., Westminister 
Los Angeles, Calif. 


Ada C., 77 Cleveland Ave., Santa 


Smith, Mollie A., 
Berkeley, Calif. 
Smith, Rose Mann, 1239 Keniston Ave., 
Los Angeles, Calif. 

Smith, Weaver H., Hagar Street School, 
San Fernando, Calif. 

Snyder, Peter H., 4277 Jackdaw St., San 
Diego, Calif. 

Snyder, R. W., 546 Rosal Ave., Oakland, 
Calif. 

Soelberg, John, John Swett School, Oak- 
land, Calif. 

Spencer, Mrs. Hattie A., 
Susanville, Calif. 

Spencer W. D., Cole School Oakland, Calif. 

Spreng, Ruth M., 101 S. Guadalupe Ave., 
Redondo Beach, Calif. 

Sprung, Edna W., El 
Redondo Beach, Calif. 

Starr, A. G., 2126 St. Jarlath’s Ave., Oak- 
land, Calif. 

Stearns, Oletha, 1524 Martel Ave., Los An- 
geles, Calif. 


2274 Virginia St., 


Hotel Mt. Lassen, 


Ja Arms Hotel, 


3, Madera, 


Steffins, Edith R., P. 0. Box 693 
Calif. 


Steinberger, Elizabeth, 
Sierra Madre, Calif. 
Sterry, Nora, Macy Street 
Angeles, Calif. 
Stewart, Hugh B., 

Calif. 

Stewart, Mrs. Lois Allen, 
58-A, Calexico, Calif. 
Stewart, Margaret, 612 N. 

Ave., "Alhambra, Calif. 
Stolz, Rose C., Bellevue Hotel, Geary at 
Taylor St., San Francisco, Calif. 
Stone, Josephine, 1525 13th St., Bakers- 
field, Calif. 
Stopher, Mrs. Grace, 347 Eighth St., San 
Bernardino, Calif. 
Sweet, Lottie, 808 Bush St., Santa Ana, 
Calif. 
Taylor, Leo E., 
land, Calif. 
Tessmer, Etta H., 
Francisco, Calif. 
Thatcher, Mrs. Mollie H., 
Pl., Fullerton, Calif. 
Thurston, I. P., 600 S. 
Angeles, Calif. 

Tibbetts, Alice B., 3365 Canfield, 
geles, Calif. 

Tillman, Florence, 822 Cleveland St., Oak- 
land, Calif. 

Tingley, Grace W., 2610 Beechwood Drive, 
Hollywood, Calif. 


529 Mariposa Ave., 
School, Los 
P. O. Box 26, Arcata, 
Route A, Box 


Marguerita 


Lafayette School, Oak- 
618 Girard St., San 
445 Jacaranda 
Rowan Ave., Los 


Los An- 


Turner, Elsie V. W., Washington School, 
1117 15th St., Modesto, Calif. 

i E., 356 Laurel St., Santa Cruz, 
‘alif. 

Van De Goorberg, Wilhelmina, 1606 N. 
Avenue 55, Los Angeles, Calif. 

Van De Mark, Mrs. Della A., Santa Fe 
oa 54th and Market St., Oakland, 
Calif. 

Vineyard, Julia Marie, 1726 Fourth Ave., 
Los Angeles, Calif. 

Voiles, po ene Hill, 1734 N. Mariposa 
Ave., Hollywood, Calif. 

Von Hatten, Emma A., 1017 30th St., 
Sacramento, Calif. 

Wagner, Olive E., 409 W. Bishop St., 
Santa Ana, Calif. 

Waite, Ida M., 1003 FE. Orange Grove Ave., 
Glendale, Calif. 

Wallace, Maude, 374 Hanover Ave., Oak- 
land, Calif. 

Walter, Robert Bruce, 920 Baldwin Ave., 
Arcadia, Calif. 

Ward, Susie A., 3640-A 

Francisco, Calif. 


19th St., San 





ELEMENTARY Scuoot PRINCIPALS 





Warren, Roy E., Whittier School, Berke- 
ley, Calif. 

Waters, Sylvia. 901 D St., San Bernar- 
dino, Calif. 

Weeks, Mrs. Emma Firestone, 283 Re- 
dondo Ave., Long Beach, Calif. 

Weiser, Anna E., Box 263, Bakersfield, 
Calif. 

Westerhouse, E. E., 312 W. Palm Ave., 
Monrovia, Calif. 

Westrem, Gudrid, 300 N. Granada Ave. 
Alhambra, Calif. 

Wickersham, Jessie B., 732 Cabrillo Ave., 
San Pedro, Calif. 

Wickland, Arthur J., 463 Atchison St. 
Pasadena, Calif. 

Wiggs, Bessie, 5536 Franklin Ave., Holly 
wood, Calif. 

Wilhelmy, George Max, 122 Frances St., 
Sunnyvale, Calif. 

Wilson; Mrs. Ethel €., 500 N. Second St., 
Alhambra, Calif. 

—_—— Ray Rollin, 330 Jones St., Ukiah, 
ali 


Witman, Elizabeth H., 1926 Orchard Ave., 
Glendale, Calif. 

Wood, T. P., 3028 FE. Hill St., Huntington 
Park, Calif. 

Wright, Helen R., Lincoln School, Santa 
Rosa, Calif. 

Young, G. A., 5722 Meridian St., Los An- 
geles, Calif. 

Young, Sarah L., 1006 Rose Ave., Pied- 
mont, Calif. 

Zimmerman, F. B., 3245 Flagg Ave., Oak- 
land, Calif. 


COLORADO 


Akin, Wavne M., Sargent School, Monte 
Vista, Colo. 

Barkley, Dell, 121 Michigan St., Pueblo, 
Colo, 

Boyer, Monta J., Alameda School, W. 
Byers Pl. and 8S. Bannock, Denver, Colo, 

Carson, Mary G., Ashland School, W. 29th 
Ave. and Firth St., Denver, Colo. 

Cope. William YV., 820 Pine St., Boulder, 
‘olo. 

Chase, Inez J., 201 W. 
Pueblo, Colo. 

Combs, Ethel L., 2028 W. 28th Ave., Den- 
ver, Colo. 

Cordingly, Elizabeth, Thatcher School, 
Denver, Colo. 

Cornish, Lydia R., Evans School, W. 11th 
Ave. and Acoma, Denver, Colo. 

Courtney, Katharine, 1120 N. Cedar St., 
Colorado Springs, Colo. 

Craig, Maude L., Edison School, W. 33rd 
Ave. and Quitman, Denver, Colo. 

Dale, George, 1718 S. Sherman St., Den- 
ver, Colo. 

Doble, Flora, Sherman School, Second 
Ave. and Grant St., Denver, Colo. 

Doull, Frances, 24th Street School, 24th 
and Arapahoe Sts., Denver, Colo. 

Eagleton, W. H., Villa Park School, W. 
Eighth Ave. and Hazel Court, Denver, 
Colo. 

Erwin, Joseph M., Boulevard School, Den- 
ver, Colo. 

Farrelly, Clara, Hotel Shirley Savoy, Den- 
ver, Colo. 

Feltner, Elizabeth, 1118 Penn, Denver, 


olo. 
Fink, Jessie Alice, 1445 11th St., Greeley, 


olo. 
Fitzpatrick, Jessie K., 936 Mapleton Ave., 
Boulder, Colo. 


Abriendo Ave., 


Force, Anna Laura, Lake Junior High 
School, Denver, Colo. 

Forsyth, Bessie M., 537 Bross St., Loug- 
mont, Colo. 

Fox, Guy, 301 E. Florida Ave., Denver, 
Colo. 

Gard, Clara F., Fairview School, 11th and 
Decatur Sts., Denver, Colo. 

Gardiner, Ana L., 18 E. Caramillo St., 
Colorado Springs, Colo. 

Godsman, Mrs. Charlotte J., Montclair 
School, 13th and Quebec St., Denver, 
Colo. 

Gormley, Celia, Helen Hunt School, Colo- 
rado Springs, Colo. 

Griffith, Emily, 1524 Fillmore S8t., Den- 
ver, Colo. 

Gruenler, A. M., Rosedale School, Denver, 
Colo, 

Herrington, Eugene, 945 Lincoln St., Den- 
ver, Colo. 

H[erstrom, Angela G., 2206 Ivy St., Den- 
ver, Colo. 

Hlolmes, Ethel, 2610 S, Sherman St., Den- 
ver, Colo. 

Keller, Elizabeth M., Rosedale School, E. 
lliff and S. Sherman St., Denver, Colo, 

Kemper, Edward, Beulah School, Cortez, 
Colo. 

Kiein, Louise, Columbian School, W. 41st 
and Federal Blvd., Denver, Colo. 

Kneip, Augusta, Midland School, Colorado 
Springs, Colo. 

Lind, Nellie V., Stedman School, 29th and 
Dexter St., Denver, Colo. 

McClure, Adela, Bromwell School, Fourth 
Ave. and Columbine St., Denver, Colo. 

McFarland, Mrs. A. J., Box 472, Rocky 
Ford, Colo. 

McMeen, George M., Swansea School, 46th 
Ave, and Columbine St., Denver, Colo. 
MeMichael, Belle, McKinley School, Loui 

siana Ave. and 8S. Logan, Denver, Colo. 

Macomber, William, 224 S. Third St, 
Montrose, Colo. 

Morgan, J. B., Central School, Montrose, 
Colo. 

Morton, Max D., Thatcher School, Pueblo, 
Colo, 

Newell, Mrs. Edith E., 4284 Irving St, 
Denver, Colo. 

Noce, Lillian, Webster School, W. 36th 
and Lipan St., Denver, Colo. 

O'Boyle, Lila M., Ebert School, 23rd and 
Glenarm, Denver, Colo. 

Palmer, Nirma E., Columbian School, 
Pueblo, Colo. 

Pantall, Myrta, 515 S. Third Ave., Ster 
ling, Colo. 

Parsons, Richard, 2075 S. Clarkson, Den 
ver, Colo. 

Partner, Nettie O., SI 8. 
Rocky Ford, Colo. 

Pendleton, Claud, 1332 Bellaire, Denver, 


Kighth St. 


— Mae A., 909 Third Ave., Longmont, 

Yolo. 

Queree, Pearl, 2914 W. 29th, Denver, Colo 

Ratekin, W. E., Supt. of Schools, Mon 
trose, Colo. 

Remick, Nellie A., Acacia Hotel, Colorado 
Springs, Colo, 

Remley, Elizabeth, Johnson School, Mou 
trose, Colo. 

Richardson, Hattie E., Valverde School, 
Denver, Colo. 

Ricketts, Blanche, 522 Arapahoe Ave., 
Boulder, Colo. 

Rtshel, J. B., Barnum School, Denver, 


Colo. 

Roe, Mrs. Myrtle A., 116 Phelps St., Ster 
ling, Colo, 

Romick, Nelle, Columbine School, Den 
ver, Colo. 





Ryan 
rat 
Shut 
Co! 
Simp 
vel 
Slave 
Se 
Smit! 
De 


Your 
lat 
Zirkl 
Co 


Blat 
A\ 
Bre n 
Ne 
Brew 
Al 
srid 


SPO] 
bu 
Burg 
‘ 
Burt 


High 
lg- 
iver, 


and 


Jen- 
Jen- 
Jen- 
, KE. 
olo,. 
41st 
‘ado 
and 
rth 
olo. 
icky 
6th 
, 
pui 
olo. 
St., 


Use, 


blo, 


Tue Nintu YErAarRBooK 677 





Ryan, Laura, 1828 N. Corona St., Colo- 
rado Springs, Colo. 

Shute, William C., 2651 Vine St., Denver, 
Colo. 

Simpson, Genevieve, Barnum School, Den- 
ver, Colo, 

Slavens, Leon E., Elmwood School, W. 
Seventh and Galapago, Denver, Colo. 
Smith, Mrs. Margaret M., Ebert School, 

Denver, Colo. 
Stevens, Eugene C., Stevens School, 11th 
Ave.“and Columbine St., Denver, Colo. 
Strack, Caroline, 216 E. Routt, Pueblo, 
Colo. 

Swanzey, Linah, Bessemer School, Pueblo, 
Colo, 

Switzer, Ell», Smedley School, W. 42nd 

ye, and Shoshone St., Denver, Colo. 
Nellie L., 529 W. Eighth Ave., 
ar, Colo. 

Walker, Nannie. Wildeboor School, C and 
lark St., Pueblo, Colo. 

Walters, R. J., 2045 S. Clarkson St., Den- 
ver, 

Wasson, . J.. 2123 N. Cascade Ave., 
Colorado Springs. Colo. 

Watts, Lillie E.. Asbury School, S. Marion 
and Asburv, Denver, Colo. 

Wevmouth. Edith M., Fairmount School, 
W. Third Ave. and Elati, Denver, Colo. 

White. Mrs. Julia M., Steele School, S. 
Marion and Alameda Ave., Denver, Colo. 

Woodruff. Fannie, Ault, Colo. 

Wyatt, George W., Hvde Park School, 
26th Ave, and Franklin, Denver, Colo. 

Young, Edith, 211 E. Seventh St., Love- 
land, Colo. 

Zirkle, H. W., 357 Lincoln St., Denver, 
Colo 


CONNECTICUT 

Ayres, Alice M., 210 N. Oxford St., Hart- 
ford, Conn. 

Barnes, Percival S., Supt. of Schools, East 
Hartford, Conn. 

Jarry, Lena F., Barnum School, Noble 
Ave., Bridgeport, Conn. 

jattey, Lewis F., Israel Putnam School, 
Putnam, Conn. 

sennet, Elisabeth M., 36 Brookfield St., 
South Manchester, Conn. 

tentley, Thomas, Box 40, Bolton, Conn. 

Bestick, Grace Bridge- 
port, Conn. 

Blackham, Florence E., 303 E. Main St., 
Bridgeport, Conn. 

Blackmer, Victor A., 
bury, Conn, 

Blatchley, Mary N., Strong School, Grand 
Ave., New Haven, Conn. 

Brennan, Katharine A., 182 Lloyd St., 
New Ilaven, Conn. 

Breunig, Mrs. Emma P., 85 Glenwood 
Ave., Stratford. Conn. 

Bridgett, Alice E., Colony Street School, 
Wallingford, Conn. 

srophy, John M., 1 Pequot St., Water- 
bury, Conn. 

wi ss, Bliss M., 75 George St., Bristol, 
onn, 

Burnap, R. S., Central Grammar School, 

_ Milford, Conn. 

‘amp, Frederick §S., Supervisor, Urban 
Education, State Board of Education, 

Hartford, Conn. 

Cass, Mary A., 27 Marion Ave., Water- 

bury, Conn, 

Clancy, Nora _E., Junior High School, 

_ Thompsonville, Conn. 

Condon, Anna A., 74 Garden St., Stam- 

_ ford, Conn, 

Cornish, William B., Center and Elm 
Street Schools, Stamford, Conn. 


64 North St., Dan- 


Coyle, Mary C., 17 Roseland Ave., Water- 
bury, Conn. 

Desmond, D. Giles, Box 94, Tariffville, 
Conn. 

Eckle, Grace E., Sedgwick School, Strat- 
ford, Conn, 

Errico, Eva Booth, Green Woods School, 
Winsted, Conn. 

Fielding, Minnie H., 12 Fairmont Pl., 
Shelton, Conn. 

Fitzpatrick, Katharine L., Maplewood Jun- 

_ ior High School, Bridgeport, Conn. 

Gray, Caro M., 123 Stearns St., Bristol, 
Conn. 

Harris, Edna M., 10 Breckenridge Ave., 
Meriden, Conn. 

Hickey, Margaret, 35 Goedwill Ave., 
Meriden, Conn. 

Hine, Edith M., 106 Litchfield St., Tor- 
rington, Conn. 

Holroyd, Ida G., Dora Circle, Bridgeport, 
Conn, 

Hull, Grace B., 27 Pythian Ave., Torring- 
ton, Conn. 

Johnson, Ruth F., 263 S. Main St., Tor- 
ington, Conn. 

Jourdan, Caroline C., 102 W. Main St., 
Branford. Conn. 

Kirtland, Elizabeth E., P. O. Box 376, 
Yalesville, Conn. 

Knowlton, Lillian D., 322 Sherman Ave., 
New Haven, Conn. 

Lanphear, Mabel A., 1180 Main St., South 
Manchester, Conn. 
Lomax, Jessie, Fifth School, Darien, Conn. 
Luby, Mary F., 142 Whitney Ave., Bridge- 
port, Conn. " 
Lyon, Louisabelle, Ridgefield Road, Wil- 
ton, Conn. 

McCall, Harold, 53 Prospect St., Stam- 
ford, Conn. 

McCann, Marie, McKinley School, Knapp’s 
Highway, Bridgeport. Conn. 

McClellan, J. 23 Davis Ave., Rock- 
ville, Conn. 

McDermott, Millicent R., Quinnipiac 
Avenue School, New Haven, Conn. 

McGrath, Elizabeth M., 1770 Park Ave., 
Bridgeport, Conn. 

Malcolm, Elizabeth R., 
New Haven, Conn. 

Martin, Louise, 7 Crescent Ter., South 
Norwalk, Conn. 

Miles, Elsie M., Lincoln School, New 
Britain, Conn. 

Mink, Emma, 214 Palisade Ave., Bridge- 
port, Conn. 

Morehouse, Helen B., Connecticut Turn- 
pike, Darien, Conn. 

Murphy, Mary E., 850 Lafayette St., 
Bridgeport, Conn. 

Newton, Fred L., Nathan Hale School, 
New London, Conn, 

Nickles, George F., Box 771, Terryville, 
Conn, 

Nielsen, Esther L., 215 Alsace St., Bridge- 
port, Conn. 

O'Connell, Clara T., Park Street School, 
Bristol, Conn. 

O'Neill, Jennie M., 284 Hillside Ave., 
Waterbury, Conn. 

Patterson, Bernice R., 90 Sisson Ave., 
Hartford, Conn, 

Patterson, Thomas H., Federal Hill School, 
Bristol, Conn. 

Pease, Eva B., Elmwood School, Elmwood, 
onn, 

Penney, Mrs. Rosa C., Box 101, Union- 
ville, Conn. 

Rast, Gerhardt E., Forest St., Groton, 


339 Orange St., 


‘onn. 
Rickard, Anna E., 361 Brooklawn Ave., 
Bridgeport, Conn. 
Riggs, F. B., Indian Mountain School, 
Lakeville, Conn. 





678 ELEMENTARY Scuoot PRINCIPALS 





Sherman, Anne K., 55 Rusling PI., Bridge- 
port, Conn. 
Smith, Florence E., Seymour School, West 


Hartford, Conn. 
20 Center St., West 


Smith, Minnie H., 
Haven, Conn. 

Spoor, K. Gertrude, 557 Wilmot Ave., 
Bridgeport, Conn. 

Steele, vale M., 267 Wakelee Ave., An- 


sonia, Conn. 
Stevens, Mrs. Myrtle II., Box 52, Rocky 
100 Long Hill Road., 


Hill, Conn. 

Stevens, Ralph S., 
Wallingford, Conn. 

Stewart, Nettie B., 16 High St., Thomas- 
ton, Conn. 

Strong, Ralph R., 137 Judd St., Bristol, 
Conn. 

Thompson, Audrey M., 14 Chester St., 
Stamford, Conn. 

Tyler, Elma, Deep River, Conn. 

Wakeley, Mildred A., Center 
North Haven, Conn. 

Walker, Annie I.., Grasmere School, Fair- 
field, Conn. 

Walker, Mrs. Julia Banks, 55 Eaton St., 
Bridgeport, Conn. 

Weaver, Alice M., 139 Main St., Norwalk, 
Conn. 

Whitman, Helen II., 48 N. Main St., West 
Hartford, Conn. 

Wilcox, Gladys, Francis Stillman School, 
Wethersfield, Conn. 

Williams, Lillian A., Pequot School, South- 
port, Conn. 

Williamson. Harry D., Forestville School, 
Forestville, Conn. 

Wood, Jennie D., 10 Queen St., 
Conn. 

Wooster, Carrie, Garfield School, Bridge- 
port, Conn. 

Young. Mrs. Ethel B., 148 Clifford St., 
Whitneyville, Conn. 

Young, George W., Northwest School, 
Albany Ave. and Woodland St., Hart- 
ford, Conn. 


School, 


Meriden, 


DELAWARE 
Doud, Emma M., 1708 Pennsylvania Ave., 
Wilmington, Del. 
109 S. Bradford St., 


Judy, Lester A., 
Dover, Del. 

Loney, Maria C., 622 N. Franklin St.., 
Wilmington, Del. 

Marley, Florence V., 1607 West St., Wil- 
mington, Del. 

Mendenhall, Clara, 1312 Van Buren St., 
Wilmington, Del. 

Nickel, Gilbert, Supt. of Schools, Middle- 
town, Del. 

Ratledge, A. Katherine, Grammar School, 
Townsend, Del. 

Samworth, Ellen, 1502 Lancaster Ave., 
Wilmington, Del. 

— H. E., Supt. of Schools, Claymont, 
el, 


DISTRICT OF COLUMBIA 


Aiton, Maude E., Webster School, Tenth 
and H Sts.. N. W.. Washington, ID. ¢. 

Ashton, Robert H., 723 Girard St., N. W., 
Washington. D. C. 

Babbington, Katherine C. 78 Eye St., 
N. Washington, D. 

Ballenger, Lou E., 1801 18ih St.. N. W., 
Washington, c. 

Barnard, Caroline F., 1705 Lanier Pl., 
N. w., Washington, D. C. 

ry Mary Virginia, 4504 Douglas 
St., N. E., Kenilworth, D. C. 

Clark, Eugene A., Asst. Supt. of Schools, 
Franklin Administration Building, 
Washington, D. C 


Conway, Mrs. Margarete §&., 
N. W., Washington, D. C. 
Craighill, Susan R., 
Washington, D. C 


Dalton, E. J., 3801 Jenifer St., N. W.,, 


Washington, D. 


Darneille, E. E., 2900 Q St., N. W., Wash- 


ington, D.C 


Draney, Mary E., John Burroughs School, 


Washington, D. 

Duganne, L. R., 
Washington, D. 

Dulin, Cecilia P.. Government — [lotels, 
Building XY, Washington, D. C. 

Faweett, Blanche L., 1348 Euclid St, 
Washington, D. C. 

Frank, Mary W., Vetworth School, Wasb- 
ington, D. C. 

Furmage, Mary L., 
Washington, I. C. 

Gillem, Richard A., 932 Westminster St., 
N. W., Washington, D. Cc. 

Given, M. E., 4700 Connecticut Ave. 
Washington, Lb. ©. 

Gore, M. Florence, 2142 K St., N. W, 
Washington, D. ©. 
Graves, Mary E.. Ketcham School, 15th 
and U St., S. F., Washington, D. © 
Gray, Mrs. S. E., 1840 Vermont Ave., 
N. W., Washington, D. ©. 

Holland, Sarah B., 2901 Saenestiont Ave 
N. W., Washington, 1). 

Ilopkins, A. E., 2059 Park Road, N. W.,, 
Washington, I). ©. 

Itubbard, Frank W., Assistant Director of 
Research, National Education Assocla- 

Washington, 


1801 Calvert St., N. W., 
of 


11 Quincy Pl., N. E, 


o.. 1201 16th St., N. W., 
Cc, 


Jones, Herndon B., 654 Girard St., N. W. 
Washington, PD. «. 
Kelsey, G. E., 317 Falkstone Court, 14th 
and Fairmont Sts., Washineton, 1). ©. 
King, Henrietta E., 587 Columbia Road, 
N Washington, I). © 

Latimore, Mrs. Mary T., : 
Washington, D. C 

Leapley, Mrs. Lillian T., Route °, Ana 
costia Station, Washington, D.C. 

Lind, A. Grace, 4516 14th St., N. W. 
Washington, D. C. s 

Llufrio, Mary H., 1457 Park Road, N. W., 
Washington, D.C. 

Lucas, M. Grant, 1738 15th St., N. W.. 
Washington, D. C. 

Luebkert, Constance, John Eaton School, 
34th and Lowell, Washington, I). ©. 
Lyddane, Margaret R., 3500 14th St. 

N. W., Washington, D. C. 
, C. L, 808 A St., S. E. 


Matthews, “Samuel D.. 1811 First St. 
w., Washington, ma ©. 
entiats Florence (., 1141 New Hamp- 
shire Ave., N. W., Washington, 1). ©. 
Netherland, Mrs. Rosa Stokes, 613 Third 
St., N. E., Washington, D. C. 
Euclid St. 


23 T &t.. N.. W. 


, Washing 


Neumeyer, Anna B., 1127 
N. W., Washington, D. C. 

Norton, John K., Director of Researeh 
National Education Association, 120! 
16th St., N. W., Washington, ID). ©. 

Ossire, Cora A., Curtis Hyde School, 0 
ae, Saat Wisconsin Ave., Washington, 
D 


Ossire, Mary. Fillmore School, 35th and 
S Sts., N. W., Weshington, D. C : 
Page, J. E.. 1901 18th St., N. W., Wash 
ington, D. C. 
Payne, John C. 
ington, D. C. , 
Pearson, M. Blanche, 1829 Monroe 5t. 
N. W., Washington, D. ©. o> 
Perry, Leon L., 913 P St., N. W., Wash- 

ington, D. C. 


654 L St., N. E., Wash 





1830 R St. 


3062 Q St., N. W., 


Pim] 
an 

Puli: 
im 

Rane 
N 


Renf 
in; 
Savo 
in; 
Seriy 


Shan 
W: 
Siss¢ 
N. 
Syph 
inj 
Tolli 


yash- 
hool, 


Ww. 


or of 
ocla- 
gton, 
. * 
14th 
Cc 


Road, 


‘hool, 


“6G, 


St.. 
amp 
rhird 

St. 


arch 
1201 
ol, 0 
gton, 

. 
. and 
Vash- 
Vash 


St., 


Vash- 


Tue Nintu YEARBOOK 679 





Ludlow School, Sixth 
and G Sts., N. E.. Washington, D. C 

Pulizzi, B. L., 3912 Harrison St., Wash- 
ington X. a 

Randolph, Leonora C., 1240 Kearney St., 
N. E., Washington, D. C 

Renfro, D. - 1516 12th St, N. We, Wash- 
ington, D. C. 

Savoy. A. Kiger, 217 T St., N. W., Wash- 
ington, D. C. 

Scrivener, Emily, 1012 Monroe St., N. E. 
Washington, D. ©. 

Shankland, S. D., 1201 16th St., N. W.., 
Washington, D. C. 

Sisson, Abbie M., 2715 8S. Dakota Ave., 
N. E. , Washington, Dd <, 

Syphax, ‘John E. .. 1338 Q St., N. W., Wash- 
ington, D. 

Tolliver, R. ie 920 S St., N. W., Wash- 
ington, D. C. 

Young, M. Gertrude, 656 Massachusetts 
Ave., N. E., Washington, D. C. 


Pimper, Cora H., 


FLORIDA 


Arrington, Mrs. Stella FP., Supervising 


Principal of Primary Schools, Sanford, 


Fla 
Avery, Nell P., 
Fr 


262 N. E. 31st St., Miami, 
la. 
Barge, Mrs. E. Ne 


1211 N. 
Pensacola, FI 


Beal, Beulah, 151 W. Ninth St., Jackson- 
ville, Fla. 

Beaman, A nnie, 2159 Forbes St., 
ville, Fla. 
selcher, hag =a 
Clearwater, FI 

Benson, Olga An 
Miami, Fla. 

Brodnax, Mrs. Stella B., 
Daytona Beach, Fla. 

Caris, Belle W., Box 744, 
Beach, Fla. 

Carrier, Mrs. Alice Bingham, Orange 
Street School, St. Augustine, Fla. 

Cason, Claribel, Citrus Grove School, 
2154 N. W. Fifth St., Miami, Fla. 

Cooke, Nellie E., 123 E. First St., Jackson- 
ville, Fla. 

Cox, Mord F., 
lande, Fla. 

Crawford, Mrs. W. 
St.. Pensacola, Fla. 

Culver, Mrs. Lola M., 
Jacksonville, Fla. 

Darby, Mrs. Isabelle, Box 5547, Seabreeze 
Station, Daytona Beach, Fla. 

ome. Katie, 412 S. W. Fifth Ave., Miami, 
“la. 

Fairlie, Margaret (., 1035 EK. Bay St, 
Jacksonville, Fla. 

Fleagle, Mrs. Luneta, 512 FE. 
_Ave., Tampa, Fla. 

Foulks, Frank M., 404 FE. Ross Ave., 
Tampa, Fla. 

Hammond, Mrs. A. M., 508 S 
Tampa, Fla, 

Ilelms, Mrs. Mildred, Elementary School, 
Largo, Fla. 

Hennessee, Mrs. Edna W., Thomas Jack- 
son School, 28th Ave. and 33rd St., 
Tampa, F “la. 

Holton, T. A., P. O. Box 195, Perrine, Fla. 

Hughes, La, tad L., 816 Oak St., Jackson- 
Ville la. 

King, Mrs. Ethel A., 
Palm Beach, Fla. 

lander, ©. Hf., Box 658, Delray Beach, Fla. 

leenhouts, Laura N.. 2088 N. W. Seventh 
St.. Miami, Fla. 

McIntosh, James Ta. Orange 

Re /n 4012 Seminole § Ave., 


Alcanez St., 


Jackson- 
North 
“1050 S. W. Sixth St., 


Ward School, 


537 Orange Ave., 


West Palm 


219 W. Concord Ave., Or- 
H., 422 EF. Cervantes 


151 W. Ninth St., 


Frierson 


. Oregon Ave., 


P. O. Box 1973, West 


Grove 
Tampa, 


Moresn. Annie R., 305 FE. Duval St., Jack- 
sonville, Fla, 


Nelson, La Verne, Roosevelt School, 
Obispo and Ferdinand, Tampa, Fla 

a. Mabel, 2626 Sunset Drive, Tampa, 
"a 

Pearson, Mrs. Vera, 
i W. 19th Ave. and 26th St., 
‘la. 
Plumb, Myrtle M., 
Clearwater, Fla. 
Ross, Mrs. F. L., Tice School, 741 E. First 
St., Fort Myers, Fla. 

Rutherford, Mrs. R. B., 717 Laura §&t., 
Jacksonville, Fla. 

Smith, B. O., Supervising Principal of 
City Schools, Tallahassee, Fla. 

Sproull, Katherine F., 1545 Hubbard St., 
Jacksonville, Fla. 
Stafford, Mrs. A. H., 
Drive, Orlando, Fla. 
Upson, Ruth Newell, 828 Oak St., Jack- 

og gl Fla. 
Vann, H. P. O. Box 462, 


454 N. E. 38th St., 


Comstock School, 
Miami, 


718 Lakeview Ave., 


909 W. Colonial 


Lynn Haven, 


a. 

Ww cotati. Hazel, 
Miami, Fla. 

West, Henry S.. University of Miami, 
Coral Gables, Fla. 

Williams, Bessie L., 209 West Ashley St., 
Jacksonville, Fla. 

Wynn, Mrs. Jessie D., Palm Beach Public 
School, Palm Beach, Fla. 


GEORGIA 


Albright, Mrs. T. D., 551 NN. 
Ave., N. E., Atlanta, Ga. 

Axley, Mrs. Lowry, 313 E. 53rd, Savannah, 
Ga 

Barnes, Mamie, 135 Meade Road, Decatur, 


Highland 


Beard, Jessie, 1222 Peacock Ave., Colum- 
bus, Ga. 

Berman, Jo, 856 Penn Ave., Atlanta, Ga. 

Bryant, Ira S., 824 FE. 38th St., Savannah, 
7a. 

Carreker, Mrs. H. B., 206 W. College 
Ave., Decatur, Ga. 

Conner, Thomas B., Supt. of Schools, Pel- 
ham, Ga. 

Cox, Mrs. Winona §S., Moultrie Grammar 
Schools, Moultrie, Ga. 

Davis, Mrs. W. P., 185 Westminster Drive, 
Atlanta, Ga. 

Doster, Mrs. J. W., Annie E. West School, 
Cedartown, Ga. 

Flynn, Lillian R., 
Atlanta, Ga. 

Foster, Mrs. R. F., 62 Sims St., Carrollton, 


Leura ¥.. B. F. B.S, 


Ponce De Leon Apts., 


salieien, Mrs. 
Macon, Ga. 

Haygood, Martha, 1984 Boulevard Drive, 
N. E., Atlanta, Ga. 

Iilsman, Pattie, 196 Henderson Ave., 
Athens, Ga. 

Ilolt, Mamie, 728 Napier Ave., Macon, Ga. 

Jones, Ruby, Veeples Street School, At- 
lanta, Ga. 

King, Kate Anne, 395 Boulevard, N. F., 
Altanta, Ga. 

Malone, Mrs. Kate C., 509 College St., 
Macon, Ga 

Martin, A. G. ., 1430 Gordon St., S. W., At- 
lanta, Ga. 

Mathews, C. B., Supt. of Schools, New- 
man, Ga. 

Newport, Mrs. E. D., Tenth Street School, 
Atlanta, Ga. 

B.. Was 


Orr, Dorothy, 
Atlanta, Ga. 

Tew, Mrs. Arthur, 1020 Columbia Ave., 
Atlanta, Ga. 

Rhodes, Maude A., 185 Westminster Drive, 
N. B., Atlanta, Ga. 


538 Holderness St., 





680 


ELEMENTARY Scuoor Princrpars 





Richardson, Evelina E., 307 Second Ave., 
Atlanta, Ga. 
Riley, Romana, 404 E. 


Henry, Savannah, 
Robertson, Minnie C., Virgil 
School, Macon, Ga. 
Roddy, Helen, 1420 Peachtree St., At- 
lanta, Ga. 
Smith, Emma 0., 


Macon, Ga. 
Stallings, Lila, 1017 Egmont St., 
wick, Ga. 
Taylor, Rosa, 227 Bond St., Macon, Ga. 
Thornton, Mrs. Eva I.., Harris 


Powers 


114 Coleman Ave., 


Bruns- 


School, College Park, Ga. 
Tuck, Sara E., 
Atlanta, Ga. 
walece 


1010 MecLynn Ave., N. E., 


Margaret R., 945 
t —. Ga. 
“ Mrs. M. A., 2133 Second St., Macon, 


Wesley, Emma, 995 W. Peachtree St., At- 
lanta, Ga. 
Wesley, Rusha, 995 W. Peachtree St., At- 


lanta, Ga. 
Whitworth, Mrs. R. B., 1233 McLenden 
. E., Atlanta, 


Gordon St., 


Ave., N. E., Atlanta, Ga. 
Wurm, Lillie, 187 Pine St., 
a 


IDAHO 


Bell, O. E., Idaho Falls 
School, Idaho Falls, Idaho. 
Evans, Martha E., Box 346, 


aho. 
Gartin, William W., Supt., Independent 
School District No. 6, Mountain Home, 


Idaho. 

Harold, E. W., Box 1203, Pocatello, Idaho. 

Johnson, Anna, Idaho Falls, Idaho. 

Journey, Myrtle, Gooding Elementary 
School, Gooding, Idaho. 

McSorley, M. Lillian, The Orchards, Lewis- 
ton, Idaho. 

Niece, Herbert T., R. F. D. 4, Boise, 
Idaho. 

Norton, coat M., 1402 Franklin St., 
Boise, Idah 


Rawson, Sessie, Bes 406, Pocatello, Idaho. 

Rosenh all, + Bow 247, Rigby, Idaho. 

Bedgwick, Db. .; P. O. Box 174,’ Basalt, 
Idaho. 

Tage, are H., 516 Bannock St., 


Supt. 


Junior High 


Pocatello, 


Boise, 


Tweedy, Ira, 
Idaho. 


of Schools, Rupert, 


ILLINOIS 


Alsterlund, Mabel A., 1843 
Moline, Il. 

Andersen, Will D., 937 N. 
Park, 

Andrews, Ada M., 1525 S. 
Ave., Chicago, Ill. 

Annan, 7 D., 1440 E. 
cago, I 

pe... Fy G. 


13th St., 
Harvey, Oak 

Washtenow 
66th Pl., Chi- 
cago, Il E., Komensky School, Chi- 


1. 
Armbruster, Bertha S., 4152 West End 
Ave., Chicago, Il. 
Arnsparger, Mrs. M. M., 1532 Niedring- 
house Ave., Granite City, f 
Agee. Elsie, Le Claire Hotel, Moline, 


Bacon, Vivian, 1136 Union Ave., 


Heights, 
Baer, Mrs. Alice Hogge, Kohn School, 
10414 S. Stabe St., Chicago, III. 
Barton, Lulu , 679 Lorena Ave., Wood 


ver, 
Bauerle, Martha M., 5559 W. Adams St., 


Chicago, Ill. 
one W. L., Junior High School, 


St. Louis, tll. 


Chicago 


Baumgardner, H. H., 815 BE. 
Ave., Peoria, Ill. 
Beche, Grant, 1225 Sedgwick St., 


Beck, Paul H., 
Park, Il. 
Bednar,’ Christine, 132 W. Marquette Road, 
Chicago, I1l. 

Beers, George A., 3250 W. Adams St., Chi- 
cago, Il. 

Bielenberg, Emma J., 3634 N. 
Chicago, i 

Billings, Myra C., O'Toole School, 6552 § 
Seeley Ave., Chicago, Il. 

Black, Jessie E., Perry School, 9727 §. 
Wood St., Chicago, Il. 

Blish, Elizabeth, Holmes School, 5525 §, 
Morgan St., Chicago, Ill. 

Bolerjack, Hobart, Cicero Public 
Cicero, a 

Bonsfield, Mrs. Maudelle B., 4548 Forest 
ville Ave., Chicago, III. 

Booth, Gilbert, North Side Bldg., 


Chicago, Il. 
Born, William T., 1041 Home Ave., Oak 
Main St., Mt. 


Nebraska 
Chicago, 


706 S. Lombard Ave., Oak 


Avers Ave, 


Schools 


West 


Park, II. 

Bosley, Howard E., 600 E. 
Vernon, Ill. 

Bower, Horace, 111 S. 
Springfield, Ill. 

Bowyer, Vernon, 1070 W. 
Chicago, Ill. 

ores Blanche, McCall 


Bristor, C. C., 706 S. 

wood, III. 
Brown, F. L., Supt. 
B., 911 


Glenwood Ave. 
Jackson Blvd. 


School, Canton, 


Fourth Ave., May- 
of Schools, River 
Grove, Il. 
Burroughs, FE. 
linsville, Ill. 
Byrne, Margaret H., Hendricks 
313 W. 43rd St., Chicago, I. 
328 N. Maple Ave., Oak 


Powell Ave., Col 
School, 
Carlyon, F. I.., 


Park, 


Carswell, Woods 


1616 § 


Marion C€., Hubbard 
School, Winnetka, III. 

Cassell, George F., Penn School, 
Avers Ave., Chicago. III. 

Cassidy, Rose, 510 S. First St., Rock- 
ford, L 

Chandler, Turner C., 
Chicago, Ill. 

oo W. G., Brush School, 
l 


7814 Cornell Ave. 


Carbondale, 


Clickener, Sarah H., 825 W. William St. 
Decatur, III. 
Cobb, Charles C., Carpenter School, 666 
. Racine Ave.. Chicago, Ill. 
Cobb, Clara C., 721 E. State St., Jackson 
ville, Ill. 


Came Milton J., 4731 N. 


come — F. 
W. Foster Ave., Chicago, Ill. 
Collins, Laurence G., Hamline 
4747 Bishop St., Chicago, II. : 
Comstock, W. H., 2031 E. 72nd PI, Chi 

cago, Ill. 
Conners, Mame L., 647 Road, 
Chicago, Il. 
Corrigan, Gertrude, 
Hotel, Chicago, III. 
Cosgrove, Katherine, 


Clara W., 
Ill. 
J., Lincoln 
Elmwood, Berwyn, , 
—- John, 2519 Wilson Ave., 


909 Michigan Ave. 
Wauke- 


Monticello Ave. 
Budlong School, 2701 


School, 


Sheridan 
Edgewater Beach 
1750 Guion St. 
308 N. 


School, 


Waller Ave. 
16th and 
Chicago, 
Cummings, Anna, 
Evanston, III. 
Curtis, iat I.., 1110 Chestnut St., 


gan, Ill. ' 
Da —%, Daisy V., 279 W. William 5t. 


eatur, Ill. 





braska 
licago, 
» Oak 
Road, 
wy Chi- 


‘hools, 
‘orest 
West 
» Oak 
L) 
Ave. 
Bivd., 
anton, 
May- 
River 
, Col- 
chool, 
, Oak 
Woods 
516 §, 
Rock- 
Ave., 
ndale, 
n St., 
|, 666 
ckson 
Ave., 
2701 
chool, 
, Chi- 
Road, 
Beach 


St., 


rauke- 


St., 


Tue NiIntH 


YEARBOOK 681 





Dale, Grace B., Central Grammar School, 
Moline, Ill. 
Dalin, Judith H., 910 Third Ave., Rock- 
ford, Ill. 
Chicago, 


Davis, Homer, 1018 Lytle St., 
Ill. 


Davis, Margaret M., 544 S. State St., 
Springfield, 111. 

Deaver, Arthur G., 7925 Kingston Ave.. 
Chicago, III. 

Delamere, Lulu, Box 101, Woodstock, Il. 

Deneen, teases 457 W. 61st Pl., Chi- 
eago, Ill. 

Dexter, Mrs. Anna B., 
Rockford, Ill. 

Dimmett, W. S., Supt. of Schools, Rock 
Falls, Il. 

Dolbear, Harriet, 965 N. Court St., 
ford, Ill. 

Donecker, F. C., 
eago, Ill. 

Doniat, Thecla, 4129 Kenmore Ave., Chi- 
cago, Ill 

Deane, Theresa J., Logan School, 2238 
N Oakley Blvd., Chicago, Il. 

Donoghue, Minnie E., 750 Irving Park 
Bivd., Chicago, Ill. 

Doran, Mrs. Anna C. B., 1729 Beverly 
Glen Parkway, Chicago, III. 
Drake, Frank A., 871 S. Lincoln Ave., 
Springfield, Il. 
Drew, Elizabeth L., 
Chicago, Il. 

Kast, oe J., Harvard Park School, Spring- 
field, . 

Eastman, Mrs. Helen B., Emmet School, 
5510 Madison St., Chicago, I 

Eddy, Bernice C., 6318 South Maplewood 
Ave., Chicago, I]. 

Eldredge, Roy W., Wolf Road School, West- 
ern Springs, Ill. 

Ellis, Leonora E., 20 8. Fifth St., 
ll. 


1453 Andrews St., 


Rock- 
6228 Ingleside Ave., Chi- 


5126 University Ave., 


Geneva, 


poor Sarah M., 
“aL“zo, 

Fahy. Mildred, Schneider School, 2957 N. 
Hoyne Ave., Chicago, Ill] 

Farnam, Lillian, 50 W. 
eago, Ill. 

Fellows, Mary E., 700 Willow St., Chi- 
cago, Ill. 

Fick, Alma §., Seville Apts., 4144 Shert- 
dan Road, Chicago, Ill. 

— an, Margaret L., 4829 Lipps Ave., 
Chicago, 

Freed, Ellen §S., 1539 Tenth Ave., Rock 
Island, III. 

Fucik, Frank A., Pope School, 
Albany Ave., Chicago, Ill 
Gaenen, J. C., 860 Park Ave., 

ll. 
Gantz, Mary L., Principal of 
Schools, Oregon, Ill. 
Gillet, Harry O., 7145 Euclid Ave., Chi- 
cago, Ill. 
Gillilan, Wilerdean, 851 
Elgin, Tl. 
Gingrich, William F., 4545 N. Campbell 
Ave., Chicago, I]. 
Goldsmith, A. F., Supt. of Schools, Robin- 
son, Ill. 
Gregory, Lydia E., 1204 16th Ave., Rock- 
ford, 111. 
Grennan, Mary E., Lawson School, 1256 8S. 
Homan Ave., ¢ ‘hicago, Ill. 
= Mabel C., 513 Third St., Savanna, 
l 


Guthrie, Mary G., Gale School, 1631 Jon- 
quil Ter., Chicago, Il. 

Hanlon, Mary R., McKay School, 6901 S. 
Fairfield Ave., ‘Chicago, Il 


6750 Normal Blvd., Chi- 


110th Pl, Chi- 


1852 S. 
Springfield, 
Grade 


Prospect St., 


Hannon, Daniel, 226 N. Third Ave., May- 
wood, 

Hansen, Andrea T., 1708 S. Eighth Ave., 
Maywood, IIl. 

Hansen, Herbert C., President, Department 
of Elementary School Principals, 1929- 
30; 1045 N. Lockwood Ave., Chicago, Ill. 

Hartke, Bertha M., 4421 N. Hermitage 
Ave., Chicago, Il. 

Harvey, Mrs. Clare W., 
Oak Park, Il. 

Haviland, L. W., Superintendent of 
Schools, Onarga, I. 

Heidler, Samuel H., 933 S. Fifth St., 
Springfield, 


Henley, Ralph B., Nash School, 4837 W. 
Erie St., Chicago, Ill. 

Hennen, Mrs. Sarah M., 5340 Woodlawn 
Ave., Chicago, Ill. 

ae ig Anna, 7352 Coles Ave., 


247 Home Ave., 


Chicago, 

Herman, Irene E., 214 W. 
Woodstock, Ill. 

Hesselbaum, Caroline E., Oakton School, 
Evanston, , 

Hickes, H. C., Goodwin School, Cicero, III. 

Hicks, Elvis L., 5644 N. Campbell Ave., 
Chicago, Il. 

Holt, Marx Ernest, Seward School, 4600 
S. Hermitage Ave., Chicago, Ill. 

Honan, Mary F., 7812 South Shore Drive, 
Chicago, Il. 

Hornbaker, Mrs. Esther Perry, 2921 Mc- 
Lean Ave., Chicago, Ill. 


Jackson St., 


Hornbaker, W. S., 2921 McLean Ave., Chi- 
eago, Ill. 

Humphreys, Phila, 
Ill. 


579 Swain, Elmburst, 
Edgehill 


School, 
Peoria, 


Hunter, Mrs. Abbie A., 107 
Court, Peoria, Ill. 

IIunter, Howard A., Franklin 
Columbia Ter. and Douglas St., 


Hurd, , Bertha F., E. Washington St., 
R. F. D. 2, Joliet, Il. 
iste, Evangeline C., 109 N. Kostner 
e., Chicago, Il, 

Hyman, Mrs. Beatrice C., 1400 Rosalie St., 
Evanston, Ill. 
Jackson, Martha F., 6126 Michigan Ave., 

Chicago, Ill. 
Jo Nettie, 2800 Fulton St., Chicago, 


pe Ida L., Clinton School, 6130 N. 
Fairfield Ave., Chicago, Il. 
Jeffrey, Robert G., 6921 S. Sangamon St., 


Chicago, Ill. 

Jenkinson, Jennie S., 1669 W. 104th PL, 
Chicago, Il. 

Johnson, Maude, 410 S. Third St., Rock- 
ford, Ill. 

Kearns, Anna M., Bridge School, W. 
Byron and N. New England Ave., Chi- 


eago, Ill. 
4629 Lowell Ave., Chi- 


Keller, Anna P., 
cago, Ill. 

Kessel, Gertrude, Grant School, 26th and 
Chicago Road, Chicago Heights, Il. 
Kilbride, Thomas M., 1403 S. Second St., 

Springfield, Ill. 
Kimes, Myrtle E., Plumb School, Streator, 
Kinney, oe 


625% S. Seventh St., 
Springfield, Ill 


Kirkley, Sarah A., 8739 Wrightwood Ave., 
Chicago, Ill. 
—_, L. K., Lincoln School, Maywood, 
Ill 
Knapp, c. E., 713 W. Grand Bivd., §S., 
Springfield, Il. 
Koehler, Earl L., 120 N. Columbia St., 
Naperville, I1l. 





682 ELEMENTARY Scuoot PrINcIPALS 





Laing, Lucy I., 6454 S. May St., Chicago, 


Lanning, Mrs. E. A., 139 N. Ridgeland 
Ave., Oak Park, II. 

Larck, Frank A., 2537 Smalley Court, 
Chicago, III. 

Laughlin, Butler, 6800 Stewart Ave., Chi- 
cago, Ill 

Leary, Bernice, 70 Seventh Ave., La 
Grange, Il. 

Livingston, Mary B., 7750 Ridgeland Ave. 
Chicago, Il. 

Lockwood, Cora M., 243 Geneva St., Dun- 
dee, " 

long, Sara, 962 Grant Ave., Rockford, 


Loucks, Mabel R., 3718 N. Keeler Ave., 
Chicago, Ill. 

Lovell, Kathryn W., Oakland School, 6225 
Greenwood Ave., Chicago, III. 

Lowry, W. R., 1408 High St., Chester, III. 

Lutke, Mrs. Elsie, 2233 E. 70th PIL, Chi- 
cago, Ill. 

L 7. Aimee E., 406 Prospect St., Elgin, 


McAllister, Abel J., 2126 Prairie Ave., 
Chicago, I11. 

McCauley, Elizabeth S., Ogden School, 9 
W. Chestnut St., Chicago, Il. 

McDonnell, Mary R., Jefferson School, 
1010 Laflin St., Chicago, Ill. 

McDonnell, Susan J., Oglesby School, 
Chicago, [ii. 

McGlynn, J. J., Knights of Columbus 
Club, East St. Louis, Ill. 

McGuire, Honora E., Mark Sheridan 
School, 533 W. 27th St., Chicago, Il. 
McLaughlin, Visa, 1248 Winona Ave., Chi- 

cago, Ill. 
Meioee. Sarah, 124 W. 67th St., Chicago, 


MacConkey, June H., Dante School, 840 S. 
Desplaines St., Chicago, Ill. 

Mack, Helen A., 1330 State St., Alton, II. 

Maine, Helen (., 6708 Union Ave., Chi- 
cago, Ill. 

Manning, Ada M.., Lomberd, Ill. 

Maroney, Mary T., Graham School, 4436 
S. Union Ave., Chicago, 

Mason, Grace S., 640 Woodland Park, 
Chicago, Il. 

Mavo, Frank, 6420 University Ave., Chi- 
eago, Tl. 

Meck, Samuel R., 1621 Wabansia Ave., 
Chicago, Il. 

Mendelsohn, Henry, 5200 Sheridan Road, 
Chicago, I. 

Merrill, Louise, 10123 8S. Wood St., Chi- 
cago, Ill. 

Mess. Harry M., 982 Pine St., Winnetka, 

1 


Milliken, Orris J., 3600 Foster Ave., Chi- 
cago, I 

Molloy, Anna A., 1650 W. 22nd St., Chi- 
cago, I 

Moncreiff, Mrs. E mae B., 27 Fremont St., 
West Chicago, Ill. 

Moore, Hattie A., Lincoln School, Moline, 


Mull, Cora E., 5543 Kimbark Ave., Chi- 
cago, 

Nalbach, s. Manners School, 54th and 
Forest, tees St. Louis, Il. 

Nash, C. W., 1679 Third St., Madison, III. 

Newman, Annie S., 4527 N. Kilpatrick 
Ave., Chicago, Ill. 

Newton, Dora E., 2809 Ninth Ave., Rock 
Island, Il. 

Nichols, Fred R., 6200 Kenwood Ave., Chi- 
cago, Ill. 

O’Brien, John L., 5868 N. Kolmar Ave., 
Chicago, Tl. 

O’Connor. Nellie, 7841 S. Peoria St., Chi- 
cago, Ill 


Page, William J., Brown School, 1658 
Warren Ave., Chicago, Il. 

Parsons, Caroline H., 316 S.. Oak lark 
Ave., Oak Park, III. 

latrick, Mary L., 6030 Kimbark Ave., Chi- 
cago, a 

Pauley, Irene, 17 S. Parkside Ave., Chi- 
cago, 

Paxton, Agnes M., 206% E. State St. 
Jacksonville, Ill. 

Pearsons, M. Evelyn, 1031 Dempster St, 
Evanston, III. 

eters, Florentine, 34 W. 14th St., Chi 
cago Heights, III. 

Pfuderer, Mrs. Virginia L., 255 Maple 
wood Road, Riverside, [1I. 

Pierce, Mrs. Vearl, 248 21st Ave., May 
wood, 

Pierson, Paul I., 6612 University Ave. 
Chicago, III. 

Pratt, Clarence W., 226 N. Jefferson, 
Peoria, I1l. 

Price, Frederick I., 7356 Merrill Ave., Chi- 
cago, , 

Rape, Arthur O., 7018 Perry Ave., Chi 


» Flora V., Harvard School, 7525 

S. Harvard Ave., Chicago, Ill 

Reynolds, Mary Isabel, Onahan School, 
6600 Raven St., Chicago, Ill. 

Riggs, Ora M., Knickerbocker School, 2501 
N. Clifton Ave., Chicago, Il. 

Righeimer, Lucy F., 5862 Lake St., Chi- 
cago, Ill. 

Riley, Mary A., 6456 Lakewood Ave., Clil- 
cago, Ill. 

Riordan, Katharine A., 4728 N. Lincoln 
St., Chicago, Ill. 

Ritow, Herman, Fort Sheridan, Il. 

Roach, Mary M., 439 W. Wood St., De- 
eatur, Ill. 

a, Mrs. Mina S., Motley School, 739 
N. Ada St., Chicago, Ill. 

Rohrer, Marie A., 3838 Irving Park Blvd., 
Chicago, Ill. 

Rowe, John R., Supt. of Schools, Western 
Springs, III. 

Rowell, Arthur B., Supt. of Schools, Glen- 
coe, i. 

Rowley, Ruby Elizabeth, Foster School, 
Evanston, III. 

Rueff, Mrs. Katherine S., Bradwell School, 
7710 Burnham Ave., Chicago, Il. 

Saunders, M. Olga, 1400 Lake Shore Drive, 
Chicago, Il. 

Schenk, Otto, 11110 Hermosa <Ave., Chi 
eago, Il. 

Schimek, Cecelia B., Mason School, 1800 
S. Keeler Ave., Chicago, Ill. 

Schuessler, William, 2045 N. Albany 
Ave., Chicago, Ill. 

Schwede, Charles W.. McClellan School, 
3527 Wallace St., Chicago, Il. 

Scott, Alice E., 1850 Warren Ave., Chi- 
cago, Ill, ; 

Secrest, Maud, 3807 W. Harrison St., Chi- 
cago, Il. 

Serviss, Gladys If., Greenman School, 
Aurora, III. ‘ 

Shaver, Ida A., Cooper School, 1624 W. 
19th St., Chicago, Ill. 

Shea, Varian M., 917 Linden Ave., Oak 


ark, Ill. : 
— Ruth, 912 N. Monroe St., Peoria, 


ll. 

Shine, Joseph B., 6241 Evans Ave., Chi 
cago, i 

Sleezer, Margaret M., Anderson School, 
1155 N. Lincoln St., Chicago, Ill. | 

as Anne L., 105 Sherman St., Joliet, 


Spurgin, William H., 7855 South Shore 
Drive, Chicago, III. 





I 
Will 
A 
Will 
Cc 
Will 
Cc 
Wil 
A 
Wil: 
W 
You 
lL 
Zeil 
A 
Zool 


Ce 


100, 
2301 
Chi- 
Chil- 


coln 


De- 

739 
Ivd., 
tern 
slen- 
1001, 
1001, 
rive, 
Chi 
1800 
any 
1001, 
Chi- 
Chi- 
,00l, 

W. 
Oak 
ria, 
Chi- 
ool, 
liet, 


hore 


Tue Nintu YEARBOOK 683 








Stacv, Walter M., H. B. Durfee School, 
Decatur, III. 

Sfock, Annie K., 64 North Park Road, La 
Grange, Ill. 

Stullken, Edward H., 705 N. 
Ave., Oak Park, Il. 

Sykes, Marion, 5546 Blackstone Ave., Chi- 
cago, Ill. 

Syne, George, Lawson School, 1256 S&S. 
Homan Ave., Chicago, III. 

Taylor, Lilian, 10327 Hamilton Ave., Chi- 
eago, Ill 

Taylor, Mary, La Salle School, Chicago, 
Ill 


Lombard 


Tice, Laura, 308 Maple St., Mt. Sterling, 


Todd, Henrietta M., North Shore Hotel, 
Evanston, Ill. 

Treadwell, Mrs. Harriette Taylor, 12001 
Eggleston Ave., Roseland Sta., Chicago, 


Ill. 

Tregellas, Ida M., 4257 N. Tripp Ave., Chi- 
cago, 

Twohig, Mary E., 
cago, e 

Van Liew, Helen F., 
dale, Tl. 

Voight, Ida, 415 FE. 


970 Edgecomb PI1., Chi- 
102 Walnut St., Hins- 

Pleasant, Freeport, 
Waldo, Ada (., 1204 Third Ave., Rockford, 


TIl. 
Wall. Irene S., Lincoln School, Villa Park, 
Tl 


Wallgren, Paul T.. 5237 N. Sawyer Ave.., 
Chicago, Il. 

Walls, Mrs. Matie II., 
Elgin, Il. 

Wandschneider. Emma, 214 S. Lombard, 
Oak Park, Il. 

Wells, Jennie, 1030 W. Main St., Decatur, 
N 


266 Du Page &t., 


Ill. 
West. Lola F., Jefferson Park School, Fl 


Paso, Tl. 

Oe cy Alice H¥., 713-A_ 18th St.. 
Moline, Tl. 

White, J. Kay, 904 S. Lee St 
Tl. 

Wilkinson, Gilbert H., 6046 Dorchester 
Ave., Chicago, Il. 

Willard, Mary F., 196 FE. 
Chieago, Tl. 
Williams, Claude L., 8101 S. La Salle St., 
Chicago, I , 
Williamson, Lilias M., 6622 University 
Ave., Chicago, III. 

Wilson, Elizabeth C., Delano School, 3957 
Wilcox St., Chicago, Tl. 

Young, May E., Froebel School, East St. 
Touis, Tl. 

Zeiler, Edward J., 2714 Grandview Ave., 
Alton, Ill. 

Zook, D. FE., 5704 Kenwood Ave., Chi- 
eago, Tl. 


. Des Plaines, 


Delaware P1., 


INDIANA 


Arnold, Merton W., 1205 Rivermet Ave., 
Ft. Wayne, Ind. 

fallard, R. W., James Whitcomb Riley 
School, East Chicago, Ind. 

Redford, Anna Pearl, School 85, 330 8. 
Arlington, Indianapolis, Ind. 

Bennett, Birdenia, 37 Barton Ave., Terre 
Haute, Ind. 

Bingham, H. Beth, 215 FE. Third S&t., 
Mishawaka, Ind. 
3rown, Edythe J., 
South Bend, Ind. 

Buscher, Gertrude, 2928 Park Ave., In- 
dianapolis, Ind. 

Carter, Charlotte, 329 E. 30th St., In- 
dianapolis, Ind. 

Chenoweth. George _E., South Wayne 
School, Ft. Wayne, Ind. 


623 W. Washington, 


Coleman, Julian D., 246 W. Maple Road 
Blvd., Indianapolis, Ind. 

Cottingham, Edith, 524 FE. First St., 
Bloomington, Ind. 

Darling, Mrs. Emily D., 409 W. Lexington 
Ave., Elkhart, Ind. 

Denzler, Verena, 5160 Pleasant Run Blvd., 
Indianapolis, Ind. 

Dyer, L. E.. 801 W. Seventh St., Bloom- 
ington, Ind. 

[Estabrook, Ethel M., 328 W. Sixth Ave., 
Gary, Ind. 

Foster, Nancy L., 1002 Park Pl, Ham- 
mond, Ind. 

Funk, Olive K., 2301 Park Ave., Indian- 
apolis, Ind. 

Galvin, Celia, 836 N. Rural St., 
apolis, Ind. 

Gaskins, Annette, 626 W. Creighton Ave., 
Ft. Wayne, Ind. 

Granger, Grace A., 1918 Ashland Ave., 
Indianapolis, Ind. 

Green, Nell V., School No. 43, 150 W. 40th 
St., Indianapolis, Ind. 

Griffiths, May, 1011 Oakdale Drive, Ft. 
Wayne, Ind. 

I[all, Edith B., 725 N. Penn St., Indian- 
apolis, Ind. 

Hamilton, Otto T., aaa so Ind. 

Ifayes, George L., 819 N. California St., 
Indianapolis, Ind. 

Ifendricks, Clyde W., 1209 Charlotte, Ft. 
Wayne, Ind. 

Iloverstock, Gertrude, 169 N. Fifth St., 
Elkhart, Ind. 

we Grace L., Baxter School, Richmond, 
Ind. 

Humphrey, Cecil F., 502 Du Page, Michi- 
gan City, Ind. 

Hyatt, Eliza, 304 EF. Walnut St., Wash- 
ington, Ind. 

Johnson, Ivory Morton, R. R. 10, Box 284, 
Indianapolis, Ind. 

Jones, Lewis A., Sedalia, Ind. 

Kapnick, George C., 1217 Packard Ave, 
Ft. Wayne, Ind. 

Keller, Mabel, 3237 N. Capitol Ave., In- 
dianapolis, Ind. 

Kienker, Anna H., 424 S. 15th St., Rich- 
mond, Ind. 

Kimber, Mrs. Grace W., School No. 47, 
1240 W. Ray St.. Indianapolis. Ind. 

Kirk, M. R., 1222 S. Governor, Evansville, 
Ind. 

Ruby Gray, School No. 14, 1229 E. 

Ohio St., Indianapolis, Ind. 

Leeds, Elizabeth, 766 Jackson St., Gary, 


Ind. 

Lemme, Carl W.. 116-D FE. Powell Ave., 
Evansville, Ind. 

Lemon, Mary M., 22 S. 17th St., Rich- 
mond, Ind. 

Loeper, Helen, 1508 N. 


dianapolis, Ind. 
Lutz, Charles D., 


Indian- 


Alabama St., In- 
Ilerace Mann School, 


2958 Broadway, In- 


Gary, Ind. 

McCarty, Adelaide, 
dianapolis, Ind. 

McGee, Mary, 221 E. Michigan St., Indian 
apolis, Ind. 

MeMullen, Mrs. 0. J., 539 Shelby St., 
Shelbyville, Ind. 

Maier, John V., Longfellow School, 
Muncie, Ind. 

Malone, Julia, 625 W. Washington St., 
South Bend, Ind. 

Memhard, —e. A., 208 §S. Chapin St., 
South Bend, 

Miles, Stella %., “Glen Park School, 39th 
and Broadway. Gary, Ind. 

Miltonberger, Belle, 505 8S. Jefferson, 
Huntington, Ind. 

Moran, H. A., Box 333, Mishawaka, Ind. 





684 


ELEMENTARY Scuoot PRINCIPALS 





Morgan, Kate W., Rich- 
mond, Ind. 

Morton-Finney, J., 2920 Indianapolis Ave., 
Indianapolis, Ind. 

Norris, E. L., 3554 Kenwood Ave., In- 
dianapolis, Ind. 

O’Dell, Violette, Rice School, Elkhart, Ind. 

“— J. J., 1850 Madison St.. Hammond, 
nd. 

Pedlow, Ella, 3029 N. 
dianapolis, Ind. 

Pennington, Dorothy, 31 
Indianapolis, Ind. 

Reade, Anna R., 409 East 
dianapolis, Ind. 

Rielag, Corinne, 1722 N. Pennsylvania St., 
Indianapolis, Ind. 

Robinson, Mrs. Grace D., 914 N. E. Fourth 
St., Washington, Ind. 

Robinson, R. F., Lincoln School, East Chi 
cago, Ind. 

Roush, Mrs. George, 305 Union St., 
City, Ind. 

Rupp, Carrie B., Rea School, Terre Haute, 


Ruston, Mrs. Elva Henderson, Horace 
Mann School, Fifth Ave. and Garfield, 


Gary, Ind. 

Scott. Elizabeth a” 4159 Guilford Ave., 
Indianapolis, 

Sears, pr ney 352 N. Washington St., 
Knightstown, Ind. 

Shriner, Richard E., 2832 Broadway St., 
Ft. Wayne, Ind. 

Snapp, Cc. Ross, 406 Atchison Ave., Whit- 
ng, In 

Spencer, Aria, 1124 Beacon St., Fast Chi- 


cago, Ind 
Brown §&St., 


Spice, Mary E., 2305 
son, Ind. 

Stump, Merlin B., 3322 N. Capitol Ave., 
Indianapolis, Ind. 

Suchanek, Minnie M., 842 
South Bend, Ind. 

Thatcher, Gertrude, 548 N. Gray St., In- 
dianapolis, Ind. 

Thornburgh, John W.. 615 N. 
vania St., Indianapolis, Ind. 

— Margaret A., 76 E. Sixth St., 
nd. 

Welch, Carrie C., Albert 
Terre Haute, Ind. 

Weld, Mildred A.. 1508 N. Alabama St., 
Indianapolis, Ind. 

Wenner, Dorothy, 1225 Churchman Ave., 
Indianapolis, Ind. 

Wettengel, Elsa, 823 Georgiana St., Ho- 


bart, Ind. 

Witt, Elizabeth R.. 534 Bosart Ave., In- 
dianapolis, Ind. 

Wright, Wendell W.. Department of Edu- 
cation, Indiana University, Blooming- 
ton, Ind 

Young, Nora B., 302 FE. South St., 
Le anon, Ind. 


1112% Main St., 


Capitol Ave., In- 
The Blacherne, 
3ist St., In- 


Union 


Ander- 
Marietta St., 


Pennsyl- 
Peru, 


Lange School, 


IOWA 


Aarvig, Bertha O., 926 Third Ave., N., 
t. Dodge, Iowa. 
Clara an 145 FE. 
Ottumwa, Iow 
Aron, Hilda, 3311 


Maple Ave., 


Jackson, Sioux City, 


Towa. 
Beaner, Josephine, 831 Seventh St., Des 


Moines, Iowa. 
Beckwith, 9 M., 400 Maple St., At- 
lantic, Iow 
Bjorklund, Ethel M., 205 Third Ave., S. E., 
Towa. 
, 2018 Virginia St., Sioux 


Bovee, Earl. E., 4315 Orleans Ave., Sioux 
. lowa. 


Bradshaw, Alice, 751 
Moines, Iowa. 
Buettell, Emma Tf., 11 
Dubuque, Iowa. 
Burt, E. Gertrude, 
Moines, Iowa. 
Castle, L. E., Independent School District, 
Stuart, Iowa. 
Christie, Mary S&., 
Waterloo, Iowa. 
Connor, June, Irving 
Jennings, Sioux City. 
Cooper, Edwin J., Supt. 
nona, Iowa. 
Davis, Sara, 


16th St., Des 
Prescott Apts., 
1200 46th St., Des 
425 Independence Ave., 
School, 


lowa. 
of Schools, Mo 


llth and 


1018 Penn Ave., Des Moines 
owa. 

Eickelberg, H. D., 3925 
Des Moines, lowa. 

Ernst, W. M., 836 W. 


Bertha, 
—. 
Findley, ye 


Urbandale Ave 
Fifth, Dubuque, 


3900 Sixth Ave., Sioux 
3504 First St., 


1821 


Des Moines, 
lowa. 
Fitzgerald, J. F., Sioux 
City, Iowa. 
Funston, Clara, 
Des Moines, 
(rrandy, Meta F., 
City, Towa. 
Green, Frank F., Supt. of Schools, 
City, Iowa. 
Gireenhow, Alice 
Dubuque, Iowa. 
Hagerty, Gussie M., 
Dubuque, Iowa. 
we Kathryn, 715 18th St., 


Hen” “Avther C.. 539 W. 
Davenport, Iowa. 
Hicks, Mrs. D. Alice, 
Moines, Iowa. 

Holtman, Edith €., 210 
Oskaloosa, Iowa. 

Hlorn, Ernest, State University of 
Iowa City, Towa. 

Jordan, W. Lee, 2830 Brattleboro <Ave., 
Des Moines, Iowa. 

Kitch, R. L., 456 Burton Ave., 
Iowa. 

Kober, Marie, 200 Kirk Apt., 
owa. 

Laird, Adelaide, 182 
Moines, Iowa. 

Lewis, — rca 203 N. Delaware, 
City. Ie 

Luke, Sadie. F., 2386 Delhi St., 
lowa. 

Lyon, Georgia, Joy School, 
Cornelia, Sioux City. Iowa. 

Marshall, Isabelle, 1224 York St., [Des 
Moines, Iowa. 

Matthews, Laura P., 5115 
Moines, Towa. 

— =~ Kathryn L., 311 N. 
a Iowa. 

. E., Supt. of Schools, Sidney, 


2714 


Ross St., 
2419 Cottage Grove Ave., 


Iowa. 
2933 Jackson St.., 


Sioux 
Story 
Jean, 439 Winona St. 
Bryant School, 
Des Moines, 
Locust St., 
1080 42nd St., Des 
RB Ave., East, 


Towa 


Sioux City, 
Mason City, 
3 Oakland Ave., Des 
Mason 
Dubtique, 


Indiana and 


Grand Ave., Des 

Center St 

=e, 4 

Murphy. Gertrude. High St., Des 
Moines, Iowa. 

Newcomer, Mrs. Mabel, 
Clear Lake, Iowa. 

O'Connor, Mary, 3925 
City, Iowa. 

Osborn, Saengette, 8248 
Sioux City, Iow 

Otis, Mabel A., 1113 Walker St., Des 
Moines, Iowa. 

Packer, P. C., College of 
State University of Iowa, 
Iowa. 

Parr, Cora A., 511 29th St., 
Iowa. 

Prouty, Mrs. Edith F., 
Courcil Bluffs, Iowa. 


123 S. Fourth St., 


Pierce St., Sioux 


Jackson  St., 


Education, 
Iowa City, 


Des Moines, 


Pierce School, 





que, 
ioux 
ines, 
joux 
ive., 
onx 


tory 


Quigley, Georgia, 928 30th St., Des Moines, 
Iowa. 

Rouse, Claire, Park St., West Liberty, 
Iowa. 

Rownd. Nellie M., Edison School, Water- 
loo. Towa. 

Samuelson, Agnes, State Superintendent 
of Publie Instruction, Des Moines, Towa. 

Shanley, Jane, Grant School, 18th and 
Melrose Sts., Sioux City, Iowa. 

Sloan, Isabelle P., 1514 Rebecca St., Sioux 
City, Iowa. 

Smith, Ola M., West Ward = School, 
Osceola, Iowa. 

Stohlgren, Anna, 1918 FE. 13th St., Des 
Moines, Iowa. 

Sutherland, O. C., Bellevue, Iowa. 

Tapper, Inga B., 348 Forest Drive, Cedar 
Rapids, lowa. 

Tovrea, Effiie, 13123 W. High Ave., Oska 
loosa, Lowa. 

lroutner, Grace, Victoria Hotel, Des 
Moines, Towa. 

Umpleby, Frances, 2986 Brattleboro, Des 
Moines, Iowa. 

Walker, Minnie M., 1315 Maple St., Des 
Moines, Iowa. 

Wilson, Anne, 1038 Jefferson St., Ottumwa, 
Iowa. 

Wold, Ragna F., 1300 28th St., Sioux 
City, Towa. 

Zinn, D. D., 3407 Fourth Ave., Sioux City, 
Iowa. 


KANSAS 


Adams, Alice, 710 Troup, Kansas City, 
Kansas. 

Allen, Lora, 99 W. Kansas, Pittsburg, 
Kansas. 

Barber, Gertrude L., McKinley School, 
1110 W. Fourth St., Coffeyville, Kansas, 

Benscheidt, Ella, 227 W. 12th St., Ilutch 


inson, Kansas. 
Rernstorf, Lydia S., 816 FE. Tenth Ave., 
Winfield, Kansas. 
fonwell, W. A., 645 N. Volutsia, Wichita, 
Kansas, 
Rotkin, Ethel, 102 E. 17th, Hutchinson, 
Kansas. 
Brooks, Harriett, 1618 Toomis, Winfield, 
Kansas, 
Brown, Dora, 1100 Sandusky, Kansas City, 
Kansas, 
Campbell, Cora G., Box 304, Junction 
City, Kansas. 
Carlton, Franklin S., 448 S. Roosevelt, 
Wichita, Kansas. 
Clavin, Maud E., 4171 Cambridge, Kansas 
City, Kansas. 
Cox, Frederica, 304 W. Fourth St., Coffey- 
ville, Kansas. 
Crump, Lelia, 705 Georgia Ave., Kansas 
City, Kansas. 
Dowd, Gertrude, 424 S. Millwood, Wichita, 
Kansas. 
Drisko, Caroline, 2112 State St., Kansas 
City, Kansas. 
Eastman, Grace, 325 EF. 17th., Hutchinson, 
Kansas. 
Eichenburger, Flora, Whitmore School, 
Kansas City, Kansas. 
Evans, Myrtle M., Abbott School, 15th 
and Troup Ave., Kansas City, Kansas. 
Glasgow, Mattie, 429 N. 17th St., Kansas 
City, Kansas. 
Godfrey, Ida M., 327 Troup, Kansas City, 
Kansas, 
Good, Paul H., Gardiner School, Wichita, 
Kansas. 
y Maude, 236 N. 18th St., Kansas 
Kansas. 
Lenna B,, Fairmont School, 
Wichita, Kansas. 


Tur Ninrn YrArBooK 


Harlan, Laura J., 1106 Washington Blvd., 
Kansas City, Kansas. 

Hartford, May, 108 E. 14th St., Hutchin 
son, Kansas. 

Henry, Emma L., Washington School, 
Anthony, Kansas. 

Hludson, Jane, 334 E. Sherman, Hutchin- 
son, Kansas, 

Hunts, Maud, 203 SS. Fern, Wichita, 
Kansas. 

James, Nelle N., Grund Hotel, Sixth and 
Ann Sts., Kansas City, Kansas. 

Jarvis, Clair, 31 S. 17th St., Kansas City, 
Kansas. 

Johnson, Rhoda, 934 Washington Blvd., 
Kansas City, Kansas. 

Jones, Laura M., Central School, Neo 
desha, Kansas. 

Jones, Lucy, 622 Washington, Kansas 
City, Kansas. 

Kinsey, Gladys, 1818 Walker, Kansas 
City, Kansas. 

Kiser, Florence, 621 Stewart Ave., Kan 
sas City, Kansas. 

Langley, Edna J., 1282 Louisiana, Law- 
rence, Kansas. 

Lewis, Mrs. Anna, 604 FE. Fourth St.. 
Hoisington, Kansas. 

Lewis, Daniel W., 2064 N, Fourth St., 
Kansas City, Kansas. 

Lill, Grace, 123 N. Topeka St., El Dorado,: 
Kansas. 

Toevenguth, O. P., 1402 S. Hydraulic, 
Wichita, Kansas. 

Lovelace, Abigail, 1029 S&S. 
Chanute, Kansas. 

McCallum, Hazel, 2200 Grandview, Kan 
sas City, Kansas, 

McConnell, Mabel, 35 N. Seventh St., Kan- 
sas City, Kansas. 

McCoy, Lucy, 2200 N. 13th St., Kansas 
City, Kansas. 

McGrath, Elizabeth, Box 430, Coffeyville, 
Kansas. 

McKinley, Bertha, 3111 Parallel, Kansas 
City, Kansas. 

Mahaffie, Ella M., Park School, Kansas 
City, Kansas, 

Mahin, C. A., 1725 Fairmount Ave., 
Wichita, Kansas. 

Martin, Minnie, 1118 Haskell, Kansas 
City, Kansas. 

Meeker, Mildred, 4170 State Line, Kansas 
City, Kansas. 

Miller, Elizabeth, Grund Hotel, Kansas 
City, Kansas. 

Morrow, C. M., 
Kansas, 

Nelson, Mary C., Bancroft School, Kansas 
City, Kansas. 

Nelson, Sara, 3944 Cambridge, Kansas 
City, Kansas. 

Nichols, Alma, 917 N. Market, Wichita, 
Kansas. 

Peed, Julia A., Winans School, Hutchin- 
son, Kansas. 

Perkins. Josie, Avenue A School, Huchin- 
son, Kansas. 

Phillips, George, 2202 N. Tremont, Kan- 
sas City, Kansas. 

Rebstein, Clara, 511 N. Belmont, Wichita, 
Kansas, 

Ricketts, Lulu B., 1926 Ash St., Hutchin- 
son, Kansas. 

Riley, Freddie, 2043 N. Sixth St., Kansas 
City, Kansas. 

Roberts, Grace, 544 Everett, Kansas City, 
Kansas. 

Robinson, Ella V., 821 New Jersey Ave., 
Kansas City, Kansas. 

Robison, Arthur B., McCormick School, 
Wichita, Kansas. 

Romig, Ida V., 1319 West Ninth St., 
Coffeyville, Kansas. 


Evergreen, 


1120 N. Monroe, Topeka, 





686 


ELEMENTARY Scuoo. PRINCIPALS 





Saunders, Jessie, 1318 Kansas 
City, Kansas. 

Singer, Mrs. Mary J., 341 N. Topeka Ave., 
Wichita, Kansas. 

Smith, Aura, 2007 Sandusky, 
Kansas. 

Snyder, Laura, 217 S&S. 
Wichita, Kansas. 
Sparks, Elizabeth A., 
School, 35th and Orville, 

Kansas. 

Streeter, Helen, 400 N. 16th St., 
City, Kansas. 

Stuckey, Minnie A., 1222 N. Emporia Ave., 
Wichita, Kansas. 

Thomas, Zoe, 202 N. 23rd St., 


City, Kansas. 
Vogenitz, Mrs. May H., 420 E. 15th Ave., 
1715 =1W. 


Barnett, 


Kansas City, 
Chautauqua, 


Frances Willard 
Kansas City, 


Kansas 


Kansas 


Hutchinson, Kansas. 
Watkins, Hazel A., 
Wichita, Kansas, 
West, F. C., 1003 Indiana Ave., Wichita, 


Kansas, 
Wilson, Mollie, 724 North B St., Welling- 


ton, Kansas. 
Wolf, Eva H., 1009 Central, Kansas City, 


Kansas. 


Maple, 


KENTUCKY 

‘Rell, R. J., 121 S. 41st, Louisville, Ky. 

Bligh, Anna M., 673 Cecil Ave., Louis- 
ville, Ky. 

Bowling, J. D., Lothair, Ky. 

Bradner, J. W., Superintendent of Schools, 


Middlesboro, Ky. 
Chapman, Edith A., 2441 Carter Ave., 


Ashland, Ky 
Clem, Robert B., 1915 Rutherford Ave., 
Emerson School, 


Louisville, Ky. 
Coslow, William F., 

Sylvia and Hickory, Louisville, Ky. 
Dennis, Lalla, 1700 S. Main St., Hopkins- 


y. 
, Mamie M., 1524 S. Second St., 


W. H., Paul Lawrence Dunbar 

fig School, Lexington, Ky. 

Gotherman, Edward E., 415 S. Broadway, 
Lexington, Ky. 

Grunder, Anne, 
Louisville, Ky. 

Ilanley, Mrs. John F., P. O. Box 66, Ash- 
lan Ky. 

Iloehle, Henrietta J., R. F. D. 1, Box 502, 
Herr Lane, Louisville, OR, 

neers, D. B., 118 E. 15th St., 
to 

= gaining, Junior High School, Har- 


Maen” “Sheila, 17 Linden Ave., Ft. 
Thomas, Ky. 

Kelley, Nora §., I. N. Bloom School, Lucia 
Ave., Louisville, Ky. 

Krieger, Mrs. Anna, George Rogers Clark 
School, Louisville, we 

Lindley, Blanche, 323 E. St. Catherine St., 
Lou sville, y. 

Loewenstein, — J., 82 Willow Ter., 
Louisville, K 

McClelland, Bertha L., 3204 Winchester 
Ave., Ashland, Ky. 

McClure, Mary E., Isaac sheite School, 
930 Mary St., Louisville, Ky. 

McDaniel, Lottie, Virginia Street School, 
Hopkinsville, Ky. 

McGehee, W. Ross, College Heights, Bowl- 
ing Green, Ky. 

Payne, Mrs. Nora L., 1930 Yale Drive, 
Louisville, Ky. 

Pail Verna A., 
v 

Reibert, Lydia, 1306 Highland Ave., 
ville, Ky. 


1236 Cherokee Road, 


Coving- 


Louis- 
Louis- 


Cortland Ilotel, 


Seekamp, or. 1634 Lucia Ave., 


Louisville 


— nn L> 140 E. 
spur, ‘Rees. 1416 Brook St., 


Maxwell, Lexing- 


Louisville, 
Stanley, Mrs. Emma M., 211 Crescent 


Court. Louisville, Ky 
on. Elsa, 2210 Ghsrweod, 


Summers, Jennie T., 407 Fountain Court, 
Louisville, Ky 
. Yo00 Broadway, Madison- 


" B., Eleventh District 

1, Parkway near Altamont Road, 
Covington, Ky. 

Walker, me V., E. Seventh St., 


ville, 
Mise, 2210 Sherwood, Louisville, 


Weibel, 
Ky. 

Welienvoss, Nora E., 1612 
Ave., Louisville, Ky. 

Wells, J. Evelyn, Stephen Foster School, 
Louisville, Ky. 

Wheeler, Mrs. Ann Delker, 430 Crittenden 
St., Owensboro, Ky 

White, pans J.. 61 W. 
Ft. Thom Ky. 

wae’ ic Mattie M., 2319 Hale Ave., 
ville 


Louisville, 


Hopkins- 


Beechwood 


Southgate Ave., 


Louis- 


LOUISIANA 
1108 Napoleon Ave., 
Ellen T., 


4026 Baudin, New 
Orleans, La. 


Bartholf, Harriet, 842 
Shreveport, La 

Delaney, J. M., 
Pineville, La. 

Dingle, Mary M., 
port, La 

Dixon, Slevense E., P. A. Capdau School, 
3821 Franklin Ave., New Orleans, La. 

Goldenberg, Rachel, 1128 Dalzell, Shreve- 
port, La, 

Green, S. J., Thomy Lafon School, New 
Orleans, La. 

IHlanley, Agnes, MeDonogh School No. 25, 
719 Carrollton Ave., New Orleans, La. 
Harte, Alice M., 340 S. Olympia St., New 

Orleans, La. 
Hatcher, W. B., Superintendent of Schools, 
Baton Rouge, La. 
Hildebrandt, Josephine E., 3650 Con- 
stance St., New Orleans, La. 
Leckert, Alice A., 1126 Joseph St., New 
Orleans, La. 
McBride, A. A., 
Schools, Lafayette, La. 

Stockley, = e L., 1817 Calhoun St., New 
Orleans, 

Tinsley, G. ia. * Rosenthal Grammar School, 
Alexandria, " 

Tubre, B., Boyce High School, Boyce, La. 

Williams, Fannie C., 1922 Louisiana Ave., 
New Orleans, La. 

Wilson, ? aie 
Orleans, 

Wossman, Julia ae 
La. 


Aitkens, Emma (C., 

Orleans, La. 
Prospect Ave., 
Pineville Grammar School, 
612 Egan St., Shreve- 


Parish Supervisor of 


Lafayette School, New 


313 Wood St., Monroe, 


MAINE 
22 Pleasant St., 


12 Summer &t., 


Holland, Leo P., Water 
ville, Maine. 

Lewis, Mrs. mired C.. 
Skowhegan, Main 

— oO. S., University of Maine, Orono, 


aine. 
Martin, Donat B., School, 
Madawaska, Maine. 
Osgood, Azalia F., Bowdoin School, Houl- 
ton, Maine. 


Evangeline 





Tf HE N1 INTH Y EARBOOK 





Pooler, Grace E., 11 Fay Court, Dexter, 
Maine 

Skillin, Vernie B., 
vale, Maine. 

Tavlor, Mary E., 15 
Maine. 

Teague, Grace I.., 137 College St., 
ton, Maine. 


118 Main St., Spring- 


Trim St., Camden, 


Lewis- 


MARYLAND 


Adams, Margaret, Howard Park School, 
Baltimore, Md. 
Barrett, Jennie M., 
Baltimore, Md. 
Beck, Julia F., School 
Road, Baltimore, Md. 
3opst, Molly, 321 Magruder St., 

land, Md. 
Broening, Mary L., 
Baltimore, Md. 
Dewling, Ruth E., 
Baltimore, Md. 
Dowling, Nellie F., 
Westernport, Md. 
Ebaugh, Effie M., 
Baltimore, Md. 
Eckard, Norman R., 
Baltimore, Md. 
Erdman, Rose, 108 E. 
more, Md. 

Eversfield, Emily W., 
School, Alto Ave. and Mt. 
Baltimore, Md. 

Flowers, Ida V., Montebello School, Hart- 
ford Road and 32nd St., Baltimore, Md. 

Fuller, Althea R., 830 Green St., Cumber- 
land, Md. 

Harney, Margaret A., 
Road, Pikesville, Md. 

Harrison, Junie L., Weverton, Md. 

Hill, Mary C., 400 Camden Ave., 
bury, Md. 

Iloover, L. Mabel, 
Baltimore, Md. 

Jenkins, Ella, Elementary School No. 95, 
Baltimore, Md, 

Johnson, Helen M., Canton Platoon 
School, Hudson St. and Highland Ave., 


Saltimore, Md. 
Jones, Charles W., 1143 N. Carey St., 
2130 Bolton St., 


710 Gorsuch Ave., 
71, Old Frederick 
Cumber- 
3906 Canterbury Rd., 
2202 Elsinor Ave., 
216 Hammond &t., 
700 W. North Ave., 
340 Equitable Bldg., 
Balti- 


Windsor Hills 
Holly St., 


North Ave., 


1412 Reisterstown 


Salis- 


1771 Homestead St., 


Baltimore, ‘Md 
Kerr, Mary C., 
more, Md. 
Klein, Mary L., Woodsboro School, Woods- 
boro, Md. 
Livingood, F. G., 101 Mill St., 
town, Md, 


Balti- 


Chester- 


Baltimore, 


Louis, Hilda, 1724 Eutaw P1l., 
Md, 


Ida R., 
Walbrook, Baltimore, Md. 


Magers, 1801 Poplar Grove St., 

Malooly, Elizabeth, Calvert St., 
Saltimore, Md. 

Manning, Annie Lee, 3421 Mondawmin 
Ave., Baltimore, Md. 

Miller, Persis K., School 76, Fort Ave. and 
Decatur St., Baltimore, Md. 

Morgan, Gertrude E., Centreville, Md. 

Muesse, Katherine F., 1248 N. Broadway, 


saltimore, Md. 
Murphy, George B., Platoon School No. 
Oakley 


112, Baltimore, Md. 
lorter, Roberta, Pimlico School, 
Ave. and Pimlico Road, Baltimore, Md. 
Regus, Milton L., 5319 Brabant Road, 
Baltimore, Md. 
Reindollar, M. Blanche, Homewood Apts., 
Charles and 31st St., Baltimore, Md. 


toberts, Clarence J., 610 N. Carrollton 
Ave., Baltimore, Md. 


3016 N. 


687 





Rodman, Mrs. Mary E., 1359 N. Calhoun 
St., Baltimore, Md. 

Sanders, Grace S., 3028 Glenmore Ave., 
Baltimore, Md. 

Schant, Mattie Grace, 
Baltimore, 

Screen, Isabelle, 
berland, d. 

Shamberger, J. Hiram, 3924 Fernhill Ave., 
Baltimore, Md. 

Simpson, I. Jewell, Asst. State Superin- 
tendent of Schools, 2014 Lexington 
Bldg., Baltimore, Md. 

Smith, Ella L., 3206 Guilford Ave., Balti- 
more, Md. z 

Smithson, Clara E., 535 Park Ave., Balti- 
more, Md. 

Stieg, May L., Elementary School No. 88, 
Baltimore, Md 

wees, Helen, School 93, Baltimore, 


3312 W. North Ave., 


718 Hill Top Drive, Cum- 


Stromberg, Martha, 1 Taney Road, Balti- 
more, 

Sultzer, Mary F., School No. 97, Fair- 
mount Ave. and Ann St., Baltimore, Md. 

Talbott, Adele, School 69, Oakford and 
Granada Ave., Baltimore, Md. 

Taliaferro, Sallie C., 3314 Elgin Ave., 
Baltimore, Md. 

Thalheimer, Florence, Esplanade Apt. 2 C, 
Eutaw PL, Baltimore, Md. 

Upham, Mrs. Margaret S., 211 Washing- 
ton St., Cumberland, Md, 

Watkins, Lida E., 626 Orpington Road, 
Carroll Sta., Baltimore, Md. 

Weglein, D. E., Superintendent of Schools, 
Madison and Lafayette Aves., Balti- 
more, Md. 

Wenner, E. Virginia, West Brunswick 
School, Brunswick, Md. 

Wiers, Mary M., 16 E. Lanvale St., 
more, Md. 

Williams, Annie C., 3556 Buena Vista 
Ave., Baltimore, Md. 

Willison, Mildred, 401 Decatur St., 
berland, Md. 

Worthington, Harriet E., 
School No. 65, Baltimore, 


Balti- 


Cum- 


Elementary 
Md. 


MASSACHUSETTS 
Adams, Mabel E., 38 Percival St., 
chester, Mass. 
Alderman, Etta L., 42 Bliss St., 
Bacheller St., 


Dor- 
West 
East 


Springfield, Mass. 
Allen, Grace A., 25 
Lynn, Mass. 
Amsden, L. Margaret, Sewell School, 279 
Cypress St., Brookline, Mass. 
Andrews, Frank A., 47 Clark St., 
ter, Mass. 
Archibald, Jennie S., 
Medford, Mass. 
Atkins, Robert 8., Thomas N. Hast School, 
South Boston, Mass. 
Averill, W. A., 15 Ashburton PI., Boston, 
Blanche 


Mass. 
E., School, 
Malden, Mass. 


Baldwin, 

wary. John E., Washington School, Lowell, 
Mass. 

Barrows, Howard F., East Falmouth 
School, Falmouth, Mass. 

Barry, Mary A., 58 Proctor St., Salem, 
Mass. 

Bates, William Lester, Lowell School, 
Center St., Jamaica Plain, Mass. 

Baylies, Stella H., 80 Hanover St., Fall 
River, Mass. 

Beaumont, Louise M., 163% Chandler St., 
Worcester, Mass. 


Worces- 


Columbus School, 


Judson 





ELEMENTARY Scuoot PRINCIPALS 





Belding, Alice H., Elizabeth Street School., 
Worcester, Mass. 

Bigelow, Gertrude E., 52 
3rookline, Mass. 

Bliss, Carrie W., 233 Arnold St., 
ford, Mass. 

Bliss, Genevieve H., 511 Cherry St., Fall 
River, Mass. 

Bowen, Mrs. Alice Day, 14 Day St., Mel- 
rose Highlands, Mass. 

Brawley, Annie G., Phillips 
School, New Bedford, Mass. 

Briggs, Elizabeth M., Robert C. 
School, New Bedford, Mass. 

Brown, Harriet E., Freeman School, North 
Adams, Mass. 

Brown, Helen L., Ripley Road School, 
Cohasset, Mass. 

Browne, Florence I1., Walnut 
School, Haverhill, Mass. 

Buckingham, B. R., 15 Ashburton PL, 


Boston, Mass. 
Bulkley, Fannie A., 21 Washington St., 
Moore St., 


Columbia St., 


New Bed- 


Avenue 


Ingraham 


Square 


Gloucester, Mass. 

Burns, Eva S8., Homer School, 
Belmont, Mass. 

Butler, William F., Lamatine 
School, Worcester, Mass. 

Callahan, Mary J., 145 Woodland St., 
Worcester, Mass. 

Candlin, Albert, Chestnut Street School, 
Springfield, Mass. 

Co, Mary E., Eastern 
School, Springtield, Mass. 

Carrigan, Rose A., Shurtleff School, 
chester, Mass. 

Chase, Sara E. .. Kensington Avenue School, 
Springfield, Mass. 

Cheney, Mrs. Bessie B., Priest Street 
School, Leominster, Mass. 

Cloney, Elizabeth V., H. L. Higginson 
School, Walnut Ave. and Harrishof St., 
Roxbury, Mass. 

Colburn, Mary E., Abraham 
School, Revere, Mass. 

Connell, Isabel L., Osborn Street School, 
Fall River, Mass. 

Cook, Louis D., 2 Morgan Ter., New Bed- 
ford, Mass. 

New Bed- 
Reading, 


Street 


Avenue 


Dor- 


Lincoln 


Corish, Gertrude L., 86 Mill St., 
ford, Mass. 
Cragin, S. Albert, 58 8. 


Mass. 
2 Mellen St., Dor- 


Craven, Thomas D., 
chester, Mass. 

Crockwell, Winifred Mary, 11 
St., Medford, Mass. 

Cronan, Mary UH., Robinson-Valentine 
School, Chicopee Falls, Mass. 

Cunningham, Mary E., Tatnuck School, 
Worcester, Mass. 

Currier, William G., 181 South St., 
Hyannis, Mass. 

Cushing, Lena, 27 Fellows St., 
Mass. 

Daniels, sauee A., 27 Chase Ave., Spring- 
field, Mas 

Davis, Alice. A., 43 Beech St., 
Mass. 

Davis, Bertha S8., 43 E. 
rose, Mass. 

Desmond, Catharine, 385 Weetamoe St., 
Fall River, Mass. 

Dingley, Vivian A., 20 Ware St., 
bridge, Mass. 

Dodge, Gertrude M., Thorndyke 
School, Worcester, Mass. 

Doherty, Alice M., 592 Broadway, 
Mass. 

Dowd, Theresa V., 
Worcester, Mass. 

Doyle, Blanche E., 
scott, Mass, 

Driver, Emma 
Beverly, Mass. 


Main, 


Manning 


Danvers, 


Winchendon, 
IXmerson St., Mel- 
Cam- 
Road 
Everett, 
Abbott Street School, 
Clarke School, Swamp- 


McC., 27 Broadway, 


Easton, Norman §S., Davis School, Fall 
River, Mass. 
Elder, M. E., 60 Corey St., Everett, Mass. 
Elisworth, Elmer E., Peirce School Dis- 
trict, West Newton, Mass. 
Emerson, Edith W., Russell 
Arlington, Mass. 
Fales, Minerva B., 
line, Mass. 
Fisher, G. Milton, 74 Woodland St., Wor 
cester, Mass. 
fisher, Marion H., 


School, 
51 Auburn St., Brook 
Westwood, 
Spring- 


seeapect Street 


West 


Clinton, 


Hopewell 


Locust St., 
Emerson 
Westfield, 
Longfellow Road, 
Haver 


School, 


Lexington, 
Essex St., 
Harlow Street School, 
Green- 
4 Lakecroft Court, Mel- 
134 Mt. Vernon St., Win 


Dunbar 


Schoul, 
Winslow School, 


Flagg, Sadie E., 36 Temple St., 
Fogwell, Bertha E., 59 Menten St., Fall 
Forbush, a Mabel, 31-A Spruce St., Wal 
Fury, Mary S., 93 Summit St., 
Galligan, Harold H., 
Gartland, Emma L., 9 Washington St., 
Gilbert, Mrs. 
Given, Margaret E., 29 
Gold, Alma R., 32 Loomis Ave., 
Graham, John m., 22 

Main St., 
Guindon, Frederick A., 
Ilaggerty, Margaret M., 611 Rimmon Ave., 
Harding, 
Hartwell, Mildred M. -, 50 Union St., 
Hatch, Edna M., 
Hawley, Mrs. P. Lucile, Washington Com 
Ifenderson, Grace H., 

East 

Higgins, Effie Grace, 27 Marianne Road, 


field, Mass. 
Fletcher, Elaine M., 
River, Mass. 
Footman, Carrie E., 18 Seventh St., New 
tham, Mass. 
Forster, Bertha E., Brooks School, 
Mass. 
Gainsman, Edith A., Lake View School, 
School, 
Taunton, Mass. 
Gammon, George W., 
New Bedford, Mass. 
Gay, Mrs. Florence I., Village School, Fal- 
Florence D., 10 Berkshire 
Everett, Mass. 
Gogin, Mrs. Florence M., 56 E. 
Mass. 
Goodnow, Mrs. Gladys L., 216 Davis St., 
Cambridge, Mass. 
Grover, Abbie C., 364 
Quincy 
Tyler St., Boston, Mass. 
Ilack, Hazel M., Supervisor of Elementary 
Chicopee, Mass. 
Hlall, Flora R., Adams School, 
Beverly, Mass. 
Hlarrod, Warren K., 
field, Mass. 
Hatch, Bertha C., 
chester, Mass. 
Hathaway, Bertha C., George H. 
munity School, Lynn, Mass. 
Hayward, Elizabeth T., Rockdale 
Tyngsboro, Mass. 

Hicks, Edith M., ¢79 Chestnut St., 
Waltham, Mass. 7 
Higgins, Ethel G., Hardy Arling 
29 Stoneland Road, 


High St., 
Mass. 
Schooi, Shrewsbury, Ma 
Bedford, Mass. 
Medford, Mass. 
Worcester, Mass. 
17 Whitten St., Dor- 

chester, Mass. 
mouth, Mass. 
St., Worcester, Mass. 
St., Melrose, Mass. 
Greenfield, Mass. 
hill, Mass. 
Education, South Dartmouth, Mass. 
Mass, 

Elizabeth G., 23 
Worcester, Mass 
rose, Mass. 
School, New Bedford, Mass. 
Northbridge, Mass. 
Lynn, Mass. 

School, 

ton, Mass. 


Higgins, Thomas J., 
Worcester, Mass. 








Hillman, Ida E., 40 High St., Springfield, 
Mass. 

Hogan, John J., John R. Rollins School, 
Lawrence, Mass. 

Holman, Hilda, Talbot School, 
Mass, 

Hough, Nettie P., 15 
chester, Mass. 

Howard, Stella M., 30 Cochran St., Chico- 
pee Falls, Mass. 

Howe, James S., 184 Washington St., Bel- 
mont, Mass. 

Hunt, Nellie B., 22 
Lynn, Mass. 

Hurley, Katharine M. E., 1335 
St., Fall River, Mass. 

Jacobs, Horace E., Putnam School, Otis 
and Fourth Sts., Cambridge, Mass. 

Jenkins, Emma F., 56 Perry St., Brook- 
line, Mass. 

Jenney, Charles A., 
ton, Mass. 

Johnson, Ethel M., 11 Burrill Ave., Lynn, 
Mass. 

Keenan, Vincent A., 59 W. Border Road, 
West Roxbury, Mass. 

Kelley, Winnifred, 25 Third St., Pittsfield, 
Mass. 

Kennedy, Katherine T., 
Worcester, Mass. 

Kerrigan, Katharine E., 2 
Worcester, Mass. 

Kiley, Joseph J., 5 
ter, Mass. 

Killelea, Mary E., 
Worcester, Mass. 

Knight, Harlan P., 
ville, Mass. 

Lamprey, Charles M., Martin School, 
H{untington Ave. and Worthington St,, 
Roxbury, Boston, Mass. 

Latchford, Mary E., 578 
Worcester, Mass. 

Lawlor, Edward A., Gilbert E. 
School, Lawrence, Mass. 

Lawton, Edna B., 48 Tremont St., Taun- 
ton, Mass. 

~~ Mary E., 107 Paine St., Worcester, 
a88, 

Lusk, L. Elizabeth, 210 Winthrop 
Brookline, Mass. 

Lynch, John E., 9 Stoneland 
cester, Mass. 

Lynch, Theobald A., Gilbert Stuart School, 
tichmond St., Dorchester, Mass. 

McCarthy, Stella L., 233 Middle St., New 
Bedford, Mass. 

McCreery, Charles J., 75 
Fall River, Mass. 

McDonough, William P., 36 Winthrop St., 
Charlestown, Mass. 

McGillicuddy, Ellen ‘T., Granite 
School, Worcester, Mass. 

McIntire, Ralph A., 1 King Ave., 
ence, Mass. 

McMullen, Charles 
Watertown, Mass. 

MeSkimmon, Mary, 20 
Brookline, Mass. 

Macreading, Anna L., 33 Bonney St., New 
Bedford, Mass. 

Markham, Myrtle L., 57 N. 


Billerica, 


Brinsley St., Dor- 


Bacheller St., East 


Robeson 


Lincoln School, Brock- 


Burncoat School, 
Clement St., 
Sturgis St., Worces- 
Columbus Park School, 


Cutler School, Somer- 


Pleasant St., 


Hood 


Road, 


Road, Wor- 


Shawmut S8t., 


Street 
Flor- 


B., SS Whites Ave., 


Clinton Road, 


Main, Natick, 


Mass, 
Martin, John E., 5 Butman Ave., Glouces- 
ter, Mass. 
Maynard, Florence, Dartmouth 
School, Worcester, Mass. 
Mellyn, Mary C., 15 Beacon St., Boston, 
Lucie A., 9 


MASS, 

Metcalf, Ter., 
srookline, Mass. 

Millett, Harold J., 73 Park St., Adams, 
JLUSS, 

Mohan, Anne R., 45 Warwick Road, Bel 
mont, Mass. 


Street 


Washburn 


Tur Nintu YEARBOOK 


Moore, Florence E., 227 New 
Bedford, Mass. 

Moore, Harold I., 179 Washington St., 
New Bedford, Mass. 

Moore, Helen F., 227 Pope St., New Bed 
ford, Mass. 

Moore, Kate, 105 Park St., New Bedford, 
Mass. 

Morris, Eva C., 503 
Boston, Mass, 

Morrissey, Ellen E., 246 Main St., Indian 
Orchard, Mass. 

Mulloney, Bertha L., 55 
Cambridge-A, Mass. 

Newell, Anna W., 21 William St., Worces- 
ter, Mass. 

Newell, Elizabeth T., Osgood School, 
Fourth St., Medford, Mass. 

Nickerson, Lillie M., 104 Western 
Lynn, Mass. 

Niland, Anna M., Ulysses S. Grant School, 
Paris St., East Boston, Mass. 

Norris, F. Helen, Western Road, Welles- 
ley, Mass. 

O’Brien, John J., 33 Elm St., 
Mass. 

O’Connor, Elizabeth W., 26 Willis St., Dor- 
chester, Mass. 

O’Connor, Martha A., 39 
Clinton, Mass. 

Oliver, Grace E., $1 
cester, Mass. 

O'Malley, Mrs. Lena G., 41 Windham St., 
Worcester, Mass. 

Parsons, George W., 2 Cross St., Medford, 
Mass. 

Patterson, Wilhelmina, Suite 16, Temple 
Court, Salem, Mass. 

Perkins, Mary I., 586 Eastern Ave., East 
Lynn, Mass. 
Perry, Peter F., 25 Bangs St., Province- 
town, Mass. 
Potter, Zulette, 
tevere, Mass. 

perse. Annie C., 31 Floyd St., Waltham, 
Mass, 

l’reston, Alice M., 292 Dodge St., Beverly, 
MLASS, 

Putnam, Fannie K., 214 E. 
Melrose, Mass. 

Rafter, Charlotte, 22 
chester Centre, Mass. 

Rankin, Ethel M., 18 Norton St., 
cester, Mass. 

Raymond, Ward, 
Taunton, Mass. 

Reddy, Joseph A., Sarah 
School, Boston 21, Mass. 

Reed, Alice C., 56 Otis St., Medford, Mass. 

Reid, Gertrude L., 50 Randall Ave., East 
Weymouth, Mass. 

Remon, Ruth E., 18 Juniper Ave., Salem, 
Mass, 

Rhoades, Gertrude L., 171 Harris St., Re- 
vere, Mass. 

Richardson, Bertha; 30 Avon PI1., Spring- 
field, Mass. 

Richardson, Gertrude os 
School, Springfield, Mass. 

Richardson, Mary E., 59 Walnut St., East 
Dedham, Mass. 

Robinson, Edwin K., 15 Ashburton Pl., 
Boston, Mass, 

Rogers, Martha A., 88 Chestnut St., Lynn, 
Mass. 

Sampson, Charles, 14 Avon Way, Quincy, 

Mass. 

ampson, Elizabeth H., Clifford Road, Ply- 

mouth, Mass. 

Si 


Pope St., 


Broadway, South 


Magazine St., 


Ave., 


Hingham, 


Summit S8St., 


Millbrook St., Wor- 


Walnut Avenue School, 


Foster St., 
Dor- 
Wor- 


Gaylord St., 


Weir Grammar School, 


Greenwood 


Brightwood 


Ss 


* 


*, Edith, Carew Street School, Spring 
, Mass. 

Schuerch, E. W., 44 Maxfield St., West 
Roxbury, Mass. 





690 


ELEMENTARY ScHooot PRINCIPALS 





Seabury, Frank W., 
Somerville, Mass. 
Sevey, Edna B., 15 Shattuck St., 


Mass. 
Sheehan, Julia A., 


Hunnewell School, 
Wellesley, Mass. 
Shupe, Emma F., 


127 Washington St., 
Islington, Mass. 
Silvia, Catharina A., 539 Division St., 
Fall River, Mass. 
23 Wyman St., Arling- 


Smith, C. Florence, 
ton, Mass. 
Smith, Claude C., Sanford Street School, 
Fall 


99 Orchard St., 
Natick, 


Attleboro, Mass. 

Sorel, Leah, 954 Plymouth Ave., 
River, Mass. 

Southmayd, Pearl A., 15 
Springfield, Mass. 

Stanley, Louise (., 44 
Beach Bluff, Mass. 

Stanton, Cora A., 12 Winslow St., 
cester, Mass. 

Starkey, Netty A., 7 Wor- 
cester, Mass. 

Steere, Julia E., White Street School, 
Springfield, Mass. 

Stewart, Edith M., 39 Pleasant St., 
Everett, Mass. 

Stott, Helen Maud, 22 Martin 
Franklin, Mass. 

Sullivan, Annie G., 349 Whipple St., 
River, Mass. 

Sullivan, Maude H., 
North Adams, Mass. 

Swasey, Marion H., 58 Maple. St., 
Bedford, Mass. 

Sweeney, Margaret E., 73 Main St., 

Waltham, 


Quincy, Mass. 
Sweet, Emily, 22 Hammond St., 

Mass. 
Todd, Wilfred E. L., Oxford Street School, 
Worcester, Mass. 


Tracy, Joseph M., Thomas Sheet School, 
Worcester, Mass. 

Wainwright, Lottie W., 
Fall River, Mass. 

Washburn, Annie C., 30 Dell Ave., 
rose, Mass. 

Wentworth, Florence A., 
Walpole, Mass. 
Wheeler, Harriet E., 

cester, Mass. 


Armory St., 
Crosman Ave., 
Wor- 


Moore Ave., 


Ave., 
Fall 
Iloughton School, 


New 


533 Broadway, 
Mel- 


Stone School, 


Wor- 
Whitney, William I., 70 Sandwich St., 
Plymouth, Mass. 
Wilbur, Howard, 16 Lakeville P1., 
Plain, Mass. 
Willard, Addie I., 
School, Winthrop, Mass. 
Willard, Etta F., 84 Arlington St., 
burg, Mass. 
Williams, Winnie M., 
Beverly, Mass. 
Wilson, Sara E.. Commercial 
School, Adams, Mass. 
Winslow, Ethel M., 58 
Hadley Falls, Mass. 
Woodward, Mrs. Lovina H.. 
cut Path, Framingham, 


62 Sever St., 


Jamaica 


Edward B. Newton 


Fitch- 
278-A Cabot St., 
Street 
N. Main St., South 


Old Connecti- 
Mass. 


MICHIGAN 


Albert, Mrs. Jessie S., 3329 Thompson 
Ave., Muskegon, Mich. 

Alexander, Mary L., Alger School, De- 
Morley 


troit, Mich. 
School, 1120 S. 
Beaumont, Detroit, Mich. 


Alt, Mary A., 

Alward, Marian E., Vetal School, 14200 
Westwood, Detroit, Mich. 

Aneeepen, Jennie, Oak Grove Club, Flint, 

¢ 

Andrews, Roxie, Benjamin Franklin 
School, Mohawk a= , Royal Oak, Mich. 

Arbaugh, W. B., nees E. Willard 
School, Hamilton hy Waverty. Highland 
Park, Mich. 


Arehart, Ira J., 
Detroit, Mich. 
Armstrong, Donald, 
troit, Mich. 
Armstrong, Mrs. Mary F., 
Grand Rapids, Mich. 
Atkinson, F. H., 115 W. 
troit, Mich 
Bachmann, Sophie CC... Majeske School, 
2139 Trombly Ave., Detroit, Mich. 
Backus, Anne May, 711 S. Capitol Ave. 
Lansing, Mich. 
Bacon, Meda, 
Rapids, Mich. 
noe Edith M., 


Mich. 
Baird, domes. 2602 
, 603 E. 
Baker, 


Helen T., 3322 
Mich. 


Barnes, John 3e-~ Flat Rock High School, 
Flat Rock, 

Bateman, Eh. X. 
Detroit, Mich. 

Bates, Guy, Davison School, 
Davison Ave., Detroit, Mich. 

Bates, Helena, 9594 American Ave., De- 
troit, Mich. 

Baumgartner, William J., 
Ann Arbor, Mich. 

503 Medbury Ave., De 


11846 Wilshire, 


Beers, Vivien, Bellevue, Mich. 
Begole, Jennibelle, 3761 Scovel PL, De 


School, 


11815 Rosemary Ave., 
Gardner School, De- 
Congress School, 


Greendale, De- 


Eastern School, Grand 


High School, Ann Arbor, 
Lakeview Ave., De- 
Lincoln Ave., Royal 
Carter, Detroit, 
2721 Gladstone Ave., 


2800 E. 


549 Packard St., 


Beattie, Grace E., 
troit, Mich. 

Beck, Carl G., 
Mich. 


Detroit, 


.. Winterhalter 
12121 Broad St., Detroit, Mich. 
Birkam, George, 4875 Greenway Ave., De- 
troit, Mich. 
Blatter, Dorothy, Kensington 
Grand Rapids, Mich. 
Booth, Evelyn, 70 Alger, Detroit, 
Bott, Helen, 12027 Pinehurst, 


Mich. ; 
Bowen, D. C., 530 Colonial, S., Detroit, 
Supt. of Schools, Holly, 


Mich. 

a To R. EL, 

Brewer, Jessie M., 18 Porter St., 

Mich. 

Broegger, Elsie J., 
troit, Mich. 

Brooks, Dorothy L., 
Ferndale, Mich. 

Browe, Herman J., 
Olivet, Detroit, Mich. 

Brown, Mrs. Jeanette B., 
Grand Rapids, Mich. 

Buckley, Dorothy, 721 Haven Ave., Ann 
Arbor, Mich. 

Burgwin, Mignon, 3811 
Mich. 

Burns, Hortense E., 10430 Charlevoix, De 
troit, Mich. 

Bushnell, Nina M., 507 Thomson St., 
Mich. cs 

Carpenter, R. R., Van Zile School, 4925 
State Fair, E., Detroit, Mich. 

Carroli, Mae’ B., 46 Alger Ave., 
Mich. 

Caswell, Inez F., R. PD. 3, 
Mich. 


Charbonneau, Anna M., 2934 Clairmount. 
Detroit, Mich. 

Chase, Margaret T.. Logan School, 381! 
Cicotte, Detroit, Mich. 

Chase, Martha B., 808 Bush St., 


Mich. 

Cherry, Myrtle E., Central School, 
Haven, Mich. 

Clapper, Mary A., Coolidge School, 
dale, ‘Mich. 


School, 


Mich. 
Detroit, 


Pontiac, 
3730 Seminole, De 

Roosevelt School, 
Higgins School, 9220 
Diamond School, 


Cicotte, Detroit, 


Flint, 


Detroit. 


Birmingham, 


Jackson, 
Grand 


Fern- 





Ave., 
De- 


hool, 


De- 


\ve., 
rand 
‘bor, 
De- 
oyal 
roit, 
hool, 
\ve., 
E. 
De- 
St. 


De- 


De 
hool, 

De- 
hool, 


h. 
roit, 


roit, 
olly, 
tiac, 
De 
houl, 
p220 
hool, 
Ann 
roit, 
De 
lint, 
4925 
roit, 
ham, 
yunt, 
3811 
‘son, 
rand 


‘erD- 


Tue Nintu YFARBOOK 691 





Clark, A. H., 
Pointe, Mich. 

Clark, Lee O., 2500 Martin Road, Hazel 
Park, Detroit, Mich. 

Cleveland, J. Arlene, 140 Whittemore St., 
Pontiac, Mich. 

Clow, Jennie M., Hillger School, 8411 
Forest Ave., E., Detroit, Mich. 

Coates, Elizabeth M., 2705 Lapeer St., 
Flint, Mich. 

Coppel, Charles H., 1950 Francis Ave., 
; Grand Rapids, Mich. 

Coldren, Lida, Yost School, 16200 Salem 
Ave., Detroit, Mich. 

Coltson, Ayree I., Harding School,. Fern- 
dale, Mich. 

Colvin, Margery W., 3316 S. Cedar, Lan- 
sing, Mich. 

Cousins, Esther J., 5924 Moran St., De- 
troit, Mich. 

Craddock, Susan J., Women's City Club, 
2110 Park Ave., Detroit, Mich. 

Crane, Mrs. Mary E., 1592 Fifth St., Mus- 
kegon, Mich. 

Creswell, Grace, Howe School, 10430 
Charlevoix Ave., Detroit, Mich. 

Cross, Sydnie M., 11742 Pinehurst Ave., 
Detroit, Mich. 

Crysler, Rose, 144 Longwood Ave., De- 
troit, Mich. 

Cummings, Jennette, Washington School, 
Royal Oak, Mich. 

1030 Grand Traverse, 


Cadieux School, Grosse 


Curtiss, Dale, 14034 Abington Road, De- 
troit, Mich. 
1104 Military, De- 


Curtiss, Florence E., 
troit, Mich. 

Davis, Besse Tohill, Lincoln School, Oak 
St., Wyandotte, Mich. 
Davis. Doris, 87 N. Wabash Ave., Battle 
Creek, Mich. 
Davison, Ethel, Houghten School, 16745 
Lamphere, Detroit, Mich. 

Dawson, Edwin, Guest School, Fenkell and 
Myers, Detroit, Mich. 

Dear, R. Ernest, 209 W. Norrie St., Iron- 
wood, Mich. 

Decker, Mrs. Adelaide, 129 Orchard Ave., 
Sattle Creek, Mich. 

De Manigold, Mary L. G., 
Ave., Detroit, Mich. 

Dicken, Carrie I., 1009 Wells St., Ann 
Arbor, Mich. 
Dixon, Minnie C., 119 FE. Lewis St.. 
Alpena, Mich. 
Doerr, Lester C., 
Rapids, Mich. 
Doherty, Mary C., 
troit, Mich. 
Donovan, Alice H., 12604 Wark Ave., De- 
troit, Mich. 

Doran, Margaret, Oakdale School, Grand 
Rapids, Mich, 

Doyen, Gertrude, Preston School, Detroit, 


*h. 
., Mrs. Mina P., Oral School for the 
Ottawa Hills School, Grand 
Rapids, Mich. 
Drouin, Alice V., Hancock School, 2150 W. 
Hancock, Detroit, Mich. 
Dunn, Ida, Houghten School, 16745 Lam- 
phere, Detroit, Mich. 
Du Vall, Leo E., Southwestern School, 
Dearborn, Mich. 
Dyball, Mrs. Helen, 308 W. Witherbee St., 
Flint, Mich. 
Egan, Nora L., 2672 W. Grand Blvd., De- 
troit, Mich. 
Egeler, Ethel, Maybury School, 4410 Por- 
ter, Detroit, Mich 
Ellsworth, Bert B. 1065 Beaconsfield 
Ave., Detroit, Mic 
Engler, Marie, High. ‘Street School, Lan- 
sing, Mich, 


1031 Wayburn 


Palmer School, Grand 


8788 Quincy Ave., De- 


Erb-Ritchie, Mrs. Grace I., 1206 Lake 
Drive, S. E., Grand Rapids, Mich. 

Erickson, Edna H., Aurora School, Iron- 
wood, ‘Mich. 

Fairbairn, Marion D., Ellis School, 5611 
Rich St., 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. 

Foreman, Isabel, Barnum School, Purdy 
St., Birmingham, Mich. 

Frederick, Magdalene, 883 Knex St., Bir- 
mingham, Mich. 

Fuller, Ada A., Madison School, Grand 
Rapids, Mich. 

Gasner, Helen M., Garrison School, Dear- 
born, Mich. 
Gay, Mrs. Clara, Coldbrook School, Grand 
Rapids, Mich. 
Geer, Florence E., 1044 E. Grand Blvd., 
Detroit, Mich. 

Geletzke, Emma, 530 Colonial Ave., De- 
troit, Mich. 

Geletzke, Minnie L., Woodrow Wilson 
School, Ferndale, Mich. 

Gilday, Jane A., McFarlane School, De- 
troit, Mich. 

Goodson, Isabel, 578 W. 
Pontiac, Mich. 

Gordon, Donald C., 2585 Grove, Detroit, 
Mich. 

Gordon, Grant W., 2525 Brooklyn, Detroit, 


Buchanan School, 


Iroquois Road, 


. Josephine A., 
Grand Rapids, Mich. 
Gragg. H. H., 12316 Ohio St., 
Mich. 
19120 Reno Ave., De- 


Graham, James R., 
7840 Wagner, Detroit, 


Sigsbee School, 
Detroit, 


troit, Mich. 
Graham, R. A., 
Mich. 

Green, Arlys, Oak Grove Club, Flint, Mich. 

Gus, Tamar, 2775 Maybury, Detroit, 
Mich. 

Greenbaum, Bertha, Alger School, Grand 
Rapids, Mich 

Greene, Myrtle, 309 Third St., 
Mich. 

Gregory, Arnold C., Raupp School, Lincoln 
Park, Mich. 

Grettenberser, R. A., Imlay City High 
School, Imlay City. Mich. 

Griffin, Elizabeth, 247 Bellview, Benton 
Harbor, Mich. 

Gross, Asa V., Central School, 418 Minck- 
ler St., Iron River, Mich. 

Guild, Ella M., Oak Grove Club, Flint, 


Mich. 

Gulliford, Julia I., 1726 W. Euclid Ave., 
Detroit, Mich 

Haley, Nelle, 1008 Court St., Saginaw, W. 
Ss. Mich. 

IIall, Isabell, 288 Josephine Ave., Detroit, 


Mich. 
Washburn Ave., 


Jackson, 


Hamilton, Esther, 16827 
Detroit, Mich. 

Hansen, Enga C., 24 
Clemens, Mich. 

Hardie, Frances §., 
Detroit. Mich. 

—_—— Katherine, Webster School, 1280 

Detroit, Mich. 

Harper, Nelly, 7541 Lawton Ave., Detroit, 
Mich. 

Harrison, Mrs. Florence, 1016 Ann Arbor 
St., Flint, Mich. 

Hart, Alice V., 247 Holbrook Ave., De- 
troit, Mich. 

Hartung, Urban, Jr., 938 W. Forest Ave., 
Detroit, Mich. 

Harvey, Cora B., Alexander School, Grand 
Rapids, Mich. 


Iiubbard, Mt. 
2938 W. Grand Blvd., 





692 


ELEMENTARY Scuoon 


Princtpars 





Hedrick, Ethel D., 1215 Hill St., Ann 
Arbor, Mich. 

Heidemann, Richard E., Ramsey School, 
Ramsey, Mich. 

Henderson, Mrs. Jessie L., 402 E. Jeffer 
son, Ann Arbor, Mich. 

Hendry, Frank, 153 Hendrie Blvd., 
Oak, Mich. 

ae oy x, Luella Theodora, 524 S 

Escanaba, Mich 

mane Isabella W., 
naw, W. S., Mich. 

Herrington, Florence, 
Pontiac, Mich. 

Hilborn, Mrs. Clara M., 
Flint, Mich. 

Hoag, Grace S., Logan 
Cicotte, Detroit, Mich. 

Holmberg, Ethel, 134 Aurora St., 


wood, Mich. 

Horton, Mrs. Jeannette, Garfield School, 
Superior Blvd., Wyandotte, Mich. 

Hubbard, Evelyn B., Monteith School, 
1091 Hibbard Ave., Detroit, Mich. 

Thrman, ee. 182 W. 15th St., Hol- 
land, Mich. 

Itsell, Lillian C., 527144 W. Ottawa St., 
Lansing, Mich. 

James, Elsie E., Oak Street School, 5th 
and Oak., Flint, Mich. 

Jedele, Ruth N., 2230 Witherell, 
Mich. 

Jennings, Winifred, Leslie 
Plainview, Detroit, Mich. 

Jones, Etta F., Finney 
Rapids, Mich. 

Jose, Mamie, 301 Summit Ave., 
Mich. 

Kaye, Orin W.. Paw Paw High School, 
Paw Paw, Mich. 

Keck, Christine, 1842 Sherman St., 
Rapids, Mich. 

Kelikes, Helen, 11730 
Mich. 

Kellum, M. Effie, 1219 Bement St., 
sing, Mich. 
Kelly, Mary M., 301 W. Third Ave., 

Mich. 
Kemp, Maude F., 
Cameron Ave., 
Kern, Howard A., 
dale, Mich. 

Kerwin, Sophie T., 
troit, Mich. 

Kessler, Florence, 
Mich. 

Kirschman, Mrs. Winifred A., 22 
Ave., Battle Creek, Mich. 

Knighton, Edward J., Newton School, 
16411 Curtis, Detroit, Mich. 

Knooihuizen, Marguerite, Coit School, 
Grand Rapids, Mich. 

Krug. Marguerite C., 2202 Grand Ave., W., 
Detroit, Mich. 

Kyte, George C., School of Education, Uni- 
versity Michigan, Ann Arbor. Mich. 

Laing, Earl R., Burt School, 20710 Pil- 
grim Ave., Detroit, Mich. 

Lake, James G., Cooper School, 6836 
Georgia, Detroit, Mich. 
Lamport, Harold B., 140 Highland 
Highland Park, Mich. 
Lamson, Mrs. Gertrude I... 
Ave., Battle Creek, Mich. 

Lanfear, Leona, 208 Indiana Ave., 
Dowagiac, Mich. 

Lang, Marion M., 533 E. Mt. 
Lansing, Mich. 

Lannin, Jean. 15721 Ashton Road, 
dale Park, Detroit, Mich. 

Lash, Lewis 5857 Steadman Ave., 
Dearborn, Mic 

tiller School, 


Leahey, Ellen, 
Mich. 

Williams School, 3693 

E. Canfield, Detroit, Mich. 


Royal 
. Seventh 
822 Adams St., Sagi 
105 Franklin Blvd., 
2005 Francis Ave., 
School, 3811 


Iron 


Detroit, 
School, 6230 
School, Grand 


Jackson, 


Grand 
Turner, Detroit, 
Lan- 
Flint, 


Breitmeyer School, 8210 


Detroit, Mich. 
Jefferson School, 
7350 Southfield, De- 


Detroit, 


Fern- 


2489 Taylor, 


Terrace 


Ave., 


75 Woolnough 


Hope Ave., 


Rose- 


Fordson, 


Lennox. Abigail D.. 


Leonard School, 


River 


Livingston. Ruby, West 
Grand Rapids, Mich. 
Lockwood, G. O., Furgason School, 

Rouge, ‘Mich. 
Loeffler, John, 6501 


Mich. 
McAdam, Alice H., 
Lenora M., 310 W. Van 


troit, Mic 
McBain, Mrs. 
Battle Creek, Mich. 
2694 Philadelphi:., W., 


South St., Detroit, 


Dwyer School, De 


Buren St.. 
McCallum, Jessie, 
Detroit, Mich. 
McCarthy, Julia M., 
Detroit, Mich. 
McConnell, Clara E., 670 

Detroit, Mich. 
McCuen, B. F., Ann Visger 
Rouge, Mich. 

McGinnis, Mary PD., 226 N 
Pontiac, Mich. 
McGoldrick, Mary, 1237 

Detroit, Mich. 
McGowan, Margaret ¢., 
Ave., Detroit, Mich. 
McGreevy, Genevieve, Morley School, 1120 

S. Beaumont, Detroit, Mich. 
MeGregory, Lotta V., 605 Hazelwood Ave 
Detroit, Mich. 
McGuinness, Mae E., Smith School, 2727 
Ellery, Detroit, Mich. 
McHenry, M. Hanna, 300 W. 
Lansing, Mich. 
McKinney, Rachel, 
5130 McKinley, Detroit, 
McLeod, Tena EF., Cook 
Mich. 
McMahon, 14444 
Mich. 
McMahon, 
Mich. 
MacDonald, Mary, 
Mackay, Mary B., 
troit, Mich. 
Maher, Anna J., 
Mandeville, James M., 5437 
Ave., Detroit, Mich. 
Mann, M. Blanche, 
Grand Rapids, Mic 
Marschke, Emily R., 
Ann Arbor, Mich. 
Marsh, Mrs. Lettie, Harrison Park Schoo! 
Grand Rapids, Mich. 
Marshall, Irene, Macomb 
Evanston, Detroit, Mich 
Martin, Mrs. Frances K., 
Battle Creek, Mich. 
Mason, Mrs. Bertha, Franklin 
School, Grand Rapids, Mich. 
Matthews, Mrs. Nora, Sheldon 
Grand Rapids, Mich. 
Mead, Mrs. Ina J., Dasher School, 
dale, Mich. 
Meredith, Mrs. Mary, 
Hudson, Mich. 
Minahan, Lucy C., 
troit, ch. 
Minore, Hazel B., 
Flint, Mich. 
Misner, Paul J., Campus 
School, State Normal School, 


6914 St. Paul Ave., 
Pingree Av 
School, River 
Perry St., 
Trumbull Ave., 
Atkinson 


2AR5 


Willow, 


Columbian School, 


Mich. 


School, Flint, 


Mary, Pilgrim, Detroit 


Rachel, 6420 MeGraw, Detroit, 


Wakefield, Mich. 
2531 Calvert Ave., le 


1056 Lenox, Detroit, Mich 
Vinewood 


Union High School 
Philip Bach Schoo! 
School, 12021 
202 Upton Ave., 
Street 
School, 
Melvin 
Washington School, 
2670 Gladstone, De 
2109 Francis Ave. 


Elementary 
Ypsilanti, 


Louise K., Turner School. 


Mich. 
Mitchell, Mrs. 
Grand Rapids, Mich. 


Morlev. Lillian C., 42 Willis Ave., F.. 
Detroit, Mich. 

Morse, J. .. Lillibridge School, 11151 
Kercheval Ave., Detroit, Mich. 

Moss, Helen A., 919 Lapeer St., Flint 


Mich. 

Moynahan, Kitty, 2170 E. 
troit, Mich. 

Mulholland, Mary, 848 Reed St., 
zoo, Mich. 

Mumford, E. H. E.. George W. 
School, Highland Park, Mich. 

Munn, Mae T., School 3, Ecorse, Mich. 


Jefferson, Dr 
Kalama 


Ferris 





bool, 
fiver 


roit, 


nsoen 


1120 


low, 
nool, 
lint, 
roit, 


roit, 


[he 


lich 
yood 


reet 
100), 
vin 


pool, 


Tue Nintu YEARBOOK 693 





Munroe, Jessie, School 1, Ecorse, Mich. 

Murphy, Anna E., 2233 Clements Ave., 
Detroit, Mich. 

Mygatt, Cynthia J., 
School, Detroit, Mich. 

Nagle, Florence M., 187 Hubbard St., 
Battle Creek, Mich. 

Neal, Elisa, County Normal Critic, North- 
port, Mich. 

Nelson, Mary, Lincoln School, Hudson, 
Mich. 

Netzorg, Sadie, Holeomb School, 18100 
Bentler Ave., Detroit, Mich. 

Nyman, Alfreda, 129 S. Mansfield St., 
Ironwood, Mich. 

Oldaker, John H. A., Shingleton, Mich. 

Olson, Amy, 527 Lake St., Ironwood, 


Greenfield Union 


"Florence, 11870 Ohio, Detroit, 
h 


Parker, Howard 1... Oxford School, Dear 
born, Mich. 

Payette, Pearl, Bedford, Mich. 

Pearson, Mrs. Carolyn A., 321 E. Newail 
St., Flint, Mich. 

Peatling, Ella M., 1524 Clairmount, De- 
troit, Mich. 

» Viola Hl., 127 Hastings St., Alma, 

Mich. 

Perrot, Elizabeth, 417 W. Michigan, Jack 
son, Mich. 

Petersen, Reeta A., 602 Woodworth Ave., 
Alma, Mich. 

Pickett, Mrs. Lillian H., 111 W. Baker St., 
Flint, Mich. 

ierce, Vernon, Marion Law School, 7120 
Lantz, Detroit, Mich. 

Plumb, Alberta F., 3224 EF. Genesee Ave., 
Saginaw, E. S., Mich. 

Potter, Mrs. Edna H., 301 Dale St., N. F., 
Grand Rapids, Mich. 

Quine, Mrs. E. A., Wisner School, Pontiac, 
Mich. 

Raine, 3 55 W. Gognor St.. Battle 
Creek, Mich. 

Raiss, Mrs. Edna K., 1415 Parker, Detroit, 
Mich. 
Read, Mrs. Mabel, 314 Monroe St., Kala- 
mazoo, Mich. 
Reardon, Anna T., 
Mich. 

Reaume, Rhoda, 6141 Stanton Ave., De- 
troit, Mich. 

Redman, Mabel M., 75 Avalon Ave., De- 
troit, Mich. 

teekie, Clara B., Craft School, 3310 Vine- 
wood, Detroit, Mich. 

Revnolds, O. D., 6311 W. Chicago Blvd., 
Detroit, Mich. 

Rietzkat, Marie B.. 2585 Grove, Detroit, 
Mich. 

Riggs, Cora M., Jefferson School, Grand 
Rapids, Mich. 

Riley, Mrs. Etta, 3453 Montclair, Detroit, 


306 N. Linn, Bay City, 


cn. 
Robinson, Berton W., Dist. Supt. of 
Schools, Route 6, Battle Creek, Mich. 
tobinson, Henrietta A., 1660 Calvert Ave., 
Detroit, Mich. 
Robinson, Roy E., 10 W. Arizona, De- 
troit, Mich. 
Robison, Alice E., 103 Hazelwood Ave.. 
Detroit, Mich. 
togers, Alex R., 14317 Hubbell Ave., De- 
troit, Mich. 
togers, Barton J., 408 Michigan Ave., 
Crystal Falls, Mich. 
Rohrer, Pauline, 2263 Montclair Ave., De- 
troit, Mich. 
~— Agnes, 73 Chestnut St., Battle Creek, 
cn. 


§ Margaret, 73 Chestnut St., Battle 
Creek, Mich. 
toss, Meta, 5440 Cass Ave., Detroit, Mich. 
Rouse, Jessie H.. 2503 S. Washington 
Ave., Saginaw, E. S., Mich. 


Rudduck, Lillian W., 5670 Missouri Ave., 
Detroit, Mich. 

Ryan, Lenora M., 429 Eighth St., Esca- 
naba, Mich. 

Sandberg, Judith, 57 S. Paddock, Pontiac, 
Mich. 

Schoolcraft, Pearl, 2252 Oakland Drive, 
Kalamazoo, Mich. 

Schrier, Mrs. Kate B., Hillerest School, 
Kalamazoo, Mich. 

Schultz, A. F., Harding School, 14450 
Burt Road, Detroit, Mich. 

Seavitt, Roy W., Beard School, 840 Water 
man, Detroit, Mich. 

Semer, Mrs. Barbara, 305 8S. Fifth St., 
Escanaba, Mich. 

Shattuck, Alice B., 198 E. Iroquois Road, 
Pontiae, Mich. 

Shaw. Edith E., 6533 16th St., Detroit, 
Mich. 

Shenstone, Anna H., 325 Burr Oak St., 
Kalamazoo, Mich. 

Sheridan, Margaret F., 1729 Glynn Court, 
Detroit, Mich. 

Short, Mrs. Mabelle_ I., 
School, Flint, Mich. 

Sigler, Mrs. Lou I., 1413 Bates St., S. E., 
Grand Rapids, Mich. 

Smith, Bertha, Juvenile Home _ School, 
Grand Rapids, Mich. 

Smith, Mrs. Edith M., Henry School, 
Grand rapids, Mich. 

Smith, Hattie, Longfellow School, Royal 
Oak, Mich. 

Spinks, Grace, 629 Webb Ave., Detroit, 
Mich, 

Spooner, Mrs. Janet Gourlay, Carleton 
School, 2831 E. Davison, Detroit, Mich. 

Stannard, Margaret K., 125 E. Michigan 
Ave., Battle Creek, Mich. 

Stapleton, Mrs. Louise _ V., 
School, Grand Rapids, Mich. 

Starling, Mabel C., 8811 Quincy Ave., 
Detroit, Mich. 

Steeds, Ivah, 3334 Lothrop, Detroit, Mich. 

Stevenson, Jessie, Sibley School, Grand 
Rapids, Mich. 

Stout, Grover C., 7601 Palmetto Drive, 
Detroit, Mich. 

Strahan, Margaret, 514 Ethel Ave., S. E., 
Grand Rapids, Mich. 

Strickland, Rena M., 616 W. Fourth Ave., 
Flint, Mich. 

Thomas, John S., 4375 Buena Vista, W., 
Detroit, Mich. 

Thompson, Florence, 6501 South St., De- 
troit, Mich. 

Torma, Matthew, 134 W. Aurora S&t., 
Ironwood, Mich. 

Unruh, Leah B., Parkland School, North 
St., Flint, Mich. 

Van Buren, Frances C., Lafayette School, 
Grand Rapids, Mich. 

Vandenbergh, Ora H., 234 FE. Palmer Ave., 
Detroit, Mich. 

Van Dyk, Henrietta, 14166 Cedar Grove, 
Detroit, Mich. 

Voorhees, James H., 3801 Pasadena Ave., 
Detroit, Mich. 

Wagester, Luella R., Northwood School, 
12 Mile Road, Royal Oak. Mich. 

Ward, Evelyn, Fountain School, Grand 
Rapids, Mich. 

Warner, Frances L., 881 Collingwood Ave., 
Detroit, Mich. 

Waterman, Wyla, Oak Grove Club, Flint, 


Washington 


Dickinson 


Mich. 

Weatherby, M. Emmett, 750 Burlingame 
Ave., Detroit, Mich. 

Weatherly, Mrs. Louise, East Leonard 
School, Grand Rapids, Mich. 

Weatherwax, Mrs. Anna P., Straight 
School, Grand Rapids. Mich. 

Webb, Lydia, 221 N. Washington Ave., 
Battle Creek, Mich. 





694 


ELEMENTARY Scuoot PRINCIPALS 





Weber. Ernest, Training School, Richland, 


Weidman, Agnes A., Von Steuben School, 
12333 Linnhurst, Detroit, Mich. 

Welch, Edith, 3209 Tuxedo, Detroit, Mich. 

Welch, Elizabeth, 919 Beard St., Flint, 


Welch, ‘Ine M., Poe School, 4424 Brooklyn, 
Detroit, Mich. 
Welte, Adeline K., 

sing, Mich. 
Weter, eng E., 513 S. 
Oak, 
W Utanen, yo Taft School, 


Charlotte <A., 4133 
wealth, Detroit, Mich. 
Wilson, Adelaide M., 524 Greendale Ave., 
Detroit, Mich. 
Wilson, Grace, Oak Street School, Flint, 


1203 Bement St., Lan- 


Troy St., Royal 


Ferndale, 


Common- 


Mich. 

Wilson, Margaret L., 2731 Lawrence Ave., 
Detroit, Mic 

Wineman, Mrs. Catherine, 1099 Van Dyke 
Ave., Detroit, Mich. 

Woody, Clifford, School of Education, Uni- 
versity of Michigan, Ann Arbor, Mich. 
Woolfenden, Grace F., Oakman School, 

12920 Wadsworth, Detroit, Mich. 
Worfel, Georgia, Aberdeen School, Grand 
Rapids, Mich. 
School, 


Wuennecke, Laura, 
Haven, Mich. 

Yokom, Merle C., 61 Clairmont, 
Mich. 

York, one M., Widdicomb School, 
Rapids, Mich. 


Young, Mrs. Amelia D.. Keating School, 
401 Dickerson St., Detroit, Mich. 


Ferry Grand 


Detroit, 


Grand 


MINNESOTA 


a R. J., Supt. of Schools, 
Minn 


Bank, A. M., 
Min 


Ceylon, 


Summer School, Minneapolis, 


Barse, Pies Amy C., Jenny Lind School, 
Minneapolis, Minn. 
Rartholf, Mrs. meee Bai 

Minneapolis, Min 
Secker, Elsie, 1932. E. Fourth St., 
Minn. 
Relting. Lucretia, Park 
Deleth, Minn, 
Benson, Gudrun, Trudeau School, Minne- 


apolis, Minn. 
Franklin School, 


Berggren, Elizabeth, 
Crosby, Minn. 

Blood, Benita R., Margaret Fuller School, 
Minneapolis, Minn. 

Boysen, Mrs. Agness, Lyndale School, 34th 
and Lyndale Ave., Minneapolis, Minn. 
Bradseth, Alice M., 1127 FE. Sixth St.. 

Duluth, Minn. 
Brezler, Anne, Garfield 
apolis, Minn. 
Briggs, Harriet F., 
Minneapolis, Minn. 
Butler, Margaret F., 
Albans and Holly Ave., St. Paul, Minn. 
= Flora A., Box 767, Virginia, 
Clark, Mary R., School Department. Gil- 
lette State Hospital, St. Paul, Minn. 
Coleman, Gertrude, William Penn School, 
86th and Penn, N., Minneapolis, Minn. 
Collins, Margaret E., Madison School, 15th 
St. and Fifth Ave., S., Minneapolis, 


Lula R., Gorman School, St. 
Minn. 
pernull. Mrs. aay W., 408 First St., 


. Virginia, Minn 
Bertha A., Smith School, St. 


ul, Minn. 


Emerson School, 
Duluth, 


Point School, 


Minne- 


School, 


School, 
Keewaydin 


Webster School, St. 


Dougherty, Sada, 3200 
Minneapolis, Minn. 
Dutton, Mrs. Jean U., 
Minneapolis, Minn. 
Elgar, Frances C., 
Duluth, Minn. 
Farmer, Mrs. Lillis E., 

Minn. 

Faweett, Jessie E., 600 W. 
Minneapolis, Minn. 

Fields, Nellie M., Clinton School, Fourth 
Ave., S. and 28th St., Minneapolis, 
Minn. 

Frederickson, Mrs. Claire, Howe 
48rd Ave., S. and E. 38th St., 
apolis, Minn. 

Gannon, Lue E.,Nashwauk Grade School, 
Nashwauk, Minn. 

Gaus, Ottelie J., Pierce School, 
and Filmore, N. E., Minneapolis, 

Gee, Florence L., Audubon School, 


apolis, Minn. 
Gorman, Mary, 727 FE. Third St., St. 


Minn. 

Grobel, Olive <A., 1900 
Minneapolis, Minn. 
Gundlach, Lucy, 1726 

Paul, Minn. 
Hamilton, Katharine, Department of Edu 
cation, Endicott Bldg., St. Paul, Minn 
Hansen, "Meta, McKinley School, 37th and 
Colfax Ave., N., Minneapolis, Minn. 
Hanson, Amy D., Longfellow School, Min 
neapolis, Minn. 
Harger, Lena L., 2315 Irving 
Minneapolis, Minn. 
Box 674, 


Hawkinson, Mabel, 
Minn. 

Hellberg. Charles F., Seward School, Min- 
neapolis, Minn. 

Hendy, Bertha, Box 907, 

Hoag, Anna A., Birchwood Apt., 
dria, Minn. 

Holcombe, Selma V., 822 S§S. 
Stillwater, Minn. 

Iloltz, Jennie F., Irving School, 17th Ave 
S. and 28th, Minneapolis. Minn. 
Jameson, F. May, Lymanhurst School. 
Minneapolis, Minn. 
Jasperson, Lillian M., 
neapolis, Minn. 
Johnson, Jennie U., 
School, Prospect and 
Paul, Minn. 
Jones, Ruth J., 624 Fourth St., S. EF.. 

Minneapolis, Minn. 
Kaasa, Elizabeth J., Northrop School, 16th 
Ave. and 46th St., S., Minneapolis. 


Minn 

Keckefoth, Ethel H., Washington School, 
Fighth Ave. and Sixth St., S., Min 
neapolis, Minn. 

Kensinger, Floy, 1232 FE. First St.., 
Minn. 

King, Margaret M., 
Paul, Minn. 

Kirk, A. W.. Jackson School. 
Arundel] Sts., St. Paul, 

Kottke, George G., Supt. 
dom, Minn. 

Krogstadt, Marie (., 43 
Minneapolis, Minn. 

Larkin, Jane V., 46 N. 
St. Paul, Minn. 

Lichtenberger, James Morris 
School, Minneapolis, Minn. 

Lynch, Maria A., Willard School, 
apolis, Minn. 

McAlister, Gladys M., 905 W. 44th St. 

F., J. J. Will School, 


Minneapolis, Minn. 
McClellan, Mary 
Oxford and Selby, St. Paul, Minn. 
McGregor, Lulie, Harrison School, Minne- 
apolis, Minn. 


Columbus Ave., 
Standish School, 
Lester Park School, 
Box 876, Gilbert, 


Franklin Ave.. 


School, 
Minne 


Broadway 
Minn. 
Minne- 
Paul, 
14th Ave., S., 


Lincoln Ave., St 


Ave., 8., 


Virginia, 


Virginia, Minn 
Alexan 


Second St., 


Bremer School, Min 


Hayden 
Ilazel 


Heights 
Aves., St 


Duluth 
842 Laurel Ave., St 
Fdmund and 
Minn. 

of Schools, Win 
36 Aldrich Ave., S.. 
Hamline Ave., 
Park 


Minne- 





00l, 
ool, 
ert, 


ve., 


Tue Nintu 


Y EFARBOOK 695 





Mallory, Blanche, 715 E. First St., Duluth, 
Minn. 

Martin, Mary I., Schiller School, Minne- 
apolis, Minn. 

Mather, Helen, 2011 Third Ave., 8., Min- 
neapolis, Minn. 

Maxson, F. E., Richfield-Roosevelt School, 
Minneapolis, Minn. 

Nelson, Anna B., Cobb School, Duluth, 
Minn. 

Neville, Mrs. Blanche €., Robert Fulton 
School, 49th and Vincent, S., Minne- 
apolis, Minn. 

Newell, Bernice, Logan School, Minne- 
apolis, Minn. 

Nortrup, Anna Marie, 318 Seventh St., S., 
Virginia, Minn. 

Nye, Ellen S., Van Cleve School, Minne- 
apolis, Minn. 

Nyhus, Ellen, Clara Barton School, Min- 
neapolis, Minn. 

Nystrom, Harry W., Ewington Consoli- 
dated Schools, Worthington, Minn. 

O'Keefe, Nellie M., 1021 Portland Ave., 
St. Paul, Minn. 

ahr, Mrs. Ida C., 2220 Seabury Ave., 
Minneapolis, Minn. 

Peters, Leone E., 2508 First Ave., S., 
Minneapolis, Minn. 

Petersen, Edith -Barney, Motley School, 
Dartmouth Ave. and Erie St., S. E., 
Minneapolis, Minn. 

l‘orcher, Maria R., 3549 Dupont Ave., S., 
Minneapolis, Minn. 

rendergast, Katharine, Adams School, 
Chatsworth and Watson, St. Paul, Minn. 

Probst, Ella, Hampshire Arms, Minne- 
apolis, Minn. 
taddatz, Agnes, Dowling School, Minne- 
apolis, Minn. 

toot Myrtle, Monroe School, Minneapolis, 

inn. 

Riedell, Adaline M., John Ericson School, 
Minneapolis, Minn. 

Ringdahl, N. Robert, 3220 Tenth Ave., S.. 
Minneapolis, Minn. 

Rinkel, Caroline, 301 Avenue E., Cloquet, 
Minn. 

Rosel, W. G., Supt. of Schools, Hendrum, 
Minn. 

Rossman, Mabel A., 
Duluth, Minn. 

Ruddy, Harriet E., Phalen Park School, 
Payne Ave. and FE. Rose St., St. Paul, 
Minn. 

Saam, Selma Louise, Hawthorne School, 
24th Ave., N., and Sixth, Minneapolis, 
Minn. 

Salsbery, Harry C., Kiester, Minn. 

Sand, Anna, 27 W. 36th St., Minneapolis, 
Minn, 

Schoonmaker, N. B., Pillsbury School, 23rd 
and Hays, N. E., Minneapolis, Minn. 
Shaughnessy, Gertrude, Grant School, Min- 

neapolis, Minn. 

Sherwood, Esther, 3514 Irving Ave., N., 
Minneapolis, Minn. 

Sherwood, Grace B., 3532 Second Ave., S., 
Minneapolis, Minn. 

Shove, Helen B., Longfellow School, Min- 
neapolis, Minn. 

Siehl, C. D., Jackson School, Minneapolis, 
Minn. 

Smith, Dorothy D., 130 E. William St., 
Albert Lea, Minn. 
Stanley, Elizabeth A., 

Minneapolis, Minn. 

Staudenmaier, W. W., Trescott School, 
Minneapolis, Minn. 

Steffen, Leone M., Elba School, Gilbert, 
Minn. 

Steffensrud, E. R., Washington School, 
Chisholm, Minn. 


Washburn School, 


Ilolland School, 


Stone, Mrs. Genevieve L., 1450 W. Minne- 
haha Ave., Minneapolis, Minn. 

Strate, Nettie M., 3032 Colfax, S., Minne- 
apolis, Minn. 

Sutton, Gertrude K., Hamilton School, 
Minneapolis, Minn. 

Swanson, Anna E., 325 Second St., S., Vir- 
ginia, Minn. 

Taylor, Edith B., 1430 W. Minnehaha 
St., St. Paul, Minn. 

Taylor, Jessie Ella, 3832 23rd Ave., S., 
Minneapolis, Minn. 

Towne, R. H., Supt. of Schools, Fairmont, 
Minn. 

Von Borgersrode, Mrs. Gladys, 3310 Fre- 
mont Ave., S., Minneapolis, Minn. 

Wallar, Beulah H., 1596 Summit Ave., 
St. Paul, Minn. 

Watson, Mrs. Louise H., Warrington 
School, Clinton and E. 37th St., S., 
Minneapolis, Minn. 

wer Paul A., Cobb Cook School, Hibbing, 
Minn. 

White, Zada A., 107 W. 52nd St., Minne- 
apolis, Minn. 

Whitman, Jessie L., 115 S. Victoria St., 
St. Paul, Minn, 

Wiersch, Mrs. Marion, Salter School, 16th 
Ave. and E. London Road, Duluth, Minn. 

Wilder, Leone, Cooper School, 44th Ave., 
S. and 33rd St., Minneapolis, Minn. 

Wilkinson, Sarah H., Whitney School, 
Minneapolis, Minn. 

Wolfe, it Alena, 517 16th Ave. E., 
Duluth, Minn. 

Wood, Harriet J., Edith Cavell School, 
— N. E. and Fillmore, Minneapolis, 
Minn, 

Yeaton, Clyde E., 3825 Bryant Ave., S., 
Minneapolis, Minn. 


MISSISSIPPI 


Arguelles, Ethel, Box 400, 413 E. Howard 
Ave., Biloxi, Miss. 

Blackwelder, D. L., Elementary and Jun- 
ior High School, McComb, Miss. 

Calhoun, Jj. T., State Elementary School 
Supervisor, Jackson, Miss. 

Clement, Bess. 409 Mississippi Ave., 
Clarksdale, Miss. 

Dempster, Alice, Stevenson School, Merid- 
ian, Miss. 

Dickins, Hattie, Leland High School, Le- 
land, Miss. 

Horn, Lizzie, Elementary School, Grenada, 
Miss. 

Houston, Gabriel, 325 W. Second St., 
Clarksdale, Miss. 

Lester, Laura R., Woodlawn, R. F. D. 5, 
Jackson, Miss. 

MeMillan, Nannie, 1215 Magnolia St., 
Vicksburg, Miss. 

Mioce, Bessie, 720 E. Beach, Gulfport, 
Miss. 

Sale, Mrs. Annie T., Franklin Academy, 
Columbus, Miss. 

Stewart, E. B., The Consolidated School, 
State Line, Miss. 

Thompson, Marie, 1134 N. West St., Jack- 
son, Miss. 

Turner, Mrs. T. S., Grammar School, Can- 
ton, Miss. 


MISSOURI 


Annin, Mrs. Anna W., 4925 Parkview PI1., 
St. Louis, Mo. 

Barbee, F. H., Supt. gf Schools, St. 
Joseph, Mo. 

Barley, Ida L., 3638 Summit, Kansas City, 


Mo. 

Barnes. Mrs. Abbie C., Ernst School, St. 
Joseph, Mo. 

Barton, Ruby, 1424 Washington Ave., 
Springfield, Mo. 





696 


ELEMENTARY Scuoot PRINCIPALS 





Benson, J. R., 6131 Magnolia Ave., St. 
Louis, Mo. 

Betton, Florence, Askew School, 27th and 
To pping, Kansas (¢ ‘ity, Mo 

Bick. Anna, 2842-A Victor St. ™ 3 


3304 Wabash Ave., 


Louis, 


Birkenhauer, Louise 
Kansas City, Mo. 

Blackburn, Lulu, Benjamin, Harrison 
School, Wallace and Independence Road, 
Kansas City. Mo. 

Bolen, Bettie, 312 N. 20th, St. Joseph, Mo. 

Bovd, Anna B., 5330 Pershing Ave., St. 
Louis, Mo. 

Bracken, J. L., Supt. of Schools, Clayton, 


Bradley, Mrs. Maude, 764 Cherry, Spring- 


field, Mo. 
Brockman, Mrs. Ella MeD., Howard 
School, 2333 Benton St., St. Louis, Mo. 
Brossard, Julia E., 240 W. Argonne Drive., 
Kirkwood, Mo. 
Brown, Charles H., 2612 Papin St., St. 
Louis, Mo. 
Brown, Lou, Kansas City Boys Orphan 
Home, 924 Westport Ave., Kansas City, 


704 +E. Grand St., 
Springfield, Mo. 
Brown, Reuben H., Bruce School, 1329 
Jackson, Kansas City, Mo. 
Bruce, Cecil, 307 W. Sunshine Drive, 
Springfield, Mo. 
Bruce, Wilma, 307 W. 
oe pe Mo. 
Buchanan, William D., 


St. Louis, Mo. 
Buckles, P. G., Woodland School, 
E. Eighth St., Kansas City, Mo. 
Vermont, 


Burress, Lida M., 1420 S8. 
Sedalia, Mo. 
23rd St., St. 


Burris, Frances A., 630 N. 
Joseph, Mo. 

Campbell, Cora, Bancroft School, 4300 
Tracy Ave., Kansas City, Mo. 

Capp, Theresa I., 2531 Faraon St., St. 
Joseph, Mo. 

Chgdeater. J. Victor, Hamilton School, 
1514 Campbell, Kansas City, Mo. 

Cheney, Miriam, Schuyler Hotel, 
City, Mo. 

Coleman, J. H., Charles Sumner School, 
2121 Charlotte. paoene City, Mo. 

Coles, R. T., Lydia, Kansas City, Mo. 

Collier, Anne I.., Wheatley School, 2800 
E. 54th St., Kansas City, Mo. 

Conlon, Mrs. nee. 618 8S. Grant, 


Springfield, 
Cottingham, ee M., 3005 Benton Bilvd., 
1032 


Kansas City, Mo. 
” Switzer School, 


Brown, Margaret, 


Sunshine Drive, 
5511 Vernon Ave., 
1820 


Kansas 


Craig, Santa. Marie, Pennsylvania, 
Kansas City, Mo 

Cramer, a Va 
sas City, 

Crosby, Clitrord, 31 Oak Terrace, Webster 


Groves, Mo. 
Cullen, Blanche P., 5200-A Waterman 
2404 Pros- 


Blvd., St. Louis, Mo. 

Curry, A. R., ne School, 

pect, Kansas City, Mo. 

Devereux, May L., 225 W. Lynn St., 
Springfield, Mo. 

Dolan, Elizabeth, Mark Twain School, 
3850 E. 60th St., Kansas City, Mo 

Downs, Harold T., Lockwood ‘School, 
Webster Groves. Mo. 

Dresser, Minnie, Seven Oaks School, 3711 
Jackson, caaane City, Mo. 

Kgan, Mrs. Anna H., 4111 Warwick Blvd., 


Kansas City,” M 
Elliott, Mrs. Kiste °M., 970 Prospect Ave., 


Springfield, Mo. 
Whittier a 11th 
(7) 


Engleman, F. E.. 
and Indiana, Kansas City, 

a oT Rose L., 3741 Agnes, Kansas 

y, 


Kan- 


Evans, Fannie M., 2102 N. Rogers, Spring 


eld, Mo. 
Farthing, Dorothy, 304 S. 20th St., St. 
Joseph, Mo. 
Flaven, Mary E., 
City, Mo. 
I., 3655 


MO. 
. W., 2009 Mitchell Ave., St. 
Joseph, Mo. 
French, Louis G., Karnes 
School, Kansas City, Mo. 
Gaines, I. A., 604 Bonita Ave., 
Groves, Mo. 
Gartenbach, Margaret, Mason 
Southwest and Sulphur Ave., St. 


Walter, Humboldt School, 

h St., Kansas City, Mo. 

Godbey, Walter A, 3840-A Humphrey St., 
St. Louis, Mo. 

Good, Ida, potest School, 5915 
Kansas City, Mo. 

Goode, Lenna, Frances Willard 
5010 Garfield, Kansas City, Mo. 

Green, G. H., 6189 Kingsbury Blvd., St. 


Louis, Mo. 

Hamilton, Mrs. Alva R., Horace Mann 
School, 2008 E. 39th, Kansas City, Mo. 

Hamilton, Gertrude, Hale H. Cook School, 
7302 Penn, Kansas City, Mo. 

Harris, A. H., 1010 Virginia Ave., Kansas 
City, Mo. 

Harrison, W. H., Attucks School, 1818 
E. Ninth St., Kansas City, Mo. 

Harvey, Lida E., Van Horn School, 39th 
and Wyoming, Kansas C ity, Mo. 

Herriford, Joe E., 2406 The Paseo, Kan 
sas City, Mo. 

Hickey, P. J., Madison School, 1118 S&S. 
Seventh St., St. Louis, Mo. 

Hinckley, Mildred, 831 58S. 
Springfield, Mo. 

Hoffman, Dora FE., Lykins School, 4114 E. 
Seventh St., Kansas City, Mo. 

Holtzapple, Lily Jane, 1719 Bellevue Ave., 
Richmond Heights, St. Louis, Mo. 

Heed. E. A., 700 Limit Ave., St. 


0. 

Hooker, 2 ee L., Armour Plaza, Kansas 
City, Mo 

Hooss, Ida M., 5560 Waterman Ave., St. 
Louis, Mo. 

Howard, J. E., De Mun School, 
and Northwood, St. Louis, Mo. 

Ilowe, Jennie C., Blenheim School, 71st 
and Olive, Kansas City, Mo. 

Howell, Mrs. Nettie, 500 W. Kirkham 
Ave., Webster Groves, Mo. 

Jackson, Euris J., Cote Brilliante School, 
2616 Cora, St. Louis, Mo. 

Jaudon, Virgil H., Karnes School, 550 
Charlotte St., Kansas City, Mo. 

Johnson, W. H., Manchester School, 15th 
and Winchester St., Kansas City, Mo. 

Jones, Clara F., Samuel Cupples School, 
ag Cote Brilliante Ave., St. Louis, 
10, 

Jones, Lucille, 


1120 N. Summit S&t., 
Springfield, Mo. 
Knox, Eloise, 4600 Mill 
City, Mo. 

a Angela, ayo agg pahooh, 
9th St.. Kansas City, 
sionan B. P., Supt. of ‘Schools, Rolla, Mo. 
Lewis, Nellie K., 3863 Juniata, St. Louis, 


3638 Summit, Kansas 


Humphrey St., St. 


Opportunity 
Webster 


School, 
Louis, 


Mo. 
Gidinghagen. 
714 E. 11th 


Forest, 


School, 


Delaware, 
Louis, 


De Mun 


Creek, Kansas 
124 W. 


0. 
Lona. Ona, 2840 Forest Ave., Kansas City, 
O. 
Longshore, W. T., 520 W. 40th St., 
sas City, Mo 
Lyon, Percy ss 4965 McPherson Ave., St. 
Louis, Mo. 
McCafferty, “Estella H.. 
tunity School, 6803 E. 
sas City, Mo. 


Kan 


Jackson Oppor 
12th St., Kan 





Tue Nintn YEARBOOK 


697 





McCallister, Mabel, 3238 Marshall Ave., 
St. Louis, Mo. 

McCaslin, E. E., 5027 
St. Louis, Mo. 

McClure, Anna M., 123 W. 
Kirkwood, Mo. 

McMillan, Helen, 712 E. 
City, Mo. 

Mack, Inez L., 11 
sas City, Mo. 
MacKay, James L., 573 S&S. 

Kirkwood, Mo. 
Mann, Harriet, 3536 Baltimore, 


City, Mo. 

Markiey, J. H., Asst. Supt. of Schools, 
Library Bldg., Kansas City, Mo. 

Marston, C. E., 343 S. Lawn Ave., 
City, Mo. 

Martin, Arthur E., McCoy School, 
and White, Kansas City, Mo. 

Mecker, H. H., Blewett School, 4946 Devon- 
shire Ave., St. Louis, Mo. 

Melcher, George, Supt. of Schools, 201 
Library Bldg., Kansas City, Mo. 

Milam, Fred s.,. 6352 Washington St., St. 
Louis, Mo. 

Miles, Mamie E., 9 Summit PI., St. Joseph, 


Mo 

Miller, Elizabeth, 236 Brushcreek Blvd., 
Kansas City, Mo. 

Miller, Emma R. C., Swope School, 5445 
( ‘leveland, Kansas City, Mo. 

Milster, Ben C. ., 5428 Kansas St., St. Louis, 
Mo. 

Moore, Mary, 
Joseph, Mo. 

Moorman, Attie, 3315 
City, Mo. 

Mumm, Emma O., 1027-A Felix St., St. 
Joseph, \ 

Murray, Leona, Y. W. C. A. 
Springfield, Mo. 

Myers, Maude M., 
City, Mo. 

Neville, Lucy B., Girls 
Independence, Mo. 

Nicholson, Nell Grant, 
Ave., St. Louis, Mo. 

Nowlin, E. W., Bristol School, 
Ave., Webster Groves, Mo. 

O'Connell, May, William Rockhill Nelson 
School, 5228 Charlotte, Kansas City, 


Mo, 
John F., Thacher School, 5008 


Osborne, 
Independence Ave., Kansas City, Mo. 


Washington Blvd., 
Woodbine, 
33rd St., Kansas 
Brookside Blvd., Kan- 
Clay Ave., 


Kansas 


Kansas 


16th 


2809 Sacramento St., St. 


Campbell, Kansas 


Residence, 


Adams School, Kansas 


Parental Home, 


6410 San Bonita 


20 Gray 


Patterson, M. J., William Cullen Bryant 
School, 5228 Charlotte, Kansas City, 
Mo. 

eterman, May B., 1403 Edmond S&t., St. 
Joseph, Mo. 

rropst, Katharine, 621 E. Lombard S&t., 
Springfield, Mo. 

Purnell, John i., Turner School, 4235 W. 
Kennerly Ave., St. Louis, Mo. 

(jnirk, Margaret, Washington School, St. 
Joseph, Mo. 

Rayle, Clara Belle, R. R. 11, Springfield, 

0, 

Reynolds, Leolia, 1109 Fulton Ave., Han- 
nibal, Mo, 

Rhetta, H., 4541 Garfield, St. Louis, Mo. 

Ric hmond, H. C., Faxon School, Kansas 


Mount Washington School, 
Evanston Ave., Kansas City, Mo. 
Robeson, James A., Longfellow School, 
2830 Holmes, Kansas City, Mo. 
Schmalhorst, Christine, 868 Normal St., 
Springfield, Mo. 
School, St. 


Schmitz eivina, 
Se dell. H. fo. 836 Westwood PI., Kirk- 


Josep yh. 0 
wood, Mo. 
Sellman, W. N., 1547 S. Theresa Ave., 


St. Louis, Mo. 


Humboldt 


Shaffer, Minnie A., 225 S. Vermont St., 
Sedalia, Mo. 

Sheridan, Margaret L., Carr School, 1421 
Carr st., St. Louis, Mo. 

Shewman, W. D., 853 Atlanta Ave., Web- 
ster Groves, Mo. 

Shotwell, Elizabeth, 424 W. Main St., 
Richmond, Mo. 

Slater, Nina K., 907 W. Seventh St., 
Sedalia, Mo. 

Smith, Margaret J., 920 South St., Lex- 


ington, Mo. 
— Bertha, 448 FE. Elm, 


Springfield, 
Ave., St. Louis, 
Liberty St., 


Grant Ave., 


Steph na. C. 


Stoll, Caroline F., 416 W. 
Independence, Mo. 

Strode, Leona F., 2101 N. 
Springfield, Mo. 

Thomas, Miles C., 
Kansas City, Mo. 

Thompson, Mary A., 
Ave., St. Louis, Mo. 

Tracey, S. Nannie, 704 E. Grand, Spring- 
field, Mo. 

Trumbo, Mabel, 3222 
Kansas City, Mo. 
Tucker, Isabel, Shenandoah School, St. 

Louis, Mo. 
Turk, Genevieve, Scarritt School, Lexing- 
ton and Askew, Kansas City, Mo. 


E., 5550 Page 


Border Star School, 


1111 McCausland 


Lexington Ave., 


Allen School, Kansas 
5798 Pershing 
Highland, Kansas 


Mo. 
Wolfe, Inez M., 


350 Hovey St., 


Mo. 
Walters, William Wade, 
City, Mo 
Annie L., 1 Summit Pl, St. 
West, J. K., 4016 
Whitney, Lucy G., Gladstone School, 335 
Library Bldg., Kansas City, Mo. 
Williams, Edward S., Banneker School, 
S. Broadway, St. Louis, Mo. 
St. Louis, 
Weod, Edna, Springfield, 
Wood, Spring. 
Ave., . ringfield, Mo. 
Mo. 
2709 


Underwood, Franklin M., Dist. Supt. of 

Schools, 3942 Connecticut St., St. Louis, 
Vining, Frances L., 

City, Mo. 

Ave., St. Louis, Mo. 

Weber, Amanda, 5632 
Wells,’ Mrs. 

Joseph, Mo. 

E. 68th St., Kansas City, 

Mo. 

White, Mabel A., 504 N. 28th St., St. 

Joseph, Mo. 

N. Elmwood, Kansas City, Mo. 

Wickey, Rose, Director of Curriculum, 
Wilcox, Walter E., 5728 Julian Ave., St. 

Louis, Mo. 

2840 Lucas Ave., St. Louis, Mo. 
Wilson, Albert M., Monroe School, 3701 
Witter, C. E., 5182 Maple Ave., 

8415 Euclid Ave., Kansas 

City, Mo. 

Gertrude, 350 Hovey St., 

field, s 
Young, Mrs. Josephine O., 1011 Boonville 
Young, Myrtle M., William A. Knotts 

Se hool, $012 Bellefontaine, Kansas City, 
Zimmerschied, Ada, Lowell School, 

Madison, Kansas City, Mo. 

MONTANA 

Butte, Mont. 

507-A W. Mercury St., 

Crandall, 
High School, Lambert, Mont. 
Kalispell, 


Calhoun, Mary M., Box 723, Billings, Mont. 
Chamison, Goldie, 625 W. Granite St., 
Cody, Mary E., 

Butte, Mont. 

J. Myrtle, Box 897, Great Falls, 

Mont. 
Cummings, Rial W., Public Grade and 
English, Mrs. Lillian, Box 6038, 

Mont. 











698 ExLemMentTArRY Scuoot PrIncIPAts 





Flores, Mrs. Zella K., Sines and Gar- 
field School, Le wistown, Mon 
Kelley, Isabel, 14-B S. Crystal ‘st., Butte, 


Lausted, Alice, 205 N. 26th St., Billings, 
a. HH. P., Supt. of Schools, Conrad, 
wnt Ada F., 652 Phenix Bldg., Butte, 
New. Russell L., Randall Apt., Missoula, 


Mont. 

Nelson, A. O., Belfry Public Schools, Bel- 
fry, Mont. 

Schaefer, Louise, Lexington Apts., Great 
Falls, "Mont. 


NEBRASKA 


Alpott, Annette, Saratoga School, Lincoln, 

Ne 

Austin, Mary N., Miller Park School, 28th 
and Ellison, Omaha, Nebr. 

Batman, Anna C., 1223 H St., Lincoln, 
Nebr. 

Beal, Mamie G., 2514 B St., Omaha, Nebr. 

Beattie, Merle, 421 S. 15th St., Lincoln, 


Nebr. 

Bedell, Bess C., 115 Drake Court, Omaha, 
Nebr. 

Blackmore, Ida, Park School, 29th and 


Woolworth, Omaha, Nebr. 

Bracken, Angeline, Druid Hill School, 31st 
and Spaulding Sts., Omaha, Nebr. 

a Florence, Adams School, Omaha, 

ebr. 

Chapman, Johannah, 1141 S. 30th Ave., 
Omaha, Nebr. 

Clark, Mrs. Mae T., 703 W. 15th St., 
Grand Island, Nebr. 

Cogil, Annie M. T., 206 Lei Lau Farl, Lin- 
coln, Nebr. 

Ferguson, Grace L., 910 W. Second, Grand 
Island, Nebr. 

Follmer, Katherine, 1715 Pepper Ave., Lin- 
coln, Nebr. 

Forsyth, Fannie, Windsor School, 34th and 
Martha St., Omaha, Nebr. 
wiest, Mary Ruth, Train School, Sixth 
and Hickory St., Omaha, Nebr. 

Gross, Frances, Saratoga School, Omaha, 


Hamilton, Margaret, 519 N. 40th St., 
Omaha, Nebr. 

Hampton. Mrs. Helen R., Saunders School, 
4ist Ave. and Cass, Omaha, Nebr. 
Jackson, Alta M., 2839 N. 46th St., Lin- 

coln, ‘Nebr. 
2. Mabel, 3343 T St., Lincoln, Nebr. 
King, Eva A., Box 351, Norfolk, Nebr. 
Lynn, Ethel A., 3111 Davenport St., 


McCumber, Pearl, Clifton Hill School, 45th 
and Maple Sts., Omaha, Nebr. 


McNamara, Mary, Benson High School, 

Omaha, Nebr. 

Myers, Fannie, Logan Apt. Hotel, Omaha, 
Nebr. 

Newlean, Jeannette, 914 §. 36th St., 
Omaha, Nebr. 

O'Toole, Margaret K., Lothrop School, 
Omaha, Nebr. 

Partridge, Edith A., 301 S. 33rd St., 
Omaha, Nebr. 

Pearson, Emelia, Minne Lusa School, 28th 
Ave. and Ida St., Omaha, Nebr. 

Veterson, Alice C., 5110 Davenport St., 
Omaha, Nebr. 

Pye E. Ruth, Bancroft School, Lincoln, 
ebr. 

Resp, Edna M., 817 S. 33rd St., Omaha. 
Nepr. 

Reed, Mabel, 4229 Douglas St.. Omaha. 
Nebr. 

Rousseau, Maude, 1245 S. 26th, Lincoln, 
Nebr. 


Roys, Cassie F., 2609 Bristol St., Omaha, 
Nebr. 


Slocum, June M., 4512 S. 22nd St., Omaha, 


Smith, Mrs Elsie M., 5612 Florence Blvd., 
Omaha, Nebr. 

Smith, Maud M., 4904 Underwood Ave., 
Omaha, Nebr. 

Thoelecke, Bertha, 
School, Omaha, Nebr. 

Waterman, Mrs. Edna H., 1334 S. 28th 
St., Omaha, Nebr. 

Wetzel, Marie C., 192 Drake Court, 
Omaha, Nebr. 


Monmouth Park 


NEVADA 
Bachelor, A. H., Lake Elementary School, 
Lovelock, Nev. 
Black, Mary S., Principal, Elementary 
School, Battle Mountain, Nev. 
Knudson, K. O., 600 S. Third St., Las 
Vegas, Nev. 


NEW HAMPSHIRE 
Bullard, Helen M., 484 Concord St., Man 


chester, N. H. 
Cotton, Carl, Supt. of Schools, Derry, 
N. H 


Dunnington, Nellie F., 569 Hanover St., 

Manchester, N. H. 

Gordon, Hattie M., 7 

Hicken, Blenche E., 45 Sagamore, Man 
I 


chester, N. 
South Junior High 
I 


Hopkins St., Nashua, 


[. 
Janvrin, Charles F. 
School, Seabrook, N. H. 
Lewis, Della I., R. F. D. 2, Clinton St., 
Concord, N. H. 
— Mrs. Elsie Gates, Brown Schoo! 
Berlin, N. H. 
Vaneour. Ella G.. 248 Main St., Nashua, 
Woodbury. Marjorie S., 73 Pleasant St 
Manchester, N. II. 


NEW JERSEY 


Achenbach, Anne, 61 Hawthorne Ave., 
East Orange, N. J. 
Adams, A. Virginia, Kk. Landis Ave., Vine 
land, N. J. 
Allsop, Clara M., 
ton, N. J. 
Anderson, Alfreda D., Stewartsville, N. J 
Angland, Helen, School No. 7, Ramses 
St., Paterson, N. J. 

Arnot, Lida A., School No. 19, James St... 
Paterson, N.. 

Atkinson, Bertha I., 102% Linden Ave., Pit 
man, N. 

Ayres, Malcolm B., 758 Jersey Ave., 
Elizabeth, N. J. 

— Karl W., School No. 10, Paterson, 


5 Carteret Ave., Tren 


Barnes, Thomas IL., 39 New St., Fast 
Orange, N. J. 

Baur, pe ag ies 441 S. Maple Ave., 
Glen Rock, 

Bickers, yo ky J. Lincoln School, Harri 
son St., Nutley, N. J. 

Booz, Mary Convery, Columbus School, 
Brunswick Ave., Trenton, N. . 

Bowne, Mrs. Norma Sharp, Oak Leaf 
School, Cedarville, N. J. 

Boyle, Minnie E., 268 Park Ave., Pater 
son, N. 

Brady, William, Washington School, 175 
Sanford St., Fast Orange, N. J. 

Braun, Martin, 31 Mary Ave., Fords, N. J. 

Bray, Mary, King’s Highway, E., Mt. 
Ephraim, N. J. 

Brearley, Mrs. Helen C., 57 Princeton 
Ave., Princeton, N. J. 








Brin 
Se 
Bris 
T! 
Broa 
O1 
Broce 
wi 
LBrovy 
R: 
sro) 
Sc 
Bud 
N 
Bun 
N. 
sun 
S« 
Bur 
N 
Bus! 
fie 
Bust 
Se 


Cad 


Cad 


a 
m 








ol, 


as 











Tue Nintu YEARBOOK 699 








Brinkerhoff, George I., Webster Street 
School, Newark, N. 

Briscoe, Clara M., $51 Schiller Ave., 
Trenton, a. a. 

Broadbent, Wallace M., Central School, 
Orange, N. J. 

Brooks, Robert P., School No. 8, Chad- 
wick St., Paterson, N. J. 

Brown, Paul R., 40 New Brunswick Ave., 
Rahway, N. J. 

sroyles, Vance Leslie, Harrison Avenue 
School, Roselle, N. J. 

Budd, Francis H., Warren Street School, 
Newark, N. J 

ON d. Chester zm 364 White St., Orange, 


sunce, Edgar F., Supervising Principal of 
Se hools, Metuchen, N. | 
> Clara L., 825 Peach St., Vineland, 


Bush, Fred §., Fairview School, Bloom- 
field, N. J. 

Bustard, Joseph L., Chestnut Street 
School, Roselle, N. 

Cadoo, Sarah Elizabeth, 5 Parmley PL, 
Summit, N. J. 

Cadwallader, Dorothy Kay, Washington 
School, _ and Emory Ave., Tren- 
ton, N. 

‘armitchel, "Mabel V., 169 Somerset St., 
North Plaintield, N. J. 

‘arter, Lucina G., Montrose School, South 
Orange, N. J. 
askey, Margaret A., Washington School, 
Plainfie ld, N. 
aussel, Lloyd s., Supt. of Schools, Free- 
hold, N. J. 

‘assidy, Francis C., School No. 5, Pater- 
son, N, J 

—: Mabel M., 341 Union St., Jersey 
City, N. J. 

‘hamberlain, W alter B., Jefferson School, 
Union City, N. 

‘hambre, Marguerite, 
School, Dover, N. . 
hase, Lawrence a. Spaulding School, 
Montclair, N. J. 

‘hew, Hannah H., Supervising Principal 
of Schools, Riverton, N. J. 

‘larke, Mrs. Ella G., 37 Congress St., 
Lakewood, N. J. 

‘layton, Kate A., 321 Stockton St., 
Hightstown, N. J. 
line, Anne V. A., 115 Francisco Ave., 
Rutherford, N. J. 

‘oe, Frank S., Columbian School, East 
Orange, N. 7. 

‘oleman, ‘Jobn Garth, J. F. Brandt School, 
Ninth and Garden Sts., Hoboken, N. J. 

‘onners, Mary F., Mott School, Centre St., 
Trenton, i; gee 

‘ornish, Hubert R., School No. 4, Clinton 
St., Paterson, N. J. 

‘owie, George H., Jr., Hurden 

. School, Hillside, N. J 

‘oyte, Florence E., Linden Avenue School, 
Glen Ridge, N. J. 
rane, J. Ernest, Summer Avenue School, 
Newark, N, d 
‘ressman, Alice, Franklin School, Lynd- 
hurst, N. J. 
urrie, Mrs. G. F., Englewood Cliffs 
School, Coytesville, N. J. 

Davis, Courtland V., 1218 W. Fourth St., 
Plainfield, 


Day, Martha 5. “Bloomingdale, N. J. 
belly, Howard E., School No. 1, Closter, 


Academy Street 


Looker 


~ 


Dennis, Emma, Farmingdale School, 30 
Marion St., Trenton, N. J. 

DeRaismes, Mrs. May B., 470 Jefferson 
Ave., Elizabeth, N. 

Dietz, Charles E.. School No. 3, Main St. 
near Slater, Paterson, N. 

Dilks, Bessie S., 458 Park Ave., Ruther- 
ford, J. 

































Dix, William L., Jefferson School, Bruns- 
wick Ave., Trenton, | Fs 

so Margretta, School No. 6, Clifton, 

Dowling, Mrs. M. J., Nathan Hale School, 
Carteret, N. J. 

Dransfield, J. Edgar, 78 Shaler Ave., 
Hudson Heights, N. J. 

Dwyer, ~ w Agnes, ‘School No. 10, Pas- 
saic, N. 

Edwards, Elizabeth, Maywood School, May- 
wood, N. J. 

Emery, Helen Ricker, penttey School, 
Third Ave. and Pine St., Asbury Park, 


N. J. 
Farrell, M. Ada, 84 Esterbrook Ave., Rah- 
way, N. J. 
Fenimore, Mary A., 215 N. Fourth St., 
Camden, N. J. 
rae, Susan M., 97 Center St., Metuchen, 
J. 


nie Mary H., Cadwalader School, 
Boudinot St., T renton, N. 

Fisher, Harriet M., 215 Cleveland Ave., 
New Brunswick, N. J. 

Pies, Paul, Emerson School, Plainfiela, 


Florence, G. Wesley, School No. 23, Pater- 
son, N. . 

Flory, Floyd c;, 
Irvington, N. 

Floyd, James R. “717 Garden St., Plain- 
field, N. J. 

Fogg, Emily M., 
boro, N. J. 

Franklin, Mary C., 
son, N. J. 

Freeland, Grace A., 121 Summit Ave., 
Summit, N. J. 

Gerlack, Luella, 116 N, Second St., Mill- 
ville, J. 

Gerow, Aline, 555 Bramhall Ave., Jersey 
City, } ‘ 

Gilnack, Clara S., 55 Grove St., Montclair, 
N. 


Clinton Avenue School, 


Grammar School, Swedes- 


School No. 138, Vater- 


G lassmeyer, a 54 Van Reipen Ave., 
Jersey City, 

Glennie, ‘Alexander J., Miller Street 
School, Newark, N. J. 

Goas, Horace Z., Alexander Street School, 
Newark, N. J. 

Greene, Walter J., 225 Roseville Ave., 
Newark, N. J. 

Gremont, Helen C., 370 South Ave., Bridge- 

Carolyn, 


ton, N. J. 
Cleveland School, 
Englewood, N. 


Griswold, 

Gronde, Franklin ‘J., 218 Fourth Ave.. 
Bradley Beach, N. J. 

Gryczka, Thomas, School No. 9, Belleville, 


Guriey, Raymond B., 601 Park Ave., East 
Orange, N. J. 
Haas, Y cas T., Van Hauten Ave., Wyckoff, 


Haliday, Emily M., 12 Union St., Rahway, 


Hall, Ella, School No. 16, E. 20th St., 
Paterson, 

Hambright, John zs Maple Avenue School, 
Newark, N. J. 

Hammond, D. Stanton, 965 E. 23rd St., 
Paterson, N. J. 

Haney, Sarah E., Roosevelt School, Haw- 
thorne, N. J. 

Harford, Alice, or a Avenue School, 
Atlantic City, J. 

Hargan, Mrs. . og Baldwin 
Street School, Montclair, N 

Hargrove, William B., Berkeley School, 
Bloomfield, N. J. 

Harney, Julle ¢ C., 302 Pavonia Ave., Jer- 

t 

Hert, PAR a C. 90 Westfield Ave., Eliza- 

beth, N. J. 


700 ELEMENTARY Scuoot Principats 





Hartman, A. L., 104 Haddon Pl., Upper 
Montclair, N. J. 

Harvey, Mrs. Loretta, Woodrow Wilson 
School 19, Edgar Road, Elizabeth, N. J. 

IIasbrouck, Margaret M., Lincoln School, 
Weehawken, N. J. 

Ilasbrouck Martin, School No. 21, Pater- 
son, N. Z 

Ileitz, Mrs. Doris W., 
Moorestown, N. J. 

Herber, Howard T., 6 Liberty Pl., Wee- 
hawken, N. 

Ifermann, Catherine, 137 Roosevelt Ave., 
Carteret, N. J 

Herron, John s., Lafayette Street School, 
New ark, N. 

Ete. P aes 431 "E. Second St., Plainfield, 


Lenola School, 


Hinman, Stanley T., Columbus and Mce- 
Kinley Schools, Westfield, N. J. 

Hoff, J. Bindley, 254 N. Bridge St., Som- 
erville, N. J. 

Hoffman, C. Helen, Carrol Street School, 
Riverside, N. J. 

Hlogan, Anna F., 800 N. Third St., Mill- 
ville, N. J. 

Hollingshead, 2 D., Ashland School, East 
Orange, N. J 

Howard, L.| Frances, Saybrook School, 
Hillside, N. 

Howes, William J., Liberty Corner School, 
Liberty Corner, = 

Hulse, Henry S., Jr., 650 Parker St., New- 
ark, N. J. 

Ilummer, a Myrtle, 28 Wall St., Tren- 
ton, N, 

Hutton, Lillie M., 556 Royden St., Cam- 
den, N. 

Ireland, Lora “ .. 36 W. Cedar Ave., Mer- 
chantvi lle, N. 

Ireland, Ruth Anne, Tuscan School, Maple- 
wood, N. J. 

Jackson, Halliday Rogers, 11 N. Wey- 
mouth Ave., Ventnor City, N. J. 

Jackson, John Howard, Charles aaupner 
School, 8th and Jackson, Camden 

Jeffrey, Mrs. Mathilde © 162 hte 
Ave., Hawthorne, N. J. 

Jenkins, Albion U., 357 E. 37th St., Pater- 
son, N. J. 

Johnson, Alberta M., 
School, Atlantic City, N. J. 

Johnson, Coates L., 35 Thrumont Road, 
Caldwell, N. J. 

Johnson, Marion L., Olcott School, Ber- 
nardsville, N. J. 

Johnson, Sara G., 5 Midland Ave., Mont- 
elair, N. J. 

Jones, Annie L., Sherman School, Roselle 
Park, N. 

Jupp, Estelle 's., Washington School, Ruth- 
erford, N. 

Kalb, J. Albert, Public School 23, Broad- 
way and Romaine Ave., Jersey City, 


Richmond Avenue 


Kalp. William Lawrence, 428 Bath Ave., 
Long Branch, J. 

Kauffman, Henry, Supervising +2 on of 
Elementary School, Emerson, 

Keihner, ae Wis 168 Poplar Ave., Hack- 
ensack, N. 

Keller, Ethel Xi. 512 Roosevelt Ave., Car- 
teret, N. J. 

Kelly, Ruth’ Bryan, West Creek School, 

est Creek, A 

Kerwin, John M., Snyder Junior High 
School, Jersey City, N. J. 

-— S. M., 91 Forest Ave., Glen Ridge, 


Kinney, Laura M., Greenwood School, 
Trenton, N. J. 
Klein, Mrs. Anna L., Public Schoo] No. 1, 
Guttenberg, 
120 Mulberry St., 


N. 

Kurtz, a ap A H., 
Milivil le, N. J. 

Kurtz, Louise, 126 High St., Nutley, N. J. 


= Florence ges Tremont Avenue 

ool, Orange, 

Lange, Mary E., é00 W. Atlantic Ave., 
Audubon, N. J. 

La Vance, a I’., School No. 8, Dela- 
wanna, N. 

Lawrence Mrs. Leonora, Spring Valley 
Road, Hackensack, N. 

Leach, George Sidney, “Bergen Street 
School, Newark, N. J. 

Leahey, P. Joseph, Arbor Grammar School, 
Rock Ave. and W. Fifth St., Dunellen, 


N. J. 
a) Ethel M., 673 Fairview St., Camden, 


Lehlbach, Emma, 394 S. Belmont Ave., 
Newark, J. 

Lioyd, George H., Brooklawn Elementary 
School, Brooklawn, N. J. 

— as me F., Memorial School, Pas- 


Love, Winiam, Box 601, Bound Brook, 


Lammis, * oe B., 407 Cooper St., Cam- 

den, N. 

McConnell, ppoward W.. Pleasantville, N. J. 

McConnell, a Cc , Texas Avenue School, 
Atlantic City, N. a 

McDonough, Marguerite F., 124 Randolph 
Road, Plainfield, I 

McEntee, Ellen M., Public School, Ogdens- 
burg, N. J. 

McLean, ants 8., 
Ridgewood N. 

—? Helen, “School No. 23, Jersey 
‘ity, 2} 

McTamney, “Mary Cecilia, Joseph Wood 
School, Trenton, N. J. 

Mabrey, F. D., 
Englewood, N. J. 

ae Mary E., Nicholson Road, Audu- 


bon, N. 

Martin, Ralph E., School No. 34, Blvd., 
and Warner Ave., Jersey City, N. J. 
Mathews, Elizabeth <A., Garfield School, 

Camden, N. J. 
Matteson, A. R., School No. 1, Fair St., 
Paterson, N. 
May. Ann M.,, 
J 


Kenilworth School. 


Intermediate School, 


849 Kilsyth Road, Elizabeth, 


Merchant, Mary E., Speedwell Avenue 
School, Morristown, N. J. 

Miller, Paul S., Eastern School, Kast 
Orange 

Miner, bt ean «., Central Avenue 
School, Newark, N. J. 

Mitchell, Helen M. G., 80 Westervelt Ave., 
Tenafly, N. J. 

Mombert, Eleanor, School No. 14, Union 
Ave. and Coral St., Paterson, N. J. 
Morrison, Howard Dean, Junior High 

School 4, Trenton, N. J. 
Mulford, Mrs. Clara T., 233 W. Commerce 
. Bridgeton, N. J. 
Munson, Ruth W., 216 Academy St., South 
Orange, N. 
Neulen, Lester N., 452 Ogden Ave., West 
Englewood, N. J. 

Nickum, C. Edith, 311 Montgomery St. 
Highland Park, "New Brunswick, N. J 
Noe, Mrs. Gertrude T., 87 Highland Ave, 

etuchen, N. J. 
Normandeau, H. M., Public School 6, St 
Pauls Ave., Jersey City, N. J. 
Oakes, Grace S., 337 Bellevue Ave., Ham 
monton, N. J. 
Otis, Elizabeth, Center School, Bloomfield, 


Otto, Charles F., 2214 46th St., Camden, 

Patterson, William P., 259 Union St., 
Hackensack, N. 

Pas. _ 3033 ‘Balmoral Ave., Union, 


eters, Mary V., 22 S. Baltimore Ave., 
Ventnor, J. 





Petty 
for 

Polla 
Eli 

Pond 
N 


THE 





Petty, Letitia, 160 Orient Way, Ruther- 
ford, } dé. 

Pollard, solar E., William Penn School, 
Elizabeth, N. J. 

Pond, Rita C., 72 Willow Ave., 
N 


Poole, Mrs. Ella Strow, 
Jersey City, N. J. 

Potter FF. A.,  Massachusetis 
School, Atlantic City, N. 

Predmore, R. L., Public School No. 6, 
Perth Amboy, N. . 

Probert, William W., Jefferson 
sergenfield, N. J. 
Quig, Emily Hart, 
Summit, N. J. 
Rachor, Minnie, 13 Elmer St., 


Plainfield, 
Public School 37, 


Avenue 


School, 


Washington School, 


Bridgeton, 


Randolph, Corliss F., 83 
Maplewood, N. 

Reed, Roberts, 9 Oak St., Weehawken, N. J. 

Reinhart, Mrs. Florence * 6 E. Floral 
Ave., Pleasantville, N. 

Rice, Thomas W., Laning 
Verona, | 

Rich, Frank M.. School 2, 
Paterson, N, 

Richards, Mary Gertrude, i ee School 
No, 6, North Bergen, N. 

Richards, —_— F., Se hool No. 3, Belle 
ville, N. 

tobb, Cloyd’ P.. 
N. a 


Jefferson Ave., 


, on School, 


Passaic St., 


Boulevard, Glen Rock, 


Roe, Warren A., Belmont Avenue 
Newark, N. J 


Rose, G. B., Glenfield School, 
N 

Franklin 

1804 


School, 
Montelair, 


Roys, Lincoln J., School, Kast 
Orange, N. J. 
Sailey, Alice B. 

Trenton, N. J. 
Samuels, Ethel M., 115 N. Seventh Ave., 
New Brunswick, N. J. 
Sanderson, Ethel H., 110 

Arlington, N. J. 
Saul, Anna E., 259 
Jersey City, N. J. 
Saurman, Mrs, Bertha M., 
Ave., Englewood, N. J. 
Savage, Sue E., Hillside 
Hillside, N. J. 
Sayre, Martha, 6703 Church 
chantville, N. J. 
Schaefer, Anna G., 102 Lyons Ave., New- 
ark, N. J. 
Schmerber, 
son, N. 
Schmidt, Karl G., 
Newark, x. 3, 
Scott Dorothea A. 
Serven, Edward J., 
Garfield, N. J. 
Serven, Isaac A., Public School No, 37, 
Jersey City, N. J. 
Sexton, Wray E., 
Newark, is. de 
Shaffer, Charles G., 
News ark, N. 
Shawger, James G., 
ville, N. J. 
Shield, Frederic K., 
sack, N. 
Shoemaker, 3 
ton, N. J. 
Shotwell, Fred €., Supervising Principal 
Of Schools, Franklin, N. J. 
Sickler, Edna F., 61 Pitman Ave., Pitman, 


sgrunswick <Ave., 


Laurel Ave., 
Woodlawn Ave., 


110 EF. Palisade 


Avenue School, 


Road, Mer- 


Louis, School No. 11, Vater 


sSragard Avenue School, 


Montvale, N. J. 
Mark Twain School, 


First Avenue School, 


Eliott Street School, 
School No. 4, Belle- 
School No. 6, Hlacken- 


Harry, 43 Oak Lane, Tren- 


Sickles, F, J., Supt. of Schools, 296 Liv 
_ingston Ave., New Brunswick, N. J. 

Smith, Ella F., 112 8. Atkins Ave., Nep 
tune, N, J. 

Smith, Isabel W., 
mit, N. J. 

Smith, W. H., 114 8. Arlington Ave., East 
Orange, N. J. 


133 Summit Ave., Sum 


Nintu YEARBOOK 


Thornall, 


Traua, E. G., 
Travell, I. W., 


701 





Smith, William R., 270 Llighland Ave., 
Newark, N. J. 

Southard, Mrs. Maud B., 
Elizabeth, N. J. 

Spargo, John A., Assistant Commissioner 
of Education, State House, Trenton, 
N. d. 


425 Trinity Pl., 


Springer, Clara D., Wildwood High 
School, Wildwood, N. J. 

Squier, Harriet M., School No. 1, 
Plains, N. J. 

Stackhouse, Edith, 217 
Hightstown, N. J. 

Stalter, Ethel, School 2, 

Stauffer, Harry F., Franklin School, 
ark, N. J. 

Staver, Wilson W., 
son Ave. at Tenth St., 


Scotch 
Monmouth S&St., 


Montvale, N. J. 
New- 


Public School 5, Hud- 
West New York, 


614 Monmouth Ave., 


Freedom, N. J. 
Highland Pl, 


David St., 


Maple- 


Sterling, Amanda G., 
Lakewood, N. J. 
Stevens, Theodore B., Mt. 
Stewart, Juliaette, 22 
Maplewood, N. J. 
Stillwaggon, Florence F., 2138 
South Amboy, N. J. 
Stockwell, Anne B., Clinton School, 
wood, N. i 
Stone, Mary E., 15 Clarke Ave., 
City, N. 2, 
Stratton, Mason 
Absecon, i. ae 
Stull, Anna G., 
and Benner Sts., 
Brunswick, N. J. 
Sweeney, Edward J., Junior High School, 
Ave. A and 30th St.. Bayonne, N. J. 
Taistra, Lucyan J., Public School No. 8, 
Seventh and Adams St.. Hoboken, N. J. 
Tantum, Emma U., 70 Grandview Ave., 
Plainfield, N. J. 
Terhune, Elizabeth F., 584 Goffle Road, 
Hawthorne, N. J. 
Terrell, Nellie E., Girard School, Trenton, 


Jersey 
A., 272 Huron S&t.. 


Lafavette School, Second 
Highland Park, New 


Harrison 


Penn St., 


———. Kennington L., 2 
Jersey City, N. 
Themesh. es Margaret, 413 

Camden, N. 
Ditite ¥., R. F. D. 1, 
Metuce hen, N. J. 
Mary F., Helmetta, N. J. 
North Caldwell, N. J. 
Supt. of Schools, Ridge- 


Parsonage 
Road, 
Titus, 


wood, N. J. 

Travers, Austin A., 
Cedar St.. Garfield, N. 

Troy, Ann A., Park School, 

Twichell, William §&., 
son, IN. oF. 

Van Auken, William D., 102 
Ave., Hawthorne, N, 

Van Horn, K. C., 45 Sherman Ave., Morris 
Plains, N. 

Van Sinder ren, Edna, 
Lyndhurst, N 

Voorhees, Amanda 1, 296 Redmond St., 
New Brunswick, N. J. 

Wade, Mrs. Edith Van G., Elmora School, 
Magie Ave., Elizabeth, N. J. 

Walcott, — n, 46 The Terrace, 


ford, N. 

Wamsley, ae Jessie M., 
Grant Ave., Pitman, N. J. 

Warren, Mrs. a M., 24 Hudson Ave., 
Edgewater, N. 

Watson, May, McKinley 
N 


Columbus Sehool 8, 
Se - 


Nutley, N. J. 
School No. 9, Pater 


Bamford 


Jefferson School, 


Ruther- 
Walls School, 
School, Trenton, 


Whelan, Mrs. Katherine, Public School 
25, Blvd. and Zabriskie St., Jersey City, 


Box 14, Pennsville, 


School No. 6, Pater- 


N. J. 
W hite, Mrs. Sadie M., 
J. 


Ww nitford, Everett T., 
son, N. J. 





702 


ELEMENTARY Scuoot PRINCIPALS 





Bayville, 


Wilde, Anna A. 
Wilson, acer H., Nassau School, East 
Dunellen, N. J 
Witteman, —— M., 39° y. Reid St., Eliza- 
Pierrepont School, Ruther- 
ford, N. 
WwW FH, Adelaide S-. West Side School, 
sack 
George W., Elementary School, 
Bridgeton, N. J. 
16 Ruthven PL, 


Whitlock, Sarah O., Lord Stirling Hotel, 
New Brunswick, J. 
Union Street School, 
Ridgewood, Be a 
Wiley, Alice D., ay Prospect St., Trenton, 
Orange, N. J. 
Wilson, J. Alfred, 224 Oak Parkway, 
Winkworth, Jessie I., a Ninth Ave., 
Haddon Heights, N. 
beth, N. 
Wolf, Lily A., 
Wolverton, Charles V., Public School No. 
61 Sherman Ave., Jersey City, N. J. 
Atlantic City, N. J. 
Wool, Augoste W., School No. 5, Hacken- 
W orth, Clara B., Public School, 
Wright, 
Far Hills, N. 
Wright, Norman. A., South Avenue School, 
Wrightstone, J. Wayne, 
Summit, N. J 
Jefferson School, 


York, Mary G., 
wood, N. J. 
Young, E. . 
thorne, N. 
7 _ Ridge Street School, 


Maple- 


Lafayette School, Haw- 


Newark, 


NEW MEXICO 


Kiker, Stella, 240 S. Fifth St., 
Mex. 
Linthicum, J. B., 2117 
eh N. Mex 
McCollum, J. R., 1124 BE. Silver, Albuquer- 
que, N. Mex" 
Meyers, George I... Zuni Indian Day 
School, Zuni, N. Mex. 
Pircher, Bertha, Swastika, N. Mex. 
Redick, Charles B., P. O. Box 55, Gallup, 
N. Mex 


Tayior, Mrs. L. M., Box 196, Raton, N. 


Mex. 
Watson, Dorothy, Pinos Altos, N. Mex. 


Raton, N. 


EK. Lead ‘“Ave., 


NEW YORK 

Abbott, Eva M., ee Weston Ave., 
Niagara Falls, N. 

Abel, B. des NS School No. 47, 
Buffalo, N. Y. 

Ach, Isidore L., Junior High an 148, 
185 Ellery St., Brooklyn, N. Y 

sam, Norma A., 406 Turin St.. Rome, 

Alexander, Carter, Teachers College, Co- 
lumbia University. New York, N. Y. 

Alter, ~~ 6 E., ‘Thomas Street School, 

me, N. 

Anderson, Ellen R., 4 Cedar St., Potsdam, 
Arnson, Harriet, 
Niagara Falls, 

Ast, Raymond J., 
more, N. 
Avery, Fannie L., 1006 Miller St., 


Bailey, Agnes B., Roqsenst School, 
tington, Long Island, Be 
ise College St., 


Baldwin, Agnes M., 
Buffalo, N. Y. 
Banta, Katherine A., Park Avenue School, 
Port Chester, N. 
. Main St., Glovers- 


. x 2 Jefferson Apts., 
370 McKinley Ave., Ken- 
Utica, 


Hun- 


¥. 

Barber, E. Olive, 110 N 
ville, N. Y. 

Barber, Elon L. 


Monroe Street School, 
Little Falls, N. Y. 


Baum, Millicent, 
141 E. 111th St., 


mage, “Benning E., 278 Norwalk, Buffalo, 
Bean, Berten B., 


1097 
Buffalo, N. Y. 
Bean, Mrs. Nellie S., 238 Farragut Ave., 
Hastings-on-Hudson, N. Y. 

Beaumont, Florence, 690 Riverside Drive, 
New York, N. Y. 
Becker, Johegne L., 

Brooklyn, N. 
Bennett, , BB M., 
Frankfort, N. Y. 
Benton, George fe 88 Lexington Ave., 
New York, 
Berg, Esther Te, Public School No. 91, 
Manhattan, 198 Forsyth St., New York, 


N. Y. 

Berghane, Frederick A., Public School No. 
166, Manhattan, 132’ W. 8Yth St., New 
York, Y. 

Bert, Reese E., 16 Park Ave., Williston 
Park, East Williston, N. Y 

Besio, "Josephine M., 191 
Flushing, N. Y. 

Bildersee, Dorothy, Public School No. 80, 
ee, 415 E. 120th St., New York, 


Bloomfield, M. Elizabeth, W eahing ton 
School, Union Ave., New Rochelle, N. Y. 

Boecker, Alexander, Public School No. 
100, omer Island, Brooklyn, N. Y. 

Bolen, John K., Dist. Supt. of Schools, 
Public School No. 93, 93rd St. aud 
Amsterdam Ave., New York, N. 

Bond, E. J., Supervising Principal of 
Schools, Sidney, N. Y. 

Borgeson, F. C., School of Education, New 
York University, New York, N. Y. 

Borrell, Victorine E., School No. 26, 101 
Milton St., Buff, alo, ee 2 

Bostick, Eva Gibbs, 1 Greenridge Ave., 
White Plains, N. Y. 

Bostwick, Helen M., 195 
Brooklyn he ee 

Boutet, George H., Jr., School No. 3, Por- 
ter at Niagara, Buffalo, fe 

Brady, Mary L.. Public School No. 177, 
Manhattan, 46 Monroe St., New York, 


N. Y. 
Braine, Elizabeth M., 78 Cambridge PI. 
Brooklyn, N. Y. 
Brett, Anna, Public School 94, 
Neck, N. 
Edith v., 2 Howard 
Public School No. 10, 


Public School No. 101, 
New York, N. Y. 


Elmwood Ave., 


124 Martense St., 


North Side School, 


Sanford Ave., 


Madison St., 


Little 
Brill, Ave., Malone, 
Brogan, Helen, 
School Dist. 


School, 


U atom Free 
No. 6, Scarsdale, N. Y. 
Brown, ee, Atlantic 

Lynbrook, N A 
Bruce, C., School No. 9, 
Rochest er, Pe 
Bruck, oom, 
Buffalo, N. ¥. 
—_ Elizabeth, Bay Avenue School, Pat- 
chogue, N. Y. 
Bullock, Caroling M., 240 Third St., 
ara Falls, N. Y. 
Burger, I. Victor, Public School No. 39, 
Richmond, South Beach, Staten Island, 


Burke “Hanna J., 222 South Park Ave., 
Buffalo, N. Y. 
111 W. Linden St., 


Burns, Mrs. Lillian O., 
Rome, : 
Burr, Marvin .. 509 W. 121st St., New 
York, N. Y. a 
Butler, O. T., 314 Irvine P1., Elmira, N. Y. 
Butts, Franklin A., Public School No. 2, 
Poughkeepsie, N. Y. 
Carl, G. Harold. fima School, 2660 Bailey 
Ave., Buffalo, N. Y. 


Avebue 
261 Joseph Ave., 


218 Potters Corners Road, 


Niag- 





101, 
uffalo, 
Ave., 


Ave., 


Drive, 
P St, 
chool, 
Ave., 


». 91, 
York, 


1 No. 
New 


liston 
Ave., 


». 80, 
York, 


ngton 
N. : # 
No. 


hools, 
aud 


Por- 


177, 


York, 

Pl., 
ittle 
lone, 

10, 
Dist. 
hool, 
Ave., 
oad, 
Pat- 
Jiag- 


39, 
and, 


ive., 


Tue Nintu 


YEARBOOK 703 





Carroll, William L., Public School No. 165, 
462 Eighth St., Brooklyn, I 

Chamberlin, Esther R., Public “School No. 
22, Yonkers, RR. Zs 

Chambers, A. Frances, 541 Congress St., 
Troy, N. Y. 

Chambers, Mary A., School No. 71, Lang 
and Newburgh Sts., Buffalo, N. Yr, 

Chatfield, Hazen, Dist. Supt. of Schools, 
Public’ School ‘No. 36, 1070 Castle Hill 
Ave., New York, t A 

Cheverette, Florence M., Faust, N. Y. 

Clark, Will Mosher, School No. 32, 342 
Clinton St., Buffalo, 2 

Clarke, Bertha, 24 Columbia Ave., Bing- 
hamton, N. Y. 

Clarke, Martha H., William Penn School, 
19 Howard St., Mt. Vernon, LN. : # 

Cobb, Elmer J., School No. 60, 288 Ontario 
St., Buffalo, N. Y. 

Cochrane, A a S., 19 S. Main St., Ba- 
tavia, N. 

Coffin, 8 J., 425 W. 123rd St., New 
York, N. 

Cohen, Irving L., 392 New York Ave., 
Brooklyn, . 
Colburn, ae B., 
New York, N. Y. 
Coleman, Georgia Avis, Pelonial School, 

Pelham, a. Be 
Collier, Genevieve L., Horton School, Port 
Chester, N. 
as Emma L., 26 Bank St., Batavia, 
‘3 


61 Gramercy Park, 


Connors, spemes W., 143 Woodward Ave., 
Buffalo, N 

Conroy, Marie R., 75 Mountainside Road, 
Hasbrouck Hill, Stapleton, Staten Island, 


Y 
Cae ee M., 233 88th St., Brooklyn, 
Cooper, Fannie M., 105 E. Eighth St., 


Jamestown, N. Y. 
Corey, Clara A., School 35, Field St., 


tochester, N. 
240 Ninth St., Troy, 


ws 
Costello, Helen ; 


N. Y. 

Cox, Philip W. L., School of Education, 
New York University, Washington 
Square, New York, N. Y. 

eS 14 Elm St., Whitesboro, 


Crooker, Frederick F., 1367 E. 24th St., 
srooklyn, me Ee 
Cote, Mary A., School No. 10, Yonkers, 


Crowe, piten R., 212 Court St., Bingham- 
ton, N. 

Daly, John J., Sands Point Betot, Port 
W: ashington, Long Island, 

Danheiser, Ruth V., 500 W. 1ioth St., New 
York, N. Y. 

Darmstadter, Charlotte, School No. 22, 90 
Huntington Ave., Buffalo, N. Y. 

Davis, Grace L., Hamilton School No. 5, 
N. Bleeker St., Mount Vernon, N. 

Day, Katharine E., 39 E. 79th, New York, 


De Castro, J. F., Rockland Lake, N. Y. 
De Kay, Grace Evans, Box 185, Glen Head, 


Deanes, wary © 46 Sterling St., Brook- 

yn, N. 

Dengler, C. F., 619 Furnald Hall, Columbia 
Universit . ‘New York, } 

Densmore, David W., 469 Melville, Roches- 
et, I. Be, 

Devine, Mary J., 19 Clinton St., Norwich, 


De _Vinney, Mabel A., Brighton School, 
2200 S. Salina St., Syracuse, N. Y. 
Dillon, Mary B., Public School No. 59, 
Manhattan, 236 FE. 57th St., New York, 


Din’ Hi., Butler Hall, 88 Morning- 
side Drive, New York, N. Y. 


Dukeshire, Stanley C., Public School No. 3, 
Yonkers, N. Y. 

Durland, Edna J., 1230 Amsterdam Ave., 
New York, N. 

Dwyer, Madeleine, South Street School, 
G lens Falls, N. Y. 

Eagan, Margaret, Opportunity School, Port 
Jervis, N. Y. 

Ebeling, Elsa, Public School No. 208, Ave. 
D and E. 49th St., Brooklyn, N. Y. 

— —? D., 108 Union St., Schenec- 
tady, N. Y. 

Ehrenfeld, Abraham, Public School 10, 
Manhattan, 133 St. Nicholane Ave., New 
York, N. YX. 

Elmendorf, George M., Supt. of Schools, 
Plattsburgh, Ze 

Elmer, Floyd, Grammar School, Santa 
Clara, » * 

Emmons, Anna, " School 19, New Scotland 
Ave., Albany, N. 

E rdwurm, Lucy, Public School No. 4, Man- 
hattan, 203 Rivington St., New York, 


Fairbairn, Anna L., 121 Fulton Ave., 
Hempstead, N. Y. 

Farber, Clara A., 93 Buena PI1., Rochester, 
N. Y. 


Ferry, Martha, 220 E. Main, Batavia, N. Y. 

Fichtner, Katherine E., 100 Culver Road, 
Rochester, N. Y. 

Finkelstein, Mary E., Public Srhest No. 42 
71 Hester St., New York. } 

Fisher, Frederick W., 481 W a Ave., 
3uffalo, N. 

Fitzgerald, + E., Prospect School, 
Solvay, N. Y. 

Flanders, Jesse K., State Normal and 
Training School, Oswego, N. Y. 

Frail, Jennie A., Theodore Roosevelt 
School, Johnson City, N. Y. 

French, Harold gf Menands School, Al- 
bany, | ie 2 

Gardner, Mrs. Jessie C., West Avenue 
School, Lockport, N. Y. 

Garfinkel, Maurice A., 377 Montgomery 
St., Brooklyn, N. Y 

Genske, Emma, School No. 4, Dunkirk, 
a 2 


Goodell, Mrs. 7 D., 220 Avenue B, 
Schenectady, N a: ee 

Gorham, Mary E., 521 Brandywine Ave., 
Schenectady, N. Y. 

Gould, Clifford M.. % McKinley Ave., Ken- 
more, Buffalo, N. 

Graham, Minnie §., 48'S . Second Ave., Mt. 
Vernon, N. Y. 

Gravely, Mrs. Cora-Louise Campbell, Neigh- 
borhood School, 253rd_ St. and Fieldston 
Road, New York, } 

Greenberg, Frances M., 43 Oak St., New 
York, N. Y. 

Greenberg, Joseph, William Penn School, 
Second St. near Seventh Ave., Brook- 
ie, %.. %. 

Grimes, James M., 40 Columbia PIl., Mt. 
Vernon, N. Y. 

Gagtemete, John H., 357 W. 35th St., New 
York, N. ¥. 

Haas, Evelyn M., 40 Woodette Pl, Buf- 
falo, N. Y. 

Ifaggerty, Emma V., Public School No. 57, 
“Oe 176 E. 115th St., New York, 

Hague, Elizabeth F., 


121 E. Third St., 
New York, N. Y. 


Halligan, Thomas C., Public School No. 
186, Manhattan, 521 W. 145th St., New 
York, N. Y 

Hamilton, Nettie J., 290 Kenwood Ave., 
Rochester, N. 

IIand, Susan C., 121 Fulton Ave., Hemp- 
stead, N. Y. 

Ilandley, Mrs. Myrtle C., 21 Trumbull 
Parkway, Batavia, N. y: 





704 


ELEMENTARY Scuoot PRINCIPALS 





Hanna, Paul R., Seth Low y Colum- 
bia University, New York, N. Y 


Hess, Mabel, 274 S. Broadway, Yonkers, 


Harris, Daisy M., 1826 
cuse, N. Y. 

Harris, John F., Public School No. 54, 
195 Sandford St., Brooklyn, N. Y. 

Hlarris, Mabel E., 1421 
Itiea, N. Y. 

Ilartill, Rufus M., Public Scheel No. 87, 
Ridgewood Sta., Brooklyn, N. 

Hathaway, Edna E., 12 
Gloversville, N. Y. 

Hlausauer, Mrs. Matilda W., 92 Wallace 
Ave., Buffalo, N. Y. 

Ilayden, Mrs. Rena C., Floral Park * ae 
ericho Road, Floral Park, N. 

Heale y, John E., Jr., School No. 5 Troy, 


Valley Drive, Syra- 


Seymour Ave., 


cal Ave., 


1, Hamburg, 


Heath, Byron H., R. F. D. 
N. ¥. 


Hemstreet, A. Earle, School No. 54, Main 
St. at Leroy, Buffalo, N. Y. 

liickey, Kate , Public School No. 68, 
Queens, St. Felix and Seneca Aves., 
Ridgewood, N. Y. 

ey Mary K., 242 Second St., 


Hilton, Raymond E., Park Ave., Wantach, 
Long Island, N. Y. 

Hinderland, Laura J., 
Great Neck, Long Island, N. 
Hirschbeck, Loretta M., 365 

Ave., Port Chester, N. ¥. 
Hirschberg, Arthur, Public 

Queens, Van Alst Ave. 

Long Island City, N. Y 
Ilirsdansky, Simon, 


lion, 


Arrandale School, 
“Putnam 


School No. 1, 
and Ninth St., 


Public Schoat No. 4, 

1701 Fulton Ave., New York, Y. 

Hoar, Daniel F., School No. 18, Troy. N. Y. 

Holley, Jennie S., 75 Pleasant Ave., Lan- 
easter, N. 

Hopkins, Amelia M., 1169 Chrisler Ave., 
Schenectady, N. Y. 

Ilo a Johanna M., Public School No. 

Queens, 32nd Ave. and 89th St., 

}~ % . Heights, N. Y. 

Iiorn, Mary A., 304 LeRoy Ave., Cedar- 
hurst, N. Y. 

Hosic, James F., Teachers College, Co- 
lumbia University, New York, N. 

Howe, Edwin J., School No. is.’ 939 
Delaware Ave., Buffalo, N. Y. 

Huddle, Otto E., Briarcliff Manor, N. Y. 

Huggin, Ellen, 509 Central Ave., Dunkirk, 


Hutchins, William yee, Orwell 

School, Orwell, N. 
— Margaret B., Nathan Hale School, 
ifth Ave. and Sixth St., Mt. Vernon, 


Union 


Jaffe, Samuel S., 125 Eastern Parkway, 
Brooklyn, N. Y. 

January, EE. _L., 606 W. 113th St., 
York, } 

Jenks, Elsie Ten West End School, 
brook, N. Y. 

Johnson, Laurence C., Orchard Park Con- 
solidated Schools, Orchard Park, N. Y. 

Johnson, Theophilus, 3938 56th St., 
Woodside, N. Y. 

Johnston, Anna C., Public School No. 59, 
oe and Bathgate Ave., New York, 


Jones, Mrs. Edna §S., School No. 4, Jeffer- 
son Ave., Rochester, N. Y. 

Jones, Olive M., Calvary House, 61 Gra- 
mercy Park, N., New York, N. Y. 

Joyce, Charles W., 4161 St. an Blvd., 
Charlotte Sta., Rochester, N. 
Kane, Annie F., 4 eaten Ter., 

Rochester, N. Y. 
Katz, Samuel, Public School 156, Brook- 
lyn, N. Y. 


New 


Ly n- 


Keenan, Mrs. oe G., 79 Westmont Ave., 
Elmira, N 
+ G a It., 


Park School, Ossining, 


Kingsley, Emma E., 
Ave., Elmira, | > 2 

Kinsman, Daniel F., 17 
Amsterdam, N. Y. 

a ees 250 Starin Ave., 


=a 
Y. 


: School 7, Riverside 
Romeyn Ave., 
Buffalo, 
Pearl, 1154 State St., Watertown, 
J., Public School No.- 10, Troy, 


Public School No. 15, 
28 Fifth St., New York, 


Ki. M. 
a 


sete. oem 
Manhattan, 7 


Krause, Arthur K., Public Se peat No. 132, 
Manhattan, New York, N. Y 

Kurke, George, Public School No. 25, 330 
Fifth St., New York, 

Kurth, Gertrude M., 12 7 59th St., Niagara 

Falls, N. Y. 

Lamkin, Ms B., 15 Jacobus Pl., New 


York, N. Y. 

Lansing, Hugh H., School No. 1, Troy, 
N. Y. 
4217 


Lawlor, Caroline E., 167th St., 
Flushing, N. Y. 

Lawlor, Mary, Salem Hyde School, Syra- 
cause, N. 

Leege, H. C., Gratwick School, North 
Tonawanda, N. Y. 

Leidt, ne s., &2 
Rochelle, ? 

Lewis, Carl ‘i. 13 Eastman Ter., 
keepsie, N. 2 

Lippert, Berthold, Public School No. 73, 
Queens, 71st St. and 54th <Ave., Mas- 
peth, Long Island, N. Y. 

Lodato, August, 289 Empire Blvd., 
lyn, } 

Lodge, Emma L., School No. 74, Buffalo, 

: - 


Loftus, s™ J., Public 
19th S Brooklyn, m.. 2 
oe.» Dy “Mrs. Dorothea K., 
Ave., Rochester, N. Y. 
Lotz, cones L., Lincoln 
Chili Ave., Rochester, N. 
McCarthy, William P., 4761 
Ave., Bronxboro, New York, N. 
McC lure, Worth, State Teachers College, 
Buffalo, 
McConnell, Effie L., Grand Street School, 
Newburgh, N. Y. 
McCormick, Alice V., 
Manhattan, 328 W. 


Public School No. 38, 
Ann's Ave. and Rae St., 


Lafayette St., New 


Pough 


Rrook 


School 80, West 


3309 Lake 


Park School 
, ¥ 


Richardson 
i 2 


Public School No. 17, 
48th St., New York, 


McCormick, Susan, 
The Bronx, St. 
New York, N. Y. 

McCrory, Jesse E., 363 
Oneida, N. Y. 

eg Helen M., 44 Mt. 

Ave., y ow N.  # 

ey G. A., School No. 23, 

Rochester, N. Y. 

ws. Mary, Public School No. 130, 
70 Ocean Parkway, Brooklyn, N. Y. 

Mackay, Eleanor (., 230 S. Second Ave. 
Mount Vernon, N. Y. 

Mackintosh, Margaret C., 250 Washington 
Ave., Brooklyn, N. ay 

Matlida E., Merrick 


Sophie C., Public School 
188 Seventh S&t., 


Lenox Ave., 
Pleasant 


Barrington 


Maguire, School, 
Syracuse, N. 

Manheim, Mrs. 
No. 71, Manhattan, 
New Yo rk, N. Y. 

Mason, Alfred D., 640 76th St., 

N. Y. sans 


‘a A., 


Brooklyn, 

Maynard, Sunset Ave., 
Utica, N. 

me AR, Marta, School No. 59, Glen- 
wood near Fillmore Ave., Buffalo, N. Y. 





sining, 


erside 


agara 
New 
Troy, 
St., 
Syra- 
North 
New 


ugh 


rook- 
ffalo, 
West 
Lake 
‘hool 
dson 
lege, 
hool, 


» ATs 
‘ork, 


Tue Nintru YEARBOOK 705 





Mendelsohn, Henry, Public School No. 167, 
1025 Eastern Parkway, Brooklyn, N. Y. 
Montgomery, a M., 
Rochester, N. 
Morey, Anna A., 

a - 


School No. 6, 
wa No. 14, Troy, 


Moriarty, Mrs. Annie B., Public School 
No. 162, St. Nicholas and Willoughby 
Ave., Brooklyn, N. Y. 

Meeteesy Katharine E., The Towers, 
Valentine Lane, Yonkers, N. 

Morrison, Carolyn F., Hamilton School, 
Schenectady, N. Y. 

Morrison, J. Cayce, State Education De- 
partment, Albany, N. Y. 

Morse, Grant D., Supt. of Schools, Sauger- 
ties, N. Y. 

Mossman, Lois Coffey, Teachers College, 
Columbia University, New York, N. Y. 

Murray, Elizabeth C., 438 Broad St., 
Oneida, N. Y. 

Nathan, Caroline K., Public School 31, 
The Bronx, _ St. and Mott Ave., 
New York, N. 

ae, Minnie B. 60 S. Main St., Spring 
Valley, N. Y. 

Newman, Louise B., 
Brooklyn, N. : 

Nevlan, Mrs. Mary A., 244 E. 86th St.. 
New York, N. Y. 

Nifenecker, Eugene A., Bureau of Refer- 
ence, Researc h, and Statistics, Board of 
Education, 500 Park Ave., New York, 
NY 


500 Washington Ave., 


Nosworthy, Emily. Public School No. 6, 
Manhattan, 85th St. and Madison Ave., 
New York, N. 

Obermeier, Minnie, Public School No. 
102, — 611 W. 156th St., New 
York, N. ¥ 

O'Brien, Josephine. G., 110 New York 
Ave., Brooklyn, 2 

O'Connor, Kathryn M., 735 
Kingston, ee 8 

O'Keefe, Emma M., 
Ave., Rochester, ! 

Olmstead, Clara H., 47 E. 
Jervis, » # 

—— wielen M., 150 Oxford Ave., 
Buffalo, N. Y. 

Orr, Mabel L., 200 
tochester, N. Y. 
Padve, Meyer, 1402 Ave. K, 

N. Y 


sroadway, 
School No, 8, Conkey 


Main St., Port 


Lexington Ave., 
Brooklyn, 


Palen, Louise H., 66 Verplanck Ave., Bea- 
con, - 

Palmer, Gertrude A., 545 W. 164th St., 
New York, N. Y. 

Palmer, James B., State Normal School, 
Potsdam, N. Y 

Paris, Florence E., 32 
suffalo, 

Park, Ford R., 
N, X. 


Parker, Minnie B., 544 Westeott St., 
Syracuse, N. Y. 

Patterson, George W., * fat Jackson Ave., 
Queens Village, N. 

Paulsen, Gertrude M., v 410. A Sackett St., 
Brooklyn, me Be 

Pearson, Georgia King, 6 Lewis Parkway, 
Yonkers, me Bo 

Peateld, Arthur, 332 Beard Ave., Buffalo, 


Peyser, Nathan, Public School No. 181, 
New York ave near Snyder Ave., 
Brooklyn, N. 

Phillips, Ellen Mt, Public School No. 188, 
Rtanattas, 131 Lewis St., New York, 


Linden Ave.,, 


99 Maple Ave., Hamburg, 


Phillips, Genevieve, Central School, Bos- 
_ton Post Road, Mamaroneck, N. 

Piedalue, Mary R., E dgewood E lementary 
School, Scarsdale, i 

Pierce, Katherine E., Waterville High 
School, Waterville, N. Y. 


19 


Pile, Fred M., pteet 26, Bernard St., 
Rochester, N, 


Piper, Sarah M., 330 First Avenue, Frank- 
poee: I. Be 

Plantz, Nina, 108 aati St., Hicksville, 
Long Island, N. 

Pois, Cecelia, 29: 33 
New York, ae 

Potts, Mrs. Dora H., = Greenridge Ave., 
White Plains, N. 

Powers, Francis W., “ Public School No. 
-“, 54th St. and 14th Ave., Brooklyn, 


Grand Concourse, 


Powers, Katherine B., Horace Mann School 
No. 13, Hickory St. Rochester, N. Y. 
Pritchard, Florence E., School No. 78, 
2660 Bailey Ave., Buffalo, N. Y. 

Pullman, W. S., Public School No. 200, 
Benson Ave. near Bay, 22nd Ave., 
srooklyn, N. Y. 

Putnam, Lena M., 602 N. 
Rome, N. 

Quinn, Guy L., School No. 9, 261 Joseph 
Ave., Rochester, N. Y. 

Quirk, Florence J., 136 Bank St., Batavia, 
N 


tado, Alfred, Public. School No. 89, The 
Bronx, Mace and Paulding Aves., New 
York, N. 

Reigart, John F., 31 Euclid Ave., Yonkers, 
i 2 


Reilly, Frederick J., Public School 79, 
The nanny 18ist St. and Creston Ave., 
New York, N. Y 

Reutershan, Max A., 7 Baker St., Pough- 
keepsie, N. 

Reynolds, Ethel, 86 Palmer Ave., Mamaro- 
neck, N. 

Rhoads, Luke C., Columbus School, Mount 

» 2 


Vernon, N. 
Rhodes, Sara L., 637 St. Marks Ave., 


Brooklyn, N. Y. 
Richmond, Mary R., 88- 08 173rd_=s‘St., 
Jamaica, Long Island, N. 
Robb, Hattie M., 26 Mitchell St., Norwich, 
z. 


James St., 


renbtns, <a M., 161 Union St., Ham- 
burg, I 

Roe, Risistina L., Public School No. 214, 
Pitkin and Drew Aves., Brooklyn, N. Y. 

Rogers, William W., Public School No. 14, 
New York, N. Y. 

Ruby, s yisabel me 213 Park Ave., Oneida, 

N 


Schaller, Amelia, Public School No. 103, 
49 E. 119th St., New York, N. Y. 

Schatteles, Ruth, Public School No. 87. 
Manhattan, 77th St. and Amsterdam 
Ave., New York, N. Y. 

Schneucker, Elizabeth S. on ogg Mann 
School, Craig St., Schenectady, 3 
Schrader, Henry G., Superv ising ‘Principal 

of Schools, 66 Durham Ave., Celoron, 


Se hults, Pygaeten, 346 N. Park Ave., Buf- 
falo, N. 

Scott, Edna P., ae Morningside Drive, 
New York, 

Scudder, Soules L., Lineoln School, 
Huntington, N. Y. 

Selby, Miriam F., 152 Ross Ave., New 
Dorp Sta., Staten Island, N. 

shew _ V., 94 South St., “Auburn, 

Shellington, A. Mary, Center Avenue 
School, Niagara Falis, i £ 

Sheparé. Alvin W., 900 Genesee Bldg., Buf- 
falo, N. Y. 

Sherburne, M. Louise, 268 Beach 139th 
St., Rockaway Beach, N. 

Sherwood, Leah, Public School No. 63, 
Brooklyn, N. 

Shillinglaw, Robert J., Roessleville School, 
Schenectady Road, Albany, = 2 

Silverman, Estelle, Public — No. 25, 
The Bronx, New York, N. 





706 


ELemMentTARY Scuoort Princrpats 





Simmons, Harr , Liberty Street School, 
Newburgh, N. 

Simpson, Mortimer L., 1015 E. 27th St., 
Brooklyn, N. Y. 

Smallenburg, Ella, Abbott Road School, 
1711 Abbott Road, Buffalo, N. Y. 

Smallwood, Winifred, Pere Le 
School, Syracuse, N. 

Smith, Caroline, 56 Florence Ave., 


Smith, Herford A., Jefferson High School, 
Box 186, Jefferson, N. Y. 
Smith Hoyt a Huguenot School, 


Rochell lle, N. 
» Mrs. May Y., 89% Oak St., 


Moyne 


Buffalo, 


New 


Bing- 


St., Buffalo, 'N. Y. 
Snyder, a J., 606 Park Ave., Mechanic- 


ville, N. Y. 
Snyder, George. H., 1865 Oneida St., Sche- 
105th St., 


nectady y,_N. 
Spafford, Beatha M., 176 W. 
New York, N. Y. 
Specht, Louise, 103 Gyeate St., Kew 
Gardens, New York, N. Y. 
Spurgeon, Mrs. George W., 200 Burns St., 


Forest Hills, N. Y. 
Stapleton, Josephine _ 1406 Merriam 
Public School 


Ave., New York, N. 
Stecher, Mrs. Elisabeth: M., 

No. 110, Manhattan, 28 Cannon St., New 
. H. J. State Teachers College, Buf- 


N. 

Steiner, Fredericka, Publie School No. 91, 
Bronx, 18 W. 107th St.. New York, Y. 

Stevens, Plowden, Jr., 1825 Prospect yaa 
New York, - 

Stewart, Ruth A., Chatsworth 
School, Larchmont, N. Y. 

Stone, Lucy A., 57 Pennsylvania Ave., 
Binghamton, N. 

Strauss, Bella; Public School No. 88, Man- 
patian, 300 Rivington St., New York, 


Harold F., 29 
» 2 


Avenue 


Studwell, Elm S8St., Lyn- 
brook, a 

Sumner, 8. Clayton, 256 W. 
Syracuse, N. 

Sutherland, Hattiebel, 
Buffalo, N. Y. 

Sweeney, nee H., 287 
Island City, 

Swift, C. B., 21 , a Ter., Snyder, N. Y. 

Sylvester, Emma, Junior High School No. 
91, Manhattan, 61 Queens Ave., Flush- 
ing, N. Y. 

Tallman, Edna A., Sloatsburg Union School, 
Sloatsburg, N. 

Taylor, Clara D., 
er, N. Y. 

Taylor, George D., 392 
Rochester, N. Y. 

Terrell, Mrs. Madelaine, 
Patchogi ue, N. Y. 

Theobald, Jacob, 410 Central 
New York, N. 

Thomas, Rufus G., 103 Warner Ave., 


Y. 

. Rollin W., 
ro Alice, 73 Garden 
Townsend, Winfield A., 109 14th St., 

den City, 
Trace, Charles T., 454 Charlotte Pi., 
Ridgewood, Brooklyn, N. 
‘Traphagen, M._H., 39 Pe E., Mt. 
Vernon, N. 
Tuger, Margaret _ E., South Side School, 
Sixth St., 


Ilerkimer, N. 
Tuttle, ‘Albert E., 69 Monroe Ave., Mamaro- 


Kennedy St., 
118 Hamburg St., 


Elm S8t., Long 


168 Merrill St., Roches- 
Augustine St., 
84 Cedar Ave., 
Park, W., 
Syra- 
Conkling School, 
St., Poughkeepsie, 


Gar- 


Turney, L. G., 128 rk. Oswego, 
neck, 


Underhill, Frances A., 1458 State St., Sche- 
nectady, I 

Van Arnum, Eugenia, School No. 15, Troy, 

Y. 

338 Bryant St., 


* id M., 
a H., Seaford, 


School 16, Troy, N. Y 

Viymen, Henry T., Public Se hool No. 106, 
1314 Putnam Ave., Brooklyn, N. Y. 

Waite, Edna A., Public School No. 102, 
Elmhurst, N. Y. 

Wallstein, D. Daniel, 104-12 
Hollis, ‘Long Island, N. Y. 

Warne, Eva M., 26 Wall St., 


N. 

WwW arner, Stanley F., 215 Smith St., 
mere, Long Island, N. Y. 

Watson, Alice E., Public School No. 7, 
Queens, Van Alst Ave. near Astoria 
Ave., Long Island City, N. Y. 

Weed, Leola D., Lincoln School No. 2, Mt. 
Vernon, N. 

Wehle, Hanna, ‘14 Roosevelt Ave., 
mont, N. Y. 

Welles, James B., Roslyn Public 
Roslyn Heights, 

West, Maude I., Irondequoit 
ag i Dist. No. 3, Route 218, 
ter, 

West, Nathaniel G., 223 
Rochester, N. Y. 

West, Parl, Baylis Court, Tarrytown, N. Y. 

at ay Walter B., 518 Woods Road, Sol- 


Y. 
white, Faith C., 73 De Sales Pl., Brook- 


lyn, q 
witkmens, Frank J., Harding Elemen 
tary School, 3044 Delaware Ave., Ken 
more, N. Y. 
Wikander, Elin, 350 Lincoln Pl., Brook- 
z. 


, Webber Ave., Oak- 


Van pesteie, 
Buffalo, 

vam. 
Island, N. Y. 

Vincent, H. D., 


Long 


205th VL, 
Amsterdam, 


Wood- 


Larch- 
Schools, 


Grammar 
Roches- 


Warwick Ave., 


yn, 
Williams. Harrison FE. 
field, N. Y. ‘ 
Wilson, Martha M., 38 W. 91st, New York. 
Y. 


35 Berkeley Pl., Brooklyn, 


Pike St., Port 


N. 

Weed, Eva C., 
N. 

Nina A., 174 


Ww cette: 
Jervis, N. Y. 

Woodruff, Craig D., 
cuse, N. Y. 

Wool, Kate L., 322 8. 
N. 


Wright, a A., 
Carthage, N. Y. 
Wright, Mrs. Louise : 
Geneva, N. 
Yeager, Fern M., 


Salina School, Syra- 
Ithaca, 


118 S. Washington St., 


Geneva St., 


54 Elmwood Ave., 
Nott School, Schenectady, 
Zyve, Klementarys 


Claire, Fox Meadow 
School, a 


Scarsdale, N. ¥ 


NORTHLE CAROLINA 


Rosa, 319 Lindsay St., Greensboro, 


Abbott, 
N.C 


Adams, Roy. Cherokee Indian School, 
Cherokee, N.C 

Alexander, Hattie, 120 E. 
Charlotte, N. 

Ansley, Rufus Oo; 
Hazelwood, N. C. 

Beavers, — L., 601 S. 
ham, N. 

a le Ft 
Charlotte, N 

Bo lan, Lucille, 47 Henley PL, 


Brice, Ellen, 1709 South Blvd., 


Brogdan, Nettie FE. 
boro, N. € 

Brown, Mrs. Eunice Sadler, 506 
mont Ave., Charlotte, N. C. 


Morehead St., 
Principal of Schools, 
Duke St., Dur- 
1210 S. Boulevard, 
Charlotte, 
Charlotte, 
Greens: 


. Court House, 


Beau- 





NE 


106, 
102, 

V1, 
jam, 
pod- 


Mt. 


Sol: 
pok- 


nen- 
ven 


00k- 
Jak- 


Casson, Q. M., 19 Soco St., 

Cummings, F. Russell, Rockford, N. C. 

Eaton, Fannie, 311 FB. Fifth, Charlotte, 
a es 

Garrison, W. R., 


Ifarney, H. M., 300 W. Main St., 


Henson, Addie, 2107 E. Fifth St., 


Hobgood, Scotia, 107 W. 
Holloway, Maggie E., 
Holman, Ni lizabeth F., 209 E. 
Irvin, Hunter, 


Jamison, 


Moore, Mary. Virginia 
Nash, Sue, 201 S. Fulton St., 
N. C 


Paisley, John W. 


C. 
at D hee M., Box 299, 
ek Mrs. M. B., 214 E. Morgan 8St., 
Shields, James ‘Mt. 
Stafford, Susie F., 
Stanley, Mary, White Oak School, 
Strickland, o. H., 
Wearn, Mrs. C. G., 


Windsor, W. B., 
Winstead, Clee, Winstead School, Wilson, 


Burr, Elsie D., 

L ak. 

Hasson, 
Dak. 

Hicks, Mrs. Nellie A., 


McCaine, 


Tue Nintu 


YEARBOOK 





Caldwell, A. B., 2364 Okalina Ave., Win- 
ston-Salem, N. on 


Carmichael, P. S., 506 East Ave., Char- 


lotte, N. C. 
Asheville, N. C. 


Mallard Creek Road, 
Charlotte, N. ¢ 

Eliza- 
beth City, N. 


Ifelms, Hf. A., sindler School, Greensboro, 
x. ¢ 


Ilendrix, T.. East and Skvland Schools, 


Winston-Salem, N. C. 
Char- 


1700 W. First St., 


lotte, N. ¢ 


lester, Mrs. M. R., Dunn Elementary 
C 


School, Dunn, N. 

Grainger, Kin- 
ston, N. C. 

411 Cleveland, Dur- 
ham, 

Morgan St., 
Raleigh, N. € 

Charles B. Aycock School, 
Greensboro, N. ©. 
Florence, 904 W. 
Charlotte, N. ©. 


Fourth St., 


Johnson, Mrs. R. F. J., Box 336, Wigh 


Point, N. C. 

Street School, 
Goldsboro, N. ¢ 

Salisbury, 


1434 E. Bank St., Win- 
ston- Salem, N.C. 


Paylor, Ivey. 1006 Johnson St., Iligh 


Point, N. 
Lexington, 


Raleigh, N. 

2420 Maplewood Ave., 
Winston-Salem, N. (. 

! 511 E. Davis St., Bur- 
lington, N. € 

Greens- 
boro, N, 

Clara J. Peck School, 


2221 Avondale, Char- 


Greensboro, N. ¢ 


s. Edwina L., 1214 W. Gold St., 
.c 


Gay. 706 
Charlotte, N. €. 


Worthington Ave., 
Greensboro, N. C. 
c 

NORTH DAKOTA 


Lincoln School, Devils 


ake, N. 


Carnine, Jennie M., 385 Eighth Ave., S., 


Fargo, N. Dak. 


Champine, Jennie 1.., 388 Seventh Ave., S., 


Fargo, N. Dak. 
Signe, Jefferson School, 16th 
S., Fargo, N. Dak. 


Bence, "Theodore, 320 N. 16th St., Grand 


Forks, N, Dak. 


Hartney, Eleanor M., 416 Eighth St., S., 


Fargo, N. 
McKinley School, 


Wilson 


Fargo, N. Dak. 
loag, Gertrude E.. Woodrow 
Sec hool, Fargo, N. Dak 


Lobben, Clara H., 902 Bighth St., N., 


Fargo, N. Dak. 
Adelaide M., 
School, Fargo, N. Dak 


Horace Mann 


mek, Maude, Lincoln School, Fargo, N. 


a 


Phillips, Adelaide, 1415 Eighth Ave., S., 
Fargo, N. Dak. 

Roosa, Annette, 323 Seventh St., Devils 
Lake, N. Dak. 

Selke, Erich, Director, Teacher Training. 
9g Teachers College, Mayville, N. 
dak. 

Twito, Helmer, Supt. of Schools, Cogswell, 
N k 


N. ak. 
Waldron, Kathryn M., P. O. Box 484, 
Minot, N. Dak. 
Walker, Mrs. Sadie A., 730 Ninth St., N.. 
Fargo, N. Dak. 


OHIO 
Adamson, Belle, 116 Spring St., 
Ohio 


Adel, Mrs. Edna P., 25 N. 21st St., Co- 
lumbus, Ohio. 

Allen, Cora F., 872 
Columbus, Ohio. 

Alspach, V. F., Ft. Miami School, Maumee, 
Ohio. 

Altamer, W. H., 
cinnati, Ohio. 

Andrew, Ellen B.. Kilgour School, Her- 
schel Ave., Cincinnati, Ohio, 

Andrew, William W., Supt. of Schools, 
Rocky River, Ohio. 

Antrim, Louise, 1412 W. Sist. Cleveland, 
Ohio. 

Arbuckle, Daisy V., 1818 Haldane Road, 
Cleveland, Ohio. 

Arey, Essie, Windsor School, Cincinnati, 
Ohio. 
Armstrong, Cora, 319 McKinley Ave., 
S. W., Canton, Ohio. 
Armstrong, Sabra E., 
Elyria, Ohio. 

taer, Schanette, Whittier School, Toledo, 
Ohio. 

tailey, Enola, Gilles-Sweet School, Fair- 
view Village, Bay Village. Ohio. 

team, Mary H., 188 Greenfield St., Tiffin, 
Ohio. 

techmann, Albertina, 12th District School, 
Eighth and Melvin Sts., Cincinnati, 
Ohio. 

Benedict, Myrtle L., 1236 Westlake Ave.. 
Lakewood, Ohio. 

Betts, Mack, Tappan, Ohio. 
Betts, Mrs. Mary T., The Verona, Park 
Ave., Walnut Hills, Cincinnati, Ohio. 
Bevington, Rachel, 1463 Ridgewood Ave., 
Lakewood, Ohio. 

Bishop, Matilda Foley, Ludlow School, 
Shaker Heights, Cleveland, Ohio. 

Bolenbaugh, George B., Fairview School. 
Cincinnati, Ohio. 

—— Q. Louise, 1208 Melbourne Road. 

Cleveland, Ohio. 

me..3;, Mrs. Winifred M., 
School, Toledo, Ohio. 

Bortle, Helen L., 480 E. Dunedin Road, 
Columbus, Ohio. 

Bowers, Jacob, 326 Richards Road, Co- 
lumbus, Ohio. 

Bovers, Lydia, 625 Arcadia Ave.. Toledo, 
Ohio. 

Brandt, Hazel M., 2636 Green Road, South 
Euclid, Ohio. 

Braun, Matilda, 1528 Winton Ave., Lake- 
wood, Ohio. 

Brereton, Jane Lamb, 1420 Goodale Ave., 
Toledo, Ohio. 

Brett, Charlotte J., Kinsman School, 7805 
Kinsman Road, Cleveland, Ohio. 

Brett, Helen K., 16001 Fernway Road. 
Cleveland, Ohio. 

Brookes. M. Emma, Miles School, E. 119th 
St. and Miles Ave.. Cleveland, Ohio. 
Brooks, C. J., Kirby Road School, Cincin- 

nati, Ohio. 
Brown, Alice, 735 Linwood Ave., Youngs- 
town, Ohio. 


Marietta, 


Champion Ave., 


College Hill School, Cin- 


Garford School, 


Parkland 





ELEMENTARY ScHoort PRINCIPALS 





Brown, Martha L., Chagrin Falls School, 
,# Washington St., Chagrin Falls, 
0. 


Brown, Nell H., 
ton, 0. 
Brown, W. Q., Pannedy: Siverton School, 
Cincinnati, Oni 

Buchsieb, Carrie o3 
lumbus, Ohio. 

Burdge, Adelaide R., 
Co umbus, Ohio. 

Bursk, J. W., Webster School, Findlay and 
Republic, Cincinnati, Ohio. 

Cain, Emily, 1493 Elmwood Ave., Lake- 
wood, Ohio. 

Campbell, Bess M., School, 
Toledo. Ohio. 

Campfield, Olive, 2712 Collingwood Ave., 
Toledo, Ohio. 

— J. M., Gunckel School, Toledo, 

Toledo, 


— Effie, Roosevelt School, 
Carothers, Alice, 1475 Grace Ave., Lake- 
wood, 


Case, Mary E., Kensington School, Rocky 
River, Ohio. . 
ar- 


111 Gerlaugh Ave., Day- 


Siebert School, Co- 
214 Falls Road, 


Jefferson 


Garford School, Elyria, 


Cin- 


Ports- 


Chamberlin, Ruth, 327 Newell St., 

berton, 1) 

Chapman, Howard, Strongsville, Ohio. 

Charters, Daisy I., The Lenox, Columbus, 

oO. 

Cheney, Olive T., 
Ohio. 

Chidlaw, W. M., Sayler Park School, 
cinnati, Ohio. 

Chinn, Mrs. Jean T., 17 Englewood Court, 
Toledo, Ohio. 

Cleland, Lillian A., 1728 E. 116th PL, 
Clevel and, Ohio. 

Clements, J. R., 1724 W. First Ave., Co- 
lumbus, Ohio. 

Clemson, Mary W., 1224 Madison Ave., 
Columbus, Ohio. 

Clephane, U. D., Evanston School, Cincin- 
nati, Ohio. 

CoBaee, C. Louise, 8 Calvert Apts., Day- 
on, 0. 

Coleman, Nellie L., 1341 W. 59th St., 
Cleveland, Ohio. 

Coles, ee 16 Streich Bldg., 
mouth, O 

Com, 5 Selda, 5810 Clinton Ave., Cleveland, 

Corlett, Bessie M., 8706 Tioga Ave., Cleve- 
and, o. 

Covey, Cora L., 110 Arch St., Akron, Ohio. 

Cow en, Ann i., 3387 Collingwood Ave., 
Tol edo, Ohio. 

Cox, Helena, 574 Market St., S. E., War- 
ren, Ohio. 

Crane, H. L., Oakley School, Madison 
Road, Cincinnati, Ohio. 

Crocker, Zillah M., Walbridge School, 
Toledo, Ohio. 

Cronin, John, Madisonville School, Cincin- 
nati, Ohio. 

Curren, Edith L., Hayes School, Lake- 
wood, 0. 

or Charlotte, 3033 Tuscarawas 

W., Canton, Ohio. 

Daly’, Margaret, Roosevelt School, Cincin- 
na 

Danner, Clara, 1709 E. Fourth St., Day- 
ton, Ohio. 

Daugherty, Grace, 1456 Warren Road, 
Lakewood, Ohio. 
Davis. G. H., 4627 Glenshade Ave., Cin- 

cinnati, Ohio. 
Davis, H. E., Williams Avenue School, 
Noywood, Ohio. 
Daykin, Mrs. Edna R., td Holmden 
Ave., W., Cleveland, 
Derrig, Dorothae, 227 Carroll *St., Akron, 
hio. 


DeVanney, Eva M., E. 

S. Grace, Gilbert. School, $288 W. 

pune h " Zz. 1156' Fourth Ave., Akron, 
Ohio. 

Disher, L. L., 28364 Glenwood Ave., Toledo, 


Ohio. 

Dolan, Edith A., Mary Dill School, 74th 
St., Cincinnati, Ohio. 

Downing, Georgiana, 12709 Barrington, 
Cleveland, Ohio. 

Duffy, Fred H., Harding School, Steuben- 
ville, Ohio. 

Durbin, Lorene, Oak Street School, Youngs- 
town, Yo 

Dyer, Ww. , o4 E. California Ave., Colum- 

Lima, 


J. Brown School, 


bus, Ohio 
Eger, Mrs. Jennie B., 745 Brice Ave., 


Ohio. 

Emig, G. C., McKinley School, Eastern and 
Tennyson Ave., Cincinnati, Ohio. 

Ewan, lvia, Highlands Schools, Eastern 
Ave., Cincinnati, Ohio. 

Fassig, Elizabeth, 297 E. Lane Ave., Co- 
lumbus, Ohio. 

Felt, Edna E., Room 200, Old Court House, 
Cleveland, Ohio. 

Fischer, Emilie, 3271 Dellwood Road, 
Cleveland Heights, Ohio. 

Fitzpatrick, Mary, 1837 E. 79th St., Cleve- 
land, Ohio. 

Flessa, — se 
cinnati, Ohio. 

Fortney, ‘Lura, 23rd District School, Vine 
and University, Cincinnati, Ohio. 

Fowler, Lena, 1815 Cleveland Ave., N. W. 
Canton, Ohio. P 

Franz, G. F., 109 W. McMillan 8St., Cin- 
cinnati, Ohio. 

Freeborn, Della E., 
Cleveland, Ohio. 

Frye, Anna, 108 N. 
Ohio. 

Gabriel, Florence, 7338 Euclid Ave., 


Auburn School, Cin- 


Rozelle School, East 
Seventh St., Newark, 
Cleve- 
Washington School, To- 
Avenue 
Lakewood, 
14th St., Cleve- 


Voris St., 


101st, Cleve- 
Apts., 


Ave., 


ledo, Ohio. 
Gedney, Ada, Madison School, 
land, Oh 
Gladwin, Neonetta, 268 E. 
Columbus, Ohio. 
Graether, Mrs. Anna, 303 Belvedere 
berton, Ohio. 
Dayton, 
1017 Dorr St., 


land, Ohio. 
Galvin, Sadie M., 
Garwick, Earl E., Livingston 
School, Columbus, Ohio. 
Onto. 
Gericke, —. 3182 W. 
Gilmore, Katherine, 2130 Scottwood Ave., 
Toledo, Ohio. 
Akron, Ohio. 
Glenn, Fannie S., Michigan Avenue School, 
Goldrick, Nellie M. -, 2208 W. 
land, Ohio. 
Toledo, Ohio. 
Grafton, Elizabeth M., High School, Bar- 
Gray, Lou, 18 Richmond 
1828 Princeton 
721 Walnut St., 


Fremont, 


Jhio. 
Greiner, Alice, 

Ohio. 
Gressley, Mrs. Louise H., 

Drive, Toledo, Ohio 


Griffith, R. I., Martins 
Ferry, Ohio. 

Grimes, Ruth, 373 W. 
Youngstown, Ohio. 
Groff, Maude F., 306 E. Ninth Ave., Co- 

lumbus, Ohio. 
Gamers. Giles F., 220 Pratt St., 


Guthrie, Glenn W., Garfield School, 
Christine Ave., Cleveland, Ohio. 
Haddow, Mary A., 103 W. Evergreen Ave., 
Youngstown, Ohio. 
Haggerty, Georgia 5S., 

leveland, Ohio 


Glenhaven Ave., 


Ravenna, 


13627 


Stanard School. 





oul, 
i 
ron, 
edo, 
4th 
ton, 
ben- 
ngs- 
jum- 
ima, 
and 
tern 
Co- 
use, 
oad, 
leve- 
Cin- 


Vine 


pnue 
ood, 
leve- 
Ave, 

St., 
100l, 
leve- 
pts., 
Bar- 
ton, 
ont, 
eton 
rtins 
Ave., 


Co- 


Tue Nintu YEARBOOK 709 





Ilague, Edith McGrew, 1470 Fair Ave., 
Columbus, Ohio. 

Hall, Mrs. Jennie L., 937 Madison Ave., 
Columbus, Ohio. 

Ilammond, L. Daisy, 111 Oakwood Ave., 
Oakwood Village, Dayton, Ohio. 

Hanselman, C. F., W estwood School, Cin- 
cinnati, Ohio. 
Hansen, BE. A., Associate Professor of Edu- 
cation, Ohio University, Athens, Ohio. 
Hardy, Esther R., 108 S. Monroe St., Fre- 
mont, Ohio. 

Iflarry, David P., Jr., Western Reserve 
University, Cleveland, Ohio. 

Hart, Helen A., Chase School, Toledo, 
Ohio. 

Haskins, Paul N., MacDonald Junior High 
School, Wellsville, Ohio. 

Hauer, John §., Sixth District School. 
Cincinnati, Obio. 

Heiser, Bess M., G. A. Lange School, 200 
Dover St., Day ton, Ohio. 

Ilenschen, Laura H., 3444 Marvin Ave., 
Cleveland, Ohio. 

less, Irene, Canterbury School, Cleveland 
Ileights, Ohio. 

Hessler, Rayonette R., 4000 Washington 
Park Blvd., Cleveland, Ohio. 

llilkey, Carrie B., 419 Grafton Ave., Day- 
ton, Ohio. 

Ilill, Edith, 
Ohio. 

Hill, Ella, Caledonia School, East Cleve- 
land, Ohio. 

Hisey, Nora, 502 Scottwood Apts., Toledo, 
Ohio. 

llitchings, Mrs. Mary, 1240 Thoreau Ave., 
Lakewood, Ohio. 

llolmes, Jay William, Wilbur Wright 
Junior High School, Dayton, Ohio. 

Hommel, Emma L., 5 Parkview Apts., 
Dayton, Ohio. 

Housh, W. K., 4008 Catherine, Norwood, 
Ohio. 

Howlett, Mary E., 12752 Cedar Road, 
Cleveland Heights, Ohio. 

Howser, Elma B., 325 Franklin St., 
Marion, Ohio. 

Ilukill, Elizabeth J., 604 N. Fifth St., 
Steubenville, Ohio. 

Hull, Annie E., 404 W. Eighth Ave., Co- 
lumbus, Ohio. 

Jack, Mary E., Coventry School, Cleveland 
Heights, Ohio. 

Jahn, Anna M., 1222 Shorb Ave., N. W., 
Canton, Ohio. 

a rg J. B., Oyler School, Cincinnati, 
Ohio. 

Johnston, Laura A., 2995 Scarborough 
Road, Cleveland Heights, Ohio. 

~— H. A., E. §. Central School, Toledo, 
Jhio. 

Jones, Harriet M., 622 Moreley Ave., Ak- 
ron, Ohio. 

Judd, Mrs. Anne D., Medary Avenue 
School, Columbus, Ohio. 

Judd, Harriet A., 51 Brighton Road, Co- 
lumbus, Ohio. 

Jung, Elizabeth, 97 EB. Lane Ave., Colum- 
bus, Ohio. 

Kaefer, William, Chase Scheel, Chase and 
Apple Sts., Cincinnati, 

Karp, Esther, 624 Fourth St.. 2 'N. W., Can- 
_ ton, Ohio, 
Kemper, Elisabeth R., Longfellow School, 
245-247 Salem Ave., Dayton, Ohio. 
Kinker, Minnie L., 1242 Broadway St., 
Toledo, Ohio. 

nite ndail, E. R., Navarre School, Toledo, 

hio, 

noniet, , Deane, Lime City School, Lemoyne, 
dhio. 

Kolb, Albertina, 20860 Erie Road, Rocky 
River Branch, Cleveland, Ohio. 

Kolbe, Bertha M., Bolton’ Square Hotel, 
Cle veland, Ohio. 


Clifton Schvol, Cincinnati, 


aoe. William H., 66 Eber Ave., Akron, 

Ohio. 

Kuehn, Nita E., 2708 Clark Ave., Cleve- 
land, Ohio. 

Lang, Katherine, 1485 Cohassett Ave., 
Lakewood, Ohio. 

Laughead, popieiee, 685 Wilson Ave., Co- 


lumbus, Wa io, 

Lawyer, E. Box 156, Cambridge, Ohio. 

Layland, nthe E., 1361 Lincoln Road, 
Columbus, Ohio. 

Lee, Nancy B., 7629 Lorain Ave., Cleve- 
land, Ohio. 

Leidy, Mrs. ~~ B., 7 Scottwood Apts., 
Tole 0, 

Lemon, itehen oo Caledonia School, East 
Cleveland, Ohio 

1A. Edward Pr. Allen School, 8S. Main 

Akron, Ohio. 

sem Leona W., Stewart Avenue School, 
Columbus, Ohio 

Losch, Adela, 3432 E. 110th St., 
land, Ohio. 

Loudon, Agnes V., Oxford School, 914 Ox- 
ford Road, Cleveland Heights, Ohio. 
McClean, Grace M., Scottwood Apts., To- 

ledo, Ohio. 

McCoart, Rose L., Columbia aed, 10405 
Columbia Ave., Cleveland, 

McCreery, Susie, Thoreau Pack. School, 
Bradley Ave. ‘and 54th St., Cleveland, 
Ohio. 

McEachren, Florence E., 2025 E. 100th 
St., Cleveland, Ohio. 

McElroy, Flora L., 1284 Ramona Ave., 


Lakewood, Ohio. 

McElvain, Margaret, 572 E. Rich St., Co- 
lumbus, Ohio. 

MecMyler, Delia, 3431 Center Road, War- 
rensville, Ohio. 

er Etta M., 218 Park St., Akron, 


Ohio. 

MacMahan, Ruby L., 38 16th Ave., Co- 
lumbus, Ohio. 

Mansfield, Mrs. Katherine M., 3126 Tus- 
carawas St., W., Canton, Ohio. 

Mapes, June, 3853 ‘Parkwood, Toledo, Ohio. 

Marcellus, Jean, Wayne School, Toledo, 
Ohio. 

Marker, Nettie E., Fulton School, Toledo, 
Ohio. 

Marshall, Jessica, 2229 Hollywood Ave., 


Toledo, Ohio. 
1555 Elbur Ave., 


Mayer, Mrs. Eva D., 
Lakewood, Ohio. 

Mead, Georgia E., 610 A St., Lorain, Ohio. 

Meador, Mildred, North Fairmount School, 
Baltimore Ave., Cincinnati 

Meermans, Minnie, 1352 B. 35th St., 
Cleveland, Ohio, 

Mercer, Elizabeth, Beiter School, Steiner 
Ave., Akron, 

Mine Cc. &k. ‘Garfield School, Cincinnati, 
Yhio. 

Miller, Mrs. Florence O., 1209 N. Main St., 
Dayton, Ohio. 

Miller, W. Wilbur, 30 W. Norwich Ave., 
Columbus, Ohio. 

hen U. L., Morgan School, Cincinnati, 
Ohio. 

Money, Ella B., 2904 Garden Ave., Cleve- 
land, Ohio. 

Moore, Lulu M., 2002 Fernwood Ave., To- 
ledo, Ohio. 

Morgan, Edna, 2943 Berkshire Road, 
Cleveland, Ohio. 

Moring, Bertha A., 2348 Barrington Road, 
Toledo, Ohio. 

Moring, ‘Ida M., 2348 Barrington Road, 
Toledo, Ohio. 

Moss, Mrs. Amelia E., 1066 Mosher Road, 
Wickliffe, Ohio. 

Munday, Minnie M., 161 Warren St., Day- 
ton, Ohio. 

Myers, Mary E., 85 S. Adolph Ave., Ak- 
ron, Ohio. 


Cleve- 





710 


ELEMENTARY ScHooL PRINCIPALS 





Nessle, Fannie B., 816 Nesslewood Ave., 
Toledo, Ohio. 

Newell, Lillian 's., 890 E. 149th St., Cleve- 
land, Ohio. 

O'Connor, Margaret A., 13422 Merl Ave., 
Lakewood, Ohio. 

Oechsler, Hazel, Newbury School, Toledo, 

0. 

Ohlemacher, Helen E., 526 Hancock St., 
Sandusky, Ohio. 
Parker, Charles S., 
Cincinnati, Ohio 
Parks, Mrs. Belle L., 
East Cleveland, Ohio. 
Patton, O. M., Rothenberg Junior High 
School, Main St. and Clifton Ave., Cin- 

cinnati, Ohio. 
Peabody, Mrs. Ella, 567 Nebraska Ave., 


Toledo, 0. 
» at , Pleasant Ridge School, Cin- 
a 0. 
Perkins, Mrs. panne M., Glenwood School, 
Toledo, Ohio. 
ene Jessie, The Scottwood, Toledo, 
0. 
Peters, Edith C., 661 E. 123rd St., Parma, 
7 511 Western Ave., 


Pettit, Joseph zB. Mayfair School, 14000 


Horace Mann School, 


Superior School, 


Colum- 


) Mayfair Ave., East Cleveland, Ohio. 
Pfeiffer, Anna, 484 Linwood Ave., Colum- 
bus, Ohio. 
—. Grace C., 88 Linwood Ave., Coluim- 
us, 
Phillips, Mrs. Jane E., 46 Winner Ave., 
Columbus, Ohio 
Pinhard, Estella M., 3706 Library Ave., 
Cleveland, Ohio 
Pollock, C. _, 370 E. State St., 
bus, Ohio. 
Potschner, Stella L., 26 S. Union St., 
Akron, Ohio. 
Preston, E. M., Prospect School, East 
Cleveland, Ohio 
ra Isabel, Webster School, Toledo, 
0. 
oo W. A., Guilford School, Cincinnati, 
0. 
. W., Whittier School, Cincin- 
Ranft, Aleda V., 2846 Torrington Road, 
Shaker Heights, Ohio. 
Rarey, Mrs. Margaret M., 379 S. Ohio 
Ave., Columbus, Ohio. 
—_ ly E., 194 Warren Ave., Youngs- 
ow 
Reid, Mabel, 276 Chestnut Ave., N. E., 
Warren, Ohio. 
Reszke, Felix E., Sando School, Cincin- 
nati, Ohio. 
Reynolds, Carolyn, Cherry School, Toledo, 
Reynolds, eaate, 3930 Berkeley Drive, 
Toledo, O 
Riedel, “hag RK. 514 Adams St., Dayton, 
0. 
Riely, Genevieve, Monroe School, Toledo, 
0. 
Riggle, C. B., 544 E. Indiana Ave., Perrys- 
burg, O io. 
Riniker, Amelia, 1615 Shorb Ave., N. W., 
Canton, Ohio. 
Risley. oe gt ok 1528 Westwood Ave., 
ewo 
Ritterspaugh, ‘Lins, 600 Fifth St., S. W., 
Canton 
Robe, T. he Ohi 
-~ Edna, 601 Lincoln ave. Toledo, 
Roger > ee M., McKinley School, 
351 W. Clifton Bivd., Lakewood, Ohio. 


Roling, Grace, 1559 Ridge St., Columbus, 


0. 
Roseborough, Linna, 615 Bellflower Ave., 
S. W., Canton, Ohio. 


Roxbury, Grace, Solon School, Solon, Ohio. 
Rupel, Maude L., Van Cleve School, For- 

est Ave. and Helena St., Dayton, Ohio. 
Sawyer, E. M., Hyde Park School, Cincin- 


nati, Ohio 
27th District School, 


Schlotman, R. C., 
Cincinnati, Ohio. 

Schroeder, Esther L., Raschig School, 
Parkway and Elm, Cincinnati, Ohio. 
Schuh, Belle, 2104 Brookdale’ Road, 

Toledo, Ohio. 
Schullian, Augusta M., 1497 
Lakewood, Ohio. 
Schwartz, Albert, 
cinnati, Ohio. 
Scott, Belle Torrey, 2522 Brentwood 
Road, Bexley, Columbus, Ohio. 
Sellers, Mrs. Hazel B., 25 Adelford Ave., 
Akron, Ohio. 
Shattuck, Harriett, 2644 Shaker Road, 
Cleveland Heights, Ohio. 
Shuter, L. D., Eleventh Avenue School, 
Columbus, Ohio. 
Sidle, Myrtle, 201 Newton Ave., N. W., 
Canton, Ohio. 
, B. H., 1363 Myrtle Ave., 


0. 

Smith, Vance, 787 Oxford St., 
ton, Ohio. 

Snow, Mrs. Sue, 2323 
Toledo, Ohio. 

cage. Belle, Myrtle 
oungstown, Ohio. 

Somerwill, Grace, 204 Porter St., 
Warren, Ohio. 

Spence, A. Marie, 19315 Riverview Ave., 
Rocky River, Ohio. 

Spracklen, Myrtle, Espy School, 209 
Smith Ave., Kenton, Ohio. 

1890 EB. 97th St. 
219 BE. 


Mars Ave., 


Cummins School, Cin- 


Cincinnati, 
Worthing- 
Lawrence Ave., 
School, 


N. E., 


Avenue 


Sprague, Elizabeth, 
Cleveland, Ohio. 


Spuller, Minnie J., Market S&t., 


Akron, Ohio. 
ar. Daisy, 304 Irving Ave., Dayton, 


hio. 

Stephens, Ada, 1328 W. Mound S&t., Co- 
lumbus, Ohio. 

Stevens, Avis Coultas, 16905 Delaware 
Ave., Lakewood, Ohio. 

Stewart, L. P., 3475 Morrison PL, 
nati, Ohio. 

Stewart, Martha A., 1777 Carlyon Road, 
East Cleveland, Ohio. 

Stoneman, Mrs. Nora C., Broadview Road, 
ae 2215 Oak Park Ave., Cleveland, 

0. 

Storing, Julia H., 940 Oakland Ave., 
Akron, Ohio. 

Stough, Elizabeth, 2000 Cleveland Ave., 
N. W., Canton, Ohio. 

Stroud, Winifred, Pearl Road Elementary 
School, Cleveland, Ohio. 

one, W. E., 5910 Snow Road, Cleveland, 


0. 
a 4 Mary B., 841 Market, N., Canton, 


Terrill, Maymie ok 
South Euclid, 
Thomas, Lil lw 85 Ss. 
Bexley, Columbus, Ohio. ; 
Thompson, Lou H., Fairwood School, Co 
lumbus, Ohio. , 
Thompson, Lucy, 274 Piedmont Road, Co- 

lumbus, Ohio. 
Tidrick, Neva, 2915 Tuscarawas St., Can- 


ton, Ohio 
Treat, Mabel, 3134 W. 25th St., Cleveland, 


0. 
Trew, Bessie, 1309 15th St., N. W., Can- 
0. 
Earl C., 


Ohio. 
Turnbull, Lillian, 1609 Third St., N. E. 
Canton oO. 
Vance, Ww. H., 160 E. Norwich, Columbus, 
Ohio. 


Cincin- 


has reen Road School, 


Cassady Road, 


Peaslee School, Cincia- 





oad, 


Ave., 


Tue Nintu 


YEARBOOK 711 





Vandegriff, Celia, 31 E. Lane Ave., Co- 
lumbus, io. 

Van De Water, = 22441%4 Maplewood 
Ave., Toledo, Ohio. 

¥en, Seen, R. C., 504 Arden Pl, Toledo, 
Ohio. 

Vermillion, Kenneth R., Chambers School, 
East Cleveland, Ohio. 

Wagner, Bess H., 11731 Mt. Overlook 
Ave., 8S. E., Cleveland, Ohio. 

Walker, Hattie E., 1506 Waterbury Road, 
Lakewood, Ohio. 

Wallace, C. Jeannette, 209 Hawker St., 
Dayton, Ohio. 

Walsh, Frances, 148 Buttles Ave., Co- 
lumbus, Ohio. 

Warnking, May, Columbian School, Avon- 
dale, Cincinnati, Ohio. 

M. P., Worley School, Canton, 


, A. Lucile, Oakville School, 5817 

Mayfield Road, South Euclid, Ohio. 

Weber, George F., King School, Akron, 
Ohio. 

Wells, Iva Z., 316 Garfield Ave., Lan- 
caster, Ohio. 

Williams, Ann Carol, Cleveland School, 
W. Princeton Ave., Youngstown, Ohio. 

Williams, M. lola, 123 Byers Ave., Akron, 
Ohio. 

Williams, Ruth E., 48 Rockwood Ave., 
Dayton, Ohio. 

Williamson, Miriam, 17 Plumwood Road, 
Dayton, Ohio. 

Willis, Mabel, 2574 Monroe St., Toledo, 
Ohio. 

Willoughby, Mary, 244 W. Third Ave., Co- 
lumbus, Ohio. 

Wilson, C. A., Avondale School, Cincin- 
nati, Ohio. 

— Isabel R., 110 Arch St., Akron, 
Ohio. 

Wright, Ida J., 544 W. Fourth St., Day- 
ton, Ohio. 

Wright, Nackie H., Charles Feilbach 
School, Toledo, Ohio. 

eee, Ida, McKinley School, Toledo, 
Ohio. 

Youtz, Madge, 209 Newton Ave., N. W., 
Canton, Ohio, 


OKLAHOMA 


Saker, Harold V., 1139 N. Boston Ave., 
Tulsa, Okla, 

Benfer, Mabel C., 417 Osage Ave., Bartles- 
ville, Okla, 

Bishop, Lillian E., 622 McLish, Ardmore, 
Okla, 

Bogan, L. E., Supt 
Schools, Okay, Okla. 

Bowles, A. G., 1223 8S. Columbia, Tulsa, 
Okla. 

Bradshaw, Roy B., 1628 S. Victor Ave., 


Tulsa, Okla. 
315 G St., N. E., 


Coffman, George W., 
Ardmore, Okla 

Condit, Philip M., 1608 N. Cincinnati St., 
Tulsa, Okla. 

Coppers, A. E., 114 N. Tacoma, Tulsa, 
Okla, 

Couch, Mary D., 1130 W. Tenth St., Okla- 
homa City, Okla. 

Dale, Etta D., 505 S. Rock Island Ave., 
El Reno, Okia. 

— W. W., 919 S. Price, Hominy, 
)kla. 

Denney, Earl C., 232 S. Quebec Ave., 
Route 1, Tulsa, Okla. 

Dene, L. B., Franklin School, 820 W. 
California, Oklahoma City, Ok sla 

Dyer, = — E., 30 E. 28th, S., Oklahoma 


Fritnoia” ‘aith L., Willard School, 1401 
W. Second St., Oklahoma City, Okla. 


of Consolidated 


Frye, Dora Cox, 3200 N. Walker, Okla- 
homa City, Okla. 

Griggs, O. C., 43 N. Wheeling St., Tulsa, 
Okla. 


Hackendorf, William, 1020 S. Florence, 
Tulsa, Okla. 

Hackleman, G. L., 616 Mathew Ave., Paw- 
huska, Okla. 

Harriss, Mrs. Esther H., Jefferson School, 
Muskogee, Okla. 

Haskell, Charles O., Junior Senior High 
School, Bartlesville, Okla. 

— ‘Mrs. W. , Savoy “Hotel, Miami, 

a. 


Homberger, E. H., High School, Wood- 
ward, Okla. 

Hunt, Shay, 814 N. Kickapoo St., Shaw- 
nee, Okla. 

Keeling, A. J., 1138 S. Atlanta, Tulsa, 
Okla. 

coe. B. E., 1112 S. Quincy Ave., Tulsa, 
k 


la. 

LaMar, R. Esther, Roosevelt School, Ok- 
mulgee, Okla. 

Leach, ) ge 315 S. Walker, Oklahoma 
City 

Liebhart, Ethel M., 908 W. 12th St., Okla- 
homa City, Okla 

Linsdale, J. E., 410 S. Linden, Sapulpa, 
Okla. 

McCall, L. C., 
Okla. 

McCollum, R. E., 1427 N. Elwood, Tulsa, 
Okla. 

McCullough, Mary, 330 E. Fifth St., Okla- 
homa City, Okla. 

MeMillan, Ethel, Culbertson School 
12th and Everest, Oklahoma City, Okla, 

Meyers-Smith, Levia, 1509 EB. 14th St., 
Oklahoma City, Okla. 

Moore, A. I., 1517 Baltimore Ave., Mus- 
kogee, Okla. 

Moore, T. E., 1305 8S. Lewis, Tulsa, Okla. 

Mosier, Mrs. Lotta, Lee School, Oklahoma 
City, Okla. 

Pitts, Lena, 
Okla. 

Pruett, Mrs. George, 708 N. Elm St., Ponca 
City, Okla. 

Ready, R. F., 718 S. Fourth, Wilson, Okla. 

Reiff, C. K., Supt. of Schools, Muskogee, 


2116 Boston, Muskogee, 


Wilson School, Okmulgee, 


Okla. 
Richards, A. L., Board of Education, Tulsa, 


Okla 

Richards, J. P., 1560 S. Yorktown, Tulsa, 

cla. 

Setzepfandt, A. O. H., Barnard School, 
17th and Lewis Ave., Tulsa, Okla. 

Slemmer, Maggie E., 915 W. Randolph, 
Enid, Okla. 

W alkup, Lydia, Emerson School, Okmul- 
gee, Okla 

Watson, Isabel, 704 Jennings, Bartlesville, 


Okla 

Watts, “Winifred, Webster School, Okmul- 
gee, Okla. 

Ww peat, M. W., 633 8. Mounds, Sapulpa, 


( 
. A. L., Supt. of Schools, Choteau, 


OREGON 


Ager, H. W., 1947 Hawthorne Ave., Port- 
land, Oregon. 

Alexander, Mrs. Sooet, 410 E. 55th St., 
Portland, Orego 

Allen, Lilith Be 2464 Baker St., Baker, 
Oregon. 

Annala, Evi, Principal of Grades, Oak 
Grove District, Hood River, Oregon. 
Baker, N. A., 343 E. 46th St., S., Portland, 

Oregon 
Bennett, Ww. Edgar, Box 36, Paisley, Ore- 
gon. 


. 





ELEMENTARY Scuoon PRINCIPALS 





Blackler, R. C., 220 N. Syracuse St., Port- 
land, Oregon. 

Blandford, Mrs. E. W., 360 E. 28th St., S., 
Portland, Ore. 


Blanton,, H. P., Merrill Grades, Merrill, 
Oregon. 
321 E. 22nd St., Portland, 


Francis Hotel, 


N., Port- 


Cascade 


Port- 
Port- 


Biough, H. B., 
Grade School, Jordan Val- 
ley, Oregon. 
Bridges, eee 360 E. 
Portland, Oregon 
Buchanan, Mrs. B. M., 495% Greenwood 
nd, Oregon. 
Cooper, M. W., U. 
1002 
Ave., Hood River, Oregon. 
land, Oregon. 
Cunningham, Bessie, 453 E. 
Port- 
land, Oregon. 
Ankeny St., 
Dorman, Hugh B., 
Downs, S. U., 592 Stanton St., Portland, 
land, Oregon. 
1141 E. 36th St., N., Port- 


Oregon. 
Bosard, J. H., 
Boyd, Charles H., 1239 Rodney Ave., Port- 
and, Oregon. 
23rd St., Portiand, 
Orego 
naan, "Caretyn A., St. 
Brown, Elmer, 759° BE. 27th St., 
land, Oregon. 
Ave., Portland, Oregon. 
Cone. A. A., 1163 Haight Ave., Port- 
Cliakigbeard: Anna, Central School, Marsh- 
field, Oregon. 
Ss. Fenian School, 
Warm Springs, Oreg 
Cornelius, Mrs. Henrietta, 
Cox, Ora, Box 688, ‘Medford, Oregon. 
Cram, Arthur, 278 Ainsworth Ave., Port- 
Crull, Lotta M., Mayger School, Rainier, 
Oregon. 
14th St., N., 
Portland, Oregon. 
De Graff Grace, 604 Sheffield Ave., 
Dickson, W. A., 988 E. 
land, Oregon. 
134 E. 55th St., 
land, "Oregon. 
Oregon. 
pea Mrs. J. H., 950 E. Glisan St., Port- 
Falting, E. T., 
land, Oregon. 
7th St., N. E., Port- 


Ferguson, C. E., 829 7 
land, Oregon. 

Finnie, — Alice, Marshfield, Oregon. 

Ford, W. I., 573 E. 38th St., N., Portland, 


a. 
‘a | om Cleveland Ave., Port- 
839. E. 18th St., Portland, Ore- 
gon. 
Groshong, F. M., 595 E. 14th St., N., 


Portland, Oregon. 
Gunn, H. M., 1351 BE. Lincoln St., Port- 
Port- 


Gary, T. J., 


land, Oregon. 
Hadley, E. J., 792% E. Salmon St., 


land, Oregon. 
Hall, J. O., 1850 E. Main St., Portland, 
Hanna, Mrs. Blanche E., 165 E. 55th St., 


Sumner St.. 


Oregon. 

Portland, Oregon. 

Hoskin, E. L., 243 E. Broadway, Portland, 

Oregon. 

Howard, Evelyn M., Fern Hill School, 

Rainier, Oregon. 

Howard, Maurice, 752 Mason St., Port- 

land, Oregon. 

Hanes. B. E., 222 W. 

Portland, Oregon. 

Jamison, G. E., 799 Haight Ave., Port- 
land, Oregon. 

Jolin, Arthur, Marshland, Oregon. 

Kent, Joseph B., Elementary School, 
Clatskanie, ee 

Kise ie ni 353 E. 43rd St., Port- 

nd, Ore 

Kirkham, Floy. 'M., 430 W. 13th St., Eu- 
gene, Oregon. 

Lemon, Mrs. Mary E., Nortonia Hotel, 
Portland, Oregon. 


Port- 
Port- 


Port- 


School, St. 


Lewis Charles E., 726 The Alameda, 
land, Oregon. 

Lind, Ralph, 1007 S. Princeton St., 
land, Oregon. 

Maaske, R. J., 100 Peacock Lane, 
land, Oregon. 

a i Ida =. 89 E. 41st St., N., Port- 
land, Oreg 

Miller, W. M.. 442 E. 44th St., Portland, 
Oregon 

Morgan L. H., Sellwood School, Milwau- 
kie, Oregon. 

Morton, John A., McNulty 
Helens, Oregon. 

Nelson, M. V., Route 8, Box 438, Portland, 
Oregon. 

Oberton, Dora D., 714 Ninth St., Hood 
River, Oregon. 

Painter, W. C., 63 E. 45th St., Portland, 
Oregon. 

Parker, William, 619 Rodney Ave., 
land, Oregon. 

Perry, C. E., 1235 E. Pine St., 
Oregon, 

Peterson, Mrs. C. A., 622 E. 


Portland, 


3urnside St, 
Portland, Oregon. 

Peterson, Otto H. H., 

Petteys, W. A., 4007 
Portland, Oregon. 

Porter, Fannie, 1010 
City, Oregon. 

Prideaux, A. J., 1575 FE. 
land, Oregon. 

Reese, Lewis E., Route 1, 


gon. 
Rhinehart, Mabel, 
Oregon. 


Linnton, 
910 Bryce Ave., 


Roberts, L. D., 
Box 458, Rainier, Oregon, 


Oregon. 
Robison, C. I., 

114 Stonewall Jackson St, 
Oregon. 


Rush, Della, 
Pendleton, 
Schnebly, William Buford, 
Oregon. 
65th St., N., Port 


Scappoose, Oregon 
64th St., 8S. E., 


Jackson St., Oregon 


Taylor St., Port- 


Milwaukie, Ore 
2. FF. D. 1, Box 198, 


Portland, 


John Gumm 
School, St. Helens, 
Sherwood, H. M., 7 BE. 
land, Oregon. 
Shuey, Ada R., 
Oregon. 
Spencer, Cornelia, 
land, Oregon. 
Spooner, Julia, Holladay 
land, Oregon. 
Sprague, Mrs. Vera, 
cade Locks, Oregon. 
Stafford, C. M., 1054 Killingsworth Ave., 
Portland, Oregon. 
Steele, Robert R., 69 E. 19th St., 
land, Oregon. 
Stermer, Henrietta, 


Clifford L., Route 2, 


gon. 
Swinney, Ruth, 435 Fowler St., 
Oregon. 
Tallman, H. C., 
land, Oregon. 
Tate, Roy M., 29 EF. 
Oregon. 

Thaxter, B. A., 1062 
Portland, Oregon. 
Thelander, Ellyn, 1153 
Portland, Oregon. 
Thomas, Mrs. Lillie D., 

land, Oregon. 
Thompson, Anna, 484 E. 23rd St., N. 

Portland, Oregon. 
Thompson, Cecil T., 

Portland, Oregon. 
Vose, B. A., Public School, 


gon. 

Waldine, Lucia, Sister Superior, St. 
Hall, Portland, Oregon. 

Wall, Kenneth B., Co. Supt. of Schools, 
Lakeview, Oregon. 

Watson, Mrs. A. E., 898 E. 
Portland, Oregon. 


1062 Adams St., Eugene, 


Portland Hotel, Port 
School, Port- 
Grade School, Cas 
N., Port- 
Box 305, Bend, Ore- 

gon. 
Strong, Canby, Ore- 
Roseburg, 
1681 Freemont St., Port- 
17th St., 
Beubla 


Woodstock Ave., 


N., Portland, 


Vista Ter., 


Forest Apts., Port 


309 E. 28th St., N., 


Oswego, Ore 


Helen's 


Broadway, 





, Port- 
Port- 


Port. 


Port- 


rtland, 
ilwau- 
1, St. 
*tland, 
Hood 
‘tland, 

Port- 
‘tland, 


> St., 


tland, 


regon, 
n St., 


summ 
Port 
gene, 
Port 
Port- 
as 
Ave., 
Port- 
Ore- 
Ore- 
burg, 
Port- 
tland, 


Ter., 


Ore- 
plen's 
100Is, 


lway, 


Tue Nintru YEARBOOK 713 





Webb, H. E., 746 E. Tenth St., 
Oregon, 

Wyman, Paul H., 1215 Alameda Drive, 
Portland, Oregon. : 

Zook, Carl §S., Route 2, Box 249, Mil- 
waukie, Ore. 


Portland, 


PENNSYLVANIA 


Allen, Lillie E., Bache School, 22nd and 
Brown Sts., Philadelphia, Pa. 

Alter, Lillian V., 7719 Abbott St., E. E., 
Pittsburgh, Va. 

Anderson, Julia E., Main Street School, 
Oil City, Pa. 

Anderson, Robert S., Keystone School, 
Upper Darby, Pa. 

Andrews, Cora B., School, 
Midland, Pa. 

Applegate, Florence W., Newmyer School, 
Ilampton St., Swissvale, Pa. 

Askin, Bessie D., Madison School, Mil- 
waukee and Orion Sts., Pittsburgh, Pa. 


First Street 


Austin, Bertha, 526 W. Third St., Erie, 
L's 


a. 

jurnes, Harold, Girard College, Philadel- 
phia, Pa. 

— 1s, Alma, Larimer School, Pittsburgh, 
Ps: 

B artine, Helen W., Thornton Road, Torres- 
dale, Philadelphia, Pa 

Jeacham, Mabel, 1110 Potter St., Chester, 


sock er, Elizabeth, Lockhart School, Pitts- 


burgh, 

sedillion, , 113 Cherry Ave., Houston, 
DP: 

S. Peirce School, 


Philadelphia, 


Be rman, Samuel, William 
24th and Christian Sts., 


Pa. 

fest, Elizabeth M., 414 Richland Ave., 
Dravosburg, Pa. 

Bisset, Mary C., 2519 S. Garnet St., Phila- 
delphia, Pa. 

Biswanger, Wilhelmina A., 1621 Harrison 
St., Philadelphia, Pa. 

Blessing, Louise, 4837 Lytle St., 
burgh, Pa. 

jowman, Calvin, 29 S, 
Crafton, >a. 

Bover, Martha E., 6420 N. 12th St., Phila- 
delphia, Pa. 

Breeze, Mary P., 325 N. Craig, Pittsburgh, 
Pa, 

Breitwieser, William, Columbus School, 
Irwin Ave., Pittsburgh, Pa. 

Brooks, Daniel A., 2221 N. College Ave., 
Philadelphia, Pa. 

Brubaker, Ella M., Kelly School, Wilkins- 
burg, Pa. 

Brunner, Frances C., R. D. 1, Box 67, 
Turtle Creek, Pa. 

Bunting, Sarah L., McClean Ave., Ches- 
wick, Pa. 

Cannell, Rachel S., 3246 Waltham Ave., 
Dormont, Pa. 

Caulfield, Mary G., 143 N. 
Pittsburgh, Pa. 

Chambers, Raymond L., 24 W. Logan St., 
Philadelphia, Pa. 

Chew, Samuel L., Northwest School, 15th 
and Race Sts., Philadelphia, Pa. 

Christie, Hazel E., Grant Street School, 
Oil City, Pa. 

Clampitt, Xenia C., 6805 N. 11th St., 


Philadelphia, Pa. - 
C ie avenger, W. C., 1028 Steuben S&St., 
1419 Elm St., 


Pittsburgh, Pa. 
122 Park Ave., Du Bois, 


Pitts- 


Linwood Ave., 


Craig St., 


Cober, E. W.., Wilkinsburg, 
Ia, 


Cochran, Fred J., 
Pa. 


Collins, Bessie Eleanor, 4910 Larchwood 
\ve., Philadelphia, Pa. 

Conboy, Elizabeth, Bane School, Pitts 
burgh, Pa. 


Coughlin, J. L., Columbus School, 17th 
and Poplar Sts., Erie, Pa. 

Craig, Marion R., 901 Center St., Wilkins- 
burg, Pa. 

Cressman, Elmer W., 540 S. Melville St., 
Philadelphia, Pa. 

Creys, Lavina, Harding School, Eighth and 
Lincoln Ave., Erie, Pa. 


Crafton 


, Lewistown, 


Cross, Charles B., Wayne School, Erie, Pa. 

Crumrine, M. Ella, 917 Chislett St., Pitts- 
burgh, Pa. 

Phila- 
delphia, Pa, 

Danehower, Mrs. Alice, Schuylkill Ave., 
Jeffersonville, Pa. 

Daugherty, Edward Taylor, 735 Taylor 
Ave., Bellevue Branch, Pittsburgh, Pa. 

Daugherty, Maud, Hoffman Avenue School, 
Oil City, Pa. 

DeShong, W. W., 29 Park St., 

Branch, Pittsburgh, Pa. 

Dobbins, Thomas J., 5224 Schuyler St., 
Germantown, Philadelphia, Pa. 

Doyle, Florence A., 5375 Wingohocking 
Ter., Germantown, Philadelphia, Pa. 
Doyle, Margaret A., Moffet Webster 
School, Second and Oxford Sts., Phila- 

delphia, Pa. 

Duffy, Millie S., 9405 Frankstown Ave., 
Ww ilkinsburg, Pa, 

Dunleavy, Joseph M., 1113 Pittston Ave., 
Scranton, Pa. 

Dunn, Etta A., 4112 Penn Ave., Pitts- 
burgh, Pa. 

Eckard, Elizabeth T., Douglas School, 
Edgemont and Huntingdon Sts., Phila- 
delphia, Pa. 

Edgar, Robert H., 531 Orchard Ave., Bel- 
levue, Pa. 

Eissler, Louise, Birney School, Ninth and 
Lindley Ave., Philadelphia, Pa. 

Emrey, Miles a Bryant School, 60th and 
Cedar St., Philadelphia, Pa. 

Enevoldsen, Anna E., 301 Oneida St., 
Sayre, Pa. 

Enterline, Myers, Turbotville, Pa. 

~~ Mary, Rose School, Pittsburgh, 
a. 

Euwer, Mrs. Ora, Clayton School, Pitts- 
burgh, Pa. 

Evans, Abel J., 5215 Chester Ave., Phila- 
delphia, Pa. 

Fels, Maurice, Garden Court, 47th and 
Pine Sts., Philadelphia, Pa 

Ferguson, Mary B., Woods Run School, 
Westhall St., Pittsburgh, Pa. 

Fink, Stanley F., Tyson-Schoener School, 
Reading, Pa. 

reper, W. J., 225 Shaw Ave. 

a. 

ri. May, 1025 McKean Ave., Donora, 
a. 

Fowler, Ella, West Hickory School, West 
Hickory, Pa. 

Fowles, Gertrude L., 1209 Wood St., 
Wilkinsburg, Pa. 

Frankenfield, Ira M., 730 Center St., 
Bethlehem, Pa. 

Freed, H. E., 1209 Herbert St., Philadel- 
phia, Pa. 

Thomas . Wightman 
School, Squirrel Hill Sta., Pittsburgh, 
Pa. 

Fromuth, Carl L., 459 E. Wat Lane, 
Germantown, Paileeet iene 
Philadelphia, r* 

Fugett, Joseph R., 120 E. Miner St., West 
Chester, Pa 

Estelle, Curtin School, Mus- 
grave and Horten Sts., Germantown, 
Philadelphia, Pa. 

Galter, Israel, 3133 W. Columbia Ave., 


Dale, Ralph B., 1127 S. 52nd St., 
Frew, Margaret A., 
Fugate, Edwin L., Jr. 9 Hansberry St., 
Funk, M. 

Philadelphia, Pa, 





714 


ELEMENTARY Scuoot Principayts 





Bennett Hail, 
Philadel- 


Francis M., 112 
Pennsylvania, 


Garver, 
University of 
phia, Pa. 

Gibbs, Mary S.. 350 W. Duval St., 
mantown, Philadelphia, Pa. 

Gill, Margaret L., Fitler School, 
and Knox Sts., Philadelphia, Pa 

Gilland, Thomas M., Supt. of Schools, 
Donora, Pa. 

Gover, Emily R., 303 W. 
Pottsville, Pa. 

Golden, H. W., 420 
levue, Pa. 

Graham, Lillian W., 2953 Zephyr Ave., 
Pittsburgh, Pa. 

Grimes, Mrs. Maud Doeblin, E. M. Stan- 
ton School, 17th and Christian Sts., 
Philadelphia, Pa. 

Grine, Laura, 6520 Dalzell Pl., Pittsburgh, 


Ger- 


Seymour 


Norwegian St., 


Dawson Ave., Bel- 


Pa.’ 

Grossman, H. B., 302 Fairview Ave., But- 
er, Pa. 
Grunizer, W. 

> 


F., 159 Sell St., Johnstown, 
a. 

Hagerty, Jean B., Robert Morris School, 
= and Thompson Sts., Philadelphia. 


Hanlon, Beatrice, 121 Ave., 
Monessen, Pa. 

Hardie, Jessie H. . 317 N. Craig St., Pitts- 
burgh, Pa. 

Hardy, Clara R., 1005 Evans St., McKees- 
port, Pa. 

ane. pate L., 308 W. Fourth St., Oil 

ty, 

Hart, John C., 538 Carey Ave., Wilkes- 
Barre, Pa. 

Haven, Jessie G., 316 S. Atherton St., 
State College, Pa. 

Heidinger, Blanche L., 315 Lemonte St., 
Philadelphia, Pa. 

Hemphill, Elizabeth A., 308 Plaza Hall, 
Lansdowne, Pa. 
Henderson, R. H., 369 S. Winebiddle Ave., 
East Liberty Station, Pittsburgh, Pa. 
Hinkle, Thomas L., P. O. Box 68, Milnes- 
ville, Pa. 

hs Mrs. Cecilia, Curtin School, Mil- 
ton, P. 

Hirth, Alice, Fourth Ward School, 


ead, Pa 

Hitner, ‘John W., Adams Ave., Phila- 
delphia, Pa. 

Hollingshead, Mary W., 21 Elkinton Ave., 
Park Pl., Chester, Pa. 

Homer, Francis E., 3526 N. 16th St., 
Philadelphia, Pa. 

Hood, Helen V., 1012 S. 49th St., West 
ee. Pa. 

Hood, Mrs. Vivian P., Drexel Hill School, 

13th and 


Lenowee 


Home- 


4677 


Drexel Hill, Pa. 

Horan, Agnes M., Clymer School, 
Cambria Sts., Philadelphia, Pa. 

Horn, Arthur o., 3400 Orchard Ave., Mc- 
Keesport, Pa. 

Hunsinger, Berton C., 2521 W. Fourth St., 
Williamsport, Pa. 

Hurst, S. Grace, 234 Charlotte St., Lan- 

Wil- 


caster, Pa. 
1185 High St., 
a 
, 618 Franklin Ave., Ali- 


McClure School, Sixth 
Philadelphia, 


James, Grace, 25 Graff St., Oil City, Pa. 
Jay, Anne E., 1711 Kenneth Ave., Arnold, 


War- 


quippa, Pa. 

Jacobs. Emilie V., 
and Hunting Park Ave., 
Pa. 


Pa. 
Johnson, A. Bessie, 109 Wayne St., 


ren, Pa. 

Johnstone, Mrs. Florence H., 71 Siverly 
Ave., Oil City, Pa. 

Jones, Mary F., Highland Park School, 


Upper Darby, Pa 


omen. 7. Hi. rallatin Ave., Union- 
town, Pa. 
Judge, Katherine M., 
ity, Pa. 
Kauffman, J. Benjamin, Y. M. C. A., But- 
ler, Ta. 
Keiper, Mary A.. 
daysburg, Da. 
Kell, Jane F., 622 Linden Ave., York, Pa, 
Kerns, Morey V., 2526 S. Cleveland St 
Philadelphia, Pa. 
Kirk, Mabel E., 400 N. 
burg, Pa. 

Kirk, S. Elisabeth, 
Drexel Hill, Pa. 
Knoch, E. H., 2825 Espy Ave., 
Sta., Pittsburgh, Pa. 
Knox, Maria Patton, 
es and [Ilamilton Aves., 

a. 
Kohne, Emma M., 5715 Elmer 


burgh, Pa. 
as ‘Isabel, 12 Colbert Ave., 
Stella S., 3462 


Pa. 
Ladley, Mrs. 
Ave., N. S., Pittsburgh, Pa. 
Lafferty, Annie L., 6336 Jackson St., 
Pittsburgh, Va. 
Laing, Iva B., 1214 Macon Ave., 


burgh, Pa. 
Lang, Xina, 2633 Ingomar S8St., 
613 Howard St., Wil 


139 N. 
105 Wyllis St., Oil 


414 Walnut St., Holli- 


Third St., Harris 


Garrettford School, 
South Hills 


Homewood School, 
Pittsburgh, 


St., Pitts 
Oil City, 


Perrysville 


Pitts 


Pittsburgh, 
=n. 

Laubach, Helen M., 
liamsport, Ta. 

Law, Bertha V., 1427 Mervin Ave., Dor 
mont, Pittsburgh, Pa. 

Lehr, Clarence W., 205 E. 
Philadelphia, Pa. 

Lerda, Stephen A., 4 Market St., 

, New Castle, 


Meade St., 


Glen 
Lyon, Pa. 
a ~My R. G., 505 Moore Ave. 


School of Education, Uni- 
Pittsburgh, Pa. 
63rd St., Philadel 


1208 N. 


Linear, E. E.., 
versity of Pittsburgh, 
Linn ~— E., 829 N. 


phia 
Lipcht, ee K., 
Philadelphia, Pa. 
Lokes, Frank C., 1116 S. 52nd St., 
delphia, Pa 
Lynch, Margaret G., 326 Olive St., Me 
Keesport, Pa. 
io. Annie, 745 N. 


‘a. 
McClure, Eliza, 1130 Piermont Ave., 
Hills Sta., Pittsburgh, Pa. 
McClymonds, R. M., Portersville, Pa. 
McCoy, Alice, 522 S. Center St., Grove 
City, Pa. 
McCracken, Mary A., 
Pittsburgh, Pa. 
McCrea, Grace, Gay 
City, Pa. 
McCutcheon, Lyda B., 
Pittsburgh, Pa. 
my — Ada G., 328 N. MeckKean 


McEntee, Bice C., Washington School, 
40th St.. Pittsburgh, Pa. 
emer, Mrs. Julia ia Box 465, Oil City, 


McKean, Annie, 907 Poplar St., Erie, I’a. 

McKeever, Margaret, 761 Ohio "Ave., Mid 
anc 

MeMichael, Mrs. Madge S., 12 Mifflin Apt., 
Butler, Pa. 

MeMillen, Clara F., 347 S. 
Pittsburgh, Pa. 

MeMonigle, Michael E., 551 W. 


Hazleton, Pa. 

MacFarlane, Isabel, 4144 Parkside Ave. 
Philadelphia, Pa. 

MacLaren, Roland T., 685 Fourth Ave., 
Williamsport, Pa. 

Maharg, John C., Chicora, Pa. 


Broad St., 


Phila 


Pittsburgh, 


South 


Negley, 


11 Brushton Ave., 
Street School, Oil 


300 N, Negley Ave., 


Atlantic Ave., 
Broad &t., 





Jnion- 


., Oil 
, But- 
Holli- 


x, Pa, 
1 St. 


arris- 
thool, 
Hills 


*hool, 
urgh, 


Pitts- 
City, 
svVille 
St., 
Pitts 
urgh, 
Wil 
Dor 
St., 
Glen 


istle, 


rgh, 


uth 


Tue Nintu YEARBOOK 715 





Mahoney Anna B., 589 Baldwin St., Mead- 
ville, Pa. 

Manuel, Lulu, Board of Education, Union- 
town, Pa. 

Maris, Mrs. Edith C., R. D. 2, Oil City, Pa. 

Martin, Jane B., 73% S. Aiken Ave., Pitts- 
burgh, Pa. 

Messersmith, J. M., 449 Franklin Ave., 
Palmerton, Pa. 

Michels, Veronica R., 149 Apsley St., Ger- 
mantown, Philadelphia, Pa. 

Michener, Elmer E., 3642 N. Broad St., 
Philadelphia, Pa. 

Miller, _ L., 544 W. Seventh St., 
Erie, Pe 

Morley, Christine C., omer Lane and Mary- 
land Ave., Aldan, 

Morley, Sallie im 2 C. Lea School, 47th 
and Locust Sts., Philadelphia, Pa. 

Morrison, Dora, 1802 Freemont St., Mc- 
Keesport, Pa 

Morse, Melvin E., 4730 Homeland Blvd., 
Erie, Pa. 

Mullen’, A. Reaga, Florence School, Eighth 
and Catharine St., Philadelphia, Pa. 
war eny. Lenore, 142 E. Third St., Erie, 

Pe 


rere, Cc. Randall, R. F. D. 6, Butler, Pa. 
Neill, John A., 420 Electric ’Ave., Lewis- 
town, Pa. 
Nicholson, Byron E., 123 Schley Ave., 
Crafton Sta., Pittsburgh, Pa. 
Noe, Elizabeth T., 3234 N. 16th St., Phila- 
delphia, Pa 
Nolin, Mary E., Hancock School, Pitts- 
burgh, Pa. 

O'Connor, Mary, ore School, 31st and 
Wayne wg 

O'Neal, C. ¥ s. Keystone Ave., Har- 
wood Rak’ Up ag Darby, Pa. 

Orr, Marie H., 5437 Ellsworth Ave., Pitts- 
burgh, Pa. a 
Orton, Robert E., 5312 Pine St., West 

Vhiladelphia, Pa. 
Parris, Thomas G., 723 Church Lane, 
Germantown, Philadelphia, Pa. 
Patterson, Ollie T., Wickersham School, 
Pittsburgh, Pa. ‘ 
Payne, Edna P., 324 South Ave., Wilkins- 
burg, Pa 
reason Milton O., 5004 Griscom St., Vhila- 
delphia, Pa. 
Pennewill, Emma L., 4808 Windsor Ave., 
Philadelphia, Pa. * 
Phillips, Earle W., 1249 Freed P1., Wil- 
liamsport, Pa. 

Plante, Josephine, Seneca Street School, 
Oil City, Ia. 

Porter, David C., State Teachers College, 
Slippery Rock, Pa. ve 

Porter, Hugh L., Chatham School, 227 
fjonvue St., Pittsburgh, Pa. 

Prim, T. A., 10 W. First St., Hazleton, Pa. 

Raup, Zura F., 128 Hepburn St., Milton, 
Pa 


Sanat. S. Gertrude, 3715 Birney Ave., 
Scranton, Pa. 

Reisse, George B., 5366 Wingohocking Ter., 
Germantown, lhiladelphia, Pa. 

Ridge, William W., 59 S. Clifton Ave., 
\ldan, Pa. 

Robb, Eleanor A., 2820 Maple Ave., Al- 
toona, Pa. 

tobson, William K., 413 
Philadelphia, Pa. 

Roland, Marie E., 759 S. 15th St., Phila- 
delphia, Pa. 

Ross, Anna, 310 Washington Road, Pitts- 


burgh, Pa. 
Ross, 7. 6648 N. 17th St., Philadel- 


_ 4827 N. Tenth St., Phila- 
delphia, ‘a. 
Sauerbier, _s M., 409 N. Fifth St., 
Reading, Pa 


Ashdale_ St., 


Schartung, Joseph A., 554 Dawson Ave., 
Bellevue, Pittsburgh, Pa. 

Scheel, Elizabeth A., 2013 Diamond St., 
Philadelphia, Pa. 

Schooley, Erskine, 540 Market St., Wil- 
liamsport, Pa. 

Schrader, Mrs. A. (€., 519 Lincoln St., 
Milton, Pa. 

Schrite, J. Ellsworth, 285 W. Greenwood 
Ave., Lansdowne, Pa. 

Scorer, Sadie M., Box 95, Homestead, Pa. 

Seegers, J. C., 7110 Devon St., Phila- 
delphia, Pa. 

ws uisa D., 214 Gross St., Pittsburgh, 


Shafer, Jessie E., Central School Bldg. 
15th and Main’ St.. Northam ton, Pa. 
Shame: Lou N., 5058 N. Eighth St., Phila- 
delphia, Pa. 
Sharpe, "Mildred J., Quentin Roosevelt 
School, Mt. Oliver Sta., Pittsburgh, Pa. 
Sheaffer, C. C., 1512 Coursin St., McKees- 


port, Pa. 

Sheppard, Otilla M., Colfax School, Pitts- 
burgh, Pa. 

Shipman, Gordon B., 11th and Moore Sts., 
Francis Read School, Philadelphia, Pa. 

Shrader, J. C., 574 BE. End Ave., Pitts- 
burgh, Pa. 

ee Charles E., 3626 N. 19th St., 

iladelphia, Pa. 

Sloane, Mrs. E. J., 571 Coal St., Savoy 
Apt., Wilkinsburg, Pa. 

Smith, Le Roy, 5817 Montrose St., West 
Philadelphia, Pa. 

Soffel, Catherine A., 16 Greenbush St., 
Pittsburgh, Pa. 

Spangler, Thomas B. F., Jr., 6108 N. 
Seventh St., Philadelphia, Pa. 

Sproule Marion K., Hamilton School, 57th 
and Spruce ies ‘West Philadelphia, Pa. 

Steadman, H. te. Perry School, Erie, Pa. 

Steinberg, David L., 5138 N. Fairhill St., 
Philadelphia, Pa. 
Stewart, Mrs. Eva L., Elementary School, 
Mt. Union, Pa. 
Stewart, Howard S., 503 Virginia Ave., 
Butler, Pa. 

Stewart, Laura F., 123 Agnew Ave., Mt. 
Oliver Sta., Pittsburgh, Pa. 

Strine, Hazel R., 164 S. Front St., Mil- 


ton, Pa. 

String, Robert C., 416 Green Lane, Phila- 
delphia, Pa 

Stull, Arthur Maurer r, 30 Akers St., Johns- 
town, Pa. ’ 

Sutton, Forrest W., P. O. Box, 125, Va- 
lencia, Pa. 


Swan, Grace G., 211 Administration Bldg., 
Bellefield Ave. at Forbes St., Pittsburgh, 


Pa. 
Swartz, Lawrence, 1212 Baldwin St., Wil- 
liamsport, Pa. 
a’ ~ ea Mae C., 204 Reed St., Oil City, 
"Aa. 

Tennis, Marguerite, 38 N. Harwood Road, 
Upper Darby, Pa. 

Thomas, Alfred, Rockland Street School, 
Lancaster, Pa. 

Thomas, Oscar D., 6160 Webster St., Phil- 
adelphia, Pa. 

Thompson, Edmund A., George W. Childs 
School, 17th and Tasker St., Philadel- 


phia, Pa. 

Thompson, Rudolph W., 621 E. Tioga St., 
on ge ia, Pa. 

Thornle fary, 5 Somerton Ave., Phila- 
delphia, Pa. 

— Agnes V., 31 Main St., New Bos- 
on, P. 

Tomkinson, Samuel, 215 E. Oakdale Ave., 
Glenside, Pa. 

Turner, Maud C., 5104 Bayard St., Pitts- 
burgh, Pa. 

Tweed, Jean M., 5235 Wissahickon Ave., 

Philadelphia, Pa. 





ELEMENTARY Scuoot PRINCIPALS 





Ubinger, Magdalene, Spring Lane School, 
Clover St., Pittsburgh, Pa. 

Veith, Charles F., 7034 Marsden St., Phila- 
delphia, Pa. 

Wagner, Viola E., Baltimore Ave., Lans- 
downe, 

Walker, ie W., 5732 Spruce St., Phila- 
delp hia, Pa. 

Walker, James, Jr., 6039 Washington 
Ave., Philadelphia, Pa. 

Walter, Cornelius J., 1122 S. Peach St., 
Philadelphia, Pa. 
Walters, lorence E., 
School, ares, Pa. 
Werner, Ellis S., Shade Township Schools, 


Cairnbrook, Pa 
1621 Manor Ave., Mc- 


White, Flora Ss... 
Keesport, 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- 
ur, 

Willie Minnie C., Emerson School, Tenth 
and Cascade, E rie, Pa. 

a. , Robert C., 6 Oak Lane, Oak- 

per Darby, Pa. 
Wolf, 5h lizabeth, 223 S. Pacific Ave., 


a. 

Wright, B., 5100 Harriet S&t., 
Pittsburgh, Pa. 

Yerkes, Helen K., 4957 Rubicam Ave., 
Philadelphia, Pa. 

Young, = 514 §S. 44th St., Phila- 
delphia 

Ziegler, , + L., Schuylkill Avenue 
Bldg., Reading, Pa. 


Wayne Grammar 


RHODE ISLAND 


Abbott, Charles H., Veazie Street School, 
Providence, R. I. 

Blinkhorn, ae Plain Street School, 
Providence, I. 

Bray, Marion B., “248 Webster Ave., Provl- 
dence, R. I. 

Burdick, Annie P., 160 Irving Ave., Provi- 
dence, R. 

Hazard, George Nathan, Warren Grammar 
School, Warren, R. 

Hill, Cora M., 837 Hope St., Bristol, R. I. 

House, Lucy W., 14 Euclid Ave., Provi- 
dence, R. I. 

Lyon, fe a) C., 494 Lloyd Ave., Provi- 
denc 

Moss, Mildred E., 46 Eaton St., Provi- 
dence, R. I. 

Robinson, Henry W., 27 Clarke St., New- 
port, R 

Spurr, E. Blanche, 20 Mary St., Central 


Falls, R. I. 

Stahle,’ Pauline W., 161 W. Broad S&t., 
Westerly, R. I. 

Starrett, Chester E. A., 18 Overhill Road, 
Providence, R. 

Tinkham, Marian L., R. F. D., Box 40, 


Warren, R. I. 
Williams, Mary, John Howland School, 
Cole Ave., Providence, R. I 


SOUTH CAROLINA 


Butler, H. H., Drawer A., Hartsville, 8. C. 

Childs, Mrs. pracy R., 1330 Hagood Ave., 
Columbia, 8. 

Crayton, Nan, a8 Holly St., Columbia, 


.. ‘mh 

Davis. E. L., 1317 N. Main St., Anderson, 
8. Cc. 

Degaety, Simon, 151 Moultrie St., Charles- 

Goforth, Preston C., Mt. Pleasant Acad- 
emy, Mt. Pleasant, s. 


sal 
Grice, George D., Mitchell School, 2 
Perry St., Charleston, S. C. 


Miller, Mary E., Box 126, Dillon, S. C. 


Rogers, George’ _—— 190 Tradd S§&t., 


Charleston, S. 


Strohecker, Sanches O., JIr., 9-A Rutledge 


Ave., Charleston, S. C. 


SOUTH DAKOTA 


Adams, Alda M., 705 12th St., Rapid City, 
S. Dak. 


». 


Adams, Ruby M., Board of Education, 


Aberdeen, S. Dak. 


Carpenter, Harriet, Box 18, Aberdeen, §. 


ak, 
DeKraay, Henrietta, Box 18, Aberdeen, §. 
Dak, 


Flanagan, Maude, 315 FE. Fourth Ave., 


Mitcheil, S. Dak. 
Haas, Grace, 1615 
Sioux Falls, S. Dak. 
= “4 Isabelle, 121 Galena St., Lead, 
da 


Minnesota Ave., 


Hopkins, Hazle A., Lonfellow and Lincoln 
Schoois, Mitchell, 8S. Dak. 

Johnston, Maude E., 204 Dorian Apts., 
Aberdeen, 8. a 

Linter, gepente, 28 N. Menlo, Sioux 
Falls, 8 S. Dak 

Newkirk, Rachel, Bancroft School, Sioux 
Falls, S. Dak 

Perry, Alvena D., Box 87, Rapid City, §. 


Dak. 
Platt, a J., 512 Quincy, Rapid City, 


ww». a . 

Puffer, Olive, 209 First St., S. W., Water 
town, S. Dak. 

Sanger, Thora pe 421 E. Fourth Ave., 
Mitchell, S 

Souba, Amy, S07 OW. 12th St., Sioux Falls, 
S. Dak. 

Stapleton, Mrs. B. T., 503 S. Dakota Ave., 
Sioux Falls, S. Dak. 

Swenson, Hilda G., 14 King Bldg., 
Mitchell, S. Dak. 

Welker, gene, Irving School, Sioux Falls, 
. a 


Wilhelm, Mrs. Lillian K., 929 W. Seventh 
St., Sioux Falls, S. Dak. 


TENNESSEE 


Baker, Mrs. Martha, 2031 N. 
Knoxville, Tenn. 

Barr, Gertrude, 38 Elizabeth Apt., Chatta- 
nooga, Tenn. 

Bell, Nellie, Lookout Mountains, Chatta- 
nooga, Tenn. 

Browne, Emma, 436 N. Bellevue Blvd., 
Memphis, Tenn. 

Burke, Lottie C., Riverside School, 176 
Wisconsin St., Memphis, Tenn. 

Campbell, Edith L., South Side School, 
Southwest Ave., Johnson City, Tenn. 

Carpenter, Clara E., 570 S. Crest Road, 
Chattanooga, Tenn. 

Cash, Laurie, 1678 Forrest Ave., Memphis, 


Tenn. 
Dick, Nellie H., 617 W. Cumberland St., 
Knoxville, Tenn. 
one yfus, Florence, Christine School, 
Market and Third, RT Tenn. 
Galloway, Donnell M., 602 13th St., Knox- 
ville, ‘Tenn. 

Gillentine Mrs. Flora M., 2117 Highland 
Ave., Nashville, Tenn. 

Kennedy, Mrs. Lula R., 804 W. Main Ave., 
Knoxville, Tenn. 

Landis, Mrs. Frances, 329 Buena Vista P1., 
Memphis, Tenn. 

Lawson, Olivia, Box 373, 
lege, Nashville, Tenn. 

Lotspeich, Mrs. R. D., Orchard Crest, 
Chattanooga, Tenn. 

Loy, H. G., Corryton, Tenn. 


sroadway, 


Peabody Col- 





ledge 


City, 


ition, 


icoln 
pts., 
ioux 


joux 


Tue Nintn YEARBOOK 





Markey, Pearl, Cummings Avenue School, 
1035 Cummings Ave., Memphis, Tenn. 
Melson, inda, 848 Poplar, Memphis, Tenn. 
Powell, Mrs. Kathryn, 17 S. Rembert, 
Memphis, Tenn. 

Powell, L. R., 145 N. Montgomery St., 
Memphis, Tenn. 

Rhea, Lillian, Peabody School, 2086 Young 
Ave., Memphis, Tenn. 

Seal, Ada, 2194 Western Ave., Knoxville, 
Tenn. 

Shryer, Stella i 
Lebanon, Tenn. 

Southall, Maycie, Assistant Professor of 
Elementary Education, George Peabody 
College for Teachers, Nashville, Tenn, 

Trotter, J. W., Moses School, Knoxville, 
Tenn. 

Turner, Elizabeth, Perkins School, Knox- 
ville, Tenn. 

Underwood, R. H., 720 Parkway Ave., 
Fountain City, Tenn. 

Ward, Mrs. Maude Miller, Lions Open Air 
School, Memphis, Tenn. 

Welcker, Annette, 141 Gibbs Roads, Knox- 
ville, Tenn. 

, Virginia, Poplar Pike, R. F. D. 5, 

Memphis, Tenn. 

Yost, Mrs. Robert, Anderson School, Bris- 
tol, Tenn. 


McClain School, 


TEXAS 


Anderson, Nellie, 1212 Center’ Ave., 
Brownwood, Texas. 

Arrington, Mrs. Empress, 3118 Douglas 
St., El Paso, Texas. 

Baskett, Mrs. Fannie, 2917 Douglas, 
Dallas, Texas. 

Baskin, Mildred, 724 Baltimore Ave., San 
Antonio, Texas. 

Bastian, Mamie S., 812 Bell Ave., Hous- 
ton, Texas. 


sellamy, W. S., 801 Woodlawn, Dallas, 
Texas, 

3ennett, John C., 2613 Eagle Ave., Hous- 
ton, Texas, 


Texas. 

Boone, Mamie E., 132 E. 12th St., Dallas, 
Texas. 

Bright, J. B., Junior High School, Cle- 
burne, Texas. 

trightwell, Mamie, 605 W. Fifth St., 
Fort Worth, Texas. 

3uckmaster, Stella, 4924 Bryan, Dallas, 
Texas, 

3urgess, Kate, 1208 Scott Ave., Wichita 
Falls, Texas. 

Burke, Margaret E., 720 W. Poplar St., 
San Antonio, Texas. 

Bush, A. S., 1550 W. Magnolia, San An- 
tonio, Texas. 

Buttery, Nellie, 305 Pierce Ave., Houston, 
Texas. 

Campbell, Mrs. N. E., 929 E. Texas St., 
Denison, Texas. 

Caradine Jane, 2601 Barbee Ave., Hous- 
ton, Texas. 

Caen A. L., 3801 Fort Blvd., El Paso, 
exas, 

Carpenter, Nette, School No. 4, San An- 
tonio, Texas. 

Clifton, H. Lee, 607 E. Fourth St., Burk- 
burnett, Texas. 

Cochrane, Mrs. M. A., School No. 15, Ger- 
vers St., San Antonio, Texas. 

Cole, Ruby, Burnett School No. 5, San 
Antonio, Texas. 

Davis, Eva Margaret, River Oakes School, 
Houston, Texas. 

Davis, J. M., 2945 Seventh St., Port Ar- 
thur, Texas. 

Davis, W. L., 1504 Dowling St., Houston, 
Texas. 


De Chaumes, Helen C., 2203 San Jacinto 
St., Houston, Texas. 

Dilworth, Bettie, 1310 11th St., Wichita 
Falls, Texas. 

Dirickson, S. W., 1109 Milford St., Hous- 
ton, Texas. 

Donner, Arvin N., 325 De Queen Blvd., 
Port Arthur, Texas. 

Douglass, Mrs. Louise Wotipka, 1918 Rose 
wood, Houston, Texas. 

Eddins, A. W., 400 Kirk Pl, San An- 
tonio, Texas. 

Evans, John S., 821 Florida St., Amarillo, 
Texas. e 

Fisher, G. N., 1012 Annis St., Fort Worth, 
Tex? s, 

ow R. W., Edwards School, Beaumont, 
Texas. 

Gideon, S. E., 1906 Bennett, Dallas, Texas. 

Gieseke, Mrs. Ellen S., Route 3, Box 17, 
Houston, Texas. 

Glasgow, B. W., 2719% Fairmount, Dallas, 
Texas. 

Godbey, C. E., 221 W. 19th St., Houston, 
Texas. 

Gohmert, Emilie G., 303 W. Locust St., 
San Antonio, Texas. 

Gorbutt, Catherine, 208 Montana St., El 
Paso, Texas. 

Grady, Margaret, 109 S. Crawford, Dallas, 
Texas. 

Grafton, E. G., 3916 Worth St., Dallas, 
Texas. 

Greer, Loula, 951 Washington Blvd., Beau- 
mont, Texas. 

Grimes, Cullen, Route 2, Box 103, Min- 
eral Wells, Texas. 

Grizzard, Mabel Youree, 711 W. Main St., 
Waxahachie, Texas. 

Hamilton, W. A., 128 W. Brooklyn, Dal- 
las, Texas. 

Hanes, W. T., Whitharral School, Route 2, 
Levelland, Texas. 

Harris, J. F., 711 Clermont, Dallas, Texas. 

Harvey, A. D., Box 201, Kingsville, Texas. 

Hassell, T. C., 5701 Reiger Ave., Dallas, 
Texas. 

Heilig, Irma, School No. 28, San Antonio, 
Texas. 

Hendricks, Jake J., Supt. of Schools, 
Kerens, Texas. 

Herring, L. R., Box 436, Tyler, Texas. 

Higgins, Annie, 1520 W. Travis St., San 
Antonio, Texas. 

Higgins, Gertrude, 1015 N. Florence St., 
El Paso, Texas. 

Hilbun, T. J., French Grade _ School, 
Beaumont, Texas. 

Hirsch, Herman, 111 FE. Locust St., San 
Antonio, Texas. 

Hobby, Louise, 2245 Neches St., Beau- 
mont, Texas. 

Hoffman, H. G., 3223 Ave. H, Ft. Worth, 


Texas. 

Hood, John H., Charles Eliot Elementary 
School, Houston, Tex#s. 

Howard, Mrs. Lily, 700 Upson Ave., El 
Paso, Texas. 

Huff, Z. T.. Box 622, Plainview, Texas. 

Jackson, Ethel, Wolflin School, Amarillo, 
Texas. 

Jacobs, R. C. T., 915 Parkview Ave., Dal- 
las, Texas. 

Jarrott, R. A., 1707 Ninth St., Wichita 
Falls, Texas. ; 

Jewell, Frances, 2632 Jeffries, Dallas, 
Texas. 

Johnson, Mrs. Emrie, 944 W. Mistletoe, 
San Antonio, Texas. 

Jones, Ruby, 927 N. 17th St., Waco, Texas. 


Jordan Roland C., Box 596, Texas City, 


Texas. 

Jordt, Elsie B., 320 Maverick St., San 
Antonio, Texas. 

Kelly, J. F., 6831 N. Van Buren St., Dallas, 
Texas. 





718 


ELEMENTARY Scnuoor PriIncrPaLs 





Kirk, J. W., 509 E. 


Texas. 
Kuykendall, Jeftie, Cleburne, Texas. 
Lamb, H. L., 1541 W. Ninth, Texarkana, 
Texas. 
Lantrip, Dora B., 4525 
Houston, Texas, 
Lipscomb, Mrs. Virginia, 
allas, Texas. 


Jefferson, Dallas, 


McKinney Ave., 
703 Lipscomb, 


_—: Jessica, 515 College Ave., Ft. Worth, 


6126 Goliad, Dallas, Texas. 
5217 Jackson St., Houston, 


Nelle, 5017 Dallas, 
Texas 


McFarland, Adaline, 1313 Castle Court 
Blvd., Houston, Texas. 

MeNeill, Elizabeth, 725 Ogden St., San 
Antonio, Texas. 

MacMunn, gee 723 Seventh St., 


mont, Te 
. 906 Rio Grande St., 


Maddox, Ellen, 
tin, Texas. 
5020 Victor, Dallas, Texas. 
1819 Ave. J, Galveston, 


Lloyd, ‘s. M., 
Lyle, J. W., 


Texas. 
McCorkle, Gaston, 


Beau- 
Aus- 


Martin, H. H., 

Martin, Mary A., 
Texas. 

Mathis, F. M., 118 S. Beverly 
Texas. 

Matthews, J. C., North Texas State Teach- 
ers College, Denton, Texas. 

Meek, Florence A., Robert E. 
Port Arthur, Texas. 

Melear, Grace, 1618 N. 15th St., 

Willomet, 


Texas. 
Miles, M. I., 525 S. 
Texas. 
saese, Ida, Elementary School, 2000 Jones 
Ww ichita Falls, ‘Texas. 
socle, Cc, 3420 University Blvd., 
Dallas, ans 
Morris, Meman H., 4127 Travis, Dallas, 
Texas. 
Morse, Mrs. 
El Paso, 
Muldrow, 


Ave., Tyler, 


Lee School, 
Waco, 


Dallas, 


Alberta II., 901 Upson Ave., 

Texas. 

Alice, 406 N. Edgefield, Dallas, 
124 N. Edgefield, Dallas, 


Namendorf, Lavina, 1508 Kane St., 
ton, Texas. 
Neal, Elma A., 510 E. 
Antonio, Texas. 
Nelson, Mollie R., 
Antonio, Texas. 
Newby, W. B., Box 
Newman, Mrs. Virginia, 
St., Sherman, Texas. 
Odom, I. N., 1429 S§. 

Texas. 
Ogier, W. C., 
Texas. 
E., The Alamo School, 
Texas. 


Wichita 
Patterson, Mrs. Mamie I., 514 W. Mis- 
souri St., El Maso, Texas. 

Pay 1) Mrs. Eunice R., 211 W. 
El l’aso, Texas. 
Philips, Lillian, 514 W. Missouri, El 

Paso, Texas. 
Piland, Effie, Millard School, 645 Maga- 
zine St., Beaumont, Texas. 
Pinkston, Eva G., 5652 Belmont Ave., 
High 


Ilous- 
Dewey IL, San 
933 Waverly Ave., San 


545, Temple, Texas. 
701 E. Brockett 


Eighth St., Waco, 


5915 Monticello, Dallas, 


Rio Grande 


Dallas, Texas. 
Power, Leonard, Bryan 
School, Dallas, Texas. 
Preston, Eleanor, 1215 N. Brown, El Paso, 


Texas. 
Pugh, = L., 302 Bremond St., 


Texa 
Rice, Kilittord, 


Texas. 
Riddle, Marie Sue, 514 N. 
Texas. 
Robinson, W. J., 
Texas. 


Street 


IIlouston, 
903 Octavia St., El Vaso, 
15th St., Waco, 
El Paso, 


3923 Hueco, 


Roebuck, R. C., 6710 Ave. H, Huston, 
Texas. 

Schaper, Mamie E., 1903 Columbus Ave., 
Waco, Texas. 
Smith, "Ella J., 
Worth, Texas. 
Sparra, Annie, 517 
Texas. 

Standish, Ella, 
Texas. 

Stephenson, Zach T., 2240 Wroxtan Road, 
Houston, Texas. 

Stewart, Bessie L., 1109 Burnett, Wichita 


Falls, Texas. 
Stewart, Mrs. Ema, P. O. Box 1557, Hous- 
Waco, 


1316 Clover Lane, Ft. 


Penelope St., Belton, 


3320 Broadway, Ilouston, 


ton, Texas. 
Stone,. Grace, 

Texas. 
Stuart, Mrs. 

las, Texas. 
Stubbs, Clara M., 


Texas. 

Swann, Alicia, 2931 Aurora, El 
Texas. 

Swindells, Minnie, 625 Woodlawn, 
Texas. 

= J. F., 


exas 
Taylor, Nell, 
Texas. 
Thomas, Lilla, 
Paso, Texas. 
Thorne, Carl, 5929 Hudson, Dallas, 
Turney, Elizabeth, 3718 Bell Ave., 


ton a. 
Ww hatiey, C. A., 6283 La Vista Drive, Dal- 
215 N. 


las, aa 
Whitfield, Mary J., 

San Angelo, Texas. 
Whittlesey, James T., 317 S 

Dallas, Texas. 
Wilson, Mrs. W. F., 


Hlouston, Texas. 
ware. ae B., 1505 Lorraine St., 


Te 
Wood. ‘Kana, North Ward School, 


Texas. 
Woods, W. D., 1134 Montreal, 
Edith D., 


Texas. 

Wright, Mrs. 
Hfouston Ave. and 

Texas. 


1600 Summit Ave., 
Amy E., 1833 Garrett, Dal- 
4309 Ave. D, Austin, 

Paso, 
Dallas, 
3627 Travis Ave., Ft. Worth, 
El Paso, 
Campbell St., El 


1411 Montana St., 
1114 N. 


Texas 
Hous 


Magdeline Sti., 
. Marsalis Ave., 
215 Hawthorne Ave., 
Houston, 
Olney 
Dallas, 


Hawthorne School, 
Bingham, Ilouston, 


UTAI 


Anderson, Lois, 1238 
Lake City, Utah. 
Bond, Elizabeth, 1437 
Lake City, Utah. 
~~ Eva, Hotel Utah, Salt Lake City, 

ta 

Bridgland, L. A., 1348 Princeton Ave. 
Salt Lake City, Utah. 

Brown, Florence G., 2539 Jefferson Ave.. 
9 Farnsworth Apt., Ogden, 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, Uath. 

Ferris, Olive, 813 Belvedere 
Lake City, Utah. 

Fitzgerald, Gertrude, Box 112, 
Utah. 

Forrester. Katherine S., 411 
Apts., Salt Lake City, Utah. 

Fraser, E. W., 744 Emerson 
Lake City, Utah. 

ee en B.. Webster School, 

4 tah 
J. J. 1550 Yale Ave., 

City, Utah. oe 

Keele, Charles H., Emerson School, 1357 
McClelland Ave., Salt Lake City, Utah. 

Kelsey, Ella, 132 H St., Salt Lake City, 
Utah. 


Bryan Ave., Salt 


Sigsbee Ave., Salt 


Apts. Salt 
Ogden. 
Belvedere 
Ave., Salt 
Salt Lake 


Salt Lake 





Iton, 
ston, 


toad, 


*hita 
[ous- 
raco, 
Dal- 
stin, 
aso, 
llas, 
rth, 


y 
aso, 


Tue Nintu YEARBOOK 719 





Kendell, Edith E., _omenmow School, 
Salt Lake City, Uta 

Kesler, A. B., 1155 Vale Ave., Salt Lake 
City, Utah. 

Layton, Margaret, Lowell School, Salt 
Lake City, Utah. 

i. M., 2539 Jefferson, Ogden, 
Ut 


McCoy, Evelyn R., Wasatch School, Salt 
Lake City, Utah. 

Martin, Almira M. D., 11 Fairview Apts., 
Ogden, Utah. 

Morgan, Margaret E., 7 Craig Apt., Salt 
Lake City, Utah. 

Morris, Zeta, 223 W. North Temple, Salt 
Lake City, Utah. 

Peirce, M. June, Box 566, Ogden, Utah. 

Pendleton, Della, Columbia Apts., Salt 
Lake City, Utah. 

Poulson, F. G., 1521 S. Ninth E., Salt 
Lake City, Utah. 

Poulson, Fred N., Hawthorne School, 
1632 S. Seventh E., Salt Lake City, 


Utah. 
955 E. 17th S., Salt Lake 


rosser, W. D., 
City, Utah. 

tawlins, William S., 750 W. First N., Salt 
Lake City, Utah. 
teid, E. T., Supt., South Sanpete School 
District, Manti, Utah. 

Sorenson, Vio, 716 S. Fifth E., Salt Lake 
City, Utah. 

Stearns, Harold J., Roosevelt Junior High 
School, 843 Lincoln St., Salt Lake City, 
Utah 

Steele, Jesse F.. Tooele, Utah. 

Stewart, I. Daniel, 740 E Third S., Salt 
Lake City, Utah. 

Whelan, Lillian, 809 W. Second S., Salt 
Lake City, Utah. 

Young, Sara H., Ensign School, Salt Lake 
City, Utah. 

VERMONT 

Cogan, Mary E., 94 Forest St., Rutland, 

it 


Sargent, William A., 15 North St. Exten- 
sion, Rutland, Vt. 


VIRGINIA 


Barnhart, Nat G.. Meadowview Public 
School, Meadowview, Va. 

Bleight, W. Carter, Chimborazo School, 
Richmond, Va. 

rewbaker, J. J., 418 Westover Ave., Nor- 
folk, Va. 

Lrimmer, Rose L., Se ne Va. 
Surnley, Carrie C 20 E. High St., 
Charlottesville, Va 

Critzer, Frank J., Blackstone High School, 
Blackstone, Va. 

ee Charlotte, 418 W. 19th St., Nor- 
fo 

Dinwiddie, Sarah, State Teachers College, 
Farmville, Va. 

Dunaway, C. H., John B. Cary School, 
_ Richmond, Va. 

Fraine, Mrs. H. S., 1111 Jackson St., 
Lynchburg, Va. 

Gish, Elizabeth, 2450 Rivermont Ave., 
Lynehburg. Va. 

Givens, C. B., Helen Dickinson School, 
21st and T Sts., Richmond, Va. 

Goodwin, Mary A., 111 W. 42nd St., Rich- 
mond, Va. 

Grady, Mrs. Myrtle P., 1020 N. Main St., 
Danville, Va. 

Grubb, Elizabeth M., 275 Lucille Ave., 
Norfolk, Va. 

Harrell, W. I... 
folk, Va. 

Harrison, ogee, 403 N. Belmont Ave., 
Richmond, 

Harvey, M. Lizsie, 1419 Early St., Lynch- 
burg, Va. 


Larchmont School, Nor- 


Holt, jac, panne, Ocean View School, 
Norfo Ja. 

Johnson, Lillian” M., 404 Chestnut St., 
Norfoik 

Jones, Sikes “T., 315 Harrison St., Lynch- 
burg, Va. 

Joynes, Edith B., 410 W. 14th St., Nor- 
folk, Va. 

Keeling, Lucy G., 334 Boush St., Norfolk, 
y 


a. 

Kizer, Elizabeth, 226 Norfolk Ave., 
Lynchburg, Va. 

Kyle, Roy E., 120 Willard Ave., Phoebus, 
Va. 

Lawson, Lena, 906 Campbell Ave., 8S. W., 
Roanoke, Va. 

Lewis, Mrs. Virginia S., B Village School, 
Hopewell, Va. 

Marx, — E. M., Henry Clay School, Nor- 
folk, Va. 

Moram, Sarepta A., Registrar’s Office Uni- 
versity of Virginia, University, Va. 

Murfee, Vida, D. M. Brown School, Peters- 
burg, Va. 

Norris, Forbes H., R. E. Lee School, Rich- 
mond, Va. 

Ober, M. J., James se Sg School, 29th 
and Newport, Norfolk, 

Petresau, Mrs. Edna ixhenes,, John Kerr 
School, Winchester, Va. 

Pilcher, Ethel, A. P. Hill School, Peters- 
burg, Va. 

tobertson, A. Zuleime, Nathaniel Bacon 
School, 35th and O Sts., Richmond, Va. 

Rucker, D. H., Fox School, Richmond, Va. 

Scott, Katherine K., 2800 Park Ave., 
tichmond, Va. 

Scott, Lannie V., 239 S. Adams St., Peters- 
burg, Va. : 

Sheppe, Mrs. A. L., 519 Lee St., Bristol, 
Va. 

Shoemaker, Ida C., Matoaca School, 
Matoaca, Va. 

Sinclair, Katherine L., City Point Court, 
Hopewell, Va. 

Sneed, “ent W., 236 Boston Ave., Lynch- 
murg, Va. 

Truitt, W. J. B., John Goode School, Nor- 
folk, Va. 

Vaden, Lavinia R., Buck Hill, South 
Richmond, Va. 

Walton, Mrs. Lily F., 216 Mt. Vernon 
Ave., Danville, Va. 

Wheatley, C. S., Robert E. Lee School, 
Danville, Va. 

Wray, Charlotte D., 1701 Park Ave., Rich- 
mond, Va. 

Wynn, Nettie F., 418 Avondale Drive, 
Danville, Va. 


WASIIINGTON 


Allen, Nell B., Box 35, Hoquiam, Wash. 

Allen, Zella E., Magnolia School, 28th W. 
and W. McGraw, Seattle, Wash. 

Austin, George R., Alexander Hamilton 
School, Seattle, Wash. 

Bailor, W. F.. School District No. 228, 
Onalaska, Wash. 

Blair, William A., 2712 33rd Ave., S.. 
Seattle, Wash. 

Sowman, Maud, Adams School, Yakima, 
Wash. 

Bowsher, Arthur E., Sehome School, Bell- 
ingham, Wash. 

Boyington, Jo Mae, 1115 W. Tenth Ave., 
Spokane, Wash. 

Budde, Charles A.. Lawton School, 32nd 
N. E. and F. ox Seattle, Wash. 

Cassel, J. U., BR. ¥. . Box 686, Seattle, 
Wash. 

Cassidy, H. A., Alki School, Seattle, Wash. 

Cleveland, A. D., 2421 E. Illinois Ave., 
Spokane, Wash. 

Copeland, Eunice D., Fairview School, 
Beatle, Wash. 





720 


ELEMENTARY Scuoot Princrpars 





Comminas, Rena, 1314 Marion St., Seattle, 
Tenth Ave., W., 

Seattle, 

Dimmi itt, A. W., 426 Cedar St., 

yas 

Digit. Beniah, Brighton School, Seattle, 

Dirimple, Belle, 4334 Seventh, N. E., 
Seattle, Wash. 

Durham, M. E., Leschi School, Seattle, 
Wash. 

Elder, R. W., 5226 11th, N. E., Seattle, 
Wash. 

Ellert, W. a Warren Avenue School, 
me, Wash 
llison, Junior High School, 
Wenatchee, Wash. 

Erickson, Emma S., State Normal School, 
Bellingham, Wash. 

Evans, E. H., Lincoln School, Everett, 

V., West 738 Park 


E., Seatth, 


Dansingburg, iva, 1417 
yash 


Renton, 


Wash. 
Farnsworth, Mabel 


Place, Spokane, Wash. 
Farrar, Frank, 4703 11th, N. 


Was 
Fitzgerald, Marie, Kempis Apts., Spokane, 


weston ‘Elizabeth, Box 652, Camas, Wasb. 
Fowler, I. A., 514 Second Ave., Aberdeen, 


Wash. 
Glover, O. K., 1811 Shelby St., 
Wash. 


Spokane, 


3938 Ave., 


Graham, Charlotte, Hughes School, 35th 
Seattle, Wash. 
Stevens School, 418 
Hambert, Nona C., 1216 W. 
Seattle, Wash. 
722 17th, N., Seattle, 
Heaton, O. E., 
Henderson, Frank D., 6529 19th, N. E., 
Corliss 
Seattle, Wash. 


Seattle, 
Gorow, George F., Lincoln School, 16th 
and Sts., Tacoma, Wash. 

S. W. and W. Holden, Seattle, Wash. 
Gray, Charles C., 4115 50th Ave., S., 
Guthrie, Viletta H., 

Fifth St., Wenatchee, Wash 

13th Ave., 
Spokane, Wash. 
Hanson, Orlando M., 467 Boston St., 
Hart, Emma C., 
Wash. 
Logan School, 

Wash. 

Heller, Anna E., S. 523 Washington St., 

Spokane, Wash. 

Seattle, Wash. 

Henderson, Grace, 
Herren, Dora S., Montlake School, Seattle, 
of Schools, Ken- 


ash. 

Hodge, Warren ©., Supt. 
newick, Wash. 

Holt, Mrs. Flora M., 
Auburn, Wash. 

Horrall, Pansy, Jefferson School, 36th and 
Grand Ave., Spokane, Wash. 

Hubbard, Alice, 400 W. 11th St., Van- 
couver, Wash. 

Johnson, Elsie Marian, 
Vancouver, Wash. 

Johnson, Hugo N., R. F. D. 
Wash 


ash. 
Kane, Anna B., 


ash. 

Kelly, L. Maxine, 326 Queen Anne Ave., 
Seattle, Wash. 

King, William A., B. F. Day School, 
Seattle, Wash. 

Knaack, R. H., Bemiss School, Bridge- 
port and Stone, Spokane, Wash. 

Knoff, Elisa C., 115 8S. Franklin Ave., 
Wenatchee, Wash. 

Knutson, K. J., T. T. Minor School, 


Seattle, Wash. 
Sheridan School, Fifth 


Langley, Rosa, 
and Freya, Spokane, Wash. 
D., F. A. MeDonald 
and E. 54th, 


Washington School, 


2214 Broadway, 
1, Raymond, 


Colman School, Seattle, 


Larrabee, Emma . 
School, Latona Ave. 
Seattle, Wash. 


Lockwood, Jessie M., John Muir School, 
33rd S. and Horton St., Seattle, Wash. 
Lowman, J. Guy, Whittier School, 5703 
Palatine, Seattle, Wash. 
McClincy, Eleanor, E. 1116 Fifth Ave., 
Spokane, Wash. 
McDonnell, E. L., 3214 17th Ave., &., 
Seattle, Wash. 
Mcllravy, Frank D., 
Seattie, Wash. 
McKeehan, Charles F., 
Seattle, Wash. 
McKenzie, Clara E., Waldorf 
Seattle, Wash. 
4 Ada E., S. 109 Wall St., Spokane, 


Mackintosh, John J., Webster 
Seattle, Wash. 

Mader, Clara E., 1110 EK. Fifth Ave., 
Spokane, Wash. 

Mahon, Ada J., 942 27th Ave., 
Wash. 

Marshall, Walter C., 5603 12th Ave., N. E., 
Seattle, Wash. 

Matheson, Anna May, 
Seattle, Wash. 

6021 34th, 


Mattern, H. V., 

Wash. 

Melvin, Belle, 1221 Colby Ave., 
1323 8. 


Gatewood School, 
6225 Woodlawn, 


Hotel, 
School, 
Seattle, 


Emerson School, 


N. E., Seattle, 


Everett, 
Wash. 

Mever, Florence L., 
Spokane, Wash. 

Minnig, Etta, Van Asselt School, Seattle, 


ash, 

Moffett, L. B., Highland Park School, 
1ith S. W. and W. Trenton, Seattle, 
Wash. 

Nettleton, 
Ww 


Browne St., 


Lulie, Concord School, Seattle, 


ash. 
Pair, P. M., 4045 12th St., N. E., 
Yash 


sh. 

Parker, Isabelle C., 1803 W. 
Spokane, Wash. 

, J. E., Crown Hill School, 

79th, Seattle, Wash. 

Pinckney, Paul W., Larrabee School, Bel! 
ingham, Wash. 

—, F, H., 2202 N. 44th St., 

of Schools, 


Was 

Pratt, "0. C., Supt. 

Wash. 

Purinton. Estelle, Holmes School, Coch 
ran and Sharp Sts., Spokane, Wash. 
Reeves, Lester L., 3843 Ashworth Ave., 

Seattle, Wash. 

Reynnells, Mrs. Alice, 103 8. 
Ave., Wenatchee, Wash. 

Richardson, Dio, Horace 
24th Ave. and E. 
Wash. 

Richardson, Margaret, Cooper School, 
Euclid and Freya, Spokane, Wash. 

Roark, M. O., Mercer School, Valley St. 
and Fourth N., Seattle, Wash. 

Roberts, E. C., 1633 Melrose Ave., Seattle, 
Wash. 

Robinson, Beatrice, 
Everett, Wash. 
Rogers, — M., 
Tacoma, Wash 

Irma, 


Seattle, 
Second, 


328 W. 


Seattle, 


Spokaue, 


Emerson 


School, 
Seattle, 


Mann 
Cherry St., 


Marlborough Apt., 
McKinley School, 
820 Whitman St., Walla 
Girls Parental School, 
F., Rainier 
Seattle, Wash. 
Shaw, L. R., 2207 Nob Hill Ave., Seattle, 
5750 26th Ave., N. E., 
Smith, Lila, Whitman School, 
Wash. 
Smith, Ray T., West Woodland School, 
Seattle, Wash. 


Smith, W. Virgil, Asst. Supt. of Schools, 
2412 N. 43rd St., Seattle, Wash. 


School, 


Spokane, 





ool, 
Ww, 
ytel, 
abe, 


ool, 


ool, 


ttle, 


ool, 
alla 
ool, 
ool, 
tle, 

E., 
ine, 
ool, 


ols, 


THE Nintu Yura ARBOOK 721 





Stafford, E. H., Pacific School, Seattle, 
Wash. 

Stanton, Edgar A., 3302 E. Mercer St., 
Seattle, Wash. 

Stevens, Carolyn, Dunlap School, 46th S. 
and Cloverdale St., Seattle, Wash. 

Stinson, Maude M., S. 180 Cannon St., 
Spokane, Wash. 

Strite, Adelaide, S. 3914 Latawah S&t., 
Spokane, Wash. 


Templeton, Maria, 1821 Federal Ave., 


Seattle, Wash. 

Tharp, Elizabeth, Coe School, Seattle, 
Wash. 

Thomas, Eloise, Box 435, Walla Walla, 
Wash, 
Thomas, Mary J., 
Walla, Wash. 
Thomson, John A., Box 316, Renton, 
Wash. 

Thune, Elmer 'T., 5216 S. Park Ave., 
Tacoma, Wash. 

Towner, Earl M., 2211 E. 73rd, Seattle, 
Wash. 

Turnbull, F. A., 1812 W. Sixth St., Aber- 
deen, Wash. 

Turner, Bess R., Franklin School, Spo- 
kane, Wash. 

Vetting, Ida F., 704 E. Thomas, Seattle, 
Wash. 

Weisman, Frances, Willard School, Spo 
kane, Wash. 

Weisman, Sara E., Irving School, Spo- 
kane, Wash. 

White, Mrs. M. E., 
Wash, 

Widmer, J. M., Central School, Sixth and 
Madison, Seattle, Wash. 

Wilson, Mabel V., 2224 Fiest Ave. W., 
Seattle, Wash. 

Witt, Lena E., Culmstock Arms, Spokane, 
Wash. 


536 Catherine St., Walla 


Box 428, Wenatchee, 


WEST VIRGINIA 


Auvil, G. G., Mercer Street School, Prince- 
ton, W. Va. 

sennett, Anna V., 1601 Charles St., Wells 
burg, W. Va. 

Brown, Stanley, 155 Camden Ave., Buck- 
hannon, W. Va. 

Campbell, C. L., Cove School, Hollidays 
Cove, W. Va. 

Conway, D. H., 33 Morrison Ave., Morgan 
town, W. Va. 

Fette, Bertha M., Jefferson School, Me- 
Colloch and 14th Sts., Wheeling, W. 


Va 

Ficuboune. KF. W., Box 82, West Liberty, 
w,. we 

Grose, Mary V., Upper Grapevine, Sisson- 
ville, W. Va. 

Harman, Maude E., Elk School, Charles- 
ton, W. Va. 

Howard, Amy L., Elk School, Charleston, 
W. Va 


Licklider, Bessie B., 1318 Quarrier St., 
Charleston, W. Va. 

Lohse, -o K., 2143 Market St., Wheel- 
ing, Ww. V: 

McGown, Jennie, Union School, Wheel- 
ing, W. Va. 

McPherson, R. A., Route 29, Parkersburg, 
W. Va 


Markley, Ernest I., Webster School, 27th 
and Koff St., Wheeling, W. Va. 

Mowry, Warren W., Box 151, South 
Che arleston, W. Va. 

Neal, Dayton, Matoaka Graded School, 
Matoaka, Va 

—— Secan,” 210 Ash Ave., Moundsville, 


Powell, Themes f., 1134 24th St., Parkers- 
burg, W. Va. 

Prickett, Evelyn, 309 Gaston Ave., Fair- 
mont, W. Va. 





Roberts, N., Kenova Graded School, 1617 
Poplar St., Kenova, W. Va. 

Sanford, Alice W., 1111 Fifth St., Mounds- 
ville, W. Va. 

Sayres, Lloyd, Hiawatha, W. 

eras, Harry, R. R. 2, Wheeling, WwW. 
a 

Stanley, W. Dwight, Academy School, 
Buckhannon, W. Va. 

Whiting, Olive .. 1630 Franklin Ave., 
Charleston, W. Va. 

Woods, Roy C., Marshall College, Hunt- 
ington, W. Va. 


WISCONSIN 

Almy, Shirley D., Lapham School, 1432 E. 
Dayton St., Madison, Wis. 

Armstrong, Nano E., , Garfield School, Mil- 
waukee, Wis. 

Ballou, Ethel L., 2338 Ogden Ave., Su- 
perior, Wis. 

Becher, William O., 925 Grove St., Mil- 
waukee, Wis. 

Bessey, Agnes, 1812 Emerson St., Wausau, 
Wis. 

Betten, I. N., 20th Street School, 20th 
St. near Wright, Milwaukee, Wis. 

near, Peter, 133 28th St., Milwaukee, 

is. 

Boyce, Thomas W., Cass Street Rotary 
School, Kewaunee St., Milwaukee, Wis. 

Buboltz, William F., 599 69th Ave., West 
llis, Wis. 

Campbell, Susan, Hogan School, La 
Crosse, Wis. 

Clark, John C., 261 Tenth St., Milwaukee, 
Wis. 
Cleary, Margaret E., 
West Allis, Wis. 
Colbert, Cecilia A., 477 25th Ave., Mil- 
waukee, Wis. 

Colburn, Willis Paul, Andrew Jackson 
Se hool, Milwaukee, Wis. 

Colby, Aita R., 805 Bridge, Wausau, Wis. 

Corcoran, Dan W., Benjamin Franklin 
School, Milwaukee, Wis. 

- Mary L., 435 Lake St., Madison, 
Ww 


Ehlert, Edward, 606 Van Norman Ave., 
Cudahy, Wis. 

Gallagher, Katharine, Webster School, 
Redfield St., La Crosse, Wis. 

Gardner, Emma J., 678 Wilson St., Mil- 
waukee, Wis. 

Ginty, Mrs. Clara W., P. O. Box 303, 
Madison, Wis. 

Gurholt, R. E., Supervising Principal of 
Schools, Clinton, Wis. 

Hahn, William H., 38th Street School, 
838th and Clarke, Milwaukee, Wis. 

Haisler, C. Elizabeth, Clybourn Street 
School, Milwaukee, Wis. 

Hays, Mrs. Lucile C., 2306 Keyes Ave., 
Madison, Wis. 

Heffernan, Jesse E., Franklin School, She- 
boygan, Wis. 

Hein, Fred W., 511 Logan Ave., Milwau- 
kee, Wis. 

Heed, W. F., 1813 W. Sixth St., Racine, 


Jefferson School, 


Hoole, Patricia, Roosevelt School, West 
Allis, 8. 

Horton, 8. C., Fifth Street School, Mil- 
waukee, Wis. 

Jones, Renette, 410 W. Wilson St., Madi- 
son, Wis. 

Kahl, Henry. Madison Street School, Mil- 
waukee, Wis. 

Kaross, Ella B., Fratney Street School, 
Milwaukee, Wis. 

Kellar, Laura E., 1325 Prospect Ave., Mil- 
waukee, Wis. 

Kiefer, Alfred C., Public School, Schofield, 
Wis. 





722 


ELEMENTARY Scuoot PrRIncIPALs 





Koepke, William C., Siefert School, Mil- 


waukee, Wis. 


Koppelman, Mary, Story School, Milwau- 
kee, Wis. 

Kriesel, 
Wis. 


C. A., 230 26th St., 


Milwaukee, 

Kusche, Anna E., Osh- 
kosh, 1 

Lowe. 0. H., Jefferson School, Sheboygan, 


Luebke, Emma J., 87 
kee, Wis. 

Luening, Edwin G., OT7 
waukee, Wis. 

— ee F.. SO1 S. 


» Wis 
MeCahe y' 2 
kesha, Wis. 
McCall, Frank S., 
Racine, Wis. 
McConville, Hannah (., 916 
Crosse, Wis. 
McCormick, Elizabeth R., 
are St., N. 


166 Waugoo St., 


Milwau- 
Mil- 
She- 


Wau- 


2 Tenth St., 
d2nd St., 
15th St., 
Oakland Ave., 
1509 Grange = Ave., 
Ferry St., 


Howe School, 
and Banks Ave., Superior. 


8. 
Marvin, Adeline R., 419 
Madison, Wis. 
Millman, Anna, Johnson Woods School, 
Milwaukee, Wis. 
Means. Alice C., 338 2 


Nichols, William E., Washington School, 


Oshkosh, Wis. 
Nugent, Elizabeth, Jefferson School, Fond 
Webster St., 


Sterling PL, 


3rd Ave., Milwaukee, 


u Lac, Wis. 

Parsons, Emily R., 15 N. 
Madison, Wis. 
Payne, Florence I., Lapham Park School, 

ilwaukee, Wis. 
Peasley, Florence E., 1628 31st St.. 

Kenosha, Wis. 
Peck, Adelbert W., 18th Street School, 
18th St. and Kilbourn Ave., Milwaukee, 
of Schools, 


Wis 

Pickett, Lulu Leigh, Supt. 
Superi or, Wis. 

Pratt, Velmer D., 2303 E. 
Ave., Madison, Wis. 

Promberger, William, 31st Street School, 
31st and Brown, Milwaukee, Wis. 

Ralph, H. Thoburn, Washington ree 
530 Eighth Ave., Wauwatosa, Wis 

Reichert, C. Lorena, 2134 Reo 


Madison, Wis. 
Rintelmann, semen A., 336 Cudahy Ave., 


aT 
 ™ Alice E., 


, Wis. 

Schnell, Fred S., 832 Lincoln Ave., She- 
boygan, Wis. 

Schwartz, Carrie E., Humboldt 
School, Milwaukee, Wis. 

Simmons, William F., Wisconsin Avenue 
School, et Wis. 

Smithyman. Lincoln, William Me- 
Kinley School, 2ist and McKinley, Mil- 
waukee, Wis. 

Speerbrecher, Henry, 
High School, Ninth 
Milwaukee, Wis. 

Spence, Harry, Jefferson School, La Crosse, 


Thies, Lillian C., 524 Stowell Ave., Mil- 
waukee, Wis. 
Vieth, qynete A., 425 24th Ave., Milwau- 
Walecka, Fohn A., 
watosa, Wis. 
475 Belleview Pl., Mil- 
waukee, Wis. 
Winger, R. C., 3208 Osborne Blvd., Racine, 
Wood, Bigashe, 1810% John Ave., Su- 
perior, Wis. 


Washington 


Ave., 
Marquette School, 


Park 


Roosevelt Junior 
and Walnut Sts., 


kee, 
Lincoln School, Wau- 
Walsh, Frances, 
s. 
Wyeen. Zilla, Brayton School, Madison, 


WYOMING 


Chambers, Margaret J., Gladstone Hotel, 
Casper, Wyo. 

Dunlap, Mrs. Nona Udell, 1218 S 
Casper, Wyo. 

Eddleman, Minnie L., Washington School, 
Box 644, Casper, Wyo. 

England, Mrs. Martha Shelby, 
School, Casper, Wyo. 

Hoses, E. L., Grade School, 


Pine Bluffs, Wyo. 
Eleanor, Lincoln 


- Elm 8t., 


RKoosevelt 
Wheatland, 


yo. 
Hume, Clayte, 
McLaughlin, 
Casper, Wyo. 
Ruehle, Martha = 
ton, Wy 
Stinson, Adelle 7., 
per, Wyo. 


School, 


Clark School, Evans 


Jefferson School, Cas 


ALASKA 


Sly, Cecil M., Supt. of Schools, 
Alaska. 


Anchorage, 


CANADA 


Stafford, Hl. Tb.. 
lumbia, Canada. 


Kimberley, British Co 


CANAL ZONE 
Walters, Samuel K., La Boca School, Bal 
boa, Canal Zone. 


COOK ISLANDS 


Ayson, H. F.. Resident Commissioner, 


Rarotonga, Cook Islands. 


HAWAII 


Ahana, Mrs. Dora R., Koloa School, Koloa, 
Kauai, Hawaii. 

Angus, Myra W.., 
kaina and 
Hawaii. 

Baldwin, €. W., 2614 Kuahine 
Honolulu, Hawaii. 

Brown, Elmer A., Kuhio School, 
Hawaii. 

Burkee, Clara, 
Hawaii. 

Chamberlin, Clayton’ G., 
Hilo, Hawaii. 

Cook, Katharine A., 
Oahu Co., Wahiawa, 

Couzens, Margaret, Kaimuki 
School, Honolulu, Hawaii. 

Creighton, Mrs. Isabella L., 1445 Keeau 
moku St., Honolulu, Hawaii. 

Fleming, Mary Elspeth, Paia 
Paia, Maui, Hawaii. 

Fraser, Mrs. Nina L. D., 
Honolulu, Hawaii. 

Giacometti, Mrs. Emma P., Supervising 
Principal of Schools, Hilo, Hawaii. 

Hendry, Mrs. Robert, 3015 Kalakaua Ave., 
Honolulu, Hawaii. 

Hugelen, Reinhart L., 
Paauilo, Hawaii. 

Johnson, V. H., [leele, 

Kanda, Sanoe, Kapapala 
Hawaii. ; 

Eleanor A., Box 643, Hilo. 


3440 


Pohukaina School, Pohu 
Keawe_ Sts., Honolulu, 


Drive, 
Honolulu, 
Ookala School, Ookala, 
Lan pahoehoe, 


Helemano School, 


Hawaii. ; 
Private 


School. 


Kaiulani School, 


Paauilo School, 


Hawaii. 
Pahbala 


Kauai, 
School, 


Mabel V.. Leahi Ave, Hono 
» Hawaii. 
"Ww. H., 
chools, Kealakeua, 
Lucas, Mrs. Louise N., 
Dole St., Honolulu. 
McKee, Dorothy, Kahului 
Hawaii. 
Martin, Thomas J., 
lulu, Hawaii. 


Supervising Principal of 
Hawaii. 

1502 Spreckels and 
Hawaii. ; 
School, Maui, 


Lincoln School, Hono- 





Hotel, 
m St., 


chool, 


sevelt 


tland, 


chool, 


Vals 


“as 


ioner, 


Coloa, 


Pohu 
olulu, 


Drive, 
olulu, 
»kala, 
vehoe, 
chool, 
rivate 
eeu 
chool, 
chool, 
vising 
"_ e., 
chool, 


ii. 
ibala. 


Hilo, 
[fone 
al of 
s and 
Maui, 


Hono- 


Tue Nintu YEARBOOK 723 





Maxwell, Luey H., Lanai School, Kewalo 
St.. Honolulu, Hawaii. 

Mitchel, S. Eva, 2621 E. Manoa Road, 
Honolulu, Hawaii. 

Nobriga, Francis J.,. Cummins School, 
Maunaloa and Ninth Ave., Honolulu, 
Ilawaii. 

lowell, Mrs. Velma S&S., 
Hawaii. 

Raymond, George §S., Kapaa School, 
Kealia, Kauai, Hawaii. 

Roe, Hl, Estelle, Mahelona School, Kapaa, 
Kauai, Hawaii. 

Sabey, Mrs. Laura, Spreckelsville School, 
Puunene, Maui, Hawaii. 

Scott, Mrs. Ada M. B., Kilauea School, 
Kilauea, Kauai, Hawaii. 

Skinner, F. E., Aliiolani School, Seventh 
and Waialae Aves., Honolulu, Hawaii. 

Tucker, Maud Lowell, 1518 Wilder Ave., 
Honolulu, Hawaii. 

Vieira, Joseph S., Ahualoa School, 
Hlonokaa, Hawaii. 

Webling. G. H., 151 S. Vineyard St., Hono- 
lulu, Hawaii. 

Wise, Cosmo Clyde, Wahiawa _ School, 
Wahiawa, Oahu, Hawaii. 


PHILIPPINE ISLANDS 


Abogaa, Miguel R., Tawi-Tawi Agricul- 
tural School, Batu-Batu, Sulu, P. I 


Pahala, Kau, 


\leantara, Emiliano, Binangonan, Rizal, 
r 3 


Arce, Mrs. A. V., 1025 Vergara St., Quiapo, 
Manila, P. I. 

Del Pilar, Gregorio, Teachers Club Manila, 
» 

Oliva, Eulogio, Pinamalayan, Mindoro, 

Quesada, EFusebio, Paete Elementary 
School, Paete, Laguna, P. I. 


PORTO RICO 


Adsuar, Josefa Cuadrado, 9 Pacific VL, 
Santuree, P. 

Alfaro, Concepcion P., San Rafael Street 
No. 21, Santuree, I. R. 

Amstrong, Celedonia. Antonsanti Street. 
No. 17, Santurce, I’. 

Cabranes, Manuel, Del Carmen St., No. ¥. 
Santuree, P. R. 

Cruz, Manuel, Box 174, Comerio, P. R. 

DeGinorio, Mrs. Paula V., Maryland 
Casualty Co., San Juan, P. R. 

Del Toro, Isolina, Office of Supervisor, 
Baldorioty School, San Juan, P. R. 

Falu, Pedro, Box 34, Pimentel School, Rio 
Grande, P. R. 

Lefebre, Mrs. Catalina, Union Street, No. 
26, Miramar, P. R. 

Martorell, Mrs. Betsabe Lomba, Munoz 
Rivera School, Santuree, P. R. 

Morales, Mrs. Ana M., Anibal Herrera 
Altos, Santuree, P. R. 

Orellana, Mrs. ‘Trinidad R., 
School, San Juan, P. R. 

Saavedra, Angel, Supervisor of Schools, 
Guanica. P. R. 

Soltero, Vicente, Jr., Assistant Super- 
visor of School, Yaneo, TP. R. 

Vallecillo, Mrs. Felicita, Lopez Landron 
253, Santurce, P. R. 

Vega, Mrs. Isabel Rivera, Box 1532, San 
Juan, P. R. 

Velazquez, Mrs. Adela Diaz, 14 Egozcue 

Santurce, P. R. 

velateune Mrs. Julian M., Box 720, San 

Juan, P. R. 


LIBRARIES AND EDUCATIONAL 
INSTITUTIONS 
Library, Teachers Training Department, 


Barbosa 


Alabama Polytechnic Institute, Auburn, 


Ala. 


Dean's Office, College of Education, Uni- 
versity of Arkansas, Fayetteville, Ark. 

California Elementary School’ Principals 
Association, Aymer Jay Hamilton, Presi- 
dent, University Elementary School, 
Rose and Walnut Sts., Berkeley, Calif. 

Lange Library of Education, Haviland 
Hall, University of California, Berkeley, 
Calif. 

mer S Claremont College, Claremont, 
Cali 

Library, Fresno City Schools, 2424 Merced 
St., Fresno, Calif. 

City School Library, 614 F. W: Braun 
Bidg., Los Angeles, Calif. 

Los Angeles County Free Library, 204 N. 
Broadway, Los Angeles, Calif. 

Los Angeles Public Library, Continua- 
tions Division, 530 S. Hope St., Los 
Angeles, Calif. 

Oakland Free Library, Oakland, Calif. 

San Francisco School Principals Associa- 
tion, Susie Ward, 3640-A 19th St., San 
Francisco, Calif. 

vee County Free Library, Ventura, 
Cali 

School District No. 1, Administration 
Library, Room 322, 414 14th St., Den- 
ver, Colo. 

Yale University, Department of Educa- 
tion, Graduate School, New Haven, 
Conn. 

Library, University of Georgia, Athens, 
Ga. 

Library, Rmory University, Emory Uni- 
versity, Ga. 

Library, Eastern Illinois State Teachers 
Tollege, Charleston, Il. 

John Crerar Library, 86 RE. Randolph St., 
Chicago, Il. 

Loyola University, Graduate School, 28 
N. Franklin St., Chicago, III. 

The University of Chicago Libraries, 
Periodical Department M., 26 Harper, 
Chicago, 

Western Illinois State Teachers College, 
Macomb, Il. 

Library, State Normal University, Nor 
mal, Il 

Indiana State Library, Indianapolis, Ind. 

os iad Indiana University, Bloomington, 
nd. 

Indianapolis Public Library, Reading 
neem St. Clair Square, Indianapolis, 
Ind. 

Library, Purdue University, Lafayette, 
Ind. 

Library, Indiana State Teachers College. 
Terre Haute, Ind. 

Library, Iowa State Teachers College, 
Cedar Falls, Iowa. 

Administration Library, Independent 
School District, 629 Third St., Des 
Moines, Iowa. 

Library, State University of Iowa, Iowa 
City. Iowa. 

Administration Club, Hunt School, Sioux 
City, Iowa. 

Board of Directors, Independent School 
District, Webster City, Iowa. 

Kellogg Library, Kansas State Teachers 
College, Emporia, Kansas. 

Lawrence Public Schools, W. W. Curfman, 
Superintendent, Lawrence, Kansas 

Porter Library, Kansas State Teachers 
College, Pittsburg, Kansas. 

Library, Louisville Normal School, 1128 
E. Broadway, Louisville, Ky. 

Library, State Department of Education. 
P. O. Box 633, Baton Rouge, La. 
Library, Louisiana State Normal College. 
Natchitoches, ; 

Library, University of Maine, Orono, 
Maine. 

Library, Johns Hopkins University, Balti 
more, Md. 





ELEMENTARY Scuoot PrIncIPas 





Administration Library, Board of Superin- 
tendents, 15 Beacon St.. Boston, Mass. 

Library, Graduate School of Education, 
Harvard University, Cambridge, Mass. 

Library, State Normal School, Salem, 
Mass. 

General Library, University 
Ann Arbor, Mich 

Detroit Teacher's College, 
Blvd., Detroit, Mich. 

Minneapolis Public Library, Hennepin 
Ave. and Tenth St., Minneapolis, Minn. 

Library, Board of Education, Minneapolis, 
Minn. 

Library, University of Minnesota, Minne- 
apolis, Minn. 

State Teachers College, Moorhead, Minn. 

St. Paul Public Library, Fourth and 
Washington Sts., St. Paul, Minn. 

Kansas City Public Library, Kansas City, 


of Michigan, 


2112 W. Grand 


Mo. 

Board of Education, J. Richmond, Maple- 
wood, Mo. 

Library, o~ District of St. 
Joseph, 

St. Louis Somentary Principals 
tion, Froebel School, 3709 
Ave., St. Louis, Mo. 

St. Louis Public Library, Sula 
St. Louis, Mo. 

Teachers Library, Board of Education, 
911 Locust St., St. Louis, Mo. 

Kramer High School, Columbus, Nebr. 

aeesy- University of Nebraska, Lincoln, 


Joseph, St 


Associa- 
Nebraska 


Wagner, 


Neb 
Free public Library, 5 Washington St., 
Newark, N. J. 
New York State Library, Albany, N. Y. 
Arlington School, Arthur J. Stang, Princi- 
pal, 200 Linwood St., Brooklyn, N. Y. 
Elementary School No. 11, William’ A. 
oe: Principal, Poplar Ave., Buffalo, 


N. Y. 

The Grosvenor Library, Franklin and 
Edward Sts., Buffalo, N. Y. 

State Normal School, Fredonia, N. Y. 

Library, New York University, Washing- 
ton Square, New York, N. 

Central New York Institution for Deaf 
Mutes, 713 N. Madison St., Rome, N. Y. 

Carnegie Library, Ohio University, 
Athens, Ohio. 

Cincinnati Public Library, Vine St., Cin- 
cinnati, 

Library, University of Cincinnati, Cincin- 
ati, Ohio. 

Cleveland Public Library, 325 Superior 
Ave., N. E., Cleveland, Ohio. 

Board of Education. H. P. Lewis, 20th 
Floor, Engineers National Bank Bldg., 
Cleveland, Ohio. 

Library, Ohjo State University, 
Ohio 


Willard School, Dayton, Ohio. 

Toledo Public Library, Toledo, Ohio. 

Library, University of Oregon, Eugene, 
Oregon. 

School District No. 49, Medford, Oregon. 

Library, Oregon Normal School, Mon- 
mouth, Oregon. 

Library Association, Tenth and Yamhill 
Sts., Portland, Oregon. 

Oregon State Library, Salem, Oregon. 

Lebanon Public Schools, Lebanon, Pa. 

Pedagogical Library, Board of Education, 
Keystone Annex, 19th above Chestnut, 
Philadelphia, Ta. 

Library, Administration Building, Pitts- 
burgh, Pa. 

University of Pittsburgh, 310 
Pittsburgh, 


Library, 
a. 
Providence Public Library, 


Columbus, 


State Hall. 
Providence, 


Library, East Tennessee State Teachers 
College, Johnson City, Tenn. 


College of Education, University of Ten 
nessee, Knoxville, Tenn. 

Lawson McGhee Library, Knoxville, Tenn. 
The Library, George Peabody College for 
Teachers, Nashville, Tenn. 
Library, University of Texas, 

Texas, 

Library, West Texas State 
lege, Canyon, Texas. 
Library, State Normal 

Wash. 
State College of Washington, W. 
Librarian, Pullman, Wash. 
Education Library, University of 


Austin, 
Teachers Col 
School, Cheney, 


W. Foote, 


Wash 


ington, Seattle, Wash. 
Seattle Public Library, 
Garfield School, James A. 
Wash. 
Hawthorne School, J 
Wash 


Seattle, Wash. 
Burke, Spokane, 


S. Warren, Spokane, 


ash. 
Public Library, 
State Teachers College, 
Racine Public Library, 
Library, University of Hawaii, 
Hawaii. 
Bonifacio Elementary School, 
Street, Manila, P. I. 
De vartment of City Schools, Mehan Garden 
ldg., Manila, P. 

Mabini Intermediate School, Manila, P. I. 
Sampaloc Int. Teachers Reading Club, 
598 Legarda, Sampaloc, Manila, P. I. 
Soler Elementary School, 310 Soler St., 

Manila, P. I. 
Zaragosa Elementary 
Association, Luz 
Manila, P._I. ; 
Pampanga Division Library, Division 
Superintendent of Schools, San _ Fer- 
nando, Pampanga, P 


Milwaukee, Wis. 
Milwaukee, Wis 
Racine, Wis. 
Honolulu, 


Tayuman 


School 
Tison, 


Teachers 
Secretary, 


ADDITIONAL LIST OF MEMBERS 
ENROLED a MARCH 25, 
30 


Abbott, Carlotta G., Argonaut Hotel, Den- 
ver, Colo. 

Addicott, Irwin Oliver, 
Fresno, Calif. 

Anderson, H., 
ville, s.¢ 

Andrus, Beatrice, Hubert School, 59 Se- 
ward, Detroit, Mich. 

Anspach, Charles J., 4713 Lloyd St., Mil- 


waukee, Wis. 
Arledge, Mrs. Ellen, 121 8S. Ninth St., 
J. J.. 715 Elm &8t., 


Albuquerque, N. Mex. 
Youngs- 
town, Ohio. 


Armstrong, 

Assmann, E. C., Washington School, West 
Allis, Wis. 

Atterbury, ome. John Muir School, 

Calif. 

210 George St., Mobile, 


Jackson School, 


Augusta Place St., Green- 


Berkeley, 
Austin, Mary B., 
Ala. 
Bach, B. Ilarrietta, 1003 S. 
Sioux Falls, S. Dak. 
—. J. Ella, 1523 23rd St., 


owa. 
Baker, L. L., 
Oregon. 
Barrett, Emma §&., 
cester, Mass. 
Bartley, Mary E., 9 
Mass. 
Bates, Warner J., 
Hamtramck, Mich. 
Bennett, Earle pe. St. 
Longview. Was 
Benthack, Emil, ‘Supt. of Schools, 
Nebr. 
Bergan, K. W.. Cascade, Mont. 
Bierce, Stella B., Wassaic, N. Y. 
Black. Gracé M., 2208 Park Ave., 
apolis, Ind. 


Fourth Ave., 
Des Moines, 
1378 Tabor Court, Portland, 
39 William St., Wor- 
Third St., Fitchburs, 
Kosciuszko School, 
School, 


Arnold, 


Tlelens 


Indian 





ren 


Pnn. 


for 


stin, 


Wis 
ulu, 
man 
‘den 


Pee 
‘lub, 


ool, 


een- 


Tue Nintu YEARBOOK 725 


4 





Boies, Mrs. Lela S., 11 Warren St., White 
Plains, N. Y. 

Roley, Arthur William, 416 S. Main St., 
Kewanee, Il. 

tostian, Annie E., 328 E. Bank St., Salis- 
bury, N. C. 

Roukofsky, Re »becca M., 605 Tenth Ave., 
San Francisco, Calif. 

Bowker r, Rosa M., 161 High St., Spring- 

. Mass. 
Jessie L., Cornish School, Plymouth, 

Mass, 

Brookhardt, H. B., Multnomah School, 
Multnomah, Oregon. 

Brown, Mrs. Huldah H., Crown St. Lord- 
ship, Box 306, Stratford, Conn, 

Buettner, Dora, 1724 Clark Ave., Cleve- 
land, Ohio. 

Rurt, Ethel V., Harding School, 14450 
Burt Road, Detroit, Mich. 

Callen, Sara, Lisbon Avenue’ School, 
North Ave., Milwaukee, Wis. 

Carr, E. F., Lafayette School, Lincoln 
Park, Mich. 

Cates, John H., Rural School Supervisor, 
Hampton, Tenn. 

Chase, Valerie E., 
Washing rton, DP. C. 
henault, Robert N., Director, Richard 
Hardy Memorial School, Richard City, 
Tenn. 

Childers, J. M., 
Oregon. 

Craske, Fred I1., Route 8, Box 425, Port- 
land, Oregon. 

Daniel, Maud, Route 3, Box 50, Waco, 
Texas. 

Davis, Lucy I... —~ og * aa Elementary 
Schools, Lynchburg, va 

DeNeler, Emmie, 3101 W. “11th St., Little 
Rock, Ark. 

Derr, Howard, Herbert Hoover School, 
Lincoln Park, Mich. 

Dickson, Mamie A., 3045 Lambdin Ave., 
St. Louis, Mo. 

Diggs, BE. W., 1908 Highland P1., Indian- 
apolis, Ind. 

Donald, Helen M., 37 Dexter St., Orange, 
Mass. 

Donovan, Chester G., MacDonough School, 
Middletown, Conn. 

Easter, Bruce C., Dunbar School, Salina, 
Kansas. 

Elledge, Gladys Rodda, 1817 Holmby Ave., 
West Los Angeles, Calif. 

Fagan, Charles, Cascade School, Pontius 
and Thomas Sts., Seattle, Wash. 

Finney, J. J., Suisun, Calif. 
Fitch, Mrs. Margaret S., 4341 N. Keeler 
Ave., Irving Park Sta., Chicago, Il. 
Fivnn, Ella M., Locke School, Oak Park 
and Diversey Aves., Chicago, Ill 

Foote, Irving P., Louisiana State Univer- 
sity, Baton Rouge, La. 

Foust, J. L., 1800 Frederica St., Owens- 
boro, Ky. 

Fouts, Besse L., 115 N. Williams St., Day- 
ton, Ohio. 

Fuller, Gerta L., Harmon School, 2547 E. 
20th St., Cleveland, Ohio. 

Galloway, L. C., 42 Garden Court, Dear- 
born, Mich. 

Garman, Catherine, 1016 FE. 
Sedalia, Mo. 

Gault, John, 700 Pine St., Manchester, 
N 


> 
Gibbs, M. E., 1834 13th St., N. W., Wash- 
ington, D. C. 
Gilliam, M. J., 4369 W. Belle, St. Louis, 
M 


2130 13th St., N. W., 


604 Rex Ave., Portland, 


Broadway, 


0. 

Gilpin, W. M., McDonald School, Fordson 
Branch. Detroit, Mich. 

Goldsworthy, Mrs. Florence, 348 N. E. 
99th St., Miami, Fla. 

Graham, Frederick B., Public School 210, 
Brooklyn, N. Y 


Green, Minnie Gow, Berkley School, Berk- 
ley, Mich. 

Griffin, Ella M., 816 W. Ninth St., Sioux 
Falls, S. Dak. 

Griffin, Margery M., Lowell School, St. 
Louis, Mo. 

Haines, Jennie F., 59 Elmwood Ave., 
Union, N. J. 

Haley, Jesse H., 4428 Van Cortlandt Park. 
E., The Bronx, New York, N. Y. 

Hamm, Franklin P., Avon Avenue School, 
Newark, N. J. 

Hawkinson, Emma _ S., 29 Crosby St., 
Webster, Mass. 

Hayes, Josephine A., 624 Orange St., 
New Haven, Conn. 

Hays, O. W., 632 E. 29th St., N., Port- 
land, Oregon. 

Hleberling, Mabel M., 229 SS. Fifth St., 
Allentown, Pa. 

Higgins, Irene E., 422 19th Ave., W., 
Duluth, Minn. 

Ilill, W. R., 310 Maple Ave., Ruther- 
fordton, e. Cc. 
Hopkins, C. G., 5189 Argus Drive, Los An- 
geles, Ca 
Ilorchem, B. 
lowa. 
Housh, Anna Lytle, Riverside School, 
2602 Herschel St., Jacksonville, Fla. 
Ifoward, peareareres E., 121 Summit Ave., 
Summit, N. 

Iiulmes, Edith “ Columbus’ School, 
Lyndhurst, N. 

Irle, Maud, P Park School, St. 
Paul, Minn. 

Ivey, Edna M., 3525 Grand Blvd., East 
Chicago, Ind. 

Jackson, Mrs. Genevieve T., James Moses 
School, Park Ave., Trenton, N. 

Johnston, Ella M., 2995 Scarborough 
Road, Cleveland Heights, Ohio. 

Johnston, Kathryn, Box 738, Helena, 
Mont. 

Jones, Harry Mason, Bonnie Brae Farm 
for Boys, Millington, N. 

Kelly, Elizabeth L., 20 E. 19th St., Brook- 
lyn, N. Y. 

Kennedy, Mary A., Public School 183, 
1339 Park Place, Brooklyn, N. Y. 

Ketcham, Alice E., Cooke School, 18800 
Puritan Ave., Detroit, Mich. 

Kilander, Mrs. Pansy, Holcomb School, 
18100 Bentler Ave., Detroit, Mich. 

Kirby, Elizabeth, 6021 Bellefontaine St., 
Indianapolis, Ind. 

Kirkpatrick, T. D., 282 Bancroft Ave., 
Portland, Oregon. 

Kline, Aaron, Pullman School, 521 EF. 
113th St., Chicago, II. 

Knowles, Mrs. Jeannette B., 85 N. Holmes 
Ave., Indianapolis, Ind. 

Kocher, Lillian A., 620 E. Second St., 
Casper, Wyo. 

Kohn, Frederick A., Principal of Grade 
School, Casa Grande, Ariz. 

Kolb, Phillip A., Oklahoma Avenue School, 
Milwaukee, Wis. 

Krull, S. W., 307 Wellington Road, 
Buffalo, N. Y. 

Kull, Helen, 8120 Drexel, Chicago, III. 

Ludwig, Augustus, 860 E. 23rd St., Brook- 
lyn, N 


, 1148 Prairie St., Dubuque, 


: 2 
Lynch, John J., 1158 Dwight St., Holyoke, 
ass. 
McBane, E. H., Caldwell School, Greens- 
boro, N. C. 
McCord, Jesse, 270 E. 15th St., N., Port- 
land, Oregon. 


McGuire, Gertrude H., Noble School, 
Ardoon St., Cleveland Heights, Ohio. 
McHugh, Thomas F., Wilson Avenue 

School, Newark, N. J. 
McLindon, Lauretta, Lewis School, 1481 
N. Leamington Ave., Chicago, Il 














- 
726 ELEMENTARY Scuoot Principaus 
Mann, Adda May, Greenfield School, Roverud, Ella M., 622 Grand Ave., St. 


Hazelwood, Pittsburgh, Pa. 

Martin, William H., Public Library Bldg., 
Kansas City, Ma 

Miller, Mrs. Eva P., Spring Garden School, 
Nutley, N. J. 
Mooberry, Lester C., Cornelius, Oregon. 
Moore, Mrs. Arthur, Imperial Hotel, At- 
lanta, Ga. 
Moore, J. F., Brookline School, Pitts- 
burgh, Pa. 

Morgan, Sheldon, Columbus Street School, 
Ashtabula. Ohio 

Morrissey, Vangie ‘R., 3923 Schubert Ave., 


Chicago, I 

Mulberry, Margaret, Roosevelt School, 
40th and Caseyville Ave., East St. 
Louis, Il. 


Myers, Robert S., 303-313 N. Seventh Str., 
Newark, N. J. 


—— Amanda, 1231 N. Main St., James- 


own, Y. 
Nelsom Minnie, 1315 N. Tenth St., St. 
Joseph, Mo. 


Nelson, Myra Banta, 1643 S. Catalina St., 
Los Angeles, Calif. 
Newman, Ethlyn, 3747 Scovel Pl., Detroit, 


ch. 
Norris, Mrs. Edward F., 414 E. Sixth St., 
Jacksonville, Fla. 
O’Connor, Frances, Franklin School, 
Framingham, Mass. 
O'Malley, Margaret, School No. 66, Tacoma 
and Parkside, Buffalo, N. Y. 


Parry, Samuel D., Morrison School, 
Third St. and Duncannon Ave., Phila- 
delphia, Pa. 

Pate, Florence, Lawler School, 2606 Uni- 
versity St., Memphis, Tenn. 

Patton, Leonard M., William Barton 
Rogers School, Hyde Park, Boston, 


Mass. 
Pease, Mrs. Gertrude S., Avondale School, 
2945 N. Sawyer Ave., Chicago, Il. 
Pertsch, C. Frederick, Public School 29, 
tg and Harrison St., Brooklyn, 


ettitt, J. S.. DuBois School, 22150 W. 7 
Mile Road, Detroit, Mich 


Peyton, Agnes, 152 Anders St., Marlin, 
Texas. 
Piper, Walter I.. Cobbet School, Franklin 


St., Lynn, Mass. 
Plasket. S. B., Hoagland School Hoagland 
and Butler Sts., Fort Wayne, Ind. 
Pollock, Jennie E., 409 Biltwell Apts., Ft. 
Dodge, Iowa 


Reilly, Alice, 250 Pasadena PI., Memphis, 
Tenn. 

Reis, Ursula B.. Cargo School, Boggs 
Ave., Pittsburgh. i’a. 

Rows. ' am D., 12 Crown St., Brooklyn, 

Rossi, Mrs. Helen T).. Flynn Park School, 


7220 Waterman Ave., University City, 


Mo. 


Paul, Minn. 


Russell, Francis M., Douglass School, 
ane Pl. and Chapel St., Cincinnati, 
0. 


Ryan, Mary G., 2959 Meadowbrook Blvd., 
Cleveland, Ohio. 

Schroll, Louise, Peterson School, 5500 N 
Christiana Ave., Chicago, Il. 

Silvia, J. Defray, 319 W. Ortega, Santa 
Barbara, Calif. 

Simon, H. B., Senior High School, Nor- 
folk, Nebr. 

~—_,. * oecomeee F., Adams School, Seattle, 


Smith, Nelson C., Supervising Principal! of 
Schools, Leonia, N. J. 

Smith, Pearl Almira, James School, Iron 
River, Mich. 

Smoot, Viola, 2118 Byers Ave., Joplin, Mo. 

Spani, Kate, 4561 Niagara Ave., San 
Diego, Calif. 

Stiles, Gertrude M., 
Pa 


Stites, M. Gertrude, 
Tenafly, N. J. 
Tatum, H. Theo, 
Gary, Ind. 

Tivy, Lulu K., Pattengill 
Northfield. Detroit, Mich. 

Tompkins, Ethel M., Washington Ave., 
Pottersville, Mass. 


816 Poplar St., Frie, 
99 Magnolia Ave., 
East Pulaski School, 


School, 8411 


Tompkins, Jonas M., 64 Greenfield St., 
Hartford, Conn. 

Turpin, L. T., Alton High School Bldg., 
Alton, I 


Uhr, Adolph, Barclay School No. 32, 
Zazamora and Vera Cruz St., San An 
tonio, Texas. 

Walcott, FE. Forrest, Northrup = School, 
River Rouge, Mich. 

Walker, Mrs. J. D., 933 Troy Ave., Dyers 


burg, Tenn. 
Warshaw, Harry A., Randall 
Ninth and Bainbridge Sts., 


phia, Pa. 
Waterbury, Willard H., 


School, 
Philadel 


Coytesville, N. J 


Webster, Mrs. Barbara Miller, 716 Vir 
ginia Ter., Santa Paula, Calif. 

Williams, Allan J., 691 Eggert Road 
Buffalo, N. Y. 

Wilson, A. M., Penn School, 42nd and 
Penn Sts., Kansas City, Mo. 

Wilson, Eliza F., 942 T St., N. W., Wash 


ington, D. C. 
Winter, Mae I., Park School, Casper, Wvo. 
Wood, Alma Cc... 205 y. Fremont St. 
Stockton, Calif. 


Woodbury, Aimie A., 85 Hale St., Beverly, 
Mass. ; 
Wright, L. Zenobia, 2515 St. Philip St. 


New Orleans, La. 
Wright. Stella J7.. 90 
Brunswick, N. J. 


Welton St., New 








» St. 


chool, 
nnati, 


Blvd., 
00 N., 
Santa 

Nor- 
sattle, 
pal of 

Iron 


1, Mo. 
San 


Erie, 
Ave., 
chool, 
8411 
Ave., 
1 St. 
Bldg., 


» me 
n An- 


chool, 
dvers- 


chool, 
ladel 


N. J 
) Vir- 


Road, 
| and 
Wash 
Wvo. 


[| 
verly, 
a ie 


New 





INDEX 


Abbott, Robert B., 146, 193 

Ability grouping, an experiment in, 312 

Accidents, facts of, and safety educa- 
tion, 401; making a survey of, 401 

Adams, A. Virginia, 150, 333 

Addicott, Irwin O., 149, 287, 466 

Adjustment, cooperation in pupil prob- 
lems, 472 

Administration, ability grouping, 312; 
administrative assistants (chapter 
V), 217-243; classes for orthopedic 
children, 294; combining the platoon 
and non-platoon plan, 330; delegation 
of extra-classroom responsibilities, 
343; departmental organization, 319; 
experimental class for bright pupils, 
287; extra-curriculum activities, 539; 
good, anticipates educational prob- 
lems, 161; individualization and, 273; 
maintaining communications within 
the building, 339; office staff, 217; 
opportunity classes, 307; organization 
and duties in a small school system, 
237; organizing classes for slow and 
bright pupils, 278; philosophy in 
good, 159; philosophy, the working 
basis of, 187; school organization pro- 
cedure, 273; self-direction in an ele- 
mentary school, 333; special classes, 
298; teacher rating as a function of, 
533; yard duty assignments, 347. See 
also Management, school 

Administrative assistants. See Adminis- 
tration 

Ashby, Lyle W., 134 

Assemblies, and school morale, 517; as 
an incentive to good attendance, 372; 
practices of schools, 570 

Assistant principal, 230; and clerical 
work, 235; as a specialist, 233 

Associations, local principals’ clubs, 659; 
state principals’ members of Depart- 
ment of Elementary School Princi- 
pals, 669 

Attendance, stimulating good, 369 

Authority, functioning of principal’s in 
solution of school problems, 168; im- 
portance of in furthering principal’s 
plans, 165 


Bennett, Birdenia, 157, 558, 644 

Bennett, Earle D., 146, 207 

Bibliography, relating to the training of 
librarians, 585; safety education, 419 


Bowen, Alice Day, 149, 312 

Boy Scouts, principal and, 539 

Bracken, John L., 133 

Brady, William, 157, 550, 652 

Brennan, Katherine A., 153, 472, 554 

Bright children. See Mentally superior 

Briscoe, William S., 150, 352, 515 

Brookes, M. Emma, 131 

Brooks, Robert P., 155, 551 

Buckalew, Harry L., 152, 425 

Bulletin board, 225 

Bulletins, visiting teacher, 224; teachers’ 
bulletins of information, 228 

Burger, I. Victor, 154, 539 


Cafeteria, school, managing the, 352; 
sanitation scale for, 357 

Cuse studies, of problem children, 469; 
method of, 464; school morale and in- 
dividual, 454 

Character education, 519, topics for 
teacher study, 525 

Chase, Sarah E., 156, 394, 618 

Children, uniting home and school for 
the welfare of, 625 

Citizenship, a step toward better, 496; 
popularizing good, 510 

Class visits, 529 

Clerks, a handbook for, 266; duties of in 
Seattle elementary schools, 250; fre- 
quency of classified duties of, 62; in- 
service training of, 256; rating scale 
for, 257; school (chapter VI), 244-72; 
school secretary, 258. See also Sec- 
retary, school 

Clerical help, 246; personnel, 246 

Clerical work, and the assistant prin- 
cipal, 235 

Clubs, develop creative power, 551; en- 
rich the curriculum, 555; for parents, 
614 

Cody, Frank, 132 

Coffey, Julia C., 148, 263 

Colburn, Jessie B., 149, 278 

Communications, maintaining, within 
the building, 339 

Community relationships, adjusting 
school to community, 630; principal’s 
philosophy influences practical life 
through, 181; studying the commu- 
nity, 605; the principal’s (chapter 
XIV), 605-656; uniting home and 
school for the welfare of children, 625 


{ 727 ] 





ELemMentary Scuoor Principaris 





Condon, Anna A., 152, 410 

Conferences. See Interviews 

Cooper, William John, 132 

Cornish, William B., 149, 307 

Correlation of school subjects, health 
with other studies, 390 

Course of study, principal's philosophy 
influences practical life through, 178 

Courtesy, in the lunchroom, 366 

Courtis, 8. A., 149, 273, 651 

Cox, Martin L., 153, 293, 485 

Creative education, clubs and, 551; in 
music, 545 

Cumulative record cards, school records 
and pupil analysis, 480 

Curriculum, clubs enrich the, 555; de- 
partmental plan and, 319; differentia- 
tion of, 281; relation of scouting to, 
542 

Curtiss, Dale, 153, 496 

Custodians. See Janitors 


Daugherty, Grace, 156, 602 

Dental hygiene, in Hawaii, 640 

Departmental plan, problems und de- 
vices in organization of, 319 

Department of Elementary School Prin- 
cipals, officers, 131; editorial commit- 


tee, 134; objectives, 137; members of, 
671 

Differentiated curriculums. See Curricu- 
lums, differentiation 

Discipline, and order at firedrills, 427 

Donner, Arvin N., 148, 244 

Dorsey, Mrs. Susan M., 146, 174, 506, 
617 

Duffy, F. H., 148, 258, 544 

Dull children, organizing classes for, 278 

Duties. See Administrative, Clerical, 
Management, Organization, ete. 

Duvall, Rufus A., 149, 330 


Enfield, O. D., 150, 339 

English, composition and the school 
newspaper, 567 

Environment, Hawaiian committee on, 
635 

Equipment, for ability grouping, 283; 
library, 586; office, 245 

Experimental schools, in Hawaii, 633 

. Extra-curriculum activities (chapter 

XII), 539-574; clubs to break up 

gangs, 507; departmental plan and, 

327; knot-hole gang, 507; principal’s 

philosophy influences practical life 

through, 180; school assembly prac- 

tices, 570; value of a school news- 

paper, 559 


Faculty, setting up standards and ob- 
jective of, 527; the self-directed, 524 

Firedrills, effective organization of, 421; 
fire prevention instruction, 425; fre- 
quency of, 425 

Fleming, C. I., 151, 395, 612 

Floyd, James R., 131 

loresight, in administration, 161; influ- 
ence of in personnel adjustments, 163 

Flowers, Ida V., 146, 213, 351 

Forms, standard record. See Standard 
record forms 

Foulks, Frank M., 154, 516 

Funds, sehool, accounting for elemen- 
tary, 374 


Gist, Arthur S., 133, 134 

Gragg, H. H., 157, 443, 648 

Graham, G. C., 151, 346, 401 

Graves, Mary E., 155, 570 

Guidance, in the elementary 
475; vocational, 477 


school, 


Hamilton, A. J., 146, 187 

Hammond, Gertrude B., 154, 533 

Handbook, for school clerks, 266; teach- 
ers, 340, 342 

Hansen, Herbert C., 131, 138 

Harriss, Esther H., 151, 376 

Hawaii, adjusting the school the 
community in, 630; dental hygiene in, 
640; environment committee, 635; ex- 
perimental school in, 6383; welfare 
work, 639 

Health education (chapter LX), 375- 
436; 628; a question of weight, 395; an 
effective health program, 385; cumu- 
lative records and, 483; health cele- 
bration, 388; instructional conditions 
and the health program, 378; letter 
sent to parents preliminary to health 
examination, 382 

Henderson, Frank D., 153, 504 

Hendricks, Jake J., 147, 237 

Herron, John S., 155, 311, 545 

Home, effect of on school attendance, 
369; uniting school and, for the wel- 
fare of children, 625; See also Parents 

Homogeneous grouping, an experimen- 
tal class for bright children, 287; 
difficulties in, 280; equipment prob- 
lems, 283; for delinquents, 490; how 
early should ability grouping begin, 
285; trained teachers necessary, 25° 

Hubbard, Frank W., 134 

Hygiene, dental, 640 


to 





1001, 


the 
e in, 
- eX- 


tare 


378- 
> an 
mu- 
‘ele- 
jons 
iter 


alth 


Tue Ninru 


Y c 
EARBOOK 





Individual differences, school morale 
and individual case studies, 454; 
studying differences among school 
children, 444 

Individualization and organization, 273 

Instruction, conditions of and the health 
program, 378; firedrills and fire pre- 
vention, 425 

Interviews, personal, principal with 


boys, 441 


Jacobs, R. C. T., 150, 151, 364, 385, 624 

Janitors, duties re self-direction, 337 

Jones, Lenore, 154, 527 

Judd, Charles H., 145, 161, 206, 373, 503 

Juvenile delinquency, cooperation with 
courts, 493; educated delinquents, 
190; new recruits, 490 


Katz, Samuel, 147, 230 

Kehoe, Edward J., 147, 266 
King, William A., 156, 212, 586 
Kirk, M. R., 154, 318, 510 
IXnox, Margaret, 153, 467 
Kretsinger, R. W., 150, 329, 347 


Laing, Earl R., 134 

Latshaw, Harry F., 149, 312 

Librarians, bibliography relating to the 
training of, 585; selecting the teacher- 
librarian, 581; training elementary 
school, 580 

Libraries, equipment, 586; school and 
the principal, 575; school library and 
museum (chapter XIII), 575, 604; 
textbook service, 593 

Longshore, W. T., 133 

Lovis, Marion, 156, 580 

Lowman, Harmon Luther, 155, 567 

Lunchroom, making it an educative fac- 
tor, 364 


Manuals. See Handbooks 

McClure, Worth, 133, 148, 250, 400 

McCormick, Elizabeth, 131 

Madison, Elizabeth, 155, 424, 575 

Management, school (chapter VIII), 
333-377; accounting for elementary 
school funds, 374; cafeteria, 352; dele- 
gation of extra-classroom responsibili- 
ties, 343; effective organization of the 
firedrill, 421; maintaining communi- 
cations within the building, 339; mak- 
ing the lunchroom an educative fac- 
tor, 364; stimulating good attendance, 
369; yard duty assignments, 347. See 
also Administration, Organization, 
ete. 


Masters, H. G., 153, 475 

Matthews, Nora A., 149, 298 

Members of the Department of Elemen- 
tary School Principals, 671 

Mentally superior, an experimental class 
for bright children, 287; organizing 
classes for, 278; selecting classes of, 
287 

Menu, for school cafeteria, 353 

Meriam, J. L., 156, 593 

Merrill, John, 131 

Michael, Raymond §., 155, 559, 592 

Morale, and pupil government, 516; 
building school (chapter XI), 485, 
539; knot-hole gang builds, 507; ob- 
jectives and nature of good school, 
485; pupil, and the service point sys- 
tem, 504; school, and individual case 
studies, 454 

Moving pictures, facts regarding, 620 

Museums, elementary science and 
school, 602; school library and, 575 

Music, school provides opportunities 
in, 545; should the school provide free 
instrumental instruction?, 549 


Newspapers, 646, 648; English composi- 
tion and the school, 567; finance and 
production, 568; staff of, 563; values 
of a school, 559 

Norris, Forbes H., 155, 555 

Nye, Ellen S., 156, 474, 625 


Office, equipment, 245; how to make 
efficient, 244; staff, organizing the 
work of, 217 

Officers, Department of Elementary 
School Principals, 131 

Opportunity classes, 307; advantages of, 
309; outline of procedures in, 289 

Organization, ability grouping, 312; 
classes for orthopedic children, 294; 
experimental class for bright children, 
287; individualization and, 273; of 
classes for slow and bright pupils, 278; 
of the principal’s time, 194; proced- 
ures (chapter VII), 273-330. 

Orthopedic children, classes for, 294 


Papers, school. See Newspapers 

Parents, and better student citizenship, 
496; clubs, 614; constructive contacts 
between school and, 613; duties re 
self-direction, 336; enlisting in health 
program, 387; securing cooperation of 
in safety education, 417 

Parent-teacher associations, activities of, 
626; facts and, 618; in Hawaii, 631 





730 


ELEMENTARY ScHOoOL PRINCIPALS 





Paris, Florence, 154, 524 

Patton, Leonard M., 152, 338, 444 

Perkins, Josie, 154, 507 

Personality, adjustment of pupil, and 
cumulative records, 484 

Personnel, influence of foresight in ad- 
justments of, 163; pupil personnel 
practices (chapter X), 437-484; prin- 
cipal’s place in personnel work, 437. 
See also Individual differences, 444 

Peterson, M. E., 131 

Philosophy, in good administration, 
159; the school reflects the principal’s, 
174; the working basis of administra- 
tion, 187 

Pinkston, Eva G., 131 

Platoon plan, combining with non- 
platoon plan, 330 

Playground, rules for, 341; should games 
on, be under teacher control, 349; 
various types of control of, 347 

Point systems, service, and pupil mo- 
rale, 504 

Preface, 133 

President’s message, 137 

Price, N. H., 131 

Principal, duties re self-direction, 337; 
supervising, 240 

Principalship, elementary, a challenge 
and an opportunity to serve mankind, 
185 

Problem children, and problem schools, 
486; and psychiatry, 487; and the 
visiting teacher, 467 

Problem schools, and problem children, 
486 

Projects, in safety education, 415 

Psychiatry, aids morale, 487; and the 
problem child, 487 

Public, duties re self-direction, 337 

Publicity, importance of, 644; in regard 
to distribution of functions of office 
staff, 223; mediums for, 652; organiz- 
ing, 648 

Pupil analysis, and 
school record, 480 

Pupils, applying scientific technics to 
the individual, 485; cooperation in 
adjustment problems of, 472; dele- 
gating duties to, 202; duties of re 
self-management, 334;  principal’s 
philosophy influences practical life 
through, 177; school causes of mal- 
adjustment, 455; studying differences 
among, 444. See also Morale. 


the cumulative 


Questionnaire page, 135 


Radio, an aid in education, 376 

Rating scale, for firedrills, 431 

Record forms, general information, 227: 
health bureau card, 225; new pupils, 
276; visiting teacher, 226; standard, 
See Standard record forms 

Recreational reading, facts regarding, 
619 

Remick, Nellie A., 152, 454, 601 

Résumé of all yearbook articles, 145 

Rich, Lester H., 151, 374 

Riggs, F. B., 152, 437 

Ritow, Herman, 131, 149, 319, 471 

Roys, Cassie F., 131 

Rules and regulations, playground, 34! 


Safety education (chapter IX), 378-436; 
accident facts and, 401; bibliography, 
419; effective organization of the fire- 
drill, 421; launching a program in, 410 

Salaries, school clerks, 261 

Schedule, how organize the principal’s, 
196 

Science, and the school museum, 602 

Scientific method, importance of sub- 
stituting scientific for rule-of-thumb 
procedures, 170 

Seattle, duties of elementary school 
clerks in, 250 

Secretary, school, as related to super- 
vision, 258; duties, 261; qualifications 
and salary, 260; sex and age, 260; 
teacher-secretary plan, 263; who 
should elect, 259; why have, 258. See 
also Clerks 

Segregation, for delinquents, 490 

Shankland, S. D., 133 

Shedd, Jessie M., 149, 294, 532 

Slow children. See Dull children 

Smith, Mrs. Margaret N., 131 

Special classes, 298; for atypical chil 
dren, 444 

Specialists, duties re self-direction, 337 

Standard record forms, conserve prin- 
cipal’s time, 207; milk report, 210; 
pupil assignment slip, 208; pupils’ en- 
rolment, 207; teachers’ daily atten- 
dance report, 209 

Stanton, Edgar A., 150, 249, 343 

Stark, Julia F., 149, 307 

Stone, Mrs. Genevieve, 131 

Student self-government, constitution 
for, 519; morale and, 516 

Summary. See Résumé 

Superintendent, 242 

Supervising principals, 240 

Supervising teachers, 238 





, 227; 


upils, 
dard, 


rding, 


45 


Tue Nintuo YEARBOOK 731 





Supervision, requires specialization, 231 ; 
school secretary as related to, 258; 
scout work and good, 544; where can 
principal get specialized supervisory 
help, 231 


Tardiness, facts regarding, 620 

Taylor, George D., 147, 156, 217, 363, 613 

Teacher rating, as an administrative 
function, 533; card, 535 

Teachers, classroom characteristics, 634; 
committees, 524; daily attendance re- 
port, 209; delegating duties to, 202; 
duties re self-direction, 336; guidance, 
476; influence of health drive on, 393; 
interesting them in a safety educa- 
tion program, 411; principal’s philoso- 
phy influences practical life through, 
176; relation of, to school manage- 
ment, 225; supervising, 238; value of 
play period to, 347 

‘Teacher-secretary, daily program of, 263 

Tests, intelligence, weaknesses of, 278; 
who should give, 279 

Textbooks, library and textbook ser- 
vice, 593 

Thomas, John S., 156, 384, 605 


Time budget, activities before the se- 
mester begins, 213; delegating duties 
to teachers and pupils, 202; delega- 
tion of duties, 214; devices that help 
to save time, 204; efficient methods of 
work, 215; faculty meetings and office 
hours, 214; principal’s work habits 
and (chapter IV), 193-216; standard 
record forms conserve the principal’s 
time, 207; time economies in the prin- 
cipal’s duties, 213 

Time chart, principals, 200 

Truancy, and the departmental plan, 
328 

Tucker, Isabel, 134 


Vincent, H. D., 151, 369 

Visiting teachers, and the problem 
child, 467 

Vocational guidance, 477 


Webling, G. H., 157, 509, 630 
Weight, students, a question of, 395 
Welfare work, in Hawaii, 639 
Wilkinson, Loretto de §S., 151, 378 
Woods, Roy C., 152, 421 
Wrightstone, J. Wayne, 153, 480 


Yard duty assignments, 347 





Department of Elementary School Principals 
of the National Education Association 





Other yearbooks available for distribution 





THE FIFTH YEARBOOK 


Studies in the Elementary 
School Principalship 


300 Pages 1926 Price $1.50 


THE SIXTH YEARBOOK 
Projects in Supervision 
260 Pages 1927 Price $2.00 


THE SEVENTH YEARBOOK 


The Elementary School Principalship 
(Report of the Committee on 
Standards and Training) : 


512 Pages 1928 Price $2.00 


THE EIGHTH YEARBOOK 
Activities of the Principal 
400 Pages us 1929 Price $2.00 


Address communications and make checks payable to 


‘DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 
1201 Sixteenth Street N. W., Washington, D.C.