VOL. IX, No. 3 APRIL, 1930 BULLETIN OF THE Department of Elementary School Principals THE NINTH YEARBOOK The Principal and Administration Good Administration Precedes Good Supervision PUBLISHED QUARTERLY BY THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIA- TION OF THE UNITED STATES, 1201 SIXTEENTH STREET NORTH- WEST, WASHINGTON, D. C. ENTERED AS SECOND-CLASS MATTER NOVEMBER 20, 1922, AT THE POSTOFFICE AT WASHINGTON, D. C., UNDER ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED DECEMBER 18, 1922. COPYRIGHT, 1930 By NatioNaL Epucation ASSOCIATION WASHINGTON, D. C. ALL RIGHTS RESERVED BULLETIN of the DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Published quarterly in October, January, April, and July by the De- partment of Elementary School Principals of the National Education Association of the United States. The payment of $3 active membership dues entitles a member to attend all meetings of the Department, to hold office, and to receive the Bulletin quarterly. Two dollars of each membership fee is for a year’s subscription to the Bulletin. Subscription to nonmembers is $3 per year; single copies, 50 cents; Yearbook, $2. Members are requested to report at once any change of address, giving old as well as new address. Entered as secondclass matter November 20, 1922, at the postoffice at Washington, D. C., under act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized December 18, 1922. - Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. OFFICERS OF THE DEPARTMENT 1929-30 President, HERBERT C. HANSEN 315 Plymouth Court, Chicago, Illinois First Vicepresident, Miss EvA G. PINKSTON Sam Houston School, Dallas, Texas Second Vicepresident, JAMES R. FLoyp 717 Garden Street, Plainfield, New Jersey Third Vicepresident, Mrs, GENEVIEVE STONE Whittier School, Minneapolis, Minnesota Fourth Vicepresident, N. H. Price Hemphill School, Birmingham, Alabama Fifth Vicepresident, Mrs. MARGARET N. SMITH Principal, Mitchell School 32nd and Lafayette, Denver, Colorado Secretary, Miss Cassie F. Roys 2609 Bristol Street, Omaha, Nebraska Executive Committee M. E. Peterson, Twentieth Street School, Los Angeles, California (Term Expires 1930) E.izABETH McCormick, Howe School, Superior, Wisconsin (Term Expires 1931) Joun Merriti, 1526 Garland Avenuz, Detroit, Michigan (Term Expires 1932) M. EMMA Brookes, Miles School, Cleveland, Ohio (Term Expires 1933) National Chairman, Enrolment Committee HERMAN Ritow, Fort Sheridan, Illinois Prvicaat ectivity generally have shown a_profes- sional activity not witnessed in any other period of educational history, and American elementary school principals have formed a strong, compact organization for research in their own problems which has accomplished one of the most significant educational transformations of the deeade.—W illiam John Cooper, Commissioner of Education, address- ing a general session of the Department of Super- intendence, Atlantic City, February, 1950. HE CONTRIBUTION which the Department Ter Elementary School Principals is making to American Edueation, through meetings, re- search, and publications is most invaluable. Every superintendent of the country should encourage his principals to avail themselves of the benefits of this department.—F rank Cody, Superintendent, Detroit, Michigan. [ 132 ] 4 eral first Jol be vl k Com Will for folle T 00 will (on 001 s tot ( Res mit to { ( em con | chi oth fey we Cc asi $0) qu ar PREFACE T THE CLEVELAND meeting of the Department in February, 1929, the Editorial Committee was appointed to take over the increasing demands of yearbook editing. Up to this time sev- eral individuals had given much unselfish service in the work. The first yearbook in 1922 was edited by Worth McClure; the second by John L. Bracken; and the third, fourth, fifth, sixth, and eighth year- books by Arthur 8S. Gist. The seventh volume was a report of the Committee on Standards and Training under the chairmanship of William T. Longshore. To these pioneers belongs much of the credit for “breaking the trail” which the Editorial Committee has followed. The 1930 yearbook oz the Department emphasizes the place of good administration in a progressive school. In 1931 the yearbook will be given entirely to supervision. By this order of topics the Committee affirms the principle: that good administration precedes good supervision. Several innovations in the Committee’s procedure should be called to the attention of the Department: (1) A questionnaire will be found on page 135 of this volume. Readers are asked to use this blank in sending the Editorial Com- mittee suggestions for our yearbooks. (2) A preliminary résumé or summary chapter has been included to give the reader a general view of the yearbook as a whole. (3) Immediately following the résumé are several chapters which emphasize the philosophical aspects of school administration. These contributions suggest some of the larger aims of the principalship. (4) An index has been included so as to make the contents of the chapters more readily available to the busy administrator. The Editorial Committee wishes to thank the many principals and other school workers who offered manuscripts for publication. In a few instances such contributions could not be included because they were not adaptable to the theme of the yearbook. Everywhere the Committee has met with friendly responses and concrete offers of assistance. Much of the credit for this volume belongs to many per- sons who were not actually members of the Editorial Committee. The Committee appreciates particularly the work of the Head- quarters Staff of the National Education Association at Washington, D. C. Mr. S. D. Shankland has made the necessary business arrangements for furthering the Committee’s work. The Division of [ 133 ] Publications, through Lyle W. Ashby, has handled the details of printing. Much of the planning, organization, and preparation of chapter contents has been executed by the Research Division under the direction of Frank W. Hubbard, Assistant Director of Research, THE EDITORIAL COMMITTEE FKart R. Larne, Chairman, 1930 Yearbook Burt School, Detroit, Michigan Artuur S. Gist IsaBeL Tucker Training School Shenandoah School State Teachers College Saint Louis, Missouri San Francisco, California | 134 J Th mem so? mitt Com N. V (G00 We Co 0 of of der rch. THIS IS YOUR YEARBOOK The Ninth Yearbook has been planned to meet the needs and interests of the members of the Department of Elementary School Principals. How has it done so? Your criticisms, suggestions, or praise will be helpful to the Editorial Com- mittee. Just tear out this page along the perforation and mail to the Editorial Committee, Department of Elementary School Principals, 1201 Sixteenth St. N. W., Washington, D. C. ane I OE POS x ooo hk. 06004655 4d hou SR TEED SS PTET ESET TCT ITT TTT CTT i eT re er re ee . ere Signed....... cenewemanie pu ele re in qu se’ fo he fit th tie pe ce er ne in THE FUi JRE CHALLENGES US I1E DAY of the new principalship is at hand. The radical changes in elementary education are demanding a new type of leadership. Fundamental changes in school organization and purposes have ushered in a rapidly changing order. Where do the elementary school principals stand? What immediate problems require solution’ IHlow can we meet the new problems which so insistently demand our attention 4 First we can take a firm stand on the personal and professional qualifications of those entering our ranks. The day is past when “just anyone” makes a good elementary school principal. Elemen- tary schools are no longer the simple institutions they once were. In several states there are organized movements to set up laws and rules for principals’ credentials. Do such forward steps enlist the inter- est and profit by the experience of those who are now principals 4 A second problem is to arouse and keep active the present great hody of principals. Even now supervision is being offered to us as a fitting token of our strategic position. Will we ignore the challenge thus offered? Are we too busy with routine matters to give instruc- tion its just due? It is true that we must have balance on this point. It won’t do to neglect highly important administrative pro- cedures, as pointed out in this present yearbook. Nor will mere enthusiasm prove a substitute for genuine supervisory skill. Does not this problem emphasize the importance of continuous self- improvement in service 4 Third we must take steps to see that the principalship is placed upon a sound economic basis. The May, 1929, Research Bulletin of the National Education Association showed a median salary of $3443 in cities of 100,000 population. Let us remember that 50 percent of the principals in these large cities are below that figure. Is this a professional wage for skilled supervisors 4 Ours is not merely a problem of gross salaries, nor is it restricted to urban areas alone. Ilow can we reduce unnecessary transfer of skilled principals to higher salaried positions? How can we make rural positions attractive to those with skill and professional train- ing? How can we increase the publie’s appreciation of the super- intendeney so that this position will provide the principalship with able leadership ? The above paragraphs merely touch upon the problems confront- ing us as principals. There are still other challenges in such fields as curriculum construction, teacher personnel, textbook improve- [ 137 ] ment, libraries, and school organization. Who now can interpret any of these problems adequately when measured in terms of our ultimate aim—child growth ? Our great hope lies in improving the technics and broadening the vision of each principal. Here is where our local, state and national associations offer inmeasurable hope. There are 40,000 of us or more, One in eight of that number is a member of the national department, Ilow long must the few carry the organized work of the many? Surely we are ready to enlist the united efforts of all elementary school principals in meeting the challenges of the next decade. Edueation moves forward. Those of us who insist that principals assume their rightful leadership may answer the standpatter with the words of Charles Beard, “It might be better to be wrecked on an express train bound to a destination than to moulder in a freight ear side-tracked in a well-fenced lumber yard.” Hersert C. Hansen President, Department of Elementary School Principals PREF PRES RESU CHA CONTENTS 9 PAGE RD a od pace ee beeen Caw ean eee he ahenes tba eheeee 123 J The Editorial Committee ls PRESIDEN'T’S MESSAGE h SU ee FF ios sk kee ake etcacesedeswans. ce casas 137 Herbert C. Hansen, President, Department of Elementary School mn Principals I io os sean nb co sak at ho chet iad a a ce ew dk le na Lees 14h PART ONE—THE PHILOSOPHY IN GOOD ADMINISTRATION CHAPTER I Goop ADMINISTRATION ANTICIPATES I:pUCATIONAL PROBLEMS..... - oo S61 Charles H. Judd, Director, School of Education, University ‘of ‘Chi- cago, Chicago, Illinois CHaprer II THE Scuoo.t Reriects THE PRINCIPAL’S PHILOSOPHY........... 0 .....e5: 174 Susan M. Dorsey, Former Superintendent of Schools, Los Angeles, California Cuaprer III PHILOSOPHY IS THE WORKING BASIS OF ADMINISTRATION............0005. 187 A. J. Hamilton, Principal, University Elementary School, Berkeley, California PART TWO—THE PRACTICES OF GOOD ADMINISTRATION Cuaprer 1V—Tre Princreav’s Time BupGer AND Work Hasrirs Pian Your Wonk snp Wendt YOUR Pua coo cicciccccccicccccvcsscccsieesves 193 Robert B. Abbott, Principal, Heaton Demonstration School, Fresno, California STaNDARD Record ForMsS CONSERVE THE PRINCIPAL’S TIME.... .... .. ... 207 Earle D. Bennett, Principal, Kessler Boulevard School, Longview, Washington TIME EconNoMIES IN THE PRINCIPAL’S DUTIES....... ........ 02 ceceees 213 Ida V. Flowers, Principal, Montebello Demonstration School, Balti- more, Maryland Cuaprer V—Tue ADMINISTRATIVE ASSISTANTS ORGANIZING THE WORK OF THE OFFICE STAFF...........22.00 seccsceses: 217 George D. Taylor, Principal, Susan B. Anthony School, " Rochester, New York Let Us MaGniry THE ASSISTANT PRINCIPALSHIP.............. 2.06 eeeees 230 Samuel Katz, Principal, Public School 156, Brooklyn, New York ADMINISTRATIVE ORGANIZATION AND DuTIES IN A SMALL ScHoo.t SySteM.. 237 Jake J. Hendricks, Superintendent, Kerens Public Schools, Kerens, Texas [ 139 ] Cuaptrer VI--Tur Scnoont Clerk PAGE How to Maxe tHe Orrice Errictent.... 2.0.0.0. 00 cccccccccccccces. 244 Arvin N. Donner, Principal, Franklin Platoon School, Port Arthur, Texas Tue Duties or ELPMENTARY SCHOOL CLERKS IN SEATTLE.......... 250 Worth McClure, Former Assistant Superintendent of Schools, Seattle, Washington THE ScHoou SecrRETARY AS RELATED TO SUPERVISION............... a F. H. Duffy, Principal, Harding School, Steubenville, Ohio Tam TRACHMR-RCEBTARY PLAN. .... 0.005 cccccccncccsccce cvece hates ee Julia C. Coffey, Principal, Emerson School, San Francisco, California A Tiaprmes, wae Tree, COMM, «nn eine ccvicncccccee ce ce cvs. soces 266 Edward J. Kehoe, Principal, Public School 187, Brooklyn, New York Cuaprer VII—Scuoot OrGanizarion Procepures INDIVIDUALIZATION ...... moae FE as OER oer APR ET aS 273 S. A. Courtis, Educational Consultant, ‘Detroit Public Schools, Detroit, Michigan ORGANIZING CLASSES FOR THE SLOW AND BrIiGHT PUPILS................... 278 Jessie B. Colburn, Principal, Public School 96, New York, New York AN EXPERIMENTAL CLAss For BRIGHT CHILDREN:.... .......... 000.000. 287 Irwin O. Addicott, Principal, Jackson Elementary School, "Fresno, California CLASSES FOR ORTHOPEDIC CHILDREN.............0 06 ce cceeee seeccees . 204 ‘Jessie M. Shedd, Principal, John Williams Se hool, Rochester, New York THE EpvucaTion OF PUPILS IN SPECIAL CLASSES.........0 .....000-. Nora A. os Principal, Sheldon School, Grand R: apids, Michigan Ouaanmmine OrromTunmiry CEAGemB..... 0. cc cccccccccs ccccceccccccccces 307 William B. Cornish and Julia F. Stark, Principal and Opportunity Teacher, Center School, Stamford, Connecticut AN EXPERIMENT IN ABILITY GROUPING..............00.000005 Alice Day Bowen, Principal, Swan School, Medford, Massachusetts, and Harry F. Latshaw, Graduate School of Education, Harvard University, Cambridge, Massachusetts ProBLEMS AND Devices IN DEPARTMENTAL ORGANIZATION............. 319 Herman Ritow, Principal, Goethe School, Chicago, Illinois CoMBINING THE PLATOON AND NON-PLATOON PLANS.............. cceeee 330 Rufus A. Duvall, Principal, North Birmingham School, Birmingham, Alabama Cuaprer VIII—Scnoo, MANAGEMENT PROBLEMS SeELF-DIRECTION IN AN ELEMENTARY SCHOOL..............2.. cececeecees 333 A. Virginia Adams, Principal, Kast Avenue School, Vineland, New Jersey MAINTAINING COMMUNICATIONS WITHIN THE BUILDING.... ........... 339 O. D. Enfield, Principal, Eastman School, Los Angeles, California THe DELEGATION oF ExtTRA-CLASSROOM RESPONSIBILITIES. pss aia .. 343 Edgar A. Stanton, Principal, Lawton School, Seattle, W: ashington ee kaa is oa 0 SG Rcwa rR Od Gehan Bazar waew eels 347 R. W. Kretsinger, Principal, Luthe Burbank School, Oakland, Cali- fornia MANAGING THE SCHOOL CAFETERIA.... . tact acai tees 0 Satta ati 5 352 William S. Briscoe, Principal, Chabot Se hool, Oakl: ind, California MAKING THE LUNCHROOM AN EpucaTING FActor..............e00ee0-e0- 364 R. C. T. Jacobs, Principal, Silberstein School, Dallas, Texas { 140 ] AGE 244 273 278 287 312 319 333 339 43 47 52 64 PAGE STIMULATING Goop ATTENDANCE...........cccccccccsccccccccces ee H. D. Vincent, Principal, School 16, Troy, New York ACCOUNTING FOR ELEMENTARY SCHOOL FUNDS...............ccccccccece: 374 Lester H. Rich, Director of Educational Expenditures, Detroit Public Schools, Detroit, Michigan jy a! Oe OS ee . 376 Esther H. Harriss, Principal, Jefferson School, Muskogee, Oklahoma. Cuaprer [X—II]BALTH AND SAFETY EDUCATION INSTRUCTIONAL CONDITIONS AND HEALTH PROGRAM...............-.- 378 Loretto deS. Wilkinson, Principal, Nathaniel Hawthorne School, Rochester, New York An Errective HeattH PROGRAM..... OT ee ney «+. 380 R. C. T. Jacobs, Principal, Silberstein School, Dallas, Texas Pe CI I Ho oe ir rerscceeres coe tte eee cases 395 C. I. Fleming, Principal, Clinton School, Saint Louis, ‘Missouri AccipENT Facts AND SAFETY EDUCATION.............-ccccccceccee: none Se G. C. Graham, Safety Engineer, Board of Education, Detroit, Michigan LAUNCHING A SAFETY EDUCATION PROGRAM.............ecee0- See Anna A. Condon, Principal, Waterside School, Stamford, Connecticut EFFECTIVE ORGANIZATION OF THE FIREDRILL.............00cccc-ce-ceccee: 421 Roy C. Woods, Professor of Education, Marshall College, Hunting- ton, West Virginia FIREDRILLS AND Fire PREVENTION INSTRUCTION..............cecceeeees .. 425 Harry L. Buckalew, Principal, John Muir School, Fresno, California Ciaprer X—Pupit PERSONNEL PRACTICES THE Lg ag At, @ Piace 1 Penson, WORK. ...... 6.60 cccccscsece.cesves 437 . B. Riggs, Headmaster, Indian Mountain School, Lakeville, Con- necticut STUDYING DIFFERENCES AMONG SCHOOL CHILDREN.............00-ce0eee: 444 Leonard M. Patton, Master, Rogers Intermediate School, Boston, Massachusetts ScHoot Mora.e AND INDIVIDUAL CASE STUDIES.............0002 covccees 454 Nellie A. Remick, Principal, Steele and Garfie Id Schools, Color: ado Springs, Colorado THE VISITING TEACHER AND THE PROBLEM CHILD.............2000 00005 467 Margaret Knox, Principal, Public School 15, New York, New York CooperRATION IN Pupi, ADJUSTMENT PROBLEMS....... ....0-20-00 eevee 472 Katherine A. Brennan, Principal, Ivy Street School, New Haven, Connecticut ({UIDANCE IN THE ELEMENTARY SCHOOL. . H. G. Masters, Principal, Allen School, Pittsburgh, Pennsylvania CUMULATIVE ScHOoL Record AND PupiL ANALYSIS............2.ee0eeeee: 480 J. Wayne Wrightstone, Principal, Hamilton School, Summit, New Jersey ~~ APTER NI—BUILDING Senoon MoraLe AppLYING SciENTIFIC TECHNICS TO THE INDIVIDUAL PUPIL............... 485 Martin L. Cox, Principal, Robert Treat Junior High School, Newark, New Jersey A Srup Towanm Berrien CreimnGiiit so oc ccc ccic s ccigciicdcicweses oxen 496 Dale Curtiss. Principal, George Washington Scheel. Detroit, Michious Purr, MoRALE AND THE SERVICE POINT SYSTEM.... ...... ..eeeeeeee . 504 Frank D. Henderson, Principal, Maple School, ‘Seattle, Washing ston Our Knor Houe GANG...............008: Josie Perkins, Principal, Avenue A School, Hutchinson, Kansas ‘ { 141 ] PopuLaRIzING Goop CITIZENSHIP bean a ia he ai Gein irece ad aia: k ‘aie mtaide 4 510 M. R. Kirk, Principal, Wheeler School, Evansville, Indiana Moras AND Pupit. GOVERNMENT...........0ccccceccceccee cee ce ceeees 516 Frank M. Foulks, Principal, A. L. Cuesta School, Tampa, Florida ee ee I ron he centnrn ens cneeiescisekdscwiicwees 524 Flerence Paris, Principal, School 65, Buffalo, New York Sertine Up Facutty STANDARDS AND OBJECTIVES.... ............000. ie Lenore Jones, Principal, Yerby School, Mobile, Alabama TEACHER RatTING AS AN ADMINISTRATIVE FUNCTION...... ... .. ..... . 533 Gertrude B. Hammond, Principal, Hyde Park School, ‘Los Angeles, California Cuarrer XII—Tue Exrra-Curricutum Activites THE PRINCIPAL AND THE Boy ScouTs.............. .2222ee0005: 539 I. Victor Burger, Principal, Public School 39, Staten Island, New York Tue Scuoo. Provitpes Musica OpportunNitTigS.................-. 515 John §S. Herron, Principal, Lafayette Street School, Newark, New Jersey Tue Scnoot Cius Devecors Creative Power.... .............+-- 551 Robert P. Brooks, Principal, School Number 8, Paterson, New Jersey CAR SIO WIE COPIICOREE «nn. koe cceeeicceccncsiscewene-ses erctes 535 Forbes H. Norris, Principal, Robert E. Lee School, Richmond, Virginia Vaiues or A SCHOOL NEWSPAPER. ..........ccccccccccccsccces scenes 359 Raymond 8. Michael, Principal, Gregory School, Trenton, New Jersey ENGLISH COMPOSITION AND THE SCHOOL NEWSPAPER.... ..... 567 Harmon Luther Lowman, Professor, Austin State Teachers College, Nacogdoches, Texas Scooot ASSEMBLY PRACTICES...........0.ccccccccscccec ccccsceeces 570 Mary E. Graves, Principal, Ketcham-Van Buren School, W ashington, D.C. Cuarpter XIII—TuHe Scnoou Lisprary AND MUSEUM Tue PRINCIPAL AND THE ScHoot Liprary 575 Elizabeth Madison, Supervisor of School Libraries, Oakland Public Schools, Oakland, California TRAINING FOR THE ELEMENTARY SCHOOL LIBRARIAN................-0000- 580 Marion Lovis, Supervisor of Libraries, Board of Education, Detroit, Michigan THe EquirMENT OF THE ELBMENTARY ScHooL LipraRy......... 586 William A. King, Principal, B. F. Day School, Seattle, Washington Ra BI Fe aaa ado wcee hikes aecsnnesescsisewsecaces 593 J. L. Meriam, Professor of Education, University of California, Los Angeles, California ELEMENTARY SCIENCE AND THE SCHOOL MUSEUM..............ceceeeeees 602 Grace Daugherty, Elementary Supervisor, Lakewood Public Schools, Lakewood, Ohio s Cuaprer XIV—TuHeE Princrpav’s CommMuNIty RELATIONSHIPS IN GE CII 6 ig io oeidce cians ccccnemes coswnscnusahsncereseus 605 John 8S. Thomas, Principal, Clippert School, Detroit, Michigan Constructive Contracts BeETwEEN PARENTS AND SCHOOL................. 613 George D. Taylor, Principal, Susan B. Anthony School, Rochester, New York Facts AND THE PARENT-TEACHER ASSOCIATION...........0.-.0eceeceeees 618 Sara E. Chase, Principal, Kensington Avenue School, Springfield, Massachusetts [ 142 ] PAGE Unitinc HoME anp Souoon ror THE WELFARE or CHILDREN.... ..... ... 625 Ellen 8. Nye, Principal, Van Cleve School, Minneapolis, Minnesota ADJUSTING THE SCHOOL TO THE COMMUNITY............cccccccccccc cc 630 G. H. Webling, Supervising Principal, Elementary Schools, Honclulu, Hawaii Tue Importance or ScHoon PUBLICITY.................0.05 ccc ccc cece 644 Birdenia Bennett, Principal, Harrison School, Terre Haute, ‘Indiana Qouawemmme Punescery PRacvecie, .......cccccccccccccecscccec.cccocces 648 H. H. Gragg, Principal, Hubert School, Detroit, Michigan Some MepiuMs For ScHOOL PUBLICITY...............ccccccccc ce cocce. 652 William Brady, Principal, Washington School, East Orange, New Jersey PART THREE—RECORDS AND INFORMATION LocaL PRINCIPALS’ ORGANIZATIONS...........00cccceccccce cccccccece eee StaTe PrINcipALts’ ORGANIZATIONS.......... Pal sien tee eaalecac ee wit acae aa . 669 ee ee CS Sol nc cacehue hw kn. kadai xa ake heb e a eae 671 PN koncass Tae alpine alah eas aes Rae SRE ek ee ae ae ee 727 [ 143 J AC 1 RESUME The purpose of this résumé is to give the reader a brief survey of the treasures to be found upon subsequent pages. He who fails lo go beyond these preliminary paragraphs will deprive himself of the details of sane theory and effective practice. Good administration precedes good supervision. This guiding principle of the Editorial Committee appears again throughout the yearbook. By placing administration first the Committee is merely recognizing the precedence of common practice and is not raising the question of relative values. Certainly, the first obligation of the principal is to organize and to manage his school as effectively as possible. Upon the solid foundation of practical administration the complex superstructure of supervision is reared. One of the obvious conclusions brought out by this yearbook is that the same school activity may be administered successfully in a number of different ways. Does this imply confused muddling ? Not at all. The most effeetive devices for School A are not necessarily the “ best ” for School B. What seems to be “ best ” today may not be desirable practice tomorrow. Hence, the uniqueness of each school forces the principal to be forever critical of his own practices and of the suggestions of others. It is this questioning attitude which the reader should bring to all subsequent pages. Foresight in administration —Dr. Judd has undoubtedly centered attention upon the crux of effective administration when he discusses the need of foresight. The principal who “ thinks through ” his prob- lems does not have to face the dilemma of unexpected demands. He has anticipated such emergencies. The practice of foresight has implications far beyond administra- tive phases of the principal’s work. The individual who anticipates problems is no longer the slave of petty whim and routine. Each duty has a time and a place in accordance with its relative value. Through foresight the principal is able to allot to administration, supervision, research, and community relationships their due share of his energy. *The résumé has been prepared by the Research Division of the National Education Association and the Editorial Committee of the Department of Ele- mentary School Principals. Readers are requested not to form judgments on any individual contribution without referring to the full text. Page numbers of the complete article can be easily found by looking for the author’s name in the index at the back of the yearbook. *See Chapter I. [ 145 ] 146 ELEMENTARY Scuoot PRINCIPALS Lhe school reflects the principal’s philosophy '—Mrs. Susan M. Dorsey, formerly superintendent in Los Angeles, summons principals to a philosophy of human helpfulness. She regrets that some prin- cipals overlook their chances to raise the whole level of life within the school’s community. The movement to enrich life demands leadership. Through teach- ers, pupils, curriculum, extra-curriculum activities, and the com- munity itself, the principal’s constructive efforts may exert wide- spread influence. Is it enough to administer an efficient school ? Or, is it obligatory upon the principal to make his school a foree- ful and an aggressive factor in human progress? Mrs. Dorsey offers practical procedures as well as challenging theories. Importance of a good philosophy of education “—Mamilton empha- sizes the need for principals to have a sound philosophy of education. Many of the emphases in school administration will take their cue from what the principal considers to be educationally important. The ability to discriminate between administrative values requires each principal to measure his practices in terms of his philosophies of education and life. The principal’s time budget ‘“—The recent emphasis on supervision and certain major administrative duties has put new stress on the principal’s working day. Some principals feel that matters are approaching an impasse, for their duties are already heavy for one individual. What can be done to meet the situation ? Abbott starts the consideration of the principal’s work habits with a clever description of Mr. N. A. Rutt of Typicality, U. S. A. How many of us have not been in Principal Rutt’s condition, where the gales of petty duties have swept us from our feet? Abbott does not stop with witticisms. Ile analyzes carefully the value of the daily schedule, cites examples of good time allotments, and then shows how the schedule actually operates. Abbott is not satisfied with daily schedules for principals, but insists on the value of weekly, monthly, and yearly plans. Does this proposal illustrate the “ foresight” dis- cussed by Dr. Judd in Chapter I? Bennett proposes in his article that the principal set up a daily time schedule, supplemented by a number of record forms. The vari- ous printed and mimeographed cards tend to reduce routine duties to a minimum. With the time thus obtained the principal carries for- *See Chapter II. *See Chapter III. * See Chapter IV. war age , Are Do Are rout 1 pri of t tion alli do 1 pr trac tail mol staf Vis¢ uni mel for ] WI ass ass del He pri tiv cip tea ten ten of rw fac 1 2 Tue Nintru YErarpoox 147 ward a flexible daily schedule which he often must have “ the cour- age to disregard.” Flowers calls upon principals to examine their working habits. Are you delegating routine work to others? Do you plan your time ¢ Vo you insist that others give fair consideration to your. daily plan ¢ Are your office hours known to school patrons? Have you reduced routine directions to typed or mimeographed form ? The administrative assistants'—The fifth chapter is concerned primarily with the administrative assistants and the vice-principals of the school. However, in any closely knit organization the func- tioning of clerks, nurses, vice-principals, and principal are so closely allied that this and subsequent chapters tend to overlap. What rdles do the administrative assistants play ? Taylor starts by pointing out that the number and types of the principal’s assistants depend much upon the school’s program. A traditional school in an ordinary American community makes cer- tain demands. A large platoon school in a foreign district is a far more complex situation. Taylor’s school community requires an office staff consisting of a visiting teacher, a psychologist, a primary super- visor, a vice-principal, and several clerks. Bringing this group into wnity of action requires (1) an analysis of functions, (2) an agree- ment upon responsibilities, and (3) frequent “ cabinet” meetings for the maintenance of efficient coordination. Katz advocates the policy of magnifying the vice-principalship. Why have skilled and trained assistants if the principal merely assigns them clerical tasks? The principal is wise when he trains his assistants to assume supervisory leadership. Katz insists that the delegation of reponsibility carries with it the giving of authority. Hence, while retaining the ultimate responsibility for instruction the principal is careful to work through and not around his administra- tive assistants. Hendricks discusses the relationship between superintendent, prin- cipals, and visiting teachers in a small school system. Ilis “ visiting teacher ” is really the teaching supervisor found in large school sys- tems. It is interesting to compare the lists of duties in a small sys- tem with those found in cities or in professional textbooks. Is much of our present educational theory based upon urban rather than rural practices ? The school clerk ’—Probably one of the most practical problems facing superintendents and principals is that of school clerks. That *See Chapter V. *See Chapter VI. 148 ELEMENTARY Scuoot PRINCIPALS the problem is not a simple one may be indicated by such questions as these: Should clerical help be supplied to teachers as well as to princi- pals? Do principals know how to use clerical help efficiently ?- What training should clerks have? Is school enrolment the best basis for assigning clerks to schools ? Donner describes a plan for making the office and the clerical staff most efficient. Ile suggests, first, that the office arrangement and the equipment be ddapted to the school program. His second step is the analysis and coordination of the functions of the office personnel. Without these basic administrative procedures the principal cannot free himself for supervision. . McClure’s article presents the situation somewhat from the view- point of the superintendent's office. In Seattle, the central oftice has not only provided the clerks, but it has sponsored a study of the clerk’s duties and has used these data in advising principals. McClure’s article is convincing evidence that the problem before superintendents is not, “ Shall principals have clerks?” but, “ How can the central oftice help principals to use clerks effectively ¢” Duffy is anxious to magnify the school clerkship until it becomes a secretaryship. By obtaining persons of ability, paying adequate salaries, and delegating significant duties, he hopes to provide prin- cipals with intelligent help. Coffey describes a teacher-secretary arrangement which comes close to meeting Duffy’s criteria. Many readers will see in the teacher. secretary the same elements as found in the “ assistant to the prin cipal” plan. Coffey’s time schedule and description of duties should be helpful in school systems where teachers are assigned to office work, Kehoe sets forth the advantages of a handbook of clerical duties. He writes from the experiences of a group of New York principals who have prepared such a booklet. The New York handbook con tains samples of record forms, instructions for making reports, and sources of information. Ilow many principals have felt the need of such a handbook in training a new employee, or during the absence of the regular clerk ¢ School organization procedures '—Professional literature is full of the derelicts and wreckage of school organization schemes. This chapter makes no attempt to exhaust the field of even present, much less abandoned, practices. But here are found some stimulating art cles on how the school or its classes may be organized so as to reach the individual pupil. *See Chapter VII. Tue Nintrn YEARBOOK 149 Dr. Courtis leads off the chapter with a thoughtful article on indi- vidualization. Will individualization as an evolutionary tendency remain even after individualization as a panacea has waned? Is indi- vidualization merely an administrative movement, or does it reach over into the curriculum, teaching methods, and educational philoso- phy ¢ What does each principal know about individualization ¢ What can the principal do about it ? Colburn reviews the complications facing the principal who organ- izes classes for bright and slow children. Are tests reliable devices in segregating children? Can “ just anyone” be trusted with the examination and placement of pupils? Colburn emphasizes the im- portance of adapting teaching, curriculum content, and school equip- ment to the different classes. Addicott describes an interesting experiment with a class of bright pupils. He tells how the class program was given over to information mastery, special activities, creative work, appreciation, and testing. It is safe to predict that Addicott’s lead will be followed by many principals. Shedd is principal of a regular school in which orthopedic classes have been organized. This arrangement brings the physically defec- tive child in wholesome contacts with his more fortunate fellows. The splendid humanitarian philosophy behind the movement for spe- cial orthopedic classes is worthy of widespread emulation. Matthews discusses the need for various types of special classes, including orthopedic, sight-saving, open-air, ungraded, and coaching. She presents evidence on how principals use and evaluate such spe- cial work in meeting the needs of individual pupils. Cornish and Stark have collaborated in describing the work of an opportunity class. These writers show objective evidence of the value of coaching and studying the maladjusted pupil. Bowen and Latshaw have jointly discussed a plan of ability group- ing. They point out some of the common mistakes of inexperienced administrators in using tests, and emphasize basic principles to be followed in correct practice. Ritow’s article offers much practical advice to the principal who plans to departmentalize his school. Principals of platoon and departmentalized schools usually testify that program making is one of their most difficult problems. Ritow leads the reader step by step through his experiences in several Chicago schools. Duvall suggests a combination of the platoon and non-platoon schemes of organization. Is it advisable to throw primary children into the specialized platoon plan? Can the primary grades be given 148 ELEMENTARY Scuoot PrINcIPALS the problem is not a simple one may be indicated by such questions as these: Should clerical help be supplied to teachers as well as to princi- pals? Do principals know how to use clerical help efficiently ?- What training should clerks have? Is school enrolment the best basis for assigning clerks to schools ? Donner describes a plan for making the office and the clerical staff most efficient. He suggests, first, that the office arrangement and the equipment be ddapted to the school program. His second step is the analysis and coordination of the functions of the office personnel. Without these basic administrative procedures the principal cannot free himself for supervision. McClure’s article presents the situation somewhat from the view- point of the superintendent's office. In Seattle, the central office has not only provided the clerks, but it has sponsored a study of the clerk’s duties and has used these data in advising principals. McClure’s article is convincing evidence that the problem before superintendents is not, “ Shall principals have clerks?” but, ‘* How can the central office help principals to use clerks effectively ¢” Duffy is anxious to magnify the school clerkship until it becomes a secretaryship. By obtaining persons of ability, paying adequate salaries, and delegating significant duties, he hopes to provide prin- cipals with intelligent help. Coffey describes a teacher-secretary arrangement which comes close to meeting Duffy’s criteria. Many readers will see in the teacher- secretary the same elements as found in the “ assistant to the prin- cipal” plan. Coffey’s time schedule and description of duties should be helpful in school systems where teachers are assigned to office work, Kehoe sets forth the advantages of a handbook of clerical duties. He writes from the experiences of a group of New York principals who have prepared such a booklet. The New York handbook con tains samples of record forms, instructions for making reports, and sources of information. How many principals have felt the need of such a handbook in training a new employee, or during the absence of the regular clerk ? School organization procedures '—Professional literature is full of the derelicts and wreckage of school organization schemes. This chapter makes no attempt to exhaust the field of even present, much less abandoned, practices. But here are found some stimulating arti- cles on how the school or its classes may be organized so as to reach the individual pupil. *See Chapter VII. Tue Ninru YEARBOOK 149 Dr. Courtis leads off the chapter with a thoughtful article on indi- vidualization. Will individualization as an evolutionary tendency remain even after individualization as a panacea has waned ? Is indi- vidualization merely an administrative movement, or does it reach over into the curriculum, teaching methods, and educational philoso- phy ¢ What does each principal know about individualization? What can the principal do about it ? Colburn reviews the complications facing the principal who organ- izes classes for bright and slow children. Are tests reliable devices in segregating children? Can “ just anyone” be trusted with the examination and placement of pupils? Colburn emphasizes the im- portance of adapting teaching, curriculum content, and school equip- ment to the different classes. Addicott describes an interesting experiment with a class of bright pupils. He tells how the class program was given over to information mastery, special activities, creative work, appreciation, and testing. It is safe to predict that Addicott’s lead will be followed by many principals. Shedd is principal of a regular school in which orthopedic classes have been organized. This arrangement brings the physically defec- tive child in wholesome contacts with his more fortunate fellows. The splendid humanitarian philosophy behind the movement for spe- cial orthopedic classes is worthy of widespread emulation. Matthews discusses the need for various types of special classes, including orthopedic, sight-saving, open-air, ungraded, and coaching. She presents evidence on how principals use and evaluate such spe- cial work in meeting the needs of individual pupils. Cornish and Stark have collaborated in describing the work of an opportunity class. These writers show objective evidence of the value of coaching and studying the maladjusted pupil. Bowen and Latshaw have jointly discussed a plan of ability group- ing. They point out some of the common mistakes of inexperienced administrators in using tests, and emphasize basic principles to be followed in correct practice. Ritow’s article offers much practical advice to the principal who plans to departmentalize his school. Principals of platoon and departmenialized schools usually testify that program making is one of their most difficult problems. Ritow leads the reader step by step through his experiences in several Chicago schools. Duvall suggests a combination of the platoon and non-platoon schemes of organization. Is it advisable to throw primary children into the specialized platoon plan? Can the primary grades be given 150 ELEMENTARY Scuoo.t PRINCIPALS activities characteristic of the platoon movement without the dangers of too much specialization ? School management problems ’'—The direction and guidance of the organized school raise many problems of management. How much responsibility can teachers and pupils share with the principal in running the school? What part should the janitor take in school control? Should teachers be assigned to yard duty? How can pupil control be used in the cafeteria ? Adams describes a school in which self-direction is stressed. Pupils, teachers, janitors, patrons, and principal have their own responsibilities—and apparently the desire to carry their share of the load. Surely there is a splendid school spirit and abundant oppor- tunities for growth in a school under such democratic control. Enfield turns his attention to specific devices in maintaining inter- communication within the buflding. How many principals have thought about the teaching time wasted by circulating notices during school hours? Enfield suggests the teachers’ committees as a means for circulating non-emergency information. He is convinced on the basis of experience that many directions to teachers could be reduced to simple form in a teacher’s handbook. Stanton made a study in Seattle of the extent to which principals shared school management with teachers and pupils. His data sug- gest such questions as these: Is it necessary for teachers to patrol the halls? Can pupils control their own activities on the playground ? Does the principal have to run the lost and found department ? Should the assignment of routine duties to pupils provide for child growth ? Kretsinger analyzes the problem of yard duty for teachers. He describes various types of pupil and teacher control of playground activities. Many principals will agree that.the play period offers teachers an opportunity to become better acquainted with children. How can playground assignment be freed from its “ police duty ” implications ? Briscoe gives careful consideration to the management of food, equipment, service, and funds of the school cafeteria. The school cafeteria is more than an administrative problem, for it bears closely on health instruction. The standard menus and checklist of cleanli- ness as used in the Oakland school system will be appreciated by many principals. Jacobs discusses the control of the cafeteria as an opportunity for *See Chapter VIII. teaching and practising good pupil behavior. He tells of various . we ere A tw & ain. wa mim -*;, Tue Nintru YEARBOOK 151 devices which tend to make the lunch period a pleasant part of the school day. Vincent points out the possibility of improving learning condi- tions by stimulating attendance. He suggests not only “ drive” pro- cedures, but a careful study and elimination of specific handicaps to good attendance. Rich describes the simple scheme used in Detroit for accounting for the funds in each elementary school. How many principals safe- guard themselves against criticisms by proper financial records ? Few schools can overlook suggestions on school accounting. Harriss introduces us to the possibility of radio in education. She is not interested in the radio as an extra-curriculum activity, but as a vital influence upon all instruction. Health and safety education '—Problems in health and safety have come forward in recent years to positions of serious importance. Medical research has shown that minor illnesses can be prevented with reasonable attention to sleep, diet, and cleanliness. The thou- sands of deaths and injuries due to traffic conditions have brought increased emphasis on safety work. Wilkinson believes in improving the learning opportunities of children by eliminating unnecessary absences. She describes how a school may take an aggressive attack in the matter of health without usurping parental rights. This difference between paternalism and intelligent help in health work is a distinction well worth making. Jacobs reports the details of a thorough-going health program. Much attention was given to enlisting pupils and parents in clean-up campaigns, physical examinations, and similar preventive measures. While many phases of the health program had a “ drive” aspect, Jacobs was foresighted enough to provide for correlations of activ- ities and permanent interests. Fleming questions the 10 percent standard as the best criterion for locating the physically deficient child. He believes that it is more important to locate children who do not show healthy growth over a period of months. The practices and records suggested undoubtedly accomplish the health objectives of the school without unnecessarily antagonizing parents and without subjecting the school to the charge of superficiality. Graham’s article deserves careful study and use by principals. He presents in careful form the methods for changing safety work from a subjective to an objective basis. Do not such facts as the following hear directly on the safety program? (1) Certain schools have higher *See Chapter IX. 152 ELEMENTARY Scuoot PRINCIPALS accident rates than others; (2) 60 percent of the total number of accidents occur when children are violating safety rules; and (3) 96 percent of traffic accidents cannot be appreciably minimized by safety patrols, police, or mechanical devices, but must depend on edu- cating the individual child. Condon presents an outline of a safety education program. She lists the objectives to be sought; the means for enlisting pupils, teach- ers and public; and a bibliography in safety work. This article is an excellent illustration of the administrative foresight suggested by Dr. Judd in Chapter I. Woods summarizes some of the main problems and guiding prin- ciples in connection with firedrills. Obviously, the firedrill is an opportunity for teachers and pupils to apply the teachings of safety education. Buckalew has made a survey of firedrill practices in 51 cities and drawn from these data certain basic practices. He indicates how the firedrill may be linked with fire prevention instruction. In this way the drill becomes a form of instruction which should exert a signifi- cant community influence. The general adoption of Buckalew’s sug- gestions would be further evidence of the alertness of elementary school principals. Pupil personnel practices '—One of the significant movements of the past 20 years has been the study of the individual pupil. Such research has led to the special classes, modified curriculums, and other adaptations described elsewhere in the yearbook. In this chap- ter the emphasis is placed chiefly upon the devices and technics used in discovering the differences between children. Riggs describes the principal as the leader in pupil ema | work. He suggests record forms, but places most emphasis on tlie personal interview between prineipal and child. Many principals will agree with Riggs on the importance of the principal’s person- ality in the school. Patton tells of a survey of retardation in several Boston schools. He followed up the general study by case studies and adjustment of the retarded pupils. From this experience he advocates the careful examination of all pupils. Remick believes that general school morale depends much upon the attitude of individual pupils. Therefore, helping the individual to happiness and proper educational adjustment is a promising ap- proach for the principal. She describes the functioning of the pro- gressive school and cites illustrative case studies. *See Chapter X. i ye -_ —_— of 3) du- She ch- an by in- an ety nd the ay ifi- 1g (rv ich nd up- ed ie] | lie als yn- ip- rO- Tue Nintu YEARBOOK 153 Knox challenges principals to attack the problem of juvenile delinquency. She believes one approach to the problem is the visit- ing teacher who works under the principal’s immediate direction. Hlow many “ problem ” cases require only that an adult sympathize with the child’s viewpoint ? Brennan points out the importance of cooperation in meeting pupil adjustment problems. While the principal usually initiates the case study, he can benefit by the help of teachers, parents, psycholo- gists, clinies, and physicians. Masters cites evidence of the value of a pupil guidance program in the elementary school. The pupils of his upper grades are rated by their teachers. With these data the guidance teacher interviews every child, giving help with the elementary school adjustment as well as preparing for entrance into the high school. Wrightstone suggests that much record keeping has tended to dis- member the child into educational, physical, and emotional units. He believes that both administration and supervision can be im- proved by the use of cumulative record cards. Building school morale '—During the World War we heard much of civilian and army morale as essential factors in united group action. The same principles apply in the management of the ele- mentary school. Without hearty pupil and teacher support the prin- cipal’s program has little chance of success. How can the principal influence the spirit of the pupils and the teachers ? Cox reviews the factors and methods in building school morale among children. He believes that many children require the influ- ence of a “ moral sanitarium ” separate from regular schools. But whether such segregation takes place or not, the regular school needs to utilize the psychiatrist and other scientific means much more than it is now doing. Curtiss brings home in vivid fashion the importance of adjusting school management to the local problems. His school in a negro com- munity presents an amazing array of complex social problems. While adhering to many of the modern tendencies toward pupil free- dom, Curtiss realizes that theory cannot always receive immediate and full application. This discriminating sense between theory and practice is indispensable in successful administration. Henderson describes a plan whereby pupils may earn points by serving others. At the end of the year proper recognition is given to those pupils who have high records. Fortunately, Henderson is alert to the disadvantages as well as the advantages of his plan. *See Chapter XI. 154 ELEMENTARY Scuoot PRINCIPALS Perkins shows a keen sense of boy psychology in handling the Knot Hole Gang. Here the destructive gang tendencies are subli- mated into more constructive activities. How wise is the principal who fights the school gang ? Kirk’s school government plan illustrates the suggestion made earlier that the pupils should participate in school control. Kirk is not interested in present problems only. He believes that pupil gov- ernment helps children to practise the art of living with others. Foulks summarizes the influence of various types of pupil par- ticipation in administration. He believes that the pupil government scheme offers many opportunities for developing self-control in a social situation. Paris shifts our interest from the pupil phase of school morale to that of the teacher. Why emphasize pupil freedom and continue to bind the teacher? Paris indicates a way in which teacher commit- tees can share with the principal the problems of school management. Jones illustrates in her article how the principal’s friendliness can be helpful to the faculty. She suggests that the teachers be called upon for advice and criticism in developing the school’s program. Hammond describes an administrative rating scale which she be- lieves improves teacher morale. The rating scale is specific in its items, the purpose of the rating, and the rating scores are fully explained to each teacher. The justice and the frankness of the whole procedure tend to encourage positive faculty attitudes. Extra-curriculum activities’—In most modern schools there are few extra-curriculum activities as such. We use the term now merely to distinguish certain less formal activities from the more academic work of the classroom. Although these new activities have been generally accepted as worthwhile, every principal must face such problems as the following: (1) How can the special activities be integrated with the academic program? (2) What types of extra- curriculum projects can our school undertake? (3) Who should select the particular activities? (4) What part should each teacher take in the special activity program ? After discussing the principles of administration underlying an extra-curriculum program, Burger makes certain applications to the Boy Scout movement. He shows how Scouting develops the leader- ship so essential to pupil participation in building management. A strong Scout troop can do much to relieve the principal from routine duties. *See Chapter XII. Tue Nintru YEARBOOK 155 Herron describes the bands and orchestras which can be developed in an elementary school. In the program outlined in this article, who can say where the regular class work leaves off and the “ extra” activities begin? Herron gives many practical and specific sug- gestions. Brooks states that clubs in the elementary school are helping to break down undesirable formality. He describes how teachers became interested, the activities sponsored, and the possibilities for future growth of the club work in his school. Norris considers the pupil clubs as means of enriching the curricu- lum without adding more subjects. Each pupil is given the oppor- tunity to select his own club and to develop his own activities with the minimum of teacher control. Michael describes in detail the organization and management of an elementary school newspaper. He shows that the work has at least four values: (1) training pupils in management, (2) giving pupils practice in writing, (3) the dissemination of useful information within the school, and (4) the enlistment of community interest in the school’s activities. Lowman discusses the school newspaper in terms of its influence upon English. How much more exciting it is to write for the school paper than it is to write an ordinary theme! Graves reviews the various types and purposes of school assem- blies. It is obvious that the assembly becomes the focusing point for both regular and extra-curriculum activities. Once again it may be asked: In a well managed school how can one clearly distinguish between the regular and special parts of the educational program ? The school library and museum '—The school library idea is gain- ing more followers each year. No longer are we satisfied with merely teaching the child what he should know. The why and how of study- ing are given so much more emphasis than formerly. The library offers the school many opportunities to care for the inter- and intra- curriculum activities. Madison describes a plan whereby the principal becomes a leader in the library work of his school. She believes that “ getting the right book to the right child at the right time ” requires immediate and intimate direction in each school unit. The evidence cited indicates that the plan fits in smoothly with the principal’s administrative duties. *See Chapter XIII. 156 ELEMENTARY Scuoo.t PrinciPaus Lovis believes that a school librarian should be a teacher with special library training. She summarizes some of the current plans and programs of library training. How can principals select libra- rians who will develop the “magical” and not the museum-like qualities of the library ? King discusses the furniture and equipment of the school library. His suggestions are concrete and specifie in every detail. Principals who are starting libraries will be particularly interested in King’s advice. Merriam presents objective evidence of the trend in school systems from limited textbook toward broad library experiences. This move- ment means the enrichment of the curriculum in accordance with present progressive practices. Daugherty describes the functioning of the school museum in con- nection with science instruction. Exhibits arouse interests which carry over not only in the first-hand study of nature, but also in the vicarious experiences of library reading. The principal's community contacts '—In Chapter II Mrs. Dorsey says that the community is entitled to more than the educational crumbs which incidentally are brought home by thé children. This statement raises many problems: To what extent should the prin- cipal “ adjust” his school to the community? How can the princi- pal find out what the community needs or ought to have? How can the school’s work be brought before the patrons ? Thomas suggests that the principal must study his community. If education is training in life, then no school can afford to be ignorant of the elements of life. Thomas suggests the community contacts which are reasonable to expect of every principal. Taylor discusses constructive relationships between parents and school, with particular emphasis upon the parent-teacher association. He cites examples of cooperation which have benefited both school and home. When a parent-teacher association is not a constructive influence Taylor believes that the principal has been indifferent to his chances for leadership. Chase describes in detail a study made of the movie and literature interests of children. On the basis of these data she was able to give much valuable advice to the parent-teacher association. Nye shows how the parent-teacher association and the school can work together in the interests of children. Obviously, such construc- tive relationships depend much upon the leadership qualities of the principal. *See Chapter XIV. con to 1 assi the cip is | in lie tez A ni an ~ — -—- DP — we Tue Nintrn YEARBOOK 157 Webling presents a description of efforts to adjust the schools and communities in Hawaii. Cooperating authors have helped Webling to report Hawaiian practices along such lines as the parent-teacher association, school adjustment, nutritional work, dental hygiene, and the curriculum. This remarkable program will suggest to all prin- cipals many valuable practices. Bennett shows the importance of school publicity. Her program is concerned not only with advertising the school to the public, but in giving childern practice in preparing publicity materials. Gragg briefly reviews various types of school publicity. He be- lieves that putting school news before the community is a duty of teachers and pupils as well as of the principal. Brady describes the publicity mediums utilized in his community. Among the means discussed are: the daily newspaper, the parent’s night at school, the report card, exhibits, entertainments, educational publications, and Saturday afternoon interviews between teachers and parents. Conclusion—The reader, who has patiently read the above résumé, will be aware of the contribution this yearbook makes to the litera- ture on the principalship. The practical and specific characteristics of subsequent chapters are obvious. Yet the Editorial Committee does not present this volume for uncritical acceptance. It is strongly urged that none of the practices contained herein be put into imme- diate use without careful consideration of such questions as these: What are the assumptions upon which this procedure is based? What objective evidence does the writer present? Does the suggested activ- ity agree with progressive educational theory? How would the pro- posed procedure fit in with the administrative policies of my school system? Are the teachers and the pupils of my school prepared to take this step? What influence will the procedure have upon the com munity? Are the suggested activities constructive influences upon children ¢ PART ONE THE PHILOSOPHY IN GOOD ADMINISTRATION Cuapter I. Goop ApMINISTRATION ANTICIPATES EpvucatTionat PrRospiems Cuapter II. Tue Scuoot Reriecrs tur Prrcr- PAL’s PuILosoPpHy Cuapter II]. Puttosopny is true Worxine Basis oF ADMINISTRATION INTRODUCTION TO PART ONE ALL OF US know at least two types of elementary school principals. There are those who manage their schools in an indifferently mechanical manner. Others seem to transmit vitality, economy of effort, and purposeful direction to everything they toich. What is that “something” which distinguishes the master administrator from the routinized robot ? Part One attempts to answer this question.—Edi. torial Committee. [ 160 ] mu to 1 hor av cor sek Th the im thi pr th ar ul ~ feed foe CHAPTER I GOOD ADMINISTRATION ANTICIPATES EDUCATIONAL PROBLEMS Cuaries H. Jupp Director, School of Education, University of Chicago, Chicago, Illinois I. Foresigntr—Tuer Essence or Errecrive ApMINISTRATION HE MENTAL EQUIPMENT of a successful school adminis- T trator must include as one of its most important elements imagination. In arranging the program for a school a principal must be able to foresee how personal and material factors are likely to react on one another, where incoordinations are likely to arise and how adjustments which often seem very trivial can be made in such a way as to facilitate the proper functioning of the school. A very concrete exhibition of the presence or absence of imagination in a school principal is always seen on the opening day of a school term. The principal who has adequately prepared for this occasion will have the satisfaction of seeing pupils and teachers promptly located and immediately beginning work. There will be no more confusion than there is in any well-ordered social function. On the other hand, the principal who has not taken the precaution to think out in advance the arrangements necessary for an efficient opening of his school will be confused and overwhelmed by difficulties that never should have arisen and will find that other people are equally distraught and unable to do their work properly. The essence of good administration is foresight. II. Tur Apprication or Forresteut to MATERIAL PropLemMs The demand for foresight will be readily recognized with respect to buildings and supplies. A school cannot operate at all unless somebody has provided the building and the appropriate equipment within the building. Even here, however, there are many exhibitions of inadequate foresight. A great many schoolrooms are nothing but four walls and a collection of seats. There is a monotonous uniformity in the rooms used for the different grades which makes it perfectly clear that whoever has charge of those rooms has merely followed the practices of the past and has never set his mind to the task of seeing how each room can best be prepared for the particular activities that are there to be undertaken. 2 { 161 ] 162 ELEMENTARY Scuoor Prncipats Nothing can be more impressively in contrast with the lack of imagination exhibited by many school administrators in regard to classroom equipment than the practice which is fortunately becoming more and more common in the construction and furnishing of new buildings of trying to picture in advance what is needed in classrooms in order to make them comfortable and adequate. Even where an administrator has only very limited financial resources, he and his staff should prepare a list of the maps, pictures, book filing cases, and apparatus which are desirable. What is needed for a second grade is very different from that which is needed by a sixth grade. Preparation of lists of the kind suggested is stimulating to everybody concerned and even if the list goes far beyond the possibilities, the work of the school will be improved by getting the attention of teachers and patrons concentrated on the idea that various kinds of equipment are important helps in classroom work. In most cases the list of desirable articles will lead school officials to take steps toward better equipment and in the long run much of what is asked for will be given. Certainly no equipment appropriate to progressive work will be furnished unless somebody has the imagination to foresee the possibilities of bettering conventional arrangements. For a long time school officers have thought of seats for pupils as staple articles. These seats have been arranged in straight lines and have been fastened to the floor. It required some mental energy to reconstruct the conventional situation and to see that an entirely different arrangement of seats is often possible and advantageous. The kind of mental energy which was required was that which expends itself in reconstructing familiar images, that is, it consists of what the psychologist calls imagination. The psychologist draws a distinction between various types of imagination. Sometimes when one lets one’s thinking run on without any restraint, one reconstructs but in so doing arrives at a result which is wholly impractical. The psychologist calls this free uncritical imagination “fancy.” There is, on the other hand, a controlled, critical kind of imagination of the type exhibited by the engineer who plans a bridge or a tunnel. Such imagination produces something new and something highly useful. Constructive imagination requires more effort than does mere fancy. Indeed, constructive imagination calls for concentration and for knowledge in a high degree. The school administrator has need of constructive imagination. One of the most common exhibitions of lack of imagination among educational administrators is seen in the inefficient management of supplies. On a number of occasions it has appeared in the course of sch boc fou lat Th sto no po the fre mi th ov ov st) re su th th 01 e -—> Pr US Tue Nintru YrarBoox 163 school surveys that the storerooms of school buildings are filled with books and materials which are not used. Several school systems have found in recent years that by redistributing supplies that had accumu- lated in storerooms, they were able to effect very notable economies. The lack of imagination on the part of a school principal who over- stocks his supply room or who accumulates materials which he does not use should be emphasized because most people when thinking of poor administration of supplies have in mind failure to get what is thought of as necessary. There is an unpardonable waste resulting from over-equipment which is quite as bad, if not worse, than the maladministration which comes from lack of foresight in securing that which is desirable. School boards are sure to react violently to oversupplies. Not only so, but the administrator who is guilty of overstocking his school is usually also guilty of lack of energy in stimulating teachers and pupils to do more than the mere routine of reciting what is written in textbooks. It requires imagination to keep supplies in circulation and to discover effective ways of routing them. Schools can learn from transportation companies. Some of the best brains in the transportation world are devoted to the task of keeping equipment in circulation and making sure that equipment is located at the point where it can be most effectively used. UT. Tue Ineituence or Foresigutr 1x Personne, ApJUSTMENTS It is not, however, in the handling of material things that the administration has the best opportunity to exhibit constructive imagi- nation. The adjustment of human relations requires a type of sympa- thetic imagination which is much rarer and much more important than is the type of imagination that erects buildings and places seats in the classroom. Industry has coined a word which expresses the appreciation which employers are coming to have for the sympathetic imagination which solves problems of human placement. Industry speaks with respect of human engineering. Much of the incoordination between human beings arises from the fact that it is very difficult for one person to put himself in the position of another person, that is, to exercise the imagination neces- sary to view the circumstances of life from a point of view other than one’s own. If this discussion were treating of the teacher’s tasks -ather than of the tasks of the administrator, it would be possible to cite many simple examples. The teacher often fails to understand a pupil’s difficulties because the teacher takes a mature view of the world and one totally different from that of the pupils. Reference to simple types of incoordination between the thinking of teachers 164 EL_em ENTARY Scnoo. PRINCIPALS and pupils opens the way for a consideration of the more complicated task of the administrator. He usually has to deal in the cases which are referred to him, not with one other mind, but with two or sometimes several minds other than his own. There was once a school principal who found at the close of the school year that he had in his school of 1300 pupils, about 200 problem eases. He decided that it would be a good investment of a part of his summer vacation to do something by way of reclaiming some of these cases. He addressed notes to the parents of all the pupils who were not getting on well and suggested to each parent that he would be glad to have a conference about his child’s difficulties. It may be remarked that the example here used is not an example merely of imagination; it illustrates also the characteristic of indus- try. Some may even go so far as to point out that the administrator’s contract does not call for such a sacrifice of free vacation time. The activity of this particular principal in the case cited was indeed more than is called for in ordinary routine, but the effectiveness of his plan in preparing for the work of the following year is the main point that is here emphasized. Industry and time were expended under the guidance of wise foresight. The plan of holding conferences was effective. The principal found out in the deliberate conferences of the summer a great deal that it would have been much more difficult to find out in the less leisurely conferences which are held when school is in session. What is far more important, the summer conferences were not embarrassed by the necessity of dealing with acute crises. The problem cases could be discussed in all their aspects without at the moment the necessity of treating them as disciplinary cases. The principal found that he could make many readjustments which during the following year relieved the school of an appreciable burden of incoordination. He persuaded a number of parents to make physical adjustments under the advice of physicians. He put some children in advanced grades on trial and secured a type of cooperation from the parents which he had never had before. Ile persuaded parents in some cases to be satisfied with a slower rate of progress for their children. He found out in some cases about home conditions which he could not remedy but which he and the teachers could take into account in dealing with the children from these homes. All told, the investment of time in the summer conferences resulted in a great economy of the principal’s time throughout the following year; and what is quite as important, the efficiency of the school was greatly improved. pri ela: sec has anc des Th att for ab: scl the wl pu to ro pa m th eq le 1s- rs he re Lis in ed Tue Nintu YErarsnoox 165 The question will perhaps be raised at this point whether it is the principal’s duty to deal with problem cases. Is it not a part of the classroom teacher’s duty to find out about home conditions and to secure the cooperation of parents? The answer to the question which has been raised will depend in part on considerations of expediency and in part on one’s definition of administration. It is certainly desirable to relieve the teacher so far as possible from distractions. The teacher has a number of pupils to deal with and must concentrate attention on certain subjectmatters which must be carefully organized for presentation to the whole group. A single unadjusted pupil can absorb so much of a teacher’s energy that the class will suffer. If the school can provide proper administrative agencies for the removal of the distractions, the teacher’s work will be much more efficient. Furthermore, if the teacher is supported by administrative agencies which help in making proper adjustments with homes and with pupils, it is much more probable that the teacher will be encouraged to give attention to outside conditions as well as to the regular class- room routine. It is not suggested in what has been said in preceding paragraphs that the principal assume responsibility for the adjust- ments of all of a pupil’s relations to his work. It is merely stated that the pfincipal be active in removing incoordinations of a personal type quite as energetically as in correcting deficiencies of material equipment. IV. Ture Imporrance or AvtTHoritry IN FuRTHERING THE Principau’s PLANS Questions of the type referred te in the last paragraph cannot be disposed of fully until some satisfactory principle of division of labor is arrived at so that teachers and administrative officers will go about their several tasks without feeling that there is duplication of effort or conflict of authority. Evidently responsibility and authority must go hand in hand. An example will make clear what is meant by this statement. There are school systems in which teachers are held unduly responsible for the results of their work. If a test in arithmetic is administered to the teacher’s pupils and a low score results, the teacher is rated in keeping with the low score. Very often teachers object to the judg- ments passed on them on the basis of tests because they say that the machinery of administration has supplied them with ill-graded pupils or with impossible textbooks or with a crowded program which makes it impossible to give the time that they think should be given to a particular subject. When one considers how limited the authority of 166 ELEMENTARY Scunoort PRINCIPALS the classroom teacher is in determining the factors which contribute to high and low scores in an arithmetic test, one can hardly escape the conclusion that teachers are right in their contention that they should be relieved of responsibilities which they cannot discharge because of their limited authority. Administrative authorities who are responsible for promotion must be prepared to make adjustments when it appears that the promotion of a particular pupil is a cause of incoordination. Administrative authorities must be prepared to accept responsibility for the pre- scribed curriculum. Administrative authorities must be prepared to deal with the problems of time distribution within the instructional program. Much of the restlessness of the members of the teaching profession about their relations to administrative officers can be traced to a lack of clear allotment of responsibilities. Teachers are a part of a system and the system is the immediate and controlling cause of much which happens in every classroom. 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. The principal is the representative in a school of what was called in the foregoing paragraph the “ system.” Whatever the system does to the pupil is a part of the principal’s responsibility. To be sure, the principal is controlled in a measure by superior administrative authorities such as the school superintendent, the board of education, and the state department of education. In an important sense, how- ever, the principal is not so much the servant of these superior adminis- trative authorities as their representative. So far as a particular school building is concerned, the principal is the representative of the adopted curriculum, of the grading system, of the building program, and of the time program. It is perhaps superfluous to mention explicitly the reservations with which the definition of the principal’s duties and responsibilities must be qualified. As American schools are now organized, a great many principals are nothing more than head teachers. In some school systems the superintendent assumes the role of general principal of all the schools and thus limits the scope of activity of the building principals. Not infrequently supervisors of special subjects exercise the authority which was ascribed in the last paragraph to the princi- pal. In short, there is quite as much confusion in the distribution of administrative functions in school systems as there is in the delimitation of administrative and teaching functions. has of ° lon sch Th ren of qu mc inl tra ac’ le ith ust ny 001 ng ise Tur Nintru YEARBOOK 167 The fundamental reason for the existing situation is that there has been, until recently, no effort to arrive at a clear understanding of what belongs to administration as contrasted with that which be- longs to classroom management and classroom teaching. The original school was a place where the teacher was instructor and administrator. The “ system ” of edueation was derived from tradition or from some remote source such as the makers of textbooks. The whole process of conducting school was an undifferentiated routine. So long as the primitive undifferentiated school was accepted as ade- quate, there was no special attention to the refinements which the modern school has evolved. The school building was simple and innocent of such equipment as a library or even a playroom. Adminis- tration has become a necessity as a result of enlargement of school activities. Administration is the counterpart of complex organization. No one ean fail to recognize the fact that the modern school has outgrown the possibility of control by individual teachers. The grad- ing system which was introduced into the American school by Horace Mann and his contemporaries created the necessity of a coordinating officer. The growth of the curriculum from the early stage, where it included in the elementary grades only the three R’s, has inevitably led to the demand for some authority to rule on the many problems of adjustment that arise. While it is true that confusion exists in the present highly evolved system and while much of this confusion is the result of a slow and incomplete evolution, it will have to be admitted that a part of the present lack of clearness about administrative functions is to be laid at the door of administrative officers. Specifically, the confusion about a principal’s duties is in no small measure the fault of the principals themselves. This assertion is not made without full regard for known facts. There is scarcely a survey of schools, which has been reported during the last two decades, in which it has not been necessary to call attention to the fact that many principals are very little qualified for their offices. Too frequently a principal is a superannuated teacher who has come into his present office without any special preparation and without any understanding of his new duties. He does in many cases what any other untrained person is likely to do, namely, retires into inoffensive inactivity and allows accidental forces to guide the institution which he should direct. There will never be any clear definition of the principal’s duties until principals become students of their own functions. The subsequent chapters of the yearbook are conscious efforts to define the duties of the administrative officers of schools by giving 168 ELEMENTARY Scuoont PRINCIPALS concrete examples of the way in which progressive administrators have solved the problems which they encountered in the conduct of their institutions. The purpose of this preliminary discussion is to arrive at certain broad general conclusions regarding the nature of administrative responsibility. V. Tue Funcrionine or tue Principaw’s Auruoriry IN THE So.LuTIon or Scuoot PROBLEMS Starting with the general statement which has already been made that administration has to do with the system as a whole, we may try to work out some of the meanings of this statement. Let us come back to the case which was discussed earlier when it was said that a teacher often objects to being rated on the results of an arithmetic test. What should the principal do in this case? He should make a careful study of the causes-of the low score. It may be that the pupils of the class with a low score had a poor teacher the year before and are now exhibiting the results of poor preparation. The principal should recognize it as clearly within his authority to take the class and the present teacher back a full step in the prescribed curriculum and repair the deficiency which was permitted to occur the vear before. Perhaps the principal finds on examination that the textbook being used in the class is not suitable. Here the principal may find himself in serious difficulty with the system which is above him. The textbook may be prescribed by the state or by his board of education. What can he do? There are two steps which he can take and certainly should take. He should make vigorous representations to the officers of the system above him. These superior officers are dependent on him for advice which will guide their action. If the principal fails in his duty to the system through inertia or timidity, the unfortunate situation which has led to failure within his school will continue and he will be responsible. The second step which the principal should take without waiting for the system as a whole to move is to supplement the pre- scribed textbook with materials which will make instruction more effective. In doing this the principal has a right to expect the coopera- tion of the classroom teacher, but the principal should understand that he must furnish much of the initiative in the matter because the system was at fault and he is more responsible for the system than is the individual teacher. Incidentally the principal will find that he can secure the coopera- tion of his teachers in no way so readily as by frankly assuming the responsibility which belongs to him. If he says to the teacher that tors t of 3 to . of ade try | it of He lay ner on. to ed ur ng elf ok an ld Tur Ninru YEARBOOK 169 he finds on careful study that the low score in the arithmetic test is traceable to unsatisfactory curriculum conditions, he lifts the blame from the teacher and puts it where it belongs. He brings into his school a feeling on the part of his teaching staff that he respects their rights, and he creates an enthusiasm for objective diagnosis of diffi- culties which will raise the morale of the whole group. Furthermore, the principal in assuming responsibility for the curriculum puts him- self in the right relation to the special supervisors. He can now say to the special supervisors that his diagnosis of the difficulty is thus and so. He ean invite further examination of the situation and can ask for advice. The supervisors can thus begin to operate in the school building with the principal instead of over him. Another possible cause of the low score in the arithmetic test may be that several pupils have been promoted into the class when they were not ready for the work of that grade. Or what is often still worse, it may be that several pupils have been held back in the grade when they should have been promoted, Two adjustments are possible. The unadjusted pupils may be transferred to some other grade or the teacher may be helped in some temporary or permanent readjust- ment of the class so that pupils are dealt with in subdivisions or even individually. There is no more striking example of the necessity of administrative authority than that which appears when mistakes in grading need to be corrected. The individual teacher has no authority outside of his or her own classroom; the principal has authority to coordinate the various rooms and is therefore in a position to make interclassroom adjustments when they are necessary. The human engineering which has been discussed up to this point has been thought of as including parents, pupils, and to some extent teachers. There are, of course, other personalities which contribute to the success or unsuccess of the school. Where a school is large, the staff will include not only teachers but clerks and assistant adminis- trators such as assistant principals. There is alway a janitor to be reckoned with when the management of a school is under discussion. In adjusting these personalities to one another, the principal must very often exercise authority which no one other than the representa- tive of the school system can assume. VI. Tue Importance or Susstiruting ScreENTIFIC ror Ruie-or-Tuums PROCEDURES In exercising authority the principal who has had experience is always at an advantage because in the course of his experience he has had opportunities to experiment in dealing with almost every 170 ELEMENTARY Scuoot Principats possible kind of personality. A principal who has served for a long time in a given district gains a knowledge of the community and of the pupils which is invaluable as a basis for organizing the work of the school. In recognizing the value of experience, one lays the foundation for a demand that the principal shall go beyond the collection of mere accidental experiences. The step from experience to a scientific study of the problems of administration is logically a very short step. Practically, experience and science are often far apart. The principal who has been successful in dealing with problem cases among his pupils is not unlikely to be satisfied to let matters drift in the belief that he can deal adequately with cases when they arise. An experi- enced principal will often scoff at the suggestion that he ought to keep elaborate cumulative records of pupils. Why go to the labor and expense involved in keeping such records or studying such records when the typical cases of incoordination are so easy to deal with and are so comparatively few in number ? The answer to all who think of school administration as a kind of benevolent paternalism in which some kindly personality sits in the offices and adjusts matters when accident brings them to his attention, is that administration has as its major obligation an aggressive fore- handed prevention of incoordinations rather than a slow patching up of breaches after they have occurred. There are very few incoordina- tions in schools which do not follow premonitory symptoms which might have been detected and diagnosed long before disaster occurred, if administration had adopted the methods of penetrating examination known in every progressive modern organization. Modern business does not wait for panics to effect retrenchments. Physicians do not wait for epidemics before taking measures to improve public sanita- tion. 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 to experience, scientific foresight. The school administrator is not unlikely to encounter some re- luctance on the part of the community to the proper equipment of his office. The fact is that communities have not been accustomed to scientific administration of educational institutions. Too often the public has been led to think of schools as places where personal influ- ence will provide difficult pupils with special privileges. Even in so special a matter as the appointment of teachers, schools have often shut their eyes to records of training. As was indicated earlier, schools originally were staffed entirely by teachers and saw no need of central administrators. the of pri tim ha: is | to in in no or pl m of ng of of on Lis ri- 171 Tue Nintru YEARBOOK —— The result of the history recited in the foregoing paragraph is that the public often thinks of a principal as an ornamental social addition of doubtful importance to the community. In order to justify the principal’s existence, the public feels that it must find him at all times ready to accommodate the personal convenience of anyone who has a question to ask or a trivial complaint to register. The principal is often thought to be a public servant with nothing to do but attend to citizens. The day will come when the public will learn that a 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 uneco- nomical 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 forced upon them by the emergencies of institutional life. A true representative of the school system in charge ot a school will so organize his duties and so organize the records of the school that he can assume direction of all the agencies and material supplies and insure efficiency, not merely correct defects. The statement has been repeatedly made in this paper that good administration depends on imagination or foresight. The discussion has now reached the point where it is evident that imagination and foresight depend on scientifically arranged information quite as much as on mere experi- ence. In order to imagine in a constructive way, the administrator needs to have facts which will carry the weight of a constructive policy. Let us consider a few examples. The New York State Ventilation (‘ommission has shown by records that the amount of absence due to respiratory illness is less in schoolrooms with natural ventilation than in schoolrooms ventilated by forced ventilation. This finding is con- firmed by the United States Public Health Service. The facts with which these two research agencies dealt were accessible to hundreds of school principals. One would think that a comparative study of attendance records would long ago have interested school adminis- trators. When one estimates the amount of money which has been spent on forced ventilation, one sees immediately the lack of system- atic, scientific administration of which schools have been guilty. Every investigation which has been made of the results secured by teaching has shown that there are great individual differences among pupils. The investigators who have accumulated the records showing individual differences disagree as to the extent to which these differ- 172 ELEMENTARY Scnoont PriIncipaus ences are traceable to methods of study. No one has such easy access to large bodies of data which would throw light on the problems of individual differences as school principals. Other problems calling for solution are those of class size, the desirability of various types of home study or occupation outside of school, the effects of extra-curriculum activities, the desirability of library periods, and the effects of various types of school organization such as departmental teaching and platooning. Doubtless principals confronted with such lists of problems calling for investigation will be disposed to answer, first, that they have no time for research, and second, that it is not the duty of an administra- tive officer to solve such problems. The only justification for a paper in this Yearbook written by a representative of the research interests in education is to bring as vividly as possible to the minds of practical administrators the im- possibility of solving school problems unless administration becomes a system of scientific insight. The number of persons in this country who are engaged in scientific studies in education is small, and ordi- narily research students operate in schools which are very special in their clientele and in their equipment. In the special centers where pioneering in research is done, it is possible to perfect methods of recording facts and of tabulating them in such ways as to make productive comparisons possible. The research centers that have been operating in a pioneer way during the last twenty years can, however, affect practice in school systems at large only when public schools realize clearly that research is a phase of administration. There ought to be in every school system experimental centers in each of which one problem is attacked at a time by the whole school staff under the guidance and leadership of a competent principal. It may be that the problem wi!l be one of curriculum reconstruction such as the better organization of reading or arithmetic. It may be that the problem will be one of departmental teaching. Not only should there be vigorous experimentation along the chosen line, but there should also be a rigid critical evaluation of the results of the experiment. If such a program is adopted, it will result in a better attitude toward record-making because records will be seen to have a real purpose. The enthusiasm which attaches to the particular problem under investigation will spread to all of the undertakings in the school. Cooperation with other schools will be made possible in a new way because the experimental school will have something to give as well as a desire to receive. Administration will be recognized by the community as productive and worthy of liberal support. yi mi lir ESS -1 € Tue Ninra YEARBOOK 1 The plea for scientific studies by principals is based, however, not merely on considerations of the advantages which will result. The more fundamental basis for this plea is that administration has very limited scope if it does not so organize the school that administration solves in advance the problems of education. Administration has as its purpose coordination and preparation for economical and efficient action. Administration calls for wise anticipation of needs, material, and personnel. Administration is the organization of the system as a whole so that all the parts of the system shall be recognized and given their respective opportunities to contribute to a long interlock- ing series of activities. | es practices illustrating many of Dr. Judd’s points the reader should turn to Chapters IV, V, V1, VII, and VIII. Particular attention is called to Chapter 1V dealing with the principal’s time budget and work habits. In advo- cating the doctrine of foresight the principal’s first efforts can well begin with his own procedures.—Editorial Committee CHAPTER II THE SCHOOL REFLECTS THE PRINCIPAL’S PHILOSOPHY Susan M. Dorsey Former Superintendent of Schools, Los Angeles, California I. InrropuctTion OOD ADMINISTRATION in any school, of whatever rank, G requires the setting up of a central, controlling aim and the holding to a definite, dominating purpose to attain results through the realization of that aim. The character of the aim, or the lack of any aim reflects the phi- losophy of the administering head. Not often enough is the principal’s philosophy of the elevated type necessary to achieve good administra- tion. Nor is this a matter for wonder when one stops to consider the varied motives that sometimes influence the aspirants to principal- ships. Among such motives the following are fairly representative: weariness of the teaching routine, a desire for larger compensation, an ambition to “get on” in the profession, an inclination toward management and possibly some evidence of aptitude for that type of professional activity, a plan to use the position as a stepping stone to some other profession or political job, or an honest desire to be in a position that permits of broader service to children and adults. Some of the above motives reveal a self-seeking attitude and a materialistic turn of mind on the part of principals. Their philosophy will be one of individualism, a philosophy of the market, and will never result in good administration. Fortunately, not all of those who attain principalships, though actuated by indifferent or unworthy motives, pursue their work on the same low level. To many whose original purpose was not of the best, the responsibility of the task, as it opens up, brings a revelation of the true value of the public school and the real import of this great institution of democracy. Duties assumed in a spirit of indifference or self-seeking are per- formed in the light of a new vision of a better world. Helping man- kind to attain this better world is the business of every principal. { 174 ] ide the col for im ~~ 8 © @ Tue Ninru Yrarsooxk Il. Tue Princivaw’s Putosorpny Is Ipearistic anp HuMANE The philosophy of good administration in an elementary school is idealistic. The principal believes that there are higher values in life than those which can be mathematically measured. Ie is, therefore, content to leave to others the pursuit of the shekels, for his search is for ways and means to increase human excellence. His philosophy involves an unwavering faith in the improvability of human nature. What is more pertinent, he expects to see progress in his own school and community in the direction of finer desires, a deeper and more general appreciation of the nobler arts. He looks for a growth of the spirit of social justice, which will react among other ways in the equalizing of the opportunities of school children, with all the impli- cations of community contributions, financial and of many other types, which an educational program of this character calls for. Un- less the principal believes that such progress is possible, that the public school exists to secure these ends, and that it is the business of the administrative officers to so guide its activities that these aims shall be realized, then his philosophy, whatever it may be, is not one that can result in good administration. Ilowever important the acquiring of learning may be, the philoso- phy back of good administration is never woodenly pedagogical. It looks beyond the imparting of knowledge and the use of methods, and sees that the reason for all study and learning lies in the right use of the knowledge attained, namely, in the relating of it to the business and art of living. Knowledge is power, but power for the better- ment of the individual and equally for the upbuilding and enriching of the common life of all. Such a philosophy sees in the principal’s work no perfunctory pro- gram or a mere succession of the commonplace routine incidents. It sees the work as a great engineering project, the constant problem of which is to build into the life of the community those ideas and ideals, those attitudes and purposes, that will make continuously for the improvement of the social outlook and conditions and the upbuilding of all other worthy institutions, as well as the school. This philosophy concerns itself with worthy home membership for the home’s sake, as well as for the indirect good to the school; it is interested to conserve the public health for the sake of the many, as well as for the school child; it sneers at no form of genuine religious expression and does not belittle the contributions to society made by religious institutions—the church and kindred organizations. 176 ELEMENTARY Scrootr PrRINcIPALS The philosophy of the elementary principal that results in good administration is that of human helpfulness. The schools are the one universal means to which the state and society must look to secure that continuous improvement in human attitudes and behavior which will enable successive generations to maintain civilization at the level it has reached and advance it to yet other and higher levels. Ill. low rue Princreaw’s Purmosopny INFLUENCES Pracricat Lire (a) Through the teachers—The philosophy of good administra- tion calls for the creating of a spirit in the instructing personnel which will be understanding and in accord with the great social purpose of human improvement as the ultimate aim of public education, and will desire to contribute to its realization. To secure this spirit and cooperative effort is often most difficult even when the principal is fully conscious of the comprehensive function of the schools and of his own responsibility. One must face the constant pressure of many requirements of superior officers, some absurdly trifling, the inter- ruptions and distractions in every working day, the baffling annoy- ances from unsympathetic and ill-tempered parents and other citizens, the sheer physical weariness and exhaustion from daily buffetings, the hunger for time in which to live just a bit and realize one’s own ambitions and personality. Such demands and hindrances at times dull the keenness of perception of what the real aims and accomplish- ments of the public school should be. The principal is, therefore, not to be too severely censured if he sometimes grows disheartened and falters in his attempts to secure in his staff a more liberal understanding of the benefits which the school should render to society and a commensurate response in en- deavor. The teachers themselves sometimes present the most for- midable obstacle to the right spirit in this great undertaking of public education. The inertia of some is most disturbing; one wonders why they chose this noble profession to pursue it so lethargically. The positive unwillingness of others to interpret their calling in terms of social service prevents the spirit of noble adventure necessary to make the school function consciously as an institution for human betterment and not simply as a place for forma) lessons and drills, the place of the daily job. Some teachers—happily not many—are chary of their hours and measure their tasks in terms of day-labor service—so many hours for so much pay. One such person in a school constitutes an unbearable burden and makes it difficult for the princi- pal, especially if the teacher has a contentious spirit, to carry his faculty with him in any enterprise that evolves extra hours and effort. Tue Nintu YrarnooKx l Admitting that with some teachers an understanding spirit is ) difficult to attain and that good administration is for that reason fre- t quently hampered, it still remains that in some way the principal must secure not only a spirit, but also a procedure, among both t teachers and children that will realize the ultimate aims of human improvement through all the instruction and activities of the school. He may never stop short with a perfunctory imparting of knowledge and rest easy with the formal discipline of an autocrat, for knowledge and formal discipline may, or may not, improve humankind. Teach- ers do their best work when knowledge is interpreted and discipline is rationalized. (b) Through the pupils—Unquestionably, wherever the philoso- phy of good administration may finally lead, the first obligation is to the child and to the child’s present needs. Those needs may be variously interpreted, and herein lies the crux of the whole matter. Do his needs require that only the tools of learning shall be tavght, with a maximum of repetitive drill to insure mastery? Even in this day the principal meets those who object to taxation for what they term unnecessary accomplishments involving unwarranted costs. The tools of learning at least must be mastered, but they may be taugh¢ in so human and social a way that the very process remains as a part of that learned. The child may even become eager for their mastery by being helped to understand how they came to be, what a rich heritage they are for him, how much of human effort has gone into their perfecting, and that their mastery is essential to all future learning. Children, as well as adults, appreciate having a difficult requirement rationalized. The present needs of the child do not stop short with the funda- mentals. Here is where the philosophy of the utmost of helpfulness will begin to do its perfect work, so that all human excellence may increase. The elementary: principal (perhaps at the price of his own leisure, ease, and profit) will crave and, if possible, secure for his charge every advantage of instruction and environment that will bring added understanding and appreciation of the amenities of life, of arts, of literature, of crafts; an understanding, also, of those matters that bring a strengthening of health and the enjoyments of play. More than that, his view of what the schools are set to do will impel him to see that obstructions of poverty, hunger, and lack of clothing, ad- verse home or other social conditions, are removed, so that every child may enter into his rightful heritage of the abundant life. Inelastic courses of study must yield to the needs of the child. The other insti- tutions of society—the church, the home, the courts, the community 178 ELEMENTARY Scuoont PRINCIPALS chest—will be impressed, if necessary, to clear the way for the child. Archaic notions and methods of school discipline will yield to a new and better way, the humanizing, social way, in which the child is made conscious of immediate participation in the great project of helpful living and of his privilege and obligation to assume at once that measure of responsibility for the common good for which he is already fitted. The 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 surroundings. So long as the wealth of the nation increases faster proportionately than the costs of education, the public should not grudge or withhold attractive and w boleoenee surroundings for its children. The people will not practice an unwise economy if they fully understand the noble aim of public education. That the rich must pay more taxes than the poor to secure these good things for all the children is the simple and inevitable working out of that great democratic principle of equal opportunity for all, on which our nation rests. No apology is due any man for the use of a fair portion of his wealth for the schools, and happily in most cases none is desired, since this philosophy, that public education must be directed to secure all human betterment, is gaining ground even with the heaviest taxpayers. (c) Through the course of study—In working out his philosophy of human betterment, the administrator is obliged to make provision in his school curriculum for the future. Only in this way will his pupils be able to enter progressively into the fuller, more complex adult life of the community and the world, and especially to under- stand that constant learning will be necessary if they are to keep abreast of changing conditions. Many educators have in recent years become hesitant about regarding the school as a place of preparation for life. Yet, that function is exactly what the school is for. This is true, not in the sense that the present life and needs of the child for activities appropriate to his complete living now are to be disregarded, hut in the large and real sense that preliminary learning and training are necessary ier any calling, and surely for none more than for the great project of living the community life happily, helpfully, and successfully. While the higher schools must undertake the more advanced learn- ing that should fit youth for the responsibility of leadership and for wulies the contributions of the expert, it must not be overlooked that many young people, unfortunately the larger number, leave sch this inti acti in | stal by me uti ma gre the gra val the the rec he’ ne ne shi ins les th: wi bi ca pl Tue Nintru Yrarsoox 179 school at the end of the elementary or junior high school years. For this reason it becomes urgent that even the elementary principal introduce into his course of study some subjectmatter and many activities ' that serve as preparatory disciplines for sharing as adults in the community life. Such experiences as these involve an under- standing of the very same principles of conduct as those practised by adults in the operations of the larger community life. Good ele- mentary administration will take cognizance of this similarity and utilize every opportunity that permits children to take part in the management of school affairs as a first step in preparation for pro- gressive participation in the more extended community life. The acquiring of knowledge, however, must not be minimized in the philosophy which regards public education as an unending pro- gram for increasing human excellence. The imparting of much and varied knowledge to children is essential. Equally important is it that they be introduced to those procedures which are necessary to the acquiring of more complete and additional knowledge as needs require, so that the young may become increasingly understanding and helpful members of society. Never has knowledge been so much 1eeded for the successful life; never has so much knowledge been needed. The knowledge-imparting function of the public schools should therefore magnify its own importance by definite effort to insure the carrying over into adult life of the habit and practice of learning. The minds of the young should be cleared of any thought that study, learning, and reflection are to cease as a conscious process with departure from school. From all these considerations it becomes evident that the course of study and its skillful use by principals and teachers are matters of first importance in elementary administration, so that knowledge shall be gained not for its own sake alone, but for that greater, nobler aim, the use to be made of it in the improving of individual and community life. There are difficulties here, for the making of the course of study is in danger of being so overweighted with cumbrous machinery as to become an object in itself. In these times it even happens that the extended studies, so necessary to the writing of even a meager course, are not completed in the term of one administrator. The un- finished work is passed over to a suecessor and becomes an incomplete, posthumous publication, sometimes with the point of it all missing. * Such as participation in the actual management of the school, group responsi- bility for the appearance in certain particulars of the buildings and grounds, the carrying out in part of safety measures and of thrift activities, and the incidental programs of special days and events. 180 ELEMENTARY Scuoont PrRiIncipaus More expedition, more dependence on the findings of experience and on actual first-hand knowledge of needs, a minimum of questionnaires and collations with other tedious details and occasional unreliable findings, a definite purpose set forth at the outset toward which subjectmatter, instructional procedures, and supplementary activities converge, might produce courses of study more appropriate to the needs and ultimate purposes of public education and surely more vital and energizing than some compiled (I use the word advisedly) in recent years. But the elementary principal urges that the course of study is pre- pared by his superiors, the superintendent or the state department of education, and that as a rule inexorable requirements of adoption and use are imposed on schools. This is unfortunately true in too many instances, but generally the elementary principal is given a large place in the preparation of the instructional program for the school. Here is his opportunity to influence the character of the course and impregnate the whole with that philosophy of human helpfulness which will make good administration possible. If in the last event he must use an inept instructional program, still even the worst course of study, when administered by an alert, farseeing principal and by teachers of vision and zeal for human betterment, can be made an effective instrument for the teaching and training of children for the finer life. It is not the province of this chapter to discuss methods of adminis- tering the course of study. Perhaps, however, the writer may be permitted to say in passing that to secure the utmost of profit from any course through instructional procedures, the principal must him- self, in a spirit of helpfulness, see that teachers understand the socially educative purpose and possibilities of the curriculum content and supplementary activities. Teachers must be aroused to the new place of knowledge and its vast importance in a world in which the very substance of earth is pronounced other than it seems and the heavens are almost yielding up the secret of infinity. Teachers need to mag- nify their own profession, and principals must not shirk their responsibility of weeding out the sluggish minds and self-seeking personalities from among the instructors, for the time has come when these must give way to the ones who see clearly that the mass of men, the beloved of the public school, must have knowledge and under- standing or become subject to those who know and to the experts. (d) Through the extra-curriceulum activities—The elementary principal has the rarest of chances to demonstrate the educative suf- ficiency of his course of study for the improvement of behavior and nn eh hlCU-”flUCUrelU SF ~ a 1 an Cnr OD _ —_— n Tue Ninru Yrarsoox 181 the cultivation of good citizenship through contacts and conferences with the children. Such contacting of child life comes in the semi- curriculum activities which mean so much or so little in the school, according to the spirit and understanding with which they are prose- cuted. No matter what the responsibility intrusted to children in the interests of the school group, the principal should never fail to hold preliminary conferences with his committees, anticipatory of the duties to be assigned. On these occasions suggestions may be made as to plans and procedures and, above all, a clear setting forth of the reasons for all things. Education so often fails just at this point. It holds aloof from rationalizing its proceedings. It still depends too much on the fiat; a deplorable mistake, especially for the young, who respond with an amazing comprehension and eagerness to the thing that is made reasonable. For instance, the child quickly understands, because it is reasonable, that his own conduct must be an example of orderliness if he may hope to induce similar behavior in the group. He is keenly sensitive himself to the subtle meanness of partiality and responds at once to the suggestion that in a system of student control those in charge must show no favors to friends and inflict no unfair penalties on those not well liked. Many a principal who has the intelligent vision to take the trouble to hold frequent conferences with children over the problems that arise in their individual efforts at self-control when engaged in activities for the group, as well as over the more general problems that concern the group, will be rewarded by learning later on, that in the estimate of the child grown to adulthood, those experiences were the ones most truly educative and valuable for all life. (e) Through the community—Let us pass now to another phase of the principal’s activities, namely, his efforts to achieve good ad- ministration through the release of public education to do a larger work beyond the limits of the school grounds. The community of the district is entitled to more than the educational crumbs that fall into the homes through contacts with school children. The elementary 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 the latent power that can and will bring about communal improvement. Schools are inclined to lag behind their possibilities of leadership in this general work of human advancement, which means that princi- pals and other administrative officers are inept in imparting to the teaching personnel a full comprehension of what public education is 182 ELEMENTARY Scuoont PRINCIPALS really set to do and inducing among teachers a spirit of daring and enterprise adequate to the undertaking. Even the training schools fall quite short here—and this is said in no spirit of unfriendly criticism. Much time must be given to the study of the theory, to the practice of teaching and to the technic of measuring results. All of this is necessary, but equally important—in fact, fundamentally important—is it that teachers while in training acquire an under- standing of that larger service which educators must render through helpful contacts of various sorts with the community outside the schools. The community is still entitled to be the recipient of educa- tional ministrations. That larger group has a right to look to the schools for a wider distribution of knowledge than that confined to the limits of the school site. Who, if not the educators, are under obligations to see that the vast stores of new knowledge that increase daily with amazing volume are not hoarded by the few, but passed out to the many and made of use through adequate interpretation / It is granted that this phase of educational work lies more especially in the fields of the high schools and colleges, but the elementary principal, too, cannot afford to be indifferent to the needs of the adult community for ever increasing knowledge. If he inspires the forming of one class of adults to study one phase of one subject, especially if that subject be related to their own problems, he has made a worth- while contribution toward the distribution of knowledge. Knowledge, like goods, to be of any value, must be distributed to those who need and can use it. It should not be overlooked that such efforts produce also a valuable byproduct, since the enlargement of the principal’s own personality can be insured in no better way than through his efforts and experience in community education. To support sympathetically and to participate, when possible, in betterment projects initiated by the community itself, such as clean- up days, tree-planting and patriotic days, pageants with local histori- eal settings, extends the service of the schools in a most convincing way and produces a sentiment of solidarity in the prosecution of the great enterprise of enriching the common life. The less facile the community in bringing about its own educational advancement, the more need for help from the school. Often the plaint comes, and sometimes with good reason, that requests for such help are too frequent and the numerous interruptions to regular school work intolerable, because the required subjectmatter of the year ean- not be covered. The principal must, of course, protect the formal education of the children against interference that is destructive of serious and sustained effort and mastery of necessary tasks. Still it i a) we) Tue Ninru Yrarsooxk 1 is a striking evidence of good administration, when a principal on appropriate occasions can secure cheerful cooperation of children, and especially of teachers, in community projects. From timidity and self-distrust, from outright fear of expressing themselves in the presence of prominent citizens, well-intentioned principals sometimes fail to give their full measure of service. Per- haps the principal needs only to remind himself that he knows more about his own profession than even the prominent citizen. Perhaps he needs to learn more, in which case there is cause for self-distrust. Perhaps he only needs to discipline himself sternly in the organizing of projects and the forms and language of public address. All this improves his own personality and should be cheerfully undertaken in an effort to further the great project of improving the community life. Meanwhile a few discouraging expériences are not wholly bad. The criticisms of the captious need not be taken too seriously, but the support of those in sympathy with striving always for the finer issues of life should be cherished as priceless. An urge to principals to keep the education of their adult clientele constantly in mind, is the almost universal acceptance of the tradition that formal education and active study of subject matter properly cease with graduation. The unfortunate sequence of this false notion is that parents often lag behind their children, and in despair of “keeping up with the times,” content themselves with futility. A condition that makes the continuance of formal education into ma- turity a matter of first importance is the striking paucity of informa- tion that existed in the schools of twenty years ago in a form available to be given out, as compared with its rapid inerease and vast accumu- lation during these same years. The mass of mature men and women today are confused and almost hopeless in their efforts to understand. They need encouragment to attempt educational projects and direc- tion to insure a profitable issue. Why recent years have been prolific of knowledge is not difficult to understand, for both war and science have been at work. Wars confer one benefit—of doubtful value, in view of their murderous cost—their pressure calls for the exercise of all the wit of the race, consequently in their wake there always remains a large modicum of new knowledge, especially in the fields of medicine, applied mechanics, and the organization of human endeavors and activities. Added to these advances growing out of the travail of human intelligence dur- ing the World War, science and also philosophy and psychology have been making contributions of amazing proportions in these same years. The mass of adults have a right to a share in these new riches. 184 ELeMENTARY Scuoort PrRINcIPALS The principal is not expected to have mastered, or attempted to master, a large part of all this new knowledge. He is expected to be entirely conscious of its existence, to be an appreciative student him- self of some phase of learning, and, being an educator, in a pivotal position, he is expected to be active in efforts to secure a wider distri- bution of knowledge. There are always those in every community who enjoy telling what they know if another provides the audience and provokes an interest and enthusiasm to know. The principal’s opportunity for community service comes in arousing interest and securing of audiences. When one seriously thinks of the futile employment and even sheer waste of the leisure hours of the many, of their sodden attitude toward the cultural and spiritual life, of their blank unknowingness of what is going on in the world, of the narrow, warped, and stupid interpre- tation of events of mighty significance, of the avid consumption of organized propaganda, one becomes almost breathless in his eagerness to help the many to see and enter into their rightful heritage of knowl- edge and enlightenment. Surely so long as there are numbers of the crookedminded and the illiterate in every community, so long as there are those who take a promoting interest in such events as pie-eating and melon-eating contests, and endurance feats in dancing, rocking, and flagpole sitting, there is no question that public education has still a great work to do through its enlightening, humanizing, and refining ministrations. These paragraphs are not intended to lay another heavy burden on a group already beset with responsibilities of vast importance and endless detail. They are only meant to suggest the way to a larger opportunity in educational service, a way by which the good adminis- trator may see the fruition of his philosophy. As hinted above, the alert elementary principal will find citizens in his district willing to sponsor and promote an adult class if its improving possibilities are made clear; in any case, it seldom happens that there are not some intelligent women with a fair degree of leisure who can be induced to help in educational projects of this type. The particular subjects studied will, of course, depend on many considera- tions, such as the intelligent and intellectual homogeneity of the group, their particular occupations and interests or current events commanding general attention, urgent community problems or some cultural phase of literature, music, art, or handiwork. The matter of great importance is to push adults out once more into the great stream of intellectual and spiritual effort and progress. ~ re \oe Be Tue Ninru YEARBOOK IV. Tue Evementary Princrparsuipe: A CHALLENGE AND AN OpportuNIty TO SERVE MANKIND The elementary principal holds the most important place in the whole line of educators because he receives and trains the recruits. Upon him rests the great responsibility of educating the children in the use of the tools of all learning. The importance of his task cannot be overestimated, nor can it be lightly regarded, neglected, or done in half-hearted, slovenly fashion. The very practice necessary in learning to use these tools confirms the young life in habits of care- fulness, accuracy, facility, and satisfaction in good workmanship, or dooms it to be content with mediocre achievement. Upon the ele- mentary principal rests another great responsibility. He must see to it that the ideals of our civilization are transmitted to the young so as to win reasonable respect for, and acceptance of, that which the experience of the race has found to be good. The elementary principal has also this advantage, that he usually works in a district small enough to permit of frequent contacts in ways that may be made of educational value, with very many of the adults, particularly with the parents and guardians of the children, and with that most helpful group, the parent-teacher association. These contacts, through personal interviews, through visiting days and public school events, permit of constant interpretation of school activities. The visiting day may be made invaluable as an occasion not for showing off, but for showing why—why certain subjects are taught rather than others and why taught through one process rather than another. An opportunity to explain the perplexities of public schools that must ace»pt all children, good or bad, intelligent and un- intelligent, those weli environed and those from tawdry, impoverished, and vicious homes, the difficulties in the way of securing attendance and improvement where poverty and poorly-adjusted homes prevent. Visiting days also furnish an opportunity to secure help for children in need, so that the noble project of universal education may not falter. These contacts frequently reveal understanding and helpful spirits whose assistance in extending the service of the school will aid the principal greatly in realizing his philosophy of human enrichment. This is the day of the educator, for “ not by might nor by power ” will salvation come to the world, but only by the subtle, pervasive influence of humanizing thought. The agency for setting this influ- ence in motion is public education. The elementary school has the greatest opportunity and responsibility of all, that of reproducing in the young and perpetuating the good of the past and of creating ideals that shall make possible a new, greater, and more universal 186 ELEMENTARY Scunoort Principats good in the future. If educators shirk this responsibility or dally in performance, democracy will fail and the many who know not will pass under the control of those who know. On the other hand, “a little more light for the common man this year, next year, a hundred years from now, and the battle for humanity, for democracy, and for brotherhood is won.” HE vision discussed by Mrs. Dorsey is exemplified par- | ticularly in Chapters IX, X, XI, and XIV. In these | chapters one may see that many schools are exerting a buoyant | influence upon their respective communities. Principals are seldom satisfied with the “‘ educational crumbs ”’ which fall ac- | eidentally to the school’s patrons. In many places, home-school cooperation is a vital force for good.—FEditorial Committee CHAPTER III PHILOSOPHY IS THE WORKING BASIS OF ADMINISTRATION A. J. HamMILton Principal, University Elementary School, Berkeley, California N THE OPINION of the writer there is no such thing as a philosophy of administration. Administration seeks to provide an environment in which pupils under the wise guidance of teachers can attain the objectives embodied in a philosophy of educa- tion. All administrators, therefore, have, or should have, a philoso- phy of education. This philosophy is built out of the experiences of the administrator. How fundamental it is depends, of course, upon the nature and extent of his experiences, and his ability to interpret life through them. Experiences and ability to interpret them are personal and, therefore, differ widely as individuals. It must follow then that there are a great many philosophies of eduea- tion. Moreover being influenced by experiences they are never static. They are as changeable as time. This accounts in part, if not en- tirely, for the ever changing conceptions of education. The inadequacy of language and the inexhaustible number of philosophies make a recounting of them an impossible task. The justification for a brief article on the subject, however, happily does not depend upon such a recounting but rather in the belief that there are sufficient common elements in our varied conceptions to enable us to think together, and to provide us with an opportunity for emphasizing the need of an educational philosophy before we can intelligently administer. Two sketchy and fragmentary points of view regarding the mean- ing of education are hereafter set down with purposely an emphasis on one that indicates the camp to which the writer is attached. While brief they are sufficiently divergent to eliminate the possibility of mistaking one for the other. An effort to state in such a way as to varry over a philosophy of education so that it could serve as a working basis for a school, would of course require much more space than is here allotted. And an attempt at validation would amount almost to rationalization. Establishing the validity of one’s phi- losophy involves more than a statement, more than administration, more than supervision; it involves all these plus the time element. [ 187 ] 188 ELEMENTARY Scnoot PriInctpars [t is a matter of education. It is one phase of training in service ¢ a is the paramount duty of an administrator. The traditional educational philosophy influences administration one way—QOne philosophy emphasizes subjectmatter in compart- ments hermetically sealed. Many schools are still, and will continue to be, organized and administered on this subject-centered basis. A knowledge of subjectmatter logically arranged and properly filed in neat mental pigeon-holes for future use is thought to be the all impor- tant thing. When this is one’s philosophy of education the school will be so administered. The curriculums will be traditional subject cur- riculums. The program will be set off in 30 or 40 minute periods. The bell will ring and the teacher will “ switch off” the children’s geographical interest and turn on the historical. Iron desks will be nailed to the floor in such manner as to make roll call easy. Supplies will consist of pencils, paper, and books. Teaching will be easily standardized, and the outcomes can be readily measured by true- false, completion, or multiple choice tests. There will be order. There must be. The principal will be rated Class A; all teachers who conform will be retained and receive the usual yearly stipend; and all pupils who succeed in curbing their natural enthusiasm will be rewarded by a certified statement that they have been moved up- ward (¢) one notch. This, of course, is a brief and somewhat gen- eralized statement of the case but will be readily recognized as fitting many present day situations, and they are not confined to any par- ticular region. A freer philosophy makes for informal administration—Edu- ‘ation is no longer conceived by some as a body of subjectmatter dictated by adults and set up for children to learn and give back without adequate understanding. It is no longer preparation for life. It is life. Edueation to be effective must begin with the needs, interests, and experiences of the child on the plane on which he is living. It must grow and keep pace with his mental development, but not so fast that he is unable to feel the need for the wider experi- ences and activities in which he is required to take part. If we criti- cally examine life on any level we soon discover that it consists of a continual process of solving problems. These problems are varied as life itself. They make up life. Moreover, they are in no way geo- graphically or historically bound around. That is, they are not in any sort of water-tight compartments. The solution of any problem of importance involves some knowledge and understanding of prac- tically all so called subjectmatter. Isolated subjectmatter does not function in one’s life. Only such learnings as we use in the integra- tion of our experiences stay with us. De by ins! edt col res ed Tur Nintu Yrarnoox 189 We have not yet in our general educational practice caught up to Dewey’s creed published in 1897. At that time he said: The only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself... . . Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it chances to coincide with the child’s activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child nature. A school organized and administered by one who holds the above educational philosophy will seek to provide an entirely different en- vironment. Rooms will be larger; fixed desks will give way to work tables ; supplies will no longer be confined to pencils, paper, and books ; there will be an abundance of these plus all possible media for crea- tive expression. Silence will no longer be golden, unless it be the wise silence of the teacher. Children will have an opportunity to partici- pate in determining the activities. Teachers will be allowed to freely and frankly examine and evaluate all administrative require- ments. These evaluations will be heard and they will influence the conclusions of the administrator. Individual and group activities will be in order. There will be drill but only when drill is needed to fix what the child understands and feels to be valuable to his needs. In general the school as well as each group will be a coopera- tive undertaking appreciated by all personalities involved in its activities. A philosophy of education is essential—Whether you agree with the writer’s philosophy or with the one previously stated is unim- portant. Many who read will agree fully, and many will not; some will sit in both camps. We always have with us those who find satis- faction in a cautious attitude. One fact, however, continually impresses itself upon us as we get older, and that is, that those indi- viduals who make an impression on educational practice are never luke-warm. They know what they stand for and will defend it. It appears to the writer, therefore, that an important factor in all administration is that the administrator have a philosophy, and have it so clearly in his mind with all that it involves in the way of objec- tives that he can wholeheartedly sell it to his teachers and patrons. This does not mean that a sound fundamental philosophy is not necessary, but it does mean that a false one clearly stated and unques- tionably understood by teachers and patrons is better than none. It would make for progress in every community if the administra- tor of the school were required to present to his teachers in written form every year a statement of his educational philosophy and per- mit it to be evaluated in the light of whether or not it was the guid- 190 ELEMENTARY Scuoot Princrpats ing principle of his administration. If this were followed there might be some enlightening comments. The statement of a philosophy of education is as necessary for the central administrative office as it is for the principal. No school sys- tem can make progress when led or driven by an administrator with a foggy notion of where he is going or what it’s all about. HE Editorial Committee calls your attention to the ques- tionnaire printed on page 135. The blank on that page offers you an opportunity to improve the Department’s year- books INTRODUCTION TO PART TWO APPROXIMATELY 5,000 persons are members of the Department of Elementary School Principals. Fully 500 of this number are working in rural schools. Two thousand are in charge of schools in the largest cities. The rest are found in the smaller cities, towns, and villages. How can the resources of this vast experimental laboratory be made available to American education? Part II offers a significant answer to this question.—Hdilorial Committee. [ 192 ] Tl we a 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. 8. A. I. Wuart 1s Wrone Wirnu Tus 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 ] 194 ELeMentTARY Scuoot Principats 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 ~~ so Tue Ninru YEarsBoox 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 Oraanize THE Princrpar’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, Principats 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 can 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. IIT. How OrcGanizeE THE Princrpa.’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 SN ee 40 percent Administration .......... Sey nae 20 percent MEDS icras wrsacceus ewe haa Ne bun bos Sales 10 percent EN MEINE, ois ocwcncadccuamodvnicwee 15 percent SE Seidenee Sathnk ne o's nk Ges meee a aaee ee 4 percent ak ae aheie oh ol mo talmtare Bie al areca 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. —_—_— exam than work Hes suect a gal v part Of 1 Of - pr to TI da WwW Pi Tue 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: principals’ meetings, school teams, 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 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 PrRINcIPALS 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: 18-3: 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 yn- ily st Tue Ninru 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 oceur 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 198 ELEMENTARY Scuoot PrRIncIPALS 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) Q: 15- 10: 00 Or abbré prog! work prog to pl mak a We half It is toge mak poss ocel pals pal “ @) pri asst to | the we oul pel the wo wi of r On On- rily art ost ain Tue Ninru Yrarsoox —_—_————_——_ 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 ecard 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 oceur 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 ihe 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 Evementary Scuoot Principars a CHART I. Princirav’s Time Cuart (INcompierety Fittep Our. Tur Braxx Spaces Are Periops Lerr ror Supervisory AcTiviTiEs) October 5—October 11 _ Monday Tuesday Wednesday Thursday Friday Saturday 8 | Miss A. | Teachers | Miss B. Meeting of | Meeting of | Arith. Meeting Arith. — |boys L4-H6-| girls L4-L6- | Baseball Baseball | | (Profes- | Prin. Coun-| league league. | | sional) | cil meets organization °i— $$ |} $$} —____}—_— _—_—_— | Office | Office | Conference | — Office At office } | with | | org. next janitor | week’s pro- | | gram. An- | swer letters. | Report on 10 attendance. Make plans for use of | institute. | | | | 1] |— - | (Call Mr. Y., | Mrs. T., Pupil | | central Council | | Office. | meets. | Visit Mrs. X 12 — |——— ee Reactant Lunch Teachers’ | Lunch | Lunch | lunch and | | Luneh Boys’ | Lions | meeting |Boys’ games/Girls’ games games Club (Business or | observe observe | visitor) Central office 2 ane —— Pe ei Council Miss P. Miss 0. First grade Grouping | Org. of teachers of pupils. | work | Rm. 4. 9 lectern os ae Prin. | > Fe oe meeting | | meeting. | | | | | | | 4 } Central | Clerical | On yard | Clerical | Boys’ and | office | | with boys | girls’ teams | and girls | play. | games. | Even- ee [SS ee —S.:=—«oO SSS. ing | Musical Class | | | Study club at Study Open Open | | program | college | al | ee ae corol the t 3. pal’s then thin, it Uy weal up | then 4. any’ well wor wis] whi 5 a pl of 1 you sa an ero gui ved mu pre of dai wh l bec be he 2 Th of alc ms tal ha ac ru ou Tue Nintu YErarsBoox 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 ELEMENTARY Scuoot PRINCIPALS 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. LV. De.ecatine 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 teal r00 typ he lig] anc ma’ wit con ati tha rat! wel the It i tim wh the act for wil of Ma is ¢ adi un are rly ich ms ake ed ers ter. her ber ind pan Os- vell ind ire ay ct. lly ng he ds, re Tue Ninrn Yrarsooxk 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 ELEMENTARY Scuoor Principaus 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 Tuar Hevr 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 Tue Ninrn YEARBOOK 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 ease 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 efti- 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 Scuoot PrINcIPALS 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 will learn that a 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 forced upon them by the emergencies of institutional life-—-Charles H. Judd, see Chapter I rc WwW tk fc ng an ng ur ne an to Tue Nintu YEARBOOK 207 STANDARD RECORD FORMS CONSERVE THE PRINCIPAL’S TIME EarLte 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’ Enro_tMEntT Form 11. Have you been vaccinated?........ If so, date Dy A Was carncinwkosaussaue ex PE TOE sss ce ness cecncses i De Te Be Peck n isi ta xcdsnestacivescsaeneuns (eee ie: ee Me NE Picea. ne Kuareerscanddnwanunceneeiyeeesnens 4. Date of birth: Year........ je eer ae eee DFE Ol DORI OE GIN asic seed ods scesicaadamasierwcses 6. Where is parent or guardian employed?.......................05. Fe I I PI i nick cae. ekcaunescaKekebeneneewe. as 8. School last attended: Name of school.......... State.... RE NN: SN oss Heraeus ia ereenwcanom cs charger Nmoer eos 10. Have you ever failed to be premoted?..... If so, how many times?..... 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- meree, or the workroom collecting materials for teachers, and occasion- 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—Puptt AssiGN MENT Sup WITH Office Stus aban eaanb er 162... EET: | eee. TT eee er UNE GE 55.5 ove Keskidas-ancdnre em nereweee Room...... 2 eee TO YOUr...... om: Gee v0 E Be aces ee err: oa See Please see that the two record cards are on file in this office. Principal. *See Forms 101 and 102A, Strayer and Engelhardt School Record Series. Pub- lisher, C. F. Williams and Sons, Albany, New York. bul fer al du da we Tue Nintu YEARBOOK 209 The afternoon hours—Ottice 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—Teracuers’ Dairy ATTENDANCE REpoRT NM iconic clvdetiaalnwnKe d wass Room...... MontH ENDING......... (Please report names of all absentees) Day Ist Week 2nd Week | 3rd Week 4th Week Re Ea re apes ern eR rede Bt acitnalnc Cie hucuanetede woes WOE Biaiata ea elecaenaieie ey Coeeeeereseeesesee eeeseeeescesrersse | Coeeeeserteeenee | ceeveseresecese coors srereeseeese See eeseeeeeesse | ceoeeeseeseoseee | eseeenseeoeeees eee eee eee eee ee ee eee eeeesesesr se | cee esessesreseses | eevee eseseeeese ee eee eee eee reer eee see ewes reese ess es | Cee eeeE EEE HHT | See eeeeeseeeees ee ee 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 Scuoout PRINCIPALS FORM 4—Envevore Usep ror Mitk Funps MILK REPORT NO a ie ght car gate ae a Room NINE NS Fo 8 nb uae ins @Ra we Cad Mak Ki ae haawuG wa OR ee Day No. @ 3c. No. @ 4e. Mon. Tues. Wed. Thurs. Fri. eee ee we wee ee eee | eee eee eee eseee. | reeset eeeeesees seseeeeseesess Tora, AMOUNT FOR THE WEEK $ er Nore: 1. First column is for milk paid in advance for the week. 2. Send this envelope to the office each morning before 9: 16. . 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. 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—ReguisiTIon ror Art SupPPLIES AND PLAN oF WorK For Month Beginning. .........cccccccocscece to NS Sick iiniiassrccmenar'ex wake eee’ Grade......<«. No. Pupils eoee eres 68 ee See Eee ESHER ESE EH HO HHS HHS OSE HEHEHE HSE EEE HEHE HEHEHE HH EEEEE Materials Amount Tue Nintu YEARBOOK 211 FORM 6—Boox Room OrpErR — I would like the following textbooks and reference books: Author Title No. Ordered Received Supplies : os a) ee odanes ceaemuen ee Room........ os de saranaSteanare FORM 7—ReturNep to Book Room I am returning the following textbooks and reference books to the Book Room: Author Title No. Returned nd | PN cet ntecivextacensienan jv nae en ekires BO vriscscnoseece ng ny rk Tuesday from 3: 10 to 4: 50 is reserved for meetings of the general teaching staff, building groups, and conferences called by supervisors. to Teachers’ committees also meet at this hour as needs arise. The or principal does not plan to attend the above meetings, although he is al 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 id 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 & le _ bo ELEMENTARY Scuoont Principan: Ss FORM 8—Teracuers’ Meeting Report TN iio dng eird atin wmicinedin kaa Weim gira eee PN bs Sn | Teachers Present: | Re windatin daedans teoaeliones . dedacabesectesoweaewanes | De. vadncedduwidastaevsevess Dh vikinvthinnsanweternoawedits . | © We ccciiarcinessaansceess Dh ecnedbiniobenenicbehained | NT UI ios Sik ake wha sb dln ea Deddnwwd noe Rha RomER ReORER ES | PISS tind ogee wacnach Sax dew abn gs ala aeiw bh RiR dl Ow dinkee ena eae | 1. Organization: .............-. si sami ara wise wi acne ewer aah incaecglin Wao eto | SINS ii ectdehe sana cateate naa WE NER eas wale ante eeIawheN ee | 3. Equipment: ..............0.. sith deperacl maps ae arch ich cornin ta SoMein ae ete | EE SbChiwesbbvieseeeunasnnsdenateuhewedeswrsuessab een | 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. Fh ina 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 em Tue Ninrn YEARBOOK 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 an oppor- tunity for the faculty members to exchange greetings and experi- ences after the summer vacation, for new members to be weleomed 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 ELemMentTarY Scuoot Princrpays 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 Tue Ninru 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 each 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 Scuoo.w Princieaus 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 can reserve certain others until after dis- iissal 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 CHAPTER V THE ADMINISTRATIVE ASSISTANTS ORGANIZING THE WORK OF THE OFFICE STAFF Georce 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: IN iain pit nad eri eare nas 15 to 36 percent ROR. oe ove ove calc inves 16 to 65 percent 0 ne sate ec eoay wees 6 to 31 percent WE ioc oscrchr ib eedamns ...... 0 to 52 percent ee ere re 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—Kven 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 localities 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 Scuoo. PRINCIPALS 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. Ilowever, 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. — ~ ~ ~ — mm ay a _ 2 a oe ea oo Lae) a = = Dm we x Tue Nintu 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: . Two special part-time classes for mothers which meet in the afternoon. . Three violin classes during the school hours, a school band and school orchestra. . A glee club. . Seven after-school recreational clubs. . A Boy Scout troop, which meets in the evening. one aS 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 oo 220 ELEMENTARY Scuoort 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 ean 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. Tow 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. or | pri hac pil che an tid pu wl an m fr re In- he Tue Nintu YEARBOOK 221 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 30 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 ELEMENTARY Scuoort PrINcIPALS plan of job analysis and study was followed in the case of the office force as in the case of the administrative assistants. Ltedistribution 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 case 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 wa: pos eas thr fel res ass dit ke 01 pu ies ett tte =~ aa ae a office r the mm of 1 out f the tness ents, d an one rtain r the hich was ities, and tand > one ance ther . the ‘ream ency ved is is iting over king era- 1 as- logi- cess- med hese will lany ssis- tive . It Tue Nintru 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 general 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 ELeMENTARY Scuoot PRINCIPALS BULLETIN NO. 12—VISITING TEACHER ai The visiting teacher will be glad to have referred to her any of the following the types of problems: neeé 1. Classroom problems ass (a) Poor work eal (b) Lack of interest and progress in school work 7 (c) Repeatedly troublesome conduct (d) Excessively nervous or erratic behavior inf (e) Children of superior ability who would profit by special training an 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. NE sic snnicacatace PRE nde RE RR ReeaS TIN sci gesh tea ale CO OE TOL PT Date or BinTH............ ae Ee er Leen OO ee ee ee errs Room No...... EE ee er Reason for referring to visiting teacher RINE -ii5xd a cninnseween Een uich: Skate asus ARBOR SINE skis canwcdrenvessonss Re eto BO incre tances ware Absence...... Half Days:.......-¢: EN ae RET aT ~ Er cv. ccivuspacwaceuss hs Tardiness...... No. of Times...... Le ee eer ree : es 1] NN SIE nis a oninasiarccdwidiaaaes at anne nnloowvar eed ge “eer eer eevee eeeeeese eee eee eer eee eeeer eevee enseeeeweeeeeeeeeneeneee V PEE isa rcnscwss | a haaniesaniaansdcagexdeswmaca wae . Hae sauna gS Git se. iceesedl we ctcicas 4 coca searerhaaeraia iat Liat t SRO NE isos sncxsinnceehas.corednan bearepeemaeens PP ee At a AT A geile Sy SRO Ae Sey Pe Oe ERE ENS Ree ne OS ie e ebdnbt dnd Sosa oeerebesneteNs Pin rrwnkinkienniabereena 4 N. B.—Whenever the teacher uses this blank, “ Visiting Teacher Form I,” to c report absence she should also send the regular “ Illegal Absence Report” form , to the school secretary. I I Ture Ninru Yrarsooxk 225 —_—_— is no need of keeping the information after action has been taken, owing 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 ecard, 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—Heattn Bureau Carp _ HEALTH BUREAU | PN FO ari wines carene ceri ante nnenmns ce tia nee very A SiN esc CS oc eC (So ee et re aerate Ty _ : Asc B IRININ P h ad see e e IES csescdevcenss slips DM cation say cele eee i ee ee ee ee ee ee ee ee ee ee ee ee ee Dental Dispensary, Thursday at 1 o’clock. Nurse’s Hours: A. M., 9-10; Pp. M., 1-2. Teachers’ relation to school management—lt 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 to of useless information with the usual result that she would probably ins 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 i) 226 ELEMENTARY Scuoo.u PRINCIPALS teacher has not the time to run to the bulletin board to find out what and she should do. To meet the needs of this situation, a series of teachers’ 30: bulletins of information were prepared, each one discussing the policy ali teat ; teat FIGURE 2—Visiting Teacner Recorp ma’ & : - a anc DRM oo natedewssisdodeeseoesencdeaaucn MN io caches Rete wala equees yea NN ie rnciceennimanwherwa naman Pe Or TUE. 6 hiss kes sarees old SI TONNE i dain sce osm vacatgiahin ew aan Wie ai o eyekeare wea aiatly Saleem Coca oe sar ee Room No......... CEs 65 iacexwkeniateuhontedeece was 7 Reason for referring to visiting teacher on PEED isnystvessecassntaseeameanemeieseesbeorenetnesenearhenns eff. IN cai wireswdie sharin acévoionai wise ake See) EE eT eee be Res hii eetinasGewwess we Absence.......... Half Days.......... Be ME Sia cise anne pees ep eT Tardiness, No. of Times............... Pe OWE, ck aueiasscmaw merece a NN IE ass sn co pconabiinnibtednebedaenhseemenecebadnnans PNR. cnixccntneiekew Zao MaRebeek Fo Keladameteeamesteaiewine me | ee je DR eee ee hkewnas caves Gaden oa awneest PN ii nvrensarcincdeectersn ee | | | | FIGURE 3—Orrice Recorp or New Pupits NEW PUPIL’S CARD | PN icon i tela a wnnlenaede 6 aded Beenie csbenes BNE oc scsdeiamencamesiees | (Directory Style) I Ns o'5 ienidekc evens ceannonanels SSN is acneCaaumeqpenemnen NS eine erence ssnaninnicn amen thas siiciig: MIR ora ssi noc pre aries NN NN 55 Gi ara scart knee earn aeacewed wali aa vine eee Green, Blue Card TEI RUMI 10 o 5. oko coicicce neve cade CHEE. ascvesives ee eee MI I in 6 565s exter cde cdwiin end dav dewkens 2 RR Ra ae ee EE Lic scbie bedded ecehabnneiac Ad oes WNesiastaneneetaseiettens | | | Tur Nintir Yi EARBOOK 927 a ——— - ———_———_— — . a scree ems what and steps for a specific procedure.’ These bulletins which are now hers’ 30 in number, are placed in a folder with an introductory sheet and oliey 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 ease of the bulletins relating to the work of the various assistants, so in the case 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 FIGURE 4—GenerAL INFoRMATION ReEcorD | PUPIL INFORMATION CARD i PES icssceeaiccceevancsan ane pewneueaeaeE PR SRNR ooo sin csiecinsice wes MN 6 655 Seirids ennaiobwae ae haere aor PR atiinnvecaawikinedvedin Own BOOKS. .ccsic is .cics Bente BOGS. 6.060605 Pete WR ccecasanns | Bg eT re ee on SE SS ds b0nedebwadabnwetonaes = b FOB occ ccccnecness cvevesearesesenesaeees ood I or hck Ae Date E ntered Teacher Grade Room Days Attendance Kind of iaieiaitiadl i) Be ee A OD Ls See ere | Term: Reading........... Arithmetic .....4.5.6.4. Geography........... Marks: Language............. ee ere pe ere ee Oe ee Be Bibscvwessivsnes | Tardiness i sa 5a ek Hake ws Macao oi wet we eA eas | ‘These teacher bulletins are similar to Bulletin 12, but constitute a special teachers’ handbook in themselves. 228 ELEMENTARY Scuoon PRINCIPALS a 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 11. 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 ecards 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 classroom 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 Conclusion—No administrative preeedure however earefully worked out can be expected to function without guidance and super- vision on the part of the principal. 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 tiv sch me thi mY val rel Cal ler tu: de. ue Tur Ninrn Yrarsoox 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 ach 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. Prncrpaus LET US MAGNIFY THE ASSISTANT PRINCIPALSIIIP Samuev 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 supervistion—Oceasionally there is some historic and outstanding principal who inspeets all the records and work of each 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 principal 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 can supervise the instruction in each of his schools. At this point, several wiseacres will shake their heads disapprovingly, asserting that they do. But this article is written for principals who believe in getting down to brass tacks and nailing them in securely. 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. ne Tne Ninru YraArRooK 231 Supervision requires specialization—The present workaday world needs specialists. The general practitioner in medicine no longer exists outside of small 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!” cries the lavman, after imbibing a bottle of Principal So-and-So’s Patented Syrup of Pedagogy. “I 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 4 Are shopwork and cooking any less tools 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 instrue- 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 Scroor Principars to her, concerning the reading of a certain boy, “ | created that reader, When | 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 force. When I came to my present school, | put in the hands of one of my three assistants, au book on silent reading, written by Superintendent Hughes 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 ¢ 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- er, he to fty ‘ed ew rst to its, ot on ire ut ng rht ry 1g 3) ra- Tur Nintrin Yrarsook 233 self. Do not be jealous of the influence or success of your assistants. What they do is done for the glory of the school and rebounds to the principal’s eredit. Only an intellectual midget in the principal’s chair needs to fear that others will tower over him! How the assistant principal functions as a specialisl—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. Kithe 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, had 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 convinced 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 accept. 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 | feel confident that her deei- 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 _ Eves MENTARY Scuootr PrImnctrpats 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. e., one successful appeal, rapidly becomes a devastating flood. When I came to my present school, 1 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 er eS of ce Tur Ninrin YrarBoox 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, I am convineed that young women teachers between the ages 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 by young people. Whenever I see one of these assistants holding a private personal conference in her office with one of these budding teachers, | 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. Tlow 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 Scuoot 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. I could have assigned her to the stockroom for these hours and busied her with counting and disbursing penholders and paper. Wo 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! UCT 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. Judd, see Chapter 1 Charles H. ly THe Ninrn Yrarroox 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 A 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 EiemMeENTARY Scuoopt PRINCIPALS 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 suecessful teaching in these grades, ineluding 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, lortunately, the person holding the position has a splendid person- ality, is sympathetie, kind, resourceful, and has the tact of eriti- cizing without offending. Ter 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 1. ‘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 imstructional materials for the first four grades 7. 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 ll. 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 [supers nvendent] Schools for Schools for Whites Colored if i @ | i High School] |Supervising Elementary Supervising Supervising Prinoipal Teacher School Teacher Principal of Principal Colored Schools High School Teachers Pupils Grade School Teachers Teachers Pupils 12. 13. 14. 15. 16. 19. 20. 21 99 es Tur Ninrn Yrarnoox 239 per- 12. To provide demonstration lessons as needed 13. To help select textbooks for 14. To prepare lists of instructional supplies 15. To develop educational exhibits ree 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 aetivities the of the pupils 19. To instruct teachers in the use of duplicating machines ten- the 20. ‘To call and conduct teachers’ meetings of the teachers under her supervision the as she feels the need of it, and at the will and pleasure of the superintendent . of 21. ‘To inspect girls’ toilet daily or cause it to be done by other teachers one 22. ‘To cooperate with the superintendent and principal in all matters to the — end that desirable attitudes may be developed in the children ing ; = rs. In the high school the supervising teacher has been employed ne chiefly to further the English instruction. She is primarily respon- my sible to the superintendent of schools. Hlowever, her duties have been assigned on the basis of conferences with the high school principal. briefly, the high school supervisor's duties are: 1. To plan her work in each of the grades by calendar im- 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 rst 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 ng careful and cursory reading 4. 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 mm, ¢. To assist in selecting new books d. To keep an inventory of all materials kept in the library ce. To properly catalog all new books f. To collect fines and to see that all books are returned g. 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 aet 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—baccalaureate, commencement, and senior night 240 ELEMENTARY Scnoor PrRincirpas 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 princtpals—5> 8S tO hh > BS BRS an ae &® Tue Ninru YEARBOOK 241 To make out daily schedule of teachers and pupils with the assistance of the superintendent 9. To confer with pupils who are failing 10. To study causes of failure and suggest remedial measures to both teachers ree and pupils igh 11. To conduct assembly mectings in the absence of the superintendent lete 12. To check, study, and improve attendance 13. To coach athletics for boys ser- 14. To arrange athletic schedule (inter- and intra-) rith 15. To purchase athletic supplies 16. To care for and be responsible for all athletic supplies 17. To keep an itemized record of all extra-curriculum activity fees 18. To teach four classes in history 19. To arrange for transportation of athletie tours 20. To receive visiting athletic teams 21. To help in taking the school census 22. To help organize discipline for halls, playgrounds, and assemblies 23. Help administer diagnostic tests in the high school 24. To visit other school systems for suggestions of improvement 25. Discuss topics in teachers’ meetings 26. To issue textbooks and keep records of them or cause it to be done 27. To make out term reports 28. To make out transcripts for pupils 29. ‘To suspend pupils from school when the offense justifies, the principal to be the judge 30. To confer with the superintendent on changes in regulations, or on any other matter, if in his judgment he deems it necessary pro- ilts, ally leet re- The supervising principal of colored schools has the following duties : To arrange daily schedule To assign duties to teachers To select: his teachers ‘To rate his teachers To administer tests for diagnostic purposes To 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 nd To distribute instructional materials rty 3. To hold teachers’ meetings igs 14. To plan for demonstration teaching 15. To develop educational exhibits 16. To attend educational meetings 7. To attend social and community gatherings among his colored people 18. To hold conferences with teachers, both individual and group pol 19. To sell the school systems to the general public under the direction of the superintendent 20. To address various community gatherings among his people 21. To prepare news articles (reviewed by the superintendent) 22. To direct all things pertaining to inter-school contests 23. To eare for buildings and property of school 24. To direct all disciplinary problems of his school 25. To prepare school programs tw -- a __) ‘lat = oO FS + te -_ 242 E.emMentary 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, civie 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 34. 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 The superintendent of schools—It 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 Dulies 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. tw to tate tti- red ings lop- his red ors of lis he nor ird ing are ices ‘ich rch, Tur Ninru YrArRooK 243 22. 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—The 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 included. 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- hility 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 135% The Editorial Committee requests your careful attention | | to this matter CHAPTER VI THE SCHOOL CLERK HOW TO MAKE THE OFFICE EFFICIENT Arvin N. DonNeER Principal, Franklin Platoon School, Port Arthur, Texas g ygeorer in educational fields we are hearing much about the 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 inefticient 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 these 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 princei- 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 personne! 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 av loc pri Wo tel mi lig sh Tue Ninrn Yrarnoox 245 The office and its equipment—lrom 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. lt is diffieult to know just what type of room and what equipment should be included 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 ecard to use in cheeking school administration buildings. This score ecard 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 card will serve as a guide in determining how efficient an office layout the principal has, irrespective of the clerical help. TABLE, 1—Secrion rroM THE Srrayer, eNGELHARDT, AND [cLsBree Score Carp For ADMINISTRATION BUILDINGS Items Standard Scores A. Superintendent’s office (Principal's office)....... ..........4. 75 ae St aa ks arn anaata etcetera eects 15 ee rrr re oe re ee ee ee 5 co eer alg sigia tars cone Cohn eo 6 PURRORS SNE co acoeuv one naw cecndvessben Buscwtanlvwawe 9 CS eS Sooo. perc wn eri event ckwess ia Stes Saat 15 Pe PE viv cane adc bern a ceteee ied cot ens cen csheenns 20 I 5. wkapnc.cenn 600d cee eekeke VennVeed bedi nwens 7 Provision for correspondence. .............cssccecccees 5 Provision for active material, once sc icccccwsennevnees j Provision for teachers’ records..............eeeeeeeeees 4 A Ee, ee rr 10 *See Chapter XII of the Seventh Yearbook, Department Elementary School Principals, 1928. *Strayer, G. D., Engelhardt, N. L., and Elsbree, W. 8. Standards for the Ad- ministration Building of a School System, Bureau of Publications, Teachers College, Columbia University, New York, 1927. 246 EiemMENTARY Scuoon Princieaus Items Standard Scores B. Administrative work room (Outer offiee)..............0 000 ee 80 Sec GE GEO. HU as <6 hi cnwanenéxedivn cours es 25 ars a SE a il OS Nae ras ned er grdeed - 15 Ri I io isco a aa anbiekiste wa WK Re Ra Whew R eM R 25 I eo ee ok Citi eeeal kale, advacabine it eae’ S a ge ee ee ee 6 ge 2 ee. nr 1 Courses of study and research...........06. enaete en 1 Cie GEA OF SEDOOE, MADG eo :c kc ccikecneecivecas » Se DD, Peovinie. 10F DOORN DNOT . 6.06 is dei e verdes viawerecs h ME pak barraA ened 2a cn kmmena aOR easel sawed oaeN 10 The clerical personnel When the principal has arranged his oftiee 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 created 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 seeretaries. 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 /nformation Book, consisting of some 30 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 weckly, monthly, yea. assi and ind Rey Fin Tue Nintru Yrarnoox 247 cores yearly, or at stated intervals. This schedule helped to make each 80 assignment definite, teachers knew to whom to go for assistance ass £ 5] =) b] and the principal was better able to place responsibility on specific individuals. TABLE 2—Assicnep Duties or Facu Scnoor Secrerary ies cana Cinch Secretary Book Custodian Mimeograph Clerk Reports—State Dictation | Information desk Mimeographing Financial records | ‘Transcribing | Meeting callers | Office plants Cafeteria Typing | (Pupils) | ‘Teachers’ lice Resells | Filing Answering phone | materials he Specials | Storehouse orders (Teachers, pupils) | reading ork Reports—Daily compiled Issuing supplies | plays attendance Making appoint- Issuing test seat. work ied *Monthly atten- ments materials tests the dance Meeting callers of | Issuing passes Bulletins the Kardex file principal Charge of State Reports *Record grades Answering phone adopted books Storehouse orders 8es ‘Summary grade | Outgoing mail ‘Temporary enrol- issued sheets School announce- ment of pupils Distributing mail me Direct: messengers ments Lost and found Issuing passes Calling substitute articles Temporary enrol- nal teachers ment of pupils ed, Report at teachers’ *Permanent le: meetings records , *Principal’s daily *CGiood Spirit Ban- ree situation report ner rm *Principal’s month- prs ly situation report *Principal’s yearly ter situation report rd *Time sheets an *Requisitions o *Inventories ed Ssinniptceiliieainiieaimapenitiaatbsin he * Periodical duties. Za- . 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 3 in keeping up with the day’s work. 0 ’ . e Summary—tThe efficiency of the elementary school office depends 1€ . 7 ° “a . mainly upon (1) the office and its equipment, and (2) the clerical personnel. Unless the principal is planning a new building he has its lj . a ittle to say on the matter of the physical arrangements of the office. | ° ‘ e oh But in regard to the office equipment and the use of the various rooms m he alone is primarily responsible. In this connection standard score . cards may be suggestive of useful equipment and systems. 248 ELEMENTARY Scuoot PRINCIPALS 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 Hours ror Dairy Duttes ; oe Hours Record Clerk | Secretary Bovk Custodian | Mimeograph Clerk — Bey. te Se 8: 00 | Reports | Announcements | Pupil enrolment Pupil enrolment 9: 00) Dictation | Pupil readmittance | Stencil cutting 9: 30| 4. M. 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 misdire*ted guidance, means base inefficiency. | of the c of ork ler, will mit idi- the perk nt g e0- se Tue Nintn 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. ILERE 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 KiemMeNTARY Scuoow PrRincipaus THE DUTIES OF ELEMENTARY SCITOOL CLERKS IN SEATTLE Worrn McCuiure Former Assistant Superintendent of Schools, Seattle, Washington FANNIE PROFESSIONAL burgeoning of the elementary school I 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 convincing evidence that the office burden of whieh principals have long been complaining is by no means a creature of the imagination. Table 1 elassifies under six headings the list of 92 duties reported as regularly performed by at least 10 pereent of the clerks: TABLE 1—Ctassiriep List or Duries or Scuoon CLERKS Number of Duties in Fach Group BED irc etiiccenenannbaxeeee de eeeeandavesaian ones vite Meeting and handling people..................0.. namo Group Mimeographing, typing, and dictation...................0.. 14 UN, I iinet saya or guar nara. wit. Wome 5 Wha ee RWS R OG 9 Sia ae NT CONN a on siebiwasasnneawadendamnaa cuca inte. “Ss Miscellaneous 3 It is obvious from the foregoing summary that without clerical help the principal could entertain small hope of eseape 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 € ext aid de’ the tio ect re th 100] ‘ON- han ited nts ttle len nes bo cr — Tur Ninrn Yrarsoox for assistance to the principal in reorganizing his office routine so as to eliminate waste motion and utilize the new resource 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 |. 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. Frequency 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—FreQqUENCY or CLASSIFIED Duties oF Sixty Two ELEMENTARY Scnoot CLERKS Number Per- forming Duty I. Ciertca, Duties 51 Compiling monthly classification record 48 Compiling monthly payroll report 46 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. 252 ELEMENTARY Scuoot PRINCIPALS Scnoot CLterKs—Continued Number Per- i forming Duty Nes 0 30 Keeping teachers’ bulletin board up-to-date o 30 Correcting intelligence test papers 29 Checking out materials from office: scissors, paper cutters, ete, 28 Writing out transfers of pupils 2% Compiling principal's annual report 26 Compiling age-grade report 25 ‘Taking annual inventory of stock 25 Compiling promotion summary for the building 24 Keeping books and supplies in order 24 Making out list of things needed for monthly requisition 23 Checking of Illinois General Intelligence Test data in special cases 23 Compiling building summary of standardized test results 23 Checking teachers’ semi-annual promotion summaries 21 Making out lunchroom report 21 Filling of teachers’ requisitions for supplies 20 Sending in changes of addresses of the teachers to the superintendent's office 19 Making out pink and white index eards after first two weeks of school 19 Caring for extra bank materials, envelopes and blanks I 19 Checking teachers’ attendance 19 Checking teachérs’ reports on standardized test results 17 Making out reports for Child Study Laboratory on individual pupils 16 Helping principal and census taker in checking May census 12 Making graphs of test results 11 Making out monthly and annual requisitions for principal's inspection 9 Taking charge of school library and teachers’ reference books 7 Writing out reports on accidents for principal’s signature 6 Writing out tardy and absence blanks 6 Figuring bank percentage for each room 6 Looking up phone numbers and addresses of absent children 6 Assisting in taking height and weight of children for the height and weight survey 5 Securing information from registers (teachers’) of two years, from grades IV to VIII 5 Checking teachers’ activities reports 5 Compiling corporal punishment report 5 Making out a banking report each week for each room II. Dutres Reiatine to Dicration, Typinc, AND MIMEOGRAPHING 53 Typing stencils for tests, drill, outlines, ete. prepared by teachers and principal for pupils’ use 49 Typing stencils of notices to take home 47 Taking dictation and typing letters 46 Operating mimeograph 42 Typing bulletins, notices, ete. 40 Caring for typewriter—cleaning, dusting, and oiling 30 Typing stencils for bulletins, ete. 28 Cleaning mimeograph 25 Typing stencils for mothers’ club and parent-teacher association 20 Typing stencils for school paper 7 Typing two copies of annual inventory and requisition 15 Tracing of stencils with mimeoscope or otherwise 11 Tracing with mimeoscope for primary grades 6 Mimeographing attendance cards for each month ent’s hool and rom and Tur Ninrn Yrarsook 253 TABLE 2—FrReQquEeNcy or CLASSIFIED DutTiEs or Srxty Two ELEMENTARY Scuoo, CierKS—Continued Number Per- forming Duty II]. Duties INvotvinc Meeting AND HANbLING PEOPLE 57 Answering the telephone 50 Meeting visitors and answering their inquiries 45 Delivering messages of all descriptions either to teachers or principal 38 Managing lost and found articles 36 Escorting 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, always 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 ussignments 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 principal’s O. K. 7 Notifying teachers when they are assigned to lunchroom duty 5 Telephoning homes to help nurse IV. Duties Revatine to Fuanc, INpexine, Ere. 49 Filing white index cards 48 Filing white index cards—gone file 43 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 Yiling Child Study Laboratory reports—on small tagboard cards V. FryancraL 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 Mat. 31 Handling United States and school mail VIL. Miscettangtous 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 human contacts. This isolation will not happen if the principal re- alizes his full responsibility for every thing that goes on in his school 254 ELEMENTARY Scuoort PrINcIPALS 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 perspec- 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 publie 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. sel ha sel ly at ‘lerk - the ney, tical spec- ach- rials eVi- Zing idu- the rk’s dint ted, nee yme ler's list in ro- of sed led are fen eir on nd Tue Nintrn Yrarsoox 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 eurriculum 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-time Clerks Weekly Allotment Size of School of Clerical Service I goes MNase cin ideie a eeein Hehe a eRe ee 20 hours ME os Net he aioaeeen ee ae ieechetanenine 15 hours ieee Ge Saw ks cos cawecaueosceancoemenbs 10 hours 'ull-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 Voeational 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 Scnuoor Principeans of personnel are also made by this officer, subject to approval by the assistant superintendent in charge. In-service training—Vesides 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 diseussed. Mimeographed materials containing detailed instruetions for preparing reports are distributed. A third mecting 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 eareful 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 Cle! Sch Beg Tue Ninru Yrarnoox 257 he office routine, everybody concerned, clerks, principals, teachers, and superintendent's office may be the better enabled to give construe- he tive aid to the improvement of instruction, which is the chief fune- ‘al tion of the school principal. re e| FORM 1— Prinecivan’s Raving or ELeMeNtTARY Scnoon CLerk ri- RR hoes eeuie, Gale, Ill ene Sal eal piece I oiisa Vowees dala acre cheers il Schedule at this school for............ hours per week, T, Began service at this school in..........-...65, 19 he LAI} BIC] DI Failure | of a re ok ees a] Accuracy in taking dictation 1g st Accuracy in making reports ‘h Accuracy in typing id — -_-\_-_— 7 Dispatch; ability to get things done ly promptly mn - —i- . Discreetness in dress and appearance le = = axiiniea r- . Orderliness: eure of desk; general housekeeping ability nN « « ——— te : ' ; Courtesy in meeting pupils, teachers, 1e and others e n 2 , . Spirit of helpfulness Ss —_ = —— b 7 iffort iS _ aE Will this clerk be available for service next semester?..............0.00eeee 1- : Do you wish her assigned to your building again?..............ccccececceevecs ll eS a eee te ey eee a: ek eect aye BE PME Acti oprtie ee eS rene ar me a .- SAGER) “Fisssebosoe seven sniirvinn ecldnenbeaindhas SiH tas 40 eseneRmn A aMy TRON rete Bg Siten et tn nade nenenseeeesecrentenenes Tie ear adie dabei can > DDS dentin niatieimih xiun tenes PIE visiicnc'nces tntne cnacveeeeeaaeeenees n 8. 258 ELtementary Scnoort Princtpears THE SCHOOL SECRETARY AS RELATED TO SUPERVISION F. H. Durry Principal, Harding School, Steubenville, Ohio im ELEMENTARY school principal has awakened to the importance 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 aud 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.” Eighth 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 can tive tea ple sch por tea ob! se} wl vi he ies ve lic ile On all or 8S + ry ~« Tur Nintn Yrarnoox 259 ————_ 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- eratulating 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 all 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 seeretary. 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 Ycarbook, Department of Elementary School Principals, National Education Association, 1928, p. 263. (Also footnote on p. 263.) 260 ELEMENTARY Scrroot PrINctTPALS 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. Sea 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 diffieult 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 school 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, beable 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. min and fast in ¢ ad mo fae wh the mé mi fe: Luse y is pal the al’s t to 1eir | to ore ‘ak- and hly 3 to )ne the the kes ial Tur Nintrn YEARBOOK 261 —_—_— mimeograph or duplicating machine, be skilled with filing systems, and have some knowledge of bookkeeping. She should be active, a fast worker, have a voice that carries well on the telephone, be neat in appearance, and possess a good personality. She must learn to be a diplomat since she often speaks for and represents the principal. If we demand the same amount of training as for teachers their monthly salaries should be at least equal.’ Attention is called to the fact that the secretary is required to work during the entire year in which case she is entitled to additional remuneration. Duties—The following paragraphs make no attempt to present the hundreds of demands made on the school secretary’s time. Yet many of the items so often performed by the principal and which must be done by the secretary if the school is to profit from his pro fessional and supervisory ability may be mentioned here: a. Be at the office during the entire year with the exception of the privileged vacation of two or three weeks, which should begin not earlier than the first of July nor end later than the middle of August. At the close of the 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 other routine matters effecting the opening of school. b. Keep in touch with the principal during the vacation period either by tele- phone or by correspondence. ce. Care for all of the principal’s professional correspondence and all corre- spondence relating to school work. 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. f. Keep the school’s attendance. 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 upon immediate reference. i. Relieve teachers of clerical duties. . Keep pupils’ report cards uptodate. k. Keep principal’s office in order and file all of his personal and professional materials. |. Keep the principal informed—remind him if he forgets—of important meetings, engagements, or duties to be performed. In departmental schools help in arranging schedules for pupils’ daily work. Make all reports, daily, weekly, monthly, and fiscal as required by the super- intendent’s office. . Mimeograph outline maps, forms, test questions, and material that teachers may need in the furtherance of their work. Make out requisitions and look after supplies and stockroom. Make pupil withdrawals and transfers with the advice of the principal. r. Make up teachers’ payroll. —- m, ~ So SS ° 2 ‘See practices as reported in the Salary Tabulations, Research Division, National Education Association. April, 1929, p. 20; May, 1929, p. 32. 262 ELEMENTARY Scnoor PriInctpars 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—lIn the new elementary school under a progressive principal clerical help is a necessity. It is phiysi- 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! compact mass of boys—an occasional, “ Hit 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.—J osie Perkins, see Chapter XI da el] pr WI el pe mM ate, ues- uld int- that een now ; he t of eep ool 7$1- ion Jor nit k? pil ‘he on ial led Tue Ninrn Yrarsoox 263 THE TEACHER-SECRETARY PLAN Jutia C. Correy Principal, Emerson School, San Francisco, California HE DUTIES and activities of the elementary school principal in administration have increased during recent years and much organization has been needed to get results in carrying on the daily programs and time schedules under the direction 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 ProGcraM 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 traffic system. -51 a.M.-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 oo * The plan as outlined in this article is now in use at Emerson School, San Fran- cisco, California. ELEMENTARY Scuoon PRINCIPALS 10: 00-10: 10 10: 10-11: 05 11: 05-11: 15 11: 15-11: 30 11: 30-12: 12: 00- 1: 1: 00- 2: 00 ss 2: 00- 2: 30 ——— 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 publie schools, special teachers or classes of the school department, outside agencies connected with school work such as, welfare workers, charitable associations, cosmopolitan groups, Reeeiving 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 A.M. Supervision of girls’ yard and return to office. A.M. Teaching of reading to groups assigned by the principal. A.M. Supervision of girls’ yard and return to office. 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. noon. Intermission. Free period for lunch. p.M. Supervision of girls’ yard. 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. 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. Lo] and pal, ince 3 of rork ups, the the all for lay. jing the ent 1ail \eir the sts, ith Ses ans lan Tur Ninrn YErarBooK 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 DaiLty 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. (onclusion—The work of the teacher-secretary in the elementary school is proving very successful. 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. Her 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 see- ondary to the personnel work. This emphasis is important to con- sider as the type of clerical work in an elementary school involves a vreat 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- y prog 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. ELEMENTARY Scnoot PrIncrpeais A HANDBOOK FOR SCHOOL CLERKS Epwarp J. KeHor Principal, Public School 187, Brooklyn, New York VERY SCHOOL principal has a very keen awareness of the i importance of an efficient clerical staff. In schools where the clerical work is scientifically organized, where procedure is effi- 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 eon- 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 Cases, 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 carefully checked and re-checked to see that no activities or procedures had been omitted. Each aetiv- the the efi- ‘acy nis- ing een 00] ‘On- On- an, the lot air to the ew OW Tue Ninru Yrearsoox 267 ity was then described in some detail. When the work was finished it was shown to the district superintendent, Miss Lizzie E. Rector. 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- vestions, 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 iD LEMENTARY Scnoon P RINCIPALS —$— efficient. Three indexes are given: (1) alphabetical index, (2) topi- cal index, and (33) 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...... Be red duiacr its eee Seca Absence and Lateness Chart for Teachers.................. 0c ceeceeees 38 Ete. Toyical Index Index of Daily Duties of Clerk TE sons osc igi aaah aah a 9 (ME Gdns Soa» Bala 8 NE ira ecaipicm edt am GLa ea il dit Gud Rat bulma emma eos 7-8 Correspondence, ete. ... 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 IIE III Fo Fag oe a i er iain tne Wye i tena BOs DERG 14 Index of Semi-Annual Duties of Clerk I oon os wd cus Sn aaa ao clad Wwcdibiaiw armed be 20-21 Alternates and Changes in Teaching eR eee eres 21 ERR EE ay a a een ae eee pee SAAS 21 Index of Annual Duties d Clerk State Report on Service of Teachers................... ere ee re 27 Summer School ............ Se ahi Scie oe ncaa Alona oa atp SA late aie 27-70 Value Apparatus—Library, ete. Se A eee ee eee err Ete. Index of Miscellaneous Duties of Clerk Notes of Principal’s Conferences. sinew ecuseiomiautardnaienca eet 29 Notices (Women Teachers and Teachers Absent 10 Days)............ 29 Permits Issued (Employment Certificates, ete.)........... 0.0 ce eee ee 29-31 Ete. Index of Supplies EE ee ee a ee ee a3 48-49 Distribution ...... pacar nm acndeor lesen area mia elds waco wemcaeteC) 49, 50, 53, 54, 56 Fumigation of Books. a laa NR sos Di iz ceo wp ah ea as acheog oc oR 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 inelude 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. Spectfic 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. atte (4) (6) pu] cen att Fo rey att fac fo — — Tue Nintu Yrarrooxk 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 ecards, (10) pupil report ecards, (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- Evementary Scuoot Princirpats ——.__ uable vade mecum of good clerks and a guide for inexperienced clerks al as well. Principals have found the handbook extremely valuable in a the training of new clerks, thus relieving them of endless worry ai be times when a loss of efficiency is always expected and almost inevi- st tably occurs. b cl FIGURE 1—Supr.tementary INrorMATION ATTACHED TO REQUISITIONS FOR SupPLIes fe Wath. écsindchetmnvneceuiis Brooklyn. ee ee | f Amount allotted for General Supplies and Books for 1927........ $3,629.55 | v Amount previously expended...............00.02000cce0 ceeee .. 3,322.93 h PGND: COMI vo ok. s bicddtacedabesccdcdce nies einai: catalan - 306.62 a These Requisitions (No. 124-129).......... nis adishibdesabaeacamnaeiie 214.49 . SEEEL. Sithnniiaibicabecierendedanudeniadnes divs ee eéRncc we eters 92.13 ' | i S§HSOCHOSSC OSCE SHU SPSSCVOS CLO SPCEe COS eCHOOCEHROGHE OO CHD OOE 60 OO C602 OOOH OOS KS t FIGURE 2—Teracuer’s Inventory or Books , ‘ Please list in alphabetical Pe hie aenransincnnslerbatde Brooklyn order as follows: 1. Arithmeties BO ciseconwedsoaas Class 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 Tur Nintu YEARBOOK 271 —_—_—— are so obvious that it is unnecessary to enlarge 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 cases 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. , Or rue- dily ster, our and and hil- ‘ing the ‘ger nd- ose ery ell. ays ons olls ead rial me yay her ute she ell- ar- rk, ng ge er ht ite dd, 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 Scuoor PRINCIPALS 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, Ratavia, and the Winnetka. But 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 academie 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 care of all the children who need attention for all physical defects, i. 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. Le Tue Ninrn YEARBOOK 307 ORGANIZING OPPORTUNITY CLASSES WitiiaAM B. CornisH 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 gained 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 vroups as follows: 1. Children who were not promoted at the end of last term Children who were promoted conditionally 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. 9 9 o. 308 ELEMENTARY Scuoort PRINCIPALS The class in operation—The original program described above was carried 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 at is- on ne ad he le ie Tue Ninrn 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-—Tug Recorp or ProMotrion IN CENTER SCHOOL FOR THE TerM PrecepDING APPOINTMENT OF AN OPpporRTUNITY TEACHER AND SINCE THAT TIME Percentage of Percentage of Term Ending Non-Promotion Rapid Promotion SOE Te I ssi cane sce sskairersounse 6.4 42 June Sea SEE ee coe eee ee 12 8.4 SE TE. Wk iicesraweincsboeweawe abuses 14 *45 June alc re be ne +33 7 45.0 June BE ic Dalnadd win oaeecak So eae 19 1.1 * An additional 3.3 percent of the school was placed in rapid advance classes at this time. + 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 42. 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 310 ELEMENTARY Scuoo.t PRINCIPALS 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 class 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—NumBer oF Montus SpreNT IN THE OpportuNITY CLAss BY Various PupILs NUMBER OF PYPILS 80 154 10: b5- 60 + 554 504 45 4712434 5 &© 7 8 15 16 17 MONTHS Ars, lass lly, ake the hat aL Tue Nintuo YEarRBooK 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 vain 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. A‘ 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 XIT 312 ELEMENTARY Scuoon PRINCIPALS AN EXPERIMENT IN ABILITY GROUPING Avice Day Bowen 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 L 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. ar al ra al st ic it t 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 Inpivinua. Purim I. Q.’s ABove, SAME, OR Be.tow tHE Ratincs Given BY TEACHERS Relation of I. Q. to Teachers’ Judgment Groups Based on ‘Percent ABOVE Percent SAME Percent BELOW Total Teachers’ Marks tT. d. as T. J. T. J. Percent eer Sere 0 50 50 100 BR aioe een ahve uakaie eave 29 27 44 100 ES aviapcawabintawumsien 21 59 20 100 De a eisle a arouse psiauprematets 31 69 0 100 Using a composite 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 educational 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 Scunoor PrincriPas 3. Reduce to years, retaining one decimal place. +. 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 eur- 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 ‘aleulated. 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 eare- or it ha al 1 th tl ot ql Tue Nintin Yrarsoox 315 ful cheek 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 subconsciously 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; i. 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 forced 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 PrRincieaus 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 advanee- ment made on the basie curriculum. Our brightest group was four months ahead of schedule; the second group, two months; the third und fourth, three weeks; and the lowest groups doing normal work und 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 percent 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 a 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 M fc di la tc Tue Ninru Yrarsoox 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 knowl- edge usually is apparent when it is too late to be remedied by ordinary school procedure. A tutor is required to meet 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 prinecipal’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 ELemMentARY Scuoor Princreans 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. 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. R. Kirk, see Chapter XI | Ye TRAINING children for citizenship, the teacher must | Pa ae a!” | ai 2 an Min Ture Ninri Yrarnook 319 PROBLEMS AND DEVICES IN DEPARTMENTAL ORGANIZATION HerMan Ritow Principal, Goethe School, Chicago, Illinois T MAY be of interest to principals who have not yet depart- | mentalized their schools to learn of the difficulties that this administrative change involves. The views expressed here are hased 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. Ifalf-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—lIn 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 PRINCIPALS 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 can 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 mor ricu lens ing if d era. adn the per Sec act an pla red ing the act spt sp stv on 3) de be Tue Nintru YEARBOOK 321 ‘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, @. 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. dy 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—Waving 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 Scuoot 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 con- 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 cach 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- cal 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 the take yper lish 10se hy, ina- ina- her om- | to the ach ers ach It her ub yes ner the lé ‘he ‘ho or- he in- ly Tue Nintrn Yrarsnoox 3 —_—_—— 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 524 ELEMENTARY Scroon Prixc IPALS 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 weck (omitting the homeroom) : 102, and 101. 205, 103, 207, 206, For example in Table 4, the nature study teacher, whose home- room is tinue to 102 205, will begin Monday at 10:35 in Room 103, will con- 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—SeEvENTH AND E1GcutH GRADE PROGRAM AT THE GOETHE SCHOOL Period Number and Time Group a as . Grac Div. - Activities Rm. 1 2 3 4 5 6 7 No. No. | 9:00 9:38 | 10:35 | 11:17 | 1:15 1:50 2:30 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 18 34 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 |GGNYN|IGGNYN|GGNYN|GGNYN|GGNYN|GGNYN| GQVQQ Travel Club—V Remedial Study—Q ee ee eee eee eee Ee 16 15 8 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 34M 16M 7A-7B| Character Ed.—C 43 M 18M 31M 36 M 37 M 16M 17 17 Orchestra—O 107 17M 38 M 15M 43 M 34M 31M | QOQQQ Remedial Study—Q 37 M 18 C 38 M 36 C 43 C 16C 17C 31C 15C 37 C 34 C 38 C I 18 H 17H 36 H 15H 16H 34 H 7B-6A| History—H 18 H 43 H 36 H 31H 16H 37 H 18 18 Remedial Study—Q 108 38 H 17H 43 H 15H 31H 34H QeQQQ Glee Club—e 18H 37 H 36 H 38 H 16H 43 H 31H 17H 37 H 15H 38 H 34 H ! 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, s yelling; and Friday, composition. During the second period Division 34 is in Room 306. The last salel sion 34 back in its homeroom for remedial study. ? Division 36 is sent to the homeroom of Division 34 on certain days so as to release a teacher for finds Divi- extra-curriculum activities. Note that Divisions 15, 17, and 18 are sent to Room 106 so as to release other teachers for club events. II 5A-51 TABLE 2—Procram ror Groups II anp JII (Grapes 3, 4, 5 AND 6) Period Number and Time Group R er = Activities No. 1 2 3 4 5 6 7 No. 9:00 9:38 10:35 11:17 1:15 1:50 2:30 ir- es ee 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’ )6 Council—B| 4 | 17 Tin 15 T R.4 34 T in BF ’ 43 | Girls’ Council—F] and | 18 T R. 4 36 T 16 T R.4 Is Crafts 1e- Guild—I sin? 15 T 34T 43 T Needle Guild—S and | 18 T Girls in R. 2 36 T Girls in R. 3 16 T Girls in R. 3} 43 T m- Remedial he pee MA ae, BE CE, ET Il Composition od —& 43 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 | 31E 37 E 38 E 38 Q Penman- ship—P 43 PY 31 PY 37 PY 38 Y Remedial Study—Q _ Il | Literature & 38 NL 43 NL 31 N 37 N 5A-5B Library—L 37 R 38 RK 43 R 37(43)Q 37 Art—R 307 | 31 R 37 L 38 L 37(43)Q _ Remedial Study—Q 43 L 31 L 37 NL 37Q 0 Nature z pu 5 Study—N 38 N 43 NL 31 NL 37 N \2 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 3L A 37 AG 38 AG 43 AG 31G III Capea. tion—E QQ 5B | Usage Gram- EUEWE| LLLLL |RRMMM| PYPYC |GNHNG| AAAAA | QQJQQ mar—U — 35 Spelling—W 305 Remedial ; a Journalism QQ Club—J Ill | Arith- mae metic—A | 4A | Remedial = —— QQ Study—Q 204 | AAAAA | EUEWE| LLLLL |RRMMM| PPPYC |GNHNG| QQQQQ 17 aa weno ee ee ee ee III | Geography 4A-4B| History—H : 23 | Science—N | 203 |GNHNG| AAAAA | EUEWE| LLLLL me PPPYC | QQQQQ QQ Remedial Study—Q III | Penman- _— ship—P 4B-3A) Health—Y 22 | Character Ed.—C 202 | PPPYC | GNHNG| AAAAA | EUEWE | LLLLL | RR-MM| QZQQQ 1) Remedial - ' Study—Q Harmonica Club—Z : Ill | Art—R ; ~~ 3A | Music—M 201 |RRMMM| PPPYC | GHNHG| AAAAA |EUEWE)} LLLLL | (35)1 we 21 | Remedial vi Study—Q QQQQQ for III | Literature & ase 3B Library—L| 208 | LLLLL |RRMMM| PPPYC | GHNHG | AAAAA/EUEWE) QQQQQ 28 | Remedial Study—Q [ 325 ] 526 Erementary Scnuoor Principas TABLE 3—ProGrRam oF SpeEcIAL ACTIVITIES se — 7 - Pe ‘riod Type of Program —_— |. 4 a a a i; ena — oe 1 2 3 4 5 6 7 Gymnasium Program Boys’ Council ee Mon. | 15, 16 | 34, 36 | 37,38 | 37, 38 | 43, 31 | 43,31 |B&F Girls’ Council OF oi cate boys | boys | boys | girls boys girls Dance Club —b.......] Tues. | 15, 16 | 34, 36 | 17, 18 | 17, 18 | 35, 24 | 35, 24 b girls girls girls boys | boys girls | dance club Wed. 23 22 21 boys & | boys & | boys & girls girls girls Library Div. 38 7th Period—Ist & 3rd T hursday of every se wheal prams Program Div. a 7th Period—2nd & 4th Thursday of every school month. Div. 15 7th Period—Ist & 3rd Friday of every school month. Div. 16 7th Period—2nd & 4th Friday of every school month. Assembly “Group l& Divs. 43 & 31—7th Period on Thursdays. Program Group III & Divs. 37 & 38—7th Period on Fridays. Group IV & Kindergarten—9:15-—10:00 on Fridays. TABLE 4—ProcGram ror Group IV (GRADES | AND 2)! Group IV IV IV IV IV IV Grade 2A 2A 2B 1B 1A 1A Div. No. 27 26 25 13 12 11 Specialty Taught by Penmanship Art—R Nature Character Health—H Music—M Div. Teacher —P Study—N_ /|Education—C 10:35 Mon. 206 205 103 102 101 207 Tues. 102 101 207 206 205 103 to Wed. 205 103 102 101 207 206 Thurs. 101 207 206 205 103 102 11:00 Fri. 103 102 101 207 206 205 11:00 Mon. 205 103 102 101 207 206 Tues. 101 207 206 205 103 102 to Wed. 103 102 101 207 206 205 Thurs. 206 205 103 102 101 207 11:30 Fri. 102 101 207 206 205 103 11:30 Mon. 103 102 101 207 206 205 to Tues. 206 205 103 102 101 207 Wed. 102 101 207 206 205 103 12:00 Thurs. 205 103 102 101 207 206 Fri. | 101 207 206 205 103 102 ‘ Departmentalized for part of the total school day. The numbers 206, 102, ete., indicate the rooms to which the teachers move as the children stay in their homerooms. ad per int eac roc to 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—lIn 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 case 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. Exlra-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 ELeMeNtTARY Scuioont Princivas 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 truaney is usually reduced because improved teaching and vari- ety make school work more interesting. The following devices may he 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. Ifave these officers report to each teacher the day’s absentees. Kach 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. Honor the class 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- ¢ 310) cla: tea shi bar est on oth ju ad mi we er th th m $0 de nl use ith nil- ire ri- ay the Vi- eS, ur- for nts 1ce off, est ost 1er “ill the ct. che ty, he nd le- Ture Ninru Yrarsooxk 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 A ‘ghtietiiiinaitcnstiipalais —, Composite Div. M. . W. Th. F rank Pibinn)ka'e'wia'w' sre ices mataoe nwa 1 2 1 1 1 1 I oink a gedeetatia ata wate se eleiaan 3 3 1 3 1 4 aoa han keke ee alnanrs 1 3 1 1 2 2 Db ocivmctabtacarsateaauomacaaees 2 4 4 4 2 5 Pavacsuducendewnct se meweeus 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 granted. 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. ae Ras f ; EACIHLERS 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 ELEMENTARY Scuoort PRINCIPALS COMBINING THE PLATOON AND NON-PLATOON PLANS Rurus A. DuvALi 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 sec- 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 (lecrease in size, we would increase 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 Tue Nintru YrEARBOOK 331 —— — - s 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 am school literature, sat through discussions of the platoon advantages, ey until now they have caught the spirit of the upper grade organiza- ter tion. They have woven many of its principles into the regular work we in the one-room classes. In these classes the thought, position, and 00 activity of every child is changed in some way every 20 to 25 min- ng utes. With two daily basement and fountain periods of five minutes rd. ‘ach and two play periods of 20 minutes each, there should be no stooped shoulders or other physical defects as a result of being tied nd down in school. on In these lower grades one ean find all sorts of life-like actions. ool These good teachers, by use of action words or actions games, get ow responses in action. By means of flash cards and phrase cards, or ld words written on the board and covered with a regular window shade, vol children are instructed to do “ what this says.” It may say, “ stand th up,” “ go to the window,” “ raise your hands,” or what not. In these 3 rooms where teachers have learned to present their work through active play, all the physical benefits resulting from the platoon school on are readily available. es We are not only taking care of the physical life of the children in he these grades, but we are giving them the advantage of expert teach- ing. A schedule is arranged through the principal’s office so that n- writing, musie and art are taught by experts who go from room to en room. If a teacher does not do any of the above subjects well, it has -C- been arranged for him to do something else while an expert in these to subjects comes to his class and teaches these subjects for him. In he this way we are using an adaptable type of specialization, because the he scope of work in all these lower grades is about the same and does or not have a gap like going from the first to the eighth grade. ns In fact, some of our most effective work is done in these lower 1€ grades where the work is unified around some vital interest and activ- is itv. The good primary teacher correlates the work of the tool subjects v- around the social experiences of the children. Getting the expres- sions of these experiences together with the dramatization of stories lo and the observance of special days does the same thing for the chil- al dren in these classes that the auditorium period does for the children 1e of the upper grades. This unified plan does not separate the subjects. I, it allows the teacher to teach children and not subjects. Very fre- quently, numbers, reading and writing all enter the same experience 332 ELEMENTARY ScuooLt PRINCIPALS 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 further 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. CHAPTER VIII SCHOOL MANAGEMENT PROBLEMS SELF-DIRECTION IN AN ELEMENTARY SCHOOL A. Vircinta 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 hes 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 ELEMENTARY 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 wecks 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 Tue Ninru YEARBOOK 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. Duties 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. Tue Nintu 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 thoughtless 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 ELEMENTARY Scuoot PRINCIPALS 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. Le 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 fanatic 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 Ninrn YEARBOOK 339 MAINTAINING COMMUNICATIONS WITHIN THE BUILDING O. D. ENFIEeLp Principal, Eastman School, Los Angeles, California EEPING in touch with teachers and pupils of a large elemen- 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, emergeney and regular. Emergency notices are sent by monitors at 9 a. mM. and at 1 p. 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 Treasurer Representatives to the City Teacher’s Club (3) Chairmen of groups a. First and second eres} ore oe NS These three chairmen meet the second Thursday b. Third and fourth grades aah weal ec. Fifth and sixth grades 6. Committees a. Library b. Playground . , : : 7 rea Each committee has representatives from the different d. Thrift grades. Most meetings at the call of the chairman e. Visual education 340 ELEMENTARY Scuoot PrIncIPALs 7. Council a. General chairman b. Chairmen of groups|,.. a F Seo § chove) Six persons who meet the fourth Thursday of every ce. Principal month d. Vice-principal 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. | 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 ProckRAM 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 sc ot el; fr de te 12 nme Tue Nintri Yrarsook 11:30-12:00 Clerical 12:00-12:30 Lunch and conference with teachers 12:30- 1:00 Yard and seeing pupils and teachers y 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. f ite aid ce In a school of a thousand or more pupils it is necessary to have a ‘i 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. , PLaycrouND RULES L 1. 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. 2. 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. 3. 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. c. 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. 1. 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. c. 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. Enrtetp, Principal Epitn J. Hanson, Vice Principal Ipa IRENE WHEELER FioreNce Ray ELviotr Playground Committce As stated earlier the teachers’ workbook is still in preliminary form, Yet the mimeographed pages of devices assembled under one 342 ELEMENTARY Scuoon PRINCIPALS 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’ WORKBOOK . 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. Scale for rating teachers 13. Ideals of a superior teacher 14. Excellencies of teaching 15. Teachers’ self rating blank 16. List of professional reading CAaAnNourh WNW 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. EE page 135 for suggestions on how you can be of help to the Editorial Committee. ne oo Se Co Tue Nintn YEarBooxk THE DELEGATION OF EXTRA-CLASSROOM RESPONSIBILITIES Epear A. STANTON Principal, Lawton School, Seattle, Washington HE GREAT number of duties for which the elementary school [principal 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. Few 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. TABLE ELEMENTARY Scuoot PRINCIPALS TWENTY-SIX SEATTLE SCHOOLS Number of schools Assigning Duty to each Person or Group Management Prin- Prin- | Prin- Teach- Activity Prin- | cipal cipal | cipal |Teach-| ers |,,_ . Jani- cipal |,#@4 | and | an ers | and {Pupils | Clerks) tors — Pupils} Clerks Pupils Se Ree eae eee . | ee ? | ee See re ere en See » gt Sear | eee earns 3. Basements ORE ee et Se Oe, Aree » 7 eee SS ee 2 Ss aw eewcaions ee, See See ae Se eee 4. Grounds Before school .. ” \ ae | | ae ee ee Ee "> ere ee |) 2 ee eee WAS i. ka e's a | O Bea kes ee See Play petied....|..... - ae See 15 5 | Spee eres After school... 3 ees, See eee 4 | eee See See Se Se Pee Seer eres 1 > ee Ramen 5. Auditorium | RE TERT Tee eee See +) ere ti ae 1 > RS ee! See: eee aeeee, Cerrar, Saree gs re 3 6. Lunchroom Cashier....... i See Seep 1 SS ee 9 | | ee Order at tables Pe Mee, Aer 1 (7) ae 1 SRD Se Pe Meee ere : > See - 4 er 1 General charge} 10 |.....].....]..... i) 1 7. Milk distribution ee a eee mere ae 7 3! 6? ES SE See Sera ee: eats 3 Se . | ee Aes Free milk..... i et Bee Sete oo ee 4 2 5? a eee 9 4 » | ae Se ee 2 |: ee ee Se eee ee Aedee Sees: See 5 a Hee 10. Lost and found. . 7 ee eee See |e ee 13 | eee 11. Projection machine I Sia arc aca bt aia 3 Se Sees were - 3. ee ff a Ordering slides _ re eee See _ 2 eee 4 | ae 12. Phonograph records. ...... | ae See Cee | 2 ee 9 | Seer 13. Firedrills........ >) 3 BE, tock aes : tt ee 1 14. Running mimeograph...|.....|.....|--+-- BD iecshokiewes 1 , ere 15. Running RES: SPURS SIRee: SM Mapai? Sew ana’) eee 1 - . Baie 16. Repairing play- ground balls... Sy SPanee: Fees: Nasr eens Caer 12 13 2 17. Decorate classrooms....|..... ; SS Samoa 1, ) See, Serre 18. Library Decoration....|..... Dewees: _ > Seer St ees, Seer Check books...|..... 1S eee oes 2 ee | | Se, See Care of books |..... De teacecdewwss Spee i Se, Coe 19. Stockroom and bookroom Fill orders... . eee 3 | Sae Se 10 bes eee 3 ee Sees erate 3 | REVERT Seay 3) 2 aa 1 Nurse (2). 2 Cook. 2 Hired out. 1—Tue ASSIGNMENT OF Extra-CLASSROOM RESPONSIBILITIES IN _ me OOO CO Cr cr _ lore Bo) ew ~I “I — bo bo by | Tue Nintrn Yrarsook 345 TABLE 1—Tue AssIGNMENT oF ExtTrRA-CLASSROOM RESPONSIBILITIES IN TwentTy-Srx SEATTLE ScHoots—(Contlinued) Number of schools Assigning Duty to each Person or Group —— om] Prin- | Prin- Teach- N J | epal | 2 3 ; 7 = ergy | ona | Seal | cipal [Teach] er | pupil Clerk anh | Ane Teach-| pupils) Clerks Pupils wer ers , a ee SR ee. Spine , 4 ES 8 . | eee 12 21. Art pictures..... CE eee ae |_|) Se 4 i ee 9 22. Banking Room CN ce BE Revacbonces aes SD re ee 1 Building collection. . . fe eee : i 7 i. renee 7 23. Assemblies Singing....... 3 =A ee ore 2 ee eee See Semen 3 Programs..... 3 St Wt... en . 2 Ca ee 2 Orchestra.....|..... Rip eée RE FE a og Peer ere eee 2 24. Safety patrol....| 12]|..... | ih ee i pee! Stee ane eae 4 25. Weigh pupils....|.....!.....!.. 67} 11 ]..... 2 _, eee 1 26. Coaching | | J a RS eee Stee Aare | Soe Sere Ree 1| 16 Soccer........ ee Aare Repen Aaa : Baa 2 7 ae ee eee eee eee ewes ER Me 1 13 Baseball... .. . ae % aes See Rees ec cers hh SRS AAR 4 27. Girls’ athletics.... 1 | 1 | | 13 5 a ES Ses 10 28. Accompany | | | re eS eee ieaeer ae ae 2) See, Snes eee AA 4 Se ee ee ee uae SS eee ee! ees roe 11 29. Copy pupil | | | | re Re Eee Sapeee Aeee | i eee 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 suecessful 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- ‘al. 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 Tue Nintrn YErarBook 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 welcome 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 ELemMentTARY Scuoot PrRINcIPALS 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 Traflie 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 ]} 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. Mm. 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 Tue Nintu 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 both 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 anda 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 ELEMENTARY Scnoot PrINcIPALs a great deal in schools. School B, cited above, requires all pupils who eat lunch 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. Basic principles and conclusions—W hatever 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. 2. 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. 3. 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. His 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 Tue Ninrn Yrarsoox 351 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. I T 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 ELeMENTARY Scuoot PriInciPaAs MANAGING THE SCHOOL CAFETERIA WituuaM §. Briscoe Principal, Chabot School, Oakland, California ILAT 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 rdle, for even the delegation of duties to a cafeteria manager does not free the administrator from certain responsibilities. Some of these specific 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—A 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. A 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—Too much eare cannot be exercised in the 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. an bil (1) (2) (3) ru Tut Ninru YErArBook 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. (2) She shall outline the duties of helpers and inform the principal of these. (3) 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. 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. (4 ~~ 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—Svuccestep 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.) 1 Concentrated vegetable, such as po- tatoes, lima beans, navy beans, etc. 2 Succulent or leafy vegetables, such as string beans, asparagus, spinach, ete. 1 Vegetable salad, containing 2 or 1 Fruit salad more vegetables 1 Bread (preferably whole wheat) 1 Bread (preferably whole wheat) 1 Dessert (not including ice cream) 2 Desserts including ice cream, such as cooked fruit, custards, etc. 8 BE ELEMENTARY Scuoon PRincipaus | — | Price in | Cents | | | | } JHS | SHS | Re ere ae | 5 | 5 | Salad | | Canned or mixed fruit or Vegetable ee 5 ere 5 5 Fresh Fruit or Vegetable SEES 5-10)5-10 Sliced............. ‘“ “ Meat or Fish.......... 5 |5-10 Potatoes (includes | rr 5 5 5 5 Other vegetables.......] 5 5 Meat dishes...........] 5 {5-10 (including gravy) maxi- mum Macaroni, etc.......... 5 5 Sandwiches ee 5 5 eee eae Be 5 7 Bread or rolls.......... 1 1 3 3 5 5 Hot bread | Corn bread and butter| 5 5 Ee 5 5 ee 5 5 TABLE 2—RECOMMENDED STANDARD PORTIONS AND 1 Standard ladle. | Pru Standard Portion 2 Standard serving spoons. No standard portion possible yet. 2 Standard serving | spoons. 2 Standard serving spoons. 1—No. 12 scoop. 2—No. 24 scoops. 1—No. 3% Fruit dish (Sauce dish) No standard portion possible yet. 1—No. 3% Fruit dish (More accurate than 2 serving spoons.) 2 Average slices sand- wich bread. Filling and butter. Same as above. 1 Slice bread. 1 Roll and butter. 2 Rolls and butter. 1 Cut—4”" x 3” x 2” ‘ES FOR HiIGH Scuoo.s T! Explanation ee ae a ee B > “ D 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. | | re st Tue Ninrun Yrarsooxk TABLE 2—ReEcOMMENDED STANDARD PoRTIONS AND PRICES FoR HIGH SCHOOLS (Continued) Price in Cents Food PCH Standard Portion Explanation JHS | SHS CA 1 1 | 1 piece (Cut 60 pieces to lb.) 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 cream............| 5 | 5 | 1 Standard mold. waste—cannot ac- lce crOAM............ 5 | 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) EE On TN ES TN ee en Pie te 12” tin..............| 5 | 5 | 1 Cut (7 cuts to pie) 10” tin..............]| 5 | & | 1 Cut © cute to pie) BP ME ch clnwanaeme es 5 | 5 | 1 Cut (5 cuts to pie) Nets d5S ede aserk Career 5 | 5 | 1 \% pt. bottle. Orange juice, ete... ... | 5 511% 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 prac- tise passing in the serving line. At Hallowe’en and at Washington’s 3irthday 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 2 Prepared by Mr. C. C. Grover, Research Division, and Miss Leslie G. Smith, Director of Home Economics, Oakland Public Schools. Tue Ninrn YEArBook SANITATION SCALE I. FREQUENCY OF CLEANING A. Tables, Floors, and Counters Dining room Kitchen Serving counter Dining tables Should be mopped Should be mopped Should be cleaned Should be cleaned once per week. 3 times per 5 times per 6 times _ per week. week. 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. B. Equipment Stove Work tables Sinks Should be wiped daily Should be wiped daily Should be well cleaned and scrubbed weekly. and scrubbed weekly. daily. Attention should be given to oven when liquid overflows. Beaters Bowls Chopper Body of mixer Should be sterilized* Should be steril- Should be steril- Should be wiped daily. ized * daily. ized * when after use. used. C. Dishes, Cooking Utensils, and Refrigerator Dishes Cooking utensils Refrigerator Should be sterilized* Should be _ sterilized* Should be wiped _ out daily. daily. daily and _— scrubbed weekly. * Sterilization is used here to indicate rinsing in boiling water. II. PROTECTION OF FOOD Serving counter Supply rooms Kitchen Food should be on coun- Should be well ventilated. Food should be covered ter not more than one Flour, sugar, vegetables, as much as possible un- hour before serving. etc., should be in til ready to be served. It should be free from mouse-proof containers. Should be free from flies. flies. Should be free from flies. III. PERSONAL SANITATION Lockers and dressing room Hair Dress facilities Should be covered with Wash dress or apron uni- Lockers should be _ pro- cap or hair net. form should be _ pro- vided for wash dreses, vided. 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 Scuoot PRINCIPALS 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 purenases 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. Is )]- ol |S= If es Pn ly ch to id ve at he oT, y. hs he be lis by rd he er Id of he ad. ng Tue Nintruo YEArRBooK 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. Evementrary Scuoont Principeaus 360 vg 22 32 Té 02g 6T aavndt © © F&F @w© STeyuepTfoul TOQBT setrtddns queweoeTdey eAlesey TUts pue yseo £4400 eoueTeg syuemesing std Bydtoosy ON Hoag oT 9 L 9 % 2 T SENRQOO0OIOOV ZTSHAAXT NOILVIOMUAAC A. AMOUNGANT SINOOOOV HS VO SONIGVaR] dO AIAWVQ—T] aNQ91g LIIHG ONILNAOOOY Tue 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 AR a wooo es wera mew Wo Postwar wie cx eat a OE 59.5 END go cnniswesans tavnious dieu wien euaenertee 31.0 PN oo pare ahaa os kp Ra ee Re eR Na 45 SE ges san ca ehartaacneen~ctanenos ee eeeeee 2.5 SEINE avin cares aces eemewinerauenerecseenes 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 seale 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 re 7.10 13.64 20.74 +1.26 eee 7.10 13.02 20.12 + 88 Es areas vanes 7.10 12.40 19.50 + .50 ree 7.10 11.78 18.88 + 12 See 7.10 11.58 18.68 0 Oe 7.10 11.16 18.26 — 26 ee 7.10 10.54 17.64 — 64 Bes +enun-eses 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 PRINCIPALS TABLE 4—FInanciaL STATEMENT FOR JANUARY, 1929 Food sales . Purchases To be accounted for Less final inventory rarer NE id iis ccs mncinwnneendadeomenees . Less expense: NS ube tie tannde era eueekinneeceTee ERT TI Te er erm Garbage and laundry oe ere PU SN rss ia Bis Hea a dono mee nee Sesoroaiiscarnc Percent. of cost due to food costs 59 percent + TABLE 5—FINAncIiAL STATEMENT FoR Fesruary, 1929 (Cafeteria under a new manager) kk ree NN i as site esi Sal nA as Wa ae eR OS Initial inventory ...... To be accounted for.. Less final inventory Or ME SUES kas des wewawarenedeeenevencee sen SN NE Sade supuwaacensoemesnanetunawedi . Less expenses: I aa ctercocaatis std homie adeeb addin Baonceiiead a SED, 5 cian carts iuintin' Seda Gem eae amNeEs Service and laundry Total expenses I ee ales aan ee $136.80 10.00 4.00 $389.57 102.62 $430.67 257 81 $172.86 150.80 $22.06 $390.50 286.95 $103.55 137.30 $ 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. Tue Ninru YrArBook TABLE 6—Prorit anp Loss ror Marcu, 1929 Total food sales for the month... .......cccccesees $400.21 EE CI oie iixicics chavdoxsaceeewseeer wes $102.62 PU edvinceaxcuch ress sucesengonske nascent 242.62 Te Bi SOI BR ini cc cee wscewsncnenseonsernsaes $345.24 PE CII iin ice eacs ceedunnacerisseeenieees 104.10 CE OF IE BI asic coh oktasdeecnpeanesencaen 241.14 I OI fs no cc cnc ucmnscn cenne er paurnre $159.07 Less expenses: III « acon c-sciag: piretereima ols nos le niece etstamtcians ... $129.80 I odo. a hc aaa ’y, bol ela okie eR etmane enn 2.50 TINE, ek eshacunecieny ewserwesseenees 10.00 WD hich 5555 ccc eenesaneeevenennees 142.30 CD is. dbs nv ones Secenescnncventisenseseneans $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: tesv 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 Ianagement. 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 {LEMENTARY Scuoont PrRincipans 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 education in intellect 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 Nintin YEARBOOK 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 e 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 7 for the physical welfare of the children, but for the refinement of their lives and manners. 1 The serving counter should be commodious. There should be a O ct Rr @m a Se @ wv Fr)? oe (CO meet — Ns ha we 4 hountiful 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 Scuoon PrRincipans 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. Health 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 consei- 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. Tur Ninrin Yrarsoox 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 oceasion 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 Scuoos. PriIncteas 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—After 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. ee ww Qa nite * ce Tue Nintru 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. Probably 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 WII oon cg ne nten dakeWecccua aunt arew woes Gg ° 1.5 OID sicc:s0-ci eared eakalnne ne neue mania SS. * 14 MEIN 9.020 < tena ies xa eeennieweecse a 63 Teacher ..... Pc alar acti salea acini Se see ew race ca 2.0 10.5 BME 6 is05ccceerks karate tena ene ane 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 ELEMENTARY Scuoot PRINCIPALS 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 éause 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 - ve much more so if earried out on a large scale. Certainly, w. uchers should like to know just what incentive is best to encourage »+*-ndance. The half-holiday reward—We give the cl having the best at’ tendance record of each month a half-holi’ , 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 LT TE Tue Nintru YEARBOOK 371 paying proposition. For example, one particular class succeeded in winning so often that the teacher became a bit humiliate@d. 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- less 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-__‘:em at the left side from the bottom up. Then they make as mai. jeal 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 develop a straight line aeross 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 ease 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 ELemMentARY Scuoot PrINcIPALS 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—lIf 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 cgreful 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. er aa ie a il 373 Tue Nintrn YrArRBooK 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. i ODERN business does not wait for panies to effect re- trenchments. Physicians do not wait for epidemics 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 I 374 ELEMENTARY Scuoont PrRiNcIPALS ACCOUNTING FOR ELEMENTARY SCHOOL FUNDS Lester H. Ricu Director of Educational Expenditures, Detroit Public Schools, Detroit, Michigan METHOD of recording receipts and disbursements of school A 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 1918 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 compa tively 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 (Fi igure 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 Lb) Cock) ~y a Tue 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. 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. “J 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..ustration or REPRESENTATIVE Recorps—(Continued) Cosh’ Cu é 376 ELEMENTARY Scuoort PrRINcIPALS 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—P upils 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. —- sa at we a ome . 7 Tue Nintrn YErarsoox 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. Ilistory 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 distinctly, 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 pe S. 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 ] - oe —E 2 eg ——E 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 8380 ELemMentaAry Scuoor, Principars 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 mh ba | qu i? a d _ K- OO — ——— Tur Nintn Yrarsnoox 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 Iloyt, 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 suffi- 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. 382 ELEMENTARY Scuoot Principas FIGURE 1—Letrrer Sent To PARENTS PRELIMINARY TO HEALTH EXAMINATIONS NATHANIEL HAWTHORNE SCHOOL NO. 265 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 which 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 ow: NTN NS on? re- ed ——EEE Tue Ninrun Yearsoox 383 About 1915, we concluded that we were developing in our dis- trict a maudlin sentimentality and usurping the care that should be viven 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 PrRINcIPALS TABLE 1—Corrective Work Dons Between 1926 Anp 1929 Number of Type of treatment e pupils Dee CIID. oo acon ccs cnteecsccenncessstetevenvesesssveeseessene 151 Eyes examined and eyes treated..........ccccescccececccccccccsecess 79 CE WONG oo vdccccccncdsecescccrseccacverscassevercers selgmatoane 40 prs. X-ray pictures taken at dispensaries...............eceeeeeeeeeeeceees 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 — ————E Ek Tue Nintru 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 aclivities—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 Princrpars 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 effec- 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 Tue Nintrn YEArRBooK 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 Scuoot 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. Cw .e*) — — | _— ~S 6 vy VW \we (Ye ee) — Aw ] — wre be ls, Tur Ninrn Yrarsoox 391 “and unless we are the healthiest school and community in town, we can 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 civies.”” 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 providing 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 kygiene 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 civie 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 underweight 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, clinies, 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 quality 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 Scuoort PRINCIPALS phy departments found abundance of material in their subjects for stressing the value of health. Special cases—Children who were more than 10 pereent 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 care. 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 sanitalion—The hygienic care 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—It 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. err ee a oe € ~ ~~ —w ~ al at up in he ———— Tue Ninrn Yrarspoox 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 became 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 once 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 before 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 Derecrs Correctep DurING THE HeattH Drive c.. re er ane ere nee 151 III ocr a a vem cna ace eoun sais toenea ea 92 IEEE or acan 6 oc ks sick wrusicam dawn eee one 199 II aor oioruienco bain boats Wena aeaer ee Sara 13 RN I oi siccineceacn wan enah eae eweaae 44 PN MIO cc: cis dare situa mame cedawesiene le leieews 23 394 ELEMENTARY Scroon Principarus TABLE 1—Puysicau Derecrs Correcrep Durinc THE HeattH Drive—(Continued) I og a aden edt niuntanw hick WED aaharaiiie 4a 20 PR OI 55s Diino bine Racers We 5 Heine 29 IR I oS '5.o secsits say seminar mcospean oseracaninw atlets 39 I I is Sse die @ acd eto wide ia awe Sen deme ais 23 NN tena nundln wimngnns ena iio aah 13 PN I 28 accra or isis “isda nay Sain RR area bares 34 a 32 Ne SE CUD ic iccccec nennceannence tenes 24 Underweight corrected .........cscccescccccvccecs 155 RIS GONNOONOE | ik nk hho ik cicnicwcvinnd pedceenes 44 SE MONI 5.0 sn io senccwde deotexcascaans 4 OEE oon iid. a bahicswhige aReedaneb eukeesess 1 ee ION kei ede seed dnwe heehee 10 coh ha macs ans aS edavad cow neck eatedioatoed 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 whe still have defects have assured their teachers that their defeets 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 educalional 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 E. Chase, see Chapter XIV ee ores —E or Ip ht ho id le cl. ir re ch ict “aul — ee eee 2A re ee Tue Nintn Yrarsoox 395 A QUESTION OF WEIGHT C. I. FLeMiInG Principal, Clinton School, Saint Louis, Missouri OR SOME YEARS we have been told that the health of any Pavia 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- jactory 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 lhyper-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- feetly 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 Scnoot Principars 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—aA diseussion 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 inerease 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 case of any loss, the ecard 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—CuHANGEs IN WEIGHT Over A Periop or THREE MontTHS Group Changes Number of pupils Percent 1 3 | cS oe ee ee 19 41 2 acd Pein oe are ee ee tater arg 16 3.5 3 Loss in one month only................. 66 144 4 ee We I oss cha bc e ce cae Paeace 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. . Tue Ninrn Yrarsoox 397 Figure 1 ST, LOUIS PUBLIC SCHOOLS WEIGHT RECORD we —_—— Ve SCHOOL HYGIENE DIVISION WEIGHT IN POUNDS m > 0 Zz ZI ° 2 N ° z 4 > id c z m 2 m v 2 m “a m z 4 2) > 3d 9 ~ WEIGHT AT START HEIGHT IN INCH MONTH SEPT.| OCT, NOV. DEC. JAN. FE MA A MAY |JUN JUL AUG WOON IOOHSS uvVSA IOOHOS ELEMENTARY Scuoot Principas Ficure 2 The teacher mav use this space each quarter for special remarks. Parents should examine and return the report. 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 1 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. Ture Ninrn YEARBooK 399 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 up 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 care 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 eall. 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 can be recorded by the school scale. 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 PrRINcIPALS 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 Tue Ninru Yrarsoox ACCIDENT FACTS AND SAFETY EDUCATION G. C. GraHaM Safety Engineer, Board of Education, Detroit, Michigan OT LEAST important among the many foundlings which have N 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 sueceed 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 Public Lighting Commission. Obviously, our first problem was to find out where these school child traffie accidents were occurring. A comprehensive city-wide spot-map was made, upon which the location of every accident was indicated. Ly 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 difticulty. Likewise, some thoroughfares had surprisingly high accident frequencies.’ FIGURE 1—Secrion or Derrorr Trarric Survey. Mar SHowine ACCIDENTS TO CHILDREN DurRING 1927 ANp 1928 ome Lesaenal | A LL OPedestrian injured ~Day @Fadesrian injures Night BW Pedestrian Killed Night Ld} L___] Gifedestrian nities my A injured —Day 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 loeali- 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. res mit and ‘ible eta- tee. ——————————— Ture Nintu YEARBOOK 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 frequency 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.—AccIpEnts In 1927 To Detroit PuBLic ScHooL PuPILs Total " Fatal Pedes- Pedes- Non- Pe oad Mile 2 99 pe VI. The second general meeting . 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 Pun; safety and to acquire the necessary safety knowledge so P: Pupil | that he may be able to cope successfully and intelligently articipation with every new situation that might arise in his every-day life or in the life of his associates. J 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. J 3. To help to launch a city wide campaign for the general safety of the community. Cc ee Nots:—Safety education is not only a training in pre- canadien vention of accidents but it is also a vital part of training in useful and intelligent citizenship. 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, ereby enlisting full teacher cooperation. C. Tur Nintrn YEARBOOK nt 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. anf VIT. Group meetings of teachers Nore.—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: ty ’ 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 n 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. baal v 4. Participation in community activities. f 5. List of activities with their outcomes, as in preceding grades. Of course, n 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.) f Notse:—These group meetings will be regarded as opportunities for the teachers , to engage in free discussions of common interests and common problems, The t 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. oo" ae _TEACHER’S R6Lte—“ Provide those situations which call the active virtues of citizenship into play and make their exercise satisfying.” wou way * Activities will be constantly stressed because growth comes best through self-activity in typical life situations. 414 ELEMENTARY Scuoot PRINCIPALS Situations and Activities. ~ Games Play—Going to and returning from school Policeman, street corner, autos, wagons, pedestrians. Play—being lost name address parents’ name telephone number. Outcomes in terms of habits, attitudes, ideals and knowledge. Habits of going directly to school Habits of going home directly from school > Habits of not playing in the streets Knowledge of direction Respect for those in authority Useful knowledge if child is lost. 4 Dramatization Traffic officer children-trolley signals, ete. Language Relating home experiences Looking at books and talking about pictures Looking at safety posters and talking about them Listening to talks given by pupils in intermediate grades or by members of safety patrol. J Art 7 Cut-outs of various things pertain- ing to safety. Music Safety songs Many interesting ones for primary signal Knowledge of signals Attitude of regarding the officer as a [sea of waiting for traffic officer to J friend. Safety knowledge Attitude of safety being developed A desire on their part to safeguard them- r selves Respect for and patrol. Spirit dered. obedience of traffic of cooperation engen- Habit of using a scissors correctly Pleasurable attitude toward safety. classes. J Playground activities Reading: Spirit of fair play; cooperation Signs Safety knowledge. Posters, ete. 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. j} 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. des, fom to *m- ffic en- afe ol. ‘Tur Ninru YrArRBooK IX. A safety project for the fifth and sixth grades A. Ai s. 2. 3. 4. B. M 3 2. - 9 5 6 7. 8 C.A m ms: If children are to be happy, useful and intelligent citizens of the complex life of today, they must receive adequate instruction in accident prevention. 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. To have the children make an analysis of the situation around the school for the causes of accidents and then plan to eliminate them. To lead them to organize a safety squad service. aterials: Newspaper clippings from the local press concerning accidents to children. 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. . Material obtained from the police department and traffic officers. . Literature from the National Safety Council. Literature from the Department of Motor Vehicles. . 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 ishap 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 Planning for the safety campaign. Or-| Learning how to work together ganization of committees (appointed PY 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. ELEMENTARY Scuoont PRINCIPALS > d. Graph committee. 1. To plot graphs showing number of accidents during a series of years in Stamford. Members to get this mate- ¢Skill 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. 2 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) e. This traffic squad will be under the guidance of the sixth grade teacher and principal. The group will organize, and write its own constitution. A spirit of real helpfulness en- gendered-service. ~~ nd E. Natural Correlations: 1. English ( Personal experience Reproductions of articles read Oral 4 Three minute speeches for lower grades a 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 | Lette 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 Dept. of Labor State Police—highways. Local State Dept. of Commerce Lighthouses, and coast survey. National Tur N INtTH 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. (a Illustrations for slogans or for safety stories. Illustrations of traffic signals. Printed slogans; cover design for safety booklets. Po- 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. ce. 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 Norn:—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 ELEMENTARY Scuoort PRINCIPALS 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. teas XII. Measurement of results A. Safety knowledge “HE Nintru YEARBOOK Tuer Ni Y c 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. C. Safety attitudes and ideals—an unsolved problem yet. No method has as yet 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. AIIT. 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 in the New Curriculum. Interesting the Teacher in Safety Education. 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. 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 ‘Russell, Charles. Classroom Tests. Ginn and Company, 1926. Publisher Macmillan Gov. Printing Office, Wash., D. C. Lyons and Carnahan American-Viewpoint Society Nat’ 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, II]. 420 ELEMENTARY Scnoo. PRINCIPALS AXIV. Books for 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. 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 ? | Children 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 : Maemillan : Macmillan Noble and Noble World Book Wagner Winston Winston Winston ; Longmans Scribners Author, Boston, Massachusetts Author, New York City 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 Scnoout PrRinciPaus the stairway a mass of flames¢ 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. Kither 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 cry “ 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. ve ve Tue Ninru YEARBOOK 493 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 both 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 ELEMENTARY Scuoot PrRINcIPALS 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 ~~: —_> ocr me ee el ml ee = —t— inane Of , res Serv Tue Nintu 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 inguiry 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 uumerous other administrative duties as important as conducting 426 ELEMENTARY Scuoot 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. he y n. l]- r- th ls Sr er n- <3 nh Tue Nintu Y EARBOOK 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 (‘. 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. Ilunt, 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 ScHoot PRINCIPALS 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. ns 1g be to 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 ecards 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 eared 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—In 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), 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, Cali- fornia. Two forms for the inspection of buildings for fire risks and condition of equipment were sent in, one by Superintendent Bauer 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 Tue Ninrn Yrarsoox t FIGURE 1—Rat1nc SCALE FOR FIREDRILLS AND BuiLpING CONDITION a FRESNO PUBLIC SCHOOLS FResNO, CALIFORNIA FIRE DEPARTMENT INSPECTOR’S REPORT at The inspector will please - a circle around the number which in his judgment best t- 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 re of the school, and the original copy delivered to the Fire Prevention Bureau of the 1S City of Fresno Fire Department by the inspector. 1] Approved: W. R. Witu1aMs, Chief Engineer O. S. Hussarp, n ; City of Fresno Fire Department. City Supt. of Schools iS tionally Superior | Average | Inferior | Po« Credits b ry Superior | Average nierior oor Allowed 0 A—Fire DriLis 1. Promptness of movement and exit time............ 9 8-7 | 6-5-4 3-2 1 ” 2. Orderliness of exit.........| 9 | 87 |654| 3-2 1 IS ——_——_}-,}§$ |} J J | d 3. Care of ill, crippled, etc... . 5 4 3 2 1 e 4. Lines clear of building... . . 5 1 3 2 1 | 5. Prin. (or rep.) on station. ... 3 y l Not at} all 6. Rooms reported empty.....| (all) 5 4 3 2 1 7. Fire extinguishers manned ' -~ ij (including hose)......... 6 5 4-3 2 1 r 8. Street gates open. . ....| (all) 3 2 l None |open 9. Exit doors open eee 4 3 2 1 i 10. Class doors closed..........| (all) 5 4 3 2 1 . B—ConDITION OF PLANT : 1. Corridors and fire escapes ) Re are ee Ht 6 5 4-3 2 1 ' 2. Condition of heating plant. . 5 4 3 2 l ) 3. Cleanliness of basement... . 5 4 3 2 1 » 4. Cleanliness of grounds...... 8 7-6 5-4 3-2 1 5. Condition of fire extin- - A ere 5 4 3 2 1 } . : 6. Care of oils and other jani- i tor’s supplies............ 5 4 3 2 1 ’ ; 7. Care of gasoline, acids, etc. . 5 a 3 2 1 4 8. Condition of lunch rooms | : ONE IOWEE So oa cence eses 6 5 4-3 2 1 Possible Score.......... 100 ; Score made BF ae eta one eos ES Ee I, OR , S08: ... NE iv cay deren obey ceeeeeKens Inspector 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 8. FIGURE 2—Scuoou Inspecrion BLanx, 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 oA Bi Qa ~ = — Gr ™ \v —-_ Tue Nintrn YEARBOOK 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: No. No. No. FIGURE 3—New Or.EANS INSPECTION BLANK INSPECTION BLANK New Orleans Public Schools NAME OF SCHOOL: LOCATION: . 1. Give date of last firedrill............... HithivitrnsnnithaReekneen . 2. = * . 4, State exact location of nearest Fire Alarm box?.................eee0e- Give number of box, and say where key is kept, if not of keyless type ee . Do vou know how to turn in an alarm? i: Tt Fe SS ona Scincnndddtncstireceenneccnsnnennudthiateekens iT CI oii ssc thaw arene ice aen micnunplnars Nekis Stina Riaaa eam . Is there any rubbish, such as old papers, broken furniture, etc., in the attic? er ee ay (This may cause a fire and help to spread one.) . Is there any rubbish or scattered kindling in the basement?............. 1h si ica i ite Ane Se (Most fires start in basements.) . I$ there any inflammable rubbish, dried grass or weeds in the yard? OE ee ee eT Lee (A small spark may cause a fire.) . Are floors under stoves protected by metal or otherwise protected?...... One ate ae ee ee (Many fires originate for lack of this protection.) ELEMENTARY Scuoot PrRINcIPALS FIGURE 3—New Or.eans INsSPecTION 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?.............cccccsccccccccces (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? Situitee Rake kati eae D eallad Aa ete eins (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?......... No. 14. Do you use or keep gasoline in the school? (A dangerous practice and not allowed in most cities.) ek es ee SE A i ee Se Bron bc ante dsnncs kncdnereccsiowianses (They cause fire by spontaneous combustion. Keep them in metal out of doors.) Bho. 87... Biawa wee. ole Tre CM? ooo oo oa oon disks cc sicceccvcscdivncdeccecs (As essential as lifeboats on a ship.) No. 18. Is there a collection of waste paper, old rags, or other inflammable ma- See me NN IO ON os iin cc acies cnatadsewmagaxncdewnaves es (If so, report it to the principal.) ° 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? COOH ERE HOHE HEHEHE HEHEHE HOHE HEHEHE EEE EEE SHEESH THEE EEE EE EEH SH SG No. 21. Have you examined switches and fuses of electric light system to see that they are all in order? COTTE HEHEHE HEHEHE EEE EEE HHT ESE HEHHOH HES EH EHH EHH SHEESH EE SHE HEHEHE OSES EEE SEES 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 whiy 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- ad n? re ke ut Tue Nintu 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............ rer er rrr sseeeeee 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?...............2+eeeeeees 2. Have you cleared out the trash from your attic?...........cecce eee eee eeeees 3. Have you cleared the grass and weeds six feet from all buildings?............ eee mee ee HHO HEE EHEHSHEH HEHEHE HEHEHE HEHEHE HEHEHE HEEHEHSHESESEEHHHHEHT HHH SHH HEHE EHS CO OEE EEE EEE EERO EHEHEHEEH HEHE HEHEHE HEHEHE EEE HEHEHE 1. Are ashes always placed in metal containers?.............cccccccceccccccees 2. Are there any matches in reach of small children?................ ccs eee scene S. Te an epuedlinn beept tm yer ROMO ao onc cc ccccecccccscccsssccesencansecesonse Signature of pupil.............. weatevs Rotkcn canons ao knee eee DOE he iin padacncperatecaenkee ese tanae ene kas pee eEas Parents who are willing to cooperate in this removal of fire risks are asked to sign here CORR OEE EEE EEE EERE EEE EHH HEHEHE HEHE HEHEHE HEHEHE HEHEHE HEHEHE HEED 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 PRINCIPALS 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 followed 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 recall 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. CHAPTER X PUPIL PERSONNEL PRACTICES THE PRINCIPAL’S PLACE IN PERSONNEL WORK F. B. Rices Headmaster, Indian Mountain School, Lakeville, Connecticut I1E 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 inculeation 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. 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 necessary [ 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. He 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 He lat 1as n- ed ite rk he es er of ne li- re ct DM Tue Nintu 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. SupPLEMENTARY 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 ELEMENTARY Scuoort Princrpars 6. Has the boy had mental or achievement tests: (a) At home or with friends? (b) In other schools? Where is such information available? (c) What were the results of these tests? 7. Does he like to read? What? How much? How often is he read to? 8. What are his sleeping hours? Sleeping habits? Does he have a room alone? If not, with whom? 9. What sort of play or athletics does he most frequently engage in? 10. Give a brief account of his interests and achievements in music, art, nature studies. 11. Of what has he made collections? 12. What are his principal interests and hobbies? 13. In what form, if any, has adolescence made its appearance? 14. To what extent is your boy acquainted with the facts of reproduction? 15. What are his particular aversions and dislikes, if any? 16. 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? 17. At what age did he stop wetting his bed? 18. Has your boy been easy or difficult to control? Has he ever shown signs of unusual temper? At what age? What form? 19. 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? 20. 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? 21. 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 22. 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 ree’ A ggg Son Pe ST eye PONTE Tea et et a ad ee ll cee PUPAE oe ye Tue Nintu YEARBOOK 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— Seperate “ER, Tue Nintrn YrarRBooK 443 Conclusion—Loys 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- 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. ULLETIN 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 attractive as possible-—II. I]. Gragg, see Chapter XIV a | 444 ELEMENTARY Scuoot PRINCIPALS STUDYING DIFFERENCES AMONG SCHOOL CHILDREN Leonard M. Parton 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—HWere 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. SP EP aa th m Tl to m Ci el Pp p il RSE TPR Tel ee) Tue Nintru Yrarsooxk 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 Scuoot 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 we vel bu on sel a an ch CO — ~~ \w ae Tue Ninru Yrarsoox 447 were. Practically every class divided itself into three parts—a few very bright, a large group of mediocre ability, a few below grade— but in almost every class there were the extreme cases. Let me cite one or two instances. 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 a single phonetic sound correctly, could not recognize a single word, and had no number concept whatever. One of these, a frail anemic child, nearly seven, had what might prove a compensating talent. She could play on the piano almost any ordinary piece of music that she had heard—using both hands. Yet the specialists who examined her only last spring, said that her mental age was so low that she could not profit even by kindergarten training. A trip to the coun- try was recommended, where the poor, undernourished little thing could build up her physical being to the point where she might be able to do something mentally. That is one extreme. 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 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 abic to make the second and third grades this year. These are not isolated cases; they can be duplicated in almost 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 448 ELEMENTARY Scuoot PRINCIPALS 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 RN pistes) PS ch: an th st a Oe TORT TORK FS pista) > ey TREY Tue Nintru YEARBOOK 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 Menta 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. V 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 #...... WS <. ec 6na4 aubecanvenie? B. G. Total 3 years under age ( 9.6-10.5) Approximately 10 years................ =. = & (10.6-11.5) a ae ROE RHR 1 year under age (11.6-12.5) Approximately 12 years................ STANDARD AGE (12.6—13.5) se a EOP re 1 year over age (13.6-14.5) = BL) pitas ches cane 2 years over age (14.6-15.5) Approximately 15 years................ a. - 2 S (15.6-16.5) ” My 2 = DBD eA ™| Tue Ninrun YEARBOOK 459 red One day at the table, when he was trying to tell something to the the ' — family, he had the following remark hurled at him by an over-harsh was father, “ Shut up if you ean’t talk.” Fortunately, an alert, inter- ily § ested teacher and the presence of a child guidance clinic in the city, m9 made possible some changes in home conditions. The father came ate to realize that his handling of the boy was largely responsible for his a speech difficulty. Why do many psychologists believe that it is the duty of educators he ff to make a study of these maladjusted cases when the home is respon- in F sible for the creation of so many of them? There is justification for of § such a study because the school itself must bear some of the blame all | for their production as well as the home. Nervous disturbances found sec CU in later life can often be traced to the repressions of early schooi as : life. The record of school failures also gives us an adequate reason for attempting to better conditions. Reavis, in a study of high school 1ic failures among boys, gives six major causes.’ The two causes most he frequently found were “personality difficulties” and “‘ ineffective lly habits of work.” It seems quite possible that both causes can be sd traced to conditions for which home and school are responsible. dle These conditions should be recognized not alone because of their er effect on the scholastic achievement of the pupils and the elimina- th tion of failure but because of their effect on their future success. ay Constructive tendencies in schools—So far our school development “wa of edueational technic has been in the intellectual, physical, and ir | manual fields. Adequate provision has been made in only a few ak ff schools for the development of the creative abilities of each indi- vidual. Many principals who have an earnest desire to provide such en ff possibilities may be unable to carry out such ideas until there is a 1¢- greater interest on the part of the teaching body and the public. de fF Some educators are wisely stressing today the need for differentia- to ' tion in curriculum requirements to more efficiently meet the needs ng of the different ability groups. Such a plan has been clearly pre- ve ff sented in detail by Hobart M. Corning in his book, After Testing, if What? The plan as worked out by this author along the lines of abil- ity grouping, with its consideration of individual differences through Hi- differentiated curriculums, has a direct bearing on individual morale. ty. The three years of close contact with ability grouping in our own of city substantiates this opinion. The feeling of success that accom- ht panies the efforts of slower pupils is productive of a happier spirit, d. which creates more desirable attitudes and a better school morale. ‘Reavis, W. C. Pupil Adjustment, p. 107-16. 460 ELEMENTARY 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 maladjus!ment—Failure 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 oniy 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. a x ates er FTE rh sat 461 Tue Ninru YEARBOOK matter-of-fact attitude toward all offences, as they know that many . undesirable traits are merely symptoms of a badly adjusted emo- On | tional life. ble An illustration of this is shown in the following incident that its occurred the past year between a thirteen year old boy and his sixth ch grade teacher, a woman of unusual ability in the handling of be- its - havior problems: Miss D had been noticing all the morning the odor 7 of tobacco whenever she went near John, and this was not a new ye & experience. Later she encountered him alone in the hall after dis- oa missal so stopped and said, “ John, you are smoking, aren’t you?” i 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 ws é that I can stop you, but I just wonder why you do it. | know some he people who smoke because it makes someone angry. Is that the ry reason that you do it?” Her objective attitude disarmed the boy and i 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- ny culties, for it is here that the child makes the first contacts with ‘h authority in the world outside of the home, and he is faced with a ‘d } new series of competitions. The kindergarten teacher’s attitudes and ” strategie 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 e 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 m4 — ee e . stand, told Mary that unless she answered the question it would be necessary for S 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. i ‘Allen, Elizabeth. “A Mental Hygiene Program in Grade School.” Mental Hygiene, April 1929, p. 289-97. 462 ELEMENTARY Scnoor, Principas 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 Hopkins 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 public 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 atten- 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 clinies, 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 Tue Nintru Yrarspook 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 school 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 our 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 methods 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. * Reavis, W. C. Pupil Adjustment, p. 57. *Van Waters, Miriam. Youth in Conflict, p. 97-99. 464 ELEMENTARY ScHoot 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 Clrild.’ 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-study 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. ee of Arne rs his - ch in, —————————e Ture Nintn YEarBoox 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-auditori'um—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 careful 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. Tiowever, 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 Scuoot 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- cott, see Chapter VII | Tue Nintn YEARBOOK 467 0 THE VISITING TEACHER AND THE PROBLEM CHILD ; ’ Marcaret Knox t Es Principal, Public School 15, New York, New York } 3, ACH MORNING as we open the newspaper we stand aghast is at the crimes that are recounted. We are shocked even by those papers whose headlines tell us that they contain only “ the 0 news that is fit to print.” Our jails aud reformatories are filled with is | 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 “a criminals were boys and girls in school within the teaching time of a most of the readers of this yearbook. Is the school interested l- | in this juvenile delinquency? Have we left undone anything that 0 we might profitably have done to have swayed these youths toward y | a different career ? h 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 1g can speak for one of the large schools of New York City. It is our . ff experience that the maladjusted child when neglected is the poten- r § tial criminal; but when discovered early that child may be adjusted d ss - to a happier life than that which would lead him into crime. q The young delinquent today was in many. cases the “problem A child ” in the schools yesterday. He showed his rebellion to life in the H classroom; he rebelled against the teacher’s authority; he did not z 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 ELEMENTARY 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. He 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. Ile 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 witii 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 reae- 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, reec- 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. al Bu ts C- h F f ¢ ' es Tue Ninto 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 cases, 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 ean 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. Srory 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 Se Rk ad Se es | \w 2? 8 tle Cl i &. — 2 oe 1 RR ETRE +e ween ote Tue Ninrn YEARBOOK 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. I1K 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 VIT 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. [lere 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 prc‘slems 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 sltudy—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. a— Ww ~V~ \e \e Tue Ninru YEARBOOK 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) Psychiatric 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. ELEMENTARY Scuoon 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 ‘ach 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 diffienlt 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. EK 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 ee d i- mop meres ea hae hi Tue Ninru Yrarspoox GUIDANCE IN THE ELEMENTARY SCHOOL H. G. Masters Principal, Allen School, Pitisburgh, 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: GumaNcp 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. ELEMENTARY Scuoot Principars 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. ce. 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 & 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. Bb. To provide material in the school library that will aid in choosing a high school course or a vocation 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 . That pupils will choose their courses in high school more intelligently . That pupils will do better work in high school and as a consequence will remain in school longer That pupils will choose their vocations more carefully and will keep out of “blind alley” jobs That pupils will develop a better attitude toward the school That pupils will remain in the elementary school to graduate before going to work That pupils will come to appreciate that the school is a vital factor in their present lives. Q wp mo The guidance teacher interviews puptls—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. i at at oe EE ~ oe THE - ‘ Nintu YEARBOOK 47 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—Gu1pance DEPARTMENT RECORD Allen School ee era ey err eo PR ae Silence hen oud nee wean Date of Birth—Month........ Seca EO 9 | wa piensa ea oie oe S equals Superior M equals Medium Inf. equals Inferior Character Traits 7B 7A 8B 8A School Standing 7B 7A 8B 8A Physical: English: I ii ai ciece w Mose wh nis Bim ara a Serko PE OS ae Re er oe NS in. wstve wicovicsg ore Aion oan wena AS sa 'caw and oh eesind eedinw ees tic cnikinnnin wise anata teas eee EE sea iste eects See ee Personal: a See ements ange Cn... Oi ciensaki ae eehoeene ee ee re Ea ae een ete Social: DI oso Fax coc emehawct enue eee ee ee EE ee re eae eae RI oooh hes ac srana racic coe oaiumaialgnarea EE s0c ilk sraeees Geko eebe ET EI 5 a 0 sci 6m easel 8 Special: NR ea 26 Vi sece ve ie advees PROS Re eee ee Oe ieee MI oe eos. wn « nicdin rer Scia ao aoe RE Se eee REG Soe ee" pe Physical Education.................. ie iin two wninnnn Okae PP osc cote nov ease econ I s,s scan Seen eae a Canes WEN aan ek ek oN dk Oke weeks Has been a member of: Has heid offices in: Office Home Room Home Room pee ere CE end cw ncncnswep. Cvintemureieee es Student Council.............. IEE. Gos Sacweesea “Soe GNeecnnn Ads AfUuT =4ur WmnIPEW/ =W } sroquh A4BdNG =o Paney Siysuepoy? & 1 Yy Co [e4auap Venjoun Papuius~40204/ ssoulyyepuadag PePulM-9Wapery S/q Ssapeary eruvseadd, DAI JON IUT Asa ano) hajsn Puy P22) ey Sus ag T Ay.2g SAauey Ayjosog *Jjauey BueasT *uayiz paqey “Suey og apsj9 ‘snds07 AiMoy Suuo7 pHeqy fuMosg souvary ‘232297 WS YY ne ra 4 NY) 429Y SSIW | elslel ule at SOWUIRA/ d FAW | = YOY ‘SW | ol = ZAILTi zl wl vin SY4UN SSIN | E|E/] w 1M) 2)/ Fl w n a < — — Oo Z — (e=| = =} o io) 9) o TN ~ -— | : 3 by diys4eso Yoo ey SAIZRIDIUT 5 3S RS Sd Iq 40 SONLLVY WLLOVUVAD NV OINSaVOY Yod WOT AUVIWWAg—z WuOd RP oT Tur Ninru Yrarspooxk 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. ‘iE page 135 for the questionnaire which should be mailed to the Editorial Committee. 480 ELemMentary Scunoot PriInciPats CUMULATIVE SCHOOL RECORD AND PUPIL ANALYSIS J. WAYNE WRIGHTSTONE Principal, Hamilton School, Summit, New Jersey r Vik IMPORTANCE of “Good administration before good supervision ” 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 card 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. *Published by the Bureau of Publications, Teachers College, Columbia Uni- versity, 1928, p. 12-17. Sa on i FIGURE 1—Puprm Recorp Carp (Front—3 x 8) SISMIWNY SSH ONSL-I QNODZSY 1S3.L LNSW3ASIHOV IWANNY -T Apacy quesay |. "$244-S\V) GF- GF] Gr GF] OF- OF G- 6t] ABA @) (2) (£) (F):22Udpis2y WW] | 2[me2g] W404 | sed ge MEN | BRT 3 Puyary 27ed4}18 “YSHLOW QNODSY LSAL SINSDSINIBLNEI 2 Bursary 222\d4"'g *yYBIHLVS ‘4 ro) re) 8 a < = by be = A Lam! 4 = ee §SADIS}S*ON %4241049 “ON vorqed N230 UeIpsenHac yudsedg fo DWQN | N area | Aea| ° acvduysig | *xeS| are radi) 35414 DWeN 4824 4 (QXQ—INOUq) GuvO quooay MW4og—t AUYNOM cae Ahad os Plone — | -_ oa ~ Ln ' ' » = + om . , ’ S~- s aes ao S&S rm D “ef @2@eAamts iis -— i se “3% ) @ w& € =~ ome ° e ' —) -~ a ~~ AS ee > = q ~ — oO SS [eB] La = | ‘ ery x =o Oem O° OD BB Sets &F Sea a FP © cS oo CF so Ss = — S© Dees = Md = areisuig Si souPoig +Sueiyoug Tosus NIL + Aomnyag PrinCIPALS TJe> pow TAs0gS IH [RMP A poy TSHAQUIyY wuepiny Aaoysiy Ayn ALNSWd013A30 ALTIWNOSYSd- “Add WAON oune *qe4 "3402S , asy SO199OH [+ Sorgrsaded RyiAar>y | AQAA | OF- oF] SF- OF] OF- OFF bt- OF 6F- OF] O6F- GF] APOA sutog } LN 3WdON3A3d WIDOS-AL | LNSWdO13N30 WOITS\Hd- HL 3H -IT | QNOOSY SALLY WWD TOOHIS NOLIIWWH = L as < Zz = a rs ~ = IM} JH] aN] 2H} ay FH] OMT OH AAT HE AT aH (Sx ¢—asuaagy) dav axoosy W4od—~Z WHAOIA Tur Nintriu Yrarsoox 483 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. | a a 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, Bb, C, D, and EF, that the following terms should be entered : Accelerated——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 education. Not only is health a factor and end in itself, but it is also a factor in its relation to success m classroom and extra-classroom activities. Is there not sufficient evi- dence that an undernourished condition can affect scholastic success ? Is this a problem of integrated administration and supervision 4 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. d 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. Ilas 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 card. 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. —_ — ere yes ir- d- it d ty 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 deeade has witnessed a changing conception, and we think an improved one, in the aims, methods, and fruits of school 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. Nalure of good school morale—Good school morale is a power- ful, indirect foree coming from the whole body of teachers and stu- [ 485 ] 186 ELEMENTARY Scuoon VPRrincivars dents and exerting a compelling foree 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 world outside, right things can be made popular and the enthusiastie coop- eration of all 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 watehful super- vision and friendly leadership will suffice 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 publie 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 4 Teer SRF ET ORI eee ee Tue Nintrn Yrarnoox 487 the the number of these problem children increases, the school is thought y of of and spoken of a “ problem school.” Is it not rather an “ oppor- ld tunity school” and does it not bear the same relation to the school op. - system that a sanitarium does to a community? Will not some prin- ght § cipal and some teachers here find a great field in which they will have itly many opportunities to stimulate and elevate the lives of neglected sti- § children? Are not these children a menace to the community when of their needs are ignored and their faults are allowed to grow and . strengthen ? of ff Psychiatry offers aid—The comparatively new science of psy- vill FF chiatry is awaiting admission into our school systems. It has scareely les advaneed beyond listing and classifying the several types of delin- ich | quent children . We have as yet no scientific remedial work adequate ing to cope with the need. The problem is widely diffused in all school the F systems and it is difficult to deal with it effectively. Perhaps, in the er- | near future, some adventurous and courageous superintendent of od & schools will segregate and classify all the anti-social children of his Hi- | system and place them all in buildings under the care of men and | women of highest character, rare skill, and of successful technic in of | meeting the problems they present. When this plan is tried, the to benefit to all children of the system, including the so-called “ prob- ng lem children,” will be so great as to warrant its widespread adoption. lt, | Then we shall have schools of normal children in which principals rs. | and teachers can give full time to the work of instruction and the ir- improvement of instruction. No one has yet studied and reported nd : the great loss to effective teaching when teachers, untrained in psy es, | chiatry, try to quell some brainstorm or to discover some stolen re article or to coax some refractory pupil to conform to decent school behavior. at- off The psychiatry department in the problem school—The psychiatry el § department should be housed in the building with the problem school ne § with the anti-social and under-privileged children, and its assistance Hy 4 should be immediate. Make it possible for psychiatrists to deal with sat : the offenders while occurrences are fresh in the minds of all con- ti- cerned. How often a child afflicted with brainstorms is interviewed ve | by the psychiatrist weeks after his tantrum, and on a day when the Oi child is happy and emotionally undisturbed. The value of psychiatry o and its usefulness in the school system can best be demonstrated by ed establishing the ‘“ problem school” as a moral sanitarium for the el afflicted children where their ailments can be diagnosed and treat- sa 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 Scuoout Principats nated from the regular schools, we should greatly 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 statistics which show parental inability to carry the burden imposed by statutes of the state. New Jersey teachers have recognized the power and the riglit 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 1e8- “he or ool eir ta ble uc- ‘ict the tic rht ol. OW he rhit ive eir ei ed ed ies nd ey en ils he ir ar- ec is- = Tue Nintu YEARBOOK 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 ELeMentTARY Scuoont Princieats Seyregation necessary for successful trealment—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 of studies should seek 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 bungies 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 —- Ane ge TT Se RE —— Tne Ninri Yrarsoox 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 delinqueney 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.” But 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 inclined 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 1s approved if not aided. The low standards of the parents make it 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 Scnuoort PriIncIPALs 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 ean 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.” “* Heaven 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. % — air i ar ST eee eee a Tue Nintru 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 Scuoo.t, DetRoIT Nationality Grade (Country) a ’ ‘ Eight | Seven | Six | Five | Four | Three | Two | One | Kgn. | Total AeER.. 60s. es r oi i a “P 2 1 2 1 6 BEE enccccaal ae 15 7 14 12 18 13 15 5 | 121 OE ee ae a 9 ma ne 1 te i se 10 Bohemia........ 1 sd ed Pe ‘ a Pe : i 1 |. 1 1 1 oa 1 2 1 2 1 10 SI 6c 4 10 6 4 19 15 12 19 6 | 95 Jugo Slovakia... . 1 4 5 4 1 7 8 10 4 | 44 Lithuania....... 3 10 2 14 7 8 13 2 59 Macedonia...... ais - 1 - i 2 ies om ae 3 Montenegro... .. e 7" ie 1 es 1 a - i 2 i 16 17 17 11 20 13 16 17 4 | 131 Se 5 12 5 10 11 13 3 10 6 | 75 Roumania....... 29 42 34 19 40 26 35 40 | 23 | 288 Seren 1 a as 7 1 Serbia 9 3 5 12 8 3 8 5 4 | 57 Sweden......... we wa es 1 1 2 ae 1 1 1 1 2 1 1 mS 8 Ukrania......... "Se 2 1 1 me 1 1 1 7 U.S. White...... 4 11 13 5 10 12 8 | 24 4] 91 U.S. Colored....| 57 60 79 |114 | 142 | 127 | 125 | 217 | 116 |1037 a eae 387 19S EiLeMentrary Senoon Prixciraps 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 I 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 I means for him to do right. You teachers could learn him. if you only had « 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 ain'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 lavs 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 I 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 accepted 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 Tue 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 phonetic 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 ScHoot 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 menrelas Se better than they are exampled by mothers, fathers, brothers, sisters, — and neighbors. The problem and our procedures—We are dealing with a small 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, Tue Nintu YEARBOOK 501 ec; f we are dealing with children who soon will be accountable to the = organized American social order for all their unsocial or anti-social ho 5 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- “i riculum subjects. But it is more evident that we need an acceptable 18. citizenship sense, a something that automatically will suggest the ee 8 right and lead us therein. Toward this personal adjustment goal we = 5 have directed attention and emphasis. re 5 We have proceeded upon the hypotheses that: 2 (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 d, emphases. ig (3) We should do the right thing for no other reason than because it is right. id | (4) Children do the right thing when they are certain the right thing is to be expected or demanded of them. re (5) Good behavior is contagious. od | We are mindful that: ar | (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. : 7 (2) Most disorders center about a few known individuals. of (3) Disorder is contagious. C- (4) The symptoms of difficulties and irregularities may be suppressed temporarily, ne 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 Oo perhaps ten years but we also are aware that if we are to get anywhere id | upstream, we must start somewhere. m8 It is possible and probable that much of our school action leading = toward the development of a citizenship sense has been suppressive r in character. Such procedures have not been by choice, but by seem- = | ing necessity, in order to obtain and maintain a semblance of order- f 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 Se friendly to them, and to expose them to ways that are right. tT About the first of October one year ago, teachers were advised of r intentions. The following suggestions were made. is : (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 5» &F determine (a) If the proposed request is justifiable. 1 - (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 e UF difference, don’t ask it. d § (2) Use a follow-up plan to know that all requests are complied with. (3) Run your own rooms. 9 (4) Call upon the office whenever the situation seems to demand. 502 Evementary Scuoor Principats 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 he 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 eorri- 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 vround 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 aceusers . have been mistaken. Ife always is privileged to introduce witnesses and to defend himself in every legal way. Ile 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 ————— ame es tan the con tim me ges pec pol reg sui pu no up pr re an fr cu Nie Tus Nintriat Yrarnoox ms. the father, to visit our office. When the parent arrives (refusals to mn. | come are very rare), testimony is presented, questions raised—some- times with startling directness—and the matter of curative treat- of 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- ic 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 «i | is completed, an understanding concerning further conduct is agreed " upon by child, parent, and principal. Often the attendance officer is Is | present. Before 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 1 | do know that fewer and fewer cases of serious disobedience are reported to the office, and the general attitude of children toward ~~ = eels aah oceania aaa a ' — the authority of teachers has been changed for the better. We have 7 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- a able improvements in behavior throughout the building increases our “ confidence that we are taking a step in the right direction. » 5) 4 | — _ - t # 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 ? Ai “a 504 ELEMENTARY ScHoot PRINCIPALS PUPIL MORALE AND THE SERVICE POINT SYSTEM Frank D. HENppRSON 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 schoo! 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 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 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 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. SS re eer eer Se ctl year many schools find radical changes in the personnel of both | spirit of the school organization in the shortest possible time so that | build an imaginary barrier about herself and pupils. Such a barrier | is often the forerunner of the problem teacher and of uncooperative | net ree eee the the tim wor roo! gro pat wo! wit fini eat Ea tia or ret l at 200] tion out e is sive lhe ing 1001 a No al oth | 100] the hat cu- , to "ler lve ua- ‘ice 2le- he is 1es ito of a ae eR Tue Nintru YErarsoox 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 within 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, ELEMENTARY Scuoot PRINCIPALS a the recognition of different talents, the equalization of opportuni- ties, a decrease in behavior problems, greater school interest, and higher scholarship. l’rom 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 aetual 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 idealistic. The principal believes that there are higher values in life than those which can be mathematically | measured. He 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 unwavering faith in the improvability of human nature.— Susan M. Dorsey, see Chapter II setae ion OIE ele sel ou dr ju co di: an en ni- nd ve ili- nd me ‘on me uit ng wr PPE Ture Nintir Yrarnoox OUR KNOT HOLK GANG Josig PERKINS Principal, Avenue A School, Hutchinson, Kansas IGHT! FIGHT! FIGILT! A compact mass of boys-—an oeca- sional * Hit him!”, “ I wouldn’t let him get away with that ! ”—- and then finally the mass breaks. Two blood-stained and bedrag- vled 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 of 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 baffled 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. I 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 ELemMentTARY Scuoont 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—Fleeling 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- —_— tive evel nan city “ K Pio | whi Pla boy Sa r eal) Th ear the py the ners RE ae Tue Ninrn 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. sad 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 Eiementrary Scuoor Princiva.s POPULARIZING GOOD CITIZENSHIP = ste M. R. Kirk q pr Principal, Wheeler School, Evansville, Indiana if TRAINING children for citizenship, the teacher must never lose sight of the fact that the attitude of the child toward good os character is the all important factor. It matters little what the pr teacher’s attitude may be; if the child has no interest in the matter, Fj, little ean be accomplished. He must not only have a desire to bea F of good citizen, but he must have in mind some definite rules to follow. | ay Good citizenship is an idea that is too abstract for a child in the [ as grades. It must be translated for him into concrete, every day con- | m duct and habits as they are applied in his contact with other children. | Principles of citizenship lraining—There are three things that are important in the training of children in citizenship. They are (1) a | ei receptive attitude on the part of the child, (2) actual practice of rules o7 and precepts of good conduct, and (3) recognition by the teacher — }, of the child’s development. y 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 st desire on the part of the pupil to become a good citizen. The use of p any incentive to develop this desire is pedagogically permissible. The f t story of great men and their accomplishments, rules of conduct, the Ff 1 study of the constitution, patriotic exercises, and various other incen- Q tives of like nature will place the child in a receptive mood. He will R know that if one is not a good and useful citizen his life can be only 7 ‘ 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 ire les 1er he *n- a re Tut Ninrn YrarsBook 511 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 difficult, 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 brought 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 with 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 ELEMENTARY Scuoot PrRINcIPALS ee 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 picnic day approaches. 513 Tue Nintu YEARBOOK rip One might think that added responsibilities would make little m. - appeal to children. To many, however, this is the most powerful the incentive. All monitors and members of the courtesy and housekeep- er- ing committees must belong to the League. Membership in the ip. B organization is necessary before one can be editor of the school paper, ire OE take leading parts in school plays, or accept any class office. Again ont the spirit of the teacher is known to the child: “ You are a good citi- ou zen. You are capable of doing things well.” ire I Results and reactions—What of the results of the experiment? In the first place, the children’s attention has been concentrated upon se character building. They realize more than ever the value of good et I citizenship. They have learned that they must be good citizens in nd — order to get the best from life, and that the best in life will come ne § to those who give their best. They have learned this, not only through so ‘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 lis the wages of indifference and apathy toward the rights of others is or, | the loss of social standing in the school. of — The change in the attitude of the children is indicated by the nd : increase in the number who made all E’s in their records as good or. citizens. At the beginning of the term, when the League was organ- he ized, there were 93 children in the school of 500 who had excellent ia 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 ir | must be carefully and honestly graded, were more stringent in their ice I citizenship grading. The growth was gradual. At the end of each — period, when the grades were given out, more names were added to ne the list than were dropped. en The teachers are encouraged and deeply interested in the plan. Its | They are constantly searching for new ideas to make the work more Fl vital. Frequently, the teachers say: “ It is a wholesome disciplinary he ff measure,” or “It is a character builder,” or “ The entire schooi ol & work is improved.” in But the teachers were interested in getting the opinions of the f- | children. Pupils were asked to write candidly their estimate of the od ff League. Two hundred papers were written by the children of the on fifth to the eighth grades inclusive. The written expressions justi- te & fied the existence of the League and encouraged the teachers to con- he BF tinue the work of the organization. Each paper, too, was, in a way, i an index to the writer’s character. Adverse criticisms, in practically 13 514 E,.emMentary Scuoor Princivans every case, came from non-members, and were usually based upon the FF assumption that the teachers were unfair in their estimates. The § t fact that some took the “sour grape” attitude showed that even ( with them the League has vitality. However, suggestions and eriti- & j cisms came from members and loyal supporters as well. Following — & | are excerpts which show the general attitude of the children: F You will stand among the highest pupils in your class all through school if I 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. 1 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. . [ 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 success of the League beeause 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 become 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 case 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 card 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. gL OP a ae CPE Oe he he i SOPs ecg Tut Ninrit Yearnoox 515 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 publie 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 publie 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. Iirst 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. I1X management of the cafeteria 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 children to the cafeteria before or after the lunch hour and had them practise passing in the serving line. At Hallowe’en and at Washington’s Birthday they decorated the cafeteria with their drawings and cut paper work.—William S. Briscoe, see Chapter VIIT ELemMenTARY Scuoor PrRINcIPALS MORALE AND PUPIL GOVERNMENT Frank M. Fou.tks Principal, A. L. Cuesta School, Tampa, Florida HE OBJECTIVE of every principal and his corps of teachers T': to make every child contented and happy. It is for him to fix upon the product and then adjust the machinery to the desired end. School men almost universally aecept the aims of education as “The formation of correct habits that will funetion 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—lIn 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 ee LORIN CERETT wh the or 30. - - ~ ren RT Tue Ninru Yrarsoox 517 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- cal, 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 Evementary Scuoot PrRINcIPALS 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—aAthleties 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- Se ee in! fo wl sel sp eX he lin in se al ac mM jl ol fic at ie a Tuk Ninria Ye arsoox 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. (haracter 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 educate 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. Kach 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 ‘i- ir I 1 \y a : ¥ Tue Nintru 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. mM. and 12:30 pe. m. 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 Courter. 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. ELEMENTARY Scuoor PRINCIPALS Section 3—The room representatives in conjunction with the home room 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. Kach 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 shali be sharpened only by the permission of the teacher. 10. Children passing to and from rooms shall do 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. eee te us¢ cig ol bi her ght ort ese elp 20] ed ie d Tie Tue Ninrn Yrarsooxk 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, III. LAWS RELATING TO THE SCHOOL GROUNDS. 1. Children who play on the grounds after 3: 00 rp. 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 4. M. and 3: 00 Pp. 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. 6. Children must be orderly at the water fountains and in the toilets. 7. No rubbish shall be thrown on the school grounds. 8. 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. All 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. 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. ELEMENTARY Scuoont PriIncIPALs THE SELF-DIRECTED FACULTY FLORENCE Paris Principal, School 65, Buffalo, New York 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, and 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. [’ WE ARE to insist on a higher professional preparation by 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. - - oc. na a. eh ot aoa .& fee by he ve h- of Tue Nintu 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 Scnoont Princrpaus 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 topies 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 direetly 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. § Ed Ture Ninrn Yrarnoox SETTING UP FACULTY STANDARDS AND OBJECTIVES LENORE JONES Principal, Yerby School, Mobile, Alabama EFFECTIVE supervision depends on the establishment of rap- E; 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 meetings—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 partieu- 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 Evementary Scuoort PrIncIPaAts 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: OS ROR ve Tue Nintn Yrarsooxk Notes 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 EERIE NYT REY 2) 530 ELEMENTARY Scuoon Princireaus to him for correetion. A teacher should administer his own discipline as 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 Jaw. 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. Good Housekeeping. a. 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 a 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 unattraetive, 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, vigor and hopefulness. b. 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 a 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. c. 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. © us n to with Was 1 he any lore | to tter the ‘ice. put ave | of ‘nt ith ing ive rs: lat od hit, he of ol ne er CS re d. eC. a ’ 4 £. g d : h Tue Nintru Yerarsoox 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 Scuoot Principas Summary—A 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 = its his en nd he 2) it. ] THE Nintru YEARBOOK 533 TEACHER RATING AS AN ADMINISTRATIVE FUNCTION GertTruve 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: Can 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—Fditorial Committee. ELEMENTARY Scnoont PrRINcIPALS 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 all 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 partienlar 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 inerits of the one graded, is a just one, and strengthened by this belief, FIGURE 1—Teacuer-Erriciency Ratina Carp ror TEACHERS IN SERVICE Jupce THE TeacHer’s Erriciency BY: A. INSIGHT INTO THE Scuoo.’s Function as manifested by the relative amount of emphasis placed upon various phases of the work. Kxeeptional High Sufficient Low Meagre B. CoMMAND oF THE Suspsect-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 Excellent, Good Fair Markedly Inferior D. EFFECTIVENESS IN CLASSROOM MANAGEMENT as manifested by pupil-partici- pation, and teacher-housekeeping, individual adjustment, discipline. Exceptional Excellent Good Fair Questionable FE. Apiriry AND WILLINGNESS TO CoopERATE as manifested by the relation exist- ing with pupils, associates, superiors, and others. Unlimited Above Average Limited Slight I’. Caractry 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 (;. Desire ror Procress as manifested by systematic reading, professional study, association membership, writings and experiments. Very Decided Self-Evident Mediocre Little Unapparent PE ide wad weed ews NE Ser acaie a ees ees eS ee eer INSTRUCTIONS 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 PossiBer Rance of standing from highest to lowest. The check may be placed anywhere along the line to indicate the teacher's relative standing at al Tue Ninra Yrarnoox we are able to proceed with the courage born of mutual understanding hetween 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 ? “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, indicated on a “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 CONSIDERED 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: (Decidely high, above average, usual, below 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 . Skill in instruction: (Markedly superior, excellent, good, fair, markedly 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 oo 36 ELEMENTARY Scuoot PrRINcIPALS ——— D. Effectiveness of classroom management: (Exceptional, excellent, good, fair, “ FP. questionable) a. General spirit of the room b. Ease of movement among the pupils c. Economy of time and materials d. Inconspicuousness of control e. Pupil-teacher and pupil-pupil relationship f. Teacher’s care of hygienic conditions g. Neatness and attractiveness of-room and desk . Cooperation: (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) a. Mental vigor b. Bodily vigor c. Ability to attempt extra-curriculum work without tiring d. Enthusiasm radiated in work e. Reserve of power as shown by voice and movement f. Amount of zest in taking on extra work . Desire for progress: (Very decided, self-evident, mediocre, little, unapparent) a. Member of professional associations b. Subscriber to pedagogical magazines ce. Reader of current literature d. Welcomes opporiunity for research e. Invents and likes to experiment with new educational ideas f. Passes on his knowledge for good of all g. Undertakes university classes and professional service *H. Personal character, outwardly manifested: (Superior, strong, average, doubt- ful, weak) a. Standing in the community b. Ability to analyze character and motives c. Ability to estimate own work d. Sense of humor e. Sense of justice f. Innate refinement g. Courtesy and tact in meeting social situations h. Talent in special lines 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) al Tue Ninru YEARBOOK 37 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 rate 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 Scale,” 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 ELEMENTARY Scuoor PrRINcIPALS are reactive values upon faculty morale. We summarize these as our conclusions: 2. 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 success or failure in the 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 class 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 edueation, 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. > KEFORKE mailing the questionnaire found on page 135 the reader should consider the policies‘of the Editorial (‘ommittee as set forth in the Preface. oer: LPR oT CHAPTER XII THE EXTRA-CURRICULUM ACTIVITIES THE PRINCIPAL AND THE BOY SCOUTS I. Vicror BurRGER Principal, Public School 39, Staten Island, New York HE ADMINISTRATIVE duties of the principal permit him Ti: 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 economic 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. Extra-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 suecesses. 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- 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-cur- 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. [ 539 ] 540 ELEMENTARY Scuoot 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 instinet 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, i 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 circumstances 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. EO aia 2 ate Jeans not the the ag lif ve rn an ke le |= \- ey errors : if pene Pra Ts, Tue Ninru YEARBOOK 541 Outside agencies as aids to principal—Principals frequently can- 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. Scouling 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 healtheraft 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 ELEMENTARY Scuoot Principars citizen.” Citizenship is realized by training through recoguition and service in the home, church, school, community, and also through national service projects which engage the entire Scout movement. In the matter of vocational guidance, 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 « t' ,ueney, 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 funetions. 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 and 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, —$—$—$—$—— fe Oli a to of ice 8§ ae Tue Nintn Yrarrnoox 543 and literature. Seout projects can be so organized as to include mathematies and English. It is a strong foree 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 Scout 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 Montclair, New Jersey, a school Seout 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 civies. In Detroit, the organization a | veneral supervision of school Scout troops is carried on by field +. ;: executives 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. School 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 ticlds, 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- listies to show that few communities of appreciable size in popula- tion lack at least one Scout troop. ‘oo 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 ELEMENTARY Scuoont PrINncIPALS 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 carry on his work with pedagogical precision depends very largely upon the mental attitude and physical condition of both his pupils and 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. ISE 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 a vy ft — ata t ed Or- ~ SRP OP INT} 7 TE ; es Re on rs on Tue Ninru Yrarsoox THE SCHOOL PROVIDES MUSICAL OPPORTUNITIES Joun S. Herron Principal, Lafayette Street School, Newark, New Jersey W vac 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 rhythmic 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 experience 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 ELEMENTARY Scuoont 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 musie. 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. Tur Nintu YEARBOOK mentalists, but all schools possess a wealth of natural beauty in the form of children’s voices awaiting the master hand. T'he 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 Scuoont 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 cail 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. FOTN Tt wees Tue Nintn YEARBOOK 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?—lIt 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 Scuoont Princieas 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. | VUPERVISION 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. lduffy, see Chapter VI Tue Nintru YErarsoox 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 elubs 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 started—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 suecessfully 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 ELEMENTARY Scuoort PRINCIPALS The pupils of grades seven and eight were then made acquainted with the purposes and the possibilities of the entire scheme. Each 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—Farly 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 carving. 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 elub 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 TT TT a tm ot pa Be se — | wee OO FS 3D "~S YS we Seerere murs Tur Nintn YEArRBooK 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 girls), 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 is.a 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 ELEMENTARY Scuoot 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. NE “ 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 more eee VV ee EK eet eR Of eee Tue Nintu Yrarnook 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 club 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—Before 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 EL_emMentary Scuoont Principars more than anything else. Some of their interests are unworthw 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 ean 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 clubs 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. x1 oa = ge 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 l- ws Ture Ninrn Yrarrook 557 or any other changes made. A small mimeographed card as shown in Figure 1 will aid in this. FIGURE 1—Purem Cnoiwrn Carp IE ould areal Xk vere ewe ao ke ek cane oe Re ATR AT en ee TE occ acon aaean I os ve wena wines Kee eee Club Choices I a cls: Kiagina iene se aprelna cor ata ial prep Ride w SA An's ah veered oar nie aA IN ose 'cts soca: mate 5 So Ree aetna tiie ae Na ee wee ite SOE ee EE hick oh eae eee ow ba ep ae pre 6 bcd a ead eee ee Occasionally, 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 club day. 3y coming the last hour the clubs that go on hikes or trips are able to go 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: ELEMENTARY Scuoot PRINCIPALS 1. Obey quickly 2. Work harder 3. Wait his turn. The following questions were submitted to the teachers: 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 PLOT NE “iia RC er Ee Tus Ninrn YEARBOOK VALUES OF A SCHOOL NEWSPAPER RayMonp 8. MIcHAEL Principal, Gregory School, Trenton, New Jersey I1E SCHOOL PAPER has been accepted as an important fac- tor 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. teasons 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. ‘Io 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. ELEMENTARY Scuoot PrINcIPALS FIGURE 1—MimeocrarHep Heapines 1n ScHoon PAPER —_—_—— Tue Nintn YEARBOOK FIGURE 2—SpecimMen ARTICLES FROM THE GreGorY HicH Licurs 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 Herne. 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 PriIncieaus i 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. Unde such theories we attempt to adjust children to some future society, Of course, it is far wiser to encourage children to think and t 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. “camer 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 face- ulty and the principal carefully set up the following aims as worthy of attainment through this project: Tue Aims or a ScHoou Paper 1. To give our boys and girls a chance to develop qualities of leadership. 2. To encourage initiative. 3. | PR mo Be TP A elec’ Ace to 1 aspl whe posi dra wa} elir ant as age est: eX] wh ing me ed con: F | the & nder iety, d tol sted | stant the | dif- n of § Psy: | defi- : it an § raw, | and lent ilize give | ord: | uest | ren, | the was | ils, hers wh. bly | “S1X ater | the fac- | thy es Tur Nintru Yrarsoox 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. PR mo aa oP oie a The staff and its duties—After a careful study of school papers which the pupils gathered from far and near, the paper was organ- ized with the following departments: 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 GA Miemenvany Sconoon Princreaue With the exeeption of the editorinechief who has two assistants called associate editors, a sixth grade pupil is in charge of each cs department with a fifth grade assistant. This arrangement assures the sehool of a group of experienced editors for each suceessive year, KMiditor-in-chief The editor-in-chief is responsible for the general arrangement | and makeup of the paper. He salvo writes editorials, gathers material from the § claxsrooms and High 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 aswisted in this work by two useociate editors News editors Veecnuse of the large amount of work in this department, it has heen found advisable to divide the news into general school news and loeal or classroom news. Mach editor reads and corrects all articles in his or her particular 7 field, and helps with the headlines and subheads, ‘The news editors are responsible | for the arrangement of their particular pages Sport editor—The sport editor is expected to attend and write up all important games and interscholastic contesta, The interclass games are taken care of by the assistant editor. Literary editor——The 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—The 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 KNachange editor—The exchange editor reviews all papers received from other ee ome achools. He is constantly measuring the work of our staff against that of other | achools, He is the authority on “good school activities. Art editore—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, the most important duty of the business manager is to plan and carry through a suecessful subscription drive in the fall. This pupil collects all the money and keeps a strict account 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—Vhe duty of the circulation manager is to see that each subscriber to the paper ix supplied every month. He also assists the business manager and attends to the mailing of exchanges. Production manager—Vhe 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. 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 near the office and other convenient points about the school. Children may drop news items or articles in these receptacles any time during school hours. Date aa the of t clas yee lar Oc spre of Vel ‘Lants Cael, SUres year, ement m the § Cm oF . The : it has & eal or © Licular nsible | ortant of by ETRE LN ‘ont. | lvisor nstant doing other other | ' ‘SILNS, 4 into | 8, the wh a y and He is s the each siness - that time r off” ce in dered 1 and y the sited rhout near drop The Y eannook Nonvu the building. Articles on primary grade activities are usually written by members of the staff following an interview with the lower grade teachers or a visit to the classroom, Kinancing the paper A subseription fee of 35 cents for the school year is charged. ‘This payment entitles cach subseriber to nine regu lar issues Which appear about the fifteenth of each 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 subscriptions is launched 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 ides of hand bills distributed to each and every pupil in the school, The results have been very gratifying. Mechanical production--After the artieles have been corrected and arranged under guidance of advisors, the material is sent to the school office. Here the stencils for the mimeograph machine are “type eut” by the school clerk. The stencils are then taken by the production manager who places them on the mimeograph machine running off” of the same. “ee and supervises the 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 “e 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 cireu- 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 Scnoor Princirpaus and encourages creative effort. It tends to develop excellent school spirit by creating a keener interest in the activities of the school as q whole. At every turn the staff members are forced to think things through for themselves, weigh their conclusions 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 cooperative 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 production, 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 ecom- munity. This outside distribution tends to bring about a closer relationship between the community and the sehool. 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 instruction, we must adapt our school procedure to the vital interests of child life. ART III ineludes a list of approximately 180 local and Or 25 state principals’ associations. Is your organization in touch with the activities of these groups ? eee [oe oe ee woo E) ful me col or ent els T al Ture Ninru Yrarsoox 567 ENGLISH COMPOSITION AND THE SCHOOL NEWSPAPER hoo} j asa & Harmon Luruer LOowMAN Professor, Austin State Teachers College, Nacogdoches, Texas : igh tan) 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 nts. - W vier ONK thinks of the use of a school newspaper to moti- heir ugh the rms any fi entirety is written by the pupils themselves. art A project in this field was successfully supervised sometime ago by pils the writer in Manor, a rural town in central Texas. The English vill | classes of the three-year high school at that place had assumed the Oa responsibility of editing a bi-weekly newspaper of six pages which m- proposed in its policy not only to give complete school news, but to ser | cover thoroughly the happenings of the local rural community as well. The title of the paper, The Manor Community News, indicated this hy | purpose. The high-school pupils organized themselves for the project to | and launched it successfully. After several issues had come off the ool | 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 ‘nglish teacher was to prepare the pupils to write F 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. Evemenrary Scuoor Principars 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 regulur 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 High 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 gene Afte astic with the reac gest whe the to Yr / 4 bro ind the we an In the fa pa pr ck o*% ples lews 0 be the ork, l an uals this unt list on ing gn- the ent vas by gh les ng his as re he ed 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 case 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. However, 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. Erementary Scuoor Princrpears SCHOOL ASSEMBLY PRACTICES Mary I. Graves Principal, Ketcham-Van Buren School, Washington, D.C. HE SCHOOL assembly as a theoretically desirable thing is 7 oe new. The instinct to come together for the celebration of various events is inherent in all of us. ven 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 physieal discomforts of the seene. In those days, not wholly “ good” old days, no thought had been viven to an assembly hall by the architects 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. However, 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 buil stall lor we | has | wo0 of | end req val hic Ou ass bec we Pr the pli sh ar le of sh Ture Ninru Yrarnook 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. or 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. Aes Eventually the worst defects in the hall were remedied. The hat | wooden stairs were torn out and the space added to the floor space ci] | of the room. Excellent broad stone stairways were built at either ort, end of the building and other minor changes were made to meet "an requirements of fire regulations. We consider this hall our most eq. | Valuable material asset. It is kept in constant use for general assem- ol blies, musie classes, lectures, parents’ meetings, and pupils’ clubs. ail Our general school assemblies are of three kinds: the morning ‘an | assembly, the program assembly, and the special assembly. ast The morning assembly—Kach Monday we hold a general assembly el] | because the faculty believe that this is an excellent way to begin the of week. ‘The assembly is somewhat in the nature of college chapel. by 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, vol | she changes the martial notes to soft musie, during which the stand- sil ard bearers for cach class walk quietly forward with their flags, a . 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- ts tunity is then given for any teacher or pupil to bring beforé the or, assembly any matter of which he or she desires to speak, Right ad here it may be well to state that pupils feel entire freedom to do this. se «| Last week some one rose and told of a brave deed done by one of our ke | 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 distinctly, 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 i way, and the chief advantage is the feeling of freedom to do this. tae The children realize that it is a real family gathering to consider t, family interests. te 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 Scuoont PrINcIPALS —. number of tardiness cases during the preceding week. It is gratifying to know that almost all of the reports are 100 percent. 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 Broadcast, 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—U'necle 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 found when it. As and s¢ On all pi every Whol that 1 Th or sp Some tive ¢ value mobi care TI oppo durit Gold on t seve: The; his | lant tore of € E wer of t tims She 30¢ 74 re ago “ Pp it t jus Ch to | sto ing ly ion ard the ses out - Tur Nintu 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 seveith 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 Book 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 Scuoon Princiras —— Summary—I|t would be possible to extend this article indefinitely, Probably enough illustrations have been given to show that ow 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, bu affords a means of growth by developing self-reliance and a sense of responsibility for working with others and sharing with others. Ip short, the school assembly is a wonderful help in character educe. tion, and will be found a stimulus to any school adopting it as a regu. lar activity. ¢ Vick President Hansen’s message on page 137. What are local principals’ organizations doing about the problems which Mr. Hansen raises ? a « Sup L Seacetiitone eiealiie the se boar the s syste at th out ment ach here scho: supe the | It is viso! T are and gene unit men acec his adn C libr seh libr 7 usil wit res] pri se of In luce- reg it CHAPTER XIII THE SCHOOL LIBRARY AND MUSEUM THE PRINCIPAL AND THE SCHOOL LIBRARY Enuizapeti1r MaApison Supervisor of School Librarics, Oakland Public Schools, Oakland, California LEMENTARY school libraries have been developed success are 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 rach 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 PrincrPas 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. Nov, 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. 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- f fully standardized library equipment, such as tables, chairs, files for 7 e b b] pictures, catalogs, charging tables, librarian’s consultation tables, | 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. ee ob ele ge ——.. d re- clety, Now, aring ht of F ns of F » SYS- care- | 8 for bles, | book ther- text- cula- ding led; rove- : f and § book § ‘rom — the ense Ff ' the they 1em- ived § e to ld, ries, was tain hool ‘ary oup dea lout ure, ary ecs. Tue Ninru Yrarsoox 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 tn 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 technics; 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. — book selection, fitted to the needs of the pupils and to the budget of the sen ° z. ieeiesttins 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 ELEMENTARY Scuoont PriIncireaus social studies, nature study and science, health, art, character educa- tion (including safety and thrift). Each 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 function 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 catalogs are made for the elementary schools, as their new book purchase orders pass through the Purehasing Department of the central office. Thus the cataloging function is distributed to special- ists. The funetion of seeing that the right chiid 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 a a pe ad of le th 7 Thue Ninru Yrarnoox 579 *2- j period. Planning the visits for all the classes of the school is an ry administrative detail managed by the principal; developing the work ch of the class is a teacher and a teacher-librarian function. » & In each of the schools the library finds itself the center of various de developments; in one, the student “ librarians ” take upon themselves he @ the responsibility of telling stories in various rooms of the school. nd ‘To do this well they must accomplish a great deal of reading, must nd hear other story tellers; must provide recommendations of books to vol pupils who become interested in hearing the stories; and must know their own school library. on In another school, the library spirit worked itself out through a at | correlation of art, library, and social studies projects, centering in od 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 ry civilization. Each process was illustrated in water color pictures ; ad each was accompanied by an exhibit of material, such as class-made P parchment, class-made paper, clay tablets, and other writing and he hook-znaking media. The history of the rise of man, and the history k Ff of books, was carried together in the minds of the young authors. he In still another school poetry writing was an outcome of library and iL Knglish work. Through the public library, loans are secured which enrich the at . inaterial available in the local school libraries, and also furnish a al carry-over experience in publie library use. n- - Vonclusion—On the whole, this experience of knowing books; d planning to handle books; teaching children through the right book ds at the right time, has all become something which the principals of of Oakland seem to treasure as a thing valuable to them and to their y F faculties. The children at the same time are learning to choose books ; 1] to use books; to keep books in order; to loan them unselfishly, and in 1e a good civie spirit; to consult books for pleasure and profit; and to ly | make the library and the classroom better places to be lived in. ‘h 1e yr ili oo oe “3 7 is d Ik 1931 Yearbook will center around the prineipal’s supervisory problems. Ilave you material to submit to the Kditorial Committee ? ELEMENTARY Scuoot PRINCIPALS TRAINING FOR THE ELEMENTARY SCHOOL LIBRARIAN Marion Lovis Supervisor of Libraries, Board of Education, Detroit, Michigan r YHE ELEMENTARY school library is here, bringing its prob- lems 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. Basic library principles—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. pe to lib he he 0] ut a] at th yn e, of ti a Tur Nintru 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 Library 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 KLemMentTARY Scunoow PRincivares library experience, was the stated requirement for a librarian of the high school. During 1927 to 1928 a survey of Ligh School Libraries 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 North Central Quarlerly for September, 1928. Following this survey a committee on quantitative standards, under the chairmanship of Mr, Miller, earried on this work. This committee will submit its report to the North Central Association in March, 1930, It specifies for the training of the secondary school librarian a college degree divided into: 75 hours academic work 15 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 eity 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 Report of this Board appears the first recommendation for the training of ele- mentary school librarians. Because of the definite need that the clementary school librarian should also be 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 ele 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. de ir- als ral Is, 118 On ry al ry rT TERT» a Y KARBOOK The Ninru Special training for librarians What must be included 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. Seeond, she must learn how to create the library environment. Third, she must learn a number of special library technics 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 classroom 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 school, 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............ccccccscssccecs 2 Field work (children’s rooms, school libraries)..............+- 2 Sees WOE Wr GNI ox Ginn cccesduas ear ke taser keerenenenes 2 Methods of teaching the use of the library.................006. 2 Reference and bibliography for the school library............... 2 The place, function, administration of the library in the modern eR err mer ae et Er ee From re coy. ee 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. ELEMENTARY Scuoon PrRincrpaus Semester Hours ee I Se OSes coc aice Nae aee ane nenlce ee kecaumen 3 Elementary school library administration....................05- 3 Reference and book selection for elementary schools............ 3 Cataloging and classification..............ccccccecceccceececcees 3 Methods of teaching the use of the library.................... 3 OU NETS Si ao daa anc Ki ct intone: tihe a eek aaa WE ee cis vie vie Rae sae 2 Research (may be applied to a library problem)................ 3 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. £ I : Semester Hours Foundation courses School library organization. . 2 ro eras Cok» init ao unis Kalle s 2 ak a i i ea ot 2 Ce RTECS RIE estore A Se rr er ee 2 RN ns Oo hat da oie Dee A 2 Methods of teaching the use of the library......... 2 ; 12 Additional required courses for elementary libraries Elementary school library management..................... 2 Practice work in elementary school |ibraries................ 2 SUNN WT WINN Bio cin cine Sistiwadone devsercnasannens 2 6 Courses for intermediate and high school libraries Administration of secondary school libraries................. 2 I Te oa eas id i LE ne cia eiyeign deanna 2 Advanced reference and bibliography.....................-. 2 I Hee MEY Cc acv caictiuadiwnecs evs ensswvancanes 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 the facilities for library training. The curriculum 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, into an argument with a nearby state or city institution which has Tue Ninru YrarBook 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- re ff 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. “% BisLioGRAPHY RELATING TO TRAINING OF ELEMENTARY SCHOOL LIBRARIANS t American Library Association, Board of Education for Librarianship, Second Annual Report, 1926 Minimum standards for curriculums in school library work. Pages 71-85. American Library Association, Mducation 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 Associalion, 15: 267-8; December, 1926. Is Morgan, J. E. “School library looking forward.” School and Society, 24: 535-42. Mulheron, A. M. “Training teachers for library work in platoon schools.” to 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. 1s Witmer, E. M. “ City supervision of school libraries, Denver.” Library Journal, 52: 821-55; September 15, 1927. Also in School Library Yearbook, No. 2, m * , har American Library Association. C, Wood, H. A. “ Supervision of school libraries, Minnesota.” School Library Year- 1e 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, PRiInciea.s THE EQUIPMENT 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 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 The Elementary School Library (1929) by permission of the publishers, Charles Scribner’s Sons. he ral ch on er er 1r- tly ym ie ed ‘Ca ix- tp- ig. ple en ary ns. y y ed Tue Ninrn Yrarrook a ¥ walnut brown, which, with large semi-indirect lighting fixtures hung at the proper height for best. results, gives a pleasing general effect.’ Floors—Since 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 can 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 book 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 he 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 sections 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. Vables—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 ScHuoot 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. . 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. il olohel-- 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 necessary 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 above the floor. ent ing, le, et ) n0- rth lso 1es 1ce nt al Ze3 he us ly nd h, h, or Tue Nintu YEARBOOK 589 TABLE 1—Musce.taneous Liprary FurNITURE AND EQUIPMENT School School Planning Library Library the School Manage- Service Library ment (A. L. A., Items (A, L. A.) (Wilson) Eaton) I bn ea damaewersewes * * * pe GER ene meee ere er ere * * * I oo ccrdatics nal ag sauecrnaiasweennes * CI OIE Sinaia sb.nctceseeisnesasnesees ee * Celluloid picture holders.............+++: ae . * I GD 6s cucnnasccresnexeweeennnnes * * * I rug c sive waves cxeanr va eee niet ae * PE ic acevereniessssshbecaaperene es it Ce NN anos anchors ncew new senencees * 2 Blackboard ..... sod sess babes hatin tie desta ‘ - ee re * * * OIE Siniedavscresecapadsoenbesara * * * ED cinienivkvnieatersasedkenanenes * * Pe HE ons cscccnacocsssisexerees “ es * WORN UE edciccccwscvedswedbes cexenens * " * 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. Librarian’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 can 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—Pamphlets, 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. n D I EI Le See Sra Ture Nintn YEARBOOK 591 TABLE 2—ELeMENTARY SCHOOL LipraRy SUPPLIES Article Unit Distribution Adhesive mending tissue...............4- sheet 5 Binder, double stitched, 14”, 2”, 3”...... roll 3 of each ON, I is oo cnc caw ries eeseieienras each 12 BRE ais 5 cccte ne i puhione eeeaee as e 1 DN WIE: ginticcakn evn navececduneanes - 300 ere ee - 50 Catalog cards, unruled white............. . 1000 I I oo vaca hadi cme Runs sutmieen ns = 300 COI IO 5. ooo ss ds Rocce evaies set 1 PROONE CO8 Ms ci ivncaccaresdes ws sees each 1 File, folders, manila, Cap. size........... 6 100 OE GI og once ncn cenawancucacseunws bottle 1 TO ON, Io hce awa dcmewscnassenews each 1 Pamphlet binders, 5x9, 6x10, 8x1l..... . 50 of each Pencil, date holder, and set of dates..... ” 1 WU WINN gov ceomimerednacubannes anemone box 1 Press board guides for vertical file A-Z Ce ME. 3. Si.vasieaeaeeecenensoes sets 2 NI gra aide sewed xine ene eee each PD a anew ewsnuns basse benunaeeacewe pint | ee MINE... 2 os eae eacaanaceceoance each 100 NUN NE a rctenssacvavesdwnkerdueses " 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—A ge Tue Nintru YEARBOOK 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 igent filled out by the children was transferred to individual and class made | record sheets. Summaries from these sheets showed the following vities | facts which suggest many problems for cooperation between the ssed, school and the home. nven- tmas, 1. » that 9 s. ry of 3. ist of 4 0 the 5 of the 6. with 7 8 talks 9 were: Fi tures, r and ll. 12 activi- § 13. onday | | 1 2 3 ; 4 relling § 5. upper, f° 7 e com: 8. of the 9 ig the #10. y after Fy) of the 12. 13. eacher . older § 14. 1. Facts in regard to play and work in out-of-school hours: There was no real team play in games. The three recreational activities reported the largest number of times by boys were marbles, movies, and books. The recreational activities reported the largest number of times by girls were books, funny papers, and movies. . The list of imaginative plays was a long one. . There were many constructive activities. The clubs reported indicated a desire for companionship. . 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. . The girls were doing more house work and home chores than the boys. . Several girls were getting little play because so much work was required of them. . Blanks for certain days showed that girls were working while their brothers played. A few boys were spending so much time on music lessons that they were not getting much play. . Some children reported only five or six work activities in 20 week-ends. A majority of the children were receiving pay for the work they did at home. . 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. . Ten boys and four girls did not read any books during this time. . One girl read 86 books; one boy 66. . The average number of books read by the boys was 8; by the girls, 10. Stories about children or adults were the most popular. . Stories with backgrounds from history had second place, and stories about animals were third. . None of the individual lists followed any one line of interest. Some of the books on the lists have been highly recommended by book guides for children’s reading; some have been much disapproved. . Thornton Burgess was a very popular author. The books read the largest number of times by boys were American Hero Stories, Tappan; Robinson Crusoe, Defoe; and Tom Swift and His Aerial Warship, Appleton. . The books read the largest number of times by girls were Heidi, Spyri; Clematis, Cobb; and Merry Tales, A. M. and E. L. Skinner. The list of magazines in the homes included very few for children. As Christmas presents the 574 children (Grades 1 to 6) received 792 copies of 551 different books. 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 PrINncIPALs 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. Faets in regard to tardiness: eS 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 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 ee I eo a on c:6 oh io Xa a bine wee Ewa aa een Late return from out of town Transportation Going to church or downtown I tn nh cc ten daemon ba kewl eudianwha kennel vaeeeta 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. , The ind A ishing howed icated funny r lists. ww ew wow yperty Tue Ninru YrArRBooK 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. NSN l'sing the facts—In the talks with the mothers, the investigations we had made were described and the findings were enumerated. The growth 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. (Quotations from the talks—A few quotations from the four talks will indieate 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- vraphs 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 THrovcH 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. ok * t * 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 Scuoot PrRINcIPALS 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 Reapinc 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 form 1oral rt in good and | can hink u do y on sated ather r for. ation ty to does 3 you igence school iences more erests. hwhile hours. yies of eading ildren. umber. as well * Book of the >ading. - while thumb do not o form Tue Ninru Yrarsoox 623 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 But 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. l* 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 IX l we pro- ality that were and Tur Nintru YEARBOOK UNITING HOME AND SCHOOL FOR THE WELFARE OF CHILDREN Eien S. Nyp Principal, Van Cleve School, Minneapolis, Minnesota NE OF THE MAJOR factors in promoting the growth of the 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 widerstanding 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 Scuoo.t 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. Ie 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 for 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 Nintru 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 Scuoout PrRINcIPALS 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 means 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- cation. From the store of clothing accumulated there, a school prin- 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 build- 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- ‘al attention of a superior type. Our little, underweight pupils are sent to the Trudeau School where the aim is to build up anemic, undernourished, and easily exhausted children. Lymanhurst School 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 Tue Ninro 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—lt 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 ot 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 PrINcIPALs ADJUSTING THE SCHOOL TO THE COMMUNITY * G. H. WesLina Supervising Principal, Elementary Schools, Honolulu, Hawaii AWAII 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 Nintn YEAarBooxk 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-Treacuer Associations in Hawan’ 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 publie 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 Scuoot 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 Nintrn YEARBOOK Il. A Cuitp CEentTERED 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 diseover 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 indicating 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 ELEMENTARY Scuoo.i PRINCIPALS 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? 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? . 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? *. 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? . 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 Nintro 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 Prosiems’ 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- ness men as well as educators. 636 ExLementary Scuoont 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 appointed 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 Hawaii—The content of this reader ‘is 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-inatructive seat work materials correlating with the content Cc of the primer—This self-instructive material can be made easily by any teacher at little if any cost. ook 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 a. 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. 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 Howse, Tue Nintru 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. . 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. . 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. e. Labor—A series of monographs relating to the introduction of labor to Hawaii. . Maps a. 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. a. 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 follow-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 ELEMENTARY Scuoot PRINCIPALS further applications and to unify their observations. When planning an excursion the following should be carefully considered : . Is the place, activity, or organization, to be visited worth observing? . 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? . Is there a careful preparation on the subjectmatter side? . Do the pupils know what they are going to see, and why? . Are they prepared to understand it? . Are they directed while observing? . 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? 5. 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: . Do the pupils contribute by questions and discussions to developing the reason for making the excursion? . 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? 3. 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? 5. 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. Tue Ninto YEARBOOK FORM 1—Report or Excursion Trips School Principal Grade Room Place of Visits i Purpose Please mail the above report so that it reaches this office a week prior to the excursion. TV. 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 PrIncIPALS 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 ereate 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 ins"re 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 of sure the LOK vd hool ver- the ibits ‘ent- pers On ils. We cial able our nity was itely still own the Sas alry the con- best Tur 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- uuderstandings 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 such 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 ubli- ‘d to it of d by the ated es a y to 1 by iter- »ded cing ig a y to ent- t of n of nall ents uch vith ted 3 to the der L 18 tin her "ac- eir ure in ith est Or- his 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 Principas SOME MEDIUMS FOR SCHOOL PUBLICITY WILLIAM Brapy Principal, Washington School, East Orange, New Jersey W ii ADMINISTRATION of an elementary school recog- nizes the great importance of the right sort of publicity. The taxpayer is as much iaterested 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 vitai 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 Tue 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 education, 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 public 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 Scuoot Princrpats 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. The 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. Each 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 Nintnu 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 Educational 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 in ex-officio member of the editorial board. The superintendent of schools is an ex-officio member of the Council. Sample copies of The Bulletin will be mailed free, upon application, to readers of this article. Afternoon interviews—The suggestion of a “ Conference After- oon” was carried out in this school last September. A. Saturday afternoon was chosen because the fathers as well as the mothers 656 ELEMENTARY Scuoot PrRINcTPALS 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. Ile 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.’ ie Rollo G. Reynolds, “ Publicity for the Public Schools,” Teachers College Record. Vol. XXV, No. 2, March, 1924, p. 89-90. PART THREE OFFICIAL INFORMATION Locat Principaus’ ORGANIZATIONS Strate Princrpars’ AssocraTIONS MeMBERS OF THE DepartTMENT oF ELEMENTARY Scnoo.t PrRiIncrpars 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 Nintu 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 ELemMentARY Scuoot PRINCIPALS 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. Caseade 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 EK. 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, 27194 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 Ninru 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 48rd 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, lowa—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 S. Bedford Ave. Everett, Massachusetts—Principals’ Association President, William L. Young, Horace Mann School Secretary, Kath rine E. Burns, Franklin School Everett, Massac. 1setts—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 IT. Short, Washington School Secretary, Mae Pascoe, Lincoln 662 ELEMENTARY Scuoot 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, 536 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. Tue Ninru YEARBOOK Kansas City, Missouri—-Elementary School Principals’ Association President, Genevieve Turk, Scarritt School Secretary, C. E. Marston, Garfield School 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, 1132 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 Sclrool 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 ELEMENTARY Scuoot Principais 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 8S. 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, 313 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 Ninrn Yrarsoox 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. S. 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 Principarts Portsmouth, Virginia—Principals’ Club President, R. O. Edgerton, 700 Riverview Ave. Secretary, B. P. Pettus, 306 North St. Poughkeepsie, New York—Schoclmasters’ 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, 588 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 Jose, 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. Tue 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, FE. 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 Evementary Scuoort 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. 8S. 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. Tue Nintu Yrarnoox STATE ELEMENTARY SCHOOL PRINCIPALS’ ORGANIZATIONS Alabama—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., S., 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 ELemMeEentTARY Scuoont Principats 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, S. 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 Schoo!, 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 tHe YEAR ALABAMA Alvarez, Mabel W., 15 N. Reed Ave., Mobile, Ala. Ansley, Foster, 2408 N. 12th Ave., Bir- mingham, a. Brown, Fy ~aaee 435 Turrentine Ave., Gads- den, Ala, Brown, G. B., 5217 Seventh Court, &., Birmingham, Ala. Calhoun, E. B., Norwood School, Bir- mingham, Ala. Chapman, E. V., Minnie Holman School, Birmingham, Ala. Couch, M. G., Elementary School, Empire, Ala. Cowan, Ora V., 204 Dexter Ave., Mobile, la, Cox, George D., 2207 15th Ave., N., Bir- mingham, Ala. Davis, W. C., 3420 Second Ave., N., Bir- mingham, Ala. Dodge, Olive J., Board of School Commis- sioners, Mobile, Ala. Dooley, Cora, 247 8S. Eighth St., Gadsden, Ala. D'Ornellas, Louise, 1314 Chamberlain Ave., Mobile, Ala. Duvall, Rufus A., North Birmingham School, Birmingham, Ala. Flock, Mrs. Elizabeth C., 7 N. Bayou St., Mobile, Ala, — Hattie, Baker School, Birmingham, Ala Hall, ‘W. R., 1305 N. 30th St., ham, Ala. Hanson, Mrs. B. N., 906 New Jersey St., Mobile, Ala. Birming- Henderson, Mary, 1004 8S. Hull St., Mont- gomery, Ala. Hill, R. Voyt, Birming- ham, Ala. Johnson, Harold B., Fairview School, Bir- plegiee, Ala. B., Lane School, Ave. D and Birmingham, Ala Johnston, Robert C.,' South Highland School, Birmingham, Ala Jones, Lenore, 1606 Monterey Pl., Mobile, Martin School, Johnson, W 18th St., Ala Krassin, Annie E., 14 Common St., Mobile, MacMilan, Emma, 120 Cramer Ave., Mont- gomery, Ala. Manley, Mark _ School, Bir- mingham, Ala. Martin, Ralph, 125 N. 63rd St., ham, Ala. Matzenger, Lena, 1058 Selma St., or a E. s.. Gate City mingham, Moore, . lane, Ala. Norton, At. B., Robinson School, : ham, Ala. Norton, W. K., ham, Ala. Orr. J. Ala Henley Birming- Mobile, School, Bir- Birming- Inglenook School, Birming- C., Lakeview School, Birmingham, ah ose Pike Ave., Persons. Annie R., 1906 Noble St., Oster, W. Ensley, Bir- Sixth Ward School, Anniston, Ala. 1929-30, Correcren ro Marcu 25, 1930 Pogue, James V., Gibson School, Birming- a. . H., Hemphill School, Birming- {., 1321 Bush Blyd., Birming- ham, Ala a Ww. i Pratt School, Birmingham, H. C. Gilbert School, i ‘Pratt School, Birmingham, a. Sapp. Ella F., 1711 Third Ave., Bessemer, Ala, Sheffield, 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- 252 S. Ann St., mingham, Ala. Wiener, Florence E., Avondale School, Birming- Wilson, Josephine, 1203 Leighton Ave., Anniston, Ala. Mobile, Ala. Williams, J. D., Wing, Mary, 123 N. Julia St., Mobile, Ala. Richards, Henry G., Florence, Ala Sanders, E. O., ham, Ala ARIZONA Banach, Loy, 420 E. Fourth St., Tucson, riz. Brannen, R. E., Supt. of Schools, Ash Fork, ’Ariz. Court, ‘Grace, 2005 W. Washington, Phe- nix, Ariz. Curnutt, Lucille, 905 Ash, Globe, Ariz. Dre, Mrs. Gussie, P. é: Box 545, Hayden, riz. 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. mer Ellen, 828 E. Fifth St., Tucson, riz Robison, Roy H., Safford-Mansfeld Schools, Tucson, Ariz. Rogers, Verne T., Box 202, Douglas, Ariz. 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, — Chester, Liberty School, Liberty, riz Central Ave., ARKANSAS 98 Hill St., rk. Cohen, Flora, 1109 Prospect Ave., Little Rock, Ark. Conte, Mrs. Lelia M., Route 1, Hot Springs. Ark. — Thyra, Rogers School, Ft. Smith, Culbert, Mrs. J. M.. Parham School, 301 B. Seventh St., Little Rock, Ark. Black, Grace, Fayetteville, { 671 ] 672 ELEMENTARY Scuoort Princirpats Day, J. A., Junior High School, Ft. Smith, Ark, Evans, Bessie, 1005 McGowan St., Rock, Ark. ae + eaade Fannie, Jefferson School, Helena, Ark. Jones, Ralph B., Smith, Ark. Means, H. W., 520 N. Oak St., Little Peabody School, Ft. Little Rock, Ark. Reiman, Emma, Mitchell School, Little Rock, Ark. Shannon, gama, 224% S. Main St., Stutt- gart, eS Chattes A., Sudbury School, Blythe- ville, Ark. Themeeen. A. G., Supt. of Schools, Car- lisle, Ark. Washington, Ruby, Duval School, N. 14th Ft. Smith, Ar Wet, 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 Abbott, Robert B., Calif. Abrams, Henry, Fremont School, St., San Luis Obispo, Calif. Alexander, Mertie, 4227 8. 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., Junior High School, West J St., Ontario, Calif. Axe, nee W., P. O. Box 28, Cali 1722 Del Mar, Fresno, Peach Hoover St., Ilarvard Tujunga, Badger, Abner A., 3524 Lavell Drive, Los Angeles, Calif. Bailio, Lorraine M., 515 N., Glendale, Calif. Baker, Alfred E., Calif. taker, H. M., field, Calif. Barber, Mrs. M. Ellen C., 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 EK. State St., Long Beach, Calif. Bartlett, Beulah D., Potrero School, San Gabriel, Calif. Bates, Elizabeth, 365 S. Highland Ave., Los Angeles, Calif. Baxter, Bernice, Crocker Highland 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. Columbus, 744 65th St., Oakland, Route 6, Box 459, Bakers- 1156 22nd St., Santa Sunset School, Car- Com- Heights sjukers- Bernard, Lloyd D., 3910 Ardley Ave., Oak- land, Calif. Berry, Bertha Irene, 1261 S. Mariposa S Glendale, Calif. Biffer, Mary C., 1253 W. Fifth St., Los Angeles, Calif. Blakemore, Edith E., 1030 W. Second St., Pomona, Calif. Blodget, Mrs. Viola, 2000 Bakersfield, Calif. Blumb, Joseph L., 1015 ley, ‘Cali if. Bonney, Wilbert H., 402 S. Philadelphia St., Anaheim, Calif. Bowen, Wayne F., 403 S. Tamarind St., Compton, Calif. Bowman, Leonard L.., Santa Barbara, Calif — Baker 8t., = Euclid Ave., Berke- McKinley School, Bowring, H. F., 133 High St., Modesto, Calif. Bradley, Anne M., 412 63rd St., Oakland, 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, Dinuhba, Calif Breen, Ellen R., 1067 Lincoln Ave., San Diego, Calif. Brems, Edna M., 540 Laurel St., San Diego, Calif. brewster, ie A., Fresno, Calif. Briscoe, William S8., 600 Brooklyn Ave., Oakland, Calif. Brooks, Harold Bennett, 617 Cherry Ave., Long Beach, Calif. Brown, Bessie Olive, 4053 Irving PI., Cul- ver City, Calif. Brown, Guy E., 343 8S. K St., ( ‘alif. Burnam, Ann E., 149 E. Alvarado St., Po- mona, Calif. Butte, Marie, Whitley School, 309 Des- causo Ave., Avalon, Calif. Route 6, Box 75, Livermore, Calder, > Jessie, 509 Valle Vista, Oakland, Cali Campbell, Florilla, 825 N. Baker St. Stockton, Calif. Cardozo, Truman V., Riverbank, Calif. Carnahan, Mrs. FE. June, 1914 Maple Ave., Bakersfield, Calif. Carroll, Hazel, 11106 Landale St., North Hollywood, Calif. Carter, J. L., Half Moon Bay, alif. Chamberlain, Mrs. Mary B., 725 Sixth 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., 2427 W. 22nd St., Los Angeles, Calif. Clemens, K. F., Box 25, Wasco, Calif. Coffey, Julia €., Emerson School, San Francisco, Calif. Colby, Ida Florence, Box 94, Fallbrook, Cc Cole, Perry 0., Box 693, San Luis Obispo, Calif. Coleman, Ida Fulton, 7151 Hazeltine Ave., Van Nuys, “Calif. Colerick, Mrs. Mabel 8., 1633 E. 103rd Pl, Los Angeles, Calif. Compton, John L., 1814 Forrest St. Bakersfield, Calif. Conner, Jay Davis, 4244 Wilson Ave., San Diego, Calif. Cookmaf, Mrs. Grace Olive, 618 W. 49th t., Los Angeles, Calif. Cooper, Elizabeth P., 1805 Eighth Ave. Oakland, Calif. Corb KF Corr Gl Cort Li Cotr ci ( a Cou Cra M Cra A Cra Ss Cro C Cro I Cul I Cur Cul ( Da ‘ Da ( Da Da Le De Dr “= = Oak- a St. Los 1 St., St., erke- Iphia b ‘hool, lesto, land, Ave., Palm nuba, San San if. Ave., North if. Sixth ‘treet Road, , Las San yrook, bispo, Ave., 103rd St. Tue Nintra 673 YEARBOOK Corbett, Alice M., Sunnyside Foerster St., San Francisco, Cali Cornwell, L. May, 135 N. Kenwood St., Glendale, Calif. Correll, Vincent I. Long Beach, Ca Cotrel, Lucy, 3240 Ciay St., cisco, Calif. Cotter, M. Elsie, Lazear School, Calif. Couchman, H. H., 717 W. 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. Ce Foe 248 N. Towne Ave., Calif. Cross, Irvin ¥.. 1520 Van Buren St., San Diego, Cali Culler, Bess FE., Beach, Calif. Cunningham, Charley May, 111 Third St., trawley, Calif. Curley, om 1121 Trestle Glen Oakland, Calif. Dacre, Emma L., 45 Henry St., San Fran- cisco, Calif. Dannemann, Matie, 437 E. Orange, Calif.’ Davis, N. Evelyn, 853 Atlantic Ave., Long seach, Calif. Davy, Mrs. M., field, Calif. Delmet, Don walk, Calif. Des Roches, Pauline, San Francisco, Calif. Drake, Mrs. Ethelda Armstrong, 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. School, :. ‘. 1838 McKenzie St., San Fran-, Oakland, 80th St., Los Pomona, 204 Knob Hill, Redondo Road, Maple Ave., Bakers- Thomas, 845 Nor- 1323 Woolsey St., 3800 725 Truxtun Ave., eye St., Elliott, V. O., 607 S. Dickel St., Anaheim, Calif. aves’ Laura, 2130 22nd St., Bakersfield, Calif Elwood, Roby T., 201 S. Chapel St., Alhambra, Calif. Enfield, O. Angeles, Calif. Essert, R. F., Artesia Elementary School, Artesia, Calif. 1557 W. Avenue 47, Los Fagin, Mrs. Jean T., 346 W. Amerige _Ave., Fullerton, Calif. Ferrell, Mrs. Grace, Route 1, Box 102, _ Calexico, Calif. Fikes, Edith E., 472 Ocean St., Cruz, Calif. Fitz-Gerald, Mrs. Mary M., Santa Hotel Whit- —_ 1231 Market St., San Francisco, ai Flynn, Mary C., 1511 Micheltorena St., Los Angeles, Calif. Ford, Stephen W., P. O. Box 305, Sunny- vale, Calif. Seance. 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. Cont, pisate, Willard School, Long Beach, a Gardner, Elizabeth M., 945 W. Ninth St., San Pedro, Calif. Gibson, Robert E., Walnut Creek Elemen- tary School, Walnut Creek, Calif. Gill, Mary, 3424 Chester Lane, field, Calif. 18 Etiwanda School, Bakers- 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. 28th St., Los An- geles, Calif. Graham, R. J., 818 Spruce St., Berkeley, Calif. Greene, Lucy B., 418 Jefferson Ave., Po- mona, Calif. Grimsley, V. H., 2150 47th Ave., Oakland, Calif. : Growney, Kathleen I., 530 Sanchez St., San Francisco, Calif. Hall, Lee Roy, 175 S. Greenwood Ave., Pasadena, Calif. Hamer, Joseph W., 1050 S. Gramercy Drive, Los Angeles, Calif. Hamilton, Mrs. Dorothy, 1004 N. Irwin St., Hanford, Calif. Hammel, J. C., 842 EF. 19th St., Oakland, Cali Hammond, Gertrude B., 7316 Angeles Mesa Drive, Los Angeles, Calif. Hammond, Ida M., 3004 Champion St., Oakland, Calif. Hanson, Edith J., Eastman Street School, Los Angeles, Calif. Harding, Ruth Clarke, 2018 C St., field, Calif. Harker, Sara D., Lower School, Palo Alto, Calif. Harris, Mrs. Caroline P., 326 Jefferson, Bakersfield, Calif. Harris, Ella M., 242 F St., dino, Calif. Hauselt, Elisabeth E., Lafayette School, 37th Ave. and Anza St., San Fran- cisco, Calif. Hayward, Lucy M., 324 La Paloma Ave., Alhambra, Calif. Ileacock, A. B., 709 E. Windsor Road, Glendale, Calif. Heath, Mrs. Margaret, Box 114, Baldwin Park, Calif. Heath, Virginia D., 2376 Pacific Ave., San Francisco, Calif. Heisser, Della B., Dist. Supt. of Schools, Turlock, Calif. Helms, W. T., Supt. of Schools, Richmond, Calif. Ida F., 8627 John Ave., Hewitt, Mrs. Los Angeles, Calif. Hodges, E. B., Washington Union High School, Centerville, Calif. Roney, Rose, 1633 College Ave., Fresno, Ca Hooker, Ora, 947 W. 30th St., geles, Calif. Hortes, J. M., 449 Clay St., 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. a ~ - am Cc. E., 759 59th St., Oakland, Huff, William F., 255 St. Joseph Ave., Long Beach, Calif. Ilughes, W. F., 2566 Flower St., Hunting- ton Park, Calif. 1206 O St., Huntington, Henriette L., Sacramento, Calif. Ingraham, Jessie E., 1437 Bond St., Los Angeles, Calif. Bakers- Miss Harker’s San Bernar- Los An- Fillmore, 674 ELEMENTARY Scuoont PriIncIPpats Ireland, Frances, 1000 E, Long Beach, Calif. Soy, Rateere. 322 Seventh St., Ocean Ave., Antioch, Iversen, Ida Christine, 349 N. Wilton P1., Los Angeles, Calif. Jackson, Robert C., Diego, Calif. James, Ida Cleo. Olive View, Calif. Janes, Hattie E., 2439 Mariposa S&St., 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 h.. Zamora Union School, Zamora, Calif Johnson, Mrs. "Lois E., 415 16th St., O. Box 597, West- Hotel Sandford, San Pacific Grove, Calif. Jones, William W., P. moreland, Calif. Jordan, John Walter, 1426 Lemoyne, Los Angeles, Calif. San N. Avenue 55, Los Leavenworth St., San Sierra Bonita Ave., Kelly, Florence M., Fries Avenue School, 1301 Fries Ave., 1801 New Jersey St., Los Angeles, Calif. Kendrick, Mary E., 420 Guerrero St., San Kilton, Inez G., 102 Orange Ave., Long Beach, Calif. 240 Downey St., Francisco, Calif. Pacific, 3 Beach, Calif. Kottinger, E. , Durant School, Oakland, Krauss, Palm Ave., Francisco, Calif. 64th Ave. near Trenor, Oakland, Calif. Lages, Dora, 311 Lester Ave., Oakland, Laurendeau, Mrs. Lulu B., way, Long Beach, Calif. 808 Quincy S&t., Bakersfield, Calif. Lee, Mrs. Iva J., 477 N. Shaffer St., Lenvig, Bessie C., 117 Angeles, Calif. San Francisco, Calif. Lindquist, R. D., 1025 Second Ave., Oak- Lofstedt, Christine, Junipero Serra School, South Fair Oaks, Pasadena, Calif. Ter., San Francisco, Cali Lucas, Mrs. Blanche, Dos Palos Elemen- Lydell, Dwight, Hamilton School, Diego, Calif. Pasadena, Calif. Mec hal Ella G., 510 21st, Sacramento, ] McCleish, Nellie, 142 W. Date St.. River- side, Calif. McFeely, Susan M., Tompkins School, Fifth and Linden St., Oakland, Calif. School, Los Angeles, Calif. McMahon, Minnie M., 928 W. Fifth Ave., McMaster, J. F., Glendale, Calif. 1824 Myrtle St., Bakersfield, Calif. MeNeely, J. G., Lincoln unter High Mack, Mrs. A. @., 2528 Chester Bakersfield, C alif. ‘Wilmington, Calif. Kelly, Julia M., Francisco, Calif. Klaus, Bertha J., Klene, Vivian, John Muir School, 15th and Calif. Luise H., 115 San Kretsinger, R. W., Burbank School, Calif. 1909 E. Broad- Lawson, Mrs. Neva, Orange, Calif. Levy, Matilda A., 645 land, Calif. love, M. Lily, 15 Paloma Ave. Ingleside tary School, los Palos, Calif. Lyon, H. W., 95 N. Cc McConneli, 8S. W., Box 461, Newman, Calif. McGraw, Margaret A. F., Carthay Center Pomona, Calif. 347 W. Garfield Ave., McNamara, Mrs. Clare, School, Santa eee Cali Lane, Majorowitcz, Della Marie, 710 E., St., Long Beach, Calif. Maland, Mrs. Emma W., 769 San Francisco, Calif. Maloy, Arthur H., 384 E. Honolulu S&t., Lindsay, Calif. Manley, Edna T. H., 3923% W. 23rd St., 1140 Mahar St., Wil- Los Angeles, Calif 400 Montclair Ave., Eighth Page St. Masput, John W- mington, Calif Marchant, Maud, Oakland, Calif. Marshall, Mrs. Florence K., 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. Masterson, Thomas \ Los Angeles, Calif.” Means, Nettie K., 3 Manley Apts., Bakers- field, Calif. Meeks, Ida V., Calif. 2140 33rd St., 2635 Rawson St., Oakland, , 1619, E. 104th St. 1252 14th St., San Diego, Meriam, J. L., University of California, Los Angeles, Calif. Miller, Douglas B., Maxwell Park School, Oakland, Calif. Miller, Georgie K., 626 St. Paul Ave., Los Angeles, Calif. . Mishler, Grace M., 577 E. Pasadena St., Pomona, Calif. Mooney, Frances A. C., 877 Sunnyhills Road, Oakland, Calif. Morris, Mylitta M., Edgerly Court Apts., Santa Barbara, Calif. Morrison, Mrs. Isabelle W. C., 14434 Gil- more St., Van Nuys, Cali if. Mount, Mrs. Florence D., 625 E. Ave., Glendale, Calif. Munce, Tillie Carolyn, 14 Glenn Ave., Fresno, Calif. Munson, Oscar F., Supt. of Schools, VP. 0. Drawer A, Hawthorne, Calif. Munson, W. B., 3153 Huntington Blvd., Fresno, Calif. Natwick, Warren, Lawrence School, San Mateo, Calif. Nekuda, Mrs. Annie Feidler, Route 1, Box 35, La Canada, Calif. Nelson, Ada §8., Elementary School, Los Nietos, Calif. wo) H. G., 525 S. Cali Netz, Joseph 2311 Tenth eles, Calif.. Oakes, William J., 3108 Whittier St., San Diego, Calif. O'Bannon, Mary B., 137 Berkeley, Calif. O'Connell, Mary C., 1204 San Francisco, Calif. O'Farrell, Mrs. Mabel E., 2403 F St., San Diego, Calif. Osburn, William Q., 37th PL, Los Angeles, Calif. Ostrom, Mrs. Ivy Douglas, 318 San Carlos Ave., Piedmont, Calif. Outealt, Mrs. Adele M., 925 Robinson 8&t., San Diego, Calif. Varker, Bertha M., 1134 Seventh St., Santa Monica, Calif. Partridge, Mrs. Clara M., 2413 Milvia St., Berkeley, Calif. na A. P., Roosevelt School, Modesto, ‘alif. O. Box 97, Bar- Calif. 83rd Lomita Ross, Santa Ana, Ave., Los An Ardmore Road, Dolores St. 1295 W. Pearce, Clarence §., P. stow, Calif. Tearce, Mrs. Grace Taylor, Escalon, l’eddie, Mrs. Gertrude W., 128 W. St., Los Angeles, Calif. hills pts., Gil- nita 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 Bivd., Los Angeles, Calif. Plagemann, Dora E., Madison School, ie and First Ave., San Francisco, Cali eo Ida M., Box 704, Mill Valley, Cali Poetker, Henry R., P. O. Box 636, Victor- ville, Calif. Poore, Margaret I., Oakland, Calif. Pugsley, C. A., 911 Herkimer, Pasadena, Calif. Quick, C. F., 125 Claremont Ave., Long Beach, Calif. Ramsaur, James, Principal of Schools, Coachella, Calif. Ransom, Mae, 1705 S. Sixth St., Alham- bra, Calif. tasmussen, Mrs. Eva Hale, Box 714, Auburn, Calif. Rector, W. G., 5957 Chabolyn Ter., Oak- land, Calif. Reinke, Gertrude H., 2006 Fletcher Ave., South Pasadena, Calif. Renshaw, Elizabeth, 117 N. Olive, Ana- heim, Calif. Richards, Marcella L., 1125 Kipling Ave., Los Angeles, Calif. Riggins, Mildred E. Mogle, 947 Winfield Los Angeles, Calif. tcl, Georgina D., Corona School, Bell, Cali Riordan, Catherine F., Sheridan School, Capitol Ave. and Lobos St., San Fran- cisco, Calif. Roberts, Bertha 2151 California St., San Francisco, Calif. Rogers, Lester B., Dean, School of Educa- tion, University of Southern California, Los Angeles, Calif. aegis, M. A., Grammar School, Banning, Calif. Romer, A. R., 530 Fairbanks Ave., Oak- land, Calif. Rusling, Mrs. Cora S., 4416 S. Normandie Ave., Los Angeles, Calif. Ruth, Clarence, Lompoc School, Lompoc, McChesney School, Calif. Ryan, Jane, 1096 Fulton St., San Fran- cisco, Calif. Sadler, Mrs. Augusta N., Westminister Hotel, Los Angeles, Calif. Samson, Ada C., 77 Cleveland Ave., Santa 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. Sed; gwick., D. J., Supervising Principal of Schools, Cupertino, Calif. Sessions, Herbert Alanson, 123 W. Ivy St., Hanford, Calif. Shane (C. a Allendale School, Oakland, a 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. Smith, Mollie A., 2274 Virginia St., 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. Sagtes, R. W., 546 Rosal Ave., Oakland, alif. Soelberg, John, John Swett School, Oak- land, Calif. Spencer, Mrs. Hattie A., Hotel Mt. Lassen, Susanville, Calif. Spencer W. D., Cole School Oakland, Calif. Spreng, Ruth M. 101 S. Guadalupe Ave., Redondo Beach, Calif. Sprung, Edna W., El Ja Arms Hotel, Redondo Beach, Calif. Starr, A. G., 2126 St. Jarlath’s Ave., Oak- land, Calif. Stearns, Oletha, 1524 Martel Ave., Los An- geles, Calif. Steffins, Edith R., P. O. Box 693, Madera, Calif. Steinberger, Elizabeth, Sierra Madre, Calif. Sterry, Nora, Macy Street School, Los Angeles, Calif. a Hugh B., P. O. Box 26, Arcata, Ca Stewart, Mrs. Lois Allen, Route A, Box 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., Lafayette School, Oak- land, Calif. Tessmer, Etta H., 618 Girard St., San Francisco, Calif. Thatcher, Mrs. Mollie H., 445 Jacaranda Pl, Fullerton, Calif. Thurston, I. P., 600 S. Rowan Ave., Los Angeles, Calif, Tibbetts, Alice B., 3365 Canfield, Los An- geles, Calif. Tillman, Dd ian 822 Cleveland St., Oak- land, lif. Tingley, yo W., 2610 Beechwood Drive, Hollywood, Calif. Turner, Elsie V. W., Washington School, 1117 15th St., Modesto, Calif. =o E., 356 Laurel St., Santa Cruz, 529 Mariposa Ave., Marguerita alif. Van De Goorberg, Wilhelmina, 1606 N. Avenue 55, Los Angeles, Calif. Van De Mark, Mrs. Della A., Santa Fe a, 54th and Market St., Oakland, a Vineyard, Julia Marie, 1726 Fourth Ave., Los Angeles, Calif. Voiles, oe 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 EF. Orange Grove Ave., Glendale, Calif. Wallace, Maude, 374 Hanover Ave., Oak- land, Calif. Ww alter, Robert Bruce, 920 Baldwin Ave., Arcadia, Calif. Ward, Susie A., 3640-A 19th St., San Francisco, Calif. 676 ELEMENTARY Scuoort PRINCIPALS Warren, Roy E., Whittier Berke- ley, Calif. Waters, Sylvia. 901 D St., San 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. Monrovia, Calif. Westrem, Gudrid, Alhambra, Calif. Wickersham, Jessie B., 732 San Pedro, Calif. Wickland, Arthur J., 463 Pasadena, Calif. Wiggs, Bessie, 5536 Franklin wood, Calif. Wilhelmy, George Max, 122 Sunnyvale, Calif. Wilson, Mrs. Ethel C., 500 N. Alhambra, Calif. Wilson, Ray Rollin, 330 Jones St., Calif. Witman, Elizabeth I., Glendale, Calif. Wood, T. P., 3028 FE. Park, Calif. Wright, Helen R., Rosa, Calif. Young, G. A., 5722 geles, Calif. Young, Sarah L., mont, Calif. Zimmerman, F. land, Calif. School, Bernar- Palm Ave., 300 N. Granada Ave. Cabrillo Ave. Atchison St., Ave., Holly- Frances St. Second St. Ukiah, 1936 Orchard Ave., Hill St., Huntington Lincoln School, Santa Meridian St., Los An- 1006 Rose Ave., Pied- B., 3245 Flagg Ave., Oak- COLORADO Akin, Wayne M., Vista, Colo. bags » Dell, 121 Colo, Boyer, Monta J., Sargent School, Monte Michigan St., Pueblo, Alameda School, W. Byers Pl. and S. Bannock, Denver, Colo. Carson, Mary G., Ashland School, W. 29th Ave. and Firth St., Denver, Colo. Casey, William V., 820 Pine St., Boulder, Colo. Chase, Inez J., 201 W. Pueblo, Colo. Combs, Ethel L., ver, Colo. Cordingly, Elizabeth, Denver, Colo. Cornish, Lydia R., Ave. and Acoma, Courtney, Katharine, Colorado Springs, Colo. (Craig, Maude L., Edison School, W. Ave. and Quitman, Denver, Colo. Dale, George, 1718 S. Sherman St., 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. Righth Ave. and Hazel Court, Denver, Colo. Erwin, Joseph M., , Colo. , Clara, Hotel Shirley Savoy, » Colo. a < Elizabeth, 1118 Co Fink, “Jeanie Alice, 1445 11th St., Abriendo Ave., 2928 W. 28th Ave., Den Thatcher School, Evans School, W. Denver, Colo, 1120 N. Cedar St., 33rd Den- Boulevard School, Den Den- Penn, Denver, Greeley, olo Fitzpatrick, Jessie K., 936 Mapleton Ave., Boulder, Colo. Force, Anna Laura, Lake Junior School, Denver, Colo. Forsyth, Bessie M., 537 mont, Colo. Fox, Guy, 301 E. 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., School, 13th and Colo. Gormley, Celia, rado Springs, Griffith, Emily, ver, Colo. Gruenler, A. M., Colo, Herrington, ver, Colo. Ilerstrom, Angela G., 2206 Ivy St., Den- ver, Colo. Ilolmes, Ethel, ver, Colo. Keller, Elizabeth M., Rosedale School, E. lliff and S. Sherman St., Denver, Colo. Kemper, Edward, Beulah School, Cortez, Colo. Klein, Louise, Columbian School, and Federal Blvd., Denver, Colo. Kneip, Augusta, Midland School, Colorado Springs, Colo. Lind, Nellie V., Dexter St., High Bross St., Loug- Florida Ave., Denver, Montclair Quebec St., Denver Helen Hunt School, Colo. 1524 Colo- Fillmore §St., Den- Rosedale School, Denver, Eugene, 945 Lincoln St., Den- 2610 S. Sherman St., Den- W. 4ist Stedman School, 29th and 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. McMichael, Belle, McKinley School, Loui- siana Ave. and §S. Logan, Denver, Colo. Macomber, William, 224 S. Third &St., Montrose, Colo. Morgan, J. B., Central School, Colo, Morton, Max D., Thatcher School, Colo. Newell, Mrs. Edith E., Denver, Colo, Noce, Lillian, Webster School, W. 36th and Lipan St., Denver, Colo. O'Boyle, Lila M., Ebert School, 2: Glenarm, Denver, Colo. Palmer, Nirma E., Columbian Pueblo, Colo. Pantall, Myrta, 515 8. ling, Colo, Parsons, Richard, 2073 8S. ver, Colo. Partner, Nettie O., SI¥ 8S. Rocky Ford, Colo. Pendleton, Claud, 1352 Colo. Plumb, Mae Colo. Queree, Pearl, 2914 W. 29th, Ratekin, W. E., Supt. trose, Colo. Remick, Nellie A., Springs, Colo, Remley, Elizabeth, trose, Colo, Rie ‘hardson, Hattie E., Valverde School, Denver, Colo. Ricketts, Blanche, 522 Boulder, Colo. Rishel, J. B., Montrose, Pueblo, 4284 Irving &t., srd and School, Third Ave., Ster Clarkson, Den Kighth St.. Bellaire, Denver, A., 909 Third Ave., Longmont, Denver, Colo. of Schools, Mon Acacia Hotel, Colorado Jubnson School, Mon Arapahoe Ave., School, 116 Phelps St., Ster Barnum Denver, Colo. Roe, Mrs. Myrtle A., ling, Colo, Romick, Nelle, ver, Colo. Columbine School, Den- ligh oug- iver, and St., ‘lair iver, ‘olo- Den- iver, Den- Den- Den- , E. ‘olo, rtez, 41st rado and urth ‘olo. ycky s6th and ool, ster Den St.. iver, out, ‘olo. fon rado lou 1001, ive., Tue Ninru YEARBOOK 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. Suaneey. Linah, Bessemer School, Pueblo, *olo, Switzer, Ells. Smedley School, W. 42nd Ave. and Shoshone St., Denver, Colo. Taylor, Nellie L., 529 W. Eighth Ave., Denver, Colo, Walker, Nannie. Wildeboor School, C and lark St., Pueblo, Colo. Walters, R. J., 2045 S. Clarkson St., Den- ver, Colo. Wasson, R. J., 2123 N. Cascade Ave., Colorado say Colo. Watts, Lillie Asbury School, 8. Marion and As — “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., Hyde 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. jarnes, Percival S., Supt. of Schools, East Hartford, Conn. Barry, Lena F., Barnum School, Noble Ave., Bridgeport, Conn. jattey, Lewis F., Israel Putnam School, Putnam, Conn. jennet, Elisabeth M., 36 Brookfield St., South Manchester, Conn. ‘entley, Thomas, Box 40, Bolton, Conn. Bestick, Grace V., 229 Wells St., Bridge- port, Conn. Blackham, Florence E., 303 E. Main St., sridgeport, Conn. Blackmer, Victor A., 64 North St., Dan- bury, Conn. Blatchley, Mary N., Strong School, Grand Ave.. New Haven, Conn. Brennan, Katharine A., 182 Lloyd St., New Ilaven, Conn. ‘reunig, Mrs. Emma P., 85 Glenwood Ave., Stratford. Conn. Bridgett, Alice E., Colony Street School, W: allingford, Conn. Brophy, John M., 1 Pequot St., Water- bury, Conn. Burgess, Bliss M., 75 George St., Bristol, onn, Burnap, R. §., Central Grammar School, Milford, Conn. ‘amp, Frederick §8., 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. 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, onn. Harris, Edna M., 10 Breckenridge Ave., Meriden, Conn. Hickey, Margaret, 35 Goodwill Ave., Meriden, Conn. Hine, Edith M., 106 Litchfield St., Tor- rington, Conn Holroyd, Ida G.. Dora Circle, Bridgeport, onn, —_ “eee B., 27 Pythian Ave., Torring- on, Johnson, Ruth F., 263 S. Main St., Tor- ington, Conn. soe, oa C., 102 W. Main St., Branford. Conn Kirtland, Elizabeth E., P. O. Box 376, Yalesville, Conn. Knowlton, gy B 322 Sherman Ave., New Haven, Lanphear, Mabel , % ‘1180 Main St., South Manchester, Conn. Lomax, Jessie, Fifth School, Darien, Conn. Luby, Mary } F., 142 Whitney Ave., Bridge- por 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. W., 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., 339 Orange St., 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, ree. 3 Rosa C., Box 101, Union- ville, a Gerhardt E., Forest St., Groton, ‘on Rickard, Anna E., 361 Brooklawn Ave., Bridgeport, Conn , iw Indian Mountain School, fakeviile, 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. sestrute, 557 Wilmot Ave., Bridgeport, Con Steele, Julia M., 267 Wakelee Ave., An- sonia, Conn. Stevens, Mrs. Myrtle II., Hill, Conn. Box 52, Rocky Stevens, Ralph S., 100 Long Hill Road., Wallingford, Con n. 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 School, North Haven, Conn. Walker, Annie L., Grasmere School, Fair- field, Conn. Walker, Mrs. Julia Banks, 55 Bridgeport, Conn. Weaver, Alice M., 139 Main St., Norwalk, Conn. Whitman, Helen I., 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., Whitnevville, Conn. Young, George W., Northwest School, Albany Ave. and Woodland St., Hart- ford, Conn. Eaton St., Meriden, DELAWARE Doud, Emma M., 1708 Pennsylvania Ave., Wilmington, Del. Judy, Lester A., 109 S. Bradford St., 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, = Supt. of Schools, Middle- town, Del Ratledge, A. Katherine, Townsend, Del. Samworth, Ellen, 1502 Lancaster Ave., Wilmington, Del. ee H. E., Supt. of Schools, Claymont, Yel, irammar School, DISTRICT OF COLUMBIA Aiton, Maude E., Webster School, Tenth and H Sts... N. W.. Wasbington, I. (. Ashton, Robert H., 723 Girard St., N. W., Washington. Db. ¢< Babbington, Katherine C., 78 Eye S8St., N. W., Washington, p. ¢. Ballenger, Lou os 1801 16th St., N. W., Washington, D. Barnard, ot FB 'F., 1705 Lanier Fi. N. W., Washington, D. C. 3rawner, Mg Virginia, 4504 Douglas St., N. E i., Kenilworth, D. C. Cc lark, Eugene A., Asst. Supt. of Schools, Franklin Administration Building, Washington, D. C. Conway, Mrs. Margarete S., N. W., Washington, D. C. Craighill, Susan R., 3062 Q St., N. W.,, Washington, D. ¢ Dalton, E. J., aaee Jenifer St., N. W,, Washington, D. Darneille, E. E., ington, D. C. Draney, Mary E., > Burroughs School, Washington, D. Duganne, L. R., sa6t Calvert St., N. W., Washington, »% ¢. Dulin, Cecilia P., Government Building XY, Washington, D. ¢ Faweett, Blanche L., 1348 Euclid St., Washington, D. C. Irank, Mary a” Petworth School, Wasb- ington, D. C. Furmage, Mary I., 11 Quincy Pl, N. E, Washington, I). Cc Gillem, Richard eh 932 Westminster St. N. W., Washington, D. Cc. Given, M. E., 4700 7 aoe Ave., Washington, mB <. Gore, M. Florence, 2142 K St., N. W., Washington, D. ©. Graves, Mary E.. Ketcham School, 15th and U 8St., S. E., Washington, D. ©. Gray, Mrs. 8S. E., 1840 Vermont Ave. N. W., Washington. ~~ <, Holland, Sarah B., 2901 Commectiont Ave. = Washington, 1). ssanhaee A. E.. 2059 Park Road, N. W,, Washington, I. ©, I{ubbard, Frank W., Assistant Director of Research, National Education Associa- po, 1201 16th St., N. W., Washington, Cc, 2900 Q St., N. W., Wash- Hotels, ’ Jones, Ilerndon B., 654 Girard St., N. W. Washington, I). ©. Kelsey, G. E., 317 Falkstone Court, 14th and Fairmont Sts., Washington, I). © ming. Henrietta FE., 587 [ene Road, W., Washington, D. ie, Mrs. wid , a Washington, D.C. Leapley, Mrs. Lillian : 32 3 T St., N. W. Route %, Ana- costia Station, Washington, PD. ©. Lind, A. Grace, wee 14th St., N. W. Washington, D. C Llufrio, Mary H., 1457 Park Road, N. W., Washington, Cc. Lucas, M. Grant, 1738 15th St., N. W. Washington, D. C. Luebkert, Constance, John Eaton School, 34th and Lowell, Washington, D. ¢ Lyddane, Margaret R., 3500 14th St. Washington, D. Cc. Mathis, C. I., 808 A St., S. E., ton, D. Cc. Matthews, Samuel D.. 1811 First St. W., Washington, D 2 yeasts Florence €., 1141 New lHamp- shire Ave., N. W., Washington. 1). Res Netherland. Mrs. Rosa Stokes, 613 Third St., N. E., Washington, D. C. Neumeyer, Anna B., 1127 Euclid St. N. W., Washington, D. C. Norton, John K., Director of Research. National Education Association, 1261 16th St., N. W., Washington, PD. ©. Ossire, Cora A., Curtis Hyde School, oe! near Wisconsin Ave., Lae Washing- Ossire, Mary. Fillmore School, 25th 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. ©. : Pearson, M. Blanche, 1829 Monroe 5t. N. W., Washington, D. C. ae! Perry, Leon L., 913 P St., N. W., Wash ington, D. Cc. 654 L St., N. E., Wash 1830 R St. Pim} an Puli: in Rane N Renf in: Savo in Seri’ ash- 1001, chool, $t., shing- St.. + Third ) earch. 1201 Es vol, O ngton, ha nl Wash- Wash- Wasb- Tue Ninru YErarBooK 679 Pimper, Cora H., Ludlow School, Sixth and G Sts., N. E.. Washington, 3 Pulizzi, B.. L., 3912 Harrison St., Wash- ington, D. C. Randolph, Leonora C., .¥ Kearney St., x. E., W bears et D. Renfro, D. ~ 12th St, N. W., Wash- ington, Savoy, -§ 217 T St., N. W., Wash- ing ton, Scrivener, Emily, 1012 Monroe St., N. E. Washington, D. Cc. Shankland, 8S. D., 1201 16th St., N. W., Washington, Cc. Sisson, Abbie M., 2715 3 Dakota Ave., N. E. , Washington, dD. Syphax, "John E. -, 1838 Q Si, N. W., Wash- ngton, D. C. Tolliver, R. E., 920 S St., N. W., Wash- ington, D. C. Young, M. Gertrude, 656 Massachusetts Ave., N. E., Washington, D. C. FLORIDA Arrington, Mrs. Stella P., Supervising aaa of Primary Schools, Sanford, la. Avery, Nell P., 262 N. E. 31st St., Miami, ] Jackson- 422 KE. Cervantes a. Barge, Mrs. S Hs 1211 N. Aleanez St., Pensacola, ville, Fla. teaman, Annie, 2159 Forbes St., Jackson- Belcher, Poatene. Clearwater, Fle ‘1050 S. W. Sixth St., Miami, Fla. Brodnax. Mrs, Stella B., 587 Orange Ave., Caris, Belle W., Box 744, Beach, Fla. Street School, St. Augustine, Fla. Cason, Claribel, Citrus Grove School, Cooke, Nellie E., 123 E, First St., Jackson- ville, Fla. 219 W. Concord Ave., Or- lande, Fla St.. Pensacola, Fla. Culver, Mrs. Lola M., 151 W. Ninth St., Darby, Mrs. Isabelle, Box 5547, Seabreeze Station, Daytona Beach, Fla Beal, Beulah, M151 W. Ninth St., ville, Fla. North Ward School, Benson, Olga Dd. Daytona Beach, Fla. West Palm Carrier, Mrs. Alice Bingham. Orange 2154 N. W. Fifth St., Miami, Fla. Cox, Mord F., Crawford, Mrs. W. Hf., Jacksonville, Fla. ous. Katie, 412 S. W. Fifth Ave., Miami, Fairlie, Margaret (., 1035 KE. Bay St, 2 Jacksonville, Fla. Fleagle, Mrs. Luneta, 512 FE. Ave., Tampa, Fla. Foulks, Frank M., 404 FE. Ross Ave., Tampa. Fla. Hammond, Mrs. A. M., 508 Tampa, Fla. Helms, Mrs. Mildred, Elementary School, Largo, Fla. Hennessee Mrs. Edna W., son School, Frierson S. Oregon Ave., Thomas Jack- 28th Ave. and 33rd St., wg Fla. Holton, T. 0. Box 195, Perrine, Fla. Hughes, i loréenee L., 816 Oak St., Jackson- ille a King, Mrs. Ethel A., P. O. Box 1973, West Palm Beach, Fla. lander, (, H., Box 658, Delray Beach, Fla. Teenhouts. Laura N., 3083 N. W. Seventh St.. Miami. Fla. MeIntosh, James I... Orange Bchool, 4012 Seminole Ave., Mla. Morgan, Annie R., 305 BE. Duval St., Jack- Sonville, Fla, Grove Tampa, Nelson, La Verne, Roosevelt School, Obispo and Ferdinand, Tampa, Fla. oa Mabel, 2626 Sunset Drive, Tampa, a. a Mrs. Vera, Comstock School, LA V. 19th Ave. and 26th St., Miami, i %, Plumb, Myrtle M., 718 Lakeview Ave., Clearwater, Fla Ross, Mrs. F, I. Tice School, 741 E. First St, Fort Myers, Fla. Rutherford, Mrs. R. B., 717 Laura S&St., Jacksonville, Fla. Smith, B. O., Supervising Principal of City Schools, Tallahassee, Fla. Sproull, Katherine F., 1545 Hubbard St., Jacksonville, Fla. Stafford, Mrs. A. H., 909 W. Drive, Orlando, Fla. Upson, Ruth Newell, 828 Oak St., sonville, Fla. Vaue. H. A., P. O. Box 462 a Weatherly, Hazel, 454 N. Miami, Fla. West, Henry S&.. Coral Gables, Fla. Williams, Bessie L., 209 West Ashley St., Jacksonville, “la Wynn, Mrs. Jessie D., Palm Beach Public School, Palm Beach, ¥ Colonial Jack- , Lynn Haven, E. 38th St., University of Miami, GEORGIA Albright, Mrs. T. D., 551 N. Highland Ave., N. E., Atlanta, Ga. Ash, ‘Mrs. Lowry, 313 E. 53rd, Savannah, 7a. barnes, Mamie, 135 Meade Road, Decatur, Beard, Jessie, 1222 Peacock Ave., Colum- bus, Ga. Berman, Jo, 856 Penn Ave., Atlanta, Ga. —— Ira S., 824 E. 38th St., Savannah, a. Carreker, Mrs. H. B., 206 W. 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. i Mrs. R. FE., 62 Sims St., Carrollton, College Ponce De Teon Apts., malities, Mrs. Macon, Ga. Hezaset, Martha, 1984 Boulevard Drive, . E., Atlanta, Ga. om 5 Pattie, 196 Henderson Ave., Athens, Ga. Laura Y., R. F. D. 3, a. . 538 Holderness St., Ilolt, Mamie, 728 Napier Ave., Macon, Ga. Jones, Ruby, Peeples Street School, At- lanta, Ga. King, Kate Anne, 395 Boulevard, N. F., Altanta, Ga. Malone, Mrs. Kate C., 509 College St., Macon, —_ Martin, A. , 1430 Gordon St., 8S. W., lanta, _” Mathews, C. B., Supt. of Schools, New- man, Ga. Newport, Mrs. E. D., Tenth Street School, Ss. W., Mrs. Arthur, 1020 Columbia Ave., Atlanta, Ga. Rhodes, Maude A., 185 Westminster Drive, N. E., Atlanta, Ga. 680 ELEMENTARY Scuoot PrIncrpas Richardson, Evelina E., 307 Second Ave., Atlanta, Ga. Riley, Romana, 404 E. Henry, Savannah, a. Robertson, Minnie C., Virgil Powers School, Macon, Ga. Roddy, _ 1420 Peachtree St., At- lanta, Smith, Ema O., 114 Coleman Ave., Macon, Stallings, Gia. 1017 Egmont St., Bruns- wick, Ga. Taylor, Rosa, 227 Bond St., Macon, Ga. Thornton, Mrs. Eva I., J. C. Harris School, College Park, Ga. Tuck, Sara E., 1010 McLynn Ave., N. E., Atlanta, Ga. Wallace, Margaret R., 945 Gordon St., S. W., Atlanta, Ga. wer, 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. Wisewes®, Mrs. R. B., 1233 McLenden y 4 E., Atlanta, Ga. warm, " Lillie, 187 Pine St., N. E., Atlanta, a IDAHO Bell, O. E., Idaho Falls Junior High School, Idaho Falls, Idaho. bvane Martha E., Box 346, Pocatello, 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, Coral M., 1402 Franklin St., Boise, Idaho. Rawson, poame, Box 406, Pocatello, Idaho. Rosenhall, A. L., Box 247, Rigbv, Idaho. Sedgwick, D. H., P. O. Box 174, Basalt, Idaho. Tage, Anna H., 516 Bannock St., Boise, Idaho Tweedy, Ira, Supt. of Schools, Rupert, Idaho. ILLINOIS Alsterlund, Mabel A., 1843 13th St., Moline, Il. Andersen, Will D., 937 N. Harvey, Oak Park, Andrews Ada M., 1525 S. Washtenow Ave., Chicago, il. Annan, Isabel D., 1440 E. 66th PI., Chi- cago, a Anspaugh, G. E., Komensky School, Chi- cago, Ill. Armbruster, Bertha S., 4152 West End Ave., Chicago, Il. Arnsparger, Mrs. M. M., 1532 Niedring- house Ave., Granite City, Ill. A=, Elsie, Le Claire Hotel, Moline, Bacon, Vivian, 1136 Union Ave., Chicago Heights, Il. Baer, Mrs. Alice Hogge, Kohn School, 10414 8S. State St., Chicago, III. Barton, Lulu E., 679 Lorena Ave., Wood ver, a Bauerle, Martha M., 5559 W. Adams &St., Chicago, III. Baughman, W.. L., Junior High School, East St. Louis, Ill. Baumgardner, H. H., 815 E. Nebraska Ave., Peoria, Ill. Beche, Grant, 1225 Sedgwick St., Chicago, Beck, Paul H., 706 S. Lombard Ave., Oak Park, Til. Bednar. Christine, 132 W. Marquette Road, Chicago, Ill Beers, George A., 3250 W. Adams 8St., Chi- eago, Ill. Bielenberg, Emma J., 3634 N. Avers Ave. Chicago, \. Billings, Myra C., O'Toole School, 6552 § Seeley Ave., Chicago, Ill. Black, Jessie E., Perry School, 9727 §. , Chicago, Il. Blish, Elizabeth, Holmes School, 5525 §, Morgan St., Chicago, Ill. Bolerjack, Hobart, Cicero Public Schools, Cicero, Ill. Bonsfleld, hag. penne B., 4548 Forest ville A Chicago, Il Booth, Gilbert. North Side Bldg., West Chicago, Ill. oom. William T., 1041 Home Ave., Oak "ar Bosley, ” Howard E., 600 E. Main St., Mt. Vernon, Ill. Bower, Horace, 111 S. Glenwood Ave. Springfield, Ill. Bowyer, Vernon, 1070 W. Jackson Blvd, Chicago, Il. Breed, Blanche, McCall School, Canton, Ill Bristor, ¢. C., 706 S. Fourth Ave., May- wood, Ill. Brown, F. L., Supt. of Schools, River Grove, Ill. Burroughs, FE. B., 911 Powell Ave., Col- linsville, Ill. Byrne, Margaret H., Wendricks School, 313 W. 43rd St., Chicago, I. L., 328 N. Maple Ave., Oak Marion C., Hubbard Woods School, Winnetka, III. Cassell, George F., Penn School, 1616 §. Avers Ave., Chicago. III. Cassidy, Rose, 510 S. First St., Rock- fora, , Chandler, Turner €., 7814 Cornell Ave. Chicago, Ill. W. G., Brush School, Carbondale, Ill. Clickener, Sarah H., 825 W. William §&t., Decatur, III. Cobb, Charles ©., Carpenter School, 666 N. Racine Ave., Chicago, Ill. Cobb, Clara C., 721 E. State St., Jackson ville, Ill. Cohler, Milton J., 4731 N. Monticello Ave., Chicago, Il. Evelyn F., Budlong School, 2701 . Foster Ave., Chicago, Il. Collins, Laurence G., Hamline School, 4747 Bishop St., Chicago, Ill. Comstock, W. H., 2031 E. 72nd PI, Chi cago, Ill. Conners, Mame L., 647 Sheridan Road, Chicago, Il. Corrigan, Gertrude, Edgewater Beach Hotel, Chicago, I1l. Cosgrove, Katherine, 1750 Guion St. Ottawa, Ill. Creedon, Clara W., 308 N. Waller Ave. Chicago, Ill. Crisp, Iva J., Lincoln School, 16th and Elmwood, Berwyn, ; : Crowell, John, 2519 Wilson Ave., Chicago, Ill Cummings, Anna, 909 Michigan Ave. Evanston, III. Curtis, Ina L., 1110 Chestnut St., Wauke- gan, Ill. Daggett, Daisy V., 279 W. William St. eatur, Ill. raska icago, » Oak Road, » Chi- Blvd. inton, May- River , Col- chool, , Oak Woods 116 §. Rock- school, , Chi Road, Beach » St. Ave., h and 1icago, Ave., Vauke- m &t., Tue Ninrn YEARBOOK 681 Dale, Grace B., Moline, Ill. Dalin, Judith H., ford, Davis, Homer, Il Central Grammar School, 910 Third Ave., Rock- 1018 Lytle St., Chicago, Davis, Margaret M., Springfield, Il. Deaver, Arthur G., 7925 Kingston Ave., Chicago, Il. Delamere, Lulu, Box 101, Vesoeete™ Til. Deneen, Florence, 457 W. 61st Pl., Chi- cago, Ill. Dexter, Mrs. Anna B., Rockford, I11. <<} . Fourth Union Terre Haute, cago, Ind. Spice, Mary E., 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. Waite, Margaret A., 76 E. Sixth St., Ind. Welch, Carrie C., Terre Haute, Ind. Weld, Mildred A.. Indianapolis, Ind. Wenner, Dorothy, Indianapolis, Ind. bet ay Elsa, 823 Georgiana St., Ho- bart, Ind. Witt, Elisabeth R.., dianapolis, Ind. Wright, Wendell W.. Department of Edu- eation, Indiana University, Blooming- ton, Ind. Young, Nora B., 302 FE. South St., Lebanon, Ind. Ander- Marietta St., Pennsyl- Peru, Albert 1508 N. 1225 Churchman Ave., Lange School, Alabama St., 534 Bosart Ave., In- IOWA Aarvig, Bertha O., 926 Third Ave., N., Ft. Dodge, Iowa. Allen, Clara a. 145 FE. Ottumwa, Iow Aron, Hilda, 3311 owa, Beaner, Josephine, 831 Seventh St., Des Moines, Iowa. Beckwith, 7 M., 400 Maple St., At- lantic, Iow Bjorklund, Ethel M., 205 Third Ave., S. E., Oelwein, Iowa. — C. A., 2018 Virginia St., ity Maple Ave., Jackson, Sioux City, Sioux Iowa Bovee, ee E., 4315 Orleans Ave., Sioux City, Iowa. Bradshaw, Alice, 751 Moines, Iowa. Buettell, Emma I., 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, 1018 Penn Ave., Iowa. Eickelberg, H. D., 3925 Des Moines, Lowa. Ernst, W. M., 836 W. Iowa. Finch, Bertha, City, lowa. Findley, W. ¢ Iowa, Fitzgerald, J. E., City, Iowa. Funston, Clara, 2419 Cottage Grove Ave., Des Moines, Iowa. Grandy, Meta E., 2933 Jackson St.., City, Towa. Green, Frank E., Supt. City, Iowa. Greenhow, Alice Dubuque, Iowa. Hagerty, Gussie M., Dubuque, Iowa, Haley, Kathryn, 715 18th St.., Iowa. Hall, Arthur ©... S539 W. Davenport, Iowa. Hicks, Mrs. D. Alice, Moines, Iowa. Holtman, Edith C., 210 B Ave., East, Oskaloosa, Iowa. Iforn, Ernest, State University Iowa City, Towa. Jordan, W. Lee, 2830 Brattleboro Ave., Des Moines, Towa. Kitch, R. I., 456 Burton Ave., Sioux City, Iowa. Kober, Marie, 200 Kirk Apt., Adelaide, Iowa. Laird, Moines, Iowa. Lewis, Mrs. John, 203 N. Delaware, Mason City. Towa. Luke, Sadie E., 2386 Delhi St., Iowa. Lyon, Georgia, Joy Cornelia, 16th St., Des Prescott Apts., 1200 46th St., Des 425 Independence Ave., School, 11th and lowa. of Schools, Mo Des Moines, Urbandale Ave., Fifth, Dubuque, 2900 Sixth Ave., Sioux Des Moines, Ross St., 3504 First St., 1821 Sioux Sionx of Schools, Story Jean, 439 Winona S&t., Bryant School, Des Moines, Locust St., 1980 42nd St., Des of Towa. Mason City, 1823 Oakland Ave., Des Dubuque, School, Sioux City, Towa. Marshall, Isabelle, 1224 York St., [es Moines, Iowa. Matthews, Laura P., 5115 Moines, Iowa. Morgan, Kathryn IL., 311 N. Marshalltown, Iowa. Moyers, A. E., Supt. of Schools, Sidney, Indiana and Grand Ave., Des Center St.. owa. Murphy. Gertrude. 2714 High St., Des Moines, Iowa. Newcomer, Mrs. Mabel, 123' 8. Fourth St., Clear Lake, Iowa. O'Connor, Mary, 3925 Pierce St., 3248 City, Iowa. Osborn, Charlotte, “1113 Walker St., Des of Education, Sioux City, Iow of Iowa, Towa City, Sioux Jackson 5&t., Otis, Mabel A., Moines. Iowa. Packer, P. C., College State University Towa. Parr, Cora A., 511 29th St Towa. Prouty, Mrs. Edith F., Council Bluffs, Iowa. .. Des Moines, Pierce School, and , Mo nines, Ave., uque, Sioux vines, Sioux Ave., Sionx Story St., hool, ines, ity, “ity, Des ASON que, and Des Des Tue Ninru YErarsook 685 Quigley, Georgia, 928 30th St., Des Moines, Iowa. Rouse, Claire, Park St., West Liberty, lowa. Rownd. Nellie M., Edison School, Water- loo. Towa. Samuelson, Agnes, State Superintendent of Publie Instruction, Des Moines, Iowa. Shanley, Jane, Grant School, 18th and Melrose Sts., Sioux City, Iowa. Sloan, Isabelle P., 1514 Rebecca St., Sioux City, lowa. 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, 1313 W. High Ave., Oska- loosa, Iowa. Troutner, Grace, Moines, Towa. Umpleby, Frances, 2936 Brattleboro, Des Moines, Iowa. Walker, Minnie M., 1315 Maple St., Des Moines, Iowa. Wilson, Anne, 1038 Jefferson St., Ottumwa, lowa. Wold, Ragna E., 1300 28th St., Sioux City, Iowa. Zinn, D. D., 3407 Fourth Ave., Sioux City, lowa. Victoria Hotel, Des KANSAS Adams, Alice, 710 Troup, Kansas City, Kansas. Allen, Lora, 99 W. Kansas. tarber, Gertrude L., McKinley School, 1110 W. Fourth St., Coffeyville, Kansas. Benscheidt, Ella, 227 W. 12th St., Hutch- inson, Kansas. Rernstorf, Lydia S., 816 E. Tenth Ave., Winfield, Kansas. Ronwell, W. A., 645 N. Volutsia, Wichita, Kansas, totkin, Ethel, 102 E. 17th, Hutchinson, Kansas. Brooks, Harriett, 1618 Loomis, Winfield, Kansas, Brown, Dora, 1100 Sandusky, Kansas City, Kansas, Campbell, Cora G., Box 304, 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 E. 17th., Hutchinson, Kansas. Eichenburger, Flora, Whitmore School, Kansas City, Kansas. Evans, Myrtle M., Abbott School, 15th and Troup Ave., Kansas Citv, 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. Gray, Maude, 236 N. 18th St., City, Kansas. Griffith, Lenna B,, Fairmont School, Wichita, Kansas. Kansas, Pittsburg, Junction Kansas Harlan, Laura J., 1106 Washington Blvd., Kansas City, Kansas. Hartford, May, 108 E. 14th St., Hutchin- son, Kansas. Henry, Emma lL, Washington School, Anthony, Kansas. Hudson, Jane, 334 E. Sherman, Hutchin- son, Kansas. Hunts, Maud, 203 S&S. Fern, 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, City, Kansas. Kinsey, Gladys, 1818 Walker, City, Kansas. Kiser, Florence, 621 Stewart Ave., Kan- sas City, Kansas. Langley, Edna J., 1232 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. IToevenguth, O. P., 1402 S. Hydraulic, Wichita, Kansas. Lovelace, Abigail, 1029 §&. 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. Mahafie, Ella M., City, Kansas. Mahin, C. A., 1725 Fairmount Ave., Wichita, Kansas. Martin, Minnie, 1118 Haskell, City, Kansas. Meeker, Mildred, 4170 State Line, Kansas , Kansas. Elizabeth, Grund Hotel, Kansas y, Kansas. Morrow, C. M., 1120 N. Monroe, Topeka, 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. Rapetss, Lea 544 Everett, Kansas City, Kan a an Ella V., ade New Jersey Ave., Kansas City, Kansa Robison, Arthur 3. ‘MeCormick School, Wichita, Kansas. Romig, Ida V., 1319 West Ninth St., Coffeyville, Kansas. Wichita, Kansas Kansas Evergreen, Park School, Kansas Kansas 686 ELEMENTARY Scuoon Principats Saunders, Jessie, 1318 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., Frances School, 35th and Orville, Kansas. Streeter, Helen, 400 N. 16th St., City, Kansas. Barnett, Kansas Kansas City, Chautauqua, Willard Kansas City, Kansas Kansas 15th Ave., Stuckey, Minnie A., 1222 N. Emporia Ave., Wichita, Kansas. Thomas, Zoe, 202 N. 23rd St., City, Kansas. Vogenitz, Mrs. May H., 420 E. Hutchinson, Kansas. Watkins, Hazel A., 1715 W. Maple, 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. KENTUCKY 121 §S. 41st, Louisville, Ky. 673 Cecil Ave., Louis- Sell, R. J., Bligh, Anna M., ville, Ky. jowling, J. , Lothair, Ky sradner, J. w. Superintendent of Schools, Middlesboro, Ky. Chapman, Edith A., 2441 Carter Ashland, Ky. 1915 Rutherford Ave., Louisville, Ky. Clem, Robert B., Coslow, William F., Emerson School, Sylvia and Hickory, Louisville, Ky. Dense. Lalla, 1700 S. Main St., Hopkins- ville Drewry, emte M., 1524 S. Second St., Louisville, Ky. Fouse, W. H., High School, Gotherman, Edward E., Lexington, Ky. Grunder, Anne, 1236 Louisville, Ky. Ilanley, Mrs. John F., P. O. Box 66, Ash- lan Ky. Iloehle, Henrietta J., R. F. D. 1, Box 502, Herr pane. Louisville, a esere, B., 118 E. 15th St., to =, ng, Junior High School, Har- la pm —— ag ‘Sheila, 17 Linden Ave., Ft. Thomas, Ky. Kelley, Nora §8., I. N. Bloom School, Lucia Ave., Louisville, Ky. Krieger, Mrs. Anna, George Rogers Clark School, Louisville, Lindley, Blanche, 323 iE "St. Catherine St., 82 Willow Ter., Lou sville, Ky. Loewenstein, poonye J.» Louisville, McClelland, Bertha L., 3204 Winchester cy. Isaac Shelby School, Ave., A McClure, 930 Mary Louisville, Ky. McDaniel, Lottie, Virginia Street School, Hopkinsville, Ky McGehee, W. ens, College Heights, Bowl- ing Green, Ky. Payne, Mrs. ites L., 1930 Yale Drive, Louisville, Ky. Phillips, Verna A., Cortland Ilotel, ville, Ky. Reibert, Lydia, 1306 Highland Ave., ville, Ky. Ave., Paul Lawrence Dunbar Lexington, Ky 415 &. Broadway, Cherokee Road, Coving- Louis- Louis- Seekamp, — Lucia Ave., 1634 Louisville — Jean aed 140 E. Maxwell, Lexing- Ky soni, Lacy, 1416 Brook St., Stanley, Mrs. Emma_ M., Court. Louisville, Cy. ~ Elsa, 2210 Sherwood, Louisville Summers, Jennie T., 407 Fountain Court Louisville, Tate, Viggiala, 220 Broadway, ville, y. Walker. “Mary B., Eleventh District School, Parkway near Altamont Road, Covington, Ky. at Mary V., E. Seventh St., —_— Louisville, 211 Crescent , Madison- Kee Hopkins- Elise, 2210 Sherwood, Louisville, Wellenvoss, Nora E., 1612 Ave., Louisville, Ky. Wells, 4 Evelyn, Stephen Foster School, Louisville, Ky. Wheeler, Mrs. Ann Delker, 430 Crittenden St., Owensboro, Ky. White, Bessie J.. 61 W. Southgate Ave., Ft. Thomas, Ky. Willett, Mattie M., 2319 Hale Ave., ville, Ky. Beechwood Louis- LOUISIANA Aitkens, Emma C€., 1108 Napoleon Ave., New Orleans, La. Barrett, Ellen T., 4026 Baudin, New Orleans, La. Bartholf, Harriet, 842 Shreveport, La Delaney, J. M., Pineville Grammar School, Pineville, La. one, Mary M., 612 Egan St., Shreve- port, a. Dixon, Florence 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. Hanley, Agnes, McDonogh School No. 25, 719 Carrollton Ave., New Orleans, La. Harte, Alice M., 340 S. Olympia St., New yt mg La. Hatcher, W. B., Superintendent of Schools, Baton Rouge. La. Hildebrandt, Josephine E., 3650 Con- 1126 Joseph St., New Prospect Ave., stance St., New Orleans, La. Leckert, Alice A., Orleans, } McBride A., Parish Supervisor of Schools, | La. Stockley, Callie L., 1817 Calhoun St., Orleans, La. Tinsley, G. J., Rosenthal Grammar School, Alexandria, La. Tubre, B., Boyce High School, Williams, Fannie ce. New Orleans, -, Wilson, Florence, Orleans, La. Wossman, Julia C., La. New Boyce, La. 1922 Louisiana Ave., Lafayette School, New 313 Wood St., Monroe, MAINE Holland, Leo P., 22 Pleasant St., ville, Maine. Lewis, Mrs. Mildred C., Skowhegan, Maine. Lutes, O. 8., University of Maine, Orono, Maine. Martin, Donat B., School, Houl- Water 12 Summer &t., Evangeline Madawaska, Maine. Osgood, Azalia F., Bowdoin School, ton, Maine. Tue Nintu YEARBOOK 687 Pooler, Grace E., 11 Fay Court, Dexter, Maine. Skillin, Vernie B., vale, Maine. Tavlor, Mary E., 15 Trim St., Maine. Teague, Grace L., ton, Maine. 118 Main St., Spring- Camden, 137 College St., Lewis- MARYLAND Adams, Margaret, Howard Park School, Baltimore, Md. Barrett, Jennie M., 710 Gorsuch Baltimore, Md. Beck, Julia F., School 71, Old Frederick Road, Baltimore, Md. Bopst, Molly, 321 Magruder St., land, Md. Broening, Mary L., 3906 Canterbury Rd., Baltimore, Md 2202 Elsinor Ave., Dewling, Ruth E., Baltimore, Md. 216 Hammond §&t., 700 W. Ave., Cumber- Dowling, Nellie F., Westernport, Md. Ebaugh, Effie M., Baltimore, Md. Eckard, Norman R., 340 Equitable Bldg., Baltimore, Md. Erdman, Rose, 108 E. North Ave., Balti- more, Md. Eversfield, Emily W., Windsor Hills School, Alto Ave. and Mt. Holly St., 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., 1412 Reisterstown Road, Pikesville, Md Harrison, Junie L., Weverton, Md. Hill, Mary c., 400 Camden Ave., bury, Md. lloover, L. Mabel, Baltimore, Md. Jenkins, Ella, Elementary School No. 95, saltimore, Md, Johnson, Helen M., Canton Platoon School, Hudson St. and Highland Ave., Baltimore, Md. Jones, Charles W., 1143 N. Carey St., Baltimore, ‘Md. < Kerr, Mary C., 2130 Bolton St., Balti- more, Md. Klein, Mery L., Woodsboro School, Woods- boro, N 101 Mill St., Livingood, F. G., Lon Hilda, 1724 Eutaw PIL., North Ave., Salis- 1771 Homestead S&t., Chester- town, Baltimore, Magers, Ida R., 1801 Poplar Grove St., Walbrook, Baltimore, Md. Malooly, Elizabeth, 3016 N. Calvert St., Baltimore, 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, Baltimore, Md. Murphy, George B., Platoon School No. 112, Baltimore, Md. Porter, Roberta, Pimlico School, Oakley Ave. and Pimlico Road, Baltimore, Md. Regus, Milton L., 5319 Brabant Road, saltimore, Md. Reindollar, M. Blanche, Homewood Apts., Charles and 31st St., Baltimore, Md. Roberts, Clarence J., 610 N. Carrollton Ave., Baltimore, Md. Rodman, Mrs. Mary E., 1359 N. Calhoun St., Baltimore, Md. Sanders, Grace S., 3028 Glenmore Ave., Baltimore, Md. Schant, Mattie Grace, 3312 W. North Ave., Baltimore, Md Screen, Isabelle, 718 Hill Top Drive, Cum- berland, Md. 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, Smithson, Clara E., 535 Park Ave., Balti- more, Md Stieg, May ss Elementary School No. 88, Baltimore, Md. Stresseers, Helen, School 93, Baltimore, Stromberg, Martha, 1 Taney Road, Balti- more, Md. 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 fayette Aves., Balti- more, Md. Wenner, E. Virginia, West Brunswick School, Brunswick, Md. Wiers, Mary M., 16 E. Lanvale St., more, Md. Williams, Annie C., Ave., Baltimore, Md. Willison, Mildred, 401 Decatur St. berland, Md Worthington, Harriet E., Elementary School No. 65, Baltimore, Mad. Balti- 3556 Buena Vista , Cum- MASSACHUSETTS Adams, Mabel E., 38 Percival St. chester, Mass. Alderman, Etta L., 42 Springfield, Mass. Allen, Grace A., 25 Bacheller St., Lynn, Mass. Amsden, L. Margaret, Sewell School, 279 Cypress St., Brookline, Mass. Aasowe, © Frank A., 47 Clark St., ter, } Archibald, "sennte S., Columbus School, Medford, Mass. Atkins, Robert S., Thomas N. Hast School, South Boston, Mass. Averill, W. A., 15 Ashburton Pl, Boston, Mass. Baldwin, Blanche E., School, Malden, Mass. Barr, John E., Washington School, Lowell, Mass. Barrows, Howard F., East Falmouth Falmouth, Mass. » Dor- Bliss St., West East Worces- Judson School, Barry. Mary A., 58 Proctor St., Salem, Mass, Bates, William Lester, Lowell School, Center St., += Plain, Mass. ae. © Stella , 80 Hanover St., Fall iver, Mass. Beaumont, Louise M., 163% Chandler St., Worcester, Mass. 688 Belding, Alice H., Elizabeth Street School., Worcester, Mass. Bigelow, Gertrude E., 52 Brookline, Mass. Bliss, Carrie W., 233 Arnold St., New Bed- ford, Mass. Bliss, Genevieve H., 511 Cherry St., Fall River, Mass. Rowen, Mrs. Alice Day, 14 Day St., Mel- rose Highlands, Mass. Brawley, Annie G., Phillips School, New Bedford, Mass. Briggs, Elizabeth M., Robert C. Ingraham School, New Bedford, Mass. Brown, Harriet E., Freeman School, North Adams, Mass. Brown, Helen L., Road School, Cohasset, Mass. Browne, Florence I1., Walnut School, Haverhill, Mass. Buckingham, B. R., 15 Ashburton PL, Boston, Mass. Bulkley, Fannie A., Gloucester, Mass. Burns, Eva 8., Homer School, Moore St., Belmont, Mass. Butler, William F., Lamatine School, Worcester, Mass. Callahan, Mary J., 145 Woodland St., Worcester, Mass. Candlin, Albert, Chestnut Street School, Springfield, Mass. Carpenter, Mary E., Eastern School, Springfield, Mass. Carrigan, Rose A., Shurtleff School, Dor- chester, Mass. Chase, Sara E., Kensington Avenue School, Springfield, Mass. Cheney, Mrs. Bessie B., School, Leominster, Mass. ne 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. Corish, Gertrude L., 86 Mill St., New Bed- ford, Mass. Cragin, S. Albert, 58 8S. Mass. Craven, Thomas D., 42 Mellen St., Dor- 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 Hyannis, Mass. Cushing, Lena, 27 Mass, Daniels, Laura A., 27 Chase Ave., Spring- field, Mass. Davis, Alice A., 43 Beech St., Winchendon, Columbia St., Avenue Ripley Square 21 Washington St., Street Avenue Priest Street Lincoln Main, Reading, Manning South S8St., Fellows St., Danvers, Mass. Davis, Bertha S., 43 E. Emerson St., Mel- rose, Mass. Desmond, Catharine, 385 Weetamoe St., Fall River, Mass. Dingley, Vivian A., bridge, Mass. Dodge, Gertrude M., Thorndyke School, Worcester, Mass. Doherty, Alice M., 592 Broadway, Everett, Mass. Dowd, Theresa V., Worcester, Mass. Doyle, Blanche E., scott, Mass. Driver, Emma Beverly, Mass. 20 Ware St., Cam- Road Abbott Street School, Clarke School, Swamp McC., 27 Broadway, ELEMENTARY Scuoot Princirpats Davis School, Fall School, Prospect Street Hopewell Locust S8t., Longfellow Road, Main St., Haver- Quincy School, Essex S8St., Elder, M. E., 60 Corey St., Everett, Mass. Emerson, Edith W., Russell line, Mass, fisher, Marion H., High St., Westwood, field, Mass. Fogwell, Bertha E., 59 , a St., Fall Bedford, Mas Forster, Bertha E., Brooks School, West Mass. Edith A., Lake View School, Galligan, Harold H., chester, Mass. 9 Washington St., Gilbert, Mrs. Florence D., Everett, Mass. Gold, Alma R., 32 Loomis Ave., Westfield, Greenfield, Mass. Grover, Abbie C., 364 Tyler St., Boston, Mass. Ilaggerty, Margaret M., 611 Rimmon Ave., Mass. Harrod, Warren K., Harlow Street School, field, Mass. Hatch, Edna M., 134 Mt. Vernon St., Win- School, New Bedford, Mass. Hayward, Elizabeth T., Rockdale School, Winslow School, Tyngsboro, Mass. Higgins, Effie Grace, 27 Marianne Road, ton, Mass. Easton, Norman §&., River, Mass. Ellsworth, Elmer E., Peirce School Dis- trict, West Newton, Mass. Arlington, Mass. Fales, Minerva B., 51 Auburn St., Brook Fisher, G. Milton, 74 Woodland St., Wor- cester, Mass. Mass. Flagg, Sadie E., 36 Temple St., Spring- Fletcher, Elaine M., School, Shrewsbury, River, Mass. Footman, Carrie E., 18 Seventh St., New 8. Forbush, L. Mabel, 31-A Spruce St., Wal tham, Mass. Medford, Mass. Fury, Mary S8S., 93 Summit St., Clinton, Gainsman, Worcester, Mass. School, Taunton, Mass. Gammon, George W., 17 Whitten St., Dor- Gartland, Emma L., New Bedford, Mass. Gay, Mrs. Florence I., Village School, Fal- mouth, Mass. 10 Berkshire St., Worcester, Mass. Given, Margaret E., 29 Gogin, Mrs. Florence M., 56 E. Emerson St., Melrose, Mass. Mass. Goodnow, Mrs. Gladys L., 216 Davis St., Graham, John H., 21 Cambridge, Mass. hill, Mass. Guindon, Frederick A., Ilack, Hazel M., Supervisor of Elementary Education, South Dartmouth, Mass. Chicopee, Mass. Hall, Flora R., Adams School, Lexington, Harding, Elizabeth G., 23 Beverly, Mass. Worcester, Mass. Hartwell, Mildred M., 50 Union St., Green- Hatch, Bertha C., 4 Lakecroft Court, Mel- rose, Mass chester, Mass. Hathaway, Bertha C., George H. Dunbar Hawley, Mrs. P. Lucile, Washington Com- munity School, Lynn, Mass. Northbridge, Mass. Ifenderson, Grace H., Hicks, Edith M., #79 Chestnut St., East Lynn, Mass. Waltham, Mass. ‘ Higgins, Ethel G., Hardy School, Arling Higgins, Thomas J., 29 Stoneland Road, Worcester, Mass. Tue Nintu YEARBOOK amen, Ida E., 40 High St., Springfield, Mass. Hogan, John J., John R. Rollins School, Lawrence, Mass. Holman, Hilda, Mass. Hough, Nettie P., 15 Brinsley St., chester, Mass. Howard, Stella M., 30 Cochran St., Chico- pee Falls, Mass. Howe, James §8., 184 Washington St., Bel- mont, Mass. Hunt, Nellie B., 22 Bacheller St., Lynn, Mass. Hurley, Katharine M. E., 1335 Robeson 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 Worcester, Mass. Kiley, Joseph J., 5 ter, Mass. Killelea, Mary E., Worcester, Mass. Knight, Harlan P., Cutler School, Somer- ville, Mass. Laumprey, Charles M., Martin School, Huntington Ave. and Worthington St,, Roxbury, Boston, Mass. Latchford, Mary E., 578 Pleasant St., Worcester, Mass. Lawlor, Edward A., Gilbert E. Hood School, Lawrence, Mass. Lawton, Edna B., 48 Tremont St., Taun- ton, Mass. wana Mary E., 107 Paine St., Worcester, Mass. Lusk, L. Elizabeth, 210 Winthrop Brookline, Mass. Lynch, John E., 9 Stoneland Road, Wor- 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 B., Watertown, Mass. MeSkimmon, Mary, 20 Road, Brookline, Mass. Macreading, Anna L., 33 Bonney St., New sedford, Mass. Markham, Myrtle L., 57 N. Main, Natick, Talbot School, Billerica, Dor- Kast Lincoln School, Brock- Burncoat School, E., 2 Clement St., Sturgis St., Worces- Columbus Park School, Road, Shawmut S8t., Street Flor- 88 Whites Ave., Clinton JLASS, Martin, John E., 5 Butman Ave., Glouces- ter, Mass. Maynard, Florence, Dartmouth Street School, Worcester, Mass. Mellyn, Mary C., 15 Beacon St., Boston, Lucie A., Mass. Metcalf, 9 Washburn Brookline, Mass. Millett, Harold J., 73 Park St., Adams, Mohan, Anne R., 45 Warwick Road, Bel- mont, Mass. Ter., Moore, Florence E., 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 8S. Grant School, Paris St., East Boston, Mass. Norris, F. Helen, Western Road, Welles- ley, Mass. 33 Elm 8t., O’Brien, John J., Mass. O'Connor, Elizabeth W., 26 Willis St., Dor- chester, Mass. O’Connor, Martha A., 39 Clinton, Mass. Oliver, Grace E., 31 Millbrook St., Wor- cester, Mass. O'Malley, Mrs. Lena G., 41 Windham S8t., 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, Revere, Mass. Pottle, Annie C., 31 Floyd St., Waltham, Mass. Preston, Alice M., 292 Dodge St., Beverly, Mass, Putnam, Fannie K., 214 E. Melrose, Mass. Rafter, Charlotte, 22 Dor- chester Centre, Mass. Rankin, Ethel M., 18 Wor- cester, Mass. Raymond, Ward, Weir Grammar School, Taunton, Mass. Reddy, Joseph A., Sarah Greenwood School, Boston 21, Mass. Reed, Alice C., 56 Otis St., Medford, Mass. Reid, Gertrude L., 50 Randall Ave., East Weymouth, Mass. Remon, Ruth E., 13 Juniper Ave., Salem, Mass. Rhoades, Gertrude L., 171 Harris St., Re- vere, Mass. Richardson, Bertha} 30 Avon PI, Spring- field, Mass. Richardson, 227 Pope St., New Broadway, South Magazine St., Ave., Hingham, Summit St., Walnut Avenue School, Foster St., Gaylord St., Norton St., Gertrude E., Brightwood School, Springfield, Mass. Richardson, Mary E., 59 Walnut St., East Dedham, Mass. Robinson, Edwin K., 15 Ashburton P1., Boston, Mass. noes. Martha A., 88 Chestnut St., Lynn, Mass. -_ ——/, Charles, 14 Avon Way, Quincy, Mass. Sampson, Elizabeth H., Clifford Road, Ply- mouth, Mass. Sauer, Edith, Carew Street School, Spring- field, Mass. Schuerch, E. W., 44 Maxfield St., West Roxbury, Mass. 690 ELEMENTARY Scuoot PRINCIPALS Plymouth Ave., Armory S8St., Crosman Ave., Wor- Wor- School, Pleasant St., Martin Ave., Fall Houghton School, Maple. St., New 30 Dell Ave., Stone , Jamaica Newton Fitch- 278-A Cabot St., Street Seabury, Frank W., Mass. Julia A., Hunnewell School, Shupe, Emma F., Fall River, Mass. 23 Wyman S8t., Arling- Smith, Claude C., River, Mass. Stanley, Louise «., 44 cester, Mass. 7 Moore Ave., Steere, Julia E., Everett, Mass. Sullivan, Annie G., 349 Whipple St., North Adams, Mass. Sweeney, Margaret E., 73 Waltham, Mass. Tracy, Joseph M., Fall River, Mass. Mel- Wentworth, Florence A., cester, Mass. Sandwich St., Willard, Addie I., Edward B. burg, Mass. Wilson, Sara E.. Commercial N. Main St., South Hadley Falls, Mass. 99 Orchard St., Somerville, Mass. | Sevey, Edna B., 15 Shattuck St., Natick, Sheehan, Wellesley, Mass. 127 Washington St., Islington, Mass. Silvia, Catharina A., 539 Division St., Smith, C. Florence, ton, Mass. Sanford Street School, Attleboro, Mass. Sorel, Leah, 954 Fall Southmayd, Pearl A., 15 Springfield, Mass. Beach Bluff, Mass. Stanton, Cora A., 12 Winslow St., Starkey, Netty A., cester, Mass. White Street Springfield, Mass. Stewart, Edith M., 39 Stott, Helen Maud, 22 Franklin, Mass. River, Mass. Sullivan, Maude _ H., Swasey, Marion H., 58 Bedford, Mass. Main S8t., Quincy, Mass. Sweet, Emily, 22 Hammond St., Todd, Wilfred E. L., Oxford Street School, Worcester, Mass. Thomas Sheet School, Worcester, Mass. Wainwright, Lottie W., 533 Broadway, Washburn, Annie C., rose, Mass. School, Walpole, Mass. Wheeler, Harriet E., 62 Sever St., Wor- Whitney, William I., 70 Plymouth, Mass. Wilbur, Howard, 16 Lakeville PI. Plain, Mass. School, Winthrop, Mass. Willard, Etta F., 84 Arlington St., Williams, Winnie M., Beverly, Mass. School, Adams, Mass. Winslow, Ethel M., 58 Woodward, Mrs. Lovina H., Old Connecti- cut Path, Framingham, 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. Anderson, Jennie, Oak Grove Club, Flint, Mich. Andrews, Roxie, Benjamin School, Mohawk Ave., Royal Oak, Mich. Arbau gh, W. B., Frances E. Willard School, Hamilton at Waverly, Highland Park, Mich. Franklin 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 C.,. Majeske School, 2139 Trombly Ave., Detroit, Mich. Backus, Anne May, 711 S. Capitol Ave., Lansing, Mich. Bacon, Meda, Rapids, Mich. = ~* Edith M., 11315 Rosemary Ave., Gardner School, De- Congress School, Greendale, De- Eastern School, Grand High School, Aun Arbor, Baird, James, 2602 troit, Mich. Baker, Guy L., 603 E. Oak, Mich. Baker, Helen T., Barnes, John M., Flat Rock High School, Flat Rock, Mich Bateman, Grace N., 2721 Gladstone Ave., Detroit, Mich. Bates, Guy, Davison School, 2800 E. Davison Ave., Detroit, Mich. Bates, Helena, 9594 American Ave., De- troit, Mich. Baumgartner, William J., 549 Packard St., Ann Arbor, Mich. Beattie, Grace E., 503 Medbury Ave., De- troit, Mich. Beck, Carl G., 11846 Wilshire, Mich. Mich. Beers, Vivien, Bellevue, Begole, Jennibelle, 3761 Scovel PL, De troit, Mich. Belisle, John H., Winterhalter School, 12121 Broad St., Detroit, Mich. Birkam, George, 4875 Greenway Ave., De- troit, Mich. Blatter, Dorothy, Kensington School, Grand Rapids, Mich. Mich. Detroit, Lakeview Ave., De- Lincoln Ave., Royal 3322 Carter, Detroit, Detroit, Booth, Evelyn, 70 Alger, Detroit, Bott, Helen, 12027 Pinehurst, Mich. r Bowen, D. C., 530 Colonial, S., Detroit, Supt. of Schools, Holly, 18 Porter St., Broegger, Elsie J., troit, Mich. Brooks, Dorothy L., Ferndale, Mich. Browe, Herman J., Higgins School, Olivet, Detroit, Mich. Beawwe, Mrs. Jeanette B., Diamond School, Grand Rapids, Mich. Buckley, Dorothy, 721 Haven Ave., Ann Arbor, Mich. Burgwin, Mignon, Mich. Burns, Hortense E., troit, Mich. Bushnell, Nina M., 507 Thomson St., Mich. Carpenter, R. R., State Fair, E., Detroit, Mich. Carroli, Mae B., 46 Alger Ave., Inez F., R. D. s11cn. Bravender, R. EL., Mich. Brewer, Jessie M., Mich. Pontiac, 3730 Seminole, De Roosevelt School, 9220 3811 Cicotte, Detroit, 10430 Charlevoix, De- Flint, Van Zile School, 4925 Detroit. Caswell, 3, Birmingham, Mich. Charbonneau, Anna M., 2934 Clairmount, Detroit, Mich. Chase, Margaret T., Logan School, 3811 Cicotte, Detroit, Mich. Chase, Martha B., 808 Bush St., Mich. Cherry, Myrtle E., Central School, Haven, Mich. Clapper, Mary A., Coolidge School, dale, Mich. Jackson, Grand Fern- ‘hool, , De- hool, Ave., rand bor, De- Royal troit, ‘hool, Ave., chool, .. De- chool, ich, troit, ‘troit, Holly, ntiac, , De chool, 9220 chool, Ann x, De- Flint, 4925 ptroit, gham, nount, 3811 eckson, Grand Fern- 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, ch. Coates, Blizabeth M., 2705 Lapeer St., Flint, Mich. Cogshall, Charles H., 1950 Francis Ave., S. E., 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. Curtis, Eva M., 1030 Grand Traverse, Flint, Mich. 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., Battle Creek, Mich le Pamgy =~ Mary a G., 1031 Wayburn , Detroit, Mich. Carrie L., 1009 Wells St., Ann Arbor, Mich. Dixon, Minnie C., 119 E. Lewis S&St.. Alpena, Mich. Doerr, Lester C., Palmer School, Grand Rapids, Mich. Doherty, Mary C., 8788 Quiney Ave., De- troit, Mich. Donovan, Alice H., 12604 Wark Ave., De- troit, Mich. Doran, Margaret, Oakdale School, Grand Rapids, Mich. —, Gertrude, Preston School, Detroit, Drew, Mrs. Mina P., Oral School for the Deaf, 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. 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, Mich. Engler, Marie, High Street School, Lan- sing, Mich, Cadieux School, Grosse Southwestern School ; 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, . 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. Buchanan School, Goodson, Isabel, 578 W. Iroquois Road, Pontiac, Mich. Goma. Donald C., 2585 Grove, Detroit, N Co Grant W., 2525 Brooklyn, Detroit, Goss, Mrs. Josephine A., Sigsbee School, Grand Rapids, Mich. Gress. H. H., 12316 Ohio St., Graham, James R., 19120 Reno Ave., De- troit, Mich. Graham, R. A., 7840 Wagner, Detroit, Green, Arlys, Oak Grove Club, Flint, Mich. om. Tamar, 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 Imlay City. Mic Elizabeth, 247, Bellview, Benton Gross, Asa V., Central School, 418 Minck- ler St.. Iron River, Mich. Ca. M., Oak Grove Club, Flint, Gulliford, Julia I., 1726 W. Euclid Ave., Detroit, Mich Haley, pam, 1008 Court St., Saginaw, W. S., Mic Ha Hi Isabell, Detroit, Jackson, 288 Josephine Ave., Detroit, Hemiibes, Esther, 16827 Washburn Ave., Detroit, Mich. Hansen, Ena C., 24 Hubbard, Mt. Clemens, Mich. Hardie, Frances §S., 29838 W. Grand Blvd., Detroit. Mich. Hardie, Katherine, Webster School, 1280 21st., Detroit, Mich. Harper, Nelly, 7541 Lawton Ave., Detroit, Mich. Harrison, Mrs. Florence, 1016 Ann Arbor lint, Mich. Alice V., 247 Holbrook Ave., De- troit, Mich. I{artung, Urban, Jr., 938 W. Forest Ave., Detroit, Mich. Harvey, Cora B., Alexander School, Grand Rapids, Mich. 692 Hedrick, Ethel D., Arbor, Mich. Heidemann, Richard Ramsey Ramsey, Mich. Henderson, Mrs. Jessie L., 402 E. son, Ann Arbor, Mich. Hendry, Frank, 153 Hendrie Blvd., Oak, Mich. Hendryx, Luella Theodora, 524 822 Adams St., Sagi 1215 E., Hill St., Ann School, Jeffer Royal S. Seventh St., Escanaba, Mich. Herrig, Isabella W., naw, W. S., Mich. Herrington, Florence, Pontiac, Mich. Hilborn, Mrs. Clara M., Flint, Mich. Hoag, Grace S&., Cicotte, Detroit, Holmberg, Ethel, wood, Mich. Horton, Mrs. Jeannette, Garfield School, Superior Blvd., Wyandotte, Mich. Hubbard, Evelyn B., Monteith School, 1091 Hibbard Ave., Detroit, Mich. TIhrman, Hermine, 182 W. 15th St., land, Mich. Itsell, Lillian C., 527% W. Lansing, Mich. James, Elsie E., Oak Street School, and Oak., Flint, Mich. Jedele, Ruth N., 2230 Witherell, Mich. Jennings, Winifred, Plainview, Detroit, Jones, Etta F., Rapids, Mich. Jose, Mamie, 301 Summit Mich. Kaye, Orin W.. Paw Paw Paw, Mich. Keck, Christine, 1842 Sherman St., Rapids, Mich. Kelikes, Helen, Mich. Kellum, M. Effie, sing, Mich Kelly, Mary M., Mich. 105 Franklin Blvd., 2005 Francis Ave., Logan School, 3811 Mich. 134 Aurora St., Iron Hol Ottawa St., Sth Detroit, Leslie School, 6230 Mich. Finney School, Grand Ave., Jackson, Paw High School, Grand 11730 Turner, Detroit, 1219 Bement 301 W. Third Ave., St.. Lan- Flint, 7 Maude FE. 8210 Cameron Ave., Kern, Howard 7 dale, Mich. Kerwin, Sophie T., 7: troit, Mich. Kessler, Florence, Mich. Kirschman, Mrs. Winifred A., 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 of Michigan, Ann Arbor. Mich. Laing, Earl R., Burt School, 20710 Pil- grim Ave., Detroit, Mich. Lake, James G., Cooper 6836 Georgia, Detroit, Mich. Lamport, Harold B., 140 Highland Highland Park, Mich. Lamson, Mrs. Gertrude L.. Ave., Battle Creek, Mich. Lanfear, Leona, 208 Indiana Dowagiac, Mich. Lang, Marion M., 533 E. Mt. Lansing, Mich. Lannin, Jean. 15721 Ashton Road, dale Park, Detroit, Mich. Lash, Lewis M., 5857 Steadman Ave., Dearborn, Mich. Leahey, Ellen, Miller School, Mich. Lennox. Abigail D.. Williams School, E. Canfield, Detroit, Mich. . Breitmeyer School, Detroit. Mich. Jefferson School, Fern- 350 Southfield, De- 2489 Taylor, Detroit, 22 Terrace School, Ave., 75 Woolnough Ave., Hope Ave., Rose- Fordson, 3693 E LEMENTARY SCHOOL PRINCIPALS River Detroit, De Van 6914 St. Paul Ave., 670 Pingree Ave., Ann Visger School, River 226 N. Perry S&t., Trumbull Ave., Atkinson 2535 1120 School, 2727 300 W. Willow, Livingston, Ruby, West Leonard School, Rouge, ‘Mich 6501 South St., McAdam, Buren St.. Battle Creek, Mich. McCarthy, Julia M., Detroit, Mich. McGinnis, Mary D., Detroit, Mich. McGreevy, Genevieve, Morley School, Detroit, Mich. McHenry, M. Hanna, School, 51530 McKinley, Detroit, Mich. Grand pages, Mich. Loefiler, John, Dwyer School, troit, Mich McCallum, Jessie, 2694 Philadelphi:., W., Detroit, Mich McCuen, B. F., Pontiac, Mich. 1237 McGowan, Margaret (., S. Beaumont, Detroit, Mich. McGuinness, Mae E., Smith Lansing, Mich. noes Tena FE., Cook School, Lockwood, G. O., Furgason School, Mich. Alice H., McBain, Mrs. Lenora M., 310 W. Detroit, Mich. McConnell, Clara FE., Rouge, Mich. McGoldrick, Mary, Ave., Detroit, Mich. MeGregory, Lotta V., 605 Hazelwood Ave., Ellery, Detroit, Mich. McKinney, Rachel, Columbian 14444 Flint, ich. Me _ Mich. McMahon, Mich. MacDonald, Mackay, Mary B., troit, Mich. Maher, Anna J., 1056 Le nox, Detroit, Mich Mandeville, James M., 5437 Vinewood Ave., Detroit, Mich. Mann, M. Blanche, Union Iligh Grand Rapids, Mich. Marschke, Emily R., Philip Bach Ann Arbor, Mich. Marsh, Mrs. Lettie, Harrison Park School, Grand Rapids, Mich. Marshall, Irene, Macomb School, Evanston, Detroit, Mich. Martin, Mrs. Frances K., 202 Upton Ave., Battle Creek, Mich. Mason, Mrs. Bertha, Franklin School, Grand Rapids, Mich. Matthews, Mrs. Nora, Sheldon School, Grand Rapids, Mich. Mead, Mrs. Ina J., Dasher School, dale, Mich. Meredith, Mrs. Mary, Hudson, Mich. Minahan, Lucy C., troit, Mich. Minore, Hazel B., Flint, Mich. Misner, Paul J., Campus Elementary wr ge State Normal School, Ypsilanti, ch, Mitchell, Mrs. Louise K., Turner School. Grand Rapids, Mich. Morlev, Lillian C., 42 Willis Detroit, Mich. Morse, J. A., Lillibridge School, Kercheval Ave., Detroit, Mich. oe. . Helen A., 919 Lapeer St., a Kitty, 2170 E. troit, Mich. Mulholland, Mary, 848 Reed St., zoo, Mich. Mumford, FE. H. E.. George W. School, Highland Park, Mich. Munn, Mae T., School 3, Ecorse, Mich. Mary, Pilgrim, Detroit, Rachel, 6420 MeGraw, Detroit, Mary, Wakefield, Mich. 2531 Calvert Ave., le School, School, 12021 Street Melvin Washington School, 2670 Gladstone, De- 2109 Francis Ave., Ave., E.. 11131 Flint. Jefferson, De- Kalama- Ferris hool, River troit, inson 1120 Ave., 9797 2727 illow, *hool, Flint, troit, troit, 5 ie Mich wood chool, chool, chool, 12021 Ave., Street chool, elvin chool, , De- Ave., sntary ilanti, chool. —— = 11131 Flint. na, De- ylama- Ferris h. Tue Nintu YEARBOOK 693 Munroe, Jessie, School 1, Ecorse, Mich. Murphy, Anna E., 2233 Clements Ave., Detroit, Mich. Mygatt, Cynthia J., Greenfield Union School, Detroit, Mich. Nagle, Florence M., 187 Hubbard S&t., Battle Creek, Mich. Neal, Elisa, County Normal Critic, North- port, Mich. Nee. Mary, Lincoln School, Hudson, Mich. Netzorg, Sadie, Holcomb 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, Florence, 11870 Ohio, Detroit, Mich. 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. Perdue, Viola H., 127 Hastings St., Alma, Mich. Perrot, Elizabeth, 417 W. Michigan, Jack- son, Mich. Petersen, Reeta A., 602 Woodworth Ave., Alma, Mich. Pickett, Mrs. Lillian H1., 111 W. Baker St., Flint, Mich. Pierce, Vernon, Marion Law School, 7120 Lantz, Detroit, } . Plumb, Alberta E., 322 Saginaw, E. §&., 5 Potter, Mrs. Edna H., 301 Dale St., N. F., Grand Rapids, Mich. Quine, Mrs. E. A., Wisner School, Pontiac, Mich. Raine, Ida, 155 W. Creek, Mich. Raiss, Mrs. Edna K., 1415 Parker, Detroit, Mich. Read, Mrs. Mabel, 314 Monroe St., Kala- mazoo, Mich. Reardon, Anna T., 306 N. Linn, Bay City, Mich, teaume, Rhoda, 6141 Stanton Ave., De- troit, Mich. 75 Avalon Ave., De- tedman, Mabel M., troit, Mich. Reekie, Clara B., Craft School, 3310 Vine- wood, Detroit, Mich. Reynolds, O. D., 6311 W. Chicago Bilvd., Detroit, Mich. Risteiet, Marie B.. 2585 Grove, Detroit, ich. tiggs, Cora M., Jefferson School, Grand Rapids, Mich. — ae Etta, 3453 Montclair, Detroit, ic Robinson, Berton W., Dist. Supt. of Schools, Route 6, Battle Creek, Mich. Robinson, Henrietta A., 1660 Calvert Ave., Detroit, Mich. Robinson, Roy E., 10 W. Arizona, De- troit, Mich. tobison, Alice E., 103 Hazelwood Ave.. Detroit, Mich. Rogers, Alex R., 14317 Hubbell Ave., De- troit, Mich. Rogers, Barton J., 408 Michigan Ave., Cc rystal Falls, Mich. a Eauline, 2263 Montclair Ave., De- roit -_ Aenes, 73 Chestnut St., Battle Creek, *. Genesee Ave., Gognor St., Battle ss, Margaret, 73 Chestnut St., Battle Creek, Mich. Ross, 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. Soames. Judith, 57 S. Paddock, Pontiac, ch. Schoolcraft, Pearl, 2252 Oakland Drive, Kalamazoo, Mich. Schrier, Mrs. Kate B., Hillcrest 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 S. Fifth St., Escanaba, Mich. Shattuck, Alice B., 198 E. Lroquois Road, Pontiac, Mich. Shaw, Edith FE., 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., irand 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., Dickinson School, Grand Rapids, Mich. Starling, Mabel €., 8811 Quincy Ave., Detroit, Mich Steeds, Ivah, 3334 Lothrop, Detroit, Mich. Stevenson, Tessie, Sibley School, Grand Rapids, Mich. Stout, Grover C., 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 St., Ironwood, Mich. Unruh, Leah B., Parkland School, North St., Flint, Mich. Van Buren, Frances C., Grand Rapids, Mich. Vandenbergh, Ora H., 234 E. 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, 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. Washington 7601 Palmetto Drive, Lafayette School, 694 ELEMENTARY Scuoort PRINCIPALS Weber, Ernest, Training School, Mich. Weidman, Agnes A., Von Steuben School, 12333 Linnhurst, Detroit, Mich. Welch, Edith, 3209 Tuxedo, Detroit, Mich. Welch, Elizabeth, 919 Beard St., Flint, Mich. Welch, Ine M., Poe School, 4424 Brooklyn, Detroit, Mich. Welte, Adeline K., sing, Mich Weter, Groce E., 513 S. Oak, Wiltaten, | Tifred, Taft School, Willits, Charlotte A., 4133 wealth, Detroit, Mich. Wilson, Adelaide M., 524 Greendale Ave., Detroit, Mich. Wilson, Grace, Oak Street School, Richland, 1203 Bement St., Lan- Troy St., Royal Ferndale, Common- Flint, 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, Rapids, Mich. Wuennecke, Laura, School, Haven, Mich. Yokom, Merle C., Mich. York, Edna M., Rapids, Mich Young, Mrs. Amelia D., Keating School, 401 Dickerson St., Detroit, Mich. Grand Ferry Grand 61 Clairmont, Detroit, Widdicomb School, Grand MINNESOTA J., Supt. of Schools, Ceylon, Bank, A. M., Minn. Barse, Mrs. Amy C., Minneapolis, Minn. tartholf, Mrs. ed ee Minneapolis, Min tecker, Elsie, 1932 Minn. Relting. Lucretia, Duluth, Minn. Benson, Gudrun, Trudeau School, apolis, Minn. 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 E. Sixth St.. Duluth, Minn. trezler, Anne, Garfield School, apolis, Minn. Briggs, Harriet F., Minneapolis, Minn. Butler, Margaret F., Webster School. St. Albans and Holly Ave., St. Paul, Minn. Chisholm, Flora A., Box 767, Virginia, nn Clark, Mary R., School Department. Gil- lette State Hospital, St. Paul, Minn. Coleman, Gertrude, William Penn School, 836th and Penn, N., Minneapolis, Minn. Collins, Margaret E., Madison School, 15th St. and Fifth Ave., S., Minneapolis, Minn. Converse, Lula R., Gorman School, St. Paul, Minn. Cuppernull, Mrs. Daisy W., 408 First St., nia. Minn Dosdall, Smith School, St. Summer School, Minneapolis, Jenny Lind School, Emerson School, . Fourth St., Duluth, Park Point School, Minne- Franklin School, Minne- Keewaydin School, Bertha A., Paul, Minn. 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. Franklin Ave., Minneapolis, Minn. Fields, Nellie M., Clinton School, Ave., S. and 28th S&St., Minn. Frederickson, Mrs. 43rd Ave., 8. apolis, Minn. Gannon, Lue E.,Nashwauk Grade School, Nashwauk, Minn. Gaus, Ottelie J., Pierce School, and Filmore, N. E., Gee, Florence L., apolis, Minn. Gorman, Mary, Columbus Ave., Standish School, Lester Park School, Box 876, Gilbert, Fourth Minneapolis, Claire, and E. Howe School, 38th St., Minne Broadway Minneapolis, Minn. Audubon School, Minne- 727 EB. Third St., St. Paul, 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., 14th Ave., S., Lincoln Ave., St. 2315 Irving Box 674, n. Hellberg, Charles F., Seward School, Min- neapolis, Minn. Hendy, Bertha, Rox 907, Minn. Hoag, Anna A., Alexan dria, Minn. Holcombe, Selma V., Stillwater, Minn. Ifoltz, Jennie F., Irving School, 17th Ave.. S. and 28th, Minneapolis. Minn. Jameson, F. May, Lymanhurst School. Minneapolis, Minn. Jasperson, Lillian M., Bremer School, Min neapolis, Minn. Johnson, Jennie U., Hayden School, Prospect and Hazel Paul, Minn. Jones, Ruth J., 624 Fourth St., S. F.. Minneapolis, Minn. Kaasa, Elizabeth J., Northrop School, 16th Are. and 46th St., S., Minneapolis, Min Keckefoth, Ethel H., Washington School. Ave. and Sixth St., S., Min Ave., &., Minneapolis, Minn. Hawkinson, Min Mabel, Virginia, Virginia, Birchwood Apt., 822 S. Second St., Heights Aves., St Fighth neapolis, Minn. Kensinger, Floy, 1232 F. Minn. King, Margaret M., Paul, Minn. Kirk, A. W., Jackson School, Arundel Sts., St. Paul, Kottke, George G., Supt. dom, Minn. Krogstadt, Marie (., 4336 Aldrich Ave., S.. Minneapolis, Minn. Larkin, Jane V., 46 N. St. Paul, Minn. Lichtenberger, James F., School, Minneapolis. Min Lynch, Maria A., Willard School, Minne- apolis, Minn. McAlister, Gladys M., 905 W. 44th St., Minneapolis, Minn. McClellan, Mary F., J. J. Till School, Oxford and Selby, St. Paul, Minn. McGregor, Lulie, Harrison School, Minne- apolis, Minn. First St., Duluth. 842 Laurel Ave., St. Edmund and Minn. of Schools, Win Hamline Ave., ae ris Tark Tue Nintu YEARBOOK , Duluth, Mallory, Blanche, 715 E. First St. Minn. Martin, Mary I., Schiller School, apolis, Minn. Mather, Helen, 2011 Third Ave., S., Min- neapolis, Minn. Maxson, F. E., Richfield-Roosevelt School, Minneapolis, Minn. Nelson, Anna B., Cobb School, Minn. Neville, Mrs. Blanche C., Robert Fulton School, 49th and Vincent, S., Minne- apolis, Minn. Newell, Bernice, apolis, Minn. Nortrup, Anna Marie, 318 Seventh St., S., Virginia, Minn. Nye, Ellen S., Van Cleve School, 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. Vetersen, Edith -Barney, Motley School, Dartmouth Ave. and Erie St., Minneapolis, Minn. lorcher, Maria R., 3549 Dupont Ave., S., Minneapolis, Minn. Vrendergast, Katharine, Adams School, Chatsworth and Watson, St. Paul, Minn. robst, Ella, Hampshire Arms, Minne- apolis, Minn. Dowling School, Minne- Duluth, Logan School, Minne- Minne- “bey Raddatz, Agnes, apolis, Minn. Reed, Myrtle, Monroe School, Minneapolis, Minn. 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. Mabel A., School, Rossman, Duluth, Minn. Harriet E., Phalen Park School, Rose St., St. Paul, Minne- Washburn Ruddy, Payne Ave. and FE. Minn. Saam, Selma Louise, 24th Ave., Minn. Salsbery, Harry C., Sand, Anna, 27 W. Minn. Schoonmaker, N. B., Hawthorne School, N., and Sixth, Minneapolis, Kiester, Minn. "26th St., Minneapolis, 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., Minneapolis, Minn. Shove, Helen B., Longfellow School, Min- neapolis, Minn. Siehl, C. D., Jackson School, Minneapolis, Minn. Smith, Dorothy D., Albert Lea, Minn. Stanley, Elizabeth A., Minneapolis, Minn. Staudenmaier, W. W., Minneapolis, Minn. Steffen, Leone M., Elba School, Minn. Steffensrud, E. R., Chisholm, Minn. 3532 Second Ave., S., 130 KE. William St., Ilolland School, School, Gilbert, School, Prescott Washington Stone, Mrs. Genevieve L., ge * Minne- haha Ave., Minneapolia, .M Strate, Nettie M Coitex, "8. , Minne- apolis, Minn. Sutton, Gertrude K., Hamilton School, S., Vir- Minneapolis, Minn. Swanson, Anna E., 325 Second St., ginia, Minn. — Edith B., 1430 W. Minnehaha St. Paul, Minn Ta ie Jessie Ella, 3832 23rd Ave., S., inneapolis, Minn. Tomes R. H., Supt. of Schools, Fairmont, inn. 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., &., Minneapolis, Minn Weld, Lt A., Cobb Cook School, Hibbing, Min 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. Wiiter. Leone, Cooper School, 44th Ave., S. and 33rd St. we Minneapolis, Minn. Wilkinson, Sarah H., Whitney School, Minneapolis, Minn. 517 16th Ave, E., Wolfe, Alena, Edith Cavell School, Duluth, Minn. Wood, Harriet J., and Fillmore, Minneapolis, 34th N. E. Minn. Yeaton, Clyde E., 3825 Bryant Ave., S., Minneapolis, Minn. MISSISSIPPI Arguelles, Ethel, Box 400, 413 E. Ave., Biloxi, Miss. Blackwelder, D. L., Elementary and Jun- ior High School, McComb, Miss. Calhoun, J. T., State Elementary School Supervisor, Jackson, Miss. Clement, Bess. 409 Mississippi Ave., Clarksdale, Miss. aS Alice, Stevenson School, Merid- an, Miss Dickins, Hattie, Leland High School, Le- land, Miss. Hem, Lizzie, Elementary School, Grenada, ss. 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. Milner, 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. Howard MISSOURI Annin, Mrs. Anna W., 4925 Parkview PI., St. Louis, Mo. Barbee, H., Supt. gf Schools, St. Joseph, Mo. a ey Ida L., 3638 Summit, Kansas City, Abbie C., Ernst School, St. Joseph, Barton, Ruby, 1424 Washington Ave., Springfield, Mo. Barnes, M . 696 ELEMENTARY Scuoort PRINCIPALS Benson, J. R., Louis, Mo. Betton, Florence, Topping, Bick, Anna, M 6131 Magnolia Ave., St. Askew School, 27th and Kansas City, Mo. 2842-A Victor St., St. 3304 Wabash Ave., Louis, 0. Birkenhauer, Louise Kansas City, Mo. Blackburn, Lulu, Benjamin, Harrison School, Wallace and Independence Road, Kansas City. Mo Bolen, Bettie, $12 N. 20th, St. Joseph, Mo. Bovd, Anna B., 5330 Pershing Ave., St. Louis, Mo. Bracken, J. L., Supt. of Schools, Clayton, Mo. Mrs. Maude, 764 Cherry, Spring- Bradley, field, Mo, Brockman, Mrs. Ella MeD., Howard School, 2333 Benton St., St. Louis, Mo. Brossard, Julia E., 240 W. Argonne Drive., Kirkwood, Mo. 2612 Papin St., St. Brown, Charles H., Louis, Mo. Brown, Lou, Kansas City Boys Orphan me, 924 Westport Ave., Kansas City, MO. Brown, Margaret, 704 E. Grand S8t., Springfield, Mo. 1329 Mo. Sunshine Drive, Kansas Grant, 1032 Pennsylvania, Brown, Reuben H., Bruce School, Jackson, Kansas City, Bruce, Cecil, 307 W. Springfield, Mo. Bruce, Wilma, 307 W. Sunshine Drive, Springfield, Mo. Buchanan, William D., 5511 Vernon Ave., St. Louis, Mo. Buckles, P. G., Woodland School, 1820 E. Eighth St., Kansas City, Mo. Burress, Lida M., 1420 8S. Vermont, Sedalia, Mo, Burris, Frances A., 630 N. 23rd St., St. Joseph, Mo. Campbell, Cora, Bancroft School, 4300 Tracy Ave., Kansas City, Mo. Capp, Theresa I., 2531 Faraon St., St. Joseph, Mo. Chedester, J. Victor, Hamilton School, 1514 Campbell, Kansas City, Mo Cheney, Miriam, Schuyler Hotel, Cc ity, Mo. Coleman, J. H., Charles Sumner School, 2121 Charlotte, Kansas City, Mo. Coles, R. T., 2327 Lydia, Kansas City, Mo. Collier, Anne L., Wheatley School, 2800 E. 54th St., Kansas City, Mo. Conlon, Mrs. Rebecca, 618 8. Springfield, Mo. Cottingham, James M., 3005 Benton Bivd., Kansas City, Mo. Craig, Santa Marie, Kansas City, Mo. Cramer, Roscoe V., Switzer School, Kan- sas City, Mo. Crosby, Clifford, 31 Oak Terrace, Webster roves, Mo, Cullen, Blanche P., 5200-A Waterman Blvd., St. Louis, Mo. Curry, A. R., Irving School, 2404 Pros- 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, rr City, Mo. Egan, Mrs. ag , 4111 Warwick Bivd., Kansas City, Mo. Elliott, Mrs. Elsie M., 970 Prospect Ave., Springfield, Mo. Engleman, F. E., Whittier School, 11th and Indiana, Kansas City, Mo. Engleman, Rose L., 3741 Agnes, Kansas ity, Mo. Evans, Fannie M., 2102 N. Rogers, Spring- field, Mo. Farthing, Dorothy, Joseph, Mo. Flaven, Mary E., City, Mo. Fleming, C. I., Louis, Mo. Fore, C. W., Joseph, > French, Louis G., Karnes School, Kansas City, Mo. Gaines, I. A., 604 Bonita Groves, Mo. Gartenbach, Margaret, Mason rem and Sulphur Ave., St. MO. Gidinghagen, Walter, 714 E. 11th St., Kansas City, Mo. Godbey, Walter A., 3840-A Humphrey 8t., St. Louis, Mo. Good, Ida, Troost School, 5915 Forest, Kansas City, Mo. Goode, Lenna, Frances Willard School, 5010 Garfield, Kansas City, Mo. Green, G. H., 6189 Kingsbury Blvd., St. Louis, Mo Alva R., 304 8S. 20th St., St. 3638 Summit, Kansas 3655 Humphrey St., St. 2009 Mitchell Ave., St. Opportunity Webster School, Louis, Ave., Humboldt School, Hamilton, Mrs. 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 City, Mo. Herriford, Joe E., 2406 The Paseo, Kan- sas City, Mo. Hickey, P. J., Madison School, 1118 §&. Seventh St., St. Louis, Mo. Hinckley, Mildred, 831 8S. Delaware, Springfield, Mo. Hoffman, Dora E., Lykins School, 4114 E. Seventh St., Kansas City, Mo. Holtzapple, Lily Jane, 1719 Bellevue Ave., Richmond Heights, St. Louis, Mo. Hood, E. A., 700 Limit Ave., St. Louis, Mo. Hooker, Minnie L., Armour Plaza, Kansas City, Mo. Hooss, Ida M., Louis, Mo. Howard, J. E., De Mun School, and Northwood, St. Louis, Mo. Howe, Jennie C., Blenheim School, Tlst and Olive, Kansas City, Mo. Iiowell, 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. 5560 Waterman Ave., St. De Mun Jones, Clara F., Samuel Cupples School, os Cote Brilliante Ave., St. Louis, 10, Jones, Lucille, 1120 N. Summit S8t., Springfield, Mo. Knox, Eloise, 4600 Mill Creek, Kansas City, Mo. losmeee, a. Madison School, 124 W. 29th St.. Kansas City. Mo. Lewis, B P., Supt. of Schools, Rolla, Mo. Louis, Nellie K., 3863 Juniata, St. Louis, Long, Ona, 2840 Forest Ave., Kansas City, Mo. Longshore, W. T., 520 W. 40th St., Kan- sas City, Mo. Lyon, Perey A., 4965 McPherson Ave., St. Louis, Mo. McCafferty, Estella H., tunity School, 6803 E. sas City, Mo. Jackson Oppor- 12th St., Kan- Tue Nintn YEARBOOK 697 McCallister, Mabel, St. Louis, Mo. McCaslin, E. E., 5027 Washington Blvd., St. Louis, Mo. McClure, Anna M., Kirkwood, Mo. MeMillan, Helen, 712 E,. 33rd St., City, Mo. Mack, Inez L., 11 Brookside Blvd., sas City, Mo. MacKay, James L., 573 S&S. Kirkwood, Mo. Mann, Harriet, Kansas City, Mo. 3238 Marshall Ave., 123 W. Woodbine, Kansas Kan- Clay Ave., 3536 Baltimore, fat: 2809 Sacramento St., St. 0. 3315 Campbell, Residence, Adams School, Kansas Markley, J. H., Asst. Supt. of Schools, Library Bldg., Kansas City, Mo. Marston, C. E., 343 S. Lawn Ave., Kansas City, Mo. Martin, Arthur E., McCoy School, 16th 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., manten 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 Cleveland, Kansas City, Mo. Milster, Ben C., 5428 Kansas St., St. Louis, Mo. Moore, Joseph Moorman, Attie, Kansas City, Mo. Mumm, Emma 0., 1027-A Felix St., St. Joseph, Mo. Murray, Leona, Y. W. C. A. Springfield, Mo. Myers, Maude M., City, Mo. Neville, Lucy B., Girls Parental Home, Independence, Mo. Nicholson, Nell Grant, 6410 San Bonita Ave., St. Louis, Mo. Nowlin, E. W., Bristol School, 20 Gray Ave., Webster Groves, Mo. O'Connell, May, William Rockhill Nelson een 5228 Charlotte, Kansas City, 0, Osborne, John F., Thacher School, 5008 Independence Ave., Kansas City, Mo. Patterson, M. J., William Cullen Bryant Senest, §228 ‘Charlotte, Kansas City, 0, Peterman, May B., 1403 Edmond S&t., St. 621 E. Lombard St., Joseph, Mo. lropst, Katharine, Springfield, Mo. Purnell, John H., Turner School, 4235 W. Kennerly Ave., St. Louis, Mo. Quirk, ponagaest, Washington School, St. Joseph, .—~ Clare. ‘Belle, R. R. 11, Springfield, 10, Reynolds, Leolia, 1109 Fulton Ave., Han- nibal, Mo thetta, H., "4541 Garfield, St. Louis, Mo. Ric hmond, H. C., Faxon School, Kansas City, Mo. Ritter, B. T., Mount Washington School, 570 Evanston Ave., Kansas City, Mo. Robeson, James A., Longfellow School, 2830 Holmes, Kansas City, Mo Schmalhorst Christine, 868 Normal St., Springfield, Mo. Schmitz Alvina, Humboldt School, St. Joseph, Mo. Seidell, H. H., 836 Westwood PIl., Kirk- wood, Mo. Sellman, W. N., 1547 S. Theresa Ave., St. Louis, Mo. Shaffer aiate A., 225 S. Vermont St., Sedalia, M 0. Sheridan Margaret L., Carr School, 1421 Carr St., Louis 0. Shewman, w ‘DD. 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. sogees, Bertha, 448 E. Elm, Springfield, Stephens, C. M E., 5550 Page Ave., St. Louis, 416 W. Liberty St., 2101 N. Grant Ave., Border Star School, 1111 McCausland ALO, Stoll, Caroline F., Independence, Mo. Strode, Leona F., Springfield, Mo. Thomas, Miles C., Kansas City, Mo. Thompson, Mary A., Ave., St. Louis, Mo. ae a Nannie, 704 E. Grand, Spring- e — Mabel, 3222 Kansas City, Mo. Tucker, Isabel, Shenandoah School, St. Louis, Mo. Turk, Genevieve, Scarritt School ned ton and Askew, Kansas City, Underwood, Franklin M., Dist. Sa t. of ~ name 3942 Connecticut St., St. Louis, Mo. vee penees L., Allen School, Kansas Walters, William Wade, 5798 Ave., St. Louis, Mo. Weber, Amanda, 5632 City, Mo. Wells, Mrs. Joseph, Mo. Lexington Ave., Pershing Highland, Kansas Annie L., 1 Summit PL, St. West, J. K., 4016 E. 68th St., Kansas City, Mo. White, Mabel A., 504 N. 28th St., St. Joseph, Mo. Ww aetna Lucy G., Gladstone penest, 335 N. Elmwood, Kansas City Wickey, Rose, Director ot Curriculum, Library Bldg., Kansas City, Mo. Wilcox, Walter E., 5728 Julian Ave., St. Louis, Mo. Williams, Edward S&., 2840 Lucas Ave., St. Louis, Mo. Wilson, Albert M.. Monroe School, 3701 St. Louis, S. Broadway, St. Louis, Mo. Mo. Wolfe, Inez M., 3415 Euclid Ave., Kansas Banneker School, Witter, C. E., 5182 Maple Ave., M City. fo. Wood, Edna, 350 Hovey St., Springfield, wees Gertrude, 350 Hovey St., eld, Mo. Young, Mrs. Josephine O., 1011 Boonville Ave., Springfield, Mo. Young, Myrtle M., William A. Knotts School, 3012 Bellefontaine, Kansas City, 0. Zimmerschied, Ada, Lowell School, 2709 Madison, Kansas City, Mo. Spring. MONTANA Calhoun, Mary M., Box 723, Billings, Mont. Chamison, Goldie, 625 W. Granite St., Butte, Mont. 507-A W. Crandall, High School, Lambert, Mont. Cody, Mary E., Mercury St., J. Myrtle, Box 897, Great Falls, Mont. English, Mrs. Lillian, Box 603, Kalispell, Mont. Butte, Mont. Cummings, Rial W., Public Grade and 698 ELEMENTARY Scuoot PRINCIPALS Flores, Mrs. Zella K., Lincoln and Gar- field School, Lewistown, Mont. ae Isabel, 14-B S. Crystal St., Butte, ont Lausted, Alice, 205 N. 26th St., Billings, Py H. P., Supt. of Schools, Conrad, Madden, Ada F., 652 Phenix Bldg., Butte, t weal. Russell L., Randall Apt., Missoula, Mont. Nelson, A. 0., Belfry Public Schools, Bel- fry, Mont. Schaefer, Louise, Lexington Apts., Great Falls, Mont. NEBRASKA Atos, Annette, Saratoga School, Lincoln, b Austin, Mary N., Miller Park School, 28th and Ellison, Omaha, Nebr. -_—~ Anna C., 1223 H St., Lincoln, or 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. Brooker, Florence, Adams School, Omaha, Nebr. 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, _eatherine, 1715 Pepper Ave., Lin- coln, Nebr. Forsyth, Fannie, Windsor School, 34th and Martha St., Omaha, Nebr. Griest, Mary Ruth, Train a gaa 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. Jackson, Mabel, 3343 T St., Lincoln, Nebr. King, Eva A., Box 351, Norfolk, Nebr. Lynn, Ethel A., 3111 Davenport §&t., Omaha, Nebr. McCumber, Pearl, Clifton Hill School, 45th and Maple Sts., Omaha, Nebr. McNamara, Mary, Benson’ High School, Omaha, Nebr. aeneee. Fannie, Logan Apt. Hotel, Omaha, wevr, 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. ah aol E. Ruth, Bancroft School, Lincoln, Rep, 5 Edna M., 817 S. 33rd St., Omaha, Reed, Mabel, 4229 Douglas St., Nebr. Rousseau, Maude, 1245 S. 26th, Lincoln, Nebr. Omaha, ge, Gants F., 2609 Briste] St., Omaha, poem. 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. 0., 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. iH, Geoten, Hattie M., 7 Hopkins St., Nashua, . H. Hicken, Blenche E., 45 Sagamore, Man- chester, By. Janvrin, Charles F., South Junior High School, Seabrook, N. H. Lewis, Della I., R. F. D. 2, Clinton St., Concord, N. H. Musrag. Mrs. Elsie Gates, Brown School, Berlin, N. H. vaom- Ella G., 248 Main St., Nashua, I Woodbury. Marjorie S.. 72 VPleasant St.. Manchester, Il. NEW JERSEY Achenbach, Anne, 61 Hawthorne Ave., East Orange, N. J. —— + A. Virginia, EK. Landis Ave., Vine an Allsop, c s M., 835 Carteret Ave., Tren ton, Anderson, “Alfreda D., Stewartsville, N. J Angland, Helen, School No. 7, Ramsey St., Paterson, N. J. Arnot, Lida A., School No. 19, James St.. Paterson, N. J. Atkinson. Bertha 1., 10% Linden Ave., Pit man, N. J. Ayres, Malcolm B., 758 Jersey Ave., Elizabeth, N. J. Barnes, Earl W., School No. 10, Paterson, Barnes, Thomas L., 39 New St., Fast Orange, N. J. Baur, Florence L., 441 S. Maple Ave., Glen Rock, N. J. Bickers, Alice J., Lincoln School, Harri- son St., Nutley, N. J. Booz, Mary Convery, Columbus School, Brunswick Ave., Trenton, N. J. Bowne, Mrs. Norma Sharp, Oak Leaf School, Cedarville, N. J. Boyle, Minnie E., 268 Park Ave., Pater- son, N. J. Brady, William, Washington School, 175 Sanford St., East 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. Tue Ninto YEARBOOK 699 Brinkerhoff, George I., Webster Street School, Newark, i ae Briscoe, Clara i 651 Schiller Ave., Trenton, N. J. sroadbent, Wallace M., Central School, Orange, N. J. trooks, Robert P., School No. 8, Chad- wick St., Paterson, N. J. brown, Paul R., 40 New Brunswick Ave., Rahway, N. Broyles, Vance “Leslie, School, Roselle, N. J. judd, Francis H., Warren Street School, Newark, N, — Chester B., 364 White St., Orange, Harrison Avenue Bloom- Street sunce, Edgar F., Supervising Principal of Schools, Metuchen, N. J. a Clara L., 825 Peach St., Vineland, . Fred §S., Fairview School, eld, N. J. Bustard, Joseph L., Chestnut School, Roselle, N. J. ‘adoo, Sarah Elizabeth, 5 Parmley P1., Summit, N. J. ‘adwallader, Dorothy Kay, Washington mew . ane and Emory Ave., Tren- ton, N. ‘armitchel, ” Mabel _ a Somerset St., North Piaintield, N. J ‘arter, Lucina G., Montrose School, South Orange, N. | askey, Margaret A., Washington School, Lloyd S., Supt. of Schools, Free- Plainfield, N. J. ‘assel, hold, . ‘assidy, Francis C., School No. 5, Pater- son, N, assidy, Mabel M., 341 Union St., Jersey City, N. J ‘hamberlain, Walter B., Union City, N. J. ‘hambre, Marguerite, School, Dover, N. hase, Lawrence s., Montclair, N. J. ‘hew, Hannah H., Supervising Principal of Schools, Riverton, N. J. ‘larke, Mrs. Ella G., Lakewood, N. J. ‘layton, Kate A., 321 Hightstown, N. J. ‘line, Anne V. A., 115 Francisco Ave., Rutherford, N. J. ‘oe, Frank S., Columbian School, East Orange, N. 4 ‘oleman, Jobn Garth, J. F. Brandt School, Ninth and Garden Sts., Hoboken, N. J. ‘onners, Mary F., Mott School, Centre St., Trenton, N. J. ‘ornish, Hubert R., : ones No. 4, Clinton Hurden Looker Tite Avenue School, Jefferson School, Academy Street ” Spaulding School, 37° Congress St., Stockton St., St., Paterson, N. Cc owie, George H., it, . School, Hillside, Coyte, Florence E., Glen Ridge, N. j Crane, J. Ernest, Summer Avenue School, Newark, N. Franklin School, Lynd- Cressman, Alice, hurst, N. J. Currie, Mrs. G. F., Englewood Cliffs School, Cogtonrae. N. Davis, Courtland V., 1218 W. Fourth St., Plainfield, N. J. Day, Martha B., Bloomingdale, N. J. Dea, , EmaSS E., School No. 1, Closter, Dennis, Emma, Farmingdale School, 30 Marion St., Trenton, N. J. DeRaismes, Mrs. May B., 470 Jefferson Ave., i Dietz, Charles E., School No. 3, Main St. near Slater, Paterson, N. J. — Bessie S., 458 Park Ave., Ruther- ord 5 Dix, William L., Jefferson School, Bruns- wick Ave., Trenton, N. J. Deeps, Margretta, School No. 6, Clifton, Dowling, Mrs. M. J., Nathan Hale School, Carteret, N. J. Dransfield, J. Edgar, Hudson Heights, N. J Dwyer, Mary Agnes, School No. 10, Pas- saic, N. J. Edwards, Elizabeth, Maywood School, May- wood, N. J. we Helen Ricker, Bradley School, rd Ave. and Pine St., Asbury Park, Farrell, M. Ada, 84 Esterbrook Ave., Rah- way, N. J. Fenimore, Mary A., 215 N. Fourth St., Camden, N. J. le a Susan M., 97 Center St., Metuchen, Finger, Mary HL., School, Boudinot St., Fisher, 78 Shaler Ave., Cadwalader Trenton, N. J. Harriet na 215 Cleveland Ave., New Brunsw ick, J. Fleming, Paul, case School, Plainfiela, p ae, School No. 2 —s G. 3, Pater- Clinton Avenue School, Floyd. 5 James ‘n Sway Garden St., Plain- Fogg, iomity M., Grammar School, Swedes- ro Franklin, Mary C., School No. 13, Vater- son, N. J Freeland, 121 Summit Summit, N. J. Gee. Luella, 116 N. Second St., ville, N. J. Gerow, ame. 555 Bramhall Ave., Jersey City 7 Gilnack, ie S., 55 Grove St., Montclair, Grace A., Ave., Mill- Glassmeyer, Edward, 54 Van Reipen Ave., Jersey City, J. Glennie, Alexander J., Miller Street School, Newark, N. Goas, Horace Z., ‘Alexander Street School, rk, N. J. Walter J., 225 Roseville Ave., J. Gee Helew'c., 370 South Ave., Bridge- Griswold, “Carolyn, Cleveland School, En lewood, N. Gronde, Franklin a 218 Fourth Ave., Bradley Beach, N. —) Thomas, School No. 9, Belleville, Gurley, Raymond B., 601 Park Ave., East Orange, N. Haas, John . i ‘Van Hauten Ave., Wyckoff, Haliday, Emily M., 12 Union St., Rahway, Hall, Ella, School No. 16, E. 20th St., Paterson, N. J. Hambright, John B., Maple Avenue School, Newark, N. J. Hammond, D. Stanton, 965 E. 23rd St., Paterson, N. J. Hancy, Sarah E., Roosevelt School, Haw- thorne, N. Harford, Alice, saticcn Avenue School, Hargan, Mrs. Katherine use Street School, Montclair, N. Berkeley School, Bloomfield, N. J. ——a Julia C., 302 Pavonia Ave., Jer- Atlantic City, N. J. Baldwin Hargrove, William B., ity Hariis, Luella Cc. 90 Westfield Ave., Eliza- beth, N. J. 700 ELEMENTARY ScHoo. PRINCIPALS Hartman, A. L., 104 Haddon Pl., Upper Montclair, N. J. Harvey, Mrs. Loretta, Woodrow Witees School 19, Edgar Road, Elizabeth, N. J. Ifasbrouck, Margaret M., Lincoln School, Weehawken, N. J. Ilasbrouck Martin, School No. 21, Pater- son, N. Heitz, Mrs. Doris W., Moorestown, N. Herber, Howard T., "6 Liberty Pl, Wee- haw Ken, N. J. Ifermann, Catherine, 137 Roosevelt Ave., Carteret, N. J. Herron, John S., Lafayette Street School, Newark, N. J. Mae, 431 E. Second St., Plainfield, Lenola School, wiles Stanley T., Cobamine and Mce- Kinley Schools, W estfield, Iloff, J. Beemer, 254 N ele aige St., Som- erville, N. Hoffman, C. ifelen , Carrol Street School, Riverside, N. J. Ilogan, Anna F., 800 N. Third St., Mill- ville, N. J. IHlollingshead, A. D., Ashland School, East Orange, N, J. Ifoward, L. Frances, Saybrook School, Hillside, N. J. lowes, William J., Liberty Corner School, Liberty Corner, N. J. Hulse, Henry S., Jr., 650 Parker St., New- ark, N. J. wammee, - Myrtle, 28 Wall St., Tren- anton. ‘Liitie M., 556 Royden St., Cam- den, N. J. Ireland, Lora F., 36 W. Cedar Ave., Mer- chantville, N. Ireland, Ruth Anne, Tusean School, Maple- wood, N. J. Jackson, Halliday Rogers, 11 N. Wey- mouth Ave., Ventnor City, N. J. Jackson, John Howard, Charles Saqner School, Sth and Jackson, Camden Jeffrey, Mrs. Mathilde C., 162 oo 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., Oleott School, Ber- nardsville, Johnson, Sara G., 5 Midland Ave., Mont- clair, N. J. Jones, Annie L., Sherman School, Roselle Park J. Jupp, E ‘stelle S., Washington School, Ruth- erford, N. J. 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 Principal of Elementary School, Emerson, N. . Keihner, Robert V., 168 Poplar Ave., Hack- ensack, N. J. Keller, Ethel M., 512 Roosevelt Ave., Car- teret, N. Kelly, Ruth Bryan, West Creek School, West Creek, N. J. Kerwin, John M., Snyder Junior High School, Jersey City, - —S S. M., 91 Forest Ave., Glen Ridge, Kinney, Laura M., Greenwood School, Trenton, N. J. Klein, Mrs. Anse L.. Public Schoo] No. 1, Guttenberg, 120 Mulberry St., Kurtz, meemenotn H., Milivill e, N. 126 High St., Nutley, N. J. Kurtz, Louise, cao. Florence J., Tremont Avenue ool, Orange, N. J. Lange, Mary E., 600 W. Atlantic Ave., Audubon, N. La Vance, Laura I’., School No. 8, Dela- wanna, N. J. Lawrence, Mrs. Leonora, Spring Valley Road, Hackensack, N. J. Leach, George Sidney, Bergen Street School, Newark, N. J. Leahey, P. Joseph, Arbor Grammar School, Rock Ave. and W. Fifth St., Dunellen, Lee Ethel M., 673 Fairview St., Camden, Lehlbach, Emma, 394 S. Belmont Ave., Newark, N. J. Lioyd, George H., Brooklawn Elementary School, Brooklawn, N. - Lodor, Charles F., Memorial School, Puas- saic, N. J. Lass. mm, Box 601, Bound Brook, 4 Martha B., 407 Cooper St., Cam- aden ° McConnell, , eae W.. Pleasantville, N. J. McConnell, ae i. Texas Avenue School, Atlantic City, N. x 3 McDonough, Marguerite F., 124 Randolph Road, Plainfield, Me Entee, Ellen M., Puille School, Ogdens- burg, N. J. McLean, David §&., Ridgewood, N. J. Mc a oN poste, School No. 23, Jersey City, N. J. MeTassney, Mary Cecilia, Joseph Wood School, Trenton, N. J. Mabrey, F. D., Englewood, N. —— he aid E., Nicholson Road, Audu- bon, 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. J. ay. gue M., $49 Kilsyth Road, Elizabeth, Kenilworth School. Intermediate School, Merchant, Mary E., Speedwell Avenue School, Morristown, N. J. Miller, Paul 5S., Orange _ Miner, Benjamin C., 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 St., Bridgeton, N. J. Munson, Ruth W., 216 Academy St., South Orange, N. J Neulen, Lester N., 452 Ogden Ave., West Englewood, N. .« Nickum, C. Edith, 3i1 Montgomery St., Highland Park, New Brunswick, N. J. Noe, Mrs. Gertrude , Highland Ave., ~ Metuchen, N. Normandeau, H. M., Public School 6, St. Pauls Ave., Jersey City, N. J. Oakes, Grace §8., 337 Bel evue Ave., Ham monton, N. J. om Elizabeth, Center School, Bloomfield, Ott Charles F., 2214 46th St., Camden, Patterson, ag P., 259 Union St., Hackensack, N. Patz, a, 3033 ‘Balmoral Ave., Union, Peters, Mary V., 22 S. Baltimore Ave., Ventnor, J. Eastern School, East Central Avenue Petty, ford Pollar Sliz Pond, N Poole, teln Tue Nintu YEARBOOK 701 Petty, ford, > Oe Pollard, Louise E., William Penn School, Elizabeth, N. J. Pond, Rita c. .. 72 Willow Ave., Plainfield, Poole, “Mrs. Ella Strow, Public School 37, Jersey City, N. J. Potter F. .. Massachusetts School, Atlantic City, N. J. Predmore, R. L., Public School No. 6, Perth Amboy, N. J. Probert, William W., sergenfield, N. J. Quig, Emily pet, Summit, N. menee, Minnie, Letitia, 160 Orient Way, Ruther- La Avenue Jefferson School, Washington School, 13 Elmer S8t., Corliss F., &3 Maplewood, N. J. Reed, Roberts, 9 Oak St., Weehawken, N. J. teinhart, Mrs. Florence R., 6 E. Floral .. Pleasantville, N. Thomas W. Laning ‘Avenue School, Verona, N. J. Rich, Frank M.., Paterson, N. tichards, Mary Gertrude, Hamilton School No. 6, North Bergen, N. Richards, William F. a School’ No. 3, Belle- J. Bridgeton, Rendciph, Jefferson Ave., School 2, Passaic St., ville Robb, Boulevard, Glen Rock, N he ie Cloyd VP., J . Warren A., Belmont Avenue Newark, N. J tose, G. B., Glenfield School, N. J. Roys, Lincoln J., Orange, N. J. Sailey, Alice B., Trenton, N. J. Samuels, Ethel M., 115 New Brunswick, N. 3. Sanderson, Ethel H., 110 Arlington, ie ae Saul, Anna E., ~~ Jersey City, N. Saurman, Mrs. Gicthe M., Ave., Englewood, N. J. Savage, Sue E., Hillside Avenue School, Hillside, N, ; 8 Sayre, Martha, chantville, Schaefer, Anna # ark, N. J Schmerber, son, N. J. Schmidt, Kar] G., Newark, N. J. Scott, Dorothea Ass Serven, Edward ‘2 Garfield, N. J. Serven, Isaac A., Jersey City, N. J Sexton, Wray E., Newark, | a Shaffer, Charles G., J. School, Montclair, School, Franklin east 1894 Brunswick Ave., N. Seventh Ave., Laurel Ave., Woodlawn Ave., 110 EF. Palisade Road, Mer- New- 6703 Church : 102 Lyons Ave., “Louis, School No. 11, VPater- Bragard Avenue School, Montvale, N. J. Mark Twain School, Public School No, 37, First Avenue School, Eliott Street School, No. 4, Belle- edn K., School No. 6, Hacken- James G., School Shield, sack, N. Shoemaker, % 3 ton, Shotwell, ‘rea Cc. Depervistng Principal of Se hools, Franklin, N. J. ae a i Edna F., 61 Pitman Ave., Pitman, Sickles, F. J., Supt. of Schools, 296 Liv _ingston Ave., New Brunswick, N. J. Smith, Ella F., 112 S. Atkins Ave., Nep- tune, N. J. 133 Summit Ave., Sum- Smith, Isabel W., mit, N * , 114 8. Arlington Ave., East Orange, a J. Harry, 43 Oak Lane, Tren- Smith, W. I . Smith, William R., 270 Newark, N. Southard, Mrs. Maud B., 425 Trinity PI1., Elizabeth, N. J. Spargo, John A., of ee, llighland Ave., Assistant Commissioner State House, Trenton, Springer, Clara D., pee School, Wildwood, N. J Squier, Harriet M., School No. 1, Scotch Plains, N. J. Stackhouse, Edith, 217 Hightstown, N. J. Stalter, Ethel, School 2, Stauffer, Harry wx High Monmouth S&St., Montvale, N. J. Franklin School, New- ark, N. J. Staver, Wilson W., Public School 5, Hud- son "Ave. at Tenth St., West New York, Sterling, Amanda G., 614 Monmouth Ave., Lakewood, N. J. Stevens, Theodore B., Mt. Stewart, a sa 22 Maplewood, N. J Stillwaggon, Florence F. South Amboy, N. Stockwell, Anne B., Clinton School, wood, N. J. Stone, Mary F., 15 Clarke Ave., City, N. J. Stratton, Mason A., Absecon, N. J. Stull, Anna G., Lafavette School, Second and Benner 'Sts., Highland Park, New 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 E., 584 Goffle Road, Hawthorne, N. J. Terrell, Nellie K., Girard School, Trenton, Freedom, N. J. Highland PL, 213 David St., Maple- Jersey 272 Huron St., Thompson, Kennington L., 2 Harrison Ave., Jersey City, N. J. ¥ bemaan. Mrs. Margaret, 413 Venn St., Camden, N. J. Thornall, Dillie F., R. F. D. 1, Road, Metuchen, N. J. Titus, Mary F., Helmetta, N. J. Traua, E. G., North Caldwell, N. J. Travell, 1. ee Supt. of Schools, Ridge- wood, N. Travers, hae A., Columbus School &, Cedar St., Garfield, N. J. Troy, Ann A.. Park School, Nutley, N. J. Twichell, William 8., School No. 9, Pater son, N. J. Van Auken, William D., 102 Ave., ~~ N. J. Van Horn, F. C., 45 Sherman Ave., Plains, 'N. J. ven Sinderen, Lyndhurst, N. . Voorhees, BF L., 296 Redmond St., New Brunswick, N. J. Wade, Mrs. Edith Van G.. Magie Ave., Elizabeth, N. Walcott, Helen, 46 The Terrace, ford, N. . Wamsley, in. Jessie M., Grant Ave., Pitman, N. Warren, Mrs. 7 M., Edgewater, N. Watson, May, McKinley Whelan, Mrs. Katherine, Public School -” Blvd. and Zabriskie St., Jersey City, J White. Mrs. Sadie M., Box 14, Pennsville, J. WwW hitford, Everett T., School No. 6, Pater- son, J. Parsonage Bamford Morris ee Jefferson School, _Elmora School, Ruther- Walls School, a4 Hudson Ave., School, Trenton, 702 ELEMENTARY Scuoot PrINcIPALs Ww nitleck, Sarah O., Lord Stirling Hotel, New Brunswick, J. Wilde, Anna A., Union Street School, Ridgewood, me ae WwW ney, Alice D., 41 Prospect St., Trenton, Wilson, Albert H., Orange, N. J. Wilson, J. Alfred, Nassau School, East 224 Oak Parkway, Dunellen, N. J Winkworth, Jessie L., 220 Ninth Ave., Haddon Heights, N. Witteman, Anna M., 39° N. Reid St., Eliza- beth, N. J. Wolf, Lily A., Pierrepont School, Ruther- ford, N. J. Wolverton, Charles V., Public School No. 61 Sherman Ave., Jersey City, N. J. WwW oodward, Adelaide H., West Side School, Atlantic City, N. J. Wool, XS W., School No. 5, Hacken- sack, N wore Clara B., Public School, Bayville, Wright, George W., Far Hills, N. J. Wright, Norman A., South Avenue School, Bridgeton, N. J. Wrightstone, J. Wayne, 16 Ruthven PL, Summit, N. J. York, Mary G., Jefferson School, Maple- wood, N N. J. Young, E. B., thorne, N. J. a lara, Ridge Street School, Newark, Elementary School, lafayette School, Haw- NEW MEXICO mies. Stella, 240 S. Fifth St., Raton, N. Mex, Linthicum, J. B., pret FE. Lead ‘Ave., Albuquerque, N. Me McCollum, J. R., i124 i. Silver, Albuquer- que, N. Mex. Meyers, George IL... Zuni Indian Day School, Zuni, N. Mex. Pircher, Bertha, Swastika, N. Mex. neGe., Charles B., P. O. Box 55, Gallup, ex Taxior, Mrs. L. M., Box 196, Raton, N. Mex. Watson, Dorothy, Pinos Altos, N. Mex. NEW YORK Abbott, Eva M., Weston Ave., Niagara Falls, N. Abel, >: AS School No. 47, Buffalo, N. Y. Ach, Isidore L., Junior High Sweet 148, 185 Ellery St., Brooklyn, N. am, Norma A., 406 Turin St. Rome, Alexander, Carter, Teachers College, Co- lumbia University, New York, N. Y. Alter, Harvey E., Thomas Street School, Rome, N. Y. a Ae Ellen R., 4 Cedar St., Potsdam, Arnson, Harriet, Niagara Falls, N. Ast, Raymond J., 370 McKinley Ave., Ken- more, N. Y. Averys Fannie L., 1006 Miller St., Utica, _ Jefferson Apts., Bailey, Agnes B., ~— -_ School, Hun- tington, Long Island, N Baldwin, Agnes M., 122 " College St., Buffalo, N. Y. Banta, Katherine A., Park Avenue School, Port Chester, N. ¥. Barber, . Olive, 110 N. Main St., Glovers- ville, N N. Y. Barber, Blon L., Monroe Street School, Little Falls, N. Y. Baum, Millicent, Public pong ® No. 101, 141 FE. 111th St., New York, » a Beam | Chien E., N 278 Norwalk, Buffalo, Bean, Berten_ B., 1097 Elmwood Ave., Buffalo, N. Y. Bean, Mrs. Nellie S., 238 Farragut Ave., Hastings- -on-Hudson, N. Y. Beaumont, Florence, 690 Riverside Drive, New York, = oe Becker, Johanna L., 124 Martense St., Brooklyn, me Se Bennett, Agnes : North Side School, Frankfort, N. Y Benton, George W., 88 Lexington Ave., New York, Be Berg, Esther c. Public School No. 91, Manhattan, 198 Forsyth St., New York, N. onan Frederick A., Public School No. 166, Manhattan, 132’ W. 89th St., New York, N. Y. Bert, Reese E., 16 Park Ave., Williston Park, East Williston, N. Y. Besio, ‘Josephine M., i91 Sanford Ave., Flushing, me we Bildersee, Dorothy, Public School No. 80, oe, 415 E. 120th St., New York, Bloomfield, M. Elizabeth, Washington School, Union Ave., New Rochelle, N. Y. Boecker, Alexander, Public School No. 100, Coney Island, Brooklyn, N. Y. Bolen, John K., Dist. Supt. of Schools, Publie School No. 93, 93rd * and Amsterdam Ave., New York, . Bond, E. J., Supervising Principal of Schools, Sidney, | a A Borgeson, F. C., School of E ducation, New York University, New York, Borrell, Victorine E., geheet No. 26, 101 Milton St., Buffalo, N } Bostick, Eva oan, 1 7 en Ave., White Plains, N. ¥. Bostwick, Helen M., 195 Madison St., Brooklyn, N. Y. Boutet, George H., Jr., School No. 3, VPor- ter at Niagara, Buffalo, N. Y. % Brady, Mary L., Public School No. 177, Manhattan, 46 Monroe St., New York, mm Braine, Elizabeth M., 78 Cambridge PI., Brooklyn, N. Y. Brett, Anna, Public School 94, Little Neck, N. Y. i ad eee V., 2 Howard Ave., Malone, Brogan, Helen, Public School No. 10, Yonkers, N. ¥. Brogan, Whit, Daten Free School Dist. No. 6, Scarsdale, Ms. Be Brown, Sette, Atlantic Avenue School, Lynbrook, N I Bruce, C., School No. 9, Rochester, | 2 Bruck, John P., 218 Potters Corners Road, Buffalo, N. ¥. Bull, Elizabeth, Bay Avenue School, Pat- chogue, a 4 Bullock, Caroline M., 240 Third St., Niag- ara Falls, N. Y. Burger, I. Victor, Public School No. 39, eo South Beach, Staten Island, Burke, Hanna J., 222 South Park Ave. Buffalo, N. Y. Burns, Mrs. Lillian O., 111 W. Linden St., Rome, N. Y. Burr, Marvin Y., 509 W. 121st St., New York, N. E Butler, O. T., ‘314 Irvine Pl., Elmira, N. Y. Butts, Franklin A., Public School No. 2, Poughkeepsie, N. Y. Carl, G. Harold. pine School, 2660 Bailey Ave., Buffalo, N. Y. 261 Joseph Ave., Carre Tue Ninru YEARBOOK 703 Carroll, William L., Public School No. 165, 462 Eighth St., Brooklyn, N. Chamberlin, Esther R., Public School No. 22, Yonkers, N. Y. Chambers, A. Frances, 541 Congress St., Troy, N. Y. Chambers, Mary A., School No. 71, Lang and Newburgh Sts., Buffalo, N. Y. Chatfield, Hazen, Dist. Supt. of Schools, Public’ School ‘No. 36, 1070 Castle Hili Ave., New York, Y. Cheverette, Florence M., Faust, N. Y. Clark, Will Mosher, School No. 32, 342 Clinton St., Buffalo, N. Y. Clarke, Bertha, 24 Columbia Ave., Bing- hamton, N. Y. Clarke, Martha H., William Penn School, 19 Howard St., Mt. Vernon, N. Y. Cobb, Elmer J., School No. 60, 288 Ontario St., Buffalo, N. Y. Cochrane, Lydia S., 19 S. Main St., Ba- tavia, N. Coffin, Rebecca J., 425 W. 123rd St., New York, mM. Y- Cohen, Irving L., 392 New York Ave., 61 Gramercy Park, Brooklyn, N.Y Colburn, Jessie B., Pelonial School, New York, N. Y. Coleman, Georgia Avis, Pelham, N. Comer, Genevieve L., Horton School, Port Chester, N. Comets, Emma L., 26 Bank St., Batavia, Connors, Themes W., 143 Woodward Ave., Buffalo, N. Y. Conroy, Marie R., 75 Mountainside Road, eo Hill, Stapleton, Staten Island, Cook, yhisie M., 233 88th St., Brooklyn, onur Fannie M., 105 E. Eighth St., Jamestown, N. Corey, Clara A., School 35, Field St., Roc hester, N. y. a as ay Helen A., 240 Ninth St., Cox, Philip W. L., School of Education, New York U niversity, Washington Square, New York, » A Craig ¢ hristine, 14 ‘Ela St., Whitesboro, 1367 E. 24th St., Crooker, Frederick Ps Brooklyn, N. Crosby, Mary A., ” School No. 10, Yonkers, Crowe, Ellen R., 212 Court St., ton, N. Y. Daly, John J., Sands Point Sheet, Ww ashington, Long Island, 2. Danheiser, Ruth V. ., 500 W. 1ioth St., York, a. Se Darmstadter, Charlotte, School No. 22, 90 Huntington Ave., Buffalo, N. Y. Davis, Grace L., Hamilton School No. 5, N. Bleeker St., Mount Vernon, N. Y. ~~ Katharine E. ., 39 E. 79th, New York, Rockland Lake, N. Y. Grace Evans, Box 185, Glen Head, It 46 Sterling St., Brook- 1, Dengler, C. F., 619 Furnald Hall, Columbia University, New Yor } - + David W., ter, N Devitie, ieacy * a Troy, Bingham- Port New De Castro, J. F., De Kay, Delaney, Mary J., N. Y. N. ied Melville, Roches- 19 Clinton St., Norwich, De Vinney, Mabel A., Brighton Gehoel, 2200 S. Salina St. * Syracuse, N. Y * Dillon, Mary B.. Public School No. 59, Manhattan, 236 E. 57th St., New York, Dix, Lester H., Butler Hall, a 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. Y. Dwyer, Madeleine, South Street School, Glens Falls, N. ¥. Eagan, Margaret, Opportunity School, Port Jervis, _ 2 E aeiies.. Elsa, Public School No. 208, Ave. D and E. 49th St., Brooklyn, N. Y. Ebert, Jessie D., 108 Union St., Schenec- tady, N. Y. Ehrenfeld, Abraham, Public School 10, Manhattan, 133 St. Nicholane Ave., New George M., Y. York Supt. of Schools, Plattsburgh, N Elmendorf, Elmer, Floyd, Grammar School, Clara, N Emmons, Anna, " School 19, New Scotland Ave., ‘Albany, ; E rdwurm, Lucy, Public School No. 4, Man- hattan, 203 Rivington St., New York, Fairbairn, Anna ." 121 Fulton Ave., Hempstead, N. Foe, Clara A., $3 Buena P1., Rochester, Ferry, Martha, 220 E. Main, Batavia, N. Y. Fichtner, Katherine E., 100 Culver Road, Rochester, N. Y. Finkelstein, "Mary E., Public School No. 42 71 Hester St., New York, Fisher, Frederick W., 481 Woodward Ave., Buffalo, N. Mary E., School, Fitzgerald, Solvay, N. Y. Flanders, Jesse K., State Normal and Training School, Oswego, Bm. %. Frail, Jennie pod segotwe Roosevelt School, Johnson City, N. French, Harold P., Menands School, Al- ) Mrs. Jessie c., School, Lockport, N. Garfinkel, Maurice A., 377 Brooklyn, N. Y. Genske Emma, School No. 4, Goodell, Mrs. Mabel D., Schenectady, N. Y. Gorham, Mary E., 521 Brandywine Ave., Schenectady, N. Y. Gould, Clifford M., 17 McKinley Ave., Ken- more, Buffalo, N.Y. Graham, Minnie S., 48 S. Second Ave., Mt. Vernon, N. Y. Gravely, Mrs. Cora-Louise Campbell, Neigh- borhood —~_ 253rd St. and Fieldston Road, New York, N. Y. Greenberg. Frances M., 43 Oak St., York, N. Greenberg, Second lyn, N. Y. Grimes, James M., Vernon, N. Santa Prospect West Avenue Montgomery Dunkirk, 220 Avenue B, New Joseph, William Penn School, St. near Seventh Ave., Brook- 40 Columbia P1., Mt. Grotecloss, John H., 357 W. 35th St., New York, N. one, ipveiyn’ M., 40 Woodette Pl, Buf- alo, N. Haggerty, Emma V., Public School No. 57, - 176 BE. 115th St., New York, Hague, Elizabeth F., 121 E. Third St., New York, N. Y. — an, Thomas C., Public School No. Manhattan, 521 W. 145th St., New ye rk, | i 4 Hamilton, Nettie J., 290 Kenwood Ave., Rochester, N. Iland, Wyene sal 121 Fulton Ave ., Hemp- stead, Y. Myrtle C., y: Ilandley, aes 21 Trumbull Parkway, Batavia, N ELEMENTARY ScHoo. PRINCIPALS Ilanna, Paul R., Seth Low Hall, Colum- bia University, New York, N. Y. Hee, Mabel, 274 S. Broadway, Yonkers, Harris, Daisy M., 1826 Valley Drive, Syra- cuse, 2 Harris, John F., Public School No. 54, 195 Sandford St. , Brooklyn, N. Y. Hlarris, Mabel E., 1421 Seymour Ave., Itiea, ms Be Ilartill, Rufus M., Ridgewood Sta., Brooklyn, Ilathaway, Edna’ E., 12 eae Ave., Gloversville, N. Ilausauer, Mrs. Matilda W., 92 Ave., Buffalo, N. Hayden, Mrs. Rena ie "Floral Park School, ericho Road, Floral Park, N. ¥. Heeler, John E., Jr., School No. 5, Troy, Public Sehect _No. 87, Wallace Heath, Byron H., R. F. D. 1, Hamburg, Hemstreet, A. Earle, School No. 54, Main St. at Leroy, Buffalo, N. Y. Hickey, Kate R., Queens, St. Ridgewood, Hickok, Mary Nx. Me Se Publie School No. 68, wy Felix and Seneca Aves., a 242 Second St., Llion, ,.Park Ave., Wantach, Hilton, Raymond - Long Island, Hinderland, Bae” S Ansenpate School, Great Neck, Long Island, _ = Hirschbeck, Loretta M., 365 Ave., Port Chester, N. Y. Hirschberg, Arthur, Public School No. 1, Queens, Van Alst Ave. and Ninth St., Long Island City, N. Y. Hlirsdansky, Simon, Public School No. 4, 1701 Fulton Ave., New York, N. Hoar, Daniel F., School No. 18, Troy, z Ilolley, Jennie 8., 75 Pleasant Ave., as caster, N. Y. Hopkins, Amelia a 2 1169 Chrisler Ave., Public School No. Schenectady, N. Ilo yw Johanna M., Queens, 32nd Ave. and 89th St., aon Heights, N. Y. Iiorn, Mary A., 304 LeRoy Ave., hurst, N. Y. Hosic, James F., Teachers College, Co- lumbia University, New York, N. Y. Howe, Edwin J., School No. 16, 939 Delaware Ave., Buffalo, N. Y. Huddle, Otto E., Briarcliff Manor, N. Y. Huggin, Ellen, 509 Central Ave., Dunkirk, Hutchins, William Ward, School, Orwell, N. Y. Imrie, Margaret B., “Nathan Hale School, S. Fifth Ave. and Sixth St., Mt. Vernon, N. Y. Jaffe, Samuel §&., Brooklyn, N. Y 125 Eastern Parkway, January, EF. L., 606 W. 113th St., New York, N. Y Jenks, "Elsie L., West End School, Lyn- brook, N. Y. Johnson, Laurence C., Orchard Park Con- solidated Schools, Orchard Park, N. Y. Johnson, Theophilus, 3938 56th St., "Putnam Cedar- Orwell Union Woodside, N Johnston, Anna C., Public School No. 59, 182nd 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. Paul Blvd., Charlotte Sta.., Rochester, 4 Kane, Annie F., 14 Crosman’ Ter., Rochester, N. Y. Katz, comeet, Public School 156, Brook- lyn, aa a Glenn H., Keenan, Mrs, gas G., 79 Westmont Ave., Elmira, Park School, Ossining, Kingsley, Emma E., Ave., icImira, ee Ws Kinsman, Daniel F., 17 Romeyn Ave., Amsterdam, N. Y. School 7, Riverside a. Nellie, 250 Starin Ave., Buffalo, Kline, Pearl, 1154 State St., Watertown, eg J., Public School No.- 10, Troy, a’. . Knox, Margaret, Public School No. 15, i ee 728 Fifth St., New York, Krause, Arthur K., Public \o - No. 132, Mankettas. New York, Kurke, George, Public Schuolt No. 2 », 330 Fifth St., New York, N. Y. Kurth, Gertrude M., 127 59th St., Niagara Falls, N. Lamkin, a B., 15 Jacobus Pl, New York, N. Y. Lansing, Hugh HI., School No. 1, Troy, Lawlor, Caroline E., 4217 Flushing, N. Y. Lawlor, Mary, Salem Ilyde School, Syra- cause, a Leege, H. C., Gratwick School, North Tonawanda, N. Y. Ieidt, Edna J., 52 Rochelle, N. Y. Lewis, Carl E., 13 Eastman Te keepsie, N. ¥. Lippert, Berthold, Public School No. 73, Queens, Tist St. and 54th Ave., Mas- peth, Long Island, mM. Be 289 Empire Blvd., Brook- 167th St. Lafayette St., New r., Pough- Lodato, August, lyn, N. Y. lodge, mma L., School No. 74, Buffalo, Y. telten John J., Public School 80, West 19th St., Brooklyn, a ee Lortcher, Mrs. Dorothea K., 8309 Lake Ave., Rochester, N. Y. ia Christine L., Lincoln Park School 44, Chili Ave., Rochester, } McCarthy, William P., 4761. Richardson Ave., Bronxboro, New York, N. Y. McC lure, Worth, State Teachers College, Buffalo, N. McC we Effie L., Grand Street School, Newburgh, ee McCormick, Alice V., Public School No. 17, Manhattan, 328 W. 48th St., New York, Mo Be McCormick, Susan, Public School No. 38, The Bronx, St. Ann's Ave. and Rae &t., New York, N. Y. McCrory, go E., 363 Oneida, N. McLoughlin, tien M., 44 Mt. Pleasant Ave., . wwe N. ¥. en A., School No. 23, Barrington Rochester, N. mm. <3, 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. Y. Maguire, Matilda E., Syracuse, N. Manheim, Mrs. Sophie dl No. 71, sanemayeae, New York, Lenox Ave., Merrick School, Public School 188 Seventh St., A Mase, Alfred. ‘, 640 76th St., Brooklyn, Maynard, a A., 2511 Sunset Ave., Utica, N. mt Marta, School No. 59, Glen- wood near Fillmore Ave., Buffalo, N. Y. Mende 102! Montg Roe Morey N Moria No. Ave Moria Val Morri Set Morr’ pal Mors Tue Ninru YEARBOOK 705 Towers, 60 S. Main St., Spring 500 Washington Ave., ‘Mary A., 244 E. 86th St.. N. Y. Broadway, Se hool No. 8, Conkey 1025 Eastern Parkway, Brooklyn, N. Y Morey, Anna a N. Y Annie B., Public School Ave., Brooklyn, N. Y. The Morrison, Carol rn E., } 2 partment, Albany, N. Mossman, Lois Coffey, Teachers College, Y. Oneida, N. Y Public School 31, New York, N. Newman, Loulse .. New York, menenteee, 500 Park Ave., New York, Nosworthy, Obermeier, ‘Miante, Public School No. O'Brien, Satins G., 110 N. Y Kingston, N. Y¥. Olmstead, Clara i. Main St., Port Mendelsohn, Henry, Public School No. 167, Montgomery, Alice M., School No. 6, Rochester, N School No. 14, Troy, Moriarty, Mrs. No. 162, St. Nicholas and Willoughby Merlasty, Katharine E., Valentine Lane, Yonkers, N. Hamilton School, Schenectady, N Morrison, J. Cayce, State Education De- Morse, Grant D., Supt. of ‘Schools, Sauger- ties, N. Y. Columbia University, New York, N. Murray, Elizabeth ¢.. 438 Broad S8t., Nathan, Caroline The Bronx, 146th St. and Mott Ave., , 3 Newell, Minnie a Valley, N. Y. Brooklyn Nevlan, Mrs. Nifenecker, Eugene A., Bureau of Refer- ence, Research, and Statistics, Board of Emily, Public School No. 6, Manhattan, 85th St. and Madison Ave., New York, 7: pe Manhattan, 611 W. 156th St., New York, N New York Ave., Brooklyn, N. Y. O'Connor, Kathryn M., 735 O'Keefe, Emma M., Ave., Rochester, 'N. Jervis, N Olmstead, 47 E. Helen M., 150 Oxford Ave., : 2 L., 200 Rochester, i Be reare, Meyer, 1402 Ave. K, Lexington Ave., Brooklyn, Palen, Louise Hi., 66 Verplanck Ave., con, N. Palmer, Gertrude A., 545 W. New York, N. Y. Palmer, James p-. State Normal Potsdam, N. Paris, Florence | E., 32 Buffalo, N. Pass. Es ‘ord R., 99 Maple Ave., m8. Minnie B., 544 Westcott St., Syracuse, N. Y. Patterson, George W., 9464 Jackson Ave., Queens Village, N. Y. Paulsen, Gertrude M., 410-A Sackett St., Brooklyn, | a Pearson, G corgin King, 6 Lewis Parkway, Yonkers, N se Arthur, 332 Beard Ave., Buffalo, Peyser, Nathan, Public School No. 181, New York Ave. near Snyder Ave., Brooklyn, N. Public School No. 188, Phillips, Ellen ue, New York, Genevieve, Central Behool.. Bea- 164th St., School, Linden Ave., Hamburg, Manhattan, 131 Lewis St., Phillips, Bos- ton Post Road, Mamaroneck, N Piedaiue, Mary R., Edgewood ‘Elementary School, Scarsdale, N. Y. Pierce, Katherine E., Watervitie High Se hool, Waterville, 19 Pough- Mamaro- Mount Norwich, Ham- New Rube. N. New Auburn, Avenue Piper, Sera M., 330 First Avenue, Frank- Long Island, N. Potts, Mrs. Dora Xt. 170 Greenridge Ave., 103, 54th St. and 14th Ave., Brooklyn, N. Y Pritchard, Florence E., School No. 78, Benson Ave. near Bay, 22nd Ave., James St., Rome, N om, ‘Florence J., 136 Bank St., York, Bronx, sone St. and Creston Ave.. keepsi Rhoads, es Cc. 637 St. Marks Ave., Brooklyn, N. Y N. Robb. » Hattle M., 26 Miteheil St., Ropbine, Lovinia M., Pitkin and Drew Aves., Brook lyn, N. Y. Y. Isabel Xi. N. Y. Schattsles, Ruth, Public School No. 87. N. Schneucker, Elizabeth S., Horace Mann of Schools, 66 Durham Ave., Celoron, New York, N Selby, Miriam F., 152 Ross Ave., Shellington, A. Mary, Center falo, Sherwood, Leah, Public Schenectady Road, Albany, Pile, Fred M., Gebool 26, Bernard St., Rochester, N. fort, N. Plantz, ee 108 Cherry St., Hicksville, Pois, Cecelia, 2938 Grand Concourse, New York, White Plains, N. Y. Powers, Francis W., Public School No. Powers, Katherine B., Horace Mann School No. 13, Hickory St, Rochester, N. Y. 2660 B Bailey Ave., Buffalo, N. Y. Pullman, W. S., Public School No. 200, Brooklyn, N. Y. Putnam, Lena M., 602 N. Quinn, Guy L., School No. 9, 261 Joseph Ave., Rochester, N. Y. Batavia, Y. Rado, Alfred, Public. School No. 89, The Bronx, ‘Mace and Paulding Aves., New Reigart, hea F., 31 Euclid Ave., Yonkers, Reilly, Frederick J., Public School 79, New York, N. Reutershan.’ a . 7 Baker St., ae tag . 86 Palmer Ave., neck, N , Columbus School, Vernon, N. Rhodes, Sara Ss Richmond, Mary R., 88-08 173rd St., maica, Long Island, 161 Union St., burg, N. Y. Roe, Christina L., Public School No. 214, Rogers, seg wW., Public School No. 14, York, 213 Park Ave., Oneida, Schaller, Amelia, Public School No. 103, 119th St., New York, Manhattan, 77th St. and Amsterdam Ave., New York, z School, Craig St., Schenectady, Schrader, Henry G., Supervising Principal N. Y. Schultz, Frederick, 346 N. Park Ave., Buf- : P., 106 Morningside Drive, Scudder, Augustine L., Lincoln School, Huntington, N. Y. Dorp Sta., Staten Island, N. Y. Shaw.’ Helen V., 94 South St., School, Niagara Falls, . Shepard, ‘Alvin W., 900 Genesee Bldg., Buf- Sherburne, M. Louise, 268 Beach 139th St., Rockaway Beach, N. Y. School No. 63, Brooklyn, N. Y. Shillinglaw, Robert J., » poceatevitie School, Silverman, Estelle, Public . No. 25, The Bronx, New York, 706 ELEMENTARY Scuooot PRINCIPALS Simmons, Barey & , Liberty Street School, New burgh, Simpson, eeisiens L., 1015 E. 27th St., Brooklyn, N. Smallenburg, Ella, Abbott Road 1711 Abbott Roed, Buffalo, N. Pere Le Smallwood, School, Winifred, School, Syracuse, N. Y. Smith, Cc aroline, 56 Florence Ave., Moyne Buffalo, Smith, ‘Herford A., Jefferson High School, Box 186, Jefferson, ms Be Smith, Hoyt D., Huguenot School, New Rochelle, ma Smith, Mrs. May Y., 89% Oak St., Bing- F. B., School No. 49, 329 Fargo Buffalo, ye. Snyder, E -— J., 606 Park Ave., Mechanic- ville, N Snyder, George H., 1865 Oneida St., Sche- nectady, N. Y. Spafford, Beatha M., 176 W. 105th St., New York, N. Y. Specht, Louise, 103 Quentin St., Kew Gardens, New teem, BD Ee Spurgeon, Mrs. Goorge W., 200 Burns 8St., Forest Hills, N. Y. Stapleton, Josephine F., 1406 Public School Ave., New York, N. Y. Stecher, Mrs. Elizabeth M., * No. 110, Manhattan, 28 Cannon St., New York, N. Y. oe ." J., State Teachers College, Buf- alo, N. Y. Steiner, Fredericka, + ag School No. 91, Bronx, 18 W. 107th St.. New York, N. Y. Stevens, + ak, df., 1825 Prospect Ave., New York, N. Y. Ruth A., Chatsworth School, Larchmont, i 8 Stone, Lucy A., 57 Pennsylvania Ave., Binghamton, N. Y. Strauss, Bella, Public School No. 88, Man- Batten, 300 Rivington St., New York, Harold F., 29 Elm St., Lyn- % 3 Merriam Stewart, Avenue Studwell, brook, Sumner, 8. Clayton, 256 W. Syracuse, N. Sutherland, Hattiebel, Buffalo, N Sweeney, Thomas H1., 287 Elm §8t., Island cue. m Ue Swift, C. B., 21 Chateau Ter., Snyder, N. Y. Sylvester, ye Junior High School No. 91, Manhattan, 61 Queens Ave., Flush- ing, N. Y. Tallman, Edna A., Sloatsburg Union School, Sloatsburg, N.Y. Taylor, Clara D., 168 Merrill St., ter, a: Taylor, |e Th Terrell, Mrs. Madelaine, 84 Cedar Ave., Patchogue, N. Theobald, Jacob, 410 Central Park, W., New York, Thomas, Rufus G. ” 103 Warner Ave., Syra- cuse, NV. Y. Rollin W., T hompson, ror! Alice, 73 Garden St., Kennedy St., 118 Hamburg St., Long Roches —- D., 392 Augustine St., Conkling School, Utica Poughkeepsie, Townsend, bs A., 109 14th St., Gar- den City, N % 4 Trace, Charles T., 454 Charlotte P1., Ridgewood, Brooklyn, N. Y. ‘Traphagen, oe. _H., 39 * ee E., Mt. Vernon, N. ——, Oe east _E., South Side School, Sixth St., Iferkimer, N. Turney, L. G., 1: 38 EK. N. Y. Tuttle, Apert E., 69 Monroe Ave., Mamaro- neck, Oswego, Underhill, F manees A., 1458 State St., Sche- nectady, N R. i ves & Arnum, Eugenia, School No. 15, Troy, V an. Arsdate, Buffalo, Viemeister, Moni M., 338 Bryant St., - — H., Seaford, Long Island, N. Y Vincent, H. "D., 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. ¥. Wallstein, D. Daniel, J 12 Hollis, Long Island, A W ares, Eva M., 26 W ali St., Amsterdam, 215 Smith St., Wood- Long Island, N. Y. Watson, Alice E., Public School No. 7, Queens, Van Alst Ave. near Astoria Ave., Long Island City, N. Y. WwW eed, Leola D., Lincoln School No. 2, Mt. Vernon, N. Wehle, Hanna, 14 Roosevelt Ave., mont, N. Y. Welles, James B., Roslyn Public Schools, Roslyn Heights, Se a West, Maude I., Irondequoit School, Dist. No. 3, ter, N. Y. West, Nathaniel G., 223 Rochester, N. Y. West, Parl, Baylis Court, Tarrytown, N. Y. Ww eyant Ww alter B., 518 Woods Road, Sol- white, Paith C., 73 De Sales PI. Brook- lyn, N. Wiedemann, Frank J., Harding Elemen- 3044 Delaware Ave., Ken- tary School, more, N. Y. Wikander, Elin, 350 Lincoln P1., Brook- lyn, , 3 Williams, , Webber Ave., Oak- field, N. Y. Wilson, Martha M., 38 W. 91st, New York. Weed, Eva C., N. 205th IL, Wa rner, Stanley F., mere, Larch- Grammar Route 218, Roches- Warwick Ave., Harrison EF. 35 Berkeley Pl., Brooklyn, Ww cae Jervis, N. Y. Woodruff, Craig D., cuse, N. Y. Ww ool, Kate L., 322 S. Geneva St., — A., 174 Pike St., Port Salina School, Syra- Ithaca, Wright. Donald A., 1188 Carthage, ah Wright, Mrs. Geneva, N. Yeager, Fern M., N. Y. . Washington St., Louise J., 54 Elmwood Ave., Nott School, Schenectady, Zyve, Claire, Fox Elementary School, Meadow Scarsdale, N. Y. NORTH CAROLINA Rosa, 319 Lindsay St., Cherokee C Abbott, (;reensboro, N. C, Adams, Roy. Cherokee, N. C. Alexander, Hattie, 120 E. Charlotte, N.C. Ansley, Rufus Oo. Hazelwood, -. <. Beavers, Sallie L., 601 S. ham, N. C Indian School, Morehead St., Principal of Schools, Duke St., Dur- Blankenship, Ursula, 1210 S. Boulevard, Charlotte, N - 3 Lucille, 47 Henley P1., Charlotte, -— a Ellen, 1709 South Blvd., Charlotte, Brogdan, boro, Brown, Mrs. Eunice Sadler, mont Ave., Charlotte, N. c Court House, Greens- 506 Beau- Nettie E.. Cc. Oro, iool, St., pols, Dur- ard, otte, otte, TS: eau Tue NintH YEARBOOK Caldwell, A. B., apse Okalina Ave., Win- ston-Salem, N. Carmichael, P. a, 506 East Ave., Char- lotte, N. C. Casson, Q, M., 19 Soco St., Asheville, N. C. Cummings, F. Russell, Rockford, N. C. Eaton, Fannie, 311 E. Fifth, Charlotte, m. <. Garrison, W. R., Charlotte, N. C. Ilarney, H. M., 300 W. Main St., Eliza- beth City, N. ¢. oo, If. A., Lindley School, Greensboro, e. Mallard Creek Road, Her ae T.. East and Skvland Schools, 1700 W. First St., Winston-Salem, N. C. Ifenson, Addie, 2107 E. Fifth St., Char- lotte, N. c. lester, Mrs. M. R., School, Dunn, N. C. Hobgood, westin, 107 W. Grainger, Kin- ston, N. —— Magi E., 411 Cleveland, Dur- 1am, } Holman, fllzabeth F., 209 EF. Morgan St., Raleigh, N. Irvin, Hunter, ‘Charles B. Aycock School, Greensboro, nm. €. Jamison, Florence, 904 W. Charlotte, N.C Johnson, Mrs. R. F. J., Box 336, IWigh Point, N. ¢ Moore, Mary. Virginia Street Goldsboro, N. ©. he Sue, 201 S. Fulton St., Paisley, John W., 1434 E. Bank St., Win- ston-Salem, N. C. Paylor, ets 1006 Johnson St., High Point, nee e ation M., Box 299, Lexington, Sherwood, Mrs. M. B., 214 E. Morgan St., Raleigh, ee 2 Shields, James M.. po Maplewood Ave., Winston-Salem, N. ( Stafford, Susie F.. 511 KE. Davis St., Bur- lington, N. Stanley, Mary, White Oak School, Greens- boro, N. C: Strickland, E. H., Clara J. Peck School, Greensboro, N. C. Wearn, Mrs. C. G., 2221 Avondale, Char- lotte, N. C. Wells, Mrs. Edwina L., 1214 W. Gold St., Wilson, N. C. Willis, Gay. vee Worthington Ave., Charlotte, a, | Windsor, W. B., Greensboro, N. Winstead, Clee, Winstead School, Wilson, - c, Dunn Elementary Fourth St., School, Salisbury, NORTH DAKOTA Burr, Elsie D., Lincoln School, Devils Lake, . Dak: Carnine, Jennie M., 385 Eighth Ave., S., Fargo, N. Dak. Champine, pa L., 388 Seventh Ave., S., Fargo, N. Da Hanson, Be ’ Jefferson School, 16th St., S., Fargo, N. Dak Hanson, "Theodore, 320 N. 16th St., Grand Forks, N. Dak. Eleanor M., 416 Eighth St., S., ’ N. Dak. . Mrs. Nellie A., Fargo, N. Dak. Hoag, Gertrude E.. Woodrow Wilson School, Fargo, N. Dak. Lobben, Clara H., 902 Eighth St., N., Fargo, N. Dak McCaine, Adelaide M., School, Fargo. N. Da k. meee. Maude, Lincoln School, Fargo, N. da McKinley School, Horace Mann Phillips, peietse, 1415 Eighth Ave., S., Fargo, N. Roosa, ye a 323 Seventh St., Lake, N. a Selke, Erich, Director, Teacher Training, og Teachers College, Mayville, N. ) Te, Stee, Supt. of Schools, Cogswell, Devils Waldron, Kathryn M., P. O. Box 484, Minot, N. Dak. Walker, Mrs. Sadie A Fargo, N. Dak. . T30 Ninth St., N.. OHIO Ae, Belle, 116 Spring St., Marietta, 0. Adel, Mrs. Edna P., 25 N. 21st St., Co- lumbus, Ohio. Allen, Cora F., 872 S. Champion Ave.. Columbus, Ohio. aoe. V. F., Ft. Miami School, Maumee, Altamer, W. H., College Hill School, Cin- cinnati, io Andrew, Ellen e * Kilgour School, Her- schel Ave.. Cincinnati. Ohio. Andrew, William W., Supt. of Schools, Rocky River, Ohio. A Louise, 1412 W. Sist. Cleveland, aan, Daisy V., 1818 Haldane Road, Cleveland, Ohio. a Essie, Windsor School, Cincinnati, Armstrong, Cora, 319 McKinley Ave., W., Canton, Ohio. PRS. Sabra E., Elyria, Ohio. Baer, § Schanette, Whittier School, Toledo, Garford School. Bailey. Enola, Gilles-Sweet School, Fair- view Village, Bay Village. Ohio. wr - Mary H., 188 Greenfield St., Tiffin, io. Bechmann, 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, ——— B., Fairview School. =? Oh Bonfield, Q. 4-4 1208 Melbourne Road, BE. Cleveland, Ohio. Booker, 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, 119th St. ane Miles Ave.. Cleveland, Ohio one & a J., Kirby Road School, Cincin- nat Brown, Alice, 735 Linwood Ave., Youngs- town, Ohio. Parkland 708 ELEMENTARY Scuoot PRINCIPALS Brown, Martha L., Chagrin Falls School, , ay Washington St., Chagrin Falls, Brown, Nell H., ton, io. Brown, W. Q., Kennedy-Siverton School, Cincinnati, Ohio. Buchsieb, Carrie J., Siebert School, Co- lumbus, Ohio. Burdge, Adelaide R., Columbus, Ohio. Bursk, J. W., Webster School, Findlay and Republic, Cincinnati, Ohio Cain, punily, 1493 Elmwood Ave., 0. ae M., Campfield, Olive, 2712 Collingwood Ave., Toledo, Ohio. Capield, J. M., Toledo, Toledo, Effie, 111 Gerlaugh Ave., Day- 214 Falls Road, Lake- Jefferson School, Gunckel School, Roosevelt School, Oo Carlisle, Ohio. Carothers, Alice, 1475 Grace Ave., wood, Case, Mary E., Kensington School, River, Ohio. Chamberlin, Ruth, 327 Bar- berton, oO. Chapman, Howard, Strongsville, Ohio. — Daisy I., The Lenox, Columbus, ) 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, Clements, J. R., 1724 W. First Ave., Co- lumbus, Ohio. Columbus, Ohio. Clephane, U. D., Coffman, C. Louise, 8 Calvert Apts., ton, 0. Nellie L., 1341 W. 59th St., Cleveland, Ohio. Coles, wot Ohio Come. Seida, 5810 Clinton Ave., Cleveland, Covlete, Bessie M., 8706 Tioga Ave., Cleve- Covey, Cora x. 110 Arch St., Akron, Ohio. Cow en, Ann i., 3387 Collingwood Ave., Cox, Helena, 574 Market St., ren, Ohio. Oakley School, Road, Cincinnati, Ohio. School, Toledo, Ohio. Cronin, John, Madisonville School, Cincin- a L., wood, Ohic 3033 Tuscarawas St., W., Canton, Ohio. nati, Ohio. Danner, Clara, 1709 E. Fourth St., Daugherty, 1456 Warren Road, Lakewood, Ohio. Davis, H. E., Williams Avenue School, Norwood, 0. Edna R., hese Cleveland, Ohio. Clemson, 1224 Madison Ave., nati, Ohio. Coleman, 16 Streich Bldg., mouth, land, Toledo, Ohio. 8S. E., War- Crane, H. L., Madison Crocker, Zillah M., Walbridge Ohio. Lake- DaHinden, Daly, Margaret, Roosevelt School, Cincin- ton, Ohio. 0, Davis. G. H., 4627 Glenshade Ave., Cin- Daykin, Mrs. Derrig. Dorothae, 227 Carrell *st., Akron, Lake- Rocky Newell St., Garford School, Elyria, Cin- Evanston School, Cincin- Day- Ports- Hayes School, C ‘harlotte, Day- Grace, cinnati, Holmden Ave., 8. W., Cleveland, DeVanney, Eva M., E. Dayton, Ohio. Diggins, S. Grace, Gilbert School, 3288 W, 58th St., Cleveland, Ohio. wees. A. J., 1156 Fourth Ave., Akron, 0. Disher, L. L., 2364 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, Ohio. Dyer, Ww. <~ 54 E. California Ave., Colum- us, Rese. Mrs. Jennie B., 745 Brice Ave., Lima, Emig, “G. = Melinis Tennyson Ave., ‘incinnati, Ohio. Ewan, Sylvia, ifighiands Schools, Eastern Ave., Cincinnati, Ohio. Fassig, Elizabeth, 297 E. Lane Ave., Co- lumbus, Ohio. Felt, Edna E., Room 200, Old Court House, Cleveland, Ohio. 3271 Dellwood Road, Fischer, Emilie, Cleveland Heights, Ohio. 79th St., Cleve- Auburn School, J. Brown School, School, Eastern and Fitzpatrick, Mary, 1837 E land, Ohio. Flessa, H. L., Mt. cinnati, Ohio. Fortney, ‘Lura, 23rd District School, and University, Cincinnati, Ohio. Fowler, Lena, 1615 Cleveland Ave., N. W. Wes “too W. McMillan St., Cin- » Ohio. Freeborn, Della E., Rozelle School, Seventh St., Cleveland, Ohio. Frye, Anna, 108 N. Ohio. Gabriel, Florence, 7338 Euclid Ave., Cleve- land, Ohio Galvin, Sadie M., ledo, Ohio. Garwick, Earl E., Livingston Avenue School, Columbus, Ohio. Gedney, Ada, Madison School, Lakewood, Onto. Gericke, mata, 3182 W. 14th St., Cleve- land, Gilmore, Katherine, 2130 Scottwood Ave., Toledo, Ohio. Gladwin, Neonetta, 268 Akron, Ohio. Glenn, Fannie S., Michigan Avenue School, Columbus, Ohio. Goldrick, Nellie M., 2208 W. 101st, Cleve- land, Ohio. Graether, Mrs. Anna, 303 Belvedere Apts., Toledo, Ohio. Grafton, Elizabeth M., High School, Bar- berton, Ohio. Gray, Lou, 18 Richmond Ave., 1017 Dorr St., Fremont, Gressley, Mrs. Louise H., 1828 Princeton Drive, Toledo, Ohio. Griffith, R. I., 721 Walnut St., Ferry, Ohio. Grimes, Ruth, 373 W. Youngstown, Ohio. Groff, Maude F., 306 E. Ninth Ave., Co- lumbus, Ohio. Guthrie, “Giles F, 220 Pratt St., Ohio. Guthrie, Glenn W., Garfield School, 13627 Christine Ave., Cleveland, Ohio. a. Mary A., 103 W. Evergreen Ave., Youngstown, Ohio. Haggerty, Georgia 8., leveland, Ohio. Cin- Vine East Newark, Washington School, To- E. Voris St., Dayton, 0. Greiner, Alice, Yhio. Martins Glenhaven Ave., Ravenna, Stanard School. nue ood, leve- Ave., St., nool, leve- pts., Bar- yton, ont, -eton rtins Tue Nintu YErarBooxk 709 Ilague, Edith McGrew, 1470 Fair Ave., Columbus, Ohio. Hiall, Mrs. Jennie L., 937 Madison Ave., Columbus, Ohio. Ilammond, L. Daisy, 111 Oakwood Ave., Oukwood Village, Dayton, Ohio. Hanselman, C. F., Westwood School, Cin- cinnati, Ohio. Hansen, BE. A., Associate Professor of Edu- cation, Ohio University, Athens, Ohio. Ilardy, Esther R., 108 S. Monroe St., Fre- mont, Ohio. Ifarry, David P., Jr., Western Reserve University, Cleveland, Ohio. Hast, Helen A., Chase School, Toledo, Ohio. Haskins, Paul N., MacDonald Junior High School, Wellsville, Ohio. Hauer, John §., Sixth District School. Cincinnati, Ohio. ; Heiser, Bess M., G. A. Lange School, 200 Dover St., Dayton, Ohio. llenschen, Laura H., 3444 Marvin Ave., Cleveland, Ohio. Iless, Irene, Canterbury School, Cleveland Heights, Ohio. Hessler, pagenatte R., 4000 Washington Park Blivd., Cleveland, Ohio. llilkey, Carrie B., 419 Grafton Ave., Day- ton, Ohio. Hill, Edith, Clifton Schvol, Cincinnati, Ohio. Hill, Ella, Caledonia School, East Cleve- land, Ohio. liisey, Nora, 502 Scottwood Apts., Toledo, Ohio. llitchings, Mrs. Mary, 1240 Thoreau Ave., Lakewood, Ohio. P llolmes, Jay William, Wilbur Wright Junior High School, Dayton, Ohio. Hiommel, Emma L., 5 Parkview Apts., Dayton, Ohio. Housh, W. K., 4008 Catherine, Norwood, Ohio. Ilowlett, Mary E., 12752 Cedar Road, Cleveland Heights, Ohio Howser, Elma B., 325 Franklin St., Marion, Ohio. Ilukill, Elizabeth J, 604 N. Fifth St, Steubenville, Ohic Itull, 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. Jobasten, J. B., Oyler School, Cincinnati, hio, Johnston, Laura A., 2995 Scarborough Road, Cleveland Heights, Ohio. jones, i, A., E. S. Central School, Toledo, JhHio. Jones, r+ alge 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 BE. Lane Ave., Colum- bus, Ohio. Kaefer, William, Chase School, Chase and Apple Sts., Cincinnat! Ohio. Karp, Esther, 624 Fourth St., N. W., Can- ton, Ohio. Kemper, Elisabeth R., Longfellow School, 245-247 Salem Ave., ee, Ohio. Kinker, Minnie L., 1242 roadway St., Toledo, Ohio. Kirke ndall, E. R., Navarre School, Toledo, hio. meee, Deane, Lime City School, Lemoyne, J ( Kolb, Albertina, 20860 Erie Road, Rocky River Branch, Cleveland, hio Kolbe, Bertha M., Bolton Square Hotel, Cle veland, Ohio. Kone. William H., 66 Eber Ave., Akron, hio Kuehn, Nita E., 2708 Clark Ave., Cleve- an Lang, p. R 1485 Cohassett Ave., Lakewood, Ohio. Laughead, Beatrice, 685 Wilson Ave., Co- lumbus mg Lawyer, b. C., x 156, rm Ohio. Layland, Ethel Ber 1361 Lincoln Road, Columbus, Ohio. Lee, ie B., 7629 Lorain Ave., Cleve- and, Leidy, Mrs. Emma B., 7 Scottwood Apts., Toledo, Ohio. Lemon, Helen soe Caledonia School, East Cleveland, * Allen School, S. Main a Edward P Akron, Ohio. Lagu, gg on Stewart Avenue School, olumbus, O Losch, Adela, 3432 E. 110th St., Cleve- 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 Sheet, 10405 Columbia Ave., Cleveland, Ohi McCreery, Susie, Thoreau Park’ 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, Reawaset. 572 E. Rich St., Co- lumbus, O MeMyler, Delia 3431 Center Road, War- rensville, Ohio. a Etta M., 218 Park St., Akron, MacMahan, Ruby L., 38 16th Ave., Co- lumbus, io. Mansfield, Mrs. of *netine M., 3126 Tus- carawas St., Canton, Ohio. Mapes, June, Seng ‘Parkwood, Toledo, Ohio. Marcellus, Jean, Wayne School, Toledo, Ohio. Masher, Nettie E., Fulton School, Toledo, 0. Marshall, Jessica, 2229 Hollywood Ave., Toledo, Ohio. Mayer, Mrs. Eva D., 1555 Elbur Ave., Lakewood, Ohio. Mead, Georgia E., 610 A St., Lorain, Ohio. Meador, Mildred, North Fairmount School, Baltimore Ave., Cincinnati, Ohio. Meermans, Minnie, 1352 EB. 85th St., Cleveland, Ohio Mercer, Elizabeth, Miller School, Steiner Ave., a 0. , Garfield School, Cincinnati, Miller, Cc. Ohio. Miller, Mrs. Florence O., 1209 N. Main St., Dayton, Ohio. Miller, W. Wilbur, 30 W. Norwich Ave., Columbus Ohio. Monce, U. . L., Morgan School, Cincinnati, ,) Money, Ella B., 2904 Garden Ave., Cleve- land, Ohio. Moore, Lulu ™M., 2002 Fernwood Ave., To- ledo, 2943 Berkshire Road, hio Morgan, Edna, Cleveland, Ohio. Moring, Bertha A., 2348 Barrington Road, Toledo, Ohio. 2348 Barrington Road, Moring, Ida M., Toledo, 0. Moss, Mrs. Amelia E., 1066 Mosher Road, Wickliffe, Ohio. Munday, ~ ned M., 161 Warren St., Day- ton, Myers, Mary E., 85 S. Adolph Ave., Ak- ron, io. 710 ELEMENTARY ScHoot PRINCIPALS Nessle, Fannie B., 816 Nesslewood Ave., Toledo, Ohio . 149th St., Cleve- Newell, Uallian 's., 890 E land, O'Connor, = A., 18422 Merl Ave., Lakewood, Ohio. Coghales, Hazel, Newbury School, Toledo, io. Ohlemacher, Helen E., 526 Hancock St., Sandusky, Ohio. Parker, In, ex- fare 378- ; an mu- ele- jons tter alth nce, wel- ents 1en- 87 ; I'( yt a how iN, 283 Tue Ninru YEARBOOK 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 Knox, 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), 303-377; 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., 158, 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 Scuoot Principats 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, 341 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 Tue Nintu YrarBook 731 Supervision, requires specialization, 231; Time budget, activities before the se- school secretary as related to, 258; mester begins, 213; delegating duties scout work and good, 544; where can to teachers and pupils, 202; delega- principal get specialized supervisory tion of duties, 214; devices that help help, 231 to save time, 204; efficient methods of work, 215; faculty meetings and office Tardiness, facts regarding, 620 hours, 214; principal’s work habits Taylor, George D., 147, 156, 217, 363, 613 and (chapter IV), 193-216; standard Teacher rating, as an administrative record forms conserve the principal's function, 533: card. 535 time, 207; time economies in the prin- Teachers, classroom characteristics, 634; cipal’s duties, 213 : Time chart, principals, 200 committees, 524; daily attendance re- Dienst ak tee demninte ole port, 209; delegating duties to, 202; 398 y : _— duties re self-direction, 336; guidance, ete Deilel 476; influence of health drive on, 393; Ses, Se, Se interesting them in a safety educa- Vincent, H. D., 151, 369 tion program, 411; principal’s philoso- Visiting teachers, and the problem phy influences practical life through, child, 467 176; relation of, to school manage- Vocational guidance, 477 ment, 225; supervising, 238; value of Re . play period to, 347 bara ny me 157, 509, 630 i ‘Teacher-secretary, daily program of, 263 ‘eight, su ents, & question of, 395 a . ‘ . Welfare work, in Hawaii, 639 rests, intelligence, weaknesses of, 278; Bessy : Wilkinson, Loretto de S., 151, 378 who should give, 279 : Woods, Roy C., 152, 421 Textbooks, library and textbook ser- Weluiahons J. Wayne, 153, 480 vice, 593 _ ; Thomas, John S., 156, 384, 605 Yard duty assignments, 347