JUN 79 1999 








VOL. IX, NO. 4 JULY, 1930 


BULLETIN 


OF THE 


Department of Elementary 
School Principals 


Symposium on the Elementary School Library 
The Elementary School Library—Masters............... 735 
The Principal and the School Library—Batchelder 
Library-Minded Principals—Lathrop 
The Elementary School Library—Morgan 
The Principal and the School Library—Givens........... 746 
The Professional Opportunity of the Elementary School Prin- 
cipal—Cooper 748° 
The Office Principal—Summary—Buckingham 752 
The Educational Leadership of the Principal—Pyrtle 754 
Activity Program—Abstract—Hahn 755 
Putting the “ Purr” in Supervision—Abstract—Floyd 755 
The Salary of Elementary School Principals—Abstract— 
McGaughy 756 
The Elementary School Principalship in New Mexico— 
Wiseheart 
Some Problems of Child Health in the Elementary School— 
Wood 
A Project Method in Dramatization—Fairlie 
Character Education Discussion Conference—Borgeson 
Have You Helped Your Editorial Committee ?—Tucker 
Columbus Program 
Report of the Salary Committee—Roe................ccceee 777 
Report of the National Enrolment Committee—Ritow 
Secretary’s Minutes—Roys 
Financial Statement 
SOG: DUE RAMOUIOOONEN so. sion cscs ok dcececstowscsccsseos 788 
ONE BUD BERES CRBWMIGRTIONS. 0.6.55 ieicccdeacscccsnsceesevean 790 


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. 











a 
BULLETIN 
of the 
DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 

CASSIE F. ROYS, Editor, 2609 Bristol Street, Omaha, Nebraska 

Published quarterly in October, January, April, and July by the De- 
partment of Elementary School Principals of the National Education N 
Association of the United States. . 

The payment of $3 active membership dues entitles a member to phe 
attend all meetings of the Department, to hold office, and to receive hee 
the Bulletin quarterly. = 

Two dollars of each membership fee is for a year’s subscription to the wh 
Bulletin. ; : the 

Subscription to nonmembers is $3 per year; single copies, 50 cents; alk 
Yearbook, $2. ” 

Members are requested to report at once any change of address, giving 
old as well a as new address. ore 

Entered as ‘secondclass matter November : 20, 1922, at the postoffice exc 
at Washington, D. C., under act of August 24, 1912. Acceptance for the 
mailing at special rate of postage provided for in Section 1103, Act of i 
October 3, 1917, authorized December 18, 1922. : 1€' 
einbercames sm 

Executive and Editorial Offices, 1201 Sixteenth Street Northwest, apy 
Washington, D. C. > 

bee 
OFFICERS OF THE DEPARTMENT - 
1929-30 ma 
( 
President, HERBERT C. HANSEN ‘ 
315 Plymouth Court, Chicago, Illinois um 
First Vicepresident, Miss Eva G. PINKSTON rH 
Sam Houston School, Dallas, Texas an 
Second Vicepresident, JAMES R. FLoyp = 
717 Garden Street, Plainfield, New Jersey 
Third Vicepresident, Mrs, GENEVIEVE STONE is 
Whittier School, Minneapolis, Minnesota Jui 
Fourth Vicepresident, N. H. Price an 
Hemphill School, Birmingham, Alabama tic 
Fifth Vicepresident, Mrs. MARGARET N. SMITH sta 
Principal, Mitchell School m 
32nd and Lafayette, Denver, Colorado be 
Secretary, Miss Cassie F. Roys ha 
2609 Bristol Street, Omaha, Nebraska od 
Executive Committee th 
M. E. Peterson, Twentieth Street School, Los Angeles, California 
(Term Expires 1930) 
ELIZABETH McCormick, Howe School, Superior, Wisconsin 

(Term Expires 1931) sh 
Joun Merrit, 1526 Garland Avenue, Detroit, Michigan wi 
(Term Expires 1932) Sh 
M. EMMA Brookes, Miles School, Cleveland, Ohio be 

(Term Expires 1933) 
National Chairman, Enrolment Committee re 
HeErMAN Ritow, Fort Sheridan, Illinois to 
as 























THE ELEMENTARY SCHOOL LIBRARY 


H. G. MAsTers 
Principal, Allen School, Pittsburgh, Pennsylvania 


M EN HAVE collected the best thoughts of the wise men and women 
of the ages in permanent form on the printed page. Poets, philoso- 
phers, scientists, and novelists have contributed. For convenience these have 
been grouped together into places called “ libraries.” Here may come those 
who will enjoy the companionship of the great and wise. The records of 
the public libraries indicate that, comparatively, a very small number take 
advantage of the opportunities thus afforded them. 

We, as school people, have failed to properly introduce the child to this 
great storehouse of knowledge. Our school readers have given only short 
excerpts from the great classics, without, in many cases, connecting it with 
the larger story. The child has been permitted to commit the error of be- 
lieving that he has read the whole story when in reality he has read but a 
small portion of the whole. Without the proper setting the story has 
appeared dull and tiresome, and so no desire to read the complete story has 
been created. 

Through the library we can hope to expose the child to the world’s litera- 
ture. We can see to it that he shall have the privilege of sampling such 
books as he fancies of those on our shelves. The only limits set should be 
those dictated by the smallness of the collection and the needs of the organi- 
zation in serving the pupils more efficiently. May we inculcate in the girls 
and boys such a liking for good literature that it will go with them into 
womanhood and manhood! 

We are realizing today, more than ever before, that a single textbook 
cannot possibly cover a subject; that, if we are to train the pupil in making 
judgments, we must present to him several differing views or statements 
and allow him to form his own judgment. New types of school organiza- 
tion and new methods of teaching are largely responsible for this. Con- 
stantly the question is being asked by teachers: “ Where can I get reference 
material for this project?’’ The difficulty has been that the schools have 
been unable to buy a sufficient quantity of reference books, the libraries 
have been too far removed from the classrooms, and there has been no 
adequate provision made for keeping such material filed and ready for use 
through a period of years. 

The school library is in a fair way to solve these difficulties: 

1. It provides for a trained librarian-teacher. It is important that this teacher 
shall be one of experience in teaching children, and that she shall have a good 
working knowledge of the type of reading that is most valuable to children. 
She must have had, or be willing to get, such training in library methods as will 
be necessary to successfully carry on the work. 

2. Through encyclopedias, books, magazines, and pamphlets, it provides the basic 
reference material to cover the work outlined in the course of study. In addition 


to this, it provides for cataloging and filing for future use such additional material 
as the pupils bring in as their contribution. ’ 


[735] 








736 NATIONAL EpucATION ASSOCIATION 





3- It provides a definite time and place for cultural and reference reading done 
in the library and at home through the lending of library books. At certain times 
each week the various groups are assigned to the library in exactly the same way 
as they are assigned to other activities. Within the library certain days are set 
aside for general library work, certain other days are set aside for reference work. 
In addition to this there are two periods each day before school during which the 
teacher may send an individual pupil to the library for help, either on a problem 
of his own or on one belonging to the class. The pupil may also take out “ over- 
night” books for either reference or cultural reading. 

In this way the library helps to develop right habits of work and especially does it 
aid in giving to the pupil the power to help himself. 

The library is, without doubt, one of the very important departments in 
the modern school. It is the “‘ power plant ” of the institution. It connects 
in a vital way with every other department. It broadens the experience of 
the pupil and quickens his associations so that he may more quickly grasp 
the fundamentals of the conventional school subjects. It enables the teacher 
to enrich the work in the classroom. Knowing that material is at hand and 
having conferred with the teacher-librarian, he confidently develops the 
required subjects more widely and deeply than would be possible without 
the library. 

My ideal is a library in the school building, operating under the super- 
vision of the principal, that shall function in every activity of the school. 
The school library is the connecting link between the school and the larger 
institution. ‘There should be such a close connection between the two that 
every resource of the large public library would be available in some way 
to the smaller one. 





PPRECIATION of the library as an essential part of the | 
elementary school is rapidly increasing. A thorough con- 
sideration 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 ma- 
terials, stimulating social contacts, and facilitates a wholesome 
interrelationship of all departments of the school.—William A. 
King, in Ninth Yearbook. 











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THE PRINCIPAL AND THE SCHOOL LIBRARY 


MILDRED BATCHELDER 
Librarian, Haven Intermediate School, Evanston, Illinois 


VERY department in a public school depends for its success upon at 

least four factors. In the first place, there is the general policy of the 
school superintendent regarding that type of work in the schools; second, 
the equipment provided for that department; third, the person whose im- 
mediate responsibility is to take charge of it; and, finally, the principal of 
the school in which it functions. Each factor will have some influence in 
deciding whether or not the department is completely effective. 

With a school library, as with any other part of a school, all factors 
must work together in one general direction if the success is to be achieved. 
The superintendent’s policy in regard to the library will determine its 
relationship to the public library—an important matter and one which can- 
not be taken care of in the same way in every community. 

The equipment is tremendously important. Without an adequate col- 
lection of books and magazines for reading and reference, without a good 
catalog to these, without a proper library room and workroom providing 
shelves, reading tables and chairs, special cases for magazines, for dis- 
plays, and for picture and pamphlet material, a school library would most 
certainly not be in a position to serve its school satisfactorily. 

The person in charge of the library must fulfill most exacting require- 
ments. Training in her special field, the librarian must have, but that is 
not enough. Miss Lucile Fargo in “ The Library and the School ”’ says, 
“But the excellent librarian is more than a teacher. She is a technician 
whose particular field is the organization of printed material for educa- 
tional service, an administrator, and a business woman.” 

With the policy of the school superintendent ideal, with the school library 
a model in its equipment, with the librarian the best that can be procured 
for the school in question, there is still an essential link missing in the 
chain which will make the library function as the center of the school— 
its laboratory for work and its reading room for pleasure. Upon the princi- 
pal depends the success of each part of the school as well as of the school 
as a whole. 

Looking out from within the library, there are many ways in which 
the principal brings about, directly or indirectly, better library service and 
greater library consciousness in a school. There is the matter of using the 
library as a study hall. In some instances short-sighted principals have per- 
mitted study groups to descend upon the library because there happened to 
be available chairs and tables there. The same principal would not think 
of sending an equal number of children to the science room to study when 
that teacher was busy with a class. It is poor economy to use a specially 
trained librarian in a position where the school is not getting the full bene- 
fit of her particular knowledge and experience at all times. Librarians have 


[737] 








738 NATIONAL EpucATION ASSOCIATION 





done everything possible to make their school clientele, both teachers and 
children, feel that they wished to be of service, but occasionally advantage 
has been taken of this situation. 

It is the principal who saves the library from being the convenient place 
to which boys and girls excused from gymnasium, children sent out of class 
.for lack of materials, or discipline problems are sent. The librarian would 
object to the library being a school waiting-room of this sort, of course, but 
it needs the sentiment of the principal to assure the proper attitude toward 
the library and to prevent this type of use of the room. 

In an elementary and intermediate school combination it has seemed 
advisable to schedule each class for a weekly library period. That library 
period is considered essential and is incorporated in the school program 
made by the principal. His emphasis on this library period gives each teacher 
an added sense of the library’s importance in the school work. Newer 
methods of teaching require much more extensive use of books than did 
the methods of the last generation.. By the scheduled period each week the 
class and the teacher are placed in an environment which suggests: “ This 
is a good time to get some pictures and books about wool,” or ‘“ Now | 
can find out what radio tubes are made of.” 

To have these more or less routine and administrative matters taken 
care of by the principal helps considerably to make the librarian’s day go 
smoothly. Even these are insignificant, however, compared with the feel- 
ing that a principal expects his library to reach out to every classroom, 
every teacher, every child; more than that, he gives to those teachers the 
feeling that the library is a part of their classrooms, and that their work 
is not complete without using the library in connection with every project, 
and teaching the children to come to it just as frequently. Whether the 
matter in hand is all kinds of boats for third grade, or the “ gentlemen’s 
agreement ” or the history of timepieces for eighth grade, or how to make 
a “ Peter Rabbit” puppet show for first grade, the librarian looks hope- 
fully to the day when each questioner will turn his feet library-ward as 
soon as he has formulated his question. When the principal so definitely 
supports the library of any department, it gives the person who is librarian, 
or teacher, an incentive to make that department fill the place in the 
school, which her own idea, with the reinforcement of the principal’s, has 
created. 

The library may occasionally initiate projects of its own, and the fre- 
quency with which they appear, as well as the result attending them, de- 
pends much on the attitude of the principal. Encouragement in carrying 
out any practicable plan fosters a desire to work out ideas which will be 
valuable to the school and to the children. It may be a library club, or a 
list of books on some special subject to be published by the school, or a 
program for Book Week, or merely a plan for checking-up on people who 
keep their books out beyond the allotted time. It is a welcome assurance 
to know that any well-considered plan is presented to a principal in sym- 








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ELEMENTARY SCHOOL PRINCIPALS 739 





— 


pathy with the library who will help, if help is needed ; or who, sometimes, 
will guide the librarian away from pitfalls which he, with his more com- 
plete knowledge of the school, can foresee. 

Among the many objectives of a school there is one, a permanent interest 
in reading, upon which many others depend. In creating this interest, the 
principal looks to his library for real and continuous assistance. The library 
occupies a peculiar situation here. A classroom teacher has only one year 
in which to create that interest before contact is lost with the child and 
some other teacher goes on with the work. The librarian, on the other 
hand, carries on her contact with a particular child from the first grade 
until he enters high school. In this, especially, the library is a unifying 
influence in a school, and the principal should expect his librarian to take 
every possible advantage of this circumstance. 

Not to be forgotten is the weather bureau aspect of the school library. 
Any interest started in any part of the school spreads almost immediately 
to the library. If a new textbook is being used in a social science class, the 
library can soon feel that it is an improvement over the old by the greatly 
increased number of requests for supplementary material. If a new geog- 
raphy course-of-study in the fourth grade brings an almost overwhelming 
demand for stories of those countries, a demand which did not ruffle the 
surface the previous year, there is sure indication that the new work is 
causing much greater interest among the children. If, in another grade, 
there are two similar classes using the same text but having different teach- 
ers, the principal has one indication of the sort of teaching done when the 
students from one of those classes haunt the library for books about their 
subject, while those from the other class come only twice during the year or, 
perhaps, not at all. A weather report might be compiled for nearly every 
department in the school by its library, and the reading of this barometer 
the principal watches just as carefully, if less ostentatiously than the weather 
man. 

As one of the four factors contributing to the making of any school 
department, the principal of the school is of major importance. To the 
casual observer his influence in a particular department may not be evi- 
dent, but to the person in charge of that classroom or department his ever 
present interest and cooperation are part of the essential fabric of the work 
accomplished. 











LIBRARY-MINDED PRINCIPALS 


Epitu A. LATHROP 


Assistant Specialist in School Libraries, United States Office of Education, 
Washington, D. C. 


INCE schools and libraries are the principal agencies for effecting 

public education, efficient elementary school principals of today must, 
of necessity, be library-minded. Practically every activity of the modern 
school looks to the library in the solution of its problems. The curriculum 
depends upon it for its execution. So, likewise, does good teaching, research, 
mass-education, the wise use of leisure, and adult education. 

The newer courses of study are conspicuous for their bibliographies. For 
the teaching of reading, large numbers of well-selected books are required. 
The same situation prevails for the social studies, for the arts, and for the 
sciences. One of these newer courses of study lists in its bibliographies on 
reading for grades one to six inclusive 93 different titles of books. It lists 
203 different titles for the same grades in its bibliographies accompanying 
the social science course, which in this particular instance comprises history 
and civics. These references include books for both teachers’ and pupils’ use. 

Within the past few years great changes have taken place in methods 
of instruction. The trend is away from the single textbook; away from 
class to individual instruction. Gone, from the most progressive schools, is 
the single textbook for each particular subject. Modern teaching technics 
require children to seek information for their various school projects from 
many books and periodicals, not only concerned directly with the problems 
under consideration, but upon related topics. For example, a problem in 
geography may require for its solution excursions into the fields of history, 
literature, civics, economics, psychology, and sociology. 

The Dalton plan, the Winnetka plan, and other similar plans of instruc- 
tion have been devised to meet the needs of children of various levels of 
intelligence. They offer children of superior intellects opportunities to 
delve deeper than their classmates into the problems under consideration. 
In order to do this these children must have access to libraries. 

The execution of modern courses of study and the uses of modern teach- 
ing technics depend upon trained teachers. Library-minded principals know 
that it is impossible to engage an efficient teaching corps for schools with 
inadequate library facilities. Miss Askew, the state librarian of New Jersey, 
in a recent article gives an illustration bearing on this point: * 

“ One teacher who moved to a county having no county library wrote 
in an angry mood to the State Public Library Commission that she had 
written again and again to the county seat and that no representative of 
the county library had called; and she was indignant for such a thing had 
never happened before. When informed that the county in which she was 


* Askew, Sarah Byrd. “ County libraries and rural schools in New Jersey.” School 
Life 15: 121-23, March, 1930. 


[740] 





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ELEMENTARY SCHOOL PRINCIPALS 741 





teaching had no county library, she replied, ‘I wouldn’t have signed up 
here if I had known that—you can’t make bricks without straw.’ ” 

This is a scientific age. It is an age of stock-taking and fact-finding. 
School units presided over by elementary principals are veritable labora- 
tories for securing facts of existing conditions and for trying out new 
technics of teaching and experiments in organization and in other fields 
of school activity. Principals, whether they are aware of it or not, are 
contributing to research at every turn. It may be in the form of filling 
out blanks for research divisions in their own school systems, for state 
departments of education and other agencies collecting information for 
status quo. It may be experimenting with new methods of teaching. But 
in whatever lines these researches and investigations may manifest them- 
selves, wideawake school principals are anxious to learn the results of 
similar investigations made by other schools and to find these they call 
upon the libraries for bibliographies, books, pamphlets, and other printed 
matter. 

The elementary school is the school of the masses. It is the only school 
that many children will ever attend. How important it is, then, that the 
attitudes, skills, and habits formed there should be such as will help those 
children whose school days end in the elementary school to continue their 
education through intelligent reading. Such children must carry on alone 
through libraries. Principals realize that these children can pursue their 
future reading more effectively if, in the elementary school, they have to 
some degree established habits of seeking information in libraries and have 
acquired skill in their use. 

Much is said today about the wise use of leisure time. The continued 
use of libraries in connection with schools will increase the number of people 
who, in the future, will turn to libraries for help in using leisure time. 
Just how wise the next generation of adults will be in their leisure use of 
libraries will depend to a great degree upon the habit of recreational reading 
established by children now attending the elementary school. Principals 
concerned with the future welfare of children are not alone concerned with 
libraries as agencies through which children secure materials for solving 
their school problems. They are also concerned with them as places where 
children make wise use of their present leisure through the kind of books 
they select for recreational reading. Such principals feel a great responsi- 
bility in helping children form right reading habits while in the elementary 
school. 

Establishing contacts with communities is an important duty of ele- 
mentary school principals. One way by which these contacts are made is 
through parent-teacher associations and other organizations of adults. In 
order that these organizations may effectively carry out their courses of 
study they must have access to libraries. A parent-teacher handbook issued 
by the extension division of one of our state universities includes, in its 
outlines of topics for discussion, lists of references relating to the various 
topics under consideration. 

Many elementary schools are lacking in library facilities. The persons 
who can do the most to change conditions are the library-minded principals. 








THE ELEMENTARY SCHOOL LIBRARY 


Joy ELMER Morcan 
Editor, The Journal of the National Education Association, Washington, D. C. 


UIDED GROWTH is the supreme function of the school. With 
the young child physical growth—food, clothing, play, fresh air, sun— 
are especially important. With maturity the emphasis shifts to intellectual 
growth and the refinement of character. The wise teacher understands these 
shifts. He allows for abundant physical activities in young children but 
manages to plant the seeds of sound intellectual interests and habits in keep- 
ing with the child’s individuality. If the child learns to learn in connec- 
tion with his childhood activities, he will continue to learn in connection 
with his activities as a grownup. If he is made dependent and narrow by 
the school processes, the chances are he will remain dependent and narrow 
throughout his life. 

The library is a liberating factor. It leads the child to appreciate books 
as tools which he can use in every activity of his life. He learns to love 
noble ideas, beautiful expression, and well-organized data. He learns to 
navigate in the sea of human thought. The rapid development of libraries 
both in the school and in the community is one of the remarkable achieve- 
ments of the present period. It means a new intellectual life for the masses. 
The free public library may come to be regarded as America’s most impor- 
tant contribution to the world’s educational advance. A well-established 
reading habit fortified with library service in the home, in the school, and 
in the community opens doors of unlimited opportunity. Anyone who reads 
biographies is impressed over and over again by the number of men and 
women whose candle of inspiration and purpose was lighted from a book. 
The reason is not hard to find. Between the covers of books are found the 
master spirits of the ages. 

What memory is to the individual, the library is to the race. To try to 
learn to learn without the library is like trying to run without legs. It 
cannot be done. Intellectually, without a library a school can only crawl. 
It is likely to be stupid and dull so that pupil and teacher are glad to get 
away from it. Under such conditions, learning is uninviting; teaching, 
drudgery ; reading, a task; and the art of using leisure happily and well, a 
neglected art—to be acquired, if at all, by accident outside of school. 

The library is the heart of the school. It pumps the rich blood of live 
thought into all the arteries of the school. To every child, to every teacher, 
to every subject, to every activity, it makes a constant and vital contribu- 
tion. It brings new joy, new power, new achievement. Reading becomes a 
jolly adventure; history, an exploration; science, a quest; gardening, a de- 
lightful art; the shop, a window to the world of plans, designs, formulas, 
and mechanical principles. In such a setting the child learns to learn. 

The elementary school is the universal school not only in the sense that 
it reaches all the children but in the additional sense that it is the founda- 
tion of all future schooling. Whatever enriches the elementary school makes 


[742] 





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ELEMENTARY SCHOOL PRINCIPALS 743 





— 


the task of all other schools easier and adds to the certainty and joy of 
learning. In this article we shall answer questions which school principals 
are constantly asking. 

Should the elementary school have a fulltime librarian?—Note that this 
question emphasizes personal service rather than books. Of course schools 
need books—many, many books well chosen—but the factor that makes a 
library live is the quality and spirit of the person who presides over it, who 
chooses the books, who organizes and displays them, who studies individual 
needs, who knows when children need help, and when they need to be let 
alone. Unmistakably the heart and core of an effective library is the 
librarian. It is taken for granted that a college needs a library and a 
librarian. High schools are now demanding fulltime librarians so persis- 
tently that firstclass candidates are as scarce as hen’s teeth. Pioneering ele- 
mentary schools are also establishing the practise. Never have I met an 
elementary principal, a high-school principal, or a college president, who 
had magnified the library that was not enthusiastic over the results. At no 
other point will a dollar earn such large returns. The right kind of library 
service will lift a school to an entirely new level of excellence and happi- 
ness. The professionally trained librarian is the soul of the library. Libra- 
rianship is both an art and a science. The able librarian knows books, 
people, and events. In these days of quick advance, that means careful train- 
ing and constant study. 

Every elementary school with ten teachers or more may well have a full- 
time librarian with a special room set aside for its library. Such a school 
will do more for the education of the children and will do it easier with 
nine teachers and a good librarian than with ten teachers working without 
this special service. We have always thought a library necessary to a col- 
lege. We have gradually discovered that it is essential to a high school, but 
I believe it is even more important for an elementary school because it is 
here that the fundamental habits and interests are largely established. 

Schools with fewer than ten teachers may work out a combination by 
which one teacher will give partime to the library service and the remainder 
to teaching. One-teacher rural schools may be taken care of by the de- 
velopment of county libraries which provide special services from a central 
library as in California and some other states. 

How can the school library improve teaching?—-To the teacher, the school 
library is a wonderful blessing. It makes learning an adventure and teach- 
ing a joy. It is a pleasure to watch children as they enter the library room. 
There is an eagerness, a delightful atmosphere of expectation followed by 
discovery and complete absorption as the cherished book is found. This is 
as learning should be. There is something wrong with the school which 
is always dull and mournful. Spurred on by their natural eagerness and 
curiosity children will perform the most difficult tasks. 

The school library bridges the gap between the watertight compartments 
into which scholars have divided knowledge. It helps the child to discover 
the unity of knowledge and to learn many important things which are not 








744 NATIONAL EpucaATION ASSOCIATION 





contained in the formal courses. Above all it enables the child to form 
companionships with books and the habit of learning which carries over 
into the home, office, shop, or farm. 

How can parents be led to see the need?—Every parent is eager to give 
his child a fair start. Parents frequently consult librarians and teachers as 
to what books it is best to buy for Christmas and birthdays. They enjoy 
knowing that their children are reading worthwhile things. They can 
easily be led to see that the quality of a child’s reading will determine the 
quality of mental life thus influencing deeply his happiness and success. 

How can a school establish its library?—The ideal is to employ a full- 
time librarian with a generous book fund and ample provision for housing. 
At the other extreme is grim necessity which most schools face. They have 
a limited book fund and no provision for special personnel. Even under 
these conditions beginnings can be made. Parent-teacher associations some- 
times work on this problem with excellent results. They may raise the 
money themselves as one association did by the simple process of present- 
ing each child a book on his birthday which he in turn presented to the 
school library. Or a committee of parents may approach the school board 
to request provision from public funds for this essential activity. At first 
the library may be housed in a former spare room or even in the principal's 
office with most of the books scattered among the various classrooms. Later 
a classroom may be set aside. A teacher who is especially interested may 
be encouraged to take a library course in summer school. A board of edu- 
cation could make no better investment than to continue the salary of a 
teacher while she is taking such a course. Eventually a fulltime librarian 
may be secured. 

How should school libraries be housed? What the living room is to the 
home, the library is to the school. It should be centrally located, well-lighted, 
properly ventilated, conveniently arranged. It should be beautiful and quiet. 
It may well suggest for the child an atmosphere of ease and happiness. It is 
better to make the mistake when building a new building to be too generous 
rather than too stingy in providing for the library. This phase of school life 
grows rapidly when it is given a chance. A limited experience with children 
who are not used to books is not a fair indication of what will happen among 
children who have been trained from the beginning to use books easily. In 
adapting old buildings to this new feature, it is surprising what can be done 
by turning a classroom into a library, selecting one that is centrally located. 
There is no problem which elementary principals could more profitably 
work at than to develop plans for school library rooms of various types. 

How much should be spent for books?—The best answer is, as much as 
possible. It takes several hundred books to make a good beginning. ‘lhe 
best authorities agree that a dollar per year per child for books other than 
textbooks is a desirable minimum. This seems small indeed as compared 
with the value of the child’s time and the cost of teachers, buildings, and 
equipment. 








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ELEMENTARY SCHOOL PRINCIPALS 745 





What is the relation of the school library to the curriculum?—As every 
teacher knows, children like to find things for themselves. They will search 
through many books in the preparation of debates or themes often discover- 
ing new interests in their leisure hours. The school curriculum is always 
outofdate. At best it deals only with the major subjects. The new things 
and border line interests which do not fall into the formal courses are often 
more interesting to the child than the regular work. The school library 
provides for this liberating and widening interest. It also fortifies and 
enriches the regular subjects. It is especially interesting to group the books 
of a school library with the seven cardinal objectives of education in mind, 
so as to bring out their contribution to health, to the art of learning, to 
worthy home membership, citizenship, vocations, leisure activities, and the 
formation of character. Who can estimate the influence which the biography 
of Benjamin Franklin has had upon the character of many of our most 
influential men? Dozens of prominent schoolmen have told me how, as 
young men, they used his plan of selfimprovement. 

What is the relation of the school library to the home library and the 
public library?—-What the school is to the larger learning of life, the school 
library is to the use of books in home and community. People who build 
their home library with discrimination prefer always to examine a book 
before buying. They want to buy the best. They want to buy the books 
that belong especially to them. They want to include a few favorites that 
they can live with as book companions—a sort of foundation for their intel- 
lectual lives. Beyond the home library and the school are the broader activi- 
ties of the community. The child who learns to use a school library takes 
naturally to the public library. He knows how books are made, how they 
are arranged. He has tasted the joy of going from one book to another even 
as bees in the clover patch. He has laid the foundation for the happiest of 
all gifts, the art of browsing. 





YOU CAN HELP HERE 
HE NINTH YEARBOOK of the Department is now in 


your hands. Many persons have been kind enough to com- 
pliment the Editorial Committee on it. The committee appreci- 
ates this but aside from ‘‘ bouquets ”’ it is anxious to receive criti- 
cisms and suggestions so that any weaknesses may be eliminated 
in the next Yearbook. On page 135 of the Ninth Yearbook is a 
blank for this purpose which you are requested to fill out and 
return. 




















THE PRINCIPAL AND THE SCHOOL LIBRARY 


WILLARD E. GIVENS 
Superintendent of Schools, Oakland, California 


HE SCHOOL library is one of the most important centers in the 
school, for it is here that many of the students’ school activities are 
directed and later returned with value to many educational activities. 

The functions of the school library are many. Among them are the de- 
velopment and improvement of reading and student skills in the use of 
books, the stimulation of a desire for use of books, the development of 
ability to evaluate and appreciate good literature, which will provide en- 
riched experiences for general culture as well as technical knowledge, the 
development of discrimination in the use of certain types of presentday 
periodicals, the stimulation of extracurriculum activities within the school, 
and the leading of children into new and valuable experiences which ulti- 
mately may be shared with others. 

The school library gives opportunities for child growth through self- 
expression, which is the aim of presentday creative education. “This educa- 
tion can only be realized by providing creative child experiences in the form 
of creative observation, creative thinking, and creative expression. The 
school library can and does furnish or stimulate these forms of creative 
activities by furnishing abundant materials in the form of books and other 
library experiences. 

The school library offers opportunity for creative observation through 
the eyes of those who have recorded their experiences in the form of books 
or like materials. A story read or an event experienced may stimulate 
creative thinking by individuals or groups, resulting in dramatizations of 
events experienced. Creative observation or creative thinking may lead to 
creative expression, such as the drawing of illustrations which retell the 
story. Even costumes and properties may be designed and constructed from 
many different materials to represent characters or elements that have a 
particular appeal. 

Sometimes a poem, a story, or a play has been so well-written or illus- 
trated by the members of the school that preservation is desirable. The 
scrapbook may thus be made, recording these creative activities, and placed 
on the shelves of the school library, where it is in much demand and results 
in the stimulating of others to as good or better efforts. 

The principal, as supervisor of a school, is primarily responsible for the 
improvement of instruction. The most dominant factor in securing im- 
provement of instruction is the creation of desirable situations which will 
produce activities which are of the greatest benefit and satisfaction to the 
learner. The school library, like other auxiliary agencies, is a means of 
improving the instruction in the school. This does not mean that the prin- 
cipal should dictate to the librarian regarding the details of operation of 
the library, for the librarian is usually better prepared or trained to do 
this work. It is the principal’s duty, however, to set-up general policies 


[746] 








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ELEMENTARY SCHOOL PRINCIPALS 747 





which will make the library a force in the instructional activities of the 
school and thus produce a type of instruction which is creative in its nature. 

A wise principal will investigate the results of student skills with books, 
frequency of book use, and kinds of books withdrawn, so that he may act 
and provide wisely when accessions are made to the library. He will be 
interested in the basis of student assignment to the library, the teacher use 
of and cooperation with the library facilities, extracurriculum uses to which 
the library contributes, and the general serviceableness to students in read- 
ing improvement and its stimulation in other fields of work. 

He will make the school faculty aware of all the library’s possibilities. 
He will see that a location is provided which has desirable surroundings, 
and that it be made to pay for the money it has cost, the building space 
occupied, equipment and books purchased. 

The careful, sympathetic principal will avoid allowing the library to 
become a mere delivery room. He will select the school librarian not because 
of professional training alone, but because she understands children, pos- 
sesses a knowledge of books, and is friendly and cooperative with students 
and teachers, which means having a “ spirit of service.” Sufficient knowl- 
edge must be hers to understand the objectives of teaching. These qualities 
should be acquired by the librarian or developed with the aid of the 
principal. 

When the undesirable things have been eliminated and the desirable 
things obtained, the library will become a great inspirational factor in all 
the school’s activities for the reason that a “ library atmosphere ” has been 
created which will produce happy situations, and the library’s serviceable- 
ness will then have been established. The principal must ever keep in mind 
that children are at the center of the whole library program, and that it 
should not be organized in terms of books, teachers, and librarians, but it 
must be organized in terms of child growth. 





HAVE YOU HELPED YOUR EDITORIAL 
COMMITTEE? 


RINCIPALS are invited to assist in the preparation of the 

1931 Yearbook of the Department. On page 775 of this bul- 
letin will be found answers to questions that will arise in the mind 
of the prospective contributor. 

















THE PROFESSIONAL OPPORTUNITY OF THE 
ELEMENTARY SCHOOL PRINCIPAL * 


WILLIAM JOHN CooPER 
United States Commissioner of Education, Washington, D. C. 


N OLD principle in military tactics is that of “ divide and conquer.” 
Industry also has applied it effectively in so dividing the manufacture 
of even such small articles as needles and pins as to permit maximum use 
of machines and a high degree of specialization in human tasks. Today 
we are witnessing the application of the same principle to retail business. 
The professional world, however, is just beginning to realize that it may 
employ a similar program. In our larger cities, for instance, lawyers are 
combining into great firms with offices occupying entire floors of large 
buildings. In addition to doorkeepers, clerks, stenographers, bookkeepers, 
and librarians, there are specialists in corporation law, trusts, wills, jury 
pleading, appeals, etc., young men fresh from college and veterans in court 
practise are all together and directed, perhaps, by a man of the type of 
mind who might occupy successfully the chief executive’s chair in a manu- 
facturing concern. Similar organizations of dentists and of physicians are 
to be found here and there. 

What has education done in application of the “ divide and conquer’ 
principle? The bigness of the educational system has in itself compelled 
school folk to make a rough division of labor between superintendents, 
principals, teachers, janitors, etc., but our profession cannot claim that it 
has successfully applied the plan or even fully considered its merits. In the 
overhead organization of our larger city school systems a type of administra- 
tive control has been copied from the business world, and we are now 
beginning to define in terms of our work the responsibilities of superinten- 
dent, assistant superintendent, director of research, business manager, super- 
intendent of buildings, purchasing agent, etc. Likewise those who direct our 
larger high schools are now searching for proper lines of demarcation 
between duties of principal, viceprincipal, dean, counselor, and department 
head. 

In the elementary school field we find hopeful signs of a professional 
awakening, I think, since one can hardly explain the rapid growth in 
membership of the Department of Elementary School Principals of the 
National Education Association and the splendid yearbooks issued by it 
on any other basis. Yet if you visit elementary schools extensively, there 
is little or no division of labor. Clerks are still rare; viceprincipals are 
sometimes found, but they are usually in the classroom teaching fulltime. 
If we were really frank we should learn that one viceprincipalship was 
created as a “ political sop to women ”’; that another such place developed 
because there were a few girl problems that embarrassed the principal and 
they turned them over to Miss A, who was called viceprincipal; or (if the 


’ 


*The address given by Dr. Cooper at the Department’s banquet, Hotel Breakers, 
Atlantic City, February, 1930. 


[748] 








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ELEMENTARY SCHOOL PRINCIPALS 749 





principal of the school is a woman), “ We just had to have a man to handle 
the boys’ playground.” In other cases real frankness would obtain some 
such answer to our question, “‘ Why a viceprincipal?’’, as this: “‘ Miss B 
was such a good teacher she was given the title of viceprincipal that we 
might have excuse for violating the salary schedule.” It is true, of course, 
that most of such excuses do indicate a recognition of special tasks, yet 
all of them record “ opportunist policies.” If any elementary school has 
made a careful analysis of the work to be done and has assigned each 
important task to an individual especially trained for it, I have not chanced 
to find it or even to hear of it. 

That thoughtful principals, however, are carefully considering the prob- 
lem is evidenced by the Seventh Yearbook of the Department of Elementary 
School Principals. A study of the analysis of the duties and responsibilities 
of principals therein set forth seems to indicate that aside from the teaching 
duties that fall to a principal which we do not here consider principals’ 
work but rather teachers’ work, there is virtual agreement upon a classifi- 
cation. In brief, the real work of the principalship may be considered under 
these headings: First, clerical; second, administrative; third, supervisory ; 
and fourth, miscellaneous. If any principal will put down under these four 
headings all the work which he is called upon to perform in the course of 
the day, week, month, or year, he will discover a large number of clerical 
responsibilities which can more readily and effectively be discharged by 
a stenographer-clerk who is trained for this particular work than they 
can be discharged by himself. Moreover he will find that the services of 
such person can be obtained for a mere fraction of what the principal is 
or should be paid. If he will next look at those duties classed as administra- 
tive, including the organization of the school, oversight of its maintenance 
and operation, and certain business responsibilities, he will discover perhaps 
to his surprise that all of these duties and responsibilities can be performed 
by a man who might be obtained from the executive offices of a gas company, 
water company, electric light or car company. This man also is probably 
paid a salary less than the principal’s salary. Now if there is to be a 
viceprincipal in a school, why should he or she not be chosen for special 
ability to discharge these functions? 

In that group of functions termed miscellaneous will be found such items 
as: Conferences in which the superintendent must participate, community 
contacts through the parent-teacher association and other school meetings, 
meetings of service clubs and similar groups. Most of these cannot be shifted 
to other shoulders. Many of them in fact provide excellent opportunities 
for a principal to keep his public informed on the work of the school. There 
will be some, however, which may be delegated to the viceprincipal and to 
other teachers. 

If a large portion of the average principal’s responsibilities can be dis- 
charged by a clerk and another large portion by an executive officer trained 
entirely outside the educational world, what is there of a real professional 
character in which the principal may become a highly skilled technician? 








750 NATIONAL EpucaATION AssocIATION 





Ee 


It is my belief that the only opportunity for any other than a classroom 
teacher to achieve real professional status in our calling lies in the develop. 
ment of technics in that field which we call, for lack of a better term, 
supervision. 

When we conceived of the school as an institution to furnish merely a 
few facts in geography and history and to inculcate a few skills and habits 
in the way of reading, writing, and ciphering, no real professional skill was 
required to manage it. ‘Today every state in the Union calls upon the school 
to care for its young between the ages of 6, 7, or 8, and 14, 16, or perhaps 
18 years of age for the major portion of their wakening hours during fully 
three fourths of the year. Some of these children are normal physically 
and abnormal mentally or socially ; others are normal mentally and perhaps 
crippled, partially sighted, hard of hearing, undernourished, handicapped 
with poor hearts, or one or more improperly functioning glands. Some ap- 
pear both mentally and physically normal but have certain social deficiencies 
which are likely to make them wards of reformatories or penal institutions 
unless they are carefully studied and directed. 

The first big task confronting a principal of a modern city elementary 
school caring for elementary education is to study and classify his children. 
He must know the material with which he has to deal. Then he should 
prescribe a course of study or a program of activities, or provide for watching 
the progress of each and every one of these children. Next he must study 
his staff since he will receive into his faculty teachers with varying degrees 
of professional training, wide varieties of experience, diverse attitudes to- 
wards the calling, and even marked differences in intelligence. Each teacher 
should be placed where he can perform the best service and each should be 
helped to improve himself professionally. Therefore, I would have an 
elementary principal visit his classrooms very frequently; and obtain the 
whole-hearted enthusiasm of his faculty in a program of visits and study. 

The principal enters a classroom as the expert supervisor of instruction. 
His first question should be: What is going on in this room? What is this 
teacher’s objective? “The second: What type of teaching technic is in use? 
Third: Is it the very best technic for the purpose which the teacher has 
or should have in mind? Fourth: If it is not the best, what teaching 
technic should be used under the circumstances? Fifth: If it is the right 
technic, is it being used in the most artistic possible manner? Sixth: If it 
is not so used, what can be done to improve the teacher’s use of this par- 
ticular teaching type? 1 would have in the principal a person of such skill 
in human engineering that he can take the teacher into a conference and 
make him feel that the two are in consultation over a very serious case; 
that the highest skill of both is required; and that through joint effort the 
result will be unqualified success. 

If, as I believe, the chief supervisor in any school system should be the 
principal of the school, and if the principal of the school is a man or a 
woman who can render this kind of service, he cannot have his training in 
a secretarial school nor in an executive office. He may obtain it only in a 














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ELEMENTARY SCHOOL PRINCIPALS 751 





college of recognized standing and a graduate school of education. Just 
as it is necessary for him who would practise medicine successfully to have 
a thorough knowledge of such basic sciences as biology, chemistry, anatomy, 
and physiology, so it is necessary for the successful practician in education 
to acquire a mastery of such fundamental sciences as biology, psychology, 
and sociology. This should be followed by a critical consideration of the 
problems encountered in actual experience. In other professions he who 
becomes best versed in the basic fields of knowledge and most skilled in the 
art of applying these principles soon finds himself in great demand and 
consequently commands a higher financial income. So in our field the 
educator who is successful in achieving high results within the limits set 
on children by nature will find himself recognized as a successful practician, 
and the demand for his services is likely to result in promotion to places 
of greater opportunity and of higher financial return. 

Theoretically, there is no limit to the value of an individual who can 
successfully practise in the field of education. In this profession the ele- 
mentary principal has the key place if he will become a real professional 
worker. The principalship presents a challenge worthy of any man’s mettle. 





AMERICAN EDUCATION WEEK 


Monday, Nov. 10—The Schools and the Enrichment of Human 
Life 

Tuesday, Nov. 11—How Schools Promote Patriotism and World 
Understanding 

Wednesday, Nov. 12—The Schools of Yesterday 

Thursday, Nov. 13—The Schools of Today 

Friday, Nov. 14—What the Schools Have Helped the Individual 
to Achieve 

Saturday, Nov. 15—What the Schools Have Helped America to 
Achieve 

Sunday, Nov. 16—The Schools of Tomorrow and the Future of 
America 

















THE OFFICE PRINCIPAL—SUMMARY '* 


B. R. BUCKINGHAM 
Lecturer, Harvard University, Cambridge, Massachusetts 


ACT-FINDING is only the first step in supervision. Classroom visits 
in themselves do little to improve instruction. The important point is: 
What does the principal do with the facts? 

Other ways of discovering facts about instruction are through confer- 
ences with parents, teachers, pupils, and the various school officials. It is 
very important that such interviews be friendly and informal. ‘Too fre- 
quently the office is the “throne room” where judgments are thundered 
upon bowed heads. 

Still other important fact-finding devices are the new-type and standard- 
ized tests. All of the above devices are useful in getting the facts upon 
which supervision is to be based. It should be noted that many of the above 
mentioned survey procedures must be done in the office. Such devices help 
the principal to know his school and, knowing it, to make it better. If we 
accept these principles we are led to the ultimate conclusion: In supervi- 
sion it is more important what the principal does than where he does it. 

In fact-finding procedures we must depend upon random sampling. In 
large schools we are not able to see much teaching or to examine many 
papers, and therefore must rely upon the representative character of the 
things we do see. Frequently, the teachers whom we rate something less 
than superior deny the representative character of our facts. ‘They say we 
didn’t see enough or that what we did see was not typical. ‘This plea can 
always be relied on to raise a doubt and befog the issue. Admitting the 
inescapable necessity of relying upon sampling, how may the principal assure 
himself of a just sampling? 

I have two methods to suggest, but both of them require that the princi- 
pal devote a portion of each day to them, and that he do so in his office. 
The two procedures, both of which have their origin in statistical technic, 
are (1) the use of the median, and (2) the use of systematic and abundant 
sampling. 

Composition work in the elementary school is one of the most difficult 
subjects to supervise. I am suggesting that the median paper of the classes 
is a good basis upon which the principal may base his supervisory work. 
Teachers simply arrange the papers in order of merit and send the middle 
paper to the principal’s office. Other papers representing the quartiles may 
also be sent with the median paper. By rating these three papers in terms 
of a standard composition rating scale the principal obtains a fairly accurate 


*This summary is based upon the notes used by Dr. Buckingham in an address 
before the Department at Atlantic City, February, 1930. While this résumé does 
not adequately represent Dr. Buckingham’s viewpoint some of the most important 
points are herein presented.—Cassie Roys, Editor. 


[752] 





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ELEMENTARY SCHOOL PRINCIPALS 753 





picture of the central tendency and spread of the group.’ It should be obvious 
that the above procedure is less cumbersome than typical survey procedures, 
it merely extends the common practise of teachers to arrange papers in order 
of merit, and it gives the principal a basis for his supervisory work. 

The second suggestion in supervising composition work calls for abun- 
dant and systematic sampling. There are many virtues in a little writing 
each day. Even in the primary grades we would do well to give daily prac- 
tise in making sentences. After all the sentence is the central problem in 
composition. Pupils with “ sentence sense ”’ will have little difficulty with 
paragraphing and the other mechanical elements of writing. This daily sen- 
tence work offers the principal abundant materials from which systematic 
samplings may be drawn. 

Some students of the principal’s job have diverted themselves by piling 
up the qualities which the principal should possess. They say he should be 
patient, tolerant, just, discriminating, tactful, sympathetic, courageous, 
scholarly, and honest. Such a list of qualities has always seemed to me a 
sad commentary on the method by which they have been derived and the 
naive faith which the painstaking devotees of the method have in their 
results. Are not these qualities which everyone should possess? Neverthe- 
less, I have one more demand to make of the principal: he must have 
ubiquity, or a substitute for it! 

In recent years there has been a tendency to ridicule the principal who 
spends much time in his office. Often now when a visitor finds a principal 
in his office, the latter gives profuse apologies for his “ unprofessional ”’ 
conduct. No doubt the tendency to criticize the office principal is deserved 
in many individual cases. Certainly it was true in the past that facts on 
learning conditions had to be obtained largely through visits to classrooms. 
But the development of statistic procedures and measurement technics has 
given the principal other ways of studying instruction. The planning, 
manipulation, and interpretation of the statistical technics and the results 
therefrom must be done largely in the office. I therefore repeat that it is 
more important what the principal does than where he does it! 


*Dr. Buckingham discussed these points more fully in his address, but since his 
notes do not indicate the exact arguments it seems best not to elaborate further at 
this point—Editor. 





THE EDUCATIONAL LEADERSHIP OF THE PRINCIPAL 


E. RUTH PyRTLeE 


President of the National Education Association and Principal, Bancroft School, 
Lincoln, Nebraska 


T IS AN esteemed privilege and honor to bring to this Department the 

greetings of the National Education Association—the largest organiza- 
tion of educators not only in. the United States, but in the world. It jis 
needless to say how proud the parent association is of the Department of 
Elementary School Principals—its eight-year-old child. The growth and 
interest in this department has been remarkable, almost phenomenal in its 
short existence of eight years. This department is recognized in the edu- 
cational world as one of the most alert and professionally minded groups 
working in American education. The fine professional research study as 
reflected in its publications together with the bi-yearly programs and the 
superior work done, day by day, in the classrooms and in the nationwide 
field of education have won cordial respect, recognition, and commenda- 
tion for the principalship from all classes of educators. 

Our opportunity as individual principals, and as an organized depart- 
ment is measured only by our vision and devotion to our field of work— 
the elementary field. Elementary principals are becoming professionally 
conscious, or shall I say, are now professionally conscious. 

The nine yearbooks and twenty-five bulletins, filled largely with con- 
tributions from members, have received the highest praise from leading edu- 
cators, both national and international. They are recognized by prominent 
educators and by the leading colleges and universities as the “ last word ’’— 
the best and most complete contributions in the field of professional litera- 
ture for the elementary field. . 

The increasing Department membership guarantees the use of this fine 
professional literature. —The November, 1929, Research Bulletin, “ The 
Principal as a Supervisor,” very forcefully brings to us three necessities: 
(1) that the principal have a philosophy of life and of education, (2) that 
the principal know the policies of the superintendent and the school system, 
and (3) that the principal know the philosophy and objectives back of the 
local curriculum. Straight thinking based upon such fundamentals is bound 
to make the major portion of the principal’s work focus in terms of improved 
instruction. 

The strength of the educational leadership of the principal in a given 
community depends largely in the principal knowing his community, know- 
ing the curriculum, knowing and cooperating with the superintendent’s 
policies, knowing the parents and pupils and teachers, and on knowing the 
school plant. 

With this knowledge, if the principal is a true professional worker with 
reliable technics, sympathetic manner, impersonal motives, and an honest 
desire to help his teachers function upon a high professional level, his suc- 
cess in terms of real service to the community is assured. 


[754] 

















ACTIVITY PROGRAM—ABSTRACT 


JuuiaA LeTHELD HAHN 
Kindergarten and Primary Director, San Francisco, California 


EACHERS, principals, and supervisors are constantly faced with the 

problem of reorganization of the school to meet the needs of an 
activity program. Any effective reorganization can be accomplished only 
through unity of purpose. 

There are various interpretations of an activity program. Some advocate 
a large unit of work covering long periods of time, while others like best 
to encourage group undertakings of shorter duration. Others believe in a 
program of smaller activities. Some try to find in the group undertaking 
sufficient practise in skills necessary to meet the requirements just begin- 
ning to emerge from the formal pigeonholed stage. Others advocate a 
combination of individual and group undertakings varied to meet the needs 
of children and the environment, with periods of practise in skills outside 
of both, if the need is apparent. To most people the latter seems the most 
reasonable interpretation. 

The greatest danger lies in reading learnings into an activity in order 
to extract them at the moment when the laggard curriculum or the sub- 
ject specialist demands. The place of the teacher is the controlling one, 
and his interpretation will depend not only upon his training but also upon 
his total personality—his way of looking at things—and the unity of effort 
made to provide him with opportunities for growth. He and the children 
must help determine the type of program that will meet the needs of the 
particular group. The important thing is that the children be keenly active, 
appreciative learners and that the things they learn are those they cannot 
afford to miss. 


PUTTING THE “ PURR” IN SUPERVISION—ABSTRACT 


JAMES R. FLoyp 
Principal, Jefferson School, Plainfield, New Jersey 


VERY principal must have faith in his teachers. ‘The pep, the power, 

the “ purr ” in supervision depend on the sympathetic understanding of 
the teachers’ problems. The professional growth of teachers will be mea- 
sured by the degree of mutual understanding and coordination of ideas 
and purposes as they develop them under the principal’s leadership. 

Personality is the deciding factor in the success of a supervisor. A prin- 
cipal must be able to draw people to him. They must like him. They must 
have confidence in him. 

Principals force too many new things on the teachers. Principals do not 
weigh things carefully enough. They fail to present an innovation so that 
the teacher understands it. And the result is a surface change. 

Principals are cautioned not to be too aggressive. Real professional 
growth is slow. 

Note.—The addresses from which the above abstracts are taken were delivered 
at the Atlantic City Meeting. 

[755] 











THE SALARY OF ELEMENTARY SCHOOL PRINCIPALS— 
ABSTRACT 


J. R. McGaucuy 


Professor of Education, Teachers College, Columbia University, New York, 
New York 


HE superintendent of schools and his assistant superintendents are 

the persons who must rate elementary principals if rating is to be 
done. These superintendents are administrative officers with definite ad- 
ministrative and executive authority over the principals. This is a very 
different relationship from the advisory, non-authoritative relationship of 
the supervisor to the teacher. To be sure, the principal has administrative 
authority over the teacher, but he has a dual relationship and must act 
also as a supervisor. So far as the theory of sound organization is con- 
cerned, it is possible for a superintendent and his assistants to use the rating 
of elementary principals as a basis for making a differentiation in the salaries 
these principals shall receive. All of the other arguments against the pay- 
ment of teachers’ salaries on the basis of efficiency ratings apply with equal 
force to the rating of principals. It is equally true that these ratings must 
be subjective—the work of the principal does not lend itself to objective 
measurement. It is also true that inferior principals will not accept the 
rating of their administrative superiors as impartial and unbiased and that 
a distressing loss of morale almost certainly follows the use of this basis 
for determining principals’ salaries. We must, therefore, reach the conclu- 
sion that it is undesirable to determine the salaries of elementary principals 
either wholly or in part on the basis of efficiency ratings by their superior 
officers. 

All of the arguments against paying teachers on the basis of number of 
dependents which they have apply with equal force to principals. If it is 
for the good of society to encourage principals to marry and rear children 
or to accept financial responsibility for the care of their unfortunate rela- 
tives, that is a matter which should be financed through a system of state or 
federal pensions. It most certainly is not the financial responsibility of 
the local board of education, which employs these principals. Furthermore, 
as in the case of teachers, the principal with a wife and six or seven children 
would most certainly find it totally impossible to secure a promotion or a 
new position. All of the implications of accepting this basis for determin- 
ing salaries are invidious and unsound. 


Nore.—The address from which the above abstract was taken was delivered at 
the Atlantic City Meeting. 











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THE ELEMENTARY SCHOOL PRINCIPALSHIP 
IN NEW MEXICO’ 


JAMES W. WISEHEART 
Principal, Central School, Gallup, New Mexico 


N THE fall of 1929 the writer sent 300 questionnaires to elementary 

school principals in New Mexico. Eighty-eight blanks were returned 
in such shape that they could be tabulated. It is fair to assume that the 
returns present a general picture of conditions, as data were received from 
both rural and urban schools of various sizes. However, the important 
contribution of this study is not the intensive and extensive research technics 
employed. Rather the writer wishes to bring out that the future of the 
elementary school principalship in New Mexico depends upon the recognition 
given by superintendents and the development of professional spirit among 
principals themselves. 

What are the ideal standards for the pincipalship?—Before presenting 
the data for New Mexico, it is well for us to have in mind some of the 
standards generally accepted throughout the nation. What is the place of 
the elementary school principal in the educational scheme? 

The principal of the school is the single time-honored official found in a 
modern school system. ‘The superintendent, supervisors, and all others are 
recent products of new conditions. These officials have magnified their 
position, while the position of principal of the elementary schools has tended 
to remain static. In most cases the character of a school is largely deter- 
mined by its principal. Even in the poorest systems there are always 
to be found schools standing out as bright exceptions to the prevailing 
average because they are presided over by good principals. 

Practically, the principal is the one to provide the executive, educational, 
and inspirational leadership of his school. Usually his leadership extends 
well out into the community. Important as these larger community relation- 
ships may be, the basic responsibility of the principal is for the school and 
its various activities. 

First, as the executive head, he must organize and direct the activities 
so they will run smoothly. He must keep records, reports, and perform his 
general office duties. He must take care that the sanitary and physical 
conditions of the school are as good as possible. He must classify pupils 
and provide the best possible conditions for pupils to study and teachers 
to teach. 

Second, as the educational leader, the principal must work primarily 
with and through his teachers. He should visit rooms, observing good as 
well as weak points. He should direct teachers’ meetings, not as a monarch 


*Since the publication of the Seventh Yearbook of our national department there 
have been several state studies made of the elementary school principalship. Last 
year this bulletin reported on a North Carolina study. It is to be hoped that similar 
studies will be made in other states and the data made available for publication. — 
Editor. 


[757] 








758 NATIONAL EpucaTION ASSOCIATION 





but as a leader and helper. After visiting and observing a room the private 
conference is his great opportunity to help and uplift his teachers. He should 
never discourage his best teachers in new ideas, but study the plans and if 
they are good, help to put them into use. 

The new or weak teacher is the principal’s problem. He can save or doom 
them to failure in many cases. His private conference is his best opportunity 
to help this teacher. He should furnish best and latest literature to all 
teachers for study to improve their work. 

Third, as the inspirational head the principal finds his highest function— 
the friend and counselor of teachers and pupils. The principal determines 
the character of the school society; he creates the school life; he is the 
personification of school democracy. 

The second function briefly described above is the one receiving emphasis 
all over the nation at the present time. Everywhere the principal is chal- 
lenged to be a supervisor. The reason for the present emphasis is clear: 
When principals are released from teaching duties, they tend to let routine 
administrative work take up their time. We constantly sell our leadership 
birthright for a mess of pottage! 

What does supervisory leadership in the principalship demand? The 
answer must include: (1) adequate training for principals, (2) personal 
qualities of the finest sort, (3) adequate time and opportunity to assume 
leadership, (4) satisfactory working conditions and equipment, and (5) 
a desire on the part of individual principals to assume their rightful places. 
All over the nation these five factors are receiving thoughtful consideration. 
Superintendents and school boards are responsible in most instances for 
pointing the way, but the response of the principals themselves will de- 
termine the final outcome. 

What are the facts from New Mexico?—The above paragraphs have 
given a brief résumé of the progressive tendencies in the principalship, which 
are sweeping the nation. Let us keep these more progressive standards in 
mind as we review conditions in New Mexico. Before examining our state 
conditions we may ask: Can teaching principals give an adequate amount 
of time to supervision? Will the principalship attract persons of training 
as long as the supervisory opportunities are limited ? Can educational leaders 
afford to accept principalships with the present low salary conditions ? 

(1) School size—How many teachers does the principal have under his 
direction? This figure is an index of the responsibility placed upon the 
principal. According to Table 1 the schools tend to be small, enroling not 
more than 400 pupils at the maximum. 

(2) Years in present position—The tenure of principals should be fairly 
long if they are to exercise community leadership. According to Table 2, 
aproximately one-third of the principals answering the questionnaire had 
been in their present position one year or less. 

(3) Promoted or hired for position?—Persons hired for the principalship 
must usually present some qualifications for the job. Teachers promoted 
from the ranks often have little to recommend them except long teaching 





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ELEMENTARY SCHOOL PRINCIPALS 759 





TABLE 1 


NUMBER OF TEACHERS IN ELEMENTARY SCHOOLS 


Number reporting 


Answer each item 
DOMED S oaaccunasekee bed csanaandtesnnvensaeoan 16 
er Peer er etre ce rer rs 33 
5-7 TS ) diaedels park cide sake din bis SSE ROC Meese 18 
8-10 Ua Ma Saad Namen aw spa a aden: 10 
RI ois ce don nuns deh ei new eonwose sa alnhseeeam 4 
 edaddasussenwnedeceseauiesemaptaaedanee 5 
18 Be OT Be araca tek ed aeRO Ws vine aR eRe I 2 

WOO cs sdcccdsntasecrenecat caawrassearmeeserd 88 
TABLE 2 


NUMBER OF YEARS IN PRESENT POSITION 
Number reporting 


Answer each item 
PO RIE® so kcdasravtseseas isan etesasaeengeenesa 12 
IR ERE, OE TENG i csc has cet oninwrnbid sacauncese 26 
|, A rer rrr rere rere hr rere te Tree rr 32 
a A ee er ewer Meer rrr ee re ero ee re Ir 
caceaendeesedntn ch eee seam eeaw ba aemee 5 
COURS 20) POM ios sna csc cc0ssebcenesesasend eeeale 2 

TORE ioe ates wesw sQessans Rabe eRnaeraaeais 88 


experience. Of those reporting, 49 were promoted from teaching positions, 
and 35 were hired. Four principals did not answer the question. Thirty- 
eight of the 49 had no special training for the principalship. 

(4) College training—FEighty principals reported the number of years 
of college training. Thirty-two had four or more years, 37 between one 
and four years, and 11 reported less than one year of training. 

(5) Specialized training—Generally it is agreed that the principalship 
requires special professional study. Of the 88 principals in this investigation, 
40 percent had definite training for the principalship, 10 percent reported 
some training, and 49 percent had not had any preparation. 

(6) Salaries of principals—Are salaries such as to attract well-trained 
persons? Leading educators say that ability generally tends to gravitate 
to those cities where compensation is adequate. Some idea of the New 
Mexico situation is given in Table 3. It is interesting to compare this 


TABLE 3 


ANNUAL SALARIES OF ELEMENTARY SCHOOL PRINCIPALS 


Number reporting 


Salary each item 
ED csacnccccduvstwanta semen netcnbeteenet 25 
CI sca cnicsshantninbandanpiabemeshibhanens 36 
Over $2000 (maximum $2700) ..........eseeeeeeees 7 
WER SE oaica psi tinee tis 5 885s ekensaewensmere 20 








760 NATIONAL EpucaTION AssocIATION 





report with the “ minimum professional wage of $2000 per year ”’ suggested 
by the national Committee on Standards and Training.’ 

(7) Authority and responsibilities of principals—A modern theory of 
education is that children grow best when given a reasonable amount of 
responsibility. Is this principle applied in assignment of authority to ele- 
mentary school principals? Certainly in most progressive school systems 
the principal is not only given responsibility, but the necessary authority 
to back up his acts. Of course, a corollary of this is that superior officers 
hold the principal responsible for wise and discreet behavior. Some idea 
of the situation in New Mexico may be obtained from Table 4. 


TABLE 4 


RESPONSIBILITIES OF PRINCIPALS FOR CERTAIN ACTIVITIES 


Numb incipals 
um er of principa s 





“ Not Not o 

Activity Doing doing Helping reporting Total 

1. Responsible for building.......... 56 9 6 17 88 
2. Make subject time allotments..... 39 23 16 10 88 
©. TOMER CEOONETE. 56k. ccciicvccccsas 25 53 oO 10 88 
4. Place new teachers.............. _ 16 49 14 9 88 
5- Determine methods of teaching.... 19 9 17 43 88 
rer 37 40 o II 88 


(8) Time is given to teaching—A survey of the history of the principal- 
ship shows that classroom teaching was once the major responsibility. With 
the growth of major administrative and supervisory duties teaching has been 
delegated to the principal’s assistants. Yet vestiges of this old duty remain 
in many local situations where the size of the school does not warrant 
releasing the principal entirely from teaching. In a sense, the freedom of 
the principal from classroom work is an index of the development of the 
principalship in a given community. Table 5 shows the situation among 
88 principals in New Mexico. 

(9) The principal’s opportunity for supervision—Data have been pre- 
sented to show that the principals reporting in this study have little oppor- 
tunity to do supervision. For example, Table 5 shows that 50 percent of 
those reporting are teaching a full day. When the whole group was asked 
why they did not supervise more, “ teaching duties ” was the most frequently 
mentioned reason. 

A further hindrance to supervision is that none of the 88 principals have 
clerks to help with the office work. Seventy percent report that they do 
not have assistance of any kind. 

Yet in spite of the above difficulties, about one-half of the 88 principals 
do a reasonable amount of supervision. The rest supervise at irregular inter- 
vals or not at all. 


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





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ELEMENTARY SCHOOL PRINCIPALS 761 





TABLE 5 
PERCENT oF ScHooL Day GIVEN TO ‘TEACHING DUTIES 


Percent of day 


Number reporting 
each percent 


EEE easeley haem GPA PE IPR hI P ey ra ee ere 7 
WO aga pain rg ei seat aver a RD pnd WET wares reap ERIN 7 
WO oo ees Carin oa Chel o. veg amma ad ee emasertS 6 
GE sks ines ssaisicie camacs Snelvinr aa mmaueuiawdmaeaues 8 
MOI 5a 54 ors 4 ccm vi nlare Graaieis Oyo hie igri es ISMN om EARLE SOP 14 
Rr re erie Tree ere ra TUT eer 44 
Sere er eer Petre rer rere 2 
TOE sos Sic Seren desea ance ha saneeawoneae een 88 


(10) The typical principal—It would be unfair to take either the worst 
or the best principal as typical of New Mexico conditions. Probably the 
medians of the above data will give a fairly representative picture. So we 


“median principal” may be characterized as follows: 


Is responsible for his building 


a. Has a five teacher school g. 

b. Has been in present place about three h. Does not rate teachers 
years i. Does not place new teachers 

c. Was promoted from a teaching posi- j. Helps a little in determining methods 
tion to the principalship of teaching 

d. Has had between two and three years’ _k. Does not classify pupils 
of college work l. Has no office help 

e. Has not had any special training for m. Teaches all day 


his work 


. Is paid about $1500 per year 


n. Does not have time for supervision 
o. Does not do any supervision 





What does it all mean?—The above facts show that the principalship 
in New Mexico, as represented by 88 principals, has a long way to go before 
meeting the nationally accepted standards. Are these principals adequately 
trained? Are they given a fair opportunity to develop the principal’s super- 
visory functions? Is the salary level as high as it should be for a responsible 
position ? 

Undoubtedly, the answers to the above questions must be given in the 
negative. We must turn now, for the reasons for the above conditions, to 
the superintendents, the local communities, and the principals themselves. 

Superintendents should be asking themselves such questions as these: Am 
I magnifying the principals under my direction? Am I giving these persons 
a fair chance? Do my principals have time for supervision? Are the schools 
too small for proper supervisory work? What can I do to remedy conditions ? 

Local communities need to ask such questions as these: Do we fully 
recognize the principal’s contribution to our schools and community? Are 
we neglecting to give our schools adequate financial support? 

Individual principals need to search themselves with such questions as 
these: Am I indifferent to my obligations and opportunities? Do I have 
an adequate training? Have I made the necessary administrative adjust- 
ments so as to be free for supervision? Does anyone value my work higher 
than I evaluate it? 





SOME PROBLEMS OF CHILD HEALTH IN THE 
ELEMENTARY SCHOOL 


Tuomas D. Woon, M.D., 


Professor of Health Education, Teachers College, Columbia University, 
New York, New York 


HE ENTIRE program of conserving and improving the health of 

the children of our country gains impetus from day to day. Nothing 
in this nationwide campaign for child health is more encouraging than the 
rapidly spreading and strengthening interest of the teachers, and especially 
of the army of elementary teachers, in the health of the children under 
their instruction and supervision. 

What message, then, can the member of a college or university faculty 
convey in a bulletin of this type to the elementary teachers who may read 
these lines? Some convictions may perhaps be suggested to see if there is 
some common ground with reference to this fundamental problem: 

1. The health of the child should be the first objective in the minds of 
teacher and parent, but not in the mind of the child himself ; because insofar 
as he becomes aware of this general health movement and gives it some 
attention, he will be more useful in the child’s community, and will attend 
better to his own health. This will be true if his primary interest is in the 
health of those about him; if on the whole the social motive relating to 
health is more prominent than the personal motive. 

2. Health should be understood in a simple, clear manner as having to 
do with a positive and practically inclusive group of ideas or values relat- 
ing not only to physical, but to mental, social, and character well-being. 
Health for the child, as well as for the adult, is abundance, soundness, and 
worthiness of life. It would be of great advantage for the children in the 
elementary school if all teachers could have quite definitely in mind a clear 
picture of the healthy child, so definite in details that every teacher observ- 
ing children would be more keenly conscious of slight or greater departures 
from health. 

3. Health education in the past, and even yet in many schools, consists 
largely of lessons learned from books on physiology and hygiene, with reci- 
tations two or three times a week. It has been believed by educators that 
if children were given the knowledge regarding the laws of health and 
life, and an understanding of the reasons for the obedience to these laws, 
the pupils in the elementary schools would form the habits and acquire the 
desirable attitudes necessary for practical, healthful conduct. 

Today it is becoming very clearly recognized that nowhere, perhaps, so 
much as in the field of health education, including also character educa- 
tion, is knowledge by itself so little apt to carry over spontaneously into 
the desirable types of conduct and habit. The presentday methods of health 
education in the elementary school put primary emphasis upon conduct or 
behavior. These are expressed sometimes as teaching of health habits, with 

the attempt to use, in the various grades of the elementary school, influences 


[762] 








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ELEMENTARY SCHOOL PRINCIPALS 763 





and motives educationally sound, which will develop favorable attitudes, 
leading the children to the practise of desirable health habits. This pro- 
cedure aims gradually to help pupils to gain knowledge necessary to pro- 
vide them with convincing reasons for the practise of all desirable health 
activities. 

The health of the child, therefore, in the home and the school, cannot 
be considered as something of value or importance, to receive attention a 
few minutes a day, but it is rather a way or manner of living all the time, 
which must be guarded and promoted throughout the entire day, and all 
the days while the child is growing and developing. 

A great majority of elementary schools, however, still follow the latest 
schedule of teaching various subjects one after another. In this subject 
program, health teaching should be given a definite place and recognition 
in the course-of-study, but it is increasingly apparent that health cannot 
be successfully taught in the two or three periods a week assigned to it. 

Instruction in relation to health should really be given at any time in 
the program of the school day, or at any time in the living program of the 
child at home, where opportunity arises for the practical application of 
some ideal or principle regarding health. If provision is to be made, then, in 
this direct informal way, so that children will really learn health through 
practical activities and experiences in life, and through their interest in, 
and responsibility for, these activities, it is apparent that every teacher in 
the school and every parent in the home must be a health teacher. 

4. The care of child health involves the cooperative interest and effort, 
not only of the home and the school, of the parents and the teachers, but 
just as vitally of all other individuals and agencies capable of working 
together in this community program, for it is apparent today that the health 
of the individual child, or of the group of children of all ages in the com- 
munity, is fundamentally a community problem. 

It is well, perhaps, for us to keep in mind that the home is, of course, 
the most universal place for the nurture of child life. Unless there is 
practical cooperation by the home, by the parents, and by the community 
in general, for this program of health education, the efforts of the school 
in this direction will be partly or very largely unsuccessful or wasted. 

In no part of the school program is the attempt of school officials and 
teachers to gain the cooperation of parents more important than in the field 
of health. The programs of parent-teacher associations, which provide for 
the practical discussions and considerations of the cooperation of home and 
school for the health education of the pupils, are of the greatest importance. 

The parent-teacher committee of one school has prepared, for example, 
a very significant bulletin giving advice to parents with reference to the 
health care of children in the home, so that they may be best prepared for 
their work in the school. 

The primary purpose of this article, however, is to call attention em- 
phatically to the privilege and part of the elementary teacher in relation 
to this presentday program of health service and health education for the 
children in the elementary school. The writer would like to encourage all 











764 





NATIONAL EpucaTION ASSOCIATION 





teachers to support in every possible way the conducting of the Summer 
Roundup, as it has been tried out and demonstrated so successfully for sey- 
eral summers in an increasing number of communities of different sizes. 
The Summer Roundup for the children, in bringing to light the degree of 
health which these preschool children possess just on the eve of entering 
into the school life of the presentday, is of supreme importance in help- 
ing to prepare the children for school. It aims to put them into the kinder- 
garten or the first grade as healthy as possible, thus presenting them with 
the maximum of freedom through good health—freedom to live, freedom 
to grow, freedom to be educated, and freedom to make the best use of the 
advantages which the school can open to them. It is heartening, then, to 
learn that those who are promoting Summer Roundups announce that these 
will be conducted in 4000 or more communities this coming summer of 1930. 

There is not time in a brief article for the discussion of the multitude of 
practical problems which health education presents today to the genuinely 
interested and ambitious elementary teacher. Before closing, however, one 
thought or idea should be made as clear as possible for all teachers in ele- 
mentary schools. It is increasingly apparent to careful students in this 
field that the most important influence in the school, for the successful edu- 
cation of children with reference to health, is the personal example and 
influence of the teacher himself. Evidence accumulates to show in dramatic 
manner, that for multitudes of children in the elementary school, particu- 
larly at certain stages, the teacher in the school has greater influence upon 
the pupil, and often upon the parents of this pupil, than any other individual 
or agency in the community. 

Unless the teacher believes that health is indispensable in the program 
of the school ; unless he is willing to practise the requisite health habits him- 
self, and to cultivate the desirable attitudes necessary to physical, mental, 
social, and character health; and further, unless he is capable and desirous 
of acquiring as much practical, scientific knowledge as he can get of health 
instruction, the great fundamental requisite for this important part of the 
school program will be lacking. 





EALTH has much to do with happiness. Good health 

favors—of course, it does not insure—personal efficiency. 
It aids the attainment of personal ambitions. It permits people 
to conserve their earnings. It increases the opportunity for cul- 
tural advancement. It permits more of us to live longer lives and, 
better still, more cheerful and useful lives. 

II] health is a millstone about our necks. It diverts our energies. 
It discourages ambitions. It brings in its train sorrow and mis- 
fortune. It decreases earning capacity. It retards social progress. 
It shortens life. It is waste—From Health Education, A Program 
for Public Schools and Teacher-Training Institutions. 

















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A PROJECT METHOD IN DRAMATIZATION 


MArGARET C, FAIRLIE 
Principal, Norwood School, Jacksonville, Florida 


HE following discussion illustrates the wider problem of method, 

through a public school exercise in dramatization; and in this illus- 
tration shows that as primary learnings are being accomplished, other 
learnings are also taking place in associated subjects, concomitants, and 
moral education. Moreover, it is shown that in the doing, the dramatiza- 
tion was well worthwhile, and the children were living a zestful social life 
as they passed through the experience. 

As the paper formed part of a course in Education 403, University of 
Florida, the writer wishes to express a keen appreciation of the helpful and 
inspiring lectures of the instructor, Dean Norman, as well as a close adher- 
ence to the textbooks, The Foundations of Method by Wm. H. Kilpatrick, 
and An Experiment With a Project Curriculum by Ellsworth Collings. 

The idea of the dramatization came from the pupils themselves, in their 
desire for selfexpression. The purposeful activity grew day by day into 
further activities that became so enlarged as to include groups from prac- 
tically every grade in the school and even the community itself. 

Thorndike’s three laws of learning, readiness, exercise, and effect, were 
all applied. The pupils were ready to act, with a mind set to the end in 
view. The law of exercise was used mentally, physically, and morally, 
while the effect was a complete satisfaction to all concerned. The bonds 
had already been built in the nervous system, the synapses were close 
together, and the responses immediate. 

The instruction of the pupils was given on different levels at different 
times. As the teacher heard the recitation of the text, the class was only 
on the third level, but during his instruction, explanation, and demonstra- 
tion, the fourth level was reached. While thinking, doing, purposing, and 
planning their various individual activities in the classroom, the pupils 
climbed to the fifth level. When they met in groups and socialized their 
project, as they broadened their purpose into a life situation ; creating, build- 
ing, and reaching out into further and further activities, the thrill that 
comes through accomplishment must have found them on the sixth, the 
highest level. 

The primary learnings were as follows: Memorizing the lines of the play; culti- 
vation of the speaking voice; oral interpretation; dramatization as a study in 
technic. 

The immediate associate learnings were: Silent and oral readings in Greek 
stories and myths; English composition—letter to parent, and written reports on 
learnings; spelling; art and picture study; music and songs; manual arts—making 
paper flowers, garlands, posters, shields, helmets, and swords; folk dancing. 

The associate learnings for future study were: Norse myths, Indian lore, Spanish 
legends, Scotch border tales, travel talks, pageants, further study of Greek history. 


The concomitant learnings were: Helpful cooperation; liking school, teacher, and 
principal; liking the Greeks and appreciation of their art and literature; willing 


[765] 











766 NATIONAL EpucATION ASSOCIATION 





obedience; constructive criticism; development of the “we” feeling in the school; 
enlargement of the selfconsciousness; satisfaction in their achievement; realization 
of their own ability. 


The responsibility of both performances was placed entirely on the 
pupils. From the recitation of the synopsis, to the singing of the last chorus, 
neither principal nor teacher were in evidence. The pupils knew what they 
were to do, and how and when to do it. Not one hitch was noted, nor a 
word or line missed. The pupils not only rehearsed in school, but they 
practised at home in groups until the text became a part of themselves, 
and an expression of their inner being. 

The project fulfilled the definition of education given to our class this 
summer by Dr. Norman. A wholehearted, purposeful activity, under wise 
guidance, in a social situation, is best both for education and life, because 
it best identifies education with life. 

The need for an entertainment—As spring approached, the sixth-grade 
pupils of Norwood School in Jacksonville, Florida, knew that the members 
of their P. T. A. would soon expect them to stage a dramatization as had 
been done in former years. The treasury of the organization was in rather 
a sad state, and the school entertainment was expected to give it financial 
relief. ' 

The school principal happened to be present during a history period, at 
which the Greek influence on modern art and literature had been men- 
tioned, and was asked if it were not about time to talk about the annual 
school play. 

The kind and quality—The pupils were asked what kind of an enter- 
tainment they would like to have. Some one suggested that they again 
dramatize a myth as had been done the previous year by the sixth grade. 
Another thought that a comedy would be a change, but this idea was 
frowned upon at once. The matter had evidently been discussed among 
themselves, as it was quickly decided to dramatize a Greek myth. ‘The 
members of the class were reading Greek stories and myths in their free 
reading period, and were greatly interested in the wonderful imaginative 
tales. 

After continuing their reading in the school library books, and hearing 
stories not included in the library, the class of thirty-seven pupils decided 
to add a sequel to the story of Persephone after her return from Hades, 
and dramatize the next chapter in her life and that of Demeter, her mother. 
They thought that the community would like to know the rest of the story, 
and that the sending of Triptolemus to teach the secrets of sowing and 
growing grain, would make as fine a play as had ever been given. 

The pupils saw that the character of Lyncus, the greedy and crafty 
Scythian king, was one that would take real acting, but two of the boys 
thought they would like to study the lines and try out the part. They said 
that they could play ball and obey their captain, and they would like to 
try acting on the stage. 

















ELEMENTARY SCHOOL PRINCIPALS 767 





With the consent of the teacher, it was decided to devote the oral read- 
ing periods in the afternoon to conferences with the principal, until things 
were Organized and work assigned to the various groups. 

Correlation of project and primary learnings—Because of unexpected 
office duties, no further meetings were held for several days, but in the 
meantime, the class had held an oral recitation on early Greek history 
conducted by group leaders. The questions had been prepared by the 
pupils and arranged in an orderly sequence by the teacher. This lesson 
was in preparation for the dramatization. 


QUESTIONS 


Compare the civilization of England with that of the ancient Greeks. 
How is the country surrounded ? 

Did this influence their development? 

What kind of people were the Greeks? 

How did the Greeks record their early history? 

Are these records a true statement of what took place? 

What was their idea of the forces of nature? 

How did they account for them? 

How many gods and goddesses were there? 

What can you tell about Vulcan, Neptune, Diana, and Minerva? 
Who were Hermes, Demeter, Flora, and Pomona? 

Why was the Parthenon built? 

Who had it built and who was the decorator? 

Who was Persephone? Tell of her capture. 

What do you know of Triptolemus when a child? 

What was Demeter trying to do for him? 

What gift did Demeter wish to give to the world and why? 
What happened in Scythia? 

What festival did the Greeks celebrate every spring? 

Name the capital of Greece and describe the city. 

From whom do many of our artists, poets, writers and actors get inspiration? 
Why do tourists and students visit Greece today? 

Would you like to go? Why? 

What would you like to see best? 


Associate learnings—A list of words that would require study and drill 
was made by the class during a spelling period. This was an outcome of 
the oral discussion, and in preparation for a composition on Grecian myths. 
This composition was well-written and showed that the class had con- 
siderable knowledge of the project on which they proposed to work. 

The pupils had also enjoyed looking at a collection of pictures on Greek 
art and literature, together with a large collection of picture postcards of 
modern Greece. Some one suggested that they make drawings of the old 
Greek costumes in the art periods so as to assist in the making of their 
own costumes. 

The play—its name, divisions, and subdivisions—At the following meet- 
ing, the class voted to call the play, ‘‘ Demeter’s Gift to the World,” and 
to divide it in the following manner. 











768 NATIONAL EpucATION AssocIATION 





Act I, SCENE 1: 

Time: Spring, in the days of long ago. 

Place: Eleusis, Greece. 

Topic: The rejoicing over the return of Persephone. 

Opening chorus: Welcome Sweet Springtime. 

SCENE 2: 

Setting and time—Same. 

Topic: Demeter sends Triptolemus over the known world to teach the mysteries 
that lie in sowing and growing grain. 

Interlude: Chorus of fifty voices—Go in Peace. 

Act II, SCENE 1: 

Time: The next day. 

Place: Outdoors in the country of Scythia. 

Topic: The Queen and her maidens enjoy the beauties of the countryside. They 
long to cease their wandering nomadic life. Demeter’s envoy and friends arrive. 

SCENE 2: 

Time: That night. 

Place: The interior of a tent in Scythia. 

Topic: The struggle and its outcome. - 

SCENE 3: 

Time: A few seconds later. 

Place: Same setting. 

Topic: Triptolemus continues his journey. 

Interlude: Chorus of fifty voices—Hail to Our God. 

Act III, Scene 1: 

Time: The following autumn. 

Place: Eleusis, Greece. 

Topic: The Autumn Festival. 


In Act II, Scene 1, there was a difference of opinion among the pupils. 
One boy thought that Triptolemus would depart at once, and the friends 
arrive instantaneously at their first stopping place, because of the super- 
natural power of Demeter. But the majority felt that as Triptolemus was 
only a mortal, he would need the rest of the day to prepare for the journey. 

The school principal, who was guiding the project, thought that the 
play should end at the close of the second act, as the climax had then been 
reached, but the class insisted upon having a final chorus with everyone 
on the stage. As this would give additional pleasure to both pupils and 
audience, the third act was added, although it is not essential to the play. 

It was taken for granted that a chorus would be used as in last year’s 
entertainment. ‘The question of finding the fifty voices was to be decided 
later. 

W orking out the text—The conversation needed in the various acts and 
scenes was roughly sketched in the English periods of the class, but the 
principal of the school rewrote the play in blank verse, because the children 
said the lines were easier to memorize in that form. It also seemed best 
to present a more finished production to the community situation that 
presented itself. 

Characters chosen—At the next meeting of the play group, as they wished 
to be known, twelve pupils were chosen for the following characters: 











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ELEMENTARY SCHOOL PRINCIPALS 769 





Demeter, Persephone, Flora, Pomona, Triptolemus, Diocles, Hermes, King 
uyncus, Queen of Scythia, Agora and Lycia (attendants to the queen), 
Slave. 

Lines assigned—The lines were assigned at once, and all went to work 
with great enthusiasm. The boys stopped playing ball and were seen study- 
ing their lines before school and at recess periods. ‘The girls also used 
every moment that could be spared from other things to memorize their 
yarts. 

The mother of Triptolemus was greatly troubled as her boy woke up 
the family reciting his lines in his sleep. However, the intensity soon 
assumed a more normal pitch, as they felt greater confidence in them- 
selves and the rehearsals began. 

It was voted that every member of the class take some part in the com- 
ing entertainment and volunteer groups were called for. It was also de- 
cided to devote the oral reading period to rehearsals three times a week. 

Associated activities—At the following meeting, nine girls asked to be 
allowed to work out a Greek dance with the city playground director ; 
they also promised to make paper flowers for their garlands and furnish 
themselves with an appropriate costume. They had already asked a teacher 
to assist at the piano. 

Two boys said that they would rather usher than do anything else, so 
they were given charge of seating the audience of several hundred that was 
expected. They were also given permission to select helpers from the fifth 
grade. Two other boys preferred to operate the stage curtain. This was 
a recent gift from the P. T. A. and an alluring pastime to the boys. They 
promised to learn all the cues and to attend every rehearsal. 

A girl reported that her mother would gladly assist in the cutting and 
fitting of all costumes needed in the play, as she had become interested in 
the drawings of the ancient Greek costumes. 

Two girls wished to make the tickets and distribute them to those who 
wanted to sell. This meant many hours of work, as they had to be properly 
cut, numbered, dated, and priced. A written record of each transaction 
also had to be kept, so that tickets and money would balance. One of the 
teachers assisted in this work. 

The class trouble maker, nicknamed Happy, because no one ever dis- 
turbed his peace of mind, frankly confessed that he couldn’t keep still so 
long unless given some real work to do. He thought that he would like to 
be the stage hand and prepare the stage for each scene. He was also given 
charge of all properties needed on the stage. 

Group workers in properties—The following stage properties were now 
listed, so that work could begin at once on the things that were to be 
made during art periods. Committees were appointed to borrow articles 
from parents and to procure needed lumber from the mill: 


Three short swords, to be made of wood and painted with aluminum paint 
Three belts of stout cloth, for sword supports 





770 NATIONAL EpucaTION AssoCIATION 





Three cardboard shields, covered with silver paper, each having an inside handle 
One short dagger 

One lantern mounted on a pole 

Three helmets, made from rubber bathing caps and painted in bronze paint 
Wings needed on the helmet used by Hermes 

Four pairs of cardboard sandles. Wings added to one pair 

Three breastplates to be constructed of pieces of bronze paper cut two by four 


inches and sewed scale fashion to a vest of strong cloth, one row overlapping the 
other 


Countless flowers of every kind and color, roughly made out of colored paper, 
to be tied on the shrubbery for stage decoration 

Four pieces of lumber, two by four, and ten feet long, to assist in the making of a 
rude tent 

Three pairs of dark blankets of a similar color to be used in making the tent. 

One rude table 

One bench 

One screen 

One cot 

Shrubbery, vines, and palms were to be supplied when needed by the three boys 
who had charge of the curtain and the stage. 


Another group of boys was appointed to see what could be done about 
stage scenery. As the school was new, the only scenery consisted of a bare 
white wall, but we decided that where there was a will there was a way. 
So, guided and directed by the school principal, and following a rough 
sketch enlarged from a European picture postcard, the boys mounted step 
ladders, and succeeded in painting a background of sky and mountains, to 
represent the mountains of Greece and Scythia. A lake and forest occupied 
the middle distance, while the foreground consisted of real palms and 
shrubbery on which the paper flowers were tied. The painting was done 
with ordinary water colors used in interior decoration, and the result made a 
fair and realistic showing. The work was done during the dinner hour 
and after school, and took a number of days to complete. 

Enlargement of project to other grades—It was reported that grade five 
wished to assist in some manner, so some one suggested that they prepare 
the auditorium for visitors on the eventful day. ‘This in itself was quite 
an undertaking. 

In Norwood School, grades five and six occupy the entire upper floor 
of the schoolhouse with large folding doors between. When the rooms 
are thrown together, a good sized auditorium appears, capable of seating 
about four hundred. The moveable blackboards have to be stacked away, 
the pupils’ desks rearranged, and several hundred auditorium chairs unpacked 
and placed into position. 

Accordingly, on May 10, under the skillful direction of their teacher, a 
dozen boys transformed the rooms into a cheerful community hall during 
their dinner hour. The girls saw to the dusting of the chairs and piano 
and added the finishing touches of flowers and potted plants. 

Correlation of project with art—The teachers of grades five and six 
volunteered to devote their art periods for a time to the making of paper 








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ELEMENTARY SCHOOL PRINCIPALS 771 





flowers and other necessary properties. Posters were also made and placed 
in the stores of the community as an advertisement of the coming affair. 
Some of the posters were works of art and were sent later to an exhibit of 
school posters at the annual flower show. 

Correlation of project with music—The time had now come when some- 
thing definite had to be done about the chorus. The number available in 
the sixth grade was small. It was suggested that volunteers be called for 
from grades four and five, so as to have as large a chorus as could be 
accommodated on the stage. A large number of pupils joyfully accepted 
the opportunity and did their part well in the presentation of the play. 

It was decided to sing the following four choruses because the music 
was familiar to the entire school and the learning of the new words was 
a small matter. The practising was to be done during the music period of 
the sixth grade with the fourth grade teacher at the piano. 


Act I, Scene 1 (opening). Welcome Sweet Springtime..Arr. from Melody in F— 


Rubinstein 

Act I, Scene 2 (close)....Go in Peace............05. Cradle Song—Brahms 

Act II, Scene 4 (close)...Hail to Our God.......... America the Beautiful— 
S. A. Ward 

Act III, Scene 1 (close)..For Plenteous Fields....... Christmas—G. F, Handel 


In Act I, the curtain was to rise with the chorus in place on the stage, 
the chorus being the opening note. 

After the close of Acts I and II, the chorus was to march to place 
behind the fallen curtain. 

At the close of Act III, it was to enter the stage before the curtain 
fell, at a signal from the piano. This hymn was the finale. 

Correlation of project with folk dancing—About this time, the folk 
dancing group reported that the rehearsing of the dance at the play park 
was not a success. The director also telephoned that the children did not 
attend the rehearsals. She agreed to come to the school after school hours 
on a certain day and go over the dance with the group and with a teacher. 
The teacher was then to undertake the training of the children. This was 
satisfactory to all and there was no further trouble. 

The first rehearsal and the crisis—The pupils now announced that they 
knew their lines and were ready to begin rehearsals. Everything progressed 
fairly well until the character of King Lyncus appeared on the stage. Two 
boys tried the part but both decided that they did not care to continue. The 
boys had memorized many of the lines but they said that the study took 
too much time from ball practise, and they wanted to win a silver cup for 
the school. They also felt that they were not suited to the part anyway 
and asked to be excused. No other boy would even try, and consternation 
was on all faces as they looked around at each other in dismay. 

Spirit of unselfish cooperation— Jessie could do it,” said one of the 
boys. “ She was the best one on the stage last year.” The entire class agreed. 

“ But I’ve learned Demeter’s part,” said Jessie. 

“ Have you any feeling about taking the part of the king?’ 
principal. 


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asked the 











772 NATIONAL EpucaTIon AssocIATION 





“No,” said Jessie, “ I’d like to try if you will help me.” 

This meant the changing of several parts, but those concerned said 
they did not mind the extra work if it was for the good of the play. When 
tried out, Jessie entered into the spirit of Lyncus so well that the class 
burst into a cheer of delight and relief, voting that she be given the part 
of Lyncus, and changing two other parts that seemed to suit the characters 
of Demeter and Agora better than in the original cast. The first rehearsal 
now passed off very well, those having a new assignment, reading their 
lines. 

The costumes—At the next rehearsal the following costumes were chosen: 


TTT Greek robe (white) 

Persephone ......... Greek robe (pink) 

errr Greek robe (white, trimmed with spring flowers) 

Pomona ............. Greek robe (brown, carrying horn of plenty) 

Triptolemus ......... Greek costume, dark color (shoulder cape, helmet, breast- 
plate, shield, sword, and sandals) 

ere Similar to above 

BEORIRES ccc ccciciccene Similar to above except that he wears wings on helmet and 
sandals 

DI Stacks ctcnnpaee Costume suited to a pastoral king—short tunic of rough ma- 
terial, elaborate belt, dagger, ring and brooch of colored 
stones. , 

Queen ....... ees . Draped robe (white and gold), fillet on hair 

BI hack ovneedanes Draped robe (soft cool shade) 

i ak bandnceiel Draped robe (soft cool shade) 

Attendant ........... Short tunic and shirt (black) 


Chorus and dancers..Greek robes (white) 


Attitudes and appreciations—-A fine spirit of helpful cooperation was 
apparent from the first, and the pupils enjoyed every meeting as they 
watched themselves grow in greater freedom of expression and selfcon- 
fidence. 

Each member of the play group felt free to criticize constructively the 
work of the other pupils. If the acting seemed tame or if it lacked in 
pep and vigor, other pupils would demonstrate their idea of the lines or 
situation. At all times these corrections were taken agreeably and pleasantly. 

The need for two performances—The ticket committee reported that so 
many tickets had been sold that it would be impossible to seat them at one 
performance. It was therefore decided to give it twice on the same day, 
once at two P. M. and again at eight Pp. M. on May 10, 1929. 

Satisfaction—The morning paper, The Times-Union, sent a photographer 
to the school to take pictures of the performers. When these pictures ap- 
peared in the paper, both children and parents were gratified and pleased. 
A reporter was sent out to attend and report on the evening entertainment. 
He asked for certain information at once, saying that he had a hard night’s 
work before him and could only stay a few minutes. He was given this 
information, but King Lyncus appeared on the stage just as he was leaving, 
and he became so interested that he took a seat and remained until after 
the last chorus. Everyone seemed satisfied; pupils, teachers, parents, and 
' friends. The treasury of the P. T. A. was abundantly filled, from which 
the school will reap the benefit during the coming winter. 





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CHARACTER EDUCATION DISCUSSION CONFERENCE 


F. C. BorGEson 


Assistant Professor of Elementary Education, New York University, New York, 
New York 


T THE TIME of the dedication of the new School of Education 
building at New York University, the Elementary Education Depart- 
ment sponsored a Character Education Discussion Conference. Some sixty 
of America’s outstanding educators interested in the problems of character 
education and elementary education met for a period of three hours to con- 
sider together the present status and major problems of character education. 
The program was centered around five major problems, each under the 
general direction of a discussion leader. As a basis for the discussion, over 
fifty controversial issues in the field of character education were compiled 
and used as points of departure by those participating.’ 

Dr. Edwin D. Starbuck, director, Institute of Character Research, Uni- 
versity of Iowa, in his introductory remarks as general chairman, pointed 
to the fact that we human beings have just lately discovered ourselves. 
For generations we have been interested in careful and scientific study of 
stars and rocks, plants and animals, and have grown wise about them. 
Only in recent years have we realized that the most interesting thing to 
study is man himself. 


SUMMARY OF CONFERENCE 


If the present status of character education in the United States may 
be judged from the analysis, description, and opinion voiced in the round- 
table conference here reported, it is clear that a comprehensive, serious, 
and open-minded approach to the problems of this field has had its inception 
in the last few years. In addition to the small group of workers devoting 
their major efforts to the perfecting of scientific instruments and the use 
of these instruments in guiding aright our thinking and planning in char- 
acter education, there has been a sudden awakening on the part of the 
members of the teaching profession generally as to the tremendous import 
of this phase of public education. 

Though the paucity of significant literature reveals how little has as 
yet been accomplished, there is every indication that the years immediately 
before us will bring astounding developments in definition, instruments and 
technics, method and program. For example, throughout the conference 
there was constant reference to the need for scientifically determining situ- 
ations that call forth desirable response activities instead of analyzing and 
teaching specific traits that are or not to be desired. Even if we had ample 
evidence in support of this point of view, the first steps in its fulfillment 
have hardly gotten under way. An immense amount of research and experi- 
mentation is needed before we know the A, B, C’s of this method. 


’ 
——<— em oq e —_—~—e—-. a2 





* Those interested in receiving a copy of the controversial issues may send request 
to Dr. F. C. Borgeson, New York University. 


[773] 











774 NATIONAL EpucaTION AssoCIATION 





Little light was given as to just what the elements of character are, 
except that the emotional factors are as important and perhaps more im- 
portant than the intellectual. It was also suggested that surely not during 
childhood and probably not until late adolescence should one be expected 
to be “ morality conscious.” 

There was oneness of mind on the general problem of method in character 
education. Socalled direct method is in the discard. This does not imply 
the absence of a carefully worked out program. It does present a bigger 
problem to teacher-training institutions. Situations, not traits, are the 
approach. A simultaneous and coordinated program of activities in the 
home, community, and school is essential to effective character training. 

There was likewise general agreement on the points discussed pertaining 
to the curriculum for character education. There is not to be a differentiated 
subject with specified time and place in the routine of school life. Like 
a health program that functions successfully, it must permeate the entire 
curriculum, the entire life of the school. The parents and teachers are 
major elements in the situations to which children respond, hence the im- 
portance of example in the character curriculum. When the progress of 
any activity is halted, and the pupils contemplate and reason, under teacher 
guidance, concerning the experience for purposes of rationalization, inter- 
pretation, and tentative generalization, such moments provide the core of 
our character curriculum. 

A stimulating and profitable discussion developed in the treatment of the 
scientific and testing approach to character education. We have barely 
scratched the surface here. Some feel that experimental measurement is 
not the only way of being “ scientific ” in the field of character education, 
and for that matter in many other fields. Agreement seemed apparent, 
however, that whatever else we do in character education our procedure 
must be objective. 

The last unit of discussion pertained to training of teachers for a sound 
character education program. Several significant recommendations were 
made for preparing the teacher for this important task. Teachers must be 
trained in an atmosphere of freedom to think, to act, and to experience. 
Training in elementary clinical research for all prospective teachers was 
emphasized as was also a better and broader cultural and general education 
for an improved view on life’s meanings and values. Some experience under 
supervision of “ guiding” a selfgoverning voluntary club in which the 
children make up their own program will develop valuable technics as well 
as a deeper insight into child life. And lastly, the very timely suggestion 
was offered that the core of our teacher-training program should be pro- 
fessionalized subjectmatter centered around the major objectives of educa- 
tion, such as worthy home membership, vocational activity, citizenship, and 
wise use of leisure. 








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HAVE YOU HELPED YOUR EDITORIAL COMMITTEE? 


ISABEL TUCKER 
Chairman for 1931, Editorial Committee 


HE supervisory phases of the principal’s work will be discussed in the 

Tenth Yearbook of the Department. Principals need detailed treat- 
ments of specific supervisory technics in action and objective evidence that 
particular technics are effective in the improvement of instruction. The 
Editorial Committee is seeking contributions from principals and those who 
are familiar with the principal’s work. Do you have some objective evidence, 
descriptive data, or supervisory plans about which your fellow principals 
should be hearing? Is there any better way to convey to all principals 
information about your supervisory technics than an article written by you 
and published in your Yearbook? 

A few potential contributors have begun to collect data already. Are 
you one of them? Some have planned to check particular technics during 
the school year. You may be one of these? Others have decided to collect 
data now and prepare manuscripts during summer school courses. Perhaps 
you are one of this group. Why don’t you decide today to prepare a manu- 
script for a most important Yearbook of the Department? Why not interest 
your local principals’ club in making a group contribution? 

Following are some questions, the answers to which might relieve some 
doubtful minds: 

(1) What shall I write about?—Send for a folder containing the tentative out- 
line of the Yearbook. Select a specific supervisory problem, one that can easily be 
made clear to the reader. Devote the manuscript to the “ how,” the “how much,” 
and the “ how effective” phases of supervision. 

(2) How shall I organize my material?—State specifically your problem, present 
your data, and write a good summary or conclusion. 

(3) How long shall the article be?—The committee does not desire to have any- 
one sacrifice thought and content for form and length, but ten typewritten pages 
(double space) are most acceptable. 

(4) May I use tables and graphs?—Tables and graphs may be used in your 
article provided they set forth information to advantage. 

(5) May I quote from other authors?—The committee advises the writer to use 
quoted material as little as possible; it is far better to state facts in your own words, 
but if quoted material is used footnotes should acknowledge our debts to others. 

(6) With whom should I communicate when I decide to write?—Inform the 
committee immediately of your plans so that you might benefit from their counsel 
and guidance. Send any inquiry to the Editorial Committee, The Department of 
Elementary School Principals, 1201 Sixteenth St., N. W., Washington, D. C., or 
directly to any committee member: Aaron Kline, Pullman Public School, Chicago, 
Illinois; Earl R. Laing, Burt School, Detroit, Michigan; and Isabel Tucker, 
Chairman for 1931, Shenandoah School, St. Louis, Missouri. 

(7) When is the manuscript due?—Send finished manuscripts to the committee 
members with whom you have had correspondence and guidance, on or before 
November 1, 1930. 

Do you realize that the Editorial Committee is actively working on 
several yearbooks all of the time? For example, while we are collecting 
data now for the 1931 Yearbook, plans and outlines are being made for 
several yearbooks. Although the program of yearbook topics is subject to 


[775] 














776 NATIONAL EpucaTION ASSOCIATION 





——______ 


change, members of the Department will welcome this forward look, as 
follows: 
1931—The Principal and Supervision 
“\ 1932—The Principal and His Community 
1933—The Principal and the Extracurriculum Activities 
1934—The Elementary School Library 


According to present plans the Eleventh Yearbook (1932) will be given 
over to the principal and his community relationships. Is this not rapidly 
becoming an important phase of the principal’s work? Have you not heard 
it said, “‘ That principal is an outstanding leader in his community ”’? 

What contribution can the 1932 Yearbook make? It is important for 
our Department to make a careful study of the community extension phases 
of the principal’s work. Mr. Aaron Kline, principal of the Pullman Public 
School, Chicago, will be chairman of the Editorial Committee during the 
production of the 1932 Yearbook. Mr. Kline asks members of the Depart- 
ment to communicate their suggestions to him at any time. 


COLUMBUS PROGRAM * 
Vital Values in Elementary Education 
First SESSION 
Monday, June 30, 2 p. m. in auditorium, First Congregational Church 
Herbert C. Hansen, Presiding, Talcott School, Chicago, Illinois 


Music 
ARITHMETIC AND ITs VALUE TO OuR SCHOOLS 

Belle Torrey Scott, principal, Fulton School, Columbus, Ohio 
READING AND ITs VALUE To OuR SCHOOLS 

Margaret L. White, general supervisor, Cleveland Schools 
ENGLISH AND ITs VALUE TO OuR SCHOOLS 

George F. Cassell, principal, Penn School, Chicago, Illinois 
FUNCTIONAL VALUES OF GEOGRAPHY IN THE CURRICULUM 

A. E. Parkins, George Peabody College, Nashville, Tennessee 
DIscussION 

SECOND SESSION 


Tuesday, July 1, 2 p. m. in auditorium, First Congregational Church 


Music 
GREETINGS 
E. Ruth Pyrtle, president, National Education Association 
VITAL VALUES IN EDUCATION—UNIVERSITY POINT OF VIEW 
H. C. McKown, University of Pittsburgh, Pittsburgh, Pennsylvania 
VITAL VALUES IN RECREATIONAL SUBJECTS 
Bess Goodykoontz, assistant commissioner of education, Washington, D. C. 
ViTaL VALUES IN EDUCATION—SUPERINTENDENT’S PoINT OF VIEW 
Walter B. Borden, superintendent of schools, South Bend, Indiana 
Discussion 
THE PuRPOSE AND PLAN OF THE 1931 YEARBOOK 
Isabel Tucker, chairman, Yearbook Committee, principal, Shenandoah School, 
St. Louis, Missouri 
BustnEss MEETING 
The dinner of the department will be held at the Deshler-Wallick Hotel, Tuesday, 
July 1, at 6:30 o'clock. Dr. W. O. Thompson, Columbus, Ohio, will be the speaker. 


*See also p. 787 for additional details. 





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REPORT OF THE SALARY COMMITTEE®* 


Warren A. Roe, CHAIRMAN 
Principal, Belmont Avenue School, Newark, New Jersey 


HE DEVELOPMENT of the status of the elementary principal 

has very properly been concerned with assuring to communities 
throughout the nation better, more skillful, scientific, and practical profes- 
sional service. The progress in lifting the principalship to a high profes- 
sional plane has brought this strategic position much well-deserved public 
esteem. 

Nevertheless, a discussion of the development of the principalship brings 
us face to face with certain disturbing but practical facts. “The most im- 
portant of these facts is the relatively low level of salaries paid to the 
superintendents of city schools and to the state superintendents of the sev- 
eral states. The entire public school teaching profession is profoundly 
affected by this situation. Where superintendents are underpaid the teach- 
ing profession will be underpaid. The river does not rise above its source, 
nor do superintendents recommend for subordinates salaries above their own. 

The profession has looked so long at and emphasized so strongly the 
underpaid teacher it has been partially blind to the equally important situa- 
tion as to the superintendency. The superintendent must depend upon 
public estimation for reasonable, adequate compensation. It is an obligation 
of the teaching body to assure, as far as possible, that the position of 
superintendent is held high in public estimation and adequately remunerated. 
The legal profession has no hesitation in emphasizing the value of adequate 
pay for judges, nor is it backward in securing legislation to improve their 
status. The teaching profession may well imitate this attitude. 

Data recently compiled by the Research Division of the National Educa- 
tion Association * are shown in Table 1. These facts reflect the salary situa- 
tion among city superintendents. Are we paying for leadership in education 
in a manner comparable to the various business and professional groups? 


TABLE 1 
SALARIES PAID CiTY SUPERINTENDENTS IN 1928-29 

Minimum Maximum Median 
67 cities over 100,000 population........ $4,500 $25,000 $10,227 
170 Cities 30,000 to 100,000 population... 3,800 13,800 6,723 
308 cities 10,000 to 30,000 population.... 2,850 10,500 5,137 
342 cities 5,000 to 10,000 population..... 2,250 8,000 4,192 
514 Cities 2,500 to 5,000 population...... 1,000 10,000 3,567 


The situation in reference to leadership among state superintendencies 
with respect to salaries is much worse. While the conditions of educational 


*Read before the business meeting of the Department of Elementary School Prin- 
cipals at Atlantic City, February 26, 1930. 
* Special B Salary Tabulations, I, II, III, 1V, and V. (1929.) 


[777] 














778 NATIONAL EpucaTION AssocIATION 





responsibility vary greatly among the states, it is fair to assume that the 
salary fixed by the legislature represents the public regard for the office 
and its responsibilities. The data shown in Table 2 is the most recent that 
the Salary Committee could find.’ 

Several states have improved this situation shown in Table 2 by adequate 
legislation but the general status is not greatly affected. The teacher and 
parent-teacher organizations of every state might with justice include in 
their annual legislative programs a demand for adequate salaries for edu- 
cational leadership in our state departments. ‘The economic status of the 
teaching profession cannot rise materially until the higher salary levels are 
greatly advanced and made secure in public opinion. 


TABLE 2 
SALARIES OF STATE SUPERINTENDENTS IN 1925 
: Number Number 
Salary receiving Salary receiving 
ery Peer rer err: ee I PNG oi cia ged need ccmedianee 14 
SS hicticibeceesenenanne I OP re et eee ee 4 
Cin disadescvsseagasnas 2 A dine pene eaer ees neon 7 
i 64:04:04 ee enebawreenee 2 CN 606 de qeeeen ke edeneaens 3 
 cccacevssnectesadand I CR ane TOG Oey mone Ee 7 
PN bo iccccucieenatecnads I Ce ee er errr Tr I 
ikkwkseee.cg aden dnainc 2 0 SESE PRES ee ae I 
DE AW ae ee teed bok sd eee owe I 
48 


Our cities swarm with socalled service agencies, real estate agents, ac- 
countants, sales organization brokers, advertising agencies, insurance agents, 
appraisers, and what not. Any city of reasonable size counts such by the 
hundreds and those whose salaries are over $10,000 are legion. No service 
rendered is superior to that given by the educational people in such com- 
munities and only by boldly and frequently stating the fact can a lasting 
impression be made. 

In the 1926 report of your committee the scale for superintendents given 
in Table 3 was urged as reasonable and by no means excessive, if education 
is to draw into its leadership a fair proportion of the abilities available 
among our people. 


TABLE 3 
REASONABLE SALARIES FOR CITY SUPERINTENDENTS 
30,000 10,000 5,000 2,500 
Over to to to to 

Cities 100,000 100,000 30,000 10,000 5,000 
Maximum ............- 30,000 25,000 15,000 10,000 8,000 
0 erry ees 20,000 15,000 10,000 7,000 6,000 
Minimum .............. 10,000 8,000 6,000 5,000 4,000 


4Schrammel, Henry E. “The Organization of State Departments of Education,” 
Ohio State University Studies, 1925. 








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ELEMENTARY SCHOOL PRINCIPALS 779 





Considerable progress has been made since Table 3 was first urged. 
More advances must be made if the principalship is to be lifted to a reasona- 
ble economic level. When a community can point with pride to a superin- 
tendent paid on a reasonable parity with success in any field, it will take 
equal pride in adequate remuneration for the entire teaching body. 

When your committee first recommended a maximum salary of not less 
than $10,000 for the principalship in cities over 100,000, nO city paid over 
$5,000 and the recommendation was looked upon as bordering upon ab- 
surdity. Today the number of principals receiving $8000 or more is steadily 
increasing. Your committee renews its recommendation that both increased 
professional requirements and sound public policy demand a maximum salary 
of not less than $10,000 for principals in cities over 100,000 in population, 
that no salary distinctions be made between elementary and secondary school 
principalships, and that the maximum in all communities bear a relative 
relationship to the maximum here given. 

We urge upon principals everywhere to help their community and the 
press to see the importance of adequately paid educational leadership. We 
further urge all principals to continuously increase their own professional 
training and skills, that they may worthily render full service to their 
respective communities. 


REPORT OF THE NATIONAL ENROLMENT COMMITTEE 


HERMAN RITOW 
Chairman, Fort Sheridan, Illinois 


The total number of paid-up members for the year 1929-30, up to and 
including March 30, 1930, was 4646. This was a gain of 193 over the 
enrolment for 1928-29. This result was obtained only by the hard work 
of the members of the Enrolment Committee. 

One of the goals set forth by the committee was to enrol the assistant 
principals of the country in our Department. The national chairman must 
unfortunately admit that he has failed in his campaign in that respect. Few 
assistant principals have joined so far. ‘The chairman would very much 
appreciate suggestions from the members of the committee on how we 
could reach this large body of prospective members. 

The following states and other units have already equaled or surpassed 
the enrolment for last year: 


Alabama Minnesota Pennsylvania 
Arkansas Mississippi Rhode Island 
Connecticut Montana West Virginia 
Delaware Nevada Alaska 

Illinois New Hampshire Canada 

Indiana New Jersey Canal Zone 
Kansas New York Cook Islands 
Kentucky Ohio Hawaii 
Maryland Oklahoma Philippine Islands 


Michigan Oregon Porto Rico 











780 NATIONAL EpucaTION AssOcIATION 
MEMBERSHIP—1929-30 
Up to and including March 30, 1930 
Number of members Number of members Number 
States and other this year last year eligible for 
units 1929-30 1928-29 membersbip 
I 2 3 4 

PUGDEMR 2. cc ccccccccccccccccccces - §2 42 750 
PE Ca dinecsasiockkieenabiatacenaen 18 20 200 
DG A ocitcue vieeqep ein n amie 20 19 500 
ER situ che neseenesuansdierwens 357 359 2500 
REE dct tins core wae iadeiendewenes 84 88 §25 
RIES, nce dbccacancusuenasiae g2 85 650 
EE. Nec dat beeen acne camndemeed 9 5 88 
District of Columbia................ 61 70 106 
EE 864 406Sdeentacasevesdsusenad 48 62 675 
SEED Aah adkcnawaw wea aikweawe ane 43 49 1050 
SE aco 9 aire ecb usa soa, dean aoc 14 19 350 
EE, 6 odd us cdnwcnargee-cemninnas 271 266 2050 
DE Sisnbiviede eben eenewes 96 95 1175 
EE chet aheee ss wceaneainanneeees 75 76 950 
SC eee reer ere ere 83 77 850 
sn £cb 5 CdSe meu eRe maT 45 32 520 
Louisiana ....... SE ee ee ee oe 24 30 725 
SPE ene are ae, ero ener 10 12 340 
SP cern rn re re 59 46 450 
POND, ok ccc ces ctebecnaemens 233 267 1350 
CE, hginicevcneeaeecee waned 348 340 1550 
hh 2 uadunededcemewedceaee 128 98 600 
I. «66s a dice dab dah adne heikaien 15 12 750 
DE a o.8 Sips wan dccarmenemucaeaesed 182 195 1000 
Montana ............ Pe rT 25 15 275 
6 bh ik wie dda nlee aaa eee 46 63 575 
ME, idawiicereceasns eveweiemne 3 I 45 
New Hampshire ..............+006. II 9 150 
bined dei dakdacagnwaaae 309 258 1325 
New Mexico .......... vee ckeneeknis 9 10 150 
RS on sn'd 9. xins4-4. eine gore eomemacasess 390 310 3500 
North Carolina ................ oose 8 57 1250 
PN PRON bones cece vensiceccees 17 24 450 
ie ba iek Ghee thins 548 Carew meeeel 336 335 2350 
CL Cbxtieacnedereseesdedeannes 52 43 g00 
I ib sina savescdcneaawesiedelts 110 86 650 
POMMAVIVEMIA oo cccccccccscccceccecs 281 229 2750 
PN EN ikke vensecnedsecacancs 16 15 300 
MO CPMIIR ic cnc cicccccncccencse II 12 725 
DE bo ndcesesiendeenamanioen 22 25 275 
NE 65S aig acs a: 9 Siscen eae aaainds 40 46 850 
| REP ee er terre rr ee 148 157 1300 
SE SA einit weaaaeee cau wnd neues s 37 38 350 
DD fod ce Gendn nsekceeeaaw nine . - 5 150 
EL, Sac abide vusdcalesionsmeonmae’s 49 50 950 
NR, ac db bw rc cdckcasuiseied ences 128 144 750 
ND i vcetesecaccakeandaes 27 18 600 
Wisconsin ........ iia daca a dikeeedisineaenn 83 IOI 820 
EE Ws dasbih bak vwriasecusaude's II 12 150 
EE Citi aWendiak baacm samedi I I II 
Ee ace aiadamaesaede I ‘3 
EEE, osc cnducccnctaaaedeucnes I - 
EEE. hcie sc ntcesedcwanncnaess I I re 
ED eke pacnen edicicesnumnewcanaes 36 14 154 
Philippine Islands .................. 12 9 2400 
PEMD Stine ctisedddvondinecinw mie 18 1 365 

Total number members......... 4646 4453 44,224 

Nore.—Figures in column 4 are based upon estimates published on page 316 of 

the December, 1929, issue of The Journal of the National Education Association. 








er 
for 
bip 








ELEMENTARY SCHOOL PRINCIPALS 781 





—— 


It is very interesting to note that New York State has a membership of 
390 and is now at the head of the list ; whereas last year it had fourth place. 
It is also of great interest to observe that Porto Rico increased its member- 
ship from one to eighteen, and that Hawaii has more than doubled its 
membership. 

Salt Lake City was the first to report 100 percent membership. Others 
are: Battle Creek, Michigan; Lincoln, Nebraska; Milton, Pennsylvania ; 
Oil City, Pennsylvania; River Rouge, Michigan. 

The chairman is certain there are other cities which have achieved the 
100 percent goal but these have not yet been reported. 

The following procedures have proved most effective in securing mem- 
berships in the Department: 

1. Personal appeal to principals who have not yet joined or renewed membership 
in the Department. 

(Mr. Shankland is willing to send any member of the committee a list of 
former members of the Department who have so far failed to renew their 
membership.) 

2. Organization of a large committee of good workers in each state, county, and 
city. 

3. A strenuous effort to reach assistant principals through their own principals and 
their own organizations. 

It is the work of the Enrolment Committee, with the cooperation of the 
office of Mr. S. D. Shankland and the Research Division of the National 
Education Association, that has made this growth possible. Mr. Shankland 
is at all times willing to help, and the members of the committee are urged 
to write their requests for stationery, literature, list of members, etc. to him. 

The table included in this report is useful for general comparative pur- 
poses only. It is unfair to compare the total number of members in the 
states when we think of the population differences represented by New 
York, California, Michigan and such states as Nevada, Vermont, and 
Delaware; but each state chairman can easily compare the present mem- 
bership with that of last year and can therefore judge how much work 
remains to be done to increase the membership in his state 50 percent. 

The national chairman takes this opportunity to express his sincere ap- 
preciation of the successful efforts of the members of the committee and 
of the splendid spirit shown by their willingness to sacrifice time and 
energy for the sake of the department. It is a great privilege to work with 
the committee. 


SECRETARY’S MINUTES—ATLANTIC CITY MEETING 
HE DEPARTMENT of Elementary School Principals held two 


general sessions; one Monday afternoon, February 24, and the other 
Wednesday afternoon, February 26. 
At the first session there were greetings by Frank Cody, president of the 
Department of Superintendence and superintendent of schools, Detroit, 
Michigan; and addresses by B. R. Buckingham, Harvard University, Cam- 








782 NATIONAL EpucaTION ASSOCIATION 





bridge; Julia Hahn, director of kindergarten and supervisor of primary 
grades, San Francisco; and J. R. McGaughy, Columbia University, New 
York City. The discussion was led by John J. Loftus, Public School No. 80, 
Brooklyn, N. Y., and Mr. G. I. Brinkerhoff, principal of Webster School, 
Newark, New Jersey. 

On Wednesday afternoon the speakers were E. Ruth Pyrtle, president 
of the National Education Association and principal of Bancroft School, 
Lincoln, Nebraska; James R. Floyd, principal of Jefferson School, Plain- 
field, New Jersey; and Ellwood P. Cubberley, Leland Stanford Junior 
University, California. Earl Laing, chairman of the yearbook committee 
told of the purpose and the plan of the Yearbook, and George I. Brinker- 
hoff read Mr. Roe’s report of the salary committee. 

On Monday and Tuesday at 7:30 A. M., there were breakfasts at Hotel 
Jefferson. Both of these were very well attended. The purpose of these 
breakfasts was to promote sociability and to give principals from all parts 
of the country an opportunity to become better acquainted and to exchange 
ideas. Officers and committee chairmen presented reports, outlining a few 
of the activities of the Department. 

The states represented at these breakfasts were Alabama, California, 
Colorado, Delaware, Florida, Illinois, Indiana, Iowa, Maryland, Massa- 
chusetts, Michigan, Minnesota, Missouri, Nebraska, New Jersey, New 
York, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, 
South Dakota, Texas, Washington, and Wisconsin. 

The semi-annual dinner was held Tuesday, February 25, at the Hotel 
Breakers. William John Cooper, United States commissioner of educa- 
tion, was the only speaker of the evening, as the pageant was given that 
evening at the Municipal Auditorium, following the dinner. 


First SESSION 


The Principal's Part in Formulating and Organizing a Program of 
Elementary Education in the Spirit of Life 


Music 
Choir of the New Jersey State Teachers College, Upper Montclair, N. J., Carl F. 
Mueller, conductor 
GREETINGS 
Frank Cody, president, Department of Superintendence, and superintendent of 
schools, Detroit, Michigan 
THE OFFICE PRINCIPAL 
B. R. Buckingham, Graduate School of Education, Harvard University, Cam- 
bridge, Massachusetts 
THE COMMON PURPOSES OF TEACHERS, PRINCIPAL, AND SUPERVISORS 
Julia L. Hahn, director of kindergartens and primary grades, San Francisco, 
California 
THE SALARY OF ELEMENTARY SCHOOL PRINCIPALS 
J. R. McGaughy, professor of education, Teachers College, Columbia University, 
New York, New York 
Discussion 
J. J. Loftus, principal, Public School 80, Brooklyn, New York; George I. Brinker- 
hoff, principal, Webster School, Newark, New Jersey 





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ELEMENTARY SCHOOL PRINCIPALS 783 





SECOND SESSION 
Music 
String Group, National High-School Orchestra 
THE EDUCATIONAL LEADERSHIP OF THE PRINCIPAL 
E. Ruth Pyrtle, president, National Education Association and principal, Bancroft 
School, Lincoln, Nebraska 
PUTTING THE “ PuRR” IN SUPERVISION 
James R. Floyd, principal, Jefferson School, Plainfield, New Jersey 
DiversE NATURE OF THE PRINCIPAL’S WoRK 
Ellwood P. Cubberley, Leland Stanford Junior University, California 
THE PURPOSE AND PLAN OF THE DEPARTMENT YEARBOOK 
Earl Laing, yearbook committee and district principal, Burt School, Detroit, 
Michigan 
REPORT OF SALARY COMMITTEE 
Warren A. Roe, principal, Belmont Avenue School, Newark, N. J. 


BUSINESS 
CassiE F, Roys, Secretary 


MINUTES OF THE EXECUTIVE COMMITTEE— 
ATLANTIC CITY MEETING 


The first meeting of the Executive Committee of the Department of 
Elementary School Principals was held on Monday morning, February 24, 
at the Hotel Shelburne. The meeting was called to order at 9 A. M. by the 
President, Herbert C. Hansen. The following members were present: 
Herbert C. Hansen, president; Eva G. Pinkston, first vicepresident ; James 
R. Floyd, second vicepresident ; Cassie F. Roys, secretary, Elizabeth McCor- 
mick, M. Emma Brookes and Earl Laing, and Isabel Tucker of the 
Editorial Committee, and Frank W. Hubbard, assistant director of the 
research division of the National Education Association. 

The minutes of the meetings at Cleveland and Atlanta were read and 
approved. 

The policy with reference to the editing and publishing of the yearbooks 
was discussed. Mr. Laing, chairman of the Editorial Committee, reported 
concerning the work of the committee on the 1930 Yearbook and also of 
the prospective plan for the 1931 Yearbook. He proposed the binding of 
the yearbooks in cloth. 

It was moved by Miss Pinkston and seconded by Mr. Floyd that Mr. 
Hansen obtain all data concerning the binding of the yearbooks in cloth 
and report to the Executive Committee. She explained the policy of the 
president and executive board in appointing members as to term of office 
and distribution of duties. 

The president introduced some suggestions as to joint programs with 
other departments. A discussion followed, but it was moved by Miss 
McCormick and seconded by Miss Brookes that these suggestions be laid 
on the table. Carried. 

The research activities of the Department and the services of a field 
secretary were discussed. It was moved by Miss Pinkston and seconded by 











784 NATIONAL EpucaTION AssoCIATION 





Miss McCormick that the president be authorized to enter into negotiations 
with Mr. Crabtree, secretary of the National Education Association, to re- 
tain Mr. Hubbard as research director of our Department. Carried. 
The revision of the constitution was discussed, and it was decided to 
present these revisions at the business meeting, Wednesday afternoon. 
Meeting adjourned. 
CassiE F. Roys, Secretary 


February 26, 1930 


The second meeting of the executive committee was called to order by 
the president, Herbert C. Hansen, at 9:15 A. M., Wednesday, February 26. 
The following members were present: Herbert C. Hansen, president; 
Eva G. Pinkston, first vicepresident ; James R. Floyd, second vicepresident ; 
Margaret M. Smith, fifth vicepresident; M. Emma Brookes, Elizabeth 
McCormick, Frank W. Hubbard, and Cassie F. Roys, secretary. 

The minutes of the first meeting were read and approved. 

Attendance at these executive meetings and the filling of vacancies was 
discussed. It was moved by Miss Brookes and seconded by Miss McCor- 
mick that the president appoint a member to fill the unexpired term of 
John Merrill of Detroit, Michigan, who has left this field of work. Carried. 

It was moved by Miss Pinkston and seconded by Miss McCormick that 
the president appoint a joint committee to serve for one year with the 
Department of Supervisors and Directors of Instruction. Carried. 

President Hansen reported that he had seen Mr. Crabtree and that the 
matter of retaining Mr. Hubbard would be taken up with the directors 
of the National Education Association. 

The discussion concerning the policy of the Yearbook was continued 
from the Wednesday meeting. It was moved by Mr. Floyd and seconded 
by Miss McCormick that it was the sense of the Executive Board, in its 
meeting at Cleveland in 1929, that the Editorial Committee, to be appointed 
by the president, should consist of three members: one to be appointed for 
one year, one for two years, and one for three years; that, thereafter, one 
member should be appointed each year for a term of three years; that 
Mr. Gist was appointed for one year, Mr. Laing for two years and Miss 
Tucker for three years, and that Mr. Laing was named chairman for the 
first year. Carried. 

“The Principal and Community Relationships’ was announced 2° the 
topic for the 1932 Yearbook. Suggestions concerning the appointment of a 
person well-qualified for this work were made and discussed. It was moved 
by Mrs. Smith and seconded by Miss Pinkston that suggestions to the 
president in appointing members to the Editorial Committee be incorporated 
in the minutes. These suggestions were that the president be guided in 
appointing members to the Editorial Committee by their fitness for carrying 
on the work as chairman of his particular Yearbook. Carried. 


’ 





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ELEMENTARY SCHOOL PRINCIPALS 785 





Mr. Hubbard reported that it would cost about $2000 to bind the year- 
books in cloth, or about 25 cents per volume. It was moved by Mr. Floyd 
and seconded by Miss Pinkston that the president be instructed to inform 
the Editorial Committee that the yearbooks will not be cloth bound this 
year. Carried. 

It was moved by Miss McCormick and seconded by Miss Brookes that 
the present policy of editing the Bulletin be continued. Carried. 

The expenses and deficit of the dinner given at Hotel Breakers was 
taken up and discussed. It was moved by Mrs. Smith and seconded by 
Miss Brookes that all necessary expenses of the convention be paid out 
of the treasury of the Department. This includes any deficit. Carried. 

The question of reservations at our national meetings for breakfasts and 
dinners was then discussed. It was moved by Miss McCormick and seconded 
by Miss Pinkston that at future meetings the time will be set for the closing 
of all reservations for dinners and breakfasts, and that notice of this will 
be placed in the July Bulletin. Carried. 

The next topic for discussion was the program and the meetings at 
Columbus. Suggestions were made as to speakers, and as to the time and 
place of holding breakfasts and dinners. 

The work of the Joint Commission of the Department of Supervisors and 
Directors of Instruction and the Department of Elementary School Princi- 
pals was discussed. It was moved by Miss Pinkston and seconded by 
Mrs. Smith that the committee be continued as at present and that a copy 
of all proceedings be rendered to the executive committee. Carried. 

It was moved by Mrs. Smith and seconded by Miss Pinkston that 
the secretary be authorized to express an appreciation of hospitality to 
the Atlantic City hosts. Carried. 


Meeting adjourned. 
CassiE F. Roys, Secretary 


BUSINESS SESSION—ATLANTIC CITY MEETING 


The following amendments to the Constitution and Bylaws were adopted 
at the business session of the Department of Elementary School Principals 
on February 26, 1930, at Atlantic City. 





ArTICLE II—MEMBERSHIP 


This article has been amended to read as follows: 

“ Section 2.—Active membership is restricted to members of the National Educa- 
tion Association who pay the regular membership fee and hold positions of the fol- 
lowing types: supervising principals of elementary schools, teaching principals in 
elementary schools, assistant and viceprincipals in elementary schools under super- 
vising principals.” 

“Section 3—Associate membership is reserved for all members of the National 
Education Association who are not eligible for active membership. Associate mem- 
bers must pay the regular membership fee and are entitled to all privileges of the 
department, except the right to vote and hold office.” 











786 NATIONAL EpucaTION ASSOCIATION 





ArtTicLte II[I—OFrrFicers 


Section 3 of Article III was amended to read as follows: 
“Section 3.—The Executive Committee shall consist of all the officers together 
with four members elected at large.” 


ARTICLE 1V.—ELECTIONS 


Section 4 of Article 1V was amended to read as follows: 

“Section 4.—The Nominating Committee shall be appointed by the president at 
the first session of the summer meeting or earlier. The committee shall consist of 
not less than five members, of whom two or more shall be members of the Executive 
Committee. The Nominating Committee shall nominate one candidate for each 
office to be filled. Nominations from the floor shall be permitted. 


ARTICLE V—DUTIES OF OFFICERS 


In Section 4 of Article V, line 7, the word “ annual” was stricken out. 
7) 


ArTICLE I—ByLaws 


Article I of the Bylaws was amended by adding the name of the Editorial 
Committee. 


ArTICLE II—ByLaws 


The next to the last sentence of Article II was amended to read as follows: “All 
standing committees shall report to the Department in writing at least annually and 
oftener if the president so directs.” 


ArTICLE III—ByLAws 


In Article III of the Bylaws add Section 4 as follows: 

“ Section 4.—Editorial Committee. The Editorial Committee shall consist of three 
or more persons appointed by the president. This committee shall prepare the 
Yearbook and such other publications as the Executive Committee may direct.” 


ArtTIcLe III—ByLAaws 


In the second line of Section 2, Article III, the word “ regular” was substituted 
for the word “ annual.” 

Suggestions as to the character of programs for our winter and summer 
meetings were given and discussed by various members of the Department. 
Many different views and opinions were voiced but no definite action was 
taken. 

The following resolution was introduced and moved by Mr. Longshore 
of Kansas City, Missouri: 

Resolved, that the Department of Elementary School Principals reaffirms 
its stand in behalf of a Department of Education with a Secretary in the 
President’s Cabinet in accordance with the historic policy of the National 
Education Association. Unanimously carried. 

Meeting adjourned. 

Cassiz F. Roys, Secretary 





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ELEMENTARY SCHOOL PRINCIPALS 787 





FINANCIAL STATEMENT 


1929 
June rt Balance on hand............ccecccccccccccccccccccsscsccees $7,540.07 
Receipts: 
Memberships, Sale of Yearbooks, etc...............s006- 12,815.39 
Appropriation from National Education Association...... 1,000.00 
$21,355-46 
Disbursements: 
Salaries and Clerical Services...........-s.esccccecceees $1,650.99 
Beavetores. BE Teter OG aia. o. a. 5.6 6 ois.k sie ssiccaeisswcasscos 2,030.00 
Transferred to Reserve Fund, Department of Elementary 
DeOOe PHI i. civbasdinsccaksidesnacigndvasseumeus 3,770.04 
RE, I ois stdurisa cei ucticiaweemsmcdawsssemeeca 778.79 


Printing (Membership Cards, Bulletin, Folders, Reprints). 1,889.28 
From General Secretary’s Office: 





ONIN 6 ie stds Canine Ae kaeEs Saeed oeaaes $7.50 
DS PTT PCC re Te Pee ro eee rr 2.50 
I BEN as aie base he cavarmewaneeete 724.60 
RE SONS. oo 5 iioee vascasceceucseniioas 40.00 
PEE 8 kis cisccuseeeeeaeasepaanes 194.71 
NE NN oc aaron nc nce ne neceecsuaween 219.49 
NN ina ave ik pon ar 6 ein caeaTk Sw OME 166.04 
Ceeaes BAG GUBOIIOE. «6. 6cneciacicossaraiices 45-76 
TRURCOURREINNIEE. bi6 ec nccasssncasvenvccanaees 67.80 
PENURNENE fo iin i ncc cscs cutesivenesderws 37.01 
NONE: ings os cnenn hoksedwenenasaasesedeewals 4.00 
CORCEMEIONE— TMS a5. Sv ins cectasecdatissees 21.67 

1,531.08 

$11,650.18 

Balance on hand, February 15, 1930........ccccccccscscsceves $9,705.28 





N PAGES 776 and 788 you will find details on the summer 

program at Columbus, Ohio. President Hansen has arranged 
an exceptionally fine program for the Department. Be sure to in- 
clude Columbus, Ohio, in your summer activities. 




















NATIONAL EpucaATION AssoCIATION 





NOTES AND ANNOUNCEMENTS 


THE Co_tumBus MEETING 


Vital Values in Education is the convention theme selected by Miss 
FE. Ruth Pyrtle, president, for the summer meeting of the National Education 
Association at Columbus, Ohio, June 28 to July 4, 1930. Among the 
subjects to be included in the general program are the following: 


The Art of Living as a Vital Value in Education 
The International Point of View as a Vital Value in Education 
Creative Learning as a Vital Value in Education 


The Representative Assembly will hold sessions on Tuesday, Wednes- 
day, Thursday, and Friday mornings. Monday, Tuesday, and ‘Thursday 
afternoons will be given over to the meetings of departments. 

Special features of this convention are: the concert on Saturday evening, 
the vesper service on Sunday afternoon, the conference on religious educa- 
tion on Sunday evening, the pageant on Monday evening, and the patriotic 
mass meeting on the Fourth of July at which the plan is to have a mass 
flag drill of 10,000 children. The program promises to be one of the 
strongest in many years. 


THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS AT COLUMBUS 


General sessions—The Department of Elementary School Principals 
will hold two general sessions on Monday and Tuesday afternoons at 
2 p.M. The general theme will be Vital Values in Elementary Education. 
On Monday afternoon the emphasis will be given to vital values in formal 
subjects. On Tuesday afternoon there will be a discussion of vital values 
in elementary education from the professional point of view. The program 
in full will be found on another page of this Bulletin. 

Breakfast meetings—There will be breakfast meetings on Monday and 
Tuesday mornings in Parlors A and B, at the Deshler-Wallick Hotel, 
Broad and High Streets, at 7:30 A. M. Price $1. Miss Lou H. Thompson 
and Mrs. Margaret M. Rarey will be in charge. These breakfasts furnish 
the opportunity for principals from all sections of the country to become 
acquainted. Committee chairmen will present brief reports. Every ele- 
mentary principal is invited to be present. 

Department dinner—The dinner of the department will be held on 
Tuesday evening, July 1, in the Banquet room, Hotel Deshler-Wallick. 
Dr. W. O. Thompson, President Emeritus, Ohio University, will be the 
chief speaker. This dinner will be one of the outstanding features of the 
meeting. Price per plate $3. Tickets should be bought on Monday. The 
sale of tickets for the dinner will close at noon on Tuesday. Miss Fannie 
Glenn of the Michigan Avenue School is in charge of dinner arrangements. 

Hotel reservations—For hotel reservations, application should be made 
at once to Mr. George M. Troutman, Chamber of Commerce, 30 East 
Broad Street, Columbus, Ohio. State clearly the type of accommodations 















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ELEMENTARY SCHOOL PRINCIPALS 789 





—_— 


desired and the date of your arrival. Be sure to give the name and the 
address of persons who will share your room. Act now. Principals should 
begin at once to make their plans to attend this great meeting. 

Round-trip tickets will be sold to Columbus on the identification plan 
at one and one-half rate. For identification certificates, write to Mr. J. W. 
Crabtree, Secretary, National Education Association, 1201 16th Street, 
Washington, D. C. 

Headquarters—The Department of Elementary School Principals will 
maintain social and business headquarters in the Deshler-Wallick Hotel. 
All principals are cordially invited to make use of the facilities of the 
headquarters. 

Local committees—Miss Harriet A. Judd, Principal of the West Broad 
Street School, is the general chairman of the hospitality committee. Other 
committee chairmen are: Mr. W. C. Dyer, Mr. E. E. Garwick, Miss 
Fannie Glenn, Miss Lou H. Thompson, Mrs. Margaret M. Rarey, and 
Miss Ruby MacMahon. 

Appreciation of hospitality—Cordial thanks are extended to Miss Harriet 
A. Judd, General Chairman; to local chairmen, to the principals of the 
Columbus Schools, to the Ohio Department of Elementary School Princi- 
pals, and to all organizations and individuals that have given of their 
best efforts in our behalf, for the delightful hospitality that will make the 
Columbus meeting of our Department an outstanding success. 


COMMITTEES OF THE DEPARTMENT 


At the Atlantic City meeting, the chairmen of the several committees 
presented reports outlining their plans for the study of the various problems 
assigned to them for investigation. The reports indicated that the com- 
mittees had been active and that they had been successful in the collection 
of material and data to aid them in their work. Complete reports of the 
work done by each committee will be made by the committee chairmen 
at Columbus, in July, at the time of the annual business session of the 
Department. 


Tue Councit oF ADMINISTRATIVE WOMEN, WICHITA, KANSAS 


In Wichita, Kansas, there is no principals’ organization but there is The 
Council of Administrative Women. 

The superintendent of schools has regular meetings with all supervisors 
at which they have studied “ The Third Yearbook of Supervisors and 
Directors of Instruction.” 








790 NATIONAL EpucaTION ASSOCIATION 





CITY AND STATE ORGANIZATIONS 
THE CHICAGO PRINCIPALS’ CLUB 


The Chicago Principals’ Club has a suite of offices in the City Club 
Building. Mr. James E. Armstrong, former principal of the Englewood 
High School, has been appointed special secretary and is giving fulltime 
to carrying forward the legislative program of the Club. A fulltime stenog- 
rapher is also employed. The club has a budget of $12,000 per year. 

Several committees are studying the various phases of administrative 
and supervisory duties of the principal. A number of committees are work- 
ing on the revision of the curriculum. Studies recently completed are those 
relating to Reading Materials in the Sixth Grade and the Course of Study 
on Character Education. 

The Fifth Yearbook of the club, which will be issued at the close of 
the school year, is devoted to the study of health instruction in the schools. 
Many favorable comments have been received on the Fourth Yearbook 
which was a study of Educational Measurements and was designed as a 
guide to the principal in using to best advantage available measuring devices. 


HAVERHILL PRINCIPALS’ CLUB 


During the past two years the activities of the club have included the 
revision of a report card for pupils in order to designate and mark the 
group in which the pupil is working, X, Y, or Z, and the selection of a 
basal book in arithmetic in accord with the course of study. 

During the coming year the program of the club will include the broaden- 
ing of the motion picture program, and further study in needed revision. 


New YorK PRINCIPALS’ ASSOCIATION 


Some prominent educator or public official has discussed important prob- 
lems of educational and civic needs with the New York Principals’ Asso- 
ciation at every monthly meeting for the past two years. Two of the meetings 
were social meetings. At the October meeting we honored the Super- 
intendent of Schools, Dr. William J. O’Shea and Associate Superintendent 
Edward Mandel for their effective work in conserving the pension rights 
of all New York teachers. At this meeting a review of current problems 
of education was presented. 

In March Miss Olive M. Jones, first President of the New York Prin- 
cipals’ Association and former President of the National Education Asso- 
ciation, was honored on her retirement from the Public Schools of New 
York. At this meeting the speakers were Dean John W. Withers of New 
York University, Dean William Russell of Teachers’ College of Colum- 
bia University; Dr. George D. Strayer of Teachers’ College; Dr. E. 
George Payne of New York University; Dr. James F. Kiernan, president 
of Hunter College; Deputy Commissioner of Education J. Cayce Morri- 








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ELEMENTARY SCHOOL PRINCIPALS 791 





son ; District Attorney Thomas C. Crain; Rev. Samuel Schoemaker, Rector 
of Calvary House. 
Among the topics discussed during the year were: 


Professional Alertness, by Dean Withers 

Academic Freedom, by Rev. Schoemaker 

Public Health, by Health Commissioner Dr. Shirley Wynne 
New Ideas in Supervision, by Prof. James F. Hosic 
Behavior Problems in Public Schools, by Dr. Albert Adler 


The major problem for the current year is “health education.” ‘The 
New York Principals’ Association has received an endowment of twenty- 
three thousand dollars. We have hired a health expert, Mrs. Helen C. 
Manzer of Fredonia Normal School, and have a remarkable advisory coun- 
cil consisting of the heads of every department of public health work and 
social agencies in the City. 

The Representative Assembly of the New York Principals’ Association 
met on April 30 to recommend policies and programs for 1930 and 1931. 


PHILADELPHIA PRINCIPALS’ CLUB 


The Philadelphia Principals’ Club includes nearly all of the principals 
of Philadelphia among its membership. 
The activities for the current 1929-30 school year include the following: 


Meetings: 
A. General 
1. Fall Luncheon, Hotel Walton, Philadelphia 
Speaker—Dr. James F. Hosic, Teachers’ College, Columbia University, 
New York City 
Topic—* The Principals’ Opportunities in Democratic Supervision.” 
2. Spring Luncheon, Hotel Walton, Philadelphia 
Speaker—Dr. Goodwin B. Watson, Teachers’ College, Columbia Uni- 
versity, New York City 
Topic—“ Character Education.” 

3. Annual Business Meeting, Schoolmen’s Club, Philadelphia, for election 
of officers, committee reports, and general discussion of matters con- 
cerning the principalship. 

B. Council of Delegates 
An Executive Council, composed of the officers and one delegate from 
each of the ten administrative districts of the City meets monthly through- 
out the school year to carry on the business of the Club. 
Committees: 

The Education Committee is nearing the completion of a “ Principals’ Hand- 
book.” 

The Adjustment Committee was occupied rather steadily throughout the year 
with administrative matters of local interest to the principals. 

A special committee cooperated with a Central City Salary Committee repre- 
senting all school groups in the city. The committee reported that all groups 
were acting in harmony and that their recommendations for a salary increase 
for all employees were very favorably received by the Department of Superin- 
tendence and Board of Public Education. 








792 NATIONAL EpucaTION ASSOCIATION 





PITTSBURGH PRINCIPALS’ CLUB 


The Pittsburgh Principals’ Club has, during the past year, given profes- 
sional programs of three types as follows: 
1. Research 
2. A link up with State and National organizations through reports brought by 

delegates from these meetings 
3. By inspirational and professional talks by outside speakers 

A splendid bulletin dealing with the problem of “ Guidance” was fin- 
ished this year by a subcommittee of the Research Department. 

The February meeting, which is held on Lincoln’s Birthday, is always 
a very outstanding one socially as there is a dinner with special music and 
an address on Lincoln. This has become an annual affair. 


SCHOOLMASTERS’ CLUB, PORTSMOUTH, VIRGINIA 


The purposes of this organization are to strengthen the ties of personal 
and professional friendship between the principals, to discuss and attempt 
to solve common problems, and to further the interests and usefulness of 
the public schools. 

During the current year the professional discussions are being centered 
around the problem of the failing pupil. 

It is expected that the present topic of discussion will be carried over 
to next year in an attempt to determine how the Portsmouths schools may 
fully meet the needs of the individual pupils. 


PRINCIPALS’ AND SUPERVISORS’ CLUB, ST. PAUL, MINNESOTA 


The Principals’ and Supervisors’ Club of St. Paul, Minnesota, has made 
an intensive study of reading in the grades the past year. Conferences have 
been held where workable ideas and suggestions have been exchanged. A 
questionnaire on reading problems peculiar to each school furnished material 
for a round table on the application of phonics to reading, vocabulary 
building, and comprehensions. A discussion on procedure in literature 
classes, especially in platoon schools, emphasized the importance of the 
atmosphere of a literature room, the importance of creating a ‘‘ permanent 
‘interest’ in reading, and emphasized concretely activities arising in the 
literature course. 


PRINCIPALS’ AND SuPeERvisors’ CLuB, SAN DrEGo, CALIFORNIA 


The Educational Committee of the San Diego Principals’ and Super- 
visors’ Club has made a study of the possibilities and problems of the 
Twenty-Four Hour School. Other committees have studied the Retirement 
Act, Teacher Tenure Act, and Salary Schedules. 

The professional program consisted largely of detailed reports of these 
studies. The club has coordinated with the Teachers’ Association through 
joint committees. 





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ELEMENTARY SCHOOL PRINCIPALS 793 





PRINCIPALS’ ASSOCIATION OF SPRINGFIELD, ILLINOIS 


The programs of professional meetings of the Principals’ Association of 
Springfield, Illinois, included the following: 
1. Lectures on Group Instruction 
First Lecture—Bright Pupil Acceleration or Enrichment 
Second Lecture—Adjusting the Infant Child 
Third Lecture—Master Unit Plan of Individual Instruction 
Fourth Lecture—X. Y. Z. Group Plan 
2. Group Instruction 
3. Activities for next year left to the Committee 


PRINCIPALS’ ASSOCIATION, WASHINGTON, D. C. 


The following is a brief synopsis of the work accomplished and con- 
templated by the Committee on Differentiated Curricula recently appointed 
by the Principals’ Association of Washington, D. C. 

A committee previously appointed by the superintendent had agreed 
on a philosophy of education concerning grouping, accepted a common 
definition of terms, and set up definite outcomes of achievement. We ac- 
cepted their findings as our point of departure and were thus enabled to 
approach our problems from a common viewpoint. We agreed, also, to 
narrow our field to the local application of our theories, and decided on 
a preliminary survey of the situation to determine the present status of 
homogeneous grouping in our own schools. 

Accordingly, a questionnaire was sent to each principal, and general 
conclusions drawn from the tabulations of replies to the following questions : 


1. What is the present status of homogeneous grouping in your school? 
2. What has been done for the following groups: 
a. Superior X 
b. Low Z 
c. Below or bordering on 70 I. Q. 
3. What suggestions have you to offer to meet the needs of your particular situation? 


Most of the committee felt reasonably conversant with the theory of 
differentiated curricula, but, to clarify the issues and determine modern 
trends, recent publications on the subject were assigned as references and 
reported on to the committee. Reference was made, also, to a comprehen- 
sive and annotated bibliography compiled by a committee previously ap- 
pointed by the Superintendent to consider the general subject of grouping. 
This same committee corresponded with schools and research centers all 
over the country to learn their experiences in homogeneous grouping, and 
we expect this material to serve us in determining what is being done in 
other places which would be applicable to our local situation. 

Principals, with the cooperation of their teachers, have been asked to 
make case studies of typical groups in their own situations. Teachers mak- 
ing such experiments will keep careful notes of the possibilities of adapta- 
tions of subjectmatter, methods, materials of instruction, etc., to meet the 








794 NATIONAL EpucaTION ASSOCIATION 





needs of a particular type. Findings of special schools, while not so gen- 
erally applicable, should prove most suggestive in individual cases. 

We hope to reap valuable suggestions concerning necessary modifications 
along specialized lines through interviews with heads of departments, mem- 
bers of text book committees, principals of junior and senior high schools, ete, 

Further procedure awaits the consideration of this data, but we hope the 
work of this committee will develop along lines of service in solving per- 
plexing problems of graded ability grouping. 


CALIFORNIA ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION 


The California Elementary School Principals’ Association has issued a 
very worthwhile Second Yearbook. The subjects treated are Pupil Rating 
and Classification of Pupils. O. D. Enfield, Principal of Eastman Street 
School, Los Angeles, is the Editor. 


FLoripA EDUCATION ASSOCIATION 


The Department of Elementary Principals of the Florida Education 
Association is in its third year. The first year was spent on problems rela- 
tive to organization, working out the constitution, etc. Its second year’s 
energies were bent towards rounding up schools getting them to fill out 
the various questionnaires needed in the state educational survey; also the 
fostering of a teacher retirement law which is still pending. 

This year we are organizing local councils in each county in the state, 
and hope to go to our November, 1930, meeting with sixty-seven strong, 
lively branches. We are also engaged in the state’s curriculum revision 
program. 


New Jersey STATE TEACHERS’ AssocIATION 


Under James R. Floyd, Jefferson School, Plainfield, New Jersey, as 
President, this organization has carried out a very active and progressive 
program for the school year. A splendid program was conducted at the 
meeting of the State Teachers’ Association in Atlantic City in November, 
1929. 

In addition to the annual state meeting at Atlantic City, a program of 
sectional meetings has been followed out. Four centers representing the 
various sections of the state have been selected for these meetings. Princi- 
pals from all parts of the state are invited, thus bringing the activities of 
the entire state to the various sections. This sharing of experiences is help- 
ing the principals throughout the state to raise the level of instruction in 
each of the various schools. The cooperation of Dr. Spargo, state com- 
missioner for elementary education, at these gatherings helps to unify the 
state’s work. These meetings have brought uptodate ideas to all sections 
of the state. 





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ELEMENTARY SCHOOL PRINCIPALS 795 





On10 DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS 


The following is taken from the Bulletin of the Department of Elemen- 
tary School Principals of the Ohio Education Association: 


Plans for the Year—For the current year our department will have the following 
objectives: 

1. To conduct an aggressive membership campaign to increase the resources of 
the department, extend the range of its influence, and enlarge its program of service 
to the elementary principals of the nation. 

2. To organize committees to work upon various problems of elementary educa- 
tion, especially those of most immediate interest to the principal. 

3. To continue the high standard of publications for which this department has 
been distinguished throughout its entire history. 

4. To carry on studies relative to the economic and professional status of the 
principal. 

5. To set up standards for the elementary principalship as goals toward which 
the department may direct its program of constructive work. 

6. To aid in setting up professional salary schedules for elementary principals. 


Texas AssociATION 


The last meeting of the Texas Elementary School Principals’ and Super- 
visors’ Section centered on the subject of ‘‘ Character Education.” During 
the year a survey was made in several of the school systems of the state. The 
results of the survey were compiled in a report and given by one of the 
members. Outside speakers of national note were called in to discuss the 
subject of “ Character Education.” 

An executive group composed of the president, secretary, and treasurer, 
the editor of the page for elementary principals in the state teachers’ 
paper, and several past presidents met in council to work out problems to 
be studied through the year. This committee decided on following the 
problems set up in the Ninth Yearbook of the Department of Elementary 
School Principals of the National Education Association on ‘‘Administra- 
tion.” Research committees were formed to work on these three problems: 


1. Administration procedures to help free the teacher from unnecessary interrup- 
tions. 


2. Administration procedures used in the raising and expending of funds, and 


3. Administration procedures in office routine and technic. 


Reports on these subjects will be made at the next meeting, which in 
Texas comes in November. A study of the research problems mentioned 
above will receive attention, a special campaign is being worked out to 
increase the membership in this division of the state association, and na- 
tionally known educators in the problem of “ Administration ” will be called 
upon to give addresses at the state meeting.