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. Copyricut, 1930 By NATIONAL EDUCATION 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. FLoyD 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 Cassiz F. Roys 2609 Bristol Street, Omaha, Nebraska Executive Committee M. E. Peterson, Twentieth Street School, Los Angeles, California (Term Expires 1930) EL1IzABETH McCormick, Howe School, Superior, Wisconsin (Term Expires 1931) Joun MerriLt, 1526 Garland Avenue, Detroit, Michigan (Term Expires 1932) M. EMMA Brookes, Miles School, Cleveland, Ohio (Term Expires 1933) National Chairman, Enrolment Committee HERMAN RitTow, Fort Sheridan, Illinois Prenat sctiviey 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 decade.—-W illiam John Cooper, Commissioner of Education, address- ing a general session of the Department of Super- intendence, Atlantic City, February, 1950. HK 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 ] eral firs Joli hn 0 Con Wi for foll goo wil Co: goc ( \ to | | Re mi to em col ch: 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 Join L. Bracken; and the third, fourth, fifth, sixth, and eighth year- books by Arthur S. 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 of 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 Fart R. Laine, Chairman, 1930 Yearbook Burt School, Detroit, Michigan Artruur S. Gist IsaBEL TUCKER Training School Shenandoah School State Teachers College Saint Louis, Missouri San Francisco, California [| 134 J] W ils of ion of under earch, 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. SE EE GE TONNE 6 ik eddies eae cerenescereues eer WE PN, 6 ease nowedanndehes nes cteaeeee eee eee errr i i ee rer wre S 4% Se a ee ee pu ele re in ql THE FUTURE 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’ Ilow can we meet the new problems which so insistently demand our attention ? 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 body of principals. Even now supervision is being offered to us as a fitting token of our strategie 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 ? 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 Edueation 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? Tlow 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. Education 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 car side-tracked in a well-fenced lumber yard.” Hersert C. Hansen President, Department of Elementary School Principals pret our the onal ore, lent, iny ? tary pals with 1 on ight la ry = CONTENTS PAGE a sacl td ale dese nein pele Kain Li ck EE oe a 123 The Editorial Committee PRESIDENT’S MESSAGE THe Sorume CHUMsRNONE U8. os. ero ens cc cwesins nike eam 137 Herbert C. Hansen, President, Department of Elementary School Principals NES Ch hb S a OO we Weed BER ES eR ee a ee 144 PART ONE—THE PHILOSOPHY IN GOOD ADMINISTRATION CHAPTER I Goop ADMINISTRATION ANTICIPATES EDUCATIONAL PROBLEMS..... 161 Charles H. Judd, Director, School of Education, University ‘of ‘Chi- cago, Chicago, Illinois CHAPTER I] Tue ScHoou Raeri_ects THE PRINCIPAL’S PHILOSOPHY........... 0 ..sseeee 174 Susan M. Dorsey, Former Superintendent of Schools, Los Angeles, California CHaprer II] PHILOSOPHY IS THE WORKING BASIS OF ADMINISTRATION.........0.+0008. 187 J. Hamilton, Principal, University Elementary School, Berkeley, California PART TWO—THE PRACTICES OF GOOD ADMINISTRATION Cuaprer 1V—Tue Princreayu’s Time BupGcet AND Work HaBits PLAN Youn. WORK amp WORE VOOR PUAN ics oisnic iis oie cise ede cbs 0 esknn 193 Robert B. Abbott, Principal, Heaton Demonstration School, Fresno, California Stanparp Recorp ForMsS CONSERVE THE PRINCIPAL’S TIME.... .... .. ..- 207 Earle D. Bennett, Principal, Kessler Boulevard School, Longview, Washington Timp EcoONOMIES IN THE PRINCIPAL’S DUTIES....... 1.020000 ce ceeeece 213 Ida V. Flowers, Principal, Montebello eS ation School, Balti- more, Maryland Cuaprer V—Tue ADMINISTRATIVE ASSISTANTS ORGANIZING THE WoRK OF THE OFFICE STAFF.......... Pe ee ee George D. Taylor, Principal, Susan B. Anthony School, Rochester, New York Let Us Maaniry THE ASSISTANT PRINCIPALSHIP............- 0.00 eecees 230 Samuel Katz, Principal, Publie School 156, Brooklyn, New “York ADMINISTRATIVE ORGANIZATION AND DuTIES IN A SMALL Scuoot SysteM.. 237 Jake J. Hendricks, Superintendent, Kerens Public Schools, Kerens, Texas [ 139 ] Cuaprer VI--Tuk Scuoon CLerk PAGE How to MAkKk THE OFFice EFFICIENT.... .. 0.0.00. 00. 0 cece eee eeccecees Arvin N. Donner, Principal, Franklin Platoon School, Port Arthur, Texas THE Duties or ELPMENTARY SCHOOL CLERKS IN SEATTLE.......... Worth McClure, Former Assistant Superintendent of Schools, Se attle, Washington THE ScHOOL SECRETARY AS RELATED TO SUPERVISION............... F. H. Duffy, Principal, Harding School, Steubenville, Ohio THR TEACHER-SECRETARY PLAN............. 000 cece ceeceee seeee Julia C. Coffey, Principal, Emerson School, San Francisco, California A Hanppook For SCHOOL CLERKS...............000005 ce ce cee ceees Edward J. Kehoe, Principal, Public School 187, Brooklyn, New York Cuapter VII—Scuoor Organization Procedures NNN 8 Sida co ierdanucainc aaicas Meee erate ea natendiwichey 2 S. A. Courtis, Educational Consultant, Detroit Public Schools, Detroit, Michigan ORGANIZING CLASSES FOR THE SLOW AND BriGHT Pupits................... Jessie B. Colburn, Principal, Public School 96, New York, New York 244 250 263 266 273 278 AN EXPERIMENTAL CLASS FOR BRIGHT CHILDREN.... .......... 0 ..-..-.. 287 Irwin O. Addicott, Principal, Jackson Elementary School, "Fresno, California CLASSES FOR ORTHOPEDIC CHILDREN.............0 0.0 ce ceeee ceeeeuee 294 ‘Jessie M. Shedd, Principal, John Williams School, Rochester, New York THE EpucaTION OF PUPILS IN SPECIAL CLASSES. Gi a ido Man aS ada 298 Nora A. Matthews, Principal, Sheldon School, Gr: ind R: apids, Michigan ORGANIZING OPPORTUNITY CLASSES...........000ccccce cece ceeccecceeees 307 William B. Cornish and Julia F. Stark, Principal and Opportunity Teacher, Center School, Stamford, Connecticut AN EXPERIMENT IN ABILITY GROUPING.........0..00 0000000 cee ceccuuees 312 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.............. 2.005 330 Rufus A. Duvall, Principal, North Birmingham School, Birmingham, Alabama CuHaptrer VIII—Scuoo, MANAGEMENT PROBLEMS SeLF-DirEcTION IN AN ELEMENTARY SCHOOL............0000.0 cece ee eeeee 333 A. Virginia Adams, Principal, East Avenue School, Vineland, New Jersey MAINTAINING COMMUNICATIONS WITHIN THE BUILDING.... ........... 339 O. D. Enfield, Principal, Eastman School, Los Angeles, California Tue DeLecaTiIon oF ExtTRa-CLassrooM RESPONSIBILITIES.... .. ..... 343 Edgar A. Stanton, Principal, Lawton School, Seattle, W: ashington ee re Banos dk an. a Kaiceioks es need eblbck’s xlauwiacnsen 347 R. W. Kretsinger, Principal, Luther Burbank School, Oakland, Cali- fornia MANAGING THE SCHOOL CAFETERIA.... 2.06.0 cece eee ce cee cence cea eee 352 William S. Briscoe, Principal, Chabot School, Oak: and, California 364 MAKING THE LUNCHROOM AN EpucaTING Facror..................0005- R. C. T. Jacobs, Principal, Silberstein School, Dallas, Texas { 140 ] PAGE — hur, . 250 tle, 273 ow mee rk . 287 10, . 294 . 298 an . 307 ty . 312 LS, rd . 319 . 330 . ddd 339 . 343 . 347 352 364 PAGE Srcuiatine Goon APTENDAMOD. «0... 0:0... 60640cccceacuaesenees is a/c ae H. D. Vincent, Principal, School 16, Troy, New York ACCOUNTING FOR ELEMENTARY SCHOOL FUNDS...............cccceccccee: 374 Lester H. Rich, Director of Educational Expenditures, Detroit Public Schools, Detroit, Michigan Js 8 SS Be, re ania. ee are! 376 Esther H. Harriss, Principal, Jefferson School, Muskogee, Oklahoma Cuaprer IX—IIBALTIE AND SAFETY EDUCATION INSTRUCTIONAL CONDITIONS AND HEALTH PROGRAM.............0--eece0s 378 Loretto deS. Wilkinson, Principal, Nathaniel Hawthorne School, Rochester, New York AN Ervecrive HEALTH PROGRAM.........0.ccccccccsecceseseoss aiatetelenceis Ce R. C. T. Jacobs, Principal, Silberstein School, Dallas, Texas Pe SI: GO FRE os oie dicd wns a dae asp iwensasanenes Sy ait al caiata aa a I. Fleming, Principal, Clinton School, Saint. Louis, Missouri AccIpENT Facts AND SAFETY EDUCATION...........ccccccccccceccccec: .. 401 G. C. Graham, Safety Engineer, Board of Education, Detroit, Michigan LAUNCHING A SAFETY EDUCATION PROGRAM.........ccccccccesceces .. 410 Anna A. Condon, Principal, Waterside School, Stamford, Connecticut EFFECTIVE ORGANIZATION OF THE FIREDRILL............ccccccecccsceccces 421 Roy C. Woods, Professor of Education, Marshall College, Hunting- ton, West Virginia FIREDRILLS AND FIRE PREVENTION INSTRUCTION..........00.0.c0esecee. ane Harry L. Buckalew, Principal, John Muir School, Fresno, California Ciaprer X—PupiLt PERSONNEL PRACTICES THe PRINCIPAL’S PLACE IN PERSONNEL WORK............cccccccccsececes 437 B. Riggs, Headmaster, Indian Mountain School, Lakeville, Con- necticut STuDYING DIFFERENCES AMONG SCHOOL CHILDREN............sc00-eceees 444 Leonard M. Patton, Master, Rogers Intermediate School, Boston, Massachusetts ScHoot Morace AND INDIVIDUAL CASE STUDIES........... 000000 sececces 454 Nellie A. Remick, Principal, Steele and "Garfield ‘Schools, Color: ido Springs, Colorado Tue VisitiInc TEACHER AND THE PROBLEM CHILD............000c0.cceee 467 Margaret Knox, Principal, Public School 15, New York, New York CooPpERATION IN Pupi, ADJUSTMENT PROBLEMS....... ....0-c0.00 ceees 472 Katherine A. Brennan, Principal, Ivy Street School, New Haven, Connecticut Guimanon tN THe BiBMENTARY BCHOOL « o..6.666cc5. dé ccc caidwsatanees cesses 475 H. G. Masters, Principal, Allen School, Pittsburgh, Pennsylvania CUMULATIVE ScHOOL REcorD AND Pupit ANALYSIS............0.cceeeeee: 480 J. Wayne Wrightstone, Principal, Hamilton School, Summit, New Jersey Cuarrer NI—Bvuitping Senoon MoraLe AppLYING ScIENTIFIC TECHNICS TO THE INDIVIDUAL PUPIL............-++ 485 Martin L. Cox, Principal, Robert. Treat. Junior High School, Newark, New Jersey A Sear Towanp: Barren Crrizi Nine ok oc dis cic scccigsdiseiision sais 4508 496 Dale Curtiss. Principal, George Washington School. Detroit, Michigan Puri MoraLe AND THE SERVICE POINT SYSTEM. MOR nee! ne 504 Frank D. Henderson, Principal, Maple School, Seattle, W fashington Cari Tt a 0 ai oink we ADR ea pee eae ehe eeeeeens 507 Josie Perkins, Principal, Avenue A School, Hutchinson, Kansas . { 141 ] PAGE POPULARIZING GoOoD CITIZENSHIP............0.c0 cece cccecccceeceeeeees 510 M. R. Kirk, Principal, Wheeler School, Evansville, Indiana MoRALeE AND Puptt. GOVERNMENT...........00cc cece ccc eee ee ee tenes 516 Frank M. Foulks, Principal, A. L. Cuesta School, Tampa, Florida Tue Sexir-DirecTepD FACULTY...........00.00 cece e cee eeees Rap one ~« 524 Flerence Paris, Principal, School 65, Buffalo, New York Settine Up Facuttry STANDARDS AND OBJECTIVES.... ...........00-...... 527 Lenore Jones, Principal, Yerby School, Mobile, Alabama TreACHER RATING AS AN ADMINISTRATIVE FUNCTION...... 2... 6. ..ee. 533 Gertrude B. Hammond, Principal, Hyde Park School, Los Angeles, California Cuarptrer XII—Tne Exrra-Curricutum Activittes THE PRINCIPAL AND THE Boy ScouTvs..............0 ce eee cee cees 539 I. Victor Burger, Principal, Public School 39, Staten Isl: ind, ‘New York Tue Scuoo. Provitpes Musica OpportuNITIES................00- 515 John S. Herron, Principal, Lafayette Street School, Newark, New Jersey Tue Scuoot Cius Devetors Creative Powrer.... .............05- 551 Robert P. Brooks, Principal, School Number 8, Paterson, New Jersey CEURG ERICH THE CURMICUIAI Ma. oo occ ccc se ccceccaccnvcenies asviens 535 Forbes H. Norris, Principal, Robert E. Lee School, Richmond, Virginia VALUES OF A SCHOOL NEWSPAPER........00.ccceccccsscceeeces oseees . 599 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 Scooon ASSEMBLY PRACTICES...........ccccccccccscccccscccvccecees 570 Mary E. Graves, Principal, Ketcham-Van Buren School, W ashington, D.C CuHarptTrer XI[I—Tue Scuoot Liprary AND MusSEUM Tue PRINCIPAL AND THE SCHOOL LIBRARY.......... 00.0000 cee cee ceeeaucs 575 Elizabeth Madison, Supervisor of School Libraries, Oakland Public Schools, Oakland, California TRAINING FOR THE ELEMENTARY SCHOOL LIBRARIAN............02.2-.00005- 580 Marion Lovis, Supervisor of Libraries, Board of Education, Detroit, Michigan THe EquieMent oF THE ELPMENTARY ScHoor Liprary......... 586 William A. King, Principal, B. F. Day School, Seattle, Washington Lipmamy AND TEXTBOOK SERVIC. .......ccccc ccc cccccccccssccrcccceccce & 593 J. L. Meriam, Professor of Education, University of California, Los Angeles, California ELEMENTARY SCIENCE AND THE SCHOOL MUSEUM.................0000005 602 Grace Daugherty, Elementary Supervisor, Lakewood Public Schools, Lakewood, Ohio * CHAPTER XIV—TuHeE Principav’s COMMUNITY RELATIONSHIPS es. nod ee edanh dads ania euahekenewn san 605 John S. Thomas, Principal, Clippert School, Detroit, Michigan Constructive Contacts BETWEEN PARENTS AND SCHOOL................. 613 George D. Taylor, Principal, Susan B. Anthony School, Rochester, New York Facrs AND THE PARENT-TEACHER ASSOCIATION.............2 000000. 00ees 618 Sara E. Chase, Principal, Kensington Avenue School, Springfield, Massachusetts , [ 142 ] 10 16 19 PAGE Unit1nc HoMeE AND SouooL FoR THE WELFARE OF CHILDREN.... ........- 625 Ellen S. Nye, Principal, Van Cleve School, Minneapolis, Minnesota ADJUSTING THE SCHOOL TO THE COMMUNITY...........ccccccsccccccsece 630 G. H. Webling, Supervising Principal, Elementary Schools, Honclulu, Hawaii Tue IMPORTANCE OF SCHOOL PUBLICITY...............02. hatin maeretaa te 644 Birdenia Bennett, Principal, Harrison School, Terre Haute, Indiana ORGANIZING PUBLICITY PRACTICES..............cccccccece iianuiarencierete aera 648 H. H. Gragg, Principal, Hubert School, Detroit, Michigan Some MepiuMs For ScHOOL PUBLICITY................ceceeees a. Selec William Brady, Principal, Washington School, East Orange, New Jersey PART THREE—RECORDS AND INFORMATION Loch; POUNCIPALA QORGANIGATIONS 5 oocikoonds Ok coe a edsaeeaeas eer SraTe PRINCIPALS’ ORGANIZATIONS.......... waht Sete eat ARE ere ror ... 669 a UN I ois 555.34 3 EKS Sa Sek OR re eRa ee Ra OS ee ee Rie 671 BING cick a455,< Seo» airabitdaas aca te tassid Sianathanied sk soG i pos ta aaa oO ee aca te en ate 727 [ 143 ] ATT 1 R EKSUME The purpose of this résumé is lo 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. Ly 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 effective 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 forees 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 las 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 The 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 prineipal’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 force- 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 “—Hamilton 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. De ro pr of tid all do pr tal m sta un me fol asi asi de He ti cl] tes tel tel of ru Ture Ninru Yrarsoox 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 4 Do 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 4 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 roles 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.